Brigada Eskwela Program and Continuous Development Plan of Public High Schools in Sdo Quirino

Abstract

INTRODUCTION

The Brigada Eskwela program, important advocacy to engage various stakeholders to give their full support in various schools, has become a mechanism to fill the resource gaps and improve higher performance indicators. In the lens of SDO-Quirine, the Brigada Eskwela has become a common instrument to nurture school partnerships. Bottlenecks and challenges on its implementation are identified. To address these problems, different strategies are integrated to gauge its effectiveness to better serve the schools. This research provides data to top management for sound decision-making and localized policy formulation to recalibrate the Brigada Eskwela implementation in the context of SDO-Quirine.

METHODS

The descriptive research method was used. Thirty-three public secondary schools were the respondents and they answered a structured questionnaire. On-site monitoring and evaluation were also conducted to describe the extent of implementation of Brigada Eskwela in select schools.

RESULTS

In the implementation of the Brigada Eskwela, results revealed that its level of effectiveness was effective. Along with resource mobilization, there was a serious problem encountered having limited partners in various levels of governance. Partnerships and linkages were apparent as all stakeholders were fully involved in the many activities along with this program. It was found out that schools had opportunities to generate resources from various stakeholders. As to the involvement of volunteers, technically skilled individuals were needed. However, full participation of stakeholders was evident as they supported and involved themselves.

DISCUSSIONS

Based on the results, it can be gleaned further that the need to calibrate the local policies and re-engineer strategies to continuously respond to the challenges of basic education is addressed to all levels of governance. Innovations or initiatives may be on hand but if there are no technical assistance, monitoring, and evaluation, then the Brigada Eskwela program will not achieve better results. Further, regional or central offices in Department of Education must have a paramount concern to provide schools partners or stakeholders with global connections and clout. Their influence and capability shall help the schools needing various resources.