assessment of the academic achievement of students under sbm

Assessment of the Academic Achievement of Students

Under School-based Management Program

SUNGAHID, O.A. & SUNGAHID MJ. B.

““The Philippine public education is in The Philippine public education is in distress!”distress!”

““Only six out of every 1,000 Grade Six Only six out of every 1,000 Grade Six elementary graduate students are prepared elementary graduate students are prepared to enter high school. Only two out of every to enter high school. Only two out of every 100 fourth year high school students are fit 100 fourth year high school students are fit to enter college .Only 19 out of every 100 to enter college .Only 19 out of every 100 public school teachers have confidence and public school teachers have confidence and competence to teach English.”competence to teach English.”

Background/Rationale

Education Secretary Jeslie Lapus made special Education Secretary Jeslie Lapus made special mention of School-Based Management as a mention of School-Based Management as a crucial intervention to ensure better learning crucial intervention to ensure better learning outcomes and capabilities among school outcomes and capabilities among school children.children.

The poor performance of Philippine education The poor performance of Philippine education reflects the poor governance or of governance reflects the poor governance or of governance structure( Luz, J.M 2009). structure( Luz, J.M 2009).

“ “The SBM is a strategy to The SBM is a strategy to improve improve education education by transferring significant decision-by transferring significant decision-making authority from the national office to the making authority from the national office to the local office, division office or the schools.” for local office, division office or the schools.” for the attainment of EFA 2015 goal. the attainment of EFA 2015 goal.

Background/Rationale

General Objective:

To assess the academic To assess the academic achievement of students achievement of students under School-Based under School-Based Management (SBM) program Management (SBM) program in five pioneering schools of in five pioneering schools of Banaybanay District, Banaybanay District, Banaybanay, Davao Oriental. Banaybanay, Davao Oriental.

Specific Objectives:

1. To determine the SBM profile 1. To determine the SBM profile level of the schools in terms of;level of the schools in terms of;

a. School Improvement Processa. School Improvement Process b. Principal’s Leadershipb. Principal’s Leadership c. Internal stakeholdersc. Internal stakeholders d. External Stakeholdersd. External Stakeholders e. School –Based Resourcese. School –Based Resources f. School Performance f. School Performance

AccountabilityAccountability


2. To determine the academic 2. To determine the academic achievement of students in English, achievement of students in English, Math and Science in the District Math and Science in the District Achievement Test.Achievement Test.


3. To determine the problem conditions 3. To determine the problem conditions encountered by the schools in implementing encountered by the schools in implementing the school–based management with regards the school–based management with regards to:to:

a. The functionality of School Improvement a. The functionality of School Improvement Plan (SIP);Plan (SIP);

b. Principal’s leadership Condition;b. Principal’s leadership Condition; c. Policy Implementation requirements;c. Policy Implementation requirements; d. Governance and Supervisions Initiatives;d. Governance and Supervisions Initiatives; e. Teachers Dynamics;e. Teachers Dynamics; f. Stakeholders Involvement;f. Stakeholders Involvement; g. Resource Generation/Utilizationg. Resource Generation/Utilization h. The School Environment; h. The School Environment;

Conceptual FrameworkConceptual Framework:: Independent variable Dependent

variable

Academic Achievement of Students

1. To determine the SBM profile level of the schools in terms of;

a. School Improvement Process

b. Principal’s Leadership

c. Internal stakeholders

d. External Stakeholders

e. School –Based Resources

f. School Performance Accountability

2. To determine students academic achievement in English, Math and Science in the

District Achievement Test.

3. To determine the problem conditions encountered by the schools in implementing

the school–based management with regards to:

a. The functionality of School Improvement Plan (SIP);

b. Principal’s leadership Condition;

c. Policy Implementation requirements;

d. Governance and Supervisions Initiatives;

e. Teachers Dynamics;

f. Stakeholders Involvement;

g. Resource Generation/Utilization

h. The School Environment;

MATERIALS AND METHODSMATERIALS AND METHODS

The respondents of the study were 5 The respondents of the study were 5 principals, 20 teachers, 8 parents and principals, 20 teachers, 8 parents and 14 PTA officials, and Chairman of 14 PTA officials, and Chairman of Education Committee of LGU Education Committee of LGU Banaybanay, BLGU Education Banaybanay, BLGU Education Committee representative of the above Committee representative of the above schools and some external stakeholdersschools and some external stakeholders..

