CHAPTER Global Issues that

Concern Schools and

Society
Intended Learning Outcomes:
At the end of
this Chapter, you should be able to:
discuss at least two
global issues in society; and
explain proposed solutions to the social
problems.

Introduction
The world has become a
global village. We have become a citizen
of a global community. What takes place in one
part of the globe
no matter how far affects us. It is a "small world after all" so
goes
the song. In this Chapter, we will discuss global issues that affect
schools and us. It is hoped that you are able to propose solutions to
social problems which have become current global issues.

Activity Let's Read These

1. Below are top 10 world i s s e s irom two sources. Compare
them.
Goals
2. You arealso given the 17 Sustainable Development
2015-2030. After comparing the top 10
(SDG) for the period
the 17 SDGs with the 10 world issues
world issues, match
these top 10 world 1Ssues correspond to the
to determine if
Use the Table for comparison.
17 SDGs of 2015-2030.
 and
he Culture
Teacher and the Community, School

ennials h
issues,
a c c o r d i n g

Survey
to millen

2017)
in 2017)
in
basrd
world Survey
Here are the top-10
Global
er
Shape rs
s
(48.8%)
on World Economic For Forum's 's nature

d e s t r u c t i o n
of
1. Climate change. wars (38.9%)
Climat
2. Large scale conflict/ (30.8%
d i s c r i m i n a t i o n )

3. Inequality (income,
4. Poverty (29.2)
Atransparency/ orruption
transparency/corruption
.Religious conficts (23.9%)
and
6. Government accountability
(22 7
(22.7)
(18.20)
Food and water security
8. Lack of education (15.9%)
.Safety/security/well being (14. 1%)employment (12.1
(12.1%)
1%) employment
and
10. Lack of economiciness-insider/world-top-10-problems-accoro
opportunity
cording-millenials.
WOid-economic-forum-qlobal-shapers-survey-201/.u

Global Issues according

to Chloe
Here are Top 10 Current
Tur https://borgenproiect.org/top-10-current-global-1ssues

1. Climate change
2. Pollution
3. Violence
4. Security and Well Being
5. Lack of Education
6. Unemployment
7. Government Corruption
8. Malnourishment & Hunger
9. Substance Abuse
10. Terrorism

The 17 Sustainable Development Goals for the period 2015-2030

1. End poverty in all its forms everywhere

2. End hunger, achieve food security and improved nutrition,
and promote sustainable agriculture
3. Ensure healthy lives and promote well-being for all at all
ages
4. Ensure inclusive and equitable quality education and
promote life-long learning opportunities for all
5 Achieve gender equality and empower all women and girls
6. Ensure availability and sustainable management of water
and sanitation for all
7. Ensure access to affordable, reliable, Sustainable,
sustainable, and
modern energy for al
8 Promote sustained, inclusive and sustainable econom
 hapter 5 - Global Issues that Concern Schools a
55

for
growth, full and productive employment and decent wO
all
promote inclusive and
9. Build resilient infrastructure,
sustainable industrialization and foster innovation
10. Reduce inequality within and among countries
11. Make cities and human settlements inclusive, safe, resille
and sustainable
s
12. Ensure sustainable consumption and production patterand its
13. Take urgent action to combat climate change
impacts (in line with the United Nations Framewol
Convention on Climate Change)
and mare
14. Conserve andsustainably use the oceans, seas
resources for sustainable development
15. Protect, restore and promote sustainable use of terresiria
ecosystems, sustainably manage forests, combat and
desertification, and halt and reverse land degradation
half biodiversity loss
societies for sustainabie
16. Promote peaceful and inclusive
for all and buila
development, provide access to justice all levels
institutions at
effective, accountable and inclusive revitalize the
implementation and
17. Strengthen the means of
global partnership for sustainable development
17 SDGs 2015-2030

List #1 Top 10 World Issues List# 2 Top 10 World lssues

1.Climate change
2.Large scale conflict

Analysis Let's Analyze

issues in both lists similar?
1. Are the current global
issues ranked similarly?
2. Are the current global
ten global issues correspond to the 17 SDGs
3. Do these top
2015-2030?
 Organiza

and
Culture

School

and the Community.

The Teache

56 A b s t r a c t i o n L e t ' s
p t u a l i z e
C o n c e p t u a l i z e

Addressed

Can
be
How They
and
The Top Ten GloballIssues
and are estimated to
estimated

Climate Change are

rising,
andae

4.8
degrees
Cei Isius by
The global
t e m p e r a t u r e s

Celsius
to
weather,
crises with foo
increase from 2.6 degrees
degreessevere We s e v e r e
The reduction
reduction of
ne
on th
more

2100. This would cause of diseases. education

the spread of
and resources and
and the
spreading
make a big difference.
dif
Sreenhouse emissions can
help to r e duce
u carbon
carbon
green policies
importance of going
and
discussing
is an tive way
effectiv way of ot

Lobbying governmen reforestation

emissions and encouraging

mal
making progress with climate change

Pollution and tertilizers, air

litter, pesticides
Folution includes humans
ocean
is essential for
Clean water
Hght and noise pollution. dont have access
and animals, but more than one
billion people
substances, sewage or
to clean water due to pollution from toxic
industrial waste.

