Legal-Bases-of-SBM_compressed.pdf

R.A 9155, BESRA, SFI, EFA, MTPDP, MDG, SDG
Legal Bases of
School-Based
Management

The aim of school-based
management is to enhance school
systems, improve teaching and
learning for better student
achievements, empower school
officials and train them to be better
leaders, promote accountability and,
with the pandemic still around,
ensure the safety and welfare of all
members of school communities
Vision
- empowered schools
-proactive school heads
-innovative teachers
-engaged community stakeholders
-improved student academic performance and psycho-social growth
School-Based Management
This is the vision of the Department of Education (DepEd) for
schools in the country. This is the essence of School-Based
Management (SBM), a strategy that paves the way for quality
education and holistic development for our school children.

School-Based Management is the decentralization of
decision-making authority in schools. At the school level,
school heads, teachers, and students work together with
community leaders, local government officials, and other
stakeholders to improve school performance.
What is School-Based Management

-empower
every school to
continuously
improve it's
performance in
attaining
desired
outcomes for
students;
SBM aims to:
-engage
stakeholders in
shared
decision-
making;
-lead the school
staff, together
with other
stakeholders in
identifying and
addressing
school issues and
concerns that
affect student
outcomes;

-create a
support network
of community-
based
stakeholders
that will mobilize
social, political,
cultural, and
economic
resources; and
SBM aims to:
-make
stakeholders
accountable for
school
performance
and student
outcomes
-giving schools
some degree of
autonomy

The importance of
SBM in improving
learning outcomes
has been
emphasized in
different legal
documents and
issuances.
Legal Bases of SBM

1
The Local Government Code of
the Philippines (R.A 7160) enables
communities to be more effective
partners in the attainment of
national goals.
Legal Bases
2
The Medium-Term Philippine
Development Plan (MTPDP 2004-
2010) requires localized
educational management that
would enable schools to focus on
enhancing initiative, creativity,
innovation, and effectiveness.

3
Governance of Basic Education
Act (R.A 9155) emphasizes
decentralization of school
governance.
Legal Bases
4
Basic Education Sector Reform Agenda
(BESRA) provides a package of policy
reforms focused on Key Reform Thrusts
(KRTs). KRT I deals with continuous
school improvement through the active
involvement of stakeholders. It is
anchored on the principle that those
who are directly involved in and affected
by school operations are in the best
position to plan, manage and improve
the school.

5
The Schools First Initiative (SFI)
of 2004 empowers educational
leaders and stakeholders to
focus on school improvement and
the total well-being of school
children.
Legal Bases
4

RA 7160, otherwise known
as the Local Government
Code was enacted into
law, transferring control
and responsibility of
delivering basic services
to the hands of local
government units (LGU). It
aimed to enhance the
provision of services at the
grassroots level as well as
improve the efficiency in
resource allocation.
The Local Government Code of the
Philippines (R.A 7160)

Medium-term national development plan means a set of comprehensive development
programs, activities, and projects initiated by the Government through covered
entities to support and give direction to government efforts.
The basic task of the Medium-Term Philippine Development Plan (MTPDP), 2004-2010
was to fight poverty by building prosperity for the greatest number of Filipino people.
The PDP 2017-2022 is the first medium-term plan to be anchored on the 0-10 point
Socioeconomic Agenda and is geared towards the AmBisyon Natin 2040 which
articulates the Filipino people's collective vision of a MATATAG, MAGINHAWA, AT
PANATAG NA BUHAY PARA SA LAHAT.
The Medium-Term Philippine Development
Plan (MTPDP)

Republic Act (RA) 9155,
also known as the
Governance of Basic
Education Act of 2001,
provides the overall
framework for principal
empowerment by
strengthening principal
and leadership goals,
and local school-based
management within the
context of transparency
and local accountability.
R.A 9155

AN ACT INSTITUTING A FRAMEWORK OF GOVERNANCE FOR
BASIC EDUCATION ESTABLISHING AUTHORITY AND
ACCOUNTABILITY RENAMING THE DEPARTMENT OF
EDUCATION CULTURE AND SPORTS AS THE DEPARTMENT
OF EDUCATION AND FOR OTHER PURPOSES
Republic Act No. 9155

