1

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.

Furthermore, the Department of Education launched the National Schools

Maintenance Week in May 2003 to bring the spirit of adopt-a-school in locality. (Brigada
Eskwela Manual for School Heads).To make the program sustainable DepEd launched
the Search for Brigada Eskwela Best Implementer to encourage schools to advocate the
program and recognize their effort and best practices (DM 68, s. 2015). However, a very
few schools from the Division of Negros Occidental take part.

In the Municipality of Murcia, improvement and maintenance of physical facilities

has been one of the major issues that school heads are facing due to the limited budget
provided to government schools in the form of Maintenance and Other Operating
Expenses (MOOE). With the launching of Brigada Eskwela Program by the Department
of Education, it was at first believed that this program would resolve problems relative
to school facilities and maintenance. Yet, school heads find it hard to generate resources
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for their school repairs during Brigada Eskwela. Not many of our schools received
donations from business sectors and other stakeholders, especially schools in far flung
areas. This could have been due to lack of intensive advocacy and awareness about the
tax incentives or lack of knowledge on the procedure to avail of such incentive.

In our school, we do have encountered related problems. First, teachers who are the
members of the Brigada Eskwela working committees could hardly perform their basic
duties due to summer vacation and mass training for teachers. Secondly, due to limited
sources of funds, school heads and teachers are the ones spending personal resources to
address gaps. Most teachers are hesitant to solicit every year because the same persons
are capable of helping financially. Very few professionals and financially able persons
are residing in the locality. Not all respond to solicitations due to negative perceptions
and poverty. Thirdly, not all parents and stakeholders can extend more days in school
volunteering because of their personal needs and jobs. Very few fathers or skilled
workers are joining. Finally, student volunteers are not skilled in doing carpentry,
electrical, plumbing and painting jobs. They are prone to minor accidents or injuries.
Exposures to lead which are common in paints poses health hazards (Retrieved from
http:// cebudailynews.inquirer,net/30179/leadsafe-brigada-eskwela). Moreover, despite of
the memorandum of no disruption of classes, a school that joins the search and awaits for
the validation cant ideally follow the no disruption of classes policy of the
preparations.

Hence, the researcher is interested to evaluate Brigada Eskwela implementation

among schools. She wants to know if it really addressed school needs, how is it
implemented to meet its objectives.What are its strengths or benefits, problems
encountered or the weaknesses of the program and if there are also best practices by
schools that would help solve issues and improve program implementation. The
researcher also wants to provide information that would serve as basis for decision
making regarding the program.
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Statement of the Problem

This study aimed to evaluate the implementation of Brigada Eskwela in the last five
years among public elementary and secondary schools in the Municipality of Murcia,
Negros Occidental. Specifically, this research sought to answer the following questions:
1. What is the public secondary and elementary schools profile in terms of:
a) School Size
b) School Level
c) No. of teachers
d) Enrollment
e) Best Brigada Eskwela Implementer Search Entry
2. What is the extent of Brigada Eskwela Program Implementation in three stages when
assessed as a whole and by:
a) Principals
b) Brigada Eskwela Coordinators
c) Teachers
d) Parents
e) Students
f) Alumni
g) School District
3. What is the extent of Brigada Eskwela Implementation in three stages when grouped
according to the school profile?
a) School Size
b) School Level
c) No. of teachers
d) Enrollment
e) Best Brigada Eskwela Search Entry
4. What are the benefits derived from the Brigada Eskwela Implementation?
5. What are the identified best practices of schools in the implementation of Brigada
Eskwela?
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6. What are the challenges encountered by the stakeholders in the implementation of the
Brigada Eskwela?
7. What stakeholders participation program may be drawn from the study?

Theoretical Framework of the Study

The concept of volunteerism or bayanihan spirit is supported by the Social
Exchange theory which views volunteer commitment to have straight link to the
concept of reciprocal exchanges. People get attached to volunteering with an
organization when their self-interests blend with the interests and needs of the social
group (Kanter, 1972 and Sherr, 2003).

This theory sheds light on stakeholders participation in Brigada Eskwela as

the focus of this study. It explains why people, professionals, private or
government organizations or companies may come to school to volunteer and
share their resources during the Brigada Week.

Conceptual Framework
The framework of this study is based on 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.
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Process evaluation assesses the implementation of plans or activities. It serves

implementing decisions by monitoring project operations(Stufflebeam, 1971 as cited
inTokmak, Barutay and Fadde, 2013). In this study, in order to evaluate the plans or
activities, the researcher conducted the following: a)documentary analysis taking into
account the schools profile b)evaluation on the extent of the programs implementation
using survey, c) focused group discussion d) interview and e) open-ended written
questions on benefits, best practices and challenges encountered in implementing the
program.

The identified benefits may support the study and help affirm the effectiveness and
limitation of the program. Best practices employed by schools will also be gathered as
basis for future program implementation. Determining the challenges or difficulties
experienced by schools in Brigada Eskwela implementation will be beneficial in
improving the program. According to Daniel L. Stufflebeam The purpose of the
evaluation is to improve and not to prove (Retrieved from http://managementhelp.org/

blogd/nonprofit-capacity-building/2012/01/08/four-differences-between-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.
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The diagram below illustrates the conceptual framework of the study.

Figure 1: Schematic Diagram of the Conceptual Framework of the Study

(Adopted from Stufflebeams CIPP Model)

Scope and Limitation of the Study

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

The gathering of data was done using a researcher-constructed survey

questionnaire, interview and focus group discussions. Survey tool was based on the
Brigada Eskwela Manual for School Heads of the Department of Education, DepEd
Memorandum 35, s. 2016 and DepEd Regional Memorandum 212, s. 2016. There are
three (3) open-ended questions for an in-depth gathering of related details and
experiences. The instrument is composed of two parts. Part I elicits the extent of
Brigada Eskwela Implementation in three stages namely: pre-implementation,
implementation and post-implementation stage. Items included here are describing
specific activities for diverse participation, and accomplishments of scope of work, roles
and functions. The second part of the survey are open-ended questions on benefits, best
practices and challenges encountered by stakeholders in the Brigada Eskwela
Implementation. Focus Group Discussion was utilized in the qualitative portion of the
study to generate a deeper understanding of experiences relative to the program and
were used to validate and back-up results of the survey and open-ended responses.

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

Significance of the Study

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The result of this study is of various importance to the different groups of people in
the community.
Department of Education, Central, Division and Regional Offices. This study
may provide them the data on the extent of the implementation of the program in the
grassroots level. The data that will be gathered on the benefits of Brigada Eskwela may
give them affirmations to what extent is really Brigada Eskwela of benefit to the school;
does Brigada Eskwela reach its objectives and whether the schools have improved their
performance or not. Findings of the study may also give them with the information
whether or not schools follow the provisions of the DepEd Orders and the memorandum
on the implementation of the program. Determining the best practices among schools
that have successfully implemented the program is also beneficial for replications among
other divisions and regions in the country. The challenges encountered by schools related
to Brigada Eskwela may provide them with ideas on how to be of help to the
implementing schools. The result of this study may be of most value if used as basis for
decision making.

Local Government Units (Barangay, Municipal and Congressional LGUs),

Government Agencies, Private Corporations, Religious Groups, Individual
Professionals. Findings of the evaluation may be a basis for these group of stakeholders
to put value on their support to schools. They may see how important they are as
volunteers and partners of education since they have bigger resources. They may learn
that every effort and any forms of donation they give voluntarily produces positive
outcome for the school and the students who would someday enter into the labor force
and they are partners in producing the kind of manpower that will man the organizations,
companies and any government offices.

Community. It takes the whole village to educate a child. Brigada Eskwela is

bayanihan which means that it wont be called as such without the support of the
community. The school is a pride of the community when it becomes a happy, clean,
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beautiful and friendly place for all students and stakeholders. The school is entrusted to
produce future members of the society who are contributors to economic progress and
nation building. The community may gain confidence that their children are in good
hands. Brigada Eskwela Program may help promote this kind of image and impact of the
school to the community. When the school is doing good, the community also benefit
from it because this is where students live.

School Heads. School heads play the most vital role in the implementation of the
program. This evaluation may provide them with information on their performance in the
implementation of the program. The process may also provide them with the basis for
decision making. Both positive and negative data may guide them in improving the
implementation of the program. Theories on volunteerism explain various reasons why
certain group of people, organization, professionals get to volunteer. Volunteer groups
and individuals have varied motivations and levels of satisfaction in volunteering. In
order to generate more resources and improve linkages, this study provides school heads
information on how to improve advocacy in their school especially on the preparation
stage and to retain the support of stakeholders for a sustainable program. The result of
this evaluation may serve as basis for designing a developmental program.

Brigada Coordinator/ School Physical Facilities Coordinator/Steering

Committees. The quality of preparations and extent of efforts determine the level of
success in every program implementation. Hence, the study may provide these groups of
people data on how the program is assessed for improvement in their activities,
practices, and increase participation. This study may serve as a turning point for
implementers to follow the guidelines set by the DepEd for better results. Challenges
encountered may be prevented. Good results for the beneficiaries will be attained.

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

Future Researchers. A very limited research has been conducted to evaluate

Brigada Eskwela Program. Likewise published study on Brigada Eskwela is also limited.
This study hopes to address this gap in related literature. The findings, conclusions and
recommendations of the study may provide information or references for a similar
program evaluation and for suggestive further related research topics that may arise to
substantiate information on Brigada Eskwela Program.

Definition of Terms
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To have a common understanding of the salient terms used in this study, both
conceptual and operational definitions are provided herein:

Benefits. Benefits refers to the compensation/salary and other monetary and

non-monetary benefits passed on by a firm to its employees (Retrieved from
www.mbaskool.com Concepts Human Resource (HR). In this study this term
refers to the advantages or any forms of goodness that Brigada Eskwela Program
implementation has resulted to the school, teachers, learners and community.

Best BE Implementer Search Entry. It refers to the state wherein a school is

included as one of the contingents in the search for Best Brigada Eskwela (BE)
Implementer (DM 68, s. 2015). In this study this refers to the schools who have joined
the search for Best Brigada Eskwela Implementer within the past five years.

Best Practices. In this study, best practices refers to the actions or unique actions
or initiatives implemented or institutionalized by the school that aided or helped
facilitated the success of the Brigada Eskwela in the school.

Brigada Eskwela Program. It is a schools maintenance program nationwide that

engages all education stakeholders to contribute their time, efforts and resources in
ensuring that public schools are all set in time for class opening. It is a week long event
where local communities, parents, alumni, civic groups, local businesses, NGOs, private
individuals and even teachers and students to volunteer their time skills to do minor to
major repairs and maintenance work in schools (D.O. 24, s.2008). Its main objective is
to bring together teachers, parents and the community to do clean up and
repairs in public schools to prepare the facilities for the school opening
(Retrieved from http://www.deped.gov.ph/orders/do-24-s-2008). It has three stages
namely: pre-
implementation, implementation and post-implementation (Brigada Eskwela Manual).
 13

Brigada Eskwela Pre-Implementation Stage. Pre-Implementation stage refers to

the period before the implementation of the program which starts January of each year.
It includes activities such as assessment of physical facilities and maintenance needs of
schools, resource mobilization, organization of Brigada Eskwela committees and their
orientation on specific roles and tasks among others (DepEd Order 35, s. 2016 and BE
Manual). In this study, the same definition or concept is used.

Brigada Eskwela Implementation Stage. This refers to the during or the actual
Brigada Eskwela week scheduled two week prior to the opening of classes (D.O. 24, s
2008). This is when all stakeholders: the school personnel together with the parents,
community private and public volunteers come to school to do minor repairs, painting,
cleaning and other maintenance works, weeding, landscaping and ensure that the school
is safe and ready before the opening of classes (Brigada Eskwela Manual).

Brigada Eskwela Post-implementation stage. It is the period after the last day
of the conduct of the week-long Brigada Eskwela activities. It is during this
period that the school head puts together all the data reflected in the different
forms completed and submitted by the different working committees,
particularly by the Documentation Committee, to form part of the 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 .

Brigada Eskwela Steering Committee/s. This is an organized group that shall

spearhead the implementation of the Brigada Eskwela Program and shall
oversee the various efforts to be undertaken for the program such as marketing
and advocacy, resource mobilization, implementation, monitoring and
evaluation. This includes positions such as the Overall Chairman: School Head /
Principal, Co-Chairman: PTCA President or Representative, Members : School
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Physical Facilities Coordinator, or the Barangay Chairman/Representative, School

Governing Council, Private Sector Representative, Selected Teachers/Students,
Others (BE Manual). This definition is likewise used in this study.

Challenges. In this study challenges operationally refers to the difficult experiences

encountered by the school in the process of implementing Brigada Eskwela.

Context Evaluation. Evaluation contexts focus on environment which is the

change will occur and problems will appear. The purpose of this evaluation is to identify
the appropriate of the environment in order to achieve the mission and objective program
(Retrieved from http://eprints.utm.my/13287/1/aziziyahcipp.pdf). It determines what
needs are addressed by a program and what program already exists which helps in
defining the objectives for the program. The context of the study refers to the
documentary analysis of the profile of the Brigada Eskwela Program implementers.

