Philippine Acceditation System for Basic Education (PASBE)

The Philippine Accreditation System for Basic Education (PASBE), which was established by
DepED Order No. 64, s., strengthened the institutionalisation of SBM. 2012. The Phillipine
Accreditation System for Basic Education (PASBE) Supplemental Guidelines to DepED Order No.
83, S. 2013, defines accreditation as a process of self-evaluation and peer review to ensure that
quality standards agreed upon by stakeholders are understood, implemented, maintained, and
enhanced for continuous improvement of learners' outcomes. 2012).
The four ACCESs (A Child and Community Centred Education Systems) principles, namely: (1)
collective leadership; (2) community-based learning; (3) accountability for performance and
results; and (4) convergence to harness resources for education, serve as the foundation for the
generally accepted standards of quality or effective schools. These four tenets hold true for SBM
as well.
Level 1, Developing; Level II, Maturing; or Level III, Advanced describe the level of SBM practise
in the school. a college or university that satisfies the strictest standards for SBM practise in
order to be certified.
When a school is classified as degree I, developing, it signifies that it is creating structures and
procedures that will have an acceptable degree and extent of community involvement and an
influence on student learning. An institution in Level II is said to be "masturing" if it is
implementing and maintaining a continuous improvement approach that incorporates
participation from a larger range of the community and significantly enhances performance and
learning outcomes. Level III, Advanced (accredited) designates a facility that satisfies all
requirements of a system and is self-sustaining, self-renewing, and completely integrated into
the local community.
In conclusion, PASBE is a method for institutionalising SBM, giving schools more power to
determine their own future and continuously improve their efficacy.

Table 5. Functional of a School Head.

Roles Functions
Visionary principal, Lead in setting the vison,
motivator, advocate and mission and goals of the
planner school
Builder or networks and Organize /expand school,
support systems community and local
government networks and
groups that will actively
participate in school
improvement
Lead in developing the
School improvement Plan
with the participation of
the staff and the
community
Lead in developing and
maintaining the school
management information
system
Curriculum developer Create a physical and
psychological climate
conductive to teaching
and learning
Localize and implement
school curriculum
Knowledge/Skills/AttitudesRequired
Change and future orientation
Networking, organizing, social
mobilization, advocacy
Development of teamwork, building
consensus and skills in negotiation
and conflict resolution
Participatory planning and
administrative management
Generation and use of data and
information as basis for planning and
management
Development of collective
accountability for school and student
performance
Designing of the curriculum to
address both national goals, local
 needs and aspirations
Encourage development Creation of an open learning system
and use of innovative based on several resource materials
instructional methods rather than on single textbooks
focused on improving the
holding power of schools Participatory and peer based
and addressing specific intructionl supervison
local problems
Fiscal Resource manager Administer and manage Fund management
all personnel, physical and
fiscal resources of the
school
Encourage and accept Serving as model for transparency
donations, gifts, bequests and accountability especially in
and grants for educational financial management
purposes and report all
such donations to the
appropriate offices