What are the agencies of school community relationship

what are the agencies of school community relationship

partners) should occur to ensure that they continue to build relationships and trust, The challenge and opportunity is for schools and community agencies to . School—Community Relations. ROMA CANS. This article defines some of the basic issues in the cooperation of schools with other community agencies. This chapter examines the importance of school-community relations, the national . The number and types of organizations and social agencies existing in the.

The collective identity is founded in a particular set of interpersonal relationships without regard to local or administrative boundaries: The collective identity is founded in direct or indirect engagement with others in performance of a particular function of mutual concern: Ethnic, caste, or class community. The collective identity is founded in affinity to a particular national, racial, or cultural group: The collective identity is founded in a particular historic, conceptual, or sociopolitical community that stretches across the local, administrative, social, instrumental, or ethnic communities: Once the administrator scans the landscape of the community and identifies the various communities, then he or she is ready to identify the leadership within the communities.

It is recognized that communities have visible, invisible, and emerging leaders. The visible leaders are easy to distinguish due to their presence on councils, committees, and task forces. Invisible leaders are those who work behind the scenes to influence drives, elections, or other issues.

The emerging leaders are those in the wings preparing to take the positions of those currently in power. This latter group is particularly significant because an early recognition and involvement of them in school activities can reap future rewards. Whether the local schools are in need of support for tax referenda or bond issues, support for curricular or co-curricular programs, support for new student discipline policies, or the general need for improvement in the public's confidence in school; the process is equally political and necessary.

The role of the administrator has evolved to include the need for effective attitudes and skills in working with the community. The recognition and self-acceptance of that role is a first step in effectively administering schools. Included in their recommendations are: The use of this information results in what Armisteadp. Crises, Home-School Relations, and Special Interest Groups Typically, though not exclusively, the community relations opportunities for administrators include dealing with crises, communication with students' families, and responding to special interest groups.

She states that a school must have trust, credibility, open lines of communication, and an effective plan. Central to the plan is an administrator who is attuned to potential hot spots and adverse conditions. The effective administrator anticipates, and hopefully prevents crises, or knows how to guide his or her school and community through difficult times. The administrator who guides his or her school in staying in close contact with the home recognizes that such action on the part of the school usually results in higher student achievement, improved student discipline, increased student attendance, better student attitudes toward learning, and increased parent and community support for schools Hester, Knowing that these are characteristics of effective schools gives the informed administrator a rationale for guiding his or her faculty in developing strategies which accomplish these ends.

Additionally, it can be an important bridge to understanding the diversity of the community and the various interests found there. Kudlacek acknowledges that there is no "sure-fire formula. She indicates that the effective community-oriented administrator is one who values introspection, has good listening skills, nurtures contacts with key community people and involves special interest leaders in the planning of school programs.

The Importance of School-Community Relations There is no doubt that the roles and responsibilities of school administrators have undergone and will continue to undergo transformation. Initially it appears that the importance of school-community relations programs and skills is to relate the accomplishments of the school to the community so that the administrator of the school looks good.

However, on further examination, it is apparent that one of the more profound implications of effective school-community relations is the recognition of the pluralistic nature of communities. Not only are they diverse in terms of race, ethnicity, and culture, but they are diverse in terms of neighborhoods, friendships, and ideology.

It is incumbent on the effective administrator to be aware of those elements within the larger community. Some of the more visible and tangible functions of today's administrators are how crises are handled, how good home-school relations are facilitated, and how special interest groups are treated. These outward manifestations of good skills need to be built on a solid footing which recognizes school-community relations skills as an indispensable function of all administrators' roles and which recognizes and values the diversity within our communities.

The Organization and Function of School-Community Relations Programs The title school-community relations implies a formal procedure or process which could be called a program. While formal programs do exist in most school districts, there are informal processes which also need to be examined. It is the amalgam of formally constituted programs and informal processes which insure the effectiveness of school administrators.

Beginning a Formal Process Implementing a new program is best accomplished if it is data based. Surveys range from highly sophisticated and commercially available instruments to those which are locally designed.

Whatever their genesis, the instruments should collect reliable baseline information. The following is selected information from a list compiled by Kindred, et al. Existing needs and expectations of citizens regarding public education.

Opportunities and means for effecting better cooperative relations with various publics. The nature of the power structure and the areas of decision-making. Immediate and long-term problems that need attention. Gaps that should be filled in order to produce more public understanding of educational policies and programs. The channels through which public opinion is built in the community.

