Module in ED 103

The TEACHER and the COMMUNITY,

SCHOOL CULTURE and

ORGANIZATIONAL LEADERSHIP

Asst. Prof. LEONILA B. BELEGAL

Subject Professor
 Chapter 1
Philosophical Thoughts on Education

Learning Outcomes:
At the end of this Chapter, you should be able to discuss at least 6 philosophical thoughts
on education.

Isolated Facts and the Banking Method

Depicted in the question and answer proceeding in class are a common classroom scenario.
Most lessons are devoted to teacher asking low – level questions and students answering with what
they memorized the night before. Teacher deposited these facts a day before and withdraws them
the next day. A perfect example of the banking system of education that Paulo Freire is very much
against as it does not make the learner reflect and connect what he/she was taught to real life.

We have nothing against facts. But isolated facts make no sense but become meaningful
when seen in relation to other facts. These facts when combined with other facts (with further
questioning from the teacher) help the learner see meaning and connection to his/her life. Example:
The pupil learned that food is broken down into small pieces, which is digested by the stomach
and is absorbed by the intestine. To connect the facts, teacher should ask more questions like:
“What if the food is not chewed in the mouth, what happens to food in the stomach and to the
stomach itself? What if he stomachs fails to digest food from the mouth, what happens to the food
in the small intestines? Will the small intestines be able to absorb food, etc.?...

Below are summaries of thoughts of education philosophers on what should be taught and how
learners should be taught.

A. John Locke (1632 – 1704) The Empiricist Educator

• Acquire knowledge about the world through the senses – learning by doing and by
interacting with environment

• Simple ideas become more complex through comparison, reflection and generalization –
the inductive method

• Questioned the long traditional view that knowledge came exclusively from literary
sources, particularly the Greek and Latin classics

• Opposed he “divine right of kings” theory which held that the monarch had the right to be
an unquestioned and absolute ruler over his subjects

• Political order should be based upon a contract between the people and the government

• Aristocrats are not destined by birth to be rulers. People were leaders from among
themselves; civic education is necessary

• People should be educated to govern themselves intelligently and responsibly

Comments:
• For John Locke education is not acquisition of knowledge contained in the Great Books. It
is learners interacting with concrete experience, comparing and reflecting on the same
concrete experience, comparing. The learner is an active not a passive agent of his/her own
learning.

• From the social dimensions, education is seeing citizens participate actively and
intelligently in establishing their government and in choosing who will govern them from
among themselves because they are convinced that no one person is destined to be ruler
forever.

B. Herbert Spencer (1820 – 1903) Utilitarian Education

 Spencer’s concept of “survival of the fittest” means that human development had gone
through an evolutionary series of stages from simple to the complex and from the uniform
to more specialized kind of activity
  Social development had taken place according to an evolutionary process by which simple
homogenous societies had evolved to more complex societal systems characterized with
humanistic and classical education

 Industrialized society require vocational and professional education based on scientific and
practical (utilitarian) objectives rather than on the very general educational goals associated
with humanistic and classical education.

 Curriculum should emphasize the practical, utilitarian and scientific subjects that helped
human kind master the environment.

 Was not inclined to rote learning; schooling must be related to life and to the activities
needed to earn a living.

 Curriculum must be arranged according to their contribution to human survival and

progress.

 Science and other subjects that sustained human life and prosperity should have curricular
priority since it aids in the performance of life activities.

 Individual competition leads to social progress. He who is fittest survives. (Ornstein, 1984)

Comments:

Specialized Education of Spencer vs. General Education

• To survive is a complex society, Spencer favors specialized education over that of general
education. We are in need of social engineers who can combine harmoniously the findings
of specialized knowledge. This is particularly true in the field of medicine.

• The expert who concentrates on a limited field is useful, but if he loses sight of the
interdependence of things, he becomes a man who knows more and more about less and
less. We must not prefer the other extreme, the superficial person who knows less and less
about more and more.

Spencer’s Survival of the Fittest

• He who is the fittest survives. Individual competition leads to social progress. The
competition in class is what advocates of whole – child approach and socio – emotional
learning (SEL) atmosphere negate. The whole child approaches a powerful tool for SELF
– focused schools has as tenets – “each student learns in an environment that is physically
and emotionally safe for students and adults” and each student has access to personalized
learning and in supported by qualified and caring adults…” (Frey, N. 2019)

C. John Dewey (1859 – 1952) Learning through Experience

• Education is a social process and so school is ultimately related to the society that it serves.

• Children are socially active human beings who want to explore their environment and gain
control over it.

• Education is a social process by which the immature members of the group, especially the
children, are brought to participate in the society.

• The school is a special environment established by members of society, for the purpose of
simplifying, purifying and integrating the social experience of the group so that it can be
understood, examined and used by its children.

• The sole purpose of education is to contribute to the personal and social growth of
individuals.
• The steps of the scientific or reflective method which are extremely important in Dewey’s
educational theory are as follows:

 The learner has a “genuine situation of experience,” involvement in an activity in which

he/she is interested.

 Within this experience the learner has a “genuine problem” that stimulates thinking.
 The learner possesses the information or does research to acquire the information needed
to solve the problem.

 The learner develops possible and tentative solutions that may solve the problem.

 The learner tests the solutions by applying them to the problem. In this one way one
discovers their validity for oneself.

• The fund of knowledge of the human race-past ideas, discoveries and interventions was to
be used as the material for dealing with problems. This accumulated wisdom of cultural
heritage has to be tested. If it served human purposes, it becomes part of a reconstructed
experience.

• The school is social, scientific and democratic. The school introduces children to society
and their heritage. The school as a miniature society is a means of bringing children into
social participation.

• The school is scientific in the sense that it is a social laboratory in which children and youth
could test their ideas and values. In here, the learner acquires the disposition and procedures
associated with scientific or reflective thinking and acting.

• The school is democratic because the learner is free to test all ideas, beliefs and values.
Cultural heritage, customs and institutions are all subject to critical inquiry, investigation
and reconstruction.

• School should be used by all, it being a democratic institution. No barrier of custom or

prejudice segregate people. People ought to work together to solve common problems.

• The authoritarian or coercive style of administration and teaching is out of place because
they block genuine inquiry and dialogue.

• Education is a social activity and the school is a social agency that helps shape human
character and behavior.

