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Chapter 6 - The Why and How of School and Community Partnership

Chapter 6 discusses the importance of school-community partnerships for effective education, highlighting the need for collaboration among various institutions due to challenges faced by families. Legal frameworks, such as R.A. 9155 and the Education Act of 1982, support these partnerships by encouraging community involvement in school improvement initiatives. The document emphasizes that a collective effort is essential to address the educational needs of children and ensure their development in a changing societal landscape.

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58 views9 pages

Chapter 6 - The Why and How of School and Community Partnership

Chapter 6 discusses the importance of school-community partnerships for effective education, highlighting the need for collaboration among various institutions due to challenges faced by families. Legal frameworks, such as R.A. 9155 and the Education Act of 1982, support these partnerships by encouraging community involvement in school improvement initiatives. The document emphasizes that a collective effort is essential to address the educational needs of children and ensure their development in a changing societal landscape.

Uploaded by

jpbdamiano
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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CHAPTER 6:

The Why and How


of School and
Community
Partnership
THE TEACHER AND THE COMMUNITY, SCHOOL,
CULTURE, AND ORG. LEADERSHIP – PED109

BORRES, JONEL B.
JATICO, JM JANN
Sociological Basis of School-
Community Partnership?
• The functionalist theory states that institutions must perform their
respective functions for the stability of society. Other 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 sake of society. must come in if one institution fails to
do its part for the sake of society.

• The school cannot do it all. It takes a village to educate a child", so goes the
African proverb. It has to work in partnership with other institutions in the
community such as the church,government organizations and non-
government organizations. With the breakdown of families, schools face
greater challenge in educating the young.
• The rearing and education of the child is the primary obligation 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 a rising cost
of living resulting to less or practically no more time for parents
to spend time with their children have, however, attacked the
stability of families and have adversely affected families in the
performance of their irreplaceable duty to educate 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.
Consequently, this responsibility leads to their having a limited
amount of time to spend for and with growing and 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 the development. Therefore,
families, school, and other social institutions need to
work together to save the youths.
Legal Bases for Parents and
Community Involvement
It is no wonder why even our laws support school-community
partnership. R.A. 9155, Governance of Basic Education Act, Section [10]
explicitly states that one of the responsibilities of school heads is
“establishing school and community networks and encouraging the active
participation of teachers organization, nonacademic personnel of public
schools, and parents-teachers-community association.”

Section 3 (f) of the same Act encourages “local initiatives for


improvement of schools and learning centers and to provide the means by
which… improvements may achieved and sustain.” Batas Pambansa Blg.
232, otherwise known as Education Act of 1982, section 7 states that:
Every educational institution 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. Representative from each subgroup of the
educational community shall sit and participate in these bodies, the rules
and procedure 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, publication and other instructional materials; and modernization of
instructional technologies.”
Even the Philippines Education for All (EFA) 2015 Plan, then a vision
and a holistic program of reforms that aimed to improved 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 from 2015 to
2030 that must involve education stakeholders which in essence is school
community partnership. UNESCO Assistant Director General for Education,
Dr. Qian Tang, himself admits that Agenda 2030 cannot be realized without
schools partnering with community. He said: "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 and learning centers reflect
the values of the community by allowing teachers/learning
facilitators and other staff to have the flexibility to serve the
needs of all learners (Sec 3, e); and 3) local initiatives 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 !

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