Documentary Analysis. It is a form of qualitative research in which documents

are interpreted by the researcher to give voice and meaning around an
assessment topic. Analyzing documents incorporates coding content into themes
similar to how focus group or interview transcripts are analyzed. (Retrieved from
studentresearch.ucsd.
edu/_files/assessment/Assessment-Methods.pdf). In this study the documentary
analysis refers to the analysis of the schools profile only.

Enrollment. It refers to the total number of students registered in the school.

In this study, this term refers to the sum of students enrolled in the participating schools
of the study particularly in the Municipality of Murcia for the academic year 2016-2017
including Senior High School.

Extent of Brigada Eskwela Implementation. It is conceptually defined as the

degree of coverage or scope of carrying something into effort (Alla, 2015). In this study
 15

the extent of implementation refers to the degree of putting into practice the functions,
efforts, resources of the Brigada Eskwela implementers and external stakeholders
particularly in the three stages of implementation: pre-implementation, implementation
and pot-implementation stages of Brigada Eskwela 2016.

Feedback. It is an information presented that allows comparison between an actual

outcome and a desired outcome. Tucker (1993) points out that feedback is particularly
important when evaluating dynamic instructional programs because its presence or
absence can dramatically affect the accuracy required of human judgment and decision
making (p. 303) as cited in Mory (p.746) (Retrieved from http://www.aect.org/edtech/
ed1/29.pdf). In this study feedback refers to the process in which the result of the study
will be communicated to the concerned persons for the improvement of the program.

Focused Group Discussions. It could be defined as a group of interacting

individuals having some common interest or characteristics, brought together by
a moderator, who uses the group and its interaction as a way to gain information
about a specific or focused issue (Retrieved from
https://ag.arizona.edu/sfcs/cyfernet/cyfar/
focus.htm). In this study focus group discussion refers to the group of the
participants (e.g. BE Coordinators, principals, teachers, alumni, parents and
students) who will be interacting, discussing and validating the results of the
survey conducted. They will be sharing their observations, judgment to the result
of the study base on their real life observations of the program implementation
in their schools.

Input Evaluation. Input evaluation will measure the effort of the system and input
from the strategies and the sources. This evaluation is used to arrange result and will be
use for guidance in choosing the program strategies and the changes that can be done
(Retrieved from http://eprints.utm.my/13287/1/aziziyahcipp.pdf). In this study
input refers to the evaluation of Brigada Eskwela Extent of pre- implementation,
implementation and post-implementation stages of the program.
 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.

Participative Community. This term operationally refers to the state in which

people in the community help each other for the welfare of the school.

Process Evaluation. This ensures the processes while program is still in progress.
The purpose of this stage is to find out the objective and mission. This evaluation will act
as the monitoring for a program that still in a progress (Retrieved from http://eprints.
utm.my/13287/1aziziyahcipp.pdf). In this study process evaluation includes
documentary analysis of schools profile, evaluation of the extent of Brigada Eskwela
program implementation.

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

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.

Sequential Explanatory Design. It is a mixed method design characterized

by collection and analysis of quantitative data followed by a collection and
 17

analysis of qualitative data. Its purpose is to use qualitative results to assist in

explaining and interpreting the findings of a quantitative study (Retrieved from
https://researchrundowns.com/mixed/mixed-methods-research-designs/).

School Size. This term refers to the size category of the school base on 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.

Stakeholders Participation. This refers to the act by which internal and

external stakeholders volunteer to do repairs, other maintenance works in
school in the entire Brigada Eskwela program implementation. It also refers to
their act of donating in cash of in kind to the school before, during and after
Brigada Eskwela implementation (Brigada Eskwela Manual). The same definition
will be used in this context.
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Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents concepts and studies related on Brigada Eskwela program
implementation, benefits, best practices and challenges. The purpose of this review of
related literature is to establish facts, background and updates about Brigada Eskwela
Program or the National Schools Maintenance Week implementation, volunteer
motivation and reasons for the occurrence of problems and challenges while
implementing a certain program in an organization as well as schools best practices. This
review also provides affirmations as to the benefits of Brigada Eskwela based on
published source both foreign and local. Furthermore, the review of literature helps the
researcher enriched her studies by drawing out inferences related to her topic.

History of Brigada Eskwela

In February 14, 1998, during the Tenth Congress in Metro Manila, Senate and
House of Representatives of the Philippines, enacted and approved Republic Act 8525,
An Act Establishing an Adopt-A-School Program, Providing Incentives therefor, and
for other Purposes and was also known and cited as Adopt-A-School Act of 1998
(R.A. 8525, section 1. p.1, ). The law was enacted during the time of President Ramos
to encourage volunteerism and public-private partnership in public education, (Bunye,
2015). This law was sponsored by Rep. Anne Marie Periquet at the House of Representatives,
but full credit went to former DepEd Secretary Edilberto de Jesus who successfully pushed for the
promulgation of the necessary Implementing Rules and Regulations from the Bureau of
Internal Revenue (Sibayan, 2012).

To bring the spirit of Adopt-A-School Program in the communities, in May 2003,

during the time of President Arroyo, (Bunye, 2015), the Department of Education
launched the National Schools Maintenance Week. Dubbed as Brigada Eskwela, it
encourages all stakeholders in the community to work together and contribute support for
 19

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. Disaster preparedness of schools is an important factor to achieve resilience

in our communities. DepEd, through Brigada Eskwela, seeks to mainstream disaster
preparedness principles in readying schools for the opening of classes. (Stakeholders
Engagement Strategy, p.2, Enclosure to D.O. 35, s. 2016).

Brigada Eskwela Bayanihan or Volunteerism Views and Concepts

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

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

Eskwela is the modern day bayanihan evolved from sama-sama, tulong-tulong, and
pagkakaisa mentality of the Filipino people. Brigada Eskwela encourages and fosters amongst
 22

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).

Many different types of organizations including nonprofit, government, and

education rely on the service of volunteers. Why do people volunteer? According
to Self-Determination Theory (SDT) of Deci and Ryans (1985, 2002) as cited in
Fendo, Molly(2013) a persons drive of doing something is based on the premise
that social environments satisfy the universal basic psychological needs of man
including autonomy (ability to decide ones own behavior and make ones own
decisions), competence (persons perceived ability and self-efficacy related to a
particular skill set), and relatedness (sense of connection with others, the giving
and receiving of love, and belonging to a community of peers according to
Baumeister & Leary (1995) as cited in Frendo (2013). Individuals are moved to
 23

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).

Empowerment theory believes that volunteering promotes individual storytelling,

awareness, and eventually critical consciousness and offer potential for collective action
(Rerieved from http://lyceumbooks.com/pdf/SW_w_Volunteers_Chapter_03.pdf).

Maslows theory offers a unique perspective for understanding volunteerism. It says

that volunteerism is simply an activity that let people experience self-actualization and
self-transcendence. It provides people opportunities to experience dignity, justice,
meaning mastery, and love for others (Retrieved from http://lyceumbooks.com/pdf/
SW_w_Volunteers_Chapter_03.pdf).

According to the Social Learning Theory, modeling and imitation are its
central processes of this theory and the main concept is self-efficacy. When
people feel that self-efficacy they tend to gain an expectation about themselves
that they can do more larger in a more involved tasks (Bandura, 1977, 1986 as
cited in Frendo, 2013 ). Social learning theory provides a useful framework for
conceptualizing volunteerism.
Family and and friends are often the paths by which people come to volunteer.
When children hear about their parents volunteering they also tend to volunteer.
 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.).

Benefits of Brigada Eskwela

Brigada Eskwela brought several benefits to the school and the community. It starts
from generation of resources for the schools thus augmenting the school financial status
or the MOOE, school improvement, strengthening the spirit of bayanihan between the
external stakeholders and the government, enlivens social responsibility for education,
friendships and even in the schools academic performance, the National Achievement
Test.

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).

Brigada Eskwela becomes a venue for advocating and communicating

organizational/civil mandates like that of the Philippine Army who joined Brigada
Eskwela as one way of communicating the Armys Transformation Roadmap (ATR).

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).

Public schools have benefited in terms of their Community Maintenance and

Operating Expenses (MOOE). In 2003: 12,000 public schools (30% of all schools) saved
P392 million of community MOOE. In 2004: 16,000 schools (38% of all schools) saved
P717.1 million community MOOE. In 2005: 26,000 schools (62% of all schools) saved
over P1 Billion community MOOE (Alla, 2015).

The brigade has saved the government the amount of P153.16 million in donations,
services, and volunteer hours and in 2008, it saved the government about P2.9 billion
(Alla, 2015).

DepEd reports that in 2007, Brigada Eskwela hit a record high of 90%
participation among school communities, generating more than P2.5 billion worth of
support-in-kind and volunteer man hours. It has proven to continue to gain more
 27

mileage among communities, corporations, small-medium enterprises, government and

non-government organizations and private individuals. While, over 8 million people
have volunteered in the National Schools Maintenance Week since 2010 to 2015 (Alla,
2015).

As per recent report of the Division of Negros Occidental by the Resource

Mobilization Coordinator and In-Charge of Brigada Eskwela of the Division, during the
DEDP Monitoring and Evaluation Workshop, the total resources generated in 2016
Brigada Eskwela when converted to cash is Php 16,909,900.91; while the total Adopt-a-
School Program generated resources is 126,950,422.55.

By volunteering people can develop a sense of generativity that they can be of

service to society in a way that goes on the far side of their work. Volunteering can also
prevent people in a stressful occupations from burning out and help them maintain a
healthy perspective on all the areas in their lives (Retrieved from http://lyceumbooks.
com/pdf/SW_w_Volunteers_Chapter_03.pdf).

Learning are always part of the benefits that the program gives to participants. Like
Vernon Go, a young Cebu professional who regularly participates in Brigada Eskwela,
blogged about his learning, Friendship was the bond created between the volunteers and
students. Perhaps, this event can become a memory shared by us for life. I have seen
many photos of Brigada Eskwela events with participants wielding native brooms (walis
na tingting). A very fitting symbol, I would say, of the collective strength of the public
and private sectors when bound by a unity of purpose (Bunye, 2015).

Brigada Eskwela was borne out of the need to address the challenges of public
school education in the Philippines. It started with the simple mission of cleaning up and
beautifying public schools to prepare for the opening of classes. But by allowing
 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).

The annual implementation of Brigada Eskwela has brought a new outlook

towards social responsibility. One of the public school students who grew up in
the culture of Brigada Eskwela is Russell de Guzman, a student leader at Makati
High School. Since he was in elementary, he has been taking part in this activity.
When I was in elementary, I would do it because it was a requirement for
officers, and I had nothing to do during the summer vacation, he shared. But
as I kept on doing it every year, I realized it was also my responsibility to help,
(Carreon, 2015).More and more people from different sectors of the society
extend help to our school every year, he affirmed. He shared that Brigada
Eskwela made him realized that while the government has a duty to its citizens,
the citizens also have a duty to the government. The government cannot do
everything for us. We have to do what we can to help each others, too,
(Carreon, 2015). The whole experience influenced De Guzman as a student
leader. He shared that despite the exhausting door-to-door solicitation that he
and fellow leaders had to do, they never questioned the value of what they were
doing. Despite collecting only a considerable amount of donations each day, they
always chose to spend their own money for lunch or snacks. As they went
through the process, they allowed it to mold them into young leaders with
integrity. "It was a very tiring experience, but its fruits are fulfilling," he
said (Retrieved from http://www.rappler.com/move-ph/ispeak/94749-what-we-can
-learn-brigada-eskwela).

Brigada Eskwela helps improved volunteers perspectives. Brigada

Eskwela also forces us to evaluate our willingness as members of the community
 29

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).

Brigada Eskwela was found to have benefits on the academic performance of

the students. A research on perception of stakeholders on Brigada Eskwela
showed the steady increase of participants of Brigada Eskwela volunteers was
glaring evidence and significantly affected the rate of enrolment and the mean
percentage score of the National Achievement Test. The NAT-MPS score was
somehow a laudable achievement since this success was very rare for a big
school category(Retrieved from http://
rimmon-educationinthephilippines.blogspot.com/2015/08/perception-of-
Stakeholders-
to-brigada.html).

From the outside, Brigada Eskwela might only count as one of DepEds mandates
for public schools, a project that generates funds to beautify the campus. But scratching
the surface will reveal an effective model of public-private partnership that creates
ripples of impact among the different sectors of society by revolutionizing the Filipino
trait of bayanihan.
 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.

Brigada Eskwela Implementation in Schools and Best Practices

There are various ways in which stakeholders, both private and government help
schools in our country and in other countries around the world that hold similar activities
to support education.

As cited in Alla (2015), in US, local and state taxes are being utilized to fund public
school. Federal government and some large corporations donate funds for the school for
repairs, drop-out prevention programs, study grants, teacher capability building
programs, educational research and other programs. Parents-Teachers Associations are
also directly helping out schools. Associations buy equipment, books, do minor repairs
and clean-up activities, sponsor health programs, support scholarship and training for
teachers and formulate guidelines for teenage group in the community. They take part in
innovating for instructional materials and school furniture as well. They also engage in
parenting sessions. 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).

