Stakeholders and Community Involvement in Education (2).docx

1 | P a g e
COLLEGE OF TEACHER EDUCATION
Graduate Studies
MR. RUSSEL M. PAGANAO DR. FATIMA F. ROCAMORA
Presenter Professor
EDAD 3O1- EDUCATIONAL LEADERSHIP AND MANAGEMENT IN EDUCATIONAL
INSTITUTIONS
TOPIC: STAKEHOLDERS AND COMMUNITY INVOLVEMENT IN EDUCATION
Who are the Stakeholders?
- A stakeholder is an individual or group with an interest in the success of an organization
in fulfilling its mission—delivering intended results and maintaining the viability of its
products, services and outcomes over time.
- In education, stakeholders are people and groups who have a vested interest in the
success and welfare of the school or education system. This includes all parties that are
directly affected by the success or failure of an educational system, as well as those
indirectly affected.
The Existing Stakeholders and Their Role in Education
1. Parents
2. Educators and teachers
3. Federal state and local government
4. School Administrators
5. Future Employees and the Public at large
6. The students
Each stakeholder shares a role. While unique in their own regard, each role supports one
another. The local and state governments finance the schools and enact effective policy.
Administrators implement effective policy and aid teachers in their efforts to better educate
students. The Teachers educate the students while the parents provide financial, moral, and
spiritual support for the students. Lastly, students learn valuable skills that can be used in
business, or in administrative roles where former students become the creators of new and
more effective educational policy.
Why Involve Stakeholders in Education?
The distinction between internal and external education stakeholders is important. With
respect to a school improvement effort, such as a schoolwide reading model, internal
stakeholders clearly have greater capacity to produce positive change in schools, but they don’t
have all of the power needed to sustain it.
Because of factors that can affect organizational performance over time (such as staff
attrition, shifting priorities and “mission drift”), improved outcomes achieved one year can
easily fade the next. For this reason, external stakeholders also have a critical role to play in
sustaining improved outcomes. If they are informed of the school’s effort to improve reading
outcomes, they can help sustain the district’s focus over time on “mission-oriented change”—

2 | P a g e
Graduate Studies
improvement that lies squarely at the heart of the district’s mission or purpose— thereby
moderating the effects of staff turnover, maintaining reading as the top priority, and
eliminating mission drift.
When the long-term success of a school system is deemed important, we must ask: “To whom
do the schools belong?” and “Who has a long-term vested interest in the success of our
schools and students?” In answering these questions, we quickly find ourselves at the
doorstep of our constituents: the families who send their children to our schools, the
taxpayers who support the schools, and the businesses who hire our graduates. In this light,
external stakeholders can be highly motivated and can become powerful drivers to help
achieve and sustain positive change in our schools.
What Purpose do the Stakeholders in Education serve?
Every stakeholder in education has a purpose. Individuals might not seem very impactful on
their own. By working with other stakeholders and sharing ideas and plans, they often achieve
common educational objectives. This team effort improves the chances of realizing those goals
and creating positive student outcomes.
Stakeholders aim to ensure that students receive a quality education. Using instruction to
prepare students for life after school helps them become productive members of society. This
strengthens the community as a whole.
The Two Types of Stakeholders in Education
There are two main types of stakeholders in education, including the following:
Internal Stakeholders- An internal stakeholder is someone who works or studies in an
educational institution. This includes those who receive remuneration for their contribution.
Internal stakeholders focus more on the organization’s success because their income or
education depends on it. Internal stakeholders include:
1. Students- As students are the reason for a school’s existence, they are the primary
stakeholders. Any changes to the system directly affect them. They rely on the system to
provide them with good education and the skills to succeed in life as adults. In return,
they attend classes, complete their homework and study for exams. Many educators
believe that students deserve input regarding what they learn and how they’re taught.
2. Parents- Parents are key stakeholders because they pay for their children’s education. In
return, they want their offspring to receive a great education that prepares them for
leaving home and embarking on a career. Parents ensure they attend classes and
comply with the school’s policies. They complement their children’s formal education by
ensuring they complete their homework, study for exams and follow healthy diets and
sensible sleep patterns. Parents expect the school to keep their children safe and
reinforce the values taught at home.
3. Teachers- Teachers are directly responsible for student education. They have a degree
of control over what they teach and how they instruct their classes. Teachers prepare
lessons according to the curriculum and prepare students to progress to the next year.
They also help children accept and adapt to a class of students with different abilities,
diverse cultures and various backgrounds.

