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Teaching Profession (Bicol University)

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EDUC 3
REVIEWER
CHAPTER 1: Philosophical Thoughts on Education

• BANKING SYSTEM
➢ Teacher deposited these facts a day before and withdraws them the next day.
➢ Paulo Freire is very much against this banking system of education as it does not make the learner
reflect and connect what he/she was taught to real life.

• JOHN LOCKE (1632-1704): THE EMPIRICIST EDUCATOR

➢ Acquire knowledge about the world through the SENSES—learning by doing and by interacting
with the environment.
➢ Inducive method (comparison, reflection, and generalization)
➢ Questioned the long traditional view that knowledge came exclusively from literary sources,
particularly the GREEK and LATIN classics.
➢ Opposed the “DIVINE RIGHT OF KINGS” theory which held that the monarch had the right to be an
unquestioned and absolute over his subjects.
➢ For John Locke, education is not acquisition of knowledge contained in the GREAT BOOKS.
➢ The learner is an active, not a passive agent of his/her own learning.
➢ From the social dimension, education is seeing citizens participate actively and intelligently in
establishing their government and in choosing who will govern them from among themselves
because they are convinced that no one person is destined to be ruler forever.

• HERBERT SPENCER (1820-1903): UTILITARIAN EDUCATION

➢ His concept of the “Survival of the fittest” means that human development had gone through an
evolutionary series of stages.
➢ Social development had taken place according to an evolutionary process by which simple
HOMOGENOUS SOCIETIES had evolved to more COMPLEX SOCIETAL SYSTEMS characterized with
HUMANISTIC and CLASSICAL EDUCATION.
✓ INDUSTIALIZED SOCIETIES REQUIRE VOCATIONAL and PROFESSIONAL EDUCATION BASED ON
SCIENTIFIC AND PRACTICAL (UTILITARIAN) OBJECTIVES RATHER THAN ON THE VERY GENERAL
EDUCATIONAL GOALS ASSOCIATED WITH HUMANISTIC and CLASSICAL EDUCATION.
➢ Curriculum should emphasize the PRACTICAL, UTILITARIAN and SCIENTIFIC SUBJECTS that helped
human kind master the environment.
➢ NOT INCLINED TO ROTE LEARNING; schooling must be related to life and to the activities needed to
earn a living.
➢ INDIVIDUAL COMPETITION LEADS TO SOCIAL PROGRESS: He who is fittest survives. (Ornstein,
1984)
➢ To survive in a complex society, Spencer favors SPECIALIZED EDUCATION OVER THAT OF GENERAL
EDUCATION.

• JOHN DEWEY (1859-1952): LEARNING THROUGH EXPERIENCE

➢ Education is a social process and so school is intimately related to the society that it serves.
➢ Children are socially active human beings who want to explore their environment and gain control
over it.
✓ Education is a social process by which the immature members of the group, especially the children,
are brought to participate in the society.
✓ The SCHOOL IS A SPECIAL ENVIRONMENT established by members of society for the purpose of
SIMPLIFYING, PURIFYING, and INTEGRATING SOCIAL EXPERIENCE of the group so that it can be
UNDERSTOOD, EXAMINED, and USED BY ITS CHILDREN.
✓ THE SOLE PURPOSE OF EDUCATION IS TO CONTRIBUTE TO THE PERSONAL AND SOCIAL GROWTH
OF INDIVIDUALS.
✓ The steps of the scientific or reflective method which are extremely important in Dewey’s
educational theory are as follows:
o The learner has a “GENUINE SITUATION OF EXPERIENCE”—involvement in an activity in
which he/she is interested.
o Within this experience, the learner has a “GENUINE PROBLEM” that stimulates thinking.
o The learner possesses the information or does research to acquire the information needed
to solve the problem.
o The learner develops possible and tentative solutions that may solve the problem.
o The learner tests the solutions by applying them to the problem. In this one way, one
discovers their validity for oneself.
o The school is social, scientific and democratic.
o The authoritarian or coercive style of administration and teaching is out of place because
they block genuine inquiry and dialogue.

