1.
School-Based
Management
18 –20th Oct.18 –20th Oct.
20132013
General Santos City,
PHILIPPINES

2.
Course OutlineCourse Outline
 Overview of Resource Management
-School Based (SBM)
 21st
Century Teaching & Learning
 SBM Assessment Instrument
-Six Dimension of SBM
Strategies to improve School
Performance & Student Achievement
 Workshop Activity
18 –20th Oct. 201318 –20th Oct. 2013
School-Based
Management

3.
IntroductioIntroductio
nn
Objective
To equip participants with an insight of School-Based
Management (SBM) to support schools in their
journey to improve School Performance and
Student Achievement.
Methodology
explore 21st
Century era Learning and to improve
and align school resources to provide for it.
to model School-Based Management(SBM)
strategies to improve School Performance and,
to apply SBM techniques to improve Student
Achievements
This session provides an insight of a recent trend in education reform that
stresses decision making on the school level to make their own decisions
and policies with:-

4.
School Based Management (SBM)
SBM is a strategy to decentralize
decision-making authority to the individual
school site of which devolution of authority
is the fundamental concept.
A recent trend in education reform that stresses decision making on the school
level. In the past, school policies were set by the state and the districts. Now the
trend is for individual schools to make their own decisions and policies.

5.
Goal / Vision
To be the School of Choice, renownTo be the School of Choice, renown
internationally for excellence in Sinternationally for excellence in School
Performance and Students Achievements
SSchool Performance (quality of instruction )
Students Achievements (equity in areas of student participation including the poorest sector society)

6.
Overview of Resource Management,
School-Based (SBM)
18 –20th Oct. 201318 –20th Oct. 2013

7.
Resource Management
The efficient and effective deployment of an organization's
resources in the most efficient way possible , maximizing the
utilization of available resources to achieve organization goals.
Such resources may include tangible resources such as
Information
Technology(IT)
Facilities
Financial
resources
Ideas…
..
Equipmen
t
It can also include ideas assigned to task that add
value. These include…
Functional
Non
Functional
Labor (Human
Resource)

8.
Recent resource management
trend
In the past resource management, a key issue has been
how to improve or re-engineer the internal school process as a
whole to add value through school effectiveness.
The answer:-
a new trend in school management,
-knowledge based with empowerment
re its internal process to maximize
its resources for operation and
continuous development in
management, teaching & learning
within the new changing 21st
century..
SBM, a key component of Basic Education Sector Reform Agenda or BESRA.

9.
Added Value - customer focused
To add value means,
 to manage and transform
resources, materials, parts or
knowledge to products that
Customers (students &
parents) want and are willing
to pay for…
 to do it right the 1st
time all
the time, utilizing the least
resources within.

10.
EFFECTIVE
Student performance
improves when compared
to the entry point
ADDED VALUES INADDED VALUES IN
STUDENT OUTCOMESSTUDENT OUTCOMES
Mortimore, P. (1995, July). Key characteristics of effective schools: A review of school effectiveness
research. Paper presented at the Effective School Seminar. Ministry of Education Malaysia.
-is the quantification of a student's progress during different
stage of his/her education.
It is measured by quantifying the input (entry point) over output
score (performance) and comparing the results from previous
to evaluate the progress made.
Value added in education

11.
Why School-Based Management?
SBM, a key component of Basic Education Sector Reform Agenda or BESRA.
To accelerate the implementation
of a key component of Basic
Education Sector Reform Agenda
or BESRA.
With School-based Management
(SBM), the school as key provider
of education, will be equipped to
empower its key officials to make
informed and localized decisions
based on their unique needs toward
improving the educational system.

12.
SBM- a strategy to decentralize
decision-making authority to the
individual school site of which
devolution of authority is the
fundamental concept.
 A recent trend in education reform that
stresses decision making on the school level.
 In the past, school policies were set by the
state and the districts. Now the trend is for
individual schools to make their own
decisions and policies.

