Inside DepEd’s Education Budget: A Conversation with Undersecretary for Finance Atty. Edson Byron Sy

How does the government turn a national education budget into visible improvements for students?

ElevateCents spoke with Atty. Edson Byron K. Sy, Undersecretary for Finance at the Philippine Department of Education (DepEd), about the decisions behind education financing and what financial literacy should look like for Filipino students.

Before entering public service, Undersecretary Sy built a career in corporate law, business, and finance. Today, his work at DepEd involves helping manage resources for the country’s basic education system.

In this interview, we discuss his transition from the private sector to public service, how education funding moves from a proposed national budget to resources students can actually use, how DepEd determines its priorities, and the financial skills young Filipinos should develop before leaving high school.

Personal Journey

ElevateCents: Before joining the Department of Education, you built a career as a corporate lawyer and law firm partner. What led you from law and the private sector into public service and education?

Undersecretary Sy: My years in private practice gave me valuable opportunities to work on complex legal and business matters, and I’m grateful for that experience. But there came a point when I wanted to apply what I had learned to something with a broader public impact. I’ve always believed that every person should be able to give back to the country one way or another.

Education shapes every sector of society. By joining the Department of Education, I saw an opportunity to contribute beyond individual clients and help strengthen systems that benefit millions of Filipino learners. For me, public service is about using your experience where it can create the greatest value, and I’m honored to be part of that mission.

ElevateCents: How has your transition from advising private clients to helping manage public resources changed the way you approach financial decision-making?

Undersecretary Sy: The biggest change is that every financial decision now affects not just one client or organization, but millions of Filipino learners, teachers, and schools. That naturally changes how you weigh every decision.

In the private sector, success is often measured by the goals of a particular client or business. In public service, the priority is making sure every peso entrusted to the government delivers the greatest possible value to the public. It requires balancing accountability, efficiency, and equity while ensuring that limited resources reach the schools and learners who need them most.

That shift has reinforced the importance of looking beyond immediate outcomes and focusing on decisions that create lasting public value.

ElevateCents: What lessons from your experience in law, business, and finance have been most useful in your work at DepEd?

Undersecretary Sy: One lesson that has remained constant is that good governance starts with good decision-making. My background in law taught me to analyze issues carefully, while my experience in business and finance emphasized the importance of balancing risks, managing resources wisely, and planning for the long term.

Those lessons continue to guide my work at DepEd. Effective financial management isn’t just about numbers; it’s about building systems that are transparent, accountable, and responsive to the needs of our learners and educators.

ElevateCents: When you were a high school student, what was your own understanding of money, saving, and financial responsibility?

Undersecretary Sy: Looking back, my understanding of money in high school was fairly simple and transactional. Like most students, financial management meant stretching a daily or weekly allowance so I wouldn't run out before Friday.

Concepts like compound interest, budgeting, or long-term financial planning weren't explicitly part of the standard curriculum back then, so responsibility mostly meant exercising self-control rather than spending impulsively. Nevertheless, the broader mechanics of financial literacy were things I only truly grasped much later during my legal and financial training.

ElevateCents: Was there a financial lesson taught by your family, school, or personal experience that stayed with you?

Undersecretary Sy: The most enduring lesson came from my parents, who constantly reminded us: “Money can come and go with economic shifts, but an investment in your education and integrity can never be taken away from you.”

They treated education not as an expense, but as the primary asset worth prioritizing above all else. That principle has anchored every major financial decision I have made since. It shaped how I managed my personal finances, how I advised private-sector clients on sustainable investments, and it fundamentally drives how I view public budgeting today.

Wealth isn't just about what you accumulate; it is about what you build into people.

What Education Finance Actually Means

ElevateCents: Most students hear the title “Undersecretary for Finance” but may not understand what it involves. How would you explain your job to a high school student?

Undersecretary Sy: Imagine, in a school setting, students elect the president, vice president, and representatives. Being an “Undersecretary for Finance,” or Usec, is like being a school treasurer—making sure there is enough money for school events, keeping track of spending, and planning ahead so that funds are properly utilized.

In the same way, as the Usec for Finance of the Department of Education, I help manage the financial allocation for basic education across the whole country. But most importantly, my role is to make sure that every single peso is spent in accordance with existing laws, rules, and regulations, and that public funds are used for their intended purpose.

Every cent spent responsibly creates a meaningful impact. When resources are managed well, they help provide better classrooms, learning materials, teacher support, and opportunities for our learners. In other words, every cent spent wisely is an investment in the future of our students and teachers. Ultimately, this is an investment in our country.

