Chapter 6

The Why and How of

School and
Community
Partnership
Presented by: Sofia Marie Pun-an & Elvie Jane Estrada
BEED 2ND YEAR
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 schools; and community partnership;
and
●Cite examples of school-community
WHEEL OF
FORTUNE
QUESTIONS:

01 02 03

WHAT IS WHAT IS WHAT IS

SCHOOL? COMMUNITY? PARTNERSHIP
?
 Opportunities for School-
Community Partnership
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. Thus in the following
paragraphs we shall present what
communities can do for schools and what
schools can do for communities.
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
 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 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
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
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:
● 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
Learning from the Experiences of Schools and Community
Partners
Here are concrete examples:
[Link] 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,
purchased.
"Kiddie Cop" classes -Cops lectures on good
manners and right conduct, drug addiction, child
abuse, child welfare. Municipal Welfare and
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, the student's family every now and in
some instances visit student a daily allowance of ten
pesos from the teacher's own pocket. This contributed
to improved performance gave the Elementary School,
23rd in rank in the Division Achievement of Pembo Test
zoomed up to rank 9 and six years later rank 1. (near-
zero drop out rate), ad Kid
 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
 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.
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 of1982, 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
 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 2015likewise 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, [Link]
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
 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
Thanks Do you have any questions?

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