Professional Documents
Culture Documents
Chapter 1
INTRODUCTION
established in February 14, 1998. It allows the private companies and professionals to
and act of kindness, they were granted with 150% tax free incentives by the
In its effort to bring the spirit of the Adopt-A-School Program to the local
Week in May 2003 through DepEd Memorandum 79, s. 2003. Dubbed as Brigada
Eskwela (BE), the program brought together teachers, parents and the community
members every third week of May to work together in repairing and preparing public
schools for school opening of classes. In the spirit of bayanihan, private institutions or
dividuals and even the local government units contributed in generating resources for
the effort (Brigada Eskwela Manual for School Heads). In 2008, Brigada Eskwela was
maintenance of schools due to meager resources and to ensure schools efficiency and
preparedness before the opening of classes (DepEd Memorandum No. 79, s. 2003).
To make the program sustainable DepEd launched the search for Best Brigada
schools effort and best practices (DM 68, s. 2015). However, a very few schools from
the Division of Negros Occidental take part. In Central Negros for instance schools,
same schools are joining the search for the past few years. This has posed a question as
to how schools prepare and advocate the program to its stakeholders in the community,
the locality.
of the major issues that school heads are facing due to the limited budget provided
Department of Education, not many of our professionals and private sectors are
donating to schools. They might have not known about tax incentives of the
Brigada Eskwela program implemention. First, teachers who are the members of
could hardly perform their basic duties due to summer vacation prior to the and
during the implementation stage some have to attend mass training. Secondly,
since ensuring schools safety and readiness for the opening of classes is crucial for
the school head and teachers most often they are most likely the ones spending
their salaries because resources generated to address school needs may not be
enough to ensure work accomplishments. Thirdly, not all parents and stakeholders
can extend more days in school volunteering because of their personal needs and
very few fathers and skilled workers are volunteering. Finally, most of the
volunteers who spend more days in school are students who are neither skilled nor
serious in doing carpentry, electrical, plumbing and painting jobs so they get into
accidents and minor injuries; while exposures to lead which are common in paints
leadsafe-brigada-eskwela).
In research, very limited study has been conducted to evaluate the Brigada Eskwela
the prominent activities of public schools in the country, conducting the study may
provide the higher office with information on process and effectiveness of the program.
It is also beneficial for school heads and stakeholders for the promotion of co-ownership
practices as well as problems will also also identified. Hence, it is in these contexts that
This study aimed to evaluate the implementation of Brigada Eskwela in the last five
years among public elementary and secondary schools in the Municipality of Murcia,
Negros Occidental. Specifically, this research sought to answer the following questions:
1. What is the public secondary and elementary schools profile in terms of:
a) Size
b) Level
c) No. of teachers
d) Enrollment
a) Principals
c) Teachers
d) Parents
e) Students
f) Alumni
g) District
5
a) Principals
c) Teachers
d) Parents
e) Students
f) Alumni
g) District
a) Principals
c) Teachers
d) Parents
e) Students
f) Alumni
g) District
5. What is the extent of Brigada Eskwela Implementation in three stages when grouped
a) Size
b) Level
6
c) No. of teachers
d) Enrollment
e) BE Search Entry
6. What are the benefits derived from the Brigada Eskwela Implementation?
7. What are the identified best practices of schools in the implementation of Brigada
Eskwela?
8. What are the challenges encountered by the stakeholders in the implementation of the
Brigada Eskwela?
encourages the spirit of volunteerism and public-private partnership for education to the
community. It was launched by DepEd in May 2013 and encouraged civil participation
and the use of local resources and manpower to improve the public schools. The
program brought together teachers, parents and community members every third week
of May to work collectively in repairing and preparing public schools for school
opening. In the spirit of bayanihan, private institutions/individuals and even the local
government units contributed in generating resources for the effort. During the week-
long event, volunteers take time out in doing minor repairs, painting, and cleaning of
Theory and the Ecological Perspective. Systems theory which originated from the fields
of sociology and biology explains human systems that exists in the social work,
individuals, groups, and communities. Human systems interact with one another and
fit which can exists when transactions are sufficient and reciprocal (Retrieved from
http://lyceumbooks.com/pdf/SW_w_Volunteers_Chapter_03.pdf.)
different systems. People volunteer to learn new things and when they feel
inputs and outputs which is important for enhancing goodness of fit. Agencies,
http://lyceumbooks.com/pdf/SW_w_Volunteers_Chapter_03.pdf.).
Eskwela as the focus of this study. It explains why people, professionals, private
what motivates people to unite during the Brigada Week. Like the concept of
to public school and are provided by the government with 150% tax free
8
incentives for their goodwill. Others donate because they feel they are part and
are happy that they have helped. People in the community too come to school
because they feel that they are needed. In return, the school tries its best to
prove to the community that their service is of quality also. The positive changes
that it creates both on the physical appearance of the schools and the outlook
of the people that take part in it are sources of great pride for the DepEd
can-learn-brigada-eskwela).
government is tasked to provide free and quality education to every Filipino child
and youth, the community where they grow is an important stakeholder in their
education. The private sector, which will sooner or later employ these young
children and youth go to school, remain in school and learn in school. It poses a
http://www.deped.gov.ph/sites/default/files/Brigada%20Eskwela%20 Manual.pdf)
Conceptual Framework
evaluation model "which is one of the most effective model of systematic pattern",
(Eseryl, 2002, P 93-98 as cited in Mohebbi, 2011) is used as theoretical basics of this
available recourses, processes and results, could help managers and planners categorize
priority needs and also to serve available resources to the best type of activity with
cited in Mohebbi, 2011). Stufflebeam believes that verifiable grounds regarding the
components (context, input, process and product) take the form of a system linking
https://link.springer.com/chapter/10.1007/978-94-009-6669-7_7#page-1).
The model begins with context. Context evaluation determines what needs are
addressed by a program and what program already exists which helps in defining the
objectives for the program. It serves planning decisions by identifying unmet needs,
unused opportunities and underlying porblems that prevent the meeting or needs or the
use of opportunities (Stufflebeam, 1971 as cited inTokmak, Barutay and Fadde, 2013).
In this study, the context being evaluated includes the Brigada Eskwela implementers
profile (size, level, number of teachers, total current enrollment , and if the school has
been an entry to the Annual Search for Best Brigada Eskwela Implmenter).
