DISCUSSION QUESTIONS
A. Understanding the Policy
1. What are the major differences between the previous and the revised SBM guidelines?
2. How does SBM promote participatory governance in your school context?
3. Why is autonomy important for school heads and teachers?
B. Application and Analysis
4. Based on your school experience, which SBM principle is the strongest? The weakest?
Why?
5. How can schools effectively balance autonomy with accountability?
6. What strategies can strengthen community participation in SBM?
C. Evaluation and Reflection
7. Do you think the revised SBM policy adequately addresses real school challenges?
8. How do SBM practices improve learner outcomes? Provide examples.
9. What improvements can be made to enhance SBM implementation in the Philippines?
1. What are the major differences between
the previous and the revised SBM guidelines?
The revised SBM guidelines strengthen the principles of decentralization, transparency, and
data-driven school leadership. Compared to the previous guidelines, the revised version
introduces several major improvements:
1. Stronger Emphasis on Data-Driven Decision-Making
Previous SBM:
Schools relied mostly on compliance-based planning.
SIP and AIP were often drafted without full use of school data.
Revised SBM:
Decisions must be based on learner performance data, school indicators, and
situational analysis.
SIP and AIP creation follows a structured, evidence-based planning process.
2. Enhanced Stakeholder Participation and Shared
Governance
Previous SBM:
Stakeholder involvement was encouraged but not always institutionalized.
SGC roles were often unclear or minimally utilized.
Revised SBM:
Stakeholder participation is embedded in governance processes.
The School Governance Council (SGC) becomes a decision-influencing body, not just
an advisory group.
Clear roles for parents, LGUs, alumni, and community members.
3. Clearer Accountability and Transparency Mechanisms
Previous SBM:
Accountability focused on submitting reports and meeting requirements.
Revised SBM:
Accountability focuses on results and continuous improvement.
Requires School Report Cards, monitoring tools, and transparent financial reporting.
Stronger links to Results-Based Performance Management (RPMS).
4. Stronger Instructional Leadership
Previous SBM:
Leadership emphasized administrative functions.
Revised SBM:
School heads are expected to become instructional leaders, not just managers.
Increased responsibility for coaching teachers, improving curriculum delivery, and
supporting learning outcomes.
5. Improved Resource Management Procedures
Previous SBM:
Resource management was primarily about using MOOE correctly.
Partnerships were optional.
Revised SBM:
Mandates efficient, transparent, and innovative resource mobilization.
Encourages schools to form partnerships with LGUs, NGOs, alumni, private
organizations.
Resource management must align with SIP priorities.
6. Simplified and More Coherent SBM Structure
Previous SBM:
Guidelines were scattered across different orders.
Implementation varied widely.
Revised SBM:
Provides integrated and standardized implementation guidelines.
Defines explicit processes for planning, budgeting, monitoring, and reporting.
Establishes more uniform indicators for SBM maturity.
7. Greater Focus on Continuous Improvement
Previous SBM:
Improvement efforts were periodic and sometimes reactive.
Revised SBM:
Schools must maintain a cycle of planning, implementing, monitoring, evaluating,
and refining.
Emphasizes building a culture of reflection and innovation.
10.