GLOSSARY OF ACRONYMS

1. AIP - Annual Implementation Plan

2. CPISU - Central Project Implementation Support Unit

3. COA - Commission on Audit

4. DO - Division Office

5. DPISU - Division Project Implementation Support Unit

6. MOOE - Monitoring Operating Expenses

7. PTCA - Parents, Teachers, Community

Association
8. PSB - Personnel Selection Board

9. QS - Qualification Standard

10. SBU - School-Based Management

11. SBMF - School-Based Management Fund

12. SCP - School Community Partnership

13. SDF - Social Development Fund

14. SEF - Special Education Fund

15. SIP - School Implementation Plan

16. SOB - School Operating Budget

17. TEEP - Third Elementary Education Program

ii
 DAILY OPERATION AND MANAGEMENT OF SCHOOLS

Rule VI, section 6.1, of the Rules and Regulations of R.A. 9155 (Implementing Rules and
Regulations “IRR”) states that:
“There shall be a school head (SH) for all public elementary schools and public high schools
or a cluster thereof.”
The SH, who may be assisted by an assistant school head, shall be both an
INSTRUCTIONAL LEADER and ADMINISTRATIVE MANAGER. The SH shall form a team with the
school teachers/learning facilitators for delivery of quality educational programs, projects, and
services. A core of non-teaching staff shall handle the school’s administrative, fiscal and
auxiliary services.

A. Identifying And Performing The School Heads (Shs) Roles, Responsibilities And
Accountability In R.A. 9155
Consistent with the law, national educational policies, plans, and standards, the SH shall
have authority, accountability and responsibility for the following:
a) Setting the mission, vision, goals and objectives of the schools;
b) Creating an environment within the school that is conducive to teaching and
learning;
c) Implementing, monitoring and assessing the school curriculum & being accountable
for higher learning outcomes;
d) Developing the school education program & school improvement plan.
e) Offering educational programs, projects & services; which provide equitable
opportunities for all learners in the community;
f) Introducing new and innovative modes of instruction to achieve higher learning
outcomes;
g) Administering and managing all personnel, physical & fiscal resources of the school;
h) Recommending the staffing complement of the school based on its needs;
i) Encouraging and enhancing staff development;
 j) Establishing school and community networks and encouraging the active
participation of teachers organizations, non- academic personnel of public school
and PTCA’s;
k) Accepting donations, gifts, bequests & grants in accordance with existing laws
and policy of the Department for the purpose of upgrading teachers’/learning
facilitators’ competencies, improving and expanding school facilities and providing
instructional materials & equipment. Such donations or grant must be reported the
division superintendent; and
l) Performing such other functions as may be assigned by the Secretary, RDs and SDs
where they belong.
As Administrative manager, SHs:
 Set the school's mission, vision, goals and targets.
 Develop School Improvement Plan (SIP)
 Mobilize Community participation for the improvement of education outcomes
As Instructional Leader, SHs:
 Create a school environment conducive to learning
 Be accountable for learning outcomes

B. Managing Human, Fiscal And Physical Resources To Support Learning

The efficiency and effectiveness of the services that DepEd offers to the public largely
depend on the performance of its human resources. Hence, the need for sound selection, good
management and the continuous development of its manpower.

1. Personnel Management

Coverage of the Civil Service

There are two general categories of services in government as provided for in Section
6, Chapter 2, Book V, Executive Order 292.These are the career service and the non- career
service.
1. Career Service- Entrance in the career service is based on merit and fitness determined
as far as practicable by competitive examinations, as based on highly technical
qualifications. Persons appointed to positions in the career service have opportunities
for advancement to higher career positions and they enjoy security of tenure.

Positions in the career service are grouped into three major levels:

a) The First Level Positions include electrical, trades, crafts, and custodial positions,
entrance to which requires less than four (4) years of college work. The nature of work
sub-professional, or non-supervisory.
b) The Second Level Positions include professional, technical and scientific positions which
involve professional, technical and scientific work in a non-supervisory or supervisory
capacity and requires at least four(4) years of college work.
c) The Third Level Positions cover those in the Career Executive Service which include:
undersecretary, assistant secretary, bureau director (department-wide and bureau-
wide), assistant regional director (department-wide and bureau-wide), chief department
service, schools division-superintendents, assistant schools division superintendents,
and other officials of equivalent rank.

Employment Process
The employment process includes three (3) stages: (1) recruitment, (2) selection, (3)
appointment. Before employment the personnel and staff of this department undergo these
stages.

Stage I. Recruitment
Recruitment is the process of searching for and identifying job candidates in sufficient
quantity and quality to meet current and organizational needs.
 Publication of Vacant Positions. Pursuant to R.A 7041, vacant positions in all levels in the
career service are published in the:
 Bulletin of Vacancies in the Civil Service; and
 in the newspaper of wide circulation
These are likewise posted in at least three (3) conspicuous places in the office for ten
(10) working days (CSC-MC No. 20, s. 2002).
Positions occupied by holders of temporary appointments are posted every six (6)
months.
Publication of vacant positions is valid for six (6) months only reckoned from the date
the vacant position was published.

Filling-up of the vacant positions is made only after ten (10) working days of publication.

Filing of Applications. At this level, the applicant shall write a letter of intent and send it to
the Personnel Office or directly to the head of the concerned office together with the required
documents. Positions in different levels require different documents.