3 | P a g e
Graduate Studies
Teachers are instrumental in the success of a school because they create environments
and plan lessons for improving student performance and maintaining school attendance
levels. To do this, they engage with parents and other stakeholders to formulate the
best way to deal with each child. The school’s success is crucial for teachers and support
staff because their jobs and income depend on it.
4. Support staff- Support staff includes cleaners, kitchen staff, transport, security and
office staff. These employees contribute to the daily running of the school. They ensure
the premises are clean and hygienic, the meals students receive are nutritious,
transportation to extracurricular or off-campus activities is safe and the building is
secure at all times. Support staff also includes other professionals, such as social
workers and psychologists. They help schools to support children with special needs and
help them progress.
5. School administrators- Administrators include school principals, assistant principals and
other senior staff members. They’re responsible for ensuring that the school runs
efficiently and effectively. They collaborate with other stakeholders to help them make
strategic decisions and implement improvements.
6. The school board- School boards mostly consist of community members that the
community elects to oversee the facilities in their local area and ensure that they
provide a quality education that meets educational standards. They have a financial
responsibility regarding using taxpayer money and other resources sensibly. Board
members are responsible for ensuring that their schools help students succeed. They
may request that administrators develop and implement programmes to meet
educational goals.
External Stakeholders- External stakeholders are those who do not directly participate in the
school system daily. They’re not employees of the institution and don’t realize any financial
gain from it. They have a personal interest in the institutions’ success or failure, as it could
impact them. External stakeholders include:
1. Local businesses- The business community’s stake in education revolves around
ensuring that students leave school with the knowledge and skills to enter the
workforce. They provide various resources to the schools in their area, including
financial aid, books and other supplies. Many businesses offer internships and training
opportunities to students and graduates.
2. Government and local authorities- Government officials determine the protocols and
objectives of the education system. Different ministers regulate educational strategies,
including health and nutrition. Local authorities and officials want to ensure that the
future workforce learns essential knowledge and skills. They want to ensure that
students are ready to become productive members of their communities. Well-
educated students are more employable and able to earn decent wages. This reduces
the number of people relying on the benefits system and other government and council
assistance packages.
3. Education policymakers- Policymakers determine the laws and regulations governing
schools and other educational institutions. They also allocate funds to enable schools to
remain effective in preparing students for life after school. Policymakers often
collaborate with other stakeholders to ensure that schools accommodate the
requirements of students, their parents, local businesses and the community.
4. Community- Local communities are stakeholders because they’re the ones who benefit
from an educated community. Well-educated students are likely to become civic-

4 | P a g e
Graduate Studies
minded, self-confident leaders They may participate in community programmes and
local campaigns.
5. Universities- Universities and other tertiary learning institutions are stakeholders in high
school education. They want to ensure that students leave with the knowledge and skills
to succeed in furthering their education. Suitably qualified high school graduates enable
universities to maintain their academic benchmarks without spending money on
remedial education for students not ready for more in-depth learning endeavors.
Parental Involvement in Education
What is Parental Involvement in Education and Why Is it Important?
Parental involvement refers to parents’ participation in their children’s education at home and
school. This can take many forms, such as helping with homework, attending school events and
parent-teacher conferences, participating in decision-making processes, or regularly
communicating with the child’s teacher.
While both parental involvement and parental engagement in school support student success,
they have important differences.
Involvement is the first step towards engagement. It includes participation in school events or
activities, with teachers providing learning resources and information about their student’s
grades. With involvement, teachers hold the primary responsibility to set educational goals.
But while teachers can offer advice, families and caregivers have important information about
their children that teachers may not know. So a student’s learning experience is enriched when
both bring their perspectives to the table.
With engagement, home and school come together as a team. Schools empower parents and
caregivers by providing them with ways to actively participate, promoting them as important
voices in the school and removing barriers to engagement. Examples include encouraging families
to join the family-teacher association or arranging virtual family-teacher meetings for families
with transportation issues.
On the other hand, the term “parent involvement” is perhaps the most misunderstood term in
today’s educational arena. To understood the relationship between parents and school, it is
important to recognize the types of behaviors that nurture collaboration.
Harmful Behaviors Helpful Behaviors
Avoidance Involvement
Blaming Problem-Solving
Rumor Honesty
Collusion Trust
Pessimism Optimism
Judgement Mutual Respect
Apathy Empathy
Defensiveness Active Listening
opposition collaboration

