F SCHOOL Management 6

School Management and Daily
Operations
SCHOOL
MANAGEMENT
AND DAILY
OPERATIONS
NQESH Competencies
A. Identifying and performing the School Heads roles and responsibility
and accountability in R.A. 9155
B. Managing human, fiscal and physical resources to support learning
C. Ensuring that responsibilities are carried out through appropriate
management systems and routines
D. Utilizing principles of systems management, organizational
development, problem solving and decision making in school
management and day to day operation of the school
E. Applying technology management, knowledge based management
(TRM)
F. Implementing rules in fiscal management and applying the same in
budget preparation and resources management
G. Observing the rules and regulations in R.A. 9184
Operations
SCHOOL MANAGEMENT AND DAILY OPERATIONS
Rule VI, section 6.1, of the Rules and Regulations of R.A. 9155 (Implementing Rules
and
Regulations IRR) states that:
There shall be a school head (SH) for all public elementary schools and public high schools
or a cluster thereof.
The SH, who may be assisted by an assistant school head, shall be both an INSTRUCTIONAL
LEADER and ADMINISTRATIVE MANAGER. The SH shall form a team with the school
teachers/learning facilitators for delivery of quality educational programs, projects, and services.
A core of non-teaching staff shall handle the schools administrative, fiscal and auxiliary services.
A. Identifying and Performing the Roles, Responsibilities and Accountabilities of

the
School Heads (SHs) per R.A. 9155
Consistent with the law, national educational policies, plans, and standards, the SH shall have
authority, accountability and responsibility for the following:
a) Setting the mission, vision, goals and objectives of the schools;
b) Creating an environment within the school that is conducive to teaching
and learning;
c) Implementing, monitoring and assessing the school curriculum & being
accountable for higher learning outcomes;
d) Developing the school education program & school improvement plan.
e) Offering educational programs, projects & services; which provide equitable
opportunities for all learners in the community;
f ) Introducing new and innovative modes of instruction to achieve higher
learning outcomes;
g) Administering and managing all personnel, physical & fiscal resources of
the school;
h) Recommending the staffing complement of the school based on its needs;
i) Encouraging and enhancing staff development;
j) Establishing school and community networks and encouraging the active
participation of teachers organizations, non- academic personnel of public
schools and PTCAs;
Operations
k) Accepting donations, gifts, bequests & grants in accordance with existing
laws and policies of the Department for the purpose of upgrading teachers/
learning facilitators competencies, improving and expanding school facilities
and providing instructional materials & equipment. Such donations or grants
must be reported to the division superintendent; and
l) Performing such other functions as may be assigned by the Secretary, RDs
and SDs where they belong.
As Administrative manager, SHs:

Set the schools mission, vision, goals and targets.
Develop the School Improvement Plan (SIP)
Mobilize Community participation for the improvement of education outcomes
Management Planning and Implementation Cycle
PLAN/MOBILIZE PROGRAM BUDGET

1 2 3
Situational Develop the AIP SBM Fund

Analysis based on SIP Management
Formulate SIP Staff Devt Resource
Set school stan- Institute Generation
dards, priorities programs/
& targets Other
Promote school- Interventions
community
participation.
IMPLEMENT
4
PEPORT/MODIFY AIP Implement AIP
7 Enhance SCP
Develop next years

AIP under SCP IECA
EVALUATE MONITOR
6 5
Evaluate Utilize & Update

outcomes vs Integrated M& E
targets System (IMES)
Operations
As Instructional Leader, SHs:
Create a school environment conducive to learning
Be accountable for learning outcomes
Operations
B. Managing Human, Fiscal and Physical Resources to Support Learning
The efficiency and effectiveness of the services that DepEd offers to the public largely depend on
the performance of its human resources. Hence, the need for sound selection, good management
and the continuous development of its manpower.
1. Personnel Management
Coverage of the Civil Service
There are two general categories of services in government as provided for in Section
6, Chapter 2, Book V, Executive Order 292.These are the career service and the non-
career service.
1. Career Service- Entrance in the career service is based on merit and fitness
determined as far as practicable by competitive examinations, as based on highly
technical qualifications. Persons appointed to positions in the career service have
opportunities for advancement to higher career positions and they enjoy security of
tenure.
Positions in the career service are grouped into three major levels:
a) The First Level Positions include electrical, trades, crafts, and custodial
positions, entrance to which requires less than four (4) years of college work.
The nature of work sub-professional, or non-supervisory.
b) The Second Level Positions include professional, technical and scientific
positions which involve professional, technical and scientific work in a non-
supervisory or supervisory capacity and requires at least four(4) years of
college work.
c) The Third Level Positions cover those in the Career Executive Service which
include: undersecretary, assistant secretary, bureau director (department-wide
and bureau-wide), assistant regional director (department-wide and bureau-
wide), chief department service, schools division-superintendents, assistant
schools division superintendents, and other officials of equivalent rank.
Employment Process
The employment process includes three (3) stages: (1) recruitment, (2) selection, (3)
appointment. Before employment the personnel and staff of this department undergo these stages.
Operations
STAGE I. RECRUITMENT
Recruitment is the process of searching for and identifying job candidates in sufficient
quantity and quality to meet current and organizational needs.
Filing of Applications. At this level, the applicant shall write a letter of intent and send it
to the Personnel Office or directly to the head of the concerned office together with the required
documents. Positions in different levels require different documents.
For the first and second level positions: For the first and second level positions, the following
documents are to be submitted:
LET/Teachers Board Rating and PRC Registration/ License
Transcript of Records
Service Records, if one has teaching experience
CS Form 212 in two (2) copies with the latest 2x 2 ID picture
(DepEd Order No. 2, s. 2002)
STAGE II: SELECTION
Selection of employees/ teachers for appointment in the DepEd is anchored on the principles
of merit, competence, fitness and quality. It is open to all who are qualified, regardless of gender,
civil status, disability, religion, ethnicity or political affiliation.
Ranking. The head of the office where the vacancy exist gathers all applicants and prepares
a rank list of applicants to include all qualified next-in-rank employees in the office where the
vacancy exists and all other qualified applicants.
The following determinate factors are considered:
Performance
Education and training
Experience and Outstanding Accomplishment
Psycho-Social Attributes and Personality Traits Potential
For Teachers: The school Committee chaired by the school head or department head shall
receive all applications and validates the documents submitted by the applicants. The Division
Selection Committee administers the English Proficiency Test, evaluates the applicants, conducts
interview, and observes demonstration teaching. Then it consolidates individual ratings and
makes the final ranking of all applicants for inclusion in the registry of all qualified applicants
(RQA) for submission and approval of the Superintendent.
Operations
Pooling. A registry of qualified teacher-applicants for every elementary school and for
every secondary school is established in every division office. The RD is furnished a copy of the
registry or pool of qualified teacher-applicants.
Composition of the Personnel Selection Board (PSB)

Appointment proposal is submitted for screening to the Selection Board, composed of:
For the first and second level positions
As Chairperson: the Secretary/RD/SDS or the authorized representative;
Highest official responsible for personnel management;
Division Chief of the authorized career service representative of the Division/ unit where
the vacancy is;
The Human Resource Management Officer (HRMO) or official/ employee directly
responsible for personnel management; and
Two (2) representatives of the rank-and-file career- employees- one (1) from the first level
and one (1) from the second level- who shall both be chosen by the accredited employee
association in the DepEd offices. In case there is no accredited association in the DepEd
offices, the representatives shall be chosen by the employees, through a general assembly
or any mode of selection to be conducted for the purpose. The candidate who garnered
the second shall be the alternate representative.
The HRMO shall act as the Secretariat for the PSB of the first, second, and third levels.
The Secretary/RD/SDS shall ensure equal opportunity for men and women to be represented in
the PSB for all levels.
The following positions are no longer screened by the PSB:
Substitute appointment
Appointment to entry laborer positions
Appointment to personal and primarily confidential positions
Renewal of temporary appointment
Stage III: APPOINTMENT

Basic Policies on Appointments:
a) One may be promoted or transferred to a position which is not more than
(3) salary, pay or job grades higher than his/her present position except in
meritorious cases, such as: if the vacant position is next-in-rank and identified
in the System Ranking Position (SRP) approved by the head of the DepEd or the
Operations
lone or entrance position indicated in the Department staffing pattern.
b) If one is enjoying local or foreign scholarship or training grant; on authorized
leave with pay for not more than two months (2); or on detail he/she may
also be considered for promotion. The performance rating to be considered
is the rating immediately prior to the scholarship/training grant/ authorized
leave/detail/secondment. If one is promoted, the effectivity date of his/
her promotional appointment is on the assumption to duty. If he/she is on
scholarship or training grant or authorized leave, the effectivity is after the
said scholarship/training grant/authorized leave/detail/secondment.
c) Promotion within six (6) months prior to compulsory retirement is not
allowed except as otherwise provided by law.
d) A notice announcing ones appointment is posted for at least fifteen (15)
calendar days in three (3) conspicuous places in the DepEd office concerned
a day after the issuance of appointment.
e) Upon approval of the appointment on CSC Form 33, the appointee is furnished
the original copy where the position title, employment status, salary rate,
nature of appointment, item number and date of issuance are indicated.
Documentary requirements for the appointment include:

Job Description Form
Oath of Office
Statement of Assets and Liabilities (SAL) for submission for thirty (30) days.
Blood test (Blood type to be indicated in the ID)
Urinalysis Chest X-Ray Drug test
Neuropsychiatry exam, if necessary
Clearance
For original appointment- NBI
For reinstatement- NBI and clearance from former office
Effectivity of Appointment. Effective date of appointment should not be earlier than

the date the appointment was signed by the appointing authority, except in the case of change
in status of having acquired civil service eligibility or in the case of a teacher having acquired a
valid certificate of registration and the valid professional license.
If the appointee does not assume office within thirty calendar days from receipt of the
approved appointment, the same may be cancelled by the appointing authority. Position is
automatically deemed vacant.
Operations
Grievance. A qualified next-in-rank employee may present the grievance with the
office grievance machinery under the following conditions:
a) Non-compliance with the selection process
b) Discrimination on account of gender, civil status, disability, pregnancy,
religion, ethnicity, or political affiliation
c) For an applicant to a career position, disqualification due to lack of confidence
of the appointing authority
d) Other violations of the provisions of the MSP
Employment Status
a) Permanent Status is issued to a person who meets the minimum qualifications
including the appropriate eligibility and all requirements of the position to
which he/she is being appointed.
b) Substitute Status is issued when the regular incumbent of a position is
temporarily unable to perform the duties of the position, as when he/she is on
approved leave of absence, suspension, scholarship grant or secondment. A
substitute appointment is issued only if the leave of absence of the incumbent
is at least three (3) months except in the case of teachers.
c) Contractual is issued to a person who shall undertake specific job for a limited
period of time not to exceed one (1) year.
d) Casual/Emergency is used for essential and necessary where there are not
enough regular staff to meet the demand of the service. There are normally
emergency laborers hired for a period not exceeding six (6) months.
e) Contract of Services/Job Orders refers to employment as follows:
The contract covers lump sum work or services such as janitorial, security,
or consultancy services where no employer- employee relationship exists.
The job order covers piece-work or intermittent jobs of short duration not
exceeding six (6) months on a daily basis.
The contracts of services and job orders are not covered by civil service
laws, rules and regulations but covered by Commission on Audit (COA)
rules.
Operations
Employment Status of Teachers
a) Regular Permanent status is issued to a teacher who meets all the requirements
of the position.
b) Substitute status is issued to a teacher when the regular incumbent of the
position is temporarily unable to perform the duties of the position.
Other Personnel Appointments

