SHEPHERDVILLE COLLEGE INC

Formerly Jesus the Loving Shepherd Christian College

Talojongon, Tigaon, Camarines Sur
A/Y 2023-2024
First Semester

“EXCELLENCE IN TRUTH IN THE SERVICE OF GOD AND COUNTRY”

COMPETENCY # 3 Link teaching learning to experiences, interests and aspirations of

the wider school community and other stakeholders- Domain 6- PPST
TERM: MIDTERM
Time Frame/Number of Hours – 3 hours

Lesson 6: The Why and How of School and Community Partnership Page 1
 Module 6: The Why and How of School and Community
Partnership

I. INTRODUCTION

Partnership implies two parties helping each other. Both parties benefit.
This means that if a school-community partnership exists, both parties benefit
from the relationship.

II. OBJECTIVES/ LEARNING OUTCOMES

1. Explain what school and community partnership means;

2. Explain the legal and sociological bases of school and;
3. Cite examples of school-community partnership.

III. Definition of Terms

School- School is a place where children learn. There are activities going on or
subject taught. There is regular scheduled curriculum. There is also
administration and management.

Community. Community is about people in group sharing common

characteristics which link them all irrespective of locality, interest, passion,
need, expectations and experiences, knowledge, resources, religious beliefs
occupation, education and ethnic groups.

Partnership. Partnership is involving close cooperation between parties having

specified and joint rights and responsibilities.

School- Community Partnership- Collaboration between school and

community that ensures that members of both parties are involved in
education of children having a common purpose, working together and sharing
responsibilities.

III. CONTENT UPDATE

Lesson 6: The Why and How of School and Community Partnership Page 2
Opportunities for School-Community Partnership

What can the community do for schools?

Here are examples of what a community can do for 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
maintenance program that has been institutionalized since 2009 when
DepEd issued DepEd Order # 100.

2. Curriculum development — This can mean use of community resources

for learning. e.g. museum, elders of the community as key informants in
research or resource persons in the study of local history

3. Work experience programs — Business establishments and offices in

the community can serve as training ground for learners. A concrete
example is the Work Immersion required of Senior High School students.
In this Work Immersion, students are given the opportunity to work in
relevant establishments or offices in the community to help develop .in
them "the competencies, work ethics, and values relevant to pursuing
further education and /or joining the world of work.... Partner offices for
immersion provide Senior High School students with opportunities: "1) to
become familiar with the work, place; 2) for employment simulation; and
3) to apply their' competencies in areas of specialization /applied
subjects in authentic work environments (Enclosure to DepEd Order No.
30. 3. 2017).

In this school-community partnership, the school can fulfill what curriculum

requires and may improve on their curriculum based on community feedback,
enables the students to underg0 hands-on work experience, while community
establishments contribute to the formation of graduates who are more ready
for life and more equipped for the world of work. Business establishments or
any world of work in the community are the ultimate beneficiaries of these
graduates who have been more prepared through work immersion.

Some schools call this service learning since it actively involves students in a
wide range of experiences which benefits students and the community at the
same time fulfilling the requirement of a curriculum.

Lesson 6: The Why and How of School and Community Partnership Page 3
 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; school head
involved in planning local celebrations, teachers managing programs,
projects, activities; school band playing in fiesta parade

What can schools do for communities in return?

Schools may allow the community to use school resources. Here are concrete
examples enumerated by the DepEd Primer on School Community Partnership:

 Classroom used by community organizations for meetings

 School used as a 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 by using school resources

 Livelihood skills-training for parents and out-of-school youths by

teachers themselves

Lesson 6: The Why and How of School and Community Partnership Page 4
Learning from the Experiences Of schools and Community Partners

Here are concrete examples:

1. Dumingag Central School, Dumingag, Zamboanga Feeding del Sur

program

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, purchased.

“ Kiddie Cops” classes- Cops lectures on good manners and right conduct, drug
addiction, child abuse, child welfare. Municipal Welfare and Development
Office - Municipal 'Health Office conducted special classes on health and
nutrition, rights of the child.

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 vegetable gardens from which members of the barangay could harvest for
home supply, the school for their feeding program or sold them for cash for the
purchase of seedlings and planting of more vegetables.

PAMS brought together students, teachers, school head, parents barangay

officials and other members of the community clean up little nooks for garbage
and converted them into green areas with vegetables shared by all. It also
taught gardening skills and positive attitude toward work to students and
supplemented the feeding program for the underweight and the malnourished
in the school, Project BOWLS (Brain Operates Well on Loaded Stomachs).