• Values are relative but sharing, cooperation and democracy are significant human values
that should be encouraged by schools. (Ornstein, A. 1984)

Comments:

The Fund of Knowledge of the Human Race

• Dewey does not disregard the accumulated wisdom of the past. These past ideas,
discoveries and inventions, our cultural heritage, will be used as the material for dealing
with problems and so will be tested. If they are of help, they become part of a reconstructed
experience. If they are not totally accurate, they will still part of a reconstructed experience.
This means that the ideal learner for Dewey is not just one who can learn by doing, e.g.,
conduct an experiment but one who can connect accumulated wisdom of the past to the
present.

Schools are for the people and by the people

• Schools are democratic institutions where everyone regardless of age, ethnicity, social
status is welcome and is encouraged to participate in the democratic process of decision-
making. Learners and stakeholders’ practice and experience democracy in schools.
 D. George Counts (1889 – 1974) Building a New Social Order
• Education is not based on eternal truths but is relative to a particular society living at a
given time and place

• By allying themselves with groups that want to change society, schools should cope with
social change that arises from technology

• There is a cultural lag between material progress and social institutions and ethical values

• Instruction should incorporate a content of a socially useful nature and a problem – solving
methodology. Students are encouraged to work on problems that have social significance

• Schools become instrument for social improvement rather than an agency for preserving
the status quo

• Teachers should lead society rather than follow it. Teachers are agents of change

• Teachers are called on to make important choices in the controversial areas of economics,
politics and morality because if they failed to do so, others would make the decisions for
them

• Schools ought to provide an education that afford equal learning opportunities to all
students. (Ornstein, A. 1984)

Comments:

Schools and Teachers as Agents of Change

• For George Counts, schools and teachers should be agents of change. Schools are
considered instruments for social improvement rather than as agencies for preserving the
status quo. Whatever change we work for should always be change for the better not just
change for the sake of change.

• Teachers are called to make decisions on controversial issues, not to make a decision is to
actually making a decision.

• Like Dewey, problem solving should be the dominant method for instruction.

Lag Between Material Progress and Ethical Values

Counts asserts that “there is a cultural lag between material and progress and social institutions
and ethical values.” Material progress of humankind is very evident but moral and ethical
development seem to have lagged behind. A friend once wrote: “The Egyptians had their horses.
Modern man has his jets but today it is still the same moral problems that plague humankind.”
Indeed, with science and technology, we have become very powerful and yet powerless. We have
conquered a number of diseases and even postponed death for many, we have conquered aging,
the planets, the seas but we have not conquered ourselves.

E. Theodore Brameld (1904 – 1987) Social Reconstructionism

• As the name implies, social reconstructionism is a philosophy that emphasizes the
reformation of society. The social reconstructionist contend that:

... humankind has moved from an agricultural and rural society to an urban and
technological society… there is a serious lag in cultural adaptation to the realities of a
technological society. Humankind has yet to reconstruct its values in order to catch up with
the changes in the technological order and organized education has a major role to play in
reducing the gap between the values of the culture and technology. (Ornstein, 1984)

• So, the social reconstructionist asserts that schools should:

critically examine present culture and resolve inconsistencies, controversies and conflicts
to build a new society not just change society… do more than reform the social and educational
status quo. It should seek to create a new society… Humankind is in a state of profound cultural
crisis. If schools reflect the dominant social values… then organized education will merely
transmit the social ills that are symptoms of the pervasive problems and afflictions that beset
humankind… The only legitimate goal of a truly human education is to create a world order in
which people are in control of their own destiny. In an era of nuclear weapons, the social
reconstructionist see an urgent need for society to reconstruct itself before it destroys itself.
(Ornstein, A. 1984)

• Technological era is an era of interdependence and so education must be international is

scope for global citizenship.

• For social reconstructionist, education is designed “to awaken students’ consciousness

about social problems and to engage them actively in problem solving.

• Social reconstructionist are firmly committed to equality or equity in both society and
education. Barriers of socio-economic class and racial discrimination should be eradicated.

• They also emphasize the idea of an interdependent world. The quality of life needs to be
considered and enhanced on a global basis. (Ornstein, A. 1984)

Comments:

• Like Dewey and George Counts, social reconstructionist Brameld believe in active
problem – solving as the method of teaching and learning.

• Social reconstructionist are convinced that education is not a privilege of the few but a right
to be enjoyed by all.

• Education is a right that all citizens regardless of race and social status must enjoy.

F. Paulo Freire (1921 – 1997) Critical Pedagogy

Critical Pedagogy and Dialogue vs. Banking Model of Education

• Paulo Friere, a critical theorist, like social reconstructionist, believed that systems must be
changed to overcome oppression and improve human conditions

• Education and literacy are the vehicle for social change. In his view, humans must learn to
resist oppression and not become its victims, nor oppress others. To do so requires dialogue
and critical consciousness, the development of awareness to overcome domination and
oppression

• Rather than “teaching as banking,” in which the educator deposits information into
students’ heads. Freire saw teaching and learning as a process of inquiry in which the child
must invent and reinvent the world.

• Teachers must not see themselves as the sole possessors of knowledge and their students
as empty receptacles. He calls this pedagogical approach the “banking method” of
education.

• A democratic relationship between the teacher and her students is necessary in order for
the conscientization process to take place.

• Freire’s critical pedagogy is problem – posing education.

• A central element of Freire’s pedagogy is dialogue. It is love and respect that allow us to
engage people in dialogue and to discover ourselves in the process and learn from one
another. By its nature, dialogue is not something that can be imposed. Instead, genuine
dialogue is characterized by respect of the parties involved toward one another. We develop
a tolerant sensibility during the dialogue process and it is only when we come to tolerate
the point of view and ways of being of others that we might be able to learn from them and
 about ourselves in the process. Dialogue means the presence of equality, mutual
recognition, affirmation of people, a sense of solidarity with people and remaining open to
questions.
• Dialogue is the basis for critical and problem – posing pedagogy as opposed to banking
education, where there is no discussion only the imposition of the teacher’s ideas on the
students.

Comments:
• All of these education philosophers, point to the need of interacting with others and of
creating a “community of inquiry” as Charles Sanders Peirce put it. The community of
inquiry is “a group of persons involved in inquiry, investigating more or less the same
question or problem and developing through their exchanges a better understanding both
of the question as well as the probable solutions.” A community of inquiry will engage
learners in active problem solving.
 Chapter 2
HISTORICAL FOUNDATIONS OF EDUCATION

Intended Learning Outcomes:

At the end of this Chapter, you should be able to:
1. State the relationship of society and schools
2. Prove that schools transmit cultural values by stating facts from education history in the
world and in the Philippines
3. Explain the meaning of socialization as a function of schools

“When a school introduces and trains each child of society into membership within such a little
community, saturating him with the spirit of service, and providing him with the instruments of
effective self-direction, we shall have the deepest and best guaranty of a larger Society which is
worthy, lovely, and harmonious.”

