Full Circle Cogenerative Collaboration to Increase Stakeholders Level of Participation in Brigada Eskwela Program

Abstract

INTRODUCTION

The Brigada Eskwela program of the Department of Education is one of the most sustainable projects that highlight the participation of the stakeholders. Bagacay National High School has been blessed with different stakeholders that support the school but the level of participation is low. To address this, the Full CircleCogenerative Collaboration program evaluated through descriptive-quantitative research came to view. This Basic Education Research Funded program helped to solve the percentage and level of participation of BNHS stakeholders.

METHODS

Under the F3C program, the school implemented the following interventions: Cogeneration or the specified task mapping, Bandillo which is the home to home marketing, Powerhouse or the task delegation, Hotline -the center communication system that highlights various ease of contact and prioritization, Crown, that gives credit and awards to key persons an stakeholders and Circle which is the inclusion of Brigada in the school quarterly monitoring and placement of Brigada orientated activities to school policy and guide such as the School Improvement Plan. The programs included activities to increase the sense of ownership and drive of the stakeholders in the Brigada proper from the planning, implementation, and monitoring. Survey and interview tools were used to measure the effects of the said innovations.

RESULTS

Results of the research showed that compared to the 2017 Brigada with 63.46% percentage of participation, 2018 F3C attained 95.62% of the targeted stakeholders which is 32.16% higher. The program also resulted in a 4.611 level of acceptance which falls as extremely accepted with School Tour, Bandillo and Care for Stakeholders as the highest. It also showed an average 4.517 level of participation under 15 indicators that have a significant difference to the 2017 level of 4.247. The program also had a highly positive correlation between the percentage of volunteers and the level of participation.

DISCUSSIONS

This data implies that a cogenerative environment on school-community partnership is most essential in creating a productive and genuine partnership between stakeholders. Furthermore, the paper highlights the need for continual monitoring and task specification on endeavors to match the stakeholder capability to school activities such as Brigada. Lastly, this approach for community development builds a strong foundation on engagement that will increase school level and therefore cater to the learners of the institution.