Chapter 4 Final

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Chapter 1 INTRODUCTION The maintenance of government schools facilities in the country has been a major problem due to limited funds. “ The limited budget of the Department of Education compromises proper maintenance and repair of schools nationwide. As a result, individual school faces the reality of aging infrastructure, increasingly dilapidated structures and, in some cases, abandoned facilities that could pose safety hazards to students and pupils” (DepEd Memorandum No. 79, s. 2003). With Republic Act 8525 or the Adopt-a-School Program which allows private companies and professionals to support government elementary, secondary, or tertiary educational institutions, there was hope that this problem among schools would be addressed without spending the school’s MOOE which is also very minimal. This law grants 150% tax free incentives to recognize donors’ goodwill and act of kindness. Furthermore, the Department of Education launched the National Schools Maintenance Week in May 2003 to bring the spirit of adopt-a-school in locality. (Brigada Eskwela Manual for School Heads).To make the program sustainable DepEd launched the Search for Brigada Eskwela Best Implementer to encourage schools to advocate the program and recognize their effort and best practices (DM 68, s. 2015). However, a very few schools from the Division of Negros Occidental take part. In the Municipality of Murcia, improvement and maintenance of physical facilities has been one of the major issues that school heads are facing due to the limited budget provided to government schools in the form of Maintenance and Other Operating Expenses (MOOE). With the launching of Brigada Eskwela Program by the Department of Education, it was at first believed that this program would resolve problems relative to school facilities and maintenance. Yet, school heads find it hard to generate resources

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for their school repairs during Brigada Eskwela. Not many of our schools received donations from business sectors and other stakeholders, especially schools in far flung areas. This could have been due to lack of intensive advocacy and awareness about the tax incentives or lack of knowledge on the procedure to avail of such incentive. In our school, we do have encountered related problems. First, teachers who are the members of the Brigada Eskwela working committees could hardly perform their basic duties due to summer vacation and mass training for teachers. Secondly, due to limited sources of funds, school heads and teachers are the ones spending personal resources to address gaps. Most teachers are hesitant to solicit every year because the same persons are capable of helping financially. Very few professionals and financially able persons are residing in the locality. Not all respond to solicitations due to negative perceptions and poverty. Thirdly, not all parents and stakeholders can extend more days in school volunteering because of their personal needs and jobs. Very few fathers or skilled workers are joining. Finally, student volunteers are not skilled in doing carpentry, electrical, plumbing and painting jobs. They are prone to minor accidents or injuries. Exposures to lead which are common in paints poses health hazards (Retrieved from http:// cebudailynews.inquirer,net/30179/leadsafe-brigada-eskwela). Moreover, despite of the memorandum of no disruption of classes, a school that joins the search and awaits for the validation can’t ideally follow the no disruption of classes policy of the preparations. Hence, the researcher is interested to evaluate Brigada Eskwela implementation among schools. She wants to know if it really addressed school needs, how is it implemented to meet its objectives.What are its strengths or benefits, problems encountered or the weaknesses of the program and if there are also best practices by schools that would help solve issues and improve program implementation. The researcher also wants to provide information that would serve as basis for decision making regarding the program.

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Statement of the Problem 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) School Size b) School Level c) No. of teachers d) Enrollment e) Best Brigada Eskwela Implementer Search Entry 2. What is the extent of Brigada Eskwela Program Implementation in three stages when assessed as a whole and by: a) Principals b) Brigada Eskwela Coordinators c) Teachers d) Parents e) Students f)

Alumni

g) School District 3. What is the extent of Brigada Eskwela Implementation in three stages when grouped according to the school profile? a)

School Size

b)

School Level

c)

No. of teachers

d)

Enrollment

e)

Best Brigada Eskwela Search Entry

4. What are the benefits derived from the Brigada Eskwela Implementation? 5. What are the identified best practices of schools in the implementation of Brigada Eskwela?

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6. What are the challenges encountered by the stakeholders in the implementation of the Brigada Eskwela? 7. What stakeholder’s participation program may be drawn from the study? Theoretical Framework of the Study The concept of volunteerism or “bayanihan” spirit is supported by the Social Exchange theory which views volunteer commitment to have straight link to the concept of reciprocal exchanges. People get attached to volunteering with an organization when their self-interests blend with the interests and needs of the social group (Kanter, 1972 and Sherr, 2003). This theory sheds light on stakeholders’ participation in Brigada Eskwela as the focus of this study. It explains why people, professionals, private or government organizations or companies may come to school to volunteer and share their resources during the Brigada Week.

Conceptual Framework The framework of this study is based on Stufflebeam’s (2003) model. CIPP 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 research. CIPP evaluation model is a comprehensive framework to conduct evaluation of programs, projects, products, institutions and systems” (Stufflebeam, 2007 as cited in Mohebbi,2011). “It, based on a systematic approach and attention to context, input or available resources, processes and results, could help managers and planners categorize priority needs and also to serve available resources to the best type of activity with continuous monitoring of program” (Stufflebeam, 2002; Stufflebeam & Nevo, 1993 as cited in Mohebbi, 2011). Stufflebeam believes that verifiable grounds regarding the strength of various elements of the system are gathered in order to evaluate insufficiency and to propose change (Posadas, 2008). Stufflebeam model’s components (context, input,

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process and product) take the form of a system linking together to form operating structure of an organization (Retrieved from 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 problems 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 implementer’s 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 Implementer). Input evaluation determines what resources are available, what alternative 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 serves as structuring decisions by projecting and analyzing alternative procedural designs”(Stufflebeam, 1971 as cited in Tokmak, Barutay and Fadde, 2013). In this study, the input includes evaluation of the Brigada Eskwela Program extent of implementation namely: a)pre-implementation stage evaluation which covers 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 assessment of needs, crafting of work plan, organization of steering committees and working committees, identifying resources needed and target partners/donors and matching type of works with skills of volunteers needed b) implementation stage evaluation which includes various activities or scope of works during the Brigada week, and c) post-implementation stage evaluation which includes culminating activity, transparency, reporting, pledge for sustainability and assessing if program objectives are met.

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Process evaluation assesses the implementation of plans or activities. “It serves implementing decisions by monitoring project operations”(Stufflebeam, 1971 as cited 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 account the schools’ profile b)evaluation on the extent of the program’s implementation using survey, c) focused group discussion d) interview and e) open-ended written questions on benefits, best practices and challenges encountered in implementing the program. The identified benefits may support the study and help affirm the effectiveness and limitation of the program. Best practices employed by schools will also be gathered as basis for future program implementation. Determining the challenges or difficulties experienced by schools in Brigada Eskwela implementation will be beneficial in improving the program. According to Daniel L. Stufflebeam “The purpose of the evaluation is to improve and not to prove” (Retrieved from http://managementhelp.org/ blogd/nonprofit-capacity-building/2012/01/08/four-differences-between-researchand-program-evaluation). Product evaluation identifies and assesses outcomes, short-term and long term effects, effectiveness of the program. It “ serves recycling decisions by determining the 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 school’s needs.

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The diagram below illustrates the conceptual framework of the study.

Figure 1: Schematic Diagram of the Conceptual Framework of the Study (Adopted from Stufflebeam’s CIPP Model)

Scope and Limitation of the Study

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This evaluation covered the five years implementation of Brigada Eskwela program (2012-2016) among 28 public elementary and 5 secondary schools in the Municipality of Murcia, Division of Negros Occidental. Participants of this evaluation were the school principals , Brigada Eskwela coordinators, teachers, students, parents, and alumni for a total of six participants per school.

The gathering of data was done using a researcher-constructed 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 stages namely: pre-implementation, implementation and post-implementation stage. Items included here 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 on benefits, best practices and challenges encountered by stakeholders in the Brigada Eskwela Implementation. Focus Group Discussion was utilized in the qualitative portion of the study to generate a deeper understanding of experiences relative to the program and were used to validate and back-up results of the survey and open-ended responses.

Focus Group Discussion was not conducted to the group of students due to time constraints and the risk for pupils/students to travel from their homes to the venue. In lieu of this, the researcher conducted an interview with pupils in two schools to validate results.

Significance of the Study

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The result of this study is of various importance to the different groups of people in the community. Department of Education, Central, Division and Regional Offices. This study 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 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 Brigada Eskwela may provide them with ideas on how to be of help to the implementing schools. The result of this study may be of most value if used as basis for decision making. Local Government Units (Barangay, Municipal and Congressional LGUs), Government Agencies, Private Corporations, Religious Groups, Individual Professionals. 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 produces 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.

Community. It takes the whole village to educate a child. Brigada Eskwela is bayanihan which means that it won’t be called as such without the support of the community. The school is a pride of the community when it becomes a happy, clean,

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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 is where students live. School Heads. School heads play the most vital role in the 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 the basis for decision making. Both positive and negative data may guide them in improving the implementation of the program. Theories on volunteerism explain various reasons why certain group of people, organization, professionals get to volunteer. Volunteer groups and individuals have varied motivations and levels of satisfaction in volunteering. In order to generate more 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 program. The result of this evaluation may serve as basis for designing a developmental program. Brigada Coordinator/ School Physical Facilities Coordinator/Steering 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 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.

Teachers. The support group, the implementers and the participants of Brigada Eskwela implementation are the teachers. This study may benefit them by learning best

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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 directions and elicit authentic support from stakeholders. Parents and Guardians. This study may help them understand better the purpose of the program for their children and their role in the school so that they will increase their time on tasks during Brigada Eskwela Week and in all activities that the school will undertake. Since part of the evaluation are interviews and focus group discussions, in depth results will be generated and this may make them realize and embrace a culture of ownership of accountability of the school and improve a better perception towards the program and not a requirement but a passion to be united to render voluntary service. 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, and conducive for learning. Findings of this research will also be a basis for improvement of the program. This study may help instill values of bayanihan or voluntarism among our students. Future Researchers. A very limited research has been conducted to evaluate Brigada Eskwela Program. Likewise published study on Brigada Eskwela is also limited. This study hopes to address this gap in related literature. The findings, conclusions and recommendations of the study may provide information or references for a similar program evaluation and for suggestive further related research topics that may arise to substantiate information on Brigada Eskwela Program.

Definition of Terms

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To have a common understanding of the salient terms used in this study, both conceptual and operational definitions are provided herein: Benefits. Benefits refers to the compensation/salary and other monetary and non-monetary benefits passed on by a firm to its employees (Retrieved from www.mbaskool.com › 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 school, teachers, learners and community. Best BE Implementer Search Entry. It refers to the state wherein a school is 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 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 or initiatives implemented or institutionalized by the school that aided or helped facilitated the success of the Brigada Eskwela in the school. Brigada Eskwela Program. It is a schools maintenance program nationwide that engages all education stakeholders to contribute their time, efforts and resources in 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 objective is to bring together teachers, parents and the community to do clean up and repairs in public schools to prepare the facilities for the school opening (Retrieved from http://www.deped.gov.ph/orders/do-24-s-2008). It has three stages

namely: preimplementation, implementation and post-implementation (Brigada Eskwela Manual).

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Brigada Eskwela Pre-Implementation Stage. Pre-Implementation stage refers to the period before the implementation of the program which starts January of each year. It includes activities such as assessment of physical facilities and maintenance needs of schools, resource mobilization, organization of Brigada Eskwela committees and their orientation on specific roles and tasks among others (DepEd Order 35, s. 2016 and BE Manual). In this study, the same definition or concept is used. 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, cleaning and other maintenance works, weeding, landscaping and ensure that the school is safe and ready before the opening of classes (Brigada Eskwela Manual). Brigada Eskwela Post-implementation stage. It is the period after the last day of the conduct of the week-long Brigada Eskwela activities. It is during this period that the school head puts together all the data reflected in the different forms completed and submitted by the different working committees, particularly by the Documentation Committee, to form part of the school’s accomplishment report. (BE Manual). In this study, the same concept of post

implementation stage is used. This is also the period when the school head acknowledges supports of stakeholders and tries to sustain efforts and supports of stakeholders . Brigada Eskwela Steering Committee/s. This is an organized group that shall spearhead the implementation of the Brigada Eskwela Program and shall oversee the various efforts to be undertaken for the program such as marketing and advocacy, resource mobilization, implementation, monitoring and evaluation. This includes positions such as the Overall Chairman: School Head / Principal, Co-Chairman: PTCA President or Representative, Members : School

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Physical Facilities Coordinator, or the Barangay Chairman/Representative, School Governing Council, Private Sector Representative, Selected Teachers/Students, Others (BE Manual). This definition is likewise used in this study.

Challenges. In this study challenges operationally refers to the difficult experiences encountered by the school in the process of implementing Brigada Eskwela. Context Evaluation. Evaluation “contexts” focus on environment which is the 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 (Retrieved from http://eprints.utm.my/13287/1/aziziyahcipp.pdf). It determines what 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 documentary analysis of the profile of the Brigada Eskwela Program implementers. Documentary Analysis. It is a form of qualitative research in which documents are interpreted by the researcher to give voice and meaning around an assessment topic. Analyzing documents incorporates coding content into themes similar to how focus group or interview transcripts are analyzed. (Retrieved from studentresearch.ucsd. edu/_files/assessment/Assessment-Methods.pdf). In this study the documentary analysis refers to the analysis of the school’s profile only.

Enrollment. It refers to the total number of students registered in the school. 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 including Senior High School. Extent of Brigada Eskwela Implementation. It is conceptually defined as the degree of coverage or scope of carrying something into effort (Alla, 2015). In this study

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the extent of implementation refers to the degree of putting into practice the functions, efforts, resources of the Brigada Eskwela implementers and external stakeholders particularly in the three stages of implementation: pre-implementation, implementation and pot-implementation stages of Brigada Eskwela 2016. Feedback. It is an information presented that allows comparison between an actual outcome and a desired outcome. Tucker (1993) points out that feedback is particularly important when evaluating dynamic instructional programs because its presence or absence can “dramatically affect the accuracy required of human judgment and decision making” (p. 303) as cited in Mory (p.746) (Retrieved from http://www.aect.org/edtech/ 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. Focused Group Discussions. It could be defined as a group of interacting individuals having some common interest or characteristics, brought together by a moderator, who uses the group and its interaction as a way to gain information about a specific or focused issue (Retrieved from https://ag.arizona.edu/sfcs/cyfernet/cyfar/ focus.htm). In this study focus group discussion refers to the group of the participants (e.g. BE Coordinators, principals, teachers, alumni, parents and 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 (Retrieved from http://eprints.utm.my/13287/1/aziziyahcipp.pdf). In this study input refers to the evaluation of Brigada Eskwela Extent of pre- implementation, implementation and post-implementation stages of the program.

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Number 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. Participative Community. This term operationally refers to the state in which people in the community help each other for the welfare of the school. 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 evaluation will act as the monitoring for a program that still in a progress (Retrieved from http://eprints. utm.my/13287/1aziziyahcipp.pdf). In this study process evaluation includes documentary analysis of schools’ profile, evaluation of the extent of Brigada Eskwela

program implementation. Product Evaluation. Product evaluation focus to the result of the program after it is finished (Retrieved from http://eprints.utm.my/13287/1/aziziyahcipp.pdf). In this study product evaluation refer to the Stakeholders’ Participation Program that will be

designed to improve the Brigada Eskwela Program implementation in schools. School’s Profile. The School Profile is a piece of collateral put together by the school that includes information about the student body and the types of classes offered by the school, such as AP, IB, etc. It usually lists figures like graduation rate and other notable facts about the school (Retrieved from 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 memo 55, s. 2016.

Sequential Explanatory Design. It is a mixed method design characterized by collection and analysis of quantitative data followed by a collection and

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analysis of qualitative data. Its purpose is to use qualitative results to assist in explaining and interpreting the findings of a quantitative study (Retrieved from https://researchrundowns.com/mixed/mixed-methods-research-designs/). School Size. This term refers to the size category of the school base on school’s enrollment 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 definition was used in the study. Stakeholders. This refers to any identifiable group or individual who can affect the achievement of an organization’s objectives (Freeman, and Reed, 1983 as cited in Gossy, 2008, p.5). In this study these are internal (teachers, students)and external stakeholders (private persons and companies, LGUs, religious groups, government agencies, professionals, alumni) who support the schools during Brigada Eskwela. Stakeholder’s Participation. This refers to the act by which internal and external stakeholders volunteer to do repairs, other maintenance works in school in the entire Brigada Eskwela program implementation. It also refers to their act of donating in cash of in kind to the school before, during and after Brigada Eskwela implementation (Brigada Eskwela Manual). The same definition will be used in this context.

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Chapter 2 REVIEW OF RELATED LITERATURE

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, background and updates about Brigada Eskwela Program or the National Schools Maintenance Week implementation, volunteer motivation and reasons for the occurrence of problems and challenges while implementing a certain program in an 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 drawing out inferences related to her topic. History of Brigada Eskwela 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, “An Act Establishing an Adopt-A-School Program, Providing Incentives therefor, and for other Purposes” and was also known and cited as “Adopt-A-School Act of 1998” (R.A. 8525, section 1. p.1, ). The law was enacted during the time of President Ramos to encourage volunteerism and public-private partnership in public education, (Bunye, 2015). This law was sponsored by Rep. Anne Marie Periquet at the House of Representatives, but full credit went 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). To bring the spirit of Adopt-A-School Program in the communities, in May 2003, during the time of President Arroyo, (Bunye, 2015), the Department of Education

launched the National Schools Maintenance Week. Dubbed as Brigada Eskwela, it encourages all stakeholders in the community to work together and contribute support for

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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. 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-charged are encouraged but not required to organize a local school maintenance week”. (Retrieved from http://www.deped.gov.ph/sites/ default/files/memo/2003/DM-s.2003-079.pdf). Furthermore, DepEd Memorandum No.

35, s. 2016 paragraph 1 emphasized that “All education stakeholders are encouraged to 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 division superintendents shall mobilize their Adopt-a-School Program/Brigada Eskwela coordinators to ensure a six-day implementation of the maintenance effort in all public 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 experts in doing school repairs and maintenance. The school is the key to success of this program. It will organize its own effort through the PTA or Parent-Teacher Association starting January-February of each year. Steering committee are assigned. Needs of the schools are identified. Materials and manpower are identified and resources are generated. Advocacy is also organized for more participation. Brigada Eskwela Manual provides guidelines on what committees 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

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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 (Excerpt from NSMW Proposal, Attachment to D.O. 79, s. 2003). This concerted effort did not involve budget allocation on the part of the Department of Education, (Claro, 2007) although volunteers may have to spend for the program. (Retrieved from http://documents.mx/download/link/implementation-of-brigadaeskwela). Brigada Eskwela is a government program launched with the underlying purpose of transferring the burden of government responsibility to the community in the light of the decreasing budget allocation of the government education, (Brigada Eskwela Manual).

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 selfaggrandizement but borne out of altruism and love for the Filipino kids and their safety (Retrieved from http://cebudailynews.inquirere,net/30179/lead safe-brigada-eskwela).

Paragraph 8 of the said DepEd Order 35,s.2016 presents activity matrix for the conduct of Brigada Eskwela which includes: 1) Pre-Implementation stage (Assessment of physical facilities and maintenance, needs of schools, resource mobilization, 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

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caravan- May 30, 2016 2) Implementation and Monitoring of Schools- May 30-June 4, 2016, 3) Post-implementation which stipulates schedules submission of consolidated Brigada Eskwela accomplishment reports by the Regional Coordinators to the EPS-ASP Secretariat - July 30, 2016, selection and deliberation of Brigada Eskwela Awardee Candidates- July 1 to August 8, 2016, submission of final list of school candidates as Brigada Eskwela National Awardees to the ASP Secretariat-Central Office (CO), conduct of Brigada Regional Awards Ceremony- September 1-30 and conduct of Brigada Eskwela National Awarding Ceremony November 24, 2016.

Included in this memorandum are the school safety and preparedness guide for safe learning facilities, school disaster management and disaster risk reduction in education. “ Disaster preparedness of schools is an important factor to achieve resilience in our communities. DepEd, through Brigada Eskwela, seeks to mainstream disaster preparedness principles in readying schools for the opening of classes”. (Stakeholders Engagement Strategy, p.2, Enclosure to D.O. 35, s. 2016).

Brigada Eskwela “Bayanihan” or Volunteerism Views and Concepts Education Undersecretary for Partnerships and Linkages Mario Deriquito said that Brigada Eskwela is bayanihan for schools.(Rojas, 2016). “DepEd aims to unite communities for the purpose of ensuring a better future for the next generation.” (Rojas, 2016). It poses the challenge of this famous value of bayanihan or cooperation this school year in which Filipino people is known of (Retrieved from http://www.rappler. com/move-ph/134497-deped-ready-brigada-eskwela-senior-high-school).

