The Involvement of the Local Government Units (LGUs) in the Implementation of Education for all (EFA) in the Public Elementary Schools in Malinao District, Division of Albay
DOI:
https://doi.org/10.65339/ijsis.V1.I4.284Keywords:
Community Engagement, Education for All, Educational Outcomes, Financial Support, Local Government Units, Participatory Governance, Professional DevelopmentAbstract
This study examined the involvement of Local Government Units (LGUs) in implementing Education for All (EFA) in public elementary schools in Malinao District, Division of Albay, during School Year 2024–2025. Anchored in public-private partnership, resource mobilization, community engagement, and participatory governance theories, the study employed a descriptive-evaluative research design involving 60 teachers from 17 public elementary schools. Data were collected using a validated 120-item structured questionnaire with a reliability coefficient of 0.7829 and analyzed through descriptive statistics, Kendall's coefficient of concordance, and chi-square tests. Findings revealed that LGU involvement was highly evident (4.36), particularly in professional development (4.38), community engagement (4.37), financial support (4.36), and infrastructure development (4.34). Educational outcomes were likewise rated highly (4.35), with retention (4.37) ranking highest, followed by dropout reduction (4.36), enrollment (4.34), and academic performance (4.33). Significant agreement was observed in financial support, professional development, and retention-related outcomes, while other dimensions showed varying levels of agreement. Major challenges included irregular funding, unclear financial guidelines, and limited LGU participation in educational planning. The study concluded that LGU involvement was perceived as important in strengthening educational access and learner support, although institutional and financial challenges affected implementation. It recommended formal school–LGU partnerships, consistent funding, strengthened community participation, and joint monitoring and evaluation mechanisms. The findings support Sustainable Development Goal (SDG) 4 (Quality Education), SDG 16 (Peace, Justice, and Strong Institutions), and SDG 17 (Partnerships for the Goals). The study contributes to educational sustainability by identifying governance and collaborative practices that may strengthen institutional accountability, equitable resource allocation, and sustained community support for public elementary education.
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