CHAPTER 6: THE why and

how of school and

community partnership
group 4: AERON DAVE C. ENOVA
KAREN CAMPOSANO
ALDRIN NAGERA
ANNA RHEA VELASCO
what is the why and how of
school-community
partnership?
LETS HAVE AN ACTIVITY:
IN YOUR PAPER LIST DOWN A WAYS BY
WHICH A COMMUNITY HELPS A SCHOOL
AND WAYS SCHOOL HELPS A
COMMUNITY.

GROUP YOURSELVES BY 6 AND

COMPARE YOUR ANSWER AND FINALIZE
IT.
WHAT IS
PARTNER-
SHIP?
PARTNERSHIP
partnership is an
arrangement between
two or more people to
oversee business
operations and share
its profits and
liabilities. In a general
partnership company,
all members share both
profits and liabilities.
 Opportunities for
School-Community
Partnership
• Partnership implies
two parties helping
each other. Both
parties benefit. This is
means that if school-
community
partnership exists,
both parties benefit
from the relationship.
LET’S ANALYZE
YOUR ANSWER
what can
the
community
do for
school?
the following is the sample of what the
community can do for school
BRIGADA ESKWELA
 this program engages all
education stakeholders to
contribute their time, effort and
resources in ensuring that public
school facilities are set in time for
the forthcoming school opening.
the brigada eskwela are take
place two weeks before classes
begin in june. this is a school
maintenance program that has
been institutionalized since 2009 -
deped order number 100.
Curriculum
Development
- this can mean
use of community
resources for
learning.
Work
Experience
Program
busniness
establishment and
offices in the
communitycan serves
as a training ground for
learners.
Remediation
and Enrichment
Classes
Parents and retired
teachers may be
involved in the school
reading remediation and
learning enrichment
program.
Youth
Development
Programs
The learners may involved
themselves in youth
development programs
and developed their skills
and talents, learn how to
deal positively with peers
and adults and serve as
resource in their
community.
Community
Service
Work done by a person or group of
people that benefits others. It is
often done near the area where
you live, so your own community
reaps the benefits of your work.
You do not get paid to perform
community service, though
sometimes food and small gifts,
like a t-shirt, are given to
volunteers.
What can Schools do
for the Community in
return?
Examples of What can School do
for the Community
Examples of What can School do
for the Community
CLASSROOM USED
BY COMMUNITY
ORGANIZATIONS
FOR
MEETINGSCLASSR
OOM USED BY
COMMUNITY
ORGANIZATIONS
FOR MEETINGS
CLASSROOM USED BY
COMMUNITY
ORGANIZATIONS FOR
MEETINGSCLASSROOM
USED BY COMMUNITY
ORGANIZATIONS FOR
MEETINGS
SCHOOL USED BY THE
RURAL HEALTH UNIT
FOR MOTHER CLASS ON
CHILD CARE
SCHOOL USED AS AN
EVACUATION CENTER
SCHOOL FACILITIES USED
FOR COMMUNITY
ASSEMBLIES
LIVELIHOOD SKILLS-
TRAINING FOR PARENTS
AND OUT OF SCHOOL
YOUTH BY TEACHER
THEMSELVES.
Sociological
Basis of School-
Community
Partnership
The functionalist theory states
that institutions must
perform their respective functions
for the stability of society. Other
institutions must come in if one
institution fails to do its part for the
like of society.
The school cannot do it all."It takes a
village to educate
child", so goes the African proverb. It
has to work in (partnership with other
institutions in the community such as
the church, goverrunent organizations
and non-government organizations.
With the breakdown of families, schools
face greater challenge in
relucating the young
• The rearing and education of the child is the
primary obligation
parents.
• The school, the Church and other social
institutions
come in to assist parents and families to fulfill
their irreplaceable
obligation.
• The breakdown of marriages, the demand for
both mother and the father to work to meet the
demands of a rising cost of living.
Added to these is the Increasing number of
families composed of single mothers struggling
to raise a family.
• With the burden of earning lodged solely on the
boulders of one parent, single parents struggle
to earn enough to provide for their families.
Consequently, this responsibility leads :