A community repainted the fences of a public school in Tacloban City. Minor

repairs were done before the opening of classes. Maintenance works such as the
repainting of the roof and exterior walls, repair of leaking water pipes, ceiling
boards, broken furniture and windows, cleaning of toilets, and gardening were
done by volunteers with the help of donations in kind from non-government
organizations and corporations. As early as February, school heads recruit
volunteers who would participate in the brigade, by March, they would approach
local businesses for donations, then organize work groups by April (Retrieved
from http://en.wikipilipinas.org/index.
php/Brigada_Eskwela).

A success story of Brigada Eskwela is reported by the principal of San Rafael

Elementary School in 2015. They were able to involve various stakeholders like Brgy.
Officials, Parent-Teachers Association (PTA), Ilagan Association of Women (ILAW),
Sangguniang Kabataan, Supreme Pupil Government Organization(SPGO) parents and
pupils. They had 884 volunteers, generated Php 84,895 worth of materials and cash
donations and labor cost amounting to Php75,937.50 (Retrieved from ph.shop.88db.
com/sanrafaeles/brigadaeskwela).

In their pre-implementation stage, they organized steering committee who chaired

every working committee like advocacy and marketing committee, resource mobilization
committee and program implementation committee. The committees were able to
perform their functions as oriented. Prior to Brigada Eskwela week, their school head
met with working committees to assess the readiness of the school, finalized activities for
the opening and closing, matched expected volunteers, materials and resources against
 32

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).

Hongkong International Christian School (ICS) students volunteered in Brigada

Eskwela in their Week without walls program to learn to become good citizens of the
world so that they went in some parts of Hongkong and even around the world to learn
good things about helping others, Alla (2015). Montes (2013) cited in Alla (2015) Brian
Van Tassel, ICS High School principal and his eleven Hongkong volunteers also
extended their assistance at the Living Lights Academy in Barangay Boman Gueset
where they repaired and painted damaged chairs.
 33

Vernon Go, a young Cebu professional who regularly participated in Brigada

Eskwela, blogged about his experience at a public high school in Mandaue. They woke
up real early on a Saturday to join Brigada Eskwela to help clean and beautify the school.
They moved some furniture, clean computers, did some hardware testing, cleaned the
rooms ceiling fans and windows, repainted the arm chairs as well as the stairway rails,
saw brave souls who took on the task of cleaning the school restrooms, swapped stories
and gave encouraging words to student volunteers. With everyones help, they finished
earlier than expected. They imparted life lessons on education and environmental
awareness. To show their appreciation, they shared their food, and gave away school
supplies to the 30 student volunteers ( Bunye, 2015).

PTA and students clubs in schools were also joining volunteer works as the best
option for students to become involved in schools.

In the Municipality of Murcia, Alla (2015) conducted a study on Brigada Eskwela

program implementation of 2014. Her findings showed that there was a great extent of
Brigada Eskwela Implementation in District II elementary schools which suggests that
the program was highly implemented also.

One of the best practices to sustain Brigada Eskwela is the Search for Best Brigada
Eskwela Implementer every year. In 2014 for instance, to honor the school-awardees,
the DepEd, through the office of the undersecretary for partnerships and external
linkages and adopt a school program secretariat, announced a total of 95 schools
nationwide as the 2014 Best implementing schools of Brigada Eskwela during the
awarding ceremony on Nov 26 2014 at Meralco Theatre, Ortigas Ave, Pasig City. The
department congratulated the 22 Best Implementing Schools elevated to the Hall of
Fame Category for consistently and successfully implementing the Brigada Eskwela for
several years (Retrieved from http://depedteacher.blogspot.com/2015/01/2014-best-
implementing-school-of.html).
 34

Challenges Faced by Brigada Eskwela Implementers

A lot of challenges are also faced by schools and stakeholders in the implementation
of the program. These includes risk of students, both physical, intellectual and in health
and existence of negative attitudes of the community members.

Doing minor repairs in schools placed students at risk. Paint which uses lead content
are hazardous to the health of the students. In most cases, students come to school
without any PPE. According to the Henry So, President of the PAPM in the news
published by Gloria Ramos of the Cebu daily Inquirer, the lead dust that may be created
as a result of renovation activities can cause serious health problems for the Brigada
Eskwela participants, with the children at highest rick of exposure. Aileen Lucero,
coordinator of the EcoWaste Coalition, warned parents and teachers that children may
ingest the lead paint chip or dust through normal hand-to-mouth activities as they move,
eat and play around the classroom, hallway or school ground. Ingesting or breathing in
lead dust has a potential of permanently damaging a 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).

Furthermore stated, childhood lead exposure is estimated to contribute at about

600,000 new cases of children with intellectual disabilities every year, according to the
World Health Organization, which has listed lead as one of the ten chemicals of major
public health concern (Retrieved from http://cebudailynews.inquirer,net/30179/lead
safe-brigada-eskwela). This news had not been known by all teachers and parents in
school.
 35

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).

Issues on Maintenance of School Facilities

A study was conducted in South Africa analyzing facilities maintenance which is
considered as a school governance function. Findings show that schools generally do
not have organizational structures for planned facilities maintenance, nor do they have
policies on facilities maintenance and the maintenance of school facilities was done
merely as needs arise and mostly on cleaning the school campus. There is no such thing
as preventive maintenance. Therefore, there is a need for interim facilities maintenance
committees and, in the long term, a whole-school approach to facilities maintenance that
makes facilities maintenance a strategic lever for school functionality (Xaba, 2012).The
analysis of data collected revealed a number of important factors and challenges
 36

regarding facilities maintenance practices at schools. Firstly, the general appearance of

school environments indicated that maintenance work is carried out, albeit ad hoc and
unplanned. The average extent of participants' experience as facilities maintenance
coordinators indicates that whatever approaches schools used for the maintenance of
facilities, is a result of trial and error and experiential knowledge (Xaba, 2012).

Secondly, it implies a narrow understanding of facilities maintenance in schools

having a plan of action involving concerns related to facilities design and maintenance
programmes, capability enhancements workforce, and deployment of tools and
"manpower" to perform maintenance work and provide a clean and safe environment, as
well as creating a physical setting that is appropriate for learning. (Tsang, 1998:88; Szuba
& Young, 2003:2 as cited in Xaba, 2012).Thirdly, it is evident that without policy
directives informing school facilities management and maintenance, schools would have
systematic processes aimed at ensuring that school facilities maintenance promoted
educational programmes. Clearly participants' attempts at facilities maintenance without
a policy framework are constrained by numerous challenges, including: a) Creating an
organizational structure for facilities maintenance programmes being curtailed by poor
resourcing. For instance, there are no qualified and properly trained facilities
maintenance people b)Staffing of general workers at schools being based on the staff
provisioning norms, which are also based on the enrollment of schools. For example, a
secondary school with science laboratories would require more maintenance staff than a
primary school offering the mainstream curriculum. This results in one school
prioritizing more security guards instead of maintenance workers c)Funding for
maintenance being less than adequate regardless of the nature of facilities at schools and
the concomitant maintenance requirements (Xaba, 2012). Fourthly, it was evident that
participants generally did not have knowledge of school facilities maintenance. This
clearly implies that facilities maintenance at schools, and possibly at departmental level,
is not accorded a priority status (Xaba, 2012). Fifthly, there is absence of sense of
direction among schools on how to systematize maintenance of school facilities because
 37

of no policies concerning for such. Hence in schools' development and improvement

planning processes, facilities maintenance was not considered a component. It is not
regarded as an aspect of strategic planning in terms of being facilitative of school
performance effectiveness. Finally, it was also evident that stakeholder involvement in
planning for facility usage, management and maintenance is lacking. The fact that the
administrative clerk heads facilities maintenance at one school attests to this. In essence,
this implies that school governing bodies do not have facilities maintenance sub-
committees and, consequently, do not engage in strategic facilities maintenance planning
where all school stakeholders would be involved. It must, however, be stated that there
was evidence of some form of school facilities maintenance, with each school on an ad
hoc basis, attempting to maintain its facilities in its own way. The main weakness is the
fact that these attempts were not formal, planned, and organizationally structured
practices (Xaba, 2012).

There is therefore a need for, firstly, school facilities maintenance to be placed at the
core of school programmes and since schools already compile school development plans,
facilities maintenance should be regarded as one of the major strategic levers in the
development planning processes. This will ensure that it is planned and budgeted for, and
included in implementation plans of school development processes. Secondly, in the
short term, interim school facilities maintenance committees should be established so as
to have some functional organizational structure for facilities maintenance, which will
assist in determining systems for ensuring planned preventive, routine and corrective
maintenance. Where workers and gardeners are also responsible for small-scale repairs
of equipment and service systems, they should be provided with training in basic skills in
such functions (Xaba, 2012).

A study on the perception of stakeholders was conducted in Kidapawan City

National High School. Findings of the study includes: a)disclosure of the
optimistic response of the respondents towards the implementation of Brigada
Eskwela Program b) Parents perceived Brigada Eskwela as requirement for
 38

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

Related literature presents legal basis, theoretical foundations on the spirit of

Brigada Eskwela, success stories, benefits, practices and challenges in the
implementation of the program of schools. It also presents related studies on Brigada
 40

Eskwela and on facilities maintenance. These related concepts and studies presented
provided this study with background information that would enhance and support the
findings of the study. Related literature likewise served as basis for a wider
understanding of Brigada Eskwela Program Implementation in the public schools foreign
and local and had aided the researcher in formulating the open-ended questions and
which has inspired her the in conduct of the study.

With limited studies conducted on evaluating Brigada Eskwela Program or the

National Schools Maintenance Week published locally and internationally, this study
would add to the body of knowledge, thus addressing this gap. Issues and concerns that
need to be addressed to help the school heads and teachers fully implement and
accomplished desired goals and objectives of the Department of Education in providing a
better learning environment for children in government schools would also be unfolded.
Findings related study on the extent of Brigada Eskwela Implementation and schools
maintenance was also used to support or negate future result of this evaluation of the
Brigada Eskwela Program Implementation in public elementary and secondary schools.

Chapter 3

METHODOLOGY
 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).

Participants of the Study

They are the school principals, schools Brigada Eskwela coordinators, teachers
(faculty president/teacher representative), students (SSG/SPG President), parents (PTA
president or representative) and alumni representatives of the 33 schools in the
Municipality of Murcia. They are purposively chosen. The researcher asked the school
principal for teachers, students, parents and alumni who have have actively engaged in
the implementation of Brigada Eskwela in their respective schools within the past five
years to ensure that they can give reliable responses.
 42

FGD Participants were composed of 3 principals, 4 Brigada Eskwela coordinators, 6

teachers, 3 parents and 4 alumni.Four sets of Focus Group Discussion were conducted.
Interview on benefits, best practices and challenges include parents, Brigada
coordinators, teachers and pupils in two schools in far flung areas.

Sampling Design
The researcher made used of total enumeration for sample school which include all
33 schools in the Municipality of Murcia. For the specific participants, purposive quota
sampling was used in which 6 participants per school were chosen. The table below
shows the population of the study.

Table 1. Distribution of Brigada Eskwela Participants Per School Level

Research Instrument
The researcher utilized a researcher-constructed survey tool. The formulation
of questionnaire was based from the following documents: Brigada Eskwela Form 7,
Annex A of Enclosure No.1 of DepEd Memorandum 35, s.2016 entitled Implementing
Brigada Eskwela 2016, DepEd Regional Memorandum 212, s. 2016 as well as Brigada
Eskwela Manual for Schools Heads which provide guidelines on how to implement the
program in local schools. This manual explicitly enumerates suggestive strategies,
 43

various functions, scope of works or activities of both internal and external

stakeholders.

The tool has two parts. Part 1 (quantitative part) has three three categories
asking for assessment of the three stages of Brigada Eskwela Implementation
and are contained in item number 1-50).

To measure the extent of the Brigada Eskwela pre-implementation stage,

question items were included in numbers 1-11 specifically on the following
activities: alignment of Brigada Eskwela needs with the School Improvement Plan
(SIP) (item no.1) , conduct of ocular needs assessment (item no. 2 3), organization and
orientation of Steering and Working committees (item no. 4 & 5 ) identifying activities,
resources, target donors (item no. 6,8,9), matching expected volunteers, materials and
resources with Needs (item no.7), awareness campaign (item no. 10) and ensuring the
delivery and acceptance of materials (item no. 11).

The extent of Brigada Eskwela implementation stage was measured with items
number 12-43 which are activities specifying scope of works or the actual scenario of
Brigada Eskwela which can be summarized in the following sub-ideas: accomplishment
of various works according to work plan (items no. 13-34,40-42), provision of logistical
support to volunteers and fund management (items no. 35-37), documentation of
activities (item no.38-39) and ensuring arrival of donations (item no. 43).

The extent of Brigada Eskwela Post-implementation was measured using items

number 44-50 which are about organizing culmination activity (item no. 44 ),
transparency (item no. 45), recognition of donors and volunteers (item no. 46), Pledge
for sustainable improvements (item no. 47), reporting of accomplishments (item no. 48),
meeting program objectives(item no. 49-50).

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

Validity and Reliability

A research instrument is said to be valid if it measures what is desires to measure

(Kelly, 1927 cited in McLeod, 2007).

