Module in Multi-Grade Education

(MULTI)
Dr. Mylene C. Padora
Faculty, College of Education

MULTI
Module 3
PARTNERSHIP AND PARTICIPATION
A. INTRODUCTION

The term ‘partnership’ connotes part-ownership or shared responsibility. A

partnership in marriage, or within the family, would be the husband and wife; in sports,
the coach and players; in education the teacher and learner, the teacher and the
Department of Education; or the teacher and various representatives of the community.

Each school is sited in a neighborhood, district, town or community’. The purpose

of the school, in essence, is to prepare the children to participate in the social, economic
and cultural activities of the community it serves. A partnership has been defined as a
relationship characterized by roles, responsibilities, rights, obligations, and
accountabilities. The relationship may be based on law, shared ethical standards, rules
and/or conventions.

LEARNING OBJECTIVES

1. recognize the advantages of having small schools in providing education

2. describe the difficulties and constraints faced by teachers in single-teacher
schools and multi-grade classes
3. find how the difficulties can be resolved.
4. reflect and discuss on important points related to teaching in single-teacher
schools and multi-grade classes

DISCUSSION

Why Partnerships?

Education is a long-term investment; its rewards are only reaped later in life. The
primary investor is the Government, but the ultimate beneficiaries are the individuals and
their families, the private sector, the community and society at large. It would be
advantageous for the beneficiaries to share in the investment, by becoming a partner in
educating the child. Additionally, many schools with multi-grade classes tend to have
inadequate resources and personnel. Partnerships, therefore, provide an avenue through
which resources can be strengthened, and the community can participate in the education
of the child, and the life of the school.

Partners and Partnership?

The “business of education has two major actors: The State and Civil Society”.
Partnership with the civil society refers to general community participation, private sector
involvement and parental cooperation. Community participation, in this sense, refers to

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Module in Multi-Grade Education
(MULTI)
Dr. Mylene C. Padora
Faculty, College of Education

the involvement of various groups and individuals in the life and activities of the school.
This is a two-way relationship. Members of the community can be resource persons. They
can raise funds, and assist in the planning of the future of the school. In many places the
community shares in the ownership of the school, particularly the physical premises. This
is especially so in communities where religious organizations have started schools.

Advantages of Community Participation

The community, which includes the parents of the students, is a valuable source
of support. Representatives of the school should participate in the social and economic
activities of the community. Cooperation and partnership with the community can be
mutually beneficial to the community and the school. Some of the benefits are:

1. Parents and other members of the community may serve as teacher aides, or resource
persons with various skills.

2. The school can also count on the help of the community in such activities as
celebrations, fundraising and the building and maintenance of the school.

3. The learning environment will be enhanced by support from the community. For
instance, if the school has a close relationship with parents and other community
members, this can help to improve discipline, and there will be closer communication to
assist the child in overcoming the challenges of schoolwork.

4. The school would become a central point for activities in the community. For example,
it may be used for adult literacy classes, or as a community meeting place. In addition,
the children may play an active part in village activities, such as the cleaning of roads,
and beautification of the surroundings.

5. The transfer of skills such as weaving, dyeing, embroidery, carving, playing traditional
instruments, traditional dance, storytelling, etc.

Building Partnerships

Building a partnership is a long-term process. There must be trust, and an

underlying rapport, prior to building a partnership. As in any form of cooperation, a
partnership between the school and any area of the community, does not come
automatically. It has to be developed, nurtured and fostered. To develop a two-way
relationship, it is not only important for the community to become involved in the school,
but the school has to be responsive to the needs of the community.

For example, the school program has to be flexible enough for adjustments to be
made when students have to help out at harvest-time, or take on household
responsibilities, or as in Case 3.1, community members share responsibilities when it is
convenient.