The Research Instrument:The Research Instrument: 1. T1. The assessment tool developed by the he assessment tool developed by the

Department of Education which was Department of Education which was based on the “ Framework and Standards based on the “ Framework and Standards for Effective School-Based Management for Effective School-Based Management Practices Towards Improved Learning Practices Towards Improved Learning Outcomes.” Outcomes.”

2. District Achievement Test from 2. District Achievement Test from the school records. the school records.

3.The survey questionnaire with a 3.The survey questionnaire with a set of indicators of problem set of indicators of problem conditionsconditions..


Data Processing Method:Data Processing Method:

Descriptive statistics with Descriptive statistics with frequency, percentages and frequency, percentages and weighted mean were used in weighted mean were used in this study. this study.


RESULTS & DISCUSSIONRESULTS & DISCUSSIONSBM Profile LevelSBM Profile Level

Table 1. School Improvement Process Indicators

No. ITEMS/INDICATORS Responses ( scores)

YES NO NO

IDEA

A 1 The school has conducted assessment of SBM

practice using assessment tool. 43 1 3

A 2 The School Governing Council was organized. 46 0 1

A 3 The School Governing Council members are oriented and trained on SBM. They are made aware of their

duties and responsibilities 42 0 5

A 4 School Improvement Plan/ Annual Improvement Plan

(SIP/AIP), needs and priorities are systematically identified.

45 0 2

A 5 School Improvement Plan/ Annual improvement plan

(SIP/AIP) emphasizes improvement of educational outcomes.

42 1 4

A 6

Stakeholders(Students, parents, teachers, community leaders), are informed, consulted and engaged in SIP Formulation and implementation and monitoring and

evaluation.

41 3 3

A 7 SIP/AIP implementation was regularly tracked and

reported with necessary correctives measures undertaken.

42 1 4

A 8x

A system of incentives and rewards (and positive discipline for underperformance)based on

performance contract(between SGC and DepEd)is piloted to promote school improvement process.

27 10 10

A 9 A system of technical assistance is installed for

continuous process. 38 3 6

Total 366/423 19/423 38/423 86.5% 4.5% 9.0%


Table 2. School Leadership Indicators No. ITEMS/INDICATORS Responses ( scores)

YES NO NO

IDEA B 1 There is a principal designated in the school. 47 0 0

B 2 The School head has been trained in instructional

leadership. 47

0 0

B 3 The school head is trained on School Based

Management. 45 0 2

B 4 The school head is trained on Local School Boar

responsibilities. 38 3 6

B 5 The school head was trained in community

organizing. 41 3 3

B 6 The school head initiated to organize stakeholders 43 0 4

B 7 The School head installed appropriate SBM

system like school improvement planning, budgeting staffing , monitoring, etc.

43 1 3

B 8 The school head performs fund management (accounting and bookkeeping ) functions.

42 2 3

Total 346/376 9/376 21/376 92.0% 2.4% 5.6%


Table 3. Internal Stakeholders Indicators

No. ITEMS/INDICATORS Responses (scores)

YES NO NO IDEA

C 1 Students are made aware of their rights and responsibilities as primary stakeholders.

46 1 0

C 2 Teachers are trained on curriculum, content

and pedagogy. 40 1 6

C 3 Teachers pursue continuing professional

development. 46 1 0

C 4 Students, teachers and parents are adequately

oriented on School Based Management(SBM)

43 2 2

C 5 Students, teachers and parents have understood their respective responsibilities on School-

Based Management(SBM 43 3 1

C 6 Students, teachers and parents are organized

for participation in SBM process. 45 1 1

C 7 Parents assumed responsibilities as partners in

the learning process. 41 3 3

C 8 Students, teachers and parents supported school-wide improvement process.

45 0 2

Total 349/376 12/376 15/376 92.8% 3. 2% 4%

RESULTS & DISCUSSIONRESULTS & DISCUSSION

Table 4. External Stakeholders Indicators


YES NO NO

IDEA

D

1

1. External stakeholders(retired teachers, SK, et) are organized and made aware of their rights and responsibilities as education stakeholders..

33 7 7

D 2 2. Local government stakeholders are oriented

into functional LSB ( e.g., school building, facilities, sports development etc..

40 3 4

D 3

3. Community leaders/ people’s organization/NGOs are oriented understand their respective roles and responsibilities for

SBM participation process.

