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    Lesson 6 School and Community Partnership

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    Wenna
    1. The document discusses school and community partnerships, explaining that they involve schools, students, parents, and other community members working together for the benefit of children. 2. It provides examples of how communities support schools, such as volunteer programs and allowing work experience programs at local businesses, and how schools support communities by opening facilities for community use. 3. Sociologically, strong partnerships are important because families and single parents struggle and schools cannot do it alone, so it "takes a village to raise a child."

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    Lesson 6 School and Community Partnership

    Uploaded by

    Wenna
    1K views7 pages
    1. The document discusses school and community partnerships, explaining that they involve schools, students, parents, and other community members working together for the benefit of children. 2. It provides examples of how communities support schools, such as volunteer programs and allowing work experience programs at local businesses, and how schools support communities by opening facilities for community use. 3. Sociologically, strong partnerships are important because families and single parents struggle and schools cannot do it alone, so it "takes a village to raise a child."

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    1. The document discusses school and community partnerships, explaining that they involve schools, students, parents, and other community members working together for the benefit of children. 2. It provides examples of how communities support schools, such as volunteer programs and allowing work experience programs at local businesses, and how schools support communities by opening facilities for community use. 3. Sociologically, strong partnerships are important because families and single parents struggle and schools cannot do it alone, so it "takes a village to raise a child."

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    1K views7 pages

    Lesson 6 School and Community Partnership

    Uploaded by

    Wenna
    1. The document discusses school and community partnerships, explaining that they involve schools, students, parents, and other community members working together for the benefit of children. 2. It provides examples of how communities support schools, such as volunteer programs and allowing work experience programs at local businesses, and how schools support communities by opening facilities for community use. 3. Sociologically, strong partnerships are important because families and single parents struggle and schools cannot do it alone, so it "takes a village to raise a child."

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 7

    Lesson 6

    School and Community Partnership

    Objectives:
    At the end of the lessons, you are expected to:
    1. explain the meaning of school and community partnership;
    2. discuss the legal and sociological bases of school and community partnership;
    and
    3. cite examples of school-community partnerships.
    Content of the Lesson/Short Readings/Explanation
    Partnership implies two parties helping each other with both parties benefitting
    from the relationship. School and community partnership means school head, teachers,
    learners, parents and non-teaching personnel working together with civic and religious
    leaders, alumni, other parent s, non-government organizations and government
    organizations for the goods of the children.
    What can the community do for school?
    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 on time
    for the school opening. It takes place more or less two weeks prior to the
    opening of classes. This is a school maintenance program than has been
    institutionalized based on DepEd Order #100, series of 2009.
    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
    Busyness establishment 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 competences, work ethics, and values’ relevant
    to pursuing further education and/or joining the world of works. 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 competences in.
    areas of specialization/applied subjects in authentic work environments.
    (enclosure to DepEd Order No. 30, series of 2017).
    In this school-community partnership, the school can fulfil what
    curriculum requires and may improve on their curriculum based on community
    feedback, enables students to undergo 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.

    1. Remediation and enrichment classes


    Parents and retired teachers may be involved in the School reading
    remediation and Learning Enrichment Programs.

    2. 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.

    3. Community Service
    This include students participating in tutorial programs, community
    reforestation programs, clean up drive for a river/shoreline, assisting in medical
    mission, school band playing during fiesta celebration; school head involved in
    planning local celebrations and teachers managing programs, projects, activities.

    What can schools do for communities in return?


    Schools may allow the community to use school resources. The DepEd Primer on
    School-Community Partnership enumerated the following concrete examples:
    ● Classroom used by community organizations for meetings
    ● Schools used a polling places and venue for medical missions which it may
    c0-sponsor with the Rural Health Unit
    ● Schools used as evacuation centers
    ● School facilities used for community assemblies
    ● School multi-purpose court used for local celebrations and barangay sports league
    ● School 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

    ❖ Dumingaga Central School, Dumingag, Zamboanga del Sur


    Strong school community partnership – Feeding program was maintained by
    community donors such as Mother Butler Mission Guild, barangay councils, office of
    the mayor, parents who budgeted, cooked, purchased.
    “Kiddie Cop” classes – Cops lecture on good manners and right conduct, drug
    addiction, child abuse, child welfare.
    Municipal Welfare and Development Office (MWDO) – MWDO conducted special
    classes on health and nutrition and rights of the child

    ❖ 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 Revitalized Enthusiasm for Assistance to Children of Humanity (REACH)
    – 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
    time, visit the student’s family 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 Pembo Elementary School from ranked 23rd, it zoomed up to rank
    9th and six years later rank 1 in the Division Achievement Test (near-zero drop-out
    rate).
    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.
    Brain Operates Well on Loaded Stomach ((BOWLS). Every recess, children
    who were identified 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.
    ‘’ It takes a village to educate a child’, so goes the African proverb. The school
    cannot do it all. It has to work in partnership with other institutions in the
    community such as the church, government organizations, and
    non-government organizations.

    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 fulfil their irreplaceable obligation. The breakdown of
    marriages, the demand for both parents 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 which can become a cycle. With the breakdown of
    families, schools face greater challenge in educating the young.
    While the use of technology has brought a lot of convenience, its
    uncontrolled and unregulated use by the tech-savy kids expose these kids to
    all sorts of information not necessarily favourable for their development.
    There is a need for families, schools and other social institutions to work
    together to save the youth.

    Legal Bases for Parents and Community Involvement


    The Philippine government is supportive of the school-community
    partnership as reflected in the enactment of laws relating to this partnership.
    Section E (10) of RA 9155, Governance of Basic Education Act 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
    sub-group 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.

    RA 8525, Adopt-A-School Program Act 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.”
    The Philippine Education for All (EFA) 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 was extended in Education for All Beyond 2015-Agenda 2030.
    Agenda 2030 has 7 new educational targets that must involve education stakeholders
    which in essence is school-community partnership. UNESCO Asst. Director General, Dr.
    Qian Tang, admits that Agenda 2030 cannot be realized without schools partnering with
    communities.
    RA 9155 states that partnership between school and community also ensures
    that: 1) educational programs, projects and services take into account the interest 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 the 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).
    Schools and communities function better when they work as a team.

    Guide Questions:

    Answer the following questions:

    1. What is meant by school-community partnership?


    2. What are the opportunities for school-community partnership?
    3. What does it mean by “it takes a village to educate a child?”
    4. How does the Philippine government support the school-community partnership?
    State the provisions of law that refer to school-community partnership.
    5. What sociological reality in the Philippines and in the world demand that schools
    partner with the community for the education of children?
    6. What are some examples of programs or projects manifesting the school-
    community partnership?

    Let’s Write a Journal

    Journal Entry #6
    School and community partnership, Integrate in your writing what you
    learned in this lesson and write your reflection.
    In what way am I involve in school and community partnership? What good
    have I done to school and community? What else can I do?

    Self-Learning Activities

    Answer the following questions:

    1. Can schools take the place of families in the rearing of children? Why or why not?
    2. How will school and community partnership impact schools and communities?
    3. In what way are you involved in school and community partnership? What good have
    you done to school and community?
    4. How can successful school-community partnership be ensured?
    5. Cite additional examples of school-community partnerships that benefit the young.
    Illustrate in a cartoon or diagram the partnership between school and community.

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