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• GEORGE COUNTS (1889-1974): BUILDING A NEW SOCIAL ORDER

✓ Education is not based on eternal truths but is relative to a particular society living at a given time
and place.
✓ There is a CULTURAL LAG between material progress and social institutions and ethical values.
➢ Instruction should incorporate a content of a socially useful nature and a problem-solving
methodology. Students are encouraged to work on problems that have social significance.
➢ Schools become instrument for social improvement rather than an agency for preserving the status
quo.
➢ Teachers should lead society rather than follow it. TEACHERS ARE AGENTS OF CHANGE.
✓ Like DEWEY, problem-solving should be the dominant method for instruction.

• THEODORE BRAMELD (1904-1987): SOCIAL RECONSTRUCTIONISM

➢ Social reconstructionism is a philosophy that emphasizes the reformation of society.
➢ Social reconstructionist asserts that schools should: Critically examine present culture and resolve
inconsistencies, controversies and conflicts to build a new society not just change society.
✓ Like JOHN DEWEY and GEORGE COUNTS, social reconstructionist Brameld believe in ACTIVE
PROLEM-SOLVING AS THE METHOD OF TEACHING AND LEARNING.
➢ Social reconstructionists are convinced that education is not a privilege of the few but a right to be
enjoyed by all.
✓ Education is a right that all citizens regardless of race and social status must enjoy.

• PAULO FREIRE (1921-1997): CRITICAL PEDAGOGY

➢ Paulo Freire, a critical theorist, like social reconstructionists, believed that systems must be
changed to overcome oppression and improve human conditions.
✓ EDUCATION AND LITERACY ARE THE VEHICLE FOR SOCIAL CHANGE.
➢ Rather than “teaching as banking” in which the educator deposits information into students’ heads,
Freire saw teaching and learning as a process of inquiry in which the child must invent and
reinvent the world.
✓ TEACHERS MUST NOT SEE THEMSELVES AS THE SOLE POSSESSORS OF KNOWLEDGE AND THEIR
STUDENTS AS EMPTY RECEPTACLES.
➢ Freire’s critical pedagogy is PROBLEM-SOLVING EDUCATION.
➢ A central element of Freire’s pedagogy is DIALOGUE.

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CHAPTER 2: Historical Foundation of Education

• “When a school introduces and trains each child of society into membership within such a little community,
saturating him with the spirit of service, and providing him with the instruments of effective self-direction,
we shall have the deepest and best guaranty of a larger society which is worthy, lovely, and harmonious.”—
JOHN DEWEY

✓ Education or school is an institution created by society.

✓ Education is a function of society and as such arises from the nature and character of society itself.
✓ Society seeks to preserve itself and to do this, it maintains its functions and institutions, one of which is
education, to assure it survival, stability, and convenience.

• SOCIALIZATION
➢ Process of learning the roles, statuses, and values necessary for participation in social institutions
(Brinkerhoff, D., 1989).
➢ A lifelong process.
➢ Occurs primarily during early childhood but as we progress from infancy to old age, we shed old
roles and adopt new ones.

• ANTICIPATORY SOCIALIZATION
➢ Role learning that prepares us for future roles.
➢ Because of this (ANTICIPATORY SOCIALIZATION) most of us are more or less prepared for our
future roles like spouse, parent. Professional teacher.

✓ FAMILY is the most important agent of socialization.

✓ SCHOOL is also an important agent of socialization. It is an institution charged by society to impact specific
knowledge and skills necessary for functioning in a society. They are also charged with the task of
transmitting society’s cultural values.

• EDUCATION IN PRIMITIVE SOCIETY

➢ Life skills:
o Tool or instrument making.
o Adherence to the moral behavior code of group life.
o Language
➢ Survival against natural forces was the need.
➢ Survival skills and values to cultivate group cohesiveness were taught.

• GREEK (ANCIENT GREECE)

➢ Athenian: Rounded development of every individual.
➢ Spartan: Development of soldiers and military leaders.

• ROMAN
➢ Schools needed to develop a sense of civic responsibility and to develop administrative and military
skills as citizens of the Roman Empire.

• ARABIC
➢ Islam rose the most important concern of education.
➢ Cultivate religious commitment to Islamic beliefs.

• MEDIEVAL
➢ Schools were concerned with the development of religious commitment, knowledge and ritual to
establish order.