Section 1. Short Title
"Governance of Basic Education Act of 2001"

declared the policy of the State to
protect and promote the right of
all citizens to quality basic
education
Section 2.
Declaration of Policy
such education accessible to all
by providing all Filipino children a
free and compulsory education
making

elementary level and free education
in the high school level
Section 2.
Declaration of Policy
alternative learning systems for
basic education to provide them with
the skills, knowledge and values
they need to become caring, self-
reliant, productive, and patriotic
citizens.
in

School
heart of the formal educational systems
aim:
provide the best possible education

begin at the national level
at the
Governance of Basic Education
learning centers field offices
translated
programs, projects, services

set the general directions for
educational policies and
standards and establish
authority, accountability and
responsibility for achieving
higher learning outcomes.
Section 3. Purpose
and Objectives
implement educational
programs, projects and services
in communities they serve
To provide the framework for the
governance of basic education
To define the roles and
responsibilities of, and provide
resources to the field offices

teaching and learning of national
values
developing in the Filipino learners
love of country and pride in its
rich heritage;
Section 3. Purpose
and Objectives
To ensure that schools and
learning centers receive the kind
of focused attention they
deserve and that educational
programs, projects, and services
take into account the interests of
all members of the community
To make schools and learning centers
the most important vehicle for:

To enable the schools and learning
centers to reflect the values of the
community.
Section 3. Purpose
and Objectives

To provide the means by which
these improvements may be
achieved and sustained
Section 3. Purpose
and Objectives
school children are able to learn
a range of core competencies
out-of-school youth and adults
learners are provided alternative
learning programs
To encourage local initiatives for the
improvement of schools and learning
centers
To establish schools and learning
centers as facilities where:

to provide a viable
alternative to the
existing formal
education instruction
Alternative Learning
System
Section 4. Definition of Terms

education intended to
meet basic learning needs
which lays the foundation
on which subsequent
learning can be based
encompasses early
childhood, elementary and
high school education as
well as alternative
learning systems for out-
of-school youth and adult
learners and includes
education for those with
special needs.
Basic Education

a group of schools
which are
geographically
contiguous and
brought together to
improve the learning
outcomes.
Cluster of Schools

systematic and deliberate
process of hierarchically
structured and sequential
learning corresponding to
the general concept of
elementary and
secondary level schooling
Formal Education

a lifelong process of
learning by which every
person acquires and
accumulates knowledge,
skills, attitudes and
insights from daily
experiences at home, at
work, at play and form life
itself.
Informal Education

a school that offers a
complete basic
education in one school
site and has unified
instructional programs.
Integrated Schools

any individual
seeking basic
literacy skills and
functional life
skills or support
services for the
improvement of
the quality of
his/her life
Learner
a physical space
to house learning
resources and
facilities of a
learning program
for out-of-school
youth and adults.
Learning Center
the key-learning
support person who
is responsible for
supervising/facilitatin
g the learning
process and activities
of the learners.
Learning Facilitator

any organized,
systematic
educational activity
carried outside the
framework of the
formal system to
provide selected types
of learning to a
segment of the
population.
Non-Formal Education
the
appropriateness,
relevance and
excellence of the
education given to
meet the needs and
aspiration of an
individual and
society.
Quality Education
a person responsible
for the administrative
and instructional
supervision of the
school or cluster of
schools
School Head

School
an educational institution, private and
public, undertaking educational operation
with a specific age-group of pupils or
students pursuing defined studies at
defined levels, receiving instruction from
teachers.

The Philippine
Development and poverty
reduction strategy is
articulated in the
Government's Medium
Term Development Plan
(MTPDP) 2004-2010. It gives
high priority to achieving
universal basic education.
Basic Education Sector Reform
Agenda (BESRA)

The country's education strategy is anchored on the National
Education for All (EFA) 2015 Plan and attainment of the Millennium
Development Goals (MDGs) which aim to provide an overarching
policy framework for basic education with a vision that all Filipinos
will acquire basic competencies.
Agenda (BESRA)
This particular challenges for basic education have been
acknowledge by the country's leaders and educators and there
have been important gains made in the last decade.

