Partnerships Manual For Issuance

i | Partnership Manual
Foreword
i | Partnership Manual
Acknowledgement
Table of Contents
Partnerships Manual | ii
Acronyms and Abbreviations Used 1
How to Use the Manual 12
I. Introduction 23
II. Partnership Framework of Deped 5
III. Partnership Manual 7
Profiling and Assessing DepEd’s Resource Gaps..........................................8
Aligning Education Plans with Education Goals of Stakeholders as
Menu of Education Investments.........Error! Bookmark not defined.14
Reinforcing Resource Generation and Mobilization and Connecting to
the Community Needs.........................................................................17
Taking on the Partnership..........................................................................22
Networking the Partners into a Convergence for the Community...........30
Establishing Shared Ownership of Partnership.........................................34
Recognizing and Celebrating the Partnership...........................................36
Sustaining the Partnership.....................................................................4039
IV. Annex- Field Validation Study and Consultation Visits on Partnerships
A. Methodology Error! Bookmark not defined.
B. Conceptual Framework of Analysis Error! Bookmark not defined.
C. Assessment of the Current External Partnership Service Framework Error!
Bookmark not defined.
D. Partnership Validation Results Error! Bookmark not defined.
Collaboration Framework................Error! Bookmark not defined.
Performance Framework.................Error! Bookmark not defined.
Governance Framework..................Error! Bookmark not defined.
Bibliography 4443
List of Tables
Table 1. Sample Delineation of Responsibilities of Partnership in DepEdError! Bookmark not

defined.
Table 2. Competencies Needed by Levels of Authorities in the DepEdError! Bookmark not

defined.
Table 3. Resource Gap Profile/Assessment Tool..............................................................10
Partnerships Manual | iii

Table 4. Checklist for Potential Partnerships...................................................................12
Table 5. Menu of Education Investments.........................................................................16
Table 6. Resource Utilization Plan........................................Error! Bookmark not defined.
Table 7. Resource Mobilization Plan....................................Error! Bookmark not defined.
Table 8. Partners Identification Tool................................................................................18
Table 9. Stakeholders Analysis.........................................................................................19
Table 10. Partnership Proposal/Plan................................................................................23
Table 11. Project Details and Specifications.....................................................................24
Table 12. Individual Competency Profile......................................................................2827
Table 13. Communications Checklist............................................................................3837
Table 14. Media/Recognition Tool...................................................................................38
Table 15. Oversight Structure Tool..............................................................................4241
List of Figures
Figure 1. Conceptual Framework..............................Error! Bookmark not defined.

Figure 2. Integrated Components of the External Partnership Service Framework of
DepEd.........................................................Error! Bookmark not defined.
Figure 3. Institutional Partnership Arrangements in Deped. .Error! Bookmark not
defined.
Figure 4. Partnership Framework of DepEd............................................................6
Partnerships Manual | iv
Acronyms and Abbreviations Used
AIP Annual Improvement Plan of DepEd

AIP Annual Investment Plan of LGU
CDP Comprehensive Development Plan
CSO Civil Society Organizations
CSR Corporate Social Responsibility
DepEd Department of Education
DMEA Division Monitoring, Evaluation and Adjustment
EPS External Partnerships Service
GOCC Government Owned and Controlled Corporation
IO International Organization
LCF League of Corporate Foundations
LCP League of Cities in the Philippines
LED Local Economic Development
LGU Local Government Unit
LMP League of Municipalities in the Philippines
MOOE Maintenance and Other Operating Expenses
NGA National Government Agency
NGO Non-Government Organization
ODA Official Development Assistance
PARTNERS Profiling, Aligning, Reinforcing, Taking on, Networking, Establishing,
Recognizing, Sustaining
PCL Philippine Councilors League
PPFDP Provincial Physical Framework and Development Plan
PPP Public Private Partnerships
RMEA Regional Monitoring, Evaluation and Adjustment
SBM School-Based Management
SEF Special Education Fund
SIP School Improvement Plan
SMEA School Monitoring, Evaluation and Adjustment
SocMob Social Mobilization and Networking Supervisor
Partnerships Manual | 1
The Partnerships Manual
This manual is intended for you, school officials and administrators of the Department of
Education (DepEd) from the school level to the central office. It is a manifestation of how the
Partnerships Framework can be operationalized at each level of governance in the DepEd.
It also aims to improve your partnership process experience and be a guide for a variety of
wide-ranging partnership activities from social to resource mobilization, policy development,
instructional materials, teacher trainings, curriculum and instructional materials
development, among others.
This is a walk-through on developing and managing our partnerships in the DepEd through
process called PARTNERS.: : Profiling and assessing of the resource gaps by levels of
governance; Aligning education plans with education goals of the stakeholders; Reinforcing
resource generation and mobilization and connecting this to the community needs; Taking
on the Partnership; Networking the partners into a convergence; Establishing shared
ownership; Recognizing and celebrating the partnership; and Sustaining the Partnership.
(PARTNERS). This process is called PARTNERS. The manual also contains the steps you need
to undergo to accomplish the PARTNERS process.
Lastly, this manual is a result of extensive research, personal interviews, and validation with
individuals and organizations who have extensive background and experience, of DepEd
officials and personnel in partnering with other stakeholders. The validation results showed
that respondents’ experience in partnership intended to be implemented from a
decentralized environment, from tactical, operational to strategic to policy by governance
levels in the DepEd. Whether you are already engaged in partnership in the DepEd or not,
this manual can provide you valuable insights on effective strategies for partnership in basic
education.
I. IntroductionPartnerships in Basic Education
Governments around the world assume the responsibility for providing and financing
education, especially basic education, as it is widely believed to be critical for any nation’s
economic, political, and social development. A World Bank study 1 recognized that the
Philippines has embarked on an ambitious education reform program thruough the K to 12
Basic Education Program to ensure that all Filipinos have the opportunity to obtain the skills
needed to become fully productive. The government has backed up these reforms,
particularly over the last five years, with substantial increases in investment in the basic
education sector. The direct funding of government to schools thru the School-Based
Management (SBM) which the schools use for their Maintenance and Other Operating
Expenses (MOOE) has increased by 45% from 2011 to 2015. While there have been
improvements in education sector outcomes, significant challenges remain in realizing
government’s goals in education, and one of these challenges pertains to DepEd’s funding
resources in delivering its services.
Key among the resource needs identified were summarized by Fabella and Malik. According
to Fabella (n.d.), in the implementation of K to 12, there are resource constraints issues for
DepEd in terms of physical infrastructure such as classrooms and buildings, as well as
qualified teachers and teacher development. Similarly, Malik (2012) argued that service
delivery in the education sector has deteriorated for a number of reasons. Some of the
reasons he identified are lack of resources, low motivation, poor training and few
opportunities for continuous professional development, lack of monitoring and evaluation
and lack of incentive-based performance measures. These constraints substantially hinder
the growth of the nation thus, it is important for DepEd This responsibility is a large and
complex one for any government to meet adequately. Thus, it is important for DepEd to
explore diverse ways of financing and providing educational services and . Oone of the
possible solutions is through partnership.
The term “partnership” often refers to the product of collaborative processes within an
inter-organizational network and successful partnerships lead to a creation of a “second
order organization” (Imperial, 2005). Essentially, when a group of individuals makes joint
decisions, embraces collaboration and forms strategic alliances (Dyer and Singh, 1998,
Osborn and Hagedoorn, 1997, and Gulati, 1995), they are in effect acting as a new
organization (Jones, et.al., 1997 and Finn, 1996).
Partnership implies an agreement between at least two parties to work together to achieve
common goals. Business-wise, they share the profits and losses of the business as it refers to
that relationship where two or more people share the gains and losses of a businessit is
defined as an association between two or more persons who agree to carry on a business in
1
Assessing basic education service delivery in the Philippines: public education expenditure tracking
and quantitative service delivery study. A Working Paper by Al-Samarrai, Samer.
http://documents.worldbank.org/curated/en/507531468325807323/Assessing-basic-education-service-
delivery-in-the-Philippines-public-education-expenditure-tracking-and-quantitative-service-delivery-study
2
Haney, L.H. (1913). Business Organization and Combination, New York: Macmillan.
https://socserv2.socsci.mcmaster.ca/econ/ugcm/3ll3/haney/BusinessCombination.pdf
common with a view to private gain2. .2 Moreover, in recent decades, partnership has
become an important paradigm in delivering and achieving development services and goals
of a nation as it allows public and private sectors to work together. This is most visible, too,
in the sector of education. Indeed, partnerships in education has a long history that started
in the early formation of public education, according to Restine 1996; Cordeiro and Kolek
1996 as quoted in Cunningham, L. C., & Tedesco, L. A., 2001-02.
So, what is partnership in education or education partnership? “An education partnership

involves schools working together with external organizations to help students reach their
full potential and achieve outcomes that wouldn’t be possible if they worked alone. An
education partnership should have clear plans and goals, and be designed so both partners
benefit from the good work they do (State of Victoria, Australia).” 3
Where the task of the State might be overwhelming, partnership with the private sector may
be helpful, if not imperative (Tabora, 2017). As there are complementary roles in education
to be played between the State and the private sector, this complementariness in itself is
the fundamental Public-Private Partnership (PPP) between the State and the private sector
in education (Tabora, 2015).
PPP is a range of possible contractual arrangements between public (implementing agency

or local government unit) and private entities (usually a consortium) to provide
infrastructure and/or development projects or services. The contractual arrangement
provides clearly defined roles and responsibilities of the parties/partners.
The advantages of PPP in terms of monetary benefits include public sector being able to
utilize the financial resources of the private partner; facilitation of public sector use of
limited budget for other urgent requirements (i.e. social); and provision of additional
sources of revenues for public sector depending on the contractual arrangement.
Meantimewhile, non-monetary benefits include efficient provision of infrastructure or
services; superior technology and expertise; and technology transfer and training for the
public sector.
Malik (2012) cited some models of innovative financing around the globe that involve the
contracting of services and management in education. These include Education Service
Contracting (ESC) and PPP for School Infrastructure in the Philippines; Khazanah Trust
Schools in Malaysia; Private Finance Initiatives in the United Kingdom; Concession Schools in
Bogota, Colombia; Contract Schools and Charter Schools in the United States; Universal
Secondary Education in Uganda; Private School Finance in Australia, Canada and New
Zealand; Independent Schools in Qatar; and the Build Transfer Lease Scheme in South Korea.
The ESC in the Philippines is a program provided for by Republic Act 8545 (amending RA
6728) or the Expanded Government Assistance to Students and Teachers in Private
Education or GATSPE. Its main objective is to decongest public secondary schools by
contracting the excess capacities of private high schools through the provision of subsidies
for students who, otherwise, would have gone to the public high schools (www.fape.org.ph).
2
As defined in http://www.investopedia.com/terms/p/partnership.asp
3
http://www.education.vic.gov.au/school/principals/management/Pages/partnershipsres.aspx
The ESC is the one of the largest educational PPP in the world and is operational in the
Philippines since 1986 (Carver, u.ndated.).
II. Partnership Framework of DepEd
The A validation study (Annex 1) conducted by EPS provides a picture of a standard

partnership culture and practices in the DepEd across the country . They partner to fill-in the
resource gaps and the partnering process is based on how and what they understand from
the policies and guidelines emanating from the central office of DepEd. Most of the
partnerships developed are those for programs which already have guidelines such as the
Brigada Eskewela, Adopt-a-School, Senior High School deployment Work Immersion among
others. Thus, the school-based needs resource mobilization is often a confusing for the
administrators.
The suggested framework of partnerships in the DepEd is a strategic attempt to answer the
issues raised as a result of the validation study. It is an Input-Process-Output model that is
linear and reinforcesing each other. Under the Input model, it considers the DepEd
resources that need to be manifested in the School Improvement Plan (SIP)IP and other
plans and the suggested development of a menu of investments that will mutually cater to
partner’s/donor’s capacity to supply. This input in turn is supported by a continuing
program/policy improvement. Under the Process model, the PARTNERS process strategy of
building, managing and sustaining partnership is considered. The interventions suggested
form part of the profiling, aligning, resource generation and mobilization, taking on the
partnership, networking the partners, establishing shared ownership, recognizing and
celebrating the partners, and sustaining the partnership (PARTNERS) and ad
dresses the inputs. Under the Output model, there are clear and defined outputs that are
needed for a successful partnership.
The framework now clearly addresses the DepEd thematic areas and goals as an outcome.
Figure 1. Partnership Framework of DepEd
III. Partnership Manual
The manual presents stages and steps in initiating, establishing, and sustaining
education partnership, which can be referred to as the PARTNERS Process as listed
below:
Profiling and Assessing DepEd’s Resource Gaps
Aligning Education Plans with Education Goals of Stakeholders as