According to Teresita E. Sibayan, Principal I, Dampe Elementary School, “Brigada 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

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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” (Retrieved from https://dampeelementaryschool.wordpress.com/2012/10/16/ brigada-eskwela).

This year’s Brigada Eskwela with the theme “Tayo Para sa Paaralang Ligtas, Maayos, at Handa Mula Kindergarten to senior High School” aims to engage volunteerism from education stakeholders like the local government units from provincial to barangay, private partners, academe, civil society organizations, private corporations and individual volunteers to join school preparedness and safety measures during the Brigada Eskwela. More than repair and repainting, beautification and maintenance, the local communities need to ensure student’s safety. As such, they are all encouraged to be partners in the process. (DepEd Order 35, s. 2016). Many different types of organizations including nonprofit, government, and education rely on the service of volunteers. Why do people volunteer? According to Self-Determination Theory (SDT) of Deci and Ryan’s (1985, 2002) as cited in Fendo, Molly(2013) a person’s drive of doing something is based on the premise that social environments satisfy the universal basic psychological needs of man including autonomy (ability to decide one’s own behavior and make one’s own decisions), competence (person’s perceived ability and self-efficacy related to a particular skill set), and relatedness (sense of connection with others, the giving and receiving of love, and belonging to a community of peers according to Baumeister & Leary (1995) as cited in Frendo (2013). Individuals are moved to

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learn for the satisfaction of learning something new and being more effective (Ryan & Deci, 2000b as cited in Frendo, 2013).

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 it’s about making choices to do things to help society in ways that go beyond their basic obligations. It’s more than working without pay. It also encourages individual’s capacity building while simultaneously addressing community social problems. According to the systems theory and ecological perspective agencies, businesses, and organizations providing opportunities for volunteerism can generate positive public relations and have volunteers to carry out their operations. From a community perspective, volunteering 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 http://lyceumbooks.com/pdf/SW_w_Volunteers_Chapter_03.pdf). From the study of theology and philosophy phenomenology theory explains that constructed realities 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, culture or family,they may have different ways of understanding similar experiences. Consistent with the view of this theory, volunteerism is also a way of helping people find new and more relevant meaning in their lives (Retrieved from http://lyceumbooks.com/pdf/SW_w_Volunteers_Chapter_03.pdf). That is probably one 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

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that people with higher incomes are the ones who like to volunteer. Those who have finished college are also volunteering. This show that those in power have the tendency to model volunteerism. When it come to surplus value in volunteerism, in business for instance, an employee who volunteers create relationship with stakeholders and consumers which help the company gain more customers ( Retrieved from http:// lyceumbooks.com/pdf/SW_w_Volunteers_Chapter_03.pdf). Social Exchange theory views volunteer commitment to have straight link to the concept of reciprocal exchanges. People get attached to volunteering with an organization when their self-interests blend with the interests and needs of the social group (Kanter, 1972 and Sherr, 2003b). Empowerment theory believes that volunteering promotes individual storytelling, awareness, and eventually critical consciousness and offer potential for collective action (Rerieved from http://lyceumbooks.com/pdf/SW_w_Volunteers_Chapter_03.pdf). Maslow’s theory offers a unique perspective for understanding volunteerism. It says that volunteerism is simply an activity that let people experience self-actualization and self-transcendence. It provides people opportunities to experience dignity, justice, meaning mastery, and love for others (Retrieved from http://lyceumbooks.com/pdf/ SW_w_Volunteers_Chapter_03.pdf). According to the Social Learning Theory, modeling and imitation are its central processes of this theory and the main concept is self-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 as 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.

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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 become adults and still continue volunteering (Retrieved from http://lyceumbooks.com/pdf SW_w_Volunteers_Chapter_03.pdf.).

Benefits of Brigada Eskwela 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 school’s academic performance, the National Achievement Test. Schools joining the Search for Best brigada Eskwela Implementer are bold about their school’s improvements. According to Rafael Elementary school, Brigada Eskwela 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 the government and citizens is possible”( Carreon, 2015). Brigada Eskwela becomes a venue for advocating and communicating organizational/civil mandates like that of the Philippine Army who joined Brigada Eskwela as one way of communicating the Army’s Transformation Roadmap (ATR).

To the private companies donating to the schools any resources entitled them to

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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 processing applications for the availment of tax incentives by private donor-partners supporting the K to 12 program. 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 for quick, efficient, and effective information dissemination of information to share best practices, (Sibayan, 2012). Public schools have benefited in terms of their Community Maintenance and Operating Expenses (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 community MOOE (Alla, 2015). 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

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mileage among communities, corporations, small-medium enterprises, government and non-government organizations and private individuals. While, over 8 million people have volunteered in the National Schools Maintenance Week since 2010 to 2015 (Alla, 2015). As per recent report of the Division of Negros Occidental by the Resource Mobilization Coordinator and In-Charge of Brigada Eskwela of the Division, 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 the total Adopt-aSchool Program generated resources is 126,950,422.55. By volunteering people can develop a sense of generativity that they can be of 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, 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). 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. But by allowing

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everyone to contribute, big or small, to this worthy endeavor, it 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).

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 involve in an endeavor with the government (Carreon, 2015). 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 my responsibility to help”, (Carreon, 2015).“More and more people from different sectors of the society extend help to our school every year,” he affirmed. He shared that Brigada Eskwela made him realized 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 others, too”, (Carreon, 2015). The whole experience influenced De Guzman as a student leader. He shared 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-what-we-can -learn-brigada-eskwela). Brigada Eskwela helps improved volunteers’ perspectives. “Brigada Eskwela also forces us to evaluate our willingness as members of the community

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to serve when we are called for. With the opportunity it provides us – to be a part of the solution to the challenges of the education system in the country – we realize how we see ourselves and our duty to the community and the country in general. It allows us to understand that, if we are willing, we can become a part of the change we want to see” (Retrieved from http://www.rappler.com/moveph/ispeak/94749-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 between the government and citizens is possible (Retrieved from http://www.rappler.com/moveph/ispeak/94749-what-we-can-learn-brigada-eskwela). Brigada Eskwela was found to have benefits on the academic performance of the students. A research on perception of stakeholders on Brigada Eskwela showed “the steady increase of participants of Brigada Eskwela volunteers was 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 school category”(Retrieved from http:// rimmon-educationinthephilippines.blogspot.com/2015/08/perception-ofStakeholdersto-brigada.html).

From the outside, Brigada Eskwela might only count as one of DepEd’s 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.

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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 government’s worthwhile endeavors if given the chance. Brigada Eskwela Implementation in Schools and Best Practices 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 activities to support education.

As cited in Alla (2015), in US, local and state taxes are being utilized to fund public school. Federal government and some large corporations donate funds for the school for repairs, drop-out prevention programs, study grants, teacher capability building programs, educational research and other programs. Parents-Teachers Associations are also directly helping out schools. Associations buy equipment, books, do minor repairs and clean-up activities, sponsor health programs, support 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 as well. They also engage in parenting sessions. America’s Safe School Week is equivalent to Brigada Eskwela in the Philippines. 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 (Retrieved from www.school safety.us/safeschools-week). In Metro manila, one of their most desired volunteers are from the military group. Philippine Army participates in the DepEd’s National School Maintenance Week. “Armed with carpentry tool and painting tools, 400 soldiers from the Civil Military operations Group (CMOG), Army Support Command (ASCOM), Headquarters and Headquarters Support Group (HHSG) and Army Reserved Command were deployed to 18 schools in Taguig City, Makati City, Pasig City, Muntinlupa City, Paay City, Pateros

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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 of serving and securing the people (Retrieved from http://www.army.mil.ph/pr/2015/may/180515.html). A community repainted the fences of a public school in Tacloban City. Minor 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 done by volunteers with the help of donations in kind from non-government organizations and corporations. As early as February, school heads recruit volunteers who would participate in the brigade, by March, they would approach local businesses for donations, then organize work groups by April (Retrieved from http://en.wikipilipinas.org/index. php/Brigada_Eskwela).

A success story of Brigada Eskwela is reported by the principal of San Rafael Elementary School in 2015. They were able to involve various stakeholders like Brgy. Officials, Parent-Teachers Association (PTA), Ilagan Association of Women (ILAW), Sangguniang Kabataan, Supreme Pupil Government Organization(SPGO) parents and pupils. They had 884 volunteers, generated Php 84,895 worth of materials and cash donations and labor cost amounting to Php75,937.50 (Retrieved from ph.shop.88db. com/sanrafaeles/brigadaeskwela). In their pre-implementation stage, they organized steering committee who chaired every working committee like advocacy and marketing committee, resource mobilization committee and program implementation committee. The committees were able to 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

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identified needs and organized working teams according to the nature of services to be dome and appointed team leaders (Retrieved from http://ph.shop.88db.com/ sanrafaeles/brigadaeskwela). Activities undertaken for the whole week were enumerated as follows, parade, opening program, cleaning of classrooms, cutting of grasses, masonry works in principal’s 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, chairs, construction of Science/Math garden, and pruning of plants (Retrieved from http://ph.shop.88db.com/sanrafaeles/brigadaeskwela). On day six, they conducted final inspection and closing program. It was noted that all working teams performed their roles and tasks, all activities were recorded, and well documented, necessary materials were available, inventory of work accomplishment was done everyday, stakeholders were acknowledged of their 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).

Hongkong International Christian School (ICS) students volunteered in Brigada Eskwela in their “Week without walls” program 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 Boman Gueset where they repaired and painted damaged chairs.

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Vernon Go, a young Cebu professional who regularly participated in Brigada Eskwela, blogged about his experience at a public high school in Mandaue. They woke up real early on a Saturday to join Brigada Eskwela to help clean and beautify the school. They moved some furniture, clean computers, did some hardware testing, cleaned the room’s ceiling fans and windows, repainted the arm chairs as well as the stairway rails, saw brave souls who took on the task of cleaning the school restrooms, swapped stories and gave encouraging words to student volunteers. With everyone’s help, they finished earlier than expected. They imparted life lessons on education and environmental awareness. To show their appreciation, they shared their food, and gave away school supplies to the 30 student volunteers” ( Bunye, 2015). PTA and students clubs in schools were also joining volunteer works as the best option for students to become involved in schools. In the Municipality of Murcia, Alla (2015) conducted a study on Brigada Eskwela program implementation of 2014. Her findings showed that there was a great extent of Brigada Eskwela Implementation in District II elementary schools which suggests that the program was highly implemented also. 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, through the office of the undersecretary for partnerships and external linkages and adopt a school program secretariat, announced a total of 95 schools 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 department congratulated the 22 Best Implementing Schools elevated to the Hall of Fame Category for consistently and successfully implementing the Brigada Eskwela for several years (Retrieved from http://depedteacher.blogspot.com/2015/01/2014-bestimplementing-school-of.html).

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Challenges Faced by Brigada Eskwela Implementers 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 and existence of negative attitudes of the community members. 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-mouth 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 child’s developing brain and nervous system, causing learning disabilities and decreased intelligence as measured by IQs score” she siad, stressing that health authorities have identified “no safe blood lead levels for children” (Retrieved from http://cebudailynews.inquirer,net/30179/lead safebrigada-eskwela).

Furthermore stated, childhood lead exposure is estimated to contribute at about 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 public health concern” (Retrieved from http://cebudailynews.inquirer,net/30179/lead safe-brigada-eskwela). This news had not been known by all teachers and parents in school.

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The existence of negative attitudes in the community is one of the challenges faced by school’s 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 generate resources from private companies or individuals” (Carreon, 2015). In fact, during their solicitations around the community, De Guzman’s 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). “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 government to act on them. We either fail to recognize the opportunities we have to contribute to the cure of these diseases, or we turn a blind eye on them because taking part involves change that may inconvenience us” (Carreon, 2015). 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 will change their outlook” (Carreon, 2015). Issues on Maintenance of School Facilities A study was conducted in South Africa analyzing facilities maintenance which is considered as a school governance function. Findings show that “schools generally do 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 as preventive maintenance. “Therefore, there is a need for interim facilities maintenance 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

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regarding facilities maintenance practices at schools. Firstly, the general appearance of school environments indicated that maintenance work is carried out, albeit ad hoc and unplanned. The average extent of participants' experience as facilities maintenance coordinators indicates that whatever approaches schools used for the maintenance of facilities, is a result of trial and error and experiential knowledge (Xaba, 2012). Secondly, it implies a narrow understanding of facilities maintenance in schools having a plan of action involving concerns related to facilities design and maintenance programmes, capability enhancements workforce, and deployment of tools and "manpower" to perform 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 as cited in Xaba, 2012).Thirdly, it is evident that without policy directives informing school facilities management and maintenance, schools would have systematic processes aimed at ensuring that school facilities maintenance promoted educational programmes. Clearly participants' attempts at facilities maintenance without a policy framework are constrained by numerous challenges, including: a) Creating an organizational structure 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 regardless of the nature of facilities at schools and the concomitant maintenance requirements (Xaba, 2012). Fourthly, it was evident that participants generally did not have knowledge of school facilities maintenance. This clearly implies that facilities maintenance at schools, and possibly at departmental level, is not accorded a priority status (Xaba, 2012). Fifthly, there is absence of sense of direction among schools on how to systematize maintenance of school facilities because

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of no policies concerning for such. Hence in schools' development and improvement planning processes, facilities maintenance was not considered a component. It is not regarded as an aspect of strategic planning in terms of being facilitative of school performance effectiveness. 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 school governing bodies do not have facilities maintenance subcommittees and, 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 development planning processes. This will ensure that it is planned and budgeted for, and included in implementation plans of school development processes. Secondly, in the short term, interim school facilities maintenance committees should be established so as 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 such functions (Xaba, 2012). A study on the perception of stakeholders was conducted in Kidapawan City National High School. Findings of the study includes: a)disclosure of the optimistic response of the respondents towards the implementation of Brigada Eskwela Program b) Parents perceived Brigada Eskwela as requirement for

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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 of the steps in enrolling students to schools all over the Philippines d) 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 complicated jobs should be done by the professionals to avoid waste of materials, accidents, and repeating the jobs as the workmanship of volunteer 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 community, 20% were encouraged to join through infomercials and 15% responded indifferently. Parents who were constantly online and have social network account were also influenced in joining the Brigada Eskwela as they made a “groufie” or “selfie” documentation. Thus, helping in the positive 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 Eskwela. There were still an insignificant percentage to parents and a number of people who were still feeling indifferent towards the program (Retrieved fromhttp://rimmoneducationinthephilippines.blogspot.com/2015/08/perceptionof-stakeholders-to-brigada.html).

School buildings are of critical importance to the teaching and learning process. A study of 24 elementary schools in Georgia attributed quality of school design to a 14.2 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

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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. 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. Another 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 on students’ performance. In the context to school facilities, environment in which the 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 an end in itself; we have to look at the settings.

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 presents related studies on Brigada

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Eskwela and on facilities maintenance. These related concepts and studies presented provided this study with background information that would enhance and support the findings of the study. Related literature likewise served as basis for a wider understanding of Brigada Eskwela Program Implementation in the public schools foreign and local and had aided the researcher in formulating the open-ended questions and which has inspired her the in conduct of the study. With limited studies conducted on evaluating Brigada Eskwela Program or the National Schools Maintenance Week published locally and internationally, this study would add to the body of knowledge, thus addressing this gap. Issues and concerns that need to be addressed to help the school heads and teachers fully implement and accomplished desired goals and objectives of the Department of Education in providing a better learning environment for children in government schools would also be unfolded. Findings related study on the extent of Brigada Eskwela Implementation and schools’ maintenance was also used to support or negate future result of this evaluation of the Brigada Eskwela Program Implementation in public elementary and secondary schools.

Chapter 3 METHODOLOGY

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This chapter discusses the research design, participants of the study, sampling design and research instruments, validity and reliability of the research instrument, data gathering procedure and statistical treatment of the results. Research Design This researcher used the descriptive research design. Mixed method of data collection was used namely survey for the quantitative data and FGD and interview for the qualitative data collection. Mixed method focuses on collecting, analyzing, and mixing both quantitative and qualitative data in a single study or series of studies (Creswell, & Plano, 2011). This method aimed to collect and analyze two independent strands of quantitative and qualitative data at the same time in a single phase. Quantitative or descriptive research survey was used in determining the extent of Brigada Eskwela Implementation while the qualitative analysis utilized Creswell’s categorization and thematic approach. This research specifically utilized sequential explanatory method in which the quantitative data was collected and analyzed followed by a collection and analysis of qualitative data. Qualitative results was used to assist in explaining and interpreting the findings of a quantitative study (Retrieved from https:// researchrundowns.com/mixed/mixed-methods-research-designs). Participants of the Study They are the school principals, schools Brigada Eskwela coordinators, teachers (faculty president/teacher representative), students (SSG/SPG President), parents (PTA president or representative) and alumni representatives of the 33 schools in the Municipality of Murcia. They are purposively chosen. The researcher asked the school principal for teachers, students, parents and alumni who have have actively engaged in the implementation of Brigada Eskwela in their respective schools within the past five years to ensure that they can give reliable responses.

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FGD Participants were composed of 3 principals, 4 Brigada Eskwela coordinators, 6 teachers, 3 parents and 4 alumni.Four sets of Focus Group Discussion were conducted. Interview on benefits, best practices and challenges include parents, Brigada coordinators, teachers and pupils in two schools in far flung areas. Sampling Design The researcher made used of total enumeration for sample school which include all 33 schools in the Municipality of Murcia. For the specific participants, purposive quota sampling was used in which 6 participants per school were chosen. The table below shows the population of the study.

Table 1. Distribution of Brigada Eskwela Participants Per School Level

Research Instrument The researcher utilized a researcher-constructed survey tool. The formulation

of questionnaire was based from the following documents: Brigada Eskwela Form 7, Annex A of Enclosure No.1 of DepEd Memorandum 35, s.2016 entitled “Implementing Brigada Eskwela 2016”, DepEd Regional Memorandum 212, s. 2016 as well as Brigada Eskwela Manual for Schools Heads which provide guidelines on how to implement the program in local schools. This manual explicitly enumerates suggestive strategies,

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various functions, scope of works or activities of both internal and external stakeholders. The tool has two parts. Part 1 (quantitative part) has three three categories asking for assessment of the three stages of Brigada Eskwela Implementation and are contained in item number 1-50). To measure the extent of the Brigada Eskwela pre-implementation stage, question items were included in numbers 1-11 specifically on the following 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 delivery and acceptance of materials (item no. 11). 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 Brigada Eskwela which can be summarized in the following sub-ideas: accomplishment of various works according to work plan (items no. 13-34,40-42), provision of logistical support to volunteers and fund management (items no. 35-37), documentation of activities (item no.38-39) and ensuring arrival of donations (item no. 43). The extent of Brigada Eskwela Post-implementation was measured using items 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), meeting program objectives(item no. 49-50).

Part II, the open-ended questions for the qualitative part of the study are related

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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 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 and Reliability A research instrument is said to be valid if it measures what is desires to measure (Kelly, 1927 cited in McLeod, 2007). For the quantitative part, the validity of the survey instrument was done 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 Negros Occidental, In-charge of Resource Mobilization and Networking and Brigada 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 Education Program Supervisor, Science Department of the same Division a One of the jurors made some corrections and suggestions to few items of the tool. Using the said validity instrument, jurors rated the survey tool as valid having the score of “8 Yes” in all validation sheets. The qualitative data were validated by through FGD and interview in which the result were shown to the group of participants for affirmations.

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Reliability is the degree to which an assessment tool produces stable and consistent result ( Phelan and Wren, 2005-06). To establish the reliability of the questionnaire, the researcher tested it to 30 persons from a different city and whose positions are similar to the participants of the study. Using the Cronbach Alpha, the coefficient of 0.98 was generated which suggests that the items have relatively high internal consistency.

