Public Policy Analysis Paper

IMPLEMENTATION OF THE REVISED SCHOOL-BASED MANAGEMENT (SBM) SYSTEM
POLICY ANALYSIS
1. Introduction
In today's educational landscape, there is a growing recognition that the
efficiency and effectiveness of student learning and success is the outcome of
strong collaboration and shared responsibility among families, schools, and
communities. The traditional principle that education is solely the responsibility of
schools has changed, making room for a more collaborative approach that
acknowledges the supreme roles that families and community stakeholders hold
in persuading educational outcomes. This analysis of policies delves into the
dynamics of these partnerships, with a focus on how joint efforts and mutual
responsibility among these three groups can improve academic standards and
equality. By evaluating existing policies, activities, programs, and practices, the
goal of this analysis is to determine the strengths and weaknesses in current
mechanisms of partnerships and shared accountability between families, schools,
and communities. Additionally, it aims to offer suggestions for establishing better
partnerships to tackle educational obstacles and enhance student achievement.
The objective is to emphasize how coordinating the needs and duties of families,
schools, and communities can establish a more supportive and cohesive
educational setting, ultimately resulting in enhanced academic performance and
overall student growth.
Enhancing learning outcomes through increased parental and community
engagement is vital for the improvement of basic education in the Philippines.
Parents' involvement is recognized as a significant factor in students' academic
success (Tus, 2021). Historically, the Education for All Handicapped Children Act
(EAHC) of 1975 was pivotal in fostering collaboration between schools and
parents of children with disabilities. Subsequently, the No Child Left Behind Act of
2001 (NCLB) further emphasized the importance of family involvement by
outlining policies for schools to enhance parental engagement. These regulations
underscore the necessity of regular communication with parents, particularly
regarding academic programs and student progress.
Research has consistently shown that effective family interventions benefit
both education and health (UNICEF Office of Research - Innocenti, 2018).
Moreover, a cohesive effort among principals, teachers, and parents is essential
for student and community progress (Evangelista, 2008). Regardless of
socioeconomic status, race, or ethnicity, students excel academically when their
parents are involved. This involvement leads to higher aspirations, motivation for
education, self-esteem, and self-discipline (Maimad, M. T., et al., 2023).
In addition, schools can link families to essential services and community
organizations, thereby strengthening home environments and enhancing student
learning. Communication with businesses, cultural organizations, and community
groups fosters shared responsibility for the welfare of children, families, and
schools (Antunez, 2000). Effective communication between home and school is
fundamental to forming strong partnerships, solving problems, and promoting
student progress (Comer & Haynes, 1991).
Therefore, this study aims to improve the mechanisms for partnerships and
shared accountability between families, schools, and communities. By
understanding and enhancing the role of family and community in education, this
policy analysis seeks to contribute to enhance academic performance and the
overall development of Filipino students.

2. Policy Statement
This Policy on School-Based Management is in line with the provisions of the

Republic Act (RA) 9155. As such, schools, their personnel, and community
stakeholders are accorded the opportunity to collectively plan and decide on their
delivery of quality basic education, achievement of learning outcomes, and
transformation into effective organizations. Moreover, this policy serves as an
enabling mechanism to address the challenges in basic education. The effective
and efficient implementation of the SBM shall contribute to realizing holistically
developed Filipino learners with 21st-century skills who are Maka-Diyos, Makatao,
Makakalikasan, and Makabansa, aligned with the sector outcome that is the Basic
Education Filipino learners have the physical, cognitive, socio-emotional, and moral
preparation for civic participation and engagement in post-secondary opportunities
in their local, national, and global communities. Likewise, the implementation of the
SBM shall further contribute in achieving the national goal, which is "All Filipinos are
able to realize their full potential and contribute meaningfully to a cohesive nation.
All schools shall endeavor to cultivate a culture of continuous improvement.
Alongside this, schools are expected to regularly undergo self-assessment using
the SBM self-assessment checklist for purposes of progress monitoring and
evaluation.
3. Policy Definitions
For this policy, the following terms are defined as follows:
1. Community Learning Center (CLC) - a physical space to house learning resources and
facilities of a learning program for out-of-school children in special cases and adults. It is a venue
for face-to-face learning activities and other learning opportunities for community development
and improvement of people's quality of life?
2. Community of schools (a.k.a. cluster of schools) - a group of schools that are
geographically contiguous and brought together to improve learning outcomes
3. Continuous improvement (process) - a methodology to continually assess, analyze, and act on
the performance improvement of key processes and service delivery, focusing on both
stakeholder needs and the desired performance.

