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    Implementing Guidelines On The Revised SBM Framework, Assessment Process & Tool (APAT)

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    Judah Ben Ng Ducusin
    This document provides background and rationale for revising the School-Based Management (SBM) framework in the Philippines. It discusses how previous SBM policies from 2005-2006 led to high community involvement but revealed needs to improve school improvement planning and assessment tools to better focus on learners. The revised framework centers on learners, diverse learning contexts, stakeholder commitment, shared governance, and integrating accreditation into SBM. It introduces the ACCESs framework of collective leadership, community-based learning, accountability and resource convergence. The SBM conceptual framework illustrates how schools can become self-managing and self-renewing learning communities through leadership, governance, curriculum, accountability and resource management.

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    Download as PPTX, PDF, TXT or read online from Scribd

    Implementing Guidelines On The Revised SBM Framework, Assessment Process & Tool (APAT)

    Uploaded by

    Judah Ben Ng Ducusin
    778 views19 pages
    This document provides background and rationale for revising the School-Based Management (SBM) framework in the Philippines. It discusses how previous SBM policies from 2005-2006 led to high community involvement but revealed needs to improve school improvement planning and assessment tools to better focus on learners. The revised framework centers on learners, diverse learning contexts, stakeholder commitment, shared governance, and integrating accreditation into SBM. It introduces the ACCESs framework of collective leadership, community-based learning, accountability and resource convergence. The SBM conceptual framework illustrates how schools can become self-managing and self-renewing learning communities through leadership, governance, curriculum, accountability and resource management.

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    SBM

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    This document provides background and rationale for revising the School-Based Management (SBM) framework in the Philippines. It discusses how previous SBM policies from 2005-2006 led to high community involvement but revealed needs to improve school improvement planning and assessment tools to better focus on learners. The revised framework centers on learners, diverse learning contexts, stakeholder commitment, shared governance, and integrating accreditation into SBM. It introduces the ACCESs framework of collective leadership, community-based learning, accountability and resource convergence. The SBM conceptual framework illustrates how schools can become self-managing and self-renewing learning communities through leadership, governance, curriculum, accountability and resource management.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    778 views19 pages

    Implementing Guidelines On The Revised SBM Framework, Assessment Process & Tool (APAT)

    Uploaded by

    Judah Ben Ng Ducusin
    This document provides background and rationale for revising the School-Based Management (SBM) framework in the Philippines. It discusses how previous SBM policies from 2005-2006 led to high community involvement but revealed needs to improve school improvement planning and assessment tools to better focus on learners. The revised framework centers on learners, diverse learning contexts, stakeholder commitment, shared governance, and integrating accreditation into SBM. It introduces the ACCESs framework of collective leadership, community-based learning, accountability and resource convergence. The SBM conceptual framework illustrates how schools can become self-managing and self-renewing learning communities through leadership, governance, curriculum, accountability and resource management.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 19

    Implementing

    Guidelines on October 3, 2017

    the Revised
    SBM
    Framework, DepEd
    Assessment Order No.
    Process & Tool 83, s. 2012
    (APAT)
    Background & Rationale

     2005 – SCHOOLS FIRST


    INITIATIVE (SFI) empower the
    school & its community
    stakeholders to effectively address
    access & quality issues in basic
    education
    Background & Rationale

     2006 – BASIC EDUCATION


    SECTOR REFORM AGENDA
    (BESRA) a comprehensive package
    of policy reforms to sustain &
    expand the gains of SFI through
    SBM
    Background & Rationale
    Hence, policies on SBM were
    formulated
     School Governing Council (SGC)
     Assessment of Level of Practice
     School Improvement Planning (SIP)
     School Report Card (SRC)
    Background & Rationale
     Result – very high level of community
    involvement & ownership of
    stakeholders in the schools
    implementing the SBM as evidenced by
    their awareness of school concerns & in
    their contributions towards addressing
    them
    Evidences on the need to revisit SBM
    implementation
     On School Improvement Planning
    SIPs were generally done for compliance
    rather than used as aid for planning
     On SBM Assessment

    the need to check the close-match between


    the guiding principles & the assessment
    system & tools
    Revised SBM reform thrust

     To better highlight the learner as the


    center of SBM practice
     to encompass the diverse realities of
    learning contexts
     to enhance the commitment of
    education stakeholders at all levels
     to further promote shared governance
    between the school community
     to integrate accreditation into SBM
    for a seamless assessment of a school
    system
     to improve the school system’s
    capacity to be on track in achieving
    the EFA
    Methodology
     Review of issues
     Focus-group discussion
     Content validation
     Field validation of the revised tool
     Joint SBM & PASBE writeshop
     Operational try-out of the tool
    ACCESs (A Child & Community-
    Centered Education Systems)
    and
    SBM (School Based
    Management):
    The Framework
    ACCESs
     Product
    Ultimate outcome of the
    communities/barangays working
    together to protect the right of
    every child for quality education
    & better life
    ACCESs
     Process
    Approach to effectively
    decentralize & bring to reality the
    mainstreaming of education as
    tool for human development &
    total community transformation
    Principles
     Principle of Collective Leadership &
    Governance
     Principle of Community-Based
    Learning
     Principle of Accountability for
    Performance & Results
     Principle of Convergence to Harness
    Resources for Education
    Along these 4 principles of an ACCESs
    school system, the SBM will evolve
    within the context of “differentiated
    practice” as created /affected by the
    variations in typology of schools,
    leadership quality & characteristics,
    resources of the community, diversity
    of learners, and extent & depth of
    community involvement.
    Hence, ACCESs is the “core value”
    and the broad framework toward
    making education more relevant and
    child-centered. The only way to
    institute reforms is through
    involvement of community
    stakeholders and centering all
    efforts to learners.
    SBM CONCEPTUAL FRAMEWORK
    Leadership
    Leadership &
    & Curriculum
    Curriculum & &
    Governance Learning
    Learning (K
    (K to
    to 12)
    12)
    Governance VMG

    Self-managing & Self-renewing

    Accredit

    ss
    As s e
    Evalu
    Ev atee
    aluat
    Functionally
    Literate
    Plan Citizen
    Mo nitor
    Monit or

    SSttrruuctu nt
    cturre
    e meent
    lem
    Impple
    Im

    LEARNING COMMUNITY
    Resource
    Resource Accountability
    Accountability &
    &
    Continuous Improvement
    Continuous Improvement
    Management
    Management
    BESRA THRUSTS
    NCBTS, ECE, ALS, ETC

    CENTRAL,REGION, DIVISION

    A Child and Community-centered Education Systems


    SBM – PASBE OPERATIONAL FRAMEWORK

    ACCREDITATIO Curriculum Accountability


    Accountability &
    Leadership
    Leadership Curriculum & & & Resource
    Resource
    N STATUS Instruction Continuous
    Continuous
    &
    & Instruction Manage-
    Manage-
    (K
    (K to
    to 12)
    12) Improvement
    Improvement ment
    AUTONOMOUS Governance
    Governance ment
    (Re-Accredited Status)

    ACCREDITED LEVEL III: ADVANCED – (ACCREDITED)


    (Initial Accreditation)

    CANDIDATE LEVEL II: MATURING


    STATUS

    LEVEL I: DEVELOPING

    LEVELS OF PRACTICE
    A Child and Community-centered Education Systems
    Thank You!

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