5 | P a g e
Graduate Studies
5 Categories of Parent Behaviors within a School Community
1. Traditional Parent Volunteer
 Volunteering at school- helping in the classroom, fundraising, chaperoning, etc.
 The traditional parent volunteer contributes highly to the success of the school
community but does not necessarily contribute to student success.
2. Reactive Parent
 The “provoker” parent, instead of employing helpful behaviors to influence
change, uses techniques such as blaming, rumor, collusion, and gossip to achieve
results.
 The Reactive parent is a low contributor to the success of the school community
and a low contributor to student success.
3. Uninvolved Parent
 The “outsider” parent is generally invisible in the school community and is
isolated from other parents.
 The Uninvolved parent is a low contributor to school success and a low
contributor to student success.
4. Mindful Parents
 “Mentor” parent approaches parenting with conscious intention but does not
necessarily get involved at their children in school.
 The Mindful parent is a high contributor to student success but a low contributor
to the success of the school community.
5. Fully-Engaged Parent
 “Collaborator”, acts in ways that facilitate its development, and recognizes that
effective parenting cannot occur in isolation from other parents and the school.
 Emphatic listeners, communicators and problem solvers.
 The fully-engaged parent is a high contributor to the effectiveness of the school
community and a high contributor to student success.
Parental involvement is a critical factor in the success of children’s education. When parents are
involved in their children’s education, children are more likely to do well in school and have
better social and emotional development.
Parental involvement improves student achievement, self-esteem, and behavior. It also helps to
build strong relationships between parents and their child’s school.
There are many ways that parents can get involved in their children’s education. Some of the
most common include:
 Helping with homework: Parents can help their children with homework by
providing guidance, support, and encouragement.
 Attending school events: Parents can show their support for their children’s
education by attending school events such as open houses, parent-teacher
conferences, and school plays.
 Participating in decision-making processes: Parents can have a voice in their
children’s education by participating in school decision-making processes, such
as serving on a school committee or joining a parent-teacher organization.
 Communicating with the school: Parents can stay informed about their
children’s education by communicating with the school regularly. This can be
done through Facebook, email, phone calls, or in-person meetings.

6 | P a g e
Graduate Studies
 Volunteering in the classroom: Parents can contribute to their children’s
education by volunteering in the classroom or on a school committee.
 Supporting the school: Parents can show their support by participating in
fundraisers, attending school events, or becoming a member of the school’s
Parent-Teacher Organization.
The best way for parents to get involved in their children’s education is to find an activity that
they are interested in that fits their schedule. There is no one-size-fits-all approach to parental
involvement; what works for one family may not work for another. The most important thing is
that parents find an activity they are comfortable with and feel benefits their child.
By taking these steps, parents can ensure that their child gets the most out of their education
and has the best chance for success in life.
Parental Involvement Outside the Classroom
Outside of the classroom, engaged parents more often see themselves as advocates for their
child’s school — and are more likely to volunteer or take an active role in governance.
Researchers have noted that parent involvement in school governance, for instance, helps par-
ents understand educators’ and other parents’ motivations, attitudes and abilities. It gives them
a greater opportunity to serve as resources for their children, often increasing their own skills and
confidence. In a few cases, these parents actually further their own education and upgrade
their job.
While providing improved role models for their children, these parents also ensure that the larger
community views the school positively and supports it. They also provide role models for future
parent leaders.
READING AND HOMEWORK
Very early in their school career — by fourth grade — children are expected to be able to read to
learn other subjects. But recent research shows that about two-thirds of the nation’s public
school fourth graders aren’t proficient readers.
To make children successful in reading, and in school more generally, the single most important
thing you can do is to read aloud with them.
YOUTH SPORTS AND OTHER EXTRACURRICULAR ACTIVITIES
Parents can make or break their child’s relationship with sports and other extracurricular activi-
ties, so they should think deeply about how to show children the fun of mastering a new skill,
working toward a group or individual goal, weathering adversity, being a good sport and winning
or losing gracefully.
Beyond this, parents with coaching skills should consider volunteering to get involved. The
National Alliance for Youth Sports notes that only about 5% to 10% of youth sports coaches have
received any relevant training before coaching, with most coaches stepping up because their
child is on the team and no one else volunteered.

