LESSON3

SOCIAL SCIENCE THEORIES AND

THEIR IMPLICATIONS TO EDUCATION

TOPICS
1. Structural-Functional Theory
2. Conflict Theory
3. The Symbolic Interactionist Theory

LEARNING OUTCOMES
At the end of th
e lesson, you should be able to explain the three social
science theories and their
implications to education.

Sociologists today employ three primary theoretical perspective: the functionalist

perspective, the conflict perspective and the symbolic interactionist perspective. These
perspective offer sociologist theoretical paradigms for explaining how society. Each
perspective uniquely conceptualize society, social forces, and human behavior.

Functionalism, also called structural-functional theory, sees society as a structure with

interrelated parts designed to meet the biological and social needs of the individuals in
that society. Functionalism grew out of the writings of English

TOPIC 1. STRUCTURAL-FUNCTIONAL THEORY

philosopher and biologist, Hebert Spencer (1820–1903), who saw similarities between
society and the human body; he argued that just as the various organs of the body work
together to keep the body functioning, the various parts of society work together to keep
society functioning (Spencer 1898). The parts of society that Spencer referred to were the
social institutions, or patterns of beliefs and behaviors focused on meeting social needs,
such as government, education, family, healthcare, religion, and the economy.

Émile Durkheim, another early sociologist, applied Spencer’s theory to explain how
societies change and survive over time. Durkheim believed that society is a complex
system of interrelated and interdependent parts that work together to maintain stability
(Durkheim 1893), and that society is held together by shared values, languages, and
symbols. He believed that to study society, a sociologist must look beyond individuals to
social facts such as laws, morals, values, religious beliefs, customs, fashion, and rituals,
which all serve to govern social life. Alfred RadcliffBrown (1881–1955) defined the
function of any recurrent activity as the part it played in social life as a whole, and
therefore the contribution it makes to social stability and continuity (Radcliff-Brown
1952). In a healthy society, all parts work together to maintain stability, a state called
dynamic equilibrium by later sociologists such as Parsons (1961).
 Durkheim believed that individuals may make up society, but in order to study society,
sociologists have to look beyond individuals to social facts. Social facts are the laws,
morals, values, religious beliefs, customs, fashions, rituals, and all of the cultural rules that
govern social life (Durkheim 1895). Each of these social facts serves one or more functions
within a society. For example, one function of a society’s laws may be to protect society
from violence, while another is to punish criminal behavior, while another is to preserve
public health.

Another noted structural functionalist, Robert Merton (1910–2003), pointed out that
social processes often have many functions. Manifest functions are the consequences of a
social process that are sought or anticipated, while latent functions are the unsought
consequences of a social process. A manifest function of college education, for example,
includes gaining knowledge, preparing for a career, and finding a good job that utilizes
that education. Latent functions of your college years include meeting new people,
participating in extracurricular activities, or even finding a spouse or partner. Another
latent function of education is creating a hierarchy of employment based on the level of
education attained. Latent functions can be beneficial, neutral, or harmful. Social
processes that have undesirable consequences for the operation of society are called
dysfunctions. In education, examples of dysfunction include getting bad grades, truancy,
dropping out, not graduating, and not finding suitable employment.

For instance, there is peace, stability, equilibrium and harmony in society if families do
their part in bringing forth children, nurturing and socializing them; if education or schools
effectively transmit knowledge, skills and
values; if politics governs citizens well; if
economics takes care of food production,
distribution of goods and services and if religion
strengthens the moral fiber of the members of
the society. Failure of the one social institution
to do its part means disruption of stability in
society. For example, the rise of single
parent and dual earner families means families
have less time or sometimes no more time
left for the supervision of children in their homework which may result to an increase of
non- performing students in school.

In a high tech world, educational institution must teach adults the new skills to relate
to the tech – savvy young and the world and to be more effective in the workplace. With
more women in the workplace, policies against sexual harassment and discrimination
were formulated. The Cybercrime Act of 2012 came about to address legal issues
concerning online interactions and the internet in the Philippines.

The functionalist theory of education focuses on how education serves the need of
society through the development of skills encouraging social cohesion. The role of schools
is to prepare students for the participation in the institutions of society. Education is
concerned with transmission of core values for social control. Education is concerned with
socializing people by bringing together people from different backgrounds. The
functionalist theory is focused on social stability and solidarity. Functionalists see
education as a beneficial contribution to an ordered society.
Functionalism does not encourage people to take an active role in changing their social
environment, even when such change may benefit them. Instead, functionalism sees
active social change as undesirable because the various parts of society will compensate
naturally for any problems that may arise. For example, schools can compensate for the
lack of time and the lack of parental advice from home.

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;
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.
An examination of the present curricula in basic and in tertiary education shows that
these 4 functions are given attention to.