In qualitative paradigm, reliability and validity are conceptualized as trustworthiness, rigor and quality (Golafshani, 2003). It is also through this association that the way to achieve validity and reliability of a research get affected from the qualitative researchers’ perspectives which are to eliminate bias and increase the researcher’s truthfulness of a proposition about some social phenomenon (Denzin, 1978 cited in Golafshani, 2003) using triangulation. To establish reliability of the qualitative data, the researcher made used of triangulation. Triangulation is defined to be “a validity procedure where researchers

search for convergence among multiple and different sources of information to form themes or categories in a study” (Creswell & Miller, 2000, p. 126 as cited in Golafshani, 2003). Triangulation is typically a strategy (test) for improving the validity and reliability of research or evaluation of findings. Mathison (1988) as cited in Golafshani (2003) said that “Triangulation has risen an important methodological issue in naturalistic and qualitative approaches to evaluation [in order to] control bias and establishing valid propositions”. In this study, triangulation was done through engaging multiple methods such as focus group discussions, interviews and recording of the interviews and discussions wherein written responses earlier generated where presented back to them for validations. Results were then analyzed formed into categories and themes. These led to more valid, reliable and diverse construction of realities (Golafshani, 2003). In this process, Creswell (2003) credibility testing was also applied by asking the

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same questions to different groups of participants (school principal, teachers, parents and alumni) who assert to the truthfulness of the responses or results.

Data Gathering Procedure The researcher sought for the approval to conduct the study from the office of the Schools Division Superintendent of the Division of Negros Occidental through the ASDS. The same procedure was made to the District Supervisors and the school head attaching the approved letter of the ASDS . “Data collection activities that require more than casual interaction with a person require individual informed consent from that person, regardless of whether community-level permissions exist” (Qualitative Research Methods: A Data Collector’s Field Guide, p 10). To answer statement of the problem number 1 on school profile, the researcher solicited the data from the school head using a separate tool. To answer statement of the problem number 2, the survey questionnaire was used. To answer statements of the problem number 5, 6 & 7, the open-ended questions were used. A Focus Group Discussion was conducted to validate and back up results using detailed questions. Ethical considerations were applied in this process. A letter was sent through the District supervisor requesting the presence of the different participants in the FGD session. The statement of consent form were distributed to each participant before the FGD. Interviews were also conducted to parents, teachers and students from far flung schools to back-up the open-ended questions. Statistical Treatment of Data The school’s profile was consolidated and presented in tabular form. Frequency and percentage were used to analyze data on this aspect. The data gathered on the extent of the pre-implementation, implementation and postimplementation stages were consolidated by stage as a whole, by group of participants, school district and school profile (size, level, number of teachers, enrollment and Brigada Eskwela search entry). These were analyzed using the

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mode. The scaling used were 1(low extent), 2 (moderate extent), 3 (high extent) and 4 (very high extent). The overall mode was arrived and reflected in each stage of implementation per group of participants.

Answers on the open-ended questions namely :benefits derived, best practices and challenges, were transcribed. FGD responses were consolidated, grouped into categories using the coding scheme for content or thematic analysis. Sub-themes and global themes were formed after merging responses. Ethical considerations were established along the process wherein the researcher ensured that conflicts of interest and personal biases were avoided. This was done by reflecting authentic responses of the participants and strictly following the rules in the conduct of FGD and interviews.

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Chapter 4 PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA This chapter presents the result, analysis and interpretation of the data collected in the conduct of the study entitled “Brigada Eskwela Program Towards a Participative Community of Stakeholders”. There were 198 participants and 100% participated in the study. Results indicated here reflect the extent of the program’s implementation among public schools in the Municipality of Murcia, backed-up with focus group discussions and interview. Results on the qualitative part of the study were categorized into global themes. Hence the diagrams are presented to show these data. Presentation of the Public School’s Profile Table 2 indicates the school’s profile of the participating schools in the study. As to the school size, 29 or 88% are small and 4 or 12% are large schools. As to the school level, 28 or 85% are elementary and 5 or 15% are secondary. Whereas, for the number of teachers, 24 or 73% schools have 20 and below teachers which is the highest and 1 or 3% of the total schools has 41-60 teachers and is the lowest. On the enrollment profile, 19 or 58% schools have a total enrollment of 500 and below, the highest; while 4 or 12% have 1,001 and above enrollment, the lowest. Finally, the school’s profile on Brigada Eskwela Search Entry, only 7 schools (one from the secondary and 6 from the elementary) or 21% of the 33 schools have experienced joining the search for the past five years; while 26 or 70% have not joined. It means that very few are venturing into a challenging experience relative to this program of the DepEd.

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Table 2 Public School’s Profile

On the extent of the Brigada Eskwela Implementation in three stages when assessed as a whole and by the group of participants

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Table 3 presents the Brigada Eswkela pre-implementation stage when assessed as a whole. According to the result cited, the highest frequency with 126 very high extent responses out of 198 participants is the alignment of Brigada Eskwela needs and projects with the School Improvement Plan and the lowest (high extent) is on ensuring the delivery and acceptance of pledges and commitments from donors. The overall mode is high extent. The results signify that school heads follow the mandate of the DepEd. “The School Improvement Plan (SIP) is a road map that lays down specific interventions that a school, with the help of the community and other stakeholders will undertake within a period of three consecutive school years”. (Retrieved from http://www.deped.gov.ph/ orders/do-44-s-2015). Base on the focus group discussion, one teacher affirmed, “Huo, ga-align gid man na kay ti ang SIP, it includes all the projects and needs that will be implemented in the whole year round”.(Yes, it is really aligned because SIP includes all the projects and needs that will be implemented whole year round). Likewise one of the principals (Principal A) also strongly asserted that the result is correct and reliable when she said “ There is an alignment of the Brigada Eskwela needs and projects with the school SIP, because we are preparing our school SIP annually and we already included all the repairs and needs of the school”. On ensuring the delivery of pledges and commitments from donors, according ot one school head, one of the reasons is the lack of follow-ups and according to one of the teacher participants, those schools that are not joining the Brigada Eskwela Search do not solicit from stakeholders. Soliciting materials for the purpose of bigger projects like repair is less prioritized. As observed the most affordable material is paint which mostly parents and Brgy. LGU donate to

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schools. It was also cited that since there is only one Municipality, resources will be very limited. In the FGD one teacher reacted “Ti kay dululungan bla ang Brigada Eskwela. Isa lang ka Muncipal LGU. Ano na karon ihatag nila kon tanan nga schools mangayo?(Because Brigada is simultaneous. There is only one Municipal LGU. What would they give then if all schools will solicit?) The statement above suggests that schools also feel the possibilities of limited resources from the LGU. That is why to some teachers, they believe that they don’t have to depend from their LGU when it comes to materials during Brigada Eskwela.

Table 3 Extent of the Pre-Implementation Stage of Brigada Eskwela as Assessed by the Whole

Table 4 below presents the extent of Brigada Eskwela pre-implementation stage as assessed by the school principals. Base on the result, the highest frequency of very high extent is the alignment of Brigada Eskwela needs and projects with the School Improvement Plan. Only one participant rated this as moderated extent. The lowest is on determining target resources and volunteers. The overall mode is very high extent.

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In the FGD conducted, one of the principal participants said that “There is an alignment because preparing our SIP is our guide and everything that we implement, the program and projects in school, we aligned them with our School Implementation Plan. And ang ginapractice ta gid ya nga indi ka makaobra SIP mo kon wala ka nag-identify sang school needs mo”. (And our practice is that you cannot work on your SIP if you did not identify your school needs). Eskwela needs and projects are aligned with the School Improvement Plan because basically it is the guide of school heads in all school programs which is also a requirement of some schools before they are released with their school MOOE. On determining target sources and volunteers, it was found out that not all schools are willfully generating resources from external stakeholders for the purpose of repairs during Brigada Eskwela week . That is why they do not determine their resources other than the parents and teachers. According to one of the school heads, in their case they do not solicit because they are not joining the contest anyway. He said,“Sa amo na siguro nga kaso sa amon ya wala gid kami nagasolicit kay ti wala man kami naga join sa contest”. (In that aspect, for us we do not really solicit because we don’t join the contest). This only suggests that they do not give much priority on identifying their target resources for the generation of resources and volunteers because they don’t join the search. Whereas, another school head affirmed by saying,“Yes, it is very hard because in the first place Brigada is volunteerism, so we cannot force them really to donate unless we have our techniques and styles on how to convince them. That is why during Brigada Eskwela, they will only stay for an hour. We go to prospect partners to really explain to them the importance of Brigada to convince them so we could get their interest to really go in our school to participate during Brigada Eskwela”.

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On the other hand, one of the principals said that “We only depend on parents mostly, pro ang barangay ara man lang na sila ya gabulig man”. (We only depend on parents mostly, but the barangay are there helping also). Determining target resources is hard especially for schools who are located in remote areas while others do not solicit materials of funds for Brigada Eskwela. In an interview with the Brigada Eskwela coordinator, she mentioned about prioritization of barangay LGU because in their barangay there are three elementary schools. Since they are far, they got the least resources because the road is very difficult to traverse for big vehicles. Table 4 Extent of the Pre-Implementation Stage of Brigada Eskwela as Assessed by the Principals

Table 5 shows the extent of Brigada Eskwela pre-implementation stage as assessed by the Brigada Eskwela coordinators. Based on the result of the survey, 21 responses out of 33 participants, assessed the alignment of Brigada Eskwela needs and projects with the School Improvement Plan as very high extent (highest) . Seventeen (17) out of 33 participants assessed identifying activities based from the inventory of needs and organization of steering committee similarly the lowest among all activities with high

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extent. The overall mode of the pre-implementation stage according to the Brigada Eskwela Coordinators is high extent.

“The School Improvement Plan (SIP) is a road map that lays down specific interventions that a school, with the help of the community and other stakeholders, will undertake within a period of three consecutive school years” (DO 44, s. 2015). During the focus group discussion, Principal B (HS) affirmed that there is an alignment of Brigada Eskwela needs and projects with the SIP when he said that “Yes, there is alignment because preparing our SIP is our guide and everything that we implement, the program and projects in school we aligned them with our School Implementation Plan”. In addition one of the teacher participants during the FGD said that “ …what is

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stipulated Ma’am in the school SIP is what the school principal wants to implement…” Furthermore, one BE Coordinators said that “Every project stated in our SIP is also the ones being implemented by Ma’am.” She’s referring to her principal. On the overall mode of high extent, one of the Brigada Eskwela Coordinators agreed on the result. According to her when they were joining the Brigada Eskwela search, they had a tough preparation but when they were not joining the search, they had a simple preparation. It suggests that there is a big difference in their degree of planning and implementation before when they were joining the Brigada Eskwela contest compare to the period when they stopped joining.

On the lowest assessment which is identifying activities based on identified needs, one of the BE Coordinators explained by saying “Ti guro… kay actually, we have identified before hand the different activities kag base man sa identified needs. Galing kay kon gaimplement na especially the day 1 ok pa. Pero pagka day 2 sari sari na ang ginaobra sang mga tatay kay kon diin to and ginhatag sa ila nga olobrahon kag kon wala materials nga gamiton . Halimbawa, sa sini nga seksyon may pinta, ti maminta na man lang sila eh. Bisan ano na lang ipaobra sa ila basta maka Brigada lang sila”. (Maybe because… actually, we have identified before hand the different activities and base from the identified needs. However, during the implementation period especially on day 1, it’s ok. But on day 2, variations of works were done by the fathers because wherever jobs are assigned to them and if there is no materials to be used, for instance in this section there is available paint, then they will paint. They do whatever tasks is given to them as long as they can have the Brigada). This reveals that the plan cannot be materialized because of some factors like the availability of resources needed for a particular identified repair project. So, whoever comes and whatever is available defines accomplishment for as long as parents can render services. Table 5

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Extent of the Pre-Implementation Stage of Brigada Eskwela as Assessed by the Brigada Eskwela Coordinators

Table 6 shows the extent of the Brigada Eskwela pre-implementation stage as assessed by the teachers. It shows that the highest (very high extent) is on the conduct of the ocular assessment of the schools facilities that needing repair for Brigada Eskwela implementation. The lowest are on communicating with potential partners or community officials/stakeholders in order to generate resources or support matching expected volunteers, materials and resources against identified needs, and determining target

resources and volunteers. The overall mode is very high extent. The assessment of physical facilities and maintenance needs of the school is an integral activity prior to Brigada Eskwela. This shall be done as early as January when the school head designates the School Physical Facilities Coordinator and any of the PTCA member to help in doing this. They are expected to help school head in determining or conducing ocular visits and update the repair and maintenance needs of the school (Brigada Eskwela Manual).

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The results above were also validated with the group of teachers. According to one of the teacher participants, it was true that the school head together with the school’s Brigada Coordinator goes around and checks among their classrooms the needs for repair prior to the conduct of the activity. On communicating with potential partners or community officials/stakeholders to generate resources or support as the lowest, another teacher (Teacher B) supported this result when she said that “ Huo, guro ma’am eh, kay wala kami ya nagapangayo sa ila”. Amon ya bulsa ang amon ginasolicitan…”(Yes, maybe Ma’am, because we are not soliciting from them. We solicit from our pocket (Smiling). Moreover, Teacher A conformed to her statement and further said that they generate funds also from their parents,“Ti sa amon man parents eh kada section. May-ara man nga kon indi sila kakadto ang parent may in kind man sila like pinta nga ginapadala sa eskwelahan”. (From our parents also by section. There are parents who cannot come, they donate in kind like paint which they send to school). It is apparent that not many teachers reach out to various stakeholders for Brigada Eskwela purpose because they are used to spend their own money or ask from their parents for support. It is can also be inferred that Brgy. Officials understand their role so they normally donate materials like paint even without letter of request from the schools. This is a good manifestation that barangay officials acknowledges their role every year to the school. Table 6 Extent of the Pre-Implementation Stage of Brigada Eskwela as Assessed by the Teachers

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Table 7 displays the extent of the Brigada Eskwela pre-implementation stage as assessed by the parents. It reveals that the highest (very high extent) falls along with organization of Brigada Eskwela Steering and Working Committee and identifying activities based from the inventory of needs. The lowest is on accomplishing Repair and Maintenance Needs Assessment Form. The overall mode for this stage is very high extent. Brigada Manual for Schools head clearly emphasized that the the assistance and active participation of stakeholders ensures the success of Brigada Eskwela Program, thus organizing the efforts of these stakeholders is the first step that a school head must take. According to the parents, they can observe this practice from their principal. In fact one of the parents in the FGD (Parent A) disclosed by stating “ Sa organization sang Steering Committee sang Brigada gina facilitate ni sia before sang implementation sang brigada”. (The organization of the Brigada Eskwela Steering Committee is facilitated before the implementation of Brigada.) To support the equal

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highest result which is identifying activities based on needs she further added,“Bilang isa ka PTA member sang sini nga eskwelahan before sang Brigada Eskwela nagmeeting kami kag naglibot sa eskwelahan naglantaw kon ano ang mga problema, kon ano ang mga kinanlan kay-uhon, kag kon ano ang gakinahanglan bag-uhon.” ( As a PTA member of this school, before the Brigada Eskwela, we had a meeting and we roamed around the school to check what are the problems, what are the needs to be repaired, and what are the needs to be improved). While parents believe and experience this to have been practiced in schools, the lowest however base from their assessment is on accomplishing Repair and Maintenance Needs Assessment form. When asked to explain the reason behind the lowest frequency, one of the parents admitted that it could have been due lack of familiarity among parents when it comes to BE Forms which is also true because they are not involved in the preparation of reports.

Table 7 Extent of the Pre-Implementation Stage of Brigada Eskwela as Assessed by the Parents

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Table 8 presents the extent of Brigada Eskwela pre-implementation stage as assessed by the students. It shows that the highest frequency (very high extent) is also the alignment of Brigada Eskwela needs and projects with the School Implementation Plan (SIP). The lowest frequency having rating of high extent equivalent is on determining target resources and volunteers. The overall mode is high extent. It suggests that students presume that there is an alignment with SIP and Brigada Projects. In the trend of school based management students are part of the SIP making.

Table 8 Extent of the Pre-Implementation Stage of Brigada Eskwela as Assessed by the Students

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Table 9 shows the extent of Brigada Eskwela pre-implementation stage as assessed by the alumni of the school. According to the data, 22 out of 33 participants rated the alignment of Brigada Eskwela needs and projects with the school School Improvement Plan as the highest among the activities with very high extent assessment; while the activities on accomplishing repair and maintenance needs assessment form and ensuring the delivery and acceptance of pledges and commitments from donors being the two lowest rated activities with 16 participants rated this as high extent. The overall mode is very high extent. When asked to comment on the overall result, one of the Alumni saw the need for information dissemination. To quote his statement “…Kinanlan pa gid sang more nga explanation gid. Kinanlan pa gid nga ang isa kag isa magsupport kag iencourage pa gid para magdako pa gid ang support nga mahatag sa eskwelahan. Kinanlan each batch of alumni mapabalo gid sang implementation kag kada isa mabulig gid kag mahatag para sa eskwelahan”.(… There is a need for more explanation. There is a need that each must support and must be encouraged to gain more support for the school. There is a need that each batch

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of alumni is informed about the implementation and each one should donate for the school). He is referring to improve the advocacy to alumni.

Again, the result for the highest is consistent with the result of the school principals, teachers, parents and students. One of the alumni also believes that this is the highest because they assumed that what is stipulated in the SIP is what the principal implements in the school. In support to this Alumni B claimed that “Kay what is stipulated Ma’am in the SIP is what the school principal wants to implement ,di ba? Kung ano ang nakalista da amo man na ang gusto ya mandate na ipaobra. So that’s why nagaalign gid eh”. (Because what is stipulated Ma’am in the SIP is what the school principal wants to implement, isn’t it? Whatever is listed there (in the SIP), that is what she wants to mandate and be accomplished. So that is why, it is really aligned). On ensuring the delivery of materials (lowest), Alumni C said that “Sometimes kami nga mga alumni… ang iban sa amon garespond gid. May ara man nga wala garespond positively. Ang iban ginareceived lang ang solicitation pero during the time na nga deadline wala man ginadul-ong ila pledges.” (Sometimes we the alumni… others are really responding. There are some that do not respond positively. Others are only receiving the solicitation but during the deadline, they are not sending their pledges).This could be attributed to lack of follow-ups on the part of the school. As what was formerly said, few instance occurred when teachers could think of communicating to their alumni for brigada purpose because parents are considered as the most accessible and immediate stakeholders of the school.

Table 9

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Extent of the Pre-Implementation Stage of Brigada Eskwela as Assessed by the Alumni

Table 10 displays the extent of the Brigada Eskwela pre-implementation stage as assessed by School District . It shows that for both School Districts, the alignment of Brigada Eskwela needs and projects with SIP is rated as the highest and the conduct of various awareness campaign on Brigada Eskwela is the lowest. The overall mode for this stage is high extent for both School Districts. The alignment of Brigada Eskwela needs and projects with the school SIP has been consistently the highest. This is a good implication that even external stakeholders are aware of the School Improvement Plan (SIP). It can also be inferred that school principals are ensuring the planning stage of schools’ governance and the maintenance of the school facilities by reflecting the needs in the School Improvement Plan. However, since the school heads reveals about the real problem which is the lack of budget or resources, then most often these needs assessed are not addressed. The government

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acknowledges shortage of resources there is a need for local school to mobilize for resources from both public and private organizations during Brigada Eskwela. (DepEd Memorandum No. 79, s. 2003). For the lowest result of District I which is on the conduct of various awareness campaign, one teacher said that it could have been true “ …Because

ahh… we only post there outside streamer for the people to see”. Other than the streamer, no other forms of advocacy is being facilitated by the school personnel. For District II’s overall result of high extent, one of the schools principals expressed her stand, “I agree that we have the high extent of the pre-implementation because it is very easy for us to meet the target like the alignment of needs and projects with SIP, we are doing that. On the orientation of Brigada Steering committee, we are doing that. We are preparing before our schedule. On the orientation of functions of all committees before the end of the school year we are doing that…”

District II has its lowest on matching expected volunteers, materials and resources against identified needs. One of the teachers made it clear that there are few skilled workers in their locality. Most of the volunteers are mothers. Since very few fathers join, teachers would settle for whatever can be accomplished for the day. That is why there are unaccomplished works which could be the reason why there is a claim in the FGD that the school has the tendency to spend for experts for major repairs. A day is enough for free labor. Skilled parents have to look for income to sustain their family needs so they cannot really render longer days in school.

