CPE 110 – SCHOOL-COMMUNITY LINKAGES
TEACHER: MA’AM EVANGELISTA
INTRODUCTION
School
 An institution for teaching and learning.
 “School is where you go between when your
parents can’t take you and industry can’t take
you” (John Updike)
 A school is an institution designed for the
teaching of students (or “pupils”) under the
direction of teachers.
Community
 body of people living in the same place under
the same laws.
 A group of people living in the same place or
having a particular characteristic in common.
 practicing common ownership
 particular area
 common interests
 social values and responsibilities
 attitudes and interests
RELATIONSHIP BETWEEN SCHOOL AND COMMUNITY
Community is a part of the society and education is the
counterpart of both.
School is the social institute where consciously
designed learning experiences are provided with the
objectives of achieving social aim at large, over a period
of time.
THE TEACHERS, PARENTS AND THE COMMUNITY
Parents
 the first teachers in the home
 responsible for the development of values,
attitudes and habits that will be needed as their
children associate with their classmates in
school.
Teachers
 continue to enrich the students’ experiences at
home, thus strengthening the valuable,
personal traits and characteristics initially
developed.
 The members of the community include the
local government units (LGU), the non-
government agencies, civic organizations and all
the residents.
 highly motivated to participate in the school
activities and projects that will likewise redound
to the uplifting of the moral and quality of life in
their own locality.
3. Values Developed
 respect for elders and for the rights of others
 cooperation
 willingness to share,
 deep sense of responsibility, and
 persistence
EFFECTS OF SCHOOL ON COMMUNITY:
Schools have a deep impact on the community. Parent’s
school choice decisions are influenced by the groups or
organizations to which they belong. Argues that
parent’s decisions not only influence student’s
academic performance but also effect students future.
 Upgraded school facilities
 Improved school leadership and staffing
 Higher quality learning programs for students
 New resources and programs to improve
teaching and curriculum
 Resources for after-school programs and family
supports
 Increased social and political capital of
participants
CHAPTER 1
THE SCHOOL AS AN AGENT OF SOCIAL CHANGE
OBJECTIVES:
 discuss how the school can serve as an agent of
change;
 discuss how teachers, students, administrators
and other personnel could contribute in
affecting positive social change in the society;
and
 observe how innovative schools serve as agents
of social change.
SCHOOLS
 plays an important role in the development of
individuals and societies.
 vital sources of knowledge and innovations
 contributors to economic development
 agents of social and cultural development
 warehouses of information
 develop the manpower needs of the society
developing the necessary skills, values, and
knowledge needed in everyday life particularly
in the industry.
 national and regional symbol serving as
repository of the people’s history and culture.
 dynamic social organization that develops every
learner for various social roles.
 influenced by a system anchored on a
philosophy, mission, and vision.
SCHOOL AS AN ORGANIZATION
 It has its own system of governance influenced
by a fixed organizational structure or
bureaucracy.
 In the basic education, the Department of
Education determines the bureaucratic
structure of schools from national, regional,
division, district, and the local school level.
 At the national level, the DepEd Secretary
acts as the head of the whole bureaucracy
supported by Undersecretaries and
Assistant Secretaries.
Central Office is composed of 4 Bureaus:
1. Bureau of Curriculum Development
2. Bureau of Learning Development
3. Bureau of Learning Resources
4. Bureau of Educational Assessment
 Regional Offices are headed by Regional
Directors supported by different education
supervisors.
  Division Offices are headed by Superintendent
and also supported by educational supervisors.
 District Offices are headed by District Supervisor
and supported by educational supervisors.
 School Level, the Principal serves as the chief
administrative and academic officer of the school.
 Master teachers and classroom teachers support
the principal in accomplishing various tasks.
SCHOOL AS A LEARNING ORGANIZATION
 Its main function is to help learners to learn and
develop knowledge, skills, and values essential
for every individual. Its main function is to
implement the curriculum prescribed by DepEd.
 Guided by the different principles and theories
of teaching and learning, the school carries this
function by helping to mold the minds and
character of students. Students in school with
the help of teachers develop much knowledge
and skills.
SCHOOL AS A COMMUNITY
 It is composed of teachers, administrators,
students, staff, and other stakeholders united in
one purpose and guided by common values and
culture.
 As a community, the school is guided by the
following essential elements:
 Vision - a sense of direction of what the
school hopes to accomplish for itself, for
the people, and for the society;
 Values - provides a framework for
organizational culture and behavior of the
entire school;
 Leadership - provides administrative and
management support for the day-to-day
activities and functions of the school; and
 Culture - pertains to shared values and
behaviors of students, teachers, staff, and
administration.