4. Learner (pupil or student) - any individual, regardless of age, sex, gender, disability, ethnicity,
culture, and religion, seeking basic literacy skills and functional life skills or support services, and
enrolled in basic education to enhance his/her knowledge, skills, and values for the improvement
of the quality of his/her life and develop his/her potentials⁵
i. Adults - Filipinos ages 18 years old and above who were not able to begin or continue basic
elementary or secondary education in formal school
ii. Out-of-School Children in Special Cases - Children of official school age who are not enrolled
in elementary or secondary school due to special cases such as economic, geographic, political,
cultural, or social barriers, including learners with disabilities or conditions, indigenous peoples,
children in conflict with the law, learners in emergency situations, and other marginalized
sectors⁷
5. School - an educational institution, including school-based CLCs under the control and
supervision of the Department of Education, undertaking educational operations with a specific
age group of pupils or students pursuing defined studies and defined levels, receiving
instructions from teachers, usually located in a building or group of buildings in a particular
physical or cyber site. A school's basic internal composition consists of its teaching, teaching-
related,
non-teaching personnel, and other internal stakeholders.
6. School-Based Management (SBM) - the decentralization of decision-making
authority from central, regional, and division levels to the individual schools, with the intent of
bringing together school heads, teachers, learners, as well as parents, the local government
units, and the community at large to improve learning outcomes through effective schools.
7. School community - the immediate basic political unit where the school is physically situated,
with reference to its catchment area, i.e., the area within a two-kilometer (2-km) radius, and one-
kilometer (1-km) radius from any existing public school in rural and urban areas, respectively
A school community may also collectively refer to the various internal and external stakeholders
who are invested in the welfare and continuous improvement not only of the school system, but
also of the immediate barangay, municipality, or city where the school belongs.
8. School head - the person responsible and accountable for the administrative management and
instructional supervision of the school or cluster of schools. In the absence of a principal, this
concept shall refer to the Teacher-in-Charge, Officer-in-Charge, Master Teacher, or other
persons officially designated as school head by the Schools Division Superintendent
9. School personnel - a teaching, teaching-related, or non-teaching staff who is assuming roles
and responsibilities in the day-to-day operations of the school
10. Stakeholder - any person, school, recognized Parent-Teacher Association (PTA),
Local Government Unit (LGU), and other organizations that has/have professional or civic
interests or concerns for the interest of the schools and their students
i. Internal stakeholder - anyone who is directly and immediately involved in or affected by
the daily operations of the school Internal stakeholders include the learners and school
personnel.
ii. External stakeholder- anyone who is not directly involved in or affected by the daily
educational operations of the school but expresses his/her stakes in the larger educational
system and community dynamics through the extension of support to school programs,
advocacies, and other undertakings. External stakeholders may include parents and guardians,
community
members, local government units, civil society organizations, other national government
agencies and government-owned and controlled corporations, international organizations, private
companies, business enterprises, corporate foundations, cooperatives, and other concerned
private individuals.
4. Policy impact
Policies could have a positive or negative impact. The impact of the policy could have
an intended or unintended effect.
4.1. Intended Effects
Many reasons are commonly cited in support of banning phones from schools.
They include:
Public School Policy Analysis Page 9 of 51
4.1.1. They are distractions
Anyone who has ever been in a conversation with someone who
spend most of the time looking down at her phone, or whose
speaking was interrupt by the chirping or buzzing of someone's
phone (in other words: everyone) will understand this reason.
4.1.2. They present (possible) health issues
Much has been made in certain quarters about the potential
damage that radiation from phones present, especially to children.
(Electromagnetic fields and public health: mobile phones from the
World Health Organization 8 October 2014). There are other health-
related worries about potential impact on eyesight (Smartphone
overuse may 'damage' eyes, say opticians BBC news 28 Mar 2014)
and about the role of phones (and other devices) in enabling 'cyber-
addiction'.
4.1.3. Cyber-bullying (and protection from violence)
The role that phones can play in so-called cyber-bullying is well
known. In addition to the psychologically damaging role that phones
can play, there are also worries about the potential use of such
devices in certain places in helping foment unrest (as in Kenya),
and particularly their use to 'protect' women and girls. In some
schools in the United States metal detectors are used to prevent
students from bringing weapons to schools; in some Chinese
schools they are used to prevent mobile phones from entering.
4.1.4. Cheating
Students around the world have long been innovative in the ways
they have utilized technologies to cheat on exams. The mobile
phone is a device can be particularly helpful in this regard.
4.1.5. Theft
Carrying around expensive gadgets make students potential targets
for thieves.
4.2. Unintended Effects
In some instances policies yield unintended consequences or have side effects.
This is due to the fact that the environments that policies seek to influence or
manipulate are typically complex and could be regarded as systems that should
adapt to the demographic conditions, because at times policy change can have
counterintuitive results. As in this case, the DepEd official has no instruction for
the teachers or security guards to confiscate or surrender to them the students’
cellular phones or deny any emergency calls.
5. Policy phases
Since the policy process is a crucial element in educational planning, it is essential to
clarify the concepts of 'policy' and 'policy making' before proceeding any further.
Understandably, competing definitions of 'policy' are numerous and varied. For the
purposes of this paper, policy is defined functionally to mean: Anexplicit or implicit single
decision or group of decisions which may setout directives for guiding future decisions,
initiate or retard action, or guide implementation of previous decisions. Policy making is
the first step in any planning cycle and planners must appreciate the dynamics of policy
formulation before they can design implementation and evaluation procedures
effectively.
Policies, however, differ in terms of their scope, complexity, decision environment, range of
choices, and decision criteria. This range is schematically depicted in Figure 1. Issue-specific
policies are short-term decisions involving day-to-day management or, as the term implies, a
particular issue. A programme policy is concerned with the design of a programme in a particular
area, while a multi-programme policy decision deals with competing programme areas. Finally,
strategic decisions deal with large-scale policies and broad resource allocations. For example:
Strategic: How can we provide basic education at a reasonable cost to meet equity and efficiency
objectives?
Multi-programme: Should resources be allocated to primary education or to rural training
centres?
Programme: How should training centres be designed and provided across the country?
Issue-specific: Should graduates of rural centres be allowed to go into intermediate schools?
Another example:
Strategic: Should we or do we need to introduce diversified education?
Multi-programme: How should we allocate resources between general education, vocational
education, and diversified education?
Programme: How and where should we provide diversified education? Public School Policy Analysis
Page 12 of 51
Issue-specific: How should practical subjects be taught in diversified schools?
Obviously, the broader the scope of a policy is, the more problematic it becomes.
Methodological and political issues become more pronounced such as, definition of the
problem in conflictive societies; use of analytical techniques and optimization; questions
of proper theoretical base, measurement, valuation and aggregation; hard objective data
vs. soft subjective data; and technical analysis vs. public participation. For a more
detailed treatment of this subject, refer to Michael Carley (1980).
Figure 1.
Issue-Specific Programme Multi-Programme Strategic Complexity
Low High Decision
Environment
Precise Imprecise Number of
Alternatives
Low High Decision Criteria
Narrow Broad
6. Policy content
The notion of educational planning - making the education sector grow and function
more effectively - may implicitly suggest a well structured field of unambiguous issues,
clearly defined objectives, mutually exclusive choices, undisputed causal relationships,
predictable rationalities, and rational decision-makers. Accordingly, sector analysis has
predominantly focused on the content - the 'what' of educational development: issues,
policies, strategies, measures, outcomes, etc. In contrast to this simplistic vision,
educational planning is actually a series of untidy and overlapping episodes in which a

variety of people and organizations with diversified perspectives are actively involved -
technically and politically. It entails the processes through which issues are analyzed
and policies are generated, implemented, assessed and redesigned. Accordingly, an
analysis of the education sector implies an understanding of the education policy
process itself - the 'how' and 'when' of educational development. The purpose of this
section is to suggest a scheme or series of steps through which sound and workable
policies can be formulated, and then, through effective planning, put into effect,
evaluated and redesigned.
6.1. Policy-making context
The environment in which a policy-making process takes place cannot be
separated from the physical and social context. In most cases local
conditions and the views held by both policy-makers and policy
implementers influence what eventually is implemented. Sutherland
(2007:6) refers to that as an “implementation gap”. The implementation
gap between policy intentions and its outcomes come about as a result of
changes due to situational factors and Moore (2003:46) calls this process
“domestication of policy”. Sometimes domestication of policy is brought
about by resistance to change, as indicated by Moore (2003:46) that staff
members could respond to national policy by re-interpreting and
reconstructing it, on the grounds “using strategies” that effectively change
the policy and thereby its direction. It becomes necessary to explore
conditions that make certain policies prevail over others. The government
departments develop numerous policies which are influenced by historical
content; political; social and economical and global contexts, as explained