10
strategies for the program should be considered, and what plan seems to have the best
potential for meeting the needs. This facilitates the work plan of the program. It
In this study, the input includes evaluation of the Brigada Eskwela Program extent
various strategies to ensure the success of the implementation of the program, e.i
alignment of the needs of the school to the School Improvement Plan, ocular
evaluation which includes various activities or scope of works during the Brigada
are met.
inTokmak, Barutay and Fadde, 2013). In this study, in order to evaluate the plans or
activities, the researcher conducted the following: a)documentary analysis taking into
11
account the schools profile b)evaluation on the extent of the programs implementation
program.
The identified benefits will support the study and may help affirm the effectiveness
and limitation of the program. Best practices employed by schools will also be gathered
blogd/nonprofit-capacity-building/2012/01/08/foru-differences-between-research-
and-program-evaluation).
Product evaluation identifies and assesses outcomes, short-term and long term
degree which objectives have been achieved and by determining the cause of the
obtained results (Stufflebeam, 1971 as cited in Tokmak, Barutay and Fadde, 2013). In
this study, the product refers to the program that will be determined base on the result of
the study in order to improve the implementation of the program and address the
schools needs.
12
This evaluation covered the five years implementation of Brigada Eskwela program
students, parents, and alumni for a total of six participants per school. In the
Municipality of Murcia, there are five (5) public secondary schools and twenty-eight
The gathering of data was done using a self-made survey questionnaire, interview
and focus group discussions. Survey tool was based on the Brigada Eskwela Manual for
School Heads of the Department of Education, DepEd Memorandum 35, s. 2016 and
DepEd Regional Memorandum 212, s. 2016. There are three (3) open-ended questions
for an in-depth gathering of related details and experiences. The instrument is composed
of two parts. Part I elicits the extent of Brigada Eskwela Implementation ( in three
stage. Items of the questionnaire are describing specific activities for diverse
participation, and accomplishments of scope of work, roles and functions. The second
part of the survey are open-ended questions about the benefits of Brigada Eskwela, best
14
Implementation. Focus Group Discussion was utilized in the qualitative portion of the
were used to validate and back-up results of the survey and open-ended responses.
best practices and challenges was conducted to parents, Brigada coordinators, teachers
and pupils in two schools in far flung areas. Result of the interview was used to back up
Due to time constraints and the risk for pupils/students in travelling to the venue,
the Focus Group Discussions was not conducted to the group. Interview however was
This study did not include correlation of the extent of Brigada Eskwela Program
implementation to the schools performance and to any benefits identified. This study
did not include District Supervisors and other stakeholders of the schools namely
Municipal and Barangay LGUs and private stakeholders assessment. Due to time
constraints only available participants who came during the scheduled FGD were
included in the validation of results. Likewise, only public elementary and secondary
The result of this study is of various importance to the different groups of people in
the community.
Students. Students are the center of learning and the most reason for the program
implementation in all public schools. The result of this study may be utilized for
improving Brigada Eskwela program that will benefit students primarily because the
school will become safe, child friendly, conducive for learning. Findings of this research
will also be a basis for improvement of the program. This study may help instill values
Teachers. The support group, the implementers and the participants of Brigada
Eskwela implementation are the teachers. This study may benefit them by learning best
practices and how to overcome challenges. The result of the evaluation may help them
see areas for improvement. Findings on program benefits may also let them see
Committees. The quality of preparations and extent of efforts determine the level of
success in every program implementation. Hence, the study may provide these groups of
16
people data on how the program is assessed for improvement in their activities,
practices, and increase participation. This study may serve as a turning point for
implementers to follow the guidelines set by the DepEd for better results. Challenges
encountered may be prevented. Good results for the beneficiaries will be attained.
School Heads. School heads play the most vital role in he implementation of the
program. This evaluation may provide them with information on their performance in
the implementation of the program. The process may also provide them with basis for
decision making. Both positive and negative data may guide them in improving the
implementation of the program. They will prepare for Brigada Eskwela and gain better
results. Theories on volunteerism explain various reasons why certain group of people,
resources and improve linkages, this study provides school heads information on how to
improve advocacy in their school especially on the preparation stage and to retain the
support of stakeholders for a sustainable BE program. The result of this evaluation may
Parents and Guardians. This study may help them understand better the purpose
of the BE program for their children and their role in the school so that they will
increase their time on tasks during BE Week and in all activities that the school will
undertake. Since part of the evaluation is interview and focus group discussion, in depth
17
results will be generated and this may make them realize and embrace a culture of
ownership of accountability of the school and they are always part of the program so
they volunteer and wont look at this program as a requirement but a passion to render
Professionals. It takes the whole village to educate a child. Findings of the evaluation
may be a basis for these group of stakeholders to put value on their support to schools.
They may see how important they are as volunteers and partners of education since they
have bigger resources. They may learn that every effort and any forms of donation they
give voluntarily generate positive outcome for the school and the students who would
someday enter into the labor force and they are partners in producing the kind of
manpower that will man the organizations, companies and any government offices.
evaluating evaluation may provide them the data on the extent of the implementation of
the program in the grassroots level. The data that will be gathered on the benefits of
Brigada Eskwela may give them affirmations to what extent is really Brigada Eskwela
of benefit to the school; does Brigada Eskwela reach its objectives and whether the
schools have improved their performance or not. Findings of the study may also give
them with the information whether or not schools follow the provisions of the DepEd
18
Orders and the memorandum on the implementation of the program. Determining the
best practices among schools that have successfully implemented the program is also
beneficial for replications among other divisions and regions in the country. The
challenges encountered by schools related to BE may provide them with ideas on how to
be of help to the implementing schools considering the limitation of the program and in
policy making. The result of this study may be of most value if used as basis for
decision making.
clean, beautiful and friendly place for all students and stakeholders. The school is
entrusted to produce future members of the society who are contributors to economic
progress and nation building. The community may gain confidence that their children
are in good hands. Brigada Eskwela Program may help promote this kind of image and
impact of the school to the community. When the school is doing good, the community
also benefit from it because this where students live. Hence, this study will provide them
with affirmation that indeed, it takes the whole village to educate a child, a sense of
limited. Hence, the findings, conclusions and recommendations of the study may
Definition of Terms
To have a common understanding of the salient terms used in this study, both
Concepts Human Resource (HR). In this study this term refers to the advantages or
any forms of goodness that Brigada Eskwela Program implementation has resulted to the
included as one of the contingents in the search for Best Brigada Eskwela (BE)
Implementer (DM 68, s. 2015). In this study this refers to the schools who have joined as
a nominee or winner in the search for best Brigada Eskwela Implementer within the past
five years.