For the first and second level positions: For the first and second level positions, the following
documents are to be submitted:
 LET/Teachers Board Rating and PRC Registration/ License
 Transcript of Records
 Service Records, if one has teaching experience
 CS Form 212 in two (2) copies with the latest 2’x 2’ ID picture
 (DepEd Order No. 2, s. 2002)

Stage II: Selection

Selection of employees/ teachers for appointment in the DepEd is anchored on the
principles of merit, competence, fitness and quality. It is open to all who are qualified,
regardless of gender, civil status, disability, religion, ethnicity or political affiliation.
 Ranking. The head of the office where the vacancy exist gathers all applicants and
prepares a rank list of applicants to include all qualified next-in-rank employees in the office
where the vacancy exists and all other qualified applicants
The following determinate factors a r e considered:
o Performance
o Education and training
o Experience and Outstanding Accomplishment
o Psycho-Social Attributes and Personality Traits Potential

For Teachers: Ranking is school-based. The school Committee chaired by the school head
or department head shall receive all applications and validates the documents submitted by
the applicants. The Division Sub-Committee evaluates the applicants, conducts’ interview
and observes demonstration teaching. The Division Selection Committee conducts written
examination, consolidates individual ratings and makes the final ranking of all applicants for
inclusion in the registry of all qualified applicants (RQA) for submission and approval of the
Superintendent.
The complete rank list of all teacher-applicants is submitted by the school head to the SDS.

Pooling. A registry of qualified teacher-applicants for every elementary school and for
every secondary school is established in every division office. The RD is furnished a copy of the
registry or pool of qualified teacher-applicants.

Composition of the Personnel Selection Board (PSB)

Appointment proposal is submitted for screening to the Selection Board, composed of:
For the first and second level positions
 As Chairperson: the Secretary/RD/SDS or the authorized representative;
 Highest official responsible for personnel management;
  Division Chief of the authorized career service representative of the Division/ unit where
the vacancy is;
 The human Resource Management Officer (HRMO) or official/ employee directly
responsible for personnel management; and
 Two (2) representatives of the rank-and-file career- employees- one (1) from the first
level and one (1) from the second level- who shall both be chosen by the accredited
employee association in the DepEd offices. In case there is no accredited association in
the DepEd offices, the representatives shall be chosen by the employees, through a
general assembly or any mode of selection to be conducted for the purpose. The
candidate who garnered the second shall be the alternate representative.

The HRMO shall act as the Secretariat for the PSB of the first, second, and third levels.
The Secretary/RD/SDS shall ensure equal opportunity for men and women to be represented in
the PSB for all levels.
The following positions are no longer screened by the PSB:
 Substitute appointment
 Appointment to entry laborer positions
 Appointment to personal and primarily confidential positions
 Renewal of temporary appointment

Screening Procedure. In the screening of applicants/ candidates, the Qualification

Standards (QS) is used. For the service-wide positions, the CSC 1997 Qualification Standards
is used; for unique positions, the DECS 1995 Qualification Standard is used.

Stage III: APPOINTMENT

Basic Policies on Appointments:

a. You may be promoted or transferred to a position which is not more than (3)
 salary, pay or job grades higher than your present position except in meritorious
cases, such as: if the vacant position is next-in-rank and identified in the System
Ranking Position (SRP) approved by the head of the DepEd or the lone or entrance
position indicated in the Department staffing pattern.

b. If you are in local or foreign scholarship or training grant; on authorized leave with
pay for not more than two months (2); or on detail you may also be considered for
promotion. The performance rating to be considered is the rating immediately prior
to the scholarship/training grant/ authorized leave/ detail/ secondment. If you are
promoted, the effectivity date of your promotional appointment is on the
assumption to duty. If you are on scholarship or training grant or authorized leave,
the effectivity is after the said scholarship/training grant/ authorized leave/ detail/
secondment.

c. Promotion within six (6) months prior to compulsory retirement is not allowed
except as otherwise provided by law.
d. A notice announcing your appointment is posted for at least fifteen (15) calendar
days in three (3) conspicuous places in the DepEd office concerned a day after the
issuance of appointment.
e. Upon approval of the appointment on CSC Form 33, the appointee is furnished the
original copy where the position title, employment status, salary rate, nature of
appointment, item number and date of issuance are indicated.

Documentary requirements for the appointment include:

 Job Description Form
 Oath of Office
 Statement of Assets and Liabilities (SAL) for submission for thirty (30) days.
Blood test (Blood type to be indicate in ID)
 Urinalysis Chest X-
 Ray Drug test
 Neuropsychiatry exam, if necessary
 Clearance
For original appointment- NBI
For reinstatement- NBI and clearance from former office

Effectively of Appointment. Effective date of appointment should not be earlier than

the date the appointment was signed by the appointing authority, except in the case of change
in status of having acquired civil service eligibility or in the case of a teacher having acquired a
valid certificate of registration and the valid professional license.

The effectively of change of the status should be the date of the release of the
examination and/ or date of issuance of appropriate license/s.

Change of status from temporary to permanent because of the completion of the

required education, training, and experience is effective upon presentation of such
completion

If the appointee does not assume office within thirty calendar days from receipt of the
approved appointment, the same may be cancelled by the appointing authority. Position is
automatically deemed vacant.

Grievance. A qualified next-in-rank employee may present the grievance with the
office grievance machinery under the following conditions:
a) Non-compliance with the selection process
b) Discrimination on account of gender, civil status, disability, pregnancy, religion,
ethnicity, or political affiliation
c) Disqualification of applicant to a career position for a reason of lack of confidence of the
appointing authority
 d) Other violations of the provisions of the MSP

Nature of Appointment
a) Original appointment. Refers to the initial entry into the career and non-career service.
For those on the career service, the first six (6) months of service following the original
appointment shall be probationary in nature, and one shall undergo thorough character
investigation. A probationer may be dropped from the service for unsatisfactory
conduct or performance any time before the expiration of the probationary period.
Such an action is appealable to the CSC.

b) Promotion refers to the advancement from one position to another with an increase
of duties and responsibilities and usually accompanied by an increase in salary. One may
be promoted from one department or agency to another from one organizational unit
to another within the same department or agency.

c) Transfer refers to movement from one position to another, which is equivalent in rank,
level or salary without break in service.