37 6 4

D 4 4. Community leaders/ people’s

organization/NGOs, etc are organized and mobilized to support SBM.

38 5 4

148/188 21/188 19/188 78.7% 11.2% 10.1%

SBM Profile LevelSBM Profile Level

RESULTS & DISCUSSIONRESULTS & DISCUSSIONTable 5. School –Based Resources Indicators


YES NO NO

IDEA

E 1 The Annual School Budget (ASB) ( e.g., Dep Ed

MOOE) is aligned with SIP/AIP. 41 3 3

E 2 The school managed and controlled funds/resources

with Division Office assistance. 36 4 7

E 3 The Annual School Budget (ASB) is executed in

accordance with guidelines. 41 2 4

E 4 ASB resulted in attainment of targets and desired

outcomes. 40 1 6

E 5 The school is properly informed of MOOE

allocation. 22 10 15

E 6 MOOE is published and drilled down to school in

cash. 38 2 7

E 7 The school undertook school-based procurement

with the Division Office Assistance. 38 2 7

E 8 Dep Ed representative to the Local School Board is

knowledgeable of SIP priorities. 39 2 6

E 9 MOOE funds made available to the school is

recorded, and utilized. 41 2 4

E 10 MOOE funds are reported and accounted for. 41 2 4

Total 377/470 30/470 63/470 80.2% 6.4% 13.4%



Table 6. School Performance Accountability


YES NO NO

IDEA

F 1 The school introduced transparency and accountability

in its transaction. 41 3 3

F 2 There is a monitoring and evaluation ( M&E) system such as data and reports are used in continuing

improvement. 41 3 3

F 3 Major stakeholders( SGC, PTA, School Division

Superintendent, LSB) are informed and participated in monitoring evaluation and reporting activities.

42 4 1

F 4 Quarterly school performance ( student and Teacher ) is

monitored and evaluated by SGC. 42 2 3

F 5 Improvement in learning outcomes by grade/ level is

monitored and evaluated by homeroom and tracked per student/ subject.

41 3 3

Total 207/235 15/235 13/235 88.1% 6.4% 5.5%


RESULTS & DISCUSSIONRESULTS & DISCUSSIONTable 7. SBM Profile Summary

Dimensions

Overall Yes Answer (in % )

SBM level 1

Starting Stage

Moving towards

Standard Stage

1-60% 61- 98% 99- 100%

A School Improvement

Process 86.5% √

B Principals’ Leadership 92.0% √ C Internal Stakeholders 92.1% √ D External Stakeholders 78.7% √ E School-Based Resources 80.2% √

F School Performance

Accountability 88.1% √

Average 86.27% √ * SBM level: a) 1- 60% : “Starting stage” b) 61-98 % : “Moving towards” c) 99-100% : “ Standard stage”


RESULTS & DISCUSSIONRESULTS & DISCUSSIONAcademic Achievement of StudentsAcademic Achievement of Students

0

10

20

30

40

50

60

70

Figure 1. Average of DAT Results of English, Math and Science of Five Schools for Grade 1V, V & V1 for SY 2005-2009

2005-2006 62.29 52.02 60.61

2006-2007 54.51 56.19 60.24

2007-2008 59.58 54.55 60.91

2008-2009 55.02 54.12 65.87

Grade 1V Grade V Grade V1

RESULTS & DISCUSSIONRESULTS & DISCUSSIONAcademic Achievement of StudentsAcademic Achievement of Students

50525456586062

Figure 2. Average of the Average ( Grade 1V, V & V1) of the DAT Results of the 5 Schools and that of the district.

5SCH AVE. 58.27 56.98 58.35 58.35

DIST. AVE. 56.32 55.95 54.6 61.92

2005-6 2006-7 2007-8 2008-9

3


Problem ConditionsProblem ConditionsTable 8. The Functionality of School Improvement Plan

Item No.

ITEMS/INDICATORS

Responses (score) A

gree

Disagree

No Idea

A 1 The teachers, students and parents are very much aware of the school’s mission, vision, goals and

objectives. 41 3 3

A 2 The School Improvement Plan (SIP) is familiar to

everyone. 39 2 6

A 3 The School uses the SIP to plan and implement

change to improve students learning. 43 3 1

Total 123/141 8/141 10/141 87.2% 5.6% 7.2%

RESULTS & DISCUSSIONRESULTS & DISCUSSIONProblem ConditionsProblem ConditionsTable 9. Principal’s Leadership Condition

Item No.

