ACTIVITY IN EDUC 3: The Teacher and the Community, School Culture and

Organizational Leadership

Submitted by: GROUP 2 Date: October 17, 2019

BRIGADA ESKWELA

Brigada Eskwela or the National Schools Maintenance Week is a nationwide initiative

by the Department of Education (DepEd) that mobilizes thousands of parents, alumni, civic
groups, local businesses, non-government organizations, teachers, students, and
individuals who volunteer their time and skills to do repairs, maintenance work, and clean-
up of public elementary and secondary schools. This nationwide caravan is held
simultaneously across the country’s 16 regions.

Clean classrooms, well-maintained learning tools, and attractive landscaping inspire

students to go to school, study hard and persevere to reach their dreams. In connection
with this, the Department of Education (DepEd), tries its best to turn these ideals into
reality through Brigada Eskwela, which prepares schools nationwide a few weeks before
the school year starts. Tonisito Umali, Undersecretary for Legislative Affairs, External
Partnerships, and Project Management Service, told the Philippine News Agency (PNA) that
the campaign was established in 2003 to address the resources gaps faced by the agency
through strengthened partnerships with the communities. The campaign also focuses on
encouraging out of school children and youth (OSCY) to go back to school and finish their
studies. The initiative mobilizes thousands of parents, alumni, civic groups, local
businesses, non-government organizations, teachers, students, and individuals who
volunteer their time and skills to do repairs on the school buildings and facilities in time for
school opening. In 2008, it has become a permanent activity in the school calendar where
all schools nationwide are now mandated to implement the program every second week of
May. In 2008, it has become a permanent activity in the school calendar where all schools
nationwide are now mandated to implement the program every second week of May.
THE 2019 BRIGADA ESKWELA

The Department of Education (DepEd) will conduct the 2019 Brigada Eskwela from
May 20 to 25, 2019 with the theme “Matatag na Bayan para sa Maunlad na Paaralan.”
Likewise, regional offices (ROs) and schools division offices (SDOs) will hold their kick-off
ceremonies to launch the Brigada Eskwela in their respective areas on May 20, 2019. All
regional directors (RDs) and schools division superintendents (SDSs) shall mobilize their
partnerships with school-based focal persons to ensure the effective implementation of
Brigada Eskwela in all public elementary and secondary schools, and the involvement of
their communities. School heads (SHs) shall take the lead role in planning the activities
geared on making schools ecologically conscious, resilient, clean, and conducive to learning.
Important reminders to SHs in the conduct of this activity are indicated in Enclosure No. 1.

Individuals or groups from the national government agencies (NGAs), local

government units (LGUs), private sector, international organizations and other parties,
who or which are interested to help the schools and volunteers, may coordinate with the
External Partnerships Service (EPS) of the DepEd Central Office, Education Support
Services Division in the ROs, Social Mobilization and Networking Section under the Schools
Governance and Operations Division in the SDOs and/or the school principal of the
beneficiary school, for guidance.

The SH and school coordinator of the Brigada Eskwela Best Implementing Schools
shall receive a certificate of recognition, which they can present when they apply for
promotion based on the existing hiring and promotion guidelines. Certificate of
Appreciation shall also be given to the Parents-Teachers Association (PTA), Local
Government Unit (LGU) partner, major private sector partner, the school and to the Adopt-
a-School coordinator.

All Brigada Eskwela Hall of Fame Awardees shall implement innovative and
community-led efforts to improve student participation and performance.
REMINDERS FOR SCHOOL HEADS IN THE IMPLEMENTATION OF
2019 BRIGADA ESKWELA

Brigada Eskwela espouses the spirit of volunteerism. Taking part in the school
repair and other maintenance work is not mandatory nor requisite for parents to
enable their children to be accommodated in the school.

 No Brigada Eskwela fee shall be solicited from volunteers.

 While the Armed Forces of the Philippines (AFP) members are welcome to
participate in Brigada Eskwela, carrying guns and firearms must be prohibited
inside the school premises. Likewise, AFP members as volunteers shall be
advised to wear Type C uniform, civilian or work clothes, instead of wearing
military Type A uniform during the school maintenance activity.

 For further details on engagement of AFP members in school activities, please

refer to DepEd Memorandum No. 221 s. 2013 entitled “On Guidelines on the
Protection of Children during Armed Conflict.”

 In the performance of the key role in operationalizing this year’s Brigada

Eskwela in relation to the theme, principals or school heads are expected to
consider the following materials:

 School Safety and Preparedness Guide (Annex A of Enclosure No. 1)

 Stakeholder Engagement Strategy (Annex B of Enclosure No. 1)

 Kit’s Menu (Annex C of Enclosure No. 1)

 WASH in Schools Activities

 Learning Resource Centers

 Pursuant to DepEd Order No. 6, s. 2012 entitled “Guidelines on the Adoption

and Implementation of Public Health Policies on Tobacco Control and
Protection against Tobacco Industry Interference,” receiving assistance or
support from companies and other players in the tobacco industry for Brigada
Eskwela is not allowed.

 Pursuant to DepEd Order No. 48, s. 2018 entitled “Prohibition on

Electioneering and Partisan Political Activity,” the schools may not receive any
forms of contribution/donations from official candidate for the local and
national election.
 SCHOOL SAFETY AND PREPAREDNESS GUIDE

In view of the implementation of the 2019 Brigada Eskwela, this School Safety
and Preparedness Guide intends to raise awareness and provide guidance to schools
and education partners in ensuring safety and preparedness of our students and
personnel before, during and after emergencies. Enumerated below is a minimum
list of activities that may contribute to a safer school. School Principals need to
identify what are most appropriate and important for their schools. School Heads
may also identify other measures that may add-up to this list.

