School and community partnership BCAED2-A ALYSSA VALLADOLID_20240615_171553_0000.pdf

Profed

1. The Why and How of
School and Community
Partnership

2. Objectives:
At the end of the lesson, the students must be
able to:
1. determine how school and community partnership.
2. understand the legal and sociological bases of school and community
partnership and;
3. specify some examples of school-community partnership

3. 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 wernment
organizations and non government organization. With the
breakdown of families, schools fare greater challenge in
educating the young.

4. 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 they 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, unfertunately become more likely single parent
families themselves. The cycle goes on.

5. This is not to mention the negative effect of uncontrolled
and unregulated use of technology on the young. While the
use of technology has bought a lot of convenience its
uncontrolled and unregulated use by the tech-savvy kids
espose these kids to all sorts of information not necessarily
favorable of their development so families, schools and
other social institutions need to work together to save the
youth .

6. Legal Bases for Prents and Community Involvement
It is no wonder why even our laws support school-community Section partnership.
RA 9155, Gornance 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 personel
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 whith 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 apropriate 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 group of the
educational community shall sit and participate in procedures of which must be
approved by these bodies, the rules and procedures them and duly published.

7. 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 improvement process."

8. 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 improvemen! 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.

9. 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.
• 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, RA. 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.

10. Thank You for
listening!