ABSTRACT
This descriptive-qualitative study aimed to determine the experiences of educational communities regarding CARES (Collaboration, Active Participation, and Responsible Engagement of Stakeholders) for a sustainable school program at Barasan Primary School during the school year 2023-2024. Based on the results of in-depth interviews with the participants, it was found out that the experiences of the members of the educational community regarding the implementation of CARES included full support from the parents, active participation, teamwork among stakeholders, and a realization of the importance of the program. The good practices associated with CARES involved coming together, providing empowerment, offering support to school learners, and encouraging involvement in school activities. Effective implementation of the CARES program was achieved through encouragement, active participation and taking initiative. The successful execution of the program was characterized by positive relationships, strong leadership, and a sense of ownership among the participants.
Keywords: Educational Community, Collaboration, Active Participation and Responsible Engagement of Stakeholders (CARES), Sustainability
INTRODUCTION
The Department of Education acknowledged that stakeholders had a significant influence on how learners learned. The department collaborated with stakeholders to offer learners a high-quality, easily accessible education tailored to their individual needs and skills. Mutual respect, trust, and cooperation were the cornerstones of this partnership, wherein all parties collaborated to establish a welcoming and inclusive learning environment.
CARES was a program that stood for Collaboration, Active Participation, and Responsible Engagement of stakeholders in the community of Barasan, which served as the foundation for a sustainable school program. It emphasized the importance of collaboration among stakeholders, including teachers, parents, administrators, and community members. This meant working together to identify goals, develop strategies, and implement programs that benefited the school and its community. By collaborating, stakeholders shared their expertise, resources, and perspectives to create a more effective and efficient school program.
Active participation was crucial in Barasan Primary School CARES Program, as it encouraged stakeholders to take an active role in shaping the school program. This included participating in decision-making processes, attending meetings and events, and contributing to the development of policies and programs. Through active participation, stakeholders developed a deeper sense of ownership and commitment to the school program, fostering a sense of community and shared responsibility for its success. Responsible participation was important to BPS (Barasan Primary School) CARES Program because it allowed stakeholders to support the program's aims and objectives, which ultimately propelled its success. This entailed taking responsibility for one's choices and actions, communicating openly, and showing consideration for the opinions of others. Stakeholders increased credibility and trust in the school community by acting appropriately. Building a long-lasting school program that benefited the whole school community was the ultimate purpose of Barasanon CARES.
Stakeholders were also essential to enhancing educational institutions and advancing learners' development. Through interacting with stakeholders, schools established a constructive and encouraging learning environment that was advantageous to all parties. When stakeholders collaborated, they created a collaborative and supportive environment that fostered a positive and productive school culture. This led to increased learner success, as learners felt more engaged, motivated, and supported in their learning. When teachers, parents, and community members worked together, they identified and addressed potential challenges and obstacles, providing learners with a more comprehensive and well-rounded education. This collaborative environment promoted teacher satisfaction, as educators felt valued and respected for their expertise and contributions. When teachers were happy and fulfilled, they were more likely to be motivated to teach and inspire their learners, leading to better learner outcomes.
A collaborative and supportive environment also promoted overall school sustainability. When stakeholders worked together, they shared resources, expertise, and responsibilities, reducing the burden on individual staff members. This helped to prevent burnout and reduce turnover rates, allowing the school to retain its most valuable assets—its teachers and staff. It also fostered innovation and creativity, as stakeholders shared ideas and best practices. This led to new initiatives and programs that benefited the school and its learners, such as mentorship programs, community partnerships, or extracurricular activities. By working together, stakeholders created a vibrant and thriving school community that was well-equipped to meet the needs of its learners and staff for years to come.
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