Unit 5 final

• School and community partnership

  School head, teachers, learners, parents of learners and non-teaching personnel working together with civic and religious leaders, alumni, other parents, non-government organizations, government organizations for the good of children
• Learning Outcome: At the end of this Chapter, you should be able to:

  • explain what school and community partnership means;

  explain the legal and sociological bases of school and;

  community partnership; and

  cite examples of school-community partnerships.
• Partnership implies two parties helping each other. Both parties benefit from the relationship.
• What can the community do for schools?

  • Brigada Eskwela
  • Curriculum development
  • Work experience programs
  • Remediation and enrichment classes
  • Youth Development Programs
  • Community Service
• What can schools do for communities in return?

  • Allow community to use school resources
  • Classroom used by community organizations for meetings
  • School used as a polling place and venue for medical mission
  • 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
  • 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
• Learning from the Experiences of Schools and Community Partners

  • Dumingaga Central School, Dumingag, Zamboanga del Sur
  • Angels Magic Spot and Project REACH, Pembo Elementary School, Makati
• 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.
• 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.
• Families, schools and other social institutions need to work together to save the youth.
• Legal Bases for Parents and Community Involvement

  • RA 9155, Governance of Basic Education Act
  • Batas Pambansa Blg. 232, Education Act of 1982
  • RA. 8525, Adopt -A-School Program Act
  • Philippine Education for All (EFA) 2015 Plan
  • Education for All Beyond 2015-Agenda 2030
• 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).
• Schools and communities function better when they work as a team.
• 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, non-government organizations, government organizations for the good of children.