Nerren Raymundo
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Narrative report brigada
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Abstract
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The narrative report details the implementation of Brigada Eskwela, a nationwide initiative aimed at improving school facilities through community involvement. The report covers the organizing efforts led by school personnel, the activities conducted throughout the week-long event, and the significant contributions made by parents, alumni, and local organizations. Ultimately, the initiative enhanced the learning environment, ensuring the school was ready for the upcoming academic year.
Key takeaways
- This is where one is crafted into a better person, who will be an emblemof the kind of learning center where he was raised.The multifarious concern of school demands working with others to accomplish designed tasksand objectives.
- The Department of Education conducted this year's Brigada Eskwela, also known as the National Schools Maintenance Week (DepEd Memorandum No. 35, s. 2016) on May 30, 2016 -June 4, 2016 where all education stakeholders contributed their time, effort and resources in ensuring that the school facilities are ready in time for the school opening.
- Early morning of May 30, the teachers of Bernardo F. San Juan NHS held a parade that signaled the start of Brigada Eskwela.
- The goal to attain quality education faces the strong demand of meeting the needs of the learners.
- June 4, 2016, Saturday was the last day of the week -long activity of the Brigada Eskwela, Mrs. Sheila again asked the help of the school guard to put back the curtains and hang it on the walls of the room; she also put back the covers of the computer to prevent dust to harm it.
Related papers
The Brigada Eskwela Journey: A Narrative Inquiry
Psychology and Education: A Multidisciplinary Journal , 2025
The study explored the success stories and experiences of teachers involved in the implementation of Brigada Eskwela 2021 at Salcedo Elementary School, a division-level awardee in Oriental Mindoro. Using a narrative inquiry approach, interviews with five teachers were conducted, transcribed, and thematically analyzed to uncover key themes. Results revealed challenges in securing stakeholder participation, financial constraints, and resource limitations, addressed through innovative engagement strategies such as incentives and flexible participation. The findings highlighted the pivotal roles of unity, effective communication, leadership, transparency, and community engagement in overcoming these challenges. Stakeholder recognition and feedback mechanisms further enhanced the program's sustainability and impact. The study underscores the importance of collective effort and bayanihan in fostering school readiness, community involvement, and improved educational outcomes. It provides insights into effective strategies for Brigada Eskwela implementation and emphasizes the value of partnerships and civic engagement in advancing public education in the Philippines.
Best Practices in Brigada Eskwela of Secondary Schools in Batangas Province
IOER International Multidisciplinary Research Journal, 2021
The study focused on best practices in implementing Brigada Eskwela among secondary schools in Batangas Province. Specifically, it aimed to identify the salient features of the Brigada Eskwela Work Plan, and assess the extent of implementation of Brigada Eskwela covering scope of work conducted, resource mobilization, school personnel participation, and community involvement. In addition, the study assessed how Brigada Eskwela broadened community support to basic education relative to curricular activities enrichment, physical facilities improvement, and unity of purpose. Likewise, the issues and opportunities brought by Brigada Eskwela were determined. This study used the descriptive method of research with the questionnaire as the main data gathering instrument using Slovin's formula at 5 percent margin of error. Statistical tools used in the analysis of data were weighted mean, one-way analysis of variance, and Brown-forsy and Scheffe tests. Results revealed that the respondents agreed that Brigada Eskwela is a product of collaborative effort, taps the spirit of volunteerism, and allows people from different sectors to extend help to the schools every year, which are the most salient features of the program. Further, Brigada Eskwela broadens community support to basic education relative to curricular activities enrichment and physical facilities improvement to a moderate extent, while it supports basic education to a great extent in terms of unity of purpose. The primary issue in Brigada Eskwela is following the implementing rules and regulations of the program to make it successful. Statistical analysis showed no significant differences on the assessments of the three groups of respondents in terms of the extent of implementation and support to basic education. However, significant differences were found on opportunities brought by Brigada Eskwela.
