This policy research conducted an impact assessment of the delayed in the government's rehabilitation school infrastructure projects in Marawi City on the education after the 2017 Siege. The study employed a qualitative method and made the assessment based on five variables, namely student-learners, teachers, curricula and programs, instructional resources and facilities, and school leadership and administration.
The results show that student enrollment in affected schools has not returned to pre-crisis level, schoolchildren continue to suffer from trauma and there is a heightened risk of radicalization of the youth because of the delayed rehabilitation of the city. Low morale and de-motivation are still observed among the teachers in these schools, and the risk of radicalization among their ranks is also increased. Furthermore, the delayed made the preparation of instructional resources difficult for educators, caused the deterioration of school facilities even those that sustained partial damage, and created new challenges for school principals and administrators.
Research participants called on the government to speed up the city's rehabilitation on school infrastructure project; address the increased risk of radicalization among students and teachers through the teaching of Madrasah and Toril and the conduct of more school programs and activities; offer additional livelihood programs to families and financial assistance to affected schoolchildren; and provide financial aid or augment compensation (such as bigger hazard pay) for teachers. The study concludes by identifying the distributive type of public policy as the policy alternative to mitigate the impact of the delayed rehabilitation of school infrastructure project in Marawi City, as well as offers a set of proposed actions for the government to implement the aforesaid recommendations.