Menu of Education Investments
Reinforcing Resource Generation and Mobilization and

Connecting to the Community Needs
Taking on the Partnership
Networking the Partners into a Convergence for the Community
Establishing Shared Ownership of Partnership
Recognizing and Celebrating the Partnership
Sustaining the Partnership
ARTNERS
P rofiling and Assessing DepEd’s Resource Gaps

Profiling and Assessing DepEd’s Resource Gaps
SUB-PROCESSES OUTPUTS TOOLS

Assess Critical Needs Stop, Start, Continue
Identified Resource Worksheet
Gaps (per Thematic Resource Gap Analysis Tool
Area)
Identify the Objectives
and Types of - Baseline Data
Partnerships - Situational Analysis
Establish the need for Potential Partner Evaluation
partnership Checklist
A gap analysis is a broad-based business tool that helps organizations assess their
target market, products, services or resources in light of their ideals and objectives.
A gap analysis can also help identify areas where more people or human resources
are needed to help increase productivity (Bradley, u.ndated.). Below are the steps
suggested to assess the resource gaps.
1. Assess Critical Needs
Education partnership is demand-driven. To initiate partnership, you should first

assess the critical needs of the school. This entails assessment of the School
Improvement Plan (SIP) by identifying the challenges in the accomplishment of its
projects and activities. This also involves identifying the unmet needs faced by the
school and their students.
You can facilitate an internal consultative workshop internal to DepEd, before the
stakeholders’ convergence in order to articulate the needs, challenges, limitations,
strengths, and future direction of the school. It is important to involve as many
school officials and teachers as possible within the institution in this consultative
process. In the consultative needs analysis, you can gain a broader understanding of
the possible areas where partnership might be a solution.
Box 1 shows a simple tool, the Stop/, Start/, Continue Worksheet, which can be used
to determine the needs of the school and their students. This tool is provided by the
National Council for Community and Education Partnerships (NCCEP).
Source: National Council for Community and Education Partnerships (NCCEP, u.d.ndated)
As emphasized in the school improvement planningSIP process, listening to the voice
of learners and stakeholders and looking into the related school processes are
crucial. You may refer to the Guidelines in Listening to the Voice of the Learners and
Other Stakeholders and Walk the Process Guidelines of the School Improvement
Plan Guidebook -(Annex 6 & 7).
After the internal workshop, assessing the gaps is necessary. The Resource Gap
Analysis Tool can help the schools and other DepEd Offices identify the resources
needed per thematic area that will serve as the baseline data.
If your programs, projects, and activities have a set of strategic objectives but your
institution faces challenges to execute them, below is a tool to analyze your
institutions’ current state, propose an improved future state, and identify the
resource gaps that need to be resolved. This method is good for brainstorming on
how to improve your processes and operations. Moreover, putting together a profile
will reveal the strengths and weaknesses in the implementation of your institution’s
programs, projects, and activities. The results can be used to plan a strategy to
overcome the identified resource gaps.
Table 1. Resource Gap Analysis Tool

Possible
Factors Ways to
Resources Curren Desire Budgete Resource
Needed Existing Responsible Address
t State d State d Gap
for the Gaps Resource
Gaps
Access
Quality
Governance
Definitions:
a. Resources- quantifiable items needed for your programs/projects/activities.
b. Current state- current observable and qualitative characteristics/situation of the
resource.
c. Desired state- future observable and qualitative characteristics/situation of the
resource.
d. Needed- total quantity of resource needed for your programs/projects/activities.
e. Existing- total quantity of resource existing and reflected in your inventory.
f. Budgeted- total quantity of resource included in any appropriations i.e. General
Appropriations Act, Special Education Fund, General Fund, etc.
g. Resource gap- total deficit of resources need which is the difference between the
resources needed and the sum of the existing and budgeted resources (Resource
gap= Needed – (Existing + Budgeted).
h. Factors Responsible for the Gaps- remarks on the factors that may cause the
existence of the resource gap.
i. Possible Ways to Address Resource Gaps-strategies or sources of the identified
resource gaps
After identifying the critical needs of the school, it is important to establish that
there is a need for help from an outside source. Identifying the need serves as
motivation in engaging in a partnership and encourages organizational buy-in and
ownership of the proposed partnership. The partnership can be sustainable by
harnessing support and commitment to engage in a partnership among staff and
management.
2. Identify the Objectives and Types of Partnerships
It is essential to define the objectives of the partnership. The objectives of the

partnership must be defined in terms of its long-term vision, objectives, and
activities consistent with the national education policy and would support the
implementation of the national education initiative.
Also, the form and type of business that the potential partner is engaged in should
be considered. The potential partner’s type of business will determine the kind of
partnership that will best match their needs and the mutual goals for the
partnership. Different types of partnerships should be explored towards addressing
the school’s identified needs. Thus, there is a need to understand the types of
partnership that DepEd will engage with the potential partners.
Below are some types of partnership which are not intended to be fixed or rigid.
They only serve as a guide which should be used as a flexible checklist as required in
the light of circumstances.
Table 42. Partnership Types
Partnership Type Partnership Agreement

Definition
Needed
1. Sub- The school and partner organization Service Contract to serve
contracting enter into an agreement where the as the basis for payments
partnering organization provides the of service fee. Subject to
necessary services for the school in a existing rules and
discounted amount. This payment to the regulations on
partner is considered as service fee. procurement and fund
utilization.
2. Direct Funding The partner organization provides the Php. 50,000.00 above-
funding to the school so that the latter Memorandum of
may design, implement, monitor and Agreement- for funds
evaluate their own project. The schools amounting to Php. 50,000
are the ones accountable to the funding and above
agency for the success or not of their
project. Php. 49,999.99 and
below- Deed of Donation/
Deed of Acceptance and
Official Government
Receipt- for funds below
Php. 50,000pt
3. Joint Venture The school partners with one or more Memorandum of
organizations in the designing, Agreement
implementation, monitoring and
evaluation of a project. The resources
are pooled tofor the participating
organizations. The roles of including
the school and the roles of each are
determined by the strength that each
brings in the situationcovered in the
Memorandum of Agreement entered by
the parties.
4. Infrastructure An agreement between the school and Usufruct Agreement
and Real the partner where the latter transfers Memorandum of
Property real property or constructs a school Agreement
building or school-related facility to the Deed of Transfer and
former. in whatever ways that the Acceptance
partner can. An example of this is
accepting internship or summer
employment.
5. In-kind An individual, family or organization Deed of Donation
Donation donates something such as materials, Deed of Acceptance
equipment or any kind as long as it is
within the prescribed context of ethics
and morality.
6. Grant The partner provides scholarship grants Copy of Grant/Certificate
to a deserving student or to a deserving of Existence/Guarantee
faculty member who wish to advance
his/her degree. This could also be an
attendance to a local or international
seminar, conference or training.
However, this is not always the case
since the school can also provide grants
of request from its partners in any
means it can.
7. Technical The school or partner provides each Contract of Service/
Assistance other technical support in any area Certificate of Services
depending on the needs and availability. Rendered
An example of this is the partner who Engagement Reports
can provide technical-legal support or
advisory to a school or the school that
can provide its partners a training
workshop for its employees or vice
versa.
Note: *pPartnerships that will include the claim for tax incentives shall comply with the
documentary requirements for the Adopt-A-School Program
3. Establish the Need for Partnership

In most cases, the type of need will determine the type of partnership and the
partner to seek. Institutions need to decide on the partnership selection criteria and
the profile of the proposed partner institution they look for. This should be in
reference to the agreements on consultative needs assessment process so it could
help you find a suitable partner. DepEd officials need to know what the partners
want and respond accordingly with the matched partnership types. Thus, DepEd
would have other options aside from merely entering into a MOA with partners.
Table 4 may be utilized as a tool for evaluating potential partnerships and check if
partnership is an appropriate choice.
Table 23. Potential Partnership Evaluation Checklist
Is there a need for a partnership?

On what basis is the partnership being set up?
Is there a group of like-minded people with a shared vision who have decided that
developing a partnership is the only route to achieving a goal?
Are potential partners willing to support this?
What organizational and collective benefits will be gained from setting up
this partnership arrangement?
Are there clearly identified goals that only a partnership arrangement could help
achieve?
What is the “added value” for potential partners? What is your – and their –
organizational self-interest?
Are they willing to sign up for this?
What exactly is the partnership trying to achieve?
How will involving others help the partnership to achieve its goals?
Note the benefits and goals below and test with potential partners:
Is someone else already doing something similar?
Do other organizations have similar or the same goals? If so, have you considered
approaching them to become part of their partnership arrangement to ensure work
is not being duplicated? If this is not appropriate or feasible, think about
incorporating lessons they have learned into the new partnership arrangements.
Note your research conducted on potential duplicate partnerships:
Is there a commitment from partner organizations to support the
partnership?
Have you approached partner organizations with the possibility of setting up a
partnership? Was their response positive? Was such a proposal supported at a
high level and a clear commitment given to this? (It is important that partner
agencies understand and agree to such proposals in order to support and direct
future decision-making processes.)
Note the outcome of any work carried out to identify potential commitments from
partner organizations:
What strategies/local priorities will this partnership support?
Consideration needs to be give not only in identifying the strategies and local
priorities the partnership supports, but also how the partnership will link to targets
and strategies of partner organizations. If the partnership is divorced from any
local strategic plans or priorities, you will want to monitor its existence, as it will be
totally isolated from any statutory/voluntary evaluation process.
List the strategy/plan/local priorities the partnership will be supporting here and test
these with partners:
TIPS FOR DEFINING THE NEED FOR A PARTNERSHIP
 Consult with all relevant stakeholders to establish a clear need for the
partnership
 Check for any other partnerships doing similar work
 Ensure commitment is there to form the partnership from senior managers
in partner organizations
Source: Compassion Capital Fund National Resource Center. (n.d.). Strenthening Nonprofits:
A Capacity Builder's Resource Library. Retrieved from Partnerships: Frameworks for Working
Together: http://www.strengtheningnonprofits.org/resources/guidebooks/Partnerships.pdf

Prepare Education Plans aligned to Aligned Education Plans SIP
Stakeholders Plans D/R/NDEDP
Develop the Menu of Investments Menu of Education
Investments
We want all moving parts to connect with one another. We want everything and
everybody rowing in the same direction together (Lannon, 2015). The starting point
is the vision of the school, division, region and the central office. The steps in
alignment are the following:
 outline the SIP, the LGUs vision and the needed support areas for resource
funding;
 identify what’s working well and what needs to be readjusted
 determine best approach to align the strategies; and
 include the strategies in the plans of both DepEd and the partners
4. Prepare Education Plans Aligned to Stakeholders Plans