For the quantitative part, the validity of the survey instrument was done using the
criteria developed for evaluating survey questionnaire set forth by Carter V. Gord and
Douglas B Scates (cited in Alla, 2015). The researcher requested five (5) jurors to
validate the instrument. One is a teacher who is a Ph.D graduate; the other is the SGOD
personnel of the Division of Negros Occidental, In-charge of Resource Mobilization and
Networking and Brigada Eskwela Program; the third juror is the Education Program
Supervisor of the T.L.E. Department of the Division of Negros Occidental, the 4th juror
is also and Education Program Supervisor, Science Department of the same Division a

One of the jurors made some corrections and suggestions to few items of the tool.
Using the said validity instrument, jurors rated the survey tool as valid having the score
of 8 Yes in all validation sheets. The qualitative data were validated by through FGD
and interview in which the result were shown to the group of participants for
affirmations.
 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 qualitative paradigm, reliability and validity are conceptualized as

trustworthiness, rigor and quality (Golafshani, 2003). It is also through this association
that the way to achieve validity and reliability of a research get affected from the
qualitative researchers perspectives which are to eliminate bias and increase the
researchers truthfulness of a proposition about some social phenomenon (Denzin, 1978
cited in Golafshani, 2003) using triangulation.

To establish reliability of the qualitative data, the researcher made used

of triangulation. Triangulation is defined to be a validity procedure where researchers
search for convergence among multiple and different sources of information to form
themes or categories in a study (Creswell & Miller, 2000, p. 126 as cited in Golafshani,
2003). Triangulation is typically a strategy (test) for improving the validity and reliability
of research or evaluation of findings. Mathison (1988) as cited in Golafshani (2003) said
that Triangulation has risen an important methodological issue in naturalistic and
qualitative approaches to evaluation [in order to] control bias and establishing valid
propositions.

In this study, triangulation was done through engaging multiple methods such as
focus group discussions, interviews and recording of the interviews and discussions
wherein written responses earlier generated where presented back to them for
validations. Results were then analyzed formed into categories and themes. These led to
more valid, reliable and diverse construction of realities (Golafshani, 2003). In this
process, Creswell (2003) credibility testing was also applied by asking the
 46

same questions to different groups of participants (school principal, teachers,

parents and alumni) who assert to the truthfulness of the responses or
results.

Data Gathering Procedure

The researcher sought for the approval to conduct the study from the office of the
Schools Division Superintendent of the Division of Negros Occidental through the
ASDS. The same procedure was made to the District Supervisors and the school head
attaching the approved letter of the ASDS . Data collection activities that require
more than casual interaction with a person require individual informed consent
from that person, regardless of whether community-level permissions exist
(Qualitative Research Methods: A Data Collectors Field Guide, p 10).

To answer statement of the problem number 1 on school profile, the

researcher solicited the data from the school head using a separate tool. To
answer statement of the problem number 2, the survey questionnaire was used.
To answer statements of the problem number 5, 6 & 7, the open-ended questions
were used. A Focus Group Discussion was conducted to validate and back up
results using detailed questions. Ethical considerations were applied in this
process. A letter was sent through the District supervisor requesting the
presence of the different participants in the FGD session. The statement of
consent form were distributed to each participant before the FGD. Interviews
were also conducted to parents, teachers and students from far flung schools to
back-up the open-ended questions.

Statistical Treatment of Data

The schools profile was consolidated and presented in tabular form.
Frequency and percentage were used to analyze data on this aspect. The data
gathered on the extent of the pre-implementation, implementation and post-
implementation stages were consolidated by stage as a whole, by group of
participants, school district and school profile (size, level, number of teachers,
enrollment and Brigada Eskwela search entry). These were analyzed using the
 47

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

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the result, analysis and interpretation of the data collected in
the conduct of the study entitled Brigada Eskwela Program Towards a Participative
Community of Stakeholders. There were 198 participants and 100% participated in the
study. Results indicated here reflect the extent of the 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.

Presentation of the Public Schools Profile

Table 2 indicates the schools 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 schools 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.
 49

Table 2
Public Schools Profile

On the extent of the Brigada Eskwela Implementation in three stages when

assessed as a whole and by the group of participants
 50

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
 51

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

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.
 52

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

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
 54

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

The School Improvement Plan

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

In addition one of the teacher participants during the FGD said that what is
 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.

On the lowest assessment which is identifying activities based on identified needs,

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

Table 5
 56

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

Brigada Eskwela Coordinators

Table 6 shows the extent of the Brigada Eskwela pre-implementation stage as

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

resources and volunteers. The overall mode is very high extent.

The assessment of physical facilities and maintenance needs of the school is an

integral activity prior to Brigada Eskwela. This shall be done as early as January when
the school head designates the School Physical Facilities Coordinator and any of the
PTCA member to help in doing this. They are expected to help school head in
determining or conducing ocular visits and update the repair and maintenance needs of
the school (Brigada Eskwela Manual).
 57

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.

On communicating with potential partners or community officials/stakeholders to

generate resources or support as the lowest, another teacher (Teacher B) supported this
result when she said that Huo, guro maam eh, kay wala kami ya nagapangayo sa ila.
Amon ya bulsa ang amon ginasolicitan(Yes, maybe Maam, because we are not
soliciting from them. We solicit from our pocket (Smiling).

Moreover, Teacher A conformed to her statement and further said that they generate
funds also from their parents,Ti sa amon man parents eh kada section. May-ara man
nga kon indi sila kakadto ang parent may in kind man sila like pinta nga ginapadala sa
eskwelahan. (From our parents also by section. There are parents who cannot come,
they donate in kind like paint which they send to school).

It is apparent that not many teachers reach out to various stakeholders for Brigada
Eskwela purpose because they are used to spend their own money or ask from their
parents for support. It is can also be inferred that Brgy. Officials understand their role so
they normally donate materials like paint even without letter of request from the schools.

This is a good manifestation that barangay officials acknowledges their role every
year to the school.

Table 6
Extent of the Pre-Implementation Stage of Brigada Eskwela as Assessed by the
Teachers
 58

Table 7 displays the extent of the Brigada Eskwela pre-implementation stage as

assessed by the parents. It reveals that the highest (very high extent) falls along with
organization of Brigada Eskwela Steering and Working Committee and identifying
activities based from the inventory of needs. The lowest is on accomplishing Repair and
Maintenance Needs Assessment Form. The overall mode for this stage is very high
extent.

Brigada Manual for Schools head clearly emphasized that the the assistance and
active participation of stakeholders ensures the success of Brigada Eskwela Program,
thus organizing the efforts of these stakeholders is the first step that a school head must
take. According to the parents, they can observe this practice from their principal.

In fact one of the parents in the FGD (Parent A) disclosed by stating Sa

organization sang Steering Committee sang Brigada gina facilitate ni sia before sang
implementation sang brigada. (The organization of the Brigada Eskwela Steering
Committee is facilitated before the implementation of Brigada.) To support the equal
 59

highest result which is identifying activities based on needs she further

added,Bilang isa ka PTA member sang sini nga eskwelahan before sang Brigada
Eskwela nagmeeting kami kag naglibot sa eskwelahan naglantaw kon ano ang
mga problema, kon ano ang mga kinanlan kay-uhon, kag kon ano ang
gakinahanglan bag-uhon. ( As a PTA member of this school, before the Brigada
Eskwela, we had a meeting and we roamed around the school to check what are
the problems, what are the needs to be repaired, and what are the needs to be
improved).

While parents believe and experience this to have been practiced in schools,
the lowest however base from their assessment is on accomplishing Repair and
Maintenance Needs Assessment form. When asked to explain the reason behind
the lowest frequency, one of the parents admitted that it could have been due
lack of familiarity among parents when it comes to BE Forms which is also true
because they are not involved in the preparation of reports.

Table 7
Extent of the Pre-Implementation Stage of Brigada Eskwela as Assessed by the
Parents
 60

Table 8 presents the extent of Brigada Eskwela pre-implementation stage as

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

Table 8
Extent of the Pre-Implementation Stage of Brigada Eskwela as Assessed
by the Students
 61

Table 9 shows the extent of Brigada Eskwela pre-implementation stage as assessed

by the alumni of the school. According to the data, 22 out of 33 participants rated the
alignment of Brigada Eskwela needs and projects with the school School Improvement
Plan as the highest among the activities with very high extent assessment; while the
activities on accomplishing repair and maintenance needs assessment form and ensuring
the delivery and acceptance of pledges and commitments from donors being the two
lowest rated activities with 16 participants rated this as high extent. The overall mode is
very high extent.

When asked to comment on the overall result, one of the Alumni saw the
need for information dissemination. To quote his statement Kinanlan pa gid
sang more nga explanation gid. Kinanlan pa gid nga ang isa kag isa magsupport
kag iencourage pa gid para magdako pa gid ang support nga mahatag sa
eskwelahan. Kinanlan each batch of alumni mapabalo gid sang implementation
kag kada isa mabulig gid kag mahatag para sa eskwelahan.( There is a need
for more explanation. There is a need that each must support and must be
encouraged to gain more support for the school. There is a need that each batch
 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).

On ensuring the delivery of materials (lowest), Alumni C said that Sometimes

kami nga mga alumni ang iban sa amon garespond gid. May ara man nga wala
garespond positively. Ang iban ginareceived lang ang solicitation pero during the time
na nga deadline wala man ginadul-ong ila pledges. (Sometimes we the alumni
others are really responding. There are some that do not respond positively. Others are
only receiving the solicitation but during the deadline, they are not sending their
pledges).This could be attributed to lack of follow-ups on the part of the school. As what
was formerly said, few instance occurred when teachers could think of communicating
to their alumni for brigada purpose because parents are considered as the most
accessible and immediate stakeholders of the school.

Table 9
 63

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

Alumni

Table 10 displays the extent of the Brigada Eskwela pre-implementation stage as

assessed by School District . It shows that for both School Districts, the alignment of
Brigada Eskwela needs and projects with SIP is rated as the highest and the conduct of
various awareness campaign on Brigada Eskwela is the lowest. The overall mode for
this stage is high extent for both School Districts.

The alignment of Brigada Eskwela needs and projects with the school SIP has been
consistently the highest. This is a good implication that even external stakeholders are
aware of the School Improvement Plan (SIP). It can also be inferred that school
principals are ensuring the planning stage of schools governance and the maintenance of
the school facilities by reflecting the needs in the School Improvement Plan. However,
since the school heads reveals about the real problem which is the lack of budget or
resources, then most often these needs assessed are not addressed. The government
 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 the lowest result of District I which is on the conduct of various

awareness campaign, one teacher said that it could have been true Because
ahh we only post
there outside streamer for the people to see. Other than the streamer, no other forms of
advocacy is being facilitated by the school personnel.

For District 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

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

On the extent of the Brigada Eskwela Program Implementation Stage when

assessed as a whole and by the group of participants

Table 11 displays the result on the extent of Brigada Eskwela implementation stage
when assessed as a whole. It reveals that the highest (very high extent) assessment is on
 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

Table 12 displays the extent of the implementation stage of Brigada Eskwela as

assessed by the school principals. Based from the data provided, the highest (very high
extent) is the documentation of the attendance of volunteers and lowest assessment is on
the repainting/maintenance of the school roofing. The overall mode of the
implementation stage according to the school principals is very high extent.

Upon the presentation of the result with the participants, there was an overall strong
assertion on the highest activity assessed, because checking the attendance is a practice
that would monitor parents participation. In fact, one of the principals shared her
policy. We have the attendance check. And even though Brigada Eskwela is not
compulsory but in our case, our Brigada Eskwela is a pre-requisite for enrollment
because before they enroll they must present their brigada slip to the teacher to show
that they have undergone their brigada.

Study showed that most of the parents perceived that Brigada Eskwela was
a requirement for enrollment as parents should attach the Brigada Eskwela slip
in their enrollment forms before their children could be duly enrolled(.Retrieved
from http:// rimmon-educationinthephilippines.blogspot.com2015/08/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

Table 13 shows the assessment on the extent of Brigada Eskwela implementation

stage by the group of Brigada Eskwela coordinators. According to the data on the table
below, the highest (very high extent) is on the coordination with barangay officials on
students safety; while the lowest is on the maintenance of the wash areas or water
facilities, leaking pipes and faucets. The overall mode for this stage is high extent.

This result tells that the barangay is the best partner of the schools on 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).

DepEd Memorandum 35 s, 2016 incorporates Disaster Risk Reduction Management

measures in the Brigada Eskwela Week. Hence, the schools and Local LGUs are
mandated to ensure students safety for the opening of classes.

When asked comments on the lowest which is in maintaining wash areas, leaking
pipes and faucets in school, one of the participants, ( BE Coordinator C) said commented
that the usual understanding of the program is cleaning so washing facilities are
disregarded.

Research shows that there is absence of sense of direction among schools on how to
systematize maintenance of school facilities because of no policies concerning for such.
It is not regarded as an aspect of strategic planning in terms of being facilitative of school
performance effectiveness (Xaba, 2012).
 73

Table 13
Extent of the Implementation Stage of Brigada Eskwela as Assessed by the Brigada
Eskwela Coordinators
 74

Table 14 presents the extent of Brigada Eskwela implementation stage as assessed

by the teachers. Base on the consolidated data, the highest frequency of very high extent
is on the documentation of attendance and the lowest( high extent) is on the
maintenance of water facilities. The overall mode is high extent.

The result was supported Teacher B that in their school, class advisers check the
attendance and students cannot enroll if they 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).