-John Dewey

Education or school is an institution created by society. Education is a function of society

and as such arises from the nature and character of society itself. Society seeks to preserve itself
and to do this it maintains its functions and institutions, one of which is education, to assure its
survival, stability and convenience.

As John Dewey claimed, it is the school that “introduces and trains each child of society
into membership within such a little community, saturating him with the spirit of service, and
providing him with the instruments of effective self-direction...” When schools succeed to do this,
in the words of Dewey “we shall have the deepest and best guaranty of a larger society which is
worthy, harmonious, and lovely.

This is called the socialization process. Socialization is the “process of learning the roles,
statuses and values necessary for participation in social institutions. ...” (Brinkerhoff, D., 1989)

Socialization is a lifelong process. It occurs primarily during early childhood but as we

progress from infancy to old age, we shed old roles and adopt new ones. Role learning that prepares
us for future roles is termed anticipatory socialization. (Brinkerhoff, D., 1989). Because of
anticipatory socialization most of us are more or less prepared for our future roles like spouse,
parent, professional teacher.

The family is the most important agent of socialization. Psychology tells us that the self –
concept formed during childhood has lasting consequences. Besides, “the parent’s religion, social
class and ethnicity influence the child’s social roles and self – concept which in turn influence the
expectations that others have for the child and they determine the groups with which the child will
interact outside the family”. (Brinkerhoff, D., 1989)

The school is also an important agent of socialization. It is an institution charged by society

to impart specific knowledge and skills necessary for functioning in a society. They are also
charged with the task of transmitting society’s cultural values. The next part of this Chapter is
devoted to how schools (formal and informal) did their task as agents of socialization in different
periods of history.

Education in Primitive Society

Brinkerhoff (1989) explains further:

In primitive societies, preliterate persons faced the problem survival in an environment that
pitted them against natural force and wild animals. To survive, human beings needed food, shelter,
warmth and clothing. To transform a hostile environment into one that is life – sustaining,
humankind developed skills that eventually became cultural patterns.
 These life skills included 1) tool or instrument making, 2) adherence to the moral behavior
code of group life and 3) language.

Early humankind found security in group life base don kinship and tribal patterns. Life is
the human group was educational as children observed and learned from elders and as they were
deliberately taught by their parents and elders. For these cultural patterns to continue, the adults
had to teach these skills and values to their children. This is socialization, a function of education
in society. Socialization is the process by which individuals internalize the norms and values of
society and so social and cultural continuity are attained. This is also informal education in action.

As abstract thinkers, human beings could create, use and manipulate symbols. They could
communicate with one another through gestures, sounds and words. These symbols were
expressed in signs, pictographs, letters. The creation and introduction of oral and written language
made a great leap on literacy which in turn had tremendous educational consequences which
citizens of a civilized society like netizens of the 21 st century now enjoy.

Key Periods in Educational History

Below are key periods in educational history from 7000 B.C. to AD 1600. Education and school
are a function of society and schools reflect the nature and character of society itself. What society
considers important is what education focuses on to preserve society.

Key Periods in Educational History, 1000 BC to A.D. 1600

Historical Group Educational Curriculum Agents Influences on

or Period Group or Goals Western
Education

Primitive To teach group Practical skills of Parents, tribal Emphasis on the

societies 7000 survival skills; to hunting, fishing, elders, and role of informal
B.C. — 5000 cultivate group food gathering priests education in
B.C. cohesiveness stories, myths, transmission of
songs, poems, skills and values
dances

Greek 1600 B.C. To cultivate Athenian: Athens: private Athens: The

— 300 B.C. civic Athenian: reading, writing, teachers and concept of the
reading, Athens: arithmetic, schools; well-rounded,
private drama, music, Sophists, liberally
responsibility physical philosophers educated person
and writing, education,
arithmetic, literature, poetry
teachers and
Sparta: military Sparta: The
identity with city
teachers, drill concept of the
state;
Spartan: drill, sergeants military state
military songs
and tactics
Athenian: to
develop well
rounded person

Spartan: to
develop soldiers
and military
leaders
Roman 750 B.C. To develop sense Reading, writing, Private schools for practical
— AD. 450 of civic arithmetic, Laws and Emphasis administrative
responsibility for of Twelve on teachers; Skills; relating
republic and then Tables, law, schools of education to
empire; to philosophy ability to use civic
develop rhetoric responsibility
administrative education
and military
skills

Historical Educational Curriculum Agents Influences on

Group or Period Goals Western
Education

Arabic A.D. To cultivate Reading, writing Mosques, court Arabic numerals

700- A.D 1350 religious mathematics, school. and computation,
commitment to religious re-entry of
Islamic beliefs literature, classical materials
to develop scientific on science and
expertise in studies. medicine.
mathematics,
medicine and
science.

Medieval A.D. To develop Reading, Parish, chantry Establishing the

500- A.D. 1400 religious writing, and cathedral structure content
commitment, arithmetic, schools, and organization
knowledge and liberal arts, universities, of the university as
ritual to re- philosophy, apprenticeship, a major institution
established theology, crafts, knighthood. of higher
social order to military tactics education, the
prepare persons and chivalry. institutionalization
for appropriate and preservation
role. of knowledge.

Renaissance To cultivate a Latin, Greek, Classical An emphasis on

A.D. 1350 A.D. humanist who classical humanist literary
1500 was expert in the literature, educators and knowledge,
classics- Greek poetry, art schools such as excellence and
and Latin to lycee, style as expressed
prepare courtiers gymnasium, in classical
for service to Latin grammar literature, a two-
dynastic leaders. School. track system of
schools.

Reformation To cultivate a Reading, Vernacular A commitment to

A.D. 1500-A.D. sense of writing, elementary universal
1900 commitment to a arithmetic, schools for the education to
particular catechism, upper classes. provide literacy to
religious religious the masses, the
denomination to concepts and origins of school
cultivate general ritual, Latin and systems with
literacy. Greek theology. supervision to
 ensure doctrinal
conformity.

In primitive societies survival against natural forces was the need and so what were taught
were survival skills and values to cultivate group cohesiveness.