While the enthusiasm and commitment of school officials and teachers are very
important, an education partnership is an institutional collaboration that needs to be
reflected on the School Improvement Plan (SIP). In addition to having a positive
impact on students, the partnership should also be compatible with the education
goals of not just the school, district, and division, but also of the local government
and other stakeholders where the concerned school is located.
It is significant that you prioritize your resource needs and integrate your SIP in the
Comprehensive Development Plan (CDP) and Annual Investment Plan (AIPP) of the
local governments , if the chosen partner is the local governments. There are also
resources that may be addressed through the Special Education Fund (SEF), but
these must be put in place strategically and timely based on their budget calendar
(Please refer to DO 10, s. 2017 - Revised Guidelines on the Use of the Special
Education Funds). This will help meet the targets of schools and enhance the
learning experience of the students by aligning it to the priorities of the
stakeholders; thus, it can provide or support their resource requirements. The
External Partnerships ServicePS of DepEd and the Division offices need to make sure
that the planning are not incremental and that basis for such inclusion in the plan
are justified.
As for the private sector, especially in corporate foundations, schools may consider
the thrusts and Corporate Social Responsibility (CSR) programs of the latter. For the
Non-Government Organizations (NGOs) and Civil Society Organizations (CSOs), their
advocacies and activities should be considered as well.
5. Develop the Menu of Investments

While everybody wants an assurance that their money will get its worth, there is no
standard approach to achieve its objectives. Partners may be more inclined to
evaluate their benefits from the investmentalways look at the issue of what is in it
for them. Each menu of investments is a product of careful determination of the
philosophy, core values and objectives of each of the stakeholders identified as
potential partners to answer the basic issue of the partners’ engagement.
AlsoSecond, you needthere is a need to determine the partner’s motivations for
collaborating with DepEd determine what are the motivations for the partner to
collaborate with DepEd. From there, you can determine the kind of menu of
investments that you will be preparing. Always referYou always have to ensure that
the gaps identified in to your Resource Gap Analysis tool to ensure that this cani bes
included in your menu.
Each of the schools can make their own set of menu while the division consolidates
and provides a division-wide menu. In this manner, there is equity and economies of
scale and for those needing the investments more, are aappropriateely allocation for
those needing the investments more.ed.
Table 34. Sample Menu of Education Investments
Education Investments Description of Cost of Return on

Investments Investments (in Investments
Php)
Hard Infrastructure
School buildings
Classrooms
Laboratories
Equipment
Instructional Materials
Others
Soft Infrastructure
Endowments
Training of Teachers/ Staff

a. Academic
b. Skills and Tools
Expertise Sharing
Transportation and busing

Scholarships and Student
Development Programs
Professional
Others
PA
R TNERS
einforcing Resource Generation and
Mobilization and Connecting to the Community

Identify Potential Partners List of Potential Partners Identification Tool
Partners Stakeholder Analysis
Connect to the Community
Ensure Match Between
Schools’ Needs & Partners
Potential
Plan for Resource Resource
Mobilization Mobilization Plan
6. Identify Potential Partners

After determining the resources needs of the school and the objectives of
partnership translated as a menu of investment, the next is thing to do is to identify
potential partners. You would find it helpful to have the menu with corresponding
potential partners that will address those needs as well as a directory of the current
and prospective partners based on the identified current and future needs of the
school.
ThenAfterwards, check to see if there are potential partners in the community that
conduct or are interested in causes related to education that may invest in any item
in your menu. In community benchmarking, for instance, if a particular good or
service is needed, you can look first to businesses in the community that provide
that particular good or service, if there are any. Also, you can connect toYou may
also connect with organizations interested on a cause that fit the needs of the
schools or reach out to involved parents of students for ideas and relationships they
have developed that will benefit the school.
Below are some data you should gather for partnership strategy development using
the Partners Identification Tool.
Table 45. Partners Identification Question List
Information Remarks
What is the nature of the business or organization?

What are its priorities or causes it support?
What is the expertise of this business or organization that

can support the required areas?
Is it already a partner of other educational institution?
Are they already involved in any community or school
activities?
How do these potential partners interact with the
community?
Do they have previous or current issues within or outside
of the community?
Who to approach?
Is there anyone in-charge for of the organization’s
communications? Or do you have connection inside the
organization?
What are the capacities of the organization?
Are they stable and financially healthy? Or are they now in
some form of restructuring or recovering?
(Adapted from Compassion Capital Fund National Resource Center, u.d.ndated)
In identifying potential partners, it is important that you analyze the key actors or
stakeholders that you intend to partner with. In analyzing the stakeholders,
determine their influence, how they can contribute and find out if there are barriers
for their effective partnership, and provide the strategies or solutions so they can
engage with DepEd. Table 9 6 provides the step by step approach for analyzing your
stakeholders.
Table 56. Stakeholders Analysis Tool
Stake- Line of Contact Impact Influence Importance How can How Strategy
holders Business Person (How (How to Stake- the stake- can the for
Name and much much holders holders stake- engaging
Contact does the influence contribute holders the stake-
Details project do they to the block holder
impact have over project the
them? the project
Low, project?
Medium, Low,
High) Medium,
High)
Note: The scoring of impact follows the Scoring Rubric below (Adapted from Create a
Basic Prioritization Framework. Optiverse, undatedu.d.)
Impact 3 2 1
Component High Impact Medium Impact Low Impact
Motivation Project will generate Project will generate Project will generate
high internal motivation motivation and motivation and
and momentum momentum only at the momentum at the
school level classroom level
Implementation Project will be Project will be Project will not likely be
implemented implemented in the near implemented in the near
immediately future future
7. Connect to the Community

Not all education partnerships have to be initiated by the principal. School staff,
teachers, and the local Parent-Teachers Association are equally aware of the needs
of the school and students, that is,which means they can help identify and/or seek
out possible partnership opportunities as well. DepEd officials should empower
school officials and staff, teachers, volunteers, and parents to help systematically
identify and approach the potential partners. Employees at every level of an
organization should be encouraged to share their insight on potential networks, and
to volunteer to play ain playing a role in shaping and implementing partnership with
the school. However, all actions should be within the resource mobilization plan and
included in the SIP.
One way for DepEd and its school officials to lay the groundwork for partnerships is
to connect to the community. You should keep the members of community, most
especially the parents, informed of the potential partnership. You should provide the
community an opportunity to review and contribute, a chance to comment and even
participate if appropriate. While this is already done through the PTA and SGC, an
innovation is to go outside the community to determine other revenue resources
that could be mobilized. By doing this, donor fatigue among local community
members can be avoided.
Networks of these people can also be a helpful resource in this effort. Just ensure
that the concerned DepEd official is made aware of any discussions that are taking
place and is able to provide input as the partnership is developing. Positive
communication and support of staff-initiated partnerships are also important.
Education decision-makers should also ensure that school personnel are aware of
the school’s core values so they seek appropriate partners.
Below are some ways of identifying potential partners and how you can connect to
the community.
 Network with professionals. This could be parents within your PTA
organizations, academics, experts, and other professionals within in the
community who can serve as resource speakers, coordinators,
consultants, or service providers. They can also have connections to other
individuals or organizations.
 Survey the area. An enterprise or organization within the vicinity of the
school can give an easy access for suitable partners and they may be
interested to be partners. One way to survey the area is to walk around
your community.
 Identify current and potential partners. Review who are already involved
in the school and assess the relationships of the school to with them, then
from the stakeholders analysis, identify the potential partners.
 Be updated. Always know what is happening to the community, there
may be a new groups, businesses, or organizations in your area. Give
them a welcome message to build rapport. It is important to network
with the LGU particularly those from the Business Permits and Licensing
Office (BPLO) as they know and can give records of existing, new and
potential businesses in the community.
 Participate. There could be different activities that the local government,
business organizations and other groups are planning to conduct.
Participate in any of this since this is also an effective good way to build
networks.
8. Ensure a Match between the Schools’ Needs and Partners’ Potentials

Support from potential partners can be solicited provided that the identified needs
match the latter’s priorities, expertise, and the causes they support. In each case, the
school and partners should work together to ensure that the partnership goals are
achieved.
The identified resource gaps will help you know what resources you must generate
and mobilize necessary to implement the programs, projects, and activities. It is
important to evaluate the match between the school and potential partners and be
confident that the priorities in support of the partnership are closely aligned. The
alignment is essential to the decision to move ahead, to build a strong relationship,
and to the ultimate success of the partnership. From the profiling of partners and
stakeholders analysis with the menu of investments, the matching can be made.
9. Plan for Resource Mobilization
After the matching, you can proceed to the planning for resource mobilization.
Below is the Resource Mobilization Plan tool which can be used to determine the
area for mobilization:, what the strategies are, objectives, success metrics, who are
responsible, the resource requirements, the incremental revenues that can be raised
from the identified strategies, and the timetable.
Table 67. Resource Mobilization Plan
Area for Strategies Objectives Measures/ Office/Person Resource Increase in Timetable

Mobilization and Activities Indicators Responsible Requirement Revenues
s
PAR
T NERS
aking on the Partnership

Draft a Partnership Partnership Proposal Partnership Proposal/Plan
Proposal Project Details and Specifications
Engage the Partnership DO 40 s2015
Partners Agreement
Provide Training for Technical Assistance Individual Competency Profile
All Involved Parties and Capacity Building
Often, it is DepEd that provides the rules on who to partner with, what to partner for
and what resources to generate from the partner. Thus, what happens is only those
who are willing and those who can comply with a certain law gets to be engaged.
Taking cue from the famous investor Benjamin Graham, “how your investments
behave is less important than how you behave.” In other words, what is important
for the investor needs to be matched with what is important for DepEd. Partnership
is in essence mutual.
10. Draft a Partnership Proposal
A partnership proposal is an intervention to provide additional resources from
partners to enrich the education experience (The Council for Corporate and School
Partnerships, u.ndated.). You should introduce the idea of partnership before
coming up with partnership agreements regardless of whether the school or
potential partner takes the lead. In addition, you will find it useful to provide the
potential partner with a written proposal for their consideration. The details
required will vary depending upon the size and type of the partnership. For instance,
if the business partner is a large company or a foundation, you must first submit a
written proposal, then communicate with the potential partner (letter, call, e-mail)
and request for a meeting to discuss the partnership and its terms.
On the other hand, if the partner is a small business and the partnership is of limited
duration or project type, a simple letter of request may suffice.
It is important to find the right partners that will help address the resource gaps you
identified. To do this, you need information that can aid in making decisions on
presenting partnership plans to identified potential partners through the use of the
partnership proposal.
Below are two templates for the crafting of partnership proposals. The first template
is a summary of the project that will encapsulate necessary information in one page
only for easy reference of the potential partners. The second template provides
further details which can be the attachment of the partnership proposal. It contains
the funding items from the SIP and/or other plans.
In submitting the partnership proposal, it should also contain a cover letter. Thus, at
a minimum, three pages comprise the partnership proposal.
Table 78. Partnership Proposal
Structure Content
Information Identification of the problematic situation

Presentation of facts
Project Description Description of the project
Identification of the project components and deliverables
Cost Detailed costing
Mechanics for Partnership Identification of partnership type

Identification of partner’s responsibility
For the second tool in preparing a partnership proposal, Table 11 9 shows the
template to include the project’s details.
Table 89. Project Details and Specifications
Program/Project/Activity
Objectives of the Partnership
Required Skills and Expertise
Description of Work to be Carried out by the
Partner
Type of Partnership to be Sought
Timetable
11. Engage the Partners

After the analysis of partners and determining a shared vision of success, both
parties should work together to establish a partnership agreement that works for
both the school or office in DepEd and the partner organization. Establish a formal
(and written) management structure with assigned specific individuals to manage
the partnership to ensure accountability, provide quality control and monitor
alignment with partnership goals. The partnership sought should guide the type of
partnership agreements to be made which in this case should not be limited to a
MOA (see typology of partnerships for reference).
Engagement with partners does not end by just sending partnership proposal to
them. Setting an appointment and the actual meetings bring forth the results of your
preparations. Just like any other organization, your potential partners have their own
schedules and activities, thus, time and effort in engaging them is essential in setting
an appointment. This is your key opportunity in discussing with them your
partnerships proposal. Below is a diagram showing the concepts on setting an
appointment.
Diagram 1. Setting An Appointment with Potential Partners
It is also important to note that even if there is already a verbal agreement with a
partner, it is wise to put the agreed-upon terms in writing before proceeding. Once
you have set an appointment with them, holding the actual meeting is your best way
to forge a partnership. The following are the objectives of an actual meeting:
1. Establish credibility to your potential partners.