• to their having a limited amount of time to spend

for and with growing .
• developing children who, unfortunately become
more likely single-parent families themselves.
The cycle goes on.
• This is not to mention the negative effect of
uncontrolled and unregulated use of
technology on the young. While the use of
technology has brought a lot of
convenience its uncontrolled and
unregulated use by the tech-savvy kids expose
these kids to all sorts of information not
necessarily favorable for their development.
So families, schools and other social
institutions need to work together to save the
youth.
Legal bases for Parents
and Community
Involvement
1987 Philippine Constitution

Recognizes the role of education in

National Development and mandates
the state to promote and protect the
right of all citizens to quality education
at all levels. this includes the
promotion of partnerships between
schools and communities to enhance
the quality of education
It is no wonder why even our laws support
school-community
partnership.

RA 9155, Governance of Basic Education Act,

Section E
(10) explicitly states that one of the
responsibilities of school heads
is "establishing school and community networks
and encouraging
the active participation of teachers
organizations,non-academic personnel of public
schools, and parents-teachers-community
associations.
Section 3 (f) of the same Act encourages
"local initiatives for the
improvement of schools and learning centers and
to provide the means by which... improvements
may be achieved and sustained."

Batas Pambansa Blg.

232, otherwise known as the Education Act
of 1982, Section 7 states that :
Every educational institution shall provide for the
establishment of
appropriate bodies through which the
members of the educational community may
discuss relevant issues and communicate
information and suggestions for assistance and
support of the school and for the promotion of
their common interest.

Representatives from each subgroup of the

educational community shall sit and participate
in these bodies, the rules and procedures of which
must be approved by them and duly published
Another law, RA. 8525:
Adopt-A-School Program Act, also
provides for school-community partnership. It
allows "private entities to assist a public school,
whether elementary, secondary, or tertiary in but
not limited to, the following areas: staff and faculty
development for training and further
education; construction of facilities; upgrading
of existing facilities, provision of books,
publications and other instructional materials;
and moderniz ation of instructional
technologies."
Even the Philippine Education for All
(EFA) 2015 Plan, then a vision and a holistic program of reforms that
aimed to improve the quality of basic education for every Filipino by
end 2015 likewise states:

"Schools shall continue to harness local resources and

facilitate involvement of every sector of the community in the school
improvement process."

This EFA 2015 Plan was extended in Education for All Beyond 2015-
Agenda. 2030. Agenda 2030 has 7 new educational targets
Even the Philippine Education for All
(EFA) 2015 Plan, then a vision and a holistic program of reforms that
aimed to improve the quality of basic education for every Filipino by
end 2015 likewise states:

"Schools shall continue to harness local resources and

facilitate involvement of every sector of the community in the school
improvement process."

This EFA 2015 Plan was extended in Education for All Beyond 2015-
Agenda. 2030. Agenda 2030 has 7 new educational targets.
Target 1 – By 2030, at least x percent (percentage were
decided in May 2015 at the MDG conference in Incheon,
South Korea) of girls and boys are ready for primary school
through participation in quality early childhood care and
education, including at least one year of free and
compulsory pre-primary education.

Target 2 – By 2030, all girls and boys will complete free and
compulsory quality basic education of at least nine years
and achieve relevant learning outcomes.

Target 3 – By 2030, all youth and at least x percent of

adults reach a proficiency level in literacy and numeracy
sufficient to fully participate in society, with particular
attention to girls and women and the most marginalized.
Target 4 – By 2030, at least x percent of youth and
y percent of adults have the knowledge and skills
for decent work and life through technical and
vocational, upper secondary and tertiary education
and training.

Target 5 – By 2030, all learners acquire knowledge,

skills, values and attitudes to establish “global
citizenship” education and education for
sustainable development.

Target 6 – By 2030, all governments ensure that all

learners are taught by qualified, professionally
trained, motivated and well supported teachers.
Target 7 – By 2030, all countries allocate at least 4-
6 percent of their Gross Domestic Product (GDP) or
at least 15-20 percent of their public expenditure to
education, prioritizing groups most in need; and
strengthen financial cooperation for education,
prioritizing countries most in need.