This may be from one department or agency or from one organizational unit to another
in the same department agency. Any movement from the non-career to the career service shall
not be considered as transfer.
If one may seek to transfer to another office, he/she must first secure permission from
the head of the department or agency where he/she is employed stating the effective date of
transfer. If the request to transfer is not granted by the head of the office where one is
employed, it shall be deemed approved after thirty (30) days from the date of notice to the
agency head.
If one fails to transfer in the specified date, he/she shall be considered resigned and
his/her reemployment shall be at the discretion of the head of the office.
 His/ her transfer is effective on the day following the last day of service in his/her
former office.

d) Reemployment refers to the reappointment of the person who has been previously
appointed to a position in the career service under the permanent status but was
separated as a result of reduction in force, reorganization, retirement, voluntary
resignation or of any non-disciplinary action such as dropping from the rolls and other
modes of separation. It presupposes a gap in the service.

No prior authority shall be required for the reemployment of a person who has been
previously retired and who has not reached the compulsory retirement age of sixty-five (65).
e) Reappointment refers to the re-issuance of the appointment during the
reorganization, devolution, salary standardization, re-rationalization or similar events. It
presupposes no gap in the service.
f) Reinstatement is the issuance of an appointment to a person who has been
previously appointed to a position in the career service and who has, through no
delinquency or misconduct, been separated from one who has been exonerated of the
administrative charges in his/her previous position.
If one has been exonerated or has been illegally terminated, he/she is deemed not to
have left the service
g) Renewal is the subsequent appointment issued upon the expiration of the
appointment of the contractual/ casual personnel, or temporary appointment if a
qualified eligible is not available. It presupposes no gap in the service.
h) Change of status refers to a change in temporary-permanent or from professional to
regular permanent.

 Temporary to permanent is appointment issued to a temporary employment

when he/she acquires the eligibility or has become fully qualified for the
position to which he/she is being appointed.
  Provisional to regular permanent is issued when a provisional teacher qualifies
and is registered as a professional teacher.
 Status of temporary appointees covered by CSC-MC No. 11, s. 1996 is change to
permanent when the required eligibility is obtained by passing a skills test given
by the Technical Education and Skills Development Authority (TESDA) or when
one (1) year of satisfactory actual work performance is completed
i) Demotion refers to the movement from one position to another with the reduction in
duties, responsibilities, status or rank which may or may not involve reduction salary
and is not disciplinary in nature.
j) Upgrading/Reclassification means change in position title with a corresponding increase
in salary grade. It requires an issuance of an appointment.

Employment Status
a) Permanent Status is issued to a person who meets the minimum qualifications
including the appropriate eligibility and all requirements of the position to which
he/she is being appointed.

b) Temporary status is issued to a person who meets the education, experience and
training requirements for the position to which he/she is being appointed, except the
appropriate eligibility.
 The appointment shall not be exceeding twelve (12) months reckoned from
the date issued.
 Temporary appointees do not have security of tenure and may be separated
from the service with or without cause.
 They may be terminated within the twelve (12) month period by eligible’s or
non-eligibles (CSC-MC No. 20, s. 2002)

c) Substitute Status is issued when the regular incumbent of a position is

temporarily unable to perform the duties of the position, as when he/she is on
 approved leave of absence, suspension, scholarship grant or secondment. A
substitute appointment is issued only if the leave of absence of the incumbent is
at least three (3) months except in the case of teachers.

d) Coterminous Status is issued to a person whose entrance and continuity in the service
is:
 Based on trust and confidence of the appointing authority or head of unit;
 Co-existing with the incumbent;
 Limited by the duration of the project’
 Co-existent with the appointee;
 Appointments of personnel under the Foreign-Assisted Projects (FAP) shall be
coterminous with the project.
e) Contractual is issued to a person who shall undertake specific job for a limited period of
time not to exceed one (1) year.
f) Casual/ Emergency is used for essential and necessary where there are not enough regular
staff to meet the demand of the service. There are normally emergency laborers
hired for a period not exceeding six (6) months.
g) Contract of Services/ Job Orders refers to employment as follows:
 The contract covers lump sum work or services such as janitorial, security, or
consultancy services where no employer- employee relationship exists.
 The job order covers piece-work or intermittent jobs of short duration not
exceeding six (6) months on a daily basis.
 The contracts of services and job orders are not covered by civil service laws,
rules and regulations but covered by Commission on Audit (COA) rules.

Employment Status of Teachers

a) Regular Permanent status is issued to a teacher who meets all the requirements of the
position.
b) Provisional status is issued to a teacher who meets all the requirements of the position
 except eligibility.
Provisional appointments shall be effective not beyond the school year during it
was issued.
c) Substitute status is issued to a teacher when the regular incumbent of the position is
temporarily unable to perform the duties of the position.

Other Personnel Appointments

The following movements do not require issuance of an appointment, but require an

issuance of an office order issued by a duly authorized Official:
a) Reassignment is movement from one organizational unit to another in the same
department or agency which does not involve a reduction in rank, status or salary.
b) Detail is the temporary movement from one department or agency to another office
or agency, and does not involve a reduction in rank, status or salary.