2. Gain their interest by mentioning relevant information about their business.
3. Build rapport with them.
4. Validate the information in your Stakeholders Analysis Tool.
5. Gather other information needed to forge your partnership.
6. Negotiate the terms or mechanics for partnership.
7. Forge the partnership agreement with the potential partners.
8. Discuss the next steps for the partnership forged.
The diagram below shows the step-by-step process in the actual meeting.
During the introduction, you may do the following:
1. Offer a handshake.
2. Introduce your name and position.
3. Give business card.
4. Get the name and position of the contact person.
5. Refer to previous meeting or telephone conversation.
Then, state the rationale as this sets the tone of the meeting and will give the
potential partner an overview of the meeting, possible gains of the potential partner,
and the actions that will follow. After which, you may proceed in the presentation
and discussion of your partnership proposal. It is material that you discuss the
essential details of your partnership so there will be clear role delineation and terms
among the parties. This also includes the validation of the information that you have
gathered about the potential partners and identification of their decision-makers,
decision-making process, requirements and concerns for partnership.
Engaging partners and forging partnerships should be done with due diligence and
prudence so you have to take note of some laws and policies listed in the table in
below or any rules and regulations related to the area of partnership.
Table 1110. Policies to be considered in Partnering
DepEd Order No. “Child Protection Policy” (Policy and Guidelines on

40, s. 2012 Protecting Children in School from Abuse, Violence,
Exploitation, Discrimination, Bullying and other forms of
Abuse)
DepEd Order No. “IRR of RA 1062, the Anti-Bullying Act of 2013”
55, s. 2013
DepEd Order No. “Prohibition of all forms and manner of cooperation or
6, s. 2012 partnership with the tobacco industry in all areas of the
country”
DepEd Order No. which discourages school officials from partnering with
80, s. 2012 companies manufacturing milk and infant formula
products
DepEd Order No. on the commercialization of schools which prohibits the
39, s. 2009 appearance of any form of institutional endorsement by
DepEd for any commercial product or service within
school premises in exchange for any school-industry
partnership
Article 218 and Special Parental Authority and responsibility of schools,
219 of the Family administrators and teachers
Code
Republic Act 8525 The Adopt-A-School Act of 1998
and other related
DepEd Issuances
Republic Act 7877 An Act Declaring Sexual HarrassmentHarassment
Unlawful in the Employment, Education or Training
Environment, and for Other Purposes
Relevant labor laws and issuances especially in the fields of internships,
apprenticeship, on-the-job training and others
12. Provide Training for All Involved Parties

“Competencies can be developed and roles can change over the lifetime of a
partnership. The more each individual can develop their competencies and take on
new tasks, the more they will feel engaged and valued within the partnership.
Partnerships can work well because they provide new opportunities and allow
individuals to get ‘out of the box’ of their day-to-day operational style.” (World
Health OrganizationHO, u.ndated.).
This reflectsThe statements reflects that determining what types of training might be
needed can help ensure the success of the partnership. To identify trainings to be
provided, an individual competency profile is designed to identify the learning needs
of DepEd officials. This instrument is a self-rating assessment regarding your
knowledge, skills, and attitudes on establishing education partnership. Your response
will point to any learning needs. Moreover, through the information you provide,
you can also plan training and develop learning programs.
In using the Individual Competency Profile tool, please rate yourself and your staff on
the items listed by encircling the appropriate scale:
Table 93. Individual Competency Profile
Scal Description
e
1 Unaware. Does not recognize this knowledge or skill dimension.
2 Aware. Processes knowledge and is familiar with concepts, but has not
applied them to a real situation.
3 Functional. Regularly applies knowledge or skills to routine situations,
occasionally requiring guidance.
4 Proficient. Exercises a breadth of knowledge and skills to address complex
situations without guidance.
5 Expert. Coaches and supports others utilizing breadth of experience or
specialized depth of expertise.
Name:
Position:
School/Division/Region:
Number of Years in DepEd: Number of Years in the Position:
Competencies Assessment of Current Necessary Interventions

Competency for Improvement
Competency Area 1: Knowledge
Strategic/Critical Thinking 1 2 3 4 5
Financial Literacy 1 2 3 4 5
Competency Area 2: Skills
Collaborative leadership 1 2 3 4 5
Political Savvy 1 2 3 4 5
Teamwork 1 2 3 4 5
Research/Profiling 1 2 3 4 5
Competency Area 3: Attitude
Influencing and Negotiating 1 2 3 4 5

Leveraging 1 2 3 4 5
Facilitation 1 2 3 4 5
Entrepreneurial 1 2 3 4 5
(Adapted from the Partnership Academy, u.ndated.)
Knowledge
Strategic/Critical Thinking - Formulates effective strategies consistent with the
business and competitive strategy of the organization in a global economy; examines
policy issues and strategic planning with a long term perspective; determines
objectives and sets priorities; anticipates potential threats or opportunities.
Public Financial Literacy- It is a widely recognized competency not only for
administrators but for everyone. Key among the competencies required are
awareness, knowledge and understanding on purchases, price and money
transactions. Confidence and motivation in managing and budgeting income,
expenditures and revenues. Public financial management (PFM) knowledge such as
rules in accounting, budgeting and auditing are basic. The lack of clear understanding
on the basic of PFM makes the DepEd officials avert the responsibilities embedded in
partnership and resource mobilization accountabilities.
Skills
Collaborative Leadership - Enables people to join together from different units or
organizations to accomplish a task that none of them could accomplish individually;
leads as a peer, not a superior. The partnership environment in the DepEd
encourages and facilitates cooperation, pride, trust, and group identity; fosters
commitment and team spirit towards mission accomplishments; works with others
to achieve goals and realize a sense of shared accomplishments and rewards within
the very rigid and hierarchical culture inside DepEd. The partners will have
indifference if each will pursue its own agenda that is not mutually inclusive.
Political Savvy (Leadership) - Individual identifies the internal and external politics
that impact the work of the organization. This is needed when all the DepEd officials
deal with the LGU as a political organization. There are cases that abound on the
difficulties of DepEd officials caught in the political crossfire and conflict. Approaches
each problem situation with a clear perception of organizational and political reality,
recognizes the impact of alternative courses of action. You work within the
environment (culture, process and system) of your partner organization such as the
LGUs, and convince them to your (DepEd) goals.
Teamwork - Encourages and facilitates cooperation, pride, trust and group identity;
fosters commitment and team spirit; works with others to achieve goals.
Attitude
Influencing / Negotiating - Persuades others to accept recommendations,
cooperate, or change their behaviors; works with others towards an agreement;
negotiates to find mutually acceptable solutions. You are an influencer to reach
DepEd goals in your office. Part of the influencing is the presentation skills necessary
to convince the partners to invest in education. Prior to the presentation, the DepEd
officials should be able to craft project proposal that will technical convince partners
of the education requirements that they may invest on.
Facilitation – The leader carries out a set of functions or activities that enables
others to self-manage to meet common objectives. The tasks of managing
partnerships require individuals that provides non-directive and non-controlling
leadership to help others arrive at decisions that are its task. Assists and guides
without controlling. Both the national and the regional offices are enabling and
facilitating offices for partnership. They carry the brunt of encouraging the divisions
and schools for an aggressive campaign to engage stakeholders. There are those who
suggest that a third party consultant be hired so as not to offend DepEd colleagues,
but it is important to create an open environment for enabling peers so that partners
will see through the empowering process happening in DepEd as a result of the
partnership process.
Leveraging - Builds the sense of a team and culture that understands the importance
of partnership work within DepEd, embraces the value added by doing work in
collaboration with the partners and continually acknowledges the importance of
each colleague’s contributions and shared resources to the Partnership.
Entrepreneurial - Identifies opportunities to develop and market new products and
services within or outside of the DepEd. An entrepreneur is someone who sees
opportunities in what he/she is doing and is willing to take risks; initiates actions to
achieve a recognized benefit or advantage. The entrepreneurial spirit need to be
translated into behavior and attitudes that go beyond rules but rather results.
PART
N ERS
etworking the Partners into a Convergence for the
Community

Establish Common Ground
Trust-building
Ensure a Shared Vision of
Success
Harmonize Commitment Local Stakeholder
and Support Convergence
Partnership seeks to build multi-issue, trans-disciplinary and mutually inclusive

network to catalyze and accelerate the community to a broad reform of education.
This situation is desired as contributing to a cohesive and dynamic convergence of
education and partners across the country.
13. Establish Common Ground

Establishing common grounds between DepEd and the partner is key to an effective
network. This common ground should be aligned to the community for an effective
convergence. While all partnerships should be driven by what is best for students
and the schools, in seeking partnerships, you should always remember that most
successful relationships offer “win-win” for all.
You should determine what the partners can contribute in the SIP or your education
plans and the menu of investments. Discuss and plan partnership activities with your
partners and make sure they are engaged in the planning process of activities,
programs or projects to promote ownership and accountability. Entertain their ideas
and suggestions and look where you can meet half way. These should be a mutual
undertaking wherein both goals are achieved and not only DepEd’s.
When the potential partners initiate the partnership, they may have something in
mind as to what assistance they want to provide. Still you should come prepared to
discuss the needs of your school based on the needs assessment conducted earlier
but if the partner has a plan that they would like to discuss, allow them to explain it
first and process what is being proposed. t Then adjust your plans as the situation
requires. accordingly but But you you can may also propose and negotiate the
specifics in toorder to meet the objectives of the school and the partner— then it is
a win-win situation for both. After the negotiation is the time to develop a
partnership plan where both partners are involved in crafting.
In both cases, the action of those who will initiate the plan should be within DepEd's
policies and priorities.
14. Trust-building
Trust building is a necessary ingredient for any partnership. Partnership is a joint
venture that requires sharing of purposes, investments, benefits and risks. The level
of trust needed is directly proportional to the scope of the shared venture. Thus, it is
always good to develop relations with the potential partner by building trust first,
before soliciting assistance (programs, projects and activities) to ensure a shared
success. This is because many of the interventions are very straightforward and
direct already to the desired path of DepEd and not of its partners. In addition,
making sure that partnerships are reflected in your transparency boards, inventory,
book of accounts, reports and other platforms helps establish trust not just between
DepEd and the partner but also with other stakeholders.
15. Ensure a Shared Vision of Success
Mutuality is key in ensuring success. The plan should provide success metrics as
indicators. The partners should clearly define and understand the goals of the
partnership from the outset. In doing this, the partners should express their needs
and desires in order to determine the goals of the partnership so as to assess its
effectiveness and quantify the goals. For example, one goal might be to increase
number of students who will be employed in a span of one month after graduation.
16. Harmonize Commitment and Support

