This, as the local government unites also contributed to the Philippines’ progress in the Programme for International Student Assessment (PISA) 2025.
In a statement, Education Secretary Sonny Angara emphasized the vital role of local government units (LGUs) in improving learning outcomes.
“LGUs played a crucial role, from the provincial, city, and municipal levels down to our barangays. They coordinated with schools to ensure proper testing conditions, including the provision of standby generators, medical personnel, and other forms of learner support,” Angara said.
More than 170 LGUs actively participated in PISA-related preparations and activities, demonstrating widespread community support across the country.
In Metro Manila and Luzon, LGUs such as Caloocan City, Pasig City, the Provincial Government of Camarines Sur, and Ayod, Isabela provided practical support for PISA preparations.
Among the support they gave include funding, the improvement of testing rooms, provision of tablets, internet connectivity, laptops, generators, food, and other forms of assistance for students.
Meanwhile, in the Visayas and Mindanao, the Municipality of Tapaz, Capiz provided financial assistance for students’ meals and snacks, while the Tandag City Government provided internet connectivity, generators, computer laboratory upgrades, and assistance for students.
He added, “Natulungan nilang matiyak na handa ang ating mga paaralan at mag-aaral para sa assessment at sana maging tuloy-tuloy itong suporta sa edukasyon ng ating mga LGUs.”
The education chief acknowledged the role of local leadership in uplifting the country’s education sector, citing the active participation of governors, mayors, barangay captains, barangay officials, and other local leaders.
Angara further noted that education is increasingly becoming a top priority for local leaders through their utilization of the Special Education Fund (SEF), expanding their roles from traditional community programs to providing more direct support for student learning and welfare.
Some of the targeted learning recovery initiatives they can invest in are Academic Recovery and Accessible Learning (ARAL) program and nutrition programs.
These efforts directly support the Department of Education’s (DepEd) measures to address learning gaps, particularly for students requiring additional support.
The Philippines recorded its best performance in reading, mathematics, and science since it first participated in PISA in 2018. The percentage of students reaching the baseline proficiency level across the three learning domains also increased.
The PISA findings also demonstrate the importance of such investments, identifying the school environment, home conditions, and other social factors as key influences on student success.
Furthermore, the enhanced role of LGUs aligns with DepEd’s broader decentralization efforts, which aim to devolve greater authority and accountability to the local level.
Angara underscored, “If we work together to support learning recovery, nutrition, safe schools, and other needs of our learners, we stand a better chance of sustaining and enhancing the strong performance of our schools. We must ensure that no community is left behind in the advancement of our education system.”
