1 School Based Management

SCHOOL-BASED
MANAGEMENT
DR LOURDES TOLOD
SCHOOL-BASED
MANAGEMENT (SBM)
School-Based Management is defined as the
decentralization of decision-making authority
from central, regional and division levels down
to individual school sites, with the intent of
uniting school heads, teachers, students as well
as parents, the local government units and the
community to improve school performance and
effective schools.
School Based Management
(SBM)
A recent trend in education reform that
stresses decision making on the school
level. In the past, school policies were set
by the state and the districts. Now the trend
is for individual schools to make their own
decisions and policies.
Why School-Based
Management?
To accelerate the implementation of a key
component of Basic Education Sector Reform
Agenda or BESRA.
With School-based Management (SBM), the
school as key provider of education, will be
equipped to empower its key officials to make
informed and localized decisions based on their
unique needs toward improving the educational
SBM
system. ,
Edu a key c
cati om
Age o p
nda n Secto onent o
or B r f
ESRA Reform Basic
.
Legal Bases of SBM
• The Local Government Code of the
Philippines (RA 7160)
• The Medium-Term Philippine Development
Plan (MTPDP 2004-2010)
• Governance of Basic Education Act (RA 9155)
• Basic Education Sector Reform Agenda
(BESRA)
• The Schools First Initiative (SFI) of 2004
• RA 7160 – Local Government Code of
1991
– Local School Board
• Disburse Funds from Special
Education Funds
• Opening of Extension classes
• Sponsoring of Sports Activities
• Conducts repairs and maintenance of
school buildings
• Medium-Term Philippine Development
Plan
– Gives high priority to achieving
universal basic education and with a
vision that all Filipinos will acquire
basic competencies.
• RA 9155 – Governance of Basic Education
Act
– Sec 2: The school shall be the heart of the
formal education system. It is where
children learn. Schools shall have a single
aim of providing the best possible basic
education for all learners.
– Sec 3: To make schools and learning centers
the most important vehicle for the teaching
and learning of national values and for
developing in the Filipino learners love of
country and pride in its rich heritage;
– Sec 3: To ensure that schools and learning
centers receive the kind of focused attention
they deserve and that educational programs,
projects and services take into account the
interests of all members of the community;
– Sec3: To encourage local initiatives for the
improvement of schools and learning
centers and to provide the means by which
these improvements may be achieved and
sustained;
• Schools First Initiative
– Enhancement of Learning
– More Resources for Learning
• Focuses on the improvement of
resource generation and resource
management
• Improvement in teachers hiring
• Improvement in the management of
MOOE at the division and school
levels
• Effective SEF spending
• Increase in private sector participation
through GASTPE
• Intensive use of school building
• Promotion of privately-financed
education
• Promotion of LGU delivery of
government-financed ECCD and ALS
programs
– Focus Organization for Learning
• Basic Education Sector Reform Agenda
– BASIC EDUCATION SECTOR REFORM
AGENDA (BESRA) is a package of policy reforms
that as a whole seeks to systematically improve
critical regulatory, institutional, structural, financial,
cultural, physical and informational conditions
affecting basic education provision, access and
delivery on the ground.
– KRT 1: Get all schools to continuously improve …
the best possible to improve the quality of schools
are the people most directly affected by the schools
operations – the school heads, the teachers, the
students’ parents, and other stakeholders
(SIP) (AIP) (MOOE)
SCHOOL-BASED
MANAGEMENT
School-based management (SBM) is the
decentralization of decision-making authority
from state and district (central, regional, division) levels
down to the school level.
Responsibility and school operations is transferred to
principals, teachers, parents, sometimes students, and
other school community members with the intent to
unite.
The school, however, has to conform to, or operate,
within a set of centrally determined Policies.
Why Decentralization?
According to the National Association of
Secondary School Principals (NASSP)
To provide opportunity to School
Leaders to:
• boost the morale of teachers and
encourage leadership at all levels
• allow participation of the entire school
community in making key decisions
• have a wider pool of ideas in designing
education programs
• focus resources to the goals and needs
of each school.
Why is School-Based
Management important?
With more responsibilities devolved to schools through
SBM, schools have greater autonomy and flexibility in
managing their operations and resources towards school
development.
Additional autonomy makes schools more transparent in their
operations and accountable to the community for their
performance and proper use of funds. Quality of school
education directly impacts students’ learning outcomes.
SBM allows local decision-makers to determine the
appropriate mix of inputs and education policies adapted to
local realities and needs.
INPUT PROCESS
Finance School culture