Table 10

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Extent of the Pre-Implementation Stage of Brigada Eskwela as Assessed by District

On the extent of the Brigada Eskwela Program Implementation Stage when assessed as a whole and by the group of participants Table 11 displays the result on the extent of Brigada Eskwela implementation stage when assessed as a whole. It reveals that the highest (very high extent) assessment is on

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the actual implementation of the work plan and the lowest is on the maintenance of wash area, leaking water pipes and faucets. The overall mode is high extent. On the actual implementation of the work plan as the highest, data shows that it has 130 very high extent responses out of 198 participants, 2 gave lowest extent responses, 5 made it moderated extent, and 61 gave it high extent. While for the lowest which is the maintenance of wash area, leaking water pipes and faucets, 3 responses are lowest extent, 49 responses are moderate extent, and 56 very high extent responses. This suggests that in some schools there is a need to maintain the washing/water facilities. Schools heads and teachers, and even parents disclosed that these facilities could hardly be maintained because students do not know how to handle faucets properly, and some are destructive so facilities like these don’t lasts. Moreover, the lack of supply of water among schools contribute to this problem. While, according to some schools heads in District I, there are still schools in the elementary that that do not have the washing facilities and very scarce sour of water. Taking a closer look at the lowest extent assessment, there are few items that suggests need for attention. These are on the maintenance of windows and jalousies, and preparation of documents for tax incentives, acknowledging publicly works accomplished during the day and posting of signages and maintenance of door, door knobs, tables, blackboards and maintenance of ceilings. There activities got3, 4 and 6 lowest extent ratings.

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Table 11 Extent of the Implementation Stage of Brigada Eskwela as Assessed as a Whole

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Table 12 displays the extent of the implementation stage of Brigada Eskwela as assessed by the school principals. Based from the data provided, the highest (very high extent) is the documentation of the attendance of volunteers and lowest assessment is on the repainting/maintenance of the school roofing. The overall mode of the implementation stage according to the school principals is very high extent. Upon the presentation of the result with the participants, there was an overall strong assertion on the highest activity assessed, because checking the attendance is a practice that would monitor parents’ participation. In fact, one of the principals’ shared her policy. “We have the attendance check. And even though Brigada Eskwela is not compulsory but in our case, our Brigada Eskwela is a pre-requisite for enrollment because before they enroll they must present their brigada slip to the teacher to show that they have undergone their brigada”. Study showed that most of the parents perceived that Brigada Eskwela was a requirement for enrollment as parents should attach the Brigada Eskwela slip in their enrollment forms before their children could be duly enrolled(.Retrieved from http:// rimmon-educationinthephilippines.blogspot.com2015/08/perceptionof-stakeholders -to-brigada.html). Another principal (Principal B, HS) said that “ Yes, we register

volunteers”. However, this practice actually is incongruous to the provision of DepEd Order No. 79, s. 2003 paragraph 2 which states that Brigada Eskwela is voluntary. However, this has become part of the system to “ensure that the entire school will be ready” before school opens (DepEd’s memoradum 35, s. 2016). As per observation, very few parents are willing to help so schools’ remedy is to check attendance and some schools are also creative. They schedule enrollment on Brigada Eskwela week so that the parents from far flung areas can save money for their transportation. There is a need to document the volunteers attendance aside from ensuring their contribution to the education of their children. DepEd wants to know how much labor is saved by the government for school maintenance. Volunteer services are converted to

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monetary value of Php37.50 per hour. This is reported to the higher office which is considered as savings on the part of the government. On the repainting and maintenance of the roofing as moderated extent (lowest), one of the principals reasoned out that “ This is already a major tasks and considering that we have limited resources or donations for paint we cannot really paint all of our roofing”. In addition Principal B (HS) said that “This is a major project which requires a big amount of money that is why we cannot accomplish major projects during Brigada Eskwela”. During Brigada Eskwela schools cannot meet all school needs in a week because there are needs for repairs and maintenance which require more resources and skilled workers which the school cannot meet. Moreover, big schools which have many classrooms experience the same problems on maintenance of school roofs.

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Table 12 Extent of the Implementation Stage of Brigada Eskwela as Assessed by the Principals

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Table 13 shows the assessment on the extent of Brigada Eskwela implementation stage by the group of Brigada Eskwela coordinators. According to the data on the table below, the highest (very high extent) is on the coordination with barangay officials on students’ safety; while the lowest is on the maintenance of the wash areas or water facilities, leaking pipes and faucets. The overall mode for this stage is high extent. This result tells that the barangay is the best partner of the schools on children’s safety during the opening of classes and even until the school year closes. This is mostly needed by schools located along the highway. In the FGD conducted Brigada Eskwela coordinator C affirmed by saying “Always gid na Ma’am. Everytime we have an activity in the school, we ask for the assistance of our Barangay para may magbantay sang amon kabataan sa gwa sang aton eskwelahan. ( This is always true, Ma’am. Everytime we have an activity in school, we ask for the assistance of our Barangay to watch our children outside our school). DepEd Memorandum 35 s, 2016 incorporates Disaster Risk Reduction Management measures in the Brigada Eskwela Week. Hence, the schools and Local LGUs are mandated to ensure students’ safety for the opening of classes. When asked comments on the lowest which is in maintaining wash areas, leaking pipes and faucets in school, one of the participants, ( BE Coordinator C) said commented that the usual understanding of the program is cleaning so washing facilities are disregarded. Research shows that there is absence of sense of direction among schools on how to systematize maintenance of school facilities because of no policies concerning for such. It is not regarded as an aspect of strategic planning in terms of being facilitative of school performance effectiveness (Xaba, 2012).

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Table 13 Extent of the Implementation Stage of Brigada Eskwela as Assessed by the Brigada Eskwela Coordinators

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Table 14 presents the extent of Brigada Eskwela implementation stage as assessed by the teachers. Base on the consolidated data, the highest frequency of very high extent is on the documentation of attendance and the lowest( high extent) is on the maintenance of water facilities. The overall mode is high extent. The result was supported Teacher B that in their school, class advisers check the attendance and students cannot enroll if they haven’t rendered Brigada Eskwela. They innovated Brigada Slip because others do not come during Brigada Week “Ti ang iban although nga late na sila kay ti may mga obra, palakyawon da bi sila sa kampo or sa talamnan da nga indi nila matapos gakadto gid man sila para magbrigada”. (So, others, although they are late due to works, pakyaw jobs in the sugarcane field which they can’t finish they still went to school so they could render voluntary work). On the other hand water facilities maintenance as the lowest (moderate extent).

Teacher B supported by saying “Kag ang Brigada daan halos by classroom. Ti wala na da ya sang may gina assign”. (Because Brigada is often by classroom. So, no one is assigned in that area).It suggests that water facilities are often times neglected or not prioritized during Brigada Eskwela because the focus is on cleaning the classroom by class adviser and no one is assigned to clean or maintain this facility. Research shows that facilities maintenance at school connotes its narrow definition of facilities repairs and upkeep against facilities maintenance having a strategic dimension covering issues like facilities design and maintenance programmes, upgrading the knowledge and skills of the workforce, and deployment of tools and "manpower" to perform 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 as cited in Xaba, 2012).

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Table 14 Extent of the Implementation Stage of Brigada Eskwela as Assessed by the Teachers

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Table 15 displays the extent of the implementation stage of Brigada Eskwela as assessed by the parents. Base on the group of parents the highest (very high extent) is the actual implementation of the work plan while the lowest (high extent) is the maintenance of the classroom doors, chairs, tables, desk and chalkboards. The overall mode is high extent. Base on the FGD one of the parents (Parent A) affirmed that “…Ang programa naimplement man sang maayo, ang plan kay 100% man successful. Kag basi sa akon experience, nakit-an man sang mga parents nga sa opening ready na gid ang school”. ( … The program was implemented well, the plan was 100% successful. An base on my experience, parents have seen the during the opening the school was ready). In addition to that, one parent (Parent B)who said that “ Yes, Miss naimplement siya. For example ang sa kilid dira sang school ginpaobrahan ang kudal. Ang soil erosion kag ang gate da nga gin-una gid reklamo nga kinahanglan iimprove ti naimprove naman subong. Damo ang napangkay-o nga sang una problema pa sia pro natigayon man nga nabuligan”.( Yes, Miss. It was implemented. For example, at the side area of the school, the fence was constructed. The soil erosion project and the gate that was first complained is already improved. There were many improvements which were problems before but were resolved). Like other groups of participants, parents have also noticed the lack of maintenance among door, door knobs, tables and chairs so they rated it as the lowest. According to the parent’s observation, (Parent B) said that “…Ang mga kabataan indi kabalo maghalong …”.( Students don’t know how to take good care…)It is true also that there are tables and chairs which are no longer repaired especially the wooden chairs which are just put aside when the parts could no longer be replaced. Government chairs are also sub-standard when it comes to the durability and the quality of wood or materials.

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Table 15 Extent of the Implementation Stage of Brigada Eskwela as Assessed by the Parents

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Table 16 reflects the extent of Brigada Eskwela implementation stage as assessed by the student participants. It shows that the equally highest assessment (very high extent) are on the actual implementation of the work plan and the documentation of the activities in print or multi-media in BE Forms. While the lowest assessment (high extent) is on the maintenance of the wash areas, leaking pipes and faucets/water facilities. The overall mode high extent. This statement is true to all government Water and Sanitation facilities (WATSAN). There are really students who are very destructive. In fact another school head from a large school, during the FGD said that “ In their school they allocated more than a hundred of faucets in just a year to maintain their water facilities. Yet, the students intentionally destroy them”. Another big school testified that they just “close the communal toilets because they are difficult to maintain when there are no utility persons who stay and safeguard washing facilities”. This shows that the assessment of the students is

also true and reliable. Research revealed that majority of the schools had problems such as shortage of … drinking water and toilet facilities (http://ue.edu.pk/JRRE/articles/52003.pdf).

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Table 16 Extent of the Implementation Stage of Brigada Eskwela as Assessed by the Students

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Table 17 presents the assessment of the alumni on the Brigada Eskwela implementation stage. According to the data presented, the group of alumni gave the

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highest assessment with equal frequency of 20 on two activities: actual implementation of the work plan and coordination with Barangay Officials on students’ safety; while they gave the lowest assessment (high extent) on the maintenance of doors, chairs, tables and chalkboard. The overall mean for this stage is very high extent. The group of alumni also believes that during the implementation stage, the plan of the school is actually implemented. Base from their perspective, they also see that the school coordinates with Barangay officials for the safety of the students. This quantifies the presence of Barangay Tanods in the case of barangay schools near the high way and Traffic enforcers for the schools in the poblacion. For the lowest, the result is also the same with that of the parents who gave the least scoring to the maintenance of the door, door knobs, tables and chairs. However, this problem could have been resolved if there are available materials. Just like what one of the alumni participants (Alumni A) who claimed that he has always been joining the Brigada Eskwela. “Base on my experience Ma’am maaccomplish ni tani kung sa pagobra mo ara ang mga kinahanglanon nga materials. Kung wala ti… Kay biskan nakay-o ang door knob pagkadason nga adlaw kakas na. Gintakdan na lang kadina (smiles) kay substandard ang mga materials”.( Base on my experience Ma’am, this could have been accomplished if during the work period, the needed materials are available. If non well… because even the door knob is fixed, the following day, it is again damaged. It is replaced by chain (smiles)…because the materials are substandard.

Table 17 Extent of the Implementation Stage of Brigada Eskwela as Assessed by the Alumni

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Table 18 provides the result on the Brigada Eskwela implementation stage assessment by School District. As presented, the highest frequency of very high extent

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for District I is on actual implementation of the work plan and the lowest (high extent) is on the maintenance of the wash areas, leaking pipes and faucets/water facilities. The overall mode is very high extent. The result shows that in District I, as evident in the 66 responses of very high extent, there is planning in most schools and those plans are actually implemented. This is supported by Teacher A during the FGD when she said that “Yes, that’s true because in our school, our Brigada Eskwela Coordinator with the help of the teachers, after identifying our needs, we prepare the work plan, submit to the office because we are required to submit as well as our accomplishment report for consolidation”. On the other hand there are 2 participants who rated this as low extent, 3 as moderate extent and 31 as high extent. For the maintenance of water facilities as the lowest, having the mode of 3, which means high extent with 40 responses, there are 2 who rated this as 1 or low extent, 28 rated this as 2 or moderate extent and 32 as 4 or very high extent. This result is also supported by one of the teacher participants (Teacher B) who affirmed that “Amo na eh… kay ti kung sa aton ya… da magagmay ini nga mga bagay nga indi naton makita nga dapat gali gaan ta man focus kon tig Brigada. And at the same time, teachers are cleaning their own classrooms, and our wash areas are napabay-an”. (In our case, these are small things that we cannot notice but need focus during brigada. And at the same time, teachers are cleaning their own classrooms and our wash areas are neglected).

Table 18

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Extent of the Implementation Stage of Brigada Eskwela as Assessed by School District

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Table 19 presents the extent of the implementation stage of Brigada Eskwela based on the assessment of District II. Result shows that the highest assessment is on the actual implementation of the Brigada Eskwela work plan having 64 very high extent responses and the lowest having 44 high extent responses is on the volunteers or work teams ensuring that all target repair and maintenance tasks were done during the five days allotted time. The overall mode is high extent. For the actual implementation of the work plan there are 2 participants who rated this as low and 30 as high extent. For the lowest, volunteers or work teams ensuring that all target repair and maintenance tasks were done there is 1 lowest extent response, 8 moderate extent responses and 43 very high extent responses. Results tell that there is only a minimal difference in the extent of high extent and very high extent; so it suggests that there are volunteers who really made sure that there work assignments were done; while there are also very few who said that there work assignments were moderately done which is not really a significant number. This could have been also caused by lack of resources and skilled volunteers. At the same time multiple tasks of school personnel. For small schools, they have few teachers. Another reason is the lack of careful pre-planning stage that even committees were formed but during the actual implementation, their assignments and focus are diverted. The result for District II is consistent with the findings of Alla (2015) which shows that there is a great extent of Brigada Eskwela implementation in Murcia II elementary schools in 2014.

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Table 19 Extent of the Implementation Stage of Brigada Eskwela as Assessed by District II

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On the extent of the Post-Implementation Stage of Brigada Eskwela when assessed as a whole and by group of participants Table 20 displays the extent of the post-Implementation stage of Brigada Eskwela when assessed as a whole. All activities are rated as very high extent. The highest frequency is on safety and readiness of the school while the lowest frequency is on the initiation of awarding of certificate of recognition to partners and donors on the last of Brigada Eskwela week. The overall mode is very high extent. This suggests that there is a need to improve on this aspect if sustainability of the program and support annually has to be ensured and strengthened. When validated, teachers noted that they do not practice this activity during the last day of the Brigada Week. Table 20 Extent of the Post-Implementation Stage of Brigada Eskwela when Assessed as a Whole

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Table 21 presents the extent of the post-implementation stage of Brigada Eskwela as per assessment of the school principals. It reveals that the school principals gave the highest (very high extent) assessment to the safety and readiness of the school and the lowest (still very high extent) on meeting Brigada Eskwela objectives. Similarly, the overall mode for this stage is very high extent. More had been said during the FGD that generally, the school became safe and ready for the opening of the school year. Hence, 12 school heads rated it as high extent and 21 rated it as very high extent. According to Principal A, “the purpose of Brigada Eskwela is to prepare their schools for the opening of classes and so, they start their classes on the first day since their classrooms are ready and their pupils are safe in school”.” Furthermore Principal C added “As the target of the Brigada Eskwela, during the first day of school, the students should be inside the classroom. So amu na siya, very high extent correct gid ni siya kay daw indi ta na ya makita ang mga kabataan sa gwa. During the first day of class, the school is really ready to cater our students and of course ang ila man nga safety that they will stay in school nga layu sila sa danger and any other untoward incident”. (As the target of the Brigada Eskwela, during the first day of school, the students should be inside the classroom. So, that’s it, very high extent. It’s correct because we can no longer see our children outside. During the first day of class, the school is really ready to cater our students and of course their safety that they will stay in school far from danger and any other untoward incident). As for the lowest result which is on meeting Brigada Eskwela objectives, Principal A(ES) admitted “Well, although we implement Brigada Eskwela, still there are areas gid man nga indi macomplete (that cannot be completed). But, since that is sill very high extent, so I believe the result of Brigada Eskwela is very effective. That is why we have assessed this stage as very high extent”. The same also with another principal participant Principal B (HS) who said “ Yes, that is correct, because not all activities can be done during Brigada Eskwela especially kon dako large school ka (if your are a large school).

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That is why we cannot perfectly meet Brigada Eskwela objectives when it comes for repair of all facilities because we also lack funds and skilled workers. Most mothers are the ones joining our brigada”. Finally, the same affirmation came from Principal C who explained further the reasons why it is low,“Meeting Brigada Eskwela objectives is considered to be the lowest when ranked but still it is very high extent. Correct.. because as stated it relates also..as what I have said kagina, volunteerism indi mu man gid siling nga 100 percent nga (of) prospect ang mga tawo nga gina dal-an ta sang mga letters of invitation nga maka reply or makahatag sa aton sang sabat . Then of course as to projects, repairs at within Brigada period indi man siya totally gid ma 100 percent ma comply or accomplish kay ti ang Brigada Eskwela is only for 1 week and amu na gani ang ginasiling ang Brigada Plus because we still continue whatever things nga indi ma comply within the Brigada Activity”. Meeting Brigada Eskwela objectives is considered to be the lowest when ranked but still it is very high extent. Correct.. because as stated it relates also..as what I have said a whila ago, volunteerism can’t be expected that 100 percent of prospect persons whom tyou sent letters or invitation can give their reply . Then of course as to projects, repairs at within Brigada period you can’t say it’s100 percent accomplished because Brigada Eskwela is only for 1 week and that is why we have the so-called Brigada Plus because we still continue whatever things that can;t be accomplished within the Brigada Activity). These ideas base on real experiences of school heads reveal that meeting Brigada Eskwela objectives could hardly be achieved fully in five days because of availability of both human and materials resources and most of all time. One week is not enough to accomplish especially if there are no enough skilled workers in the community.

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Table 21 Extent of the Post- Implementation Stage of Brigada Eskwela as Assessed by the Principals

Table 22 shows the extent of post-implementation stage of Brigada Eskwela Program as assessed by the Brigada Eskwela coordinators. Result indicates that all of the indicators or activities were rated as very high extent. But, the highest frequency (very high extent) is 27 and this is on on safety and readiness of the school before the class opens and the lowest frequency (very high extent) are on initiation of awarding of certificate and meeting Brigada Eskwela objectives.The overall mode is very high extent. When the result was shown to the group, affirmations from the group suggest that indeed the school is safe and ready. The post-implementation stage is generally very high extent. This is because according to BE coordinator A “ Kay tungod nga tinlo na ang

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school kag nagasugod na gid kmi klase”. ( Because the school is clean and we start our classes right away). However, there is still one response of the moderate extent. It can be inferred that maybe his/her school seems not to be very much ready before the opening of classes. If not a school, then may there are classrooms or facilities which are not that ready yet. This could be true to teachers who are having their mass training. They could not really have a 100% readiness for their classroom. This is seen as one of the problems when the teachers were asked about challenges encountered, the conflict of schedules of teachers during BE week. As to the awarding of recognition as the last but still with very high extent, the reason is “Ti paano na kay wala kami gapangayo sa ila”. (How come, because we do not ask from them). This also suggests that in most schools, the closing was not even done as what the school principal said “ On the last few days of the Brigada Eskwela in which attendance is very low unlike on the first to third day. They could hardly gather back the parents for the closing program which is scheduled on a Saturday. For most families whose time for their household really matters, they don’t mind going back on a Saturday just to for this purpose only. Though for a school who wants to sustain relationships and partnerships, giving of thank you cards and letters had been done.

Table 22 Extent of the Post- Implementation Stage of Brigada Eskwela as Assessed by the Brigada Eskwela Coordinators

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Table 23 shows result on the extent of Brigada Eskwela post-implementation stage as assessed by the teachers. It is indicated that holding culminating program is the highest (very high extent) and the lowest (high extent) is the initiation of awarding of certificates of recognition to donors and volunteers. The overall mode is very high extent. As affirmed by one teacher participant, Teacher A said “Ahmm… Yes, gahold gid man kami closing ceremony pero dutay na lang na amon parents. Kay kada Brigada Eskwela ang mga parents, piho gid na ya nga sa first day lang sila ok ang attendance, 2nd day medyo ok pa, pero wala na gabalik ang parents asta gadutay na lang na kon sa 4th kag 5th day. Ti kami kami na lang na ga closing. Si Ma’am bi. (referring to the school principal). (Ahmm… Yes, we held closing ceremony but we had very few parents. Because every Brigada Eskwela it is sure that on the first day, the attendance is ok, same with the 2nd day, until they become fewer on the 4th and 5th day. So we are only left on our closing program with Ma’am. (referring to the school principal). While one teacher (Teacher C) was surprised…“(Laughs) Ay… may amo pa na gali Ma’am? Daw wala kami na ‘ya kabalo. Kay ti wala man kami nagapangayo sa iban mo. Sa amon man kami ya bulsa gahunos amon gasto. Ti wala kami ya gahatag certificate kon magbrigada …(laughs)”. ( Is there such thing Ma’am? We don’t have any knowledge on that. Because we don’t ask from other. We rather get from our pocket for the expenses. So we have no one to give the certificate during Brigada).

