Classroom Shortage in Cavite: Maragondon, Tanza and Naic

Cavite lacked 8,832 classrooms in 2023, according to DepEd’s classroom shortage data as published in the EDCOM II classroom construction dashboard. That is 5.3% of the country’s shortage of 165,443 classrooms and the largest of the 118 provinces and highly urbanized cities. The province is short 11.4 classrooms for every 1,000 learners enrolled in SY 2024-25, against 7.4 nationally, and 359 of its 500 schools in the shortage data (71.8%) lack classrooms.

The School Building Program (SBP) 2026 lists 3,736 classrooms for Cavite, 11.5% of the national list and, on paper, 42.3% of the province’s shortage. Most of them, 3,332 or 89.2%, are PSIP III classrooms, still for bidding. The list leans clearly toward the schools with the larger shortages, yet it is uneven across the province: nine of its 23 cities and municipalities are listed for more classrooms than their 2023 shortage, while the four cities with the largest shortages are covered at 8.3% to 25.8%.

EDCOM II’s 20 October 2026 news release named three Cavite towns: Maragondon, with 272 classrooms against a shortage of 64; Tanza, 448 against 869; and Naic, 356 against 631 (EDCOM II, 2026, October 20). The cleaned data give the same figures, broken down below school by school: how much of each town’s list is PSIP III, how much is on lines that repeat an earlier line, and which listed schools had no 2023 shortage. The province’s division figures are in the Region IV-A report. Every file is listed on the EDCOM II classroom data page.

Key findings

• Cavite lacked 8,832 classrooms in 2023, the largest shortage of any province or highly urbanized city, at 11.4 per 1,000 learners against 7.4 nationally.
• The SBP 2026 list holds 3,736 classrooms for Cavite, 42.3% of its shortage, and 3,332 of them (89.2%) are PSIP III, still for bidding.
• 44 of the masterlist’s 103 duplicate lines, lines that exactly repeat an earlier line, are at Cavite schools, carrying 864 of their 1,554 classrooms.
• The list favors the larger shortages: listed schools have a median shortage of 24.0 classrooms against 9.0 for schools left off (Mann–Whitney p < 0.001), and 58.0% of schools short more than 20 are on it.
• Still, 217 of the 359 schools with a shortage receive nothing, and counted school by school the list meets 25.3% of the shortage, leaving 6,599 classrooms unmet.
• The cleaned data reproduce EDCOM II’s three town figures; in Maragondon all 272 classrooms are PSIP III, 80 are on duplicate lines and 104 are at schools with no 2023 shortage.
• 165 schools (32.4%) held classes in two or more shifts in SY 2024-25, enrolling 54.5% of the province’s learners.

Cavite against Region IV-A and the country

The table sets Cavite beside its region and the country, with the same definition in each row. Cavite here is the province of the Philippine Standard Geographic Code (PSGC), with all its cities, which the 2023 data place in six schools divisions.

Cavite is above its region on the shortage, shifts and crowding, and well above it on the 2026 list: its classrooms equal 42.3% of its shortage, against 20.9% in Region IV-A and 19.6% in the country, and 39.6% of its schools with a shortage receive some, against 13.3% nationally. Where the classrooms land is close to the regional pattern: 59.8% fall within the receiving school’s own shortage and 13.7% go to schools with no 2023 shortage.

Cavite’s shortage per learner ranks 20th of the 115 provinces and highly urbanized cities with 20,000 learners or more, lower than its count suggests, because it enrolls 773,338 learners. Four of its cities are among the 20 cities and municipalities with the largest shortages in the country, Dasmariñas ninth and Bacoor, General Trias and Imus 14th to 16th, and Imus, Bacoor, Naic and Dasmariñas are among the 20 with the highest rates of those with 20,000 learners or more (the 20 cities and municipalities with the largest shortages). Its seven congressional districts, as DepEd’s 2023 table labels them, are compared with every other district in Classroom Shortage by Congressional District, 2023–2026.

Kindergarten to Grade 10 accounts for 8,300 classrooms of the shortage and senior high school for 532 (6.0%). Meanwhile 102 schools report more Kindergarten to Grade 10 classrooms than they need, 469 in all, which do not reduce the shortage at other schools.

