SBM: Benefits of Effective Implementation
SCHOOL-BASED MANAGEMENT: BENEFITS OF EFFECTIVE IMPLEMENTATION
INTRODUCTION Over the years, in both developed and developing countries worldwide, every education institution has its own share of problems that need to be addressed. Some of these problems, especially in public schools include high dropout rates, poor quality educational services, high repetition rates, limited holding capacity of the schools and most importantly a weak accountability relationship among policy makers, education providers, and the citizens and students whom they serve. Over the past decades, government efforts to improve education have been mostly about providing more classrooms, more teachers, and more textbooks to schools. However, evidence has shown that physical inputs or merely increasing resource allocation- without also introducing institutional reforms- to the education sector will not increase equity or improve the quality of education. Because of this, many initiatives and reform efforts have been implemented to arrest these problems. One such initiative is the adoption and implementation of School-Based Management or SBM. SBM is a key reform program that has concretized decentralization in the basic education sector in different parts of the world. Australia adopted the strategy in 1976; Britain and the US in 1988; New Zealand in 1989; Mexico in 1992; Hongkong in 1991; Thailand in 1999; and the Philippines in 2001 (Bautista, Benardo and Ocampo, 2010). In the Philippines, SBM, anchored on the decentralization trend of the '70s, was officially implemented as a governance framework of the Department of Education with the passage of RA 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." This provided the legal cover for decentralization in the education
INTRODUCTION Over the years, in both developed and developing countries worldwide, every education institution has its own share of problems that need to be addressed. Some of these problems, especially in public schools include high dropout rates, poor quality educational services, high repetition rates, limited holding capacity of the schools and most importantly a weak accountability relationship among policy makers, education providers, and the citizens and students whom they serve. Over the past decades, government efforts to improve education have been mostly about providing more classrooms, more teachers, and more textbooks to schools. However, evidence has shown that physical inputs or merely increasing resource allocation- without also introducing institutional reforms- to the education sector will not increase equity or improve the quality of education. Because of this, many initiatives and reform efforts have been implemented to arrest these problems. One such initiative is the adoption and implementation of School-Based Management or SBM. SBM is a key reform program that has concretized decentralization in the basic education sector in different parts of the world. Australia adopted the strategy in 1976; Britain and the US in 1988; New Zealand in 1989; Mexico in 1992; Hongkong in 1991; Thailand in 1999; and the Philippines in 2001 (Bautista, Benardo and Ocampo, 2010). In the Philippines, SBM, anchored on the decentralization trend of the '70s, was officially implemented as a governance framework of the Department of Education with the passage of RA 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." This provided the legal cover for decentralization in the education