Mayors are critical in shaping education outcomes

Education is the bedrock of community development, shaping the future of our children and, by extension, the nation.

While basic public education is primarily the responsibility of the national government through the DepEd (based on Republic Act 9155), local government units (LGUs) play a critical role, particularly in leadership and in funding. 

We know from many examples around the country that mayors, as the local chief executives, are pivotal in shaping education outcomes in our communities. 

The Local Government Code of 1991 (RA No. 7160) mandated LGUs (provinces, cities, and municipalities within the Metropolitan Manila Area) to levy an additional one percent (1%) tax on real property, the proceeds of which shall exclusively accrue to the Special Education Fund (SEF).

This fund is a significant source of financial resources earmarked for basic education at the local level, and is allocated by the Local School Board (LSBs), that is co-chaired by the mayor.

Despite inequities we have pointed out in the EDCOM Year Two Report, SEF resources remain substantial, and play an invaluable role in addressing unique local challenges faced by schools, students, and teachers. 

While LSBs include various stakeholders, decision-making often leans heavily on the two co-chairs, and the local chief executive’s ability to steer priorities in educational reform and ensure its convergence with the other initiatives of the LGU.

This includes housing, healthcare, employment, among others. This means that a mayor's vision, priorities, and level of engagement and understanding of education can directly determine how SEF funds are budgeted and used.

Historically, SEF funds have been used for school building construction, repair, maintenance, extension classes, sports and personnel paid by the LSB. The emphasis on school building repair and construction often aligns with many local chief executives' priorities.

Some mayors have actively pursued school construction through borrowing or established dedicated LSB-funded units for school repair. Typically, many investments based on law, however, are underfunded: early childhood education, nutrition, alternative learning systems for out-of-school youth, and programs for learners with disabilities. All these also fall under the responsibility of local governments.

Studies show challenges like underspending and issues in transparency and linking funds to actual school needs. Despite legal limitations on LGU support for education (as it wasn't devolved, unlike health), many local case studies show us that proactive mayoral leadership offers transformative solutions and innovations that improve learning. 

We have seen many best practices around the country: proactive mayors can redefine the function of the LSB beyond mere budgetary support. By embracing a "home rule" philosophy – that what the law does not expressly prohibit, it allows – empowered LSBs, led by visionary mayors, to undertake broader education governance reforms.

We have seen this in some LGUs that have established a “Parent Effectiveness Service”, which seeks to expand the capabilities of parents and parent-substitutes. Another LGU established “special education centers” that cater to children with special needs. Others have empowered out-of-school youth with support systems for technical-vocation training and college education. 

Effective mayors can also facilitate better coordination and transparency between LGU and DepEd officials. Mayors can encourage DepEd officials to regularly report school performance and constraints to the LGU and community, fostering greater awareness and support, which is considered a step in the right direction.

Regular coordination between LGUs and DepEd can also prevent congestion of schools, ensuring that population surges due to housing projects and resettlement communities do not result in the overcrowding and congestion of public schools. Political will and leadership have been seen as essential drivers of change in the local education sector.

As we face deep challenges in functional illiteracy and stunting, one thing is clear: Mayors are not just signatories. They are critical actors whose informed leadership, active involvement, and attention could spell the difference on whether students would have access to good quality education or not. 

By prioritizing education in their agenda, fostering collaboration within the LSB, ensuring transparent and strategic SEF allocation linked to school needs and performance, and leveraging their position to advocate for education, mayors can significantly boost education outcomes, shaping a brighter future for the children they serve.

They are, without doubt, essential leaders in lifting Philippine communities out of the mire of illiteracy and in achieving educational excellence.

Dr. Karol Mark Yee is the executive director of the Second Congressional Commission on Education (EdCom II).