Republic of the Philippines

CAMARINES NORTE STATE

COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education
FTC5: THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND
ORGANIZATIONAL LEADERSHIP WITH FOCUS ON THE PHILIPPINE TVET
SYSTEM
nd
2 Semester, AY 2022-2023

The Why and How of School and Community Partnership

Detailed Plan
I. Objectives
at the end of the discussion, the students should be able to:
● explain what the school and community partnership means
● explain the legal and sociological bases of school and community partnership,
and;
● cite examples of school and community partnership

II. Discussion
What is Partnership?
● Partnership implies that two parties are helping each other, with both parties
benefiting from each other - school and community.
● What can the community do for school?
● Brigada Eskwela - This program engages all education. stakeholders to contribute
their time, effort and resources in ensuring that public school facilities are set in time
for the forthcoming school opening.
● Curriculum development - This can mean use of community resources for learning.
e.g. museum, elders of the community as key informants in research or resource
persons in the study of local history.
● Work experience programs - Business establishments and offices in the community
can serve as training ground for learners. Partner offices for immersion provide
Senior High School students with opportunities: "1) to become familiar with the work
place; 2) for employment simulation; and 3) to apply their competencies in areas of
specialization.
In this school-community partnership, the school can fulfill what curriculum requires and may
improve on their curriculum based on community feedback, enables the students to undergo
hands-on work experience, while community establishments contribute to the formation of
graduates who are more ready for life and more equipped for the world of work.
This is also known as Service Learning actively involves students in a wide range of
experiences which benefits students and the community at the same time fulfilling the
requirement of a curriculum.
● Remediation and enrichment classes - parents and retired teachers may be
involved in the School Reading remediation and Learning Enrichment Programs.

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Chapter 6 | BSED-2B 1 of 6
 Republic of the Philippines

CAMARINES NORTE STATE

COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education
FTC5: THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND
ORGANIZATIONAL LEADERSHIP WITH FOCUS ON THE PHILIPPINE TVET
SYSTEM
nd
2 Semester, AY 2022-2023
● Youth Development Programs - the young may involve themselves in youth
development programs and develop their skills and talents, learn how to deal
positively with peers and adults and serve as resources in their communities.
● Community Service - examples are students participating in tutorial programs,
community reforestation programs, clean up drive for a river, assisting in medical
mission; school head involved in planning local celebrations, teachers managing
programs, projects, activities; school band playing in fiesta parade.

What can the school do for the community in return?

Here are concrete examples enumerated by the DepEd Primer on School- Community
Partnership:
● 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
● Shool facilities used for community assemblies
● School basketball court used for local celebrations and barangay sports league
● Schools conduct livelihood skills-training programs for parents and out-of-school
youths by using school resources
● Livelihood skills-training for parents and out-of-school- youths by teachers
themselves
Learning from the Experiences of Schools and Community Partners
1. Dumningaga Central School, Dumingag, Zamboanga del Sur
● Strong school community partnership - Feeding program was maintained by
community donors. Mother Butler Mission Guild, barangay councils, office of the
mayor, parents who budgeted, cooked, purchased.
● "Kiddie Cop" classes - Cops lectures on good manners and right conduct, drug
addiction, child abuse, child welfare.
● Municipal Welfare and Development Office Municipal Health Office - conducted
special classes on health and nutrition, rights of the child.
2. Angels Magic Spot and Project REACH, etc. Pembo Elementary School, Makati
● Pembo Angels Magic Spot (PAMS) were the volunteer environmental steward-
students of Pembo Elementary School while magic spots were the small dumpsites
or empty lots in the barangay which were converted by the students into vegetable
gardens from which members of the barangay could harvest for home supply.
● Project Revitalized Enthusiasm for Assistance to Children of Humanity (REACH) -
where each teacher adopted one student and acted as his/ her mentor for the entire
school year.