The salary of the employee who is detailed or reassigned is received from the mother unit/
agency. It is allowed for a maximum period of one (1) year in case of employees occupying
professional, technical or scientific positions. Detail beyond one (1) year may be allowed
provided it is with consent.

c) Secondment is the movement from one department or agency to another which is

temporary in nature and which may or may not require issuance of an appointment
which may either involve increase or decrease in compensation and benefits.
Acceptance of secondment is voluntary on the part of the employee.
d) Job Rotation is a sequential or reciprocal movement from one office to another or from
one division to another within the same agency as a means for developing and
enhancing the potentials of people in an organization by exposing them to work
functions of the agency. Duration of job rotation is not to exceed twelve (12)
months.
 e) Designation is an imposition of additional duties to be performed by a public official
with corresponding title or position. It is temporary in nature and can be terminated
anytime at the pleasure of the appointing authority. Please refer to CSC MC No.
6, s. 2005, Guidelines on Designation.

ATTENDANCE AND PUNCTUALITY

Work Hours
 Eight (8) working hours a day for five (5) working days a week or a total of forty (40)
hours a week, exclusive of time for lunch is required. (CSC MC No. 21, dated June 4,
1992).
 Normal working hours
8:00am- 12:00 nn
1:00pm- 5:00pm
 Adoption of flexi time is allowed in accordance with CSC MC No. 14, s. 1989, provided
it falls within:
7:00am- 4:00pm;
8:00am- 5:00pm; and
9:00am- 6:00pm
Core hours are from 9:00 am to 4:00pm
 Office hours during Ramadan
For Filipino Muslim fasting during the Ramadan:
7:30am- 3:30pm without noon break

The flexible time schedule means that you may opt to report for work anytime between
7:00am and 9:00am without being late and finish the eight (8) hours of work required of you
sometime between 4:00pm and 6:00pm. Provided that the core working hours is observed.
Your presence in the office during the core working hours is mandatory, as well as
required rendition of (8) hours of work a day. If you report for work later than 9:00 am, you
shall be considered tardy and should you leave earlier than 4:00 p.m. or fails to render the
required eight (8) hours, you shall be considered to have incurred an undertime. The
accumulated total number of tardiness, under time and absences shall be deductible to your
vacation leave credits.
Drivers, utility workers/ janitors, security guards, contractual or casual/ emergency
laborers are not covered by the flexitime schedule. Instead, they shall be required to observe a
schedule suited to the nature of their work as determined by the heads of the offices.

Use of Bundy Clock

All officers and employees, except presidential appointees, shall record their daily
attendance on the proper form and have them registered on the Bundy clock and now
Biometric machine.
 Record of attendance shall be kept in a conspicuous place in the custody of a
responsible officer who shall monitor the arrival and departure of official and
employees.
 Timecards should be placed on the racks all the time.
 Head of the offices shall be responsible for the attendance of their personnel.
Punching timecard of other employees is prohibited.

Your computation of the rendered eight (8) hours work daily shall be based on the
recorded log in and log out on the timecards in the morning and in the afternoon. Failure to log
out and log in during lunch time shall result to attendance of half day only. Likewise, failure to
log out at the end of the working day shall result in a whole day’s absence.

Use of Biometric Machine Monetization of Leave Credits

 If one is in the career and the non-career service whether permanent, temporary,
casual, contractual or coterminous and have accumulated fifteen (15) days of vacation
leave credits, he/she is allowed to monetize a minimum of ten (10) days. Provided that
at least five (5) days is retained after monetization and provided further that a
 maximum of thirty (30) days of all accumulated vacation and sick leave credits may be
monetized a year.
 A teacher may also monetize service credits provided such is converted to vacation and
sick leave credits (joint CSC and DBM Circular No. 1, s. 1991).

General Rules
 A fraction of ¼ (0.25) or more but less than ¾ (0.75) will be considered as ½ (0.50) day
and a fraction of ¾ (0.75) or more will be counted as 1 full day for the purpose of
granting leave of absence.
 If an employee is absent on a regular day for which suspension of work is declared after
the start of the regular working hours, he/she is not considered absent for the whole
day. Instead, he/she is only deducted leave credits or the amount corresponding to the
time the suspension of the work was announced.
 Whenever one’s application for leave of absence, including terminal leave, is not acted
upon by the head of agency or his duly authorized representative within five (5) working
days after receipt thereof, his/her application for leave of absence will be deemed
approved.
 Even if he/she has a pending administrative case against him/her, he/she is not barred
from enjoying leave privileges.
 If one is on leave without pay and fails to report for work at the expiration of one (1)
year from the date of such leave, he/she is considered automatically separated from the
service.
 During the period of one’s leave, only substitute appointment can be made to the
position.
 When one has been penalized with dismissal from the service, he/she is likewise not
barred from being entitled to his/her terminal leave benefits.
 If one has been dismissed from the service but were later exonerated and thereafter
reinstated, he/she is entitled to leave credits during the period that he/ she was out of
the service.
  If one has reached the compulsory retirement age of sixty five (65) but his/her service is
extended by the CSC for another six (6) months, he/she no longer earns leave credits.

Teachers Leave
 Teachers are not entitled to the usual vacation and sick leave credits but
proportional vacation pay (PVP) during summer and Christmas Vacation.
 Teachers who have at least seven (7) years of continuous service may be entitled to
study leave of absence with pay not exceeding one (1) school year. (Sec. 24, RA 4670).
 An indefinite sick leave of absence is granted to teachers where the nature of the illness
demands a long treatment that will exceed one (1) year at least (Sec. 25, RA 4670).

Grant of Vacation Service Credits

 Teacher’s vacation service credits refers to the leave credits earned for services
rendered on activities during summer or Christmas vacation or in the course of the
regular school year, as authorized by proper authority.
 Vacation service credits is given only for work beyond regular functions or beyond
regular work hours/days where payment of honorarium or overtime pay is not possible.
 Vacation service credits are used to offset absences of a teacher due to illness. To offset
on account of illness, one (1) work day service credit is used to offset one day of
absence. (DepEd Order No. 53, s. 2003).