For the Athenian in ancient Greece, what mattered most in education was the rounded
development of every individual while for the Spartan it was the development of soldiers and
military leaders.

For the early Romans, schools needed to develop a sense of civic responsibility and to
develop administrative and military skills as citizens of the Roman Empire.

For the Ancient Arabic world where Islam rose the most important concern of education
was to cultivate religious commitment, knowledge and ritual established order.

Renaissance period was a fervent period of European cultural, artistic, political, and
economic “rebirth” following the Middle Ages. Education was focused on the rediscovery of
classical philosophy, literature and art.

The Reformation period had as for its educational goals the cultivation of a sense of
commitment to a particular religious denomination and general literacy.

History of the Philippine Educational System

Education during the Pre- Colonial period

Education was informal and unstructured, decentralized. Fathers taught their sons how to
look for food and other means of livelihood. Mothers taught their girls do the household chores.
This education basically prepared their children to become good husband and wives. Children were
provided more vocational training but lesser academics. Teachers were tribal tutors (Babaylan or
Katalonan).

Education During the Spanish Era

Education was formal and organized. It was authoritarian in nature. Tribal tutors of the pre-
Spanish period were replaced by Spanish missionaries. Pupils attended formal schooling in the
parochial school. Instruction was religion-oriented. Christian doctrines, sacred songs and music
prayers were taught because they were required for confession and communion. There was a
separate school for boys and girls. Wealthy Filipinos or the Illustrados were accommodated in the
schools.

The Educational Decree of 1863

This law gave Filipinos a complete system of education from elementary to the collegiate
level. The law provided for the establishment of the elementary schools in all municipalities in the
country. Although religion was the core of curriculum, the curriculum included subjects reading,
writing, arithmetic, history Christian doctrine Spanish language, vocal music, agriculture for the
boys and needle work for the girls. Attendance in school was compulsory between the ages of
seven and twelve.

Educational during the American Regime

The American promoted democratic ideals and the democratic way of life. The schools
maintained by the Spaniards for more than three centuries were closed but were reopen on August
29, 1898 by the Secretary of the Interior. A system of free and compulsory elementary education
was established by the Malolos Constitution.
 (Political Constitution of 1899). In May 1898, the first American school was established in
Corregidor, and shortly after the capture of Manila in 1899, seven schools were opened in the city.

Training was done through the schools both public and secular manned by Chaplains and
Military Officer of the US Army.

Thomasites arrived in the Philippines on August 23, 1901. The University of the
Philippines was founded in 1908 UP was the first state school of university status.

The Department of Public Instruction set up a three-level school system. The first level
considered a four-year primary and three-year intermediate or seven-year elementary curriculum.
The second level was a four-year junior college and later a four-year program.

The Commonwealth Period (1935-1942)

-Free education in public schools was provided all over the country, in accordance with the 1935
constitution.

-Vocational education and some household activities like sewing, cooking and farming were also
given importance.

- Education also emphasized nationalism so the students were taught about the life of the Filipino
heroes.

- Vocational education and some household activities were also given importance. Good manners
and discipline were also taught to the student.

- The institute of private education was established in order to observe private schools

- Formal adult education was also given.

Executive Order No. 134 (of 1936) was signed by pres. Manuel L. Quezon designating Tagalog
as our Language.

- Execute Order No. 217 otherwise known as the Quezon Code of Ethics was taught in schools.

- Executive Order No. 263 in (1940) required the teaching of the Filipino, national language in the
senior year of all high schools and in all years in the normal schools.

The Education Act of 1940 (C.A. 586) was approved by the Philippine Assembly on August 7,
1940, which provided for the following:

- Reduction of the 7-year elementary course to 6 years

- Fixing the school entrance age at 7

- National support for elementary education.

- Compulsory attendance of primary children enrolled in Grade 1

- Adoption of double-single sessions in the primary grade with, one teacher one class assignment
of intermediate teachers,

The Japanese Occupation

The Japanese Occupation Aims of education during Japanese occupation:

- Make the people understand the position of the Philippines as a member of the East Asia Co-
Prosperity Sphere

- Eradication of the idea of reliance upon Western States particularly the US and Great Britain

- Fostering a new Filipino culture based on the consciousness of the people as Orientals
- Elevating the moral of the people giving up over-emphasis on materialism

- Diffusion of elementary education and promotion of vocation education

- Striving for the diffusion of the Japanese language in the Philippines and the termination of the
use of English in schools

- Developing in people the love of labor

Post-colonial Philippines

- Education aimed at the full of realization of the democratic ideals and way of life.

- The Civil Service Eligibility of teachers was made permanent pursuant to R.A. 1079 in June 15,
1954.

- A daily flag ceremony was made compulsory in all schools including the singing of the National
Anthem pursuant to R.A. 1265 approved on June 11, 1955.

- Curricular offerings in al) schools, the life, the works and writings of Jose Rizal especially the
Noli Me Tangere and & Filibusterismo shall be included in all levels.

- Elementary education was nationalized and matriculation fees were abolished.

- Magna Carta for Teachers was passed into law by virtue of RA. 4670

The fundamental aims of education in the 1973 Constitution are: - foster love of country - teach
the duties of citizenship - develop moral character, self-discipline and scientific, technological and
vocational efficiency

Other Developments

Integration of values in all learning areas

emphasis on mastery learning

YDT and CAT introduced as new courses Media of Instruction Bilingual Education Policy:
Mandates the use of English and Filipino separately as media of instruction in schools. Education
Act of 1982 - created the Ministry of Education, Culture and Sports.

NCEE - National College Entrance Examination introduced

- Executive Order No.117 - President Corazon C. Aquino renamed Ministry of Education, Culture
and Sports (DECS) in 1987.

- Creation of the Board for Professional Teachers composed of 5 under PRC

- Replacement of PBET (Professional Board Examination for Teachers) by LET (Licensure

Examination for Teachers Transfer of authority of administering the LET from CSC and DECS to
the Board of Professional Teachers under PRC Trifocalization of Education System

- The trifocal education system refocused DECS' mandate to basic education which covers
elementary, secondary and nonformal education, including culture and sports. TESDA now
administers the post-secondary, middle-level manpower training and development R.A. 7796 -
Technical Education and Skills Development Act of 1994 CHED is responsible for higher
education. R.A. 7722 - Higher Education Act of 1994

- In August 2001, Republic Act 9155, otherwise called the Governance of Basic Education Act,
was passed transforming the name Department of Education, Culture and Sports (DECS) to the
Department of Education (DepEd) and redefining the role of field offices (regional offices,
division offices, district offices and schools}.
RA 9155 provide the overall framework for

(i) school head empowerment by strengthening their leadership roles and

(ii) school-based management within the context of transparency and local accountability.
The goal of basic education is to provide the school age population and young adults
with skills, knowledge, and values to become caring, self-reliant, productive and
patriotic citizens.