Harmonizing commitment and support among your partners better help your school
or office in addressing resource gaps as well as implementing your PAPs. Mustering
collective impact among the partners has become a must among partnership.
Various competing businesses can work together for education purposes. Pulling
together all projects and programs into one education menu will create a broad
collective impact that will propel the schools to engage the partners. Brigada
Eskwela and projects of this sort is an example. Thus, convergence activities among
your partners may also help them network and learn with other stakeholders in
terms of partnerships, program implementation and other practices. In this way, you
are also building a community of supporters for education among your existing
partners.
Below is a sample procedure and activity design in organizing a Local Stakeholders
Convergence, which may be done at either the school, district, division or regional
level.
Table 1312. Sample Preparatory Procedures for Local Stakeholders Convergence per
Thematic Area
Thematic Needs/Issues/ Actions to be taken for Local Stakeholders
Area Challenges/ Convergence
Aspirations Pre During Post
Accurate and Validation and Prepare, Harmonize
updated data on updating of data categorize and provision of
Access on learners and present services
Categories of crucial learning purposive data (generation of
education resources in a to pave the way outputs, putting in
services provided database for targeting, place M&E system,
Access resource data gathering for
Inventory sharing and success measures
services technical or indices)
provided assistance
Coordinate with
concerned Presentation of
stakeholders best practices
Quality A. Performance Gather all and models
Indicators accurate data through
B. Intervention related to exposition
programs students and
C. Instructional teachers Drafting of plans
Materials performance
Data
D. Research
Governanc Data gathering
e on governance
data
1. Accreditation
(SBM-
PASBE/CSC
Analyze the
HRM-PRIME
gathered
2. Awards and
recognition on where
received services will be
Sort and
3. Transparency provided (the
prioritize data
, Ethics and number,
for presentation
Accountability timelines and
4. Regulatory personnel
Services for responsible)
Private
Schools Discussions on
5. Partnerships the M & E
6. M&E results system adopted
Table 143. Sample Activity Design for Local Stakeholders Convergence

1. Converge with internal and external stakeholders to discuss on critical
issues of basic education
1.1 Report on the accomplishments of education
1.2 Review agencies partnership vis-s-vis its contributions to each
thematic area
1.3 Orient the stakeholders on the current issues and challenges of the
Program
education
Objectives
2. To benchmark the best education practices and successful model of
different divisions with their stakeholders
3. To recognize the contributions of stakeholders, promote and strengthen
commitment for better delivery of basic education services on access,
quality and governance
4. To formulate plan of action to address the gaps of current education
status
Duration 1 day or according to the need and scale
1. Division Officials
2. PSDS, School Heads and Teachers
3. POs, CSO’s, NGOs
Suggested 4. PTA, SGC
Target 5. NGAs (All concerned agencies)
Participants 6. LGUs (Governors, Mayors and Barangay Captains and Chairman of
Education Committee)
7. Prospective/Existing Partners/Community Members
8. Student Leaders
Target Date As appropriate
1. LGU Local Chief Executive to set tone for the activity
2. Presentation of the state of education (current status, accomplishments,
Program
best practices, challenges and presentation of recognition) by the
Components
School Head/ PSDS/SDS/RD or any other capable personnel in the
office
3. Grouping for plan of action
Strategies 1. Talk shows/panel discussions
2. Gallery walk of best practices
for
3. Video presentations of both successful and challenging stories
Presentation
4. Testimonies and sharing of innovations
PARTN
E RS
stablishing Shared Ownership of Partnership

Communicate Proactively Communication Plan
and Strategically Publicity Promotion
Generate Feedback and Implemented Program/s
Inspire Participation Reports
17. Communicate Proactively and Strategically

Communication plays a key role in establishing shared ownership of partnership
among partners. It is not enough to merely establish the need for partnership to
motivate teachers, parents, and employees to participate. A concerted effort should
be made to build support among employees throughout the school as well as with
the partners. This can be achieved by making certain staffs at all levels are informed
about the partnership and are given an opportunity to provide input. With them
being actively involved and supportive, they will feel vested in the partnership and
will help ensure a positive outcome.
On the other hand, depending on the size and type of the partnership, it can be
helpful to establish detailed communication plans to keep all interested parties be
informed of partnership news and updates. Through these communication plans and
guidelines, in varying degrees, you can identify the communication tools best suited
to the partnership and a schedule for using them. Possible communication tools
include articles and updates on Websites and in newsletters, e-mail, social media,
personal/official letters/memorandum, events, etc.
You can also reach out to the local media as it can be very effective in announcing
the partnership, promoting an upcoming event, reporting a successful outcome, or
spotlighting ongoing activities.
Below is a sample communication plan to ensure that you provide key messages to
appropriate audience.
Table 1314. Communication Plan
Prime dates,
Audience Key Message Content occasion, and Platform
time periods
Who should we What do we How exactly When is the Where should
reach? Who want to say? should we say most we deliver the
are the primary What do we our key appropriate message? What
people want the message? How time to deliver methods should
concerned? audience to do we frame the message? we employ?
Who should understand? what we want to How long (Social media,
know about this What do the say? How do we should we text blast,
first? audience need make our promote it? informal
to know? audience agree discussion,
with our meeting, etc.)
message?
18. Generate Feedback and Inspire Participation

Regardless of the level at which the partnership is formed, make certain that the
upper levels of DepEd management are informed and on board, and that this
message is communicated to all levels. In order to maximize support, it is critical that
all stakeholders at all levels be informed about the partnership and be encouraged
to participate. Providing regular updates and recognizing participants will help
maintain enthusiasm and further promote shared ownership and a culture of
contribution.
To inspire participation, there is a need to target emotions of the donors. Then,
theyOnly then that they will see themselves as partners. The recipient should also
think of ingenious and innovative ways on how to minimize resource gaps even
without donations. The result of this initiative will in itself inspire prospective donors
in donating to the schools.
Lastly, it is crucial to note and recommend areas for continuous improvement as well
as best practices from the realization of the partnership programs/projects/activities
with them through your School Report Card.
PARTNE
R S
ecognizing and Celebrating the Partnership

Identify Partners’ Communications Checklist
Motivational Needs Selection/Awards Criteria
Thanksgiving and Awards/Recognition Media/Recognition Tool
Awarding Incentives
19. Identify Partners’ Motivational Needs

Publicizing your partners is one of the best ways to recognize them. At the same
time, it is a good way to keep the parents and the community aware of all the efforts
and initiatives the school is doing for the students.
You should be creative in thinking of ways to recognize your partner’s contribution.
From the school’s perspective, at the bare minimum, a letter of thanks from the
principal to the business owner is always appropriate. It also provides the school
with a chance to report on the partnership’s accomplishments. From a business
perspective, employee newsletters, fliers and ongoing media outreach can be
effective channels for sharing the success of the school partner, and of the
partnership in general. It is also advantageous that the school upload the newsletter
online and publicize it in social media sites.
Special activities can also be an effective venue for raising visibility of a partnership’s
success. If a school has had multiple partners throughout the year, one approach is
to have a Business Appreciation Breakfast/Lunch/Dinner in whichwherein all
partners are invited and recognized. Locally elected leaders can be invited to join
and offer remarks, raising the profile of the event and enhancing the chance of
securing media coverage.
If the school official is a member of any business organization, he or she could offer
to speak at one of the organization’s meetings in order to highlight a particular
partnership. Internally, the school should include words of appreciation for their
partners in their bulletins and newsletters to staff and parents.
More so, you may also conceive a creative name of an award, which may be
formulated through a committee, who shall set guidelines and criteria for the
recognition.
Table 1015. Communications Checklist
Potential Audiences Communications Options Potential Messages
International organizations Publications

National Government Agencies Written case studies, publications
LGUs Popular Messaging, Tarpaulins,
public meetings, peryodikit, High
profile events, public meetings
NGOs Social Media, public meetings
Community group (s) Site visits, conversations,
Private Partners Social Media, print media,
announcements, letters, High
profile events, newsletters, school
publications
Academic institutions Newsletters, written case studies,
publications, technical journals
Policy makers Video/DVD, newsletters, letters
20. Thanksgiving and Awarding
Thanking your partner is also an important part in keeping the partnership strong.
Here are some ways you can thank your partners:
Table 1116. Media/Recognition Tool
Media/Recognition Content
School Newsletters Articles about how they contributed to the school;

accomplishments as a result of their contribution
Notes, cards, drawing, or photos Thank you messages done by the students
School events invitations Getting to know the partners
School mementos or souvenirs School t-shirts, pens, mugs, and calendars with the
event highlighted
Thank you events Give them certificates or plaques (done by students)
as a form of appreciation
Community Involvement Award Annual celebration recognizing all the hardworking
business/community partners, mentors, parents and
volunteers, who spend their time and provide
resources to support students and school activities
throughout the year
Outstanding Partner of the Year Set of criteria in the selection are level of commitment,
Awards demonstrated support for school improvement and
– Outstanding District Partners student achievement, and effective use of resources
– Outstanding Community Partners that provide meaningful program activities.
Tax Incentives As provided by RA 8525 and Revenue Regulations
10-2003, completed documentary requirements must
be made available to partners to facilitate their claims
to the Bureau of Internal Revenue through the DepEd
Central Office-External Partnerships Service.
PARTNER
S ustaining the Partnership

Shared Monitoring and Evaluation M &E Tool SMEA/DMEA/RMEA
of the Partnership Progress Evaluation Reports
Assess the Impact of Partnership Impact Assessment Research
Knowledge
Management
Establish a Partnership Oversight Oversight Structure Oversight Structure
Structure in DepEd Tool
Innovate Policymaking through Innovative Policies
Linkages
Create a National/ Local National/Local
Partnership Think Tank in the Partnership Think
DepEd Tank
21. Shared Monitoring and Evaluation of the Partnership Progress
Consider how the partnership activities will be monitored while they are in progress.
You should determine who will do the monitoring and how often. If possible, link
monitoring of the partnership to data collection that is already being done on a
regular basis. It is critical that this process be shared with the partners.
In this process, you should conduct regular evaluations that include data collection
and analysis to determine accomplishments, strengths and weaknesses of the
partnership. The regularity and degree of a partnership’s evaluation will vary greatly
depending upon the size and type of partnership. For the larger and ongoing
partnerships, monitoring and periodic evaluations are essential and will help keep
everyone focused. For limited term partnerships of a smaller scale, informal
monitoring is probably sufficient.
Every partnership – regardless of size – should end with a joint review of the
partnership goals to determine whether the desired outcomes are achieved. The
School/Division/Regional Monitoring Evaluation and Adjustments is a good start,
however inclusion of the partner is ideal as far as the partnership is concerned.
22. Assess the Impact of Partnership

Students should be the ultimate beneficiaries of all partnerships. It is therefore
critically important that an assessment of the partnership’s expected outcomes be
conducted before it takes effect in order to ensure a positive impact on students.
This can be achieved by informing all relevant parties of the proposed partnership
and giving them an opportunity to discuss the pros and cons, and to provide
feedback. It is important to go back to the objective of the partnership, your baseline
data and see what happened in accomplishing it. This is also a good start for
Knowledge Management strategy where you “create, capture, enhance and reuse
knowledge to achieve organizational objectives” (ADB, u.ndated.)
23. Establish a Partnership Oversight Structure in DepEd