Task/Activity

A. Brainstorming. Discuss with your fellow student how schools at present are working
on the realization of the four purposes indicated below as cited by the functionalists.

Level Intellectual Political Economic Social Purposes

Purposes Purposes Purposes
Basic
Education

Junior
High
School
Senior
High
School
Vocational
Courses

Tertiary
Education

TOPIC 2. CONFLICT THEORY

The perspective of conflict theory, contrary to the structural functionalist perspective,

believes that society is full of vying social groups who have different aspirations, different
access to life chances and gain different
social rewards. Relations in society, in this
view, are mainly based on exploitation,
oppression, domination and subordination.
This is considerably more cynical picture of society than the previous idea that most
people accept continuing inequality. Some conflict theorists believe education is
controlled by the state which is controlled by those with the power, and its purpose is to
reproduce the inequalities already existing in society as well as legitimize ‘acceptable'
ideas which actually work to reinforce the privileged positions of the dominant group.
Connell and White state that the education system is as much an
arbiter of social privilege as a transmitter
of knowledge.

Education achieves its purpose by maintaining the status quo, where lower class
children become lower class adults, and middle and upper class children become middle
and upper class adults. This cycle occurs because the dominant group has, over time,
closely aligned education with middle class values and aspirations, thus alienating people
of other classes. Many teachers assume that students will have particular middle class
experiences at home, and for some children this assumption is not necessarily true. Some
children are expected to help their parents after school and carry considerable domestic
responsibilities in their often singleparent home. The demands of this domestic labor
often make it difficult for them to find time to do all their homework and thus affects their
performance at school.

Where teachers have reduced the formality of regular study and integrated student's
preferred way of working into the curriculum, they noted that particular students
displayed strengths they had not been aware of before. However few teacher deviate
from the traditional curriculum, and the curriculum conveys what constitutes knowledge
as determined by the state - and those in power. This knowledge is not a very meaningful
to many of the students, who do not see it serving any purpose. Wilson & Wyn state that
the students realize there is little or no direct link between the subjects they are doing
and their perceived future in the labor market. Anti-school values displayed by these
children are often derived from their consciousness of their real interests. Sargent
believes that for working class students, striving to succeed and absorbing the middle
class values of school, is accepting their inferior social position in society as much as if
they determined to fail. Fitzgerald states that "irrespective of their academic ability or
desire to learn, students from poor families have relatively little chance of securing
success". On the other hand, for middle and especially upper class children, maintaining
their superior position in society requires little effort. The federal government subsidizes
‘independent' private schools enabling the rich to obtain ‘good education' by paying for it.
With this ‘good education', rich children perform better, achieve higher and obtain
greater rewards. In this way, the continuation of privilege and wealth for the elite is made
possible.

Conflict theorists believe this social reproduction continues to occur because the whole
education system is overlain with ideology provided by the dominant group. In effect,
they perpetuate the myth that education is available to all to provide a means of
achieving wealth and status. Anyone who fails to achieve this goal, continues the myth,
has only themself to blame. Wright agrees, stating that "the effect of the myth is to...stop
them from seeing that their personal troubles are part of major social issues". The
duplicity is so successful that many parents endure appalling jobs for many years,
believing that this sacrifice will enable their children to have opportunities in life that they
did not have themselves. These people who are poor and disadvantaged are victims of a
societal confidence trick. They have been encouraged to believe that a major goal of
schooling is to increase equality while, in reality, schools reflect society's intention to
maintain the previous unequal distribution of status and power.
This perspective has been criticized for being deterministic, pessimistic and allowing no
room for the agency of individuals to improve their situation. People who employ the
Conflict perspective focus on those forces in society that promote competition and
change. Following in the tradition of Karl Marx, conflict theorists are interested in how
those who possess more power in society exercise control over those with less power.
Conflict theorists do not limit their attention to acts of violent conflict. They also are
interested in non-violent competition between various groups in society, such as men and
women or people of different ages, racial or national backgrounds. Some of the research
topics that Conflict sociologists pursue include decision making in the family, relationships
among racial groups in a society, and labor disputes between workers and employers.
According to Conflict theorists, competition
over scarce resources is at basis of social
conflict. Because resources such as power and
wealth are in limited supply, people must
compete with one another for them. Once
particular groups gain control of society's
resources, they tend to establish rules and
procedures that protect their interests at the
expense of other groups. This inequality
between groups leads to social conflict as those
with less power attempt to gain access to
desired resources and those with power
attempt to keep it. Conflict, in turn, leads to social change. Thus Conflict theorists see
social change as an inevitable feature of society.
Further, 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 theory welcomes conflict for that is the way to the establishment of a new
society. Conflict theorist finds 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 complete
against one another. This constant competition between groups forms the basis for the
ever-changing nature of society.
The factory workers want change- better working conditions, higher salaries. The
factory owners naturally are opposed to such. The resolution of the conflict, however,
leads to a compromise, a change in the way the factory is managed where both workers
and owners are happy.

