Every year on February 25, the nation marks the anniversary of the 1986 People Power Revolution—a day that saw millions of Filipinos gather along Epifanio de los Santos Avenue (EDSA) to peacefully reclaim democracy.
Forty years later, we honor the courage of those who stood for justice, accountability, and moral clarity. Yet commemorations risk becoming symbolic if today’s institutions do not reflect the same sense of responsibility that defined 1986.
The battleground has changed. It is no longer fought on highways, but in homes where parents compute what remains of their income, hoping it will stretch far enough to cover tuition and daily expenses.
It is felt in classrooms where students prepare for examinations while carrying the uncertainty of unpaid balances under policies such as “No Permit, No Exam.”
For many families, transferring to public schools is not a simple solution. Public institutions remain the backbone of accessible education, yet many already face high enrollment, limited classroom space, and stretched teacher-to-student ratios. The reality for families is not a matter of preference, but of constraint.
As a Catholic institution, Kabankalan Catholic
College, Inc. (KCC) has addressed concerns regarding its “No Permit, No Exam” policy, clarifying that exam permits are meant to maintain order and administrative structure.
The school also stated that students facing serious financial hardship may submit documentation or secure promissory notes.
That clarification is important. It shows that the institution recognizes financial distress as a legitimate concern. The deeper question, however, is not whether remedies exist, but how consistently and compassionately they are applied in practice.
Catholic education is rooted in compassion and preferential care for the vulnerable. That mission calls for more proactive policies that anticipate hardships, especially during periods of economic strain.
This is not an attack on schools, because educational institutions must compensate teachers, maintain facilities, and remain financially viable.
Clearer communication of assistance mechanisms, consistent implementation, and structured flexibility can help ensure that no student feels excluded at a critical academic moment.
But if democracy restored in 1986 taught us anything, it is that systems must bend toward fairness, especially when ordinary people are struggling.
At 40, the spirit of People Power invites institutions—including schools—to move toward thoughtful reform where necessary.
Dialogue should not end at acknowledgment; it should lead to review, refinement, and clarity.
Everyone must remember that democracy does not live only in anniversaries, it lives in the everyday decisions of institutions that serve the public.*
Reymund Titong is a Filipino journalist steadily building his voice in the field of news reporting, driven by a commitment to tell meaningful and relevant stories.
He serves as a correspondent for Rappler, maintains a personal blog on Medium, and is the communications officer of Hope Builders Organization Negros Island.