Another effective practice was Project Revitalized Enthusiasm for

Assistance to Children of Humanity (REACH) where each teacher adopted one
student and acted as his/ her mentor for the entire school year. The teacher
gave free tutorial to the adopted student during his/her free time, visit the
student's family every now and in some instances gave the student a daily
allowance of ten pesos from the teacher's own pocket. This contributed to
improved performance of Pemb0 Elementary School, 23rd in rank in the
Division Achievement Test zoomed up to rank 9 and six years later rank 1.
(near-zer0 drop out rate), ad Kid

Lesson 6: The Why and How of School and Community Partnership Page 5
 Urbanidad Kids were ideal students who acted as role models for the
students and the PEMBO community. They were the cleanest, most well-
mannered and most diligent in class,

BOWLS means Brain Operates Well on Loaded Stomach. Every recess,

children Who were selected by the school as BOWLS beneficiaries due to
malnutrition were provided a free 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. The project helped the school purchase the necessary
supplies and was able to support two students to a 2010 math competition in
Singapore.

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 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 lot of convenience
its uncontrolled and unregulated use of technology on the young. While the use
of technology brought a lot of convenience its uncontrolled and unregulated
use

Lesson 6: The Why and How of School and Community Partnership Page 6
by 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

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, nonacademic 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] 982, 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 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

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

Lesson 6: The Why and How of School and Community Partnership Page 7
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.

STUDENTS ASSESSMENT QUESTIONS

SAQ 6.1 Illustrate with a cartoon or a diagram the partnership between school
and community. (5 points)

SAQ 6.2 . School and community partnership enhances sense of ownership

and sense of belonging. What do these mean? How will these impact on schools
and communities? (5 points)

SAQ 6.3 Can schools take the place of families in the rearing of Children? Why
or why not? (5 points)

SAQ 6.4 What sociological reality in the Philippines and in the world demand
that schools partner with the community (Church, mass media, business
establishments, etc.) for the education of children? (5 points)

SAQ 6.5 State the provisions of law that refer to school-community

partnership.
( 5 points)
SAQ 6.6 Cite additional examples of school-community partnerships that
benefit the young. (5 points)

SAQ 6.7. In what way am I involved in school and community partnership?

What good have I done to school and community? What else can I do? (10
points)

Lesson 6: The Why and How of School and Community Partnership Page 8
IV. SUMMARY / TAKEAWAYS

 School and community partnership means school head, teachers,

learners, parents of learners and non-teaching personnel working
together with civic and religious leaders, alumni, other parents,
nongovernment organizations, government organizations for the good of
children.
 The upbringing of children is the main and irreplaceable duty and
responsibility of the family. But with the weakening influence of the
family on the upbringing of children and with children's Unlimited
exposure to modern technology like the internet, the challenge for
schools to teach the young _has become even greater, So schools Cannot
do it all. They have to partner with community.
 In this partnership, children, the primary customers of schools, are most
benefited but school and community are likewise mutually benefited.

 RA 9155, also known as the Governance of Basic Education Act, BP 232

which is the Education Act of 1982, RAV 8525, Adopt -A-School Program
Act and Agenda 2030 stipulate school and community partnership.
 There are many opportunities for school and community partnership.
The Brigada Eskwela which is now institutionalized in DepEd Schools is
a glaring proof of school and community partnership. Schools with all its
human and material resources can offer services also to the community
in many ways.

V. REFERENCES

Prieto, Nelia G, Arcangel, Clotilde N, Corpuz,Brenda B. , The Teacher and

the Community, School Culture and Organizational Leadership: LORIMAR
Publishing Inc, 2019

Lesson 6: The Why and How of School and Community Partnership Page 9
VI. EVALUATION:

l. Which is TRUE of a school and community partnership?

A. Community helps school.
B. School is a recipient of assistance from community.
C. Both school and community benefit.
D. Both school and community lose.

2. Which program is a proof of school and community partnership where every

month of May education stakeholders contribute their time, talent and treasure
to ensure that school facilities are set in time for the school opening?

A. Parents and Teachers Association Assembly

B. School Governing Council Annual Assembly
C. Brigada Eskwela
D. Palarong Pambansa

3. Which statement is TRUE of school and community partnership?

A. Elders in the community can be key informants of a research in local

history.
B. Parents can help school only in terms of school facilities.
C. Donations from politicians are not accepted to prevent electioneering.
D. Only school benefits from the partnership

4. "It takes a village to educate a child." Which does this statement imply?

A. PTA is more than enough partnership.

B. Institutionalize school-community partnership,
C. School can substitute for absentee parents.
D. Children need more models.

5. Adopt-A-School Program allows private entities to assist which schools?

a. public elementary schools

Lesson 6: The Why and How of School and Community Partnership Page 10
 b. public secondary schools
c. public tertiary schools
d. public schools in all levels

Lesson 6: The Why and How of School and Community Partnership Page 11