Activities Eligible for the Grant of Service Credits

Service credits may be granted for services rendered during:
a) Registration and election days as long as these are mandated duties;
b) Calamity and rehabilitation when school are used as evacuation centers;
c) Conduct of remedial classes during the summer or Christmas Vacation or outside
of regular school days;
d) Early opening of the school year;
e) School sports competitions held outside regular school days;
 f) Training teachers in addition to their normal teaching loads;
g) Teaching overload not compensated by honoraria;
h) Teaching in non- formal education classes in addition to teaching in formal
education classes carrying a normal teaching load;
i) Work done during regular school days if these are in addition to normal teaching
load;
j) Conduct of testing activities held outside of school days; and
k) Attendance/ participation in special DepEd projects and activities which are not
short-term in duration such as English, Science, and Math Mentor’s Training,
curriculum writing workshop, planning workshop, scouting, if such are held during
the summer vacation or during weekends.

Activities Not Eligible for the Grant of Service Credits

Service credits shall not be granted for the following:
a) in service training programs fully funded by the government;
b) assignment to clerical work, such as checking forms and finishing reports;
c) reassignment of teachers to duty in another bureau of office (Detailed in another
office);
d) assignment in connection with exhibits at a fair;
e) postponement of a regular teachers vacation; and
f) time spent in traveling to and from station to the place where services are rendered.

Sick Leave
 All applications for sick leave of absence for one (1) full day or more will be made
on the prescribed form and will be filed immediately upon his return from the leave.
 Notice of absence, will be sent to the immediate supervisor and/or the agency head.
 A proper medical certificate will accompany application for sick leave in excess of
five (5) successive days.
 Sick leave may be applied for in advance in cases where one will undergo medical
 examination or operation, or is advised to rest in view of ill health duly supported by
a medical certificate.
 Sick leave is granted only on account of sickness or disability on the part of the
employee concerned or of any member of his/her immediate family.
 Approval of sick leave, whether with or without pay, is mandatory provided proof of
sickness or disability is attached to the application in accordance with the
requirements prescribed.
 Unreasonable delay in the approval thereof or non-approval without justifiable
reason will be a ground for appropriate sanction against the official concerned.

General Rules
Vacation leave
 Tardiness and under time is deducted from vacation leave credits and will be charges
against sick leave credits, unless the under time is for health reasons, supported by
medical certificate and the application for leave.

 Vacation and sick leave will be cumulated and any part of it which may not be taken
within the calendar years may be carried over to the succeeding years.

 Computation of vacation and sick leave will be made on the basis of one (1) day
vacation leave and one (1) day sick leave for every 24 days of actual service.

 All absences in excess of accumulated vacation or sick leave credits will be without
pay. To compute one’s salary in a given month:

Salary = Monthly Salary x No. of days LWOP

Calendar Days
However, in case of continuous absence for over ten (10) working days, the divisor in
the above formula shall be the actual number of working days instead of calendar days.
  When one has already exhausted his sick leave credits, he/she can cause his vacation
leave but not vice versa.
 While one is on vacation or sick leave with or without pay, his position is not vacant.

Maternity Leave (CSC-MC No. 22, dated October 23, 2002)

 Every woman in the government service who has rendered an aggregate of two (2) or
more years in service, in addition to the vacation and sick leave granted to her is
entitled to maternity leave of sixty (60) days with full pay.
 Those who have rendered one (1) or more but less than two (2) years of service shall be
computed in proportion to their length of service, provided, that those who have
served for less than one (1) year will be entitled to sixty (60) days of maternity leave
with half pay.
 Enjoyment of said leave cannot de deferred; it should be enjoyed within the actual
period of delivery in the continuous and uninterrupted manner not exceeding 60
calendar days.
 Every married or unmarried woman may go on maternity leave for less then 60 calendar
days. When a female employee wants to report back to duty before the expiration of
her maternity leave, she may be allowed to do so provided she presents a medical
certificate that she is physically fit to assume the duties of her position.
 The commuted money value of unexpired portion of her leave need not be refunded

When one returns to work before the expiration of her maternity leave, she may
receive both the benefits granted under the maternity leave law and the salary for actual
services rendered effective the day she reports back to work.

Paternity Leave (RA 8187 in relation to CSC DOH Joint Circular No. 1, s. 1996)
 A married male employee is entitled to paternity leave of seven (7) working days for his
first four (4) deliveries of his legitimate spouse with whom he is living.
  A ‘legitimate spouse’ refers to the woman who validly entered in a contract of marriage.
The first four (4) deliveries will be reckoned from the effectively of the Paternity Leave
Act on July 15, 1996.
 Married male employee with more than one (1) legal spouse will be entitled to avail of
paternity leave for a maximum of four (4) deliveries regardless of whichever spouse gives
birth.
 The leave will be non-cumulative and strictly non-convertible to cash.
 He may enjoy the same either in a continuous or in an intermittent manner on the days
immediately before, during or after the childbirth of miscarriage of his legitimate
spouse.

Maternity / Paternity Leave of Adoptive Parents (CSC Res. No. 020515, dated
April 10, 2002)
 Adoptive parents are granted maternity and paternity benefits to which biological
parents are entitled.

