Académique Documents
Professionnel Documents
Culture Documents
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 schools MOOE which is also very minimal. This law
grants 150% tax free incentives to recognize donors goodwill and act of kindness.
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 cant ideally follow the no disruption of classes policy of the
preparations.
6. What are the challenges encountered by the stakeholders in the implementation of the
Brigada Eskwela?
7. What stakeholders participation program may be drawn from the study?
Conceptual Framework
The framework of this study is based on Stufflebeams (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 models components (context, input,
5
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 implementers
profile (size, level, number of teachers, total current enrollment , and if the school has
been an entry to the Annual Search for Best Brigada Eskwela 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.
6
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-research-
and-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 schools
needs.
7
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.
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.
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.
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.
Teachers. The support group, the implementers and the participants of Brigada
Eskwela implementation are the teachers. This study may benefit them by learning best
11
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.
Definition of Terms
12
To have a common understanding of the salient terms used in this study, both
conceptual and operational definitions are provided herein:
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 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 schools
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 .
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.
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.
16
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.
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.
Schools 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.
School Size. This term refers to the size category of the school base on schools
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 organizations 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.
Chapter 2
This chapter presents concepts and studies related on Brigada Eskwela program
implementation, benefits, best practices and challenges. The purpose of this review of
related literature is to establish facts, 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.
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
20
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-brigada-
eskwela). 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 self-
aggrandizement 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
21
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 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).
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 years 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 students safety. As such, they are all
encouraged to be partners in the process. (DepEd Order 35, s. 2016).
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 its about
making choices to do things to help society in ways that go beyond their basic
obligations. Its more than working without pay. It also encourages individuals capacity
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
24
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).
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.
25
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.).
Schools joining the Search for Best brigada Eskwela Implementer are bold about
their schools 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).
To the private companies donating to the schools any resources entitled them to
26
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).
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
27
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
28
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).
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/move-
ph/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/move-
ph/ispeak/94749-what-we-can-learn-brigada-eskwela).
From the outside, Brigada Eskwela might only count as one of DepEds mandates
for public schools, a project that generates funds to beautify the campus. But scratching
the surface will reveal an effective model of public-private partnership that creates
ripples of impact among the different sectors of society by revolutionizing the Filipino
trait of bayanihan.
30
It shows that volunteerism is still abundant in our country, and that there are a lot of
people who are willing to cooperate with the governments worthwhile endeavors if
given the chance.
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. Americas 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/safe-
schools-week).
In Metro manila, one of their most desired volunteers are from the military group.
Philippine Army participates in the DepEds 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
31
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).
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
principals office, sweeping of dried leaves, tree and vegetable planting, construction of
storage room, painting of interior walls of all classrooms, construction of covered foot
walk, painting of windows, tables, 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).
PTA and students clubs in schools were also joining volunteer works as the best
option for students to become involved in schools.
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-best-
implementing-school-of.html).
34
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 childs 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 safe-
brigada-eskwela).
The existence of negative attitudes in the community is one of the challenges faced
by schools every year. Critics of the program often say that local governments should
be the one to fund the maintenance of public schools, and schools should not have to
generate resources from private companies or individuals (Carreon, 2015). In fact,
during their solicitations around the community, De Guzmans group received mixed
reactions. Some questioned the need to raise funds for a project that should be funded by
the government, while others willingly donated money or materials upon learning
of Brigada Eskwela's purpose (Carreon, 2015). 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).
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).
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://rimmon-
educationinthephilippines.blogspot.com/2015/08/perception-
of-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
39
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
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.
Chapter 3
METHODOLOGY
41
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 Creswells 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).
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.
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,
43
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).
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).
Part II, the open-ended questions for the qualitative part of the study are related
44
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.
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.
45
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 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
46
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.
48
Chapter 4
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 programs 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.
Table 2
Public Schools Profile
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.
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 dont 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
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 dont 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 dont 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.
53
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
extent. The overall mode of the pre-implementation stage according to the Brigada
Eskwela Coordinators is high extent.
In addition one of the teacher participants during the FGD said that what is
55
stipulated Maam 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 Maam. Shes 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.
Table 5
56
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 schools
Brigada Coordinator goes around and checks among their classrooms the needs for
repair prior to the conduct of the activity.
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
58
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.