ITEMS/INDICATORS

Responses (scores)

Agre

e

Dis

agre

e

No Id

a

B 1 The principal has high hopes, aspiration and

expectation for the school. 46 1 0

B 2 The principal makes tough decision and takes

Responsibilities. 39 2 6

B 3x The principal is receptive to people’s needs and

care for the feelings and views of others. 37 7 3

B 4 The principal has strong commitment to students. 46 1 0

B 5 The principal has initiatives that focused on the Improvement of student and school performance.

46 0 1

B 6 The principal mobilizes teachers, parents,

community members and LGU to support School –Based Management project.

44 0 3

B 7 The principal informs and updates SBM stakeholders on the school performance

43 4 0

B 8

The principal involves the teachers, PTA, barangay and LGU education committees in making

decisions on SIP planning and SBM implementation.

42 0 5

B 9x The principal has faith in the teaching staff and

community 35 2 10

B 10x

The principal has the ability to raise additional resources.

22 10 15

Total 400/470 27/470 43/470 85.2% 5.7% 9.1%

RESULTS & DISCUSSIONRESULTS & DISCUSSIONProblem ConditionsProblem Conditions

Table 10. Policy Implementation Requirements

Item No.

ITEMS/INDICATORS

Responses (score)

Agre

e

Disa

gre

e

No Id

ea

C 1 The school has control over the budget and the power to reallocate current resources to more

productive uses 37 3 7

C 2 SBM has provisions of authority granted to

the school to purchase supplies form competitive suppliers.

39 4 4

C 3x

SBM has provisions and budget for appropriate training in management

techniques for principals, teachers and parents including staff development .

31 3 13

C 4 SBM has established reward system structure

for school that exceed achievement goals. 40 0 7

C 5 SBM has flexibility of budget allocation 40 0 7

C 6 The school has significant budgetary and

personnel authority. 39 3 5

C 7 SBM determines principal’s performance

review. 42 1 4

Total 268/329 14/329 47/329 81.5% 4.2% 14.3%

RESULTS & DISCUSSIONRESULTS & DISCUSSIONProblem ConditionsProblem ConditionsTable 11. Governance and Supervision Initiatives

Item No.

ITEMS/INDICATORS

Responses (score)

Agre

e

Dis

agre

e

No Id

ea

D 1 SBM program focused on the ultimate purpose of implementing such program increasing student’s

academic Performance. 42 0 5

D 2 The School develops and implements process that

will enhance school effectiveness 46 0 1

D 3 The school has a governing body. 44 0 3

D 4x The school division and district provides

appropriate training in management techniques for principals, teachers and parents.

23 4 20

D 5 The district office provides consultative services on

SBM and other teaching development activities. 44 1 2

D 6x There is a presence of incentives for participation. 29 6 12

D 7

Information is broadly disseminated so that SBM stakeholders can make decisions on school

organizations and be updated about school performance

43 1 3

D 8 The school has a well-defined vision for curriculum

and instruction 44 1 2

D 9 Every year end, an Annual SIP review and Evaluation involving stakeholders has been

conducted by the school. 39 1 7

D 10 Trainings are afforded to teachers, particularly

principals, on basic leadership techniques and community organization Skills.

44 3 0

Total 398/ 470 17/470 55/470 84.7% 3.6% 11.7%


Table 12. Teachers’ Dynamics

Item No.

ITEMS/INDICATORS

Responses (score)

Agre

e

Disa

gre

e

No Id

ea

E 1 Teachers have strong support to students need. 45 0 2

E 2 Teachers develop commitment for Vision of School

Improvement 45 0 2

E 3 Teachers develop teamwork with the principal, parents, PTA and community in achieving the

schools vision. 43 0 4

E 4 Teachers regularly consult with parents regarding

schools concerns and problems. 45 0 2

E 5 Teachers have high morale. 45 1 1

E 6 Teachers create better teaching/learning environments to promote better student

achievements. 47 0 0

E 7 Parents and community have greater support for the

school plan and activities. 43 1 3

E 8 Teachers help parents strengthen home learning. 45 0 2

E 9 Teachers have sufficient opportunity for

development and are provided funding to attend trainings and seminars.