Parental Leave (CSC-MC No. 8, s. 2004, dated March 24, 2004)

Parental leave of not more than that seven (7) working days in addition to existing leave
privileges shall be granted to any solo parent employee subject to the following conditions:
 The solo parent must have rendered government service for at least one (1) year,
whether continuous or broken, reckoned at the time of effectivity of RA 8972 on
September 22, 2002 and regardless of employment status.
 It shall be availed of every year and shall not be convertible to cash unless
specifically agreed upon previously. If not availed of within the calendar year, said
privilege shall be forfeited within the same year.
 It shall be availed of in a staggered or continuous basis, subject to the approval of the
head of agency/ office. In this regard, the solo parent shall submit the application for
the parental leave at least one (1) week prior to its availment, except on emergency
cases.
  The solo parent employee may avail of parental leave under any of circumstances stated
in CSC-MC No. 8, s. 2004.
Solo parent secures a VALID SOLO Parent Identification Card from the City Municipal SWDO.

C. Managing Physical Resources/ Facilities To Support Learning

Physical resources in school are facilities and learning or instructional materials. The
instructional materials include print instructional materials, non-print instructional materials and
equipment/ furniture.
Equipment includes tools, utensils, apparatus, teaching aids and materials, instruments
and similar properties needed for successful implementation of curricular, non-curricular and
administrative functions and processes.
Furniture refers to permanent/attached fixtures or movable items and furnishing that
make up the physical environment for learning. Classroom furnitures include desks, chairs,
benches, stools, tables, cabinets, shelves, bulletin boards, stands, racks and similar items
required in the instructional spaces.

School Equipment
The basic kinds of school equipment commonly used or needed in the public schools may
be categorized as follows:
A. Office and Services
• office equipment
• health equipment
• medical equipment
• dental equipment
• clinic equipment
B. Instructional Tools And Services
• science apparatuses
• playground equipments
• shop/industrial art tools
 • home economics utensils
• garden tools
School Furniture
School furniture includes desks, chairs, benches, stools, tables, cabinets, shelves, bulletin
boards, stands, racks and similar items required in the instructional spaces.

1. School seats. Good seating is necessary for comfort and good posture and is crucial to the
proper physical development of the child.
1.1 Seat Dimensions
a. Seat height is equal, more or less, to the lower leg height;
b. Seat depth should be 50mm short of the upper leg measurement.
c. Seat width should be reasonably wider than hip width.
d. Backrest height should be as high as the last number vertebra;
e. Seat inclination may be from three(3) to five (5) degrees; and
f. backrest to seat angle may be from 95 to 115 degrees.
2. School tables; such as pupil’s table, teacher’s table, library table, demonstration table,
dining table are designed according to their use or function.
2.1 Table height is determined in relation to the following requirements:
a) There should be sufficient clearance between the underside of the table top and the
seat of the chair to allow comfortable space for the heights of the seated person.
b) the tabletop should be level with the elbows of the seated person; and
c) for part-body measurements, elbow height, thigh and eye height should be used.
Regular Classroom Facilities
1. Standard facilities. The minimum furniture and equipment requirements for a regular
classroom in the elementary grades for a class of 40 pupils are (MECS memorandum no.
315,s. 1982):
a. Furniture
  Tables with chairs, 6-seater, washing facility with
 Wood/metal, for grades I-II Tablet receptable
chairs, wood/metal, for Grades IV-  Water pail
VI  Divan (with storage space for
 Teacher’s desk, with chair cleaning materials) Trash can
 Teacher’s table  Bulletin board, with rollers
 Chalkboard, framed, wall type, with  Stand table/demonstrations table
chalk ledge  Filing cabinet
 Teacher’s cabinet Hand  Storage cabinet

b. Equipment
DECS form rack
 Utility box, with caster  Lens, hand (magnifying)
 Globe (map), 10’’ diameter  World map
 Map, republic of the Philippines  Chart stand, with caster Laboratory
 Equipment kit science Microscope
 Planetarium

Home Economics Facilities

1. As the laboratory for home economics classes, the home economics building is designed
as a self-contained Filipino home. It shall consist of the following sections or
components:
a) Front porch leading to the entry door,
b) Sala or living room, furnished with the standard Sala set , curtains, drapes, appropriate
decors, etc.;
c) Bedroom, furnished with standard bedroom furniture beddings, curtains, lamps, etc.;
d) Dining room, furnished with standard dining furniture set, cabinet, etc.;
e) At Least two (2) or three (3) kitchen units with stove, sink, working table(s), shelves,
cabinets, etc.;
 f) Toilet and bath, provided with standard fixtures and furnishings;
g) Storeroom/pantry, provided with shelves, cabinets, etc.;
h) Classroom area, provided with standard classroom faciliti es and
demonstration mirror; and
i) Back porch, serving as exit from the kitchen.
2. The minimum furniture and equipment requirements for a home economics class in the
elementary grades are found in M.M. No. 315, s. 1982.
Industrial Arts Facilities
1. As the laboratory for industrial arts classes, the industrial arts building is designed as a self-
contained shop. It should contain the following:
a) A class room area with standard classroom facilities, etc;
b) A work area with benches, stools, fixtures, etc.;
c) A tool room with cabinets, shelves, racks, etc. for systematic safekeeping of shop tools;
d) A storeroom for supplies, materials, finished projects, etc.;
e) A display area for exhibiting selected finished projects announcements, etc;
f) A toilet and bath with standard fixtures and facilities, including laboratory; and
g) An office for the shop teacher.
2. Minimum and maximum equipment requirement for industrial arts classes as
specified in M.M. No. 315, s. 1982 and D. M. No. 179, s. 1992.