Changes occurring in patterns of community life. Leadership and leadership influence. The number and types of organizations and social agencies existing in the community. Information which is gathered in a systematic manner becomes the content on which goals and objectives are established.

Whether the data are gathered from mailed surveys, personal interviews, or surveys administered to groups invited to school meetings, they provide the administrator with ideas on the needs of the community. Additionally, they provide the administrator with a baseline of information for measuring the success of implemented programs and for comparing future needs assessments.

Goals and Objectives Whether the administrator is establishing a new program, refining an existing school-community relations program, or establishing a district-wide program or a school site program, a system of goals and objectives is vital. To develop intelligent public understanding of the school in all aspects of its operation. To determine how the public feels about the school and what it wishes the school to accomplish.

To secure adequate financial support for a sound educational program. To help citizens feel a more direct responsibility for the quality of education the school provides.

To earn the good will, respect, and confidence of the public in professional personnel and services of the institution. To bring about public realization of the need for change and what must be done to facilitate essential progress. To involve citizens in the work of the school and the solving of educational problems. To promote a genuine spirit of cooperation between the school and community in sharing leadership for the improvement of community life.

The power of goals and objectives is directly proportionate to two key ingredients: Many school districts have run afoul of public opinion by administering survey instruments that are clearly biased in favor of certain outcomes. Likewise, the administration of the instrument must be done in a manner which recognizes the aforementioned pluralistic nature of the community. Care should be taken to define the geographic boundaries of the sample and to include opinions from a broad base of the community.

Once the school has gathered its information and set its goals and objectives, it is in a position to decide on the formal nature of the school-community relations program. At the district level it may be an office as formal as the Public Information Office or School-Community Relations Specialist, or it may be the adjunct duties of key, visible administrators.

When it is an adjunct duty, it is often the responsibility of the superintendent or other respected district office administrator. At the school site level the formal program is usually the responsibility of the principal, involving select teachers and members of the community as appropriate.

Formal Programs Formal school-community relations programs have both internal and external programs.

Internal programs are those designed for the benefit of communicating with the employees and students of the school or district. External programs are those designed for communicating with the communities which a school or district serves.

A good external communication program cannot survive without it. Constructive ideas will be suggested by employees because someone is listening to them and informing them. Shared decision-making councils are rapidly emerging as formal processes, often negotiated through collective bargaining in which administrators, teachers, classified personnel, and students make consensual decisions on designated topics.

Though the line separating the less formal and the more formal internal communications programs may be somewhat arbitrary, it should be noted that schools highly structure some communications programs, whereas others appear to be more incidental to the schools' operation.

Formal external programs, like their internal counterparts, are diverse in structure and purpose. They range from programs designed to work with the general community, to programs designed for parents or students.

A recent example of schools working with their communities is the adopt-a-school program. Most frequently based on identified needs, schools increasingly are reaching out to local businesses for assistance which ranges from direct financial assistance to the involvement of the businesses' employees as tutors. The Charles Stewart Mott Foundation has been providing training in establishing the school as a centerpoint of the local community, and in the last few years businesses have been directly involved in the daily operation of schools.

President Bush's America education strategy is the most current evidence of that type of involvement. Other external programs include those where school programs are open to the public, programs which interact with constituent groups, and programs designed for parents. School programs which are open to the public like athletic events, school plays, and adult education programs are powerful ways in which schools interact with the larger community.

They provide a basis for identity for both the neighborhood school and the larger community in which the school resides. In interacting with constituent groups, schools often enlist constituent support on either side of contract issues, on tax bond referenda, with neighborhood associations, and with community advisory committees. Parent programs include parent-teacher organizations, school visit programs, inservice programs, and parent involvement on important committees such as those deciding curricular issues.

Whatever the purpose of the external program, its success rests on the ability of the school to communicate with the designated community. Communications with external communities take many forms. They can include the basic bulletin carried home by students, meetings held at community or school sites, and messages via the media. Though the technology can be as basic as word-of-mouth communication to orchestrated press conferences, the common denominator of an effective communication is one which adheres to a carefully planned purpose and recognizes the diversity of the community.

Informal Processes Within every successful formal school-community relations program are effective informal communication processes. Schools have one characteristic which makes them unique in the social order. Schools are the only institutions which virtually every person in the community has had direct experience. It is exceedingly rare to find a person who has never attended a school. As a result, many people regard themselves as expert, or at least experienced, on what schools are or should be about.