Best Practices. In this study, best practices refers to the actions or unique actions
engages all education stakeholders to contribute their time, efforts and resources in
20
ensuring that public schools are all set in time for class opening. It is a week long
event where local communities, parents, alumni, civic groups, local businesses, NGOs,
private individuals and even teachers and students to volunteer their time skills to do
minor to major repairs and maintenance work in schools (D.O. 24, s.2008). Its main
up and repairs in public schools to prepare the facilities for the school opening
namely: pre-
the period before the implementation of the program which starts January of each year.
orientation on specific roles and tasks among others (DepEd Order 35, s. 2016 and BE
Brigada Eskwela Implementation Stage. This refers to the during or the actual
Brigada Eskwela week scheduled two week prior to the opening of classes (D.O. 24, s
2008). This is when all stakeholders: the school personnel together with the parents,
community private and public volunteers come to school to do minor repairs, painting,
21
cleaning and other maintenance works, weeding, landscaping and ensure that the school
is safe and ready before the opening of classes (Brigada Eskwela Manual).
during this period that the school head puts together all the data reflected
of the schools accomplishment report. (BE Manual). In this study, the same
concept of post implementation stage is used. This is also the period when the
oversee the various efforts to be undertaken for the program such as marketing
evaluation. This includes positions such as the Overall Chairman: School Head /
change will occur and problems will appear. The purpose of this evaluation is to identify
the appropriate of the environment in order to achieve the mission and objective program
needs are addressed by a program and what program already exists which helps in
defining the objectives for the program. The context of the study refers to the
similar to how focus group or interview transcripts are analyzed. (Retrieved from
studentresearch.ucsd.
In this study, this term refers to the sum of students enrolled in the participating schools
of the study particularly in the Municipality of Murcia for the academic year 2016-2017
degree of coverage or scope of carrying something into effort (Alla, 2015). In this study
the extent of implementation refers to the degree of putting into practice the functions,
outcome and a desired outcome. Tucker (1993) points out that feedback is particularly
absence can dramatically affect the accuracy required of human judgment and decision
ed1/29.pdf). In this study feedback refers to the process in which the result of the study
will be communicated to the concerned persons for the improvement of the program.
a moderator, who uses the group and its interaction as a way to gain information
https://ag.arizona.edu/sfcs/cyfernet/cyfar/
24
focus.htm). In this study focus group discussion refers to the group of the
students) who will be interacting, discussing and validating the results of the
survey conducted. They will be sharing their observations, judgment to the result
of the study base on their real life observations of the program implementation
in their schools.
Input Evaluation. Input evaluation will measure the effort of the system and input
from the strategies and the sources. This evaluation is used to arrange result and will be
use for guidance in choosing the program strategies and the changes that can be done
No. of Teachers. In this study this refers to the total population of teachers
employed with or without plantilla item working in the school in the current year.
Process Evaluation. This ensures the processes while program is still in progress.
The purpose of this stage is to find out the objective and mission. This respond must be
alert from time to time to control the program implementation. This evaluation will act as
the monitoring for a program that still in a progress (Retrived from http://eprints.
implementation using survey, focus group discussion, interview and open-ended written
Eskwela.
Product Evaluation. Product evaluation focus to the result of the program after it is
study product evaluation refer to the Stakeholders Participation Program that will be
your school (usually a brochure or flyer) that includes information about the
student body and the types of classes offered by your school, such as AP, IB, etc.
It usually lists figures like graduation rate and other notable facts about the
https://questbridge.zendesk.com/hc/en-us/articles/218777437-What-
is-a-School-Profile-)In this study, the school profile refers to the size of the school
(small and large). Small schools have a population of 1000 and below; while
small schools have a total enrollment of above 1000 as per DepEd Regional
https://researchrundowns.com/mixed/mixed-methods-research-designs/).
Size. This term refers to size category of the school base on schools enrollment:
small and large school in the context of Brigada Eskwela. The school with 1000
enrollment and below is considered small, while the school with enrollment more than
1000 is considered large school (Regional Memo 055, s.2016). The same concept of
meet its objectives (Freeman, 2002). In this study these are internal (teachers,
groups, government agencies, professionals, alumni) who support the schools during
Brigada Eskwela.
their act of donating in cash of in kind to the school before, during and after
Chapter 2
This chapter presents concepts and studies related on Brigada Eskwela program
implementation, benefits, best practices and challenges. The purpose of this review of
related literature is to establish facts about Brigada Eskwela Program or the National
Schools Maintenance Week implementation, volunteer motivation and reasons for the
organization as well as schools best practices. This review also provides affirmations as
to the benefits of Brigada Eskwela based on published source both foreign and local.
Furthermore, the review of literature helps the researcher enriched her studies by
In February 14, 1998, during the Tenth Congress in Metro Manila, Senate and
House of Representatives of the Philippines, enacted and approved Republic Act 8525,
28
for other Purposes and was also known and cited as Adopt-A-School Act of 1998
(R.A. 8525, section 1. p.1, ). It is the policy of the state to provide quality education to
Filipino Youth and to encourage private initiative to support education. The law was
enacted during the time of President Ramos and was aimed to encourage volunteerism
and public-private partnership in public education, (Bunye, 2015). Originally, this law
was sponsored by Rep. Anne Marie Periquet at the House of Representatives. But full credit goes
to former DepEd Secretary Edilberto de Jesus who successfully pushed for the promulgation of
the necessary Implementing Rules and Regulations from the Bureau of Internal Revenue
(Sibayan, 2012).