LEVEL OF COMPLIANCE WITH THE BRIGADA ESKWELA IMPLEMENTATION TO DO NO. 66 S. 2018 IN SELECTED PUBLIC JUNIOR HIGH SCHOOLS IN LAGUNA: BASIS FOR AN ACTION PLAN
IOER International Multidisciplinary Research Journal, 2022
In May 2003, the Department of Education launched National Schools Maintenance Week (DepEd Memorandum 79, s. 2003) to promote the Adopt-A-School Program. Every third week of May, teachers, parents, and community members gathered to repair and prepare public schools for the start of classes. In the spirit of "bayanihan", private institutions or individuals joined forces with local governments to achieve the DepEd Memorandum's goals and objectives. Brigada Eskwela (BE) is the DepEd's response to the problem of inadequate school maintenance and ensures school preparedness and competency before classes begin. Since it is difficult to involve stakeholders including parents, the private sector, community organizations, and non-governmental organizations, not all schools participate in this endeavor Thus, this study analyzed the level of compliance of the BE implementation guidelines matrix among the Junior High school focal persons in selected schools in Laguna province. It involved 200 respondents and utilized a researcher-made questionnaire for this descriptive study. Frequency, weighted mean, and t-test were employed to determine the level of each BE dimension and significant differences in the demographic profile of the respondents. Results revealed that the responders' compliance with BE is inferred as Complied, with no significant differences in its dimensions. Conferring to the outcomes of the surveys, the bulk of BE Focal Persons were trainees; a minimum amount of service as a BE Focal Person is suggested. In conclusion, it has statistically significant positive correlations with DepEd Memorandum No.24 S.2008 so a plan to close the gap was recommended.
EXTENT OF IMPLEMENTATION OF BRIGADA ESKWELA IN A NATIONAL HIGH SCHOOL: AN ASSESSMENT PREPARED BY
One of the fundamental elements of Filipino culture, bayanihan, is where the Brigada Eskwela idea originated. It is accentuated by "bayanihan," in which people of the community
Implementation of Brigada Eskwela by School Sizes in the 4th Congressional District of Quezon Province
Psychology and Education: A Multidisciplinary Journal , 2023
The research sought to ascertain the level of implementation of Brigada Eskwela in Quezon Province's 4th Congressional District. The descriptive-comparative research design was appropriate for the questionnaire created as an instrument for data collection, with statistics such as weighted arithmetic mean and one-way ANOVA. Data were gathered through a researcher-created questionnaire based on the Brigada Eskwela (BE) Manual for School Heads and DepEd Memorandum No. 62 s. 2022. It was given to 267 respondents from 10 municipalities in Quezon's 4th Congressional District, as well as 89 school heads, 89 Brigada Eskwela coordinators, and 89 stakeholders. According to the findings, the Brigada Eskwela Program was highly executed via preparation efforts, partnership engagement activities, impact on school performance, resource generation, and bayanihan efforts. At the 0.05 level of significance, there is no significant difference in the implementation of Brigada Eskwela among small, medium, large, and mega schools in terms of preparation effort, effect on school performance, resource generation, and bayanihan effort. In the result the findings of the study, it was revealed that lack of materials, sources of funds, managing human resources, and collaborative effort of stakeholders to participate, and less participation of stakeholders. And also, it was revealed that coping strategies like the spirit of volunteerism, allocating the budget for the implementation of Brigada Eskwela, communication with the stakeholders, capacity development programs, and continuous improvement through a development mindset. An implementation plan was proposed to further reinforce and strengthen school and community relationships, boost the spirit of volunteerism among stakeholders, build partnerships with the community, and extend resources through Brigada Eskwela Program.
PROGRAM PASCA SARJANA, PROGRAM STUDY OF EDUCATIONA SCIENCE OF SOCAL KNOWLEDGE, UNIVERSITAS NUSA CENDANA, KUPANG 2017.
This study aims to describe the leadhership of a principal in leading, organizing embracing the the subordinates to manage the school well and acting in making decisions together, and see how the roll of a principal in involving the community or parents to work together and encourage to build or manage the school well in accordance with the functions and responsebilities as leaders in the school Ensino Basico Central, EBC, 3 Lquica-Timor Leste. The research method used is descriptive qualitative. Sources of data obtained are primary and secondary data. Data collection techniques used were interviews and documentation. To test the validity of the data used comparison techniques of interview data with the contents of documentation data to analyze the collected data, the author used narrative analysis techniques : main leadership, main leadership style, and parent participation. The results obtained from this research are as follows: 1). The role of school principal and parents\' involvement in the teacher board meeting to develop a good school management program through a policy that is decided along with a planned follow-up program. 2) in the leadership of school principal and parents participation in school management has been running well from the beginning of admission of new students, teachers, financing, curriculum, and infrastructure facilities because of the cooperation between school parties and parents of students in eb c. 3 liquica has gone well. Partisiasi orang parua in order to support the management of this school is built in addition to engaging in meetings, donate money of $ 2.00 us to arrange a school flower garden, tent temporary for parent meeting and from the school committee to take part in the management in accordance with the needs school. 3) although the principal\'s leadership and involvement of parents at e b c. 3 liquica school run well but there are still deficiencies in the awareness of the master to control his / her child because the environmental factors are less supportive so that the child is always inactive in good learning process and there are some teachers who are passive, so it is a dilemma that must be considered to perform a better school management.