13.
SCHOOL-BASED MANAGEMENT
School-based management (SBM) is the
decentralization of decision-making
authority from state and district
(central, regional, division) levels down to
the school level.
Responsibility and school operations is
transferred to principals, teachers, parents,
sometimes students, and other school
community members with the
intent to unite.
The school, however, have to
conform to, or operate, within

14.
Why Decentralization?
To provide opportunity to School
Leaders to:
• boosts the morale of teachers and
encourages leadership at all levels
• allows participation of the entire
school community in making key
decisions
• has a wider pool of ideas in
designing education programs
• focuses resources to the goals and
needs of each school.
According to the National Association of
Secondary School Principals (NASSP)

15.
Why is School-Based Management
important?
With more responsibilities dissolved to schools through
SBM, schools have greater autonomy and flexibility in
managing their operations and resources towards school
development.
Additional autonomy makes schools more transparent in
their operations and accountable to the community for their
performance and proper use of funds as Quality of school
education directly impact students’ learning outcomes.
Second, it allows local decision-makers to determine the
appropriate mix of inputs and education policies adapted
to local realities and needs.

16.
Finance
Physical facilities
Student readiness
Teacher ability
Parental Support
School culture
Motivation level
Instruction
Learning Time
Leadership
OUTPUT
Student Achievement
INPUT PROCESS

17.
4.Integrate School
management and
instructional reformation
for the school effective
1.Empower school heads
to lead their teachers and
students through reforms
that leads to higher
learning outcomes
3.Strengthens partnership with
communities as well as local
government units to invest time,
money and effort in making the
school a better place to learn
2.Bring resources including funds,
down to the control of schools to
spur change in line with
decentralization
SBM
OBJECTIVES
SBM OBJECTIVES

18.
The main goal of SBM is to
improve School
Performance and Student
Achievement

19.
21st
Century Teaching & Learning
18 –20th Oct. 201318 –20th Oct. 2013

20.
Question to ponder
Why do schools use a system of
ringing bells to stop or start,
Is it,…
....to ensure order?
….to prepare students for a profession which
requires clocking in and out?
….in actuality, an acclimatization tool?
Was it’s original purpose to provide a means
of knowing when to be somewhere when
watches were a thing for the middle-classes
and affluent adults?
We need change to move with the times
-look at the building blocks of the system
-change for the better to adapt to meeting
current demanding needs

21.
21st
Century Careers
- is all about CHANGE, in thinking, strategies and behaviors
that work in the new ever-changing and challenging
environment to meet the challenges of the times.
A need to be current, resilient - continuous learning,
connected to your values.

22.
CHANGE- the Essence to Continuous Improvement
This is the first time in the history of business that you can be
great at what you’re doing today and be out of business
tomorrow if you refuse CHANGE!
Change, when occurs, needs
to be managed.
Teachers,- products of previous
education system, before the
Digital Revolution.
We need to think - how we
prepare students to become
lifelong learners in these fast
pave technological change era-
21st
Century!

23.
Teaching 21st
Century Skills
•21st
Century Skills &
Literacy
•21st
Century Teaching
and Learning
•Upgrade your Lessons
•Incorporating 21st
Century skills in the
Classroom

24.
21st
Century Skills & Literacy

25.
Where are we today?
On a piece of paper, browse horizontally across the 21st
Century Skill &
Literacy. Put a ‘tick’ on the right end of the chart if you are familiar with.
Go through the 6 Skills from Information literacy to Communicate/
Collaborate . Sum up the total number of ‘Ticks’ in each and row.
Your 21th Century Skills
& Literacy score is as
below,
(Total)19 X 100%
54
Literacy Score = 35%Total: 19

26.
CHANGE
Constant Change -today’s era.
To stay competitive,
-manage the present and plan the future.
-problem is, can’t have the same people
doing both jobs.
If present time people with operational
responsibilities are asked to think about
the future, they will kill it.
Without Change for the better (Kaizen), there
will be no Continuous Improvement to be
Competitive in the current Global competition.
IMPROVEMENTIMPROVEMENT
WITHOUTWITHOUT
ENDINGENDING

27.
21st Century Teaching & Learning
To live and succeed in the
present world, students will
need for an increased focus on
communication,
collaboration, and
creativity and an emphasis
on teaching them to use
technology in order to learn
how to learn,
solve problems, and think
creatively.( the new “3 C’s” of education )

28.
21st Century Skills
Students must be taught how to use technology efficiently and
effectively, ethically and appropriately, safely and respectfully to
learn how to learn, solve problems, and think creatively.

29.
Upgrade your Lessons

30.
Incorporating 21st
Century Skills in Classroom
Students - develop 21st
Century
Skills (21st
CS) to "survive and
thrive”
Now, who has time to teach 21st
CS
with so much to teach in our
content areas?
Learn-Integrate 21st
CS exposure
and development into instruction,
learning, and assessment inside
curriculum, so students can be-
productive, resourceful, confident
at school, work, and home.

