SCHOOL-BASED MANAGEMENT SYSTEM

BY

ADELIA H. PACIA

ST.JUDE COLLEGE
Dimasalang cor Don Quijote Sts. Sampaloc, Manila

SCHOOL-BASED MANAGEMENT SYSTEM

A Written Report
Presented to Dr. Herman Catapang
ST.JUDE COLLEGE
Dimasalang cor Don Quijote Sts. Sampaloc, Manila

In Partial Fulfillment
of the Requirements for the Subject
FISCAL MANAGEMENT

By

ADELIA H. PACIA

ACKNOWLEDGMENTS

The reporter, would like to give thanks and gratitude to the following persons who inspired her and helped
her in the preparation and completion of this report.

To Dr. Herman Catapang, Professor of the Fiscal Management of ST.JUDE COLLEGE. For his
encouragement and concerns who inspired her to finish this report.

AHP

DEDICATION

This work is wholeheartedly dedicated to the following persons who gave support to the reporter for the
accomplishments of her report.

First of all to our Almighty GOD for the wisdom, strength and guidance while doing this report.

To MERVIN P. PACIA, reporters spouse, for his full moral and financial support though his far from her
and To CRESTOWPER H. PACIA, reporters son, for giving inspiration to her.

A.H.P

TABLE OF CONTENTS
COVER PAGE

..............................................................

TITLE PAGE

..............................................................

ACKNOWLEDGMENT

..............................................................

DEDICATION

..............................................................

TABLE OF CONTENTS

..............................................................

INTRODUCTION

..............................................................

BODY OF THE REPORT

..............................................................

7-14

SUMMARY

..............................................................

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Introduction

School-based management (SBM) is a strategy to improve education by transferring

significant decision-making authority from state and district offices to individual schools. SBM
provides principals, teachers, students, and parents greater control over the education
process by giving them responsibility for decisions about the budget, personnel, and the
curriculum. Through the involvement of teachers, parents, and other community members in
these key decisions, SBM can create more effective learning environments for children.
Reference: Office of Research Education/ConsumerGuide

An Overview: School Based Management

School-Based Management (SBM) places significant decision-making power from the State and district
offices to schools. An alternative approach to improve the education system, it lets principals, teachers,
students, and parents decide on education-related issues like concerns on budget, personnel, and the
curriculum.
According to the National Association of Secondary School Principals (NASSP), the School-based
Management approach creates the following advantages to high schools: 1
Provides opportunity to competent school leaders in the schools to make decisions
Boosts the morale of teachers and encourages leadership at all levels
Allows participation of the entire school community in making key decisions
Has a wider pool of ideas in designing education programs
Focuses resources to the goals and needs of each school.
The corresponding national or regional education offices may still establish the general goals and
broad policies for the district and the schools. However, school management councils may be created
at each school level (comprised of the principal, representatives of teachers, students and parents) that
will conduct needs assessment and develop plan of action.
Right from the start, principals and management councils must be entrusted on how to implement
the district's goals at the individual schools. Agreements, plans can be drafted to clearly set the
responsibility and accountability at all levels. On the other hand, annual reports will show stakeholders
how the school has performed against its set goals and plans.
In the early years of implementation, it is important that all stakeholders be oriented or trained in
areas of leadership, decision-making, problem solving, and teamwork to help them successfully
implement school-based management.
The System will focus efforts in strengthening support systems of the DepED on School-Based
Management through improved educational planning and management. This has sub-components
created to attain this goal.

The Objectives of the School Based Management

Strengthen the support systems of DepED, three Regional Offices, selected Divisions and schools
for School Based Management through improved educational planning and management
Development of a functional management support system for continuing school improvement at
regional, division and school levels
School Based Management (SBM) or Component 1 of STRIVE is a response to BESRA KRT 1 enabling and empowering school stakeholders to manage its own affairs for improved delivery of
educational services in a sustainable manner. As such, this component is focused on the strengthening
of support systems including governance, advisory and partnership mechanisms for SBM through
practical experience in application activities in the three regions. The application experience will be
further enhanced through a range of capability building activities.