below.
6.1.1. The Historical Content
The Philippines is known as the “texting capital of the world”. According to
surveys, about 400 million text messages are sent by Filipinos every day
or 142 billion a year.
Many Filipinos from all walks of life are literally glued daily to their cell
phones. People are either texting or talking on their cell phones while on
the sidewalks, crossing the street, riding in buses, jeepneys and cars.
Many of us have seen families in restaurants caught up in intense texting
more than in a lively conversation.
Even infants still in strollers are given their own tablets, perhaps an
introduction into the world of cell phones when they grow up. It also serves
as an electronic babysitter.
As more and more people use the ubiquitous cell phone, there is one area
where some people think it should be banned—in schools.
The use of mobile phones (also referred to as cell phones, phones and
cellular devices) by students in school has become a controversial topic
debated by parents and teachers. Parents who support the use of cell
phones believe that these phones are essential for maximizing safety,
allowing children to communicate with their parents. On the other hand,
those opposed to students using mobile phones during school believe that
cell phones cause disruption and may be used for undesired purposes,
such as cheating on tests, taking inappropriate photographs, playing
games and messaging others. Rather than absorbing important

information from lectures, students are spending more time distracted by
their cellular devices.
To prevent distractions caused by mobile phones, some schools have
implemented policies that restrict students from using cell phones during
school hours. Some administrators have attempted cell phone jamming,
but this practice is illegal in certain jurisdictions. Software can be used to
monitor and restrict phone usage to reduce distractions and prevent
unproductive use. However, these methods of regulation raise concerns
about privacy violation and a potential abuse of power.
6.1.2. Political Environment
The Political component affects every facet of administrative activity
because these activities are directly or indirectly influenced by factors such
as laws and regulations governing the behaviour of persons and the
system of government. The political milieu affects and dictates the public
administration functions since the authority of the state regulate the
structures and processes within the state, including the political climate
and the concentration of political power, Van der Waldt and Du Toit
(1999:104). The deployment of party loyalists to key positions is one of the
strategies that the ruling party uses to ensure that policies of the party are
implemented.
6.1.3. Social Environment
The use of technology is a global imperative due to its contributions to
human existence and has enhanced the socio economic relations globally.
Wireless communication has emerged as one of the fastest diffusing

media on the planet, fuelling an emergent “mobile youth culture” (Castells,
Fernandez-Ardevol, Qiu, and Sey, 2007). Thus, increased popularity of cell
and smartphones in recent years has attracted research attention. Cell
phones are seen as a mixed blessing. Teens say phones make their lives
safer and more convenient. Yet they also cite new tensions connected to
cell phone use (Pew Research Center, 2010).
As cell phones have become more available, they are increasingly owned
and used by teens. Further, as handsets become more loaded with
capabilities ranging from video recording and sharing, to music playing
and internet access, teens and young adults have an ever-increasing
repertoire of use. Indeed, we are moving into an era when mobile devices
are not just for talking and texting, but can also access the internet and all
it has to offer (Pew Research Center, 2010).
As more green architects and designers are gradually transforming
schools to become more environment-friendly, highlighting abundant
daylight and ventilation, energy efficient lighting, water conservation and
green open spaces, at the end of the day, the success of the green
schools will still depend on how green school premises promote learning.
Green schools are ideally located away from high powered cables to
prevent exposure to the electromagnetic waves or EMW which, according
to some experts, may cause leukemia in young children.
With the widespread use of cellphones in schools, this basic green site
requirement is being ignored. And this is where debate starts. Should
cellphones be banned in schools?

6.1.4. The economic and global environment
Why buy so many new computers for schools when lots of students
already have small computers in their backpacks?
As many education systems seek to roll out educational technology
initiatives in their schools, they are faced with very large costs related to
procuring new hardware. In many places, once the hardware is purchased,
this is little money left to spend on the software and content that will be
accessible through such devices, and for training of teachers and students
on how to take advantage of the new devices. Given fiscal constraints
across pretty much all education systems around the world, is it prudent to
simply ignore the fact that there is an installed ICT infrastructure that
students already know how to use just because it was not originally
purchased by government?
Internet and wireless technology dramatically spreading information and
knowledge timely and support learning virtually anywhere and anytime
(Dogruer, Eyyam & Menevis, 2011). Given this, students with very limited
internet connectivity are significantly disadvantaged in accessing and
discovering meaningful ways for academic activities. As a result, planning
and strategies may be needed from the Department of Education (DepEd)
and the Department of Information Communications Technology (DICT) to
make internet connectivity becoming accessible in terms of cost for public
high schools in the Philippines as it is vitally important to encourage
students in the 21st Century to use this invaluable source to systematically
maximize use of online resources in their academic activities.

The evolution of the smartphone saw communication equipment that was
designed for business use quickly transform into smaller and smaller
consumer devices. The BlackBerry was the desired phone for busy
executives, and then in 2007 Apple introduced the first iPhone. These
phones, and the many apps that soon followed, changed the way we
communicate, do business, entertain ourselves, socially interact with
others, and learn.
Technology has long been a driver of economic development throughout
the world, but it is only recently that mobile technology – and smartphones
in particular – have been significant economic factors. One reason is that
much of the manufacturing of the phones themselves is performed
overseas.
According to a major report conducted by GSMA, the mobile economy
contributed an estimated $2.4 trillion to the international economy in 2013,
representing about 3.6% of global gross domestic product. This number
includes more than 10 million jobs created, and contributed at least $336
billion to public funding in the United States alone. Not only that, but the
size of the mobile economy is growing at an aggressive pace, with
estimates that it could contribute as much as 5.1% to global GDP by 2020.
Another incredible impact of the smartphone is its ability to bridge the
technology and infrastructure gap that exists in the developing world.
Cellular signal is far more practical than hardwiring telephone and data
lines in many parts of the developing world. Access to mobile technology,
and increasingly affordable smartphones, offers incredible promise and