This provides school personnel with either an opportunity or a dilemma. If the preponderance of people with whom an administrator interacts had negative experiences in school, then it may be safe to say that this administrator has a different challenge from his or her counterpart who deals with constituents who had positive experiences with schools.

Though the challenge may be different, the approach is virtually the same. A formally derived community relations program must value every constituent community based on informal interactions. The informal communication process can begin with how the public is greeted on the school telephone, how the school grounds appear, how the parent is greeted by school personnel, how students regard the contiguous community, or the extent to which school personnel are aware of the unique needs of a particular community.

It is through these often unrecognized acts of awareness and courtesy that schools may often determine the effectiveness of their relationships with their communities. For example, if a local businessperson telephones the school and is inadvertently disconnected several times, it may lead to frustration and a poor evaluation of the school. Or, if a concerned parent visits the district office unannounced to voice a concern over a new curricular unit and leaves feeling listened to, it may lead to a good evaluation of the school.

Or, lastly, if a neighborhood-watch organization has targeted gang intervention efforts as a high priority item and is rebuffed by the school administrator in trying to establish a liaison relationship with the school because the school has its own program, it may lead to strained relationships.

The magic in the informal process is that the image the school projects becomes the medium of communication. Through inadvertent efforts schools can either enhance or retard effective communication with their diverse communities. The role of the administrator becomes crucial in helping the school staff project an image based on true regard for the total environment of the school.

what are the agencies of school community relationship

The administrators' role is to project an image of treating others as we want to be treated and of treating the environment as if it were pridefully theirs. School-Community Relations in California School-community relations in California, similar to national efforts, are illustrated in four types of formal programs and numerous informal processes.

Formal programs include federal and state legislated programs, adopt-a-school programs, shared decision-making programs, and locally created programs.

The School Based Coordinated Program SBCP is a state effort to coordinate limited-English proficient, gifted and talented, special education, and school improvement programs. Each district is required to have a broad-based site council which represents each of the constituent areas, the parents and community members, teachers, other school personnel, and the principal.

Members of the council are selected by their peers. The major responsibility of the councils is to oversee the programs. This program is a good example of how schools respond to designated constituent communities.

The most recent legislated effort is Assembly Bill ABeffective January 1,requiring all school districts' governing boards to adopt a policy on parent involvement. Engage parents positively in their children's education by helping parents develop skills to use at home that support their children's academic efforts at school and their children's development as responsible future members of our society. Inform parents that they can directly affect the success of their children's learning by providing parents with techniques and strategies that they can use to improve their children's academic success and to assist their children in learning at home.

Build consistent and effective communication between the home and the school so that parents know when and how to assist their children in support of classroom learning and activities.

Train teachers and administrators to communicate effectively with parents. Integrate parent involvement programs into the school's master plan for academic accountability. Jenkins acknowledges the issue of choice and extends it to a discussion of the taxonomy of communities by posing questions like: Is it the school plan for parent involvement sensitive to the different educational backgrounds of the parents and does it take into consideration the different learning styles that all individuals have?

Is it sensitive to the different ethnic and cultural heritages of families in the school community? With the changing family structure, are all caregivers taken into consideration - parents, grandparents, relatives, and foster parents? Are the schedules of working parents given consideration? First, the recognition that education should be a client-based business, one which responds to a remarkably diverse client community.

Second, that schools exist in a political milieu, one in which either schools are to be responsive to political pressures or the political systems will redefine them. The second type of community-school relations program widely evident in California is the adopt-a-school program.

From the smallest rural districts to the largest urban systems, adopt-a-school programs proliferated during the last decade. The programs vary in scope and breadth and most often provide the stimulus for extra assistance in the forms of tutors, funds for equipment and materials, and funds for participation in community events like professional and collegiate athletic events, visits to museums, and field trips.

Typically these programs afford the school the opportunity to offer incentives and programs that would not be possible with district revenues. Benefits for the businesses to be involved are in addressing pressing educational issues at the school site and to be apprised of the remarkable diversity of local schools. The third type of school-community relations program evolving in California is the shared decision-making program which is spreading throughout the state.

The program which has received the most regional and national attention has been the program negotiated between the Los Angeles Unified School District and the United Teachers of Los Angeles. The district and the teachers' union have negotiated a process for involving administrators, teachers, classified staff, community members, and sometimes students, into making decisions on topics derived through the collective bargaining process.