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
60
Table 8
Extent of the Pre-Implementation Stage of Brigada Eskwela as Assessed
by the Students
61
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
62
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 Maam
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 thats why nagaalign
gid eh. (Because what is stipulated Maam in the SIP is what the school principal
wants to implement, isnt 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).
Table 9
63
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
64
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 District IIs 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
65
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
66
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 dont 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.
67
Table 11
Extent of the Implementation Stage of Brigada Eskwela as Assessed as a Whole
68
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/perception-
of-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 (DepEds 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
69
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.
70
Table 12
Extent of the Implementation Stage of Brigada Eskwela as Assessed by the Principals
71
72
This result tells that the barangay is the best partner of the schools on childrens
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 Maam. 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, Maam.
Everytime we have an activity in school, we ask for the assistance of our Barangay to
watch our children outside our school).
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).
73
Table 13
Extent of the Implementation Stage of Brigada Eskwela as Assessed by the Brigada
Eskwela Coordinators
74
The result was supported Teacher B that in their school, class advisers check the
attendance and students cannot enroll if they havent 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 cant finish they still went to school so they could render voluntary work).
Table 14
Extent of the Implementation Stage of Brigada Eskwela as Assessed by the Teachers
76
77
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 parents observation, (Parent B) said that Ang mga
kabataan indi kabalo maghalong .( Students dont 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.
78
Table 15
Extent of the Implementation Stage of Brigada Eskwela as Assessed by the Parents
79
80
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).
81
Table 16
Extent of the Implementation Stage of Brigada Eskwela as Assessed by the Students
82
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 Maam maaccomplish ni tani kung sa pag-
obra 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 Maam, 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
84
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, thats 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
86
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.
88
Table 19
Extent of the Implementation Stage of Brigada Eskwela as Assessed by District II
89
Table 20
Extent of the Post-Implementation Stage of Brigada Eskwela when Assessed as a
Whole
90
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, thats it, very high extent.
Its 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).
91
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 cant 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 cant say its100 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.
92
Table 21
Extent of the Post- Implementation Stage of Brigada Eskwela as Assessed by the
Principals
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
93
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 dont 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
94
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 Maam 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 Maam. (referring to the school principal).
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 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).
96
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 Maam (referring to the principal). ( We dont have the awarding
but we have acknowledgment announce in the programs. But we dont have
certificate given during the closing of Brigada. But during the Harvest or
Recognition day, we the parents and PTA are given certificate by Maam).
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
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.
98
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 post-
implementation. 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
99
Table 25
Extent of the Post- Implementation Stage of Brigada Eskwela as Assessed by the
Alumni
100
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, its 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 Eskwelawe do not hold the closing
program(smiling).( On the last day, we do not have many parents, so thats 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 Maam eh. Wala gid man tuod pledge of continuing
support kag sustainability.( How come, we do not ask from them. So thats it Maam.
Its 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
Its very high extent for the post-implementation because we have already
accomplishments. And we do submit our reports on Brigada Eskwela.
101
Table 27
Extent of the Post-Implementation Stage of Brigada Eskwela as Assessed by School
District
102
Pre-implementation Stage
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 Maam 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
solicitationSo maybe ahhthe 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
103
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 its 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.
104
Table 28
Extent of Brigada Eskwela Pre-Implementation Stage When Grouped According to
Size
105
Implementation Stage
106
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
107
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
108
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
Maam 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
Maam 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 dont
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
109
their report.. On their end the teachers do not report the funds generated to the
coordinator.
Another reason was cited why teachers do not deal with reporting is that
they are hesitant to submit reports on funds generated because its 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...
Table 30
Extent of Brigada Eskwela Implementation Stages for Large Schools
110
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
112
113
Pre-Implementation Stage
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.
114
Table 32
Extent of Brigada Eskwela Pre-Implementation in Three Stages When Grouped
According to Level (Elementary and High School)
115
Implementation Stage
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.
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.
116
Table 33
Extent of Brigada Eskwela Implementation Stage When Grouped According to Level
(Elementary)
117
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 didnt 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 in-
charged 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
118
Post-Implementation Stage
119
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
120
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 Maam it aligned kay usually SIP is an
SOP Whatever is implemented should be based gid sa SIP. ( I think Maam its
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 havent 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 Maam, if
we didnt 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 Maam, if we
didnt 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.
122
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.
123
Table 37
Extent of Brigada Eskwela Pre-Implementation Stage for Schools having the
Number of Teachers 21-40
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;
124
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
125
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 Maam, 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 Maam, 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 its 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
126
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.
