School Based Management

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School Based Management

Introduction School-Based Management is the decentralization of  decision-ma decision-making king authority to schools. schools. At the school school level, level, schools heads, teachers, and students work together with community leaders, and local government ocials and other stakeholders to imrove school erformance. SBM can !e viewed as a form of "ecentralization -a rocess rocess of transferring transferring the decision decision making from central or high higher er oce oce to the the loca locall gove govern rnme ment nt or oces oces of the the !ureaucracy. !ureaucracy. Seci#cally, SBM aims to$ •

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%mower every schools to continuously imrove its erf erfor orma manc nce e in atta attain inin ing g desi desire red d outco outcome mes s for for students& %ngage stakeholders in shared decision-making& 'ead ead the the scho schoo ol sta(, ta(, toge togeth ther er with ith othe otherr stakeholde stakeholders rs in identifyin identifying g and addressing addressing school issues and concerns that a(ect student outcomes& )rea )reate te su suor ortt netw networ ork k of comm commun unit ityy-!a !ase sed d stake stakehol holders ders that that will will mo!ili mo!ilize ze social social,, oliti olitical cal,, cultural and economic resources& and Mak Make stak stakeh ehol olde ders rs accou ccount nta! a!le le for for scho school ol erformance and student outcomes.

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 %mowered schools

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 0ro-active school heads  nnovative teachers  %ngaged community stakeholders mrov mroved ed studen studentt academ academic ic erform erformanc ance e and sycho-social growth

 *his is the vision of the "eartment of %ducation "e%d2 for schools in the country. *his is the essence of  School-Bas School-Based ed Management Management SBM2, a strategy strategy which aves the way for 3uality education and holistic develoment for our school children. S4 "M%/S/S 5 SBM School-!ased management has si6 dimensions as follows$ 1. School 'eadershi %very school must !e led !y a school head. +e 7She is e6ecte e6ected d to rovi rovide de strong strong,, dynami dynamic, c, innova innovativ tive e and cometent cometent leadershi leadershi in romoting romoting and sustaining sustaining 3uality education. 8. nternal Stakeholders ntern nternal al stake stakehol holders ders are the school school heads, heads, teache teachers, rs, students students and arents of students students and their associations associations who who dir directl ectly y work work for for the the imr imrov ovem emen entt of scho school ol erformance erformance.. *heir inuts a!out the school9s school9s strengths, strengths, weaknesses, threats and oortunities are necessary in the agenda for school imrovement. :. %6ternal Stakeholders %6te %6tern rnal al stak stakeh ehol olde ders rs are are com comos osed ed of comm commun unit ity y mem!ers, mem!ers, eole eole from non-governmenta non-governmentall organizatio organization n or /;s, and the local government ocials who have a stake

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8 | S . B . M . in the education of the children. *heir articiation in the strategic lanning for school imrovement and attainment of learning outcomes is crucial. Aside from heling generate additional resources for the formulation and imlementation of the School mrovement 0lan, they should also !e involved in the monitoring and evaluation of  learning outcomes. <. School mrovement 0rocess  *he School mrovement 0rocess uts in lace a continuing systematic method of ugrading the delivery of educational services at the school level. t involves analysis of school needs, lanning and imlementing aroriate actions. t calls for a mechanism that would ensure accessi!ility to 3uality education. t also involves comaring and analyzing one9s ractices with other SBM ractitioners in the country. =. >esource Management Allocating, sourcing and managing resources is a ma?or dimension of SBM. >esources could !e human, material and #nancial which are necessary for school oeration. @ith so much to do and with very limited resources, the need for resource generation, its ?udicious allocation and utilization is imerative. 5inancial resources of schools may come from the ;eneral Aroriations 5und, regular Maintenance and ther erating %6enses M%2, local government allocation, Secial %ducation 5und S%52, community contri!utions, grants and other income-generating ro?ects. . 0erformance Accounta!ility  *he school heads9 eriodic reorting to stakeholders of  school erformance esecially learning outcomes of  students is crucial. )ommunicating the school9s real