economic opportunities for companies across the globe.
While moonshot projects like Google’s Project Loon are somewhat far-
fetched, at the very least they offer a glimpse at a long-term trend in the
developing world, including greater access around the world to the global
economy, facilitated by the increasingly ubiquitous smartphone. As we
continue to improve their functionality and ease of use, smartphones will
remain an essential part of the economy.
7. Policy-making process
The term 'policy making' like 'policy' implies competing conceptions and
assumptions. A study of the theoretical and empirical work of social scientists
reveals the two essential dimensions of policy making: who does it (the actors)
and how (the process). Historically, the actor in policy making has been
considered unitary and rational; more recently policy analysts have introduced the
organizational (public interest) model and the personalistic (self-interest) model.
The process element has fluctuated between a synoptic (comprehensive)
approach and an incremental approach.
C. Lindblom and D.K. Cohen (1979) laid out the differences between the synoptic
and incremental methods of policy making.
According to him, the synoptic method entails, in its extreme form, one single
central planning authority for the whole of society, combining economic, political,
and social control into one integrated planning process that makes interaction
unnecessary. It assumes: (a) that the problem at hand does not go beyond man's
cognitive capacities and (b) there exist agreed criteria (rather than social conflict
on values) by which solutions can be judged and (c) that the problem- solvers
have adequate incentives to stay with synoptic analysis until it is completed
(rather than 'regress' to using incremental planning.)
Incremental policy making, on the other hand, relies on interaction rather than on
a complete analysis of the situation to develop a blueprint for solving problems.
The incremental approach to policy making is built on the following assumptions:
(a) Policy options are based on highly uncertain and fluid knowledge, and are in
response to a dynamic situation (everchanging problems, and evolving contexts);
(b) No 'correct' solution can therefore be found, or technically derived from a
diagnosis of the situation. Thus, no sweeping or drastic reforms should be
attempted; (c) Only incremental and limited policy adjustments can be made; and
(d) Policy adjustments are expected to remedy an experienced dissatisfaction
with past policies, improving the existing situation or relieving an urgent problem.
Consequently, these adjustments should be tentative - and in some cases
temporary - and must be revised as the dynamics of the situation evolve.
G . T. Allison (1971) developed two alternative models to the commonly assumed
model of the unitary rational policy-maker: (a) the Organizational process model,
and (b) the governmental politics model. The first model assumes a complex
government consisting of a conglomerate of semi-feudal, loosely allied
organizations, each with a substantial life of its own. Decisions are based on the
output of the several entities, functioning independently according to standard
patterns of behaviour but partially co-ordinated by government leaders. The
second model carries this concept further. While it also assumes an
organizational approach to decision making, the Governmental Politics model
plays up the part of individuals in the process. Government decisions are not
made by a monolithic state based on rational choice, but rather are negotiated by
various leaders who sit on top of the organizations involved in that particular
decision-making process. Each leader is compelled by his own conception of the
problem as well as by the imperatives of his organization and his own personal
goals.
A consolidated model for policy making. Neither of the two dimensions alone
(process and actors) fully captures the dynamics of policy making. They need to
be combined and restructured into a different configuration, as the topography in
Figure 2 illustrates.
Figure 2. Dimensions of policy making
The actor in policy making is placed on the horizontal-axis - at one end of the
spectrum is the societal/personalistic mode, wherein decisions are reached by
negotiation among a variety of interest groups (including government ministries,

teachers' unions, etc.), driven by their own conception of the problem and
individual values. On the other end is the organizational/bureaucratic mode
wherein decisions are made within the organizational entity (i.e. the military, the
international community, etc.). The process of policy making - from the
incremental to the synoptic approach - is placed on the vertical-axis. These two
dimensions generate a new topography.
On the one extreme of this new topography (in quadrant I) is the rational model
which is a composite of the synoptic method and the organizational/bureaucratic
mode. Decision making at this extreme is unitary, rational, centrally controlled,
completely technical and value maximizing. On the other extreme (in quadrant III)
is a composite of the incremental method and the societal/personalistic mode.
Policy making here is a political activity characterized by self-interest, political
bargaining, value judgement and multiple rationalities. One can easily argue that
most policy making falls somewhere between these two extremes. Analytic
techniques carried on in ignorance of political, social and bureaucratic realities do
not go very far. Similarly, a pattern of vague and unsystematic political decisions
loaded with self-interest, patronage and value judgements can lead to
breakdown, if not to chaos.
In sum, a balanced perspective of policy making places analytical rationality
within the context of political and institutional aspects of policy making. This is in
line with Douglas North's pioneering work on institutional economics that gained
him the Nobel Prize in 1 993. In addition to modifying the rationality postulate, he
extended the economic theory by incorporating ideas and ideologies into the
analysis and allotted a fundamental role to institutions for societal change: they
are "the underlying determinant of the long-run performance of economies".

(North 1990).
This balanced view of policy making is most appropriate for education. Studies of
educational policy making all point to the complexity and multifaceted character of
this process due to the nature of both the educational system and the educational
change. One of the more important characteristics of the education system lies in
its salient linkages with the socio-economic structure. Any policy changes,
therefore, are not purely technical but have socio political-economic dimensions.
For instance, any attempt to modify the system, which is perceived by one group
or another as lowering the chances of their children to progress socially or
economically, will meet with strong opposition. Therefore, the whole notion of
reform for democratization is essentially a political issue. Another complex set of
linkages exists between the education system and the economy, whereby the
school is seen as the solution to a wide range of economic problems. This belief
is the source of much of the impetus for policy changes.
Internally, the educational system is an intricate network of institutions
interlocking horizontally and vertically. A policy decision in any one component
can have strong repercussions throughout the system. Externally, education
seems to be everyone's business and nearly everyone feels qualified to have an
opinion about it. Policy making, therefore, involves balancing a number of
contradictory demands, and soliciting support, or at least tolerance, from the
many different segments of society which have an interest in education.
7.1. Conceptual framework for policy analysis
Although decision making is a crucial event in the policy process, clearly it
is preceded by analytical and/or political activities (analysis, generation of

options, bargaining, etc.) and followed by equally important planning
activities (implementation, assessment, and possible redesign). This
booklet introduces a framework for education policy analysis that covers
the pre-policy decision activities, the decision process itself, and the post-
decision planning activities. This framework is not a description of actual
activities, but rather a conceptual model to extract and specify those
elements that can be detected and analyzed. It therefore should be broad
enough to capture and integrate the intricate process of any policy making
model (Figure 2), yet at the same time it should disaggregate the process
into components to determine how they work and interact. The resultant
framework, summarized schematically in Figure 3 and discussed in detail
below, consists of seven policy-planning processes, the first four of which
deal with policy making, the fifth with planning and sixth and seventh with
policy adjustment:
(i) Analysis of the existing situation.
(ii) The generation of policy options.
(iii) Evaluation of policy options.
(iv) Making the policy decision.
(v) Planning of policy implementation.
(vi) Policy impact assessment.
(vii) Subsequent policy cycles.
This framework looks complicated because, inevitably, it is multifaceted
and covers a wide range of processes. However, any attempt to restrict
policy analysis to certain elements or to disregard one element results in

an incomplete approach to policy analysis, and leads to the historical
controversy of the rational vs. the political, or the bureaucratic vs. the
organizational approaches in the literature and in public debate.
7.1.1. Analysis of the existing situation
A policy change is normally a response to a problem or set of
problems in the sector, and must, therefore, start with an
appreciation of the educational sector and its context. In addition to
the analysis of the sector itself, policy analysis should consider a
number of aspects of the social context, including political,
economic, demographic, cultural, and social issues which are likely
to affect the decision making and even implementation processes of
the education sector.
7.1.2. The process of generating policy options
New policies are usually generated when the present situation of
the sector and its context is perturbed by a problem, a political
decision or a reorganization scheme (overall national planning).
Policy options can be generated in several different ways to
accommodate the disequilibrium. For analytical purposes one can
group these processes under the following four modes: systemic,
Education policy-planning process: an applied framework
incremental, ad hoc and importation. In concrete situations, though,
several of these modes may be combined.
7.1.3. Evaluation of policy options
Policy options can be evaluated only if alternative scenarios are

developed to allow estimations of the likely implications of the
options considered. The 'imaginary' situation that would be created
if a policy option were implemented is compared with the present
situation, and the scenario of transition from the existing to the
imaginary case is evaluated in terms of desirability, affordability,
and feasibility.
7.1.4. Making the policy decision
Rarely would a policy decision be the considered consequence of
the evaluation and previous stages of the decision process - the
culmination of a process during which all information relevant to the
decision was gathered and carefully analyzed so that a totally
optimal policy might be designed and selected. The variety of
conflicting interests and rationalities requires that the policy which is
selected engineers 'trade-offs' among these interests. The resulting
policy may not be optimal for any single interest group, but such a
bargained result is necessary to have the broad base of political
support which will be needed to take the policy from the drawing
board to implementation. In addition, political pressures, oversights
in evaluation, or the simple pressure of time may short-circuit the
process. Aminister with a 'pet idea', for instance, may decide to
move directly from his view of the current situation to policy
decision, short-cutting the three stages of the process described
above. Thus, to assess the soundness of the decision process up to
this stage, it is useful to ask questions such as the following:

