CHAPTER 6:

THE WHY AND HOW OF

SCHOOL AND COMMUNITY
PARTNERSHIP
PREPARED BY:
Group 4
ALJON PULVIDA BENCH RED ABEJERO
SHAINE SALVA KEN HARVEY FORMALES
PRAYER
CHAPTER 6:
THE WHY AND
HOW OF SCHOOL AND
COMMUNITY
PARTNERSHIP
PREPARED BY:

ALJON PULVIDA BENCH RED ABEJERO

SHAINE SALVA KEN HARVEY FORMALES
OBJECTIVES:
At the end of this chapter, you should be able to;
• Explain what School and Community
partnership means;
• Explain the legal and sociological basis of
school and;
• Cite examples of School-Community
partnerships.
OPPORTUNITIES FOR
SCHOOL – COMMUNITY PARTNERSHIP

Partnership implies two parties helping

each other. Both parties benefit. This
means that if a school – community
partnership exist both parties benefit from
the relationship.
WHAT CAN THE
COMMUNITY DO FOR
THE SCHOOLS?
1. 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. It takes place more or less
two weeks before classes begin in June. This
is a school maintainance program that has
been Institutionalized since 2009 when
DepEd issued DepEd Order No. 100.
1. BRIGADA ESKWELA
 2. CURRICULUM DEVELOPMENT
This can mean use of
community resources for
learning e.g. museum,
elders of the community as
key informants in research
persons in the study of local
history.
3. WORK EXPERIENCED PROGRAM
Business
establishments and
offices in the
community can
serve as training
ground for learners.
 A concrete example is the Work
Immersion required for Senior High
School students. Some schools call this
service learning since it actively
involves in a wide range of
experiences which benefits students
and the community at the same time
fulfilling the requirement of curriculum.
 4. REMEDIATION AND
ENRICHMENT CLASSES
Parents and retired
teachers may be
involved in the School
Reading remediation
and Learning
Enrichment Programs.
5. YOUTH DEVELOPMENT
PROGRAMS
THE YOUNG MAY INVOLVE
THEMSELVES IN YOUTH
DEVELOPMENT PROGRAMS
AND DEVELOP THEIR SKILLS
AND TALENTS, LEARN HOW TO
DEAL POSITIVELY WITH PEERS
AND ADULTS AND SERVE AS
RESOURCES IN THEIR
COMMUNITIES
6. COMMUNITY SERVICE
Examples of community
service are students
participating in tutorial
programs, community
reforestation programs,
clean – up drive for a
river, assisting in medical
mission.
WHAT CAN SCHOOLS DO FOR
COMMUNITIES IN RETURN?
WHAT CAN SCHOOLS DO FOR
COMMUNITIES IN RETURN?
Schools may allow the
community to use school
resources. Here are some
concrete examples enumerated
by the DepEd Primer on the
School Community Partnership:
• Classroom used by
community organizations
for meetings
• School used as polling
place and venue for medical
mission which it may
co – sponsor with the Rural
Health Unit.

• School used by the

Rural Health Unit for
Mothers’ class on Child
Care.
• School used as an
evacuation center

• School facilities used

for community
assemblies

• School basketball court

used for local celebrations
and barangay sports
league.
• Schools conduct livelihood skills-training
programs for parents and out – of –
School youths using School resources

• Livelihood Skills – training for parents and

out – of – school youths by teachers
themselves.
LEARNING FROM THE
EXPERIENCES OF
SCHOOLS AND
COMMUNITY PARTNERS
HERE ARE CONCRETE EXAMPLE:
1. DUMINGAGA CENTRAL SCHOOL, DUMINGAG,
ZAMBOANGA DEL SUR
- Strong school community
partnership – Feeding
Program was maintained by
community donors – Mother
Butler Mission Guild,
barangay councils, office of
the mayor, parents who
budgeted, cooked,
2. Angels Magic Spot And Project REACH,
etc. – Pembo Elementary School, Makati
Pembo Angels Magic Spot (PAMS) were the
Volunteer environmental steward – students of
Pembo Elementary School while magic spots were
the small dumpsites or empty lots in the
Barangay which were converted by the students
into vegetables gardens from which members of
the barangay could harvest for home supply, the
school for Feeding Program or sold them for cash
for the purchase of seedlings and planting of more
vegetables.
 Another effective practice was Project
Revitalize Enthusiasm for Assistance to
Children of Humanity ( REACH) where each
teacher adopted one student and act as
his/her mentor for the entire school year.
Urbanidad Kids were ideal students who
acted as role models for the student and the
PEMBO community. They cleanest, most well
– mannered and most dilligent in class.
 BOWLS means Brains Operates Well on
Loaded Stomach. Every recess, children who
were selected by the school as BOWLS
beneficiaries due to malnutrition were
provided and bowl of lugaw.
Pera sa Panapon was a weekly trash
market where students, their parents and
other members of the community were invited
to bring their recyclable garbage.
 SOCIOLOGICAL BASIS
OF SCHOOL – COMMUNITY
PARTNERSHIP
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 if one institution
fails do its part for the sake of the society.
• “It takes a village to educate a child”
• The rearring and education of the child is the
primary obligation of 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 father to work to meet the
demands of rising cost of living resulting to
less or practically no more time for parents to
spend time with their children.
• 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 shoulders of one parent, single parents,
struggle to earn enough to provide for their
families.
• 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 it’s uncontrolled and
unregulated use by the tech-savvy kids expose
these kids to all sorts of information not
necessarily favorable for their development.
 LEGAL BASES
FOR PARENTS AND
COMMUNITY DEVELOPMENT
• RA 9155, Governance of Basic Education Act,
Section E ( 10 ) explicitly states that one of the
responsibilies 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 Pambasa 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 commuicate
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, R.A. 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;
modernization 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.”
• “Our vision must be more aggressive, more
committed not just involving government, non –
government agencies but all stakeholders.
• RA 9155, states that partnership between school
and community also ensures... that:
1) Educational programs, projects and services
take into account the interests of all members
of the community (Sec, 3, d);
2) The Schools learning centers reflect the
values of the community by allowing
teachers/learning facilitators and other staff
to have the flexibilty to serve the needs of all
learners (Sec 3,e); and
3) Local inititives for the improvement of
schools and learning centers are
encouraged and the means by which
these improvements may be achieved
and sustained are provided (Sec 3, f). So
schools and communities function better
when they work as a team.
THANK YOU!!...