Anvil 100 lbs. Bits, Hammer, Claws and ball pen

Auger, sots Carving Hatchet
tools Chisel, cold Level Plumb
wood Clamp bar & “C”, 4" Plane, pliers, side cutting
Drill, hand, Rule, push-pull zig zag
speed Saw: coping, back, cross-cut, rip, set
File mill, flat, half round saw, triangular Square tin, straight blade
Gauge making Vise, woodworking, rapid acting,
Grinder, hand 7’ jaw
Vise, mechanic 4" jaw Wrenching bar, goose neck
Wrench, adjustable, pipe

3. A modified design of the Industrial Arts Building is the multi-purpose building, a

combination of the Home Economics and the shop building which can be converted into
classrooms, an assembly or social hall, a play area or a dormitory for a big school
delegation or any other allied purposes. It is provided with toilets, storage area, an area
for agricultural demonstrations, etc.
School Garden Facilities
The school garden should be provided with a garden house and an adequate water supply.
1.1 The garden house should be designed to include the following components:
a) A classroom area with standard classroom facilities;
b) A tool room with cabinets, shelves, racks, etc., for the safekeeping of garden tools;
c) A storeroom for supplies, materials, seeds, products, etc.; A display area for
exhibits, announcements, etc.;
d) A toilet and bath with standard fixtures and facilities, including laboratory; An office for
garden teacher; and
e) Plant nursery with seed boxes, pots, cans, etc.
2. Tools and Equipment (D.M. No. 304, s. 1998)
2.1 Garden site and soil Preparation

1. Bolo 9. Meter tape

2. Scythe 10. Rake
3. Sickle 11. Crowbar
4. Cross cut saw 12. Pick mattock
5. Plier 13. Grub hoe ( Asarol- crocodile brand)
6. Hammer 3 pcs.
7. Hedges shear 15 pcs.
8. Abrasive hone (Carborundum) 5 pcs.
3 pcs. 3 pcs.
3 pcs. 5 pcs.
3 pcs. 5 pcs.
3 pcs. 15 pcs.
3 pcs. 15 pcs.
The regular elementary grade classroom may be ideally structured in the following
manner:
1. At the entrance to the room, a signboard is posted, showing the following
identification:
(Grade and section occupying the room)
(Name of teacher handling the class)
2. A framed copy of the class program is displayed on the door at the adult eye-level.
3. At the front wall (that is, the wall-facing the class), the classroom chalkboards, properly
framed and provided with chalk ledge and curtains, are installed at a height which is in
accordance with the maximum comfortable reach of the children to the top of the
board. (the proper height of the chalkboard from the floor to its top-edge is determined
by multiplying the mean standing height of the class by the constant 1.2)
Educational facilities on the other hand is a term which can include sites, buildings and
fixed and loose furniture, laboratory rooms, desks, and chairs for classrooms. The Ad Hoc
Technical group of the former MEC school building committee recommended the following
standards.
RECOMMENDED STANDARDS

1. Academic classrooms
Elementary - 1.20 sq. /place
High school - 1.40 sq. /place
2. Science laboratories - 2.50 sq./place
3. Libraries - 2.50 sq./place
4. Workshops - 5.00 sq./place
5. Administrative area - 5.00 sq./place
6. Sanitary facilities
Boys’ urinal - 1 urinal/50 pupils
Boys’ toilet seat - 1 m. urinal trough/100
Laboratory - 1 seat/100
Faucet - 1 lab. /toilet
- 1 for every 2
shops (boys)
5 for every two
Shop boys
7. Corridors
500 pupils or less - 1.70 m. Wide
501 to 1000 pupils - 2.20 m. wide
Over 1000 pupils - 2.50 m wide
8. Sites
Elementary, rural 1-8 classes - 2 hectares
Elementary or 10 or more classes - 4 hectares
Secondary, urban 500 pupils or less - 0.5 hectares
501-1,000 pupils - 1.0 hectares
1,001-2,000 pupils - 2 hectares
2,000-3,000 pupils - 3.0 hectares
Maintain same ratio
for enrollment above 3,000
Secondary, Rural - 4 hectares
Secondary agricultural, rural - 54 hectaresFreshwater
Secondary fishery, rural Fishpond
- 6 hectares
- 8 hectares brackish water fishpond
Condemnation and Demolition of School Buildings

A school building which has become unsuitable, dilapidated and whose repair or
rehabilitation will cost 50% or more than the cost of the new building to replace it, should be
recommended for condemnation or demolition.

1. The school head reports the unserviceable building to be condemned by

accomplishing General Form No. 17-(A) in seven copies and submitting it to the Schools
Division Superintendent (SDS).
2. The SDS sends a team to check and verify condition of the building. The team shall be
composed of the team representatives of the superintendent, city or municipal
engineer and the COA as witness.
3. After checking and verification, the team submits to the SDS its findings and
recommendation/s.
4. Authority to demolish shall be served by the school official concerned to the office of the
city/municipal engineer before undertaking the demolition.
5. The demolition work shall be witnessed by the team who shall submit a report thereon.
6. Usable materials from the demolished buildings shall be sold through public auction if it
is not requested by the school for retention to be used specifically for the improvement
of existing school structure like fences, nurseries, covered walk and the like.
7. The RD issues a special voucher approving relief from responsibility for the
demolished building.

Insurance of School Buildings

All government school buildings which are permanent in structure shall be insured with
the general insurance fund, under the administration of the government service insurance
system, against fires floods, typhoons, and other natural calamities at a package rate of one
percent (1%) of their appraisal values (D.O. No. 76, s. 1994).
The physical facilities coordinator shall take charge of making the necessary
arrangements for the insurance cove Location of building (name of school, sitio/barrio,
municipality, province or
city)
 Location of building (name of school, sitio/barrio, municipality, province or
city)

 Kinds of building (Academic home economics, shop, office, etc.