ElevateCents: DepEd manages one of the largest government budgets in the country. How does that funding move from the national budget into something a student can experience, such as a classroom, textbook, meal, teacher, or learning device?

Undersecretary Sy: DepEd’s budget begins with the needs identified by schools and offices across the country. These may include additional classrooms, textbooks, teachers, feeding, supplies, learning devices, and other resources needed to support teaching and learning. These requirements are consolidated into the Department’s proposed budget and submitted to DBM for review and possible inclusion in the National Expenditure Program.

The proposed budget then goes through deliberations in the House of Representatives and the Senate. After the two chambers agree on the final version, the appropriations bill is submitted to the President. Once approved and signed, it becomes the General Appropriations Act.

From there, DBM releases the necessary allotment and cash authorities so DepEd can carry out its approved programs. Implementation is handled by the appropriate DepEd offices and schools and, for some projects, in coordination with other government agencies. All spending must comply with government procurement, accounting, and auditing requirements.

For a learner, the process becomes meaningful when the funds result in something that can actually be used or experienced—a new or repaired classroom, textbook, school meal, teacher, learning device, internet access, or the basic supplies necessary for school operations.

ElevateCents: There are many urgent needs, like classrooms, teachers, feeding, textbooks, and technology, to name a few. How does DepEd decide which needs should receive funding first?

Undersecretary Sy: All these needs are important, and in reality, they are all urgent. The challenge is that resources are always finite and our needs are infinite, so we have to prioritize carefully.

At DepEd, funding decisions are guided by a thorough planning and budgeting process aligned with the Department’s Five-Point Reform Agenda. We look at where the needs are greatest, what interventions will have the most immediate impact on learners, and what can be implemented effectively.

Our goal is never to choose one need over another, but to ensure that available resources are allocated responsibly so that, as much as possible, we can address the needs of both our learners and our teachers across the country.

ElevateCents: When DepEd assesses whether a program has been successful, what results does it examine?

Undersecretary Sy: The Department examines whether resources were delivered efficiently and as intended. For example, we have to check whether classrooms were completed on schedule, learning materials were distributed, teachers were trained, or school feeding programs reached their target beneficiaries.

These also include indicators such as enrollment and attendance, learner retention, literacy and numeracy outcomes, academic achievement, graduation rates, and the overall quality of the learning environment. DepEd also considers equity by assessing whether programs effectively reach disadvantaged learners and reduce disparities in access to quality education.

Financial Literacy for Filipino Students

ElevateCents: Students spend years learning mathematics, but many graduate without knowing how to make a budget, evaluate a loan, or protect themselves from financial scams. How important is it for schools to close this gap?

Undersecretary Sy: Closing this gap is an urgent economic imperative of President Marcos and Secretary Angara. While traditional mathematics builds logical reasoning, abstract formulas alone do not protect young Filipinos from debt traps, predatory lending, or financial scams.

From a finance perspective, graduating students who understand algebra but cannot evaluate a high-interest loan contract represents a misalignment in our educational outcomes. Schools must translate theoretical math into practical financial defense.

By integrating budgeting, compound interest, risk management, and consumer protection into the basic education curriculum, we empower the next generation to safeguard their earnings, make informed economic decisions, and build financial resilience.

ElevateCents: What financial knowledge and habits should every Filipino student have before finishing high school?

Undersecretary Sy: Prior to completing high school, every Filipino student must achieve essential financial literacy and build sustainable financial habits.

Graduates should possess a firm understanding of basic budgeting, inflation, and interest mechanics—enabling them to evaluate real-world costs and avoid predatory debt traps like 5-6 lending or unregulated loan apps. Furthermore, they must understand e-wallet security, recognize financial scams, and know how to navigate formal institutions like banks and state safety nets such as Pag-IBIG, SSS, and PhilHealth.

Crucially, this knowledge must translate into core daily habits: practicing the “pay yourself first” rule for savings, tracking routine expenses to curb impulse spending, and building an emergency buffer. Instilling these practical skills ensures our youth graduate not just academically prepared, but economically resilient.

ElevateCents: Many young people already know that saving is good, but knowledge does not always change behavior. How should schools teach financial literacy so that students practice it?

Undersecretary Sy: While many young people understand the importance of saving, the challenge is developing consistent financial habits. Schools can help bridge this gap by making financial education practical, experiential, and relevant to students' everyday lives.