LUYANG ELEMENTARY SCHOOL BRIGADA ESKWELA 2017 NARRATIVE REPORT
A Narrative Report on 2017 Brigada Eskwela in Luyang Elementary School
STO. NIÑO PARISH OF BULA: A HISTORICAL NARRATIVE
The historical background of Sto. Niño Parish of Bula started with a humble beginning as a devotional community. Its lay people and clergy helped one another to make it as a parish. The aims of this study were to know the process of establishing a spiritual territory known as a parish. Subsequent to this, Sto. Niño Parish of Bula were administered by parish priests who contributed Pastoral developments to their assigned parish. The researcher conducted interviews in order to gather data that would supplement the study. After the Second World War, the people of Bula started to build an ecclesial community of faithful in Bula were they elected among them a so-called kapilya council. Oblate priests from Sts. Peter and Paul Parish of Lagao would visit Bula and performed holy mass and sacramental activities where they started to rise up the spiritual conscience of the people. When Our Lady of Peace and Good Voyage Parish of Dadiangas was separated from Sts. Peter and Paul Parish of Lagao, the OLPGV Parish of Dadiangas became the mother parish of Bula under the spiritual administration of the Passionists who helped the people of Bula to organized ministry’s organization. Passionists helped a lot to prepare the people of Bula to be a parish. Headed by Fr. Joseph Ciraula, CP, Bula was declared as a parish on June 01, 1978 by a bishopric decree of Most. Rev. Bishop Reginald Arliss, CP. The primary basis for declaring a parish undergone factual process; investigation, ocular visitation and rigid preparation in establishing ministries and mandated organizations of Bula. The acquisition of parochial facilities such land and the building was also crucial requirements for a parish to be declared. There were ten Diocesan priests who served in Sto. Niño Parish of Bula, General Santos City in the years 1978 to 2003 for a span of 25 years. Most of them spent three years serving in the said parish. They made many changes and developed the Sto. Niño Parish of Bula pastorally into an efficacious parish of the Diocese of Marbel. This historical study of a particular parish indicated that a living church were composed of people unified by their faith. Pastoral developments brought changes and innovation to the community. Acknowledgment This thesis becomes a reality with the kind of support and help of many individual. I would like to extend my sincere thanks to all of them. Foremost, I want to offer this endeavor to our God Almighty for the wisdom He bestowed upon me, the strength, peace of my mind and good health in order to finish this research. To beloved Sto. Niño de Bula who showered miracles and helped me in completing my paper about His church. I would like to express my gratitude towards my family for the encouragement which help me in completion of this paper. My beloved and supportive parents, Allan and Emily, who are always by my side when times I needed them most and helped me a lot in making this study, and my lovable siblings, Lyka and JunJun who served as my inspiration to pursue this undertaking. This paper was dedicated to my father, Allan, due to his sudden death will not able to witness my graduation but I hope my paper will pleased him because he was devotee of the Holy Child Jesus and his irrepressible faith inspired me every moment of days. I would like to express my special gratitude and thanks to my adviser, Ma’am Hannee S. Badilles for imparting her knowledge and expertise in this study. For her support, patience, and encouragement throughout my studies. It is not often that one finds an adviser that always finds the time for listening to the little problems and roadblocks that unavoidably crop up in the course of performing research. Her technical and editorial advice was essential to the completion of this paper and has taught me innumerable lessons and insights on the workings of academic research in general. My heartfelt thanks to my distinguished members of the panel, Prof. Elma M. Lumantas and Sir Allan B. Castino for the approval of my work and exemplary recognition. As well as for reading previous drafts of this undergraduate thesis and providing many valuable comments that improved the presentation and contents of this paper. My thanks and appreciations also go to my colleague and people who have willingly helped me out with their abilities.