In terms of school-community relations, shared decision-making gives schools the opportunity to improve not only these formal processes, but the informal processes which, when properly constituted, can positively affect the interaction between schools and their diverse communities.

The fourth category of school-community relations programs, the locally derived program, is in evidence throughout the state. Whether through offices like the Public Information Office or as a designated responsibility of traditional school personnel, virtually every district has some type of formal school-community relations program.

The Roles of Administrators The differentiated roles of the administrative hierarchy are as evident in school-community relations functions as they are in any other aspect of school organization. The recognition of these roles and forces is central to administrator effectiveness. The Board of Education The major school-community relations function of boards of education was put succinctly by Kimbrough and Burkettp.

Successful school-community relations programs are the result of detailed planning. Therefore, the only solution is to urge communities to come for the rescue of their schools and for the education of their children.

  • Informal Processes

School is a training centre helps develop pupils into efficient social being and to train them to further educate the backwardmembers of their society. School interacts with people of the community and is linked with the larger society. The function of the traditional school was to transmit the social heritage of the community.

Its role was too academic in nature. The modern sociological view of education lay down that school constantly draw upon social life and activities for its subject matter, its methods of teaching and its methods of work. The school will serve as a society in miniature-a small but ideal community.

what are the agencies of school community relationship

It will be a model for the society around. It will act as a watch dog against social degeneration. By enhancing its own status and contribution it will enhance the status of the community as a whole Sidhu, There must be a conscious and continuous intercourse, a free give and take between the little world of the school and bigger one outside. The school has to arrange for the students opportunities to participate in social services, health campaigns, development plans, and other public activities.

The divorce between school and community is likely to make teaching artificial. Community according to Jones and George refers to physical location like towns or cities or to social milieus like ethnic neighbourhoods in which an organization is located. A 2 community provides an organization with the physical and social infrastructure that allows it to operate; it utilities and labour force; the homes in which its managers and employees live; other organization such as hospital, town services, carriers and theatres that service their needs and so on.

The above definition clearly describes school community. The school community physical locations are the towns or cities in which it is located. The schools source their physical and social infrastructure from its communities.

To Hornbycommunity refers to "a group of people of the same religion, race, occupation, etc or with shared interest". To Omolayolein the urban centre, "community will normally refer to all those with common interest living in a given ideographical space not considered too large to make it unwieldy whereas in the rural areas, the community will strictly comprise people with the same origin". Strictly speaking and for the purpose of the paper the definition on rural area is adopted for the concept of local community.

School Community Relationship The processes of social interaction are the bases for creating social relationship. According to Calhoun, Light and Keller social relationship is relatively enduring patterns of interaction between two or more people. Most people have many social relationships, from casual acquaintance to intimate friendships and close family bond.

School community relationship is a two-way symbiotic arrangement through which the school and the community co-operate with each other for the realization of goals of the community and vice versa. School as an open system and a social organization thrives on the effective interrelationship within it and with its relevant communities. This means that community builds its schools and the schools build their community Sidhu, Therefore, school community interdependence is unbreakable.

There is a reciprocal relationship. The two works for one another and the two have direct impact on one another. This means that the school cannot exist in isolation but in co-operation with the community in which it finds itself Ihebereme, This school is not a place where only the children are educated by the whole community.

The school building, furniture, equipment, human resources, etc. They should be unhesitatingly placed at the disposal of the community after school hours. The school teachers should also come forward and place their knowledge and experience at the disposal of community and assume the role of guides and leaders of the social group. The school library and play grounds can especially be of significant service to the community Ihebereme, Nieto contends that student achievement is positively associated with parent involvement in school and that, school which encourage high levels of parent involvement outperform their counterparts where there are lower levels of involvement.

AccordingPawlas identified six types of school community relationship: Schools and communities relate as parents of a student. Families must provide for the health and safety of children, and maintain a home environment that encourages learning and good behaviour in school. Schools provide training and information to help families understand their children development and how to support the changes they undergo.

School must reach out to families with information about the school programmes and student reports, as well as new information on topics such as school choice and making the transition from elementary school to higher grades. Communication must be in forms that families find it understandable and useful. Parents can make significant contribution to the environment and functions of a school. School can get the most out of this process by creating flexible schedules, so more parents can participate, and by working to match the talents and interest of parent to the needs of students, teachers, and administrators.

