Sangalang, Charles Angel

BSED SSTU 2101

LEARNING TASK
Make a research about the following questions.

1. What is SCHOOL-BASED MANAGEMENT (SBM)?

o School-based management (SBM) is a strategy to improve education by
transferring significant decision-making authority from the Central Office to
individual schools.
o SBM provides principals, teachers, students, and parents greater control over the
education process by giving them responsibility for decisions about the budget,
personnel, and the curriculum. Through the involvement of teachers, parents, and
other community members in these key decisions, SBM can create more effective
learning environments for children.

2. Why assess the school-Based Management (SBM) practices?

o Proper monitoring and evaluation of SBM practices of schools will lead to higher
commitment to school heads, teachers, parents, learners, community leaders, and
other stakeholders to work for the common good.

3. Where has School-Based Management (SBM) been implemented?

o Philippines adopted School Based Management in 2001 benchmarking other
countries' implementation: Australia in 1976; Britain in 1988; the US in 1988;
New Zealand in 1989; Mexico in 1992; Hong Kong in 1991; and Thailand in
1999 (Bautista, Bernardo, and Ocampo, 2010). Caldwell (2004) in Abulencia
(2012) cited that by the turn of the century, SBM had become one of the three
major tracks for change in public education.

4. What is necessary when implementing School-Based Management (SBM)?

o From the beginning, the school board and superintendent must be supportive of
school-based management. They must trust the principals and councils to
determine how to implement the district's goals at the individual schools.

5. How does School-Based Management (SBM) affect the roles of the school board and the
superintendent and district office?
o The board's role changes little in a conversion to SBM. The superintendent and
his or her district office staff facilitate the decisions made at the school level, and
provide technical assistance when a school has difficulty translating the district's
vision into high-quality programs.