The following movements do not require issuance of an appointment, but require an issuance
of an office order issued by a duly authorized Official:
a) Reassignment is movement from one organizational unit to another in the
same department or agency which does not involve a reduction in rank, status
or salary.
b) Detail is the temporary movement from one department or agency to another
office or agency, and does not involve a reduction in rank, status or salary.
The salary of the employee who is detailed or reassigned is received from the mother
unit/agency. It is allowed for a maximum period of one (1) year in case of employees
occupying professional, technical or scientific positions. Detail beyond one (1) year may be
allowed provided it is with consent.
a) Secondment is the movement from one department or agency to another
which is temporary in nature and which may or may not require issuance of an
appointment which may either involve increase or decrease in compensation
and benefits. Acceptance of secondment is voluntary on the part of the
employee.
b) Job Rotation is a sequential or reciprocal movement from one office to
another or from one division to another within the same agency as a means
for developing and enhancing the potentials of people in an organization by
exposing them to work functions of the agency. Duration of job rotation is not
to exceed twelve (12) months.
c) Designation is an imposition of additional duties to be performed by a public
official with corresponding title or position. It is temporary in nature and
can be terminated anytime at the pleasure of the appointing authority. Please
refer to CSC MC No. 6, s. 2005, Guidelines on Designation.
Operations
ATTENDANCE AND PUNCTUALITY
Work Hours
Eight (8) working hours a day for five (5) working days a week or a total of forty (40)
hours a week, exclusive of time for lunch is required. (CSC MC No. 21, dated June 4,
1992).
Normal working hours
8:00am- 12:00 nn
1:00pm- 5:00pm
Adoption of flexi time is allowed in accordance with CSC MC No. 14, s. 1989,
provided
it falls within:
7:00am- 4:00pm;
8:00am- 5:00pm; and
9:00am- 6:00pm
Core hours are from 9:00 am to 4:00pm
Office hours during Ramadan
For Filipino Muslim fasting during the Ramadan:
7:30am- 3:30pm without noon break
The flexible time schedule means that a government employee may opt to report for work
anytime between 7:00 am and 9:00 am without being late and finish the eight (8) hours of work
required of you sometime between 4:00pm and 6:00pm. Provided that the core working hours
is observed.
His/her presence in the office during the core working hours is mandatory, as well as
required rendition of (8) hours of work a day. If one reports for work later than 9:00 am, he/ she
shall be considered tardy and should he/she leave earlier than 4:00 p.m. or fails to render the
required eight (8) hours, he/she shall be considered to have incurred an undertime. The
accumulated total number of tardiness, under time and absences shall be deductible to his/her
vacation leave credits.
Teachers, drivers, utility workers/ janitors, security guards, contractual or casual/
emergency laborers are not covered by the flexitime schedule. Instead, they shall be required to
observe a schedule suited to the nature of their work as determined by the heads of the offices.
Use of Bundy Clock

All officers and employees, except presidential appointees, shall record their daily attendance
on the proper form and have them registered on the Bundy clock or Biometric machine.
Record of attendance shall be kept in a conspicuous place in the custody of a responsible
officer who shall monitor the arrival and departure of official and employees.
Operations
Timecards should be placed on the racks all the time.
Head of the offices shall be responsible for the attendance of their personnel. Punching
timecard of other employees is prohibited.
The computation of the time rendered on eight (8) hours work daily requirement shall be
based on the recorded log in and log out on the timecards in the morning and in the afternoon.
Failure to log out and log in during lunch time shall result to attendance of half day only. Likewise,
failure to log out at the end of the working day shall result in a whole days absence.
All officers and employees, except presidential appointees shall record their daily attendance
on the biometric machine.
Monetization of Leave Credits

If one is in the career and the non-career service whether permanent, temporary, casual,
contractual or coterminous and have accumulated fifteen (15) days of vacation leave
credits, he/she is allowed to monetize a minimum of ten (10) days. Provided that at least
five (5) days is retained after monetization and provided further that a maximum of thirty
(30) days of all accumulated vacation and sick leave credits may be monetized a year.
A teacher may also monetize service credits provided such is converted to vacation and sick
leave credits (joint CSC and DBM Circular No. 1, s. 1991).
General Rules
A fraction of (0.25) or more but less than (0.75) will be considered as (0.50)
day and a fraction of (0.75) or more will be counted as 1 full day for the purpose of
granting leave of absence.
If an employee is absent on a regular day for which suspension of work is declared after the
start of the regular working hours, he/she is not considered absent for the whole day.
Instead, he/she is only deducted leave credits or the amount corresponding to the time
the suspension of the work was announced.
Whenever ones application for leave of absence, including terminal leave, is not acted
upon by the head of agency or his duly authorized representative within five (5) working
days after receipt thereof, his/her application for leave of absence will be deemed approved.
Even if he/she has a pending administrative case against him/her, he/she is not barred
from enjoying leave privileges.
If one is on leave without pay and fails to report for work at the expiration of one (1) year
from the date of such leave, he/she is considered automatically separated from the service.
During the period of ones leave, only substitute appointment can be made to the position.
When one has been penalized with dismissal from the service, he/she is likewise not
barred from being entitled to his/her terminal leave benefits.
Operations
If one has been dismissed from the service but were later exonerated and thereafter
reinstated, he/she is entitled to leave credits during the period that he/ she was out of the
service.
If one has reached the compulsory retirement age of sixty five (65) but his/her service
is extended by the CSC for another six (6) months, he/she no longer earns leave credits.
Teachers Leave
Teachers are not entitled to the usual vacation and sick leave credits but proportional
vacation pay (PVP) during summer and Christmas Vacation.
Teachers who have at least seven (7) years of continuous service may be entitled to study
leave of absence with pay not exceeding one (1) school year. (Sec. 24, RA 4670).
An indefinite sick leave of absence is granted to teachers where the nature of the illness
demands a long treatment that that will not exceed one (1) year at least (Sec. 25, RA 4670).
Grant of Vacation Service Credits

Teachers vacation service credits refers to the leave credits earned for services rendered
on activities during summer or Christmas vacation or in the course of the regular school
year, as authorized by proper authority.
Vacation service credits is given only for work beyond regular functions or beyond regular
work hours/days where payment of honorarium or overtime pay is not possible.
Vacation service credits are used to offset absences of a teacher due to illness. To offset on
account of illness, one (1) work day service credit is used to offset one day of absence.
(DepEd Order No. 53, s. 2003).
Activities Eligible for the Grant of Service Credits

Service credits may be granted for services rendered during:
a) Registration and election days as long as these are mandated duties;
b) Calamity and rehabilitation when school are used as evacuation centers;
c) Conduct of remedial classes during the summer or Christmas Vacation or
outside of regular school days;
d) Early opening of the school year;
e) School sports competitions held outside regular school days;
f ) Training teachers in addition to their normal teaching loads;
g) Teaching overload not compensated by honoraria;
h) Teaching in non- formal education classes in addition to teaching in formal
education classes carrying a normal teaching load;
Operations
i) Work done during regular school days if these are in addition to normal
teaching load;
j) Conduct of testing activities held outside of school days; and
k) Attendance/participation in special DepEd projects and activities which
are not short-term in duration such as English, Science, and Math Mentors
Training, curriculum writing workshop, planning workshop, scouting, if such
are held during the summer vacation or during weekends.
Activities Not Eligible for the Grant of Service Credits

Service credits shall not be granted for the following:
a) in service training programs fully funded by the government;
b) assignment to clerical work, such as checking forms and finishing reports;
c) reassignment of teachers to duty in another bureau of office (Detailed in
another office);
d) assignment in connection with exhibits at a fair;
e) postponement of a regular teachers vacation; and
f ) time spent in traveling to and from station to the place where services are
rendered.
Sick Leave
All applications for sick leave of absence for one (1) full day or more will be made on the
prescribed form and will be filed immediately upon his return from the leave.
Notice of absence, will be sent to the immediate supervisor and/or the agency head.
A proper medical certificate will accompany application for sick leave in excess of
five
(5) successive days.
Sick leave may be applied for in advance in cases where one will undergo medical
examination or operation, or is advised to rest in view of ill health duly supported by a
medical certificate.
Sick leave is granted only on account of sickness or disability on the part of the employee
concerned or of any member of his/her immediate family.
Approval of sick leave, whether with or without pay, is mandatory provided proof of sickness
or disability is attached to the application in accordance with the requirements prescribed.
Unreasonable delay in the approval thereof or non-approval without justifiable reason
will be a ground for appropriate sanction against the official concerned.
Operations
General Rules
Va cation leave
Tardiness and under time are deducted from vacation leave credits and will be charged
against sick leave credits, unless the under time is for health reasons, supported by
medical certificate and the application for leave.
Vacation and sick leave will be cumulated and any part of it which may not be taken
within the calendar years may be carried over to the succeeding years.
Computation of vacation and sick leave will be made on the basis of one (1) day vacation
leave and one (1) day sick leave for every 24 days of actual service.
All absences in excess of accumulated vacation or sick leave credits will be without
pay. To compute ones salary in a given month:
Salary = Monthly Salary x No. of days
LWOP Calendar Days
However, in case of continuous absence for over ten (10) working days, the divisor in the
above formula shall be the actual number of working days instead of calendar days.
When one has already exhausted his sick leave credits, he/she can cause his vacation
leave but not vice versa.
While one is on vacation or sick leave with or without pay, his position is not vacant.
Maternity Leave (CSC-MC No. 22, dated October 23, 2002)
Every woman in the government service who has rendered an aggregate of two (2) or
more years in service, in addition to the vacation and sick leave granted to her is entitled
to maternity leave of sixty (60) days with full pay.
Those who have rendered one (1) or more but less than two (2) years of service shall
be computed in proportion to their length of service, provided, that those who have
served for less than one (1) year will be entitled to sixty (60) days of maternity leave
with half pay.
Enjoyment of said leave cannot de deferred; it should be enjoyed within the actual period
of delivery in the continuous and uninterrupted manner not exceeding 60 calendar days.
Every married or unmarried woman may go on maternity leave for less then 60 calendar
days. When a female employee wants to report back to duty before the expiration of her
maternity leave, she may be allowed to do so provided she presents a medical certificate
that she is physically fit to assume the duties of her position.
The commuted money value of unexpired portion of her leave need not be refunded.
When one returns to work before the expiration of her maternity leave, she may receive
both the benefits granted under the maternity leave law and the salary for actual services
rendered effective the day she reports back to work.
Operations
Paternity Leave (RA 8187 in relation to CSC DOH Joint Circular No. 1, s. 1996)
A married male employee is entitled to paternity leave of seven (7) working days for his
first four (4) deliveries of his legitimate spouse with whom he is living.
A legitimate spouse refers to the woman who validly entered in a contract of marriage.
The first four (4) deliveries will be reckoned from the effectively of the Paternity
Leave
Act on July 15, 1996.
Married male employee with more than one (1) legal spouse will be entitled to avail of
paternity leave for a maximum of four (4) deliveries regardless of whichever spouse gives
birth.
The leave will be non-cumulative and strictly non-convertible to cash.
He may enjoy the same either in a continuous or in an intermittent manner on the days
immediately before, during or after the childbirth of miscarriage of his legitimate spouse.
Maternity / Paternity Leave of Adoptive Parents (CSC Res. No. 020515, dated April 10, 2002)
Adoptive parents are granted maternity and paternity benefits to which biological parents
are entitled.
Parental Leave (CSC-MC No. 8, s. 2004, dated March 24, 2004)

Parental leave of not more than that seven (7) working days in addition to existing
leave privileges shall be granted to any solo parent employee subject to the following
conditions:
The solo parent must have rendered government service for at least one (1) year,
whether continuous or broken, reckoned at the time of effectivity of RA 8972 on
September 22, 2002 and regardless of employment status.
It shall be availed of every year and shall not be convertible to cash unless specifically
agreed upon previously. If not availed of within the calendar year, said privilege shall be
forfeited within the same year.
It shall be availed of in a staggered or continuous basis, subject to the approval of the
head of agency/ office. In this regard, the solo parent shall submit the application for the
parental leave at least one (1) week prior to its availment, except on emergency cases.
The solo parent employee may avail of parental leave under any of circumstances stated in
CSC-MC No. 8, s. 2004.
Solo parent secures a VALID SOLO Parent Identification Card from the City Municipal
SWDO.
Operations
C. Managing Physical Resources/Facilities To Support Learning
Physical resources in school are facilities and learning or instructional materials. The
instructional materials include print instructional materials, non-print instructional materials and
equipment/ furniture.
Equipment includes tools, utensils, apparatus, teaching aids and materials, instruments and
similar properties needed for successful implementation of curricular, non-curricular and
administrative functions and processes.
Furniture refers to permanent/attached fixtures or movable items and furnishing that make up
the physical environment for learning. Classroom furnitures include desks, chairs, benches, stools,
tables, cabinets, shelves, bulletin boards, stands, racks and similar items required in the
instructional spaces.
School Equipment
The basic kinds of school equipment commonly used or needed in the public schools may be
categorized as follows:
a) Office and Services
office equipment
health equipment
medical equipment
dental equipment
clinic equipment
b) Instructional Tools And Services
science apparatuses
playground equipments
shop/industrial art tools
home economics utensils
garden tools
School Furniture
School furniture includes desks, chairs, benches, stools, tables, cabinets, shelves, bulletin
boards, stands, racks and similar items required in the instructional spaces.
1. School seats. Good seating is necessary for comfort and good posture and is crucial
to the proper physical development of the child.
Operations
1.1. Seat Dimensions
a) Seat height is equal, more or less, to the lower leg height;
b) Seat depth should be 50mm short of the upper leg measurement.
c) Seat width should be reasonably wider than hip width.
d) Backrest height should be as high as the last number vertebra;
e) Seat inclination may be from three(3) to five (5) degrees; and
f ) Backrest to seat angle may be from 95 to 115 degrees.
2. School tables; such as pupils table, teachers table, library table, demonstration table,
dining table are designed according to their use or function.
2.1. Table height is determined in relation to the following requirements:
a) there should be sufficient clearance between the underside of the table top and
the seat of the chair to allow comfortable space for the heights of the seated
person.
b) the tabletop should be level with the elbows of the seated person; and
c) for part-body measurements, elbow height, thigh and eye height should be used.
Regular Classroom Facilities