On the other hand water facilities maintenance as the lowest (moderate

extent).
Teacher B supported by saying Kag ang Brigada daan halos by classroom. Ti wala na
da ya sang may gina assign. (Because Brigada is often by classroom. So, no one is
assigned in that area).It suggests that water facilities are often times neglected or
not prioritized during Brigada Eskwela because the focus is on cleaning the classroom by
class adviser and no one is assigned to clean or maintain this facility.

Research shows that facilities maintenance at school connotes its narrow

definition of facilities repairs and upkeep against facilities maintenance having a
strategic dimension covering issues like facilities design and maintenance
programmes, upgrading the knowledge and skills of the workforce, and
deployment of tools and "manpower" to perform maintenance work and provide
a clean and safe environment, as well as creating a physical setting that is
appropriate for learning. (Tsang, 1998:88; Szuba & Young, 2003:2 as cited in
Xaba, 2012).
 75

Table 14
Extent of the Implementation Stage of Brigada Eskwela as Assessed by the Teachers
76
 77

Table 15 displays the extent of the implementation stage of Brigada Eskwela as

assessed by the parents. Base on the group of parents the highest (very high extent) is
the actual implementation of the work plan while the lowest (high extent) is the
maintenance of the classroom doors, chairs, tables, desk and chalkboards. The overall
mode is high extent.

Base on the FGD one of the parents (Parent A) affirmed that Ang
programa naimplement man sang maayo, ang plan kay 100% man successful.
Kag basi sa akon experience, nakit-an man sang mga parents nga sa opening
ready na gid ang school. ( The program was implemented well, the plan was
100% successful. An base on my experience, parents have seen the during the
opening the school was ready).

In addition to that, one parent (Parent B)who said that Yes, Miss
naimplement siya. For example ang sa kilid dira sang school ginpaobrahan ang
kudal. Ang soil erosion kag ang gate da nga gin-una gid reklamo nga
kinahanglan iimprove ti naimprove naman subong. Damo ang napangkay-o nga
sang una problema pa sia pro natigayon man nga nabuligan.( Yes, Miss. It was
implemented. For example, at the side area of the school, the fence was
constructed. The soil erosion project and the gate that was first complained
is already improved. There were many improvements which were problems
before but were resolved).

Like other groups of participants, parents have also noticed the lack of
maintenance among door, door knobs, tables and chairs so they rated it as the
lowest. According to the 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

Table 16 reflects the extent of Brigada Eskwela implementation stage as assessed

by the student participants. It shows that the equally highest assessment (very high
extent) are on the actual implementation of the work plan and the documentation of the
activities in print or multi-media in BE Forms. While the lowest assessment (high
extent) is on the maintenance of the wash areas, leaking pipes and faucets/water
facilities. The overall mode high extent.

This statement is true to all government Water and Sanitation facilities

(WATSAN). There are really students who are very destructive. In fact another
school head from a large school, during the FGD said that In their school they
allocated more than a hundred of faucets in just a year to maintain their water
facilities. Yet, the students intentionally destroy them.

Another big school testified that they just close the communal toilets
because they are difficult to maintain when there are no utility persons who stay
and safeguard washing facilities. This shows that the assessment of the students is
also true and reliable.

Research revealed that majority of the schools had problems such as shortage of
drinking water and toilet facilities (http://ue.edu.pk/JRRE/articles/52003.pdf).
 81

Table 16
Extent of the Implementation Stage of Brigada Eskwela as Assessed by the Students
 82

Table 17 presents the assessment of the alumni on the Brigada Eskwela

implementation stage. According to the data presented, the group of alumni gave the
 83

highest assessment with equal frequency of 20 on two activities: actual implementation

of the work plan and coordination with Barangay Officials on students safety; while
they gave the lowest assessment (high extent) on the maintenance of doors, chairs,
tables and chalkboard. The overall mean for this stage is very high extent.

The group of alumni also believes that during the implementation stage, the plan of
the school is actually implemented. Base from their perspective, they also see that the
school coordinates with Barangay officials for the safety of the students. This quantifies
the presence of Barangay Tanods in the case of barangay schools near the high way and
Traffic enforcers for the schools in the poblacion.

For the lowest, the result is also the same with that of the parents who gave the least
scoring to the maintenance of the door, door knobs, tables and chairs. However, this
problem could have been resolved if there are available materials. Just like what one of
the alumni participants (Alumni A) who claimed that he has always been joining the
Brigada Eskwela. Base on my experience 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

Table 18 provides the result on the Brigada Eskwela implementation stage

assessment by School District. As presented, the highest frequency of very high extent
 85

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

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

District
 87

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

On the extent of the Post-Implementation Stage of Brigada Eskwela when assessed

as a whole and by group of participants

Table 20 displays the extent of the post-Implementation stage of Brigada Eskwela

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

Table 20
Extent of the Post-Implementation Stage of Brigada Eskwela when Assessed as a
Whole
 90

Table 21 presents the extent of the post-implementation stage of Brigada Eskwela

as per assessment of the school principals. It reveals that the school principals gave the
highest (very high extent) assessment to the safety and readiness of the school and the
lowest (still very high extent) on meeting Brigada Eskwela objectives. Similarly, the
overall mode for this stage is very high extent.

More had been said during the FGD that generally, the school became safe and
ready for the opening of the school year. Hence, 12 school heads rated it as high extent
and 21 rated it as very high extent. According to Principal A, the purpose of Brigada
Eskwela is to prepare their schools for the opening of classes and so, they start their
classes on the first day since their classrooms are ready and their pupils are safe in
school. Furthermore Principal C added As the target of the Brigada Eskwela, during
the first day of school, the students should be inside the classroom. So amu na siya, very
high extent correct gid ni siya kay daw indi ta na ya makita ang mga kabataan sa gwa.
During the first day of class, the school is really ready to cater our students and of
course ang ila man nga safety that they will stay in school nga layu sila sa danger and
any other untoward incident. (As the target of the Brigada Eskwela, during the first
day of school, the students should be inside the classroom. So, 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

Table 22 shows the extent of post-implementation stage of Brigada Eskwela

Program as assessed by the Brigada Eskwela coordinators. Result indicates that all of
the indicators or activities were rated as very high extent. But, the highest frequency
(very high extent) is 27 and this is on on safety and readiness of the school before the
class opens and the lowest frequency (very high extent) are on initiation of awarding of
certificate and meeting Brigada Eskwela objectives.The overall mode is very high
extent.

When the result was shown to the group, affirmations from the group suggest that
indeed the school is safe and ready. The post-implementation stage is generally very high
extent. This is because according to BE coordinator A Kay tungod nga tinlo na ang
 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

Table 23 shows result on the extent of Brigada Eskwela post-implementation stage

as assessed by the teachers. It is indicated that holding culminating program is the
highest (very high extent) and the lowest (high extent) is the initiation of awarding of
certificates of recognition to donors and volunteers. The overall mode is very high
extent.

As affirmed by one teacher participant, Teacher A said Ahmm Yes, gahold gid
man kami closing ceremony pero dutay na lang na amon parents. Kay kada Brigada
Eskwela ang mga parents, piho gid na ya nga sa first day lang sila ok ang attendance,
2nd day medyo ok pa, pero wala na gabalik ang parents asta gadutay na lang na kon sa
4th kag 5th day. Ti kami kami na lang na ga closing. Si 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).

While one teacher (Teacher C) was surprised(Laughs) Ay may amo pa na gali

Maam? Daw wala kami na ya kabalo. Kay ti wala man kami nagapangayo sa iban mo.
Sa amon man kami ya bulsa gahunos amon gasto. Ti wala kami ya gahatag certificate
kon magbrigada (laughs). ( Is there such thing Maam? We dont have any
knowledge on that. Because we dont ask from other. We rather get from our pocket for
the expenses. So we have no one to give the certificate during Brigada).
 95

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

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

the Teachers

Table 24 presents the assessment of the parents on the extent of the Brigada
Eskwela post-implementation stage. According to the illustration, safety and readiness is
the highest (very high extent) and the initiation of recognition of donors and partners is
given the lowest (high extent) assessment. The overall mode is very high extent.

The result is similar to that of the teachers. Base on the parents validation,
one of them (Parent A) expressed her observation by saying Huo. Ang sa
pagtan-aw ko ang amon eskwelahan ya ready man sa pag abri sang klase.( Yes.
The way I see it, the school is ready for the opening of class).
 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

Table 25 displays the extent of post-implementation stage as assessed by the

students. Based on the result reflected, safety and readiness of the school is the highest
(very high extent) and the initiation of the awarding of certificate of recognition to the
 97

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

objectives, transparency, accomplishment of BE forms, recognition and ensuring pledges

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

Table 25
Extent of the Post- Implementation Stage of Brigada Eskwela as Assessed by the
Alumni
 100

Table 27 displays the extent of post-implementation stage assessment of Brigada

Eskwela by School District. For District I the highest (very high extent) is on ensuring
safety and readiness of the school while the lowest is also on ensuring pledge of support
from partners for future projects and sustainable improvements. The overall mode is
very high extent. For District II, the highest (very high extent) is the same as that of
District I, but the lowest is on holding culmination program. The overall mode for
District I is very high extent while for District II it is high extent.

When asked about their comments for the result, Teacher B strongly affirmed by
saying Definitely, the school is safe and ready for the opening of classes. That is
because our classrooms are clean, beautiful and our school guard is on duty so the
school is really ensured to be safe. The result on awarding, 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

On the extent of Brigada Eskwela Implementation in three stages when grouped

according to the schools profile: Size (small and large schools)

Pre-implementation Stage

Table 28 shows the extent of Brigada Eskwela program pre-implementation when

grouped according to size (small and large schools). For small schools, the highest
frequency of very high extent is on the alignment of Brigada Eskwela needs and projects
with the school SIP; while the lowest is on ensuring the delivery and acceptance of
pledges and commitments from donors. For the large schools the highest if on the
organization of Brigada Eskwela Steering Committee while the lowest is on
accomplishing repair and maintenance needs assessment form. The overall mode for both
small is very high extent; while for large schools it is high extent.

The following are the words from the participants regarding the above results: On
ensuring the delivery and acceptance of pledges and commitments from donors
Teacher C (HS) shared In our school 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.

However one Teacher A (HS) also defended by saying In our case as

teacher, sometimes kami man ya gapanabon.( In our case as teachers,
sometimes we are spending). We do not report because we take initiatives on
how to ready our classroom).

Another reason was cited why teachers do not deal with reporting is that
they are hesitant to submit reports on funds generated because 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...

Finally, Principal C expressed the need to submit reports as her usual

practice in school In our case we normally report because it is needed in the
Brigada eskwela reports.

With these real stories, documentation of resources is intentionally done because of

personal reasons and the fact that there is really no big reason to count as to how much a
school generates because theyre not joining the Brigada Eskwela contest and they dont
bother soliciting for resources in the first place.

Table 30
Extent of Brigada Eskwela Implementation Stages for Large Schools
 110

Post- Implementation Stage

 111

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

On the extent of Brigada Eskwela Implementation when grouped according to

Level (Elementary and Secondary Schools)

Pre-Implementation Stage

Table 32 shows the extent of Brigada Eskwela pre-implementation stage when

grouped according to level. For the elementary group of schools, the highest frequency
with mode of 4 (very high extent) is on the alignment of Brigada Eskwela needs and
projects with the school SIP; while the lowest is on ensuring the delivery and acceptance
of pledges and commitments from donors. The overall mode is very high extent.

For the secondary schools, the highest frequency with very high extent is on the
ocular assessment of facilities needing repair; while the lowest is on ensuring the
delivery and acceptance of pledges and commitments from donors. The overall mode is
high extent.

Taking a closer look at the elementary result, 3 lowest extent ratings were given to
orientation on functions among Brigada Eskwela Steering Committees, 4 lowest extent
ratings on the organization of committees and conduct of various awareness campaign.
 114

Table 32
Extent of Brigada Eskwela Pre-Implementation in Three Stages When Grouped
According to Level (Elementary and High School)
 115

Implementation Stage

Table 33 shows the extent of Brigada Eskwela implementation stage as per

assessment of the elementary. The highest frequency of 4 (very high extent), with 109
out of 168 responses is on actual implementation of the work plan while the lowest is on
the the maintenance of school ground, fences and plant boxes, and landscaping and
maintenance of wash areas, leaking water pipes and faucets. The overall mode for this
stage is high extent.

When grouped according to size most of the small schools have implemented their
plans very well. Only 1 rated this activity as lowest extent and 4 as moderate extent.

For the lowest, the responses is consistently on various awareness campaign in

which participants schools gave it lowest and 41 rated it as moderate extent.

There are two activities that were given 5 and 4 lowest assessments. These are on the
preparation of documents for tax incentives and posting of signages.
 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

Extent of Brigada Eskwela Implementation Stage When Grouped According to Level

(Secondary)

Post-Implementation Stage
 119

Table 35 shows the extent of Brigada Eskwela post-implementation stage when

grouped according to level. Result shows that the highest frequency of very high extent
for the elementary is on safety and readiness of the school for the opening of classes. The
lowest frequency with very high extent for the elementary is on the initiation of awarding
of certificate of recognition to partners/donors; while for the secondary schools, the
presentation of the accomplishments and generated support for transparency has the
lowest frequency of high extent.

