Political and Economic Dimensions of Crisis-Responsive and Climate-Resilient Education Planning in Philippine Secondary Schools

Abstract

Hilario B. Solleague Jr, Duchess Esther Ben C. De Leon, Pamela Jane V. Masagca, Maybelle V. Rubio, Mary Rose V. Sta Rosa and Jose Z. Tria

This systematic literature review with conceptual mapping examined the political and economic dimensions of crisis- responsive and climate-resilient education planning in Philippine secondary schools. Guided by PRISMA-informed review procedures, the study re-screened an existing corpus of 100 references using a revised eligibility instrument that limited the evidence base to Philippine-focused sources published from 2010 to 2026 [1]. Thirty-three sources met the final criteria and were included in the thematic synthesis. The review focused on governance, policy implementation, leadership, stakeholder participation, financing, resource allocation, infrastructure investment, and disaster recovery funding. The results showed that resilience in Philippine secondary schools was shaped by a strong but unevenly implemented policy architecture in which national mandates, local government capacity, school leadership, community participation, fiscal capacity, infrastructure conditions, and funding arrangements interacted. Political factors shaped role clarity, coordination, accountability, and stakeholder ownership, while economic factors influenced the feasibility, timing, scale, and equity of preparedness, response, recovery, and learning-continuity measures. The synthesis indicated that resilience planning was more effective when School Improvement Planning, DRRM/CCA/EiE integration, learning- continuity planning, risk data, teacher capacity building, learner participation, psychosocial support, and resilient infrastructure were treated as connected planning mechanisms rather than separate compliance requirements. The study developed an integrated political-economic framework for secondary-school resilience and recommended future mixed-method, multi-site, and participatory research linking policy implementation, school finance, hazard exposure, and learning-continuity outcomes.

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