127
Table 40
Extent of Brigada Eskwela Implementation Stage for Schools having the Number of
Teachers 20 & below
128
129
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
Maam, 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.
130
Table 41
Extent of Brigada Eskwela Implementation Stage for Schools having the Number of
Teachers 21-40
131
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.
132
Table 42
Extent of Brigada Eskwela Implementation Stage for Schools having the Number of
Teachers 41-60
133
134
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 Maam 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 Maam, 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 couldnt prioritize the school. The
school also couldnt 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.
135
Table 43
Extent of Brigada Eskwela Implementation Stage for Schools having the Number of
Teachers 61 up
136
Post-Implementation Stage
Table 44
Extent of Brigada Eskwela Post-Implementation Stage for Schools having the
Number of Teachers 20 & below
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
Extent of Brigada Eskwela Post-Implementation Stage for schools having the
Number of Teachers 41-60
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
139
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
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.
140
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.
141
Table 48
142
Extent of Brigada Eskwela Pre- Implementation Stage for Schools when grouped
according to enrollment
143
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).
144
Table 49
Extent of Brigada Eskwela Implementation for Schools having an Enrollment for the
Current Year of 500 & below
145
146
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 couldnt 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.
147
Table 50
Extent of Brigada Eskwela Implementation for Schools having an Enrollment for the
Current Year of 501 to 1,000
148
149
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.
150
Table 52
Extent of Brigada Eskwela Implementation for Schools having an Enrollment for the
Current Year of 1001 & above
151
152
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 kayamaka 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 givingMost 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 dont 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.
153
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
154
Pre-Implementation Stage
Table 54 presents the consolidated result on the extent of Brigada Eskwela Pre-
Implementation 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
155
Extent of Brigada Eskwela Pre- Implementation Stage for Schools When Grouped
According to BE Search Entry
156
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.
Table 55
Extent of Brigada Eskwela Implementation Stage for Schools that had been a
Brigada Eskwela Search Entry ( BE Search Entry)
158
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.
159
Table 56
Extent of Brigada Eskwela Implementation Stage for Schools that had not been a
Brigada Eskwela Search Entry ( Non-BE Search Entry)
160
161
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.
162
Table 57
Extent of Brigada Eskwela Post-Implementation Stage for Schools When Grouped
According to Brigada Eskwela Search Entry
163
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.
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.
164
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.
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-to-
brigada.html).
166
Promoting the culture of bayanihan and the like.To the school and community,
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.
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.
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.
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
childrens 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.
169
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.
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,
170
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 teachers desk and items scattered around the floor the student can
get the idea that the teacher doesnt 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).
The diagram below illustrates the global and sub-themes on the benefits of Brigada
Eskwela Program implementation.
171
Figure 2. Schematic Diagram on the Benefits Derived from Brigada Eskwela Program
Implementation
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.
Former DepEd Secretary Bro. Armin Luistro, described Brigada Eskwela as the
longest manifestation of people power in the Philippines because he sees that every
year the spirit of bayanihan is alive and kicking not just when calamities strike. It is a
genuine public-private partnership in action, absent any motive of gain and self-
aggrandizement but borne out of altruism and love for the Filipino kids and their safety.
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.
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.
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.
177
Figure 3. Schematic Diagram on the schools Best Practices in Brigada Eskwela Program
Implementation
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,
178
Less number of days for projects. Time frame of five days is not enough
to complete some repairs and projects.
179
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.
The existence of negative attitudes in the community is one of the challenges faced
by schools every year. Critics of the program often say that local governments should
be the one to fund the maintenance of public schools, and schools should not have to
generate resources from private companies or individuals, (Carreon, 2015). In fact,
during their solicitations around the community, De Guzmans group received mixed
reactions. Some questioned the need to raise funds for a project that should be funded by
the government, while others willingly donated money or materials upon learning
of Brigada Eskwela's purpose (Carreon, 2015). 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).
180
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 its hard for them to stay in one
day that they dont 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 dont 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.
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.
181
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.
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 well-
organized 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
182
community and its 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, were on the upper part, so financial matters is our concern and its
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 thats it and then we the teachers
spend for the improvement of our school).
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.
183
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.
Poor attendance
Poverty Negative perception & attitudes
towards the program
Insufficient/limited Availability of skilled workers
funds/resources 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
185
1. On the schools 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 pre-
implementation 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
186
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.