SAFE LEARNING FACILITIES

1. Facilitate the assessment of school electrical system to make necessary repairs

and/or upgrades to prevent fire incident.

2. Repair minor classroom damages such as broken windows, doors, blackboards,

roofs, etc.

3. Install appropriate and available fire suppression equipment or resources such

as fire extinguishers, water source, and other indigenous materials.

4. Make sure that corridors and pathways are unobstructed and that all sharp,
protruding objects which may cause harm to students are removed.

5. Clean and clear drainage to prevent clogging. Cover drainage canals and
provide necessary warnings.

6. Cordon off and post safety signage for on-going construction, unfinished,
damaged and condemned buildings.

7. Secure cabinets and drawers and ensure that heavy objects are below head
level.

8. Post safety measures in laboratories and workshops.

9. Prepare an evacuation/exit plan and directional signage on every floor of the

building.

10. Identify evacuation areas and classrooms that can be used as temporary
shelters during disasters and emergencies.

11. Prune trees to avoid entanglement from electrical wirings and avoid potential
harm to life and property.
SCHOOL DISASTER MANAGEMENT

1. Post a directory of emergency contact numbers of relevant government

agencies and offices, in various areas of the school.

2. Establish early warning mechanisms and inform all students and personnel on
this.

3. Equip school with first aid kits, flashlights, megaphones, and other necessary
supplies that may be needed in times of emergencies. Ensure that these items
can be easily located and accessed.

4. Identify alternative sources and/or maintain supply of drinking water within

the school.

5. Ensure that students, teachers, and personnel have identification cards with
relevant information.

6. Create database of student with the contact details of their family.

7. Secure and safely store vital school records.

8. Coordinate with barangay officials on pedestrian safety of students.

9. Document accidents experienced by students and personnel within the school

to improve prevention and mitigation measures.

DISASTER RISK REDUCTION IN EDUCATION

1. Identify a storage area for safekeeping of vital schools records, textbooks,

teaching manuals, computers, and other school equipment.
 STAKEHOLDER ENGAGEMENT

The occurrence of disasters affected school operations to the point of

depriving our student’s access to quality education. While we have improved our
classroom standards, strengthened our coordination with partners for disaster
response and capacity building, and established the Disaster Risk Reduction
Management (DRRM) Service, there is a need to heighten support for school level
implementation of disaster risk reduction.

Disaster preparedness of schools is an important factor to achieve resilience

in our communities. DepEd, through 2019 Brigada Eskwela, seeks to mainstream
disaster preparedness principles in readying schools for the opening of classes. More
than the usual menu of provisions for schools such as putting up of fences, painting,
roofing, among others, DepEd will provide a list of preparedness measures that
partners could support in various capacities.

Our aim is to engage all education stakeholders, which would include the following:

 Local Government Units (LGUs) from provincial to barangay levels

 Private Partners

 Academe

 Civil Society Organizations

 Private Corporations

 Individual Volunteers

Our partners could assist DepEd in the following areas:

 Support implementation of school preparedness and safety measures

 Provision of emergency kits and education supplies for teachers and students

 Information, Education, Communication of DRRM

School Governing Councils: Accomplishments and Difficulties

The School Governing Council is a forum for parents, students, teachers, and
community stakeholders to participate in development, approval, and monitoring of the
SIP. A recent survey found that approximately 90 percent of elementary schools and 80
percent of high schools have such councils, and that they meet, on average, every quarter.
According to that same survey, the most frequently discussed topics at meetings are
student discipline, school improvement planning, school finances, and student
academic performance. However, stakeholder interviews revealed that parental
interests are not uniform—parents in wealthier neighborhoods appear more
interested in educational standards and the performance of students, while parents
in poorer neighborhoods are more concerned with school safety and whether
students graduate. The council’s explicit role is to assist in developing and
monitoring the implementation of the SIP and also to endorse it to the division
superintendent for approval. Principals reported that the council’s support is
primarily through providing financial contributions and time and labor to school
activities. Despite the almost universal establishment of councils, focus group interviews
and surveys conducted in 2014 reveal that very few parents are aware that their child’s
school had a School Governing Council. In fact, nearly three-quarters of parents who
were interviewed in a random sample of student households were unaware of its
existence. Not surprisingly, fewer than half knew that their school had an
improvement plan and had been invited to directly participate in its preparation.
More specifically, “only about one-third of parents reported participating in discussions
about the school’s use of financial resources in general and fewer than a quarter reported
participating in decisions about how to use the school’s MOOE funds” (World Bank Group &
Australian Aid, 2016(d)).

Interviews conducted by the World Bank and AusAid showed that parents are
relatively more active in PTAs—a more ambiguous forum for parental engagement—than
they are in School Governing Councils. DepEd guidelines suggest that PTAs focus on
procedures for collecting and reporting on use of funds, but many PTAs include
representatives from barangay and local government officials so they also provide a
valuable opportunity for parents to raise concerns. In fact, 60 percent of principals
reported receiving comments and complaints from the PTA (World Bank Group &
Australian Aid, 2016(c)).

In addition, approximately 85 percent of elementary and high school PTAs reported

participating in the development and monitoring of the SIP. However, their role in planning
may be more limited than that response suggests. The primary type of support provided by
PTAs is in the form of additional financing and labor—“only 32 percent of elementary
schools and 41 percent of high school PTAs mentioned planning as one of their main areas
of support”. As such, decisions on the use of school funds are largely confined to the school
principal and teachers. In 2014, more than 80 percent of elementary schools reported that
teachers had been consulted about how to use the schools’ MOOE funds, but PTAs had
input in fewer than 30 percent of schools (World Bank Group & Australian Aid, 2016(d)).
This is not surprising since DepEd’s guidelines explicitly prohibit PTAs from “interfering in
schools’ administrative management.”