De Luna, Dolz & Freyra

Chapter 6 | BSED-2B 2 of 6
 Republic of the Philippines

CAMARINES NORTE STATE

COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education
FTC5: THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND
ORGANIZATIONAL LEADERSHIP WITH FOCUS ON THE PHILIPPINE TVET
SYSTEM
nd
2 Semester, AY 2022-2023
● Urbanidad Kids - were ideal students who acted as role mod- els for the students and
the PEMBO community. They were the cleanest, most well-mannered and most
diligent in class.
● Brain Operates Well on Loaded Stomach (BOWLS) - every recess, children who
were selected by the school as BOWLS beneficiaries due to malnutrition were
provided a free bowl of lugaw.
● Pera sa Panapon - was a weekly trash market where students, their parents and
other members of the community were invited to bring their recyclable garbage. The
project helped the school purchase the necessary supplies and was able to support
two students to a 2010 math competition in Singapore.

Sociological Basis of School-Community Partnership

“It takes a village to educate a child", so goes the African proverb. 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 has to work in partnership with other institutions in the community such as the
church,government organizations and non-government organizations.
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 marriages, the demand for both mother and
father to work to meet the demands of a rising cost of living 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. The responsibilities that comes along with it leads to
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. So families, schools and other social institutions need to work together to save
the youth.
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, non academic personnel of
public schools, and parents-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."

De Luna, Dolz & Freyra

Chapter 6 | BSED-2B 3 of 6
 Republic of the Philippines

CAMARINES NORTE STATE

COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education
FTC5: THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND
ORGANIZATIONAL LEADERSHIP WITH FOCUS ON THE PHILIPPINE TVET
SYSTEM
nd
2 Semester, AY 2022-2023
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.”
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.".
The 2015 EFA Plan was extended in Education for all Beyond 2015 - Agenda 2030, which
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 aggressive, more
committed not just involving government, non-government agencies but all stakeholders."
RA 9155, states that partnership between school and community also ensures... that: 1)
educational programs, projects 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, e); 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.
References: Prieto, N., Arcangel, C. & Corpuz, B. ( 2019) The Teacher and the Community,
School, Culture and Organizational Leadership, Chapter 6, 63-69

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Chapter 6 | BSED-2B 4 of 6
 Republic of the Philippines

CAMARINES NORTE STATE

COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education
FTC5: THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND
ORGANIZATIONAL LEADERSHIP WITH FOCUS ON THE PHILIPPINE TVET
SYSTEM
nd
2 Semester, AY 2022-2023

New Discoveries

Know Student Challenges and Goals and Build Strong Partnerships

1. Identify the Needs: Identify the most critical needs for students using a variety of
information sources (parent and student surveys, teacher questionnaire on student
learning and other needs, asking parent groups, reaching out to community partners).
2. Find Your Partners: Reach out and invite community partners into planning. Use a
culturally-responsive approach and include organizations that are a trusted partner in
communities,
particularly in communities of color. This includes Child Care Aware which has a list of
licensed child care providers by school district as well as Educational Service Districts,
many of which have early learning and community partner specialists.
3. Plan with Partners: Be open to many opportunities for partnership on all levels
(learning, meals, child care, mental health, professional development) and don’t get lost in
potential problems, but focus on solutions when hitting challenges. Communicate openly
and often.

Other Partnership Considerations:

• Stay student-centric and see how all adults – district and community-based staff – wrap
around
student and family needs.
• Treat partners as partners, not simply as contractors.
• Communication is key. Communicate often whether or not decisions are made.
• There are many ways to share student data and maintain student privacy.
• Providers are more likely to be able to support academic and social-emotional learning if
their
needs are a part of decisions (e.g., time of virtual learning, access to school resources).
• There are many examples of Memorandums of Understanding that state partners can
provide.
• Schools could provide, under contract, that they will provide computers and other
equipment
for the exclusive use of the schools’ students during days in which the school has a
scheduled
remote learning day. When the school year is over, the students would need to return the
equipment

References: School-Community Partnerships for Students During COVID-19. (n.d.).

https://www.wrpatoday.org/assets/docs/docs_2020/Networks/Partnerships_for_Students_
During_COVID-19_2020_FINAL_DRAFT.pdf

De Luna, Dolz & Freyra

Chapter 6 | BSED-2B 5 of 6
 Republic of the Philippines

CAMARINES NORTE STATE

COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education
FTC5: THE TEACHER AND THE COMMUNITY, SCHOOL CULTURE AND
ORGANIZATIONAL LEADERSHIP WITH FOCUS ON THE PHILIPPINE TVET
SYSTEM
nd
2 Semester, AY 2022-2023

De Luna, Dolz & Freyra

Chapter 6 | BSED-2B 6 of 6