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It suggests that not all are fully aware of the Brigada Eskwela suggested activities as per Brigada Eskwela Manual for School Heads. That is why the awarding or recognition is not that given importance during the Brigada Eskwela post-implementation.

Table 23 Extent of the Post- Implementation Stage of Brigada Eskwela as Assessed by the Teachers

Table 24 presents the assessment of the parents on the extent of the Brigada Eskwela post-implementation stage. According to the illustration, safety and readiness is the highest (very high extent) and the initiation of recognition of donors and partners is given the lowest (high extent) assessment. The overall mode is very high extent. The result is similar to that of the teachers. Base on the parents’ validation, one of them (Parent A) expressed her observation by saying “Huo. Ang sa pagtan-aw ko ang amon eskwelahan ya ready man sa pag abri sang klase”.( Yes. The way I see it, the school is ready for the opening of class).

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On the lowest result Parent D admitted “ Wala kami ya awarding but may acknowledgment kami ya ginalawag sa mga programs. Pero wala lang certificate gid nga ginahatag kon mag closing sang Brigada. Kon ano lang eh kon mag Harvest na bla kada Recognition day kami nga parent nga PTA ginagaan gid certificate ni Ma’am… (referring to the principal)”. ( We don’t have the awarding but we have acknowledgment announce in the programs. But we don’t have certificate given during the closing of Brigada. But during the Harvest or Recognition day, we the parents and PTA are given certificate by Ma’am).

Parents rated this stage as very high extent because they can see truly that after Brigada Eskwela the school is ready for the opening of classes. Table 24 Extent of the Post- Implementation Stage of Brigada Eskwela as Assessed by the Parents

Table 25 displays the extent of post-implementation stage as assessed by the students. Based on the result reflected, safety and readiness of the school is the highest (very high extent) and the initiation of the awarding of certificate of recognition to the

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donors/partners is the lowest (high extent) among the activities being assessed. Still the overall mode is high extent. The result suggests that students can also feel the readiness of the school after Brigada Week at the same time, they can observed the same regarding the initiation of awarding of certificate of recognition to stakeholders and volunteers. 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 energize their innate passion to learn. (Retrieved from http://www.edgedavao.net/index.php?option=com_ content&view=article&id=11366:the-bigger-picture-brigada-eskwela-vol-10)

In an interview with the School Pupil Government President, on the benefits of Brigada Eskwela, her statements are also provided affirmations on what were mentioned in the survey. She said “Gatinlo ang eskwelahan. Tapos indi na kami mayo maninlo di kay tinlo na. Kon magklase indi na kami mayo maninlo. Tapos ang amon stage naislan na sang atop kag napintahan na”. (Our school becomes clean. After that we will no longer clean because it is already clean. During class day, we will no longer clean. Then, our stage, the roof was already replaced and repainted). The same was answered by another SPG President when she was interviewed “Galimpyo ang amon eskwelahan”. (Our school becomes clean).Two benefits were mentioned, cleanliness of the school and repair of their stage. With these statements, the joy and satisfaction of the students at the beginning of school year is apparent. They have seen how their school is being cleaned an beautified. So, they will no longer clean the school surroundings and their classrooms on the first day of school which they used to do before when Brigada Eskwela program was not institutionalized.

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Table 25 Extent of the Post- Implementation Stage of Brigada Eskwela as Assessed by the Students Table 26 reflects the data on the assessment of the alumni of Brigada Eskwela postimplementation. It shows that the highest (very high extent) is on safety and readiness of the school and the lowest ( high extent) is on ensuring that partners pledge continuing support for future projects and sustainability of school improvements. The overall mode is very high extent. The alumni group rated the same post-implementation activity as the highest among the very high extent assessment. As data show, the group did not give lowest assessment to any of the activities. But they seem to be more particular with meeting Brigada

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objectives, transparency, accomplishment of BE forms, recognition and ensuring pledges of support because of moderate extent ratings. However, this moderate extent rating does not affect the overall mode (very high extent) rating of this stage. As for the validation during the FGD, Alumni A affirmed by saying “Makita man sang tagsa-tagsa ang safety and readiness of the school… Diri guro sa partners pledge for continuing support kinahanglan man dyapon ang sustainability sang pagdisseminate sang information nga dapat sigi lang dyapon ang support kay pagkatapos kis- a brigada tapos naman ang pagbulig so dapat icontinue pagkanext year dapat ara dyapon kinahanglanon dyapon ang funds so para mapreparahan sigihon ang pag ensure sang pledges”. (Everyone can see, the safety and readiness of the school.parents the students…Maybe here in the Diri partners pledge for continuing support, there is a need for sustainability in disseminating information there is a need for continued support. Because, sometimes, after Brigada the support also stops. So, there is a need to continue for the following year funds are needed, so to prepare, there is a need to ensure pledges.” Table 25 Extent of the Post- Implementation Stage of Brigada Eskwela as Assessed by the Alumni

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Table 27 displays the extent of post-implementation stage assessment of Brigada Eskwela by School District. For District I the highest (very high extent) is on ensuring safety and readiness of the school while the lowest is also on ensuring pledge of support from partners for future projects and sustainable improvements. The overall mode is very high extent. For District II, the highest (very high extent) is the same as that of District I, but the lowest is on holding culmination program. The overall mode for District I is very high extent while for District II it is high extent. When asked about their comments for the result, Teacher B strongly affirmed by saying “Definitely, the school is safe and ready for the opening of classes. That is because our classrooms are clean, beautiful …and our school guard is on duty so the school is really ensured to be safe”. The result on awarding, it’s consistent with what Teacher A said “… kon amo na nga last day na wala na kami na masyado parents, ti amo na nga wala na kami ga awarding… But we recognize our barangay also but not during the Brigada Eskwela…we do not hold the closing program…(smiling)”.( On the last day, we do not have many parents, so that’s it we do not have the awarding...)

But with regards to the lowest which is on ensuring pledges of continuing support from partners, BE Coordinator A laughed upon hearing and said “Ti paano na kay wala kami gapangayo sa ila. Ti amo na ya Ma’am eh. Wala gid man tuod pledge of continuing support kag sustainability”.( How come, we do not ask from them. So that’s it Ma’am. It’s true that we do not have pledge for continuing support and sustainability.) The activities having lowest assessment are almost consistent with most of the participants responses also. Finally, for the overall result which is very high extent, Principal A (ES) affirmed “It’s very high extent for the post-implementation because we have already accomplishments. And we do submit our reports on Brigada Eskwela.

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Table 27 Extent of the Post-Implementation Stage of Brigada Eskwela as Assessed by School District

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On the extent of Brigada Eskwela Implementation in three stages when grouped according to the school’s profile: Size (small and large schools) Pre-implementation Stage Table 28 shows the extent of Brigada Eskwela program pre-implementation when grouped according to size (small and large schools). For small schools, the highest frequency of very high extent is on the alignment of Brigada Eskwela needs and projects with the school SIP; while the lowest is on ensuring the delivery and acceptance of pledges and commitments from donors. For the large schools the highest if on the organization of Brigada Eskwela Steering Committee while the lowest is on accomplishing repair and maintenance needs assessment form. The overall mode for both small is very high extent; while for large schools it is high extent. The following are the words from the participants regarding the above results: On ensuring the delivery and acceptance of pledges and commitments from donors Teacher C (HS) shared “In our school Ma’am maybe the reason why nga there is less ensuring on the delivery of materials because sometimes the teachers are the ones soliciting for the materials and they do not inform the office that they are having such solicitation…So maybe… ahh…the next time the school head should organize or have the committee so that whenever the teachers have solicitations, they will have to inform the office on this…”. So the issue here is on the system of generating and documenting donations. This could also be due to short period of time in sending solicitation letters as what Principal C (HS) had said “Or probably solicitation was conducted within the duration of brigada Eskwela. So how do you expect that ahh help from stakeholders will also arrive within brigada week…. It should be done month before the brigada…” For large schools in which the highest is the organization of Brigada Eskwela Steering Committee and the lowest is on accomplishing Repair and Maintenance Needs Assessment Forms prior to Brigada Eskwela Implementation, Teacher B (HS) told that this is evident in their school because according to her, before the school year ends

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Teachers were assigned on different committees for them to have the idea of their functions. . However, the accomplishment of these forms were not observed because since each teacher was responsible for his/her own classroom so they are no longer accomplishing these forms because they are not joining the contest so they are not required to submit these forms. It is apparent that though they organize committees, the problem is on whether these committees do their functions on the completion of BE forms or not because teachers have also their own classrooms to attend to. Another factor could be attributed for not not joining the Brigada Contest because there is no driving force for them to really accomplish BE Forms. As shown in the table there are pre-implementation stage activities for small schools that have moderate and low extent assessments and these are quite big in number of responses. These are on determining target resources and volunteers having 26 moderate extent, communicating with potentials partners for support having 25 moderate extent and various awareness campaign having 37 moderate extent. While for big schools the following activities have similarly high frequency of moderate extent responses: ensuring the delivery of pledges and communicating with stakeholders for support and various awareness campaign also. These three have something to do with how the school takes effort in generating resources and winning volunteers’ support. It was also admitted that it’s not easy to look for resources. According to Teacher A “ Kabudlay bala kon kaisa mahatag ka solicitation gakadelay…”. (It is hard sometimes to give solicitatione because it delays).Principal B (HS) also concluded that “Kabudlay gid mangayo (laughs)”. ( It is very difficult to solicit).Resourcing for funds and materials is a difficult tasks for school head and teachers. So when emergency comes, teachers personally use their money. This is mostly true to schools who join Brigada Eskwela contest and those schools who are being monitored or evaluated.

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Table 28 Extent of Brigada Eskwela Pre-Implementation Stage When Grouped According to Size

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Implementation Stage

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Table 29 presents the extent of Brigada Eskwela implementation stage for small schools. The highest is on actual implementation of the work plan; while the lowest is on the maintenance of wash areas, leaking water pipes and faucets. The overall mode is high extent. As per FGD one teacher, Teacher A (HS) affirmed the result positively. According to her before Brigada Eskwela, usually from January, they are already required to submit their individual assessment and work plan for their classrooms. So, during brigada week they also submitted their work accomplishments with matching MOVs or means of verification. For small schools there are also bigger number of responses for moderate extent in this stage which resulted to high extent rating of the implementation stage.

Table 29 Extent of Brigada Eskwela Implementation stage when grouped according to size

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Table 30 shows the extent of Brigada Eskwela implementation for large schools. It shows that the highest is on documentation of daily attendance; while the lowest, having

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the same frequency of 11 with mode of highest extent are on communicating list of works to be done to the different work teams, accomplishing and documenting all daily activities, acknowledging publicly all works done for the day by partners and provision of administrative support and management of funds generated. The overall mode is also the same with that of the small schools which is high extent.

On the provision of administrative support one Teacher C (HS) said that teachers expect that the administration will provide all the materials for them “Gaexpect sila Ma’am nga ang support mahalin sa school. Amo na pirmi expectation nila since damo sa ila ang naga dependi gaexpect nga iya na ka school ya olobrahon dapat. Ti kon ano ang masarangan nila amo na lang na. Wala na sila gapangita”. ( They are expecting Ma’am the support coming from the school. That is their usual expectation since many of them are dependent and expect that this is the school/s job supposed to be. So, they just limit on whatever they can afford. They no longer look for resources). On the management of funds Principal B (HS) said that “So far sa mga funds wala gid man sang dalagko nga magather. (So far for the funds, we don’t generate that much). I am releasing the usual MOOE for every project to be undertaken during the Brigada Eskwela. He also admitted that there is a big difference when the school is joining the contest because everybody will be have a driving force to be particular with documentation.

On the documentation of daily activities, Teacher B (HS) claimed that they too document tha activities. However according to her “The problem is ang mga teachers nga naassigned sa sina at times failed to submit this document…”.( The problem is teachers assigned in the documentation sometimes failed to submit this document…” Furthermore Principal B (HS) added “Like in our case, the report from the Brigada Eskwela Coordinator just like kay… (referring to a person) the resources that he can solicit or source out can be recorded while others are not submitting

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their report.. On their end the teachers do not report the funds generated to the coordinator”. However one Teacher A (HS) also defended by saying “In our case as teacher, sometimes kami man ya gapanabon.( In our case as teachers, sometimes we are spending). We do not report because we take initiatives on how to ready our classroom). Another reason was cited why teachers do not deal with reporting is that they are hesitant to submit reports on funds generated because it’s their personal money. According to Teacher B(HS) “There are generated personal resources which is if you are the teacher you feel hesitant to report...” Finally, Principal C expressed the need to submit reports as her usual practice in school “In our case we normally report because it is needed in the Brigada eskwela reports”.

With these real stories, documentation of resources is intentionally done because of personal reasons and the fact that there is really no big reason to count as to how much a school generates because they’re not joining the Brigada Eskwela contest and they don’t bother soliciting for resources in the first place.

Table 30 Extent of Brigada Eskwela Implementation Stages for Large Schools

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Post- Implementation Stage

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Table 31 presents the extent of Brigada Eskwela post-implementation stage for small and large schools. Result indicates that the safety and readiness of the school for the opening of classes is the highest for both schools and the lowest is on the initiation of awarding of recognition for both schools and presentation of work accomplishments and resources generated and lessons for transparency is another activity that is lowest for large schools. The overall mode for small school is very high extent; while that of the large school is high extent. The result guarantees that for both elementary and secondary all school are made ready and safe for the opening of the school year due to Brigada Eskwela. Minor activities like the awarding and transparency however were not given much significance as part of the post-implementation activities. These are essential features of the post-implementation stage because transparency helps the school head gain support, trust and confidence from the whole community; while giving of recognition motivates stakeholders and gives them the feeling that they are valued.

Table 31 Extent of Brigada Eskwela Post-Implementation for Small and Large Schools

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On the extent of Brigada Eskwela Implementation when grouped according to Level (Elementary and Secondary Schools) Pre-Implementation Stage Table 32 shows the extent of Brigada Eskwela pre-implementation stage when grouped according to level. For the elementary group of schools, the highest frequency with mode of 4 (very high extent) is on the alignment of Brigada Eskwela needs and projects with the school SIP; while the lowest is on ensuring the delivery and acceptance of pledges and commitments from donors. The overall mode is very high extent. For the secondary schools, the highest frequency with very high extent is on the ocular assessment of facilities needing repair; while the lowest is on ensuring the delivery and acceptance of pledges and commitments from donors. The overall mode is high extent. Taking a closer look at the elementary result, 3 lowest extent ratings were given to orientation on functions among Brigada Eskwela Steering Committees, 4 lowest extent ratings on the organization of committees and conduct of various awareness campaign.

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Table 32 Extent of Brigada Eskwela Pre-Implementation in Three Stages When Grouped According to Level (Elementary and High School)

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Implementation Stage Table 33 shows the extent of Brigada Eskwela implementation stage as per assessment of the elementary. The highest frequency of 4 (very high extent), with 109 out of 168 responses is on actual implementation of the work plan while the lowest is on the the maintenance of school ground, fences and plant boxes, and landscaping and maintenance of wash areas, leaking water pipes and faucets. The overall mode for this stage is high extent. When grouped according to size most of the small schools have implemented their plans very well. Only 1 rated this activity as lowest extent and 4 as moderate extent. For the lowest, the responses is consistently on various awareness campaign in which participants schools gave it lowest and 41 rated it as moderate extent. There are two activities that were given 5 and 4 lowest assessments. These are on the preparation of documents for tax incentives and posting of signages.

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Table 33 Extent of Brigada Eskwela Implementation Stage When Grouped According to Level (Elementary)

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Table 34 shows the extent of Brigada Eskwela implementation for secondary schools level. It reveals that the two highest frequency with very high extent mode are on the actual implementation of the work plan and documentation of daily attendance during the Brigada week. The lowest with equal rating of 13 high extents are on acknowledging publicly all works done for the day by partners, organization of teams according to nature of tasks to be done, provision of administrative support and management of funds generated, resources generated successfully addressed all materials/needs the maintenance of wash areas, leaking water pipes and faucets.

The overall mode is high extent. Affirmations on the highest results are discussed or cited in the previous tables already. For these six activities rated as the lowest, base on the focus group participants, first they didn’t have this public acknowledgment during the daily brigada schedule. For the organizations of teams, the practice was done by class adviser who were responsible for their own classrooms. Normally there was no team organized as a whole that was responsible for each type of work identified. The school head just assigned persons incharged of any work. Whoever came to school on the day were the ones asked to help and did the job. On the provision of administrative support, claims revealed that the administration did not generate much resources for teachers in school and since there was no workable plans for generation of resources, repair needs were not addressed. Finally, on wash areas, the same reasons cited by teachers and schools heads in the prior citations is true to secondary schools also.

Table 34

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Extent of Brigada Eskwela Implementation Stage When Grouped According to Level (Secondary)

Post-Implementation Stage

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Table 35 shows the extent of Brigada Eskwela post-implementation stage when grouped according to level. Result shows that the highest frequency of very high extent for the elementary is on safety and readiness of the school for the opening of classes. The lowest frequency with very high extent for the elementary is on the initiation of awarding of certificate of recognition to partners/donors; while for the secondary schools, the presentation of the accomplishments and generated support for transparency has the lowest frequency of high extent. In the case of elementary result, there are ratings for lowest extent on the three activities namely holding culmination program, partners pledge continuing support for future projects for sustainable improvements and initiation of awarding of certificate of recognition to partners/donors. It means that even in general, the mode is very high extent , still it suggests that there is a need for improvement on these areas among elementary schools. As what the FGD results tell, the closing program was rarely practiced on the sixth day of Brigada Eskwela because teachers used to go home early; while in far schools, it was hard for teachers and parents to go back for another day to render service because of the distance and personal or family work commitments. The overall mode for both elementary is very high extent; while high extent for secondary schools.

Table 35

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Extent of Brigada Eskwela Post-Implementation Stage When Grouped According to Level (Elementary and Secondary)

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On the extent of Brigada Eskwela Implementation when grouped according to the number of teachers (20 teachers and below, 21-40 teachers, 41-60 teachers and 61 and above teachers) Pre-Implementation Stage Table 36 presents the extent of Brigada Eskwela pre- implementation when grouped according to schools having 20 and below teachers. This group of schools gave the highest assessment to the alignment of Brigada Eskwela needs and projects with school SIP and the lowest to the conduct of various campaign materials on Brigada Eskwela. The overall mode is high extent. As what Teacher A (HS) said “I think Ma’am it’ aligned kay usually… SIP is an

SOP …Whatever is implemented should be based gid sa SIP.” ( I think Ma’am it’s aligned because usually… SIP is an SOP…). In addition, Teacher B (HS) asserted that there is an alignment because “school heads will not be giving that …as a suggestion kon wala nila makit an nga amo gid na ang needs sang school. ( School heads will not be giving that… as a suggestion if they haven’t seen these as the real needs of the school). As to the conduct of various campaign, Teacher A (HS) explained that joining the Brigada Eskwela contest had motivated the school personnel to conduct various awareness campaign because the school. In her statement, “Sa amon nga case Ma’am, if we didn’t join the Brigada Eskwela contest, …di ta nagfull force kag gingaan focus ang Brigada. Tungod kay sang aton nga pag join, we familiarized and tuod gid nga systema sang Brigada. Aton ya for ano lang ya for… compliance.” (In our case Ma’am, if we didn’t join the Brigada Eskwela contest, we did not give full force and focus to the Brigada. But because of joining, we familiarized the real system of brigada. It was for compliance). It can be inferred that a school may join the contest due to compliance to the mandate of the DepEd and of course to the persons in authority.