In the case of elementary result, there are ratings for lowest extent on the three
activities namely holding culmination program, partners pledge continuing support for
future projects for sustainable improvements and initiation of awarding of certificate of
recognition to partners/donors. It means that even in general, the mode is very high
extent , still it suggests that there is a need for improvement on these areas among
elementary schools. As what the FGD results tell, the closing program was rarely
practiced on the sixth day of Brigada Eskwela because teachers used to go home early;
while in far schools, it was hard for teachers and parents to go back for another day to
render service because of the distance and personal or family work commitments.

The overall mode for both elementary is very high extent; while high extent for
secondary schools.

Table 35
 120

Extent of Brigada Eskwela Post-Implementation Stage When Grouped According to

Level (Elementary and Secondary)
 121

On the extent of Brigada Eskwela Implementation when grouped according to the

number of teachers (20 teachers and below, 21-40 teachers, 41-60 teachers and 61 and
above teachers)

Pre-Implementation Stage

Table 36 presents the extent of Brigada Eskwela pre- implementation when grouped
according to schools having 20 and below teachers. This group of schools gave the
highest assessment to the alignment of Brigada Eskwela needs and projects with school
SIP and the lowest to the conduct of various campaign materials on Brigada Eskwela.
The overall mode is high extent.

As what Teacher A (HS) said I think 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

Table 38 shows the extent of Brigada Eskwela pre-implementation for schools

having 41-60 number of teachers. There is only one school included in this group.

Base on the result, the highest rating or frequency of very high extent are on the
alignment of Brigada Eskwela needs and projects with School SIP, ocular assessment of
facilities needing repair, orientation on the functions and activities with all committees
and ensuring the delivery and acceptance of pledges and commitments from donors;
 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 indicates the result on the extent of Brigada Eskwela post-implementation

stage for schools having the number of teachers 20 & below. According to the data cited,
the highest frequency is on safety and readiness; while the lowest is on ensuring that
partner pledge continuing support for the future projects of the school for sustainability.
The overall mode is very high extent.

Table 44
Extent of Brigada Eskwela Post-Implementation Stage for Schools having the
Number of Teachers 20 & below

Table 45 presents the extent of Brigada Eskwela post-implementation stage for

schools having the 21-40 number of teachers. Data show that the highest frequency is on
ensuring safety and readiness of the school for the opening of classes and the lowest is
on the initiation of awarding of recognition to partners and volunteers which is normally
 137

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

Table 45
Extent of Brigada Eskwela Post-Implementation Stage for Schools having the
Number of Teachers 21-40 teachers

Table 46 contains the result on the extent of Brigada Eskwela post-implementation

stage for schools having the number of teachers 41-60. According to the data presented,
the highest frequency of very high extent is on accomplishing BE Forms/reports for
submission; while the lowest (high extent) are on presentation of resources generated ,
work accomplishment, lessons learned for transparency, and initiation of awarding of
certificate of recognition to partners/donors. The overall mode is very high extent.
 138

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

Table 47 presents the extent of Brigada Eskwela post-implementation for schools

having the number of teachers 61 up. Base on the result, the highest frequency ( high
extent) are on holding culminating/closing program, meeting Brigada Eskwela
objectives, and presentation of resources generated,work accomplished, lessons learned
for transparency; while the lowest is on the initiation of awarding of certificate of
recognition to partners/donors. The overall mode is high extent.

The result is consistent with other results. This shows that even large schools have
lesser practice on awarding during the closing of the Brigada Week. According to one of
 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

On the extent of Brigada Eskwela Program implementation when grouped

according to enrollment

Pre-Implementation Stage

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

Table 51 shows the result on the extent of Brigada Eskwela implementation as

assessed by schools having an enrollment for the current year of 1001 & above. Data
indicates that the highest frequency of very high extent are on the preparation of the
opening and closing program and other related activities and documentation of daily
attendance; while the lowest is on acknowledging publicly all works done for the day by
partners. The overall mode is high extent.

As suggested in the Brigada Eskwela Manual, acknowledging publicly donors and

volunteers daily means announcing the names or the groups over the microphone or
before the public and which is not a usual practice among schools. Instead, it is done on
the sixth day during culmination or during Harvest of Excellence at the end of the year.
However, appreciating volunteers were done by the schools heads personally with the
parents and stakeholders who came every day.

The purpose could have been to sustain volunteers enthusiasm to render services
and considering that everyday different persons come to school. Every day is also a
chance to thank them for their accomplishment.
 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

The result on the extent of Brigada Eskwela post-implementation for schools

having an enrollment for the current year 1001 and above reveals that the highest
assessed activity with the frequency of 14 (mode or 4/very high extent) is on ensuring
safety and readiness of the school for the opening of classes; while the lowest is on
presentation of resources generated, work accomplishment, and lesson learned for
transparency. The overall mode is high extent.

Ensuring students safety and school readiness is the highest. Again, this is
affirmed by one teacher when she said that Unlike before wala klase kay
maninlo pa na ya. (Unlike before there is no class yet because every would
clean). So we can see the difference before and now that we have the Brigada
Eskwela we can start the day of class.

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

Table 53
 154

Extent of Brigada Eskwela Post-Implementation When grouped According to

enrollment.

On the extent of Brigada Eskwela implementation when grouped according to

Brigada Eskwela Search Entry

Pre-Implementation Stage

Table 54 presents the consolidated result on the extent of Brigada Eskwela 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.

According to one of the FGD participants Wala na inspection kay ti timprano pa

gapuli (laughed). (There is no more inspection because of early going home).This is one
of the reasons that arise for such low result. This could also be neglected among schools
because of multitasking personnel. The school head also does not observed this during
the week because most teachers are already responsible for their classrooms.
 157

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

Table 57 shows the result on the extent of Brigada Eskwela post-Implementation

stage for schools that had been a Brigada Eskwela Search Entry ( BE Search Entry).
Date reveals that the highest frequency of very high extent or 4 is on ensuring that safety
and readiness of the school for the opening of classes; wile the lowest is on ensuring that
partners pledge continuing support for the future projects for sustainable improvement.
The overall mode is very high extent.

The result on the extent of Brigada Eskwela post-implementation stage for schools
that had not been a Brigada Eskwela Search Entry ( Non-BE Search Entry) shows that
the highest is on ensuring safety and readiness of the school for the opening of classes;
while the lowest is on the initiation of awarding of certificate of recognition to
partners/donors. The overall mode in this stage is very high extent.
 162

Table 57
Extent of Brigada Eskwela Post-Implementation Stage for Schools When Grouped
According to Brigada Eskwela Search Entry
 163

On benefits derived from the Brigada Eskwela Program implementation

Figure 2 illustrates the consolidated responses of the all the participants when asked
on the benefits derived from the Brigada Eskwela Program implementation as observed
in their schools for the past five years. The researcher was able to arrive at themes by
identifying similar ideas and assigned them with codes (letters). The global themes were
derived by determining what is common to these group of ideas basically by identifying
what and who benefits. These global themes are as follows: a) School related benefits,
b) school and community benefits, c) benefits to teachers, and d) benefits to students.

School related benefits

Improvement of school physical facilities and environment making it safe and

ready. Most responses revealed that the basic and immediate impact of Brigada Eskwela
is on the improvement of the physical aspect of the school that makes it accessible for
learning, safe and ready for the opening of the school year.

Some of the activities mentioned under benefit is the repair and maintenance of
school buildings, interior and the exterior parts like repainting of classrooms roofing,
walls, ceilings, chairs and tables. This also include construction of projects like waste
segregation facilities, plant boxes, and table for feeding center. It is also apparent that
when it comes to the program, cleaning and beautification of the classroom and the
surroundings, and other school facilities is the main concept of parents of Brigada
Eskwela. It also facilitates other government programs in school like Gulayan sa
Paaralan (vegetable garden). In fact one of the FGD participants (BE Coordinator)
affirmed that On our part because we have the gulayan sa paaralan, dako gid
ang mabulig kay mananom na lang ko ya kay tinlo na akon garden. (On our
part, since we have the vegetable garden, Brigada Eskwela helps a lot because I
can plant right away because my garden is already clean). Brigada Eskwela
really helps in the physical maintenance of the school. It as well makes the
school facilities last according to one participant.
 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.

School financial benefits. The school is able to generate resources through

donations, thus saving its MOOE from expenses in buying materials like paints and
construction materials. It also saves money from paying the cost of labor. Aside from
promoting the spirit of volunteerism, since its launch, public schools have benefited in
terms of their Community Maintenance and Operating Expenses (MOOE) (Alla, 2015).

Improvement of school performance. Responses from school principals and

teachers state that Brigada Eskwela has improved schools performance in terms of
enrollment, academic achievement and pupils attendance and drop-out rate. Favorable
physical environment has a significant positive effect on the efficiency of any
organization and acts as catalyzing agent to provide a straight way for achieving
predetermined objectives of an organization (Hussain and Suleman 2014, p.71). School
buildings are of critical importance to the teaching and learning process (Saeed and
Wain, 2011). According to the participants, Brigada Eskwela has strengthened
stakeholders participation in all school activities which have contributed to the
improvement of the students performance. Studies also show that parental involvement
in students learning affect students academic performance in school. Through parental
involvement in their childrens education, parents can increase academic success and
reduce the risk of academic failure and drop out (Drake, 1995 as cited in Bauman, 2011).

Research studies on the classroom environment have revealed that physical

arrangement plays a vital role in teaching learning process. It can affect the performance
 165

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

Another benefit of the program according to the responses is drop-out rate.

According to the FGD participants, Students become motivated to go to school when it
is clean and beautiful. The program does not only prepare the school but also the
students as well. Students or pupils become ready in gong to school. Hence, students are
eager to come to school on day 1 because they know that they will no longer clean their
classroom.

Curriculum related benefits. The most prominent benefit of Brigada Eskwela

related to the school curriculum is the organization of classes on the first day of school.
Preparation for the opening of classes allows teacher to plan ahead on the activities for
the opening of classes. Study shows that adequate time allocation for curriculum
affects its implementation (Patius, 2014, p.56). Teachers start the lesson right away
because they have prepared for it. They already have set up classroom structuring,
bulletin boards and lesson plans for the week. Being organized would tune in the
students to the world of learning.

School and community related benefits

Promoting the culture of bayanihan and the like.To the school and community,

Brigada Eskwela promotes the culture of bayanihan, camaraderie, cooperation, unity,

participation, volunteerism. Parents come to work hand in hand with the teachers and
pupils. By volunteering people can develop a sense of generativity that they can be of
service to society in a way that goes on the far side of their work.(Retrieved from
http://lyceumbooks.com/pdf/SW_w_Volunteers_Chapter_03.pdf). Moreover, Sec. Bro.
Armin Luistro cited that Brigada Eskwela aims to make the school ready for the teachers and
students; engage participation of community stakeholders in education; and revive the bayanihan
spirit among Filipino youth.

Empowering stakeholders. According to one of the participants, he said that

Brigada Eskwela empowers stakeholders in promoting quality education. This is
 167

supported by Empowerment theory which believes that volunteering promotes individual

storytelling, awareness, and eventually critical consciousness and offer potential for
collective action.(Retrieved from http://lyceumbooks.com/pdf/SW_w_
Volunteers_Chapter_03.pdf) According to one of the published articles Brigada
Eskwela helps improved volunteers perspectives. Brigada Eskwela also forces us to
evaluate our willingness as members of the community to serve when we are called for.
(Retrieved from http://www.rappler.com/move-ph/ispeak/94749-what-we-can-
learn-brigada-eskwela).

Stakeholders become gradually aware of their social responsibility towards

education. As partners of education they play important roles in augmenting school
resources to meet the goal of education. Thus, both LGUs and private sectors and
business organizations come to donate equipment. Learning materials, technology and
other resources for the school and the children.

Sibayan (2012) affirms Surely, this project has been organized and implemented, one, for the
purpose of advancing professional, administrative, and leadership skills of teachers and
administrators of public schools.

Strengthening school and community relations and partnerships. Responses

repeatedly reveal that Brigada Eskwela has strengthened stakeholders relations and
partnership. Results are supported also by the a report published on what Bridaga
Eskwela has developed in the relationship between the school and the whole community
and strengthens harmonious relationship between and among stakeholders both internal
and external, private and public sectors of the community. According to Rafael
Elementary school, Brigada Eskwela strengthens partnership and builds harmonious
relationship between school and the School Governing Council, PTA officers, and
members, Brgy. Officials, City and Provincial Officials private sector and other
stakeholders in the community. This idea is further affirmed by the statement
 168

Brigada is proof that an effective partnership between the government and citizens is
possible, Carreon (2015).

Sibayan (2012) again said than Brigada eskwela has also helped strengthen the relationship
of school to the community where it is housed the families, baranggay, PTA, and other
institution.

Improvement of schools image to the society. The schools image to the

community is improved because of strong partnerships and involvement of parents,
teachers school administrators, LGUs, NGOs, religious sectors and all private
benefactors because of Brigada Eskwela.

Teachers benefits
Enhancing teachers initiatives. Brigada Eskwela enhances teachers initiatives on
how to become resourceful to address her classroom needs. Thus she/he tap
stakeholders, coordinate with barangay officials to improve the school. Through
bayanihan, teacher and parents camaraderie is developed, thus making them partners of
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.

