CHAPTER I

PROBLEM AND IT’S BACKGROUND

Introduction

A school-based community food production project, the “Gulayan sa Paaralan” is

a tie-up between the educational sector and the “Programang Agrikultura Para sa

Masa” of the Department of Agriculture (DA), which will be implemented in the national,

regional, division, provincial and city levels. The initiatives seek to raise public

consciousness on the health and nutritional dimension as well as the economic benefit

of establishing a school, household, and community gardens. The school gardens shall

serve as a food basket or primary source of commodities to sustain supplementary

feeding.
Statement of the Problem

This study aims to determine the extent of practices in the implementation and

level of sustainability mechanism of Gulayan sa Paaralan in Alcadesma National High

School.

Specifically, it seeks to answer the following questions:

1. What is the extent of practices in the implementation of Gulayan sa Paaralan in terms

of:

1.1 Participation of students;

1.2 Schedule of cultivation;

1.3 Distribution of harvest; and

1.4 Monitoring and evaluation?

2. What is the level of sustainability mechanisms in terms of:

2.1 Partnership among parents;

2.2 Partnership among PTA officers;

2.3 Partnership among LGU; and

2.4 Partnership among external stakeholders?

3. Is there a significant relationship between the extent of practices in the

implementation and level of sustainability mechanism?

Statement of Hypothesis

There is no significant relationship between the extent of practices in the

implementation and the level of sustainability mechanisms of Gulayan sa Paaralan

Program in ANHS.

Scope and Delimitation of the Study

The focus of this study is on implementation and sustainability of the Gulayan sa

Paaralan Program (School Garden) in Alcadesma National High School.

This is limited to the Gulayan sa Paaralan Program of the school only.

Significance of the Study

The researcher believes that the result of this study will benefit the following

personalities:

Students. Through this study, students will be able to realize how important is the

Gulayan sa Paaralan Program.

Teachers. This study may widen their understanding of how important is the

involvement of stakeholders in this program, thus continuously tapping them.

Parents. This study will help them realize the importance of their presence and

cooperation in school programs like Gulayan sa Paaralan.

Future Researchers. They can use the result of this study as their reference in their

research.
Definition of Terms

In order to fully understand this research, the researcher operationally or

conceptually defined the following terms.

Sustainability. It is a societal goal that broadly aims for humans to safely co-exist on

planet earth over a long time.

Implementation. It is a process of putting a decision or plan into effect execution.

New Normal. It is a state to which an economy, society etc. settles following a crisis,

when this differs from the situation that prevailed prior to the start of the crisis.

Participation of the Students. It is an assessment of a student’s performance in a

course outside of their assessments.

Schedule of Cultivation. It is the schedule of the process of trying to acquire or

develop a quality or skill.

Distribution of Harvest. It is the act or process of the season for gathering in a crop.

Monitoring and Evaluation. It is the one that warns and determination of the value,

nature, character, or quality of something or someone.

Partnership among Parents. Family involvement can range from receiving information

and keeping informed to participation in sessions and events, to a partnership where

families work alongside teachers to determine and implement decisions in the early

childhood service.
Partnership among PTA Officers. It is a relationship resembling a legal partnership

and usually involving close cooperation between parties having specified and joint rights

and responsibilities among parent teacher association officers.

Partnership among LGU. It is a unity among the Local Government Unit.

Partnership among External Stakeholders. It is the ability to build long-term or on-

going relationships with stakeholders.

Theoretical Framework

As in Ward (1958), we assume that a corporation wants to maximize profits,

while an equal-sharing partnership would like to maximize profits per partner. In

equilibrium corporation hire up until appoint where the marginal employee’s contribution

equals the going wage, while partnerships stop when this contribution equals the

average partner share. A direct consequence is that corporations are always bigger

than partnership and have a lower average quality.

The argument hinges on a classical observation of Benjamin Ward (1958) that

relative to a profit-maximizing corporation, an equal-sharing partnership is relatively less

inclined to expand its labor force. In particular, because partnerships involve re-

distribution of profits, existing partners may hesitate to bring in new employees even if

their marginal product is above the going wage.

 According to Nilsen (2015) implementation science has progressed towards

increased use of theoretical approaches to provide better understanding and

explanation of how and why implementation succeeds or fails. The aim of this article is

to propose a taxonomy that distinguishes between different categories of theories,

models and frame works in implementation science, to facilitate appropriate selection

and application of relevant approaches in implementation research and practice and to

foster cross-disciplinary dialogue among implementation researches.

May (2013) ‘implementation’ never refers to a single ‘thing’ that is to be

implemented. Whenever some new way of thinking, acting, or organizing is introduced

into a social system of any kind, it is formed as a complex bundle – or better, an

‘ensemble’ – of material and cognitive practices. Even what appear as very simple

implementation processes involve many moving parts. Throughout what follows, the

term ‘complex intervention’ is therefore used to define the object of any implementation

process.
Conceptual Framework

Extent of Practices in the Level of Sustainability Mechanisms

implementation of the Gulayan sa in terms of:

Paaralan in terms of:

2.1 Partnership among Parents

1.1 Participation of the Students 2.2 Partnership among PTA Officers

1.2 Schedule of Cultivation 2.3 Partnership among LGU

1.3 Distribution of Harvest 2.4 Partnership among external

1.4 Monitoring and Evaluation stakeholders