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    Revisiting Deped Order NO. 83, S. 2012

    Uploaded by

    Alma Agnas
    This document outlines revisions to the School-Based Management (SBM) framework in the Philippines, including a new assessment process and tool called the Assessment, Process and Tool (APAT). It introduces a new paradigm called ACCESs (A Child- and Community-Centered Education Systems) to emphasize learner-centered and community-focused education. Key aspects of ACCESs include shared governance, accountability, and resource management centered around learners and communities. The revised SBM framework and APAT tool will assess schools based on four principles: leadership and governance, curriculum and learning, resource management, and accountability for continuous improvement. It also integrates accreditation into SBM for comprehensive school assessment.

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    © All Rights Reserved
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    Revisiting Deped Order NO. 83, S. 2012

    Uploaded by

    Alma Agnas
    456 views46 pages
    This document outlines revisions to the School-Based Management (SBM) framework in the Philippines, including a new assessment process and tool called the Assessment, Process and Tool (APAT). It introduces a new paradigm called ACCESs (A Child- and Community-Centered Education Systems) to emphasize learner-centered and community-focused education. Key aspects of ACCESs include shared governance, accountability, and resource management centered around learners and communities. The revised SBM framework and APAT tool will assess schools based on four principles: leadership and governance, curriculum and learning, resource management, and accountability for continuous improvement. It also integrates accreditation into SBM for comprehensive school assessment.

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    Access Sbm Pasbe Framework

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    This document outlines revisions to the School-Based Management (SBM) framework in the Philippines, including a new assessment process and tool called the Assessment, Process and Tool (APAT). It introduces a new paradigm called ACCESs (A Child- and Community-Centered Education Systems) to emphasize learner-centered and community-focused education. Key aspects of ACCESs include shared governance, accountability, and resource management centered around learners and communities. The revised SBM framework and APAT tool will assess schools based on four principles: leadership and governance, curriculum and learning, resource management, and accountability for continuous improvement. It also integrates accreditation into SBM for comprehensive school assessment.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    456 views46 pages

    Revisiting Deped Order NO. 83, S. 2012

    Uploaded by

    Alma Agnas
    This document outlines revisions to the School-Based Management (SBM) framework in the Philippines, including a new assessment process and tool called the Assessment, Process and Tool (APAT). It introduces a new paradigm called ACCESs (A Child- and Community-Centered Education Systems) to emphasize learner-centered and community-focused education. Key aspects of ACCESs include shared governance, accountability, and resource management centered around learners and communities. The revised SBM framework and APAT tool will assess schools based on four principles: leadership and governance, curriculum and learning, resource management, and accountability for continuous improvement. It also integrates accreditation into SBM for comprehensive school assessment.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    of 46

    REVISITING DEPED ORDER

    NO. 83, S. 2012


    Implementing Guidelines
    on the
    Revised SBM Framework,
    Assessment,
    Process
    and
    Tool
    ( APAT)
    PROVISIONS

    To further strengthen the School-


    Based Management practice and
    re-emphasize the centrality of the
    learners and the involvement of
    relevant community basic
    education service delivery
    To improve on already
    recognized successful
    SBM practices across the
    regions
    The Revised SBM
    framework, assessment
    process and tool shall be
    officially used as instruments
    in assessing the school’s
    SBM practice.
    This Order shall also serve as the
    venue to introduce the
    harmonized Philippine
    Accreditation System for Basic
    Education (PASBE) as an integral
    component of SBM practice.
     The conduct of advocacy
    campaign on the guiding
    principles of the revised SBM
    assessment and the
    corresponding SBM practice is
    directed before conducting the
    assessment proper.
    PARADIGM SHIFT

    SCHOOL-
    CENTERED ACCESs ( A Child-and
    Community-centered
    Education Systems
    Understanding SBM
    through ACCESs
    RATIONALE
    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;
    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 community;
    To integrate
    accreditation into
    SBM for a seamless
    assessment of a
    school system
    To improve the school
    system’s capacity to be on
    track in achieving the
    EFA/MDG and sustain good
    performance.
    The Revised SBM
    Framework
    Curriculum and
    Leadership and
    Learning (K to
    Governance VMG
    12)

    Functio
    nally-
    Literate
    Citizen

    Accountability
    Resource and Continuous
    Management Improvement
    BESRA Thrusts
    NCBTS, ECE, ALS, Etc.

    Central, Region, Division


    SBM Conceptual Framework
    The Conceptual Framework

    The system is guided by four ACCESs


    principles on:
    • leadership and governance;
    • curriculum and learning;
    • management of resources; and
    • accountability for continuous
    improvement
    ACCESs:
    (A Child- and Community-
    Centered Education Systems)
    Strengthening the Practice of School-
    Based Management

    Office of the Undersecretary for Regional Operations


    Rationale for ACCESs
    Articulate the mandate of RA 9155;
    Clarify roles and accountabilities per
    level of governance;
    Broaden the role of community in
    education management and
    delivery to emphasize
    “stewardship”;
    ACCESs: A Community- and Child (Learner)-Centered Education System (June
    Rationale for ACCESs
    Emphasize centrality of
    learners and learner’s
    outcome;
    Guide program development
    and evaluation;

    ACCESs: A Community- and Child (Learner)-Centered Education System (June


    Col la b or a t ion
    Sh a r ed Gover n a n ce Au t o n o m y

    COMMU N IT Y-CEN TER ED


    Tr a n sp a r en cy Ow n er sh ip

    Sh a r ed V / M Acco u n t a b ilit y
    S
    U Cen t r a l LGU s D
    E
    P Re gion a l NGOs M
    P Div is ion P r iv a t e A
    L Dist r ict Sect or N
    D
    Y Com m u n it y
    Gen d er a n d cu lt u r a l
    Accessib le
    sen sit iv it y