Republic of the Philippines
Department of Education
Region IV – A CALABARZON
Division of Rizal
BERNARDO F. SAN JUAN NATIONAL HIHG SCHOOL
District of Cardona
Cardona, Rizal
NARRATIVE REPORT ON BRIGADA ESKWELA
May 30, 2016 – June 4, 2016
The school is an institution which is responsible in molding the learners into a responsibleindividual in the society. This is where one is crafted into a better person, who will be an emblemof the kind of learning center where he was raised.The multifarious concern of school demands working with others to accomplish designed tasksand objectives. These would need dedicated school personnel, cooperative parents, accountablecommunity and innovative learners.
Educators believe that environment plays a big part in students’ learning. And so, if classrooms are not conducive to learning because of poor condition and some defective school facilities, education is hindered. The Department of Education conducted this year’s Brigada Eskwela, also known as the National Schools Maintenance Week (DepEd Memorandum No. 35, s. 2016) on May 30, 2016 – June 4, 2016 where all education stakeholders contributed their time, effort and resources in ensuring that the school facilities are ready in time for the school opening. As early as March, Mrs. Ma. Sheila A. Cruz and teachers of Bernardo F. San Juan NHS recruited volunteers who would participate in the brigade. Parents, school alumni and other people from the community were encouraged to join the week - long annual program. Since no national government money was put into Brigada Eskwela, private businesses, NGO’s, private individuals and local government were tapped to solicit donations to cover the effort of repair and maintenance of the school. It was on April when the school physical facilities coordinator and some PTA members performed a school ocular to identify the school facilities that need repair and maintenance. After this, the steering committee planned different school’s activities for Brigada Eskwela.
Early morning of May 30, the teachers of Bernardo F. San Juan NHS held a parade that signaled the start of Brigada Eskwela. After the parade a short program followed. The presence of different groups ofvolunteers was acknowledged. Short orientation about the mechanics of the 6-day activity was given by Mr. John Gealon. Finally the opening of the Brigada Eskwela was announced. The willing, ready and able brigade included eager teachers, enthusiastic parents, excited students, and other concernpeople of the community.
Amidst the growing population of the school is the completion of school’s facilities to improve the learning status and physical development around the vicinity of the campus. The goal to attain quality education faces the strong demand of meeting the needs of the learners. Yet, it’s a fact to shoulder responsibilities by making the institution a well-improved destination to visit.
On the first day of the week – long brigade, the Department of Technology and Livelihood Education was assigned to clean the backyard of the Ynares Building which is located in front of the covered court. As the head of the Department, Mrs. Cruz ensures that the volunteers and teachers under her were doing their assigned work by leading it all the way. On the other hand, Mrs. Cruz also is the School ICT Coordinator so after the assigned area was cleaned and organized, she went and conducts her plans to clean the Computer Room. She first asked Aprilito, the school guard, to remove the curtains covering the walls of the room and other volunteer to remove the computer covers and she can bring it home and wash. She stepped on chairs to remove spider webs and dust on the walls and ceiling.
On the following days, she continued her assignments. She eliminated unnecessary papers from the past school years; sweep the floor in and out of the room for the second day. While on Day 3, she starts to clean and remove the dust from the computers to make the room more refreshing for the incoming school year, she also deletes unnecessary files so the computers would be work faster for taking commands. While on the 4th Day of the brigade, she asked Mr. Gealon for paints and repaints the walls in front of the Computer Room and the wall of the corridor adjacent to the room for better atmosphere and to bring enthusiasm while the learners are encouraged to be well-equipped with technical know-how; applied floor wax so the floor would look as good as new students will come and use the room for study.
June 4, 2016, Saturday was the last day of the week – long activity of the Brigada Eskwela, Mrs. Sheila again asked the help of the school guard to put back the curtains and hang it on the walls of the room; she also put back the covers of the computer to prevent dust to harm it. Through the overwhelming support of the volunteers, the classrooms are restructured and spruced up. All school facilities are now in good condition. The school surrounding is now free from tall grasses. Generally, the school is now ready for the school opening. Evidences for the week long activity are attached herewith.
Prepared by:
MA. SHEILA A. CRUZ
Chairperson, TLE Dep’t
School ICT Coordinator
Noted by:
LUDINA S. CEQUEÑA
Principal III
Brigada Eskwela Parade
Opening Program.
Cleaning of the assigned area of TLE Dep’t.
Teachers of TLE Department together with their Chairperson, students, parents and other volunteers are busy cleaning their designated area in school.
Repainting the walls in front of the Computer Room.
Cleaning the computers, removing the dust and eliminating unnecessary files.
Applying floorwax.
April, the school guard, was asked to remove the curtains in the Computer Room.