This chapter presents the result, analysis and interpretation of the data collected in the conduct of the study entitled “Brigada Eskwela Program Towards a Participative Community of Stakeholders”. There were 198 participants and 100% participated in the study. Results indicated here reflect the extent of the program’s implementation among public schools in the Municipality of Murcia, backed-up with focus group discussions and interview. Results on the qualitative part of the study were categorized into global themes. Hence the diagrams are presented to show these data.
Presentation of the Public School’s Profile
Table 2 indicates the school’s profile of the participating schools in the study. As to the school size, 29 or 88% are small and 4 or 12% are large schools. As to the school level, 28 or 85% are elementary and 5 or 15% are secondary. Whereas, for the number of teachers, 24 or 73% schools have 20 and below teachers which is the highest and 1 or 3% of the total schools has 41-60 teachers and is the lowest. On the enrollment profile, 19 or 58% schools have a total enrollment of 500 and below, the highest; while 4 or 12% have 1,001 and above enrollment, the lowest. Finally, the school’s profile on Brigada Eskwela Search Entry, only 7 schools (one from the secondary and 6 from the elementary) or 21% of the 33 schools have experienced joining the search for the past five years; while 26 or 70% have not joined. It means that very few are venturing into a challenging experience relative to this program of the DepEd.
Table 2
Public School’s Profile
On the extent of the Brigada Eskwela Implementation in three stages when assessed as a whole and by the group of participants
Table 3 presents the Brigada Eswkela pre-implementation stage when assessed as a whole. According to the result cited, the highest frequency with 126 very high extent responses out of 198 participants is the alignment of Brigada Eskwela needs and projects with the School Improvement Plan and the lowest (high extent) is on ensuring the delivery and acceptance of pledges and commitments from donors. The overall mode is high extent.
The results signify that school heads follow the mandate of the DepEd. “The School Improvement Plan (SIP) is a road map that lays down specific
interventions that a school, with the help of the community and other
stakeholders will undertake within a period of three consecutive school years”. (Retrieved from http://www.deped.gov.ph/ orders/do-44-s-2015).
Base on the focus group discussion, one teacher affirmed, “Huo, ga-align gid man
na kay ti ang SIP, it includes all the projects and needs that will be implemented in the
whole year round”.(Yes, it is really aligned because SIP includes all the projects and needs that will be implemented whole year round).
Likewise one of the principals (Principal A) also strongly asserted that the result is correct and reliable when she said “ There is an alignment of the Brigada Eskwela needs and projects with the school SIP, because we are preparing our school SIP annually and we already included all the repairs and needs of the school”.
On ensuring the delivery of pledges and commitments from donors, according ot one school head, one of the reasons is the lack of follow-ups and according to one of the teacher participants, those schools that are not joining the Brigada Eskwela Search do not solicit from stakeholders. Soliciting materials for the purpose of bigger projects like repair is less prioritized. As observed the most affordable material is paint which mostly parents and Brgy. LGU donate to
schools. It was also cited that since there is only one Municipality, resources will be very limited. In the FGD one teacher reacted “Ti kay dululungan bla ang Brigada Eskwela. Isa lang ka Muncipal LGU. Ano na karon ihatag nila kon tanan nga schools mangayo?(Because Brigada is simultaneous. There is only one Municipal LGU. What would they give then if all schools will solicit?)
The statement above suggests that schools also feel the possibilities of limited resources from the LGU. That is why to some teachers, they believe that they don’t have to depend from their LGU when it comes to materials during Brigada Eskwela.
Table 3
Extent of the Pre-Implementation Stage of Brigada Eskwela as Assessed by the Whole
Table 4 below presents the extent of Brigada Eskwela pre-implementation stage as assessed by the school principals. Base on the result, the highest frequency of very high extent is the alignment of Brigada Eskwela needs and projects with the School
Improvement Plan. Only one participant rated this as moderated extent. The lowest is on determining target resources and volunteers. The overall mode is very high extent.
In the FGD conducted, one of the principal participants said that “There is an alignment because preparing our SIP is our guide and everything that we implement, the program and projects in school, we aligned them with our School Implementation Plan. And ang ginapractice ta gid ya nga indi ka makaobra SIP mo kon wala ka nag-identify sang school needs mo”. (And our practice is that you cannot work on your SIP if you did not identify your school needs).
Eskwela needs and projects are aligned with the School Improvement Plan because basically it is the guide of school heads in all school programs which is also a
requirement of some schools before they are released with their school MOOE.
On determining target sources and volunteers, it was found out that not all schools are willfully generating resources from external stakeholders for the purpose of repairs during Brigada Eskwela week . That is why they do not determine their resources other than the parents and teachers. According to one of the school heads, in their case they do not solicit because they are not joining the contest anyway. He said,“Sa amo na siguro nga kaso sa amon ya wala gid kami nagasolicit kay ti wala man kami naga join sa contest”. (In that aspect, for us we do not really solicit because we don’t join the
contest). This only suggests that they do not give much priority on identifying their target resources for the generation of resources and volunteers because they don’t join the search.
Whereas, another school head affirmed by saying,“Yes, it is very hard because in the first place Brigada is volunteerism, so we cannot force them really to donate unless we have our techniques and styles on how to convince them. That is why during Brigada Eskwela, they will only stay for an hour. We go to prospect partners to really explain to them the importance of Brigada to convince them so we could get their interest to really go in our school to participate during Brigada Eskwela”.
On the other hand, one of the principals said that “We only depend on parents mostly, pro ang barangay ara man lang na sila ya gabulig man”. (We only depend on parents mostly, but the barangay are there helping also). Determining target resources is hard especially for schools who are located in remote areas while others do not solicit materials of funds for Brigada Eskwela. In an interview with the Brigada Eskwela coordinator, she mentioned about prioritization of barangay LGU because in their barangay there are three elementary schools. Since they are far, they got the least resources because the road is very difficult to traverse for big vehicles.
Table 4
Extent of the Pre-Implementation Stage of Brigada Eskwela as Assessed by the Principals
Table 5 shows the extent of Brigada Eskwela pre-implementation stage as assessed by the Brigada Eskwela coordinators. Based on the result of the survey, 21 responses out of 33 participants, assessed the alignment of Brigada Eskwela needs and projects with the School Improvement Plan as very high extent (highest) . Seventeen (17) out of 33 participants assessed identifying activities based from the inventory of needs and organization of steering committee similarly the lowest among all activities with high
extent. The overall mode of the pre-implementation stage according to the Brigada Eskwela Coordinators is high extent.