OFFICE OF THE RESEACRH DEPARTMENT

Graduate Studies of San Jose Christian Colleges

Sto. Nino 1st , San Jose City, Nueva Ecija Philippines

A REQUIREMENT
for

SCHOOL COMMUNITY
RELATIONS
(EDUC 206)

Submitted by:
RONELYN L. FERNANDEZ

Submitted to:
DR. LORETA P. FAJARDO
1. What are the legal Bases in dealing with the Stakeholders?
First let us define stakeholder in education, the term stakeholder typically refers to

anyone who is invested in the welfare and success of a school and its students, including

administrators, teachers, staff members, students, parents, families, community members, local

business leaders, and elected officials such as school board members, city councilors, and state

representatives. Stakeholders may also be collective entities, such as local businesses,

organizations, advocacy groups, committees, media outlets, and cultural institutions, in addition

to organizations that represent specific groups, such as teachers’ unions, parent-teacher

organizations, and associations representing superintendents, principals, school boards, or

teachers in specific academic disciplines (e.g., the National Council of Teachers of English or the

Vermont Council of Teachers of Mathematics). In a word, stakeholders have a “stake” in the

school and its students, meaning that they have personal, professional, civic, or financial interest

or concern.

In some cases, the term may be used in a more narrow or specific sense—say, in reference to a

particular group or committee—but the term is commonly used in a more general and inclusive

sense. The term “stakeholders” may also be used interchangeably with the concept of a “school

community,” which necessarily comprises a wide variety of stakeholders.

The idea of a “stakeholder” intersects with many school-reform concepts and strategies—

such as leadership teams, shared leadership, and voice—that generally seek to expand the

number of people involved in making important decisions related to a school’s organization,

operation, and academics. For example, shared leadership entails the creation of leadership roles

and decision-making opportunities for teachers, staff members, students, parents, and community

members, while voice refers the degree to which schools include and act upon the values,
opinions, beliefs, perspectives, and cultural backgrounds of the people in their

community. Stakeholders may participate on a leadership team, take on leadership

responsibilities in a school, or give “voice” to their ideas, perspectives, and opinions during

community forums or school-board meetings, for example.

Stakeholders may also play a role in community-based learning, which refers to the

practice of connecting what is being taught in a school to its surrounding community, which may

include local history, literature, and cultural heritages, in addition to local experts, institutions,

and natural environments. Community-based learning is also motivated by the belief that all

communities have intrinsic educational assets that educators can use to enhance learning

experiences for students, so stakeholders are necessarily involved in the process.

Generally speaking, the growing use of stakeholder in public education is based on the

recognition that schools, as public institutions supported by state and local tax revenues, are not

only part of and responsible to the communities they serve, but they are also obligated to involve

the broader community in important decisions related to the governance, operation, or

improvement of the school. Increasingly, schools are being more intentional and proactive about

involving a greater diversity of stakeholders, particularly stakeholders from disadvantaged

communities and backgrounds or from groups that have historically been underserved by schools

or that have underperformed academically, including English-language learners, students of

color, immigrant students, and special-education students. In some cases, federal or state

programs and foundation grants may encourage or require the involvement of multiple

stakeholder groups in a school-improvement effort as a condition of funding.

Stakeholder-engagement strategies are also widely considered central to successful

school improvement by many individuals and organizations that work with public
schools. Because some communities may be relatively uninformed about or disconnected from

their local schools, a growing number of educational reformers and reform movements advocate

for more inclusive, community-wide involvement in a school-improvement process. The general

theory is that by including more members of a school community in the process, school leaders

can foster a stronger sense of “ownership” among the participants and within the broader

community. In other words, when the members of an organization or community feel that their

ideas and opinions are being heard, and when they are given the opportunity to participate

authentically in a planning or improvement process, they will feel more invested in the work and

in the achievement of its goals, which will therefore increase the likelihood of success.

In some cases, when schools make major organizational, programmatic, or instructional changes

—particularly when parents and community members are not informed in advance or involved in

the process—it can give rise to criticism, resistance, and even organized opposition. As a reform

strategy, involving a variety of stakeholders from the broader community can improve

communication and public understanding, while also incorporating the perspectives, experiences,

and expertise of participating community members to improve reform proposals, strategies, or

processes. In these cases, educators may use phrases such as “securing community support,”

“building stakeholder buy-in,” or “fostering collective ownership” to describe efforts being made

to involve community stakeholders in a planning and improvement process. In other cases,

stakeholders are individuals who have power or influence in a community, and schools may be

obligated, by law or social expectation, to keep certain parties informed the school and involved

in its governance.
 The Stakeholder of Education and the Funding Capabilities Research of:
Jeffrey D. Bermudez Makilas NHS

Scope It covers the basic framework of stakeholders in public and private elementary,

secondary, colleges, universities, Philippine setting. It shows the financial capacity of

stakeholders as a member of the school.

Legal Basis for School Stakeholders and Funding REPUBLIC ACT NO. 10533 AN ACT

ENHANCING THE PHILIPPINE BASIC EDUCATION SYSTEM BY STRENGTHENING

ITS CURRICULUM AND INCREASING THE NUMBER OF YEARS FOR BASIC

EDUCATION, APPROPRIATING FUNDS THEREFOR AND FOR OTHER PURPOSES.