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 functionalists. Rather, education is a powerful means of maintaining power
structures and creating a docile work force for 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.
Conflict 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, and respect for
persons including authorities, punctuality and honesty, civil right it is because they are the
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.

Conflict theory assumes that the ideas held by a society are the ideas of the ruling
class. The ruling class uses schools, along with the media and other means of
communication, to disseminate ideas that will support its continued rule. Given this
assumption, the conflict perspective often focuses on the role school systems may play in
influencing public opinion, or implementing social control.
Social control refers generally to societal and political mechanisms or processes that
regulate individual and group behavior, leading to conformity and compliance to the rules
of a given society, state, or social group. Schools can further goals of social control by
socializing students into behaving in socially acceptable ways. Some may consider this
type of socialization a form of indoctrination. In any case, the social values that are
present in individuals are products of informal social control. It is exercised by a society
without explicitly stating these rules and is expressed through customs, norms, and
mores. Individuals are socialized consciously or subconsciously.

Enforcement
Social control may be enforced using informal sanctions, which may include shame,
ridicule, sarcasm, criticism and disapproval. In extreme cases sanctions may include social
discrimination and exclusion. For example, schoolmates may enforce gender norms by
ridiculing boys who undertake actions considered feminine, such as writing poetry or
dancing. Informal sanctions can have a powerful effect; individuals internalize the norm,
which becomes an aspect of personality. Social control may also be enforced using formal
sanctions. Formal sanctions may be used in a large group in which an individual can
choose to ignore the sanctions of other individuals. This form of control usually takes the
form of government action. Government and organizations use law enforcement
mechanisms and other formal sanctions, such as fines and imprisonment. In schools,
formal sanctions may include detention, suspension, or other formal punishments. By
means of social control, students are taught the boundaries of acceptable behavior. They
carry these lessons with them into everyday life and, later, into careers. Thus, the social
control lessons learned in school may prepare students, for example, to be a docile
proletariat in a capitalist economy.
From the conflict perspective, schools play a role in screening and allocating people
and their abilities. Advanced capitalist economies require that many students be trained
to join the working class while a few must be trained to join the ruling capitalist class. One
way schools may begin to sort and differently train classes of students is by sorting them
into different tracks. Tracking sorts and separates students by academic ability. In a
tracking system, the entire school population is assigned to classes according to whether
the students’ overall achievement is above, at, or below what is average. Students attend
academic classes only with students whose overall academic achievement is the same as
their own. Tracking is one of the predominant organizing practices of American public
schools, and has been an accepted feature in the country’s schools for nearly a century.
Characteristics
Defined tracks often mirror class divisions in society. Thus, traditionally, students were
tracked into academic, general, and vocational tracks. Academic tracks prepare students
for advanced study and professions such as medicine or law, whereas general and
vocational tracks were meant to prepare students for middle or working class life.
Students in academically advanced tracks study higher mathematics, more foreign
languages, and literature. Students in less academic tracks acquire vocational skills such as
welding or cosmetology, or business skills, such as typing or bookkeeping. Students are
usually not offered the opportunity to take classes deemed more appropriate for another
track, even if the student has a demonstrated interest and ability in the subject. Today,
few schools use tracking systems that so overtly differentiate upper, middle, and working
class skills. Instead, many secondary schools now base track levels on course difficulty,
with tracks such as basic, honors, or college-prep.
Tracking systems vary widely in their characteristics. Some may extend to the entire
school system so that students follow a track that begins in elementary school and
continues until high school graduation. Other schools may use tracking only for certain
classes or subjects. Systems may also vary in their flexibility and the opportunities for
mobility given to students. In some cases, placement is based entirely on student
preferences. In other cases, test scores may be used to determine a student’s track.
Counselors may also work with students to choose a particular class that in turn puts
them on a given track. Parents and peers may influence academic choices even more than
guidance counselors by encouraging students with similar backgrounds (academic,
vocational, ethnic, religious, or racial) to stay together. Other times, students are placed
into tracks without any knowledge or input into the process.
Advantages
Proponents of tracking say that tracking allows teachers to better direct lessons toward
the specific ability level of the students in each class. Research suggests that tracking
produces substantial gains for gifted students in tracks specially designed for the gifted
and talented, meeting the need for highly gifted students to be with their intellectual
peers in order to be appropriately challenged. However, average and low achieving
students may benefit more from being in a mixed ability classroom.
Since tracking separates students by ability, students’ work is only compared to that of
similar-ability peers. Thus, tracking may have emotional benefits for students: it may
prevent damage to self-esteem that could result from comparisons with the work of
higher ability students or inflating the egos of the high-ability students when compared to
low-ability students. Tracking can also encourage low-ability students to participate in
class. Since high self-esteem is correlated with high academic achievement, tracking
should, theoretically, promote academic success. However, the awareness by the student
of being placed into a low track might lower selfesteem, counteracting this benefit.
Disadvantages
From the conflict perspective, tracking’s primary function is not necessarily to promote
learning; it is the allocation of students into specific areas of the labor market. Although
track assignment is theoretically based on academic ability, other factors often influence
placement. When tracking is based not on ability but instead on student background, it
becomes a form of segregation and discrimination. Students in lower tracks may receive
poorer quality instruction, with lessexperienced teachers being assigned to low-track
classes. Lessons taught in low-track classes often lack the engagement and
comprehensiveness of the high-track lessons, putting low-track students at a disadvantage
for college because they do not gain the knowledge and skills of the upper-track students.
Tracking can also result in a stigmatization of low-track students. This stigmatization
can have a negative impact on students’
academic performance; for example, students
placed in low tracks may lose confidence in their
abilities, and their low confidence may be
reinforced by teachers’ low expectations and
their stigmatization by peers. Some research
 suggests that students in lower tracks are more likely to drop out of school or vocational track
in carpentry participate in criminal activities.