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situation such as learning outcomes, #nancial status, issues and concerns would generate more suort from the e6ternal stakeholders for the School mrovement 0lan. 5%A*>%S 5 SBM School-Based Management is enhanced management of  schools. t is character ized !y$ 1. Shared ision C t is the collective dream of ma?or stakeholders for the school. t is the unifying and sustaining factor that uholds the values, !eliefs and culture of the school community. it is the core message and esta!lishes the rincile of high erformance for learners. 8. Shared Mission C t is the commitment to ursue necessary tasks in realizing the vision. A shared mission drives the team to undertake actions to e(ect lanned imrovements. :. Shared "ecision Making C it means ownershi of  decisions !y a team of stakeholders. t is an e(ort to transform conventional school organizations into roactive 'earning )ommunities ')s2. *hese ')s are thus emowered to make decisions that would strengthen the teaching and learning rocesses. <. )olla!oration C it is the ?oint e(ort of stakeholders in working together toward imroving learning outcomes. =. Autonomy C it means stakeholders are free to govern the school as mandated !y >.A. D1==, su!?ect to a set of imlementing rules and regulations of the

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: | S . B . M . "eartment of decentralization.

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. Accounta!ility C t is the acknowledgment and assumtion of resonsi!ility for all actions, decisions, olicies, oututs and outcomes. E. )ommunity wnershi or Shared ;overnance C it me ans the forging of ar tnershi among stakeholders to address the needs and concerns of  the schools most esecially those that directly a(ect learner9s welfare. F. *ransarency C it means an oen resentation to stakeholders of school accounta!ilities such as #scal and material resources as well as school records among others.

Policy and Legal Frameworks of SBM  *he "eartment of %ducation launched the School 5irst nitiative in 8GG= to emower the school and its community stakeholders to e(ectively address access and 3uality issues in !asic education.

'%;A' BAS%S 5 SBM 1. *he 'ocal ;overnment )ode of the 0hiliines >.A. E1G2 ena!les communities to !e more e(ective artners in the attainment of national goals. 8. ;overnance of Basic %ducation Act >.A. D1==2 emhasizes decentralization of school governance. :. Basic %ducation Sector >eform Agenda B%S>A2 rovides a ackage of olicy reforms focused on Hey

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>eform *hrusts H>*s2. H>*  deal on continuous school imrovement through active involvement of  stakeholders. t is anchored on the rincile that those who are directly involved in and a(ected !y school oerations are in the !est osition to lan, manage and imrove the school. <. *he Medium-*erm 0hiliine "eveloment 0lan M*0"0 8GG<-8G1G2 re3uires localized educational management that would ena!le schools to focus on enhancing initiative, creativity, innovation and e(ectiveness =. *he Schools 5irst nitiative S52 of 8GG< emowers educational leaders and stakeholders to focus on school imrovement and total well-!eing of school children. : 5>MS 5 S)+' 5>S* /*A*% 1. 0articiation of critical stakeholders 8. %mowerment of government councils :. Accounta!le for results and resources  *he Basic %ducation >eform Agenda B%S>A2 in 8GG was launched to sustain and e6and the gains of S5 through School Based Management. Hey >eform *hrusts H>*9s2 geared toward$ 1. Sc hools 8. *eachers :. Social Suort *o 'earning <. )omlementary interventions =. nstitutional culture of "e%d

Denition !oal and "#$ecti%es "%5/*/

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< | S . B . M . School-Based Management is a framework of  governance that transfers the ower and authority as well as the resources to the school level on the assumtion that the school heads including teachers, key leaders in the community, and the arents know the root and solution to the ro!lem.

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n SBM, the school head is emowered to convert the traditional school into a dynamic, needs-!ased school. n this setu, the rincial functions !oth as an instructional leader and administrative manager. 5or rincials or school heads, they need to strengthen their$ Hnowledge and cometencies on strategic leadershi +uman >esource Management 0olicy Making 0lanning >esource Allocation )ommunity Building /etworking among Schools •

 *he main goal of SBM is to imrove erformance and student achievement.

