CHAPTER 6

The Why and How 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?

1. 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. It takes place more or less two weeks before classes
begin in June. This is a school maintenance program that has been institutionalized
since 2009 when DepEd issued DepEd Order # 100.
2. 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
3. Work experience programs Business establishments and offices in the community
can serve as training ground for learners. A concrete example is the Work Immersion
required of Senior High School students.

In this Work Immersion, students are given the opportunity to work in relevant
establishments or offices in the community to help develop in them "the competencies, work
ethics, and values relevant to pursuing further education and/or joining the world of work....

Partner offices for immersion provide Senior High School students with opportunities:
1.To become familiar with the workplace;
2. For employment simulation; and
3.To apply their competencies in areas of specialization/applied subjects in authentic
work environments (Enclosure to DepEd Order No. 30. 3. 2017).
4. Remediation and enrichment classes - Parents and retired teachers may be
involved in the School Reading remediation and Learning Enrichment Programs.
5. 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.
6. Community Service Examples of community service 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 schools do for communities in return?

Schools may allow the community to use school resources. Here are concrete examples
enumerated by the DepEd Primer on School Community Partnership:
 1. Classroom used by community organizations for meetings
2. School used as a polling place and venue for medical mission which it may
co-sponsor with the Rural Health Unit
3. School used by the Rural Health Unit for mothers' class on child care
4. School used as an evacuation center
5. School facilities used for community assemblies
6. School basketball court used for local celebrations and barangay sports league
7. Schools conduct livelihood skills-training programs for parents and out- of-school
youths by using school resources
8. Livelihood skills-training for parents and out-of-school youths by teachers themselves

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.

"It takes a village to educate a child"

● 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 resulting to less or practically no more time for parents
to spend time with their 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.
● 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 favorable for their development..

Legal Bases for Parents and Community Involvement

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.

1. 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 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."
● 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 the community. RA 9155- Governance of basic Education
Act
● 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);

"Our vision must be more aggressive, more committed not just involving government,
non- government agencies but all stakeholders."

2. 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 subaroup of
the educational community shall sit and participate in these bodies, the rules and
procedures of which must be approved by them and duly pupublished.

3. Another law, RA. 8525, Adopt-A-School Program Act 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 faculty development for
training and further education of facilities; upgrading of existing facilities, p publications
and other instructional materials; and more instructional technologies."

In this partnership, children, the primary customers of schools, are most benefited but
school and community are likewise mutually benefited.

4. 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."

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.
 PATAKARAN NG EDUKASYON SA PILIPINAS: PANGKALAHATANG IDEYA

Ang edukasyon ng sa pilipinas ay ibinibigay ng mga pampubliko at pribadong paaralan,

kolehiyo, Pamantasan at teknikal at bokasyonal na intsitusyon. Ang pondo para sa pambulikong
paraalan ay nanggaling sa gobyerno.

Sa pangunahing antas ng edukasyon, ang kagawaran ng edukasyon (DepEd) ay

nagtalaga ng pangkalahatang istandard na susundin at nag-utos na magkaroon ng standardize
test para sa K-12 basic education sytem, bagaman ang mga pribadong paaralan ay malayang
pumili ng kanilang sariling kurikulum na alinsunod sa mga pinaiiral na batas at regulasyon ng
kagawaran.

Sa kabilang banda, sa,mas mataas na antas ng edukasyon, ang Komisyon sa Mas

Mataas na Edukasyon (CHED) ay nangangasiwa at pinahahalagahan ang mga kolehiyo at
Pamantasan, samantala ang Technical Educational Skills Development Authority (TESDA) para
sa teknikal at bokasyunal ay pinahahalagahan ng teknikal at bokasyunal na programa ng
edukasyon at ng mga institusyon.