The following are the sub components of SBM :

Policy & Planning System
Under this sub-component, STRIVE aims to enhance/develop structures, processes and tools
associated with policy /planning systems at the school, division, and regional levels
Participatory Mechanisms in Education Governance
This sub-component is dedicated to identifying existing participatory mechanisms in education
governance at the school, division and region
Human Resource Development of Education Management
This sub-component focuses on developing and piloting the appropriate regional organizational
structure to ensure that the divisions actually support the implementation of school-based management
as mandated by the Education Act of 2001. In order to help the regions perform this function, the subcomponent has developed the technical assistance mechanism that will systematize the provision of
professional help and guidance by the region to the divisions, and by the divisions to the schools.
Quality Assurance & Accountability System
This sub-component offers a mechanism for insuring quality in the critical systems, processes, outputs,
and outcomes of DepED at various management levels to bring about improved learning outcomes,
continuous school improvement and better technical and management services. It is supported by the
interlocking processes of monitoring and evaluation that systematically provide educators timely
information useful for planning and for making decisions and adjustments.
Programs to Improve Access
The focus of this sub-component is to establish the appropriate mechanisms that will increase the
number of effective initiatives undertaken by the region/division/schools to improve access. The
approach is to determine and pilot appropriate support options for basic education. It specifically aims
to:
1. Pilot test numbers of effective initiatives directly undertaken by the Target Access Schools and
Community Learning Centers to improve access.
2. Develop and pilot test support systems/mechanisms at the division level to render direct technical
assistance support to the Target Access Schools and Community Learning Centers.
3. Develop and pilot test support systems/mechanisms at the regions to facilitate policy compliance,
effective programs delivery and ensure quality assurance and accountabilities.
The different program of the DepEd is only to uplift the system in our present education. All we have to
do is to support the program to uplift the deteriorating quality education.

WHAT ARE THE ADVANTAGES?

Allow competent individuals in the schools to make decisions that will improve learning;

Give the entire school community a voice in key decisions;

Focus accountability for decisions;

Lead to greater creativity in the design of programs;

Redirect resources to support the goals developed in each school;

Lead to realistic budgeting as parents and teachers become more aware of the schools financial
status, spending limitations, and the cost of its programs; and,
Improve morale of teachers and nurture new leadership at all levels.

HOW DOES SCHOOL-BASED MANAGEMENT (SBM) AFFECT THE ROLES OF THE SCHOOL
BOARD AND THE SUPERINTENDENT AND DISTRICT OFFICE?
The school board continues to establish a clear and unifying vision and to set broad policies for the
district and the schools. SBM does not change the legal governance system of schools, and school
boards do not give up authority by sharing authority. The boards role changes little in a conversion to
SBM.
The superintendent and his or her district office staff facilitate the decisions made at the school level,
and provide technical assistance when a school has difficulty translating the districts vision into highquality programs. Developing student and staff performance standards and evaluating the schools are
also the responsibility of the district staff.
The district office will generally continue to recruit potential employees, screen job applicants, and
maintain information on qualified applicants from which the schools fill their vacancies. The district office
may also specify curricular goals, objectives, and expected outcomes while leaving it up to the schools to
determine the methods for producing the desired results. Some districts leave the choice of instructional
materials to the schools, whereas others may require schools to use common texts.

HOW ARE BUDGET DECISIONS MADE?

In most SBM systems, each school is given a lump sum that the school can spend as it sees fit. As
outlined by JoAnn Spear (1983), the district office determines the total funds needed by the whole district,

determines the districtwide costs (such as the cost of central administration and transportation), and
allocates the remaining funds to the individual schools. The allocation to each school is determined by a
formula that takes into account the number and type of students at that school.
Each school determines how to spend the lump sum allocated by the district in such areas as
personnel, equipment, supplies, and maintenance. In some districts, surplus funds can be carried over to
the next year or be shifted to a program that needs more funds; in this way, long-range planning and
efficiency are encouraged.