during the time of President Arroyo, (Bunye, 2015), the Department of Education
encourages all stakeholders in the community to work together and contribute support for
the minor repairs, maintenance and repainting of the school furniture, walls, roofings,
cleaning of classrooms in order to prepare the school and start the first day of classes
smoothly. DepEd Memorandum No. 79, s. 2003 includes attachment on National Schools
Maintenance Week Proposal which states the rationale for this initiative - The limited
Brigada Eskwela is voluntary in nature, however, schools are mandated to ensure the
readiness of the school and participation of the community. Paragraph 2 of the said
DepEd memorandum 79,s. 2015 stipulates that Brigada Eskwela is a purely voluntary
effort. Principal and Teachers-in-charge are encouraged but not required to organize a
participate and contribute their time, effort and resources to this school maintenance
effort in ensuring that all public school facilities are ready for the school opening in
June. The same memorandum informs the field that all regional directors and schools
elementary and secondary schools and to ensure involvement of the community and local
stakeholder to this activity. These provisions of the tells that though it is voluntary but
schools cannot say that they will not organize efforts otherwise they will find it difficult
to ensure that schools facilities will be ready without the efforts of groups of people and
The school is the key to success of this program. It will organize its own effort
Steering committee are assigned. Needs of the schools are identified. Materials and
manpower are identified and resources are generated. Advocacy is also organized for
to organize including their functions. Time frame are provided when to generate
materials base on the areas of repairs and maintenance needs of the school. Letters are
sent to all stakeholders who fills out the Interest Forms and checks items what they
can do and share to the school. Businesses are being approached for donations in kind
(paint, cement, wood, etc.The support of the local school board is necessary.. During the
National Schools Maintenance Week, the school initiates an opening program, orients
the participants on the work flow, receive donations, documents all works and on the
last day all brigada efforts are consolidated,reported and stakeholder are recognized
This concerted effort did not involve budget allocation on the part of the
of-brigada-eskwela).
transferring the burden of government responsibility to the community in the light of the
Former DepEd Secretary Bro. Armin Luistro, described Brigada Eskwela as the
longest manifestation of people power in the Philippines because he sees that every
year the spirit of bayanihan is alive and kicking not just when calamities strike. It is a
genuine public-private partnership in action, absent any motive of gain and self-
aggrandizement but borne out ot altruism and love for the Filipino kids and their safety.
Hence, it is just timely for the Ecological waste Coalition of the Philippines, Inc.
have reminded Brigada organizers to apply lead-safe work practices as schools are
cleaned, repaired or renovated. Lead dust are hazards to students or any participant
-brigada-eskwela).
Paragraph 8 of the said DepEd Order 35,s.2016 presents activity matrix for the
organization of Brigada Eskwela committees and their orientation on specific roles and
tasks among others) March 1- May 1, 2016, and Brigada Eskwela kick-off program and
caravan- May 30, 2016 2) Implementation and Monitoring of Schools- May 30-June 4,
Secretariat - July 30, 2016, selection and deliberation of Brigada Eskwela Awardee
conduct of Brigada Regional Awards Ceremony- Septmber 1-30 and conduct of Brigada
Included in this memorandum are the school safety and preparedness guide for safe
Manual, p.3). Hence, DepEd shares its burdens to the public and puts premium on
Education Undersecretary for Partnerships and Linkages Mario Deriquito said that
communities for the purpose of ensuring a better future for the next generation. (Rojas,
33
2016). It poses the challenge of this famous value of bayanihan or cooperation this
move-ph/134497-deped-ready-brigada-eskwela-senior-high-school).
Eskwela is the modern day bayanihan evolved from sama-sama, tulong-tulong, and
pagkakaisa mentality of the Filipino people. Brigada Eskwela encourages and fosters amongst
its students and youth sector the value of civic action and social-responsibility gearing toward the
improving the quality of basic education system in the country (Retrieved from https://
dampeelementaryschool.wordpress.com/2012/10/16/brigada-eskwela/).
According to Adopt-a-School Program online press release, over the years, the Brigada
Eskwela effort has evolved from a week-long cleaning-up and beautification exercise to a festive
coming together of students, teachers, school officials, parents, community members, local
government officials, non-government organizations, church groups, and the private sector.
eskwela).
This years Brigada Eskwela with the theme Tayo Para sa Paaralang Ligtas,
volunteerism from education stakeholders like the local government units from
corporations and individual volunteers to join school preparedness and safety measures
34
during the Brigada Eskwela. More than repair and repainting, beautification and
maintenance, the local communities need to ensure students safety. As such, they are all
that social environments satisfy the universal basic psychological needs of man
including autonomy (ability to decide ones own behavior and make ones own
particular skill set), and relatedness (sense of connection with others, the giving
Baumeister & Leary (1995) as cited in Frendo (2013). Individuals are moved to
learn for the satisfaction of learning something new and being more effective
Ellis (2009) as cited in Alla ( 2015), enumerates reasons why people volunteer: the
feel of need, to make new friends, to help someone in need, to show belief in an impact,
to have fun and because they are being asked to volunteer. For some people its about
making choices to do things to help society in ways that go beyond their basic
obligations. Its more than working without pay. It also encourages individuals capacity
providing opportunities for volunteerism can generate positive public relations and have
can change how people think about others, bring different cultures together and foster an
overall feeling of participation and trust among community members. (Retrieved from
develop through social interaction of people with each other. Since people have different
life experiences based on their social context, volunteerism may also occur in many
different social contexts and at the same time, though people live in the same location,
Consistent with the view of this theory, volunteerism is also a way of helping people
of the reasons of foundations organized to serve the community and schools because of
this experience. While, conflict theory which centralized on power, surplus value and
subjection believes that volunteerism gives people, regardless of age, gender, education
level, marital status, and socio-economic level, with a chance to take part in the
community which allows them with access to different amounts and types of power to
interact with each other for a joint purpose and the ones who form the parameters of
volunteerism are those with bigger income, and professionals. Studies in America show
that people with higher incomes are the ones who like to volunteer. Those who have
36
finished college are also volunteering. This show that those in power have the tendency
SW_w_Volunteers_Chapter_03.pdf).
Social Exchange theory views volunteer commitment to have straight link to the
organization when their self-interests blend with the interests and needs of the social
Chapter_03.pdf).
awareness, and eventually critical consciousness and offer potential for collective
that volunteerism is simply an activity that let people experience self-actualization and
Volunteers_Chapter_03.pdf).
37
According to the Social Learning Theory, modeling and imitation are its
central processes of this theory and the main concept is sefl-efficacy. When
people feel that self-efficacy they tend to gain an expectation about themselves
that they can do more larger in a more involved tasks (Bandura, 1977, 1986
cited in Frendo, 2013 ).Social learning theory provides a useful framework for
conceptualizing volunteerism.
Family and and friends are often the paths by which people come to volunteer.
When children hear about their parents volunteering they also tend to volunteer.
