Implementing Guidelines

on the
Revised SBM Framework,
Assessment,
Process
and
Tool
( APAT)
 To further strengthen the School-
Based Management practice and
re-emphasize the centrality of the
learners and the involvement of
relevant community basic
education service delivery
To improve on already
recognized successful
SBM practices across the
regions
 The Revised SBM
framework, assessment
process and tool shall be
officially used as instruments
in assessing the school’s
SBM practice.
 This Order shall also serve as the
venue to introduce the
harmonized Philippine
Accreditation System for Basic
Education (PASBE) as an integral
component of SBM practice.
 The conduct of advocacy
campaign on the guiding
principles of the revised SBM
assessment and the
corresponding SBM practice is
directed before conducting the
assessment proper.
 SCHOOL-
CENTERED ACCESs ( A Child-and
Community-centered
Education Systems
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 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 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/MDG and sustain good
performance.
The Revised SBM
Framework
 VMG

Functio
nally-
Literate
Citizen

BESRA Thrusts
NCBTS, ECE, ALS, Etc.

Central, Region, Division

SBM Conceptual Framework
The system is guided by four ACCESs
principles on:
• leadership and governance;
• curriculum and learning;
• management of resources; and
• accountability for continuous
improvement
Office of the Undersecretary for Regional Operations
  Articulate the mandate of RA 9155;
 Clarify roles and accountabilities per
level of governance;
 Broaden the role of community in
education management and
delivery to emphasize
“stewardship”;
ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)
  Emphasize centrality of
learners and learner’s
outcome;
 Guide program development
and evaluation;

ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

 Collaboration
Shared Governance Autonomy
COMMUNITY-CENTERED
Transparency Ownership

Shared V / M Accountability
S
U Central LGUs D
E
P Regional NGOs M
P Division Private A
L District Sector N
D
Y Community
Gender and cultural
Accessible
sensitivity

Development appropriate Environmentally Safe

CHILD (LEARNER)-
CENTERED
Learning-oriented and Learner-
focused
ACCESs Framework
 Child(Learner)-Centered Community-Centered
• Learning-focused • Shared vision &
• Developmental-stage mission
appropriate • Shared decision-
• Gender- & culture- making & governance
sensitive
• Collaboration
• Environmentally
(physical, emotional, • Community ownership
psychosocial) safe • Autonomy,
• Accountability
• Transparency
ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)
 Child (Learner)-Centered
• Accessible regardless of
gender, race, culture, social
& economic status

ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

 A framework to advance the
philosophy of shared governance of
education and to ensure a strong
culture of effective leadership &
management in the provision of basic
education

ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

 Network of leadership
 Learner-centered and context-based
learning systems and processes
 Transparent and community developed
accountability system
 Mutually reinforcing and harnessing
education targeted resource
management
Re-creating school (learning
community) systems into community-
based and learner-centered;
Re-engineering the system through
participatory planning and “demand-
driven” monitoring and evaluation;
 Linking planning and budget
processes with appropriate LGU and
other local participation platforms at each
governance level;
Strengthening accountability system
by leveraging on the involvement of the
“demand-side” of education.

ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)

 Organize your team (First WHO, then
WHAT);
 Level off and set performance contract
 Plan and strategize to advocate;
 Initiate dialogue with LGUs, private
sector, NGOs and PTA;
 Spot a champion (maybe a team).
 Check your realities and negotiate goals
and targets with stakeholders;
 Train, coach and support team;
 ID problem areas and prioritize;
 Listen and collect information from
stakeholders;
 Invest time on working for common
understanding and shared goals.
 The SBM-PASBE
Operational Framework
 The 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 system;
(2) indicators of SBM practices; and
(3) school accreditation.
Accreditation Leadership and Curriculum and Accountabilty and Management of
Coutinuous
Status Governance Learning
Improvement
Resources

Autonomous
(Re-accredited Status)
Level III
Accredited
(initial accreditation)
Advanced (Accredited)
Candidate Status

Level II
(Developing)

Level I
(Beginning)

Levels of Practice

SBM-PASBE Operational Framework

 EFA/MDG + Organizational Effectiveness
ACCES Principles

Curriculum & Accountability Resource

Leadership Learning Systems Management

K to 12
Curriculum

Strategies

PASBE
SBM Assessment is
conducted by the school
to determine the depth of
its SBM practice alongside
the principles of ACCESs.
 Closure or
Team Discussion of
exit
Organization documents
conference

Conduct
Area Report
process
Selection Writing
validation

Pre-
Assessment
assessment END
Proper
meeting
Conduct Document
Analysis (RACCS Criteria)

Conduct observations to
obtain process evidence

Discuss the synthesized

documentary/pro-evid
The RSBM Assessment Tool is
guided by the four principles of
ACCESs.

The unit of analysis is the school

system which may be classified as
developing, maturing, or advanced
(accredited level)
Systems -oriented
Principle-guided
Evidence-based
Learner-centered
Process-focused
Non-prescriptive
User-friendly
Collaborative in
approach
Results/outcomes
focused
 Leadership and Governance - 30%
( 5 indicators)
 Curriculum and Learning - 30%
( 7 indicators )
 Accountability and CI - 25%
( 5 indicators)
 Management of Resources - 15%
( 5 indicators)
Level I: DEVELOPING –
Developing structures and
mechanisms with acceptable
level and extent of
community participation and
impact on learning outcomes
Level II: MATURING – Introducing
and sustaining continuous
improvement process that
integrates wider community
participation and improve
significantly performance and
learning outcomes
Level III: ADVANCED – Ensuring the
production of intended
outputs/outcomes and meeting all
standards of a system fully
integrated in the local community
and is self-renewing and self-
sustaining