Brigada Eskwela motivates students to become ready for school. In an interview

conducted to one of the parents, she said that Kay kon makabrigada ang mga ginikanan
ang mga estudyante indi na mabudlayan sa pageskwela nila kay ti limpyo na ang...
referring to school classroom) ti makaklase gid sila dayon sang deretso kay limpyo na
ang eskwelahan. ( Because when the parents can render volunteer services, the students
wont find it hard because the school is already clean. So they can start their class right
away because the school is already clean).

After a week of Brigada Eskwela, schools will be all set for the opening of
classes. The students who are the primary beneficiary of the program will be
welcomed with safer and more conducive environment which will definitely help
energize their innate passion to learn. (Retrieved from
http://www.edgedavao.net/index.php?option=com_
content&view=article&id=11366:the-bigger-picture-brigada-eskwela-vol-10)

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

An SSG president, De Guzman shared that despite the exhausting door-to-

door solicitation that he and fellow leaders had to do, they never questioned the
value of what they were doing. Despite collecting only a considerable amount of
donations each day, they always chose to spend their own money for lunch or
snacks. As they went through the process, they allowed it to mold them into
young leaders with integrity. "It was a very tiring experience, but its fruits are
fulfilling," he said (Retrieved http://www.rappler.
com/move-ph/ispeak/94749-what-we-can-learn-brigada-eskwela).

The diagram below illustrates the global and sub-themes on the benefits of Brigada
Eskwela Program implementation.
 171

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

On schools best practices in the implementation of Brigada Eskwela Program

Figure 3 presents the responses on best practices employed by schools that

contributed in the success of Brigada Eskwela implementation. From the list global
themes formed are as as follows: a) creation of Brigada Eskwela Steering/Working
 172

Committees and orientation on their roles and functions b) conduct of awareness

campaign c) diverse participation d) implementing various activities for improving the
physical aspects of the school, e) promoting bayanihan culture and tradition
f) serving refreshment/snacks to volunteers g) fund raising activities h) Provision of
Brigada slip to parents i) holding opening and closing program j) giving assigned areas
to every group of stakeholders k) great leadership and harmonious working relationships
among teachers and staff. These global themes were identified after grouping similar
ideas.

Creation of Brigada Eskwela Steering and Working Committees. Schools basic

jump start activity is to create committees. These committees must be functional so they
are being oriented on their roles and responsibilities. Parents/PTA are also informed of
their responsibilities and this is done prior to the implementation. Brigada Eskwela
Manual provides for the basic functions of the different working committees.

Conduct of awareness campaign. Brigada Eskwela social marketing plays a key

roles in massive participation among parents and other stakeholders. This advocacy
includes social media, TV, radio and streamers. In far flung school, relaying of messages
from one sitio to another is one of the feasible practices of disseminating information
about Brigada Eskwela. According to an interview conducted with parents in one of the
farthest schools in Murcia, parent officers who lives near the school relay the school
principals announcement to other parents in far sitios to help the school disseminate the
information.

Encouraging diverse participation. According to the participants, they invited

different stakeholders to join the Brigada Eskwela aside from parents, the government
agencies, LGUs, NGOs, private sectors, PNP, AFP, alumni, womens group, religious
groups to support the school. They coordinated with barangay officials who are the most
accessible LGU in the community. Others support the school by donating materials and
paints if they cannot spend time volunteering.
 173

Diverse participation was realized through sending letters, building linkage with
private sectors, innovative convincing strategies of school heads and teachers and
considering time preference of volunteers.

Diversity is also noted in the FGD conducted and one participant said that
aside from the best practices cited, starting planning in January and inform
already the parents and teachers to join the annual Brigada Eskwela Program
held every third week of May. Another best practices is doing the best to invite
government agencies like the Municipal Fire Department, DILG, the DRRM
Municipal Coordinator, and soliciting locally available materials like bamboos.

Implementing various activities for improving the physical aspects of the

school. Activities are planned to ensure that the result of the program meets the
objectives of DepEd schools. According to the participants their bests practices that made
their school conducive for students includes cleanliness and beautification activities like
landscaping of the surroundings,painting of school building, roofing, ceiling and walls,
cleaning the ground, planting flowers and trees, repainting the chairs and doing
classroom repairs, repainting and repair also of tables and plant boxes. Waste
segregation and Gulayan sa Paaralan were also mentioned to have been ready during the
Brigada week. During the FGD, the Brigada Coordinator who is also in-charge of the
Gulayan sa Paaralan said that in his vegetable garden he finds it easier to start
planting vegetables because the area is already clean.There was physical
inventories conducted to ensure that needs are identified.
Promoting bayanihan culture and tradition. Brigada Eskwela enlivens the
spirit of bayanihan or teamwork. According to the participants, they observed this culture
during Brigada Eskwela wherein stakeholders or the parents, administration, teachers,
and staff and joining together in improving the school environment. Others call it unity,
camaraderie, friendship, cooperation, volunteerism and full participation.
 174

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.

These practice is supported by Systems theory and Ecological perspective wherein

agencies, businesses, and organizations providing opportunities for volunteerism can
generate positive public relations and have volunteers to carry out their operations. From
a community perspective, volunteering can change how people think about others, bring
different cultures together and foster an overall feeling of participation and trust among
community members ( Retrieved fromhttp://lyceumbooks.com/pdf/SW_w_Volunteers
_Chapter_03.pdf).

The concept on camaraderie, unity and friendship is supported by the statement of

Bunye, (2015) which saysFriendship was the bond created between the volunteers and
students. Perhaps, this event can become a memory shared by us for life. I have seen
many photos of Brigada Eskwela events with participants wielding native brooms (walis
na tingting). A very fitting symbol, I would say, of the collective strength of the public
and private sectors when bound by a unity of purpose.

In the elementary one of their best practices is giving group assignments to parents
and community stakeholders. They will be the ones who will adopt and beautify the
areas. Health and sanitation is also addressed on Brigada week.

Serving refreshment/snacks to volunteers. To make give volunteers a little of

happiness and reward, schools initiated the provision of snacks to workers or volunteers.
They solicited from generous parents, local officials, and in one of the schools teachers
are sparing their salary for the snacks of their volunteers. One parent said that during
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Brigada Eskwela, the teachers serves snacks which also made the parents happy after a
tiresome day. Teachers spend their own resources too which is already a practice for
most schools.

Fund raising activities. Most elementary schools raise fund for their projects in
school. Examples cited are Fun run for a cause and Zumba for a Cause.

The use of Brigada slip. To ensure that parents help, some school implement the
use of Brigada slip so that they can monitor the parents who have rendered services. In
one of the schools for instance, the school head said that Brigada Eskwela is required
from parents before their children are enrolled. Teachers checked the attendance of
parents. In fact during the FGD when asked about the confirmation of documentation of
attendance she said that Yes, we have the attendance check. And even though Brigada
Eskwela is not compulsory but in our case, our Brigada Eskwela is a pre-requisite for
enrollment; that before they enroll they must present their Brigada slip to show that they
have undergone their Brigada Eskwela. The teachers in-charge are really checking their
attendance.

Holding opening and closing program. Opening of launching of Brigada Eskwela

is mostly true to all schools. Schools who are joining the Search for Best Brigada
Eskwela Implementer spend much effort in holding a grand opening program where all
stakeholders are attending. Likewise with the closing or culmination program which is
done on the sixth day. This is the time to give recognition to donors and volunteers.
Joining the Search for Best Brigada Eskwela. There are 7 schools in the
Municipality of Murcia who answered that they had joined the search. This is a
motivation and a force that drive school administrators to really prepare an organized a
well-planned program implementation because all initiatives are done in order to meet
the criteria. In support, Principal B (HS) said that they are working hard because
the school will be evaluated, validated in the reports submitted and they ensured
that they will meet the criteria. It is advantageous if schools do not neglect
maintaining the school facilities. If there is no goal they cannot see other needed
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things and projects to be implemented. So I believe joining Brigada Eskwela

Contest is beneficial. It is a motivation for us to continue working for our
childrens future (smiles).

Joining the contest ensures an organized implementation, ensures generation of

resources because of the goal to accomplish repairs and beautification of the schools.

Good leadership and harmonious working relationships among teachers and

staff. The key to a successful Brigada Eskwela implementation is the school head
(DepEd BE Manual for School Heads).

The schematic diagram below shows the global themes culled out from the
responses of the participants on the Best Practices of Schools in Implementing Brigada
Eskwela program.
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Figure 3. Schematic Diagram on the schools Best Practices in Brigada Eskwela Program
Implementation

On the challenges encountered by the stakeholders in the implementation of the

Brigada Eskwela Program

Figure 4 contains the consolidated written answers of the participants when asked
about the challenges that they encountered in the implementation of the Brigada Eskwela
for five years. From these responses the following global themes are conceptualized:
a)time and schedule issues b) attendance and participation issues, c) poverty,
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d) availability skilled workers in the community, e)insufficient funds/resources to address

needs identified, f) insufficient funds and materials, g) issue on lack of initiatives, h) poor
pre-planning stage, i) multiple tasks, j) distance of school, k) elderly parents still
working, l) lack of monitoring, and m) issue on students safety.

Time and schedule issues

Overlapping of schedules. Brigada Eskwela is simultaneous in all schools, that is

why parents and government officials could not go to all schools in the Municipality at
the same time. Brgy. LGUs who have more than one schools in the community
experience the same problem. The same happens with parents who have children in high
schools and elementary. One participant in the FGD said that parents would prioritize
the high school.

Conflict of schedules.. Another concern on time and schedule is conflict of

mass training for teachers. Class advisers and committees have to prioritize
trainings.This issue was affirmed during the conduct of the FGD when one
participant said that Seminars during Brigada Eswkela is a cause also So if
dutay teachers mo, ang gin organize mo nga committee indi na ka perform sang
ila functions during Brigada Eskwela. ( If you have few teachers, the
committees you have organized cannot perform their functions). Other related
cause of problems are conflict with parents personal work schedule which really
hindered them to go to school personally so other donate in kind or in cash in
lieu of their presence like busy professionals.Professionals have their office from
Mondays to Fridays. Parents who are professionals could not render volunteer
service.

Time management. This is one of the responses cited. It is also considered

as one of the weakness of the volunteers which cause their absence/ non-
participation.

Less number of days for projects. Time frame of five days is not enough
to complete some repairs and projects.
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Attendance and participation issues

Poor participation. Not all parents are joining the Brigada Eskwela. Some arrive
late. Others come after Brigada Eskwela week. There is also a question as to the quality
of work rendered. Less father attendance. Very minimal LGUs attendance during Brigada
Eskwela.

Negative perception and attitudes towards the program. According to the

participants. Some parents are not willing to join. Some have misunderstandings when it
comes to their assigned tasks. Others clamor. Others are unresponsive and they spend a
limited hours in schools. In an interview with the teacher, she said, May ara gid ya
ginikanan nga indi magkadto bisan ano mo kainform. Kon kis a ginapadungulan ka lang
gani Maam. (There are actually parents who do not come even if they are informed).
This revelation supports the statement regarding unresponsive parents which is one of the
responses along this problem.

The existence of negative attitudes in the community is one of the challenges faced
by 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.

Issue on lack of initiatives

Responses reveal that there is lack of initiatives in looking for funds and resources,
how to organize resource mobilization of funds through cooperation of committees,
tapping of stakeholders, perseverance in outsourcing, and convincing stakeholders and
volunteers to support the program. Survey results appear that communicating to
stakeholders for support is the lowest among pre-implementation activities. Likewise the
conduct of various awareness campaign.
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Poor advocacy
Responses reveal that their is lack of information dissemination and marketing
campaign activities to stakeholders about the program. According to one participant
Probably, siguro isa na sa mga reasons ang.. ang.. non awareness na bala nila
when it comes to tax incentives. Daw wala na siya mayo maexplain sa
stakeholders nga kung maitsindihan gid nila tani basi bala nga instead of paying
taxes nga dalagko sa government puedi gid mga share na lang nila sa sa school.
(Probably, maybe its one of the reasons of their unawareness when it comes to
tax incentives. It was not well explained to stakeholders that if they have
understood it, maybe instead of paying big taxes to the government, they could
share it to the school). It is true that provision on Republic Act 8525 on tax
incentives is not well disseminated to companies and business operators. This
could also be one of the reasons that few donate to schools.

Poor planning stage

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

It reveals that distance is a factor in resource generation. Prioritization is also

suggested by her statement for Brgy. LGU having 3 schools to support and it would limit
also resources to share to be shared among the three schools. Far flung schools get the
least resources.
Weather condition. Parents could not work under hot sun and if rainy days, the road
to schools is slippery.

Repair needs not accomplished and waste segregation. Repairs not done is also
an issue due to limited material and human resources and scattering waste is also
mentioned.
 183

Lack of monitoring. There is no close monitoring of committees on daily tasks.

This could be attributed to multitasks among teachers and or non- functional committees
because most are also having their classrooms to take care of during Brigada Eskwela.

