Republic of the Philippines

CAMARINES NORTE STATE COLLEGE

F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education

CHAPTER 6
THE WHY AND HOW OF SCHOOL AND COMMUNITY PARTNERSHIP

THE LEARNING MATERIALS/READINGS

(STUDENTS ARE EXPECTED TO READ AND UNDERSTAND THE CONTENT)

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. Thus in the following paragraphs we shall present
what communities can do for schools and what schools can do for communities.

What can the community do for schools?

Here are examples of what a community can 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.
2. Curriculum development. - This can mean use of community resources for learning
3. Work experience programs - Business establishments and offices in the community can serve as training
ground for learners. 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 to areas of specialization /applied subjects in authentic work
environments (Enclosure to DepEd Order No. 30. 3. 2017).

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 students - Examples of community service are 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?

-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.

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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education

Learning from the Experiences of Schools and Community Partners!

Here are concrete examples:

1. Duringiga Central School, Dumingag, Zamboanga del Sur

 Strong school community partnership Reeding 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.

2. Angels Magic Spot and Project REACH, etc. Pembo Elementary School, Makati

 Pembo Angels Magic Spot (PAMS) were the volunteer environmental steward students of Perabo
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.

 BAMS 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).

 Another effective practice was Project Revitalized Bothusiasm for Assistance to Children of Humanity
(REACH) where each teacher adopted one student and acted as his/ ther mentor for the entire school year.
The teacher gave free tatered 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 Pembe Elementary School, 23 in rank in the Division
Achievement Test zoomed up to rank 9 and six years later rank ile Incar zero drop out rate), ad Kid

 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.

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 E (10) explicitly states that one of the responsibilities of school heads is " establishing

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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education

school and community networks and encouraging the active participation of teachers organization, non-
academic personnel of public schools, and parent-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 of 1982, Section 7 states that:

Every education 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 duty published.

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."

Even the Philippines 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: "School shall
continue to harness local resources and facilitate involvement of every sector of the community in the school
improvement process."

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.

" 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 varies 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, 1). So schools and communities function better when they work as a team.

NEW DISCOVERIES

 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 replace the duty and responsibility of the family. But with the
weakening indigence 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.

 To this partners, 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 Basin Education Act, BR 232 which is the Education Act of
1982, RA 8525 Adopt-A-School Program Act and Agenda 2030 stipulate school and community

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 Republic of the Philippines
CAMARINES NORTE STATE COLLEGE
F. Pimentel Avenue, Brgy. 2, Daet, Camarines Norte – 4600, Philippines

College of Education

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.

References (APA Format

Prieto, N. G. (n.d.). The teacher and the community, school culture, and organizational leadership. Quezon City,
Metro Manila: Lorimar Publishing, Inc., c2019., Philippines: LOMILAR Publishing Inc. 2019.
Retrieved February 12, 2023, from http://library.cvsu.edu.ph

Prepared by:

MESIAS, TRIXIE ROSELLE Y.

LABRADOR, JONA M.
NERO, KATHLEEN T.

(BSED 2D)