31.
SBM Assessment Instrument
18 –20th Oct. 20118 –20th Oct. 20133

32.
SBM DIMENSION
1. SCHOOL LEADERSHIP
2. INTERNAL STAKEHOLDERS
3. EXTERNAL STAKEHOLDER
4. SCHOOL IMPROVEMENT PROCESS
5. SCHOOL-BASED RESOURCES
6. SCHOOL PERFORMANCE ACCOUNTABILITY
Dimension of School-Based Management (BESRA)
RESPONDENTS
School Head
Assistant to school head / head Teachers / Teachers /
Grade chair / Dept head
Parent association representative / Teacher association chair/
Head of student council / Organization
Parent association representative / Teacher association chair
LGU Barangay chair/representative / SGC chair/representative
Chair of any other active groups involved in the school
(eg. NGO’s, Alumni association)
School Head
Parent association representative
Teacher association chair / Head of student council
School Head
Person in charge of school fund (eg.Budget officer/Supply
Officer) / SGC chair/representative / PTA chair/representative
LGU Barangay chair/representative
School Head
Parent association representative
Teacher association chair / Head of student council
SGC chair/representative / LGU Barangay chair/representative

33.
Dimension 1 SCHOOL LEADERSHIP
level 1 (standard)
The school head:
SBM 1.1 Has an appointment
Is aware of his/her
basic roles and
responsibilities
in school improvement
1.2 Has attended SBM
related trainings
Attended

34.
Dimension 1 School Leadership
• School Head (SH) is designated
• SH is trained on basic competencies on instructional leadership
• SH is trained on SBM, SIP, ASB, Fiscal Mngt., & ICT related training
• SH initiates: Organizing stakeholders, installing appropriate SBM
system
(e.g. school improvement planning, budgeting and resource
management, staffing, performance monitoring and reporting)
SH performs fund management duties (e.g. accounting/book
keeping functions)
level 1 (standard)

35.
Dimension 2 INTERNAL STAKEHOLDERS
level 1 (standard)
SBM 2.1 PUPILS/STUDENTS; TEACHERS;
PARENTS:
Are aware of their rights and
responsibilities as primary
stakeholders
2.2 Teachers are trained on
curriculum content and pedagogy
Are aware of their rights and
responsibilities as primary
stakeholders
2.3 Teachers
Apply knowledge, process skills and
instructional innovations acquired
from participation in trainings
2.4 Parents

36.
Dimension 2 Internal Stakeholders Participation
(teachers, parents, pupils)
• Students, teachers, and parents understand their respective roles and
responsibilities on SBM; and are organized for participation in SBM
process
• Teachers are trained on curriculum, content, and pedagogy
• Teachers apply knowledge, process skills and instructional
innovations acquired from participation in trainings
• Parents assume responsibilities as partners in the learning process
level 1 (standard)

37.
Dimension 3 EXTERNAL STAKEHOLDER
level 1 (standard)
External stakeholders:
SBM 3.1 Have a clear and common
understanding of their rights,
responsibilities and functions
in school improvement
3.2 School Community are
organized to support /
implement SBM
3.3 Are mobilized to support SBM
and the implementation of the
SIP
3.4 Local Government stakeholders
are fully aware of their roles and
responsibilities

38.
Dimension 3 External Stakeholders Participation
(alumni, local leaders, retirees, youth leaders,
LGO/ NGOs, others)
• External stakeholders are organized and made aware of their rights
and responsibilities as education stakeholders
• Community leaders/People’s Organizations (Po’s)/Non-Government
Organizations (NGO’s), others are oriented, organized and mobilized to
support SBM
• External stakeholders are mobilized to support SBM and the
implementation of SIP
• Local government stakeholders are fully aware of their roles and
responsibilities
level 1 (standard)

39.
Dimension 4 SCHOOL IMPROVEMENT PROCESS
level 1 (standard)
The School
SBM 4.1 Conducts assessment of SBM
practices using assessment tool
4.2 Governing Council Is organized
4.3 Has Knowledge-based and
participatory SIP/AIP Formulation
Stakeholders
SBM 4.4 Stakeholders are informed, consulted
and engaged in SIP/AIP formulation
and Implementation
4.5 Performance-based Incentives and
Rewards System for pupils/students
and teachers installed in school and
supported by the SGC
The School
SBM 4.6 Emphasizes improvement of school