1. Standard facilities. The minimum furniture and equipment requirements for a
regular classroom in the elementary grades for a class of 40 pupils are (MECS*
Memorandum no. 315, s. 1982 and 2010 DepEd Physical Facilities Handbook).
a) Furniture
Tables with chairs, 6-seater,
Wood/metal, for grades I-II Tablet chairs, wood/metal, for Grades IV-VI
Teachers desk, with chair
Teachers table
Chalkboard, framed, wall type, with chalk ledge
Teachers cabinet Hand washing facility with receptable
Water pail
Divan (with storage space for cleaning materials) Trash can
Bulletin board, with rollers
Stand table/demonstrations table
Filing cabinet
Storage cabinet
* now the Department of Education (DepEd)
Operations
b) Equipment
DECS form rack
Utility box, with caster
Globe (map), 10 diameter
Map, republic of the Philippines
Equipment kit
Lens, hand (magnifying)
World map
Chart stand, with caster Laboratory science Microscope
Planetarium
Home Economics Facilities

1. As the laboratory for home economics classes, the home economics building is
designed as a self-contained Filipino home. It shall consist of the following sections or
components:
a) Front porch leading to the entry door,
b) Sala or living room, furnished with the standard Sala set , curtains, drapes,
appropriate decors, etc.;
c) Bedroom, furnished with standard bedroom furniture beddings, curtains,
lamps, etc.;
d) Dining room, furnished with standard dining furniture set, cabinet, etc.;
e) At Least two (2) or three (3) kitchen units with stove, sink, working table(s),
shelves, cabinets, etc.;
f) Toilet and bath, provided with standard fixtures and furnishings;
g) Storeroom/pantry, provided with shelves, cabinets, etc.;
h) Classro om are a, prov ided wit h standard cl assro om facilities and
demonstration mirror; and
i) Back porch, serving as exit from the kitchen.
2. The minimum furniture and equipment requirements for a home economics class in
the elementary grades are found in M.M. No. 315, s. 1982.
Operations
Industrial Arts Facilities
1. As the laboratory for industrial arts classes, the industrial arts building is designed as
a self-contained shop. It should contain the following:
a) A class room area with standard classroom facilities, etc;
b) A work area with benches, stools, fixtures, etc.;
c) A tool room with cabinets, shelves, racks, etc. for systematic safekeeping
of shop tools;
d) A storeroom for supplies, materials, finished projects, etc.;
e) A display area for exhibiting selected finished projects announcements, etc;
f) A toilet and bath with standard fixtures and facilities, including laboratory; and
g) An office for the shop teacher.
2. Minimum and maximum equipment requirements for industrial arts classes a s
specified in M.M. No. 315, s. 1982 and D. M. No. 179, s. 1992.
Anvil 100 lbs. Bits, Hatchet

Auger, sots Carving Level Plumb
tools Chisel, cold Plane, pliers, side cutting
wood Clamp bar & C, 4 Rule, push-pull zig zag
Drill, hand, Saw: coping, back, cross-cut, rip, set
speed Square tin, straight blade
File mill, flat, half round saw, Vise, woodworking, rapid acting,
triangular 7 jaw
Gauge making
Vise, mechanic 4 jaw
Grinder, hand
Wrench, adjustable, pipe
Hammer, Claws and ball pen
Wrenching bar, goose neck
3. A modified design of the Industrial Arts Building is the multi-purpose building, a

combination of the Home Economics and the shop building which can be converted
into classrooms, an assembly or social hall, a play area or a dormitory for a big school
delegation or any other allied purposes. It is provided with toilets, storage area, an
area for agricultural demonstrations, etc.
Operations
School Garden Facilities
1. The school garden should be provided with a garden house and an adequate
water supply.
1.1. The garden house should be designed to include the following components:
a) A classroom area with standard classroom facilities;
b) A tool room with cabinets, shelves, racks, etc., for the safekeeping of
garden tools;
c) A storeroom for supplies, materials, seeds, products, etc.; A display area
for exhibits, announcements, etc.;
d) A toilet and bath with standard fixtures and facilities, including laboratory;
An office for garden teacher; and
e) Plant nursery with seed boxes, pots, cans, etc.
2. Tools and Equipment (D.M. No. 304, s. 1998)
2.1. Garden site and soil Preparation
Bolo 3 pcs.
Scythe 15 pcs.
Sickle 5 pcs.
Cross cut saw 3 pcs.
Plier 3 pcs.
Hammer 3 pcs.
Hedges shear 3 pcs.
Abrasive hone 3 pcs.
(Carborundum)
Meter tape 3 pcs.
5 pcs.
Rake
5 pcs.
Crowbar
15 pcs.
Pick mattock
15 pcs.
Grub hoe
(Asarol- crocodile
brand)
The regular elementary grade classroom may be ideally structured in the following manner:
1. At the entrance to the room, a signboard is posted, showing the following
identification:
2. (Grade and section occupying the room) (Name of teacher handling the class)
Operations
3. A framed copy of the class program is displayed on the door at the adult eye-level.
4. At the front wall (that is, the wall-facing the class), the classroom chalkboards,
properly framed and provided with chalk ledge and curtains, are installed at a height
which is in accordance with the maximum comfortable reach of the children to the
top of the board. (the proper height of the chalkboard from the floor to its top- edge
is determined by multiplying the mean standing height of the class by the constant
1.2)
Educational facilities on the other hand is a term which can include sites, buildings and fixed
and loose furniture, laboratory rooms, desks, and chairs for classrooms. The Ad Hoc Technical
group of the former MEC school building committee recommended the following standards.
RECOMMENDED STANDARDS
1. Academic classrooms
Elementary - 1.20 sq. /place
High school - 1.40 sq. /place
2. Science laboratories - 2.50 sq./place
3. Libraries - 2.50 sq./place
4. Workshops - 5.00 sq./place
5. Administrative area - 5.00 sq./place
6. Sanitary facilities
Boys urinal - 1 urinal/50 pupils
Boys toilet seat - 1 m. urinal trough/100
Laboratory - 1 seat/100
Faucet - 1 lab. /toilet
1 for every 2
shops (boys)
5 for every two
Shop boys
7. Corridors
500 pupils or less - 1.70 m. Wide
501 to 1000 pupils - 2.20 m. wide
Over 1000 pupils - 2.50 m wide
Operations
8. Sites
Elementary, rural 1-8 classes - 2 hectares
Elementary or 10 or more classes - 4 hectares
Secondary, urban 500 pupils or less - 0.5 hectares
501-1,000 pupils - 1.0 hectares
1,001-2,000 pupils - 2 hectares
2,000-3,000 pupils - 3.0 hectares
Maintain same ratio
for enrollment above
3,000
Secondary, Rural - 4 hectares
Secondary agricultural, rural - 54 hectares Freshwater
Secondary fishery, rural Fishpond
- 6 hectares
- 8 hectares brackish water
fishpond
Condemnation and Demolition of School Buildings

A school building which has become unsuitable, dilapidated and whose repair or
rehabilitation will cost 50% or more than the cost of the new building to replace it, should be
recommended for condemnation or demolition.
1. The school head reports the unserviceable building to be condemned by accom-

plishing General Form No. 17-(A) in seven copies and submitting it to the Schools
Division Superintendent (SDS).
2. The SDS sends a team to check and verify condition of the building. The team shall
be composed of the team representatives of the superintendent, city or municipal
engineer and the COA as witness.
3. After checking and verification, the team submits to the SDS its findings and
recommendation/s.
4. Authority to demolish shall be served by the school official concerned to the office of
the city/municipal engineer before undertaking the demolition.
5. The demolition work shall be witnessed by the team who shall submit a report
thereon.
Operations
6. Usable materials from the demolished buildings shall be sold through public
auction if it is not requested by the school for retention to be used specifically for the
improvement of existing school structure like fences, nurseries, covered walk and the
like.
7. The RD issues a special voucher approving relief from responsibility for the
demolished building.
Insurance of School Buildings

All government school buildings which are permanent in structure shall be insured with the
general insurance fund, under the administration of the government service insurance system,
against fires floods, typhoons, and other natural calamities at a package rate of one percent (1%) of
their appraisal values (D.O. No. 76, s. 1994).
The physical facilities coordinator shall take charge of making the necessary arrangements
for the insurance coverage of all government buildings. The general insurance fund should be
furnished with a report on all insurable buildings, containing the following data for each buildings:
Location of building (name of school, sitio/barrio, municipality, province or city)
Kinds of building (Academic home economics, shop, office, etc.
Type of construction (concrete, semi-concrete, steel, wooden, etc.)
Size of the building and number of storey.
Number of rooms.
Total floor area
Date and cost of construction.
Latest appraised value for building.
1. In order that claim for damages or loses to school properties could be maximized,
school heads shall submit all necessary documents to GSIS-PRF, giving attention to
the provision of day period ( from day of occurrence of loss or damage) for the
NOTICE OF CLAIMS to be received at the GSIS headquarters (D.O. No. 58, s.
1997.)
2. All schools shall submit a duly accomplished Property Inventory form to GSIS
(D.O. No. 76, s. 1994)
Maintenance of the School Buildings

(D. O. No. 103, S. 1992)
1. School building is the most important component among the physical facilities of
the school. Accordingly, it should be given priority attention in a schools physical
facilities maintenance program.
Operations
1.1. The following parts of the school building should be inspected regularly before
and after a typhoon and necessary repair and replacement should be made:
Roofs, for loose nails in caps on roof sheet, side lapse, ridge rolls etc.;
Ceiling, for plywood warps and loose jalousie, clips and jamb joints;
Doors, for broken door lock and hinges; Wall and partition, for water
seepage;
Flooring and floor framing, for deteriorating joist, broken floors, cracks in
concrete slabs, etc.;
Porch and corridors, for holes, cracks in concrete slabs; Stairways, for rusty
and slippery portions;
Kitchen/toilets for clogged plumbing fixtures and septic tanks; and
Electrical installation or electrical wirings.
1.2. Other maintenance jobs: a) Wooden components of the building should be
regularly inspected for the presence of termites and wood-boring insects. b)
deteriorated ones and less damaged part should be treated with chemicals, c) hard
wood in door and window jambs should be used, d) building should be painted
at least once a year, e) the inside part of over head water tank should be clean and
water content replaced regularly, f ) full septic tank should be dredged, as
necessary, g) proper care should be taken of all electrical appliances and
equipment on the basis of the Manual of Instructions, (D. O. No. 103, s. 1992)
Naming and Renaming of Schools and Buildings

1. Public elementary and secondary schools may be named after their locations or the
donor of the school- if apart from donating the lot the donor has also reached a
level of public achievement and recognition. Naming of school after a living person
is prohibited by Republic Act No. 1059, except when there is a special provision to
name it so, as when so provided in the deed of donation.
2. Sec. 99 (d) of R.A. 7160 otherwise known as the local Government Code provides
that the Local Sanggunian has the power to change the name of the school through
an ordinance and upon the recommendation of the school board. Approval of the
Secretary of Education is no longer necessary.
3. In consideration of the contents of DECS No. 108, s. 1991 discouraging the
indiscriminate renaming of public schools and colleges a rationale for said change
of name stating public statement and recognition of the individual apart from
donating a school site should be submitted. No name of royalty or nobility or titles
connotating social status, e.g. Don, Doa, Datu, etc. should be affixed to the name
of a school. A documentary proof of donation if school site/campus was donated by
honoree should likewise be submitted.
Operations
Policy and Guidelines on the Proper Distribution, Care, Recording, Retrieval and Disposal of
Textbooks (TXs) with the Teachers Manual (TMs) and other Instrumental Materials (IMs)
(DepED Order No.14, s.2012)
a) Textbooks Issuance and Distribution Within the School
TXs and TMs must each be assigned a property code (DepED Order No.
26, s. 2007)
The SDS and SH should ensure that teachers accept TXs and TMs issued
to them by the school supply officer/ designated property custodian for the
use of the pupils.
Teachers are encouraged to read to the students Take Care of the Book
b) Textbook Inventory in the Classroom
Teachers shall require the students to fill out the Book Record Form
School supply officers/ designated property custodian are encouraged to
conduct an inventory on TXs at least after every grading period or at the
end of a semester.
c) Textbook Retrieval or Loss
Formula for the computation of loss TXs (DepED order No. 25, s. 2003)
Amount to be paid= acquisition cost depreciation amount where
the depreciation amount is equal to the acquisition Cost divided by 5
multiplied by the number of years the lost TX or TM has been used.
The schools goal is to keep losses of each textbook title at 1% or less. The
Principal/SH should closely monitor retrieval procedures and involve the
whole community in reminding students to return TXs before the end of the
school year.
d) Textbook Disposal
The SH should ensure that all TXs/TMs for condemnation/ disposal are no
longer in the inventory list.
Condemn old TXs/TMs procured by the Central office or other sources
(LGUs, SEF, Local School Board, etc.) that have been replaced or will be
replaced by universal titles.
Operations
D. Ensuring that Responsibilities are Carried Out Through Appropriate
Management Systems and Routines
A management system is a proven framework for managing and continually improving an

