The Why and How of the School and Community Partnership

1. CHAPTER 6:
THE WHY AND HOW OF
SCHOOL AND COMMUNITY
PARTNERSHIP
PREPARED BY:
Group 4
ALJON PULVIDA BENCH RED
ABEJERO
SHAINE SALVA KEN HARVEY

2. PRAYER

4. CHAPTER 6:
THE WHY AND
HOW OF SCHOOL AND
COMMUNITY
PARTNERSHIP
PREPARED BY:
ALJON PULVIDA BENCH RED
ABEJERO
SHAINE SALVA KEN HARVEY
FORMALES

5. OBJECTIVES:
At the end of this chapter, you should be able to;
• Explain what School and Community partnership
means;
• Explain the legal and sociological basis of school
and;
• Cite examples of School-Community partnerships.

6. OPPORTUNITIES FOR
SCHOOL – COMMUNITY PARTNERSHIP
Partnership implies two parties helping each
other. Both parties benefit. This means that if a
school – community partnership exist both parties
benefit from the relationship.

7. WHAT CAN THE
COMMUNITY DO FOR
THE SCHOOLS?

8. 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
maintainance program that has been Institutionalized
since 2009 when DepEd issued DepEd Order No. 100.

9. 1. BRIGADA ESKWELA

10. 2. CURRICULUM DEVELOPMENT
This can mean use of community
resources for learning e.g. museum,
elders of the community as key
informants in research persons in
the study of local history.

11. 3. WORK EXPERIENCED PROGRAM
Business establishments
and offices in the
community can serve as
training ground for learners.

12. A concrete example is the Work Immersion
required for Senior High School students. Some
schools call this service learning since it
actively involves in a wide range of experiences
which benefits students and the community at
the same time fulfilling the requirement of
curriculum.

14. 4. REMEDIATION AND
ENRICHMENT CLASSES
Parents and retired
teachers may be involved in
the School Reading
remediation and Learning
Enrichment Programs.

15. 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

16. 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.

17. WHAT CAN SCHOOLS DO FOR
COMMUNITIES IN RETURN?

18. WHAT CAN SCHOOLS DO FOR
COMMUNITIES IN RETURN?
Schools may allow the community
to use school resources. Here are some
concrete examples enumerated by the
DepEd Primer on the School Community
Partnership:
• Classroom used by community
organizations for meetings

19. • School used as 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.

20. • School used as an evacuation
center
• School facilities used for
community assemblies
• School basketball court used for
local celebrations and barangay
sports league.

21. • Schools conduct livelihood skills-training programs
for parents and out – of – School youths using
School resources
• Livelihood Skills – training for parents and out – of –
school youths by teachers themselves.

22. LEARNING FROM THE
EXPERIENCES OF
SCHOOLS AND
COMMUNITY PARTNERS

23. HERE ARE CONCRETE EXAMPLE:
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.

24. 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 vegetables gardens from which members of the barangay
could harvest for home supply, the school for Feeding
Program or sold them for cash for the purchase of seedlings
and planting of more vegetables.

25. Another effective practice was Project Revitalize
Enthusiasm for Assistance to Children of Humanity (
REACH) where each teacher adopted one student
and act as his/her mentor for the entire school year.
Urbanidad Kids were ideal students who acted as
role models for the student and the PEMBO
community. They cleanest, most well – mannered
and most dilligent in class.

26. BOWLS means Brains 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.

27. SOCIOLOGICAL BASIS
OF SCHOOL – COMMUNITY
PARTNERSHIP

28. 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 if
one institution fails do its part for the sake of the
society.
• “It takes a village to educate a child”

29. • The rearring 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
rising cost of living resulting to less or practically no
more time for parents to spend time with their
children.

30. • 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
it’s uncontrolled and unregulated use by the tech-savvy
kids expose these kids to all sorts of information not
necessarily favorable for their development.

31. LEGAL BASES
FOR PARENTS AND
COMMUNITY DEVELOPMENT

32. • RA 9155, Governance of Basic Education Act, Section E ( 10 )
explicitly states that one of the responsibilies 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.”

33. • Batas Pambasa 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 commuicate
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.

34. • Another law, R.A. 8525 Adopt – A – School Program Act, also
provides for school – community partnership. It allows “private
entities to assist a public school, whether elementary, secondary,
elementary, secondary, or tertiary,... in, but not limited to, the
limited to, the following areas: staff and faculty development for
development for training and further education; construction of
construction of facilities; upgrading of existing facilities, provision
facilities, provision of books, publications and other instructional
instructional materials; modernization of instructional
instructional technologies.”

35. • 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
community in the school improvement process.”
• “Our vision must be more aggressive, more committed not just
committed not just involving government, non – government
government agencies but all stakeholders.

36. • 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 learning centers reflect the values of the
community by allowing teachers/learning facilitators and
other staff to have the flexibilty to serve the needs of all
learners (Sec 3,e); and

37. 3) Local inititives 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.

38. THANK YOU!!...