Violence
Violence can be found in the social, cultural and economic
aspects of the world. Whether it is conflict that has broken out
in a city, hatred targeted at a certain group of people or sexual
harassment occurring on the street, violence is a
preventable
problem that has been an issue for longer than necessary. Here
are various forms of violence:

Table 2. Various Forms of Violence

Various Forms of Violence
Physical Violence Sexual Violence
Emotional Violence
Physical violence occurs Sexual violence occurs
when someone uses Emotional Violence occurs
when a person is
a part of their
body or to unwilingly take
forced when someone says
an object to control a part in or doe
sexual activity Something make a person
person'sactions feel
stupid or worthless
 er 5 Glob
Oal
issues that
Concern Schools and Society
Physical Violence
physical olence occurs Sexual Violence
when someone use Sexual violence occurs Emotional Violence
a part of their body or when a
to person is
forced Emotional Violence occurs
an object to control a
person's actions
unwillingly take
sexual activity part in
when someone says or does
Something make a person
feel stupid or worthless
Psychological Violence
Psychological violence
Spiritual Violence
Cultural Violence
occurs when someone Spiritual (or religious)
uses threats and causes violence occurs whe
nceoccurs when Cultural violence occurs
fear in an individual to Someone uses an when an individual is
gain control individual's spiritual beliefs harmed as a result of
to practices that are part of
manipulate, dominate or
control that person. her or his culture, religion or
tradition.
Source: https://
www.hov.nl.ca/VPI/types

Security and Well Being

The U.N is perfect example of what should be done to prevent
a

the lack of security and well being a serious global issue. Through its
efforts with regional organizations and representatives that are skilled
in security, the U.N is working toward increasing the well being of
people throughout the world.

Lack of Education
More than 72 million children throughout the globe that are
of the age to be in primary education are not enrolled in school.
as well
This can be attributed to inequality and marginalization
are many organizations that work
as poverty. Fortunately, there
education in providing the proper tools
and
directly with the issue of
resources to aid schools.
h t t p s : / / w w w . h u m a n i u m . o r g / e n / r i g h t - t o - e d u c a t i o n / )

a significant stride
in
has consistently made
The Philippines as defined by the
rate. Functional literacy,
us functional literacy which includes
is the level of literacy
Authority
ational Statistics numeracy
skills that would
but also
reading and writing life. Based on the
Ot only demands of
with the daily and Mass
Media Survey
p people cope Education
that
Literacy, ich means
which m e a n s that
Functional 90.3% rate,
013 registered
a
literate.
FLEMSS),
www.worldvision.org.ph/stories/improving-functional-literacy-in-the
EMSS), the country
Filipinos aged
10-64 were
functionally

out of every 10
e
https
2hilippines
 Lea

Organizattonar

and
Culture

School
The Teacher and the Community,

58
skills
for employyment,
employ.

and to
Unemployment e d u c a t i o n
Old,
struggle
nd
Without the
necessary
15- to
24-
years
t h e m s e l v e s
and their families
their fa

many people,
ople,
particularly

create a proper
p roper
living
living
for
10
e s . such
resources,
such as enough
food
and ons.
Jobs of necessa
c o n d i t i o n s

This leads to a lack living

inched ed lowe
lower to
proper

transportation
and Philippines

clothing,
The unemployment rate n 2 0 1 9 from 5.3 percenta year
5.334percent year
om
rate in the from
2019
mployment
aeraged
of 8.34
percent 8.34 from
.2 percent in the March quarie
quarter
averaged

90 percent inin
13.90
of 13.9
Philippines

rate in hieh
high
ago. Unemployment a n all
time in the fourth
in fourth
4.70 percent f 4.70
percent
1994 until 2019, reaching low of
record
first quarter of 2000 and
a
https://www.tradingeconomic
mics.com/philippines/unemployment-rate, ved 4-9-19)
Retrieve
quarter of 2016.

Government Corruption bribery, embezzlement,

embezzlement
include graft,
Meanso c o r u p t i o n and Corruption is a major
backd patronage.
Dackdoor deals, nepotism, the poor the most,
how it affects
considering democracy and
cause of poverty economic development, aemocracy
eroding political and and well being
can be
detrimental to the safety
more. Corruption can cause
of citizens living within the corrupted vicinity, and
threats without as much
an in violence and
increase physical
regulation in the government.
of 177 countries in
The Philippines ranked 94th out
index.
Transparency International's 2013 corruption
Source: Trefor Moss, Wall Street Journal, May 29, 2014

