2016年-世界发展银行全球_Assessing_School-Based_Management_in_the_Philippines_16页_791kb

Summary of School-based Management in the Philippines

Core Content

School-based management (SBM) is a reform strategy aimed at improving education quality by decentralizing decision-making authority and resources to schools. This approach is intended to increase accountability and community involvement in education, allowing schools to tailor their operations to local needs. The Philippines has implemented SBM reforms since the early 2000s, with the Department of Education (DepEd) providing increased operational funding and granting schools greater autonomy over its use.

Main Findings

1. SBM Implementation Status

• Most schools in the Philippines have not fully implemented SBM, with the majority rating themselves at the lowest level of implementation.
• Figure 1 shows that less than 10% of schools were at the highest level of SBM implementation, indicating a lack of comprehensive community participation and accountability mechanisms.

2. School Autonomy and Funding

• Schools have limited autonomy, particularly in areas such as teacher hiring and infrastructure improvements.
• Discretionary funds are a small portion of total school revenue:
  • Elementary schools: ~7% of total funds (~PHP 188,000)
  • High schools: ~12% of total funds (~PHP 987,000)
• These funds are largely provided by DepEd and are restricted in use, primarily for maintenance and operating expenses (MOOE), and not for learning materials or capital assets.
• Schools in poorer areas face more challenges in raising funds and implementing SBM, as they collect less from student contributions and other sources.

3. School Governing Councils (SGCs)

• SGCs are designed to involve parents, students, teachers, and community members in school decision-making.
• Figure 4 shows that SGCs are generally representative of key stakeholders, though their role is often underutilized.
• Only about 30% of parents were aware of the existence of SGCs, and fewer than half knew about the school improvement plan (SIP).
• SGCs are involved in SIP development and monitoring, but their engagement is limited by lack of awareness and participation.

4. Parent-Teacher Associations (PTAs)

• All schools have functioning PTAs, and they are more actively involved in school affairs than SGCs.
• Figure 6 shows that PTAs meet regularly, with most parents attending meetings and being satisfied with their performance.
• PTAs provide support in the form of labor, financial contributions, and fundraising, especially during Brigada Eskwela (school maintenance week).
• PTAs are more involved in the development and monitoring of SIPs compared to SGCs.

5. Accountability and Transparency

• Transparency mechanisms, such as notice boards, are present in most schools, but they are often not publicly accessible.
• Figure 8 shows that only about half of schools have accessible transparency boards, and the information provided is frequently outdated or limited.
• Schools rarely publish performance data such as National Achievement Test (NAT) results or dropout rates on public notice boards.
• Parents have limited knowledge of the resources schools receive, including MOOE funding, and rely on school meetings and PTA meetings for information.

Key Recommendations

• Expand the role of school governing councils (SGCs) to enhance community participation and accountability.
• Increase awareness among parents and stakeholders about SBM and the importance of their involvement in school decision-making.
• Improve the transparency and accessibility of school financial and performance information to enable better oversight and informed participation.
• Strengthen school improvement planning by ensuring that schools have the resources and capacity to implement their plans effectively.

Conclusion

While the Philippines has made progress in implementing school-based management, significant gaps remain in the extent of community involvement, transparency, and the effective use of resources. To realize the full potential of SBM, it is essential to enhance the role of SGCs and PTAs, improve communication and transparency, and ensure that schools have the necessary support and flexibility to implement their improvement plans.