Impact Evaluation on SBM Level of Practice: The Case of Maddela II District

Abstract

INTRODUCTION

School-Based Management level of practice gauge school's overall performance in terms of the four guiding principles of ACCESs (A Child and Community-Centered Education Systems) which include the four principles of school-based management. First is the Leadership and Governance that deals with the network that guides the education system to achieve its shared vision, mission, and goals that make them responsive and relevant to the context of a diverse environment. The second principle is Curriculum and Instruction. This pertains to the curriculum learning systems anchored on the community and learner's contexts and aspirations that are collaboratively developed and continuously improved. The third principle is Accountability and Continuous Improvement which means that a clear, transparent and responsive accountability system is in place, collaboratively developed by the school community which monitors performance and acts appropriately on gaps and gains. The fourth principle is Management of Resources which pertains to resources that are collectively and judiciously mobilized and managed with transparency, effectiveness, and efficiency. However, these principles constitute forty (40) percent of the overall computation of the SBM Level of Practice.The remaining sixty (60) percent lies in the learning outcomes such as National Achievement Test result, enrolment and dropout rate. Therefore, school-based management level of practice determines the optimum collaboration of the school and the school community as a whole.

METHODS

This study utilized the Mixed Methods Research. Qualitative surveys of the SBM coordinators and the school heads will be undertaken. The information from the survey was supplemented with information from the structured interview of the school heads and SBM coordinators.

RESULTS

Out of 19 schools, there were 11 or 57.89% Level II meaning their practices are "Maturing" while there were 8 or 42.11% Level, I meaning their practices are "Developing". At an average, the overall meanof all schools in terms of the SBM level of practice was 1.73 interpreted as "Maturing" and it is under Level II of practice.

DISCUSSIONS

School-Based Management as one of the mandates of every learning institution is designed as a mechanism to improve learning outcomes. This study further affirms that when schools have institutionalized the practice of SBM it follows that significant incremental along the different performance indicators will be achieved.