FTC 116

The Teacher and the Community, School

Culture andOrganizational Leadership
Chapter 5
GLOBAL ISSUES THAT CONCERN
SCHOOLS AND SOCIETY
Learning Outcomes

At the end of this Chapter, you should be able to discuss at least two
global issues in society and proposed solutions to the social problems.

Introduction
The world has become a global village. We have become a citizen of a global
community. What takes place in one part of the globe no matter how far affects us. It is a
“small world after all” so goes the song. In this Chapter, we will discuss the global issues that
affect schools and us. It is hoped that you are able to propose solutions to social problems
which have become current global issues.
Here are the Top Ten Global Issues and How They Can be Addressed. Go
through the list then research about it.
1. Climate Change
2. Pollution
3. Violence
Various Forms of Violence
Physical Violence Sexual Violence Emotional Violence
This occurs when This occurs when a This occurs when
someone uses a part of person is forced to someone says or does
their body or an object unwillingly take part in something make a
to control a person’s sexual activity. person feel stupid or
actions. worthless.
Psychological Violence Spiritual Violence Cultural Violence
 This occurs when This occurs when This occurs when an
someone uses threats someone uses an individual is harmed as
and causes fear in an individual’s spiritual a result of practices that
individual to gain beliefs to manipulate, are part of her or his
control dominate or control culture, religion or
that person. tradition.

4. Security and Well Being

The UN is a perfect example of what should be done to prevent the lack
of security and well being a serious global issue. Through its efforts with
regional organizations and representatives that are skilled in security, the UN
is working towards increasing the well-being of people throughout the world.
5. Lack of Education
6. Unemployment
7. Government Corruption
8. Malnourishment
9. Hunger
10. Terrorism

The 17 Sustainable Development Goals (SDGs)

UN Secretary-General, Ban Ki-moon, said: “The 17 Sustainable

Development Goals are our shared vision of humanity and a social contract
between the world’s leaders and the people. They are a to-do list for people
and planet and a blueprint for success.”

After Millennium Development Goals of 2015, here comes another to-

do list for the sake of the entire humanity. Refer to the 17 Sustainable
Development Goals, 2015-2030 in the UN internet site.

KEY NOTES

Top global issues today are:

1. large scale conflict/ways/violence/terrorism;

2. inequality (income, discrimination)
3. poverty, unemployment;
4. religious conflicts;

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 5. graft and corruption;
6. food and water security/malnourishment, hunger
7. lack of education
8. safety, security and well-being; and
9. lack of economic opportunity and employment
10. pollution

The 17 Sustainable Development Goals are the blueprint to achieve a

better and more sustainable future for all. They address the global
challenges we face, including those related to poverty, inequality,
climate, environmental degradation, prosperity, and peace and justice.

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FTC 116
The Teacher and the Community, School
Culture andOrganizational Leadership
Chapter 6
THE WHY AND HOW OF SCHOOL AND
COMMUNITY PARTNERSHIP
Learning Outcomes

At the end of this Chapter, you should be able to explain what school and
community partnership means and the legal and sociological bases of school
and community partnership.

Opportunities for School-Community Partnership

Partnership implies two parties helping each other. Both parties

benefit. This means that if a school – community partnership exists, both
parties benefit from the relationship. Thus, in the following paragraphs we
shall present what communities can do for schools and what schools can do
for communities.
What can the community do for schools?
Here are examples
1. Brigada Eskwela
2. Curriculum development
3. Work experience programs/service learning
4. Remediation and enrichment classes.
5. Youth Development Programs
6. Community Service
What can schools for communities in return?

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 Schools may allow the community to use school resources. Here are
some concrete examples.
• Classroom used by community organizations for meetings
• School used as a polling place and venue for medical mission which it
may co-sponsor with the Rural Health Unit
• School used by the Rural Health Unit for mothers’ class on child care
• School used as an evacuation center
• School facilities used for community assemblies
• School basketball court used for local celebrations and barangay sports
league
You may research for more examples for the experience of Schools and
Community Partners.
What is the Sociological Basis of School-Community Partnership?
The functionalist theory states that institutions must perform their
respective functions for the stability of society. Other institutions must come
in if one institution fails to do its part for the sake of society.
The school cannot do it all. “It takes a village to educate a child”, so goes
the African proverb. It has to work in a partnership with other institutions in
the community such as the church, government organizations. With the
breakdown of families, schools face greater challenge in educating the young.
The rearing and education of the child is the primary obligation of
parents. The school, the Church and other social institutions come in to assist
parents and families to fulfill their irreplaceable obligation. The breakdown of
marriage, the demands for both mother and father to work to meet the
demands of a rising cost of living resulting to less or practically no more time
for parents to spend time with their children have, however, attacked the
stability of families and have adversely affected families in the performance of
their irreplaceable duty to educate children. Added to these is the increasing
number of families composed of single mothers struggling to raise a family.
With the burden of earning lodged solely on the shoulders of one parent, single
parents struggle to earn enough to provide for their families. Consequently,
this responsibility leads to their having a limited amount of time to spend for
and with growing and developing children who, unfortunately become more
likely single-parent families themselves. The cycle goes on.
This is not to mention the negative effect of uncontrolled and
unregulated use of technology on the young. While the use of technology has
brought a lot of convenience its uncontrolled and unregulated use by the tech-
savvy kids expose these kids to all sorts of information not necessarily