Important initiatives on rationalization were introduced by Deped
administration following the passage of the Governance of Basic
Education Act (Republic Act RA 9155) om 2001 with its emphasis on
its declaration that "the school shall be the heart of the formal
education system."
Agenda (BESRA)
The reform proposal were progressively refined and by 2005,
there was widespread consensus on the need for urgent sector-
wide strategies that would place schools first and empower local
communities to take initiative to achieve social improvement.
This consensus was articulated as the:

ADOPTION OF THE BESRA
IMPLEMENTATION
ACCOUNTABILITY PLAN, 2010-2012:
A BLUEPRINT FOR TRANSFORMING
THE BASIC EDUCATION SUB-
SECTOR
DepEd Order on
BESRA
CREATION OF ORGANIZATIONAL
DEVELOPMENT AND
LIVELIHOOD/TECHNICAL AND
VOCATIONAL EDUCATION
TECHNICAL WORKING GROUPS
(TWGs) UNDER BESRA
No. 23 s. 2010 No. 87 s. 2009

MOVING FORWARD IN THE
IMPLEMENTATION OF THE BASIC
EDUCATION REFORM AGENDA
(BESRA)
DepEd Order on
BESRA
COORDINATING MECHANISMS FOR
IMPLEMENTING THE BASIC
EDUCATION SECTOR REFORM
AGENDA (BESRA)
No. 34 s. 2009 No. 16 s. 2008

COORDINATING MECHANISMS FOR
IMPLEMENTING ACTIONS UNDER
THE BASIC EDUCATION SECTOR
DepEd Order on
BESRA
No. 69 s. 2007

BESRA is a package of
interrelated policy actions
intended to bring about a
fundamental change in
how education is delivered
across the basic education
sector, and in how reforms
in the basic education
sector are planned and
implemented.
What exactly is the Basic Education
Sector Reform Agenda or BESRA?

BESRA
The BESRA policy actions are organized
under Five Key Reform Thrusts (KRTs) that
focus on:

The first KRT relates to the
reform principle that the best
people to improve the quality of
schools are the people most
directly affected by the school's
operations - namely the school
heads, the teachers, the
students' parents and others in
the community.
Strengthened School-
Based Management (SBM)
1.
Ex. Implementation of School and
Annual Improvement Plans
MOOE - Maintenance / Operation of
Expenses based on needs

The second KRT focuses on the
important role of the teachers as
driving force in improving student
learning and educational quality
at the school level.
2. Improved teaching effectiveness
and teacher development
Ex. Teacher's in-service trainings,
seminars, and scholarships/
National Competency Based
Teachers Standards or (NCBTS)
application and implementation

The third KRT is focused on
ensuring wide social support for
learning in schools. People from
all sectors of society play an
important role not only in
supporting schools and all the
curricular processes that aim to
promote student learning.
3. Enhanced quality assurance
through standards and
assessment.
Ex. Brigada Eskwela, GPTCA, Brgy.
RTA, Vendors, Gov.t Officials, Private
sectors and NGOs

The fourth KRT emphasizes the
variety of educational
experiences that can help
learners attain the learning
goals. This includes having early
childhood learning experiences,
alternative learning systems, and
other varied learning
experiences to help students
attain highest levels of learning.
4. Improved access and learning
outcomes through alternative
learning, etc.
Ex. Full implementation of RBEC
instruction, learning resources,
curricular and extra curricular
activities.

The fifth KRT refers to the
Department of Education's
Institutional culture change from
prescribing actions through
orders and memos to facilitating
school initiatives and assuring
quality.
5. Institutionalized culture change
in the DepEd

Question
Why is the BESRA a good
reform package?
Why BESRA is the promise of
redemption?
These policy reforms are
expected to create critical
changes necessary to further
accelerate, broaden, deepen
and sustain the improved
education effort already
being started by the Schools
First Initiative. This package
of policy reforms is called the
Basic Education Sector
Reform Agenda (BESRA).

According to Dr. Allan Bernardo, a professor of De La Salle
University in a Forum on Education about BESRA's Promise... "There
are many important reasons why BESRA is a truly positive set of
policy reform initiatives.
Agenda (BESRA)
The most important reason is the Educational Philosophy
underlying the various components BESRA. All components of the
reform initiatives are intended to help Filipino learners to attain
higher levels of learning and achievement. The higher levels of
learning are defined in terms of cognitive and affective
knowledge in the major learning areas that would allow the
learner to effectively participate in diverse and complex life
situations beyond the school and to continue life learning."

First, BESRA
focuses on the
improving student
learning
processes and
outcome.
Nine Positive Qualities of BESRA
Second, BESRA
affirms the need
to employ diverse
approaches to
facilitating
learning in the
classroom.
Third, BESRA locates
the reform
interventions at the
level of the school
and the classroom.