Malnourishment and Hunger

Currently there are 795 million people who do not have enough
to eat. Long-term success to ending world hunger starts with ending
poverty. By fighting poverty through proper training for employment
education and the teaching of cooking and gardening skills, peopie
who are suffering wil be more likely to get jobs, earn enough money
to buy food and even learn how to make their own food to save
money.
Malnutrition, in all its
forms, includes under nutrition
stunting, underweight), inadequate vitamins or minerals, (wasting
obesity, and resulting diet-related overweign
noncommunicable diseases.
(https://www.
The
who.int/news-room/tact-sheets/detail/malnutrition)
planet creates more than
enough food to meet everyone's
needs. But there are still millons of
hungry people in the world
Substance Abuse
Substance abuse is "the harmful or
 ardous use of
and Ilicit
that, by
psychoactive
drugs (World Health substances, including alcohol
the
reports

beginning
lion people over he Organization)
of the
21
21st Cenne The
he United
Unitea Natior
Nations
age ofne
of 15 were century, an es ated 185
drugs
The drugs most e
lohally.
amine commonly used are consuming
amphetam

stimulants,
ing drugs global
hol
marijuana, COcaine,
cocaine alcohol,
classes of people, opiates
pldtes
both poor andand volatile solvents. Different
abuse, and it is
is a rich, partake in substance
develo world, persistent
marginalized tnroughout issue
througho the world but the
most
vulnerable to this groups and communities
communities aare the
roblem on substance abuse.
problem
reality, The Philippines faces tnis huge
Terrorism
https:/ issues.tigigweb.org/substance)
web.org/suDstaus
Terrorism is an issue
throughout the world and
insecurity, iolence and death. Across the that terrorists
globe, causes iear
attack
innocent people, often without warning. This makes civilians feel
innocent
defenseless
defenseless in their everyday lives. Making national security a higher

priority 1s key in combating terrorism, as well as promoting justice in

wrongdoings to illustrate the enforcement of the law and the serious
punishments for terTor crimes.
(Source:https://borgenproject.org/top-10-current-plobal-issues)
The 17 SDGs
UN Secretary-General, Ban Ki-moon, said: "The seventeen
Sustainable Development Goals are our shared vision of humanity
leaders and the people.
and a social contract between the world's for
to-do list for people and planet and a blueprint
They are a

success."
here
Development Goals of 2015,
comes

After Millennium
to the
to-do list for the sake of the entire humanity. Refer
another this
Goals, 2015-2030 in the first part of
17 Sustainable Development
Chapter
Education
SDGs 2015-2030 and
Global Issues, the 2030o
the General Assembly adopted
In September 2015, that includes 17
Sustainable
Development
Sustainable the principle of "leaving
Agenda for Building on
(SDGs).
Development Goals holistic approach to
emphasizes a
new Agenda of the 17 SDGs
no one behind", the The realization
development.
sustainable two sources.
achieving issues cited by
means solving the top global
2015-2030 30 must be intentionally
must be intentionally
SDGs
issues and curriculum.
Thes global
These are made part of the
because they
taught in schools
 61

TAKEAWAYS
Top global
issues today
1) large scale
are:

2) conflict/wars/violence/terTorism,
inequality (income, discrimination)
3) poverty, unemployment;
4) religious conficts;
5) graft and
corruption;
6) tood and water
security/malnourishment, hunger,
7) lack of education;
8) safety, security and
well-being;
and
9) lack of economic
opportunity and employment,
10) pollution.

The 17 Sustainable the

Development Goals are blueprint to
acnieve
a better and more sustainable future for all. They address the global
challenges we face, including those related to poverty, inequality,
climate, environmental degradation, prosperity, and peace and justice.

Let's Check for Understanding

1. List down at least 5 global issues most applicable to the
Philippines. Research on Philippine laws meant to address the
problem.

PhilippineLaw meant to Specific Provision/s of the

Problem/ Issue address the problem Law
CHAPTER
The Why and How of School
and Community Partnership

Learning Outcome
At the end of this Chapter, you should be able to:
explain what school and community partnership means,
explain the legal and sociological bases of school and,
community partnership; and
cite examples of school-community partnerships.

STActivity- Let's DoThis

list down ways by whicha
1. Based on your school experiences,
a school and ways by
which a school helps
community helps
Come up with an exhaustive
list.
a community.
with
by 6. Compare your lists. Come up
2. Group yourselves schools and in which
final list in which communities help
a
schools help communities.

Analysis Let's Analyze

between
list, 1s there real partnership
Based on your group the school)
Or do you find one party (like
school and community? than the other? Defend your
more help
favored because it gets
more

answer.
 Abstraction Let's Conceptualize

Opportunitios for School-Community Partnership

other. Both parties
artnership implies parties helping each
two

benetit, 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
n ensuring that public school facilities are set in time for the
torthcoming school opening. It takes place more or less two
weeks before classes begin in June. This is a school maintenance
program that has been institutionalized since 2009 when DepEd
issued DepEd Order # 100.
2. Curriculum development -

