SPECIAL EDUCATION FUND AND THE DEVOLUTION: A CASE STUDY OF THE MUNICIPALITIES IN AGUSAN DEL SUR

Abstract

This research explores how the Special Education Fund (SEF) is being implemented during the devolution shift in Agusan del Sur, Philippines. It looks closely at how local school boards and principals are managing their roles in a more decentralized education setup. Using a qualitative multiple case study design, the study gathered insights from 14 principals based in 13 municipalities and one city, each offering firsthand accounts of working with SEF under the evolving governance structure. What came through in the findings is a mixed picture. On one hand, devolution has opened the door to using SEF for a wider range of school needs such as fixing buildings, supporting volunteer teachers, and running student activities. On the other hand, school leaders still struggle with late fund releases, uneven distribution, and a noticeable lack of focused support for special education. These issues aren’t always about the absence of money, but more often about how the system moves or doesn’t move it. Even with the complications, there’s a sense that local control gives schools a better chance to respond to what their communities actually need. Principals talked about small wins made possible through coordination with their LGUs, especially when planning is clear and relationships work. This study calls attention to a few key things: better coordination between agencies, more training for school and local officials, and clearer systems for tracking where the money goes. If the goal is to make SEF truly work, especially for learners with disabilities then the policies around it need a closer look. At its core, this research adds to the conversation about what decentralization really means on the ground and how it can be shaped to support equity in education, not just in theory, but in day-to-day school life.