- Governance of Basic Education Act (R.A. 9155); was passed renaming the DECS to DepEd and
redefining the role of field offices which include the regional offices, division offices, district
offices and schools

- Values Education is offered as a separate subject in NSEC and integrated in all subject areas in
both curricula. Implementation of New Secondary Education Curriculum (NSEC)

- RA. 10157, Jan 20, 2012 - Kindergarten Act, an act institutionalizing the kindergarten education
into the basic education system.

- K to 12 Program (R.A 10533), May 15, 2013

The K to 1g Program covers Kindergarten and 12 years of basic education, (six years of
primary education, four years of Junior High School, and two years of Senior High School (SHS)
to provide sufficient time for mastery of concepts and skills develop lifelong learners, and prepare
graduates for tertiary education, middle-level skills development, employment, and
entrepreneurship.

The Varied Goals of Education in Different Historical Periods of Philippine history

What was considered important in each historical period of the country was also the focus
or direction of the education of the Filipino.

During the pre-colonial period, students were given vocational training but lesser academics for
them to be good fathers and mothers. During the Spanish period, schools focused on religious
formation to help them live the Christian faith. The American regime educated Filipinos to become
good citizens of a democratic country while the Japanese regime taught them love of labor. The
post – colonial period educational system was devoted to the following goals: 1) foster love of
country; 2) teach the duties of citizenship, 3) develop moral character self-disciplines and 4)
scientific technological and vocational efficiency. The present DepEd vision and mission
statement and core values and the fourth mission of the Commission on Higher Education add
light to the present goal’s Philippine education. They are given below:

To produce thoughtful graduates imbued with 1) values reflective of a humanist orientation (e.g.,
fundamental respect for others as human beings with intrinsic rights, cultural rootedness, avocation
to serve;) 2) analytical and problem-solving skills; 3) the ability to think things through the ethical
and social implication of a given source of action; and 4) the competency to learn continuously
throughout life — that will enable them to live meaningfully in a complex, rapidly changing and
globalized world while engaging (in) their community and the nation’s development issues and
concern. - Commission on Higher Education

The Department of Education has the following vision, mission and core values:

The DepEd Vision

We dream of Filipinos

who passionately love their country

and whose values and competencies

enable them to realize their full potential

 and contribute meaningfully to building the nation...

The DepEd Mission

To protect and promote the right of every Filipino to quality, equitable, culture-based, and
complete basic education where:

Students learn in a child-friendly, gender-sensitive, safe, and Motivating environment.

Teachers facilitate learning and constantly nurture every learner.

Administrators and staff, as stewards of the institution, ensure an enabling and supportive
environment for effective learning to happen.

Family, community, and other stakeholders are actively engaged and share responsibility for
developing life-long learners.

OUR CORE VALUES

Maka-Diyos

Maka-tao

Makakalikasan

Makabansa

The importance of Studying History of Education

Why do we have to bother with the educational goals of the past “which is past and so we can no
longer undo? Dewey explains why a study of the history of education is valuable:

1. Educational issues and problems are often rooted in the past the study of educational history
can help us to understand and solve today’s problems,

2. Realistic effort to reform education begin with present conditions which are a product of our
past; by using our past, we can shape the future.

3. The study of education’s past provides a perspective that explains and illuminates our present
activities as teachers.
 Chapter 3
Social Science Theories and Their Implications to Education

Intended Learning Outcome:

At the end of the Chapter, the students must be able to explain three social science theories
and their implications to education.

Introduction

Sociologists today employ three primary theoretical perspectives: the functionalist

perspective, the conflict perspective and the symbolic interactionist perspective. These
perspectives offer sociologists theoretical paradigms for explaining how society influences people,
and how people influence society. Each perspective uniquely conceptualizes society, social forces,
and human behavior.

Three Social Theories

1. Structural-functional theory

 Herbert Spencer, the proponent of structural-functional views society as "a system of

interconnected parts each with a unique function. The parts have to work together for stability
and balance of society".

 Failure of one social institution to do its part means disruption of stability in society.

 In a high-tech world, educational institutions must teach adults the new skills to relate to the
tech-savvy young and the world and to be more effective in the workplace.

 The role of schools is to prepare students for participation in the institution of society.

 Education is concerned with socializing people from different backgrounds.

 The Functionalist theory is focused on social stability and solidarity.

 Functionalism does not encourage people to take an active role in changing their social
environment, even when such change may benefit them.

Purposes of Schooling according to Functionalists

The purposes of schooling according to the functionalist theory are:

1.) Intellectual Purposes- acquisition of cognitive skills, inquiry skills

2.) Political Purposes- educate future citizens; promote patriotism; promote assimilation of
immigrants; ensure order, public civility and conformity to laws.

3.) Economic Purposes- prepare students for later work roles; select and train the labor force
needed by society.

4.) Social Purposes- promote a sense of social and moral responsibility; serve as a site for the
solution or resolution of social problems; supplement the efforts of other institutions of
socialization such as the family and the church.

2. Conflict theory

According to this theory, there are always two opposing sides in a conflict situation. People take
sides between maintaining the status quo and introducing change then arrive at an agreement.
Conflict theorists find potential conflict between any groups where inequality exists: racial,
gender, religious, political, economic, and so on. Conflict theorists note that unequal groups
usually have conflicting values and agendas, causing them to compete against one another.
How Proponents of Conflict Theory Regard Education

According to the conflict theory, education is not truly a social benefit or opportunity as seen
by the fundamentals. Rather, education is a powerful means of capitalism.

The purpose of education is to maintain social inequality and to preserve the power of those
who dominate society and teach those in the working class to accept their position as a lower-class
worker of society.

Conflicts theorists call this “hidden curriculum”. The “hidden” curriculum socializes young
people into obedience and conformity for them to be developed as docile workers.

Functionalists disagree strongly. They assert that if schools teach adherence to policies,
obedience to rules, respect for persons including authorities, punctuality and honesty, civil right it
is because they are very principles dear to a democratic way of life. It is not because they want to
make the workers remain docile, unquestioning and subservient forever while those in power
remain in power.