With the guidance and support of teachers, family members can supervise and assist their children at home with homework assignment and other school related activities. School can give parents meaningful roles in the school decision making process, and provide parents, with training and information so they can make the most of 5 those opportunities. This opportunity should be open to all segments of the community, not just people who have the most time and energy to spend on school affairs.

Collaboration with the Community: Schools can help families gain access to support services offered by other agencies such as health care, cultural events, tutoring service, and after school child care programmes. They also can help families and community groups provide services to the community, such as recycling programmes and food pantries. Importance of School Community Relationship School community relationship is today gaining more grounds than ever before.

School administrators all over the world are paying more attention to the role of communities in managing schools. Hence the idea school based management is always on promotion. According to Fiore when families, schools and community institutions e. He identifies the followings as the importance of school community relationship: Schools enjoy the informed support of families and community members.

Benefits accrue to the staff of schools and community agencies as well: Communities can provide schools with a context and environment that can either complement and reinforce the values, culture, and learning the school provide for their students or negates everything the school strive to accomplish. Communities can furnish schools and students in them with crucial financial support system as well as the social and cultural values necessary for success and survival in contemporary society.

Communities have the potential to extend a variety of opportunities to students and to their families-social, cultural and vocational. Schools, in turn, offer communities a focal point of educational services for children.

Schools have the potential to build well-educated citizens ready to take on responsibilities as contributing community members. By working together, schools, families, and communities can prepare for a more promising future. In urban communities struggling against violence, unemployment, and deteriorating institutions, school- community relationship offers hope for those who may have given on the social institution in their neighbourhood and cities. Rural communities searching for opportunities to revitalize themselves in a technologically sophisticated society can discover ways to bring themselves into the information age by intertwining school and community improvement initiatives.

Community participation in school activities helps community membershave a more positive view of the school. It helps children have better attendance, better behaviour and high academic achievement motivation. Community members need to be supportive by involving themselves in school programmes and activities such as Parent-Teacher Association PTA meetings, athletic events, plays, parties and other related engagements.

Despite all the benefits associated with such involvement, many community members do not regard engagement in school programmes with all seriousness Okubanjo, Nieto 7 contends that student achievement is positively associated with parent involvement in school and that, school which encourage high levels of parent involvement outperform their counterparts where there are lower levels of involvement. According to Idaho Falls School District school community relationship helps to improve the quality of education for all children.

Building Community-Schools Relationships (communityschools)

The school noted the following as some of the importance of school community relationship: It helps parents and other citizens recognize their responsibility for the quality of education provided by their schools; 2. It fosters community understanding of the need for constructive change and solicit community advice on how to achieve stated school goals; 3.

It involves community members in the work of the schools and the solving of school problems. It helps identifies non-parent groups such as senior citizens and promote the involvement of these persons in school activities and programmes; 5. It helps earn the good will, respect and confidence of the community with regard to school staff and services; 6.

It promotes a genuine spirit of cooperation between the school and the community and sets up channels of sharing the leadership in improving community life; 7. It helps develop community understanding of all aspects of school operation; it ascertains community attitudes towards issues in school; it helps discover the community aspirations for the education of their children; 8.

It helps secure adequate financial support for a sound school programme. Partnering according to Michigan State University requires give and-take conversation, goal setting for future, and regular follow-up interaction.

School community partnership should be considered as connections between school and community resources. The area of this partnership according to Yelena Mitrofanova Extension Education n. Use of School or Neighbourhood Facilities: Schools and Communities can partner with each other in the use of different facilities. These kinds of partnerships are forged between schools and organisations. The partnerships are often made between local business and schools.

The aims of these partnerships focused on exposing students to careers and work skills, with the sponsoring organisation benefiting from free or cheap labour. Collaborative Fund Raising and Grant Application: The school and community collaborate in raising funds needed for educational process. They develop a written plant that includes measurable goals and accountability for how funds are used and what results are expected.

They will use a strength based planning process to identify assets, assess needs and gaps programmes, resources and other partners. Another important area of school community relationship is area of volunteering. While most of the volunteers are likely to be parents, such a volunteer service or programme need not be restricted to parents.

According to Lucas and Thomspson n. Mention at home and school meetings, articles in the school newsletter or local newspaper, mention in the annual report or an annual social event especially for volunteers are all ways of honouring volunteers. They suggest a number of activities which might be carried out by volunteers. Schools are often offered technical support from outside consultants. The effectiveness of these consultants varies. In some cases, experts are brought into the school to give a workshop.