Physical facilities Motivation level
Student readiness Instruction
Teacher ability Learning Time
Parental Support Leadership
OUTPUT
Student Achievement
SBM OBJECTIVES
1.Empower school heads to lead 2.Bring resources including funds,
their teachers and students down to the control of schools to spur
through reforms that leads to change in line with decentralization
higher learning outcomes
SBM
OBJECTIVES
3.Strengthens partnership with

4.Integrate School communities as well as local
management and instructional government units to invest time, money
reformation for the school and effort in making the school a better
effective place to learn
The main goal of SBM is to
improve School Performance
and Student Achievement
REVIEW OF OLD-SBM
6 DIMENSIONS
SIX Dimensions of
School –Based Management
(SBM)
Dimension 1 - SCHOOL LEADERSHIP
Dimension 2 - INTERNAL STAKEHOLDERS
Dimension 3 - EXTERNAL STAKEHOLDERS
Dimension 4 - SCHOOL IMPROVEMENT PROCESS
Dimension 5 – SCHOOL-BASED RESOURCES
Dimension 6 - SCHOOL PERFORMANCE
ACCOUNTABILITY
What went wrong?!
Unrealistic targets and inappropriate strategies in the
SIPs of many of the schools visited;
Too much focus on the SIP templates; usually
interpreted as a one-size-fits-all form overlooking: the
unique condition of their schools, the learners they are
providing learning environments for; and the peculiar
issues they are confronting; There are more schools
with School Report Cards (SRCs) than SIPs which
reflects a disconnect of these two SBM processes.
SBM reform for successful
practice
A need in paradigm shift in education governance, from being
school-centered to community- and child- (learner) centered
and towards enhancing the principle of shared governance to
support the stewardship of children’s learning outcomes.
It is also imperative in the review and refinement of SBM to
account for the evidence of successful practices. Conclusive
findings suggest that the reforms in education governance
systems must be linked tightly with the changes in curriculum
and instruction. Thus, the inception of K to
12 must be integrated in the organizational change.
It is along these views that SBM as a reform thrust has
been revised and broadened for the following reasons:
• To better highlight the children/learner as the center
of SBM practice.
• To encompass the diverse realities of learning
contexts defined and uniquely occurring within
specific geographic, social, cultural, economic,
political and environmental make up of the
contemporary society.
• To effectively carry out reforms in curriculum
(Kto12)
• To assimilate the school to the system and way

of life of the community
• To redirect all efforts to support improvement

of learning outcomes
DepEd Order No. 83, s. 2012
Implementing guidelines on The
revised SCHOOL-BASED
MANAGEMENT (SBM) framework,
assessment process and tool (apat)
The Revised SBM Framework
The framework is Systems-oriented. It shows the major components
of SBM, their organizational Structure, interrelationships and
interdependence, as well as their characteristics and underlying
principles.
At the center is the
intended output:
a functionally-
literate citizen
who is self-reliant,
patriotic, productive
and service-
oriented.
To enhance commitment of education stakeholders at all levels to
their responsibilities and accountabilities in realizing the education
outcomes for children.
To further promote shared governance between the school and the
community;
To integrate accreditation into SBM for a seamless assessment of a

school system;
To improve the school system’s capacity to be on rack on achieving

the EFA/ MDG and sustain good performance.
The indicators of SBM practice were
contextualized from the ideals of an
ACCESs school system. The unit of
analysis is the school system, which may
be classified as beginning, developing or
advanced (accredited level).
DEPED VISION
ACCESs:
(A Child and Community-Centered
Education System)
Strengthening the Practice of School-Based
Management
Three key components are presented:
1. Guiding principles of the assessment systems;
2. Indicators of SBM practices; and
3. School accreditation
The system is guided by four ACCESs
principles on:
• leadership and governance,