Classroom shortage by city and municipality in Cavite

Cavite’s 23 cities and municipalities range from the large cities near Metro Manila to small towns on the western coast and in the uplands. The chart sets each one’s 2023 shortage beside its SBP 2026 classrooms.

The four cities with the largest shortages show the widest gaps between their two bars. The City of Dasmariñas, short 1,642 (18.6% of the province’s shortage), has 236 classrooms on the list; Bacoor, 115 for 1,193; General Trias, 290 for 1,125; and Imus, which has the province’s highest rate at 15.0 per 1,000 learners, 92 for 1,108. Tanza, Naic and Trece Martires, next by shortage, are covered at 51.6% to 58.2%.

Further down the chart the bars reverse. Nine cities and municipalities are listed for more classrooms than their 2023 shortage: Gen. Mariano Alvarez, the City of Carmona, Kawit, Indang, Maragondon, Amadeo, Ternate, General Emilio Aguinaldo and Magallanes. Maragondon has the highest coverage, 425.0%, and only Mendez, short 31, has no SBP 2026 classroom.

Read down the table, coverage tends to rise as the shortage falls. Every school in Tanza and Gen. Mariano Alvarez has a shortage, and the City of Bacoor has the most schools on shifts, 27. Magallanes has the lowest rate, 2.3 per 1,000 learners. The city table follows the PSGC, so its figures can differ from those of the division with the same name; the Region IV-A report gives the six divisions.

Schools with the largest classroom shortages in Cavite

The 15 schools with the largest shortages are short 1,847 classrooms between them, 20.9% of the province’s shortage. Eleven are on the SBP 2026 list, and 11 hold classes in two or more shifts.

Imus NHS has the largest shortage in the province, 192 classrooms for 9,654 learners, and no SBP 2026 classroom. Three other schools in the table have none: Malagasang II ES (125) and Gen. Emilio Aguinaldo NHS (Imus) (121), also in the City of Imus, and Pintong Gubat Elementary School in Dasmariñas (120). They are the four largest shortages in Cavite with nothing on the list. Trece Martires City National High School (163) and Timalan Hillsview Integrated School in Naic (133) are listed for 100 classrooms each, the most among the 15. Pasong Kawayan II West Elementary School’s 208.9 learners per classroom divides SY 2024-25 learners by the instructional classrooms counted in 2023, so it is worth checking against the school’s own room count.

The 50 schools with the largest shortages, the top 10% of Cavite’s schools, hold 47.7% of the shortage, against 66.0% nationally, and half of it is spread over 54 schools (10.8%), against 4.7% of schools nationally. In all, 205 schools are short by 10 or more classrooms, and among schools with a shortage the median is 13.0, against 3.0 in the country.

Where Cavite’s SBP 2026 classrooms go

The map places every Cavite school with usable coordinates, sized by its 2023 shortage and colored by whether it is on the SBP 2026 list.

Much of Cavite’s lowland is orange: the list reaches 142 of the 359 schools with a shortage. The largest blue dots that remain are in the northern cities, where the four largest shortages left off the list stand. In the upland south, around Silang, Indang, Alfonso and Maragondon, the dots are small, and some of the orange ones mark schools with little or no 2023 shortage.

The SBP 2026 masterlist has 249 lines for Cavite, 3,736 classrooms at 171 schools. Only 404 of these classrooms are funded under the General Appropriations Act (GAA) 2026, with PHP 1.27 billion; the other 3,332 are PSIP III classrooms, the third Public-Private Partnership for School Infrastructure Project, still for bidding, with construction expected from March 2027 to July 2028.

PSIP III has 207 lines at 133 schools, so most listed schools wait on a procurement not yet awarded. City governments implement 177 classrooms, the Department of Public Works and Highways (DPWH) 115, municipal governments 60 and the provincial government 52. DepEd School Building Program 2026 in Numbers explains the modalities.

The masterlist holds 103 lines that exactly repeat an earlier line, all of them PSIP III, with 1,554 classrooms. Of these, 44 lines with 864 classrooms are at Cavite schools. The totals here include them, as the dashboard’s do: the masterlist has no project ID, so a repeated line cannot be checked against a separate building, and How the EDCOM Classroom Data Was Cleaned keeps every line, with a flag. Without the repeated lines, Cavite’s list would hold 2,872 classrooms.

