The Why and How of

School and
Community
Partnership

Facilitated by:
Josephine G. Figueroa PhD.
 Objectives:

 Demonstrate in-depth understanding of

the school and community partnership;
 Explain the sociological basis of school-
community partnership;
 Analyze the competencies in determining
the legal bases for school stakeholders in
school-community partnership;
 Demonstrate familiarity on roles of
community for the school or vice versa;
and
 Appreciate the effective school-
community relation.
 DEPARTMENT OF EDUCATION

Tonisito M.C. Umali, Esq.

Undersecretary for Legislative Affairs,
External Partnerships and Project Management Service
 LEGAL BASIS
• 1987 Philippine Constitution
• Republic Act No. 9155 (Governance of
Basic Education of 2001)
• IRR of RA 9155
• Republic Act No. 7160 (Local
Government Code of 1991)
 LEGAL BASIS
• 1987 Philippine Constitution
• Republic Act No. 9155 (Governance of
Basic Education of 2001)
• IRR of RA 9155
• Republic Act No. 7160 (Local
Government Code of 1991)
 DEPARTMENT OF EDUCATION

Tonisito M.C. Umali, Esq.

Undersecretary for Legislative Affairs,
External Partnerships and Project Management Service
 1987 Philippine Constitution
Article II, Section 17
The State shall give priority to
education, science and technology, arts,
culture, and sports to foster patriotism
and nationalism, accelerate social
progress, and promote total human
liberation and development.

Article XIV, Section 1

The State shall protect and promote the right of all
citizens to quality education at all levels, and shall
take appropriate steps to make such education
accessible to all.
 1987 Philippine Constitution
Article II, Section 17
The State shall give priority to
education, science and technology, arts,
culture, and sports to foster patriotism
and nationalism, accelerate social
progress, and promote total human
liberation and development.

Article XIV, Section 1

The State shall protect and promote the right of all
citizens to quality education at all levels, and shall
take appropriate steps to make such education
accessible to all.
Section 2 RA 9155
• encourage local initiatives for improving the
quality of basic education.
• ensure that the values, needs and aspirations
of a school community are reflected in the
program of education for the children, out-of-
school youth and adult learners.
• empower schools and learning centers to make
decisions on what is best for the learners they
serve.

Section 5
Principles of Shared Governance (d)
• strengthen communication channels to
facilitate flow of information
• expand linkages with other government
agencies, local government units and
nongovernmental organizations for effective
governance.
 IRR of the Governance of Basic Education Act

Section 1.2 (iv and v)

• Encourage active participation of parents and the community

• Maximize participation and coordination between and among
schools, the LSB, the PTA.
• Emphasize volunteerism among all sectors to ensure sustainable
growth and development in education.

Section 6.2 (10 and 11)

• Establish school community networks
• Encourage active participation of teacher organizations, non-
academic personnel of public schools, and parents-teachers-
community associations
• Accept donations, gifts, bequests, and grants in accordance with
existing laws and policy of the Department for the purpose of
upgrading teachers/learning facilitators’ competencies, improving
and expanding school facilities and providing instructional
materials and equipment.
 IRR of the Governance of Basic Education Act

Section 1.2 (iv and v)

• Encourage active participation of parents and the community

• Maximize participation and coordination between and among
schools, the LSB, the PTA.
• Emphasize volunteerism among all sectors to ensure sustainable
growth and development in education.

Section 6.2 (10 and 11)

• Establish school community networks
• Encourage active participation of teacher organizations, non-
academic personnel of public schools, and parents-teachers-
community associations
• Accept donations, gifts, bequests, and grants in accordance with
existing laws and policy of the Department for the purpose of
upgrading teachers/learning facilitators’ competencies, improving
and expanding school facilities and providing instructional
materials and equipment.
 Republic Act No. 7160
Local Government Code of 1991

Title IV. Section 98

Title IV. LOCAL SCHOOL BOARDS

Sec. 98 Creation, Composition and Compensation

(a) There shall be established in every province,

city, or municipal school board, respectively.

(a) Composition of local school boards.