2017-2018 - Tumaas ang bilang ng students sa public schools

Ayon sa batas, ang edukasyon ay mahigpit na ipinatutupad sa loob ng labing limang

taon (kindergarten - grade 6) ang mga ito ay mapapangkat sa tatlong anta:
1. Elementarya na (kindergarten - grade 6)
2. Junior high school (grade 7-10) at
3. Senior high school (grade 11-12)

Na maaaring mapangkat sa apat:

1st key stage (kindergarten - 3)
2nd key stage (grade 4-6)
3rd key stage (grade 7-10)
4th key stage (grade 11-12)

Ang mga bata ay maari nang ipasok sa kindergarten sa edad na 5

Ang institusyon ng mas mataas na edukasyon ay maaaring maiuri bilang alinman sa
pampublikong o pribadong kolehiyo at Pamantasan, at ang mga pampublikong institusyon ng
mas mataas na edukasyon ay maaaring pang maibahagi sa dalawang uri:
1. State universities and colleges
2. Local colleges and universities

ANG MGA BATAYANG KURIKULUM SA PAGTUTURO NG FILIPINO AYON SA SALING

BATAS

Ang Layunin ng Edukasyon ayon sa Konstitusyon

 Ang pinakapangunahin basihan ng mga nilalaman ng kurikulum at mga layunin ng
pagtuturo ay ang mga probisyong pang- edukasyon sa bagong konstitusyon 1987 na
matatagpuan sa Artikulo XIV, seksyon 3, bilang 2, sa mga tanging bahagi ay ganito ang
isinasaad:
1. Ikintal ang patriotismo at nasyonalismo;
2. Ihasik ang pag-ibig na pangkatauhan, paggalang sa karapatang pantao, at
pagpapahalaga sa mga ginampanang mga pambansang bayani sa makasaysayang
pagbuo ng ating bansa;
3. Ituro ang mga karapatan at tungkulin sa pagkamamamayan;
4. Patatagin ang mga pagpapahalagang etikal at ispiritwal;
5. Linangin ang karakter na moral at disiplina sa sarili;
6. Pasiglahin ang mapanuri at malikhaing pag-iisip;
7. Palawakin ang kaalamang pang siyensiya at panteknolohiya at
8. Itaguyod ang kakayahang bokasyonal.

Mga Layunin ng Edukasyong Elementarya

Ang edukasyon elementarya ay naglalayong malinang ang ispiritwal, moral, sosyal,
emosyonal, mental at pisikal na mga kakayahan ng mag-aaral sa pamamagitan ng pagdudulot
ng mga karanasang kailangan sa demokratikong pamumuhay para sa isang matalino,
Makabayan, makatwiran at kapakipakinabang na pamayanan, tulad ng mga sumusunod.

● Pagkikintal ng mga pagpapahalagang ispiritwal at sibiko at paglinang ng isang mabuting

mamamayang Pilipino na may pananalig sa Diyos at may pagmamahal sa kapwa tao.
● Pagsasanay sa mga kabataan sa kanilang mga Karapatan, tungkulin, at pananagutan
sa isang Lipunan demokratiko para sa isang aktibong pakikilahok sa isang maunlad na
pamayanan.
● Paglinang ng pangunahing pang-unawa sa kulturang Pilipino, mag kanais-nais na
tradisyon at gawi ng ating mga ninuno at kabutihan ng mga mamamayan na
pangunahing kailangan sa pagkakamit ng pambansang kamalayan at kaisahan.