• RENAISSANCE
➢ Fervent period of European cultural, artistic, political, and economic “rebirth” following the middle
ages.
➢ Education was focused on the rediscovery of classical philosophy, literature, and art.

• REFORMATION
➢ Cultivation of a sense of commitment to a particular religious denomination and general literacy.

The History of the Philippine Educational Systems

• PRE-COLONIAL PERIOD
➢ Education was INFORMAL and UNSTRUCTURED, DECENTRALIZED.
➢ Education basically prepared their children to become good husband and wives.
➢ Children were provided more vocational training but lesser academics.
➢ TEACHERS WERE TRIBAL TUTORS (BABAYLAN/KATALONAN)

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• SPANISH ERA
➢ Education was FORMAL and ORGANIZED.
➢ Authoritarian in nature.
➢ Tribal tutors were replaced by SPANISH MISSIONARIES.
➢ Pupils attended formal schooling in the parochial school.
➢ Instruction was RELIGION-ORIENTED.
➢ Christian doctrines, sacred songs and music and prayers were taught because they were required
for confession and communion.
➢ There was a separate school for boys and girls.
➢ Wealthy Filipinos or the IILUSTRADOS were accommodated in the schools.

✓ EDUCATIONAL DECREE OF 1863

➢ This law gave Filipinos a complete system of education from elementary to the collegiate level.
➢ The law provided for the establishment of the elementary schools in all municipalities in the
country.
➢ Attendance in school was compulsory between the ages of seven and twelve.

• AMERICAN REGIME (1898-1946)

➢ Americans promoted democratic ideals and the democratic way of life.
➢ The schools maintained by the Spaniards for more than three centuries were closed but were
reopened on AUGUST 29, 1898 by the SECRETARY OF THE INTERIOR.
➢ A system of free and compulsory elementary education was established by the MALOLOS
CONSTITUTION.
➢ (Political Constitution of 1899)
➢ In MAY 1898, the FIRST AMERICAN SCHOOL WAS ESTABLISHED IN CORREGIDOR.
➢ Shortly after the CAPTURE OF MANILA in 1899, seven schools were opened in the city.
➢ Training was done through the schools, both public and secular, manned by CHAPLAINS and
MILITARY OFFICERS of the US ARMY.
➢ THOMASITES arrived in the Philippines on AUGUST 23, 1901.
➢ The University of the Philippines was founded in 1908. UP was the first state school of university
status.

➢ The DEPARTMENT OF INSTRUCTION set up a three level school system:

(1) 4-year primary and 3-year intermediate or 7-year elementary curriculum;
(2) 4-year junior college;
(3) 4-year program.

• COMMONWEALTH PERIOD
➢ Free education in public schools was provided all over the country in accordance with the 1935
constitution.
➢ Vocational education and household activities like sewing, cooking, and farming were also given
importance.
➢ Education also emphasized nationalism so the students were taught about the life of the Filipino
heroes.
➢ Good manners and discipline were also taught to the students.
➢ The INSTITUTE OF PRIVATE EDUCATION was established in order to observe private schools.
➢ FORMAL ADULT EDUCATION was also given.

✓ EXECUTIVE ORDER NO. 134 (of 1936)

➢ Signed by PRES. MANUEL L. QUEZON designating TAGALOG as our NATIONAL LANGUAGE.
✓ EXECUTIVE ORDER NO. 217
➢ Otherwise known as the QUEZON CODE of ETHICS was taught in schools.
✓ EXECUTIVE ORDER NO. 263 (1940)
➢ Required the teaching of the Filipino, national language in the senior year of all high schools and in
all years in the normal schools.
✓ THE EDUCATION ACT OF 1940 (COMMONWEALTH ACT 586)
➢ Approved by the PHILIPPINE ASSEMBLY on AUGUST 7, 1940 which provided for the following:
o Reduction of the 7-year elementary course to 6 years.
o Fixing the school entrance age at 7.
o National support for elementary education.
o Compulsory attendance for primary children enrolled at Grade 1.
o Adoption of double-single sessions in the primary grade with one teacher one class
assignment of intermediate teachers.

