School-Based Management MOVs

    School-based management (SBM) is a strategy to improve education by transferring significant decision-making authority from state and district offices to individual schools. SBM provides principals, teachers, students, and parents greater control over the education process by giving them responsibility for decisions about the budget, personnel, and the curriculum. Through the involvement of teachers, parents, and other community members in these key decisions, SBM can create more effective learning environments for children.

FOUR DIMENSIONS OF SCHOOL-BASED MANAGEMENT

A. LEADERSHIP AND GOVERNANCE

    A network of leadership that provides the vision and direction to the education system making it relevant and responsive to the contexts of diverse communities.

(Please click each indicator for the MOVs.)

1. In place is development plan (e.g. SIP developed collaboratively by the stakeholders of the school and the community.)
2. The development plan (e.g.SIP) is regularly reviewed by the school community to keep it responsive and relevant to emerging needs, challenges and opportunities).
3. The school is organized by a clear structure and work arrangements that promote shared leadership and governance and define the roles and responsibilities of the stakeholders.
4. A leadership network facilitates communication between and among school and community leaders for informed-decision-making and solving of school community wide learning problems.
5. A long term program is in operation that addresses the training and development needs of school and community leaders.

B. CURRICULUM AND INSTRUCTION

    The learning systems collaboratively developed and continuously improved, anchored on the community and learners' contexts and aspirations.

(Please click each indicator for the MOVs.)

1. The curriculum provides for the development needs of all types of learners in the community.
2. The implemented curriculum is localized to make it more meaningful to the learners and applicable to life in the community.
3. A representative group of school and community stakeholders develop methods and materials for developing creative thinking problem solving.
4. The learning System are regularly and collaboratively monitored by the community using appropriate tools to ensure the holistic growth and development of the learners and the community.
5. Appropriate assessment tools for teaching and learning are continuously reviewed and improved and assessment results are contextualized to the learner and local situation and the attainment of the relevant life skills.
6. Learning Managers and Facilitators (teachers, administrators and community members)nurture values and environments that are protective to all children and demonstrate behaviors consistent to the organization’s vision, mission and goals.
7. Methods and resources are learner and community- friendly, enjoyable, safe, inclusive, and accessible and aimed at developing self-directed learners. Learners are equipped with essential knowledge, skills and values to assume responsibility and accountability for their own learning.

C. ACCOUNTABILITY AND CONTINUOUS IMPROVEMENT

    A clear, transparent, inclusive, and responsive accountability system is in place, collaboratively developed by community stakeholders, which monitors expected and actual performance, continually addresses the gaps, and ensures a venue for feedback and redress.

(Please click each indicator for the MOVs.)

1. Roles and responsibilities of accountable person/s and collective body/ies are clearly defines and agreed upon by community stakeholders.
2. Achievement of goals is recognized based on a collaboratively developed performance accountability system; gaps are addressed through appropriate action.
3. The accountability system is owned by the community and is continuously enhanced to ensure that management structures and mechanisms are responsive to the emerging learning needs and demands of the community.
4. Accountability assessment criteria and tools, feedback mechanisms and information collection and validation techniques and processes are inclusive and collaboratively developed and agreed upon.
5. Participatory assessment of performance is done regularly with the community. Assessment results and lessons learned serve as basis for feedback, technical assistance, recognition and plan adjustment.

D. MANAGEMENT OF RESOURCES

    Resources are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency.

(Please click each indicator for the MOVs.)

1. Regular resource inventory is collaboratively undertaken by learning managers, learning facilitators, and community stakeholders as basis for resource allocation and mobilization.
2. A regular dialogue for planning and resource programming, that is accessible and inclusive, continuously engage stakeholders and support implementation of community education plans.
3. In place is community-developed resource management system that drives appropriate behaviors of the stakeholders to ensure judicious, appropriate ad effective use of resource.
4. Regular Monitoring, evaluation and reporting process of resource management are collaboratively developed and implemented by the learning managers, facilitators and community stakeholders.
5. There is a system that manages the network and linkages, which strengthens and sustains partnership for improving resource management.