organizations policies, procedures and processes.
To make sure that all the responsibilities of a SH are carried out in his/her daily operation of his/ her
school, a daily routinary schedule of activities must be prepared. A suggested or example of a
SHs daily routine is the following:
MORNING:
6:30-7:00 - Reporting to school
Checking of teachers lesson plans
7:00-7:15 - Attending the Flag raising ceremony
Observing the behavior of the pupils and teachers
Giving a short message after the flag raising
7:15-7:30 - Going around the school campus to find out if the surroundings, the
playground, the gardens, the pathways, corridors, etc. are clean and safe
7:31-9:00 - Going around the classroom to briefly greet the pupils and teachers
If there is a need to observe a new teacher, the SH has to observe such
teacher and use STAR observation
9:00-11:00 - Receiving and entertaining visitors in the SHs office.
11:00-12:00 - Reading and answering official communications received.
12:00-1:00 - Lunch Break
Note: If there are emergency callers the SH has to entertain them.
AFTERNOON:
1:00-200 - Reading and answering the remaining official communications received.
2:00-3:00 - Observing teachers who needs improvement in teaching or teachers
with low performing pupils using STAR observation.
3:00-4:30 - Continuation of class observation
4:30-5:00 - Inspecting the school campus, the classrooms and other school facilities
to ensure that before the teachers and non-teaching staff leave every-
thing is in order.
Operations
Activities of SH which are not done every day but only when called for or needed are
the following:
Attending meetings called by the District Supervisor, Division Office or the external
stockholders like the office of the Barangay Captain or municipal/ City Mayor.
Attending seminars/training programs
Conducting school learning action cell (SLAC) trainings OR INSETS for the teachers.
Participating in extracurricular activities like scouting, alay lakad, etc.
Conducting meetings
These activities can be inserted in the Daily Schedule of activities.

Operations
E. Utilizing Principles of Systems Management, Organizational Development,
Problem Solving and Decision Making
What is a Management System?

A management system is a proven framework for managing and continually improving
organizations policies, procedures, and processes.
This may encompass information sharing, benchmarking, team working and working
according to the highest quality and environmental principles.
A management system helps your organization to achieve these goals through a number
of strategies, including process optimization, management focus and disciplined managemnet
thinking.
Why Do Management Systems Matter?

Business operating in the 21st century face many significant challenges, including:
Profitability Adaptability
Competitiveness Growth
Globalization Technology
Balancing these and other business requirements can be a difficult and daunting process.
Thats where management systems can help, by unlocking the potential in the organization.
Implementing an effective management system can help you to:
Manage your social, environmental and financial risks;

Improve operational effectiveness; Reduce costs;
Increase costumer and stockholders satisfaction;
Achieve continual improvement;
Protect your brand and reputation;
Promote innovation;
Remove barriers to effective teaching and learning; and
Bring clarity to the public
Operations
ORGANIZATIONAL DEVELOPMENT
Organizational development (OD) is a deliberately planned effort to increase an

organizations relevance and viability. Vasudevan has referred to OD as future readiness to meet
change, thus a systematic learning and development strategy intended to change the basics of
belief, attitudes and thinking or exploding market opportunities and ensuing challenges and
chaos. OD is the framework for a change process design to lead to desirable positive impact
to all stakeholders and environment. OD can design interventions with application of several
multidisciplinary methods and research besides traditional OD approaches.
Overview
The purpose of OD is to address perennial evolving needs of successful organizations
concerted collaborations of internal and external experts in the field to discover what the process
organizations can use to become more stakeholders effective.
OD is a lifelong, built-in mechanism to improve immunity of organizations health to
renew itself, often with the assistance of a change agent or catalyst and the use of enabling
appropriate theories and techniques from applied behavioral sciences, anthropology, sociology,
and phenomenology. Although behavioral science has provided the basic foundation for the study
and practice of OD, new and emerging fields of study have made their presence felt. Experts in
systems thinking and organizational learning, mind maps, body-mind synchronicity, structure of
institution of decision making, and coaching (to name a few) whose perspective is not to steeped
in just the behavioral sciences, but a much more multi-disciplinary and inter- disciplinary
approach which have emerged as OD catalyst. These emergent expert perspectives see the
organization. More importantly, the term change agent or catalyst is synonymous with the notion
of a leader who is engaged in leadership a transformative or effectiveness process as opposed
to management, it is a more incremental or efficiency based changed methodology.
The objective of OD is to improve the organizations capacity to handle its internal
and external functioning and relationships. This would include such things as improved
interpersonal and group processes, more effective communication, enhanced ability to cope with
organizational problems of all kinds, more effective decision making process, more appropriate
leadership style, improved skill in dealing with destructive conflict, and higher levels of trust and
cooperation among organizational members. These objectives stem from a value system based
on an optimistic view of the nature of man- that man in a supportive environment is capable
of achieving higher levels of development and accomplishment. Essential to organizational
development and effectiveness is the scientific method inquiry, a rigorous search for causes,
experimental testing of hypothesis, and review of results.
Operations
Understanding organizations
Weisbord (1987) presents a six-box model for understanding organizations:
1. Purpose: the organizations members are clear about the organizations mission and
purpose and goal agreements.
2. Structure: how is the organizations work divided up? The question is whether there
is an adequate fit between the purpose and the internal structure.
3. Relationships: between individuals, between units or departments that perform
different tasks, and between the people and requirements of their jobs.
4. Rewards: the consultant should diagnose the similarities between what the
organization formally rewards or punishes members for.
5. Leadership: is to watch for blips among the other boxes and maintain balance
among them.
6. Helpful mechanism: is a helpful organization that must be attended to in order to
survive which planning, control, budgeting and other information systems help
organization members accomplish.
Problem solving
Problem solving is a mental process which is the concluding part of the larger problem
process that includes problem finding and problem shaping where a problem is defined as a
state or desire for the reaching of a definite goal from a present condition that either is not
directly moving toward the goal, is far from it or needs more complex logic for finding a
missing description of conditions or steps toward the goal. Considered the most complex of
intellectual functions, problem solving has been defined as a higher-order cognitive process
that requires the modulation and control of more routine or fundamental skills. Problem solving
has two major domains: mathematical problem solving and personal problem solving where in
the second, some difficulty or barrier is encountered. Further problem solving occurs when
moving from a given state to a desired goal state is needed for either living organisms or an
artificial intelligence system.
Problem solving techniques

These techniques are usually called problem solving strategies.
Abstraction: solving the problem in a model of the system before applying
it to the real system.
Analogy: using a solution that solves an analogous problem.
Brainstorming: (especially among groups of people) suggesting a larger
number of solutions or ideas and combining and developing them until an
optimum is found.
Operations
Divide and conquer: breaking down a large, complex problem into
smaller, solvable problems.
Hypothesis testing: assuming a possible explanation to the problem and
trying to prove (or in some contexts, disprove) the assumption.
Lateral thinking: approaching solutions indirectly and creatively.
Means-ends analysis: choosing an action at each step to move closer
to the goal
Method of focal objects: synthesizing seemingly non-matching
characteristics of different objects into something new
Morphological analysis: assessing the output and Interactions of an
entire system
Proof: try to prove that the problem cannot be solved. The point where the
proof fails will be starting point for solving it
Reduction: transforming their problem into another problem for which
solutions exist
Research: employing existing ideas or adapting existing solutions
to similar problems
Root cause analysis: eliminating the cause of the problem
Trial-and-error: testing possible solutions until the right one is found
DECISION MAKING
Decision Making can be regarded as the mental process (cognitive process) resulting in
the selection of a course of action among several alternative scenarios. Every decision making
process produces a final choice. The output can be an action or an opinion of choice.
Overview
Human performance in decision terms has been a subject of active research from several
perspectives. From a psychological perspective, it is necessary to examine individual decisions
in the context of a set of needs, preferences an individual has and values they seek. From a
cognitive perspective, the decision making process must be regarded as a continuous process
integrated in the interaction with the environment. From a normative perspective, the analysis
of individual decisions is concerned with the logic of decision making and rationality and the
invariant choice it leads to.
Yet, at another level, it might be regarded as a problem solving activity which is
terminated when a satisfactory solution is reached. Therefore, decision making is a reasoning
or emotional process which can be rational or irrational, can be based on explicit assumptions
or tacit assumptions.
Operations
One must keep in mind that most decisions are made unconciously. In a controlled
environment, such as a classroom, instructors encourage students to weigh pros and cons before
making a decision. However in the real world, most of our decisions are made unconsciously in
our mind because frankly, it would take too much time to sit down and list the pros and cons of
each decision we must make on a daily basis.
Logical decision making is an important part of all science-based professions, where
specialists apply their knowledge in a given area to making informed decisions. For example,
medical decision making often involves making a diagnosis and selecting an appropriate
treatment. Some research using naturalistic methods shows, however, that in situations with
higher time pressure, higher stakes, or increased ambiguities, experts use intuitive decision
making rather than structured approaches, following a recognition primed decision approach to fit
a set of indicators into the experts experience and immediately arrive at a satisfactory course of
action without weighing alternatives. Recent robust decision efforts have formally integrated
uncertainty into the decision making process. However, Decision Analysis recognized and
included uncertainties with a structured and rationally justifiable method of decision making
since its conception in 1964.
A major part of decision making involves the analysis of finite set of alternatives described
in terms of evaluative criteria. These criteria may be benefit or cost in nature. Then the problem
might rank these alternatives in terms of how attractive they are to the decision maker when all
the criteria are considered simultaneously. Another goal might be to just find the best alternative
or determine the relative total priority of each alternative.(for instance, if alternatives represent
projects competing for funds) when all the criteria are considered simultaneously. Solving such
problems is the focus of multi criteria decision (MCDA) also known as multi-criteria decision
making (MCDM).
Problem Analysis vs. Decision Making

It is important to differentiate between problem analysis and decision making. The concepts
are completely separate from one another. Problem analysis must be done first, the information
gathered in that process may be used towards decision making.
Problem Analysis
Analyze performance, what should the results be, against what they
actually are
Problems are merely deviations from performance standards; Problems must
be precisely identified and described; Problems are caused by a change
from distinctive features
Something can always be used to distinguish between what hasnt been
effected by a cause
Operations
Causes to problems can be deduced from relevant changes found in
analyzing the problem
Most likely cause to a problem is the one that exactly explains all the facts
Decision Making
Objectives must first be established
Objectives must be classified and placed in order of importance
Alternative actions must be developed
The alternatives must be evaluated against all the objectives
The alternative that is able to achieve all the objectives is the tentative
decision
The tentative decision is evaluated for more possible consequences
The decisive actions are taken, and additional actions are taken to prevent
any adverse consequences from becoming problems and starting both
systems (problem analysis and decision making) all over again
There are steps that are generally followed that result in a decision model
that can be used to determine an optimal production plan
In a situation featuring conflict, role-playing is helpful for predicting
decisions to be made by involved parties.
Decision Planning
Making a decision without planning is fairly common, but does not often end well. Planning
allows for decisions to be made comfortably and in a smart way. Planning makes decision making
a lot more simpler than it is. Decision will get four benefits out of planning:
1. Planning give chance to the establishment of independent goals. It allows for a
conscious and directed series of choices.
2. Planning provides a standard of measurement. It is a measurement of whether you
are going towards or further away from your goal.
3. Planning converts values to action. You think twice about the plan and decide what
will help advance your plan best.
4. Planning allows limited resources to be committed in an orderly way. Always govern
the use of what is limited to you (e.g. money, time, etc.)
Operations
Everyday techniques
Some known decision-making techniques include:
Pros and Cons: Listing the advantages and disadvantages of each option,
popularized by Plato and Benjamin Franklin; Contrast the costs and benefits
of all alternatives; Also called Rational decision making.
Simple Prioritization: Choosing the alternative with the highest probability-
weighted utility for each alternative (see Decision Analysis)
Satisfying: Examining alternatives until an acceptable one is found.
Elimination by Aspects: Choosing between alternatives using Mathematical
Psychology Technique was introduced by Amos Tversky in 1972. It is a
covert elimination process that involves comparing all available alternatives
by aspects. The decision-maker chooses an aspect; any alternative without
that aspect is eliminated. The decision-maker repeats this process with as
many aspects as needed until there remains only one alternative.
Preference Trees: In 1979 Amos Tversky and Shmuel Sattach updated
the elimination by aspects technique by presenting a more ordered and
structured way of comparing the available alternatives. This technique
compared the alternatives by presenting the aspects in a decided and
sequential order. It became a more hierarchical system in which the aspects
are ordered from general to specific.
Decision-Making Stages
There are four recognized stages or phases in the decision-making process. They are:
Orientation stage- This phase is where members meet for the first time
and start to get to know each other.
Conflict stage- Once group members become familiar with each other,
disputes, little fights and arguments occur. Group members eventually
work it out.
Emergence stage- The group begins to clear up vague opinions by talking
about them.
Reinforcement stage- Members finally make a decision, while justifying
themselves that it was the right decision.
It is said that critical norms in a group improves the quality of decisions, while the majority
of opinions (called consensus norms) do not. This is due to collaboration between one another,
and when group members get used to, and familiar with each other, they will tend to argue
and create more of a dispute to agree upon one decision. This does not mean that all group
members fully agreethey may not want to argue further just to be liked by other group
members or to fit in.
Operations
F. Applying Technology Management, Knowledge- Based
Management, Total Quality Management (TQM)
What is TQM?
TQM..
Is a people focused management system that aims at continual increase of
customer satisfaction at continually lower real cost.
Is a total systems approach (not a separate area or program), an integral part
of high level strategy; it works horizontally across functions and departments,
involves all employees, top to bottom, and extends backward and forward to
include supply chain and costumer chain.
Stresses learning and adaptation to continual change as keys to organizational
success.
Dr. W. Edwards Demings Quality Principles Applied to Education