1. How was the decision made - did it go through all the stages
of policy analysis?
2. How radical a departure is the decision from current policy?
3. How consistent is this decision with policies of other sectors?
4. Is the policy diffusely articulated or is it stated in a manner
which is easily measurable?
5. Does the policy seem operational or is its implementation
implausible?
7.1.5. Planning policy implementation
Once a policy has been chosen, planning for policy implementation
should begin immediately. Although much of the work that must be
carried out during this stage can be based on evaluations
performed to make the policy decision, planning for implementation
involves a concreteness absent in earlier stages of the policy
process.
What was abstract during the evaluation stage begins to become
concrete during planning. A schedule for moving people, physical
objects and funds must be drawn up with a clarity and attention to
detail that leaves no doubt as to who will do what, when and how;
physical resources, once the content of hypothetical lists, must be
located and their availability assured; financial resources, once
earmarked for possible use, must be appropriated so that
implementation delays are minimal; the personnel needed to put
plans into action must be freed from other commitments and made
ready to go to work; the technical knowledge needed to guide the
policy implementation must be mastered by those who will employ
it; and the administrative systems within which the policy will be
directed must be clearly structured and firmly in place.
Ambitious as these tasks are, there is one planning task that is
more difficult (and it is the most often overlooked). This is the task
of mobilizing political support. The mobilization of political support
resonates most clearly when one thinks of the need to ensure that
the providers and consumers of a new educational initiative
embrace it with enthusiasm. Plans must be developed so that
students and their families are aware of the objectives of a new
initiative, that communities learn of benefits for the collectivity;
programmes for teachers, educational administrators and their
representatives must similarly be developed. Since new initiatives
usually mean some form of job re-definition, it is important that
educators see this as beneficial and that those who object to the
changes be isolated. Political mobilization may also be necessary to
ensure that materials for school construction are available when
needed, that needed institutional administrative adjustments are
carried out, and, especially, that funding proposals are approved.
One important strategy for mobilizing political support is that of
involving groups affected by the new initiative in the planning
process. This will pay dividends not only in the form of enhanced
support, but, more likely, in terms of an improved policy design.

A significant amount of planning and even de facto policy
formulation take place during actual implementation. This is the
case because, during implementation, the following is the rule
rather than the exception:
A. circumstances related to implementation constraints cause
policy modifications to take place;
B. feedback obtained during implementation causes
reassessment of aspects of the policy decision and
subsequent modifications by policymakers; and
C. the mere translation of abstract policy intentions into
concrete implementation causes reassessment and
re-design. These changes occur with great frequency
because, unfortunately, implementation problems are often
greatly underestimated during the stage of policy planning.
7.1.6. Policy impact assessment
Once the policy has been in place long enough to produce results,
a policy assessment check can take place. To carry this out, it is
necessary to have some sense of how long it should take for the
policy, once implemented, to take hold. While policy output
measurement can be carried out on a continual basis, premature
attempts at assessment can mis-state the effectiveness of the
policy. Furthermore, it is preferable to delay final assessment until a
number of teaching cycles have transpired to separate the effect of
the content of the policy change from the excitement which often
accompanies implementing a new initiative for the first time. On the
other hand, the sooner accurate assessment takes place, the
sooner policy-makers can know if their initiatives are working as
anticipated or if adjustments in policy design or policy
implementation are required.
If assessment reveals that the policy outcome is lacking, it is
necessary to determine whether the policy itself is inadequate, or
whether poor implementation is at fault. Human capital
inadequacies, under-funding, or inadequate economic stimulus
during the implementation stage are among the many possible
causes of failure of a well designed policy. On the other hand, if
assessment reveals deficiencies in outcomes and if implementation
can be shown to have been well done, then it is necessary to re-
examine the policy decision and to determine what adjustments or
what new policies should be substituted for the original choice.
Once this is accomplished, then one moves again to the planning
and implementation stages. Given the rapid pace of contemporary
change and the intimate links between the educational system and
the rest of society, even successfully conceived and implemented
initiatives require adjustments over time.
Policy impact assessment is carried out using the same criteria
employed during the policy evaluation stage. The assessment
process revolves around the following questions: What have been
the actual impacts of the policies in question? Are these impacts

desirable given the changes that were hoped for? Are the changes
affordable? Did costs prevent their full implementation? Did cost
over-runs make it unthinkable to implement them over a longer term
or on a wider basis? Can the policy be lived with politically and
socially? Are the impacts feasible? Were full impacts
accomplished? Would exceptional efforts be required to replicate
thesc impacts in other circumstances?
7.1.7. Subsequent policy cycles
If a policy initiative is carried out systematically, the process of
policy design, planning, implementation, impact assessment, and
re-design will become iterative, and, in theory, infinitely so.
Unfortunately, long-term policy analysis and planning is not often
carried out in such a fashion. Often the results of verification are not
ploughed back into policy. Instead, verification is often seen as a
stock-taking exercise, needed in order to close the books on a
policy initiative. Later in the country's history, when policy change is
once again needed in the educational area under discussion, a
policy process often begins de novo and may duplicate much of the
analysis, derivation of alternative options, evaluation, and planning
carried out earlier. The conclusion, then, of policy analysis is never
to conclude. Ideally, once implementation has been completed and
policy outcomes are forthcoming, a policy impact assessment stage
ensues, leading potentially to a new policy cycle
8. Mobile / Cell Phone Policy in Public / Private Schools