The Department is integrating financial literacy across the curriculum and reinforcing it through partnerships with families, financial institutions, and government agencies. Rather than relying on conceptual teaching, DepEd provides opportunities for students to apply what they learn through budgeting exercises, savings challenges, entrepreneurship projects, simulations, and real-life financial scenarios.

These activities enable students to experience the consequences of financial decisions in a safe learning environment and build confidence in managing money responsibly.

ElevateCents: How can financial education be made relevant to students whose families may have irregular incomes, limited access to formal banking, or very little money available to save?

Undersecretary Sy: The core principles of financial literacy—planning, budgeting, prioritizing needs over wants, managing debt responsibly, preparing for emergencies, and setting financial goals—are relevant regardless of income level.

Yet financial education should be inclusive and grounded in the realities that Filipino families face. For students from households with irregular incomes, limited access to formal financial services, or very little disposable income, financial literacy should not begin with how much money they have—it should begin with how they make informed financial decisions with the resources available to them.

ElevateCents: How can schools acknowledge that students begin from very different economic circumstances without lowering expectations for what they can learn?

Undersecretary Sy: In the Department, through the leadership of Secretary Sonny Angara, we acknowledge that a student’s economic disadvantage requires deploying targeted fiscal support, not lowering academic standards.

Equity is achieved by funding the necessary scaffolding—implementing weighted per-pupil funding formulas, absorbing out-of-pocket costs like nutrition and learning materials, and investing heavily in foundational tutoring and teacher development—so every student can meet the same high bar.

Lowering expectations is a form of neglect; our duty is to allocate public funds to remove barriers so that academic mastery remains achievable for all, regardless of economic circumstances.

ElevateCents: Students’ financial habits are often influenced by what they see and experience at home. What role should parents and families play in school-based financial education?

Undersecretary Sy: While schools provide students with the knowledge and skills to make informed financial decisions, families reinforce those lessons through everyday practices and conversations about managing money.

School-based financial education is most effective when it is complemented by positive financial behaviors at home. Simple practices—such as involving children in household budgeting, discussing the difference between needs and wants, encouraging regular saving, and demonstrating responsible spending—can help students translate classroom concepts into lifelong habits.

Youth Partnerships

ElevateCents: Where do you see the greatest opportunity for organizations such as ElevateCents to complement the work already being done by teachers and DepEd?

Undersecretary Sy: Organizations such as ElevateCents can play an important complementary role by making financial education more practical, engaging, and relevant to young people. They can support teachers through quality learning resources, real-world examples, and innovative learning activities that reinforce lessons in the classroom.

At the same time, these partnerships should always align with DepEd’s educational goals and remain learner-centered. Financial literacy is a shared responsibility, and when the government, educators, families, and responsible partners work together, we can better prepare our learners to make informed financial decisions throughout their lives.

One Financial Lesson for Young Filipinos

ElevateCents: What is one financial principle that every young Filipino should remember?

Undersecretary Sy: If I could impart just one financial principle to every young Filipino, it is this: Treat your human capital—your knowledge, skills, and integrity—as your single greatest appreciating asset.

In a world driven by social media and instant gratification, it is easy to view money merely as a tool for immediate consumption or lifestyle enhancement. But true financial independence is not about how much money passes through your hands; it is about how much you retain, reinvest, and transform into long-term security.

Before you invest in stocks, real estate, or trends, invest in yourself through continuous learning, disciplined saving, and avoiding unnecessary debt. Economic cycles will fluctuate and trends will pass, but the competence, discipline, and fiscal habits you build in your youth are assets that no market crash can ever take away from you.

Our conversation with Undersecretary Sy highlighted that financial responsibility operates at every level: from a student managing an allowance to a government department managing resources for millions of learners. While the scale may be different, many of the underlying principles remain the same: setting priorities, using limited resources carefully, planning for the future, and making informed decisions.

It also reinforced why financial literacy cannot stop at understanding concepts. Young people need opportunities to apply what they learn to the financial decisions they will actually face, whether that means creating a budget, understanding interest, recognizing a scam, managing debt, or deciding how to save.

For ElevateCents, this is at the heart of our mission. By making financial education practical, accessible, and relevant to young people from different economic backgrounds, we hope to help students develop the knowledge and habits they need to make more informed financial decisions throughout their lives.

We thank Undersecretary Edson Byron K. Sy for sharing his experiences and perspective with ElevateCents, and for contributing to a conversation that affects not only how young Filipinos understand money today, but how they prepare for their futures.