1. Create a Constancy of Purpose
Create a constancy purpose to improve student and service quality with the aim to
become competitive with the world-class schools.
2. Adopt a Total Quality Philosophy
School System must welcome the challenge to compete in a global economy. Every
member of the education system must learn new skills that support the quality
challenge. People in education must take responsibility for improving the quality
of the products or services they provide to their internal and external costumers.
3. Reduce the Need for Testing
Reduce the need for testing and inspection on a mass basis by building quality into
education services. Provide a learning environment that results in quality student
performance.
4. Award School Business in New Ways
Award school business in new ways which minimize the total cost to the parents and
agencies to improve the quality of the students coming into the system.
5. Improve Quality and Productivity and Reduced Cost
Improve quality and productivity, and thus reduce cost by instituting a Chart-it/
Check-it/ change-it process. Describe the process to be improved, identify the
costumer/ supplier chain, identify areas of improvement, implement changes, assess
and measure the results, and document and standardize the process. Start cycle over
again to achieve an even higher standard.
Operations
6. Lifelong Learning
Quality begins and ends in training. If you expect people to change the way they do
things, you must provide them with tools necessary to change their work
Quality elements Little q Organizations Big Q Organizations

The definition of quality is Product oriented Customer Oriented
Quality priorities Less important than cost, The catalyst-the driver for
schedule, volume meeting highly important
requirements
The Business focus short term Balances short term and long
term
Emphasis Detecting errors Preventing errors
Cost are emphasized Raised when quality is Raised when quality is
emphasized emphasized
Errors are understood to Special cause (working making Common Causes (ineffective
result from mistakes) system and practices
management)
Cycle time Lengthened to insure quality Reduced dramatically through
work process improvement
Responsible for quality Quality control/quality Everyone
assurance inspectors or
specialist
The organizational culture Pointing fingers, finding blame, Continuous improvement, in
and punishing risk takers innovation and permission to fail
The organizational Hierarchical, bureaucratic and Flat, integrated and fluid
structure static
Problem solving Those in authority, top of Teams, all employees
pyramid
Total Quality and Management in Education

What is TQM
TQM is a philosophy and a system for continuously improving the services and/or products
offered to costumers. Now that the transportation and communication technologies have placed
national economic system with the global economy, nations and businesses that do not practice
TQM can loose their competitiveness. This can be avoided if schools are made to embrace
TQM. The potential benefits of TQM on a school, or District College cannot be
overemphasized:
1. TQM can help a school or college provide services to its primary costumers-
students and employers.
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2.
The continuousrequirement
accountability improvement focus of
common to TQM is a fundamental
educational reform. way of fulfilling the
3. Operating a non-fear TQM system with a focus on continuous growth and
improvement offers more excitement and challenge to students and teachers than a
good-enough learning environment can provide. Correspondingly, the climate for
learning is improved.
What are the essential elements of TQM in education?

In a TQM school or college, improvement teams and individuals are constantly working on
improving their service to customers. The concept of a service being good-enough is considered
inadequate. Thorough understanding of the difference between traditional and TQM schools is
best developed in a dynamic seminar, not in a sample written guide. This guide is intended to
supplement such a seminar. Each of the following elements is important for fully realizing the
potential of TQM in Education.
1. Awareness and commitment for everyone

The linguistic, kinesthetic, visual and/or mathematical talent of students will not be
developed to their full potential unless EVERY member of the teaching-learning
partnership promotes the highest possible quality at each step in the development
process. A transformation from a level of good-enough on traditional education
(where marks of grades of A and B are considered good enough even they do not
represent best work) to a level of awareness of the elements of TQM is important. An
excellent way to begin is to have a meeting with parents and school based members.
The meeting can provide:
A dynamic overview of TQM elements and potential by one or more
presenters who have experience on TQM and
A clear commitment from School Board, Superintendent and Principal that
they will fully support TQM efforts.
2. A clear mission
Managing continuous movement toward progressively highest quality standards
depends on defining those standards. If a TQM steering committee is formed in a
school, it should determine the answer to this question: Does the school have a clear,
costumer-focused mission statement and a functioning process for divisions and
for departments translating this statement that exit to costumers who represents its
students and graduates? If the answer is NO that problem must be addressed with
employer standards. These standards should emphasize developing students abilities
to solve real-life problems rather than just memorizing subject matter. The latter
does not represent quality for either students or employers.
Operations
3. Systems
2. planning approach
Traditional continuous
The education improvement focus of TQM
has become excessively is a fundamental way
compartmentalized. of fulfilling
Consider this the
example: English teachers focus on developing the students ability to use English
principles without giving much attention to developing the students ability to
use this learned principles in writing a technical report in Science. Thus, students
consider English as a course instead of a skill to be used in all learning areas.
Thus, there is a need to have a systems planning approach across and among learning
areas in school.
PILLARS OF QUALITY
Pillar 1: Costumer Focus/Student Focus- Families

Total quality schools work with parents to optimize students potential to
benefit from the learning process.
Concept of costumer/supplier chain. In a total quality school, everyone
is both a customer and supplier.
A relationship exists between what your costumer expects of you and what you expect
of your supplier.
It is your costumers responsibility to clearly identify his or her requirements.
It is your responsibility to translate your costumers requirements into suppliers
specification.
You cannot meet your costumers requirements unless your supplier provides you
with materials that meet your requirements. Unfortunately, this concept is lost in
education. However, such applies to every educational process.
Pillar 2: Total Involvement
Everyone must participate in the schools quality transformation. Quality is not
just the responsibility of the School Board or Superintendent/Administrator. It is
everyones responsibility. Quality education demands that everyone contribute to the
total quality effort.
Pillar 3: Measurement
This is an area where most schools fail. Many good things are happening in education
today, but the professions involved in the process are so focused in solving problems
that they fail to measure the effectiveness of their efforts.
Operations
It is said that one cannot improve what one cannot measure. Schools cannot meet the
quality standards established by society unless they have a vehicle for measuring
progress toward achieving those standards.
Pillar 4: Commitment
The administrators/school board must be committed to quality. If they are not, the
quality of the transformation process might fail. Everyone must support the quality
effort.
Quality is a cultural change that causes an organization to change the way things
are done. People are resistant to change and management must support the change
process by providing people with education, tools, system processes that promote
quality.
Pillar 5: Continuous Improvement
Continuous improvement enables us to monitor our work process in order to identify
opportunities for improvement.
In Total Quality Schools:

There is room for improvement in every educational process;
Every improvement, however big or small, is worthwhile
Small improvements end up to significant change,
Everyone shares the responsibility for trying to prevent problems and for
fixing problems when they occur;
Everyone is committed to continuous improvement.
Operations
TQM Strategies of Dr. Edwards
Deming
GALILEO
System Analysis of Peter QUALITY
Senge
INSTITUTE
Principle-centered
Approach of APPROACH
Stephen Covey
Techniques of Critical
Skills of Bill
South Worth
Quality in Education
TQM (Deming)
Focuses on cooperation rather than competition.
Cooperation allows everyone to win and create an atmosphere were all in this
together. Competition sets up winners and losers and causes friction in the
classroom.
Competition has its place as each student strives to better himself or herself and
as students recognize that they must compete in the global market place.
Systems Analysis (Senge)
Emphasis is on the team approach rather than on any individual.
Students must learn to disregard personal differences and achieve interdepen-
dence with others in work place.
Principle Centered Approach (Covey)
Focuses in a holistic, integrated, and principle-centered approach in solving
personal and professional problems.
Each one can seize the opportunity for change and know that an emphasis on
quality is the right thing to do and will benefit everyone.
The foundation of quality is respect.
Critical Skills (South Worth)
Shifts from focusing on quantity to focusing on quality.
Allows students to learn how to learn.
Basis is experiential learning through real problems.
Student acquisition of essential knowledge and the development of critical skills
have equal priority in classroom instruction.
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Skills include problem solving, cooperation, decision-making, creative thinking,

management, leadership.
Operations
Classroom Management
In its positive sense, classroom management means a great deal more than making
students behave.
The teacher
Keeps things going;
Keeps things moving;
Keeps things safe;
Runs the show well enough to be able to actually teach and have students learn.
At his heart:
Positive classroom management is creative:
Creates the best situation in which students can learn and the teacher can teach.
PDCA Cycle
For a successful implementation of TQM, a clearly defined cycle for improvement is
central. This cycle, Plan-Do-Check outlines the key steps.
1. Planning- all the improvement cycles begin with planning. The objectives,
process, roles, responsibilities, resources and methods are defined before any other
activity.
2. Doing- Requires the selection and use of appropriate tools and techniques.
3. Checking- Promotes continuous improvement by its very nature.
4. Act- Keep on doing those things that will result in continuous improvement.
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G. Implementing Rules in Fiscal Management and Applying the same in Budget
Preparation and Resources Management
Fund Management for SBM

Management of resources, particularly financial assets, is an essential part and a very
critical process of SBM. Without funds, the best established organization will not function.
Finances are the lifeblood of an organization that allows it to live and develop. SBM will not be
complete if it does not include fiscal autonomy of schools in the management of funds.
What is the SBM Fund?

The SBM Fund is the total budget allocated by the Division Office to a school for a given
school year from the regular DepEd MOOE and from other DepEd sources such as from TEEP
and other foreign- assisted projects. It also includes allocation and contributions in cash,
kind, and services generated by the school itself from the public and private sources. These
are 1) The Special Education Fund (SEF) from Local School Board, 2) allocations from the 20%
barangay social development fund and from the Sangguniang Kabataan, 3) PTCA contributions,
4) donations from alumni and other private sources, and 5) school income-generating projects.
Fiscal autonomy over school funds dictates that along with the authority to make decisions
over financial resources is the responsibility and accountability for the legal and optimal
utilization of such funds to achieve planned outputs and outcomes. It is therefore very important
to equip the school head with at least the minimum knowledge about the concepts, methods and
procedures of a simplified fund management system.
Process of Fund Management

The simplified fund management envisioned for the School- Based Management Fund (SBMF)
is a three-part process that includes the following; 1) Preparation of the annual Implementation
Plan (AIP) which is translated to the School Operating Budget, 2) Implementation of the School
Operating Budget (SOB), and 3) Fund Accountability (Monitoring and Reporting). The steps to
take in each of these parts are enumerated as follows:
School-Based Management and Its Support System
Part I. Preparation of the School Operating Budget (SOB)
1. Using the division budget guidelines, identify school physical targets, based on
thrusts and priorities and aligned with division targets, thrusts, and priorities for the
budget year. Give priority on the allocation of funds to:
a) student assessment (Assessment tools e.g. test papers)
Operations
b) Instructional materials for pupils (either developed or purchased)
c) Training of teachers
d) Supplies and materials for school operations (e.g. chalk, mimeographing
paper)
e) Needed Equipment
2. Prepare the School Operating Budget (SOB). Use the School Improvement Plan (SIP)
and the corresponding Annual Implementation Plan (AIP) as basis.
3. Submit the SOB to the Division Office together with the SIP/AIP. The Division
Superintendent assisted by the Division Supervisors and Finance Officer will review
the SIP/AIP and the School Operating Budget.
4. Prepare the Monthly Cash Program Based on the approved SOB.
4.1. Based on the approved SOB, the monthly cash program is prepared by the school
head and confirmed by the SCP (SCHOOL-Community Partnership) finance
representative.
4.2. The Monthly Cash Program is the statement of monthly cash allocations needed
by the school based on its approved SOB. A copy of the schedule of monthly cash
allocations needs to be submitted to the Finance Section of the Division Office.
Part II. Implementation of the School Operating Budget (SOB)
Initially, the SOB shall be implemented using the cash advance system since schools do
not have the manpower to do their own accounting for funds. At the division level, specific staff
should be assigned to assist the school that will pilot fund management under SBM.
1. The Division Office (DO) will return to the school its approved SOB.
2. The school head must apply with the Division Office for bonding considering the
disbursement procedure based on the approved SOB.
3. The school head will open a cash advance in an amount equal to at least one months
disbursement based on the approved SOB.
4. The school head should liquidate the expenses charged against the cash advance
every thirty (30) days in order to be able to replenish the cash advance. All
transactions must be supported by documents such as official receipts or other
evidences of disbursements acceptable to the Commission on Audit (COA). The
Division or TEEP DPISU accountants are expected to provide assistance.
5. The cash advance must be used only for activities approved under the SOB and for no
other purposes. Government funds are appropriated for specific purposes and using
these for other activities not specified in the SOB even if for official purposes is
tantamount to technical malversation and is punishable by law.
Operations
Part III. Fund Accountability (Monitoring and Reporting)
The use of government funds
requires strict compliance to rules. Flow for SBM Fund Management
Thus, there is need for regular
monitoring and the imposition of the
required reports to show how and
where government funds have been
disbursed.
1. Make sure that funds
under cash advance can
be accounted for at any
time. That is, cash on
hand plus all receipts or
other forms of evidence
equals the amount of the
outstanding cash advance.
A surprise cash advance
audit by the Division
finance staff or COA
Auditor may be done any
time.
2. Prepare a summary of
disbursements to support
the liquidation. Like-
wise, prepare a summary
of physical outputs corre-
sponding to the financial
resources used. Keep a file
copy of these summaries to
be used in the prepa-
ration of a monthly, quar-
terly and annual summary
of financial and physical operations.

