Cebu Province’s dropout rate not the ‘highest’

THE Department of Education (DepEd) Cebu Province Division clarified that its dropout rate is 1.12 percent, not the “highest” as previously reported.

Division Superintendent Dr. Senen Priscelle Paulin said in an interview on Wednesday, May 14, 2025, that the previous report likely included data from independent cities.

He clarified that their dropout rate, standing at just 1.12 percent, was well below the DepEd’s two percent alarming mark.

According to Paulin, the reported figures have likely combined data from all school divisions in the province of Cebu, including independent cities like Mandaue, Lapu-Lapu and Talisay, which are not under Cebu Province’s jurisdiction.

He did not specifically mention the news outlet that released the report; however, Sunstar Cebu reported on April 20 that Cebu Province topped the list with the highest number of school dropouts among the 20 education districts in Central Visayas for the 2023–2024 school year, based on a report from the Department of Education (DepEd) 7.

In that report, about 21,000 students from elementary, junior high school (JHS) and senior high school (SHS) in Central Visayas dropped out of school for various reasons, ranging from lack of interest to family problems.

Of the total dropouts, Cebu Province accounted for 6,627, followed by Negros Oriental with 3,279, Cebu City with 2,929, Bohol with 2,536 and Lapu-Lapu City with 1,110.

Paulin said that the Cebu province division has an enrollment of 650,000 students, excluding other divisions within the province of Cebu’s territorial jurisdiction.

“Our learners number around 650,000. Even if 6,500 drop out, that’s still just one percent,” Paulin said.

“I had to call their attention,” Paulin said. “When you say Cebu Province, is it only our division, or are you including independent divisions like Mandaue, Lapu-Lapu and Talisay?”

By comparison, smaller divisions with 80,000 students and 900 dropouts would reflect a 1.13 percent rate or higher, making Cebu’s numbers proportionally lower, he added.

Paulin cited poverty, long absences and a sense of being left behind as leading causes of school dropouts.

To counter this, Paulin has instructed teachers to provide refined modular materials — a practice carried over from the pandemic — to learners with prolonged absences. This allows students to catch up with the lessons.

“When students are absent, we give them modules so they don’t feel disconnected,” Paulin said.

The division is also campaigning to retrieve all learners who should automatically be enrolled based on progression — from Grades 1 through 9.

A January early enrollment drive helped establish baseline figures, but Paulin said the goal is not just enrollment — it’s retention.

“Let’s make schools more interesting,” he said. “We can’t expect students to return if we don’t give them a reason to stay.”

To address these issues, DepEd 7 rolled out several interventions, including strengthening Brigada Eskwela and back-to-school campaigns to boost awareness and community involvement.

The department is also working with local government units and nongovernment organizations to provide scholarships, feeding programs and transportation support for learners in need.

DepEd 7 is expanding access to flexible learning options to accommodate students who are mobile or working. It is also enhancing early warning systems to identify at-risk students early and provide them with the support they need to stay in school. / EHP