Understanding the role of discourse in Philippine basic education reform Mary Jocelyn R dela Cruz Political Science Department De La Salle University Philippines SchoolBased Management has yet to empower because ID: 343827
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Slide1
Words Misunderstood?
Understanding the role of discourse in Philippine basic education reform
Mary Jocelyn R. dela Cruz
Political Science Department
De La Salle University, PhilippinesSlide2
School-Based Management
has yet to empower because:
LSB’s structural configuration
Lack of intensive local capacity building
Conceptual confusion on SBMSlide3
Objective
To
e
xplore the interplay of ideas, discourses, actions, and institutions in the context of reforming the Philippine basic education systemSlide4
Ideas
Discourse
Rules
Institutions
ActionsSlide5
School-Based Management
Mechanism to decentralize decision-making authorities to the school levelTo empower principal, teachers and other stakeholders to identify and resolve local school problems
Ownership
AccountabilitySlide6
Introducing SBM
EDCOM Report
1991
Education decentralization principles
BEAM
2002-2007
Flexible & cooperative learning environment
TEEP
1998-2006
detour from decentralizing supply of inputsSlide7
SBM was contained
Dependence on foreign-assisted projects
Pilot projects to national implementation
Institutional incapacity to initiate & continue reforms
Organizationally displaced offices restrained knowledge generationSlide8
“The
DepEd
bureaucracy lives (and dies) by the
DepEd
Memo and this is so ingrained in the system that administrators and school heads will wait for these rather than act on their own.” (Luz, 2008/2009)Slide9
“No
Memo,
No
Action
”
Self-legitimizes DepEd as a reform-oriented institution
Continuity of textual production contradicts to the very idea of SBMSlide10
A discourse of a centralized structure
As a result of rigid hierarchical structures with limited resources, the effect of policies that require the surrender of authority is limited.
Democratizing decision-making processes within a local school board that is configured to decide on a top-down approach.Slide11
De facto adoption of SBM
SBM is adopted through DepEd
projects instead of a clear congressional legislation.
Governance of Basic Education Act of 2001 (Republic Act No. 9155) was not formulated based on the lessons learned in TEEP and BEAM, but through EDCOM Report. Slide12
RA 9155:
A struggle between SBM and ‘centralist’ discourses
School Level
WB’s TEEP
Budget allocation
HR management
Curriculum and Infra
Dev’t
Division Level
RA 9155
National LevelSlide13
While it is within the
DepEd’s
intention to legitimize its efforts to let go of its authorities according to changing rules and discourse that favors school empowerment, the manner by which such legitimation is executed reaffirms
DepEd’s
acknowledgement of its concentrated authority over its lower levels. Slide14
SBM in fragmented grounds
District-Level Director
SBM is misconceived by some principals as a license to be ‘free as a bird’ against the division level’s control.
Principals are incapable to manage the school on their own.Slide15
SBM in fragmented grounds
School Principal
SBM is just another central office’s directive that should be complies so as not to receive unwanted sanctions.
“Centralized policies worked before. Why can’t it work now?”Slide16
Exacerbated by the
DepEd’s
prohibition on conducting personnel trainings outside the academic calendar, the articulation, deliberation and legitimation of SBM in the education reform discourse are being seriously shortchanged
. Slide17
Reflections for now
The actions of various actors carrying SBM ideas can still struggle to push changes within the discourse, for as long as the legitimacy of such actors is recognized, and the ideas he transmitted receives consensual validation, while the manner by which he conveyed these ideas is coercive enough to be remembered and valued by
others.