Task/Activity

A. Reflection. Adherent to the conflict theory claim that schools teach loyalty so that
those in power remain in power and those below will forever be at the bottom. Do you
agree? Why or why not?

TOPIC 3. SYMBOLIC INTERACTIONIST THEORY

Three tenets of symbolic interactionist 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’s poor perception.
2. Different people may give different meanings to the same thing.
When teachers are 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 stand 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, and 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, and affirmation to 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 detailed of everyday life, what these symbols
mean, and how people interact with each other.
As the term 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 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 symbol
 between individuals who constantly interpret the world 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. This happens in real life. It is important that our
symbols are understood by others in the way they were intended to be. Sometimes it
happens in the language (which is a symbol) we speak. Often we are misunderstood or we
misunderstand others. So let’s see on communicating.

Weakness of Symbolic Interaction Theory

Critics claim that symbolic interactionism neglects 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 interactionism traces its origins to Max Weber’s assertion that individuals act
according to their interpretation of the meaning of their world. However, it was American
philosopher George H. Mead (1863-1931) who introduced this perspective to American
sociology in the 1920s.

Task/Activity

A. Research Work.
1. Individuals act based on meaning is based on individuals’ experiences. Meaning
change. Give five implications of these symbolic interactionist thoughts to
education.
2. Research on more school practices based on the functionalist theory, conflict
theory and symbolic interaction theory.

Social Science Theories School Practices

Structural-Functionalist
Theory

Conflict Theory

Symbolic Interaction
Theory

ASSESSMENT:

PART I. Identification: Which social science theory is referred to? Write your answer on the
space provided.

1. The overall health of society depends upon the healthy functioning of its institutions.
_____________________
 2. Meanings that individuals give to symbols change over
time. _____________________
3. Faulty communication can result from differences in the perception of the same
events and symbols. _____________________
4. Schools teach humanitarian attitude, altruism, democracy, civil rights, and other
positive aspects of society to preserve society and social order.
_____________________
5. When one institution fails to function another institution ought to come in to perform
the function for the stability of society. _____________________
6. A new society comes as a result of the resolution of clash between the powers that
be and the workers. _____________________
7. Two opposing sides are welcomed. This paves the way to change.
_____________________
8. When one institution fails to perform its function, the other institutions showed come
in for the preservation of society. _____________________
9. One weakness of this theory is this is focused on small interactions.
_____________________
10. Differences in meaning of symbols for both sender and receiver result to
misunderstanding. _____________________

LESSON 4
THE STRENGTHS AND WEAKNESSES OF THELIPINO
FI CHARACTER: A
SOCIO-CULTURAL ISSUE

TOPICS
1. The Strengths and Weaknesses of Filipino Character
2. The Value Education in Schools

LEARNING OUTCOMES
At the end of the lesson, you should be able to discuss the strengths and
weaknesses of the Filipino character; and explain ways which schools can counteract the
weaknesses of the Filipino character.
 Schools are there for society. Their relevance is
proven by their ability to address socio-cultural
problems. What are these socio issues or problems
that schools should help address? There are
numbers of them but let us focus on the
weaknesses of the Filipino character. The strengths
of the Filipino character will also be cited for a
balanced

TOPIC 1. THE STRENGTHS AND WEAKNESSES OF FILIPINO

CHARACTER
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, 1998 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.

1. Extreme family centeredness – Excessive concern for family means using one’s office and
power to promote family interests 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.