    Dev el op m en t a p p r o p r ia t e En v ir o n m en t a lly Sa fe

    CHILD ( LEA R N ER ) -
    CEN TER ED
    Lea r n in g-o r ien t ed a n d Lea r n er -
    fo cu sed
    ACCESs Framework
    Features of ACCESs
    Child(Learner)- Community-
    Centered Centered
    • Learning-focused • Shared vision &
    • Developmental-stage mission
    appropriate • Shared decision-
    • Gender- & culture- making & governance
    sensitive • Collaboration
    • Environmentally
    • Community
    (physical, emotional,
    psychosocial) safe ownership
    • Autonomy,
    • Accountability
    • Transparency
    ACCESs: A Community- and Child (Learner)-Centered Education System (June
    Features of ACCESs

    Child (Learner)-Centered
    • Accessible regardless of
    gender, race, culture, social
    & economic status

    ACCESs: A Community- and Child (Learner)-Centered Education System (June


    In sum, ACCESs provides..

    A framework to advance the philosophy


    of shared governance of education and
    to ensure a strong culture of effective
    leadership & management in the
    provision of basic education

    ACCESs: A Community- and Child (Learner)-Centered Education System (June


    ACCESs is about an education
    system…
     Network of leadership
     Learner-centered and context-based
    learning systems and processes
     Transparent and community developed
    accountability system
     Mutually reinforcing and harnessing
    education targeted resource
    management
    Operationalizing ACCESs

    Re-creating school (learning


    community) systems into community-
    based and learner-centered;
    Re-engineering the system through
    participatory planning and “demand-
    driven” monitoring and evaluation;
    Operationalizing ACCESs

    Linking planning and budget


    processes with appropriate LGU and
    other local participation platforms at each
    governance level;
    Strengthening accountability system
    by leveraging on the involvement of the
    “demand-side” of education.

    ACCESs: A Community- and Child (Learner)-Centered Education System (June


    Getting Ready to Implement
     Organize your team (First WHO, then
    WHAT);
     Level off and set performance contract
     Plan and strategize to advocate;
     Initiate dialogue with LGUs, private
    sector, NGOs and PTA;
     Spot a champion (maybe a team).
    Getting Ready to Implement
     Check your realities and negotiate goals
    and targets with stakeholders;
     Train, coach and support team;
     ID problem areas and prioritize;
     Listen and collect information from
    stakeholders;
     Invest time on working for common
    understanding and shared goals.
    The SBM-PASBE
    Operational Framework
    The SBM-PASBE Operational
    Framework

    The 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

    Three key components are presented:


    (1) guiding principles of the
    assessment system;
    (2) indicators of SBM practices; and
    (3) school accreditation.
    Accreditation Leadership and Curriculum and Accountabilty and Management of
    Coutinuous
    Status Governance Learning
    Improvement
    Resources

    Autonomous
    (Re-accredited Status)
    Level III
    Accredited
    (initial accreditation)
    Advanced (Accredited)
    Candidate Status

    Level II
    (Developing)

    Level I
    (Beginning)

    Levels of Practice

    SBM-PASBE Operational Framework


    EFA/MDG + Organizational Effectiveness
    ACCES Principles

    Curriculum & Accountability Resource


    Leadership Learning Systems Management

    K to 12
    Curriculu
    m

    Strategies
    PASB
    E
    The Revised SBM Assessment Process

    SBM Assessment is
    conducted by the school
    to determine the depth of
    its SBM practice alongside
    the principles of ACCESs.
    BASIC STEPS IN THE ASSESSMENT
    PROCESS
    Closure or
    Team Discussion of
    exit
    Organization documents
    conference

    Conduct
    Area Report
    process
    Selection Writing
    validation

    Pre-
    Assessment
    assessment END
    Proper
    meeting
    The Validation Procedure : DOD

    Conduct Document Analysis


    (RACCS Criteria)

    Conduct observations to obtain


    process evidence

    Discuss the synthesized


    documentary/pro-evid
    THE REVISED SBM ASSESSMENT TOOL

    The RSBM Assessment Tool is


    guided by the four principles of
    ACCESs.

    The unit of analysis is the school


    system which may be classified as
    developing, maturing, or advanced
    (accredited level)
    CHARACTERISTICS AND FEATURES OF
    THE RSBM AT

    Systems -oriented
    Principle-guided
    Evidence-based
    Learner-centered
    Process-focused
    CHARACTERISTICS AND FEATURES OF
    THE RSBM AT

    Non-prescriptive
    User-friendly
    Collaborative in
    approach
    Results/outcomes
    focused
    Percentage Weights of the 4
    ACCESs Principles

     Leadership and Governance -


    30%
    ( 5 indicators)
     Curriculum and Learning - 30%
    ( 7 indicators )
     Accountability and CI -
    25%
    ( 5 indicators)
    Description of SBM Levels
    of Practice

    Level I: DEVELOPING –
    Developing structures and
    mechanisms with acceptable
    level and extent of
    community participation and
    impact on learning outcomes
    Description of SBM Levels
    of Practice

    Level II: MATURING – Introducing


    and sustaining continuous
    improvement process that
    integrates wider community
    participation and improve
    significantly performance and
    learning outcomes
    Description of SBM Levels
    of Practice

    Level III: ADVANCED – Ensuring the


    production of intended
    outputs/outcomes and meeting all
    standards of a system fully
    integrated in the local community
    and is self-renewing and self-
    sustaining

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