SCHOOL AS A SOCIAL ORGANIZATION
Schools are important organizations that prepare young
children of their future roles as productive citizens in
the country. The way schools fulfill this function has a
strong effect on the quality of education they provide.
There are several theories that try to explain the nature
of the school organizations. The systems theory is best
to explain the nature of schools as a social organization.
Under the systems theory, it is best to examine some of
the characteristics of schools including structure,
culture, climate, leadership, decision- making, and the
relationships among personnel (Bozkus, 2014).
STRUCTURE: As social systems, schools’ structures have
characteristics of rational, natural, and open systems.
They have hierarchies of authority, goals, and role
expectations similar to bureaucratic organizations.
Individual needs affect employee behavior,
organizational goals are not firm, informal organizations
derive from interactions among individuals, and schools
(Bozkus, 2014).
A school is structured in a seamless bureaucracy that
includes positions and offices based on the type of
programs and services offered by the school. The size or
the population of the school also determines the
structure of the school.
Not only that the school is an integral part of the bigger
education system from district, division, region, and
national level. The line of authorities and
responsibilities are clearly defined.
This bureaucratic structure of the school has received
much criticism from the public especially among the
teachers and local school administrators. There was a
clamor for empowering teachers and principals in
making classroom based and school-based decisions.
There is a need to strengthen their positions in soliciting
public support for their schools. They need to develop
innovative programs that are truly relevant and
responsive to the context of the school. School
principals need more freedom to make decisions
concerning their schools, and teachers need to be
empowered to make instructional innovations and
decisions concerning their classes and students.
CULTURE AND CLIMATE: School culture is preserved and
transferred to members by the socialization process
(Kowalski, 2010). New teachers team shared values,
beliefs, and norms when they interact and build
relationships with their colleagues. The school culture is
influenced by the philosophy and core values of the
school. It is also continuously shaped by the culture of
every individual members of the school. Private schools
especially sectarian schools are famous for their ability
to sustain their institutional norms and culture
especially among students.
Norms are influential in shaping students’ character and
values system. Often times, the norms or school culture
create a sense of place among students School has
become not only a place for learning but also a home
for them. Much of who they are as a person including
their views on various issues are influenced by the
hidden curriculum they got from the school. The
institutional culture is the thread that binds all teachers,
students, staff, and alumni it is their identity as a school
Climate on the other hand represents an organization’s
distinguishing characteristics, feelings, and behavior
that can be presented with a framework which consists
of four elements: (1) physical frame is the physical
factors of a school like equipment, classrooms; (2) social
frame is the social factor; (3) environment mostly
related to social behavior of individuals within a school
and (4) structural frame represents factors such as
hierarchy, authority, role and symbolic frame is the
parts of culture like believes, norms, values
(Kowalski,2010)
LEADERSHIP AND DECISION MAKING: In social systems
of schools an important aspect of leadership is the
quality and systematic effects of functions and
behaviors of principals as leaders (Bozkus, 2014).
The Governance of Basic Education Act provided a way
to enhance the system of leadership and decision
making process in the school. Currently, principals are
now the local executives in their schools. They help to
develop the vision and plans for improving the school
and for helping students improve their scholastic
performance. Annually, the schools are mandated to
submit their annual school improvement plan (SIP),
which serves as the basis for their budget and for
evaluating their performance. Likewise, the teachers are
now empowered to develop innovations that will
improve students’ achievement and performance.
RELATIONSHIPS: Social organizations like schools are
stemmed from interaction among people both within
and outside of the organization. Relationships within
school building and with the community are essential
elements of socialization and have a significant impact
on many vital processes (Bozkus, 2014).
SOCIAL CHANGE AND ITS EFFECT IN THE EDUCATIONAL
SYSTEM
Social change
 is a broad term and every society develops and
evolves in a unique way as influenced by
various social factors and events. Change is
always happening in every aspect of the society
and it is inevitable. The physical features of the
society are always
In general, sociologists define social change as changes
in the human interactions and relationships that
transform cultural and social transformation. These
changes occur over time and often have profound and
long-term effects for the society. The Financial
Institutions 2025 Risk Index identified six megatrends
that continues to shape and influences our society.
 DIGITALIZATION AND TECHNOLOGICAL
ADVANCES - Technological advancement is
impacting the finance industry as new
challengers are emerging and growing customer
expectations drives significant IT infrastructure
investment.