School by school, 2,233 of the 3,736 classrooms (59.8%) fall within the receiving school’s own 2023 shortage. Another 919 go beyond a listed school’s shortage, 510 (13.7%) go to 25 schools with no 2023 shortage, and 74 go to schools not in the 2023 shortage table. Counted this way, the list meets 25.3% of the province’s shortage, against 13.0% in Region IV-A and 10.4% in the country, and leaves 6,599 classrooms unmet. The method is the one in Do 2026 Classrooms Go Where the Shortage Is?.

The 10 schools with the most SBP 2026 classrooms are all listed through PSIP III:

San Gabriel II Elementary School in Gen. Mariano Alvarez, short 30, is listed for 116, the most in the province, and six schools are listed for 100 each. Two of those six, Trece Martires City National High School and Timalan Hillsview Integrated School, are among the 15 largest shortages; the other four are listed for more than their shortage, as are Maragondon Elementary School, Naic Elementary School and Emiliano Tria Tirona Memorial National Integrated High School further down.

Does the 2026 list favor Cavite’s largest shortages?

Two checks ask whether the list goes first to the schools that lack the most. The first groups schools by the size of their 2023 shortage and gives the share in each group with any SBP 2026 classroom.

The share rises in every band, from 17.7% of schools with no 2023 shortage to 58.0% of schools short more than 20. Each share comes with a 95% interval, the range of shares that fit the counts; with groups of about a hundred schools, a share can move by several points on a handful of schools. These are Wilson score intervals (Wilson, 1927), which stay accurate for small groups and for shares near 0% or 100%, where the familiar plus-or-minus formula fails. The top band’s interval (49.6% to 65.9%) does not overlap any other band’s, so its higher share is more than the play of small numbers; the two lowest bands overlap and cannot be told apart.

The second check uses every school’s exact shortage. Take the 359 schools with a shortage and split them in two: the 142 on the list, with a median shortage of 24.0 classrooms, and the 217 left off, with a median of 9.0. The Mann–Whitney test (Mann & Whitney, 1947) asks whether a gap like this could easily arise if listing had nothing to do with the size of a school’s shortage. It ranks all 359 schools from the smallest shortage to the largest and checks whether the listed schools’ ranks are higher than chance would give; ranks keep a few very large shortages from deciding the result. The p-value is below 0.001: if listing ignored the shortage, a gap this large would almost never appear.

The size of the lean is the rank-biserial correlation (Kerby, 2014). Pair every listed school with every unlisted one: r is the share of pairs in which the listed school has the larger shortage minus the share in which it has the smaller. It runs from −1 to 1, with 0 meaning no lean. Cavite’s r is 0.36, a clear but not overwhelming lean: listed schools usually have the larger shortage, yet 25 schools with no 2023 shortage are on the list while Imus NHS, short 192, is not. Both checks show how the 2026 list lines up with the 2023 shortage, not why any school was or was not listed.

Maragondon, Tanza and Naic: the towns EDCOM II cited

EDCOM II’s 20 October 2026 news release compared DepEd’s School Building Plan 2026, as of 20 August 2026, with DepEd’s StratMa classroom backlog for 2023. It found that only 45.2% of the 332 LGUs with the largest estimated shortages were among the top recipients of planned classrooms, and gave three Cavite examples: Maragondon, 272 classrooms against a shortage of 64; Tanza, 448 against 869; and Naic, 356 against 631 (EDCOM II, 2026, October 20). The cleaned masterlist and shortage data give exactly the same three pairs. Do 2026 Classrooms Go Where the Shortage Is? repeats the release’s national comparison.

The second table breaks each town’s list down further: how many of its classrooms are PSIP III, how many are on lines that repeat an earlier line, and how many go beyond the shortage of a listed school that has one.

Maragondon. All 272 classrooms are PSIP III, still for bidding, at 11 of the town’s 20 schools. Eighty of them are on four lines that repeat an earlier line. Four listed schools reported no 2023 shortage: Bucal II Elementary School (40 classrooms), Cavite Science Integrated School (32), Tulay Elementary School (20) and Pantihan II Elementary School (12), 104 classrooms in all. The seven listed schools with a shortage each receive more classrooms than they lack; Maragondon Elementary School, short 11, is listed for 72. Within those schools’ shortages fall 46 classrooms, and 122 go beyond them. Counted town by town, as the top-20 post does, Maragondon receives 208 classrooms beyond its shortage, the most of any city or municipality in the country. Counted school by school, the town’s own shortage is still not fully met: 18 classrooms of it are at schools with a shortage that are not on the list.