Establishing an oversight structure in each governance level ensures accountability
on assessing the impact of partnership. In establishing an oversight structure, you
can include school officials, teachers, parents, students, and members of the
community. Effective and thorough communication prior to the implementation of a
partnership is critical to its long-term success.
Both the school and the partners should name a primary contact for the partnership
who can serve as a point person for any issues that arise, for monitoring and
evaluations, and ultimately for ensuring that the partnership goals are met. At the
school, the contact person could be the principal, another school official, or even a
parent or volunteer. For the partners, they can assign, or usually they have, a person
or division responsible for managing partnerships.
Table 1517. DepEd Partnerships Focal Persons/ Oversight Structure
Governance Level Partnerships Focal Person/Oversight Structure

Central Office External Partnerships Service
(Private Sector Partnerships Unit, Government and Community
Partnerships Unit and International Cooperation Office)
Regional Office Education Support Services Division
(Regional Partnerships Focal Person)
Division/ District Office School Governance and Operations Division

(Social Mobilization and Networking or Monitoring and
Evaluation Section / Division Partnerships Focal Person/
SEPS/EPS-II)
School School Head/ School Partnerships Focal Person
(includes oversight for Brigada Eskwela, Adopt-A-School
Program and all other partnership programs and projects)
Table 1618. Oversight Structure Tool and Role Delineation
Functions Central Office Region Division District School

Needs Analysis Prioritization of needs Consolidation and validation of Identification of
identified school needs school needs
Forming Develop indices Profiling of potential regional and Profiling of potential

partnerships and policies for division partners community partners
potential partners
of DepEd
Revenue National revenue Regional revenue databank Prepare and list of
Mobilization databank business firms
Policy for mobilization of resources Planning for Mobilization of resources
(e.g. similar to situs law where those
businesses located in an area gets a
larger share)
Focus on Policy for fees and charges for DepEd Identification of resources
supranational resource use (buildings, halls, etc.) for possible imposition of
and fees and charges
international
agreements for
downloading of
grants
Ensuring Advocacy and Integration of partnership activities in Identification of core
partnership is in convergence the school calendar and in the partners partners values and
the schools and programs for organization matching it with school
partners partners programs and activities
organization
Partnerships Coordination of compliance and completion of Implementation and
Implementation commitments transparency of
partnership programs and
projects
Revenue National policy Region-wide Division-wide Development of allocation
distribution (Who development consolidation and allocation policy priorities and policies
gets how much?) standardization of development through the 3-year School
all allocation Improvement Plan (SIP)
priorities and
policies
Monitoring and Conduct of monitoring and evaluation activities Documentation and
Evaluation reporting of the results of
partnership programs and
projects
Validation of partnership programs and Submission of Tax
projects covered with tax incentives incentives claims
and applications
Partnership Policy FormulationPolicy Interpretation Policy Policy Implementation
Policy Communication
Technical Conduct of technical assistance and capacity building Conduct of learning action
Assistance and activities cells for partnerships
Capacity
Building
24. Innovate Policymaking through Linkages

Linkaging with local legislation bodies such as the Philippine Councilors League (PCL),
the League of Municipalities of the Philippines (LMP), the Leagues of Cities of the
Philippines (LCP) to name a few, is important for innovative policy making at the
community level. Discussions with the PCL, LMP and LCP at the national and
federation levels need to be initiated for education policy concerns. This includes the
formulation of a local tax credits ordinance for business supporters and donors in the
community and other local policy support for partnerships.
Likewise, discussion on the maximization of the use of the SEF, looking at it from an
economies of scale context similar to the 20% Development Fund of the LGUs. This
and other innovative forms need to be studied carefully by the EPS at the national
level.
25. Create a National/Local Partnership Think Tank in the DepEd

The creation of a national partnership think tank will provide DepEd with the
innovation and creativity in building, managing and sustaining partnerships. Local
think tanks are also encouraged to be established. Part of their responsibilities is to
explore mechanisms by which resource gaps will be filled in. An example is the
creation of a national reward system for LGUs with outstanding SEF and education
programs in cooperation with DILG. This reward system is similar to the Good
Housekeeping Program of DILG but identified as best practices in the education
sector. This will create ripples of changes in the way the SEF and LSB is managed as
LGU officials will take pride of their education programs and policies. They can also
serve as national online coaches and mentors. As for the Private Sector, convergence
committees on key intervention areas may be formed through the NGOs, CSOs and
Corporate Foundations consortiums.
Bibliography
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Private Sector to Strengthen Basic Education in the Philippines. Retrieved from
http://philippines.embassy.gov.au/mnla/MR101007.html
Bradley, Jeremy. What is Resource Gaps Analysis?
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Carver, G. (n.d.). The Philippines: a public-private partnership for educational development.
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ve_developpement/PDF/SPD20/PSD20_Gordon_Carver_UK.pdf
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Capacity Builder's Resource Library. Retrieved from Partnerships: Frameworks for
Working Together:
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Cunningham, L. C., & Tedesco, L. A. (2001-02). Mission Possible: Developing Effective
Educational Partnerships. Journal of Higher Education Outreach and Engagement,
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http://www.fape.org.ph/articles/view/24
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Malik, A. (2012). Governance, Transparency and Accountability. Retrieved from
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ramework
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articles/2014/05/15/1323214/australia-and-philippines-best-partners-education
II. Field Validation Study and Consultation Visits
on Partnerships
A. Methodology
The development of the partnerships framework and manual is a result of the

national validation study for the organization, development and management of a
partnership manual for various stakeholders and sectors such as the iInternational
Oorganizations (IOs), National Government Agencies (NGAs)/ Government Owned
and Controlled Corporations (GOCCs), Non-Government Organizations (NGOs)/ Civil
Society Organizations (CSOs), Local Government Units (LGUs), communities and the
private sector.
A total of 112 randomly selected respondents served as key informants for the
study. Respondents were selected by geographic sampling of 1st to 3rd and 4th to
6th class local government units. The breakdown of respondents is as follows: 67
respondents from DepEd (60%), 21 from the private sectors (19%), 16 from the LGUs
(14%), and 8 from the community or (7%) of the total respondents. Annex 1 shows
the summary list of respondents and the schedule of meetings for the data gathering
which ran from second week of November 2016 to last week of February 2017.
B. Conceptual Framework of Analysis
In the preparation of the manual, three major variables of partnership were

assessed: (1) collaboration, (2) performance of partnership, and (3) the governance
of partnership as shown in the conceptual framework shown below.
Institutional mindset for partnering
Collaboration Policy for partnering
Framework Capacity of partners to supply the agreements
Shared goals
Demand for partnership

Performance
Motivation to partner
Framework
Partnership that worked and did not work well
Actors engaged for partnership

Strategies of partnership
Values of partnership
Governance
Approaches of partnership
Framework
Benefits in partnership
Coordination, decision making and monitoring of
partnership
Figure 2. Conceptual Framework

C. Assessment of the Initial Framework of the External Partnerships Service
The figure below represents the integration of the legal bases, partners, goals,
measurements, functions, and thematic areas of the External Partnerships Service
Framework initially adopted in DepEd.
Legal RA RR 10 DO 24 DO 19 DO 25 DO 29 DO DO 52 DO 24
Bases 8525 - 2003 S2008 S2010 S2013 S2013 S2015 S2015 S2016
Partners IOs NGOs Communities NGAs/ LGUs Private
GOCCs Sector
Goals Alignment Growth Sustainability
Measures - Policy Guidelines - Support to DepEd Outcomes - Number of partners
- Embeddedness - K-12 Program SHS - Number of agreements
of structure - Program for hard to reach - Amount of resources
- Capacity Building learners
of DepEd and - Needs arising from emergencies
School Officials - Needs not addressed by DepEd
resources
Functions Partnership Resource Policy Database Capacity Building and

Generation Formulation Management Technical Assistance
Thematic Access Quality Governance
Areas
Figure 3. Integrated Components of the External Partnerships Service Framework of DepEd

Source: Various DepEd presentation materials and documents on external partnerships
Using the initial framework, the following challenges/issues were identified:
1. Issues in the Thematic Areas Identified (Access, Quality, and Governance)
i. What is in it for the Partners?
The thematic areas of Access, Quality and Governance and the goals of Alignment,
Growth and Sustainability are actually education-related rather than partnership
thematic areas. Further, the present partnership goals are actually not goals of a
partnership but rather a fulfillment of DepEd needs.
In order for collaborative processes to happen among partners, there must be
shared norms that will guide goal accomplishments. In so doing, DepEd needs to
develop a mutually inclusive thematic areas and goals. As it is, DepEd is enjoining
the stakeholders to buy-in to meet its goals largely on the inability of its resources
to meet it rather than as a shared investment in education.
ii. Measures of Performance

The measures of performance based on alignment, growth and sustainability are
generally measures of performance of DepEd rather than the partnerships
developed. While these are vertical arrangements in nature, the partners are
horizontally coordinated. This explains the very vertical approach by majority of
the DepEd officials in partnerships.
Both the DepEd officials and the partners do not have clear engagement
guidelines to participate in the partnership arrangements. The success metrics are
not clear except for the number of partnership agreements forged. There will be
increase in resources generated if the measures of performance are embedded in
the partnership structuring.
2. Engagement of Partners in the Partnership Process

i. Process of Engagement
The process of engagement is clear as to what DepEd wants to achieve on its end
but is not clear on what the partners will achieve as a result of the partnership
that is based on its institutional goals. This is particularly true with the bottom
lines of the private sector.
ii. Roles of Partners

The roles of partners are not very well articulated in the goals, functions,
measurements and thematic areas. This is especially true with the indices for
growth where all measures are that of DepEd, i.e. number of partners, number of
agreements and amount of resources generated.
This is the reason why partners can and will provide interventions that may be
their own within the ambit of “help” to the DepEd. There are many examples
where organizations which on their own establish programs and policies to
support DepEd even outside its goals and framework.
3. Approaches to Partnerships
i. Decentralized Environment of Partnerships
A key feature of decentralization is that it is site-specific. Each community is
unique and may be needing different approaches for partnership. For the private
sector, investments will also vary depending on the values a company or firm puts
to education. Thus, standard approaches will be difficult to implement with
partners operating within an environment of decentralization. This has been
emphasized by many partners that they have to wait for a Memorandum of
Agreement (MOA) to be executed even if they are the ones already assisting the
government.
ii. Capacity of Partners to Partner

The LGUs especially those belonging to the 4th to 6th income classification have
difficulty in partnering with DepEd using its current performance measures. This is
because they also have difficulties in funding development priorities due to
limited revenues. This brings to fore the “fit rather than the standard” for
partnership arrangements. Thus, partnership modalities, if seeking assistance
from the LGUs, will have to shift to other sources.
iii. Demand of DepEd and Supply of Partners

Often, the Field Offices of DepEd are vertically-oriented and mandates-based
(Republic Acts, Department Orders, Memoranda, etc.) in partnering with local
partners for its own demands. However, the supply of local partners is anchored
on the needs of the communities and the constituents’ demands, e.g. discontinue
fee collection for school activities as a form of revenue generation in schools,
which may not be covered by the standard, off the shelf demands.
4. Strategies Used in the Partnership

i. Leadership
Leadership factor of partners is one big difference in meeting the partnership
goals. Admittedly, good mayors and governors form part of the reform champions
in education. However, championship arrangements for partners are not put in
place. Thus, the LGUs are oftentimes the major host of DepEd's requests for
assistance. This is where the LGUs from lower income classes find it difficult to
support the assistance requested other than the Special Education Fund (SEF).
ii. Developing Mindsets