Likewise, when friends heard colleagues at work volunteer and shared about
their experiences, they also shared their willful thoughts of volunteering. The
behavior of the people who are volunteering are reinforced by the the people
they are working with and they develop self-efficacy. The more they volunteer,
the more they develop self-confidence and later on become leaders until they
http://lyceumbooks.com/pdf SW_w_Volunteers_Chapter_03.pdf.).
government is tasked to provide free and quality education to every Filipino child
and youth, the community where they grow is an important stakeholder in their
education. The private sector, which will sooner or later employ these young
children and youth go to school, remain in school and learn in school. It poses a
%20Manual.pdf).
Volunteers and partners in Brigada Eskwela are composed of diverse groups coming
from diverse cultures and orientation. The views of volunteerism explained above might
also be true to how people in our community volunteer. Irregardless of knowing what
individuals or groups motives are in volunteering the DepEd stands to its principle that
it needs the whole community to educate child. That is why it encourages the civic
participation.
There are various ways in which stakeholders, both private and government help
schools in our country and in other countries around the world that hold similar
As cited in Alla (2015), in US, local and state taxes are being utilized to fund public
school. Federal government and some large corporations also donate funds for the
school for repairs, drop-out prevention programs, study grants, teacher capability
Associations are also directly helping out their schools. Associations buy equipment,
books, do minor repairs and clean-up activities, sponsor health programs, support
39
scholarship and training for teachers and formulate guidelines for teenage group in the
community. They take part in innovating for instructional materials and school furniture
Americas Safe School Week 2015 was held in October 18-24. It was sponsored by the
US National School Safety Center, state governors and state school superintendents and
supported by local, state and national public officials and professional organizations.
This years Americas Safe School Week is going to be celebrated this October 16-22,
2016. It focuses also on the campaign towards a safe, secure and productive nations
schools. As such the NSSC campaigns for the active involvement of the key education
free, improving discipline, and increasing student attendance. In preparation for this
safe-schools-week).
DepEds practice of National Schools Maintenance Week this year is very much
similar to that of the United States of America in our practice, preparations and theme
40
on school safety. Hence, through DepEd memorandum 35, s. 2016 guidelines on how to
make our school safety for our students were also stipulated.
In Metro manila, one of their most desired volunteers are from the military group.
Metro Manila from May 18-23, 2015. Armed with carpentry tool and painting tools,
400 soldiers from the Civil Military operations Group (CMOG), Army Support
Army Reserved Command were deployed to 18 schools in Taguig City, Makati City,
Pasig City, Muntinlupa City, Paay City, Pateros and Tondo to help teachers and parent in
doing maintenance, repair and clean-up activities. This their way of communicating to
the children that they were responsive, reliable, capable, and committed to its mandate
http://www.army.mil.ph/pr/2015/may/180515.html).
repairs were done before the opening of classes. Maintenance works such as the
repainting of the roof and exterior walls, repair of leaking water pipes, ceiling
boards, broken furniture and windows, cleaning of toilets, and gardening were
volunteers who would participate in the brigade, by March, they would approach
41
local businesses for donations, then organize work groups by April. (Retrieved
from http://en.wikipilipinas.org/index.
php/Brigada_Eskwela).
Elementary School. San Rafael Elementary School published report on Brigada Eskwela
Implementation 2015. They were able to involve various stakeholders like Brgy.
pupils. They had 884 volunteers, generated Php 84,895 worth of materials and cash
com/sanrafaeles/brigadaeskwela).
every working committee like advocacy and marketing committee, resource mobilization
perform their functions as oriented. Prior to Brigada Eskwela week, their school head
met with working committees to assess the readiness of the school, finalized activities for
the opening and closing, matched expected volunteers, materials and resources against
identified needs and organized working teams according to the nature of services to be
Sanrafaeles/brigadaeskwela).
42
Activities undertaken for the whole week were enumerated as follows, parade,
principals office, sweeping of dried leaves, tree and vegetable planting, construction of
storage room, painting of interior walls of all classrooms, construction of covered foot
walk, painting of windows, tables, and chairs, construction of science and math garden,,
On day six, they conducted final inspection and closing program. After the Brigada
Week, it was noted that all working teams performed their roles and tasks, all activities
were recorded, and documented, necessary materials were available, inventory of work
accomplishments and foods were offered to the volunteers. Daily debriefing sessions
were conducted to know what went right and what went wrong, what works were
accomplished, and what activities were to be continued the following day. (Retrieved
from http://ph.shop.88db.com/sanrafaeles/brigadaeskwela).
Eskwela, blogged about his experience at a public high school in Mandaue. We woke up
real early on a Saturday to join Brigada Eskwela to help clean and beautify this small
public high school. And so we moved some furniture and some of us helped clean their
computers and did some hardware testing as well. We cleaned the rooms ceiling fans
and windows. With the help of student volunteers, we repainted the arm chairs as well as
43
the stairway rails. We even saw brave souls who took on the task of cleaning the school
restrooms.We also swapped stories and gave encouraging words to student volunteers
who helped us during the activity while taking a photo break or two. Eventually, we got
tired and took a water-food break with chit chats in between. And soon enough, it was
back to work. But with everyones help, we finished earlier than expected.With everyone
gathered, we imparted some of our life lessons with regards to education and
environmental awareness. After all the talk, it was time for games and entertainment.To
show our appreciation, we also shared our food together with giveaway school supplies
Eskwela in their Week without walls program. They wanted to learn to become good
citizens of the world so that they went in some parts of Hongkong and even around the
world to learn good things about helping others, Alla (2015). Montes (2013) cited in
Alla (2015) Brian Van Tassel, ICS High School principal and his eleven Hongkong
volunteers also extended their assistance at the Living Lights Academy in Barangay
PTA and students clubs in schools were also joining volunteer works as the best
program implementation of 2014. Her findings showed that there was a great extent of
Brigada Eskwela brought several benefits to the school and the community. It starts
from generation of resources for the schools thus augmenting the school financial status
or the MOOE, school improvement, strengthening the spirit of bayanihan between the
external stakeholders and the government, enlivens social responsibility for education,
friendships and even in the schools academic performance, the National Achievement
Test.