This can mean use of community

resources for learning.
e.g. museum, elders of the community as
key informants in research or resource
local history persons in the study of
3. Work experience programs Business
in the
establishments and offices
community can serve as training ground for learners. A
concrete example is the Work Immersion
School students. In this Work Immersion, required of Senior High
the opportunity to work in relevant students are given
establishments or offices in
the community
to help develop
in them "the
ethics, and values relevant to pursuing furthercompetencies, work
joining the world of work... Partner offices for education and /or
Senior High School students with immersion provide
familiar with the work place; 2) for
opportunities: "1) to become
employment simulation: and
3) to apply their competencies in areas of
specialization
subjects in authentic work environments (Enclosure to/applied
Order No. 30. 3. 2017). DepEd
In this
school-community partnership, the school can fulill
what curriculum requires and may
improve on their
based on community feedback, enables the students curriculhim
to underas
hands-on work experience, while community
contribute to the formation of graduates who are moreestablishments
ready for lif
establishments
and more
equipped
for the world of work. Business
establishment
or
any world of work in the community are the ultimate
beneficiarien
 Why and HoOW
of
School and Community PartnersniP
tese gradu
uates who
inersIon
have been 65
some more
nore
schools call this prepare through
prepared work
studentsients in a
wide service
d the
community range of learning since
ce it
Curriculum
at the same
time
experiences whichh benefits
actively
actively
benefits
olves
studer
fulfilling the of a
4 ation
Remediati and requirenme
teachers enrichment Classes-
teachers may be involved classes Parents
Parents and
Learning Enrichment Programs.
in the and retired
re nd
School Reading remediation
5. Youth
remediaton a
Development Programs
elves in The young may involve
skills youth development
and eopment
talents, learn how
programs
progra and develop their
adults and serve as to deal
resources in their positively with peers ai
d

Community Service communities.

Examples
-

students of community service a

participating
reforestation
in tutorial programs,
programs, Community
programs, clean drive for a river,comm
up
in medical mission; school head involved in assisting
celebrations, teachers managing planning local
school band playing in fiesta paradeprograms, projects, activities,

What can schools do for communities in return?

Schools may allow the community to use school resources. Here
are concrete examples enumerated by the DepEd Primer on School
Community Partnership:
Classroom used by community organizations for meetings

used and venue for medical

polling place
School as a
with the Rural Health Unit
mission which it may co-sponsor
Rural Health Unit for mothers' class on
School used by the
child care
evacuation center
School used as an
assemblies
used for community
School facilities celebrations and
used lor local
basketball court
School
barangay sports league
skills-training programs for
livelihood
conduct school resources
Schools youths by using
out-of-school
parents and and out-of-school-
for parents
skills-training
Livelihood themselves

teachers
youths by
 rtners
Partners
Community
and
Schools
Learming from the Experiences of
Zamboanga del Sur
del Sur
Here are concrete examples: Zamboanga

Dumingaga Central School,

Dumingag,
" -
Feed eding program
Butler Mission
partnership

school unity
Strong donors
Mother

parents who
community
as maintained by the mayor,
hbarangay office of
Guild.
Guild, councils,

budgeted, cooked, purchased. on gooa manners

lectures
and right conduct,classes
ddie Cop"
C o p s child
drug addiction, e abuse,
Municipal
child welfare.
Health welfare.
Municipal .
Ofice
-

Municipal Welfare and Developmenton health

and nutrition, rights
Conducted special classes
e
of the child.

etc. -
Pembo Blementary
Angels Magic Spot and Proiect REACH,
School, Makati
were the volunteer
Pembo Angels Magic Spot (PAMS) School
of Pembo Elementary
environmental steward-students or empty lots in the
magic spots were the small dumpsites
while students into vegetable
barangay which were converted by the
could harvest for
gardens from which members of the barangay
or sold them
home supply, the school for their feeding program
for cash for the purchase of seedlings and planting of more

vegetables.
PAMS brought together students, teachers, school head,
parents barangay oficials 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 atitude 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
Enthusiasm for Assistance to Children of
Project Revitalized
where each teacher adopted one student and
Humanity (REACH)
acted as his/
her mentor for the entire school year. The
teacher gave free
tutorial to the adopted student during
his/her free time, visit
the student's family every now and in some
student instances gave the
adaily allowance of ten pesos from the teacher's own
pocket. This contributed to improved
Elementary School, 23rd in rank in theperformance of Pembo
Division Achievement
Test zoomed up to rank 9 and six
years later rank 1.
drop out rate), ad Kid (near-zero
 OSchool and Community Partnership

Urbanidad Kids were ideal

els for
or the
the
st,
cleanest
students and the students who acted
most PEMBO as
OWLS well-mannered
means Brain
communit
nity. They were
and most
dilig
ligent in class.
the

Every recess, children

Every
whoOperates
erates Well on Loaded Stomach.
BOWLS LS
beneficiaries
bowl of lugaw d udue e to
were selected
by the school as
the scno
malnutrition were provided a iree
Pera sa
students, Panapon was
parents and otherweekly trashof marke where
a
their
were nvited to
bring their members the unity
the sch00l recyclable garbage. The project
purchase the necessary helned
projece helped
support two students to
supplies and
to was abic
a 2010 math
competition in Singapoore.
Sociological Basis of School-Community Partnership?
The functionalist
theory states that institutions must
their respective functions for the stability of society.perfor
Other
institutions must come in if one institution fails to do its part for the
sake of society.
The school cannot do it all. "It takes a village to educate
a child,
child", SO goes the African proverb. It has to work in
partnership with other institutions in the community such as the
church,government organizations and non-government organizations.
With the breakdown of families, schools face greater challenge in
educating the young.
The rearing and education of the child is the primary obligation
and other social institutions
of parents. The school, the Church
and families to fulfill their irreplaceable
come in to assist parents
of marriages, the demand for both mother
obligation. The breakdown cost of living
meet the demands of a rising
and father to work to to spend
no more time for parents
resulting to less or practically of
children have, however, attacked the stability
time with their the performance of
affected families in
families and have adversely children. Added to these is
the
to educate
duty
their irreplaceable mothers struggling
families composed of single
of
Increasing number burden of earning lodged
solely on the
With the to
to raise a family.
parents struggle to earn enough
Shoulders of o n e
parent, single this responsibility leads
to
Consequently,
families. 1or and with growing
provide for their of time to spend
limited amount become more likelv
their having a untortunately

children who,
and developing The cycle goes on.
themselves.
families
of uncontrolled and
Single-parent enect
the n e g a i v e
mention
to
This is not
 OrganzalionalLeader