3. The symbolic interactionist theory perspective

Three tenets of symbolic interactions theory are:

1.) An individual's action depends on meaning. We act based on the meaning we give to
symbols. Symbols can be actions, objects or words. If a student understands that teacher believes
in his/her ability he/she tries his/her best prove that indeed he/she is able. If a teacher does
otherwise, a student tends to behave in accordance with teacher's poor perception.

2.) Different people may give different meanings to the same thing. When teachers are the
strict, some students see it as an expression of care. Others may rebel because they perceive
teacher's behavior as limiting their moves and desires. A businessman may look at a tree and starts
estimating how much money he can get if he has the tree cut down for lumber. A philosopher or a
poet may look at it with the thought, “they also serve who only stands and wait” like John Milton's
from his poem “On his Blindness”.

3.) Meanings change as individuals interact with one another. A negative meaning that you
used to associate with hospital when you went to a hospital which looked more as a hotel than the
usual hospital you know is changed. After you have taught well, your first impression of teaching
as boring is changed to teaching is exciting.

Implications to Teaching

Let us continue to teach for meaning. Let us promote and create opportunities for genuine
interaction among our students, teachers, between students and teachers. Interaction does not only
mean dealing with warm bodies. Interaction includes reading, listening, viewing. Other people's
views and meanings are conveyed in what they have written, in speeches and lectures they have
delivered.

Let us use positive symbols - in the form of gestures, words, actions, and appearances - to
express our trust, belief in our students' abilities, an affirmation of their being. In fact, our belief
in our students also has positive effect in us. We find ourselves more prepared in class, more
caring, truly professional.

The symbolic interactionist perspective, also known as symbolic interactionism, directs

sociologists to consider the symbols and details of everyday life, what these symbols mean, and
how people interact with each other.

As the tern implies, symbolic interactionist theory states that people interact with one another
through symbols. Language is a predominant symbol among people. According to the symbolic
interactionist perspective, people attach meanings to symbols, and then they act according to their
subjective interpretation of these symbols. Verbal conversations, in which spoken words serve as
the predominant symbols, make this subjective interpretation especially evident. The words have
a certain meaning for the “sender,” and, during effective communication, they hopefully have the
same meaning for the “receiver”. In other terms, words are not static “things”; they require
intention and interpretation. Conversation is an interaction of symbols between individuals who
constantly interpret the word around them. To ensure mutual understanding, the sender of the
symbol and the receiver of the symbol must give the same meaning to the symbol or run the risk
of misunderstanding.

Faulty communication can result from differences in the perception of the same events
and symbols. Did you experience this in your activity of giving symbols of caring? While you
looked at your symbol as something expressing your love and care, your partner may have
not understood it that way at all.

Weakness of Symbolic Interaction Theory

Critics claim that symbolic interactions neglect the macro level of social interpretation — the
“big picture.” In other words, symbolic interactionists may miss the larger issues of society by
focusing too closely on the “trees” or by restricting themselves to small or individual interactions.

Symbolic interactions trace its origins to Max Weber's assertion that individuals act according
to their interpretation of the meaning of their world. However, it was the American philosopher
George H. Mead (1863-1931) who introduced this perspective to American sociology in the
1920s.
 Chapter 4
The Strengths and Weaknesses of the Filipino Character: A Socio-Cultural Issue

Intended Learning Outcomes:

At the end of this Chapter, you should be able to:
1. Discuss the strengths and weaknesses of the Filipino character; and
2. Cite ways by which schools can counteract the weaknesses of the Filipino character.

Introduction

Schools are there for society. Their relevance is proven by son ability to address socio-
cultural problems. What are these social issues or problems that schools should help address? We
have a number of them but let's focus on the weaknesses of the Filipino character. The strengths
of the Filipino character will also be cited for a balanced presentation. Besides, schools can
capitalize on the strengths of the Filipino character to eliminate the weaknesses.

Below is an excerpt of the Report “A Moral Recovery Program: Building a People, building
a Nation” submitted on April 27, 1988 by the Task Force to President Corazon Aquino, the Senate
and the members of the press by then Senator Leticia Shahani, the moving spirit behind the
program.

The weaknesses of the Filipino character as cited in the Report are as follows:

1. Extreme family centeredness - Excessive concern for family, means using one's office and
power to promote family interest and thus factionalism patronage, political dynasties and the
protection of erring family members. It results in lack of concern for the common good, and acts
as a block to national consciousness.

2. Extreme personalism - Takes things personally, cannot separate objective task from emotional
involvement. Because of this the Filipino is uncomfortable with bureaucracy, with rules and
regulations and with standard procedures. He uses personal contacts, and gives preference to
family and friends in hiring services and even voting. Extreme personalism leads to the graft and
corruption evident in Philippine society.

3. Lack of discipline - A casual attitude toward time and space, manifested in lack of precision
and compulsiveness, in poor time management and procrastination. Aversion to following
Procedures strictly results in lack of standardization and equality control. Impatience results in
short cuts, palusot, ningas cogon. Lack of discipline often results to inefficient work systems, the
violation of rules and a casual work ethic lacking follow through.

4. Passivity and lack of initiative - Waiting to be told what to do, reliance on others (leaders and
government), complacence, lack of a sense of urgency. There is high tolerance of inefficiency,
poor service, and even violations of one's basic right. Too patient and matiisin, too easily resigned
to his fate, the Filipino is easily oppressed and exploited.

5. Colonial mentality - Lack of patriotism, or of an active awareness, appreciation and love of

the Philippines and an actual preference for things foreign.

6. Kanya-kanya syndrome, talangka mentality - Done by tsismis, intriga, unconstructive

criticism... it is evident in the personal ambition that is completely insensitive to the common good,
e.g., the lack of a sense of service among people in the government bureaucracy. This results in
the dampening of cooperative and community spirit, and in the trampling upon other's rights.

7. Lack of self-analysis and self-reflection - The tendency to be superficial and somewhat flighty.
In the dace of serious personal and social problems, there is lack of analysis or reflection, and
instead satisfaction with superficial explanations and solutions.

8. Emphasis on porma rather than substance - This lack of analysis and emphasis on form is
reinforced by an educational system that is more from than substance.