Tanza. Of the 448 classrooms, 420 are PSIP III, and the rest are provincial government lines at four schools. Eleven lines, with 220 classrooms, repeat an earlier line. Every listed school had a 2023 shortage, as every school in Tanza did, so none of its classrooms go to a school without one; 363 fall within the listed schools’ shortages and 85 beyond. The allocations differ widely across schools: Tanza National Trade School (short 76) and Amaya School of Home Industries (59) are listed for 100 classrooms each, while Tanza National Comprehensive High School, the town’s largest shortage at 110, has 10, and Amaya Elementary School (71) has six. The list leaves 506 classrooms of Tanza’s shortage unmet.

Naic. Of the 356 classrooms, 332 are PSIP III, with the rest on DPWH and provincial government lines. Six lines, with 112 classrooms, repeat an earlier line. One listed school, Muzon Elementary School, had no 2023 shortage (six classrooms), and another, Belmont Homes Elementary School, has no 2023 record (six). Timalan Hillsview Integrated School, short 133, is listed for 100, and Naic Elementary School, short 24, for 68; 266 classrooms fall within the listed schools’ shortages, 78 go beyond them, and 365 classrooms of the town’s shortage stay unmet. Naic’s rate, 14.2 per 1,000 learners, is among the 20 highest of the country’s cities and municipalities with 20,000 learners or more.

Every school on the three towns’ lists is below, with its 2023 shortage, its SBP 2026 classrooms and the modality of its lines.

EDCOM II’s figures and these are totals of the same masterlist, so they include everything the lists contain: PSIP III lines still for bidding, the lines that repeat an earlier line, and classrooms at schools that reported no 2023 shortage. The data show what each town’s list holds. They do not show why any line was listed.

Class shifts, crowding and buildings in Cavite

In SY 2024-25, 165 of the 509 Cavite schools in the enrollment data (32.4%) held classes in two or more shifts, against 13.7% in Region IV-A and 4.3% in the country, and those schools enroll 54.5% of the province’s learners. Of the 15 schools with the largest shortages, 11 run shifts.

The median school has 43.8 learners per classroom in elementary, 53.0 in junior high and 42.6 in senior high, against 24.9, 32.1 and 30.6 nationally; junior high is where Cavite is most crowded. In 220 schools there are more than 50 learners per classroom, and they hold 64.4% of the learners counted; bringing each down to 50 would take at least 3,629 classrooms. Class Shifts and Crowded Classrooms in DepEd Schools explains the measure.

The 2023 facilities data show 63 schools (12.6%) using makeshift rooms, against 29.0% nationally, and 282 schools reporting a building for condemnation or demolition, 893 buildings in all. Only five schools (1.0%) are flagged as Last Mile Schools, schools in geographically isolated, disadvantaged and conflict-affected areas and hardship posts.

What this means for school heads in Cavite

Cavite’s 2026 list is long, but most of it is PSIP III and many schools with large shortages still have none. Read your own school’s lines closely.

• Find your school in the data. Look up your school ID in the school table for your 2023 shortage, learners per classroom, shifts and SBP 2026 classrooms, and in the SBP lines file for each line’s modality and scope; the EDCOM II classroom data page links every file.
• If your school has PSIP III lines, plan for the wait. 89.2% of Cavite’s classrooms are PSIP III, still for bidding, with construction expected from March 2027 to July 2028; the school improvement plan and the annual implementation plan should cover the shifts and crowding until then.
• If two identical lines appear for your school, ask. 44 of Cavite’s lines repeat an earlier line exactly. Ask the division whether the plan is for one building or two, so the school plans for the right number of rooms.
• If your school has no 2026 classroom, build the record. 217 of the 359 schools with a shortage have none. Shifts, learners per classroom and condemned buildings, documented with dates and photos during Brigada Eskwela, are the evidence a later list can use.
• If your school received more than its 2023 shortage, say what the rooms are for. Write in the SIP what each new room replaces or relieves: a second shift, a condemned building or a makeshift room.
• Bring in the local government that builds. City governments implement 177 of Cavite’s funded classrooms, the DPWH 115, municipal governments 60 and the provincial government 52, so the implementing office is a partner in any request, with the division.

