LEGAL BASES OF SCHOOL

BASED MANAGEMENT
AND ASSESSMENT
FRAMEWORK

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Legal Basis
 Medium-Term Philippine Development Plan
(MTPDP) for Basic Education, 1999-2004
prioritizes institutional development of schools
towards decentralization.
 It provides: “educational quality improvement
shall originate from the school and redound to
its own benefit and that of the community.
 Since 1999, school-based management has been
promoted through Department of Education
Order No. 230. This was given further impetus
by RA 9155.
 IRR of RA 9155
 Section 1.2. Principles. Implementation of the Act and the
application of these Rules shall be guided by the following
principles:
Philippine EFA 2015 (2005)
GOAL: Functional Literacy for All
EFA Production Tasks
Schools First Initiative (SFI),
2005
 Empower the school and its community
stakeholders to effectively address access
and quality issues in basic education.
 Calls
for local stakeholders engagement in
school governance.
 Initiated
the creation and
operationalization of the SGC DepEd.
Basic Education Sector Reform Agenda
(BESRA), 2006
 To achieve the Education for All (EFA) objectives by
2015, the Department of Education is pursuing policy
reforms under the Basic Education Sector Reform
Agenda (BESRA).
 Key Reform Thrust 1 (KRT1) of BESRA is School-Based
Management (SBM).
 SBM underscores the empowerment of key
stakeholders in school communities to enable them
to actively participate in the continuous
improvement of schools towards the attainment of
higher pupil/student learning outcomes.
Quality Assurance
Framework

Curricul Admin Learnin

Teacher/ &
um & g
Facilitato Culture Learner
Instruct r
Leaders Environ
s
ion hip ment
SCHOOL-BASED MANAGEMENT (SBM)
 SBM is the decentralization of decision-making authority for
central, regional, and division levels to the school or cluster of
schools.
 SBM provides opportunities to unite school heads, teachers,
and students as well as the LGUs and the community in
promoting effective schools.
 The main goal of SBM is to improve student achievement,
school performance, and learning outcomes, where decision-
making is made by all those who are closely involved in
addressing the needs of the individual schools so much so that
the specific needs of the students will be adequately met
SBM Objectives
(i) Empower the school heads to lead their teachers and students
in a continuous school improvement process which will lead to
higher learning outcomes;
(ii) Bring resources including funds within the control of schools
to support the delivery of quality educational services;
(iii) Strengthen partnership with the communities and LGUs in
order for them to invest time, money, and resources in
providing a better school learning environment; and
(iv) Institutionalize participatory and knowledge-based continuous
school improvement process. SBM serves as the main tool for
continuous improvement of the school
 Basic SBM Cycle

Planning and Programming Resource

Organizing Management

Monitor, Evaluate, Implementation

and Report
• Establishment • School
of the School Improvement
Governing Planning (SIP)
Council (SGC) • Reporting of
• Conduct of Accomplishments
Assessment of through the School
SBM Level of Report Card (SRC)
Practice

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Assessment Framework of SBM Practices

 The Framework identifies and explains the elements, logical

structure and interrelationship of units that comprise a system.
Geared towards the improvement of education outcomes, the
SBM framework describes the system for:
 a) securing adequate inputs and managing them efficiently and
effectively;
 b) establishing and developing structures and mechanisms that
are helpful in achieving desired goals and objectives;
 c)introducing and sustaining a continuous improvement
process; and
 d) ensuring that every school produces the intended outputs
that lead to the attainment of better education outcomes
Matrix of SBM Dimensions by Scale of
Practice
To ensure that SBM works toward improved learning outcomes, which is
the ultimate goal of school- based management, a three-Scale of
Practice has been devised.
 Level I (Standard) - refers to compliance of a school with the
minimum requirements for securing and managing inputs, establishing
appropriate structures and mechanisms, and improving processes that
affect instruction and student achievement in order to produce the
desired levels of outputs that lead to improved learning outcomes.
 Level II (Progressive) - intensifies mobilization of resources and
maximizes efforts of the school to achieve desired learning outcomes.
 Level III (Mature) - goes further by maximizing efforts of the school
and the community/stakeholders to achieve higher learning
outcomes.
Purposes of SBM Practices Assessment

 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
Review Mission Report on the
Operationalization of SBM
What went well

 Enabling policies were formulated to support SBM

such as:

 School Improvement Planning (SIP);

 Establishment of School Governing Councils
(SGCs);
 Conduct of Assessment of SBM Level of
Practice.
What went well

 Inclusion of major line item in the

department’s budget to support the
installation of SBM at all levels

 Program Support Fund at the central,

region and division; and
 grants at the school level.
What went wrong

 Unrealistic targets and inappropriate strategies in

the SIPs of many of the schools visited;

 Too much focus on the SIP templates, which is

usually interpreted as a one-size-fits-all form
overlooking the unique condition of their schools,
the pupils/students they are providing learning
environments for, and the peculiar issues they are
confronting;

Source: Aide Memoire, 8th World Bank Review Mission

What went wrong

 There are more schools with School Report Cards

(SRCs) than School Improvement Plans which
reflects a disconnect of these two SBM
processes.