In 2009, DepEd Assistant Secretary Teresita Inciong quoted DepEd Order Numbers 83,
series of 2003; 26 series of 2000 and 70 series of 1999, which state that DepEd strictly
imposes a ban on the use of cell phones by students during class hours. The officials
pinpointed that cell phones can be a helpful in study but it must not be done throughout
class. The prohibition applies to elementary and secondary schools nationwide (DepEd
Press Release 2009).
THE Department of Education in the Cordillera Administrative Region have reiterated
the call to prohibit electronic gadgets inside the school premises.
The reiteration was further based on the previous DECS orders no. 71 s.1999, and 26,
s. 2000 Prohibiting Students of Elementary and Secondary Schools from using cellular
phones and pagers during class hours as it is observed that cellphones have been
proliferated with lewd and obscene picture messages through multi-media services.
8.1. DO 83, S. 2003 – REITERATION TO DECS ORDERS NOS. 70, S. 1999
AND 26, S. 2000 (PROHIBITING STUDENTS OF ELEMENTARY AND
SECONDARY SCHOOLS FROM USING CELLULAR PHONES AND
PAGERS DURING CLASS HOURS)
It has been noted that cell phones have been proliferated with lewd and
obscene picture messages particularly those capable of Multi-Media
Services (MMS). In view of this, the following policies regarding the
prohibition on the use of cell phones are hereby reiterated:
1. The Department of Education (DepED) strictly imposes a ban on the
use of cellphones by the students during class hours; and
2. Teachers and parents should devise ways to educate students on
the responsible use of cell phones to prevent them from engaging in

misguided and immoral activities.
Immediate dissemination of and compliance with this Order is hereby
directed.
8.2. Prohibition of use of Mobile Devices and Wearable Technologies within the
School Premises and Reiteration of DECS ORDERS NOS. 70, s. 1999
AND 26, s. 2000; AND DepEd ORDER NO. 83, s. 2003 (Prohibiting
Students of Elementary and Secondary Schools from Using Cellular
Phones and Pages during Class Hours)
1. The Department of Education issued the above mentioned Orders to
prohibit or forbid students from using cellular phones and pagers
during class hours and within school premises. Until now, reports
have reached this Office that some students have been using their
cellular phones inside the classrooms even during class hours and
within school premises.
2. The use of cellular phones and other mobile devices specifically text
messaging, gaming, watching, chatting through Social Network
messaging applications have diverted the attention of the students
from their studies, causing disturbance to classes, and are also
used by students as instruments for cheating during examinations.
3. It has been noted that the use of smartphones and other mobile
devices have proliferated the access and sharing of lewd and
obscene pictures and videos particularly those capable of Multi-
Media Services. Worse, this Office has received reports that some
students are using their mobile devices to watch pornographic

videos within the school premises.
4. Study also shows that use of cellphones within the school premises,
may it be during class hours or during break times have various
negative effects not only to the students but also to the teachers as
well, such as negative side effects with their academic achievement
(Junco, R. 2012: In-class multi-tasking and academic performance,
pp. 2236-2242); negative effects on other students in proximity
(Wood, et al., 2012: Examining the impact of off-tasking multi-
tasking with technology on real time classrom learning, pp. 365-374;
cellphone usage inside the classroom is distracting to teachers, in
effect has a negative impact on the entire class.
5. In view of this, the use of mobile devices such as but not limited to
cellular phones, smart phones, tablets, iPods, as well as wearable
technologies such as but not limited to smart watches, virtual reality
(VR) headsets, smart glasses and wearable cameras within the
school premises is prohibited to prevent the occurrence of the
aforementioned negative effects of using these devices to the
students and teachers.
6. School officials and parents are hereby mandated to discuss this
during the PTA General Assembly, Homeroom PTA Meeting, and to
be included in the Student Code of Conduct, School Manuals, Child
Protection Policy or Anti-Bullying Policies.
9. Policy implementation
Although all schools have written policies on mobile technologies, less than half of the
teachers (44.5%) believed their policies were easy to enforce. At many of the high
schools, students were allowed to keep their mobile devices with them throughout the
day at school resulting in temptations to use them. To begin with, the students are
accustomed to using their gadgets all the time and, therefore, enforcing a no-mobile
technology policy may prove difficult. Another problem with enforcing the mobile
technology policies stems from the ambiguity in some of the policies. As one teacher
pointed out, “the lack of specific policies has given teachers and students both freedom
and restraints.” At one high school, for instance, “Students are permitted to use mobile
devices depending on the teachers. Some teachers allow the use of mobile devices in
their classrooms … as long as they [students] follow school guidelines. Some [teachers]
say not at all,” reported one teacher. This lack of clarity on what is acceptable and when
it is appropriate to use the mobile devices was said to cause a lot of confusion and
anxiety among the students and teachers.
One interesting observation was the contradiction between some teachers’ and
administrators’ understanding of their school policies for allowing students to use mobile
devices while on school grounds. About sixty-six (66%) percent of the teachers felt their
school policies did not allow the use of mobile technologies compared to seventy-two
(72%) percent of administrators. Though small, the number of teachers and
administrators who did not agree that their school policies did not allow cell phone usage
is troubling. Considering that the teachers and administrators are supposed to be on the
same page when it comes to what the policy says and how it will be enforced, such a
situation means mixed interpretation of the school policies. The teachers who
highlighted this discrepancy reported that it was their administrators who were not
familiar with the school policy on mobile devices. Giving the administrators the benefit of
the doubt on being unaware of their school policies on mobile devices, perhaps the
discrepancy might have resulted from vague school policies that were open to different
interpretations. This situation underscores the need for clear school policies. Therefore,
whenever new school policies on using mobile devices are developed, there is the need
to ensure that all stakeholders (administrators, school board members, teachers,
parents, and students) are on the same page and understand the policy.
9.1. Consequences for Violating Mobile Device Policies
The consequences for violating mobile device policies seemed to be
targeted at cell phones, and these varied according to the severity and
frequency of the violations. Very few schools (22.2%) gave verbal or
written warnings to students. In some schools (44.4%), the teachers and
administrators confiscated the mobile devices. Another common
consequence for violating mobile device policies was parental
involvement. In about half of the schools, once a mobile device had been
confiscated the schools notified the parents to come and pick up the
device. The teachers reported that the devices were confiscated for
differing periods as short as one or two days or as long as the whole
academic year. Only one school indicated keeping the mobile devices for
the entire academic year. At the schools which confiscate the devices for a
day or two, the common practice was that student were expected to collect
the device at the end of the day or the parent was notified to come and
pick it up from school before the end of the day. In-school detentions and
suspensions from school or from the school network were also common
penalties imposed when students continued to violate the mobile device

policies.
Table 1 shows the different consequences for violating mobile device
policies. Many school policies regarded the use of mobile devices as a
privilege, and as such, students could lose the privileges if violations
occurred. In one school district, the policy stated that, Discipline will be
imposed on an escalating scale ranging from a warning to an expulsion
based on the number of previous violations and/or the nature of or
circumstances surrounding a particular violation … violations of the policy
may be reported to law enforcement if the nature of violation warrants legal
action. Some examples of severe violations reported by the teachers
included: cheating, hacking into the school network, and using mobile
devices for criminal or inappropriate activities, such as bullying other
students
Nature of Punishment Frequency Percentage
N = 27
Notification of Parents 14 52.0%
Confiscation 12 44.4%
In-school Detention 10 37.0%
Suspension 8 29.6%
Verbal/Written warning 6 22.2%