Culture
and
Sch
The Teacher and the Community

use
While the of
oung.
on
the
y oung.

its
"olled
uncontrolled
u n c o n t r o l l
and
unregulated use of technology c o n v e n i e n c e

all
of kids sorts
to all
a lot
these
technology has brought expose
evelopment. So
So
kids devel
development,

unregulated use by the tech-savwy for

their
their

of information notnec e s Ssarily

necessarily
fa
f av
voor
raab
blle
e
need to
work together
i n s t i t u t i o n s

seh
families, schools and otl
families social

to save the youth.

Involvement
Legal Bases for Parents and Community school-Community
laws support Section E
our
Act, SectionE
n o wonder why
even
Education Act,
a s i c Education
Governance of
of Basic
B
school heads
parhership. RA 9155, vernance responsibilities of
statee of the
(10 explicitly states that one
(10) explicitly networks and encouraging
community
Sestablishing school and nonacademic
c active participation of teachers teachers-community
parents-teachers-Community

personnel of public schools, and

associations."
"local initiatives for
encourages
Section ( of the same Act
3
and to provide the
Lne
improvement of schools and learning centers
means by which... improvements may be achieved and Sustainea.

Pambansa Blg. 232, otherwise known as the Education Act

Batas
of1982, 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 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
them and duly published.
approved by
Another law, RA. 8525, Adopt -A-School Program Act, also
provides for school-community partnership. It allows
entities to assist a public school, whether "private
or tertiary,.. in,
but not limited to, the
elementary, secondary,
faculty following areas: staff and
development for training and furthereducation; construction
of acilities; upgrading of existing
facilities, provision of books,
publications and other instructional materials; and
instructional technologies. modernization ot
Even the Philippine Education for All (EFA) 2015 Plan, then a
vision and holistic program of reforms that
a
quality of basic education tor every aimed to improve the
Filipino
states: "Schools shall continue to harness by end 2015 likewise
facilitate involvement of local resources and
every sector of the
improvement process. community in the school
This EFA 2015 Plan was extended in
2015-Agenda 2030. Agenda 2030 has Education for Al1 Bevond
new
educational targets
 hapter 6 w h y and How of
School and Community PartnershipP

rom 2015 to 20.30 69

in essence 1s sch0olthat- must involve education
ector General for
Direc community partnership. stakeholders w
Agenda 2030 Education,
cannot be UNESCO ASSs
Dr. Qian Tang, himself
community.
ty. He said: realized admits with
"Our vision without schchools partnering
committed not Just involving
but all stakeholders."
must be more aggressive, more
government, non-government
RA9155, states that agen
community also
and services takeensures... partnership
partnership between school and
that: 1) educational
the
into account programs, proj
the interests of all
community
reflect the
(Sec 3, d); 2) the
schools and members
values of
the learning
by allowing teachers/ centet
facilitators and other staffcommunity
of all learners (Sec 3,
e);
to have the
and 3) local
flexibility to serve thelearnin8
needs
of schools and initiatives for the
learning centers are encouraged and the improvement
which these improvements means Dy
may be achieved and sustained
provided (Sec 3, 1). So are
schools and communities function better
they work as a team. when

Application Let's Apply

1. lustrate with a cartoon
school and community.
or a
diagram the partnership between
2. Develop a tool to evaluate the extent and of school and
quality
community partnership.
3.
3. Pretend you are an Instructor /Professor in this professional
course, The Teacher and the Community, School Culture and
Organizational Leadership. Your lesson has this learning
outcome: To explain the sociological and legal bases of school
and community partnership. How will you proceed? Deliver
your lecture.

School and community partnership enhances sense of own

ership and sense of belonging. What do these mean? How will
on schools and communities?
these impact

TAKEAWAYYS
School and community partnership means school head, teachers.
teachers,
of learners and non-teaching personnel working
learners, parents
togetherwith civic and religious leaders, alumni, other parents, non-
BoveTet organizations for the good of
government organizations,
children.
 O r g a n z a t e 1 n i m a c s e S

The Teacher and the and

Commurnity Schoo Cuiture

70

irteplaceable uty
du and
and
of children the main intfuence of the
pbringing 1s
weakerning
But with the
responsibility family
of the
and with children s
unimited
family on upbring1ng of children
the chalienge for
technoiogy like the internet,
t o modern even greater.
S0 schools cannot

SChools to teach the young has become

do it all. They have to partner with commuty
ot schoois, are most
children, the primary customers
s partnership, likewise mutuaiy
Deieed

beneited but school and community are

Educationn Act, BP 232
RA 9155, also known as the Governance of Basic
-A>chool Program

th Education Act of 1982, RA. 8525, Adopt

ACt and e
Agenda 2030 stipulate school and community partnersnp
are many opportunities for school and community partnership
nere
Eskwela which is now institutionalized in DepEd Schools is
e Dngada
aglaring proof of school and community partnership. Schools with all its
human and material resources can offer services also to the community
in many ways.