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Table 36 Extent of Brigada Eskwela Pre-Implementation Stage for Schools having the Number of Teachers 20 & below

Table 37 shows the extent of Brigada Eskwela pre-implementation stage for schools having 21-40 teachers. The data show that the two activities with the same highest frequency of very high extent are on identifying activities based from inventory of needs and the alignment of Brigada Eskwela needs and projects with the School SIP. The lowest is on determining target resources and volunteers. The overall mode is very high extent. From this result, it can be inferred that schools find it easier to identify needs and alignment also to the School Improvement Plan (SIP). Compared to other schools, along this grouping of result, there is no lowest extent rating in all pre-implementation activities which may also suggests that this number of teachers is easy to manage and with enough number of personnel.

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Table 37 Extent of Brigada Eskwela Pre-Implementation Stage for Schools having the Number of Teachers 21-40

Table 38 shows the extent of Brigada Eskwela pre-implementation for schools having 41-60 number of teachers. There is only one school included in this group. Base on the result, the highest rating or frequency of very high extent are on the alignment of Brigada Eskwela needs and projects with School SIP, ocular assessment of facilities needing repair, orientation on the functions and activities with all committees and ensuring the delivery and acceptance of pledges and commitments from donors;

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while the lowest frequency ( high extent) is on the conduct of various campaign for Brigada Eskwela Program. The overall mode is very high extent.

Table 38 Extent of Brigada Eskwela Pre- Implementation for Schools having the Number of Teachers 41-60

Table 39 presents the data on the extent of Brigada Eskwela pre-implementation for schools having 61 up number of teachers. It reveals that the highest frequency is on the organization of Brigada Eskwela Steering Committee and the lowest (moderate extent) are on accomplishing repair and maintenance needs assessment form and the conduct of

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various awareness campaign for the program. The overall mode for this particular group and stage of the program implementation is high extent. On various campaign one of the participants, Teacher B (HS) said “So far sa amon school Ma’am, we as far as sa mga teachers tanan kabalo pero ang manner siguro kon paano pa gid ya magcampaign sa amon nga mga stakeholders medyo limited tungod siguro nga ang time bala nga ginahatag during sa summer. Ti, usually ang preparations sang mga teachers medyo limited. So gusto man namon nga ma amo ni galing vacation time, not all teachers were given the enough time… Pero sa awareness kabalo ang mga teachers, kabalo ang mga tawo sa palibot. (So far, in our school Ma’am, we as far teachers are concerned, all are aware. But the manner maybe on how to campaign to our stakeholders is somewhat limited because maybe of the time given which is during summer. So, usually the preparations of the teachers are limited. So, we also would like to… but it’s vacation time. Not all teachers were given the enough time. But about awareness, teachers know. People around know…” One that have caused limited campaign for Brigada is the summer vacation time wherein teachers also spend time resting and spending their vacation, so they cannot fully conduct advocacy on Brigada Eskwela. Table 39 Extent of Brigada Eskwela Pre-Implementation for Schools having the Number of Teachers 61 up teachers

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Table 40 shows the extent of Brigada Eskwela implementation on the same grouping (20 teachers and below). The highest is on actual implementation of the work plan and the lowest is on the maintenance of wash areas, leaking of water pipes and faucets. The overall mode is high extent. While teachers agree that the actual implementation of work plan transpired during Brigada Eskwela, there are a big number of participants (40) who rated one aspect of the plan as moderate and 5 low extents. This is on preparing documents for tax incentives and in fact none of the schools have actually processed for this.

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Table 40 Extent of Brigada Eskwela Implementation Stage for Schools having the Number of Teachers 20 & below

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Table 41 present the result on the extent of Brigada Eskwela implementation stage for schools having 21-40 number of teachers. It reveals that the highest frequency of very high extent is on the actual implementation of the work plan and the lowest are on strict adherence to disaster risk reduction measures and repair/repainting of classroom ceilings. The overall mode for this stage is very high extent. In support to this result according to Teacher C (HS) major projects could hardly be implemented during this period because of poor parents. In fact she said “In our school Ma’am, since we are a small school, ahh usually this is ahh, very observant that the repair of the ceiling is not accomplished because ahh ..number 1, we have to consider the source of fund and particularly parents because they are very ..ahh ..what we call this ahh …hesitant to give such big amount… sometimes pigado man,…(poor also) the school is considering this as a big project. So therefore ang ginaconsider na lang (what is being considered) is the source of fund like the repair of the ceiling should be addressed by the school… not the parents”. Major repairs are not accomplished due to lack of resources generated. Taking a closer look at the lowest extent, only two participants gave lowest extent assessments.

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Table 41 Extent of Brigada Eskwela Implementation Stage for Schools having the Number of Teachers 21-40

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Table 42 presents the extent of Brigada Eskwela implementation stage for schools having 41-60 number of teachers. The equally highest frequency are on the organization of teams according to the nature of tasks to be done, communicating list of works to be done to the different work teams, acknowledging publicly all works done for the day by partners and coordination with barangay officials on students’ safety. The lowest is on the replacement of the windows and jalousies. The overall mode is very high extent. According to two principals, these are major projects which cannot be addressed through the limited resources that they generate during this activity and it requires skilled workers.

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Table 42 Extent of Brigada Eskwela Implementation Stage for Schools having the Number of Teachers 41-60

133

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Table 43 indicates the result on the extent of Brigada Eskwela implementation stage for schools having 61 up number of teachers. Base on the result, the highest frequency is on the documentation of daily attendance of volunteers, while the lowest is on the organization of teams according to the nature of works to be done. The overall mode is high extent. One of the reasons for the result on the lowest especially is the number fathers who are joining. This is supported by the statement of one of the FGD participants stating that “Sometimes Ma’am ang nagaparticipate most of the time are only the mothers. So ang mga job ya nga like for example ang carpentry ya we find it hard kay dutay lang gid ya nga mga tatay ang nagakadto sa school”. (Sometimes Ma’am, most of the participants are mothers. So, the jobs like carpentry, we find it hard because few fathers and going to school). Another parent said that there are very few skilled workers in the community, like in the electrical, carpentry, plumbing and masonry. He said that most fathers were working, others had commitments also and they couldn’t prioritize the school. The school also couldn’t find labor free for five days for skilled workers. This is one of the reasons that repair needs of the school cannot be accomplished if time requirement is more than 2 or five days because skilled workers are also in demand especially on the days nearing the school opening. This is the usual observation among skilled workers during Brigada Eskwela week.

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Table 43 Extent of Brigada Eskwela Implementation Stage for Schools having the Number of Teachers 61 up

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Post-Implementation Stage Table 44 indicates the result on the extent of Brigada Eskwela post-implementation stage for schools having the number of teachers 20 & below. According to the data cited, the highest frequency is on safety and readiness; while the lowest is on ensuring that partner pledge continuing support for the future projects of the school for sustainability. The overall mode is very high extent. Table 44 Extent of Brigada Eskwela Post-Implementation Stage for Schools having the Number of Teachers 20 & below

Table 45 presents the extent of Brigada Eskwela post-implementation stage for schools having the 21-40 number of teachers. Data show that the highest frequency is on ensuring safety and readiness of the school for the opening of classes and the lowest is on the initiation of awarding of recognition to partners and volunteers which is normally

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done on the sixth day of the Brigada Eskwela week. The overall mode is very high extent.

Table 45 Extent of Brigada Eskwela Post-Implementation Stage for Schools having the Number of Teachers 21-40 teachers Table 46 contains the result on the extent of Brigada Eskwela post-implementation stage for schools having the number of teachers 41-60. According to the data presented, the highest frequency of very high extent is on accomplishing BE Forms/reports for submission; while the lowest (high extent) are on presentation of resources generated , work accomplishment, lessons learned for transparency, and initiation of awarding of certificate of recognition to partners/donors. The overall mode is very high extent.

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Table 46 Extent of Brigada Eskwela Post-Implementation Stage for schools having the Number of Teachers 41-60

Table 47 presents the extent of Brigada Eskwela post-implementation for schools having the number of teachers 61 up. Base on the result, the highest frequency ( high extent) are on holding culminating/closing program, meeting Brigada Eskwela objectives, and presentation of resources generated,work accomplished, lessons learned for transparency; while the lowest is on the initiation of awarding of certificate of recognition to partners/donors. The overall mode is high extent. The result is consistent with other results. This shows that even large schools have lesser practice on awarding during the closing of the Brigada Week. According to one of

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the schools heads, this is because they are not joining the Brigada Contest and they also do not solicit for Brigada Eskwela purpose.

Table 47 Extent of Brigada Eskwela Post-Implementation for schools having the number of teachers 61 up

On the extent of Brigada Eskwela Program implementation when grouped according to enrollment Pre-Implementation Stage Table 48 presents the extent of Brigada Eskwela pre- implementation stage when grouped according to enrollment of schools. Base on the result, the highest for the schools having 500 & below enrollment is on the alignment of Brigada Eskwela needs and projects with school SIP and the lowest is on the conduct of various awareness campaign on Brigada Eskwela. The overall mode is high extent.

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As per overall result 18 or 1% of the total responses on this stage is low extent, 129 or 10.29% is moderate extent. For schools having an enrollment for the current year of 501-1000, the highest is also on the alignment of Brigada Eskwela need and projects with the school SIP and the lowest is on the conduct of various awareness campaign. The overall mode is very high extent. The result for two groups of schools is consistent. Finally for schools having the enrollment for the current year of 1001 & above, the highest frequency of very high extent are on organization of BE Steering Committee and the identifying activities based from inventory of needs. The lowest is on accomplishing repair and maintenance needs and assessment forms. The over all mode is high extent. Result shows that one of the primary functions of steering committee and in- charge of school BE implementation is lacking for big schools. Though the result is high extent, but data show that there are 7 rating of moderate extent and 1 for low extent out of 24 participants coming from the four schools.

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Table 48

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Extent of Brigada Eskwela Pre- Implementation Stage for Schools when grouped according to enrollment

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Table 49 presents the extent of Brigada Eskwela implementation for schools having an enrollment for the current year of 500 & below. The data reveal that the highest frequency of very high extent are on the actual implementation of the work plan and the documentation of daily attendance; while the lowest is on the maintenance of wash areas, leaking water pipes and faucets. The overall mode is high extent. Among schools this is the largest population of respondents. Result shows consistent rating with the previous results of data. The lowest assessed activity proves that indeed wash areas are the least maintained facilities of the schools. This has to be addressed. 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 (Shami and Hussain, 2005 as cited in Saeed and Wain, 2011). This result also manifest findings on facilities management challenges that “there is absence of sense of direction among schools on how to systematize maintenance of school facilities because of no policies concerning for such. Hence, in schools' development and improvement planning processes and facilities maintenance were not considered a component. It is not regarded as an aspect of strategic planning in terms of being facilitative of school performance effectiveness” (Xaba, 2012).

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Table 49 Extent of Brigada Eskwela Implementation for Schools having an Enrollment for the Current Year of 500 & below

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Table 50 presents the extent of Brigada Eskwela implementation for schools having an enrollment for the current year of 501 to 1,000. The result reveals that the highest is on the actual implementation of the work plan; while the lowest is on the repair/ repainting of the classroom ceilings. The overall mode is very high extent. As cited earlier in the FGD, due to insufficiency of resources generated, not all repair works could be addressed during Brigada Eskwela week. Schools which were not joining the contest or search were not into completing repair jobs or major repairs as well. One of the principals said that major jobs couldn’t be addressed by the school MOOE also. Another reason could also be that there are few skilled workers who volunteer their time and efforts because most carpenters and masons are also busy working for their family income.

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Table 50 Extent of Brigada Eskwela Implementation for Schools having an Enrollment for the Current Year of 501 to 1,000

148

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Table 51 shows the result on the extent of Brigada Eskwela implementation as assessed by schools having an enrollment for the current year of 1001 & above. Data indicates that the highest frequency of very high extent are on the preparation of the opening and closing program and other related activities and documentation of daily attendance; while the lowest is on acknowledging publicly all works done for the day by partners. The overall mode is high extent. As suggested in the Brigada Eskwela Manual, acknowledging publicly donors and volunteers daily means announcing the names or the groups over the microphone or before the public and which is not a usual practice among schools. Instead, it is done on the sixth day during culmination or during Harvest of Excellence at the end of the year. However, appreciating volunteers were done by the schools heads personally with the parents and stakeholders who came every day. The purpose could have been to sustain volunteers enthusiasm to render services and considering that everyday different persons come to school. Every day is also a chance to thank them for their accomplishment.

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Table 52 Extent of Brigada Eskwela Implementation for Schools having an Enrollment for the Current Year of 1001 & above

151

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Post-Implementation Stage Table 53 presents the result on the extent of Brigada Eskwela post- implementation for schools having an enrollment for the current year of 500 and below. Data consolidated reveal that the highest is on ensuring safety and readiness of the schools; while the lowest is on ensuring that partners pledge continuing support for future projects for sustainable improvement. The overall mode is very high extent. This is cited as one of the problems also. As what was said by one of the FGD participants (Principal B), he said “Ang isa sina da siguro da kaw budlay man bla nga daw pirmi pirmi ka mangayo sa the same people amo ang nagahatag man dyapon mo… Most especially sa aton nga mga public school, it is impossible nga makagenerate ka gid ya dako nga fund mo... So kung sa private school ti simpre ang mga parents dira daw may kaya…maka ano gid sila ya makahatag. Pero sa public school ya ginhawa ta na gani ang bata ta nga mapakadto lang sa eskwelahan bisan kon kis a wala na balon”. (One thing maybe is, it seems that it is hard that you will always be asking from the same people who are also the same persons giving…Most especially for us in the public school, it is impossible to generate big amount of funds… So if you are in the private school, well of course the parents there are well off. They can give. But in the public school, we even work hard to have our students back to school even though sometimes they don’t have allowance.”Asking for support is really a challenge on the part of the schools head.

The result on the extent of Brigada Eskwela post- implementation for schools having an enrollment for the current year of 501-1000 reveals that the highest assessed activity is on ensuring safety and readiness of the school; while the lowest is on the initiation of awarding of certificate of recognition to donors. The overall mode is very high extent.

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The result on the extent of Brigada Eskwela post-implementation for schools having an enrollment for the current year 1001 and above reveals that the highest assessed activity with the frequency of 14 (mode or 4/very high extent) is on ensuring safety and readiness of the school for the opening of classes; while the lowest is on presentation of resources generated, work accomplishment, and lesson learned for transparency. The overall mode is high extent. Ensuring students’ safety and school readiness is the highest. Again, this is affirmed by one teacher when she said that “Unlike before wala klase kay maninlo pa na ya”. (Unlike before there is no class yet because every would clean). So we can see the difference before and now that we have the Brigada Eskwela we can start the day of class”.

For the lowest assessed activity, the same stands would come out because not all schools hold closing programs and not all are familiar with the suggested activities as per Brigada Eskwela Manual for school heads.

Table 53

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Extent of Brigada Eskwela Post-Implementation When grouped According to enrollment. On the extent of Brigada Eskwela implementation when grouped according to Brigada Eskwela Search Entry Pre-Implementation Stage Table 54 presents the consolidated result on the extent of Brigada Eskwela PreImplementation Stage for Schools that have been a Brigada Eskwela Search Entry ( BE Search Entry) for the past five years. The highest is on the alignment of Brigada Eskwela needs and projects with the school SIP; while the lowest is on accomplishing repairs and maintenance needs assessment form. The overall mode is very high extent. The result on the extent of Brigada Eskwela Pre-Implementation Stage for Schools that had not been a Brigada Eskwela Search Entry ( Non-BE Search Entry) reveals that the highest frequency with the mode of very high extent is on alignment of Brigada Eskwela needs and projects with the school SIP; while the lowest is on the conduct of various awareness campaign on Brigada Eskwela. The overall mode is high extent.

Table 54

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Extent of Brigada Eskwela Pre- Implementation Stage for Schools When Grouped According to BE Search Entry

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Table 55 presents the extent of Brigada Eskwela implementation stage for schools that had been a Brigada Eskwela Search Entry ( BE Search Entry). Base on the data cited, the highest is on the actual implementation of the work plan; while the lowest is on the conduct of final inspection on the different works and activities undertaken. The overall mode is very high extent. According to one of the FGD participants “ Wala na inspection kay ti timprano pa gapuli (laughed). (There is no more inspection because of early going home).This is one of the reasons that arise for such low result. This could also be neglected among schools because of multitasking personnel. The school head also does not observed this during the week because most teachers are already responsible for their classrooms.

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Table 55 Extent of Brigada Eskwela Implementation Stage for Schools that had been a Brigada Eskwela Search Entry ( BE Search Entry)

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Table 56 presents the extent of Brigada Eskwela implementation stage for schools that had not been a Brigada Eskwela Search Entry ( Non-BE Search Entry). Data reveals that the highest is on the actual accomplishment of the work plan; while the lowest is on the maintenance of the wash areas, water leaking pipes and faucets. The overall mode is high extent. The result is also similar to the previous assessment.

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Table 56 Extent of Brigada Eskwela Implementation Stage for Schools that had not been a Brigada Eskwela Search Entry ( Non-BE Search Entry)

160

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Table 57 shows the result on the extent of Brigada Eskwela post-Implementation stage for schools that had been a Brigada Eskwela Search Entry ( BE Search Entry). Date reveals that the highest frequency of very high extent or 4 is on ensuring that safety and readiness of the school for the opening of classes; wile the lowest is on ensuring that partners pledge continuing support for the future projects for sustainable improvement. The overall mode is very high extent. The result on the extent of Brigada Eskwela post-implementation stage for schools that had not been a Brigada Eskwela Search Entry ( Non-BE Search Entry) shows that the highest is on ensuring safety and readiness of the school for the opening of classes; while the lowest is on the initiation of awarding of certificate of recognition to partners/donors. The overall mode in this stage is very high extent.

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Table 57 Extent of Brigada Eskwela Post-Implementation Stage for Schools When Grouped According to Brigada Eskwela Search Entry

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On benefits derived from the Brigada Eskwela Program implementation Figure 2 illustrates the consolidated responses of the all the participants when asked on the benefits derived from the Brigada Eskwela Program implementation as observed in their schools for the past five years. The researcher was able to arrive at themes by identifying similar ideas and assigned them with codes (letters). The global themes were derived by determining what is common to these group of ideas basically by identifying what and who benefits. These global themes are as follows: a) School related benefits, b) school and community benefits, c) benefits to teachers, and d) benefits to students. School related benefits Improvement of school physical facilities and environment making it safe and ready. Most responses revealed that the basic and immediate impact of Brigada Eskwela is on the improvement of the physical aspect of the school that makes it accessible for learning, safe and ready for the opening of the school year. Some of the activities mentioned under benefit is the repair and maintenance of school buildings, interior and the exterior parts like repainting of classrooms roofing, walls, ceilings, chairs and tables. This also include construction of projects like waste segregation facilities, plant boxes, and table for feeding center. It is also apparent that when it comes to the program, cleaning and beautification of the classroom and the surroundings, and other school facilities is the main concept of parents of Brigada Eskwela. It also facilitates other government programs in school like Gulayan sa Paaralan (vegetable garden). In fact one of the FGD participants (BE Coordinator) affirmed that “ On our part because we have the gulayan sa paaralan, dako gid ang mabulig kay mananom na lang ko ya kay tinlo na akon garden”. (On our part, since we have the vegetable garden, Brigada Eskwela helps a lot because I can plant right away because my garden is already clean). Brigada Eskwela really helps in the physical maintenance of the school. It as well makes the school facilities last according to one participant.