40.
SBM Dimension 4 School Improvement Process
• School conducts assessment of SBM practice using assessment tool
• SGC is organized
• The school has: knowledge-based and participatory SIP/AIP
formulation
• Stakeholders are informed, consulted, and engaged in SIP/AIP
formulation, implementation
• Performance-based Incentives and Rewards System for pupils and
teachers
level 1 (standard)

41.
Dimension 5 SCHOOL BASED RESOURCES
level 1 (standard)
The school
SBM 5.1 Has an Annual School Budget
(ASB) aligned with the Annual
Improvement Plan (AIP)
5.2 The Annual School Budget (ASB)
resulted in the attainment of
school targets and desired
learning outcomes
5.3 The school manages and
controls funds with minimal fiscal
authority/ autonomy targets and
desired learning outcomes
The allocation
SBM 5.4 Optimally utilized and
disbursement of funds is aligned
to SIP/AIP/ASB and recorded,
reported and accounted for

42.
Dimension 5 School-Based Resources
• Annual School Budget (ASB) (e.g. DepED (MOOE) is aligned with
SIP/AIP)
• ASB results in attainment of targets and desired outcomes
• The School manages and controls funds with minimal fiscal
authority/autonomy
• The allocation is: optimally utilized and disbursement of funds is
aligned to SIP/AIP/ASB and recorded, reported and accounted for
level 1 (standard)

43.
Dimension 6 SCHOOL PERFORMANCE ACCOUNTABILITY
level 1 (standard)
The school
SBM 6.1 Has mechanisms for
transparency and accountability
Has installed and operationalize
Monitoring and Evaluation
System
6.2 Informs and involves major
stakeholder in the monitoring
and evaluation
6.3 Monitors and evaluates
improvements in student
performance indicators per
class, per student, per subject

44.
Dimension 6 School Performance Accountability
• School introduces transparency and accountability mechanisms
• Monitoring and Evaluation (M/E)systems is installed and
operational(e.g. data and reports are used in continuing
improvement)
• Major stakeholders (SGC, PTCA’s, Schools Division Superintendent,
LSB) are informed and participate in M/E
• Improvements in learning outcomes by Grade/Year level are
monitored and evaluated by homeroom and tracked per
student/subject
level 1 (standard)

45.
The review mission reports of Dep. Ed’s
development partners cite that while most of the
schools implemented SBM as reflected in the
increase in number of schools with SIP, those
receiving grants and MOOE on time, and those who
conducted SBM assessment, systemic issues were
noted in the operationalization of policies and
guidelines at the field level. Among these are:
R A T I O N A L
E

46.
Unrealistic targets and inappropriate strategies in
the SIPs of many of the schools visited;
 Too much focus on the SIP templates, which is
usually construed as a one-size-fits-all,
overlooking the unique condition of their schools,
the pupils/students they are providing learning
environments for, and the peculiar issues they are
confronting;
 it was observed that there are more schools with
School Report Cards than School Improvement
Plans which reflects a disconnect of these two SBM

47.
A process by which members of the school
–community conducts a thorough evaluation
of their school’s educational programming
in the previous school years and the
development of a written school plan
that:
establishes the starting point for ongoing
evaluation of efforts and
unifies independently organized school
improvement efforts from various areas of the total school program
into a single, focused process.
School Improvement Planning (SIP)

48.
A need in paradigm shift in education governance, from being
school-centered to community- and child- (learner) centered and
towards enhancing the principle of shared governance to support the
stewardship of children’s learning outcomes.
It is also imperative in the review and refinement of SBM to account
for the evidence of successful practices. Conclusive findings suggest
that the reforms in education governance systems must be linked
tightly with the changes in curriculum and instruction.
Thus, the inception of K to 12 must be integrated in the organizational
change.
SBM reform for successful practice

49.
To better highlight the children/learner as the center of
SBM practice.
To encompass the diverse realities of learning contexts
defined and uniquely occurring within specific geographic,
social, cultural, economic, political and environmental
make up of the contemporary society.
It is along these views that SBM as a reform thrust has
been revised and broadened for the following reasons:
SBM reform for successful practice

50.
To effectively carry out reforms in curriculum (Kto12)
To assimilate the school to the system and way of
life of the community
To redirect all efforts to support improvement of
learning outcomes
SBM reform for successful practice

51.
The K to 12 Program
Kindergarten and 12 years of basic education with
six years of primary education,
four years of Junior High School, and
two years of Senior High School (SHS)
Aims to provide sufficient time for mastery of concepts and skills,
develop lifelong learners, and prepare graduates for tertiary education,
middle-level skills development, employment, and entrepreneurship.

