DepEd Order No. 007, s. 2024
Policy Guidelines on the Implementation of the Revised School-Based Management (SBM) System
The Department of Education (DepEd) issued DepEd Order No. 007, s. 2024 to strengthen School-Based Management (SBM) by simplifying processes, reducing unnecessary documentation, and focusing on continuous improvement and better learner outcomes. This post explains the Order in clear and practical terms for school heads, teachers, SBM coordinators, and stakeholders.
1. What is School-Based Management (SBM)?
School-Based Management (SBM) is a governance approach that decentralizes decision-making to the school level. It empowers schools and stakeholders to plan, implement, and improve programs and practices based on school needs and evidence.
2. Why was SBM revised?
The revision addresses implementation challenges observed over time, including inconsistent practice, heavy documentation requirements, and a tendency to focus on compliance rather than improvement. The revised SBM promotes reflective self-assessment, targeted planning, and sustained improvement anchored on actual school practices.
3. Scope of the policy
The policy applies to all public schools. It also defines the roles of Schools Division Offices (SDOs), Regional Offices (ROs), and the Central Office (CO) in supporting SBM implementation. Private schools are encouraged to adopt the revised guidelines.
4. Key principles of the revised SBM
- Learner-centered and inclusive practices
- Shared leadership and stakeholder participation
- Data-informed and evidence-based decisions
- Continuous improvement as a sustained process
5. The continuous improvement cycle (SBM process)
The revised SBM emphasizes a continuous cycle that schools repeat over time to improve performance and learner outcomes:
- Assess: Conduct self-assessment to understand current SBM practices and gaps.
- Plan: Use results to set priorities and integrate them into school plans (SIP and AIP).
- Act: Implement improvement strategies and interventions.
- Monitor and self-improve: Track progress, reflect on results, and adjust actions when needed.
6. SBM dimensions (areas of school practice)
Schools assess and improve practices across key SBM dimensions commonly used in the framework:
- Curriculum and Teaching: Quality instruction and learning practices aligned with learner needs.
- Learning Environment: Safe, inclusive, supportive, and learner-friendly conditions.
- Leadership and Governance: Transparent, accountable, and participatory leadership.
- Human Resource and Team Development: Professional growth, teamwork, and capacity building.
- Finance and Resource Management: Efficient and transparent resource use to support learning.
7. How schools rate SBM practice (degree of manifestation)
SBM indicators are rated using degrees of manifestation. These describe how consistently a practice is observed:
| Degree | Meaning |
|---|---|
| Always manifested | Practice is consistently observed and evident. |
| Frequently manifested | Practice is observed most of the time. |
| Rarely manifested | Practice is observed sometimes. |
| Not yet manifested | Practice is not observed. |
8. What changed in the revised SBM?
- Less paperwork: The prior practice of attaching various documentary evidence to the SBM checklist is no longer necessary.
- Self-assessment is central: Schools use the self-assessment results as input to planning and improvement actions.
- Support over inspection: SDOs and ROs provide technical assistance to address needs and improve practice.
- SBM is embedded: SBM processes are aligned with school planning, implementation, and monitoring cycles.
9. Roles and responsibilities (simplified)
School
- Conduct self-assessment with internal and external stakeholders.
- Use results to identify priorities and integrate them into SIP and AIP.
- Implement and monitor improvement actions.
- School head provides leadership and accountability for SBM and school effectiveness.
Schools Division Office (SDO)
- Provide technical assistance and guidance to schools.
- Support monitoring and follow-through based on school needs.
Regional Office (RO)
- Oversee and support division implementation and capacity building.
- Coordinate technical assistance across divisions as needed.
Central Office (CO)
- Set national direction and provide overall policy guidance.
- Ensure system alignment and provide support through appropriate offices.
10. Monitoring and evaluation
SBM is monitored as part of DepEd’s broader monitoring and evaluation processes. Results help determine where schools need support, what improvements are working, and what actions should be strengthened to improve learner outcomes.
11. Effectivity and transition
- The Order takes effect 15 days after publication in the Official Gazette or a newspaper of general circulation.
- A transition period is provided to help schools and stakeholders understand and implement the revised SBM guidelines.
Key takeaway
The revised SBM strengthens school improvement by focusing on reflective self-assessment, shared leadership, and evidence-based planning. It reduces compliance-driven documentation and emphasizes continuous improvement in real school practices and learner outcomes.
Reference
Department of Education. (2024). DepEd Order No. 007, s. 2024: Policy Guidelines on the Implementation of the Revised School-Based Management (SBM) System.
View DepEd Order No. 007, s. 2024 (PDF)
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