2. Extreme personalism – Takes things personally, cannot separate objective task from
emotional involvement.

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 following through.

4. Passivity and lack of initiative – Waiting to be told what to do, reliance on other (lenders and
government), complacence, lack of a sense, 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 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, 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 (1998). A Moral Recovery Program:
Building a People, Building a Nation.

Task/Activity

A. Group Activity. Analyze the statements. Share your answers with your group.
1. Do you agree with the findings? Why or why not? Explain your answer.
2. According to the report, one weakness of the Filipino character is lack of analysis
and emphasis on form (pormal). The report states that this lack of analysis and
emphasis on form are reinforced by an educational system that is more form
than substance.
• What is meant by an educational system that is more form than substance?
• Do you agree that the Philippine education system is more form than
substance? If yes, why, why not?

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 selfanalysis and self-
reflection, and 8) emphasis on porma rather than substance.
There is so much good in the Filipino but so much needs to be changed, too. Many of
our strengths as a people are also sources of our weaknesses. Shahani’s report (1998)
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 this 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 a 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 good at pakikipagkapwa-
tao and so we can easily emphasize 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.

Task/Activity
A. Analyze each statement. Explain your answer on a separate short bond paper.
1. Teachers observe that when students submit report, the more ornate and artistic
the folder is, the less substantial the report. Which weakness in the Filipino
character is pointed to? If you were the teacher how do you counteract such?
2. Which of the weaknesses of the Filipino does this DepEd Order wish to help
eliminate? In line with the government’s austerity program, DepEd reiterates the
following policies:
a. Graduation rites should be simple but meaningful to encourage civil rights,
a sense of community, and personal responsibility. While these rites mark a
milestone in the life of the learners, these should be conducted without
excessive spending, extravagant attire or extraordinary venue;
b. Moving Up or Completion Ceremonies should be simple, involving only the
learners, their parents and the school; and
c. Non-academic projects such as attendance to field trips, film showing,
Junior-Senior promenade, and other school events should not be imposed
as requirements for graduation or completion. (DO No. 2, S. 2019)
3. In a post-observation conference, school head cites points for improvement for
the teacher observed. It happens that there are more points for improvement
than positive points. Teacher concludes the school head is based against her.
Which Filipino weakness is revealed? What should be done?
4. What should be done in the Philippine basic education system so that it is more
substance than form?
5. Cite instances where 1) extreme family centeredness, 2) lack of discipline, 3)
passivity and lack of initiative, 4) colonial mentality, 5) kanya-kanya syndrome,
talangka mentality, 6) lack of self-analysis and self-reflection are manifested in
Philippine society.
6. Explain how schools can help counteract such negative traits.
7. Based on Sen. Shahani’s Report, Chapter IV as written by Patricia B.
Licuanan, once Chair of the Commission on Higher Education of the Philippines, schools have
contributed to the development of Filipino passivity and lack of critical thinking:

TOPIC 2. THE VALUE EDUCATION IN SCHOOLS

Senator Shahani’s Report was given in1998. 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, maka-tao, 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
iniatiative, 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 J 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 19881990. 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 (Grade
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.

Task/Activity

A. Research Activity. Browse the internet and search the following:

1. The Senior High School Curriculum, find out if there are subjects where the following
are intentionally taught: (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 selfreflection and analysis; the
internalization of spiritual values and the emphasis on essence rather than on form.
2. DepEd Orders on value education and value integration. Can these DepEd orders
disprove that the Philippine educational system is more form than substance as
claimed in Sen. Shahani’s report?
3. The Curriculum Guide for Edukasyon sa Pagkakatao (ESP) from grade 1 to 10. Check on
the pamantayan (standards) of EsP FROM Grades 1 to 10. Does the teaching of EsP in
the grades help in eliminating the weaknesses of the Filipino character as given in Sen.
Shahani’s Report?
4. The K to 10 Curriculum Guide for Edukasyon sa Pagpapakatao (EsP) and the Grade 11-
12 Curriculum Guide for Philosphy of the Human Person and Personal Development
show that there is an intensive and purposive effort of the Philippine educational
system to eliminate the weaknesses of the Filipino character that is more substance
than form. Which proofs can you give?

ASSESSMENT:

PART I.

1. List the weaknesses of the Filipino character. Explain each in a sentence.

Weaknesses School Situations/Scenario

1.

2.
3.

4.

5.

6.

7.

2. List the strengths of the Filipino then in a phrase or clause explain when that
strength becomes a weakness.
Strength It becomes a weakness when

1.

2.

3.

4.

5.

6.

7.
 LESSON5
GLOBAL ISSUES THAT CONCERN SCHOOLS AND SOCIETY

TOPICS1in
Curriculum
1. Global Issues Concerning Schools and Society

LEARNING OUTCOMES
At the end of ethlesson, you should be able to discuss at least five global
issues, and explain proposed solutions to social problems.