41 1 5

E 10x

Teachers resist change. 29 15 3

Total

428/470 18/470 24/470 91.1% 3.8% 5.1%


Problem ConditionsProblem ConditionsTable 13. Stakeholders Involvement

Item No.

ITEMS/INDICATORS

Responses (score)

Agree

Disag

ree

No Id

ea

F 1 The principal, teachers, parents and stakeholders are

involved in making decisions to improve school performance.

45 0 2

F 2 School-based initiatives are focused on the

improvement of student and school performance 44 1 2

F 3 Parents are encouraged to volunteer in activities

involving student learning. 41 1 5

F 4

Stakeholders are varied like parents, teachers, PTA, local officials, media, the business sector, NGOs,

church-based organizations, alumni and student-body organizations, etc. to support the school.

38 2 7

F 5 Parents are encouraged to show moral support and

strengthen home learning of their children. 43 1 3

Total 211/235 5/235 19/235 89.8% 2.1% 8.1%


Table 14. Resource Generation/ Utilization

Item No.

ITEMS/INDICATORS

Responses (score)

Agre

e

Disa

gre

e

No Id

ea

G 1 Dep Ed requirements for SBM funding is very tight 28 6 13

G 2x The School has limited control over the utilization of

funds. 30 10 7

G 3 To involve stakeholders for financial support is

difficult. 34 7 6

G 4x Counterpart budget for the School Improvement Plan

is supplied by parents, PTA, LGUs and other individuals or group.

25 14 8

G 5x The principal is effective in sourcing funds for the

SIP. 11 32 4

G 6 There is funding for professional development

activities 27 6 14

G 7x Parents have contributed so much in complying the financial requirements of the School Improvement

Plan. 28 11 8

G 8 Other private individuals and business groups are

solicited to support the vision of the school’s improvement.

35 5 7

G 9 Funding for teachers professional development is

made available.. 29 7 11

Total 268/423 77/423 78/423 63.4% 18.2% 18.4%


Table 15. School Learning Environment

Item No.

ITEMS/INDICATORS

Responses (score)

Agre

e

Disa

gre

e

No Id

ea

H 1 The School creates a professional school culture

committed to producing higher levels of learning for all students.

41 1 5

H 2 The school promotes child friendly environment 46 0 1

H 3 Teachers create better teaching/learning

environments and students’ achievements. 46 0 1

H 4x The school has a strong collective vision and strong values and beliefs in the importance of education .

30 11 6

H 5 Better instructional programs for students at risk have

been devoted and developed. 38 3 6

H 6 Teachers have effective behavioral management

programs. 37 8 2

H 7x Classes are not distracted by extracurricular

activities. 33 14 0

H 8x Teachers are sensitive to the culture of the students. 33 11 3 H 9 Parents are welcome in the school. 38 8 1

H 10 “Every Child A Reader Program” is emphasized and

promoted in every class. 43 1 3

Total 385/470 57/470 28/470 81.9% 12.1% 6%


Table 16. Top 10 Problem Conditions Encountered in Implementing SBM

NO. ITEMS/INDICATORS

SBM Problem

Condition

Favorable SBM

Condition

No Idea

Number of Responses / %

G 3 To involve stakeholders for financial support

is difficult. 34 72% 7 15% 6 13%

G 2 The School has limited control over the

utilization of funds 30 64% 10 21% 7 15%

E 10 Teachers resist change. 29 62% 15 32% 3 6%

G 1 Dep Ed requirements for SBM funding is

very tight 28 60% 6 13% 13 28%

H 7 Classes are distracted by extracurricular

activities. 14 30% 33 70% 0 0%

G 4 Counterpart budget for the School

Improvement Plan is supplied by parents, PTA, LGUs and other individuals or group.

14 30% 25 53% 8 17%

H 8 Teachers are sensitive to the culture of the

students. 11 23% 33 70% 3 6%

G 5 The principal is effective in sourcing funds

for the SIP. 11 23% 32 68% 4 9%

H 4 The school have a strong collective vision

and strong values and beliefs in the importance of education .

11 23% 30 64% 6 13%

G 7 Parents have contributed so much in

complying the financial requirements of the School Improvement Plan.

11 23% 28 60% 8 17%

*E= Teachers’ Dynamics ( 1 ) **G= Resource Generation ( 6 ) ** H= School Learning Environment ( 3 )

RESULTS & DISCUSSIONRESULTS & DISCUSSIONTable 17. Top 10 Conditions Under “ No idea”

NO.