Schools joining the Search for Best brigada Eskwela Implementer are bold about
strengthens partnership and builds harmonious relationship between school and the
School Governing Council, PTA officers, and members, Brgy. Officials, City and
Provincial Officials private sector and other stakeholders in the community. This idea is
further affirmed by the statement Brigada is proof that an effective partnership between
organizational/civil mandates like that of the Philippine Army who joined Brigada
To the private companies donating to the schools any resources will entitle them to
a 150% tax free incentives as provided for by Republic Act 8525. While DepEd Order
24, s. 2016 provides guidelines on accepting donations and on proceing applications for
program.
Sibayan (2012) affirms Surely, this project has been organized and implemented, one, for the
administrators of public schools . Second, it has also helped strengthen the relationship of school to
the community where it is housed the families, baranggay, PTA, and other institution.
Whereas the main objective according to Sec. Bro. Armin Luistro is that Brigada Eskwela
aims to make the school ready for the teachers and students; engage participation of community
stakeholders in education; and revive the bayanihan spirit among Filipino youth.
On its own, Brigada Eskwela has generated over P10 billion in savings in man-hour services
and donations in kind and had 100% participation of over 45,000 schools nationwide in addition to
its mother volunteering and school adoption program called Adopt-a-School. Brigada
Eskwela also offers a more direct means of intervention through volunteerism and a mechanism
46
for quick, efficient, and effective information dissemination of information to share best practices,
(Sibayan, 2012).
Aside from promoting the spirit of volunteerism, since its launch, public schools
(MOOE). In 2003: 12,000 public schools (30% of all schools) saved P392 million of
community MOOE. In 2004: 16,000 schools (38% of all schools) saved P717.1 million
community MOOE. In 2005: 26,000 schools (62% of all schools) saved over P1 Billion
The brigade has saved the government the amount of P153.16 million in donations,
services, and volunteer hours and in 2008, it saved the government about P2.9 billion
(Alla, 2015).
DepEd reports that in 2007, Brigada Eskwela hit a record high of 90%
participation among school communities, generating more than P2.5 billion worth of
support-in-kind and volunteer man hours. It has proven to continue to gain more
have volunteered in the National Schools Maintenance Week since 2010 to 2015 (Alla,
2015).
Balinas during the DEDP Monitoring and Evaluation Workshop, the total resources
generated in 2016 Brigada Eskwela when converted to cash is Php 16,909,900.91; while
Life Span Theory and Life Course Theory view volunteerism as a useful
teenagers create constructive self-identities and place young adults in friendly situations
pdf/SW_w_Volunteers_Chapter_03.pdf).
service to society in a way that goes on the far side of their work. Volunteering can also
prevent people in a stressful occupations from burning out and help them maintain a
healthy perspective on all the areas in their lives. (Retrieved from http://lyceumbooks.
com/pdf/SW_w_Volunteers_Chapter_03.pdf).
Learning are always part of the benefits that the program gives to participants. Like
Vernon Go, a young Cebu professional who regularly participates in Brigada Eskwela,
48
blogged about his learning, Friendship was the bond created between the volunteers and
students. Perhaps, this event can become a memory shared by us for life. I have seen
many photos of Brigada Eskwela events with participants wielding native brooms (walis
na tingting). A very fitting symbol, I would say, of the collective strength of the public
and private sectors when bound by a unity of purpose, (Bunye, 2015, p1).
Every summer for 12 years now, Brigada Eskwela has been transforming public
schools into a venue where people from the community get the chance to be directly
The annual implementation of Brigada Eskwela has brought a new outlook towards
social responsibility. One of the public school students who grew up in the culture
of Brigada Eskwela is Russell de Guzman, a student leader at Makati High School. Since
he was in elementary, he has been taking part in this activity. When I was in elementary,
I would do it because it was a requirement for officers, and I had nothing to do during the
summer vacation, he shared. But as I kept on doing it every year, I realized it was also
sectors of the society extend help to our school every year, De Guzman affirmed. De
Guzman shared that Brigada Eskwela made him realize that while the government has a
duty to its citizens, the citizens also have a duty to the government. The government
cannot do everything for us. We have to do what we can to help each other, too,
to serve when we are called for. With the opportunity it provides us to be a part
realize how we see ourselves and our duty to the community and the country in
ph/ispeak/94749-what-we-can-learn-brigada-eskwela).
Brigada Eskwela was borne out of the need to address the challenges of
public school education in the Philippines. It started with the simple mission of
cleaning up and beautifying public schools to prepare for the opening of classes.
has also opened multiple doors for learning and reflection (Retrieved from
http://www.rappler.com/move-ph/
ispeak/94749-what-we-can-learn-brigada-eskwela).
that despite the exhausting door-to-door solicitation that he and fellow leaders
had to do, they never questioned the value of what they were doing. Despite
collecting only a considerable amount of donations each day, they always chose
to spend their own money for lunch or snacks. As they went through the
process, they allowed it to mold them into young leaders with integrity. "It was a
very tiring experience, but its fruits are fulfilling," he said. (Retrieved from
http://www.rappler.com/move-ph/ispeak/94749
50
-what-we-can-learn-brigada-eskwela).
The positive changes that it creates both on the physical appearance of the
schools and the outlook of the people that take part in it are sources of great
pride for the DepEd family. The Brigada is proof that an effective partnership
http://www.rappler.com/move-
ph/ispeak/94749-what-we-can-learn-brigada-eskwela).
After a week of Brigada Eskwela, schools will be all set for the opening of
classes. The students who are the primary beneficiary of the program will be
welcomed with safer and more conducive environment which will definitely help
http://www.edgedavao.net/index.php?option=com_
content&view=article&id=11366:the-bigger-picture-brigada-eskwela-vol-10)
glaring evidence and significantly affected the rate of enrolment and the mean
percentage score of the National Achievement Test. The NAT-MPS score was
somehow a laudable achievement since this success was very rare for a big
rimmon-educationinthephilippines.blogspot.com/2015/08/perception-of-
Stakeholders-
51
to-brigada.html).
From the outside, Brigada Eskwela might only count as one of DepEds mandates
for public schools, a project that generates funds to beautify the campus. But scratching
the surface will reveal an effective model of public-private partnership that creates
ripples of impact among the different sectors of society by revolutionizing the Filipino
trait of bayanihan.