• JAPANESE OCCUPATION
➢ Aims of education during Japanese occupation:

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o Make the people understand the position of the Philippines as a member of the East Asia Co-
Prosperity Sphere.
o Eradication of the idea of reliance upon Western States particularly the US and Great Britain.
o Fostering a new Filipino culture based on the consciousness of the people as Orientals.
o Elevating the moral of the people giving up over-emphasis on materialism.
o Diffusion of elementary education and promotion of vocation education.
o Striving for the diffusion of the Japanese language in the Philippines and the termination of
use of English in schools.
o Developing in people the LOVE OF LABOR.

• POST-COLONIAL PHILIPPINES
➢ Education aimed at the full of realization of the democratic ideals and way of life.
➢ The Civil Service Eligibility of Teachers was made permanent pursuant to R.A. 1079 in JUNE 15,
1954.
➢ A daily flag ceremony was made compulsory in all schools including the singing of the National
Anthem pursuant to R.A. 1265 approved on JUNE 11, 1955.
➢ Curricular offerings in all schools, the life, the works, and writings of Jose Rizal especially the Noli
Me Tangere and El Filibusterismo shall be included in all levels.
➢ Elementary education was normalized and matriculation fees were abolished.
➢ MAGNA CARTA FOR TEACHERS was passed into law by virtue of R.A. 4670.
➢ The fundamental aims of education in the 1973 Constitution are:
o Foster love of country
o Teach the duties of citizenship
o Develop moral character, self discipline, and scientific. Technological and vocational
efficiency.

• OTHER DEVELOPMENTS
➢ Integration of values in all learning areas.
➢ Emphasis on mastery learning.
➢ YDT and CAT introduced as new courses Media of Instruction
➢ Bilingual Education Policy: Mandates the use of English and Filipino separately as media of
instruction in schools.
➢ EDUCATION ACT of 1982—created the MINISTRY of EDUCATION, CULTURE and SPORTS
➢ NCEE (National College Entrance Examination) introduced
➢ EXECUTIVE ORDER NO. 117—President Corazon C. Aquino renamed Ministry of Education, Culture
And Sports (DECS) in 1987
➢ Creation of the Board of Professional Teachers composed of 5 under PRC.
➢ Replacement of PBET (Professional Board Examination for Teachers) by LET (Licensure
Examination for Teachers)
➢ Transfer of authority of administering the LET from CSC and DECS to the Board of Professional
Teachers under PRC.
➢ Trifocalization of Education System
➢ R.A. 7796—Technical Education and Skills Development Act of 1994.
➢ CHED is responsible for higher education.
➢ R.A. 7722—Higher Education Act of 1994.
➢ Governance of Basic Education Act (R.A. 9155) was passed on AUGUST 2001 renaming the DECS to
DepEd and redefining the role of field offices which includes the regional offices, division offices,
district offices and schools.
➢ Values education is offered as a separate subject in NSEC and integrated in all subject areas in all
curricula.
➢ Implementation of New Secondary Education Curriculum (NSEC).
➢ R.A. 10157, JANUARY 20, 2012—Kindergarten Act, an act institutionalizing the kindergarten
education into the basic education system.
➢ K to 12 Program (R.A. 10533), MAY 15, 2013.

• THE IMPORTANCE OF STUDYING HISTORY OF EDUCATION

➢ Dewey explains why a study of the history of education is valuable:
(1) Educational issues and problems are often rooted in the past; the study of educational
history can help us top understand and solve today’s problems.
(2) Realistic effort to reform education begin with present conditions which are a product of
our past; by using our past, we can shape the future.
(3) The study of education’s past provides a perspective that explains and illuminates our
present activities as teachers.

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CHAPTER 3: Social Science Theories and their Implications to Education

• Sociologists today employ three primary theoretical perspectives: the FUNCTIONALIST PERSPECTIVE, the
CONFLICT PERSPECTIVE, and the SYMBOLIC INTERACTIONIST PERSPECTIVE. These perspectives offer
sociologists theoretical paradigms for explaining how society influences people, and how people influence
society. Each perspective uniquely conceptualizes society, social forces, and human behavior.

