EDUCATIONAL PARTNERSHIP AND COMMUNITY DEVELOPMENT

1. EDUCATIONAL PARTNERSHIP
AND COMMUNITY
DEVELOPMENT
JUANITO LEABRES JR., EdD, PhD
Professor
Graduate Program, College of Education

2. PRIMER: Review of Basic Concepts

3. Article 26 of theUniversal Declaration of
Human Rights
“Education shall be directed to the full
development of the human personality and to the
strengthening of respect for human rights and
fundamental freedoms. It shall promote
understanding, tolerance and friendship”.

4. 4 Pillars of Education
... education is at the heart of both personal and
community development; its mission is to enable
each of us, without exception, to develop all our
talents to the full and to realize our creative
potential, including responsibility for our own lives
and achievement of personal aims. - Jacques
Delors (Delors, 1996, p 17)

5. “The problem of education is everybody’s
problem. As building literacy is our collective
responsibility, so too is improving of our schools,
our collective responsibility. We must build
bridges between the school and the
- Former Philippine Department of
Education Secretary Florencio Abad

6. World Declaration on Education for All *
*The Declaration came from the World Conference on Education for All (WCEFA), held in
Jomtien, Thailand, in 1990.
States that:
“National, regional, and local educational authorities have a unique obligation to
provide basic education for all, but they cannot be expected to supply every human,
financial or organizational requirement for this task. New and revitalized partnerships at
all levels will be necessary: partnerships among all sub-sectors and forms of education; …
partnerships between government and non-governmental organizations, the private
sector, local communities, religious groups and families…. Genuine partnerships
contribute to the planning, implementing, managing and evaluating of basic education
programs. When we speak of "an expanded vision and a renewed commitment",
partnerships are at the heart of it”.

7. What is education?
 Education is the social institution through which society provides its
members with important knowledge, including basic facts, job skills,
and cultural norms values.
 Education refers to the discipline that is concerned with methods
of teaching and learning in schools or school-like
environments, as opposed to various nonformal and informal
means of socialization.
 Education means inculcating moral values, positive thinking,
attitude of helping, attitude of giving to society and ethical
values these kind of students are only able to bring changes in
society.

8. Purpose of Education
 social, cultural, ethical and spiritual development of every individual;
 to prepare people to play an active part in their communities as citizens in a
democracy;
 to develop the potential to be employable and to play a full economic role
in society;
 to maximize life chances through academic success;
 to create a society founded in acceptance and tolerance.

9. Partnership in Education (Bray, 2000)
 "the state of being a partner“ (Procter, 1980)
 Partner is "a person who shares (in the same activity)“
 Two terms which are related to partnership are involvement and
participation (Shaeffer, 1994.
 Most analysts consider involvement and participation to be relatively weak
forms of activity. Partnership implies more active and committed
involvement. Partners share responsibility for a joint activity, whereas
participants may merely cooperate in someone else’s activity.

10. community
According to Wolf et al. (1990), community has at least some of
the following features:
 a network of shared interests and concerns,
 a symbolic or physical base,
 extension beyond the narrowly-defined household, and
 something that distinguishes itself from other similar groups.

11. community
A community (also called a social group) is a plurality of individuals with the
following essential characteristics (Chalfant and Labeff, 1988):
1) regular and sustained interactions, though not necessarily directly, between
members
2) shared decision making
3) sense of common identity
4) shared interests/goals

12. Types of Community in the Field of Education
 geographic communities, which embrace the individuals living in relatively small areas
such as villages, districts or suburbs;
 ethnic and racial groups, especially ones which are minorities and which have self –
help support structures;
 religious groups of various kinds;
 communities based on shared family concerns, including Parents’ Associations which
are based on adults’ shared concerns for the welfare of their children; and
 communities based on shared philanthropy, and in many cases operated by
specifically designated charitable and/or political bodies.

13. Rationales for Partnership
1. Shared experiences and expertise. Each partner can bring knowledge and skills to
the task at hand.
2. Mutual support. When circumstances are difficult, partnership provides mutual
support to persist in efforts to achieve goals.
3. Division of labor. Collaboration can allow partners to concentrate on the tasks that
they do best. The tasks which one partner can do best are not necessarily the ones
that other partners can do best. In this situation, division of labor permits all sides to
gain.
4. Increased resources. When each partner brings resources to the common forum, the
total availability of resources is increased. These resources can be human and
material as well as financial.

14. Rationales for Partnership
5. Increased sense of ownership. When people work together on a task, they are more
likely to feel a sense of ownership than if the task is performed for them by someone
else.
6. Extended reach. Different partners may have voices in different places. This can
extend the reach of initiatives.
7. Increased effectiveness. When partners come together, they each bring their own
perspectives. They may help each other to identify obstacles to effective
implementation of programs, and ways round those obstacles.
8. Evaluation and monitoring. When partners have links to different sectors of society,
they can complement each others’ efforts in assessing the impact of programs. This
information can be used to make necessary adjustments and improve impact.

15. “The members of a community may have diverse
language and occupations. They may even have
varying ages but they form a unity or group and can
be identified as such for as long as they share the
aforementioned characteristics. They could either be
homogenous or heterogeneous”.