Developing mindsets as partners are limited to developing agreements to raise
revenues or get funding support. Most of the practices put in place for partnering
with stakeholders is to generate resources and seek assistance. These limit the
development of collective decisions as oftentimes the DepEd seeks assistance
from public agencies and solicits from private entities. The proactive role of
DepEd as an education institution to provide education policy directions to the
LGUs is largely untapped and not practiced.
iii. Linkages
Linkages with other academic institutions to assist in capacity buildings are
limited, especially for trainings and other capacity development initiatives. State
universities and local colleges and universities have very minimal engagement
with elementary and secondary schools. This limits the expertise transfer.
5. Approaches Used in Revenue Generation

i. Many of the DepEd officials relate only with partners when mobilizing
revenues or when there are activities needing the assistance of partners.
The partners are viewed as sources of revenues rather than as partners.
Thus, a relationship based on rent seeking develops. This is risky for DepEd
as LGUs are political organizations. DepEd needs to insulate itself from the
politics of the LGUs. This can be done by acquiring competencies in
partnerships. Key among them is political savvy where knowledge of the
LGU budget process and its calendar is necessary. Requests outside the SEF
should always be in the budget calendar and not “as the need arises” as
stated by majority of the DepEd respondents. Further, the inclusion of the
School Improvement Plan (SIP) in the LGU plans need to be initiated rather
than stand-alone.
ii. Traditional approaches for revenue generation and mobilization are used
which are very parochial and oftentimes outside the budget cycle. Project
proposals are not the tools used in resource mobilization but instead they
request assistance thru letters of solicitation.
iii. Market-based approaches are usually absent limiting private sector
participation in the process. Marketing DepEd products through a menu
of potential investments that the private sector can invest on is
necessary. What is happening now for example, in some mobilization
activities, is that school administrators and/or teachers provide a listing of
needs, without research of potential supply capacities of partners and
request them based on the endorsement of individual parents, Parents-
Teachers Association (PTA) and other friends.
6. Tools Used for Partnership

All of the respondents from DepEd said that the tool they use for resource
generation is solicitation letters.
D. Partnership Validation Results
Collaboration Framework
1. Institutional Mindset of Partnership

1.1 Local Government Units (LGUs) – All LGUs at various levels have
responded that partnering with DepEd is part of their functions under
the general welfare clause of their roles under the Local Government
Code of 1991. According to them, education is a basic human right.
1.2 Non-Government Organizations (NGOs)/Private Sector – Most of the
NGOs and private sector partner with DepEd based on their
philanthropic priorities and advocacies. Most of them seek DepEd to
pursue their advocacies.
1.3 DepEd – The partnership mindset varies at governance levels in the
organization. At each level, there exist approaches and strategies,
usually unwritten, that govern the policy and practice of partnerships.
Common among the governance levels is the mindset to seek assistance
by letting the other actors support DepEd programs. The top three
assistance requests sought are for the Brigada Eskwela, Senior High
School Work Immersion, and infrastructure support.
2. Policy for Partnering

2.1 LGUs – The LGUs use the Local School Board (LSB) as entry point for
collaboration.
2.2 NGOs/Private Sector – Since most of the NGOs interviewed were the
ones who sought for partnerships, the DepEd requires MOAs as basis
for partnership. Other NGOs take the LGU route for partnering with
DepEd primarily to avoid the bureaucracy. They say that convincing the
Mayors will ensure that they can initiate the reform initiatives which
are part of their advocacies.
2.3 DepEd – The partnership policies are usually centrally-driven from the
various offices in the DepEd and brought down through development of
customization at the regional level. These however are leadership
dependent. Often it is the Social Mobilization and Networking
Supervisor (SocMob) at the Division Office level that ties up all
partnerships in coordination with the PSDS and the School Head.
However, there is no delineation policy on who does what and who are
responsible for what.
For the LGU partnership programs, they are usually outlined in the Local
School Board (LSB) as part of their submission under the School
Improvement Program (SIP) or the priorities of the Local Chief
Executive.
3. Capacity of Partners to Supply the Agreement

3.1 LGUs – Usually the 4th to 6th class municipalities have little or no
additional support funding other than the SEF. Thus, schools have to
make do with what the LGU can provide. Oftentimes, the resource
mobilization is regressive as those who need more resources get less.
This is because DepEd's approaches are similar across communities.
3.2 NGOs/Private Sector – DepEd also has to make do with what the
partners are offering. The absence of a menu of investments limits what
the NGO/CSO partners’ strengths are or their expertise sharing. There
are stories that contribution on capacity development of teachers and
students are rejected because they do not form part of the school
calendar and priorities even if there is a need for it in the school. Thus,
decentralized efforts are not optimized because some policies do not
cover all bases needed by some communities. A good example are
island communities where transportation requirements are high and
design for classrooms differ as a protection for typhoons.
3.3 DepEd – Most officials look at the LGUs to supply all their needs which
are not covered by Central Office funding, usually going over what is in
the LSB by seeking additional support. The LGUs have become the most
convenient institutions for all of the DepEd officials interviewed, even if
the LGUs do not have the capacity to absorb the cost asked for. Most of
the non-LGU partnerships are usually initiated by NGOs/CSOs and
private sector partners. It is the private sector and NGO sectors that
initiate the partnership which provides either through their advocacies
or part of compliance to law to assist the community where their
establishments are located in-situs.
4. Shared Goals
4.1 LGUs – Most of the LGU officials noted that the sharing of goals is
actually in the fundamental roles of LGUs to provide general welfare
where education is one of the pillars. Those LGUs with education
programs initiated in partnership with NGOs and the private sector
provide the more experienced management of the partnership
arrangements. This is because they require the DepEd officials to
submit proposals and justifications of their request for assistance.
4.2 NGOs/Private Sector – The idea of what is in it for the private sector
exists. They will not partner with DepEd unless they see some benefits.
Thus, they are largely untapped by the DepEd because of fixed
assistance requested under some mobilization programs.
4.3 DepEd – Often the DepEd seeks various actors as potential sources of
funds for other school needs not covered by the government funding.
Thus often, the goals are for DepEd-related needs rather than for the
partner or education programs that the partners can support.
Performance Framework
1. Demand for Partnership

1.1 LGUs – The LGUs are the major institutional actors in providing support
needs of DepEd. This is both assumed and practiced by both institutions
– LGUs and DepEd.
1.2 NGOs/Private Sector – Often, the NGOs and private sector develop
programs based on the assessment of needs as approved by their board
or leagues of associations. These programs they bring to DepEd and
they collaborate as partners through an MOA. However, for those
programs (usually capacity building interventions) not accommodated
through an MOA, or the schools do not permit, the NGOs facilitate
program implementation through the LGUs.
1.3 DepEd – The institutional programs for partnership is not available at
the school or division level but these are usually education activities
that DepEd solicits from both the private and LGU partners. Thus, the
revenues generated are usually for what they ask only rather than a
well-studied and carefully analyzed capacity of the partner to supply
potential revenue streams to DepEd. This was the case of an electric
cooperative where their CSR programs is what is being implemented for
K-12. When asked why and whether this is a demand and need of
DepEd, they responded that they have not been asked/provided by
DepEd with institutional programs to support. Another case was a
mining company who was bent on building a science laboratory. When
asked if they have consulted DepEd prior to their decision to fund a
laboratory, their reply was that it was needed anyway by the school.
2. Motivation to Partner
2.1 LGUs – It is assumed and practiced that the LGUs will support education
under the precept of what almost all school officials say – “it takes a
community to educate a child.” These precepts however are overused
in the sense that it justifies any request that DepEd makes other than
the SEF. Thus, there is need for inclusive plans and programs between
the community and the LGUs if it is to be funded other than thru the
SEF.
2.2 NGO’s/Private Sector – The motivation for partnering is usually from
the results of the state of education either at the national or school
levels. For big companies, it is the national situation based on their
corporate analysis and at the local level the school’s performance and
philanthropy of business owners e.g. the Gabaldon rehabilitation and
renovation in the Visayas. Common are CSR and advocacy programs
that reflect the nature of business of the companies.
2.3 DepEd – It is usually common that the reason for partnership is to

support the needs of DepEd. A collaborative engagement of
institutional actors is limited by what DepEd needs rather than what the
partners can provide in an institutional education program. As a
consequence, large revenues to support education programs are
missed.
3. What worked and what did not

3.1 LGUs – The common grievance raised by the LGUs is that requests for
assistance are year-round and does not follow the regular budgeting
process and plan. Most DepEd officials do not know the LGU fiscal
calendar for seeking support other than the SIP. This means that when
requests are made after the budget has been made into law, the
support provision process becomes very political as most LGUs need to
re-align and restructure their budget to accommodate the DepEd
requests. Horse trading within the LGU can happen especially if the
Local Chief Executive is not with the same party as the Vice
Mayor/Governor.
3.2 NGO’s/Private Sector – The capacity of the NGO/Private sector partners
are not profiled in such manner that will provide a “match”.
3.3 DepEd – Most DepEd officials depend on the LGUs to support their
needs. Most of the approaches cater on soliciting benevolent assistance
and funding of the SIP. The tools used are solicitation letters and
personal relationships with the Local Chief Executives. There exists a
highly LGU dependent and political culture within the local DepEd
community. A program to support other than the SIP is lacking. It often
can be a trigger for the education programs to be politicized.
The capacity of most DepEd officials in dealing with LGUs and its
institutional system such as the Annual Investment Planning, the
Provincial Physical Framework and Development Plan, the
Comprehensive Development Plan among other development planning
interventions in the LGUs is least participated and engaged in. Thus,
missing the LGU process of getting a larger share and priority funding.
Second, most of the tools DepEd officials used in seeking assistance
feed into the LGUs as political rather than a corporate organization
(Section 22, LGC 1991). Harnessing the corporate functions of LGUs
specially in cities and first-class municipalities are often not pursued and
as a consequence DepEd competes for other development priorities at
the local level.
Most of the good practices being undertaken among DepEd officials are
leadership dependent. There are Regional Offices’ officials that focuses
on soft-infrastructure capacity building among regional office’ staff and
cascaded to the division level. There are Mayor’s whose
superintendent’s amiable leadership appeals to the LGU and creates a
harmonious working environment. Success depends a lot on the
situation and leadership displayed by both partners.
Governance Framework
1. Strategies of partnership
1.1 LGUs – Most of the LGUs look at physical infrastructure and capacity
development as legacy or cornerstone interventions for developing and
moving their partnership with DepEd. This is also mutual as most of the
DepEd officials’ requests cater to physical infrastructure development
as well. However, since the approaches for partnership are not
engaging the LGUs to look at the partnership as academic, there is
tendency for DepEd officials to be considered as just one of the
constituencies seeking support in the local community. While the
teachers and the youth in general are typically the focal political
motivation for the LGUs, the strategic partnership should engage the
political leaders to improve the education experience by understanding
and assessing education situation and the potential outcomes of their
contribution.
1.2 NGOs/Private Sector – These actors depend on their CSR and
advocacies to get the engagement moving.
1.3 DepEd – There are multiple levels of implementing partnership
strategies in DepEd, which is through partnership arrangements in
DepEd as shown below.
Laying the foundation for

partnership implementation; Policy
Central Office/ EPS
Setting the guidelines for Making
partnership;
Mobilization of national partners
Regional Office/ ESSD
Policy
Custom-fitting the policy and Interpretation
guidelines at the regional level;
Division Office/ School Development of own strategies for
Governance and implementation
Operations/ Social
Mobilization Coordinator Policy
Communication
District Office/ PSDS Mobilization of local partners,