• curriculum and learning,
• resource management and
• accountability for higher learning outcomes.
To further promote shared governance between
the school and the community;
To integrate accreditation into SBM for a
seamless assessment of a school system;
To improve the school system’s capacity to be on
rack on achieving the EFA/ MDG and sustain
good performance.
Matrix of SBM Dimensions by
Scale of Practice
A three-Scale of Practice has been devised to ensure that SBM works toward
improved learning outcomes-ultimate goal of SBM.
Level I (Standard)Beginning
Compliance with the minimum requirements for managing inputs, structures
& mechanisms, & improving processes effecting student achievement that
lead to improved learning outcomes.
Level II (Progressive)Developing
intensifies mobilization of resources and maximizes efforts of the school to
achieve desired learning outcomes.
Level III (Mature)Advance - Accredited
goes further by maximizing efforts of the school and the
community/stakeholders to achieve higher learning outcomes.
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Purposes of SBM Practices
Assessment
SBM assessment aims to:
• determine the level of the SBM practices of the school;

• provide the school a sound basis on which to establish its
plan of action;
• improve the SBM support systems through interventions
that the school and other administrative levels of the
Department may introduce; and
• determine the effectiveness of SBM practices in the
delivery of basic education services.
The SBM practice is ascertained by the existence
of structured mechanisms, processes and
practices in all indicators. A team of practitioners
and experts from the district, division, region
and central office validates the
self-study/assessment before a level of SBM
practice is established.
The highest level- “advanced” is a
candidate for accreditation after a team of
external validators confirms the evidence of
practices and procedures that satisfy quality
standards.
REVISED SCHOOL-
BASED
MANAGEMENT
ASSESSMENT TOOL
DIMENSION 1: Leadership and
Governance
A network of leadership and governance
guides the education system to achieve its
shared vision, mission and goals making
them responsive and relevant to the context
of diverse environment.
DIMENSION 2: Curriculum and
Instruction
The curriculum learning systems anchored
on the community and learners’ contexts
and aspirations are collaboratively
developed and continuously improved.
DIMENSION 3: Accountability
and Continuous improvement
A clear, transparent, inclusive, and
responsive accountability system is in lace,
collaboratively developed by the school
community, which monitors performance
and acts appropriate gaps and gains.
DIMENSION 4: Management
of Resources
Resources are collectively and judiciously
mobilized and managed with transparency,
effectiveness and efficiency.
SCORING SYSTEM
Scoring System
The four (4) principles were assigned percentage
weights on the basis of their relative importance to the
aim of school (improved learning outcomes and school
operations);
1. Leadership and Governance - 30%

2. Curriculum and Learning – 30%
3. Accountability and Continuous Improvement – 25%
4. Management of Resources – 15%
PHILIPPINE
ACCREDITATION
FOR BASIC
EDUCATION
(PASBE) Philippine Accreditation System for Basic Education
(PASBE) Philippine Accreditation System for Basic Education
Accreditation is a proposed system by the Philippines to
allow self-renewing of self-regulating schools to achieve
‘autonomous’ status-meaning it recognize the learning
community (the school and the community as self-
sustaining) with system suitable for their context.
This will also rationalized the incentive system initially
proposed as ‘higher grant allocation’, ‘fiscal autonomy’
and special allocation for allocation outlay’
The SBM- PASBE Operational Framework
The Operational Framework presents the key

components of the assessment system and
how they are organized and interrelated to
enhance continuous improvement of learning
outcomes and
products of
learning.
This diagram shows how SBM practice intersects with
accreditation.
SBM is access periodically
in terms of school
performance based on
agreed standards.
The level of practice would
indicate how the school and
community transition from
centralized to decentralized
governance, from dependent
to interdependent,
form school being nurtured
by the community to school
nurturing the community.
These features plus the sufficient satisfaction of the standards are the bases for
classifying the school system as eligible for accreditation- a certification process to
quality assure the systems and processes of education delivery.
RECOGNITION AND
INCENTIVES
1. Higher school grants – the more resources
generated by the school from its Community
stakeholders, the higher it will receive.
2. Capital outlay allocation – autonomy in most
of its Operation.
3. Performance-based Bonus
PBB
Php 35,000.00
THANK YOU 

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SCHOOL-BASED

Finance School culture

3.Strengthens partnership with

• To assimilate the school to the system and way

• To redirect all efforts to support improvement

To integrate accreditation into SBM for a seamless assessment of a

To improve the school system’s capacity to be on rack on achieving

1. Guiding principles of the assessment systems;

2. Indicators of SBM practices; and

• leadership and governance,

• determine the level of the SBM practices of the school;

1. Leadership and Governance - 30%

The Operational Framework presents the key

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