DEPARTMENT OF EDUCATION
 Republic Act No. 7160
Local Government Code of 1991

Title IV. Section 98

Title IV. LOCAL SCHOOL BOARDS

Sec. 98 Creation, Composition and Compensation

(a) There shall be established in every province,

city, or municipal school board, respectively.

(a) Composition of local school boards.

DEPARTMENT OF EDUCATION
 Republic Act No. 7160
Local Government Code of 1991
Section 99. Functions of Local School Boards

(a) Determine the annual supplementary budgetary needs for the

operation and maintenance of public schools and the
supplementary
local cost of meeting such needs

(b) Authorize the provincial, city or municipal treasurer as the case may
be, to disburse funds from the Special Education Fund pursuant to
the budget prepared and in accordance with existing rules and
regulations.

(c) Serve as an advisory committee to the Sanggunian concerned on

educational matters such as, but not limited to, the necessity for and
the uses of local appropriations for educational purposes.

DEPARTMENT OF EDUCATION
 Republic Act No. 7160
Local Government Code of 1991
Local School Board

A Local School Board (LSB) is a special body created by

virtue of the Republic Act No. 7160, otherwise known
as the Local Government Code of 1991 (LGC 91).

Its main duty is to allocate the Special Education

Fund (SEF) to meet the supplementary needs of the
local public school system.

DEPARTMENT OF EDUCATION
 DEPED’S MISSION
To protect and promote the right of every Filipino to quality,
equitable, culture-based, and complete basic education where:

Students learn in a child-friendly, gender sensitive, safe,

and motivating environment

Teachers facilitate learning and constantly nurture every

learner

Administrators and staff, as stewards of the institution,

ensure an enabling and supportive environment for
effective learning to happen

Family community and other stakeholders are

actively engaged and share responsibility for
developing lifelong learners

DEPARTMENT OF EDUCATION 10
 10-Point Agenda of
Secretary Leonor Magtolis Briones

9. Work with stakeholders and

partners within and outside the
Department on problem solving.

10. Intensify Public and Private

Partnerships in the fulfillment of
DepEd’s Vision, Mission and
Core Values.

Refer to page 24-25 of the “Quality, Accessible,

Relevant, and Liberating Basic Education for All” booklet

DEPARTMENT OF EDUCATION
PARTNERSHIP FRAMEWORK

1. Access
2. Quality
3. Governance

Alignment
Growth
Sustainability

DEPARTMENT OF EDUCATION 12
PARTNERSHIP FRAMEWORK

DEPARTMENT OF EDUCATION 13
 DEPED’S
PARTNERS
International
NGAs
partners

Community NGOs/CSOs

Private/Corporate
LGUs
sector
The External Partnerships Service
engages/enables DepEd units
and external stakeholders in
developing and managing
strategic and sustainable
partnership programs, systems,
and policies in achieving
common goals for basic
education.
PARTNERSHIP HAS BECOME
AN IMPORTANT PARADIGM

IN DELIVERING AND
ACHIEVING DEVELOPMENT
GOALS AND SERVICES
PARTNERSHIP HAS BECOME
AN IMPORTANT PARADIGM

IN DELIVERING AND
ACHIEVING DEVELOPMENT
GOALS AND SERVICES
SDG 17 - Partnerships

DEPARTMENT OF EDUCATION 19
 Areas of Partnership

School Infrastructure Technology and Furniture

Multi-Media Support and Appliances

Wellness, Health Financial Schools Supplies

and Nutrition Support/Subsidy and Uniform

Teaching Learning Training and Skills Last Mile Efforts

Aids and Devices Development

DEPARTMENT OF EDUCATION
 Through PARTNERSHIPS,
WE CAN RAISE MORE RESOURCES AND ABLE TO
DO MORE FOR OUR LEARNERS

WE CAN WORK TOGETHER TO PROVIDE THE

IMMEDIATE NEEDS OF OUR LEARNERS

WE CAN CREATE A COMMUNITY OF SUPPORTERS

IN SCALING UP EDUCATION PROGRAMS

WE CAN PROMOTE THE VALUE OF EDUCATION,

THE VALUE OF COLLABORATION AND
WORTHWHILE INVESTMENT IN NATION BUILDING
Progra
m
 ROADSHOWS
on Public and Private
Partnerships in Education
Local Government
Leagues Forum
 PARTNERS
DEVELOPMENT
P A R T N E RS

