Lesson 6 THE WHY AND HOW OF School AND Community Partnership PDF

Preview

Summary

CHAPTERThe Why and How of Schooland Community PartnershipLearning 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 partn...

Description

CHAPTER

The Why and How of School and Community Partnership

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.

!IVZ

Activity - Let's Do This

1. Based on your school experiences, list down ways by which a community helps a school and ways by which a school helps a community. Come up with an exhaustive list. our lists.

2. Group yourselves by 6. Compare y Come up with a final list in which communities help schools and in which schools help communities.

O.z

Analysis - Let's Analyze real partnership b

Based on your group list, is there etween ne party (like the school and community? Or do you find o school) wore n the other? Defe favored because it gets more help tha nd your miswer.

63

1

The Teacher and the

Community, School Culture and Organizational Leadership

64 I 1 ( 7N Abstraction • Let's Conceptualize

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. Brigacht R.skwela - 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 1)etore 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 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

Chapter 6 — The Why and How of School and Community Partnership

.11- these graduates who have been more prepared through work nmersion. 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 I 'uniculum

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 SchoolCommunity Partnership: rganizations for meeti

•

Classroom used by community o

•

place and venue for med School used as a polling ical nsor with the Rural Health Unit

ngs

mission which it may co-spo

al Health Unit for mothers' class on

•

School, used by-the Rur child care

• •

School. used as an ev d for community assemblies School facilities use

•

School basketba league barangay sports

acuation center

ll court used for local celebrations and

ct

ivelihood skills-training programs for

• Schools condu l -of-school youths by using school resources and out

parents

• Livelihood ski hers themselves teac

lls-training for parents and out-of-school-

youths by

The Teacher and the Community,

School Culture and Organizational Leadership

Learning from the Experiences of Schools and Community Partners Here are concrete examples: I. Dumingaga 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 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 Pembo Elementary School, 23rd in rank in the Division Achievement Test zoomed up to rank 9 and six years later rank 1. (near-zero drop out rate), ad Kid

Chapter 6 - The Why and How of School an d Community Partnership

;Is role mod-

Urbanidad Kids were ideal students who acted els were the for the students and the PEMBO community. 'Hwy s:.;. cleanest, most well-mannered and most diligent in cla Stomach.

BOWLS means Brain Operates Well on Loaded Every recess, children who were selected by the BOWLS beneficiaries due to malnutrition were providu 1 ed ,r fiare bowl of lugaw. hen'

Pera sa Panapon was a weekly irash market w students, their parents and other nieillbrn; )1. I I ir rcnnnrrtr rity were invited to bring their recyclable garbage. The project he lped to the school purchase the necessary supplies and wa able 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 •;:lke of society. The school cannot do it all. "It takes a village to educate child", so goes the African proverb. It has to work in (partnership with other institutions in the community such as the church,goverrunent organizations and non-government organizations. With the breakdown of families, schools face greater challenge in relucating the young. The rearing and education of the child is the primary obligation pr parents. The school, the Church and other social institutions e ome in to assist parents and families to fulfill their irreplaceable obligation. The breakdown of marriages, the demand for both mother Arid 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 tamilies and have adversely affected families in the performance of dick 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 •;boulders of one parent, single parents struggle to earn enough to provide for their families. Consequently, this responsibility leads to t

heir having a limited amount of time to spend for and with growing .ind developing children who, unfortunately become more likely •,Ingle-parent families themselves. The cycle goes on. This is not to mention the negative effect of uncontrolled and

The Teacher and the Community, School Culture and Organizational Leadership

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. 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 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 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, ation of publications and other instructional materials; and moderniz instructional technologies." (EFA) 2015 Plan, then a Even the Philippine Education for All aimed to improve the vision and a holistic program of reforms that quality of basic education for every Filipino by end 2015 likewise states:

harness local resources and

"Schools shall continue to facilitate f the community in the school involvement of every sector o improvement process." Education for All Beyond

This EFA 2015 Plan was extended in Agenda. 2030. Agenda 2030 has 7 new educational targets

2015-

Chapter 6 — The Why and How of Scho

ol and Community Partner-SHP

eholderswhich

hum 2015 to 2030 that must involve education stak in CO Assistantt essence is school - community partnership. UNES lf admits tha. hrector General for Education, Dr. Qian Tang, himse rtnering wall Agenda 2030 cannot be realized without schools . pa essive, more ommunity. He said: Our vision must be more aggr ent agencies ommitted not just involving government, non-governm h► t all stakeholders." ool

nd

RA 9155, states that partnership between sch a projects community also ensures... that: 1) educational programs, and bers of services take into account the interests of all mem ihe centers reflect the community (Sec 3, d); 2) the schools and learning earning facilitators and values of the community by allowing teachers/l eeds other staff to have the flexibility to serve the n of all learners (Sec ment 3, e); and 3) local initiatives for the improve of schools and learning centers are encouraged and the means by which these improvements may be achieved and sustained are provided (Sec 3, 1). So schools and communities function better when they work as a team.

1. Illustrate with a cartoon or a diagram the partnership between school and community. 2. Develop a tool to evaluate the extent and quality of school and community partnership. 3. Pretend you are an Instructor /Professor in this professional course, The Teacher and the Community, School Culture and Organizational Leadership. Your lesson has this learning outcome: To explain the sociological and legal bases of school and community partnership. How will you proceed? Deliver your lecture. 4. School and community partnership enhances sense of OWE_ ership and sense of belonging. What do these mean? How will these impact on schools and communities?

•

School and community partnership means school head r p , e n ttesa le he: ers, parents of learners and non-teaching personnel

69

workii;

together with civic and religious leaders, alumni, other government organizations, government organizations for children.

the

Vic„

),

t,...