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 *he 5our 0rinciles of a school system that guides the SBM rocesses$ 1. 0rincile of )ollective 'eadershi and ;overnance 8. 0rincile of )ommunity-Based 'earning :. 0rincile of Accounta!ility for 0erformance and >esults <. 0rincile of )onvergence to +arness >esources for %ducation BI%)*%S 1. %mower the School heads to lead their teachers and students through reforms which lead to higher learning outcomes. 8. Bring resources, including funds, down to the control of schools to sur change, in line with decentralization. :. Strengthen artnershi with the communities as well as local government units to invest time, money and e(ort in making the school a !etter lace to learn. <. ntegrate school management and instructional reform in the school e(ectively.

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&he School head as the leader of SBM

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&he 'ducation (uality Im)ro%ement Program School autonomy, decentralization, and SBM are all olicies that automatically ut the school rincial at the heart of 3uality imrovement. )/)%0*A' 5>AM%@>H 

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 *he school needs to continuously imrove through assessment of its level of SBM ractice along the si6 dimensions. Management system in schools is anchored on the framework of these si6 dimensions of SBM. *hese dimensions guide stakeholders in their commitment to suort change e(orts towards achieving the desired outcomes. ASS%SSM%/* *' S*A/"A>"S

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Accounta!ility and )ontinuous mrovement C 8=J Management of >esources C 1=J

%ach rincile has several indicators.

"%S)>0*/ 5 SBM '%%' 5 0>A)*)% 'evel $ B%;///; -%sta!lishing and develoing structures and mechanisms with acceta!le level and e6tent of  community articiation and imact on learning outcomes. 'evel $ "%%'0/; - ntroducing and sustaining continuous imrovement rocess that integrates wider

 *he four <2 rinciles were assigned ercentage weights on the !asis of their relative imortance to the aim of school imroved learning outcomes and school oerations2& • •

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'eadershi and ;overnance - :GJ )urriculum and 'earning C :GJ

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 | S . B . M . t is the acknowledgment and assumtion of  resonsi!ility for all actions, decisions, olicies, oututs and outcomes.  *he school heads9 eriodic reorting to stakeholders of school erformance esecially learning outcomes of  students is crucial. )ommunicating the school9s real situation such as learning outcomes, #nancial status, issues and concerns would generate more suort from the e6ternal stakeholders for the School mrovement 0lan. Luality Assurance  Accounta!ility System community articiation and imrove erformance and learning outcomes.

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'evel $ A"A/)%" A))>%"*%"2 - %nsuring the roduction of intended oututs7outcomes and meeting all standards of a system fully integrated in the local community and is self-renewing and self-sustaining. S*>A*%;%S 5 )+A/;%  *he real sirit of decentralization calls for the strengthening of the school suort system through the mo!ilization of stakeholders. t entails school imrovement lanning and imlementation, fund management, monitoring and evaluation, among others. "ecentralization re3uires strengthening of stakeholders9 articiation and understanding of their roles, functions, and resonsi!ilities to carry out educational rograms, ro?ects and services for !etter student outcomes. A))/*AB'*K

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 *his su!-comonent o(ers a mechanism for insuring 3uality in the critical systems, rocesses, oututs, and outcomes of "e%" at various management levels to !ring a!out imroved learning outcomes, continuous school imrovement and !etter technical and management services. t is suorted !y the interlocking rocesses of  monitoring and evaluation that systematically rovide educators timely information useful for lanning and for making decisions and ad?ustments. 0rograms to mrove Access  *he focus of this su!-comonent is to esta!lish the aroriate mechanisms that will increase the num!er of  e(ective initiatives undertaken !y the region7division7schools to imrove access. *he aroach is to determine and ilot aroriate suort otions for !asic education. t seci#cally aims to$ 1. 0ilot test num!ers of e(ective initiatives directly undertaken !y the *arget Access Schools and )ommunity 'earning )enters to imrove access.

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E | S . B . M . 8. "evelo and ilot test suort systems7mechanisms at the division level to render direct technical assistance suort to the *arget Access Schools and )ommunity 'earning )enters.

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:. "evelo and ilot test suort systems7mechanisms at the regions to facilitate olicy comliance, e(ective rograms delivery and ensure 3uality assurance and accounta!ilities.  *he di(erent rogram of the "e%d is only to ulift the system in our resent education. All we have to do is to suort the rogram to ulift the deteriorating 3uality education. >%5%>%/)%S •

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