It shows that volunteerism is still abundant in our country, and that there are a lot of
people who are willing to cooperate with the governments worthwhile endeavors if
One of the best practices to sustain Brigada Eskwela is the Search for Best Brigada
Eskwela Implementer every year. In 2014 for instance, to honor the school-awardees,
the DepEd, throught the office of the undersecretary for partnerships and external
nationwide as the 2014 Best implementing schools of brigada Eskwela during the
awarding ceremony on Nov 26 2014 at Meralco Theatre, Ortigas Ave, Pasig City. The
Fame Category for consistently and successfully implementing the Brigada Eskwela for
implementing-school-of.html).
52
A lot of challenges are also faced by schools and stakeholders in the implementation
of the program. These includes risk of students, both physical, intellectual and in health
Doing minor repairs in schools placed students at risk. Paint which uses lead
content are hazardous to the health of the students. In most cases, students come to
school without any PPE. According to the Henry So, President of the PAPM in the news
published by Gloria Ramos of the Cebu daily Inquirer, the lead dust that may be created
as a result of renovation activities can cause serious health problems for the Brigada
Eskwela participants, with the children at highest rick of exposure. Aileen Lucero,
coordinator of the EcoWaste Coalition, warned parents and teachers that children may
ingest the lead paint chip or dust through normal hand-to-muth activities as they move,
eat and play around the classroom, hallway or school ground. Ingesting or breathing
in lead dust has a potential of permanently damaging a childs developing brain and
IQs score she siad, stressing that health authorities have identified no safe blood lead
brigada-eskwela).
53
600,000 new cases of children with intellectual disabilities every year, according to the
World Health Organization, which has listed lead as one of the ten chemicals of major
safe-brigada-eskwela). This news had not been known by all teachers and parents in
school.
The existence of negative attitudes in the community is one of the challenges faced
by schools every year. Critics of the program often say that local governments should
be the one to fund the maintenance of public schools, and schools should not have to
during their solicitations around the community, De Guzmans group received mixed
reactions. Some questioned the need to raise funds for a project that should be funded by
the government, while others willingly donated money or materials upon learning
of Brigada Eskwela's purpose (Carreon, 2015, p.1). Not many realize their role as
partners of the government in creating positive change in society. More often than not,
we are quick to point out the diseases of our country, yet we only wait for the
contribute to the cure of these diseases, or we turn a blind eye on them because taking
De Guzman shared that even some of his schoolmates do not fully understand the
program, and complain that they only go to school to study, not to make repairs or clean
the campus. If they will take part in the activity, they will realize a lot of things that
not have organizational structures for planned facilities maintenance, nor do they have
policies on facilities maintenance and the maintenance of school facilities was done
merely as needs arise and mostly on cleaning the school campus. There is no such thing
committees and, in the long term, a whole-school approach to facilities maintenance that
makes facilities maintenance a strategic lever for school functionality (Xaba, 2012).
The analysis of data collected revealed a number of important factors and challenges
school environments indicated that maintenance work is carried out, albeit ad hoc and
coordinators indicates that whatever approaches schools used for the maintenance of
facilities, is a result of trial and error and experiential knowledge (Xaba, 2012).
55
repairs and upkeep against facilities maintenance having a strategic dimension covering
issues like facilities design and maintenance programmes, upgrading the knowledge and
maintenance work and provide a clean and safe environment, as well as creating a
physical setting that is appropriate for learning. (Tsang, 1998:88; Szuba & Young, 2003:2
for facilities maintenance programmes being curtailed by poor resourcing. For instance,
there are no qualified and properly trained facilities maintenance people b)Staffing of
general workers at schools being based on the staff provisioning norms, which are also
based on the enrollment of schools. For example, a secondary school with science
laboratories would require more maintenance staff than a primary school offering the
mainstream curriculum. This results in one school prioritizing more security guards
instead of maintenance workers c)Funding for maintenance being less than adequate
Fourthly, it was evident that participants generally did not have knowledge of school
facilities maintenance. This clearly implies that facilities maintenance at schools, and
Finally, it was also evident that stakeholder involvement in planning for facility
usage, management and maintenance is lacking. The fact that the administrative clerk
heads facilities maintenance at one school attests to this. In essence, this implies that
consequently, do not engage in strategic facilities maintenance planning where all school
stakeholders would be involved. It must, however, be stated that there was evidence of
some form of school facilities maintenance, with each school on an ad hoc basis,
attempting to maintain its facilities in its own way. The main weakness is the fact that
these attempts were not formal, planned, and organizationally structured practices (Xaba,
2012).
There is therefore a need for, firstly, school facilities maintenance to be placed at the
core of school programmes and since schools already compile school development plans,
facilities maintenance should be regarded as one of the major strategic levers in the
57
development planning processes. This will ensure that it is planned and budgeted for, and
to have some functional organizational structure for facilities maintenance, which will
assist in determining systems for ensuring planned preventive, routine and corrective
maintenance. Where workers and gardeners are also responsible for small-scale repairs
of equipment and service systems, they should be provided with training in basic skills in
enrolment because they have to attach Brigada Eskwela Slip in their enrolment
forms before their children could be duly enrolled c) The concept Bayanihan as
an innate moral value emphasized by Brigada Eskwela was now observed as one
Professionals believed that the tasks for Brigada Eskwela is not only for them but
also by the community in the preparation of the school before opening its classes
in June e) The simple tasks of sweeping, weeding, cutting of grasses, clearing the
gutters and getting rid of cobwebs and dusts arose to repainting, additional
construction jobs, electrical repairs, plumbing and many others but these
parents, Civil Society Groups and individuals f) 37% were driven to help because
of volunteering in nature, 28% felt that it was a duty and obligation to the
responded indifferently. Parents who were constantly online and have social
network account were also influenced in joining the Brigada Eskwela as they
outcome of the program. Radio, print media, internet, TV infomercials and news
updates are also badgering to those who were reluctant to join the Brigada
people who were still feeling indifferent towards the program (Retrieved
fromhttp://rimmon-educationinthe
philippines.blogspot.com/2015/08/perception-of-stakeholders-to-brigada.html).
School buildings are of critical importance to the teaching and learning process. A
percent difference in third grade achievement scores and a 9.7 percent difference in fifth
grade achievement scores on the Iowa Test of Basic Skills (University of Georgia, 2000
as cited in Saeed and Wain, 2011). Corcoran et al. (1988 as cited in Saeed and Wain,
2011) found that physical conditions have direct positive and negative effects on teacher
morale, sense of personal safety, feelings of effectiveness in the classroom, and on the
general learning environment. Building renovations in one district led teachers to feel a
renewed sense of hope, of commitment, a belief that the district cared about what went
on that building.