3. Prepare a monthly, quarterly and annual summary of financial and physical opera-
tions based on the approved AIP/SOB. Give explanations for any variances between
approved and actual expenditures. Submit these reports to the Division Office and
include in the Annual School Report Card which reports to the local stakeholders at
a public assembly the implementation of AIP/SOB.
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The whole process flow for SBM Fund Management showing all the steps explained above
is given in figure 10. All necessary forms related to this process flow are included in the SBM
Operations Manual.
INFORMATION AND GUIDELINES FOR CASH

ADVANCES AND PAYMENT BY CHECK
A. Individual Schools
1. A cash advance account is replenished regularly and remains open during the year.
It will be closed only at the end of the fiscal year. The regular cash advance for a
given activity must be liquidated within thirty (30) days of completion of activity
for which it was taken. This modified cash advance is for regular School operations
and is similar to the management of a petty cash or revolving fund.
2. It is used only for the payment of the school expenses approved in the AIP and for
no other purposes.
3. The amount shall be in accordance with the approved AIP translated to SOB.
4. Some expenses approved in the AIP may be paid directly by check by the finance
unit or division if the school head so decides. Payment by check is preferred for
transaction involving sizeable amounts. For practical and safety reasons, it should
be clear that even transaction to be paid directly by check by the division should
have been initiated by the school head if it is to be charged against the school SBMF.
It is emphasized that the school head has complete discretion over utilization of the
SBMF of the school, provided it is based on the approved AIP/ SOB.
5. Only regular government personnel may be issued cash advances and only cash
advance for a school is allowed anytime. For this reason, the modified cash advance
should already take into account all possible cash required for all possible activities
covered by the School Operating Budget for a specific month. In the event that a
particular need was missed, this can be solved by resorting to direct payment to the
service provider or supplier by check.
6. There is no need to wait for cash advance to be fully spent or at the end of the month
to come before replenishing the fund. Hence all expenses must be liquidated as soon
as these reach 75% of the cash advance or one week before the end of the month,
whichever comes first, so that when the new month comes in, the office has a full
cash advance. Liquidations may be made as often as needed. However frequent
liquidations due to unforeseen needs indicate poor planning and poor cash
programming. It is imperative that care and diligence in the preparation of monthly
cash program be observed.
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B. Clustered Schools.
1. For clusteredd) The foregoing
schools, onlydocuments
the clustershall
headbe shall
submitted, togethertowith
be allowed openthea application
cash
advance account. However, each school head within the cluster shall use the share
of the cash advance according to his/her SOB.
2. The Cluster head shall develop a system of distributing and documenting the cash
advance to other school heads in the cluster.
3. The division shall honor the cash advance sharing document for purposes of
determining accountability of each school head for specific cash advances.
4. Each school head within the cluster has full discretion over the SBM funds in his/ her
school. The cluster head has no authority to dictate the utilization of SBM funds
allocated to other schools in the cluster.
The Cluster System is recommended to enable the cluster head usually from a
bigger school, to assist small schools in remote areas.
Always make sure that transactions using the cash advance are fully supported by
receipts and the other forms of evidences for the disbursements made. Always consult
with TEEP-DPISU or division accountant whenever in doubt. Follow the standard
procedures, rules and regulations as prescribed under the New Government
Accounting System and by the Commission on Audit.
Guidelines for Bonding of Accountable Officers

The following are the guidelines for the bonding of accountable officers:
1. Each accountable officer with a total cash accountability of P2,000.00 pesos or more
shall be bonded with the Bureau of the Treasury Fidelity Bond Division. Those with
accountability of less than P2,000.00 pesos shall be insured in the fidelity bond only
when the COA or its authorized representative shall order it.
2. The amount of the bond shall be equal to the total accountability (cash and cash
items) of the officer as fixed by the Division Auditor. Breaking up the cash advance to
smaller amounts in order to circumvent the bonding requirement is not allowed.
3. The bonding requirements are as follows:
a) Appointment and/or designation as accountable officer by the SDS.
b) Written character references by at least three officials of the Division, one of
whom is the Administrative and/or Legal Officer, other than the official who
appointed/ designated him.
c) Statements of assets and liabilities of the other to be bonded as of the end of the
proceeding year.
Operations
d) The foregoing
for Bond, to thedocuments shall
auditor who befix
shall submitted, together
and approve with the
the amount application
of the bond and
shall transmit the same to the Fidelity Bond Division or the Bureau of the
Treasury (National Treasury).
4. When the accountability is increased, the Accountant shall ensure that additional
bond is applied for.
5. When the accountable officer ceases to be one, the Accountant shall immediately
inform the Fidelity Bond Division about it.
Sample Summary Sheets for Liquidation Small Disbursements
Cash advance Ledger

School: San Juan dela Cruz Elementary School
Date Particulars Cash Cash Disbursed Balance
Ref. No. Received
10.10.03 Receipt of Cash 500.00 500.00
Advance
10.10.03 Purchase V#01 200.00 300.00
of Supplies
11.07.03 Replenishment 200.00 500.000
Voucher No. 01
Payee: Aling Nenas Sari-sari Store
Date Particulars Amount

10.19.03 Chalk 50.00
Bond Papers 150.00
Total 200.00
Prepared by : Approved By :
Designation : Designation :
Date : Date :
Operations
Sample. Generation and Allocation of SBM Funds
d) The foregoing
The schools sustainability depends documents shalltobegenerate
on its capacity submitted, together
resources, in with the to
addition application
the
regular budget from DepEd.
The 243 schools in the Division of Antique have generated SBM funds from different
sources in the total amount of Php 25,741,557.48 M: TEEP funds at Php 3,921,312 (15.2%);
the DepEd regular MOOE at Php 1,516,564.50 M (5.89%); Parents Teachers Community
Association (PTCA) at Php 2,770,921 M (10%); Civil/NGOs at Php 9,839,496.50 (38.22%);
while Php 7,693,302.93 M or (29.89%) came from the Local Government Units (LGUS)
specifically from the Barangay Social Development Fund (SDF), Special Education Funds
(SEF), and from the Provincial Government.
SBM Fund Generation in the Division of Antique

243 Pilot SBM School
SY 2003-2005
REGULAR MOOE
1,526,564.50
6%
CIVIC/NGOs TEEP
9,839.50 3,921,312
38% 15%
9,839,496.50
PTCA
2,770,291.50
11%
REGULAR MOOE
1,526,564.50
6%
Formula to distribute Php 8.0M Regular Division MOOE

to 581 Elementary Schools in Cotabato
1. Fixed Allocation + Variable allocation = Total allocation of each elementary school
2. P3,484,000 (more or less 50% of 8.0M divided by 581 schools) = P6,000 per
elementary school as fixed allocation
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3.
Number of schools
elementary Teachersbased
in school X Allocation
on number per teacher = variable allocation for
of teachers
4. P4,514,000 ( balance from 8.0M)/ Total number of teachers in the Division = Allocation
per teacher (variable allocation)
Notes:
1. Number of teachers includes regular (plantilla of DepEd) and those funded by the
Local School Board and Barangay Funds
2. It should be clear that for regular division MOOE, the allocation for the school is usually
coursed through the school cluster head because it is he/she who is bonded by DepEd.
Fiscal management
1. Prepares a management plan
2. Develops a school budget which is consistent with SIP/AIP
3. Generates and mobilizes financial resources
4. Manages school resources in accordance with DepED policies and accounting and
auditing rules and regulations and other pertinent guidelines.
5. Accepts donations, gifts, bequest and grants in accordance with RA 9155
6. Manages a process for registration, maintenance and replacement of school assets
and disposition of non-reusable properties.
7. Organizes a procurement committee and ensures that the official procurement
process is followed
8. Utilizes funds for approved school programs and projects as reflected in SIP/ AIP
9. Monitors utilization, recording and reporting of funds
10. Accounts for school fund
11. Prepares financial reports and submits/ communicates the same to higher education
authorities and other education partners
Challenges Ahead
The goal of SBM is the improvement of the quality of elementary education through
decentralization, in accordance to RA 9155. The task ahead for the Department of Education
is to institutionalize SBM to the rest of the public elementary schools in the country, while
sustaining the gains made by schools under TEEP which helped to develop and implement SBM
according to their own conditions, capacities, and aspirations.
Operations
H. OBSERVING
3. THE RULES AND REGULATIONS IN R.A. 9184
Number of Teachers in school X Allocation per teacher = variable allocation for
Scope and Application. This Act shall apply to the Procurement of Infrastructure Projects,
Goods, and Consulting Services,r egardless of source of funds, whether local or foreign, by all
branches and instrumentalities of government, its department, offices and agencies, including
government-owned and/or controlled corporations and local government units, subject to the
provisions of Commonwealth Act No. 138. Any treaty or international or executive agreement
affecting the subject matter of this Act to which the Philippine government is a signatory shall
be observed.
Definition of Terms. For purposes of this Act, the following terms or words and phrases
shall mean or be understood as follows:
a) Approved Budget for the Contract (ABC) refers to the budget for the
contract duly approved by the Head of the Procuring Entity, as provided for
in the General Appropriations Act and/or continuing appropriations, in the
case of National Government Agencies; the Corporate Republic Act No.
9184.
Budget for the contract approved by the governing Boards, pursuant to E.O.
No. 518, series of 1979, in the case of Government-Owned and/or Controlled
Corporations, Government Financial Institutions and State Universities
and Colleges; and the Budget for the contract approved by the respective
Sanggunian, in the case of Local Government Units.
b) BAC refers to the Bids and Awards Committee established in accordance
with Article V of this Act.
c) Bidding Documents refers to documents issued by the Procuring Entity
as the basis for Bids, furnishing all information necessary for a prospective
bidder to prepare a bid for the Goods, Infrastructure Projects, and Consulting
Services to be provided.
d) Bid refers to a signed offer or proposal submitted by a supplier, manufacturer,
distributor, contractor or consultant in response to the Bidding Documents.
e) Competitive Bidding refers to a method of procurement which is open
to participation by any interested party and which consists of the following
processes: advertisement, pre-bid conference, eligibility screening of
prospective bidders, receipt and opening of bids, evaluation of bids, post
qualification, and award of contract, the specific requirements and mechanics
of which shall be defined in the IRR to be promulgated under this Act.
f ) Consulting Services refers to services for Infrastructure Projects and other
types of projects or activities of the Government requiring adequate external
Operations
technical
or capacityandof professional
the government expertise that aresuch
to undertake beyond thenot
as, but capability and/
limited to: (i)
advisory and review services; (ii) pre-investment or feasibility studies; (iii)
design; (iv) construction supervision; (v) management and related services;
and (vi) other technical services or special studies. (g) G-EPS refers to the
Government Electronic Procurement System as provided in Section 8 of
this Act.
g) Goods refer to all items, supplies, materials and general support services,
except consulting services and infrastructure projects, which may be needed
in the transaction of public businesses or in the pursuit of any government
undertaking, project or activity, whether in the nature of equipment, furniture,
stationary, materials for construction, or personal property of any kind,
including non-personal or contractual services such as the repair and
maintenance of equipment and furniture, as well as trucking, hauling,
janitorial, security, and related or analogous services, as well as procurement
of materials and supplies provided by the procuring entity for such services.
h) GPPB refers to the Government Procurement Policy Board established in
accordance with Article XX of this Act.
i) Head of the Procuring Entity refers to: (i) the head of the agency or his
duly authorized official, for national government agencies; (ii) the governing
board or its duly authorized official, for government-owned and/or controlled
corporations; or (iii) the local chief executive, for local government units.
Provided, That in a department, office or agency where the procurement is
decentralized, the Head of each decentralized unit shall be considered as the
Head of the Procuring Entity subject to the limitations and authority delegated
by the head of the department, office or agency.
j) Infrastructure Projects include the construction, improvement, rehabili-
tation, demolition, repair, restoration or maintenance of roads and bridges,
railways, airports, seaports, communication facilities, civil works components
of information technology projects, irrigation, flood control and drainage,
water supply, sanitation, sewerage and solid waste management systems,
shore protection, energy/power and electrification facilities, national
buildings, school buildings, hospital buildings and other related construc-
tion projects of the government.
k) IRR refer to the implementing rules and regulations to be promulgated in
accordance with Section 75 this Act.
l) Portal refers to a website that aggregates a wide variety of content for the
purpose of attracting a large number of users.
Operations
m) Procurement refers to the acquisition of Goods, Consulting Services, and the
technical
contracting and professional
for Infrastructure expertise
Projects by the that are beyond
Procuring Entity.the capability and/
Procurement
shall also include the lease of goods and real estate. With respect to real
property, its procurement shall be governed by the provisions of Republic Act
No. 8974, entitled An Act to Facilitate the Acquisition of Right-of-Way Site
or Location for National Government Infrastructure Projects and for Other
Purposes, and other applicable laws, rules and regulations.
n) Procuring Entity - refers to any branch, department, office, agency, or instru-
mentality of the government, including state universities and colleges, govern-
ment-owned and/or -controlled corporations, government financial institu-
tions, and local government units procuring Goods, Consulting Services and
Infrastructure Projects.
SEC. 6. Standardization of Procurement Process and Forms. - To systematize the pro-