THREE SOCIAL THEORIES

1. STRUCTURAL – FUNCTIONAL THEORY
➢ Herbert Spencer, the proponent of structural-functional, views society as “a system of
interconnected parts each with a unique function. The parts have to work together for stability and
balance of society.”
➢ Society was compared to the human body with different but interrelated parts performing different
functions.
➢ Society has different but interrelated components such as the family, the state, the school, the
church, mass media, economics.
➢ When one component of society does not do its part, society will not function well. The overall
health of the organism (society) depends upon the health of each structure.
➢ Failure of one institution to do its part means disruption of stability in society.
➢ The FUNCTIONALIST THEORY OF EDUCATION focuses on how education serves the need of society
through the development of skills encouraging social cohesions.
➢ The FUNCTIONALIST THEORY is focused on social stability and solidarity.
➢ FUNCTIONALISTS see education as a beneficial contribution to an ordered society.
➢ FUNCTIONALISM does not encourage people to take an active role in changing their social
environment, even when such change may benefit them. Instead, functionalism sees active social
change as undesirable because various parts of society will compensate naturally for any problems
that may arise.
➢ PURPOSES OF SCHOOLING ACCORDING TO FUNCTIONALISTS:
Intellectual purposes
o Acquisition of cognitive skills, inquiry skills
Political purposes
o Educate future citizens; promote patriotism; promote assimilation of immigrants;
ensure order, public civility and conformity to laws.
Economic purposes
o Prepare students for later work roles; select and train the labor force needed by
society.
Social purposes
o Promote a sense of social and moral responsibility; serve as a site for the solution or
resolution of social problems; supplement the efforts of other institutions of
socialization such as the family and the church.

2. CONFLICT THEORY
➢ According to this theory, there are always two opposing sides in a conflict situation. People takes
sides between maintaining the status quo and introducing change then arrive at an agreement.
➢ Conflict theory welcomes conflict for that is the way to the establishment of a new society.
➢ The “hidden” curriculum socializes young people into obedience and conformity for them to be
developed as a docile workers.

3. THE SYMBOLIC INTERATIONIST THEORY PERSPECTIVE

➢ Three tenets of symbolic interactionist theory are:
An individual’s action depends on meaning.
o We act based on the meaning we give to symbols.
o Symbols can be actions, objects or words.
o If a student understands that teacher believes in his/her ability, he/she tries his/her
best to prove that indeed he/she is bale. If a teacher does otherwise, a student tends
to behave in accordance with teacher’s poor perception.
Different people may give different meanings to the same thing.
Meanings change as individuals interact with one another.
➢ Also known as SYMBOLIC INTERACTIONISM.
➢ This theory states that people interact with one another through symbols.
➢ LANGUAGE is a predominant symbol among people.
➢ WEAKNESS OF SYMBOLIC INTERACTION THEORY
o Critics claim that symbolic interactionism neglects the macro level of social interpretation—
the “big picture”. In other words, symbolic interactionists may miss the larger issues of
society by focusing too closely on the “trees” or by restricting themselves to small or
individual interactions.

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o Symbolic interactionism traces its origins to MAX WEBER’s assertion that individuals act
according to their interpretation of the meaning of their world. However, it was the
American philosopher GEORGE H. MEAD (1863-1931) who introduced this perspective to
American sociology in the 1920s.

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CHAPTER 4: The Strengths and Weaknesses of the Filipino Character: A Socio-Cultural Issue