coordination, implementation of
partnership at the local level Policy
School Principal/ School
Implementation
Head
Figure 4. Institutional Partnership Arrangements in Deped
The introduction of the SocMob Coordinator is highly appreciated as it creates the

environment of partnership initiative in the DepEd hierarchy at the local level. There
is now a specific person in charge of partnerships. However, mobilization of partners
at the three levels (Division, District and Schools) are often done stand alone. This is
one coordination issue identified. Second is, majority of the SocMob works within
the K-12 deployment and revenue mobilization becomes a secondary task.
2. Approaches of partnership
Majority of DepEd officials look at partnerships from a fulfillment of directives and
mandates. Many of the officials particularly at the District and School level
approaches partnership from a revenue generation perspective rather than partners
investing in education. The engaging of partners has become a solicitation of needs.
This constrains many of the DepEd officials to perform the task of partnership as
most of them approaches partnership from an assistance context. The direction
should be in creating a conducive environment for partners to invest under the
DepEd hierarchy.
Further, there is need for all levels of officials to develop competencies in corporate
approaches of school-partner engagements to encourage investments. These may
include staff development, curriculum development, policy development,
instructional materials development, academic guidance, mentoring, pupil and
teacher tutoring, incentives and awards and financial resources. A mutually
supportive approach is suggested.
National policy amendments on key policy issues that require innovative thinking is
necessary. The use of the SEF from an economies of scale perspective similar to the
aggregation of the 20% development fund of the LGUs is worth looking into. Further,
tax credits for supporters and partners should be in place. Linking with other
stakeholders such as the Philippine Councilors League as a policy making body will
make the national EPS office policy work easier at the local level.
3. Benefits in partnership
An engaged partner will not only enhance goodwill and good business (private
sector); inclusive advocacies (NGOs); local development and good local governance
(LGUs) but will create powerful impact in the community which becomes a win-win
situation for all partners rather than for DepEd alone.
4. Coordination, decision making and monitoring of partnership

Packaging of education as investments for partners is one key decision-making area
that need work. Institutional approaches need to go beyond solicitations but more as
investments.
Second, there is need for other actors to be engaged other than the LGUs, more
specifically businesses. There is need for DepEd to package programs for big business
with local subsidiaries. Many of these big businesses seek their main office decisions
for those assistance sought, usually on K-12 deployment.
Third, administratively, there are overlaps in implementation at the local level as

partnership implementation is done at three levels. These are region, division and
school levels. The schools are often confused on what responsibilities in partnership
will they bring to the division and region. Because of the created confusion and the
absence of policies, many resources are missed. Delineation of responsibilities is
needed.
Fourth, there is a need for a massive laying of foundation to develop core
partnership values and principles for all officials engaged in the implementation of
partnerships at the local level. These include the tools, approaches and strategies to
be used in dealing with the LGUs as a political and corporate organization, the
private sector and the NGOs and communities in general.
5. Delineation of Responsibilities
One of the major findings of the study is the presence of confusion as to how the
partnership will be implemented in the DepEd. Since many of the functions of the
DepEd requires partnership, the glaring need for partnership as mentioned by all
respondents is the need to partner in education to fill in the resource gaps of DepEd.
Thus, this manual will be the entry point for other functions that require
partnerships with similar actors mobilized for resource generation.
To do that, there is a necessity to delineate the responsibilities by levels of
authorities and functions to avoid confusion and the use of “control over” rather
than “control with” by the DepEd officials. The study found out that the school
officials were confused on the accountabilities of and under whose responsibility are
the functions of partnership. But its responsibilities are clear for those where there
are guidelines they said. These are the High School senior deployment, Brigada
Eskwela and the Adopt a School Program.
6. Competencies Required in Partnerships

The validation study identified that many of those who were successful in
establishing partnership have leaders who possess qualities that are outstanding
compared with the rest. Also, the qualities of competencies displayed where it is
successful varies by hierarchies of authorities in the DepEd. There are levels which
require certain competencies which are not required with other levels.
Competencies are observable performance dimensions, including individual
knowledge, skills and attitudes, as well as collective team, process, and
organizational capabilities, that are linked to high performance, and provide the
organization with sustainable competitive advantage” (Arvy & Orth, 1999). There are
certain competencies necessary for the DepEd officials to be successful in
partnership. Table shows the competency requirements by levels of authorities in
the DepEd.
Competency Requirements (Adapted from the Partnership Academy, undated)

Knowledge
Strategic/Critical Thinking – Formulates effective strategies consistent with the
business and competitive policies of the organization in a global economy; examines
policy issues and strategic plans with long-term perspectives; determines objectives
and sets priorities; anticipates potential threats or opportunities.
Public Financial Literacy – It is a widely recognized competency not only for
administrators but for everyone. Key among the competencies required are
awareness, knowledge and understanding on purchases, price and money
transactions. Confidence and motivation in managing and budgeting income,
expenditures and revenues. Public financial management (PFM) knowledge such as
rules in accounting, budgeting and auditing are basic. The lack of clear understanding
on the basic PFM makes the DepEd officials avert the responsibilities embedded in
partnership and resource mobilization accountabilities.
Skills
Collaborative Leadership – Enables people to join forces from different units or
organizations to accomplish a task that none of them could accomplish individually;
leads as a peer, not as a superior. The partnership environment in the DepEd
encourages and facilitates cooperation, pride, trust, and group identity; fosters
commitment and team spirit towards mission accomplishments; works with others
to achieve goals and realize a sense of shared accomplishments and rewards within
the very rigid and hierarchical culture inside DepEd. The partners will have
indifferences if each will pursue its own agenda that is not mutually inclusive.
Political Savvy (Leadership) – Individual identifies the internal and external politics
that impact the work of the organization. This is needed when all the DepEd officials
deal with the LGU as a political organization. There are cases that abound on the
difficulties of DepEd officials caught in the political crossfire and conflict. You must
approach each problem situation with a clear perception of organizational and
political reality, and recognize the impact of alternative courses of action. You must
work within the environment (culture, process and system) of your partner
organization such as the LGUs, and convince them of your (DepEd) goals.
Teamwork – Encourages and facilitates cooperation, pride, trust and group identity;
fosters commitment and team spirit; works with others to achieve goals.
Attitude
Influencing / Negotiating – Persuades others to accept recommendations,
cooperates or change their behaviors; works with others towards an agreement;
negotiates to find mutually acceptable solutions. You are an influencer to reach
DepEd goals in your office. Part of the influencing is the presentation skills necessary
to convince the partners to invest in education. Prior to the presentation, the DepEd
officials should be able to craft a project proposal that will technically convince
partners of the education requirements that they may invest on.
Facilitation – The leader carries out a set of functions or activities that enables others
to self-manage to meet common objectives. The tasks of managing partnerships
require individuals that provides non-directive and non-controlling leadership to help
others arrive at decisions that are its task; Assists and guides without controlling.
Both the national and the regional offices are enabling and facilitating offices for
partnership. They carry the brunt of encouraging the divisions and schools for an
aggressive campaign to engage stakeholders. There are those who suggest that a
third party consultant be hired so as not to offend DepEd colleagues, but it is
important to create an open environment for enabling peers so that partners will see
through the empowering process happening in DepEd as a result of the partnership
process.
Leveraging – Builds the sense of a team and culture that understands the
importance of partnership work within DepEd; embraces the value added by doing
work in collaboration with the partners and continually acknowledges the
importance of each colleague’s contributions and shared resources to the
Partnership.
Entrepreneurial – Identifies opportunities to develop and market new products and
services within or outside of the DepEd. An entrepreneur is someone who sees
opportunities in what he/she is doing and is willing to take risks; initiates actions to
achieve a recognized benefit or advantage. The entrepreneurial spirit needs to be
translated into behavior and attitudes that go beyond rules but rather results.
Table 2 shows the competencies needed by hierarchical levels in DepEd.
Table 12. Competencies Needed by Levels of Authorities in the DepEd

Competencies DepEd EPS Region Division District School
Knowledge
Strategic/ Critical thinking     
Public Financial Literacy     
Skills
Collaborative leadership     
Political Savvy   
Teamwork    
Research/ Profiling     
Attitude
Influencing and negotiating   
Leveraging   
Facilitative     
Entrepreneurial     

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i | Partnership Manual

Table 1. Sample Delineation of Responsibilities of Partnership in DepEdError! Bookmark not

Table 2. Competencies Needed by Levels of Authorities in the DepEdError! Bookmark not

Table 3. Resource Gap Profile/Assessment Tool..............................................................10

Partnerships Manual | iii

Table 5. Menu of Education Investments.........................................................................16

Table 6. Resource Utilization Plan........................................Error! Bookmark not defined.

Table 7. Resource Mobilization Plan....................................Error! Bookmark not defined.

Table 8. Partners Identification Tool................................................................................18

Table 9. Stakeholders Analysis.........................................................................................19

Table 10. Partnership Proposal/Plan................................................................................23

Table 11. Project Details and Specifications.....................................................................24

Table 12. Individual Competency Profile......................................................................2827

Table 13. Communications Checklist............................................................................3837

Table 14. Media/Recognition Tool...................................................................................38

Table 15. Oversight Structure Tool..............................................................................4241

Figure 1. Conceptual Framework..............................Error! Bookmark not defined.

AIP Annual Improvement Plan of DepEd

So, what is partnership in education or education partnership? “An education partnership

PPP is a range of possible contractual arrangements between public (implementing agency

The A validation study (Annex 1) conducted by EPS provides a picture of a standard

Profiling and Assessing DepEd’s Resource Gaps

Aligning Education Plans with Education Goals of Stakeholders as

Reinforcing Resource Generation and Mobilization and

Taking on the Partnership

Networking the Partners into a Convergence for the Community

Establishing Shared Ownership of Partnership

Recognizing and Celebrating the Partnership

Sustaining the Partnership

P rofiling and Assessing DepEd’s Resource Gaps

SUB-PROCESSES OUTPUTS TOOLS

Education partnership is demand-driven. To initiate partnership, you should first

Table 1. Resource Gap Analysis Tool

2. Identify the Objectives and Types of Partnerships

It is essential to define the objectives of the partnership. The objectives of the

Table 42. Partnership Types

Partnership Type Partnership Agreement

3. Establish the Need for Partnership

Table 23. Potential Partnership Evaluation Checklist

Is there a need for a partnership?

SUB-PROCESSES OUTPUTS TOOLS

4. Prepare Education Plans Aligned to Stakeholders Plans

5. Develop the Menu of Investments

Education Investments Description of Cost of Return on

Training of Teachers/ Staff

Transportation and busing

SUB-PROCESSES OUTPUTS TOOLS

6. Identify Potential Partners

Table 45. Partners Identification Question List

What is the nature of the business or organization?

What is the expertise of this business or organization that

(Adapted from Compassion Capital Fund National Resource Center, u.d.ndated)

7. Connect to the Community

8. Ensure a Match between the Schools’ Needs and Partners’ Potentials

9. Plan for Resource Mobilization

Table 67. Resource Mobilization Plan

Area for Strategies Objectives Measures/ Office/Person Resource Increase in Timetable

SUB-PROCESSES OUTPUTS TOOLS

Table 78. Partnership Proposal

Information Identification of the problematic situation

Mechanics for Partnership Identification of partnership type

11. Engage the Partners

Diagram 1. Setting An Appointment with Potential Partners

1. Establish credibility to your potential partners.