18/05/2025
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On May 17, 2025, the second day of the session commenced with a presentation of monitoring accomplishments delivered by key representatives from Cagayan de Oro and General Santos Cityโnamely, Gellie Rose Davalos and Isnihayah Binumbaran. Their report covered a range of metrics, including the number of schools monitored, the participation of student volunteers, and the engagement levels of both students and teachers during the implementation and evaluation stages. These figures offered a quantitative snapshot of the programโs outreach and initial effectiveness.
Following this, Ma'am Victoria Maglanque of Multiply-Ed and G-Watch Philippines presented the consolidated monitoring results from both cities. Her report illuminated patterns of compliance and non-compliance across the schools. While some schools demonstrated a strong adherence to participatory governance principles and transparency mechanisms, others showed evident gaps, particularly in areas like inclusive representation, timely documentation, and community involvement in school affairs.
The presentation served as a springboard for the next part of the sessionโa small group discussion where participants reflected on and analyzed the monitoring outcomes. This peer-led exchange allowed students to voice their observations, raise clarifications, and propose concrete ways forward based on the data shared. These insights were critical in shaping a grounded understanding of the issues on the ground, particularly those that do not often make it into formal reports.
One of the most vital portions of the day followed: the finalization of the writeshop for the upcoming School Governance Council (SGC) Awards. The General Santos City Division actively participated by consolidating 12 comprehensive reports from various schools represented in the session. These reports highlighted local initiatives, governance practices, and unique challenges faced by different educational communities.
Ma'am Joy Aceron, a respected advocate of participatory governance, offered a crucial reminder during the writeshop. She emphasized that in formulating these reports, the narrative should not merely be administrative. Rather, they must highlight the transformative role of the SGC in advancing the quality of education, ensuring equity, and institutionalizing meaningful participation. According to her, these reports should underscore the initiatives already carried out, not just as compliance metrics, but as evidence of proactive, learner-centered governance in action.
In essence, the dayโs proceedings went beyond routine reporting. They demonstrated a commitment to strengthening school governance not just as a bureaucratic structure, but as a living mechanism for community engagement and democratic accountability. The active involvement of students in both monitoring and report formulation reflects a promising shift toward shared leadership in educationโwhere learners are not passive recipients of policy but active co-authors of systemic change.
As the session concluded, there was a palpable sense of purpose. What began as data sharing evolved into collaborative strategizing, underscoring the potential of participatory monitoring to not only evaluate progress but to ignite reform. The event proved that when youth voices, educational leaders, and civil society actors come together in earnest dialogue, governance becomes more than a structureโit becomes a collective responsibility.