• THE WEAKNESSES OF THE FILIPINO CHARACTER AS CITED IN THE REPORT ARE AS FOLLOWS:
Extreme family centeredness
o Excessive concern for family means using one’s offices and power to promote family
interests and thus functionalism patronage, political dynasties and the protection of erring
family members.
o It results in lack of concern for the common good, and acts as a block to national
consciousness.
Extreme personalism
o Takes things personally, cannot separate objective task from emotional involvement.
o Because of this, the Filipino is uncomfortable with bureaucracy, with rules and regulations
and with standard procedures.
o He uses personal contacts, and gives preference to family and friends in hiring, services and
even voting.
o Extreme personalism leads to the graft and corruption evident in Philippine society.
Lack of discipline
o A casual attitude toward time and space, manifested in lack of precision and
compulsiveness, in poor time management and procrastination.
o Aversion to following procedures strictly results in lack of standardization and equality
control.
o Impatience results in shortcuts, palusot, ningas cogon.
o Lack of discipline often results in inefficient work systems, the violation of rules and a
casual work ethic lacking follow through.
Passivity and lack of initiative
o Waiting to be told what to do, reliance on others (leaders and government), complacence,
lack of a sense of urgency.
o There is a high tolerance of inefficiency, poor service, and even violation of one’s basic right.
o Too patient and matiisin, too easily resigned to his fate, the Filipino is easily oppressed and
exploited.
Colonial mentality
o Lack of patriotism, or of an active awareness, appreciation and love of the Philippines and
an actual preference for things foreign.
Kanya-kanya syndrome, talangka mentality
o Done by tsismis, intriga, unconstructive criticism… it is evident in the personal ambition
that is completely insensitive to the common good, e.g., the lack of sense of service among
people in the government bureaucracy.
o This results in the dampening of cooperative and community spirit, and in trampling upon
other’s rights.
Lack of self-analysis and self-reflection
o The tendency to be superficial and somewhat flighty.
o In the dace of serious personal and social problems, there is lack of analysis or reflection,
and instead satisfaction with superficial explanations and solutions.
Emphasis on porma rather than substance
➢ This lack of analysis and emphasis on form is reinforced by an educational system that is
more from the substance.

• These weaknesses are rooted in many factors:

Home
Social and economic environment
Culture and language
History
Religion
Educational system
Mass media
Leadership and role models

• The following goals are proposed to develop in the Filipino:

A sense of patriotism and national pride
A sense of the common good
A sense of integrity and accountability
The values and habits of discipline and hard work
The value and habits of self-reflection and analysis
The internalization of spiritual values and the emphasis on essence rather than on form.

• THE STRENGTHS OF FILIPINO CHARACTER ARE:

Pakikipagkapwa-tao

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Family orientation
Joy and humor
Flexibility, adaptability, and creativity
Hard work and industry
Faith and religiosity
Ability to survive

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CHAPTER 5: Global Issues that Concern Schools and Society

• TOP-10 WORLD ISSUES ACCORDING TO MILLENIALS BASED ON WORLD ECONOMIC FORUM’S GLOBAL
SHAPERS SURVEY IN 2017:
Climate change/destruction of nature (48.8%)
Large scale conflict/wars (38.9%)
Inequality (income, discrimination) (30.8%)
Poverty (29.2%)
Religious conflicts (23.9%)
Government accountability and transparency/corruption (22.7%)
Food and water security (18.2%)
Lack of education (15.9%)
Safety/security/well being (14.1%)
Lack of economic opportunity and employment (12.1%)

• TOP 10 CURRENT GLOBAL ISSUES ACCORDING TO CHLOE TURNER:

Climate change
Pollution
Violence
Security and well being
Lack of education
Unemployment
Government corruption
Malnourishment and hunger
Substance abuse
Terrorism

• THE 17 SUSTAINABLE DEVELOPMENT GOALS FOR THE PERIOD 2015-2030:

End poverty in all its forms everywhere.
End hunger, achieve food security and improved nutrition, and promote sustainable agriculture.
Ensure healthy lives and promote well-being for all at all ages.
Ensure inclusive and equitable quality education and promote life-long learning opportunities for
all.
Achieve gender equality and empower all women and girls.
Ensure availability and sustainable management of water and sanitation for all.
Ensure access to affordable, reliable, sustainable, and modern energy for all.
Promote sustained, inclusive and sustainable economic growth, full and productive employment
and decent work for all.
Build resilient infrastructure, promote inclusive and sustainable industrialization and foster
innovation.
Reduce inequality within and among countries.
Make cities and human settlements inclusive, safe, resilient and sustainable.
Ensure sustainable consumption and production patterns.
Take urgent action to combat climate change and its impacts (in line with the United Nations
Frameworks Convention on Climate Change)
Conserve and sustainably use the oceans, seas and marine resources for sustainable development.
Protect, restore and promote sustainable use of terrestrial ecosystems, sustainably manage forests,
combat desertification, and halt and reverse land degradation and half biodiversity loss.
Promote peaceful and inclusive societies for sustainable development, provide access to justice for
all and build effective, accountable and inclusive institutions at all levels.
Strengthen the means of implementation and revitalize the global partnership for sustainable
development.