DEPED’S PROCESS IN PARTNERSHIP

P

Profiling and Assessing DepEd’s Resource Gaps

1. Assess Critical Needs

2. Identify the objectives and type of
partnerships
3. Establish the need for partnerships
 A

Aligning Education Plans with Education Goals of

Stakeholders as Menu of Education Investments
4. Prepare Education Plans aligned to
Stakeholders Plans
5. Develop Menu of Investments
 R

Reinforcing Resource Generation and Mobilization and

Connecting to the Community

6. Identify Potential Partners

7. Connect to the Community
8. Ensure a Match between the Schools’
Needs and Partners’ Potentials
9. Planning for Resource Mobilization
 T

Taking on the Partnership

10. Draft a Partnership Proposal

11. Engage the partners
12. Provide training for all involved parties
 N

Networking the Partners into a Convergence for the

Community

13. Establish Common Ground

14. Build of Trust
15. Ensure a Shared Vision of Success
16. Harmonize commitment and support
 N

16. Harmonize commitment and support

Sample Activity Design for Local Stakeholders Convergence
1. Converge with internal and external stakeholders to discuss on critical issues of basic education
2. Report on the accomplishments of education
3. Review agencies partnership vis-s-vis its contributions to each thematic area
Program 4. Orient the stakeholders on the current issues and challenges of the education
Objectives 5. To benchmark the best education practices and successful model of different divisions with
their stakeholders
6. To recognize the contributions of stakeholders, promote and strengthen commitment for
better delivery of basic education services on access, quality and governance
7. 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 Target 4. PTA, SGC
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, best practices,
Program
challenges and presentation of recognition) by the School Head/ PSDS/SDS/RD or any other
Components
capable personnel in the office
3. Grouping for plan of action

1. Talk shows/panel discussions

Strategies for 2. Gallery walk of best practices
Presentation 3. Video presentations of both successful and challenging stories
4. Testimonies and sharing of innovations
 E

Establishing Shared Ownership of Partnership

17. Communicate strategically and proactively

18. Generate feedback and inspire
participation
R

 Recognizing and Celebrating Partnership

19. Identify partners’ motivational needs

20. Thanksgiving and awarding
 S

Sustaining the Partnership

21. Shared monitoring and evaluation of the
partnership
22. Assess the impact of partnership
23. Establish a Partnership Oversight Structure in
DepEd
24. Innovate Policymaking through Linkages
25. Create National/Local Partnership Think Tank
in DepEd
Thank You!
39
Creating a Communit y
of
 Learning Partners in School

Marilu S. Bandolon
Facilitator
 School & Community Partnership

“The problem of education is everybody’s problem. As

building literacy is our collective responsibility, so too is
improving of our schools, our collective responsibility. We must
build bridges between the school and the community.”

Former DepEd Secretary Florencio

Abad
Session objectives:
At the end of the session, the participants are able to:
1. identify community resources as context of learning
and teaching;
2. identify and establish areas of linkages between the
school and the community for mutual linkages;
3. describe the various roles of teachers in the community
where the school is situated;
4. recognize the roles and elicit the support of the LSB, PTA
and other organizations and institutions, both GO’s and
NGO’S
SCHOOL
Let’s revisit the communities where our schools are located:

Let’s do a resource mapping of the community where your

school is located. Answer each questions orally:

1. Give at least 5 resources in the community where your school is

located.

