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Tag: #educationgovernance

Iloilo LSB Workshop

Posted on by Florendo Guevara

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.

Better Teachers – Great Students: A Reading Journey in Saguiaran

Posted on by synergeia

For many children in the Municipality of Saguiaran, Lanao del Sur, this truth mirrors their reality: when a child cannot read, learning becomes a mountain too steep to climb.

Saguiaran sits at the gateway to Marawi—the first municipality you pass when coming from Lanao del Norte. For many travelers, it is just a stop along the way. But for the children of Saguiaran, it is where the future begins. Yet if that future were measured by their ability to read today, it would seem uncertain.

At the start of School Year 2025–2026, the results of the Comprehensive Rapid Literacy Assessment (CRLA) told a sobering truth. Only two out of every ten children in Grades 1 to 3 could read at their grade level. In Grade 3, the figure was even lower—just 13.57 percent. These were not just statistics. They were children struggling to make sense of words on a page.

Synergeia Foundation, a long-time partner of the municipality, understood the gravity of this challenge. In partnership with Telus International and under the leadership of the Municipality of Saguiaran, Synergeia designed a six-month program aimed at improving the reading skills of Grade 3 children by strengthening the capacity of 75 teachers to teach reading effectively.

Synergeia met the members of the Local School Board last July 2025. to discuss the reading data. Principals spoke, not just with concern, but with urgency. One high school principal shared a story that showed the truth from the ground: “I have Grade 7 students who still cannot read.” Imagine that—young people already in high school, yet locked out of the world of words.

By November 10, the program took a significant step forward with a baseline assessment usingtools developed by Synergeia. It was a true community effort—local leaders, members of the police force, and even religious figures volunteered as proctors. One hundred eighty-two students participated in the test. This wasn’t about judgment; it was about understanding. Where do we begin? How far do we need to go? The answers would shape the journey ahead.

Then came the training—the heart of the program. On November 12, seventy-five teachers gathered, ready to learn, ready to change. And what a training it was. At the front stood Synergeia’s founder, Dr. Milwida Guevara, leading every session with passion and purpose. Teachers discovered that reading begins with sound—the correct sound of each letter, not just its name. They explored creative ways to teach comprehension through songs, stories, and laughter. The room buzzed with energy, filled with hope and determination. There were moments of humor too, as teachers practiced pronunciation.

One simple word—“ube”—turned into a chorus of attempts: Ovi…Ove… Ubi… Ube. Each mistake brought smiles, each correction brought confidence. It was learning as it should be —alive, engaging, and full of promise.

Even Mayor Jalal Angin was not spared from the interactive session. At one point, he stood at the center of the group and read a poem aloud. But he didn’t just read—he brought the words to life with gestures and expression, showing every teacher in the room that true leadership leads by example. His voice rose and fell with meaning, his actions animated the lines. The teachers applauded, smiling and cheering. It was a simple act, yet it spoke volumes: reading is for everyone, and when leaders embrace it, they inspire others to do the same

Later, the good Mayor shared his dream for the children of Saguiaran. And true to being a strong partner of Synergeia, he began with numbers. He declared that for this school year, the municipality should aim high—to raise the percentage of Grade 3 students reading at grade level from a mere 13% to an ambitious 70%. It was a bold goal, but one that reflected hope, determination, and a belief that together, change is possible.

Saguiaran is just beginning its journey. In the coming months, teachers will put into practice what they have learned. Each school will launch its own reading program, turning lessons into action. Synergeia, as a committed partner, will remain present—guiding, supporting, and walking alongside the teachers. And by the end of the school year, when the CRLA is conducted once again, Saguiaran hopes to see the numbers rise and prove that real change has begun.

When Leaders Come Together, Children Win

Posted on by Florendo Guevara

What made the difference in the recent Regional Education Council (REC) dialogue in Davao City?

It was the unexpected yet unprecedented presence of the important leaders who possess a unique blend of gravitas, confidence, and authenticity that captivates and inspires those around them. They command attention of others who listen intently to what, why and how they do things.

Synergeia has always expressed its belief in the transformative power of leadership presence in the work it does with local leaders and communities. Its founder and chief mentor, Dr. Milwida Guevara, never hesitated to ask, probe and manifest disappointment in situations where the Governor or the Mayor is MIA- missing in action. And why is that?

Because Synergeia values leadership presence as it HELPS:

HASTENS the building of trust and connection with their teams on a deeper level.

ENABLES leaders to inspire confidence and motivate others to take action.

LEADS teams to effectively navigate difficult situations and communicate their vision and goals.

PROVIDES a more visible stamp of interest and support of leaders to initiatives that address issues and challenges of communities.

SETS a culture of collective participation, engagement and collaboration in communities.

During the BARMM-REC meeting, the leaders were present. They were there to connect meaningfully with their stakeholders, listen emphatically to the problems at hand, share experiences and insights on actual cases, strengthen partnerships and cooperation and move forward with concrete actions.

The powerhouse of leaders included:

  • DSWD Secretary Rex Gatchalian (Former Synergeia Mayor/Education Champion)
  • DILG Richard Villacorte , Director of Support to Local Governance Development (SLGP)
  • Former Mayor Oscar Moreno / Chairman of Northern Mindanao REC
  • 3 BARMM Members of Parliament and 1 Vice Governor (All former Mayors and partners of Synergeia)
  • 24 Mayors and Vice Mayors from Central Mindanao, Lanao del Sur and Sulu

It was an extraordinary moment where leadership presence made the REC to shine as a potent tool for education governance and pushed the agenda of raising reading competencies and literacy to the limits of infinite possibilities.

This is where the REC can really move education to new frontiers of innovation, change and commitment.

Truly, when leaders come together, our children win!

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