The world has become a global village. We have become a citizen of a global
community. What takes 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
affect schools and us. It is hoped that you are able to propose solutions to social problems
which have become current global issues.

Task/Activity

TOPIC 1. THE GLOBAL ISSUES

A. Pair Activity. With your partner, read the statements below. Write your answers on a
separate coupon bond.
1. Below are top 10 world issues from two sources. Compare them.
2. Given also are the 17 Sustainable Development Goals (SDG) for the period 20152030.
After comparing the top 10 world issues, match the 17 SDGs with the 10 world issues
to determine if these top 10 world issues correspond to the 17 SDGs of 2015-2030.
Use the table for comparison.
3. Analyze:
a. Are the current global issues in both lists similar?
b. Are the current global issues ranked similarly?
c. Do these top ten global issues correspond to the 17 SDGs 2015-2030?

Here are the top-10 world issues, according to millennials based on World
Economic Forum’s Global Shaper 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 / wellbeing (14.1%)
10. Lack of economic opportunity and employment (12.1%)
Source: hhtps:/www.inc.com/business-insider/world-top-10-problems-accordingmellenials-world-
economic-forum-global-shaper-survey-2017.html, Retrieved 4-9-19

The Top-10 Current Global Issues according to Chloe Turner

1. Climate change
2. Pollution
3. Violence
4. Security and Well Being
5. Lack of Education
6. Unemployment
7. Government Corruption
8. Malnourishment & Hunger
9. Substance Abuse
10. Terrorism
Source: https://borgenproject.or/top-10-current-global0issues

The 17 Sustainable Development Goals for the period 2015-2030

1. End poverty in all its forms 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 life-long
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 foster innovation.
10. Reduce inequality within and among countries.
11. Make cities and human settlements inclusive, safe, resilient and sustainable.
12. Ensure sustainable consumption and production patterns.
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 oceans, seas and marine resources for
sustainable development.
15. Protect, restore and promote sustainable use of terrestrial ecosystems,
sustainably manage forests, 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 inclusive
institutions at all levels.
17. Strengthen the means of implementation and revitalize the global partnership
for sustainable development.

List # Top 10 World Issues List # 2 Top World Issues 17 SDGs 2015-2030
1. Climate change
2. Large scale conflict
3.
4.
5.
6.
7.
8.
9.
10.

The Top Ten Global Issues and How They Can be Addressed 1. Climate Change
The global temperatures are rising, and are estimated to increase from 2.6 degrees
Celsius to 4.8 degree 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. Lobbying
governments and discussing policies to reduce
carbon emissions and encouraging reforestation is an effective way of making
progress with climate change.

2. 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
substances, sewage or industrial waste.

3. 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:
 Physical Violence Sexual Violence Sexual Emotional Violence
Physical violence occurs violence occurs when a Emotional Violence occurs
when someone uses a person is forced to when someone says or does
part of their body or an unwillingly take part in something make a person
object to control a sexual activity feel stupid or worthless
person’s actions
Psychological Violence Spiritual Violence Cultural Violence Cultural
Physical violence occurs Spiritual (or religious) violence occurs when an
when someone uses violence occurs when individual is harmed as a
threats and causes fear in someone uses an result of practices that are
an individual to gain individual’s spiritual part of her or his culture,
control beliefs to manipulate, religion or tradition.
dominate or control
that person.

Source: https://www.hov.n1.ca/VPI/types/

4. Security and Well Being

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

5. Lack of Education
More than 72 million children throughout the globe that are of the age to be in
primary education are not enrolled in school. This can be attributed to inequality
and marginalization as well as poverty. Fortunately, there are many organizations
that work directly with issue of education in providing the proper tools and
resources to aid schools. (https://www.humanium.org/en/right-to-education/)
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 of
literacy which includes not only reading and writing but also numeracy skills that
would help people cope with the daily demands of life. Based on the 2013
Functional Literacy, Education and Mass Media Survey (FLEMSS), the country
registered a 90.3% rate, which means that nine out of
every 10 Filipino aged 10-64 were functionally literate.
(https://www.worldivision.org.ph/stories/improving-functional-literacy-in-the philippines//)

6. Unemployment
Without the necessary education and skills for employment, many people,
particularly 15- to 24- years old, struggle to find jobs and create a proper living for
themselves and their families. The leads to a lack of necessary resources, such as
enough food, clothing, transportation and proper living conditions. The
 unemployment rate in the Philippines inched lower to 5.2 percent in the March
quarter of 2019 from 5.3 percent a year ago. Unemployment rate in Philippines
averaged 8.34 percent from 1994 until 2019, reaching an all time high of 13.90
percent in first quarter of 2020 and a record low of 4.70 percent in the
fourth quarter of 2016. (https://www.tradingeconomics.com/philippines/unemployment -rate, Retrieved 4-
9-19).