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favorable for their development. So families, schools and other social
institutions need to work together to save the youth.
What are the legal bases for parents and community involvement?
RA 9155, Governance of Basic Education Act, Section E (10) explicitly
states that one of the responsibilities of school heads is “establishing school
and community networks and encouraging the active participation of teachers
organizations, nonacademic personnel of public schools, and parent-teachers-
community associations.”
Section 3 (f) of the same Act encourages “local initiatives for the
improvement of schools and learning centers and to provide the means by
which…improvements may be achieved and sustained.”
Batas Pambansa Blg. 232, otherwise known as the Education Act of 1982,
Section 7 states that:
Every educational institution shall provide for the establishment of
appropriate bodies through which the members of the educational community
may discuss relevant issues and communicate information and suggestions for
assistance and support of the school and for the promotion of their common
interest. Representatives from each subgroup of the educational community
shall sit and participate in these bodies, the rules and procedures of which
must be approved by them and duly published.
Another law, RA 8525, Adopt-A-School Program Act, also provides for
school-community partnership. It allows “private entities to assist a public
school, whether elementary, secondary, or tertiary,…in, but not limited to, the
following areas: staff and faculty development for training and further
education; construction of facilities; upgrading of existing facilities, provision
of books, publications and other instructional materials; and modernization of
instructional technologies.
Even the Philippine Education for All (EFA) 2015 Plan, then a vision and
a holistic program of reforms that aimed to improve the quality of basic
education for every Filipino by end 2015 likewise states: “Schools shall
continue to harness local resources and facilitate involvement of every sector
of the community in the school improvement process.”
This EFA 2015 Plan was extended in Education for All Beyond 2015-
Agenda 2030. Agenda 2030 has 7 new educational targets from 2015 to 2030
that must involve education stakeholders which in essence is school –
community partnership. UNESCO Assistant Director General for Education, Dr.
Qian Tang, himself admits that Agenda 2030 cannot be realized without
schools partnering with community. He said: “Our vision must be more

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aggressive, more committed not just involving government, non-government
agencies but all stakeholders.”
RA 9155, states that partnership between schools and community also
ansures…that: 1) educational programs, project and services take into account
the interests of all members of the community (Sec 3, d); 2) the schools and
learning centers reflect the values of the community by allowing
teachers/learning facilitators and other staff to have the flexibility to serve the
needs of all learners (Sec 3); and 3) local initiatives for the improvement of
schools and learning centers are encouraged and the means by which these
improvements may be achieved and sustained are provided (Sec 3, f). So
schools and communities function better when they work as a team.

KEYNOTES
School and community partnership means school head, teachers, learners,
parents of learners and non-teaching personnel working together with civic
and religious leaders, alumni, other parents, non-government organizations,
government organizations for the good of children.
The upbringing of children is the main and irreplaceable duty and
responsibility of the family. But with the weakening influence of the family on
the upbringing of children and with children’s unlimited exposure to modern
technology like the internet, the challenge for schools to teach the young has
become even greater. So schools cannot do it all. They have to partner with
community.
In this partnership, children, the primary customers of schools, are most
benefited but school and community are likewise mutually benefited.
RA 9155, also known as the Governance of Basic Education Act, BP 232 which
is the Education Act of 1982, RA 8525, Adopt-A-School Program Act and
Agenda 2030 stipulate school and community partnership.
There are many opportunities for school and community partnership. The
Brigada Eskwela which is now institutionalized in DepEd Schools is a glaring
proof of school and community partnership. Schools with all its human and
material resources can offer services also to the community in many ways.
Activities
A. Go over the K-12 Curriculum Guide which I attached in your Learning
Packet. Find out where these global issues and SDGs are integrated.
Identify 3 topics where you can integrate these issues.

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 B. Cite additional examples of school-community partnership that benefit
the young.