Legal Basis for School Stakeholders and Funding SEC. 2. Declaration of Policy. The State

shall establish, maintain and support a complete, adequate, and integrated system of education

relevant to the needs of the people, the country and society-at-large.

Legal Basis for School Stakeholders and Funding SEC. 5. Curriculum Development. To

achieve an effective enhanced basic education curriculum, the DepED shall undertake

consultations with other national government agencies and other stakeholders including, but not

limited to, the Department of Labor and Employment (DOLE), the Professional Regulation

Commission (PRC), the private and public schools associations, the national student

organizations, the national teacher organizations, the parents- teachers associations and the

chambers of commerce on matters affecting the concerned stakeholders.

Legal Basis for School Stakeholders and Funding SEC. 11. Appropriations. The Secretary of

Education shall include in the Department’s program the operationalization of the enhanced

basic education program, the initial funding of which shall be charged against the current

appropriations of the DepED. Thereafter, the amount necessary for the continued implementation
of the enhanced basic education program shall be included in the annual General Appropriations

Act. http://www.gov.ph/2013/05/15/republic-act-no-10533/

Legal Basis for School Stakeholders and Funding Revised Guidelines Governing Parent

Teachers Associations PTA at the School Level DepED Order #54 s. 2009

Stakeholder The definition of a stakeholder is a person or group of people who has an interest

in or investment in something and who is impacted by and cares about how it turns out.

8 Major Stakeholders in Education and Funding Capabilities Community and Society

OFW’s Parents and Students Civic, Social, and Cultural Organization

8 Major Stakeholders in Education and Funding Capabilities Alumni Business Industry

National Government and Regulatory Agencies World Community

Community and Society Community in the Philippines is run by a National Government and

the Local Government Unit which is covey into region, provinces, cities, municipalities, and

barangays. This community is networked into a more complex relationship called society buy

joined in one vested interest, the development of our education sector

Community and Society Number of Region Number of Provinces Number of Cities

Number of Municipalities Number of Barangays 16 80 140 1,494 4,2026 Total Population (as of

May 1, 2010: 92,335,113) Source: National Statistics Office (NSO)

http://www.census.gov.ph/content/2010-census-population-and-housing- reveals-philippine-

population-9234-million

Community and Society Financial Capabilities-Income Results of the last FIES-Family

Income and Expenditure Survey conducted in 2009 showed that, at current prices, each family

earned an annual average of Php 206,000 during the year. Families in the bottom 30 percent
(poor families) had annual incomes averaging Php 62,000, while families in the upper 70 percent

(non- poor families) earned around Php 268,000 each.

Community and Society Financial Capabilities-Expenditures Average annual expenditures of

each family in the country, at current prices, amounted to Php 176,000. On the average, families

in the bottom 30 percent spent Php 64,000 in 2009, while families in the upper 70 percent spent

about Php224,000 during the same year. Food expenditure gets the largest slice of the incomes in

both poor (59.9 percent) and non-poor families (40.5 percent).

http://www.nscb.gov.ph/pressreleases/2012/PR-201207_PP1_08_fies.asp

Community and Society -as stakeholders in education Community of all age levels must

involve in the growth and development of education. The higher the literacy level, educational

profile, and skill of the citizen, the better it will discharge its respective roles in the society. This

brings about solidarity in society and political stability.

OFWs & Filipino Immigrants Overseas Filipino Workers or OFWs are Filipinos working

abroad that are expected to return permanently either upon the expiration of a work contract or

upon retirement. Filipino immigrants usually have dual citizenship or entirely change their

citizenship in able to live in the country they wish to stay.

Overview Of Philippine Migration Permanent Migrant 4.42M (47%) Overseas Filipino

Worker (OFW) 4.32M (45%) Irregular Migrants 0.70M (8%) Total: 9,452,984

http://financialeducationsummit.org/2012/presentations/day2-Imelda_Nicolas.pdf Delivered by:

Secretary Imelda M. Nicolas Chairperson, Commission on Filipinos Overseas (CFO) Office of

the President of the Philippines

OFW Remittance BSP Governor Amando M. Tetangco Jr., the projected OFW remittance is

$22.5 billion for 2013.

 Consumer Expectation Survey (CES)

http://www.rappler.com/business/economy-watch/31494-remittances-go-to-food,-education,-

health-survey Out of 525 Household receiving remittances polled by BSP MEDICAL

EXPENSES (59.6%) EDUCATION 69.4% REMITTANCE DEBT PAYMENTS (46.4%)

SAVINGS (44%) PURCHASE OF DURABLES (33.9%) HOUSING (46.4%) PURCHASEOF

CARS, MOTORS (10.5%) INVESTMENTS (6.8%) FOOD (97.2%)