The extent of the programs 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.
187
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 schools 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.
for Brigada Eskwela Best Implementer, and establishing good leadership and harmonious
working relationships among teachers and staff.
Conclusions
Base from the findings, the researcher is able to come up with the succeeding
conclusions.
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.
189
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.
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,
190
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 well-
implemented 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.
191
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.
192
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.
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
194
in the locality, share their resources and manpower not just in a short period of time.
Skilled workers are rare when theyre 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.
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.
196
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 everybodys 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
Inclusive Budget
Resources Responsible
Strategies Date/s of /Source of
Needed Person Implementation Fund
A. PRE-IMPLEMENTATION STAGE 197
1. Equip/reorient all Venue, food, SGOD/ Division January Division/
school heads together Copies of Personnel/Resource School MOOE
with the Brigada Brigada Eskwela Mobilization
Eskwela Coordinators Manual Coordinator
about the Program.
Sharing of best practices
among schools
REFERENCES
Americas Safe Schools Week.National School Safety Center. California. (October, 2016)
Retrieved from www.school-us/safe-schools-week.
ph/sites/default/files/Brigada
%20Eskwela%20Manual.pdf
. How brigada eskwela makes a difference.
Bunye, I. R. (2015)
(Retrieved from
http://www.sunstar.com.ph/manila/op
inion/2015/05/31/bunye-how-brigada-
eskwela-makes-
difference-410552)
199
http://www.deped.gov.ph/orders
/dm-68-s-2015
Retrieved from
DepEd Memorandum No. 79, s. 2003.
http://www.deped.gov.ph/
sites/default/files/memo/2003/DM_s
2003_079.pdf
DepEd Regional Memorandum 055 s, 2016. Retrieved
fromhttp://www.deped.gov.
ph/regions/region-vi/memos
http://www.twu.edu/downloads/quali
tative-
inquiry/Morgan_1997 Focus
Groups_as_qualitative_research.pdf
Golafshani, N. (2003). Understanding Reliability and Validity in Qualitative
Research. The Qualitative Report, 8(4), 597-606. Retrieved from
http://nsuworks.nova.edu/tqr/vol8/iss4/6
OahUKEwiu8fzHloDSAhXBipQKHSWiCjUQ6A
EIGjAA
#v=onepage&q=stakehol der
%20definition&f=false
Retrieved from
http://scholarworks.wmich.edu/cgi/
viewcontent.cgi?article
=3380&context=honors_theses
http://cebudailynews.inquirer,net/30179/lead safe-brigada-eskwela
http://core.ecu.edu/ofe/statistics research/mixed%20methods%20new.pdf
http://documents.mx/download/link/implementation-of-brigada-eskwela
https://dampeelementaryschool.wordpress.com/2012/10/16/brigada-eskwela/
http://en.wikipilipinas.org/index.p
hp/Brigada_Eskwela
http://news.pia.gov.ph/article/view/1141480744301/deped-reports-better-turn-
out-for-bri gada-eskwela-2016
http://www.deped.gov.ph/sites/default/files/memo/2003/DM_s2003_079.pdf
http://www.edgedavao.net/index.php?
option=com_content&view=article&id=11366:
the-bigger-picture-brigada-eskwela-vol-10
http://www.lawphil.net/statutes/repacts/ra1998/ra_8525_1998.html
http://ph.shop.88db.com/sanrafaeles/brigadaeskwela).
Posadas, M. (2008). Matching of the Competency Needs of the Industry and the
Programs offered by State of Colleges and Universities. (Unpublished doctoral
dissertation).University of St. La Salle. Bacolod City.
Saeed, M. and Wain, K. R., (2011, December). Status of missing physical facilities in
government schools of punjab. Journal of Research and Reflections in
Education, Vol.5, No.2, pp 105 -127. Retrieved from
http://ue.edu.pk/JRRE/articles/520
03.pdf
Small, P. (2012, January). Four differences of evaluation and research. (Retrieved from
http://managementhelp.org/blogd/nonprofit-capacity-building/2012/01/08/four-diffe
rences-between-research-and-program-evaluation/
Tokmak, H., Barutay, H.M., and Fadde, P. (2013, July). Applying content, input,
process, product evaluation model for evaluation, research design, and redesign
an online masters paradigm. Retrieved http://www.irrodl.org/index.php/irrodl/
article/view/1485/2536