Revised 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 the
school heads, teachers, students as well as parents, the local government units and the
community at large in promoting effective schools.
Why decentralization?
In the context of SBM, is the transfer of responsibility for planning school improvement, rising,
allocating and managing resources from the central, regional and division levels down to the
school sites. ( source: DepEd Order no. 230. S,1999)
Why is School-Based Management important?
With more responsibilities dissolved 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 as Quality of school education directly
impact students’ learning outcomes.
Second, it allows local decision-makers to determine the appropriate mix of inputs and education
policies adapted to local realities and needs.
SBM OBJECTIVES:
1. Empower school heads to lead their teachers and students through reforms that leads to
higher learning outcomes
2. Bring resources including funds, down to the control of schools to spur change in line with
decentralization
3. Strengthens partnership with communities as well as local government units to invest
time, money and effort in making the school a better place to learn
4. Integrate School management and instructional reformation for the school effective.
The main goal of SBM is to improve School Performance and Student Achievement
Review of the Old-SBM, the Six Dimensions:
1. School Leadership 4. School Improvement Process
2. Internal Stakeholders 5. School Based Resources
3. External Stakeholders 6. School Performance Accountability
What went wrong?
The review mission reports of Dep. Ed’s development partners cite that while most of the schools
implemented SBM as reflected in the increase in number of schools with SIP, those receiving
grants and MOOE on time, and those who conducted SBM assessment, systemic issues were
noted in the operationalization of policies and guidelines at the field level. Among these are:
 Unrealistic targets and inappropriate strategies in the SIPs of many of the schools visited;
 Too much focus on the SIP templates, which is usually construed as a one-size-fits-all,
overlooking the unique condition of their schools, the pupils/students they are providing
learning environments for, and the peculiar issues they are confronting;
 it was observed that there are more schools with School Report Cards than School
Improvement Plans which reflects a disconnect of these two SBM

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SIP (School Improvement Planning) A process by which members of the school community
conducts a thorough evaluation of their school’s educational programming in the previous school
years and the development of a written school plan that:
 establishes the starting point for ongoing evaluation of efforts and
 unifies independently organized school improvement efforts from various areas of the
total school program into a single, focused process.
RATIONALE:
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.
SBM Reform
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.
Revised SBM
The DepEd envision the ACCESs (A Child- and Community- Centered Education System)
Strengthening the Practice of School-Based Management.
The system is guided by four ACCESs principles on
1. Leadership and Governance. A network of leadership and governance guides the
education system to achieve its shred vision, mission and goals making them
responsive and relevant to the context of diverse environment.
2. Curriculum and Learning. The curriculum learning systems anchored on the
community and learners’ contexts and aspirations are collaboratively developing
and continuously improved.
3. Resource Management. Resources are collectively and judiciously mobilized and
managed with transparency, effectiveness and efficiency.
4. Accountability for Higher Learning Outcomes. 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.
5. The ACCES framework is reflective of the requirement because it provided equal
emphasis of the supply and the demand side of education to reinforce the
development of a community-based accountability system as well as engender (to
develop) the sharing of responsibility in education service delivery.

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The indicators of the 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).
(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 have rationalized the incentive system initially proposed as ‘higher grant allocation’,
‘fiscal autonomy’ and special allocation for allocation outlay’
The SBM-PASBE Operational Framework
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.
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.
Three key components are presented:
1. Guiding principles of the assessment systems;
2. Indicators of SBM practices; and
3. School accreditation
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.
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.
Recognition and Incentives:
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 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 ---- Php 35,000.00

“People will only want to engage if it is relevant to their needs or helps them solve problems.” By
Jane Hart
Sources:

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