Send to administrators 4 14.8%
10. Policy Implementation Process
Upon the Secretary's approval of the policy proposal, he or she shall affix his/her
signature to the DepEd Order articulating the proposed policy.
The signed DepEd Orders shall be transmitted to the PD-PAS, which will:
A. assign a control number to the DepEd Order, following a chronological system that
begins with the number one (1) every calendar year;
B. cause the online publication of DepEd Orders in www.deped.gov.ph and in the
Official Gazette prior to policy implementation, in accordance with Executive
Order No. 200, s. 1987 dated June 18, 1987 entitled Providing for he Publication
of Laws Either in the Official Gazette or in a Newspaper of General Circulation in
the Philippine as a Requirement for Their Effectivity;
C. file three certified true copies of each DepEd Order with the Office of the National
Administrative Register (ONAR), University of the Philippines (UP) Law Center, in
accordance with Executive Order No. 292, s. 1987 dated July 25, 1987 entitled
Instituting the "Administrative Code of 1987" and other applicable laws;
D. ensure that both searchable and signed copies of the Order are uploaded in the
DepEd website;
E. circulate copies of the DepEd Order to concerned officials, personnel and affected
stakeholders; and
F. keep and maintain a digitized repository of the DepEd Order and other issuances.
The Communications Division - Public Affairs Service (CD-PAS) shall facilitate the
publication of the DepEd Orders in a newspaper of general circulation in accordance
with Executive Order No. 200, s. 1987.
The Records Division under the Administrative Service shall be the official repository of
all original copies of DepEd Orders.
Other forms of DepEd issuances described in Annexes 1a and 1b shall follow a different
and unique numbering system shown in Annex 5. All undersecretaries heading each
strand shall develop and maintain a database of all issuances that emanate from his/her
strand and shall ensure that no unnumbered orders and memoranda are issued and
circulated.
After policy adoption, the DepEd shall implement the new policy following the
mechanisms, procedures, roles and responsibilities and activities embodied in the
DepEd Order. For this purpose, the implementation plan developed by the proponent as
part of the policy analysis should supplement the necessary details. Capacity-building
activities, when appropriate, shall be undertaken to effectively carry out the policy.
Guided by the monitoring and evaluation plan formulated udring policy analysis, the
DepEd implementing office, bureau or center shall undertake progress monitoring to
ensure continuous and systematic observation of the level of
compliance/implementation with the policy since the time of its adoption. Monitoring
shall involve periodic checks on whether activities are geared towards addressing the
issue/s for which the policy was developed or not. Monitoring results shall be duly
recorded and made available to the Planning Service and the ExeCom to justify
adjustments in the implementation, and to provide data for policy evaluation. The PRD
may also conduct period policy compliance monitoring.
11. Critical Variables
As a Teaching-Learning Aid
Today's phones are getting more and more powerful -- and less expensive. Smart
phones today have more computing power than NASA had when it helped put a man on
the moon. A new iPhone CPU has 625x more transistors than a 1995 Pentium
processor, as a16z's Benedict Evans notes.
Teaching equipment and materials have changed over the years, not only to facilitate
teaching and learning situations but also to address the instructional needs of individuals
or groups (Ema & Ajayi, 2004). Maintained that teaching aids are integral components of
teaching-learning situations and not just a supplement but a complement to the
teaching-learning process. Thus, if there must be an effective teaching-learning activity,
the utilization of instructional materials will be necessary (Bolick, 2003). Instructional
Materials (I.M.) can be in form of audio, virtual text, printed and video. Social interactions
can also be used as a form of I.M.. As the development of cellular phone becomes
complex and sophisticated nowadays, usage of it is now not limited in texting and
calling. The teacher can integrate cell phone as an I.M. on their lessons or activities.
Many teachers also point out that cell phones have justifiable academic uses. Students
can conduct phone interviews during class time with teacher supervision, for example.
Also, many cell phones now have Internet capability, built-in calculators, and
memories able to hold entire books. For schools with limited technologies available to
students, cell phones can be use as alternative replacement for the computers that the
classroom may lack.
New breeds of cell phones or the “Smart Phones” is now equipped an online and offline
e-book reader like what is on iPhones of Apple and other Smart phones like with
Android OS which can be used as a new reference materials in the absence of actual
books.
Usage of E-books is now being popular is some universities in the Philippines. De La
Salle University Manila, for example, is has its own they so-called Ebrary an internet
based server wherein students can access electronic books and journals online.
Apple Inc., one of the leading cell phone manufacturers in the world, launched an
application called iBooks in the mid quarter of 2010 as part of an update to the operating
system of iTouch and iPhone devices. .It is a mobile ebook reader developed by Apple
Inc.
Google launched an e-book program last December 6, 2010 called Google Books for
the customers in the United States (Moren, 2010). It offers universal access and non-
restrictive copying for the customers outside United States (Auletta, 2010).
Phones are already in schools -- and there to stay
Mobile phone ownership and use is increasingly ubiquitous across many societies --
and will no doubt become even more firmly embedded in people's daily lives going
forward. Given this reality, does it make sense for schools to be a phone-free zone?
Maybe. But where bans are in place and are widely flouted, such disconnects can
undermine authority in ways both minor and pernicious -- and enforcement can also
serve to selectively punish certain groups of students that undermine social cohesion in
ways that are simply not productive (or fair).
Why buy so many new computers for schools when lots of students already have
small computers in their backpacks?
As many education systems seek to roll out educational technology initiatives in their
schools, they are faced with very large costs related to procuring new hardware. In
many places, once the hardware is purchased, this is little money left to spend on the
software and content that will be accessible through such devices, and for training of
teachers and students on how to take advantage of the new devices. Given fiscal
constraints across pretty much all education systems around the world, is it prudent to
simply ignore the fact that there is an installed ICT infrastructure that students already
know how to use just because it was not originally purchased by government?
Ethics, and responsible use
To the extent that school is about helping students develop the knowledge, skills and
attitudes that will be useful to them in life, does it make sense not to help students figure
out how to use a device that will, for better or for worse, increasingly impact many
aspects of their lives, in ways large and small, in ways that are ethical, safe, efficient
and productive?
Safety and convenience
Many parents argue that phones should be permitted in schools for reasons unrelated to
learning. They just want their kids to be able to call them if something goes wrong, if
predetermined plans change, if advice or information is quickly needed -- or vice versa.
12. Conclusion
Cellular phones have positive and negative effects to the students. It can help in learning
process and it can deteriorate it in many ways. There are no specific universal
guidelines about the use of cell phones during class hours. Many studies have been
done about that issue, but there are few publications can be read about this issue.
Cellular phone use during class hours is not absolutely wrong, or bad, in some other
cases, cell phones can be use as an instructional material. In advancement of