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Making the school child friendly and conducive for learning. The physical improvement done during the Brigada Eskwela week ensured safety and readiness of the school for the opening of classes and most of all it makes the school child friendly and conducive for learning. School financial benefits. The school is able to generate resources through donations, thus saving its MOOE from expenses in buying materials like paints and construction materials. It also saves money from paying the cost of labor. Aside from promoting the spirit of volunteerism, since its launch, public schools have benefited in terms of their Community Maintenance and Operating Expenses (MOOE) (Alla, 2015). Improvement of school performance. Responses from school principals and teachers state that Brigada Eskwela has improved school’s performance in terms of enrollment, academic achievement and pupils’ attendance and drop-out rate. “Favorable physical environment has a significant positive effect on the efficiency of any organization and acts as catalyzing agent to provide a straight way for achieving predetermined objectives of an organization” (Hussain and Suleman 2014, p.71). School buildings are of critical importance to the teaching and learning process (Saeed and Wain, 2011). According to the participants, Brigada Eskwela has strengthened stakeholders’ participation in all school activities which have contributed to the improvement of the students’ performance. Studies also show that parental involvement in students’ learning affect students’ academic performance in school. Through parental involvement in their children’s education, parents can increase academic success and reduce the risk of academic failure and drop out (Drake, 1995 as cited in Bauman, 2011). Research studies on the classroom environment have revealed that physical arrangement plays a vital role in teaching learning process. It can affect the performance

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of both teachers and students (Savage, 1999; Stewart and Evans, 1997 as cited in Hussain and Suleman 2014, p.72). The learning setting is comprised of different things i.e., learners, teachers and the physical environment (Lippman, 2010 as cited in Hussain and Suleman 2014, p.72). While there are some participants who affirmed this positively, there are also participants whole did not approve of such benefit to be true to their school. During the FGD conducted Principal B said that their school is not that beautiful and attractive but there is a rapid increase in their enrollment every year. There is another factor he believes to affect the increase of their enrollment. However, he affirmed that a conducive classroom can affect NAT positively because he believes that a conducive learning environment promotes better learning. In the study conducted by Hussain and Suleman (2014) findings show that that “if the students feel comfortable within classroom, then they will have much concentration on the lesson taught to them and that is why they will get more information from the teachers and thus they will obtain high scores”. An FGD teacher participants also said that “partnership in learning which is also the essence of Brigada Eskwela, helps improve students’ performance. Hence, it is believed that academic impact of Brigada Eskwela is possible”. This statement is supported by the findings of the research on perception of stakeholders on Brigada Eskwela stated that “ the steady increase of participants of Brigada Eskwela volunteers was 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 school category”(Retrieved from http://rimmon -education inthephilippines.blogspot.com/2015/08/perception-of-stakeholders-tobrigada.html).

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Another benefit of the program according to the responses is drop-out rate. According to the FGD participants, “Students become motivated to go to school when it is clean and beautiful”. The program does not only prepare the school but also the students as well. Students or pupils become ready in gong to school. Hence, students are eager to come to school on day 1 because they know that they will no longer clean their classroom. Curriculum related benefits. The most prominent benefit of Brigada Eskwela related to the school curriculum is the organization of classes on the first day of school. Preparation for the opening of classes allows teacher to plan ahead on the activities for the opening of classes. Study shows that “adequate time allocation for curriculum affects its implementation” (Patius, 2014, p.56). Teachers start the lesson right away because they have prepared for it. They already have set up classroom structuring, bulletin boards and lesson plans for the week. Being organized would tune in the students to the world of learning. School and community related benefits Promoting the culture of bayanihan and the like.To the school and community, Brigada Eskwela promotes the culture of bayanihan, camaraderie, cooperation, unity, participation, volunteerism. Parents come to work hand in hand with the teachers and pupils. By volunteering people can develop a sense of generativity that they can be of service to society in a way that goes on the far side of their work.(Retrieved from http://lyceumbooks.com/pdf/SW_w_Volunteers_Chapter_03.pdf). Moreover, Sec. Bro. Armin Luistro cited 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. Empowering stakeholders. According to one of the participants, he said that Brigada Eskwela “empowers stakeholders” in promoting quality education. This is

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supported by Empowerment theory which believes that volunteering promotes individual storytelling, awareness, and eventually critical consciousness and offer potential for collective action.(Retrieved from http://lyceumbooks.com/pdf/SW_w_ Volunteers_Chapter_03.pdf) According to one of the published articles “Brigada Eskwela helps improved volunteers’ perspectives. Brigada Eskwela also forces us to evaluate our willingness as members of the community to serve when we are called for”. (Retrieved from http://www.rappler.com/move-ph/ispeak/94749-what-we-canlearn-brigada-eskwela). Stakeholders become gradually aware of their social responsibility towards education. As partners of education they play important roles in augmenting school resources to meet the goal of education. Thus, both LGUs and private sectors and business organizations come to donate equipment. Learning materials, technology and other resources for the school and the children. Sibayan (2012) affirms “Surely, this project has been organized and implemented, one, for the purpose of advancing professional, administrative, and leadership skills of teachers and administrators of public schools”. Strengthening school and community relations and partnerships. Responses repeatedly reveal that Brigada Eskwela has strengthened stakeholders relations and partnership. Results are supported also by the a report published on what Bridaga Eskwela has developed in the relationship between the school and the whole community and strengthens harmonious relationship between and among stakeholders both internal and external, private and public sectors of the community. According to Rafael Elementary school, Brigada Eskwela “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

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“Brigada is proof that an effective partnership between the government and citizens is possible”, Carreon (2015). Sibayan (2012) again said than Brigada eskwela “ has also helped strengthen the relationship of school to the community where it is housed – the families, baranggay, PTA, and other institution.” Improvement of school’s image to the society. The school’s image to the community is improved because of strong partnerships and involvement of parents, teachers school administrators, LGUs, NGOs, religious sectors and all private benefactors because of Brigada Eskwela. Teachers’ benefits Enhancing teachers’ initiatives. Brigada Eskwela enhances teachers’ initiatives on how to become resourceful to address her classroom needs. Thus she/he tap stakeholders, coordinate with barangay officials to improve the school. Through bayanihan, teacher and parents camaraderie is developed, thus making them partners of children’s education. Ensuring teachers’ readiness. Class advisers have the basic function of maintaining and ensuring that his/her classroom is clean and orderly. Brigada Eskwela bridge teachers towards this initiatives. Lessens teachers’ duties. Parents and students help in making the duties of the teachers lighter. Parents are her first partners. 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.

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Students’ benefits Providing students comfort. Students are the center of learning. “When a student first steps into a room they will make a judgment about the type of class they are going to be taking. They will look to see how desks are arranged. They will notice what is hanging on the walls. The way in which a teacher sets up their class allows them to communicate with their students non-verbally”( Hannah, 2013, p2).The purpose of ensuring that the school is safe, clean and beautiful is to make the comfortable while in school .According to one of the responses “ parents and others stakeholders work hand in hand for the pupils’ sake”. Brigada Eskwela motivates students to become ready for school. In an interview conducted to one of the parents, she said that “Kay kon makabrigada ang mga ginikanan ang mga estudyante indi na mabudlayan sa pageskwela nila kay ti limpyo na ang... referring to school classroom) ti makaklase gid sila dayon sang deretso kay limpyo na ang eskwelahan”. ( Because when the parents can render volunteer services, the students won’t find it hard because the school is already clean. So they can start their class right away because the school is already clean). 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 energize their innate passion to learn. (Retrieved from http://www.edgedavao.net/index.php?option=com_ content&view=article&id=11366:the-bigger-picture-brigada-eskwela-vol-10)

Ensuring students health and safety. The school ensures that the health of the learners in school is protected thus, washing facilities aside from classroom is considered important. Developing students sense of values. As cited in the responses, Brigada Eskwela teaches values towards work among our students. It makes them responsible, industrious,

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disciplined and obedient to their teachers. “Classroom organization can also play a very large role in student discipline. When a student walks into a classroom and sees that there is a large mess on the teacher’s desk and items scattered around the floor the student can get the idea that the teacher doesn’t pay a lot of attention to detail. With this mindset, the student may begin to look at what other flaws the teacher might have. If a teacher does not show that they care about organization then a student will most likely develop that attitude as well (Grubaugh and Houston,cited by Hannah 2013, p5). During the FGD, one of the parents said that “Actually Miss, ang Brigada nagatudlo man sia sa mga kabataan nga mag magbulig kag magshare man sang ila time and effort kag mangin responsable”. (Actually Miss, Brigada Eskwela teaches also the students to help and to share their time and effort and become responsible). An SSG president, De Guzman shared that despite the exhausting door-todoor 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 http://www.rappler. com/move-ph/ispeak/94749-what-we-can-learn-brigada-eskwela).

The diagram below illustrates the global and sub-themes on the benefits of Brigada Eskwela Program implementation.

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Figure 2. Schematic Diagram on the Benefits Derived from Brigada Eskwela Program Implementation

On schools’ best practices in the implementation of Brigada Eskwela Program Figure 3 presents the responses on best practices employed by schools that contributed in the success of Brigada Eskwela implementation. From the list global themes formed are as as follows: a) creation of Brigada Eskwela Steering/Working

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Committees and orientation on their roles and functions b) conduct of awareness campaign c) diverse participation d) implementing various activities for improving the physical aspects of the school, e) promoting “bayanihan” culture and tradition f) serving refreshment/snacks to volunteers g) fund raising activities h) Provision of Brigada slip to parents i) holding opening and closing program j) giving assigned areas to every group of stakeholders k) great leadership and harmonious working relationships among teachers and staff. These global themes were identified after grouping similar ideas. Creation of Brigada Eskwela Steering and Working Committees. Schools basic jump start activity is to create committees. These committees must be functional so they are being oriented on their roles and responsibilities. Parents/PTA are also informed of their responsibilities and this is done prior to the implementation. Brigada Eskwela Manual provides for the basic functions of the different working committees. Conduct of awareness campaign. Brigada Eskwela social marketing plays a key roles in massive participation among parents and other stakeholders. This advocacy includes social media, TV, radio and streamers. In far flung school, relaying of messages from one sitio to another is one of the feasible practices of disseminating information about Brigada Eskwela. According to an interview conducted with parents in one of the farthest schools in Murcia, parent officers who lives near the school relay the school principal’s announcement to other parents in far sitios to help the school disseminate the information. Encouraging diverse participation. According to the participants, they invited different stakeholders to join the Brigada Eskwela aside from parents, the government agencies, LGUs, NGOs, private sectors, PNP, AFP, alumni, women’s group, religious groups to support the school. They coordinated with barangay officials who are the most accessible LGU in the community. Others support the school by donating materials and paints if they cannot spend time volunteering.

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Diverse participation was realized through sending letters, building linkage with private sectors, innovative convincing strategies of school heads and teachers and considering time preference of volunteers. Diversity is also noted in the FGD conducted and one participant said that aside from the best practices cited, starting planning in January and inform already the parents and teachers to join the annual Brigada Eskwela Program held every third week of May. Another best practices is doing the best to invite government agencies like the Municipal Fire Department, DILG, the DRRM Municipal Coordinator, and soliciting locally available materials like bamboos.

Implementing various activities for improving the physical aspects of the school. Activities are planned to ensure that the result of the program meets the objectives of DepEd schools. According to the participants their bests practices that made their school conducive for students includes cleanliness and beautification activities like landscaping of the surroundings,painting of school building, roofing, ceiling and walls, cleaning the ground, planting flowers and trees, repainting the chairs and doing classroom repairs, repainting and repair also of tables and plant boxes. Waste segregation and Gulayan sa Paaralan were also mentioned to have been ready during the Brigada week. During the FGD, the Brigada Coordinator who is also in-charge of the Gulayan sa Paaralan said that in his vegetable garden he finds it easier to start planting vegetables because the area is already clean.There was physical

inventories conducted to ensure that needs are identified. Promoting “bayanihan” culture and tradition. Brigada Eskwela enlivens the spirit of bayanihan or teamwork. According to the participants, they observed this culture during Brigada Eskwela wherein stakeholders or the parents, administration, teachers, and staff and joining together in improving the school environment. Others call it unity, camaraderie, friendship, cooperation, volunteerism and full participation.

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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 selfaggrandizement but borne out of altruism and love for the Filipino kids and their safety. These practice is supported by Systems theory and Ecological perspective wherein agencies, businesses, and organizations providing opportunities for volunteerism can generate positive public relations and have volunteers to carry out their operations. From a community perspective, volunteering can change how people think about others, bring different cultures together and foster an overall feeling of participation and trust among community members ( Retrieved fromhttp://lyceumbooks.com/pdf/SW_w_Volunteers _Chapter_03.pdf). The concept on camaraderie, unity and friendship is supported by the statement of Bunye, (2015) which says“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”.

In the elementary one of their best practices is giving group assignments to parents and community stakeholders. They will be the ones who will adopt and beautify the areas. Health and sanitation is also addressed on Brigada week. Serving refreshment/snacks to volunteers. To make give volunteers a little of happiness and reward, schools initiated the provision of snacks to workers or volunteers. They solicited from generous parents, local officials, and in one of the schools teachers are sparing their salary for the snacks of their volunteers. One parent said that during

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Brigada Eskwela, the teachers serves snacks which also made the parents happy after a tiresome day. Teachers spend their own resources too which is already a practice for most schools. Fund raising activities. Most elementary schools raise fund for their projects in school. Examples cited are “Fun run for a cause” and “Zumba for a Cause”. The use of Brigada slip. To ensure that parents help, some school implement the use of Brigada slip so that they can monitor the parents who have rendered services. In one of the schools for instance, the school head said that Brigada Eskwela is required from parents before their children are enrolled. Teachers checked the attendance of parents. In fact during the FGD when asked about the confirmation of documentation of attendance she said that “Yes, we have the attendance check. And even though Brigada Eskwela is not compulsory but in our case, our Brigada Eskwela is a pre-requisite for enrollment; that before they enroll they must present their Brigada slip to show that they have undergone their Brigada Eskwela. The teachers in-charge are really checking their attendance”. Holding opening and closing program. Opening of launching of Brigada Eskwela is mostly true to all schools. Schools who are joining the Search for Best Brigada Eskwela Implementer spend much effort in holding a grand opening program where all stakeholders are attending. Likewise with the closing or culmination program which is done on the sixth day. This is the time to give recognition to donors and volunteers. Joining the Search for Best Brigada Eskwela. There are 7 schools in the Municipality of Murcia who answered that they had joined the search. This is a motivation and a force that drive school administrators to really prepare an organized a well-planned program implementation because all initiatives are done in order to meet the criteria. In support, Principal B (HS) said that they are working hard because the school will be evaluated, validated in the reports submitted and they ensured that they will meet the criteria. It is advantageous if schools do not neglect maintaining the school facilities. If there is no goal they cannot see other needed

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things and projects to be implemented. So I believe joining Brigada Eskwela Contest is beneficial. It is a motivation for us to continue working for our children’s future (smiles).

Joining the contest ensures an organized implementation, ensures generation of resources because of the goal to accomplish repairs and beautification of the schools. Good leadership and harmonious working relationships among teachers and staff. The key to a successful Brigada Eskwela implementation is the school head (DepEd BE Manual for School Heads).

The schematic diagram below shows the global themes culled out from the responses of the participants on the Best Practices of Schools in Implementing Brigada Eskwela program.

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Figure 3. Schematic Diagram on the schools’ Best Practices in Brigada Eskwela Program Implementation

On the challenges encountered by the stakeholders in the implementation of the Brigada Eskwela Program Figure 4 contains the consolidated written answers of the participants when asked about the challenges that they encountered in the implementation of the Brigada Eskwela for five years. From these responses the following global themes are conceptualized: a)time and schedule issues b) attendance and participation issues, c) poverty,

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d) availability skilled workers in the community, e)insufficient funds/resources to address needs identified, f) insufficient funds and materials, g) issue on lack of initiatives, h) poor pre-planning stage, i) multiple tasks, j) distance of school, k) elderly parents still working, l) lack of monitoring, and m) issue on students’ safety. Time and schedule issues Overlapping of schedules. Brigada Eskwela is simultaneous in all schools, that is why parents and government officials could not go to all schools in the Municipality at the same time. Brgy. LGUs who have more than one schools in the community experience the same problem. The same happens with parents who have children in high schools and elementary. One participant in the FGD said that “parents would prioritize the high school”. Conflict of schedules.. Another concern on time and schedule is conflict of mass training for teachers. Class advisers and committees have to prioritize trainings.This issue was affirmed during the conduct of the FGD when one participant said that “Seminars during Brigada Eswkela is a cause also… So if dutay teachers mo, ang gin organize mo nga committee indi na ka perform sang ila functions during Brigada Eskwela”. (… If you have few teachers, the committees you have organized cannot perform their functions…). Other related cause of problems are conflict with parents’ personal work schedule which really hindered them to go to school personally so other donate in kind or in cash in lieu of their presence like busy professionals.Professionals have their office from Mondays to Fridays. Parents who are professionals could not render volunteer service. Time management. This is one of the responses cited. It is also considered as one of the weakness of the volunteers which cause their absence/ nonparticipation. Less number of days for projects. Time frame of five days is not enough to complete some repairs and projects.

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Attendance and participation issues Poor participation. Not all parents are joining the Brigada Eskwela. Some arrive late. Others come after Brigada Eskwela week. There is also a question as to the quality of work rendered. Less father attendance. Very minimal LGUs attendance during Brigada Eskwela. Negative perception and attitudes towards the program. According to the participants. Some parents are not willing to join. Some have misunderstandings when it comes to their assigned tasks. Others clamor. Others are unresponsive and they spend a limited hours in schools. In an interview with the teacher, she said, “May ara gid ya ginikanan nga indi magkadto bisan ano mo kainform. Kon kis a ginapadungulan ka lang gani Ma’am”. (There are actually parents who do not come even if they are informed). This revelation supports the statement regarding unresponsive parents which is one of the responses along this problem. The existence of negative attitudes in the community is one of the challenges faced by school’s 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 generate resources from private companies or individuals”, (Carreon, 2015). In fact, during their solicitations around the community, De Guzman’s 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). “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 government to act on them. We either fail to recognize the opportunities we have to contribute to the cure of these diseases, or we turn a blind eye on them because taking part involves change that may inconvenience us” (Carreon, 2015).

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Availability of skilled workers in the community. Very few skilled workers are available in the community. They cannot spend five days for Brigada Eskwela because they also need to work for their family. Elderly parents still working. Another issue that came out is that even the older ones are still into Brigada Eskwela This is perceived as a problem. Perhaps these are grandparents who wish they could help also or they are forced to be in schools because it is required by the school. As what the school principal said “ Though it is not compulsory but Brigada Eskwela is a requirement for enrollment”. Poverty. According to the responses, parents cannot give much of their resources to the school and their time to render services because they need to look for income for their family. As what the FGD participants said “Sa public budlay man tinir sila sa isa ka adlaw nga wla sila income ya.”. (In public it’s hard for them to stay in one day that they don’t have any income).

Insufficient funds/resources Common responses are on the lack of funds and resources generated which cannot addressed all needs identified.This could be attributed to the lack of campaign and teachers. FGD indicates that teachers don’t solicit from the stakeholders. Survey results also show that the lowest assessed activity is on ensuring the delivery of materials as well as communicating to stakeholders for support.

Issue on lack of initiatives Responses reveal that there is lack of initiatives in looking for funds and resources, how to organize resource mobilization of funds through cooperation of committees, tapping of stakeholders, perseverance in outsourcing, and convincing stakeholders and volunteers to support the program. Survey results appear that communicating to stakeholders for support is the lowest among pre-implementation activities. Likewise the conduct of various awareness campaign.

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Poor advocacy Responses reveal that their is lack of information dissemination and marketing campaign activities to stakeholders about the program. According to one participant “Probably, siguro isa na sa mga reasons ang.. ang.. non awareness na bala nila when it comes to tax incentives. Daw wala na siya mayo maexplain sa stakeholders nga kung maitsindihan gid nila tani basi bala nga instead of paying taxes nga dalagko sa government puedi gid mga share na lang nila sa sa school. (Probably, maybe its’ one of the reasons of their unawareness when it comes to tax incentives. It was not well explained to stakeholders that if they have understood it, maybe instead of paying big taxes to the government, they could share it to the school). It is true that provision on Republic Act 8525 on tax incentives is not well disseminated to companies and business operators. This could also be one of the reasons that few donate to schools.

Poor planning stage This is another problem that was disclosed in the study. There was no careful planning ahead of time. No work plan was made and plans were not presented to the committees. There was simultaneous assignments during the implementation stage for committees. There was no sustainability of the program because of lack of a wellorganized planning.