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Module in Multi-Grade Education
(MULTI)
Dr. Mylene C. Padora
Faculty, College of Education

Below are some ideas for creating an environment for forming partnerships between the
community and the school:

1. An open-day at the school at least once a term, for the pupils to show and discuss their
work with the parents.

2. Regular communication between the School/Community members or Village

Education Committee and the parents, through meetings, newsletters, and home visits.

3. Special workdays when teacher and students go into the community, and help with
harvesting, and other community-based activities.

4. Fun-days involving students, teacher, school/community members or members of the

Village Education Committee, parents, and other community members.

5. Building a strong Parents/Teachers’ Association (PTA), which can give a better

structure to the partnership between the school and the community. For example, the
PTA can:
a. Help the teachers to make teaching aids;
b. Encourage children to work with their teachers leading to improved
achievement;
c. Help teachers to organize field days for the
children;
d. Help to raise resources for the children.

Ways of Helping

Parents and other community members should be fully integrated in the running of
the school. They can supplement the resources of the school in many ways. Among the
areas in which partnerships can be developed are:

1. Student supervision while the teacher is teaching another group;

2. Coordinate small group work with students, in subject areas where they are strong,
e.g. agriculture, to help students understand the subject matter, and complete
assignments;
3. Homework supervision;
4. Facilitate practical activities, such as gardening, sports and dancing;
5. Assist training in handicrafts, agriculture and home crafts, or in the purchase, or
making, of resources, as in the case;
6. Teach the children about the community’s culture and customs;
7. Facilitate student’ summer work programmes.

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Module in Multi-Grade Education
(MULTI)
Dr. Mylene C. Padora
Faculty, College of Education

Parents and other community members can also play a vital role in the educational
process by:

• Helping to develop and support the school curriculum to make it more relevant to
community needs;
• Hiring a private teacher, if the need arises;
• Identifying teacher aides in the community;
• Providing information about the background of the pupils;
• Monitoring the behavior and progress of pupils and the school;
• Organizing special projects (such as building and expansion) and fundraising
activities;
• Helping to resolve disputes.

LEARNING ACTIVITY

Situation: School/Community Cooperation

Neri Obando, the teacher at San Miguel Elementary School, wished to develop an
agricultural plot with her pupils as a means of teaching them the advantages of natural
fertilization and weeding. She had no idea what seeds to use, so she wanted to get this
information from the Agricultural Information Centre in town. To go to town, she would
have to be absent from the school for two days, and this would be detrimental to the
students’ education.
Fortunately, the shopkeeper was going to town to buy his supplies. She knew him
as a member of the school committee, and so she asked him if he could get the
information for her from the Agricultural Information Centre. He agreed, and when he
returned, he not only had all the information she needed, but had also bought sufficient
seeds for all pupils to plant in their plots.

Questions:
1. l Does the type of relationship, which is demonstrated in Case 3.1, exist in your
community? Would the villagers volunteer to purchase materials for the teacher?

2. Give five examples of cooperation, and/or partnerships, between the community and
the school in your village.

3. If there is none, can you identify the three reasons behind this lack of cooperation?

4. Give five ways in which cooperation can be improved.

5 In what other ways do you think the community can help you, and you can help the
community?

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Module in Multi-Grade Education
(MULTI)
Dr. Mylene C. Padora
Faculty, College of Education

SUMMARY

The school, and various representatives of the community, can enjoy mutually
beneficial relationships. These can be based on partnerships, whereby different groups,
associations, and/or individuals, assume responsibility for various activities. In return the
school may allow young people and adults to use the playing fields, and/or school grounds
for fairs, etc. The multi-grade teacher has a critical role to play in building these
relationships.

Suggested Reading

• https://youtu.be/lQZ8Il35JKc
• https://youtu.be/WkmEMiKG3E
• https://youtu.be/wpLiHd-JtKY

References

• A Handbook for Teachers of Multi-Grade Classes, G. B. Mathot, UNESCO 2001

• Profile of Multi-Grade Schools in the Philippines, SEAMEO INNOTECH, 2011