7 | P a g e
Graduate Studies
PARENTAL INVOLVEMENT IN JUVENILE JUSTICE
Parents finding themselves involved in the juvenile justice system on behalf of their kids face
a system that offers many challenges and few resources.
One well-respected framework outlines the importance of five “dimensions” that measure
parental involvement, including receptivity to receiving help, a belief in positive change, invest-
ment in planning and obtaining services and a good working relationship between the parent and
the justice system.
What successful parental involvement looks like?
Experts urge parents to be present at school as much as possible and to show interest in
children’s schoolwork.
As noted in the Annie E. Casey Foundation “Parental Involvement in Education Policy” brief, the
National PTA lists six key standards for good parent/family involvement programs:
1. Schools engage in regular, two-way, meaningful communication with parents.
2. Parenting skills are promoted and supported.
3. Parents play an integral role in assisting student learning.
4. Parents are welcome in the school as volunteers, and their support and assistance are
sought.
5. Parents are full partners in the decisions that affect children and families.
6. Community resources are used to strengthen schools, families and student learning.
How to avoid negative parental involvement?
Teachers may, on occasion, complain of “helicopter parents” whose involvement —
sometimes called “hovering” — does more harm than good. One veteran educator recently told
the story of an award-winning colleague who quit the profession because of the growing influ-
ence of “a group of usually well-intentioned, but over-involved, overprotective and controlling
parents who bubble-wrap their children.”
What these parents fail to understand, he said, is that their good intentions “often backfire,”
impeding their children’s coping skills and capacity to problem-solve. Such over-involvement can
actually increase children’s anxiety and reduce self-esteem.
The colleague’s plea: “Please partner with us rather than persecute us. That will always be in your
children’s best interests.”
What are the Benefits of Parental Involvement in Education?
Parental involvement in education benefits students, families, and schools. Researchers have
found that when parents are involved in their children’s education, students are more likely to
succeed academically and socially.
There are several reasons why parental involvement leads to positive outcomes for students:
1. When parents are involved in their child’s education, the child is more likely to
have positive attitudes towards school and learning.

8 | P a g e
Graduate Studies
2. Parental involvement provides support for the child both at home and at school.
Studies have shown that children whose parents are involved in their education
have higher grades and test scores and are more likely to complete their
education.
3. Parental involvement can lead to increased communication and collaboration
between families and schools.
When parents and teachers work together, it can create a positive learning environment for all
students.
The benefits of parental involvement in education are clear. By taking an active role in their
child’s education, parents can help their child succeed academically and socially.
Community Partnership in Education
What are school-community partnership?
School-community partnerships are respectful and collaborative partnerships between
schools and outside organizations and agencies that can help school districts meet the needs of
all students, especially those most marginalized by our current political and social systems.
Partner organizations and agencies can provide additional academic enrichment activities
during and outside of normal school hours, tutoring and behavior support for students, a
variety of services and referrals to additional social and health services for students and their
families who need them, and additional opportunities to engage families and community
members.
School-community partnerships come in different forms. Some schools have one partnership
with one agency to bring specific services to a subgroup of students. At the other end of the
spectrum, community school partner with several agencies and organizations to offer a variety
of services and enrichment activities for the entire community while also working to ensure
students, families, and community members can participate in school decisions (see Box 1).
Below are community norms/traditions/practices that contribute to the attainment of specific
goals of a school. Identify additional practices that you are also practicing or implementing in
your own school.

9 | P a g e
Graduate Studies
School Goals or Objectives Community practices/norms/traditions that
can held reach the objective
To raise the academic achievement of the
learners
Honor graduates are looked up to in the
community
To prepare school for the opening of classes Bayanihan or Brigada Eskwela
To maintain school cleanliness throughout
the school year
Clean and Green Movement
To provide security and safety of the learners Barangay Officials or Tanod on duty.
Every community has resources that surround the school. These can be human, social, material,
financial, and natural resources.
 Human Resources- refers to the skills, talents, qualities and attitudes of the people living
in the community.
 Social Assets- the relationships, rules, established course of action, and practices that
can serve as instruments in attaining specific school goals in given situation.
 Financial Assets- monetary, income or cash resources.
 Natural Resources- refers to the physical environment of the community.
Teachers who are skillful in tapping these resources have the power to break the cycle of
financial difficulties of the school.
Tapping Community Resources
Learners learn through discussion, simulation, reading, writing, field trips, listening
speakers, and more. These are common activities inside the classroom when a teacher is
teaching a lesson. There are also lessons that can be effectively taught and learned by going to
the community and observing, asking experts and actively participating in, or even initiating,
community activities (Lardizabal, 1988).
These table shows how lessons can involve the community and what resource can be
tapped to help you teach a lesson that you believe is best learned in a community and how it
will be done.
Lessons Learning Method Utilizing Community
Resources
Justice Simulation of a court proceeding
Health (Alternative Medicines) Interviewing local healers about their herbal
medicines
Peace and Order Visiting barangay headquarters or police
precinct
Entrepreneurship Interviewing local businessman
Environmental Protection Joining the clean and green
Descriptive Writing Writing descriptions of the scenic spots in the
community.

