Professional Documents
Culture Documents
on the
Revised SBM Framework,
Assessment,
Process
and
Tool
( APAT)
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.
SCHOOL-
CENTERED ACCESs ( A Child-and
Community-centered
Education Systems
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
VMG
Functio
nally-
Literate
Citizen
BESRA Thrusts
NCBTS, ECE, ALS, Etc.
Shared V / M Accountability
S
U Central LGUs D
E
P Regional NGOs M
P Division Private A
L District Sector N
D
Y Community
Gender and cultural
Accessible
sensitivity
CHILD (LEARNER)-
CENTERED
Learning-oriented and Learner-
focused
ACCESs Framework
Child(Learner)-Centered Community-Centered
• Learning-focused • Shared vision &
• Developmental-stage mission
appropriate • Shared decision-
• Gender- & culture- making & governance
sensitive
• Collaboration
• Environmentally
(physical, emotional, • Community ownership
psychosocial) safe • Autonomy,
• Accountability
• Transparency
ACCESs: A Community- and Child (Learner)-Centered Education System (June 2012)
Child (Learner)-Centered
• Accessible regardless of
gender, race, culture, social
& economic status
Autonomous
(Re-accredited Status)
Level III
Accredited
(initial accreditation)
Advanced (Accredited)
Candidate Status
Level II
(Developing)
Level I
(Beginning)
Levels of Practice
K to 12
Curriculum
Strategies
PASBE
SBM Assessment is
conducted by the school
to determine the depth of
its SBM practice alongside
the principles of ACCESs.
Closure or
Team Discussion of
exit
Organization documents
conference
Conduct
Area Report
process
Selection Writing
validation
Pre-
Assessment
assessment END
Proper
meeting
Conduct Document
Analysis (RACCS Criteria)
Conduct observations to
obtain process evidence