52.
At the center is
the intended
output:
a functionally-
literate citizen
who is self-reliant,
patriotic,
productive and
service-oriented.
The framework is Systems-oriented. It shows the major components
of SBM, their organizational Structure, interrelationships and
interdependence, as well as their characteristics and underlying
principles.
The Revised SBM Framework

53.
To enhance commitment of education stakeholders at all levels
to their responsibilities and accountabilities in realizing the
education outcomes for children.
To further promote shared governance between the school and
the community;
To integrate accreditation into SBM for a seamless assessment
of a school system;
To improve the school system’s capacity to be on rack on
achieving the EFA/ MDG and sustain good performance.
The Revised SBM Framework

54.
(PASBE) Philippine Accreditation System for Basic Education

55.
Accreditation is a proposed system by the
Philippines to allow self-renewing of self-regulating
schools to achieve ‘autonomous’ status-meaning it
recognize the learning community (the school and
the community as self-sustaining) with system
suitable for their context.
This will also rationalized the incentive system
initially proposed as ‘higher grant allocation’, ‘fiscal
autonomy’ and special allocation for allocation
outlay’
(PASBE) Philippine Accreditation System for Basic Education

56.
The SBM- PASBE Operational Framework

57.
The Operational Framework presents the
key components of the assessment system
and how they are organized and interrelated
to enhance continuous improvement of
learning outcomes
and products of
learning.
The SBM- PASBE Operational Framework

58.
SBM is access periodically
in terms of school
performance based on
agreed standards.
The level of practice would
indicate how the school and
community transition from
centralized to decentralized
governance, from dependant
to interdependent,
form school being nurtured
by the community to school
nurturing the community.
These features plus the sufficient satisfaction of the standards are the bases for
classifying the school system as eligible for accreditation- a certification process to
quality assure the systems and processes of education delivery.
The SBM- PASBE Operational Framework
This diagram shows how SBM practice
intersects with accreditation.

59.
Three key components are presented:
1. Guiding principles of the
assessment systems;
2. Indicators of SBM practices; and
3. School accreditation
The Revised SBM Framework

60.
The system is guided by four ACCESs principles on
1. leadership and governance,
2. curriculum and learning,
3.resource management and
4.accountability for higher learning outcomes.
The Revised SBM Framework

61.
The Revised SBM Framework

62.
(A Child & Community Centered Education System)
ACCESs

63.
To further promote shared governance
between the school and the community;
To integrate accreditation into SBM for a
seamless assessment of a school system;
To improve the school system’s capacity to
be on rack on achieving the EFA/ MDG and
sustain good performance.
The Revised SBM Framework

64.
The Revised SBM Framework

65.
Matrix of SBM Dimensions by Scale of Practice
http://depednaga.com.ph/matrix-of-scale-of-
Level I (Standard)Beginning
Compliance with the minimum requirements for
managing inputs, structures & mechanisms, &
improving processes effecting student
achievement that lead to improved learning
outcomes.
Level II (Progressive)Developing
intensifies mobilization of resources and
maximizes efforts of the school to achieve desired
learning outcomes.
Level III (Mature)Advance - Accredited
goes further by maximizing efforts of the school
and the community/stakeholders to achieve
higher learning outcomes.
A three-Scale of Practice has been devised to ensure that SBM works
toward improved learning outcomes-ultimate goal of SBM.

66.
SBM assessment aims to:
 determine the level of the SBM practices
of the school;
 provide the school a sound basis on
which to establish its plan of action;
 improve the SBM support systems
through interventions that the school and
other administrative levels of the
Department may introduce; and
 determine the effectiveness of SBM
practices in the delivery of basic education
services.
Purposes of SBM Practices Assessment

67.
Strategies to improve School Performance
& Student Achievements
18 –20th Oct. 201318 –20th Oct. 2013

68.
FOCUSED CLASSROOM INSTRUCTION
for Improved School Performance and
Student Achievement

69.
Coleman et.al (1966) Brophy & Good, (1986), Sanders
et. al. (1994)
1960 &1970 1980’s

70.
Students
Performance
50 %
0 %
100 %
Age 11Age 8 Students’
age
Student with high performing’ teacher
Student with low performing’ teacher
90 %
53 %
37 %
HOW THE WORLD’S BEST PERFORMING SCHOOL SYSTEMS
COMES OUT ON TOPOP
McKinsey & Company Sept 2007 UK

71.
Vision Statement,
why?Successful schools
have a clear sense of direction through
Vision Statement.
–shared sense of direction derived through
a visioning process involving all members
of the school.
Once affirmed, it needs to be able to be
articulated by all.
-when achieved everyone can then align
their efforts behind the vision and by a
process of self-reference and professional
development the school will reach.
Translation into reality
by means of a Teaching framework or
belief system.