 The SBM Assessment process was reduced to

“bean counting” that over-emphasizes the
collection of prescribed documentation, the
compliance to some of which may not be within
the control of the schools and are not reflective of
a functional system of good practices.
Source: Aide Memoire, 8th World Bank Review Mission
What went wrong

 While DepEd reports that 100% of

school heads in many divisions had
been oriented on SBM, their practical
understanding of the concept is not
apparent.

Source: Aide Memoire, 8th World Bank Review Mission

Tipping Points

 Realization of the value of SBM to

effectively carry out reforms in curriculum
(K to 12);
 Need to strengthen SBM by assimilating
the school to the system and way of life of
the local community;
 Re-direct all efforts to support
improvement of learning outcomes.
 DepEd recognizes the need to deepen its SBM
practice and strengthen the involvement of the
stakeholders, hence, launched the ACCESs – A
Child and Community-centered Education
Systems, the guiding principles which spouse the
value of synergizing all efforts to focus on
learners and learners’ outcomes, and capturing
the community spirit towards building a
community-based education delivery system.
 Officially launched through DepEd Order No. 64, s.
2012;
 The harmonized accreditation was re-launched in
DepEd Order No. 83, s. 2012 as an integral
component of School Based Management (SBM)
practices. In this DepEd Order, an accredited status
in PASBE is equivalent to Level III SBM practices.
 This reinforces the role of SBM and accreditation as
an integrated quality measures, where PASBE is the
quality assurance mechanism of the SBM practices
ACCESs & SBM: The
Framework

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

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 1. Collective Leadership &
Governance.
A network of leadership &
governance that guides the
education system to achieve
its shared vision, mission and
goals making them
responsive and relevant to
the context of diverse
environments.

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 2. Community-Based
Learning
The curriculum and the
learning systems anchored on
the community and learners’
contexts and aspirations are
collaboratively developed
and continuously improved.

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 3. Accountability for
Performance and Results
A clear, transparent,
inclusive, and responsive
accountability system is in
place, collaboratively
developed by the school
community, which monitors
performance and acts
appropriately on gaps and
gains.
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 4. Convergence of Harness
Resources for Education
Resources are collectively
organized, judiciously mobilized
and managed with transparency,
effectiveness, and efficiency to
support targeted education.

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The Revised SBM
Framework
Rationale

 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;
Rationale

 Toenhance commitment of education

stakeholders at all levels to their
responsibilities and accountabilities in
realizing the education outcomes for
children;

 Tofurther promote shared governance

between the school community;
Rationale

 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/Millennium
Development Goals and sustain good
performance.
The Conceptual Framework
The framework is systems-oriented. It
presents the envisioned product of SBM,
the inputs, processes, and outputs needed
to come up with the product.

The envisioned product is a functionally-

literate citizen.
(RA 9155 defines this citizen as one who is self-reliant, productive
and patriotic. In addition, the Constitution mandates that he/she
should be science and technology-oriented.)
Leadership Curriculum and
and VMG Learning (K to
Governance 12)

Functionall
y-
Literate
Citizen

Accountability
Resource
and Continuous
Management
Improvement
BESRA Thrusts
NCBTS, ECE, ALS, Etc.

Central, Region, Division

SBM Conceptual Framework
 Philippine Accreditation
System for Basic Education
(PASBE) Orientation
 Implementing Guidelines for the
Philippine Accreditation System for
Basic Education (PASBE)
Supplemental Guidelines to
DO # 83, 2. 2012
BACKGROUND

Why do schools need accreditation?

Legal mandate of school is to improve

learning outcomes
 TheSBM-PASBE continuum illustrates the
transition of the school system from a
centralized to a decentralized set-up,
characterized by a nurturing relationship
between the school and its community.

 The ultimate goal is to install a self-

sustaining and self-renewing education
system marked by TATAK QUALITY.
SCOPE

 These guidelines shall apply to schools certified as

LEVEL II SBM for two (2) consecutive years (or
earlier as certified by the Regional Coordinating
TEAM), and have conducted self-assessment with
a rating of LEVEL III.
 The Level III self-assessment rating is an entry
point to an APPLICANT Status.
 Candidacy is confirmed after the Division and
subsequently, the Regional Coordinating Team
endorse the school’s application for accreditation.
School Accreditation is….

