Edm 203

EDM 203
Managing the School System
Demands of School based

Management
School Based Management-is the strategy to improve
education by transferring significant decision
making authority from state to district to
individual school. The School based
management provides principals, teachers,
students and parents control over the education
process by giving them the responsibility for
decision about the programs/projects. SBM can
create learning environment for the students.
In the Philippines, SBM was officially implemented as a
governance framework of DepEd with the passage of RA
9155 in 2001 as legal cover. The DepEd implemented
three pilot projects TEEP, SEDIP and BEAM to support
the SBM as an effective mechanism in improve the
quality of education in the basic level. Then SBM was
cascaded in all public schools in the Philippines.
 TEEP-(Total Effective Equipment Performance) is an

externally funded project carried out by the Philippine
government that focused on 22 of the poorest
provinces (divisions) in the country as determined by
objective poverty data.
The Project aimed to:
(a) Improve the quality of public education by building the
Department of Education’s capability to manage change;
(b) Improve pupils’ performance;
(c) Actively involve the community and the local
government to attain quality education.
The “operationalization of SBM in TEEP included:
1) the formulation, together with parents, communities,

and other stakeholders, of 5-year School Improvement
Plans (SIPs) and corresponding Annual Implementation
Plans (AIPs) ;
2) The integration of the procurement of inputs that
included textbooks and training.”
The Secondary Education Development and

Improvement Project (SEDIP) is a seven-year project
that aims to reduce inequity and geographical disparity
of access, quality and efficiency of public secondary
education and to support the Department’s thrust for
decentralization and modernization.
Basic Education Assistance for Mindanao (BEAM)- a large
and comprehensive 6.5-year DepEd project funded by a
grant from Australian Agency for International
Development (AusAID), aimed to improve the quality of and
the access to basic education in Southern and Central
Mindanao, specifically in Regions XI, XII, and ARMM.
As a project, BEAM has helped DepEd improve the quality

of and access to basic education across every elementary
and secondary in every division across the Regions of XI, XII
and ARMM including the indigenous peoples in the remote
areas. This was done thru the implementation of School
Improvement Plan (SIP) with participation of various
stakeholders; providing four cycles of SBM training for
school heads; training of Math, Science and English
teachers in the constructivist approach.
With regard to SBM, it is important to take note of the
following:
For Conley (2003), SBM is more of an enabling mechanism

for other goals to materialize. He clearly states in an
earlier work (1993) that educational restructuring such as
SBM needs to dovetail with the goals of systemic reform.
He formulated a “framework of twelve dimensions of
educational restructuring that are grouped into three
subsets:
 Central Variables-Learner outcomes, curriculum,

instruction, and assessment make up the central
variables. Labeled as such because they have a powerful
direct effect on student learning.
Enabling Variables-also closely related
to instruction, consist of learning
environment, technology, school-
community relations, and time.
Supporting Variables- those further

removed from the classroom, consist of
governance, teacher leadership, personnel
structures and working relationships.”
 Hanushek and Woessmann, (2007) remind
policy makers and implementers about the evidence
that “merely increasing resource allocations will not
increase the equity or improve the quality of
education in the absence of institutional reforms”
(p. 1, World Bank, 2007). For a successful SBM, all
stakeholders of education should effectively and
meaningfully participate in its implementation and
all aspects of educational management should also
synchronize with efforts related to decentralization.
 As to the context-specifity of SBM – because its

implementation is dynamic, its practices cannot be
boxed in a template to be followed by school heads.
Every country and every locality that practices SBM
is well aware of its context-based implementation.
Reasons for School-Based Management:
 One of the main reasons is that principals,

teachers and parents are the best people to
manage the resources available for education to
meet the needs of the wider community. If there
is a strict regulation imposed upon schools, it
limits its ability to make a full potential in meeting
students’ needs. If school organization is given
importance, it will have a net effect on student
performance through increased test scores and
reduced dropout rates.
-(Montreal Economic Institute, 2007)
 Di Gropello (2006) - expresses the primary
goal of decentralization reforms in education
as “to improve the efficiency and effectiveness
of education by increasing school autonomy
and community participation and the
autonomy and capacity of local and regional
education offices and stakeholders”. Also, In
his study, he presses that “school-based
management models seem to be a
potentially promising means to promote
more civic engagement in education and to
cost-effectively get better or similar
educational results than traditional
programs”.
Caldwell (2004) enumerates some of the
Demands of School Based Management, as
follows:
(1) Demand for less control and uniformity

and associated demand for greater freedom
and differentiation;
(2) Interest in reducing the size and therefore

cost of maintaining a large central
bureaucracy;
(3) Commitment to empowerment of the

community;
(4) Desire to achieve higher levels of
professionalism at the school level
through the involvement of teachers in
decision-making;
(5) Realization that different schools

have different mixes of student needs
requiring different patterns of response
that cannot be determined centrally,
hence the need for a capacity at the
school level to make decisions to
respond to these needs.
Barrera-Osorio, et. al. (2009) hold that at very
marginal costs, the potential benefits SBM are large.
A number of these benefits include:
 More input and resources from parents (whether in

cash or in-kind)
 More effective use of resources because those

making the decisions for each school are intimately
acquainted with its needs
 A higher quality of education as a result of more

efficient and transparent use of resources
 A more open and welcoming school environment
because the community is involved in its
management.
 Increased participation of all local stakeholders in

the decision-making processes which leads to
more collegial relationships and increased
satisfaction.
 Improved student performance as a result of

reduced repetition rates, reduced dropout rates,
and (eventually) better learning outcomes.

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EDM 203

Managing the School System

Demands of School based

 TEEP-(Total Effective Equipment Performance) is an

The “operationalization of SBM in TEEP included:

1) the formulation, together with parents, communities,

The Secondary Education Development and

As a project, BEAM has helped DepEd improve the quality

For Conley (2003), SBM is more of an enabling mechanism

 Central Variables-Learner outcomes, curriculum,

Supporting Variables- those further

 As to the context-specifity of SBM – because its

 One of the main reasons is that principals,

(1) Demand for less control and uniformity

(2) Interest in reducing the size and therefore

(3) Commitment to empowerment of the

(5) Realization that different schools

A number of these benefits include:

 More input and resources from parents (whether in

 More effective use of resources because those

 A higher quality of education as a result of more

 Increased participation of all local stakeholders in

 Improved student performance as a result of

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