Scribd
Upload
492 views2 pages

Activity ED 9-DOLOR

SBM is an interaction between stakeholders and school heads that allows different perspectives to be considered to set realistic goals and solve problems. As a future teacher, the student found SBM meaningful because it provides information on how schools make decisions, emphasizes involving parents, and ensures schools are accountable while involving stakeholders in decision making. Research showed that countries implementing SBM did see improvements in areas like student achievement, efficiency, equity, access, and democratic participation, as SBM aimed to reform budgeting, teaching empowerment, community involvement, and the curriculum development process.

Uploaded by

Jade Dolor
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
492 views2 pages

Activity ED 9-DOLOR

SBM is an interaction between stakeholders and school heads that allows different perspectives to be considered to set realistic goals and solve problems. As a future teacher, the student found SBM meaningful because it provides information on how schools make decisions, emphasizes involving parents, and ensures schools are accountable while involving stakeholders in decision making. Research showed that countries implementing SBM did see improvements in areas like student achievement, efficiency, equity, access, and democratic participation, as SBM aimed to reform budgeting, teaching empowerment, community involvement, and the curriculum development process.

Uploaded by

Jade Dolor
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
You are on page 1/ 2

Jade Kathleen A.

Dolor
BSED III – ENGLISH

1. Metaphoric Thinking – To which do you compare SBM? Write a metaphor.


 SBM is an interaction. This is because SBM indeed needs interaction
wherein it is participated between the stakeholders and the school heads to
make the school and curriculum progressive and set realistic goals. Aside
from that, through interaction between the people who manage the school and
the curriculum, SBM gives different perspectives and solutions from different
authorities from the school heads and stakeholders and this varied
suggestions and recommendations from these people.

2. As a future teacher what did you find most meaningful in this lesson and why?
 This lesson about School-based Management open me a lot of doors and I
know this will be purposeful and meaningful as a future teacher. The first door
would be it gives me rich information about how schools or institutions make
their decisions in solving issues or problems occurring in the schools. This
could be discussed through meetings and people who assigned or involved
are united to set realistic goals and solutions. The second door would be it
reminds me to involve the parents of my future students as one of
stakeholders in developing and deciding a plan to set a goal. The last door
would be school has the authority to make decision, yet they should be
involved other stakeholders and be accountable in the decisions they make. I
know its redundant but the primary intent of SBM is to involve students and
other stakeholders in decision making. Yes, the school heads are in-charged
but it does not mean they should make the decision alone, it should
participate by other stakeholders.

3. Research on countries that use SBM. Did SBM implementation help improve
their schools. Why or why not?
 The following are developed and underdeveloped countries which
introduced and implemented SBM reforms. This includes the date when SBM
is first implemented in their country and the purpose of SBM in their schools.
a. United States (1970 and 1980) – increasing budget allocation, empowering
teaches, and involve community in schools; some reforms such as in Chicago
made improving student achievement an explicit objective
b. Canada (1970) – increasing parental and community participation in
education and grant schools more autonomy.
c. Australia (1970) – increasing efficiency through near-total autonomy and
provision greater equity among schools.
d. Brazil (1982) – increasing efficiency in school management, create more
democratic process for electing school personnel, and increase community
and parent participation.
e. United Kingdom (1988) – giving schools financial autonomy and increase
school effectiveness
f. New Zealand (1990) – increasing community autonomy and efficiency,
established a national curriculum and allocation budget.
g. El Salvador (1991) – increasing access in rural areas, encourage community
participation and improve quality of schooling.
h. Hongkong, China (1991)– increasing accountability, participatory decision
making and school effectiveness
i. Uganda (1993) – increasing power and resources to local councils and
increase democratic participation and control over decision making by people
concerned.
Upon looking to their specific reforms or objectives, implementation of SBM seeks
changes in different things but more specifically in school and the curriculum. These
reforms are motivational policies for school to seek improvement and changes.
Through SBM school have a decision process system including codification,
performance and evaluation.

You might also like