• VARIOUS FORMS OF VIOLENCE

Physical violence
➢ Occurs when someone uses a part of their body or an object to control a person’s actions.
Sexual violence
➢ Occurs when a person is forced to unwillingly take part in sexual activity.
Emotional violence
➢ Occurs when someone says or does something to make a person feel stupid or worthless.
Psychological violence
➢ Occurs when someone uses threats and causes fear in an individual to gain control.
Spiritual violence
➢ Religious violence occurs when someone uses an individual’s spiritual beliefs to manipulate,
dominate or control that person.

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Cultural violence
➢ Occurs when an individual is harmed as a result of practices that are part of her or his
culture, religion or tradition.

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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.

• WHAT CAN COMMUNITY DO FOR SCHOOLS?

Brigada Eskwela
o 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.
o It takes place more or less two weeks before classes begin in June.
o This is a school maintenance program that has been institutionalized since 2009 when
DepEd issued DepEd Order #100.
Curriculum Development
o 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
o Business establishments and offices in the community can serve as training ground for
learners.
o 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.”
o 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/applied subjects in authentic
work environments (Enclosure to DepEd Order No. 30. 3. 2017)
o 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 of the world of work.
o Business establishments or any world of work in the community are the ultimate
beneficiaries of these graduates who have been more bprepared through work immersion.
Remediation and Enrichment Classes
o Parents and retired teachers may be involved in the School Reading Remediation and
Learning Enrichment Programs.
Youth Development Programs
o 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
o 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:
o Classroom used by community organizations for meetings.
o School used as a polling place and venue for medical mission which it may co-sponsor with
the Rural Health Unit.
o Schools used by the Rural Health Unit for mothers’ class on child care.
o School used as an evacuation center.
o School facilities used for community assemblies.
o School basketball court used for local celebrations and barangay sports league.
o Schools conduct livelihood skills-training programs for parents and out-of-school youths by
using school resources.
o Livelihood skills-training for parents and out-of-school-youths by teachers themselves.

• LEARNING FROM THE EXPERIENCES OF SCHOOLS AND COMMUNITY PARTNERS

Here are concrete examples:

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Dumingaga Central School, Dumingag, Zamboanga del Sur

o 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.
o “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.
Angels Magic Spot and Project REACH, etc. – Pembo Elementary School, Makati
o 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 he barangay could harvest for home supply, the school for their feeding program or sold
them for cash for the purchase of seedlings and planting of more vegetables.
o PAMS brought together students, teachers, school head, parents, barangay officials, and other
members of the community to clean up little nooks for garbage and converted them into green
areas with vegetables shared by all.
o It also taught gardening skills and positive attitude toward work to students and
supplemented the feeding program for the underweight and the malnourished in the school,
Project BOWLS (Brain Operates Well on Loaded Stomachs).
o Another effective practice was 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. The teacher gave free tutorial to the adopted student during his/her
free time, visit the student’s family every now and in some instances gave the student a daily
allowance of ten pesos from the teacher’s own pocket. This contributed to improved
performance of Pembo Elementary School, 23rd in rank in the Division Achievement Test
zoomed up to rank 9 and six years later, rank 1. (near-zero drop out rate)
o Urbanidad Kids were ideal students who acted as role models for the students and the PEMBO
community. They were the cleanest, most well-mannered and most diligent in class.
o BOWLS means Brain Operates Well on Loaded Stomach. Every recess, children who were
selected by the school as BOWLS beneficiaries due to malnutrition were provided a free bowl
of lugaw.
o 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

➢ 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 cannot do it all. “It takes a village to educate a child”
➢ It has to work in partnership with other institutions in the community such as the:
o Church
o Government organizations; and
o Non-government organizations
➢ With the breakdown of families, schools face greater challenge in educating the young.
➢ 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, have, however, attacked the stability of families and have adversely affected families in
the performance of their irreplaceable duty to educate children.
➢ 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. Consequently, this responsibility leads to their 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.
➢ 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.
➢ So, families, schools, and other social institutions need to work together to save the youth.