On improving or building content in a certain area, when what is needed is more proves-oriented work geared toward overcoming organizational interpersonal, or philosophical barriers. Information Sharing and Dissemination: Schools and Communities share and disseminate information through communication with each other.

Communication involves sharing and transmitting message ideas or attitudes among administrators, teachers, students, parents and other interested constituents. Information sharing and dissemination is a give-and-take process that requires perfect partnership between schools and communities for a better result.

Communication as a factor that influences school community relation is a very important tool to achieve or accomplish the aims, goals, and aspiration of the school. Communication is the complex techniques under the control of management, which may be used to relate directly with people outside the school and potential students Oguntunde, Yet, most parents typically hear from the school only when their child is in trouble.

Chapter on School Community Relationship | Bala B Kwashabawa - jogglerwiki.info

Ijaiya identifies five 10 method of communication: Written type as in reports, letters, memos, minutes of meetings, email, telex; oral type as in conversations, oral interview,meetings, telephone, conference; visual type as in charts, television, videos, graphs, diagrams and body language; electronic type as in telephone and computer network; and Audio visual as in television and videos.

Communicating with parents is a necessity if a school principal expects them to support the school. But there are other community members who might benefit from receiving accurate information from a school and who should be given opportunities to communicate with a school.

Among those people are senior citizens, childless couples, newly married couples Pawlas, Members of the community can take active roles in facilitating the educational experiences of young people. Getting to know you: The project was designed to encourage interactions between students and the elders in their community, through the sharing of different responsibility. Agencies for School Community Relationship An agency can simply be referred to as a government department, organization or business corporation that provides a particular service especially on behalf of community or other ognisations.

For many schoolsto succeed with their educational mission, they must have the support of community agencies such as family members, neighbourhood leaders, business groups, religious institutions, public and private agencies, libraries, recreation, community based 11 organisations, civic groups and local government.

Reciprocally, many community agencies can do their job better by working closely with schools Michigan State Board of Education, Lucas and Thompson n. The following list reflects community agencies that could or currently partner with schools Yelena Mitrofanova Extension Educator n. Municipal Agencies and Bodies Courts, Civic event units.

Community Based-Organizations Farmers clubs, Economic development groups, Community development corporations, Civic associations, etc. Role of Community Agencies in School Community Relationship There are many community agencies that play very important roles in school community relationship.

These agencies according to Bakwai include the following: For a good school community relationship to be established, schools need the support of traditional rulers for community mobilization. School can also work in collaboration with traditional rulers by giving them some incentives. This will make the rulers call the attention of their followers towards co-operating and supporting the programmes of the school.

Traditional rulers can also be used for dissemination of information. All religious leaders are answerable to traditional rulers and can be directed to sell any good idea about school and education to their followers. Traditional rulers play another important role in bringing parents into the school by summoning them to the king palace where important school issues and problems can be discussed.

Traditional rulers can also do a good work in bringing community into school by acting as official in P. A or a special member in school boards and school committees. Police and vigilante groups could be resorted to when it comes to issue of security.

In terms of security of the school and its facilities, school when related well with police and vigilante groups, it can enjoy a great deal of security. Working in co-operation 13 with police command, and providing some little allowances to patrol teams, school can enjoy the support of security agencies in the community.

Power Holding Company of Nigeria: Power Holding Company of Nigeria can decide to subsidize school bill for power consumption. It can volunteer for the repairs and installation of the school electrical fittings and equipment. State Water Board on its side, can help in providing additional piping or introducing the piping in case of a school that does not have the pipe line before.

The Water Board can also help in fixing some spoiled pipes and pumps in the school. With good relationship, media housescould help promote the school relationship with the communities through information dissemination.

Hospitals, clinics and dispensaries could relate with the school for health care delivery. Other important communityagencies which schools need are sister schools for exchange of ideas and mutual support and parents for volunteer services, moral support and discipline of students.

Senior citizens also can help solicit community support for the school as some of them are respected members in political parties, forums associations, ministries, business corporations and traditional councils. When these citizens are involved into school affairs, they can help in soliciting financial support from the community for the school and its programmes.

They can lobby government to approve some of the proposed school programmes. On the other hand, the school can contribute so much to the community. The community depends on the school for the provision of manpower needed for its continued existence as the students go back to the community when they schooled.

