I learned that School-based Management (SBM) is the decentralization of decisionmaking authority from central, regional and division levels

to the individual schools, with the

intent of bringing together the school heads, teachers, students as well as parents, the local
government units, and the community at large in bringing about improved learning outcomes
through effective schools. (DO no.55 s2011)
The underlying principle of SBM under BESRA (Basic Education Sector Reform
Agenda) is that the stakeholders of the school must be enabled and empowered to attain the
desired educational outcomes. The reason behind this is that people directly involved in the
school operations are the ones who know directly the problems of the school, thus they are also
the best persons to promulgate possible and practical solutions.
The two legal basis of SBM are: RA 7160 (The local Government Code of the
Philippines) which mandates the establishment of the Local School Board (LSB) in every
Province, City or Municipality and RA 9155 (Governance of Basic Education Act of 2001)
which promotes the principle of shared governance.
ACCESs (A child and community-centered Education system) served to clarify the guiding
principles of SBM processes. It has four principles: Collective Leadership and Governance,
Community-Based Learning, Accountability for Performance and Results and Convergence to
Harness Resources for Education

I learned that the vision of SBM is to make the community responsible for the education
of their children and make the children responsible for building the community (DO no. 83
s2012).

I realized that the vision of SBM is unquestionably attainable but just like any other
policies and programs, its implementation requires a lot of managerial and leadership skill on the
part of the School Heads. The leadership ability and integrity of each school heads, the schools
resources, the level of awareness and participation of external stakeholders of education, the
political situation in a certain locality, like the quality of relationships between the school head
and local officials, are the factors that could contribute to the success and/or failure of the SBM
processes. Also, the roles of the Central, Regional and Division offices are crucial to make sure
that all the necessary support structures are in place to aid the local stakeholders in managing
their schools.
I also realized the important role that I will be playing as Teacher and parent of a schoolaged child; I could contribute a lot in attaining quality education and improving school
performance by getting involved in the school plans and activities.
As a parent, I plan to give my full cooperation in the implementation of schools
improvement projects, I plan to let my voice be heard and be vigilant that all the processes are
carried accordingly.
As a teacher, I plan to deliver the learners curriculum in a way that is effective and
efficient. I will seek to continuously improve my craft and deliver beyond what is expected from
me. I plan to reach out to the community- the external stakeholders of education and will do
information campaign in order to get them involved in the process of attaining quality education.
Lastly, I plan to respect and obey the schools higher authorities in line with schools
mission, vision and goals.

Prepared by:

Carol A. Acebron
MAED Student