These weaknesses are rooted in many factors: home, social and economic environment;
culture and language; history; religion; educational system; mass media; leadership and role
models. Change is possible, however, and the following goals are proposed to develop in the
Filipino: (1) a sense of patriotism and national pride; (2) a sense of the common good; (3) a sense
of. integrity and accountability, (4) the values and habits of discipline and hard work; (5) the value
and habits of self-reflection and analysis; the internalization of spiritual values and the emphasis
on essence rather than on form. (Shahani, Leticia. (1988), A Moral Recovery Program: Building a
People, Building a Nation.

The Filipino Character: Strengths and Weaknesses

In 1998 Senator Leticia Shahani submitted to the Senate this Report titled “A Moral
Recovery Program: Building a People, Building a Nation”. This report cites the strengths and
weaknesses of the Filipino character. The strengths of the Filipino character are 1)
pakikipagkapwa-tao, 2) family orientation, 3) joy and humor 4) flexibility, adaptability and
creativity, 5) hard work and industry 6) faith and religiosity and 7) ability to survive.

The Filipino character also has weaknesses: 1) extreme family centeredness, 2) extreme
personalism, 3) lack of discipline 4) passivity and lack of initiative, 5) colonial mentality, 6) kanya-
kanya syndrome, talangka mentality, 7) lack of self-analysis and self-reflection, and 8) emphasis
on porma rather than substance.

There is so much good in the Filipino but needs much to be changed, too. Many of our
strengths as a people are also, sources of our weaknesses. Shahani’s report (1988) explains that
family orientation becomes in-group orientation that prevents us from reaching out beyond the
family to the larger community and the nation. In our personalism, we are warm and caring but
the leads us to lack of objectivity. We are concerned with people we know but unfair to people we
don't know. In our flexibility, we compromise precision and discipline. We are a joyful people
with, sense of humor but we can't take things with humor all the time for serious problems need
serious analysis. Our faith in God is our source of strength but this makes us dependent on forces
outside us, do nothing that makes us submissive to God’s will. We are god at pakikipagkapwa-tao
and so we can easily empathize but we can at the same time be envious of others. We can be
hardworking and yet can be lazy and passive in the workplace.

Value Education in Schools

Senator Shahani’s Report was given in 1988. But its findings as reported may still be true
today. The Department of Education has as its vision to help develop... ‘Filipinos who passionately
love their country and whose values and competencies enable them to realize their full potential
and contribute meaningfully to building the nation." It has as its core values - maka-Diyos,
makatao, makakalikasan and makabansa. This can be an uphill battle for Philippine schools to
realize these considering the: 1) extreme family centeredness, 2) extreme personalism, 3) lack of
discipline 4) passivity and lack of initiative, 5) colonial mentality, 6) kanya-kanya syndrome,
talangka mentality, 7) lack of self-analysis and self-reflection, and 8) emphasis on porma rather
than substance.

So that it will not be “more form than substance” as described in Senator Shahani’s Report,
Philippine schools have to intensify values education in the curriculum. In fact, in response to this
Report, Values Education now Edukasyon sa Pagpapakatao in K to 12 Curriculum, was introduced
as a separate subject in the basic education curriculum under the Values Education Framework
program of Dr. Lourdes Quisumbing, then Department of Education, Culture, and Sports Secretary
in 1988-1990. The Values Education Framework was conceptualized in 1987. In 2002, the Basic
Education Curriculum (Grade 1-6, and First-Fourth Year High School) integrated values in the
major learning areas or subjects, beginning with the K to 12 Curriculum in 2013, Values Education
was renamed Edukasyon sa Pagpapakatao (EsP) for Grades 1-10. In the Senior High Curriculum
(Grades 11-12), there is no course with the title, Values Education or Edukasyon sa Pagpapakatao
but core courses such as Introduction to the Philosophy of the Human Person and Personal
Development, are in essence, Values Education subjects themselves.
 Chapter 5
Global issues that concern Schools and Society

Intended learning outcomes

At the end of this Chapter, you should be able to:
1. Discuss at least two global issues in society; and
2. Explain proposed solution to the social problems.

Introduction
The world has become a global village. We have become a citizen of a global community.
What tales place in one part of the globe no matter how far affects us. It is a “small world after all”
so goes the song. In this chapter, we will discuss global issues that affects schools and us. It is
hoped that you are able to propose solutions to social problems which have become current global
issues.

Here are the top 10 world issue, according to millennials based on world economic forum’s
global shapers survey in 2017
1. Climate change/ destruction of nature (48.8%)
2. Large scale conflict/ wars (38.9%)
3. Inequality (income, discrimination) (30.8%)
4. Poverty (29.2%)
5. Religious conflicts (23.9%)
6. Government accountability and transparency/ corruption (22.7%)
7. Food and water security (18.2%)
8. Lack of education (15.9%)
9. Safety/ security/ well-being (14.1%)
10. Lack of economic opportunity and employment (12.1%)

Top 10 current global issues according to Chloe

1. Climate change
2. Pollution
3. Violence
4. Security and well being
5. Lack of education
6. Unemployment
7. Government corruption
8. Malnourishment and hunger
9. Substance abuse
10. Terrorism

The 17 sustainable development goals for the period 2015-2030

1. End poverty in all its form everywhere
2. End hunger, achieve food security and improved nutrition, and promote sustainable agriculture.
3. Ensure healthy lives and promote well-being for all at all ages.
4. Ensure inclusive and equitable quality education and promote lifelong learning opportunities
for all.
5. Achieve gender equality and empower all women and girls
6. Ensure availability and sustainable management of water and sanitation for all
7. Ensure access to affordable, reliable, sustainable, and modern energy for all
8 Promote sustained, inclusive and sustainable economic growth, full and productive employment
and decent work for all
9. Build resilient infrastructure, promote inclusive and sustainable industrialization and forest
innovation.
10. Reduce inequality with in and among countries
11. Make cities and human settlements includes, safe, resilient and sustainable.
12. Ensure sustainable consumption and production pattern
13. Take urgent action to combat climate change and its impacts (in line with the united nations
frameworks convention on climate change)
14. Conserve and sustainably use the use the oceans seas and marine resources for sustainable
development.
15 Protect, restore and promote sustainable use of terrestrial ecosystem, sustainably manage forest,
combat desertification and halt and reverse land degradation and half biodiversity loss.
16. Promote peaceful and inclusive societies for sustainable development, provide access, to
justice for all and build effective, accountable and institutions at all levels.
17.Strengthen the means of implementation and revitalize the global partnership for sustainable
development.