technology, cell phones evolved from just a wireless telephone into a computer like
telephones. But bear in mind that all things that are good can harm when it is too much.
Like medicine, you can overdose when intake is too much. School Administrators should
review their disciplinary data to determine the extent to which this problem detracts from
instructional time. Then, if the case can be made that these devices truly create a
significant academic or behavioural distraction, share it with the local Board and request
that they revisit their current policy to determine if it can be strengthened in order to
establish and create specific policies that address the more abused features of the cell
phones, such as the camera, etc (Akers, 2008).
There are legitimate reasons to ban phones in schools. There are legitimate reasons to
allow them as well. Different education systems around the world assign different values
to these reasons, and accordingly make different decisions as a result. What, then, is a
policymaker to do?
There are no clear cut answers for many policymakers when it comes to (banning or
unbanning) mobile phones in schools. Whatever decisions are taken, however, here are
general advice for policymakers related to the mobile phones in schools:
1. If you are not thinking about this stuff: You probably should be
Mobile phones are already in your schools -- and if they are not there yet, they
will be there soon. They are becoming increasingly integral to the way that
citizens in your country, including young people, live their lives -- for better and for
worse. This is a reality, and it is worth considering what the implications of this
reality are for learners, teachers and school administrators.
2. There are multiple dimensions to consider
There are many dimensions to consider when it comes to mobile phone use in
schools. It's not just about learning, or safety, or financial considerations, or
equity, or practical issues. It is potentially about *all* of these things.
3. Stay flexible
There are many ways to provide direction related to the use of mobile phones.
Ministries of education (or ministries of culture) can provide general guidance
related to mobile phone use. They can enact outright bans -- or allow their use in
certain contexts or circumstances, or by certain groups of people. They can lobby
for (or against) legal restrictions that originate in or are unforced by other parts of
government. They can transfer responsibility for such bans or directives to more
local educational authorities, from regional or district education offices all the way
down to school principals or even individual teachers themselves, so that related
decisions can be made locally.
4. If you are considering buying lots of hardware for schools, it may be
worthwhile to take a step back (BYOD may be looming)
Moves to enable 'bring your own device' (BYOD -- sometimes also referred to as
'bring your own technology', or BYOT) are increasing in many education systems
around the world. While such policies, or the practices they enable, may not yet
be practical or relevant yet in some schools -- but they may soon be. If you are
devising education policies and plans, it might be worth learning from related
experiences in other places, because those experiences might well be relevant to
you within this time frame.
5. Revisit your approach regularly (perhaps even annually)
Whatever your policy is today related to mobile phones in schools, it is inevitable
that new developments may challenge your current policies and practices. Given
the rate of change with technology in society, you would do well to consider, and
re-consider, how previous decisions related to technology use in your schools
may no longer be valid -- or may be needed going forward in ways you had not
previously anticipated.
A starting point would be establishing existing policies, identifying what is working and
what is not, and adjusting or discarding policies as needed. In addition, there is need for
the school administrators, teachers, parents, and students to come together to develop
acceptable school policies. Furthermore, the policies should be posted on school
websites, in Student Handbooks, or on classroom walls to ensure that all the
stakeholders understand the crafted policy. And if they have not, all school districts need
to provide professional development to administrators and teachers on how to use
mobile devices to enhance teaching and learning.
Too often, the developing world falls behind the developed world in terms of educational
technologies and the basic education in the developing world has generally remained
stuck in the industrial age and falling behind in the digital age. However, with the
increasingly expanding use of mobile devices among young generations and the
implementation of K to 12 education in the Philippines in 2017, this trend might have a
chance to change dramatically the country’s educational outcomes.
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IMPLEMENTATION OF THE REVISED SCHOOL-BASED MANAGEMENT (SBM) SYSTEM

In today's educational landscape, there is a growing recognition that the

efficiency and effectiveness of student learning and success is the outcome of

strong collaboration and shared responsibility among families, schools, and

communities. The traditional principle that education is solely the responsibility of

in persuading educational outcomes. This analysis of policies delves into the

equality. By evaluating existing policies, activities, programs, and practices, the

goal of this analysis is to determine the strengths and weaknesses in current

mechanisms of partnerships and shared accountability between families, schools,

and communities. Additionally, it aims to offer suggestions for establishing better

partnerships to tackle educational obstacles and enhance student achievement.

schools, and communities can establish a more supportive and cohesive

educational setting, ultimately resulting in enhanced academic performance and

overall student growth.

Enhancing learning outcomes through increased parental and community

engagement is vital for the improvement of basic education in the Philippines.

Parents' involvement is recognized as a significant factor in students' academic

2001 (NCLB) further emphasized the importance of family involvement by

outlining policies for schools to enhance parental engagement. These regulations

underscore the necessity of regular communication with parents, particularly

regarding academic programs and student progress.

Research has consistently shown that effective family interventions benefit

both education and health (UNICEF Office of Research - Innocenti, 2018).

Moreover, a cohesive effort among principals, teachers, and parents is essential

for student and community progress (Evangelista, 2008). Regardless of

socioeconomic status, race, or ethnicity, students excel academically when their

education, self-esteem, and self-discipline (Maimad, M. T., et al., 2023).

In addition, schools can link families to essential services and community

organizations, thereby strengthening home environments and enhancing student

learning. Communication with businesses, cultural organizations, and community

schools (Antunez, 2000). Effective communication between home and school is

fundamental to forming strong partnerships, solving problems, and promoting

student progress (Comer & Haynes, 1991).

shared accountability between families, schools, and communities. By

policy analysis seeks to contribute to enhance academic performance and the

overall development of Filipino students.

This Policy on School-Based Management is in line with the provisions of the

For this policy, the following terms are defined as follows:

and improvement of people's quality of life?

2. Community of schools (a.k.a. cluster of schools) - a group of schools that are

geographically contiguous and brought together to improve learning outcomes

3. Continuous improvement (process) - a methodology to continually assess, analyze, and act on

stakeholder needs and the desired performance.

of the quality of his/her life and develop his/her potentials⁵

elementary or secondary education in formal school

supervision of the Department of Education, undertaking educational operations with a specific

instructions from teachers, usually located in a building or group of buildings in a particular

non-teaching personnel, and other internal stakeholders.

6. School-Based Management (SBM) - the decentralization of decision-making

concept shall refer to the Teacher-in-Charge, Officer-in-Charge, Master Teacher, or other

persons officially designated as school head by the Schools Division Superintendent

9. School personnel - a teaching, teaching-related, or non-teaching staff who is assuming roles

and responsibilities in the day-to-day operations of the school

10. Stakeholder - any person, school, recognized Parent-Teacher Association (PTA),

i. Internal stakeholder - anyone who is directly and immediately involved in or affected by

agencies and government-owned and controlled corporations, international organizations, private

companies, business enterprises, corporate foundations, cooperatives, and other concerned

an intended or unintended effect.

4.1. Intended Effects

Public School Policy Analysis Page 9 of 51