Most of school employees are hired from the communities and live in the community. The community also depends on the school hall for their meetings, playground for their cultural activities and the school building, can also be put to use in times of emergency. Agabi and Okorie in Agabi, Okorosaye-orubite, Ezekiel-Hart and Egbezor noted that the classrooms are used for adult literacy activities nationwide, for public health activities like immunizations and public enlightenment exercises and in emergency epidemic situations, school building are converted into makeshift hospitals.

School buildings are also put into use during voting exercises. Importance of School Resources in Promoting School Community Relationship School resources are very important in promoting school community relationship. According to Bakwai some of these resources which can be used in promoting school community relationship include the following: Classrooms can be used to earn community support.

They can be allowed to be used by the communities when school closes or is on holidays. This will help establish good relationship with the community. School library can equip a room with books that parents can come to read and borrow. The books to be provided should be of interest to the parents such as books on child psychology, married life, current affairs, health care, etc.

Community agencies can be allowed to use school theatres and for social events, meetings, games and festivals. This will make community agencies be concerned with whatever would be happening to the school. School parks, farms, gardens are all good resources which can be used to establish everlasting school relationship with communities. This will be intended to serve both the school and the neighbouring community. This will always bring the school closer to the community members and they will be most concerned with anything that will affect the school.

what are the agencies of school community relationship

Challenges of Managing School Community Relationship It is increasingly clear that poor school community relationship is risky. School community relation cannot be free from general school administrative problems.

School administration has so many problems. This is because the demands on school administration are many. There are numerous challenges before the general education and before the agencies of school administration. According to Sidhu these challenges are: Lack of Credibility The school administrative agencies in general suffer from lack of credibility.

School community relationship is no exception. The agencies of school administration have lost their 16 grip over the areas school community relationship. Consequently it is found school community relationship getting loose day by day. When the principals have lost their credibility, the teachers would not care to take them seriously. Poor Facilities Lack of urgent facilities, lead to much complication for the principals.

Efficiency and control in school community relationship cannot be ensured in the absence of required equipment and provisions. Poor facility is a big excuse for manyadministrators and teachers to be slack, irresponsible and negligent in carrying out effective school community relationship. It may be genuinely difficult to carry out effective school community relationship in the absence of relevant facilities.

School administrators are used to taking shelter behind every available excuse. They cannot get things done in the absence of the things proper. One missing facility can stops a good school community relationship activity even if all other facilities may be present. Unrest There is a perpetual unrest in every segment of our society.

The teachers, parents and students suffer from unrest for the reason of their own. This inherent unrest needs only a little provocation to come into the open and cause a big problem for school community relationship. Trade unionism among parent and students further aggravates the situation and exploits every cause for grievance. The administrators fail to observe the prescribed schedule of school community relationship when the students observe protest days every now and then. Grievances are concocted even if there exists none.

It has become very difficult to maintain good school community relationship in schools these days. External forces always snatch every opportunity for creating trouble between schools and communities.

Lack of Cooperation Collective thinking and action have become very rare in the spheres of school community relationship. All the headaches are passed on to the principals and everybody else keeps aloof and enjoys at a distance. School administrators have not been able to make school community relationship a cooperative affair.

Teachers do not try to join their heads and hands towards the common goals of school community relationship. School administrators find themselves all alone to look after all aspects of school community relationship.

Others do not come forward to share the burden or to shoulder the responsibilities. Instead, the junior teaching staffs is often in the habit of creating difficulties and problem for the school administrators. Non performance The function of the traditional school was to transmit the social heritage of the community. The modern sociological view of education lay down that the school constantly draws upon social life and activities for its subject matter, its methods of teaching and its methods of work.

Non-performance has become order of the day in every walk of life. People take pride in drawing fat salaries for doing nothing. It is a fashion to remain idle during working hours. Leave aside tangible contribution, the school teachers are not prepared to make any contribution whatsoever in the development of school community relationship.

No teacher is ashamed to shirk work and responsibility towards making school community relationship a success. School administratorshave not been able to make their school community relationship result-oriented. There is no provision to take any body to task for 18 poor school community relationship. There are no norms to judge between a poor and good performance.

The routines and formalities are observed to throw dust into the eyes of the school administratorsor community members, although the net result may be nothing. Sycophancy thrives in spite of nonperformance. Lack of Devotion In school community relationship duties can be adequately done only if there is sense of devotion.

What to talk of devotion, most of our principals show lack of concern. They do not work with any commitment. There is no zeal in them. They simply handle school community relationship as formalities. They are administratorswithout any involvement in school community relationship.