Let's Check for Understanding

1. Can schools take the place of families in the rearing of children?
Why or why not?
2. What sociological reality in the
Philippines and in the world
demand that schools partner with the
community (Church
mass media, business
children?
establishments, etc.) for the education of
3. State the provisions of law that refer to
partnership.
school-community
4. Cite additional examples of
benefit the young school-community partnerships that

Let'sLet's Reflect
In what way am I involved in school and community
partnership? What good have I done to communit
school and
else can I do? community? What
 LeadershipP

Organizational

and
Culture
h e ieacher and the Community, School

72

Teacher and the Community:

The
and Professional
CHAPTER Teacher's Ethical
Behavior

Learning Outcomes
able to:
At the end of this Chapter, you should be
from teachers and
elaborate on community's expectations
on teachers' expectation from communities
in the
describe teacher's ethical and professional behavior
community by giving concrete examples

Activity Let's Read These

Activity 1 Think, Pair, Share

1. Think of your favorite teacher. Why was he/she your favorite?
What qualities did he/she possess? Is he/she your ideal teacher?
What infuence did he/she have in your life? Did she act in
accordance to the expectations of the community?
2. Group yourselves by 5. Share your answers to # 1 with the
group.

Take note of qualities common

among your favorite teachers.
 Chapter 7 - The
The Teacher and
the Professional Benavio
Community:
n i t y : Teacher's Ethical and
Teac
73

Activity 2

Here are quotes on teachers. Read and understand them. Do you

ee with each of the quotation?

Teachers change the world, one child at a time. "

most
2. Teachers, I believe are the most responsible and
important members of society because their professiora
efforts affect the fate of the earth."

never
3. Bvery child deserves a champion, an adult who will
guve up on them, who understands the power of connection
be.
and insists they become the best they can possibly
- Rita Pierson

teacher can never be erased.

4. "The influence ofa good

5. Tam a teacher.

I am not in it for the income.

outcome.
I am in it for the
I am a teacher.
It's who I am.
calling, and my world."
It's my passion, my

for you?
favorite quote? Any message
What is your
Share with your group.

Analysis - Let's Analyze

the same traits
small groups
shared in your professional
1. Are the traits community expect of
the larger
schools and
that
teachers?

all teachers embody the

do
observation,

2. Based on your teachersP

of p r o f e s s i o n a l
traits expected
 Abstraction Let's Conceptualize

Code of Ethics for Professional Teachers,

Article
teachers
are expected
indicates that
ne very title of this Unit
of the
community definitely finitely
to be part of the community. To be part What
Wnat isis that
community.
that
means to participate in the life of the Code of
of Article lll of
The 8 Sections
Community referred to here? t h e community
the school and
D c s relers to the community
within
be a part
of the community? The
Outside the school. How can teachers
details.
various Sections of Article IlI give more

Teacher as Facilitator of Learning

facilitator of
that the teacher is a
Article Il, Sectionl states render the
the youth.. therefore shall
Iearning and the development of
conducive for such learning
Dest service by providing an environment

and growth.
which means to make
Facilitator from the word "facilitate"
comes
teacher, facilitate
Something easy or easier. You as, the professional
is a difficult task and is
learning or make learning easier. Learning and
made easier when you make dry lesson interesting, exciting
easier when
enjoyable. As a professional teacher, you make learning
concretize the abstract. This is what is
you simplify the complex and
ethical for every professional teacher like you ought to do. This you
can do after four long years of academic preparation.
What happens sometimes, however, is teachers complicate the
teaches only at the abstract level.
simple and
To facilitate learning, a conducive learning environment is
necessary. It has been proven that learners learn best in a pleasant
environment. A pleasant environment is where the learners can be
themselves because teachers are caring. No need to put best self
forward because teachers and classmates truly care and take you
for who you are. All forms of bulying has no place in a conducive
learning environment. A conducive learning environment makes
learners believe they can do the work and they feel accepted. A
favorable learning climate is not competitive where everyone is
tense.
The teacher who believes that "Every child deserves a
champion,
an adult who will never give up on them, who
understands the power
of connection and insists they become the best
they can possibly be
like Teacher Rita Pierson in TED Talk is a facilitator of
learning.
 C a l and Prof
sional Behavior