10 | P a g e
Graduate Studies
Tapping community members in teaching the learners
Community members may be tapped in the education of our learners. Lessons in history,
geography, social studies, and values maybe learned from community members. Below are the
suggested ways by which we can tap community members in teaching our learners.
a. Organizing field trips so students can learn from community members in their
institutional setting.
b. Inviting community members to come to school to serve as resource
persons/lecturers/speakers/demonstrators.
c. Involving parents directly or indirectly in the learning process.
Community expectations of the teachers
Teachers play various roles beyond the boundaries of the school. Local communities from the
school turn to teachers for a lot of their needs. They expect teachers to perform other functions
other than teaching. They act as:
a. Agents of change (making people understand and observe policies, programs, and
DepEd and government programs.)
b. Legal counsel (informing/advising community of actions/decisions to make based on the
country’s laws and that of DepEd.)
c. Person in authority (knowing and exercising authority with regard to student’s discipline
and working relationships with others based on existing laws and DepEd orders.)
d. Source of knowledge (knowing current events/issues; ability to share information with
others)
The School Partners and Key Stakeholders
Quality education is the responsibility of the school and the community; hence it is important
that the school and the community must build a partnership in bringing about quality education
to all children.
The teachers have social partners and fellow stakeholders who work with them in attaining
their goal of developing and improving the education process. These partners are: the parents,
GO’s, NGO’s and civic organizations.
How can the school foster effective and sustainable partnership with the community?
PRODED has enumerated the following areas that teachers must nurture in order to develop an
effective and sustainable partnership with the community;
1. Develop intelligent public understanding of the school on all aspects of its operations
2. Help citizens feel more responsibly for the quality of education that the school provides;
3. Earn the goodwill, respect and confidence of the public in the professional and personal
services of the school
4. Involve the community in the work of the school and in solving educational problems.
5. Promote a genuine spirit of cooperation between the and community for the
improvement of the community.
6. Secure community support for the school and its program
7. Keep the community informed of developments and educational trends
8. Secure an unofficial but honest evaluation of the school program in terms of educational
needs as the community sees them.

11 | P a g e
Graduate Studies
How can schools/teachers effectively coordinate with the community on the use of its
resources?
1. Cultural sensitivity
2. Sincerity/gratitude
3. Integrity/honesty/humility
4. Follow up
5. Good public relations
6. Two-way communications
7. Proper channeling
Harnessing school support from PTA
The PTA is a vital force in linking the school to its service area, the community. The PTA is
founded on the spirit of volunteerism and serves as a means by which funds maybe generated
and community support to the school maybe mobilized. If properly organized and directed, the
PTA can be a strong partner in improving the welfare of the learners.
Ways by which schools/teachers can use to effectively enlist the support of PTA
1. Home visits
- get to know them well. This is the rule of thumb in starting and nurturing relations with
parents. Provide time to find out more about learner’s home conditions.
2. Parenthood seminars- invite parents to attend seminars on parenting, responsible
parenthood, child development and proper guidance and connecting.
- Seminars on helping parents help better their children in developing good study habits
may also be conducted.
- Organize PLAC to help parents develop the skill of guiding their children at home in
developing study habits.
3. Parent conferences- should focus on problems related to the child.
- Know the parents very well
- Tips on conducting parents conference
a. Know the parents personally even before the problem arise
b. Have all the relevant information about their child before the conference
c. Inform the parents the purpose of the conference
d. Conduct your reference with the parents in face-to-face, give and take, no hold
barred manner. Create an atmosphere of an informal chat rather than that of a
formal meeting.
4. School-home projects- if parents are too busy/occupied to come to attend meetings and
conferences, an alternative is to send home printed materials about school/class
programs.
- Information should include a brief description of its learning areas and the materials the
child needs that should be presented in a clear and understandable language.
5. Establish a “Two-way communication” with parents/community- occurs when teachers
and parents dialogue together. Effective dialogue “develops out of growing trust, a
mutuality concern, and an appreciation of contrasting perspectives” (Lawrence-
lightfoot, 2004). A teacher may contact parents to celebrate a child’s successful school
experience.
- However, more frequently, the contact is to share a concern about the child, which can
be a source of significant tension for both teachers and parents alike. Teachers should
strive to make these interactions as productive as possible.