Multiple tasks Personnel are multitasking. It could mean that they have several functions which resulted to poor results like perhaps on resource generation, campaign and facilitating various works during Brigada Eskwela. Distance of school Distance of the schools was also identified as one of the factors for poor generation of resources. Another is limited stakeholders who are financially capable in the

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community and it’s hard to invite stakeholders especially LGUs. Parents from far flung areas could not go back to spend another time or day due to the distance. Transporting materials caused much due to remote areas. However, teachers said that no matter how far the mountain is they have to go up to meet their parents and pupils who are waiting for them. In an interview with the Brigada Coordinator 1 in far flung school she told that “Sa amon ka layo kami ara kami sa upper part so ang financial matters gid sa amon kag kabudlay kami sudlan. Ang sa part namon sa barangay, so tatlo ka eskwelahan ang ara, so kung baga tatlo man ka eskwelahan ang ila nga gina adopt so sa amon ya gamay lang makadto so kon ano lang da nga materials ang mahatag nila sa amon… and then kami nga teachers gagasto gid kami para sa improvement sang amon nga school”. (For us since we are far, we’re on the upper part, so financial matters is our concern and it’s difficult for our stakeholders to come. On the part of our barangay, there are three schools, so there will be three of us that are going to be adopted; so, only a small portion goes to us. Whatever materials they can donate, so that’s it… and then we the teachers spend for the improvement of our school). It reveals that distance is a factor in resource generation. Prioritization is also suggested by her statement for Brgy. LGU having 3 schools to support and it would limit also resources to share to be shared among the three schools. Far flung schools get the least resources. Weather condition. Parents could not work under hot sun and if rainy days, the road to schools is slippery. Repair needs not accomplished and waste segregation. Repairs not done is also an issue due to limited material and human resources and scattering waste is also mentioned.

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Lack of monitoring. There is no close monitoring of committees on daily tasks. This could be attributed to multitasks among teachers and or non- functional committees because most are also having their classrooms to take care of during Brigada Eskwela. Issue on students’ safety. Students get injured while working. This is supported by one of the FGD participants (high school) who said that “… Since our students are big enough the parents ginasalig nila ang olobrahon to their children and these children, our students sometimes they get injured nga ti indi ta gid man malikawan… accidents happen, so problems gid sang teachers...” (Since our students are big enough, parents would entrust their job to their children and these children, our students sometimes get injured which at times is inevitable, accidents happen, so this a problem for teachers…”

The figure below illustrates global themes of the consolidated responses on the challenges encountered by schools in the implementation of Brigada Eskwela Program. Challenges Encountered in Implementing Brigada Eskwela Program Time & Schedules Attendance & Participation

Overlapping/conflict of schedules Time Management Limited number of days alloted for repairs

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Poverty Insufficient/limited funds/resources

Poor attendance Negative perception & attitudes towards the program Availability of skilled workers Old people/guardians render services

Lack of Initiative Weather Condition Poor Advocacy Repair Needs & Wastes segregation Poor planning Lack of Monitoring

Multiple Tasks among School Personnel

Risk on Students’ Safety

Distance

Figure 4. Schematic Diagram on the Challenges Encountered by schools in the Brigada Eskwela Program Implementation

Chapter 5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS This chapter presents research findings, conclusions and recommendations based on the results gathered on Brigada Eskwela Program Implementation. Summary of Findings

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1. On the school’s profile, most of the participating schools are small schools as this is 88% of the total schools which are mostly elementary schools. As to the number of teachers, most schools have 20 and below number of teachers. As to the enrollment, the highest percentage of enrollment are those schools having 500 and below enrollment. Very few schools or only 7 schools have joined Brigada Eskwela Contest for the past five years. Only one in the high school and six in the elementary. 2. When assessed as a whole, the extent of the of Brigada Eskwela Program preimplementation stage is very high extent. Principals, teachers, parents, students, alumni assessed this stage as very high extent. When grouped by School District, only District I rated their pre-implementation as very high extent. The highest rated activity for the pre-implementation is the alignment of Brigada Eskwela needs and project with the School Improvement Plan (SIP) of School; while the lowest rated activity is on ensuring the delivery and acceptance of pledges and commitments from donors. This could have been due to lack of effort in advocating the program, very few professionals and stakeholders in the locality who are capable of donating resources for the schools. Others claimed that this is attributed to prioritization of LGU when there are more than one school in a barangay. While some teachers do not solicit from their LGU. Instead they are personally spending for their immediate needs during Brigada Eskwela. Parents are mostly the ones sharing their little resources for the school. 3. When taken as a whole Brigada Eskwela Program implementation stage is high extent. Only students and alumni assessed this stage as very high extent. When grouped by School District, again only District I has very high extent assessment. The highest rated activity is on the actual implementation of the work plan on the first day and continues until the sixth day of the Brigada Eskwela Week; while the lowest is on the maintenance of the wash areas, leaking water pipes and faucets. Parents

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perceived Brigada Eskwela as a requirement for enrollment as checking the attendance is strictly implemented in all schools during Brigada Eskwela.

4. When assessed as a whole the extent of the post-implementation stage of Brigada Eskwela Program is very high extent. All groups of participants assessed this stage as very high extent; similarly for School District I and District II. When taken as a whole ensuring safety and readiness of the school for the opening of classes gets the most rating of very high extent while the lowest assessed activity is on the initiation of awarding of certificate of recognition to the volunteers and partners on the 6th day of Brigada Eskwela week which is part of the Brigada Eskwela culmination program. The standard as to how well school organizes and implements the program which was also used in this study is provided in the Brigada Eskwela Manual for School Heads and annual DepEd memoranda on Brigada Eskwela. However, it can be noted that most school personnel are not familiar with most of the suggested processes and activities to be done before, during and after implementing the program. 5. On the extent of Brigada Eskwela Program implementation in three stages, when grouped according to the schools’ profile, for small schools the pre-implementation and the post-implementation stage gets the highest assessment of very high extent; while large schools rated the pre-implementation stage as very high extent but the remaining two stages as high extent. Only elementary schools have very high extent Brigada Eskwela preimplementation. But both levels have the same high extent implementation stage. However, the post-implementation were assessed to be very high extent in both levels. The extent of the program’s implementation in three stages was assessed as very high extent by schools having 21-40 and 41-60 teachers only; while schools having 61 and above teachers, rated the three stages as high extent.

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Schools having an enrollment of 501-1000 assessed the three stages as very high extent. Schools that have joined the Brigada Eskwela Search for Best Implementer have very high extent implementation in three stages which is opposite to the result of those schools that were not joining. 6. On the benefits derived from the Brigada Eskwela Implementation the following global themes were formed from the responses and FGD of the participants: a) School related benefits which include improvement of school physical facilities and environment making it safe and ready, making the school child friendly and conducive for learning, school financial benefits, improvement of school performance in the NAT, enrollment and drop-out rate, and curriculum related benefits b) school and community benefits which include promoting the culture of bayanihan and the like, empowering stakeholders, strengthening school and community relations and partnerships, improvement of school’s image to the society c) benefits to teachers which include enhancing teachers’ initiatives, ensuring teachers’ readiness, and lessening teachers’ duties, and d) benefits to students which include providing students comfort, ensuring students health and safety, developing students sense of values of industry, responsibility, discipline and obedience. 7. On the identified best practices of schools in the implementation of Brigada Eskwela, the following global themes were formed: organization of Brigada Eskwela Steering and Working Committees, conduct of awareness campaign, encouraging diverse participation, implementing various activities for improving the physical aspects of the school, promoting “bayanihan” culture and tradition, serving refreshment/snacks to volunteers, having fund raising activities, the use of Brigada slip to ensure system in participation, holding Brigada Eskwela opening and closing programs, joining the Search

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for Brigada Eskwela Best Implementer, and establishing good leadership and harmonious working relationships among teachers and staff. 8. On the challenges encountered by the stakeholders in the implementation of the Brigada Eskwela Program, the following global themes were formed: a) Time and schedule issues such as overlapping and conflict of schedules, time management, and not enough number of days for projects or time constraints b) Attendance and participation issues which include poor attendance and participation, negative perception and attitudes towards the program, availability of skilled workers in the community, elderly parents are still working, c) Poverty, d) Insufficient funds/resources e) Issue on lack of initiatives f) Poor advocacy g) Poor pre-planning stage h) Multiple tasks i) Distance of school j) Weather condition k) Repair needs not accomplished and waste segregation l)Lack of monitoring, and m) Issue on students’ safety. Conclusions Base from the findings, the researcher is able to come up with the succeeding conclusions. The pre-implementation, implementation and post implementation stages of Brigada Eskwela Program among schools for the past five years in the Municipality of Murcia is highly implemented. Among the three stages, it can be said that the schools have very much prepared for the program as evident in the consistent assessment of all groups of participants of very high extent rating in the pre-implementation stages. However, the degree or extent of preparations had not assured the same extent of the implementation phase because of some problems and issues like lack of materials and unaccomplished tasks due to lack of skilled volunteers in the community and other problems identified.

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Findings also suggest that Brigada Eskwela had effectively met its objective of ensuring safety and readiness of most schools for the opening of classes every June as evident in the claim of very high extent assessment in the post-implementation stage. Program implementation has generally benefited the schools, community, teachers and students. The schools have initiated best practices that have enabled them to implement the program to ensure that schools are ready. For the pre-implementation stage, it can be said that school heads have ensured alignment of Brigada Eskwela needs and projects with their school improvement plan which means that they have identified school needs prior to the activity and this is a mandate of the DepEd that each school should have a School Improvement Plan. However, most schools have weakness in ensuring the delivery of pledges or commitments from donors, determining target resources, communicating with potential partners, community officials and members for support and accomplishing repair, maintenance needs assessment form, and conducting various campaign on Brigada Eskwela. These are related activities which affect one another. Hence, it can be inferred that gaps exist along these areas. For the implementation stage, generally it can be said that participants believe that they have been very good on the actual implementation of the work plan, documentation of the attendance, and coordination with barangay stakeholders for students’ safety. Parents perceived Brigada Eskwela as a requirement for enrollment. This perception is supported by the study conducted on Perception of Stakeholders on Brigada Eskwela at Kidapawan City wherein parents perceived their attendance to be a requirement as they have to present their Brigada Slip prior to enrollment. Gaps were identified in some aspects like the repair and maintenance of wash areas, leaking water pipes and faucets, repair and maintenance of school ceiling and that of roofing and windows especially for large schools, maintenance of doors, door knobs,

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chairs, tables and chalkboards, provision of logistical supports, preparation of documents for tax, provision of administrative support and management of funds generated. Hence, school heads cannot rely on Brigada Eskwela volunteers for major jobs because these require experts, and enough time and resources. It can also be said that the amount of preparations for Brigada Eskwela does not guarantee the same level of implementation of the program due to simultaneous Brigada Eskwela Program in all schools which affect stakeholders’ attendance, the amount of resources available, multi-tasking personnel for small schools, distance of schools, negative perception among parents, and many other issues. For the post-implementation stage, results suggest that schools gives least importance to the initiation of awarding of certificate of recognition to volunteers and donors during the closing program and ensuring that partners pledge continuing support for future projects and sustainable improvement. This was due to poor attendance on the last day because parents no longer come back for the closing or the closing program is no longer initiated because it falls on a Saturday. Schools joining the Search for Best Brigada Eskwela are said to have higher efforts exerted and have ensured that stakeholders come to school and various activities are implemented and accomplished. Joining the search has given them the motivation to solicit for resources from LGUs and other stakeholders. While schools that are not joining the contest are not generating resources other than what their parents can give. Teachers are also sharing their personal resources for the school during Brigada Eskwela just to finish the tasks. Joining the search has therefore become a driving force for school heads, teachers and the parents to plan for a well-organized and wellimplemented Brigada Eskwela. It has also become a motivation for LGUs and other stakeholders to donate for the school because they know that the school is joining the contest.

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The program has helped by making schools child friendly and conducive for learning which enabled the teachers and the school head believed that it improved schools’ performance, enhanced stakeholders’ involvement in the education of the children, and helped teachers to become ready and organize for the opening of classes. This is true to the findings cited in the related literature that schools facilities improved students academic performance and attitude towards schooling. It has impacted students by motivating them to go to school because the school is ready to accommodate them every opening of June. They know well that they will no longer take off grasses, and do laborious cleaning and clearing of their surroundings because their parents and the community people have cleaned and made the school ready for them. Schools have also best practices to ensure that the primary source of manpower who are the parents can render services in school. This is done by checking attendance, providing snacks, and the use of Brigada Slip and scheduling the enrollment after the bayanihan to ensure that parents come and at the same time to save transportation expense for parents living in far flung areas. On the other hand, schools have also experienced challenges as they implement the program. Issues on parents’ attendance, quality time and service rendered, negative perceptions towards the program, limited funds and resources are just some of the problems that are identified. Far flung schools have limited resources coming from their barangay. Very few professionals and stakeholders are financially capable of donating resources unlike schools located in highly urbanized cities and Municipalities. Parents who are also busy looking for their own income to support their children and households cannot render more time voluntary services. Mostly teachers are the ones spending for the improvement of their classrooms.

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Teachers and Brigada coordinators lack awareness on the processes and activities on how to implement the program vis-a-vis Brigada Eskwela Manual for School Heads and DepEd memoranda. The availment of tax incentives is not well disseminated to business companies. Recommendations Base on the findings of the study the researcher has come up with the following recommendations: For the Department of Education, Division and Regional Offices. For the higher offices of the Department of Education, Division and Regional Offices that they may improve the monitoring scheme before and during Brigada Eskwela Week, issue memorandum on the reorientation of school heads and Brigada Eskwela coordinators of the schools , provide inputs and technical assistance to all schools on strategies on how to make the planning work, on how to convince the stakeholders to be part of the planning, and share the best practices of the successful implementers. There is a need for the higher level offices to help in disseminating or advocating to the public and private sectors provisions of RA 8525

and DepEd Orders on tax incentives to encourage donations or adoption of schools especially in fur flung areas. Likewise, inform school heads on the process of availing tax incentives. This is necessary in convincing benefactors to support the school. Mass training for teachers may also be scheduled prior to Brigada Eskwela Week so that all teachers can best prepare their classrooms before the start of the classes. The Local Government Units, Barangay, Municipal and Congressional LGUs), Government Agencies, Private Corporations, Religious Groups, Individual Professionals. The Local Government Units, Barangay, Municipal and Congressional LGUs), Government Agencies, Private Corporations, Religious Groups, individual professionals being the most potential partners of the school may take initiative by to visit schools and help. Municipal LGUs may designate their personnel check out

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schools’ needs. This is high time for them to ensure that schools and children share in the Local School Board funds or the Special Education Fund. They may also allocate funds in support to schools during Brigada Eskwela week. They may also encourage private companies in their locality to adopt school and avail of the 150% tax incentives. Private companies may check out for schools to adopt also. NGOs, religious groups, civic organizations, individual professionals may donate or facilitate donations for their Alma mater or nearby schools. For the School Heads. It is highly emphasized in the Brigada Eskwela Manual that school heads play the most vital role in the implementation of the program. Hence, it is recommended that the school head ensures a well organized pre-planning stage of Brigada Eskwela, identify all needs, communicate to stakeholders, and intensify marketing strategies and ensure improvement on the weak areas of Brigada Eskwela Program implementation. They may reorient teachers and parents on Brigada Eskwela Manual which contains guidelines on the program implementation from the start of organizing committees down to the post-implementation activities. They may also innovate or bench mark best practices. School heads need to evaluate its own program implementation to see gray areas for sustainable improvement. The School Heads may design an annual projection of needs and mobilize human resources to properly plan actions towards the implementation of the program. It is the captain of the ship that can lead the vessel to it destination. If the implementation of the program is very much sustained every year, there will be no dilapidated school buildings because maintenance is sustainable annually. The goal of Brigada Eskwela is to provide students with this kind of school facilities. For the community members. 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. It is therefore recommended that the whole community needs to show their full support to the schools

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in the locality, share their resources and manpower not just in a short period of time. Skilled workers are rare when they’re needed most without expecting for monetary value of their services. For the School Brigada Coordinators. The quality of preparations and extent of efforts determine the level of success in every program implementation. Hence, it is recommended that Brigada Eskwela coordinators need to help their school head in facilitating the overall implementation of the program starting off with needs identification until generation of resources and implementing school improvement and preparation for the opening of classes. For the Teachers. The support group, the implementers as well as the participants of Brigada Eskwela implementation are the teachers. It is recommended that they need to perform well their functions as working committees from the pre-planning down to the post-implementation stage of the program. Learn from the best practices and improve on areas that need to be given importance. Republic Act 8525 is a legal basis for generating resources for school by reaching out to stakeholders, hence it is recommended that teachers help in advocating tax incentives for those who want to donate materials for the school. For the Parents. The school does not have the school the sole responsibility of the children. Parents are partners of the school. It is therefore recommended that parents need to understand that the school needs them very badly. Base on the study on challenges encountered by schools, parents’ attendance and participation, quality time and services rendered are issues identified. Hence it is recommended also that as parents, they need to understand the benefit of their volunteered services for their children in school. PTA (Parents Teachers Association) and SGC(School Governing Council) must share responsibility in making the planning as early as January as instructed in the Brigada Eskwela Manual As

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emphasized by DepEd Secretary Briones in her speech at the awarding ceremony, “Education is everybody’s business.”

For the Students. Students need to be active stakeholders of the school. Joining in advocating the program helps them grow with discipline and sense of responsibility. These are integral values for future citizens of our country. The story of De Guzman an SSG president who had supported his school by generating funds from the community as his initiative is an exemplary life that students can do. Being a pro-active youth is a training that young people today need to experience to prepare them for the uncertainties and bigger responsibilities of the future. By joining the cause of education through “bayanihan” which Brigada Eskwela advocates according to Brother Armin Luistro, the former DepEd secretary, students develop passion for making a difference. For the future Researchers. Findings in this research may be used for studies regarding program evaluation and for a similar research topic. Further researches may be conducted to correlate the benefit of Brigada Eskwela to students’ performance and on determining other projects donated to schools, resources generated, and various stakeholders who were consistently supporting the schools during Brigada Eskwela.

Chapter 6 PROPOSED STAKEHOLDERS’ PARTICIPATION PROGRAM I. Introduction “It takes the whole village to educate a child”. The government acknowledges it financial limitation to fund repair and maintenance of its school buildings and facilities all over the country. The MOOE alone cannot fully address school needs. Brigada Eskwela was found to have effectively prepared and sustained the school as a home for learning.

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Findings of this study suggest that there is a need to enhance stakeholders’ participation in the program so that every school will attain sustainable improvement and maintenance of school physical facilities and environment to provide a safe, ready and most especially a conducive learning environment for our children every year. Both the internal (school head, teachers and staff) and external stakeholders’ participation are necessary to attain this improvement. II. Objectives Specifically this proposed program plan aims to: 1. Guide internal stakeholders and DepEd personnel on how to improve preparations prior to the program implementation 2. Enhance knowledge on how to advocate the program to external stakeholders and perform everybody’s role and function. 3. Benchmark best practices relevant to the program implementation. 4. Enliven the spirit of bayanihan starting off with the people in the Department of Education.

III. Matrix

Strategies

Resources Needed

A. PRE-IMPLEMENTATION STAGE 1. Equip/reorient all Venue, food, school heads together Copies of with the Brigada Brigada Eskwela Eskwela Coordinators Manual about the Program. Sharing of best practices among schools 2. Advocate Republic Act 8525 to all Private Sectors/Business Sectors especially on how to avail of tax incentives and DepEd Memorandum on Brigada Eskwela

3. Tap media/radio/TV to advocate RA 8525 and DepEd Memorandum on BE on air

4. Start planning, organizing and identifying targets source of resources as early as January of each year: a) Organize well the Steering and Working committees

Venue, Snacks, Copies of Republic Act 8525

Letter

Brigada Eskwela Manual for School Heads

Responsible Person

Implementation

Budget /Source of Fund 197

SGOD/ Division Personnel/Resource Mobilization Coordinator

January

Division/ School MOOE

*Division level (SGOD/ Division Personnel/Resource Mobilization Coordinator) District/Municipal Level

February

Division/ School MOOE

* District Level (District Supervisors, PTA Federation Presidents, LGUs, NGOs, Private Sectors/Business Owners0 * Division level (ASDS/SDS/SGOD ) * School Level (School Head, BE Coordinator) School Head, PTA/SGC, SSG.Clubs, PFC, BE Coordinator, teachers, school alumni School head

b) Orient them well on the roles and functions vis-a-vis Brigada Eskwela Manual for School Heads (Downloadable from the internet)

Inclusive Date/s of

School Head

c) Train teachers and staff on how to win stakeholders/ to do social marketing. You may invite a resource person to do a lecture if needed.

Resource person if possible with back ground in marketing, snacks

School Head/Resource person

d) Plan for feasible strategies that apply to your locality

Bench marked ideas/practices

School Head and all teachers

e) Conduct Inventory of Needs/ ocular visit to all classrooms and other school facilities

BE Needs Assessment Forms, camera to documents areas that need

School Head and all Steering Committee, teachers, BE Coordinators,

Local Funds/ LGU Funds

April-May before BE Week

Local funds

January to March

Local Funds/persona l Funds

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