HOW ARE DECISIONS MADE AT THE SCHOOL LEVEL?

Most districts create school management councils at each school that include the principal,
representatives of parents and teachers, and, in some cases, other citizens, support staff, andat the
secondary levelstudents. The council conducts a needs assessment and develops a plan of action that
includes statements of goals and measurable objectives, consistent with school board policies.
In some districts, the management council makes most school-level decisions. In other districts, the
council advises the principal, who then makes the decisions. In both cases, the principal has a large role
in the decision-making process, either as part of a team or as the final decisionmaker.
WHAT IS NECESSARY WHEN IMPLEMENTING SCHOOL-BASED MANAGEMENT (SBM)?
From the beginning, the school board and superintendent must be supportive of school-based
management. They must trust the principals and councils to determine how to implement the districts
goals at the individual schools.
It is important to have a written agreement that specifies the roles and responsibilities of the school
board, superintendent and district office, principal, and SBM council. The agreement should explicitly
state the standards against which each school will be held accountable. James Guthrie (1986) states that
each school should produce an annual performance and planning report covering how well the school is
meeting its goals, how it deploys its resources, and what plans it has for the future.
Training in such areas as decision-making, problem solving, and group dynamics is necessary for all
participating staff and community members, especially in the early years of implementation. To meet the
new challenges of the job, principals may need additional training in leadership skills.

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WHAT ARE THE LIABILITIES OF SBM?

Participitory decision-making sometimes creates frustration and is often slower than more autocratic
methods. The council members must be able to work together on planning and budget matters. This
leaves principals and teachers less time to devote to other aspects of their jobs. Teachers and community
members who participate in the councils may need training in budget matters; some teachers may not be
interested in the budget process or want to devote time to it.
Members of the school community must also beware of expectations that are too high. According to
the AASA/NAESP/NASSP task force, districts that have had the most success with SBM have focused
their expectations on two benefitsgreater involvement in making decisions and making better
decisions.
WHERE HAS SCHOOL-BASED MANAGEMENT BEEN IMPLEMENTED?
Hundreds of school districts across the country have experimented with aspects of SBM.

School-Based Management (SBM) System will focus efforts in strengthening support systems of the
DepED on School-Based Management through improved educational planning and management. This
has sub-components created to attain this goal.
Objectives:
Strengthen the support systems of DepED, three Regional Offices, selected Divisions and schools
for School Based Management through improved educational planning and management.
Development of a functional management support system for continuing school improvement at regional,
division and school levels.
School Based Management (SBM) or Component 1 of STRIVE is a response to BESRA KRT 1
enabling and empowering school stakeholders to manage its own affairs for improved delivery of
educational services in a sustainable manner. As such, this component is focused on the strengthening of
support systems including governance, advisory and partnership mechanisms for SBM through practical
experience in application activities in the three regions. The application experience will be further
enhanced through a range of capability building activities.

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Unified Information System

The Regional UIS is the ICT-enabled support to the process and information requirements of SBM, T&D
and LRMDS. It aims to strengthen information management at the target regions and divisions to enable
data-driven decision-making and provide a venue for connecting people to people and people to
knowledge they need to effectively respond and create new and relevant information. Specifically, the
system aims to (1) streamline and efficiently render the collection and processing of education data from
the schools and field offices, (2) institutionalize Quality Assurance and M&E processes at every level of
the education management system, and (3) support information requirements of school-based
management, planning and policy formulation at all levels.
The UIS shall consist of integrated databases, automated processes and technologies that are to be
implemented on enhanced organizational structures and improved workflow processes at the target
divisions and regions.
Consistent with the overall strategy of building on existing DepED systems and structures, the solution
system aims to establish effective linkages with currently functional systems.