7. Government Corruption
Means of corruption include graft, bribery, embezzlement, backdoor deals, nepotism,
and patronage. Corruption is a major cause of poverty considering how it affects the
poor the most eroding political and economic development, democracy and more.
Corruption can be detrimental to the safety and wellbeing of citizens living within the
corrupted vicinity, and can cause an increase in violence and physical threats without
as much regulation in the government. The Philippines ranked 94 th out of 177
countries in Transparency International’s
2013 corruption index. (Source: Trefor Moss, Wall Street Journal, May 29, 2014)

8. Malnourishment and Hunger

Currently there are 795 million people who do not have enough to eat. Longterm
success to ending world hunger starts with ending poverty. By fighting poverty
through proper training for employment, education and the teaching of cooking and
gardening skills, people who are suffering will be more likely to get jobs, earn enough
money to buy food and even learn how to make their own food to save money.
Malnutrition, in all its forms, includes under nutrition (wasting, stunting,
underweight), inadequate vitamins or minerals, overweight, obesity, and resulting
diet-related non-communicable diseases.
(https://www.who.ont/news-room/fact-sheets/detail/malnutrition).

The planet creates more than enough food to meet everyone’s needs. But there are
still millions of hungry people in the world.
Substance Abuse – It is “the harmful or hazardous use of psychoactive
substances, including alcohol and illicit drugs” (World Health Organization) The
United Nations reports that, by the beginning of the 21 st century, an estimated
185 million people over the age of 15 were consuming drugs globally. The drugs
most commonly used are marijuana, cocaine, alcohol, amphetamine stimulants,
opiates and volatile solvents. Different classes of people, both poor and rich,
partake in substance abuse, and it is a persistent issue throughout the world but
the developing world, marginalized groups and communities are the most
vulnerable to this reality. The Philippines
faces this huge problem on substance abuse. (https://issues.tigweb.org/substance)

9. 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 feel defenceless in their everyday lives. Making
national security a higher priority is key in combating terrorism, as well as
promoting justice in wrongdoings to illustrate the enforcement of the law and the
serious punishments for terror crimes. (Source: https://borgenproject.org/top-10-
current-global-issues)
The 17 SDGs
UN Secretary-General, Ban Ki-moon, said “The seventeen Sustainable Development
Goals are our shared vision of humanity and a social contract between the world’s leader
and the people. They are a to-do list for people and planet and a 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, SDGs 2015-2030 and Education

In September 2015, the General Assembly adopted the 2030 Agenda for Sustainable
Development that includes 17 Sustainable Development Goals (SDGs). Building on the
principle of “leaving no one behind”, the new Agenda emphasizes a holistic approach to
achieving sustainable development. The realization of the 17 SDGs means solving the top
global issues cited by two sources. These global issues and SDGs 2015-2030 must be
intentionally taught in schools because they are made part of the curriculum.

Task/Activity

A. Group Activity. Discuss and analyze the statements/situations with your group
members. Consolidate ideas and present it during online discussion.
1. Based on the top ten global issues and the 17 SDGs, choose one global issue/SDG
and give suggestions on what schools must do to address the issue.
2. What moves has the Philippine government taken to ensure equitable access to
education for all its citizens?
3. Poverty is ranked #4 among the top 10 issues cited by World Economic Forum’s
Global Shapers Survey in 2017. Education is supposed to liberate people from
poverty. The Philippines has a comparatively higher literacy rate. Based on the
Literacy Statistics, Functional Literacy, Education and Mass Media Survey (FLEMMS)
of 2013, 96.5% of Filipinos were literate, an improvement from 95.6 percent in
2008. How come the Philippines has one of the highest number of educated people
and yet we remain to be “islands of affluence amidst a sea of poverty” meaning
poverty abounds? Can this be traced to poor quality of Philippine education? Why
or why not?
4. Go over the K to 12 Curriculum Guide. Find out where these global issues and SDGs
are integrated. If you find one or more not integrated in the K to 12 Curriculum,
identify point of integration in the curriculum.

Global Issue/ SDG In what subject and topic can it be

integrated?
1.

2.
 3.

4.

5.

6.

7.

8.

9.

10.

5. Some blame the Philippine’s corruption problem on the merging of Filipino

tradition with American institutions One Filipino political scientist told Smithsonian
magazine, “Americans taught us the idea of honesty and integrity in civil service but
local culture conflicts with the democratic model. With no tradition of civil service
and the prevalence of strong family and community ties, bribery and nepotism
have seeped into the system.
Source:https://factsanddetails.com/southeast-
asia/Philippines/sub5_6f/entry3906.html) Do you agree?