2. Where does the community gets its financial resources?

3. Do you think the community has rich financial resources? Why?

4. What are the rules/norms and traditions practiced by

the community that help the school attain its
objectives?
Below are community norms/traditions/practices that contribute to
the attainment of specific goals of a school. Identify additional
practices

School Community
Goals/ Objectives Practices/ norms/ traditions that can
held reach the objective
To raise the Example: Honor graduates are looked up
academic to in the community
achievement of the Your own example:
pupils
To prepare school Example: Bayanihan/Brigada Eskwela
for the opening of Example:
classes
To maintain school Example: Clean and Green movement
cleanliness Your own example:
throughout the SY
To provide security
 Every community has resources that surround the school. These
can be:
 Human
 Social
 Material
 Financial
 Natural resources

Human resources – refer to the skills, talents, qualities and attitudes

of the people living in the community
Social assets – the relationships, rules, established course of action,
and practices that can serve as instruments in attaining
specific school goals in a given situation

Material resources – man made things such as equipment, property,

facilities, tools, and the like which can be used by the
community anytime

Financial assets – monetary, income or cash resources

Natural resources – refer to the physical environment of the

community

Teachers who are skillful in tapping these resources have the

power to break the cycle of financial difficulties of the school.
 “Learning and the areas to be learned should not have
boundaries. Education, as a public property, should belong everyone,
not just the academically successful but also those who have wisdom
outside the school.”
Sayer and Williams, 1989
Tapping community resources

Pupils learn through discussion, simulation, reading, writing,

field trips, listening speakers, etc. These are common activities inside
the classroom when a teacher is teaching a lesson. There are also
lessons that can be effectively taught and learned by going to the
community and observing, asking experts and actively participating in,
or even initiating, community activities (Lardizabal, 1988).
Go over this table that lists down lessons which can involve the
community:

Lessons Learning Method Utilizing

Community resources
Justice Simulation of a court proceeding
Health (Alternative Interviewing local healers about their
Medicines) herbal medicines

Peace and Order Visiting barangay headquarters or police

precinct
Entrepreneurship Interviewing local businessman
Environmental Joining the clean and green
protection
Descriptive Writing Writing descriptions of the scenic spots in
the community
 Think of some more lessons in your subject area. Tell whether
they can be effectively learned in school or in the community.
Identify a community resource that can be tapped to help you teach a
lesson that you believe is best learned in a community, and how it will
be done.
Tapping community members in teaching the pupils

Community members maybe tapped in the education of our

pupils. Lessons in history, geography, social studies, and values
maybe learned from community members. Below are the suggested
ways by which we can tap community members in teaching our pupils
:
a. Organizing field trips so students can learn from
community members in their institutional setting
b. Inviting community members to come to school to
serve as resource persons/lecturers/demonstrators
c. Involving parents directly or indirectly in the
learning process
Community expectations of the teachers

Teachers play various roles beyond the boundaries of the

school. Local communities from the school turn o teachers for a lot of
their needs. They expect teachers to perform other functions besides
teaching. They act as:
a. Agents of change (making people understand and
observe policies, programs, and DepEd & govt
programs)
b. Legal counsel (informing/advising community of
actions/decisions to make based on the country’s laws
and that of DepEd
c. Person in authority (knowing & exercising authority
with regard to students’ discipline & working
relationships with others based on existing laws and
DepEd Orders)
d. Source of knowledge (knowing current events/issues;
ability to share information with others)
 Analyze the caselets below. Answer the questions that
follow.
Caselet A

Mrs. Guevara, a new teacher in Ma. Lopez ES noticed that one

of her pupils was unusually quiet, and hardly recited in class. She
would not participate in group activities and seldom interacted with
her classmates. The teacher noticed also that she was untidy and
shabbily dressed. She was habitually absent. So she talked to her and
asked her if she had a problem. The pupil hesitated but after some
prodding, she confided her problem which shocked the teacher – the
girl was sexually harassed by her own father.

1. In caselet A the teacher is expected to be .

Caselet B

The Brgy Chairman of Brgy Poblacion 2 wanted to initiate an

information campaign about illegal drugs. But he and his councilmen
lacked the knowledge and resources to do the campaign. To help
them, they asked one of the teachers in Brgy Poblacion 2 to help them
do the information campaign.

What role must the teacher assume in caselet B

 Caselet C

Mr. Buenafe was informed by one of his pupils that a fraternity

initiation was being conducted at an abandoned building within the
school vicinity. He hurriedly went to the alleged place and found that
two of his pupils were being initiated.

What role must the teacher in caselet C assume?