12 | P a g e
Graduate Studies
Tips in dealing with parents
1. Use conversational tone
2. Create an atmosphere of an informal chat rather than that of a confrontation
3. Make more positive than negative comments and suggestions
4. Involve parents in school programs and activities
Creating a community of learning partners in school recognizes that many public and private
community institutions share responsibility for helping:
 Children develop socially, emotionally, physically, and academically
 Students become motivated and engaged in learning
 Families and schools work effectively together
 Communities become safer and more economically vibrant
How can my school create community partnerships that work?
• Learn about your community. Who is part of your community? Who are your community’s
leaders? How does the community define itself? How does your community currently engage
with your school? What is the history of the school and the community, and how does that
history inform current relationships between your school and community? What shared values
and goals do your school and community share?
Action: Set aside a regular time to reach out and meet with community members and leaders in
their own spaces. Learn their stories and their goals for improving the community and the
school.
• Learn your needs and strengths. How can you use assessments such as the School Health
Index to evaluate the needs and strengths of your school? What can you do to combine the
results of these assessments with your community’s concerns and goals to set priorities and
create a strong strategic plan?
Action: Collaborate with community stakeholders to develop a prioritized list of the school’s
needs and action items.
• Determine specific strategic actions with community partners. What are some specific
activities that your school and community can do together? Who are the logical partners for
meeting some of the school’s needs?
Action: Invite community leaders to be members of your school health team. Determine
specific priority needs on which your school and community can work together to develop an
action plan.
• Involve diverse stakeholders. Is your school health team reflecting the diverse voices of the
school and community? Are the school and community practicing cultural humility, including
self-reflection on how individual backgrounds affect situations? Do the school needs you
identified as part of your action plan equitably address the success of the students?
Action: Use data to assess the diverse needs of students, staff, and community members.
Include voices from your school health team that represent the diversity of your student body

13 | P a g e
Graduate Studies
and staff. Practice cultural humility by listening to your community members and encouraging
Photovoice and other expressive communication methods—especially among students.
What can schools and communities do together? Many schools have limited resources, making
it a challenge to meet the diverse needs of students and their families. Community partners can
help:
• Arrange for schools to serve as hubs to organize and deliver a range of services beyond their
traditional core offerings;
• Build individual and institutional networks, assets, and resources—like facilities, materials,
skills, and economic power—to promote school and community health; • Provide wraparound
services that students need to be successful, such as health care and social services;
• Offer learning and enrichment activities to strengthen student outcomes and skills
How do schools and communities benefit from partnering?
Schools and communities know that engagement works best when both schools and
communities are benefiting from the partnership. When schools and communities work
together, you can:
• Recognize shared values and interests.
• Use inclusive decision-making processes.
• Help community members engage with schools and youth in a meaningful way
Who should your school partner with to better support students?
• Community leaders, such as local pastors, community elders, community health workers, and
council members
• Local organizations, such as chambers of commerce, local nonprofits, and civic organizations
• Local businesses, such as small stores, local restaurants, and beauty salons and barbershops
• Health or social service organizations, such as hospitals, clinics, private practices, and insurers
• Churches, faith-based organizations, and the clubs connected with them
• Youth-serving organizations, such as afterschool programs and recreation centers
• Technical and community colleges, universities, and trade schools
• Agricultural extension services and master gardener programs

14 | P a g e
Graduate Studies
References
https://uk.indeed.com/career-advice/career-development/who-are-stakeholders-in-
education
https://www2.ed.gov/programs/readingfirst/support/stakeholderlores.pdf
https://prezi.com/qhui1qqbulve/stakeholders-in-education/
Llego, M. A. (2022, September 4). The Importance of Parental Involvement in
Education. TeacherPH. Retrieved September 4, 2022 from,
https://www.teacherph.com/parental-involvement-education/
https://www.slideshare.net/ellenfrancisco16/parent-involvement-in-building-
communities-3
https://www.aecf.org/blog/parental-involvement-is-key-to-student-success-research-
shows#:~:text=Students%20whose%20parents%20stay%20involved,key%20to%20long%2
Dterm%20success.
https://www.slideshare.net/ubdmath2010/school-community-partnership
Creating-School-and-Community-Partnerships.pdf

15 | P a g e
Graduate Studies

Stakeholders and Community Involvement in Education (2).docx

More Related Content

What's hot

Similar to Stakeholders and Community Involvement in Education (2).docx

More from RusselMartinezPagana

Recently uploaded

Stakeholders and Community Involvement in Education (2).docx