Fourth, locating the
reform initiatives at
the school level also
creates stronger
accountabilities to
the community, and
allows for more
responsive and
more relevant
school programs.
Fifth, BESRA
recognizes the
important role of
teachers and
teacher
development in
improving student
learning
outcomes.
Sixth, BESRA builds on
community-school
relationships, and aims
to strengthen such
relationships by looking
at the community as a
resource for improving
schools, and by
ensuring that schools
are accountable to the
community.

Seventh, BESRA
reforms are based
on previous
interventions that
worked.
Derived from pilot
projects such as the
Third Elementary
Education Project (TEEP),
the Basic Education
assistance for Mindanao
(BEAM) and the
Strengthening
Implementation of
Visayas Education
(STRIVE) and other
reform initiatives.
Eight, the BESRA shifts
the reform initiatives of
the DepEd from project
approach to a more
organic approach.

Finally, the BESRA reforms are truly positive because BESRA is
DepEd's reform initiative. It is not imposed by an external agency,
or some foreign-assisted project. In developing the specific
components of BESRA, the DepEd offices responsible undertook a
most extensive consultation with a wide range of stakeholders
within the DepEd and among the various stakeholders of the
Philippine Basic Education Sector.

(SBM is the lynchpin of BESRA)
DepEd's Achievements BESRA
focusing SBM
Lynchpin - means the one that
serves to hold together parts or
elements that exist or function as
a unit.

The adoption and Roll-Down of the
School-Based Management (SBM)
Framework and Standards for
implementation of a comprehensive SBM
at the regional, division and school level of
all schools in the Philippines.

The release of SBM grants in support of
activities that enhance learning, the
drilling of down of the MOOE to schools to
cash and related policies in support of the
school's financial accountability for the
MOOE are also notable.

There is evidence of general awareness of
SBM, with 80%-90% of schools and school
heads having been oriented to its practices
have 5-year School Improvement Plans and
have begun to mobilize stakeholders'
support or organized School Governing
Council with representatives from various
sectors in the community.

How does school
first work?
School's First Initiative
The SFI Strategic
Results
Framework

Implementation of School Improvement Plans
Implementation of Local Basic Education Plan
Implementation of Regional Basic Education Support
Plans.
Implementation of National Policies and Programs.
Four (4) Intermediate Results
1.
2.
3.
4.
The SFI strategic results framework

Readiness for
school at Grade 1
Participation
Completion
Achievement
Functional Literacy
Indicators of SO:
1.
2.
3.
4.
5.
Strategic Objective:
All Filipinos acquire
basic education
competencies
Schools First Initiative Strategic Results
Framework
IR1: All public schools
implement
Sch
ool
Age
Pop
ula
tion
OSY & Adult
IR2: All DepEd Divisions
implement
IR3: All DepEd Regional
Offices
IR4: DepEd CO provides
policy and program

Strategic Objective:
School head
leadership
Stakeholders
participation
School Improvement
Plan (SIP)
School governance
IR1: School
Improvement Plans
All Filipinos acquire basic education
competencies
Population-based
plans
Local programs in
ECCD / ALS
Support SIPs
Local governance
IR2: Local BE Plans
Region-specific
issues
Support to IR1 or IR2
Measurement of
performance
Partnership for
teachers / school
head development
IR3: Regional BE
Support Plans
Admin
decentralization
Budget reform
Institutional policies
Advocacy
Development of
leaders for BE
reform
IR4: Policy & Program
Climate

What do we need to
do?
PRIORITY ACTIONS

1
Teacher Hiring
12 Priority
Actions
4
Pertinent Papers

2
Demographics
12 Priority
Actions
4

3
School Management
12 Priority
Actions
4

4
District Management
12 Priority
Actions
4

5
Division Management
12 Priority
Actions
4
6
Regional Management

7
Student Readiness
12 Priority
Actions
4

8
Teacher Development
12 Priority
Actions
4

9
Alternative Learning
12 Priority
Actions
4

10
Reading Proficiency
12 Priority
Actions
4

11
Strategic Measurement
12 Priority
Actions
4
12
Formative Assessment

School Governing Council
PTCA
Actions at the School Level

Changing the way we look at Education
"We must transcend our petty selves, forget our hurts and
bitterness, cast aside thoughts of revenge, and let sanity,
reason, and above all, love of country prevail during our
gravest hour."
-Benigno S. Aquino
WHERE DO WE START?

Analysis of Past Failures
Mind Change for Reform
Mind Change for Success
WHERE DO WE START?