How these numbers were made

The data are the cleaned tables behind the EDCOM II classroom construction dashboard: DepEd’s 2023 classroom shortage by school, the SBP 2026 masterlist, SY 2024-25 enrollment and class shifts from the Basic Education Information System (BEIS), 2023 school facilities, and school coordinates from the National School Building Inventory (NSBI) for SY 2022-23. How the EDCOM Classroom Data Was Cleaned documents every table and cleaning rule. The analysis was done in Python with pandas, SciPy and geopandas.

• The place. Cavite is the PSGC province with all its cities. Its 500 schools in the 2023 shortage table give its shortage, rates and bands; its 510 schools in all, including those not in the 2023 shortage table, give its SBP classrooms. Cities and municipalities follow the PSGC, so Maragondon, Tanza and Naic are the PSGC municipalities of those names.
• Rates, ranks and coverage. A school’s shortage is DepEd’s 2023 figure for Kindergarten to Grade 10 plus senior high school. The shortage per 1,000 learners divides the shortage of schools with SY 2024-25 learners by those learners and multiplies by 1,000. Ranks compare the 118 provinces and highly urbanized cities: by shortage, all of them; by rate, the 115 with 20,000 learners or more. Coverage is SBP 2026 classrooms divided by the 2023 shortage.
• School by school. At each school, classrooms within its shortage are the smaller of its SBP classrooms and its shortage, and classrooms beyond it are any SBP classrooms over the shortage. The unmet shortage is the shortage minus the classrooms within it, summed over schools.
• Repeated lines. A line that repeats an earlier line is one whose every field matches an earlier line of the masterlist (duplicate_of_line in the SBP lines file). All such lines are kept in every total.
• Mann–Whitney comparison. Among schools with a 2023 shortage, the shortages of the schools on the list and off it are compared with the two-sided Mann–Whitney U test (SciPy). The rank-biserial correlation is r = 2U ÷ (n₁ × n₂) − 1, where U is the test statistic for the listed schools and n₁ and n₂ are the two group sizes.
• Bands and intervals. Schools are grouped by their 2023 shortage (none, 1 to 5, over 5 to 20, over 20 classrooms), and each share has a 95% Wilson score interval.
• Crowding. Learners per classroom divide SY 2024-25 learners by 2023 instructional classrooms. For each school above 50, the classrooms needed are the rooms that would bring it to 50 learners per classroom, minus the rooms it has.
• The map. Schools are placed at their NSBI coordinates. Schools without coordinates, with coordinates more than 10 km from their barangay’s center, or with coordinates outside the province’s frame are left off, which is why 488 of the 510 schools appear.

Limits

The sources span several years: the shortage and facilities are from 2023, enrollment and shifts from SY 2024-25, coordinates from SY 2022-23 and the allocations from 2026, so a school’s figures may have changed since. The SBP list shows planned classrooms, not finished ones, and 89.2% of Cavite’s are PSIP III, still for bidding. The shortage is DepEd’s own estimate and a 2023 count; a school’s need may have changed since. New, merged or renumbered schools may be missing or counted under a new ID.

The masterlist has no project ID, so a line that repeats an earlier one cannot be checked against a second building; the totals keep every line, as the dashboard and EDCOM II’s figures do. The Mann–Whitney test and the Wilson intervals treat Cavite’s schools as if they were drawn by chance, but they are every school in the province, not a sample; read them as a check on whether the lean toward larger shortages is more than a list of this size could show by chance. All of these are associations: they show where the shortage and the 2026 classrooms are, not why a school or town received what it did.

Frequently asked questions

How big is the classroom shortage in Cavite?

DepEd’s 2023 data put Cavite’s classroom shortage at 8,832 classrooms, 5.3% of the national shortage of 165,443 and the largest of any province or highly urbanized city. That is 11.4 classrooms per 1,000 learners, against 7.4 nationally, and 71.8% of the province’s public schools have a shortage. The City of Dasmariñas has the largest part, 1,642 classrooms.

How many SBP 2026 classrooms will Cavite get?

The SBP 2026 masterlist has 3,736 classrooms for Cavite on 249 lines at 171 schools: 404 funded under the GAA 2026 with PHP 1.27 billion and 3,332 PSIP III classrooms still for bidding. They equal 42.3% of the 2023 shortage. Of the total, 864 classrooms are on 44 lines that repeat an earlier line. The list is a plan; it does not mean the classrooms are built.