59
Research shows that availability of the physical facilities including drinking water,
electricity, boundary wall, toilets, furniture, playgrounds, libraries, and dispensaries have
a significant positive influence on the performance of the students and their achievement.
The study undertaken by Shami and Hussain (2005 as cited in Saeed and Wain, 2011)
revealed that the availability of physical facilities in a school had a significance impact
students learn is very crucial and without the suitable environment effective learning can
not take place. Bruce (2006 as cited in Saeed and Wain, 2011) has rightly called the
learning environment as the third teacher but it is important that the environment is not
Synthesis
Related literature presents legal basis, theoretical foundations on the spirit of brigada
Eskwela, success stories, benefits, practices and challenges in the implementation of the
program of schools. It also present related studies on Brigada Eskwela and on facilities
maintenance.
60
These related concepts and studies presented provide background information on the
research problem as presented and discussed herein which enhance and support the
study. Related literature serves as basis for a wider understanding of Brigada Eskwela
Program Implementation in the public schools foreign and local and has aided the
researcher in formulating the open-ended questions and which has inspired her the in
schools maintenance will be used to support or negate future result of this evaluation of
Chapter 3
METHODOLOGY
This chapter discusses the research design, participants of the study, sampling
design and research instruments, validity and reliability of the research instrument, data
Research Design
method that focuses on collecting, analyzing, and mixing both quantitative and
Clark, V. L., 2011). This design aimed to collect and analyze two independent
strands of quantitative and qualitative data at the same time in a single phase.
Qualitative results was used to assist in explaining and interpreting the findings of
mixed-methods-research-designs).
The participants of the study were the Brigada Eskwela Coordinators, school
twenty-eight (28) elementary and five (5) secondary schools in the Municipality Negros
Eskwela in their respective schools. They answered both the quantitative (survey) and
best practices and challenges include parents, Brigada coordinators, teachers and pupils
in two schools in far flung areas. Result of the interview was used to back up written
Sampling Design
In determining the sample school for the conduct of the study, the researcher made
used of total enumeration in which all 28 public elementary and 5 public secondary
schools in the Municipality of Murcia were included; while for the specific participants
per school, quota sampling was used. The table below shows the population of the study.
Research Instrument
questionnaire was based from Brigada Eskwela Manual for Schools Head and Annex A
Eskwela 2016 and DepEd Regional Memorandum 212, s. 2016 as well as Brigada
Eskwela Manual for Schools Heads which provide guidelines on how to implement the
stakeholders.
The tool has two parts. Part 1 (quantitative part) has three three categories
activities: alignment of Brigada Eskwela needs with the School Improvement Plan
(SIP) (item no.1) , conduct of ocular needs assessment (item no. 2 3), organization and
orientation of Steering and Working committees (item no. 4 & 5 ) identifying activities,
resources, target donors (item no. 6,8,9), matching expected volunteers, materials and
resources with Needs (item no.7), awareness campaign (item no. 10) and ensuring the
The extent of Brigada Eskwela implementation stage was measured with items
number 12-43 which are activities specifying scope of works or the actual scenario of
of various works according to work plan (items no. 13-34,40-42), provision of logistical
activities (item no.38-39) and ensuring arrival of donations (item no. 43).
number 44-50 which are about organizing culmination activity (item no. 44 ),
transparency (item no. 45), recognition of donors and volunteers (item no. 46), Pledge
for sustainable improvements (item no. 47), reporting of accomplishments (item no. 48),
Part II, the open-ended questions for the qualitative part of the study are related
questions framed by the researcher in order to suffice or enhance her study on the
program.
A separate template was used to ask about school profile which includes the size of
the school (small and large), level of the school (elementary or secondary), the number
65
of teachers in each school (20 and below, 21-40, 41-60 and 61 & above teachers),
enrollment of the school (500 & below, 510-1000, 1001 and above) and if the school is
an entry to the annual search for Best Brigada Eskwela Implementer of not.
Validity
Validity of the survey instrument was tested using the criteria developed for
evaluating survey questionnaire set forth by Carter V. Gord and Douglas B Scates (cited
in Alla, 2015). The researcher requested five (5) jurors to validate the instrument. One is
a teacher who is a Ph.D graduate; the other is the SGOD personnel of the Division of
Eskwela Program; the third juror is the Education Program Supervisor of the T.L.E.
Department of the Division of Negros Occidental, the 4th juror is also and Eduation
program Supervisor, Science Department of the same Division and the fifth juror is a
One of the jurors made some corrections or suggestions for the improvement of the
quality of the test items and these corrections were applied. Using the said validity
66
instrument, jurors rated the survey tool as valid having the score of 10 Yes in all
validation sheets.
Reliability
consistent result ( Phelan and Wren, 2005-06). The survey tool was conducted to 30
participants from a different city and whose positions are similar to the participants of
the study. To test the reliability, Cronbach Alpha was used. Using the tool, the
The researcher sent a letter seeking for the approval on the conduct of the study
Occidental through the ASDS. The same procedure was made to the District
Supervisors and likewise to the school head of every public elementary and
secondary school in Murcia attaching the approved letter of the ASDS . Data
collection activities that require more than casual interaction with a person
researcher solicited the data from the school head using separate tool.
questions were used. A Focus Group Discussion was arranged and conducted to
validate results in which more detailed questions and thorough validation of the
conduct an FGD. Ethical considerations were applied in this process. A letter was
sent through the District supervisor and a copy was furnished to the school
heads requesting for the presence of the different participants in the FGD
session. The proper procedure was strictly adhered to. There was a statement of
consent form given to each participant to be involved in the FGD. Each form was
read and signed prior to the conduct of the FGD. FGD result was used to back-up
data gathered in the survey tool. In like manner, separate interviews generated
from the participants were also used to back-up written answers in the open-
ended questions.
Frequency and percentage were used to analyze data on this aspect. The data
and were analyzed using the mode. The scaling used were 1(low extent), 2
(moderate extent), 3 (high extent) and 4 (very high extent). The overall mode
participants.
district and as a whole and schools profile (size, level, number of teachers,
consolidated, grouped into categories using the coding scheme for content or
thematic analysis. Similar responses were given sub-themes and global themes.