B. Research Activity. List down at least 5 global issues most applicable to the Philippines.
Research on Philippine laws meant to address the problem.
Problem / Issue Philippine Law meant to Specific Provision/s of
address the problem the Law
1.
2.
3.
4.

LESSON6
THE WHY AND HOW OF SCHOOL AND COMMUNITY PARTNERSHIP
5.

TOPICS
1in
1. What can the community do for ?schools
2. What can schools do for communities
?
3. Sociological basis of School
-Community Partnership
4. Legal bases for Parents and Community involvement

LEARNING OUTCOMES
At the end of ethlesson, you should be able to explain what school and
community partnership mean;discuss the legal and sociological bases of
school and community partnership; and cite example of school -
community partnership.
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.

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 No. 100.

TOPIC 1. What can the community do for schools?

2. Curriculum development – this can mean use of the community resources for learning. e.
g. museum, elders for the community as key informants in research or resources persons
in the study of local history.

3. Work experiences 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 in relevant establishments or offices in the community to help develop in
them “the competencies, work ethics, 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 hand – 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 establishment or any world of work in the community are the ultimate
beneficiaries 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 involve in planning local celebrations, teachers managing
programs, projects, activities; school band playing in fiesta parade.

TOPIC 2. 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 Mother’s 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 sports league.
• Schools 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, Zamboanga del Sur
Strong school community partnership – feeding programs 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, visits 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 Pembo Elementary School, 23 rd in rank in the Division Achievement Test
zoomed up to rank 9 and six years later rank 1.
(Near- zero dropout rate), ad kid
Urbanidad Kids were ideal students who acted as role models for the students and the
PEMBO community. They were the cleanest, most well – mannered and most diligent in
class.

BOWLS means Brain Operates Well on Loaded Stomach. Every recess, children who were
selected by the school as BOWLS beneficiaries due to malnutrition were provided a free bowl
of lugaw.

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. The project
helped the school purchase the necessary supplies and was able to support two students to
a 2010 math competition in Singapore.

TOPIC 3. Sociological Basis of School-Community Partnership

The functionalist theory states that institutions must perform their respective functions for
the stability of society. Other institution must come in if one institution fails to do its part for
sake of society.

The school cannot do it all. “It take 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 assists 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 to these is the increasing number of families composed of
single mothers struggling to raise a family. With the burden of earning lodged solely on the
shoulders of a 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 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.

TOPIC 4. 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 the one of the
responsibilities of school heads is “establishing school and community networks and
encouraging the active participation of teachers, organizations, non-academic personnel of
public school, 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 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 duly publish.

Another law, RA. 8525, adopt –A- School Program Act. Also provides for school – community
partnership. It allows “private entities to assist a public School, whether elementary,
secondary, or tertiary… in, but not limited to, the following areas: staff and faculty
development for training and further education; construction of facilities; upgrading of
existing facilities, provision of books publications and other instructional materials; and
modernization of instructional technologies.”

Even the Philippine Education for all (EFA) 2015 Plan, then a vision and a holistic program of
reforms that aimed to improve the quality of basic education for every Filipino by end 2015
likewise states: “schools shall continue to harness local resources and facilitate involvement
of every sector of the community in the school improvement process.”

This EFA 2015 Plan was extended in education for all beyond 2015 – Agenda 2030. Agenda
2030 has 7 new educational targets from 2015 to 2030 that must involve education
stakeholders which in essence is school – community partnership. UNSECO Assistant Director
General for Education, Dr. Qian Tang, himself admits that Agenda 2030 cannot be realized
without schools partnering with community. He said: “our vision must be more aggressive;
more committed not just involving government, non – government agencies but all
stakeholders.”

RA 9155, states that partnership between school and community also ensures… that: 1)
educational programs, projects and services take into account the interests of all members of
the community (Sec 3, d); 2) the schools and learning centers reflect the values of the
community by allowing teachers/ learning facilitators and other staff to have the flexibility to
serve the needs of all leaners (Sec 3, e); and 3) local initiative for the improvement of schools
and learning centers are encouraged and the means by which these improvements may be
achieved and sustained are provided (Sec 3, f). So schools and communities function better
when they work as a team.

Task/Activity
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 leaning
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 ownership and sense of belonging.
What do these mean? How will these impact on schools and communities?
5. In what way am I involved in school and community partnership? What good have I done
to school and community? What else can I do?

ASSESSMENT:

1. Can schools take the place of families in the rearing of children?

Why or why not?
2. What sociological reality in the Philippines and in the world demands that schools
partner with the community (church, mass media, business establishments, etc.) for
the education of children?
3. State the provisions of law that refer to school – community partnership.
4. Cite additional examples of school – community partnerships that benefit the young.
5. Research on successful school and partnerships in high performing countries like
Finland, Singapore and Canada.