72.
Strategic Review of Dep of Ed- School First

73.
(Hallinger, 2003)
Commu-
nicating
school
goals
Supervising
& evaluating
instruction
Providing incentives
for teachers
Widely used Instructional Leadership model
Framing
school
goals
Coordinating
curriculum
Monitoring student
progress
Protecting
instructional
time
Promoting
professional
development
Maintaining
high visibility
Providing
incentives for
learning

74.
Improvement Framework
How Do We Improve Our School?
•Transformations – takes place when school culture permits
•Create a culture to sustain Change.
• Framework – well defined process for culture of excellence and
continuous Improvement
1.Plan- gather and analyze data
to determine priorities,
-explore possible solutions
and assess readiness for
Change.
2.Do-Implement plan, create and
communicate Improvement.
3.Check-monitor and adjust.
4. Act-realign and correct
4 PDCA stages:

75.
Introduced in Japan around the 1870s.
-case analysis on practice of lessons, to aid development of teachers
to learn from each other on real practices at classroom.
-three parts: Plan, Observe and Reflect
Lesson study
Plan, one or group of teachers plan a lesson;
Observe, one teacher conducts a lesson based on the plan and
colleagues observe the lesson;
Reflect , teachers reflect on the observed lesson together

76.
SBM Community Collaborative Life
Stages with community
participation.

77.
WORKSHOP ACTIVITY
18 –20th Oct. 201318 –20th Oct. 2013

78.
WORKSHOP ‘Lets Squeeze our
Brains’
Revised SBM Assessment Tool
ACCESs Principles and SBM Indicators
SBM level of practice, rating scale and scoring system

79.
CHANGE at School
By implementing change,
we can attempt to bridge
the educational dichotomy
and link the importance of
structure with the need for
creativity.
Change needs to happen
continually in small
evolutionary steps. Surely,
too, there is need for it in
education.

80.
With SBM, the Government devolves
more responsibilities to the schools and
provides them with greater autonomy
and flexibility in managing their
operations and resources and planning
for school development.
As the quality of school education has a
direct impact on students’ learning
outcomes, the quid pro quo to additional
autonomy is that schools have to be
more transparent in their operations and
accountable to the community for their
performance and proper use of funds.
Why implement school-based management
(SBM)?
1.

81.
With school-based
management, schools will
develop a management
system to ensure the quality
of teaching and learning.
This framework of
governance is school-based,
student-centered and
quality-focused.
Why implement school-based management
(SBM)?
2.

82.
Introducing a participatory
governance framework involving
school sponsoring bodies, the
principal, teachers, parents, alumni
and independent community
members is essential, as direct
participation in school decision-
making and different input of these
key stakeholders help enhance
transparency and accountability of
school governance and contribute
to more effective school operation.
Why implement school-based management
(SBM)?
3.

83.
To promote quality education, a
school should adopt a model of
teaching and learning and a
management framework that suit
the needs of the students and
the community.
Through school-based
management, the school
develops its own characteristics,
establishes its culture and
identity, seeks self-improvement
and pursues excellence.
Why implement school-based management
(SBM)?
4.

84.
To ensure stakeholders’ direct participation
in school management, the Government has
introduced legislation to lay down rules and
regulations governing its implementation.
Under the Education Ordinance (Ordinance),
every aided school is required to set up an
incorporated management committee (IMC)
to manage the school. To protect managers
from civil liabilities, the Ordinance also
provides that a manager shall not incur any
civil liability in respect of anything done by him in good faith in the
performance of any function of office as the manager of an IMC school.
Moreover, the Education Bureau has offered support measures to help
schools put in place this new model of governance.
Why implement school-based management
(SBM)?
5.

85.
Participation of stakeholders in
school management and policy-
making is a world-wide trend. The
implementation of SBM brings the
education system into a new era
to tie in with global developments.
It contributes to the personal
growth of students, builds a
competent workforce to sustain
the social, economic and cultural
development and further
enhances our competiveness
internationally.
Why implement school-based management
(SBM)?
6.

86.
Timothy Wooi
Lean Consultant / Trainer,
Hands on certified Kaizen Specialist
cum TPM Facilitator.
& God bless!
The End