Why does Maragondon get 272 classrooms for a shortage of 64?

The data show what Maragondon’s 272 classrooms are, not why they were listed. All are PSIP III, still for bidding, and 80 are on four lines that repeat an earlier line. School by school, 104 are at four schools that reported no 2023 shortage, 46 fall within the shortage of the listed schools that have one, and 122 go beyond it.

Which school in Cavite has the largest classroom shortage?

Imus NHS in the City of Imus, short 192 classrooms in 2023 for 9,654 learners in SY 2024-25. It has no classroom on the SBP 2026 list. Trece Martires City National High School is next, short 163, and is listed for 100.

Download the data and cite this post

The cleaned EDCOM II classroom data behind this series are free to download for personal study; to reuse them, email support@nash.com.ph for written permission first. How the EDCOM Classroom Data Was Cleaned explains every table and cleaning rule. The files are at data.nash.com.ph: start with the README, then the school table (Parquet, or CSV), the School Building Program lines (CSV), the city and municipality table (CSV), and every table for Stata and SPSS. Every figure in this post can be computed from the school table, filtered to Cavite by province, with the School Building Program lines matched to it by school_id; the repeated lines are those with a value in duplicate_of_line.

Every file, with its rows, columns and checksum, is listed on the EDCOM II classroom data page. To cite the data: Llego, M. A. (2026). EDCOM II classroom construction dashboard data, cleaned, version 1.1. NASH Reviewer. https://nash.com.ph/edcom-classroom-data

To cite this post: Llego, M. A. (2026, October 28). Classroom shortage in Cavite: Maragondon, Tanza and Naic. NASH Reviewer Blog. https://nash.com.ph/blog/classroom-shortage-cavite

References

• Kerby, D. S. (2014). The simple difference formula: An approach to teaching nonparametric correlation. Comprehensive Psychology, 3.
• Llego, M. A. (2026). EDCOM II classroom construction dashboard data, cleaned, version 1.1 [Data set]. NASH Reviewer. https://nash.com.ph/edcom-classroom-data
• Mann, H. B., & Whitney, D. R. (1947). On a test of whether one of two random variables is stochastically larger than the other. Annals of Mathematical Statistics, 18(1), 50–60.
• Second Congressional Commission on Education (EDCOM II). (2026, October 20). Put classrooms where they’re needed most, EDCOM 2 tells DepEd [News release]. https://edcom2.gov.ph/put-classrooms-where-theyre-needed-most-edcom-2-tells-deped/
• Wilson, E. B. (1927). Probable inference, the law of succession, and statistical inference. Journal of the American Statistical Association, 22(158), 209–212.

More in this series

• How the EDCOM Classroom Data Was Cleaned
• Philippine Classroom Shortage 2023: Where the Gap Is
• DepEd School Building Program 2026 in Numbers
• Do 2026 Classrooms Go Where the Shortage Is?
• Classroom Allocation by LGU Income Class, 2026
• Class Shifts and Crowded Classrooms in DepEd Schools
• Last Mile Schools: Classroom Need and 2026 Allocation
• Regional reports: NCR, CAR, Region I, Region II, Region III, Region IV-A, MIMAROPA, Region V, Region VI, NIR, Region VII, Region VIII, Region IX, Region X, Region XI, Region XII, Caraga, BARMM
• Rankings and deep dives: Congressional districts, Top 20 cities and municipalities, Rizal, Quezon City, City of Manila, Tawi-Tawi, Cavite, Cost of a classroom
• Explainers: PSIP III, Senior high shortage, Junior high shortage, Excess classrooms, Learning Continuity Spaces, How learners reach school
• For teachers and school heads: Action research and thesis topics
• Related: CRLA Results SY 2025-26 in Region IV-A: Counts vs Rates, EDCOM II Final Report: Guide for Aspiring School Heads, DepEd School Improvement Plan (SIP): Steps, AIP and SRC, How to Read DepEd Data: A Guide for Aspiring School Heads

Analysis and charts by Mark Anthony Llego for NASH Reviewer. Data: EDCOM II classroom construction dashboard and Department of Education data. NASH Reviewer is not affiliated with EDCOM II or DepEd. Charts may be reused only with written permission from support@nash.com.ph.