curement process, avoid confusion and ensure transparency, the procurement process, in-
cluding the forms to be used, shall be standardized insofar as practicable. For this purpose, the
GPPB shall pursue the development of generic procurement manuals and standard bidding
forms, the use of which once issued shall be mandatory upon all Procuring Entities.
ARTICLE III
PROCUREMENT BY ELECTRONIC
MEANS
SEC. 8. Procurement By Electronic Means. To promote transparency and efficiency,
information and communications technology shall be utilized in the conduct of procurement
procedures. Accordingly, there shall be a single portal that shall serve as the primary source of
information on all government procurement. The G-EPS shall serve as the primary and definitive
source of information on government procurement. Further, the GPPB is authorized to approve
changes in the procurement process to adapt to improvements in modern technology, provided
that such modifications are consistent with the provisions of Section 3 of this Act.
To take advantage of the significant built-in efficiencies of the G-EPS and the volume
discounts inherent in bulk purchasing, all Procuring Entities shall utilize the G-EPS for the
procurement of common supplies in accordance with the rules and procedures to be established
by the GPPB. With regard to the procurement of non-common use items, infrastructure projects
and consulting services, agencies may hire service providers to undertake their electronic
procurement provided these service providers meet the minimum requirements set by the GPPB.
Operations
SEC. 9. Security, Integrity and Confidentiality. - The G-EPS shall ensure the
security, integrity
feature that and for
provides confidentiality
an audit trailoffordocuments submitted through
on-line transactions and allowthethesystem. It shallon
Commission
include a
Audit to verify the security and integrity of the systems at any time.
ARTICLE IV
COMPETITIVE
BIDDING
SEC. 10. Competitive Bidding. - All Procurement shall be done through Competitive
Bidding, except as provided for in Article XVI of this Act.
ARTICLE
V
BIDS AND AWARDS
COMMITTEE
SEC. 11. The BAC and its Composition. - Each procuring entity shall establish a single
BAC for its procurement. The BAC shall have at least five (5) members, but not more than seven
(7) members. It shall be chaired by at least a third ranking permanent official of the procuring
entity other than its head, and its composition shall be specified in the IRR. Alternatively, as may
be deemed fit by the head of the procuring entity, there may be separate BACs where the number
and complexity of the items to be procured shall so warrant. Similar BACs for decentralized and
lower level offices may be formed when deemed necessary by the head of the procuring entity.
The members of the BAC shall be designated by the Head of Procuring Entity. However, in no
case shall the approving authority be a member of the BAC.
Unless sooner removed for a cause, the members of the BAC shall have a fixed term of
one (1) year reckoned from the date of appointment, renewable at the discretion of the Head
of the Procuring Entity. In case of resignation, retirement, separation, transfer, re-assignment,
removal, the replacement shall serve only for the unexpired term: Provided, That in case of leave
or suspension, the replacement shall serve only for the duration of the leave or suspension. For
justifiable causes, a member shall be suspended or removed by the Head of the Procuring Entity.
SEC. 12. Functions of the BAC. - The BAC shall have the following functions: advertise
and/or post the invitation to bid, conduct pre-procurement and pre-bid conferences, determine the
eligibility of prospective bidders, receive bids, conduct the evaluation of bids, undertake post-
qualification proceedings, recommend award of contracts to the Head of the Procuring Entity or
his duly authorized representative: Provided, that in the event the Head of the Procuring Entity
shall disapprove such recommendation, such disapproval shall be based only on valid, reasonable
and justifiable grounds to be expressed in writing, copy furnished the BAC; recommend the
imposition of sanctions in accordance with Article XXIII, and perform such other related
functions as may be necessary, including the creation of a Technical Working Group from a pool
Operations
SEC. 9. Security, Integrity and Confidentiality. - The G-EPS shall ensure the
security, integrity
of technical, and and/or
financial confidentiality of documents
legal experts to assist in submitted through
the procurement the system. It shall
process.
include a
Operations
In proper cases, the BAC shall also recommend to the Head of the Procuring Entity the use
SEC.
of Alternative 9. Security,
Methods Integrityasand
of Procurement Confidentiality.
provided for in Article- XVI
The hereof.
G-EPS shall ensure the
security, integrity and confidentiality of documents submitted through the system. It shall
The BAC shall
include a be responsible for ensuring that the Procuring Entity abides by the standards
set forth by this Act and the IRR, and it shall prepare a procurement monitoring report that shall
be approved and submitted by the Head of the Procuring Entity to the GPPB on a semestral
basis. The contents and coverage of this report shall be provided in the IRR.
SEC. 13. Observers. To enhance the transparency of the process, the BAC shall, in all
stages of the procurement process, invite, in addition to the representative of the Commission on
Audit, at least two (2) observers to sit in its proceedings, one (1) from a duly recognized private
group in a sector or discipline relevant to the procurement at hand, and the other from a
nongovernment organization: Provided, however, That they do not have any direct or indirect
interest in the contract to be bid out. The observers should be duly registered with the Securities
and Exchange Commission and should meet the criteria for observers as set forth in the IRR.
SEC. 14. BAC Secretariat. - To assist the BAC in the conduct of its functions, the Head of
the Procuring Entity shall create a Secretariat that will serve as the main support unit of the BAC.
The Head of the Procuring Entity may also designate an existing organic office within the agency
to serve as the Secretariat.
SEC. 15. Honoraria of BAC Members. The Procuring Entity may grant payment of
honoraria to the BAC members in an amount not to exceed twenty five percent (25%) of their
respective basic monthly salary subject to availability of funds. For this purpose, the Department
of Budget and Management (DBM) shall promulgate the necessary guidelines.
SEC 16. Professionalization of BAC, BAC Secretariat and Technical Working
Group
Members. The GPPB shall establish a sustained training program for developing the
capacity of the BACs, BAC Secretariats and Technical Working Groups of Procuring Entities,
and professionalize the same.
ARTICLE
XVI
ALTERNATIVE METHODS OF
PROCUREMENT
SEC. 48. Alternative Methods. - Subject to the prior approval of the Head of the
Procuring Entity or his duly authorized representative, and whenever justified by the
conditions provided in this Act, the Procuring Entity may, in order to promote economy
and efficiency, resort to any of the following alternative methods of Procurement:
(a) Limited Source Bidding, otherwise known as Selective Bidding a method

of Procurement that involves direct invitation to bid by the Procuring Entity
Operations
from a set of pre- selected suppliers or consultants with known experience
SEC. 9.andSecurity,
proven capability
Integrity relative to the requirements
and Confidentiality. - TheofG-EPS
a particular contract;
shall ensure the
security, integrity and confidentiality of documents submitted through the system. It shall
include a
Operations
(b) Direct Contracting, otherwise known as Single Source Procurement

abecause
methodthe
ofsupplier
procurement that asked
is simply does not requirea elaborate
to submit Bidding
price quotation or a pro-forma
Documents
invoice together with the conditions of sale, which offer may be accepted
immediately or after some negotiations;
(c) Repeat Order a method of procurement that involves a direct Procure-
ment of Goods from the previous winning bidder, whenever there is a need
to replenish Goods procured under a contract previously awarded through
Competitive Bidding;
(d) Shopping a method of procurement whereby the Procuring Entity simply
requests for the submission of price quotations for readily available off-the-
shelf Goods or ordinary/ regular equipment to be procured directly from
suppliers of known qualification; or
(e) Negotiated Procurement a method of procurement that may be resorted
under the extraordinary circumstances provided for in Section 53 of this
Act and other instances that shall be specified in the IRR, whereby the
Procuring Entity directly negotiates a contract with a technically, legally
and financially capable supplier, contractor or consultant. In all instances,
the Procuring Entity shall ensure that the most advantageous price for the
Government is obtained.
SEC. 49. Limited Source Bidding. Limited Source Bidding may be resorted to only in
any of the following conditions:
(a) Procurement of highly specialized types of Goods and Consulting Services
which are known to be obtainable only from a limited number of sources; or
(b) Procurement of major plant components where it is deemed advantageous to
limit the bidding to known eligible bidders in order to maintain an optimum
and uniform level of quality and performance of the plant as a whole.
SEC. 50. Direct Contracting. Direct Contracting may be resorted to only in any of
the following conditions:
(a) Procurement of Goods of proprietary nature, which can be obtained only
from the proprietary source, i.e. when patents, trade secrets and copyrights
prohibit others from manufacturing the same item;
(b) When the procurement of critical components from a specific manufacturer,
supplier or distributor is a condition precedent to hold a contractor to guarantee
its project performance, in accordance with the provisions of his contract; or,
Operations
(c) Those sold by an exclusive dealer or manufacturer, which does not have sub-
(b) Direct
dealers sellingContracting, otherwise
at lower prices and for known
which no as suitable
Single Source Procurement
substitute can be
a method
obtained at more of procurementterms
advantageous that does
to thenot require elaborate Bidding
Government.
Documents
SEC. 51. Repeat Order. When provided for in the Annual Procurement Plan, Repeat Order
may be allowed wherein the Procuring Entity directly procures Goods from the previous winning
bidder whenever there arises a need to replenish goods procured under a contract previously
awarded through Competitive Bidding, subject to post-qualification process prescribed in the
Bidding Documents and provided all the following conditions are present:
(a) The unit price must be equal to or lower than that provided in the original
contract;
(b) The repeat order does not result in splitting of requisitions or purchase orders;
(c) Except in special circumstances defined in the IRR, the repeat order shall be
availed of only within six (6) months from the date of the Notice to Proceed
arising from the original contract; and,
(d) The repeat order shall not exceed twenty-five percent (25%) of the quantity of
each item of the original contract.
SEC. 52. Shopping. Shopping may be resorted to under any of the following
instances:
(a) When there is an unforeseen contingency requiring immediate purchase:
Provided, however, That the amount shall not exceed Fifty Thousand Pesos
(P50,000); or
(b) Procurement of ordinary or regular office supplies and equipment not
available in the Procurement Service involving an amount not exceeding Two
Hundred Fifty Thousand Pesos (P250,000): Provided, however, That the
Procurement does not result in Splitting of Contracts: Provided, further, that
at least three (3) price quotations from bona fide suppliers shall be
obtained.
The above amounts shall be subject to a periodic review by the GPPB. For this purpose,
the GPPB shall be authorized to increase or decrease the said amount in order to reflect changes
in economic conditions and for other justifiable reasons.
SEC. 53. Negotiated Procurement. Negotiated Procurement shall be allowed only in the
following instances:
(a) In cases of two failed biddings, as provided in Section 35 hereof;
(b) In case of imminent danger to life or property during a state of calamity, or
when time is of the essence arising from natural or man-made calamities or
other causes where immediate action is necessary to prevent damage to or loss
Operations
of life or property, or to restore vital public services, infrastructure facilities
and other public utilities;
(c) Take-over of contracts, which have been rescinded or terminated for causes
provided for in the contract and existing laws, where immediate action is
necessary to prevent damage to or loss of life or property, or to restore vital
public services, infrastructure facilities and other public utilities;
(d) Where the subject contract is adjacent or contiguous to an ongoing infra-
structure project, as defined in the IRR: Provided, however, That the origi-
nal contract is the result of a Competitive Bidding; the subject contract to be
negotiated has similar or related scopes of work; it is within the contracting
capacity of the contractor; the contractor uses the same prices or lower unit
prices as in the original contract less mobilization cost; the amount involved
does not exceed the amount of the ongoing project; and, the contractor has no
negative slippage: Provided, further, That negotiations for the procurement
are commenced before the expiry of the original contract. Whenever applica-
ble, this principle shall also govern consultancy contracts, where the consul-
tants have unique experience and expertise to deliver the required service; or,
(e) Subject to the guidelines specified in the IRR, purchases of Goods from
another agency of the Government, such as the Procurement Service of the
DBM, which is tasked with a centralized procurement of commonly used
Goods for the government in accordance with Letters of Instruction No. 755
and Executive Order No. 359, series of 1989.
Operations
I. Managing School Operations
1. Manages the implementation, monitoring and review of the SIP/ AIP and other
action plans.
2. Establishes and maintains specific programs to meet needs of identified target groups.
3. Takes the lead in the design of a school physical plant facilities improvement plan in
consultation with an expert.
4. Allocates/ prioritizes funds for improvement and maintenance of school physical
facilities and equipments.
5. Oversees school operation and care and use of school facilities according to set
guidelines.
6. Institutionalizes best practices in managing and monitoring school operations
thereby creating a safe, secure and clean learning environment.
J. Using Technology in the Management of Operations