Parents and Students Cotton, K., & Wikelund, K. R. (2001). Parent involvement in

education. Retrieved June 18, 2008, from http://www.nwrel.orglcomm/resources.html Parents

play key roles as educational stakeholders. Parents' primary objective is the assurance that their

children will receive a quality education, which will enable the children to lead productive

rewarding lives as adults in a global society (Cotton and Wikelund, 2001). Parents are very

important stakeholders to the educational decision-making process. As suggested by Essex

(2005), many parents' decisions on educational issues are significantly influenced by their values

and beliefs rather than school law

Parents and Students Short, P. M. and Greer, J. T. (2002). Leadership in empowered schools:

Themes from innovative efforts. Upper Saddle River, NJ: Pearson Education. Although the

student's primary role is that of a recipient, students should be encouraged to exercise their

decision-making role in the education process. By giving aid to the decision-making process

students become an integral part of a successful institution. Empowering students with shared

decision making increases their choices and responsibilities for their own learning (Short and

Greer, 2002).

Parents and Students, the public schools are subsidized by national government as provided

on RA #9155 -Governance of Education Act 2001RA #6655 (May 25, 1988) Free Public
Secondary Act of 1988, however the government support is inadequate the parents are willing to

provide additional support through GPTA and Homeroom PTA on a voluntary basis.

Civic, Social, and Cultural Organization The non-profit civic, social and cultural

organizations are interested in education recognizing and fully convinced of the role of education

in development, they funded the educational institution by sponsorship and granting scholarship.

Civic, Social, and Cultural Organization

Alumni Alumni are interested on the continues support to their alma mater. Pride and

sentiments usually result to demonstrate love on their institution. • Alumni are an institution's

most loyal supporters. • Alumni are fundraising prospects. • Alumni are great role models for

current students and are often well placed to offer practical support to students as they start their

careers. • Your alumni are your international ambassadors. They take their knowledge of your

institution to their hometowns and countries and into their professional and social networks.

Business and Industry Final results of the 2010 Annual Survey of Philippine Business and

Industry (ASPBI) conducted nationwide covered a total of 9,949 establishments engaged in

private education. As shown in Figure 1, higher education garnered the highest number of

establishments at 2,583 (26.0%). Secondary/high school education followed next with 2,547

(25.6%) while the least number of establishments were recorded in other education services with

1,082 (10.9%). http://www.census.gov.ph/content/2010-annual-survey-philippine-business-and-

industry-aspbi- private-education-final-results

Business and Industry http://www.census.gov.ph/content/2010-annual-survey-philippine-

business-and-industry-aspbi- private-education-final-results

National Government and Regulatory Agencies 10 Point Education Agenda The move to the

K-12 policy comes as part of the 10 Point Education Agenda which was set out by the current
government administration. The K-12 Basic Education Program, universal kindergarten and

instruction in mother-tongue languages are but three of the ten points Aquino’s administration

want to implement in order to improve the overall quality of education in Filipino schools.

http://monitor.icef.com/2013/08/philippines-creates-opportunities-in-overhaul-of-k-12-

education-system/

National Government and Regulatory Agencies The other seven points include: •Establish

the Madaris Education as a sub-system in the current education system; •Make every child a

reader by Grade 1; •Improve science and mathematics; •Expand government assistance to private

education; •Better textbooks; •Build more schools in cooperation with local government units

(LGUs); •Re-introduce technical and vocational education in public high schools.

http://monitor.icef.com/2013/08/philippines-creates-opportunities-in-overhaul-of-k-12-

education-system/

National Government and Regulatory Agencies 2013 National Budget P1.816 trillion.

Summary Of Allocation.

National Government and Regulatory Agencies Top 3 Agencies in terms of Budget

Allocation DepEd P292.7B DPWH P152.9B DND P121.6 B.

World Community Many foreign countries are thankful of the availability of highly qualified

manpower resources from Philippines. Here is the list of top 10 countries where Filipino choose

to work. http://budgetngbayan.com/summary-of-allocations/ Country No. of Overseas Filipinos

United States 3,416,840 Saudi Arabia 1,159,003 Malaysia 900,000 UAE 700,000 Canada

436,190 Japan 350,972 Australia 336,140 Qatar 263,980 Italy 259,508 United Kingdom 200,987

World Community It is not only various countries that employs the Filipino, different

International Organization like:

2. What are the problems encountered in dealing with the
learners’ parents and community this time of pandemic?
For the first quarter of school year 2020-2021 because of pandemic problems are being

arise like having difficulty in communicating to parents, learners, and other stakeholders because

of lockdown, low internet connectivity and no gadget; late distribution and retrieval of modules

because of the conflict of schedule of parents in working is being shown.

3. Solutions I made for those problems.

Working together, being flexible and staying organized is necessary when it comes to

teaching during a pandemic. Thus, in our school at Bagong Sikat Elementary School we make

sure to communicate regularly with the parents and other stakeholders thru texts, calls, chats,

limited face to face meeting and scheduled home visitation to ensure in at least 75% of the pupils

learned in this kind of situation we are facing.

We conduct a Weekly Online Kamustahan to know the needs and progress of the pupils.

When it comes to module distribution and retrieval, PTA officers of every class are being

group by Purok and select a leader to make sure that all modules are being distributed to all the

pupils of Bagong Sikat Elementary School.