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 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.
 Some schools call this service learning since it
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.
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.
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
• 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
Here are concrete examples:
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.
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.
 Another effective practice was Project Revitalize
Enthusiasm for Assistance to Children of Humanity
(REACH where each teacher adopted one student and
acted as hi her mentor for the entire school year.

Urbanidad Kids were ideal students who acted

were ideal students who acted as role models for the
students and the PEMBO community. They cleanest,
most well-mannered and most diligent in class.
 BOWLS means Brain Operates Well on Loaded
Operates Well on Loaded Stomach. Every recess,
children who were selected by the school as BOWLS
beneficiaries due to malnutrition were provided and
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.
Sociological basis if
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
development
• 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."
• Batas Pambansa Blg. 232, otherwise known as the Education Act
of1982, 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 published.
• 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
educ of facilities; upgrading of existing facilities,
p publications and other instructional materials;
and mo 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.“
• 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."
• "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.
Thank you
& keep
safe!

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