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    Orientation On SBM Framework

    Uploaded by

    Roland Campos
    The document discusses the School-Based Management (SBM) framework in the Philippines. It aims to decentralize decision-making authority to individual school sites to improve school performance and involve parents, the local community, and local government. The main goals are to allow schools to make decisions that improve learning, give voice to the school community, focus accountability, and increase creativity. The revised SBM framework is guided by four principles: leadership and governance, curriculum and learning, resource management, and accountability for continuous improvement. It emphasizes a community- and child-centered education system.

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    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd

    Orientation On SBM Framework

    Uploaded by

    Roland Campos
    223 views26 pages
    The document discusses the School-Based Management (SBM) framework in the Philippines. It aims to decentralize decision-making authority to individual school sites to improve school performance and involve parents, the local community, and local government. The main goals are to allow schools to make decisions that improve learning, give voice to the school community, focus accountability, and increase creativity. The revised SBM framework is guided by four principles: leadership and governance, curriculum and learning, resource management, and accountability for continuous improvement. It emphasizes a community- and child-centered education system.

    Original Description:

    School Based management Framewrok

    Original Title

    Sbm Framework 03-07-2019

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    The document discusses the School-Based Management (SBM) framework in the Philippines. It aims to decentralize decision-making authority to individual school sites to improve school performance and involve parents, the local community, and local government. The main goals are to allow schools to make decisions that improve learning, give voice to the school community, focus accountability, and increase creativity. The revised SBM framework is guided by four principles: leadership and governance, curriculum and learning, resource management, and accountability for continuous improvement. It emphasizes a community- and child-centered education system.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    223 views26 pages

    Orientation On SBM Framework

    Uploaded by

    Roland Campos
    The document discusses the School-Based Management (SBM) framework in the Philippines. It aims to decentralize decision-making authority to individual school sites to improve school performance and involve parents, the local community, and local government. The main goals are to allow schools to make decisions that improve learning, give voice to the school community, focus accountability, and increase creativity. The revised SBM framework is guided by four principles: leadership and governance, curriculum and learning, resource management, and accountability for continuous improvement. It emphasizes a community- and child-centered education system.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 26

    ORIENTATION ON

    SBM
    FRAMEWORK
     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 school heads, teachers,
    students as well as parents, the local
    government units and the community at
    large in promoting schools
     The main goal is to improve
    school performance and
    student achievement
     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 schools
     Lead to realistic budgeting as parents
    and teachers to become more aware of
    the schools financial status, spending
    limitations and the cost of its progress
     Improve morale of teachers and
    nurture new leadership at all levels.
     DO NO. 83, S. 2012- Implementing
    Guidelines on the Revised SBM
    Framework
    SCHOOL-
    CENTERED ACCESs ( A Child-and
    Community-centered
    Education Systems
     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
    To better highlight the children/
    learner as the center of SBM
    practice
    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 improve the school
    system’s capacity to be on
    track in achieving the
    EFA/MDG and sustain good
    performance.
    The Revised SBM
    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)


    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)

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