THE WHY AND HOW OF SCHOOL

AND COMMUNITY PARTNERSHIP

ACTIVITY

▪ Based from your prior knowledge on school-community

partnership:
▪ Illustrate with a cartoon or a diagram the partnership
between school and community.
▪ Provide an explanation for your illustration
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 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.
What can the community do for schools?

▪ 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
What can the community do for schools?

▪ 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 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).
What can the community do for schools?

▪ 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.
What can the community do for schools?

▪ 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:
▪ 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
What can schools do for communities in return?

▪ School used by the Rural Health Unit for mothers' class on

child care
▪ School used as an evacuation center
▪ School 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. Dumingaga 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.
Learning from the Experiences of Schools and
Community Partners
▪ 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, the school
for their feeding program or sold them for cash for the
purchase of seedlings and planting of more vegetables.
Learning from the Experiences of Schools and
Community Partners
▪ PAMS brought together students, teachers, school head,
parents barangay officials and other members of the
community clean up little nooks for garbage and
converted them into green areas with vegetables shared
by all. 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).
Learning from the Experiences of Schools and
Community Partners
▪ Another effective practice was Project Enthusiasm for
Assistance to Children of Humanity (REACH) - Revitalized
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), ad Kid
Learning from the Experiences of Schools and
Community Partners
▪ 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.

▪ 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.

▪ 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", so goes the African proverb. It has to work in
partnership with other institutions in the community such as
the church, government organizations and non-government
organizations. With the breakdown of families, schools face
greater challenge in educating the young.
Sociological Basis of School-Community
Partnership?
▪ 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.
Sociological Basis of School-Community
Partnership?
▪ 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. 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.
Sociological Basis of School-Community
Partnership?
▪ 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. So families,
schools and other social institutions need to work
together to save the youth.
Legal Bases for Parents and Community Involvement

▪ It is no wonder why even our laws support school-

community partnership. RA 9155, Governance of Basic
Education Act, Section É (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."
Legal Bases for Parents and Community Involvement

▪ 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:

▪ 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.
Legal Bases for Parents and Community Involvement

▪ Another law, 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."
Legal Bases for Parents and Community Involvement

▪ 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."
Legal Bases for Parents and Community Involvement

▪ 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 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."
Legal Bases for Parents and Community Involvement

▪ 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.
SUMMARY

▪ 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.

▪ 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 community.
SUMMARY

▪ In this partnership, children, the primary customers of schools, are most

benefited but school and community are likewise mutually benefited.

▪ 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.
ACTIVITY

▪ Pretend that you are a public school teacher and your principal
designated you to lead a project that will benefit the community
where you school belongs to. You will also be the one to think of
what project will be implemented and you are also tasked to create
a proposal for the said project/activity. (Use your own community
as your basis for the project)
▪ The proposal should contain the following information:
▪ Title
▪ Rationale
▪ Procedure
▪ Beneficiaries
▪ Desired result