A quality assurance method and a way

of insuring quality educational programs
and services.
 Status of distinction conferred upon a
school for meeting required quality
standards in all areas of their work,
academic programs, teacher support,
student services and a lot more agreed
upon by stakeholders.
School Accreditation is….
A public statement made by an accepted body of
peers that a school is actually doing what it
professes to be doing.
A method of assuring the public that the
educational programs and services provided to
students conform to quality standards established by
stakeholders themselves.
A cynical process of self-evaluation and peer
review to ensure that agreed standards are
understood, implemented, maintains, and enhanced
for continuous improvement of learner outcomes
School Accreditation is….
A self-evaluation process that enables a
school to identify discrepancies between its
state of practice and a set of agreed
standards. As such, the discrepancies are
addressed through a system of onsite visits,
interim progress reports, scrutiny of evidence
ensuring that standards are fulfilled, and
granting of appropriate incentives and
rewards.
School Accreditation is….
The accreditation standards have been
established through a series of:
Consultations
 workshops
 expert and field validations
 pilot tests
 literature reviews
 school surveys
with the active participation of stakeholders
from different levels of education system.
GUIDING PRINCIPLES

 To be successful, school accreditation must be a

sustained, collaborative effort of the central,
regional, division offices, and the school
community.
 To be highly credible, the accrediting entity must
be an external or at least an independent body.
 To be trustworthy, school accreditation must be
firm in principles, and rigorously in process, but
inspiring and friendly in approach.
GUIDING PRINCIPLES

 A critical mass is needed to effect significant change in the

quality of learner outcomes and products of learning.
Therefore the divisions should work for the accreditation of
all schools.
 Accreditation should promote a culture of cooperation
rather than competition. An annual assembly will facilitate
sharing of best practices and discussion of issues and
problems.
 There should be a pool of trained creditors in every region
whose members can be readily seconded for the onsite
visit upon the request of the NAB.
SBM-PASBE Operations
Framework

 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.
The SBM-PASBE Operational
Framework
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 Accountability and Management of
Status Governance Learning Continuous
Improvement
Resources

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

Level II
(Maturing)

Level I
(Developing)

Levels of Practice

SBM-PASBE Operational Framework

SBM-PASBE Operations
Framework
 The three key components are presented:
1. Guiding principles of the assessment system
2. Indicators of SBM practices, and
3. School accreditation
 The four ACCESs principles guide the
assessment of the indicators of practice and
accreditation process
SBM-PASBE Operations
Framework
 Each ACCESs principle has its corresponding
indicators measured on a scale of 1-3 in terms of
child-and community-centeredness forming a rubric.
 The SBM practice is ascertained by the existence of
structured mechanism, processes, and practices in all
indicators.
 The resulting level maybe classified as:
1. Developing
2. Maturing
3. Advanced (accredited level)
SBM-PASBE Operations
Framework
 A team of practitioners and experts from the district,
division, region, and central office validates the self-
assessment before a level of SBM practice is
established.
 The highest level – “advanced” is an accredited status
certified by the National Accreditation Board (NAB)
after a successful visit by a team of external
accreditors.
SBM-PASBE Operations
Framework
 The SBM assessment rubric is the tool used to ascertain a
Level of Practice.
 A separate rating tool shall be used by the accreditors to
verify the claims indicated in the self-assessment report of
the candidate school.
 The SBM assessment rubric shall be the ONLY tool to
guide the assessment process and determine the Level
of SBM practice.
 The same tool shall be used by the division and region
coordinating team in conducting the validation of SBM
practices.
ORGANIZATIONAL STRUCTURES AND
COORDINATION ARRANGEMENTS

Office of the
Secretary

National Accreditation
Office of the USEC Board

Regional Office Secretariat

Division Office School

ORGANIZATIONAL CHART
 A centipede was afflicted with 100 swollen
legs. It was painful, so the creature consulted the great
wise owl, which responded: “I recommend that you
change into a stork. Your painful legs will become only
two, and it they are still painful, you can fly.”

The centipede thought the idea was great and

thanked the great wise owl. But feeling the pain in its
q100 legs, the centipede asked the great wise owl how to
change into a stork. The great owl wisely replied: : That
is your problem. I only recommend general policy.”

-Engineer Manuel Gonzales, Executive Director of the Coordinating Council for Private Education Association.
THANK YOU…