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• LEGAL BASES FOR PARENTS AND COMMUNITY INVOLVEMENT

➢ R.A. 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.”
➢ Batas Pambansa Blg. 232, otherwise known as the Education Act of 1982, section 7 states that:
o 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 punished.
➢ R.A. 8525, Adopt-A-School Program Act, also provides for school-community partnership.
o 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
➢ Philippine Education for All (PEFA) 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:
o “Schools shall continue to harness local resources and facilitate involvement of every sector
of the community in the school improvement process.”
o This EFA 2015 Plan was extended in Education for All Beyond 2015-Agenda 2030. Agenda
2030 has 7 new educational targets from 2015 to 2030 that must involve education
stakeholders which in essence in 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:
o Partnership between school and community also ensures… that:
▪ Educational programs, projects and services takes into account the interests of all
members of the community (Sec 3, d);
▪ 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
▪ 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.

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CHAPTER 7: The Teacher and the Community: Teacher’s Ethical and Professional Behavior

• TEACHER AS FACILITATOR OF LEARNING

➢ Article III, Section 1 states that:
o The teacher is a facilitator of learning and the development of the youth… therefore shall
render the best service by providing an environment conducive for such learning and
growth.
➢ Facilitator comes from the word “facilitate” which means to make something easy or easier.
➢ You, as the future professional teacher, facilitate learning or make learning easier.
➢ Learning is a difficult task and is made easier when you make dry lesson interesting, exciting, and
enjoyable.
➢ As a professional teacher, you make learning easier when you simplify the complex and concretize
the abstract. This is what is ethical for every professional teacher like you ought to do. This you can
do after four long years of academic preparation.
➢ To facilitate learning, a conducive learning environment is necessary.
➢ It has been proven that learners learn best in a pleasant environment.
➢ A pleasant environment is where the learners can be themselves because teachers are caring.

• TEACHER LEADERSHIP AND INITIATIVE FOR COMMUNITY PARTICIPATION

➢ Section 2 refers to the “leadership and initiative of the professional teacher to participate in
community movements for moral, social, economic and civic betterment of the community.”
➢ As professional teachers you do not live in an ivory tower, meaning you are not supposed to be
removed nor aloof from community life.
➢ Schools are at the heart of communities and you as professional teachers are expected to be be-in-
the-world and to be-in-the-world-with-others and for others (borrowing the words of Heidegger).
➢ The words in Section 2 of Article III are “provide leadership and initiative…” This implies that as a
professional teacher you have not to wait for community to ask for help.
➢ Section 6 further explicitates how you can show your professional leadership, to wit: “Every teacher
in an intellectual leader in the community, especially in the barangay, and shall welcome the
opportunity to provide such leadership when needed, to extend counselling services, as
appropriate, and to be actively involved in matters affecting the welfare of people.”
➢ Providing leadership and initiative also means working with the community. This means getting the
parents and other members of the community participate in school activities.
➢ Teachers, as they participate in community affairs prove that they “are the most responsible and
most important members of society because their professional efforts affect the fate of the earth.”

• PROFESSIONAL TEACHER WITH HONOR AND DIGNITY

➢ Section 3 states that:
o “Every teacher shall merit reasonable social recognition for which purpose he shall behave
with honor and recognition for which purpose he shall behave with honor and dignity at all
times and refrain from such activities as gambling, smoking, drunkenness, and other
excesses much less illicit relations.”
➢ Society expects so much of teachers that when they fail to live up to the challenge to behave or
model good behavior, they are “condemned without trial!”. Society seems to expect much more from
professional teachers than from any other professional and so look at teachers with scrutinizing
eyes.
➢ The quotation states “The influence of a good teacher can never be erased but the influence of a
dishonorable teacher is as lasting.”

• TEACHER’S ATTITUDE TOWARD LOCAL CUSTOMS AND TRADITIONS

➢ Section 4 expects every teacher to live for and with the community and shall, therefore study and
understand local customs and traditions in order to have a sympathetic attitude, therefore, refrain
from disparaging the community.”
➢ The professional teacher is neither ethnocentric nor xenocentric.
➢ He/she is not ethnocentric and so does not look down on community’s culture because of the
thought that his/her culture is superior to the culture of the community.
➢ He/she is not xenocentric and so looks at his/her culture as inferior in to the other community’s
culture.

• THE PROFESSIONAL TEACHER AND INFORMATION UPDATE

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