Sampung Utos Sa Mga Guro

1. Kilalanin ang iyong mga estudyante at mamuhunan sa kanilang buhay.
2. Maging masigasig at nasasabik tungkol sa pagtuturo at pag-aaral.
3. Bumuo ng mga mabuting relasyon sa mga magulang /tagapag-alaga.
4. Maghanda ng maingat.
5. Magturo sa isang paraan na may kaugnayan sa iyong mga mag-aaral.
6. Kumuha ng oras para magpahinga at mag bago.
7. Maging maingat sa mga salita at pagkilos na pipiliin mong gamitin.
8. Gumawa ng malakas, kapaki-pakinabang na relasyon saiyong mga katrabaho at
pangangasiwa.
9. Maging propesyonal.
10. Ibigay ang iyong lahat!
 MGA LAYUNIN NG PAGTUTURO
Ang mga layunin ng pagtuturo ay mga tiyak na nagpapahayag ng mga inaasahang
pagbabago sa panig ng mga-aaral. Ang mga pagbabagong ito ay napapangkat sa tatlong
lawak: pangkaisipan o pangkabatiran (cognitive), pandamdamin (affective), at pampisikal o
saykomotor (psychomotor).
Sa paglikha ng mga layunin pangkatauhan o pangkagawian (behavioral objectives),
isaalang-alang ang mga sumusunod na paalala:
● SMART PRINCIPLE
● Ang pagdaragdag ng mga salitang nagsasaad ng antas kasidhiang pagganap 0 tulad ng
"mailarawang ganap", "mabigkas nang may katamtamang bilis" ay ang
nakapagdaragdag ng kalinawan sa layunin.
● Banggitin ang kaluwagan o kahigpitan ibibigay sa mga-aaral sa pagganap sa gawain.
● Banggitin ang pinakamababa o pinakamataas na antas ng pagkaganap ng maaaring
tanggapin o pahalagahan.

Batayang Kategorya sa Pag-uuri ng Layuning Pampagtuturo

● Mithiin
● Tunguhin
● Layunin

ABCD Pormat
● Audience
● Behavior
● Condition
● Degree

Domeyn ng Layuning Pampagtuturo

● Kognitib Domeyn
● Apektib Domeyn
● Saykomotor Domeyn

● Domeyn Pangkabatiran
Mga layunin na lumilinang sa mga kakayahan at kasanayang pangkaisipan ng mga
mag- aaral.
Tumutukoy rin ito sa mga pag-iisip na rasyunal, sistematiko at intekwal.
Karamihan sa kabatirang pangkognitibo ay nakapaloob sa Benjamin Bloom.

BLOOM'S TAXONOMY OF OBJECTIVES

1. Kaalaman - tumutukoy sa simpleng paggunita sa mga natutuhang impormasyon.
(bigyang-kahulugan, tukuyin, pangalan, alalahanin, piliin, ulitin)
2. Komprehensyon - binibigyang diin ang pag-unawa sa kahulugan ng impormasyong
natutunan at pag-uugnay nito sa mga dating impormasyon. (asalin, baguhin, tatalakayin,
hanapin, ipaliwanag, lagumin, ilarawan, ipahayag)
 3. Aplikasyon - paggamit sa natutunan sa iba't ibang paraan o teksto. (ilapat.
paghambingin, klasipikahin, dayagram, ilarawan, uriin, markahan at pag- ibahin)
4. Analisis - pag-unawa sa ugnayan ng mga bahagi at organisasyong natutunan upang
makita ang kabuuan. (pag-ugnay-ugnayin, tukuyin, kilalanin, bumuo ng hinuha, suriin at
magbuod)
5. Sintesis kailangang pag-ugnayin ang iba't ibang impormasyon upang makalikha ng
bagong kaalaman. (lumikha, bumuo, idisenyo, iplano, sumulat, bumalangkas)
6. Ebalwasyon nangangailangan ng pagbuo ng sariling pagpapasya sa Liwanag ng mga
inilahad na mga kraytirya. (kilatisin. timbangin suriin, punahin, magtangi, paghambingin,
pahalagahan)

Bakit binago ang Bloom's Taxonomy ng 1959?

Rebisyon ng Bloom's Taxonomy 2001

Domeyn na Pandamdamin
Nauukol ang mga layuning pandamdamin sa paglinang ng mga saloobin, emosyon,
kawilihan at pagpapahayag ng mga mag-aaral.

Ito ay may limang kategorya, pagtanggap (receving), pagtugon (responding),

pagpapahayag (valuing), pag-oorganisa (organizing), at karakterasyon (characterization).

D.R Krathwohl's Taxonomy for Affective Domain

Domeyn na Saykomotor (Elizabeth Simpson 1972)
Psycho o mag-iisip at motor ay galaw,
Napapaloob nito ang mga layuning makalinang sa kasayang motor at manipulation sa
bawat mag-aaral.