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 are the following
• 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 sub-component 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.