REFLECTION ON PHILIPPINE REPUBLIC ACT 9155: GOVERNANCE OF BASIC

EDUCATION

Introduction:

The Governance of Basic Education Act of 2001, commonly known as

Republic Act 9155, is a significant piece of Philippine law that was created with the
goal of improving the country's basic education system's accessibility and quality.
In order to better understand the contents and effects of RA 9155, this reflection
paper will also look at its positive and negative aspects. We can learn more about
the potential and problems related to Philippine educational governance by
examining the legislation.

Summary of Republic Act 9155:

A framework for basic education governance in the Philippines was

established by RA 9155, which placed a strong emphasis on decentralization and
the active participation of stakeholders at all levels. The law established the idea of
local school boards, which played a crucial role in planning, budgeting, and
decision-making for educational concerns. Local school boards were made up of
members from the local government, parents, teachers, and the community. The
Act also underlined the significance of school-based administration, giving school
administrators and teachers the freedom to decide on their own how to enhance
learning results.

Strengths of Republic Act 9155:

The focus placed on local empowerment and community engagement in

education is one of RA 9155's noteworthy advantages. The law acknowledges the
value of cooperation and shared accountability in enhancing educational quality by
establishing local school boards. This participatory method encourages a sense of
ownership among stakeholders, improving resource allocation and coordination.

The emphasis on management at the school level is another asset. RA 9155

respects teachers' and school administrators' skills and fosters an innovative and
accountable culture by providing them authority. This enables educational
institutions to modify their strategies in response to the particular requirements of
their students and communities, leading to more efficient and contextually
appropriate instructional methods.
 Additionally, the Act stresses the value of fair access to high-quality
education, particularly for underserved societal groups. It demands that support
systems and unique programs be made available to cater to the needs of
indigenous peoples, students with disabilities, and other marginalized populations.
This dedication to diversity exemplifies a forward-thinking and caring approach to
education.

Areas for Improvement:

Although RA 9155 unquestionably made a big contribution to Philippine

educational administration, there are still a number of areas that may be improved.
First, the issue of resource allocation needs to be addressed. Despite
decentralization initiatives, financial discrepancies between areas and schools
continue. To guarantee that all schools have the resources, equipment, and skilled
instructors required to provide high-quality education, adequate and fair resource
distribution is essential.

The monitoring and evaluation systems under the law might also need to be
strengthened further. Although RA 9155 places a strong emphasis on school-based
management, it is crucial to set up appropriate monitoring methods to judge the
efficacy of this strategy. In order to promote continuous development, regular
assessments and evaluations can point out excellent practices, rectify flaws, and
provide information for policy choices.

The execution of RA 9155 might also be improved by expanding measures to

boost the ability of teachers and school administrators. Training programs, chances
for professional growth, and mentorship programs may provide educators the
information and abilities they need to successfully exercise autonomy and innovate
within their institutions.

Conclusion:

Republic Act 9155, which encourages decentralization, participatory

decision-making, and school-based administration, has had a considerable impact
on how basic education is governed in the Philippines. Its advantages include the
dedication to diversity, the autonomy given to schools, and the empowerment of
local communities. However, in order for its objectives to be fully realized, issues
with resource allocation, monitoring, and capacity-building must be resolved. The
Philippines may work toward a more egalitarian, high-quality, and responsive
educational system by regularly modifying and adjusting the execution of RA 9155.