16. Aspects of Community

17.  refer to the typical relationships of people in a
community (impersonal or personal? close,
direct, face-to-face and highly emotional or
indirect, brief and instrumental/utilitarian?
clannish or individualistic?)
Social Features

18.  refer to how power is distributed in a community.
Those with power are known as leaders, elites,
authorities and the like. Power can be
formal/official or informal/unofficial.
Political Features

19.  refer to the production, distribution and consumption of
goods and services. These days, the economy of communities
is classified as either predominantly agricultural or industrial.
The people in a community can be classified economically in
terms of the socio economic status.
Economic Features

20. Cultural Features
 refer to the beliefs, norms or rules of conduct,
and values in a community. Today, we
differentiate between modern, westernized
culture, and traditional culture.

21. WHAT DO WE KNOW from U.S. and
international studies of school, family, and
community partnerships?
Parents vary in how much they presently are involved.
Parents are most concerned about their children’s success in school.
Students need multiple sources of support to succeed in school and in
their communities.
Teachers and administrators are initially resistant to increasing family
involvement.
Teachers and administrators need in-service, preservice, and advanced
education on partnerships.
Schools must reach out in order to involve all families.
Epstein, J. L., Sanders, M. G., Simon, B. S., Salinas, K. C., Jansorn, N. R., & Van Voorhis, F. L. (2002). School, Family, and Community Partnerships: Your Handbook
for Action (Second Edition). Thousand Oaks, CA: Corwin Press.

22. What does research say about the DEVELOPMENT OF
PROGRAMS of school, family, and community partnerships?
Programs and practices of partnership make a difference in whether, how,
and which families are involved in their children’s education.
Subject-specific practices involve families in ways that directly assist
students’ learning and success.
Teachers who use practices of partnership are more likely to report that all
parents can help their children.
These teachers are less likely to stereotype single parents, poor parents, or
those with less for education as unable to help.
Programs will be most useful to schools and to families if they are
customized, comprehensive, and continually improved to help meet
important goals for students.

23. Six Types of Family Involvement
 PARENTING
 COMMUNICATING
 VOLUNTEERING
 LEARNING AT HOME
 DECISION MAKING
 COLLABORATING WITH THE COMMUNITY

24. Parenting
Assist families with:
 Parenting and child-rearing skills
 Understanding child and adolescent development
 Setting home conditions that support children as
students at each age and grade level
Assist schools in understanding families.

25. Challenges
 Provide information to all families who want it or who need
it, not just to the few who attend workshops or meetings at
the school building.
 Enable families to share information with schools about
background, culture, children's talents, goals, and needs.
 Make all information for families clear, usable, age-
appropriate, and linked to children's success.

26. Communicating
 Communicate with families about school
programs and student progress through effective
school-to-home and home-to-school
communications.

27. Challenges
 Make all memos, notices, and other print and non-print communications
clear and understandable for all families.
 Consider parents who do not speak English well, do not read well, or need
large type.
 Obtain ideas from families to improve the design and content of major
communications such as newsletters, report cards, and conference
schedules.
 Establish an easy-to-use two-way channel for communications from school-
to-home and from home-to-school.

28. Volunteering
 Improve recruitment, training, work, and schedules to
involve families as volunteers and audiences at the school
or in other locations to support students and school
programs.

29. Challenges
 Recruit widely for volunteers so that all families know that their
time and talents are welcome.
 Make flexible schedules for volunteers, assemblies, and events
to enable working parents to participate.
 Provide training for volunteers, and match time and talent with
school needs.

30. Learning at Home
 Involve families with their children in learning
activities at home, including homework and
other curriculum-linked activities and decisions.

31. Challenges
 Design and implement a regular schedule of interactive
homework (e.g., weekly or bi-monthly) for which students take
responsibility to discuss important things they are learning
with their families.
 Coordinate family-linked interactive homework assignments if
students have several teachers.
 Involve families and their children in all important curriculum-
related decisions.

32. Decision Making
 Include families as partners in school decisions,
governance, and advocacy through PTA/PTO,
school councils, committees, and other parent
organizations.

33. Challenges
 Include parent leaders from all racial, ethnic, socioeconomic,
and other groups in the school.
 Offer training to enable parent leaders to develop skills to
serve as representatives of other families.
 Include student representatives along with parents in decision-
making groups.

34. Community Collaboration
 Coordinate resources and services for families,
students, and the school with businesses,
agencies, and other groups, and provide services
to the community.

35. Challenges
 Solve turf problems of roles, responsibilities, funds, and places
for collaborative activities.
 Inform all families and students about community programs
and services.
 Assure equal opportunities for students and families to obtain
services or participate in community programs.
 Match business and community volunteers and resources with
school goals.

36. Community/School Partnerships
 Drawing upon the resources of the entire
community in meeting the academic & youth
development needs of our children

37. End of Lecture
 https://cft.vanderbilt.edu/guides-sub-pages/challenges-and-opportunities-of-
community-engaged-teaching/
 Write a synthesis paper.