Do you think you can do away with the roles that the
community is expecting from you? Why?
 The School Partners and Key Stakeholders

Quality education is the responsibility of the school and the

community, hence it is important that the school and the community
must build a partnership in bringing about quality education to all
children.

The teachers have social partners and fellow stakeholders who

work with them in attaining their goal of developing and improving
the education process. These partners are: the parents, GO’s, NGO’s,
and civic organizations.
 Quality education is the responsibility of the school and the
community, hence it is important that the school and the community
must build a partnership in bringing about quality education to all
children.

The teachers have social partners and fellow stakeholders who

work with them in attaining their goal of developing and improving
the education process. These partners are: the parents, GO’s, NGO’s,
and civic organizations.
 How can the schools foster effective and sustainable
partnership with the community?
PRODED has enumerated the following areas that teachers
must nurture in order to develop an effective and sustainable
partnership with the community:
1. develop intelligent public understanding of the school
on all aspects of its operations
2. help citizens feel more responsibly for the quality
of education the school provides;
3. earn the goodwill, respect and confidence of the public
in the professional and personal services of the school
4. involve the community in the work of the school and
in solving educational problems
 5. promote a genuine spirit of cooperation between the
school and community for the improvement of the community
6. secure community support for the school and its program
7. keep the community informed of developments and
educational trends
8. secure an unofficial but honest evaluation of the school
program in terms of educational needs as the
community sees them
 How can schools/teachers effectively coordinate with the
community on the use of its resources?

1. cultural sensitivity
2. sincerity/gratitude
3. integrity/honesty/humility
4. follow up
5. good public relations
6. two way communications
7. proper channeling
Harnessing school support from PTA

`The PTA is a vital force in linking the school to its service area,
the community. The PTA is founded on the spirit of volunteerism and
serves as a means by which funds maybe generated and community
support to the school maybe mobilized. If properly organized and
directed, the PTA can be a strong partner in improving the welfare of
the pupils.
 Ways by which schools/teachers can use to effectively
enlist the support of PTA

1. Home visits
-get to know them well. This is the rule of thumb in starting and
nurturing relations with parents. Provide time to find out more
about the pupils’ home conditions
2. Parenthood seminars
-invite parents to attend seminars on parenting, responsible
parenthood, child development and proper guidance and
connecting

-seminars on helping parents help their better help their children in

developing good study habits may also be conducted

-organize PLAC to help parents develop the skill of guiding their

children at home in developing study habits
3. Parent conferences
-should focus on problems related to the child
-know the parents very well
-tips on conducting parent conferences
a. Know the parents personally even before the problem arise
b. Have all the relevant information about eh child before
the conference
c. Inform the parents the purpose of the conference
d. Conduct your conference with the parents in a face to
face, give and take, no hold barred
manner. Create an
atmosphere of an informal chat rather than that of a
formal meeting
4. School- home projects
-if parents are too busy/occupied to come to attend meetigns and
conferences, an alternative is to send home printed maaterials
about school/class programs
-information should include a brief description of its’ learning areas
and the materials the child needs that should be presented in a
clear and understandable language
5. Establish a “Two-way communication “ with
parents/community
-occurs when teachers and parents dialogue together.
Effective dialogue “develops out of a growing trust, a
mutuality of concern, and an appreciation of
contrasting perspectives” (Lawrence-Lightfoot,2004). A
teacher may contact parents to celebrate a child’s
successful school experience.

-However, more frequently, the contact is to share a

concern about the child, which can be a source of
significant tension for both teachers and parents alike.
Teachers should strive to make these interactions as
productive as possible.
 Tips in Dealing with Parents

1. Use conversational tone

2. Create an atmosphere of an informal chat rather that that of a
confrontation
3. Make more positive than negative comments and suggestions
4. Involve parents in school programs and activities
 Creating a community of learning partners in school
recognizes that many public and private community institutions
share responsibility for helping:

• Children develop socially, emotionally,

physically, and academically

• Students become motivated and engaged in learning

• Families and schools work effectively together

• Communities become safer and more

economically vibrant
What have you learned?

1.List down the important learning points that you have

gathered from the session.

2. Why do you consider these learning points important to you?

Always remember……………….

It takes a village to educate a

child!