The top 10 Global Issue and How they can be Addressed

Climate Change
The global temperature is rising, and are estimated to increase from 2.6 degrees Celsius
to 4.8 degrees Celsius by 2100. this would cause more severe weather, crises with food and
resources and the spread of diseases. The reduction of greenhouse emissions and the spreading of
education on the importance of going green can help make a big difference.

Pollution
Pollution includes ocean litter, pesticides and fertilizers, air, light and noise pollution. Clean water
is essential for humans and animals, but more than one billion people don’t have access to clean
water due to pollution from toxic substance, sewage or industrial waste.

Violence
Violence can be found in the social, cultural and economic aspects of the world. Whether it is
conflict that has broken out in a city, hatred targeted at a certain group of people or sexual
harassment occurring on the street, violence is a preventable problem that has been an issue for
longer than necessary. Here are various forms of violence:

PYSICAL VIOLENCE SEXUAL VIOLENCE EMOTIONAL VIOLENCE

Occurs when someone uses Occurs when a person is Occurs when someone says or
part of their body or an object forced to unwilling take part does something make a person
to control a person’s action. in sexual activity. feel stupid or worthless.
Psychological Violence Spiritual/ Religious Violence Cultural Violence
Occurs when someone uses occurs when someone uses an occurs when an individual is
threats and causes fear in an individual’s spiritual beliefs to harmed as a result of practices
individual to gain control. manipulate, dominate or that are part of her or his
control that person. culture, religion or tradition.

Security and well being

The U.N is a perfect example of what should done to prevent the lack of security and well-being a
serious global issue. Through its effort with regional organization and representative that are
skilled in security, the U.N is working toward increasing the well-being of people throughout the
world.

Lack of Education
More than 22 Million children throughout the globe that are of the age in the primary education
are not enrolled in school. This can be attributed to inequality and marginalization as well as
poverty.

The Philippines has consistently made a significant stride in its functional literacy rate. Functional
literacy as defined by the national statistics authority is the level literacy which includes not only
reading and writing but also numeracy skill that would help people cope with daily demands of
life. Based on the 2013 Functional, Literacy, Education and Mass media survey (FLEMSS), the
country registered a 90.3% rate which mean that nine out of every 10 Filipino aged 10-64 were
functionally literate.

Unemployment
Without the necessary education and skills for employment many people, particularly 15-to 24
years old struggles to find a job and create a proper living for themselves and their families. This
leads to a lack of necessary resources such as enough foods. clothing, transportations and proper
living condition.

The unemployment rate in the Philippines inched lower than 5. 2 percent in the march quarter of
2019 form 5.3 percent a year ago. Unemployment rate in Philippines averaged 8.34 percent form
1994 until 2019, reading an all the time of 13.90 percent in the fourth quarter of 2016.
Government Corruption
Means of corruption includes graft, bribery, embezzlement, backdoor deals, nepotism, and
patronage. Corruption is major cause of poverty considering how it effect the poor the most,
eroding political and economic development, democracy and more. Corruption can be detrimental
to the safety and well-being of citizens living within the corrupted vicinity and can cause an
increase in violence and physical threats without as much regulation in the government.

Malnourishment and Hunger

Currently there are 795 million people who do not have enough to eat. Long term success to ending
world hunger start with ending poverty. By fighting poverty through proper training for
employment, education, and teaching of cooking and gardening skills, people who are suffering
will be more likely to gets job, earn enough money to buy a food, even learn how to make their
own food to save money.

Substance Abuse- Substance Abuse is " harmful or hazardous of psychoactive substance

including alcohol and illicit drugs" (World health organization). The United Nations reports by
that the beginning of the 21st century am estimated 185million people over age of 15 were
consuming drug globally. The drug most commonly used are marijuana, cocaine, alcohol,
amphetamine stimulants, opiates and volatile solvents. Different classes of people both rich or
poor partake in substance abuse and it is persistent issues throughout that world but the developing
world, marginalized groups and communities are the most vulnerable to this reality.

Terrorism
Terrorism is an issue throughout the world that causes fear and insecurity, violence and death,
Across the globe, terrorist attack innocent people, often without warning. This makes civilians
feels defenseless in their everyday lives. Making national security a higher priority is key in
combating terrorism as well promoting justice in wrongdoings to illustrate enforcement of the law
and the serious punishment for terror crimes.

The 17 SDGs
UN secretary- general Ben Ki-moon said: " The seventeen sustainable development goals are our
share of vision of humanity and social contract between the world’s leaders the people. They are
a to- do list for people and planet and blueprint for success.

After Millennium Development Goals of 2015, here comes another to – do list for the sake of the
entire humanity. Refer to the 17 Sustainable Development Goals, 2015 – 2030 in the first part of
this Chapter.

Global issues, SDG's 2015-2030 and Education

In September 2015, the general Assembly adopted the 2030 agenda for sustainable development
that include sustainable development goals (SDG's). Building on the principle of "living no one
behind", the new agenda emphasize a holistic approach to achieving sustainable development. The
realization of the 17 SDGs means solving the top global issues cited by two sources.
 Chapter 6
The why and How of School and Community Partnership

Intended Learning Outcome:

At the end of this Chapter, you should be able to:
1. Explain what school and community partnership means
2. Explain the legal and sociological bases of school and community partnerships and
3. Cite examples of school – community partnerships

Opportunities for School-Community Partnership

Partnership implies two partied helping each other. Both parties’ benefit. This means that if a
school-community partnership exists, both parties benefit from the relationship.

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 for 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 competence,
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 workplace
2. for employment simulation
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 work in the community 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.

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.
 School used as an evacuation center.
 School facilities used for community assemblies
 School basketball court used for local celebrations and barangay sport league.
 School 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:

1. Dumingaga Central School, Dumingag, Zambonga 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- conducted special classes on health and nutrition,
rights of a 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 vegetables 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.

* It is also taught gardening skills and positive attitude toward work to students supplemented the
feeding program for the underweight and the malnourished in the school, Project BOWLS (Brain
Operates Well on Loaded Stomachs). Every recess, children who were selected by the school as
BOWLS beneficiaries due to malnutrition were provide a free bowl of lugaw.

* 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.

* 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.

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 tot 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.

This is not to mention 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 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 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 subgroup of the educational
community shall sit and participate in these bodies, the rules and procedures of which must be
approved by them and duty published.

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; upgrading of existing
facilities; provision of books, publications and other instructional materials; and modernization of
instructional technologies''.

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 (Section 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
(Section 3, e);
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 (Section 3, f).
So, schools and communities function better when they work as a team.