Issue on students safety. Students get injured while working. This is supported by
one of the FGD participants (high school) who said that Since our students are big
enough the parents ginasalig nila ang olobrahon to their children and these children,
our students sometimes they get injured nga ti indi ta gid man malikawan accidents
happen, so problems gid sang teachers... (Since our students are big enough, parents
would entrust their job to their children and these children, our students sometimes get
injured which at times is inevitable, accidents happen, so this a problem for teachers

The figure below illustrates global themes of the consolidated responses on the
challenges encountered by schools in the implementation of Brigada Eskwela Program.

Challenges Encountered in Implementing Brigada Eskwela Program

Time & Schedules Overlapping/conflict of schedules

Time Management
Attendance & Limited number of days alloted for
Participation repairs
 184

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, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents research findings, conclusions and recommendations based on

the results gathered on Brigada Eskwela Program Implementation.

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

perceived Brigada Eskwela as a requirement for enrollment as checking the

attendance is strictly implemented in all schools during Brigada Eskwela.

4. When assessed as a whole the extent of the post-implementation stage of Brigada

Eskwela Program is very high extent. All groups of participants assessed this stage as
very high extent; similarly for School District I and District II. When taken as a whole
ensuring safety and readiness of the school for the opening of classes gets the most rating
of very high extent while the lowest assessed activity is on the initiation of awarding of
certificate of recognition to the volunteers and partners on the 6th day of Brigada Eskwela
week which is part of the Brigada Eskwela culmination program.

The standard as to how well school organizes and implements the program which
was also used in this study is provided in the Brigada Eskwela Manual for School Heads
and annual DepEd memoranda on Brigada Eskwela. However, it can be noted that most
school personnel are not familiar with most of the suggested processes and activities to
be done before, during and after implementing the program.

5. On the extent of Brigada Eskwela Program implementation in three stages, when

grouped according to the schools profile, for small schools the pre-implementation and
the post-implementation stage gets the highest assessment of very high extent; while
large schools rated the pre-implementation stage as very high extent but the remaining
two stages as high extent.
Only elementary schools have very high extent Brigada Eskwela pre-
implementation. But both levels have the same high extent implementation stage.
However, the post-implementation were assessed to be very high extent in both levels.

The extent of the 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.

7. On the identified best practices of schools in the implementation of Brigada Eskwela,

the following global themes were formed: organization of Brigada Eskwela Steering and
Working Committees, conduct of awareness campaign, encouraging diverse
participation, implementing various activities for improving the physical aspects of the
school, promoting bayanihan culture and tradition, serving refreshment/snacks to
volunteers, having fund raising activities, the use of Brigada slip to ensure system in
participation, holding Brigada Eskwela opening and closing programs, joining the Search
 188

for Brigada Eskwela Best Implementer, and establishing good leadership and harmonious
working relationships among teachers and staff.

8. On the challenges encountered by the stakeholders in the implementation of the

Brigada Eskwela Program, the following global themes were formed: a) Time and
schedule issues such as overlapping and conflict of schedules, time management, and
not enough number of days for projects or time constraints b) Attendance and
participation issues which include poor attendance and participation, negative
perception and attitudes towards the program, availability of skilled workers in the
community, elderly parents are still working, c) Poverty, d) Insufficient funds/resources
e) Issue on lack of initiatives f) Poor advocacy g) Poor pre-planning stage h) Multiple
tasks i) Distance of school j) Weather condition k) Repair needs not accomplished and
waste segregation l)Lack of monitoring, and m) Issue on students safety.

Conclusions

Base from the findings, the researcher is able to come up with the succeeding
conclusions.

The pre-implementation, implementation and post implementation stages of

Brigada Eskwela Program among schools for the past five years in the Municipality of
Murcia is highly implemented. Among the three stages, it can be said that the schools
have very much prepared for the program as evident in the consistent assessment of all
groups of participants of very high extent rating in the pre-implementation stages.

However, the degree or extent of preparations had not assured the same extent of
the implementation phase because of some problems and issues like lack of materials
and unaccomplished tasks due to lack of skilled volunteers in the community and other
problems identified.
 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.

Program implementation has generally benefited the schools, community, teachers

and students. The schools have initiated best practices that have enabled them to
implement the program to ensure that schools are ready.

For the pre-implementation stage, it can be said that school heads have ensured
alignment of Brigada Eskwela needs and projects with their school improvement plan
which means that they have identified school needs prior to the activity and this is a
mandate of the DepEd that each school should have a School Improvement Plan.
However, most schools have weakness in ensuring the delivery of pledges or
commitments from donors, determining target resources, communicating with potential
partners, community officials and members for support and accomplishing repair,
maintenance needs assessment form, and conducting various campaign on Brigada
Eskwela. These are related activities which affect one another. Hence, it can be inferred
that gaps exist along these areas.

For the implementation stage, generally it can be said that participants believe that
they have been very good on the actual implementation of the work plan, documentation
of the attendance, and coordination with barangay stakeholders for students safety.
Parents perceived Brigada Eskwela as a requirement for enrollment. This perception
is supported by the study conducted on Perception of Stakeholders on Brigada Eskwela
at Kidapawan City wherein parents perceived their attendance to be a requirement as
they have to present their Brigada Slip prior to enrollment.

Gaps were identified in some aspects like the repair and maintenance of wash areas,
leaking water pipes and faucets, repair and maintenance of school ceiling and that of
roofing and windows especially for large schools, maintenance of doors, door knobs,
 190

chairs, tables and chalkboards, provision of logistical supports, preparation of

documents for tax, provision of administrative support and management of funds
generated. Hence, school heads cannot rely on Brigada Eskwela volunteers for major
jobs because these require experts, and enough time and resources.

It can also be said that the amount of preparations for Brigada Eskwela does not
guarantee the same level of implementation of the program due to simultaneous Brigada
Eskwela Program in all schools which affect stakeholders attendance, the amount of
resources available, multi-tasking personnel for small schools, distance of schools,
negative perception among parents, and many other issues.

For the post-implementation stage, results suggest that schools gives least
importance to the initiation of awarding of certificate of recognition to volunteers and
donors during the closing program and ensuring that partners pledge continuing support
for future projects and sustainable improvement. This was due to poor attendance on the
last day because parents no longer come back for the closing or the closing program is
no longer initiated because it falls on a Saturday.

Schools joining the Search for Best Brigada Eskwela are said to have higher efforts
exerted and have ensured that stakeholders come to school and various activities are
implemented and accomplished. Joining the search has given them the motivation to
solicit for resources from LGUs and other stakeholders. While schools that are not
joining the contest are not generating resources other than what their parents can give.
Teachers are also sharing their personal resources for the school during Brigada Eskwela
just to finish the tasks. Joining the search has therefore become a driving force for
school heads, teachers and the parents to plan for a well-organized and 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.
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The program has helped by making schools child friendly and conducive for
learning which enabled the teachers and the school head believed that it improved
schools performance, enhanced stakeholders involvement in the education of the
children, and helped teachers to become ready and organize for the opening of classes.
This is true to the findings cited in the related literature that schools facilities improved
students academic performance and attitude towards schooling. It has impacted students
by motivating them to go to school because the school is ready to accommodate them
every opening of June. They know well that they will no longer take off grasses, and do
laborious cleaning and clearing of their surroundings because their parents and the
community people have cleaned and made the school ready for them.

Schools have also best practices to ensure that the primary source of manpower who
are the parents can render services in school. This is done by checking attendance,
providing snacks, and the use of Brigada Slip and scheduling the enrollment after the
bayanihan to ensure that parents come and at the same time to save transportation
expense for parents living in far flung areas.

On the other hand, schools have also experienced challenges as they implement the
program. Issues on parents attendance, quality time and service rendered, negative
perceptions towards the program, limited funds and resources are just some of the
problems that are identified.
Far flung schools have limited resources coming from their barangay. Very few
professionals and stakeholders are financially capable of donating resources unlike
schools located in highly urbanized cities and Municipalities. Parents who are also busy
looking for their own income to support their children and households cannot render
more time voluntary services. Mostly teachers are the ones spending for the
improvement of their classrooms.
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Teachers and Brigada coordinators lack awareness on the processes and activities
on how to implement the program vis-a-vis Brigada Eskwela Manual for School Heads
and DepEd memoranda. The availment of tax incentives is not well disseminated to
business companies.

Recommendations

Base on the findings of the study the researcher has come up with the following
recommendations:

For the Department of Education, Division and Regional Offices. For the higher
offices of the Department of Education, Division and Regional Offices that they may
improve the monitoring scheme before and during Brigada Eskwela Week, issue
memorandum on the reorientation of school heads and Brigada Eskwela
coordinators of the schools , provide inputs and technical assistance to all
schools on strategies on how to make the planning work, on how to convince the
stakeholders to be part of the planning, and share the best practices of the
successful implementers. There is a need for the higher level offices to help in
disseminating or advocating to the public and private sectors provisions of RA 8525
and DepEd Orders on tax incentives to encourage donations or adoption of schools
especially in fur flung areas. Likewise, inform school heads on the process of availing
tax incentives. This is necessary in convincing benefactors to support the school. Mass
training for teachers may also be scheduled prior to Brigada Eskwela Week so that all
teachers can best prepare their classrooms before the start of the classes.

The Local Government Units, Barangay, Municipal and Congressional LGUs),

Government Agencies, Private Corporations, Religious Groups, Individual
Professionals. The Local Government Units, Barangay, Municipal and Congressional
LGUs), Government Agencies, Private Corporations, Religious Groups, individual
professionals being the most potential partners of the school may take initiative by to
visit schools and help. Municipal LGUs may designate their personnel check out
 193

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.

Base on the study on challenges encountered by schools, parents attendance and

participation, quality time and services rendered are issues identified. Hence it is
recommended also that as parents, they need to understand the benefit of their
volunteered services for their children in school. PTA (Parents Teachers Association)
and SGC(School Governing Council) must share responsibility in making the
planning as early as January as instructed in the Brigada Eskwela Manual As
 195

emphasized by DepEd Secretary Briones in her speech at the awarding ceremony,

Education is everybodys business.

For the Students. Students need to be active stakeholders of the school. Joining in
advocating the program helps them grow with discipline and sense of responsibility.
These are integral values for future citizens of our country. The story of De Guzman an
SSG president who had supported his school by generating funds from the community
as his initiative is an exemplary life that students can do. Being a pro-active youth is a
training that young people today need to experience to prepare them for the uncertainties
and bigger responsibilities of the future. By joining the cause of education through
bayanihan which Brigada Eskwela advocates according to Brother Armin Luistro, the
former DepEd secretary, students develop passion for making a difference.

For the future Researchers. Findings in this research may be used for studies
regarding program evaluation and for a similar research topic. Further researches may be
conducted to correlate the benefit of Brigada Eskwela to students performance and on
determining other projects donated to schools, resources generated, and various
stakeholders who were consistently supporting the schools during Brigada Eskwela.

Chapter 6
PROPOSED STAKEHOLDERS PARTICIPATION PROGRAM

I. Introduction
It takes the whole village to educate a child. The government acknowledges it
financial limitation to fund repair and maintenance of its school buildings and facilities
all over the country. The MOOE alone cannot fully address school needs. Brigada
Eskwela was found to have effectively prepared and sustained the school as a home for
learning.
 196

Findings of this study suggest that there is a need to enhance stakeholders

participation in the program so that every school will attain sustainable improvement and
maintenance of school physical facilities and environment to provide a safe, ready and
most especially a conducive learning environment for our children every year. Both the
internal (school head, teachers and staff) and external stakeholders participation are
necessary to attain this improvement.

II. Objectives
Specifically this proposed program plan aims to:
1. Guide internal stakeholders and DepEd personnel on how to improve
preparations prior to the program implementation
2. Enhance knowledge on how to advocate the program to external stakeholders
and perform 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

2. Advocate Republic Venue, Snacks, *Division level February Division/

Act 8525 to all Private Copies of (SGOD/ Division School MOOE
Sectors/Business Sectors Republic Act Personnel/Resource
especially on how to 8525 Mobilization
avail of tax incentives Coordinator)
and DepEd District/Municipal Local Funds/
Memorandum on Level LGU Funds
Brigada Eskwela
* District Level
(District
Supervisors, PTA
Federation
Presidents, LGUs,
NGOs, Private
Sectors/Business
Owners0
3. Tap media/radio/TV to Letter * Division level April-May Local funds
advocate RA 8525 and (ASDS/SDS/SGOD before BE
DepEd Memorandum on ) Week
BE on air
* School Level
(School Head, BE
Coordinator)
4. Start planning, Brigada School Head, January to Local
organizing and Eskwela Manual PTA/SGC, March Funds/persona
identifying targets source for School Heads SSG.Clubs, PFC, l Funds
of resources as early as BE Coordinator,
January of each year: teachers, school
a) Organize well the alumni
Steering and Working
committees
School head
b) Orient them well on
the roles and functions
vis-a-vis Brigada School Head
Eskwela Manual for
School Heads
(Downloadable from the
internet)

c) Train teachers and Resource person School

staff on how to win if possible with Head/Resource
stakeholders/ to do social back ground in person
marketing. You may marketing,
invite a resource person snacks
to do a lecture if needed.

d) Plan for feasible Bench marked School Head and all

strategies that apply to ideas/practices teachers
your locality

e) Conduct Inventory of BE Needs School Head and all

Needs/ ocular visit to all Assessment Steering
classrooms and other Forms, camera Committee,
school facilities to documents teachers, BE
areas that need Coordinators,
 198

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