Philippine Education for All (EFA) 2015 is a vision and holistic
program of reforms that aim to improve access and quality of
basic education for every Filipino by 2015. Providing education
to all Filipinos opened alternative learning systems to
complement formal schooling to reach and better serve those
in difficult circumstances.
Education For All (EFA)
This entails not only the Department of Education but the
involvement of the entire society, including national and local
government agencies and civil society organizations as
providers of basic learning needs.

All youth and adults are
functionally literate
Children 3-5 year-olds ready to
participate in schools to
eliminate dropout and repetition
in Grades 1 to 3.
To provide basic competencies to
everyone to achieve functional
literacy for all, the Philippine EFA
2015 aims to make:
EFA 2015
Objectives
4

All pupils and students
complete basic education with
a satisfactory achievement
level
Education be made a societal
responsibility
EFA 2015
Objectives
4

Make every school continuously perform better
Expand Early Childhood Care and Development
Transform non-formal and informal interventions into
an alternative learning system yielding more EFA
benefits
Promote the practice of high-quality teaching
Adopt aa 12-year program for basic education
To attain the above goals, nine urgent and critical tasks
were formulated as follows:
1.
2.
3.
4.
5.
Critical and Urgent EFA Tasks

To attain the above goals, nine urgent and critical tasks were
formulated as follows:
6. Enrich the education curriculum in the context of
articulation, enrich the pillars of new functional literacy
7. Provide adequate and stable public funding for countrywide
attainment of EFA goals
8. Create a network of community-based groups for the
attainment of local EFA goals
9. Monitor progress in efforts towards the attainment of EFA
goals
Critical and Urgent EFA Tasks

Medium-Term Philippine
Development Plan (MTPDP)
The MTPDP for 1993-1998
was drawn up to
achieve full
industrialization by the
year 2000. The blueprint
of development as
spelled out in this
MTPDP is committed to
the improvement of the
quality of life of the
people (NEDA, 1993)

What is the Medium-Term
Development Plan Philippines?
The Philippine Development
Plan 2017-2022 is the first
medium-term plan to be
anchored on the 0-10 point
Socioeconomic Agenda and
is geared towards the
AmBisyon Natin 2040 which
articulates the Filipino
people's collective vision of
a MATATAG, MAGINHAWA,
AT, AT PANATAG NA BUHAY
PARA SA LAHAT.

NEDA
At the beginning of each
Administration, the
National Economic and
Development (NEDA) steers
and coordinates the
consultative process and
preparation of a new
medium-term Philippine
Development Plan (PDP).
The PDP serves as the
government's overall guide
in development planning
for six years.

The Long View
The Philippines by 2040: matatag, maginhawa, at panatag
na buhay. The country is a prosperous middle-class society
where no one is poor. People live long and healthy lives and
are smart and innovative. The Philippines is a high-trust
society where families thrive in vibrant, culturally diverse,
and resilient communities.
-AmBisyon Natin 2040

Philippine Development Plan
2017-2022

The Millennium Development Goals (MDGs) are part of the
Millennium Declaration by 189 countries, including the 147 Heads
of State, in September 2000. The goals and targets are interrelated
and should be viewed as a whole. Built on the outcomes of the
international conferences of the 1990s, the Millennium Declaration
marked a strong commitment the right to development, to the
eradication of the many dimensions of poverty, and to gender
equality and the empowerment of women. The Declaration
mainstreams into the global development agenda eight mutually
reinforcing goals, to be achieved by 2015, that are driving national
development and international cooperation.
Medium Development Goals (MDGs)

Millennium Development Goals (MDGs)

Leave No One Behind
This is what guided world leaders of 193 countries to
solving the globe's most pressing problems of today.

Tayong Mga Pilipino Para Sa SDGs
UNCCG Philippines

Thank you!
Reporter: John Felipe D. Zartiga, LPT

Reference Links:
youtube.com/watch?v=pGlsx3XOkPw
youtube.com/watch?v=qjWyOnp4LCs
youtube.com/watch?v=LYEFWfXv-ho

Legal-Bases-of-SBM_compressed.pdf

Recommended

Recommended

More Related Content

What's hot

What's hot (20)

Similar to Legal-Bases-of-SBM_compressed.pdf

Similar to Legal-Bases-of-SBM_compressed.pdf (20)

Recently uploaded

Recently uploaded (20)

Legal-Bases-of-SBM_compressed.pdf