Professional Documents
Culture Documents
MULTI Mod3 2nd Sem 1
MULTI Mod3 2nd Sem 1
(MULTI)
Dr. Mylene C. Padora
Faculty, College of Education
MULTI
Module 3
PARTNERSHIP AND PARTICIPATION
A. INTRODUCTION
LEARNING OBJECTIVES
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.
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.
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
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.
3. Special workdays when teacher and students go into the community, and help with
harvesting, and other community-based activities.
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:
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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
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?
5 In what other ways do you think the community can help you, and you can help the
community?
4
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