Local School Board (LSB) officials and education champions from Iloilo’s Proof of Concept (POC) LGUs gathered for a full-day workshop aimed at strengthening their collective commitment to the devolution of basic education. The event became a space for reflection, sharing, and reimagining how local governments can drive meaningful reforms in education.

A Call to Collective Leadership

Board Member Jason Gonzales opened the workshop with a heartfelt message underscoring that education is an  “infinite game”—something that is  never ending.   He expressed gratitude to Ma’am Nene and Synergeia for their values-based and mission-led  partnership with Iloilo, enduring  shared vision and shared goals.      He underscored the importance of deepened  stakeholdership  where local governments taking ownership and working in synergy with stakeholders  for quality education.   He urged everyone  to  continue to deepen stakeholdership  to  continue  Iloilo’s mission  to improve  public  education.    If LGUs  will continue  to share  best practices,  pursue  innovations,  improve skills and tools on education— the rest will follow as long as we have a relationship that is based on shared goals.   When leaders pour their heart into education, the outcomes inevitably improve.    For Provincial Administrator Banias, the challenge is ensuring that empowered LSBs sustain their gains and carry the program forward.

Ma’am Nene followed with a reminder that local government is the hope of the nation. She described  a portrait of a model LGU leader—participatory,  passionate, collaborative, systemic, and strategic.   Real change, she stressed, requires not only skills but a heart and the correct mindset.    A true leader must be a game changer in education.

LGUs  Best Practices, Innovations, and Emerging Challenges

Mayors and LSB members presented a wide spectrum of local innovations and strategies anchored on reading and numeracy, stakeholder engagement, and strengthened governance.

1)     Focused Reading/Numeracy Programs

·       Igbaras launched Project JOVIC – a reading  and numeracy program  and hired remedial reading teachers, and implemented pre- and post-assessments to measure learners’ performance  and  determine effectiveness of interventions

·       Lemery invested ₱550,000 in remedial reading teachers, legislated education-supportive ordinances, and upgraded data management.

·       Guimbal activated SK involvement in reading initiatives—boosting learner motivation and outcomes.

·       Mina institutionalized data sharing with the LSB, leading to increased LSB budget allocation for reading interventions.

2)     Strengthened Local School Board

·       Barotac Viejo expanded its LSB membership to include parents, CSOs, and more community actors—resulting in richer ideas  and more collaborative decision-making.

·       Batad reported improved internal coordination within its LSB, using performance data and budgeting to prioritize reading.

·       Iloilo City invested in learning materials, feeding program, and classroom repair.

3)     Community-Driven Efforts

·       Leganes recognized its teachers through a municipality-wide celebration of teachers day,  and  awarding best performing teachers   based on learner outcomes.

·       Cabatuan hired 20 local tutors using its  SEF,  and  strengthened parent engagement through “Bagting sa Pagbasa.”

·       Lambunao implemented the Barangay Basa Program, mobilizing retired teachers, SK leaders, and education students.  Barangay officials and SK were held accountable for education outcomes.

4)     Community voices like PTA President Sir Manuel affirmed improvements in participation and community engagement,  noting increased participation in LSB meetings  and data-driven action.

5)     Significant Budget Reforms

·       Sara showcased a dramatic increase in education funding—from ₱1M to ₱9M—pooling both current and prior unspent SEF.    Their focus areas include reading, funding  LSB-hired  teachers, scholarships, and learner transport.

DepEd Data: The State of Reading in Iloilo

Dr. Nestor Pingil of DepEd presented updated CRLA results for Grades 1–3.   Highlights include:

• 70% of Grade 1 learners enter school as slow emerging readers—unable to identify basic letter sounds.
• Significant improvements appear by Grades 2 and 3, but only 11.53% of Grades 1–3 learners are reading at grade level.
• POC LGUs outperformed control LGUs, showing the impact of intentional interventions.

He emphasized the urgent need to strengthen sound recognition starting in Kindergarten.

Mayors and  LSBs as Game Changers

Governor Lito Coscolluela shared former Valenzuela City Mayor Rex Gatchalian’s critique of traditional LSBs—short-sighted, deaf, slow to act, and monopolistic.    He presented the Valenzuela model of a revitalized, multi-stakeholder LSB as a blueprint for transformation.

His key message:  Reform must begin with the LGU.

Education is everyone’s responsibility—from assessment to planning, implementation, and evaluation.   The DILG is  likewise urging  LGUs to broaden stakeholder participation in local special bodies and local councils.

SOAR Analysis: Redefining Roles of LCEs and LSBs

Vice Mayor Jay Jalandoni  facilitated the workshop helping participants examine their Strengths, Opportunities, Aspirations, and Results toward deeper LCE involvement in education.

        Accountability: A Central Debate

A recurring insight emerged:  No single actor (teacher, school heads,  LCEs, parents)  claims full accountability for a child’s learning performance.

·       Teachers pointed to parents.

·       Parents pointed to teachers.

·       School heads pointed to homes/parents.

·       LSB members named teachers.

·       Mayor Aying emphasized that LGUs hold moral, not legal, accountability—but that moral duty should be more than enough.

Without shared accountability, he said, “we are like a feather that can be blown away by water.”

Opportunities for Reform:

·       Re-engineering LSBs

·       Strengthening parental discipline and involvement

·       Teacher–parent collaboration

·       Improving SEF planning and utilization

·       Reducing non-essential SEF expenditures (e.g., excessive spending on sports and socials)

Clear, measurable indicators of success must guide program monitoring and spending decisions.

Ma’am Nene summarized the pillars of improving reading performance:

·       Strong leadership of LCEs

·       Reinvented and inclusive LSBs

·       Data-driven planning and budgeting

·       Co-partnership and co-financing

·       Shared accountability for learning outcomes

Cluster Workshop on Financing Education

During the cluster workshop,  each group shared strategies to raise funds and optimize SEF utilization.   Proposals included:

• Strengthening networks with community stakeholders
• Ensuring transparent, accountable SEF management
• Prioritizing expenditures that directly affect/impact learning outcomes

Key Takeaways

The Iloilo LSB Workshop affirmed that education reform is possible when LGUs lead with correct mindset,  purpose, data, and heart.  The POC has already demonstrated significant gains in learning outcomes and governance innovation.   Yet the deeper message from the workshop resounds clearly:

Every mayor, every LSB, every stakeholder must become a game changer.

Every child’s learning is everyone’s accountability.

The momentum is strong—and Iloilo is poised to redefine what local leadership in education can truly achieve.