 DEMOGRAPHIC AND BEHAVIORAL CHANGES -
The changing demographics, geographical, and
behavioral profile of customers are forcing
financial institutions to deal with divergent
customer expectations, and new customer
bases and workforces.
 GLOBAL TALENT AND SKILLS RACE - Talent
capable of navigating a rapidly evolving financial
landscape will be required to respond to
increasing regulatory pressures, a changing
approach to risk management and the
emergence of new markets.
 BUSINESS OPERATING MODEL PRESSURES -
Regulation and the increasing cost of capital is
exerting pressure on business operating
structures, driving segmentation, and
disintermediation in the financial sector.
 REGULATORY CHANGES AND COMPLEXITY -
Regulatory pressures arising from the financial
crisis have increased the cost of capital,
prompted large-scale divestment, reshaped
attitudes toward risk, and redrawn the
boundary between retail and wholesale
banking.
 CHANGES IN INVESTMENT, CAPITAL SOURCES
AND RETURNS - Non-bank financial institutions,
fintech companies, and new investors are
bringing fresh capital into the sector while
banks meet capital requirements, manage
stress tests, and spend on compliance upgrades.
These social changes, among others, demands that all
educational institutions at any level must not only
respond to these changes but they must also evolve and
be changed.
1. New ways of teaching and learning must be
developed and introduced
2. Instruction must focus on the holistic development of
every learners
3. Technology must be utilized to improve access to
quality education
4. Curriculum must be progressive and innovative
5. Alternative learning system must be harnessed
6. New literacies and skills must be developed
7. Teachers must be equipped with high level of
technological, pedagogical, content knowledge (TPCK)
8. Classrooms must be equipped with technology
9. New subjects and courses must be developed to
respond to the needs of the society
10. Old disciplines must evolve to embrace new
research and developments in the field
11. Critical thinking, creativity, and Innovation must be
developed among students
12. Industry-school partnerships must be developed
SOCIAL CHANGES AND CHALLENGES BROUGHT BY THE
4TH INDUSTRIAL REVOLUTION
The concept of Fourth Industrial Revolution, according
to Davis (2016) builds on the Digital Revolution with
cyber-physical systems providing new mechanisms and
allowing technology to be embedded within societies
and even the human body. It is marked by emerging
technology breakthroughs in a number of fields
including robotics, artificial Intelligence,
nanotechnology, quantum computing, biotechnology,
internet of things, 3D printing and autonomous vehicles
(Bernard et al. 2016).
Schwab (2016) describes how the 4th Industrial
Revolution is fundamentally different from the previous
three industrial revolutions. Accordingly, these new and
emerging technologies have great potential to continue
to connect billions more people to the web, drastically
improve the efficiency of business and organizations,
and help regenerate the natural environment through
better asset management. We are facing a world
transformed by technology, in which the Internet, cloud
computing, and social media create different
opportunities and challenges in all social institutions
and particularly for the global education systems.
Bernard (2016) posits that the 4th Industrial Revolution
provides various opportunities to improve human
communication and conflict resolution.
The Fourth Industrial Revolution brought significant
social transformation that created a new world
economy characterized by:
a. Wider Employment Opportunities
b. Demand for Quality, Competitive and Flexible
Workers
c. Millennial Workforce
d. Mobility
e. Technological Advancement
f. New Behaviors
Education should adjust itself to different social
challenges and demands. There are three literation that
needs to be developed to prepare graduates for this 4 th
Industrial Revolution:
 1. Data Literation
 the ability to read, to analyze, and to use
information in the digital world.

2. Technology Literation
 The ability to understand mechanical (system)
work to use the application of technology like
(Coding, Artificial Intelligence, & Engineering
Principles).
3. Human Literation
 Humanities, Communication, and Design. This
calls for development of leadership skills, social
competence, collaboration and teamwork,
professionalism, and new sets of values to be
developed among students.

With the changes and challenges of the 4 th Industrial

Revolution, schools need to revisit their academic
programs and focus on what are essentials skills that
need to be learned for human beings to become
productive and enjoy the fullness of life. The World
Economic Forum in 2016 identified examples of these
skills:
1. Complex Problem Solving
2. Innovation Skills
3. Critical Thinking
4. Creativity
5. People Management
6. Collaboration
7. Emotional Quotient
8. Decision Making
9. Negotiation Skills
10. Entrepreneurship
11. Cognitive Fluency