Teacher Leadership and

Section Initiative for
refers to the Community Participation
2
professional
profession teacher to leadership and initiative of
moral, soci
moral, ocial, economic participate in initiative ot the
AS
protessional
As professio and civic community movements
movements for
tor
teachers betterment of the community"
vou are not
you are
supposed to be
you do not live
in
ivory
an community.
Ivory tower, meaning
Schools are at the heart of removed nor aloof from community
meaning
teachers community elife.
are
expected to be communities and you as
professiona
with-others and for others be-in-the-world and to be-in-the-world-
The words in (borrowing the words of Heidegger).
Section 2 of Article II
initiative.. This
implies that as a
are "provide
leadership ana
to wait 1or professional teacher you nave o
community to ask for help.
how you can show Section 6 further
is an
your
intellectual leader inprofessional leadership, to
explicitates
wit: "Every teacher
the
community, especially in the barangay
and shall welcome the
needed, to extend opportunity to provide such leadership when
counseling services, as
appropriate, and to be
actively involved in matters affecting the
welfare of people."
You do not just welcome the opportunity to lead. Section 2,
states that you, the
professional teacher ought to take the initiative to
offer your help for the
improvement of the community. Many a time,
you can be a guidance counselor, a prayer leader, commentator or
reader in religious celebrations, fiesta coordinator, judge in or coach
for a contest, financial adviser, a nurse, a
doctor, commentator,
prayer rolled into one.
Providing leadership and initiative also means working with the
community. This means getting the parents and other members of the
community participate in school activities.
Teachers, as they participate in community affairs prove that
they "are the most responsible and most important members of
sOciety because their professional efforts affect the fate of the earth."

Professional Teacher with Honor and Dignity

Section 3 states: "Every teacher shal merit reasonable social
recognition for which purpose he. shall behave with honor and
agnity at all times and refrain from such activities as gambling

Smoking, drunkenness, and other excesses much less illicit relations."

Ubviously, if as a professional teacher, you are an inveterate gambler,
chain smoker and alcoholic or if it is common knowledge that you are
ngaged in an illicit relationship, how can you have moral authority?
advise your class not to
not smoke,
who will listen to you when you
drink alcoholic drinks, not to gamble, etc? Your audience will say
The Teacher and the Community, School Culture and Organizational LeadershiP

"Look, who is talking!" It is a matter of 'do what I say not what I do."

Society expects so much of teachers that when they fail to

to
live up to the challenge to behave or model good behavior, they are
"condemned without trial!" It is no wonder why many are afraid to
answer the call to teach. Society seems to expect much more from
professional teachers than from any other protessional and so look at

teachers with scrutinizing eyes.

The quotation states "The influence of a good teacher can never
be erased" but the infuence of a dishonorable teacher is as lasting."

Teacher's Attitude Toward Local Customs and Traditions

Section4 expects every teacher to live for and with the
community and shall, therefore study and understand local customs
and traditions in order to have a sympathetic attitude, therefore,
retrain from disparaging the community." The professional teacher is
neither ethnocentric nor xenocentric. He/she is not ethnocentric and
so does not look down on community's culture because of the thought
that his/her culture is superior to the culture of the community.
Neither is he/she xenocentric and so looks at his/her culture as
inferior in to other community's culture.
Fortunate and happy is the community that has teachers who
live with them, exert effort to understand their local customs and
traditions and consequently appreciate the same. This author sees
no culture as
perfect. Every culture including hers has its positive
and negative aspects. What we need to
pass on are the positive
aspects of the culture. We need to purify, however, the
with
negative
aspects teacher pointing them out tactfully and sincerely.
The Professional Teacher and Information Update
Section 5 states that the
teacher "shall help the school
the inform
community about the school's work,
and accomplishments, needs
problems. Community here refers to internal
stakeholders. Internal stakeholders as well as external
include the students, the
of the students and the
teachers. The external parents
other parents in the stakeholders are the
community without
barangay officials and other children enrolled in
government
school
officials,
organizations, government
retirees. organizations, alumni non-government /alumnae ana
Why do these
stakeholders have to be
there for the
community and so the
informed? The school is
community has the right to be
 .eacher's
ner's Ethi
Ethical and Professional avior

formed abou
bout its 77
taforming activities,
Informing
give them sense
them
a
about
of
the accomplishments,
needs and proble
school's projects, needs
and problems
keholders will
stakeholders will ownership. Having a sense ownership, probiem
participate more
school's problems and needs.
school's
actively
of
in the
these
resolution of

The Parents-Teachers Association

We have Parents'
and Teachers' Associations (PTA)
Pvery sch00l. Some private in ace i
ever placc
or Family Advisory Council. schools call it Home School
This is for Associaud
PTA internal stakeholders
1S an
assocladon of teachers
and oy
enrolled in a school. It
is a forum for
parents with children wno
a
how they can be discussions on school
prooic
and solved
The School Governing Council
Other than the PTA is the School
Governing Council. e ou
has ditferent membership and functions. A School Governing Counci
as a policy-making body has the school head as Chief Executive
Officer, and Chief Operations Oficer. The formation of
Manager SGC
in every school is a proof of school head sharing his/her leadership
with members of the community.
It determines general policies on student welfare, discipline, well-
being, it is concerned with the development and implementation,
and
monitoring and evaluation of the School Improvement Plan (SIP),
to the Schools
reporting of the progress of the SIP implementation
Division Superintendent and the community.

In addition PTAs are the School Governing Council in

to

every public school. This School

Governing Council shares in the
with School Head as Chair. This School
management of the school
Council is another opportunity
for communities to participate in

School activities.

