ROLE OF STAKEHOLDERS’ PARTNERSHIP IN STRENGTHENING THE IMPLEMENTATION OF MODULAR DISTANCE LEARNING PROCESS IN POLILLO DISTRICT

This study investigated the role of stakeholders’ partnership in strengthening the implementation of modular learning process within the District of Polillo. It examined how these stakeholders help in the implementation of modular distance learning through leadership and management, curriculum planning, administration, teaching and learning, resource use and management, network and partnership. It also aimed to determine their level of participation and engagement. This descriptive research utilized both quantitative and qualitative approaches in the data gathering and analysis. The research was conducted in the 19 barangay schools in Polillo Quezon. The survey respondents were composed of all 191 public school teachers, 11 Polillo DepEd school heads, while 30 barangay officials, 20 General PTA officers and 3 representatives of LGU Educational Committee were interviewed. Results revealed that stakeholders participate in the preparation of activities, orientation, providing information, formulation of solutions, and settling of issues in the implementation of modular distance learning. They have a strong agreement on the role of stakeholder partnership in terms of leadership and management in the implementation of modular distance learning. In terms of curriculum planning, they are involved in many ways because the curriculum affects them directly and indirectly. Stakeholders propose plan in curriculum planning, make innovations, conduct meeting and monitoring to strengthen the implementation of the curriculum. They serve as policymakers to make the implementation of the curriculum possible and successful. In terms of teaching and learning, increased communication between teachers, school administrators, stakeholders and families was most often cited as the reason for this closer connection. Communication is in the form of personal messages from the teacher or face to face communication in school, and family conferences. In terms of resource use and management, stakeholders help in the allocation of fund to support the school in implementing modular distance learning. Human resources were valued above any other resource for the successful implementation of school/family partnership initiatives. In some cases, local school leadership provided the vision for parent, family and community involvement. In general, the stakeholders have an occasional participation. It is recommended that flexibility should be strengthened across the levels of stakeholder participation.