School Based Management of Gingoog City Comprehensive National High School
Republic of the Philippines
DEPARTMENT OF EDUCATION
Region X
Division of Gingoog City
GINGOOG CITY COMPREHENSIVE NATIONAL HIGH SCHOOL
Gingoog City
A Narrative Report on the Best Practices of School Based Management
From 2007-2010 at Gingoog City Comprehensive National High School, Gingoog City
I- Introduction
In the recent years, there has been a growing international trend toward decentralization, devolution , and greater autonomy for schools in the public education system, with the goal of improving the quality education ( Beare and Boyd 1993; Moon 1996). Current arguments regarding changes in school governance and management aim in this direction although they travel under a variety of names. Such policy reformation is known as School-Based Management Reform in Canada and the USA ( Crown 1990), Local Management Schools in Britain (Wallace 1992), Self- Managing Schools and Devolution in Australia ( Caldwell and Spinks 1988; Sharpe 1993)and the Autonomous School in Israel (Reshef 1984). Regardless of the label applied , the terms are meant to describe “ a system of education enhancing the autonomy of members at the site level in creating advantageous conditions for participation, improvement innovation, accountability and continuous professional growth.
In the Philippines, governance of basic education shall begin at the national level. It is in the regions, divisions , schools and learning centers- herein referred to as the field offices-where policy and principle for the governance of basic education shall be translated into programs, projects and services developed, adapted and offered to fit local needs.
It is clear from this Declaration of Policy that the most important change in the governance of basic education must occur at the level of the school, “the heart of the formal education system.” School –Based Management is the institutional expression of such change.
The Department of Education has stepped up its efforts to decentralize
DEPARTMENT OF EDUCATION
Region X
Division of Gingoog City
GINGOOG CITY COMPREHENSIVE NATIONAL HIGH SCHOOL
Gingoog City
A Narrative Report on the Best Practices of School Based Management
From 2007-2010 at Gingoog City Comprehensive National High School, Gingoog City
I- Introduction
In the recent years, there has been a growing international trend toward decentralization, devolution , and greater autonomy for schools in the public education system, with the goal of improving the quality education ( Beare and Boyd 1993; Moon 1996). Current arguments regarding changes in school governance and management aim in this direction although they travel under a variety of names. Such policy reformation is known as School-Based Management Reform in Canada and the USA ( Crown 1990), Local Management Schools in Britain (Wallace 1992), Self- Managing Schools and Devolution in Australia ( Caldwell and Spinks 1988; Sharpe 1993)and the Autonomous School in Israel (Reshef 1984). Regardless of the label applied , the terms are meant to describe “ a system of education enhancing the autonomy of members at the site level in creating advantageous conditions for participation, improvement innovation, accountability and continuous professional growth.
In the Philippines, governance of basic education shall begin at the national level. It is in the regions, divisions , schools and learning centers- herein referred to as the field offices-where policy and principle for the governance of basic education shall be translated into programs, projects and services developed, adapted and offered to fit local needs.
It is clear from this Declaration of Policy that the most important change in the governance of basic education must occur at the level of the school, “the heart of the formal education system.” School –Based Management is the institutional expression of such change.
The Department of Education has stepped up its efforts to decentralize