Officials and Other

The Professional Teacher and Government
Professionals
teacher shall maintain harmonious an
Section 7 states: "Every
relations with other professionals, with
pleasant personal and official
the people individually or collectively."
government officials and with
atford not to be in pleasant
AS a teacher, you cannot
professional
especially those with whom you work with like
relations with others with
Other professional teachers. It is always best to be in good terms

everyone else in the community

he Teacher and the Community, School Culture and Organizational Leaaership

Desiderata gives this advice: "As far as possiblible, witho

Surrender, be on good terms with all persons. Speakthe
your
ignorant
tr
quietly and clearly; and lister to others, ven the dull and the ignora truth
they too have their story."

The Professional Teacher Does not Use Position to Proselyte

Finally, Section 8, says: "A teacher possesses ireedom to atten
end
church and worship as appropriate, but shall not use his position his position
and inffuence to proselyte others."To be in a position means to have
power or influence for a purpose, i.e. for you to use that position to

perform your job as a professional teacher. It is highly unprofessional

1or a teacher like you to use your position of inuence to proselyte

Besides freedom of religion is guaranteed by the 1987 Philippine

Constitution. "No law shall be made respecting an establishment of
religion, or prohibiting the free exercise thereof. The free exercise and
enjoyment of religious profession and worship, without discrimination
or preference, shall forever be allowed." (Article I1, Section 6).

Application Let's Apply

1. Here is what one Dean of a College of Education told her
freshmen teacher education students in her Welcome Address
on Orientation Day:

Believing that you don't learn everything in the classroom,

the College of Education, which will be
your home for four
years has prepared a menu of annual co-curricular activities
for you. All of these are meant to
help you become the true
professional teacher that this College and University have
envisioned you to become..
a What message do you get from
the Dean's Welcome
Address?
b) In the context of this
Welcome
statement "... do more, learn Address, what does this
(Pope Paul VI, Populorum more, and have
Progressio, more..
do you get in relation
to your
1967) What messag
2. A
professional teacher creates a pre-service education?
to facilitate learning. Based conducive learning environmen
drawing or comic strip whataon experiences, illustrate with a
is. Display conducive
your work in
class. Conductlearning environme
a
gallery walk 10
 Chapter 7
- The Teacher
and the
and
Community: Teacher's Ethical and Professional Behavior
79
everyone to see
and
strips. comment/ ask questions about the C
CO
3.The
3. The Bible says: "You are
loses its the salt of the
saltiness, how can it be earth. Bus if the sa
earth. salt
longer good made salty
undertoot.
for
You
anything, except to be thrown outagain?
and
It 1s
T
cannot be
are the light of the world. A town built trampi
on a
hidden. Neither do people light a lamp ii
under a bowl.
Instead they put it on its ana P
to everyone in the house. In the stand, and it gives
ignt
same way, let your light
before others, that they
may
sniie
see your good deeds and glory
your father in heaven. (Matthew 5:13-16)
Based on this
Chapter on the teacher as a community leader,
How do these biblical passages apply to the
professiona
teacher?
4. I don t hear what you are saying because who you are speaks
louder than what you say. How does this quote apply to the

professional teacher as a community leader? Discuss.

5. A teacher is fully convinced that her religion is the only true

a result, she proselytes.
religion, the only way to salvation. As
Can her good intention of salvation foor all justify her
proselyting? Why or Why not?
do if you see something
6. As community leader, what will you
a
culture? Example.
negative in the community
for a teaching position.
7. Your mayor has a teacher candidate
Your mayor's candidate was not part of
Your ranking is over.
a licensed
teacher. As a professional
the ranking and is not
do?
teacher, what would you
ethical behaviorS of a professional
8. Cite at least 3 specific
for Professional
Article III of the Code of Ethics
teacher based on
presentation or a skit.
with a powerpoint
Teachers. Come up
 TAKEAWAYS

Article I of the Code of Ethics for Professional leachers states

aprotessional teacher shall live for and with the community. at

The community includes internal stakeholders arners and th

parents/guardians, teachers and the school head) and ex
who nave
have no ernal
stakeholders (members of the community wn0 no
children
childre
enrolled in the sch such as community non-government official
church leaders, non-organizations and government organizationsi
officials,
For the learners, you facilitate learning and
the development of the
youth. To do this, you have to create a nurturing, positive learnina
ve learning
environment.
For the community, you are a leader. You take the initiative
and
leadership to actively participate in community affairs and
movements and in turn to involve the community in school activities
for the upliftment of both school and the
community. This can
readily happen if you are in a harmonious relations with all
in the community. people
To keep parent and community involvement in school,
be updated with happenings in the school- they must
achievements, problems and projects. accomplishment,
At all times, at all places and for all people, don't misuse
that authority or power bestowed on you nor abuse
For you to be credible as a professional teacher.
as a
community leader, you
honor and dignity twenty-four hours a shall behave with
community culture and seek ti understand day, 7 days a week, respect
"flavor" as a community leader. them or else lose
your

Let's Check for

1.
Understanding
Give at least 3
expectations that
2. How should a
community has for tea teachers

culture? professional teacher

regard indigenou oples