1. Applies information technology (IT) plans for online Communication
2. Uses IT to facilitate the operationalization of the school management system (e.g.
school info system, student tracking systems personnel information system etc.)
3. Uses IT to access Teacher Support Materials (TSM), Learning Support Materials
(LSM) and assessment tools in accordance with the guidelines.
4. Shares with other SHs the schools experience in the use of new technology.
Operations
PRACTICE
TEST
School Management and Daily Operations

Directions: Read the questions carefully. Choose the BEST answer and write the letter only.
1. Who sets the schools mission, vision, goals and targets?

A. The PTCA
B. The Teachers
C. The School Governing Council (SGC)
D. The School Head (SH)
2. Which of the following is NOT a responsibility of the SH?
A. Recommending the Staffing complement of the school
B. Offering educational programs, projects and services
C. Hiring needed teachers and personnel
D. Implementing the school curriculum
3. Which of the following are responsibilities of SH?
i. Developing the school education program
ii. Introducing new and innovative modes of instruction
iii. Acting as chair of the School Governing Council
iv. Establishing school and community networks
A. i, ii and iv B. i and iii C. ii, iii and iv D. i, iii and iv
4. To which position in the career service do teachers and SHs belong?
A. First Level C. Third Level
B. Second D. Fourth Level
Level
5. Which of the following refers to movement from one position to another which is equivalent
rank, level or salary without break in service/
A. Transfer C. Reappointment
B. Reemployment D. Demotion
6. Which of the following employment status is issued when the regular incumbent of a
position is temporarily unable to perform the duties because he is on scholarship grant?
A. Temporary C. Coterminous
B. Substitute D. Contractual
Operations
7. Who among the following employees can monetize a minimum of 10 days provided that he/
she has accumulated 15 days of vacation leave?
i. Permanent iii. Contractual
ii. Temporary iv. Casual
A. i only B. i and ii only C. i, ii and iii D. i, ii, iii and iv

8. Who among married woman are entitled to maternity leave of sixty (60) days with full pay?
Those who have rendered an aggregate of-
i. one year service iii. three years service
ii. two years service iv. four years service
A. iv only C. ii, iii and iv
B. iii and iv only D. i, ii, iii, and iv
9. A married male employee is entitled to paternity leave of how many days?

A. 30 days B. 20 days C. 10 days D. 7 days
10. A solo parent employee shall be granted parental leave provided he/she has rendered one (1)
year of continuous or broken service. For how often can this be availed of ?
A. Every year C. Every three years
B. Every two years D. Every four years
11. Which of the following are classified as equipment?

A. Desks, chairs, benches C. World map
B. Bulletin boards D. Cabinets
12. Which of the following should an ideal Industrial Arts Room contain?
i. Classroom area iii. Tool Cabinets, shelves/ socks
ii. Work area iv. An office for the shop teacher
A. i and ii only C. i, ii and iii
B. i and iii only D. i, ii, iii and iv
13. What is the required area for an elementary school with 2,000 pupils?
A. 0.5 hectares B. 1.0 hectares C. 1.5 hectares D. 2.0 hectares
14. When can a SH recommend a school building for condemnation? If the cost for repair or
rehabilitation of the dilapidated building is of the original cost/
A. 50% or more B. 45% or more C. 405 or more D. 35% or more
15. Which system is a proven framework for continually improving an organization?
Operations
A. Evaluation C. Problem-solving
B. Management D. Decision making
Operations
16. The objective of Organizational Development (OD) is to improve the organizations capacity
to handle its internal and external functioning. Which of the following are covered by this
objective?
i. Effective communication iii. Effective decision process
ii. Appropriate leadership style iv. Skill in leading with conflicts
A. i and ii B. i and iii C. i, ii and iii D. i, ii, iii and iv

17. At what package package rate of their appraisal values shall government school building
be insured with GSIS?
A. 0.5 % B. 1% C. 1.5 % D. 2%
18. Who has the power to change the name of the school through ordinance?
A. The Regional Director
B. The Secretary of Education
C. The Schools Division Superintendent
D. The Local Sanggunian
19. What is the most important component among the Physical Facilities of the School?
A. School Furniture C. School Playground
B. School Building D. School Library
20. What should a SH do to make sure that all his/her responsibilities are carried out? Through
daily .
A. inspection C. routinary schedule of activities
B. observation D. checking of attendance and activities
21. Which of the following techniques in decision making allows for choosing the
alternative with the highest probability- weighted utility?
A. Pros and Cons C. Simple Prioritization
B. Elimination by Objects D. Preference Trees
22. Which of the following problem solving strategies involves testing possible solutions
until the right one is found?
A. Trial and Error C. Reduction
B. Abstraction D. Analogy
23. Which of the following is NOT a feature of Total Quality Management (TQM)?
A. Focuses on Continuous improvement
B. Involves top Employees to further sharpen their skills
A Reviewer for the National Qualifying Examination for School Heads 245
Operations
C. Works Horizontally across functions and departments

D. Focuses at continual increase of customer satisfaction
Operations
24. How can you make your school continuously improve?
A. Check the Lesson Plan of teachers Everyday
B. Observe teachers teach and assess learners learning
C. Require all teachers and non-teaching Staff to be punctual everyday
D. Encourage and motivate everyone to share responsibility to prevent problems and to fix
them when they occur.
25. What is emphasized by the Systems Analysis of Peter Senge?
A. Individual Approach C. Pair Work Approach
B. Group Approach D. Team Approach
26. What is considered as the lifeblood of any organization?

A. Men B. Machines C. Money D. Materials
27. Which of the following are included in the SBM fund?
i. Special Education iv. School income- generating

ii. PTCA Contributions projects
iii. Donations from Alumni v. 20% barangay social development
fund allocation
A. i, ii, iii, iv and v C. i, iii and iv
B. ii and iii only D. ii, iii, iv and v
28. In the preparation of the SOB, which of the following should be given priority?
i. Student Assessment
ii. Instructional Materials for pupils/ students
iii. Training of Teachers
iv. Supplies and Materials
A. i only B. ii and iii C. ii and iv D. i, ii, iii and iv
29. As a SH, what should you prepare based on the approved SOB?
A. Monthly Procurement Program
B. Monthly Cash Program
C. Monthly Liquidation
D. Monthly Summary of Financial operations
30. Shopping can be resorted to when there is an unforeseen contingency requiring immediate,
provided that the amount shall not exceed
A. P 50,000.00 80,000.00
B. P
Operations
C. P 100,000.00
D. P 150,000.00
Operations
REFERENCES
Aide Memorie Philippines, 2004. Third Elementary Education Project, World Bank Supervisor,
Mission: Jan. 21 - Feb. 5, 2004. The World Bank Group, Washington, DC USA
DepEd. TEEP, Rev. June 2005, A Primer on School-Based Management and Its Support
Systems. DepEd. TEEP, Rev. Jan. 2006, Operations Manual on School-Based
Management and Its

Support Systems.
DECS. Physical Facilities Division, BEE. 1992, Learning Resource Center A Handbook
DECS. 2000. DECS Service Manual
DepEd. BEE Project Learn, Managing Classroom Resources (Module for Teachers)
DepEd. BEE Project Learn, Enhancing the Learning Environment (Module for Teachers)
DepEd. 2005. Personnel Handbook
Republic of the Philippines. The Governance of Basic Education Act of 2001 (R.A. 9155)
and the IRR promulgated by DepEd
Republic of the Philippines. 4th Edition, 2007 Handbook on Philippine Government

Procurement Reform Act, R.A. 9184
DepEd Order, No. 20, s. 2009. Further Revisions to the Hiring Guidelines for Teacher 1
Positions under DepEd Order No. 4, s. 2007
DepEd Order No. 38, s. 2009. Corrigendum to DepEd Order No. 20, s. 2009
Operations
Weisbond, Marvin. 1987. Productive Workplace, Organizing and Managing for Dignity,
Meaning and Community. Jessy-Bass Publishers, San Francisco
DepED Order. No 14, s. 2012. The Policy and Guidelines on the Proper Distribution, Care
Recording, Retrieval and Disposal of Textbook (TXs) with the Teachers Manuals
(TMs) and other Instructional materials (IMs)
School Based Management and its Support System: Handbook and Operations Manual for
School heads, Third Elementary Education Projects, Dept. of Education, Pasig City,
Philippines, March 2004.
Aide Memoire Philippines, Third Elementary Education Project, World Bank Supervision
Mission: January 21- February 5, 2004. The World Bank Group, Washington DC
U.S.A. February 17, 2004
2003-04- Annual Reports, TEEP Divisions.

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School Management and Daily

A. Identifying and Performing the Roles, Responsibilities and Accountabilities of

As Administrative manager, SHs:

Management Planning and Implementation Cycle

PLAN/MOBILIZE PROGRAM BUDGET

Situational Develop the AIP SBM Fund

Develop next years

Evaluate Utilize & Update

Composition of the Personnel Selection Board (PSB)

Stage III: APPOINTMENT

Documentary requirements for the appointment include:

Effectivity of Appointment. Effective date of appointment should not be earlier than

Other Personnel Appointments

Use of Bundy Clock

Monetization of Leave Credits

Grant of Vacation Service Credits

Activities Eligible for the Grant of Service Credits

Activities Not Eligible for the Grant of Service Credits

Parental Leave (CSC-MC No. 8, s. 2004, dated March 24, 2004)

Regular Classroom Facilities

Home Economics Facilities

Anvil 100 lbs. Bits, Hatchet

3. A modified design of the Industrial Arts Building is the multi-purpose building, a

Condemnation and Demolition of School Buildings

1. The school head reports the unserviceable building to be condemned by accom-

Insurance of School Buildings

Maintenance of the School Buildings

Naming and Renaming of Schools and Buildings

A management system is a proven framework for managing and continually improving an

These activities can be inserted in the Daily Schedule of activities.

What is a Management System?

Why Do Management Systems Matter?

Manage your social, environmental and financial risks;

Organizational development (OD) is a deliberately planned effort to increase an

Problem solving techniques

Problem Analysis vs. Decision Making

Dr. W. Edwards Demings Quality Principles Applied to Education

Quality elements Little q Organizations Big Q Organizations

Total Quality and Management in Education

What are the essential elements of TQM in education?

1. Awareness and commitment for everyone

Pillar 1: Costumer Focus/Student Focus- Families

In Total Quality Schools:

Skills include problem solving, cooperation, decision-making, creative thinking,

Fund Management for SBM

What is the SBM Fund?

Process of Fund Management

of financial and physical operations.

INFORMATION AND GUIDELINES FOR CASH

Guidelines for Bonding of Accountable Officers

Sample Summary Sheets for Liquidation Small Disbursements

Cash advance Ledger

Date Particulars Amount

SBM Fund Generation in the Division of Antique

Formula to distribute Php 8.0M Regular Division MOOE

SEC. 6. Standardization of Procurement Process and Forms. - To systematize the pro-

(a) Limited Source Bidding, otherwise known as Selective Bidding a method

(b) Direct Contracting, otherwise known as Single Source Procurement