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Additional Task:
Importance of Buget

Here are six darn good reasons why everyone should create and stick to a budget:
1. It helps you keep your eye on the prize.
A budget helps you figure out your long-term goals and work towards them. If you just drift
aimlessly through life, tossing your money at every pretty, shiny object that happens catch your
eye, how will you ever save up enough money to buy a car, take that trip to Aruba or put a down
payment on a house?
A budget forces you to map out your goals, save your money, keep track of your progress and
make your dreams a reality. OK, so it may stink when you realize that brand new shoot 'em up
Xbox game or the gorgeous cashmere sweater in the store window doesn't fit into your budget.
But when you remind yourself that you're saving up for a new house or school, it will be much
easier to turn around and walk out of the store empty-handed.
2. It ensures you don't spend money that you don't have.
Far too many consumers spend money they don't have -and we can owe it all to credit cards. As
a matter of fact, the average credit card debt per household reached $8,329 in 2008, according
to an April 2009 Nilson Report.
Before the age of plastic, people knew if they were living within their means. At the end of the
month, if they had enough money left to pay the bills and sock some away in savings, they were
on track. These days, people who overuse and abuse credit cards don't always realize they're
overspending until they're drowning in debt.
However, if you create and stick to a budget, you'll never find yourself in this precarious position.
You'll know exactly how much money you earn, how much you can afford to spend each month
and how much you need to save. Sure, crunching numbers and keeping track of a budget isn't
nearly as much fun as going on a shameless shopping spree with the MasterCard. But look at it
this way: when your spend-happy friends are making an appointment with a debt counselor this
time next year, you'll be jetting off for that European adventure you've been saving for - or better
yet, moving into your new home.
3. It leads to a happy retirement.
Let's say you spend your money responsibly, follow your budget to a "T" and never carry credit
card debt. Good for you! But aren't you forgetting something? As important as it is to spend your
money wisely today, it's also critical to save for your future.
A budget can help you do just that. It's important to build investment contributions into your
budget. If you set aside a portion of your earnings each month to donate to your IRA, 401(k) or
other retirement funds, you'll eventually build up a nice, fat nest egg. Although you may have to

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sacrifice a little now, it will be well worth it down the road. After all, would you rather spend your
retirement golfing and taking trips to the beach or working as a greeter at the local grocery store
to make ends meet? Exactly. (Learn more about saving for retirement in Turn Small Savings Into
A Big Nest Egg.)
4. It helps you prepare for emergencies.
Life is filled with unexpected surprises, some better than others. When you get laid off, become
sick or injured, go through a divorce or have a death in the family, it can lead to some serious
financial turmoil. Of course, it seems like these emergencies always arise at the worst possible
time - when you're already strapped for cash. This is exactly why everyone needs an emergency
fund.
Your budget should include an emergency fund that consists of at least three to six months worth
of living expenses. This extra money will ensure that you don't spiral into the depths of debt after
a life crisis. Of course, it will take time to save up three to six months' worth of living expenses.
Don't try to dump the majority of your paycheck into your emergency fund right away. Build it into
your budget, set realistic goals and start small. Even if you put just $10 to $30 aside each week,
your emergency fund will slowly build up.
5. It sheds light on bad spending habits.
Building a budget forces you to take a close look at your spending habits. You may notice that
you're spending money on things you don't need. Do you honestly watch all 500 channels on
your costly extended cable plan? Do you really need 60 pairs of black high heels? Budgeting
allows you to rethink your spending habits and re-focus your financial goals.
6. It's better than counting sheep.
Following a budget will also help you catch more shut eye. How many nights have you tossed
and turned worrying about how you were going to pay the bills? People who lose sleep over
financial issues are allowing their money to control them. Take back the control. When you
budget your money wisely, you'll never lose sleep over financial issues again.

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Summary

SBM must have the strong support of school staff.

SBM is more successful if it is implemented gradually. It may take 5 years or more to implement
SBM.

School and district staff must be given administrative training, but also must learn how to adjust
to new roles and channels of communication.

Financial support must be provided to make training and time for regular staff meetings available.

Central office administrators must transfer authority to principals, and principals in turn must
share this authority with teachers and parents.

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