ITEMS/INDICATORS

FA

VO

RA

BL

E

CO

ND

ITIO

N

PR

OB

LE

M

CO

ND

ITIO

N

NO ID

EA

D D 4 The school division and district provides appropriate

training in management techniques for principals, teachers and parents.

23 4 20

B 10 The principal has the ability to raise additional

resources. 22 10 15

G 6 There is funding for professional development

activities 27 6 14

C 3 SBM has provisions and budget for appropriate

training in management techniques for principals, teachers and parents including staff development .

31 3 13

D 6 There is a presence of incentives for participation. 29 6 12

G 9 Funding for teachers professional development is made

available. 29 7 11

B 9 The principal has faith in the teaching staff and

community 35 2 10

G 4 Counterpart budget for the School Improvement Plan is supplied by parents, PTA, LGUs and other individuals

or group. 25 14 8

G 7 Parents have contributed so much in complying the financial requirements of the School Improvement

Plan. 28 11 8

G 2 The School has limited control over the utilization of

funds 10 30 7

*B=Principal’s leadership Condition ( 2 ) **C=Policy Implementation Requirements ( 1 ) ***D=Governance and Supervision Initiatives ( 2 ) ****G=Resource Generation ( 5 )

CONCLUSIONS & CONCLUSIONS & RECOMMENDATIONSRECOMMENDATIONSObjectives Major Findings Conclusions Recommendations

1. To determine the SBM profile level of

the schools in terms of; a. School Improvement

Process b. Principal’s Leader-

ship c. Internal stakeholders

d. External Stake- holders

e.School–Based Re- sources

f. School Performance Accountability

1. SBM profile summary showed

that, the five schools fall between 78.7%-92% level which is

characterized as

“ Moving Towards.”

1. Based on the “Manual of

Assessment of School Based-Management

Practices”, and despite the four years

in the inception of school-based

management program in the five schools, the

schools have not attained the “Standard

Level.”

1. A Sustainable, massive community-wide information,

education and communication strategy through

various media on school-based

management, in order to generate

community-wide awareness and support,

be established .


2. To determine the academic

achievement of students in English, Math and Science in

the District Achievement Test

(DAT).

2. The DAT results of the five schools, for

grade level 1V, V, and V1, for School-Year 2005-2006 to 2008-

2009, showed erratic, slight downward-

upward trend and that they were slightly

higher than that of the whole District DAT

average result.

2. The downward- upward trend of the DAT results of the’

academic achievement of students in English, Math and Science for Grade 1V, V and V1

school year 2005-2006 to 2008-2009 and the slight higher scores of

the five schools as compared with District DAT average scores- It

is inconclusive that they are attributed to

the implementation of School-based

Management program.

2. Institutionalization of teachers’ continuing

professional development be part

of SBM dimension-a) a locally funded

scholarship grant be made available, and that b) they be de-loaded with multi-responsibilities for

them to become more focused on teaching-learning activities; c)

postgraduate criteria be added to teacher

applicants’ ranking and evaluation system as incentive for young

teachers to go on graduate studies.


3.To Determine the problem conditions encountered by the schools in implementing the school–based management

3. The SBM problem conditions showed that; a) Principals had inadequacy in the ability to raise funds, and not very receptive to people’s needs and feelings; b) Policy Implementation requirements and Governance and Supervisions Initiatives were not clearly understood ; d) High percentage of teachers resisted change; e) Stakeholders were not so diverse although their roles were clear ; g) Resource Generation and utilization was highly a problem condition in SBM implementation; and h) Under school learning environment, distraction by extra curricular activities; Teachers have effective behavioral management programs; Teachers are sensitive to the culture of the students, scored significantly, negatively high.

3. The Problem conditions are centered on the;

a)capability by the stakeholders to tap various sources for fund raising, allocation and utilization in support of the school improvement plan, b) continuing information and dissemination on SBM practices, and c) developing a learning environment that centered on culture of quality education .

3.a) A training program for internal and external stakeholders be programed to obtain organizational, planning and management skills for school-based management capacity building.

b ) An incentive and a reward system for parents-stakeholders be tapped to assist in various school activities and institutionalize volunteerism in school to take teachers’ non-academic related work.

Very Very Much !Much !