 Type of construction (concrete, semi-concrete, steel, wooden, etc.)
 Size of the building and number of storey.
 Number of rooms.
 Total floor area
 Date and cost of construction.
 Latest appraised value for building.

1. In order that claim for damages or loses to school properties could be maximized, school
heads shall submit all necessary documents to GSIS-PRF, giving attention to the provision of day
period ( from day of occurrence of loss or damage) for the
NOTICE OF CLAIMS to be received at the GSIS headquarters (D.O. No. 58, s. 1997.)
4. All schools shall submit a duly accomplished Property Inventory form to GSIS (D.O. No. 76, s.
1994)

Maintenance of the School Buildings

(D. O. No. 103, S. 1992)
1. School building is the most important component among the Physical facilities of the
school. Accordingly, it should be given priority attention in a school’s physical facilities
maintenance program.
1.1 The following parts of the school building should be inspected regularly before and
after a typhoon and necessary repair and replacement should be made:
 Roofs, for loose nails in caps on roof sheet, side lapse, ridge rolls etc.;
  Ceiling, for plywood warps and loose jalousie, clips and jamb joints;
 Doors, for broken door lock and hinges; Wall and
partition, for water seepage;
 Flooring and floor framing, for deteriorating joist, broken floors, cracks in
concrete slabs, etc.;
 Porch and corridors, for holes, cracks in concrete slabs; Stairways,
for rusty and slippery portions;
 Kitchen/toilets for clogged plumbing fixtures and septic tanks; and
 Electrical installation or electrical wirings.
1.2 Other maintenance jobs: a) Wooden components of the building should be
regularly inspected for the presence of termites and wood-boring insects. b)
deteriorated ones and less damaged part should be treated with chemicals, c) hard
wood in door and window jambs should be used, d) building should be painted at least
once a year, e) the inside part of over head water tank should be clean and water
content replaced regularly, f) full septic tank should be dredged, as necessary, g) proper
care should be taken of all electrical appliances and equipment on the basis of the
Manual of Instructions, (D. O. No. 103, s. 1992)

Naming and Renaming of Schools and Buildings

1. Public elementary and secondary schools may be named after their locations or
the donor of the school- if apart from donating the lot the donor has also reached a
level of public achievement and recognition. Naming of school after a living person is
prohibited by Republic Act No. 1059, except when there is a special provision to name
it so, as when so provided in the deed of donation.
2. Sec. 99 (d) of R.A. 7160 otherwise known as the local Government Code provides that
the Local Sanggunian has the power to change the name of the school through an
ordinance and upon the recommendation of the school board. Approval of the Secretary
of Education is no longer necessary.
3. In consideration of the contents of DECS No. 108, s. 1991 “discouraging the
 indiscriminate renaming of public schools and colleges” a rationale for said change of
name stating public statement and recognition of the individual apart from donating a
school site should be submitted. No name of royalty or nobility or titles connotating
social status, e.g. Don, Doña, Datu, etc. should be affixed to the name of a school. A
documentary proof of donation if school site/campus was donated by honoree should
likewise be submitted.

Policy and Guidelines on the Proper Distribution, Case, Recording, Retrieval and Disposed
Textbooks (TXs) with the Teacher’s Manual (TMs) and other Instrumental Materials (IMs)
(DepED Order No.14, s.2012)
a. Textbooks Issuance and Distribution Within the School
 TXs and TMs must each be assigned a property code (DepED Order No. 26, s.
2007)
 The SDS and SH to them by the school supply officer/ designated property
custodian for the use of the pupils.
 Teachers are encouraged to read to the students “Take Case of the Book”
b. Textbook Inventory in the Classroom
 Teachers shall require the students to fill out the “Book Record Form”
 School supply officers/ designated property custodian are encouraged to
conduct an inventory on TXs at least after every grading period or at the end of a
semester.
c. Textbook Retrieval or Loss
 Formula for the computation of loss TXs (DepED order No. 25, s. 2003)
- Amount to be paid= acquisition cost – depreciation amount where
The depreciation amount is equal to the acquisition Cost divided by 5
multiplied by the number of years the lost TX or TM has been used.
 The school’s goals are to keep losses of each textbook title at 1% or less. The
Principal/SH should closely monitor retrieval procedures and involved the whole
 community in reminding students to return TXs before the end of the school
year.
d. Textbook Disposal
 The SH should ensure that all TXs/TMs for condemnation/ disposal are no longer
in the inventory list.
 Condemn old TXs/TMs procedure by the Cultural office or other sources (LGUs,
SEF, Local School Board, etc.) that have been replaced or will be replaced by
Universal Titles.

D. Ensuring That Responsibilities Are Carried Out Through

A management system is a proven framework for managing and continually improving an
organization’s policies, procedures and processes.
To make sure that all the responsibilities of a SH are carried out in his/her daily operation of
his/her school, a daily routinary schedule of activities must be prepared. A suggested or
example of a SH’s daily routine is the following:

Morning:
6:30-7:00 - Reporting to school
Checking of teachers lesson plans
7:00-7:15 - Attending the Flag raising ceremony
Observing the behavior of the pupils and teachers
Giving a short message after the flag raising
7:15-7:30 - Going around the school campus to find out if the surroundings,
the playground, the gardens, the pathways, corridors, etc. are
clean and safe
7:31-9:00 - Going around the classroom to briefly greet the pupils and
teachers
If there is a need to observe a new teacher, the SH has to
observe such teacher and use STAR observation
9:00-11:00 - Receiving and entertaining visitors in the SH’s office.
11:00-12:00 - Reading and answering official communications received.
12:00-1:00 - Lunch Break
Note: If there are emergency callers the SH has to entertain
them.
Afternoon:
1:00-200 - Reading and answering the remaining official communications
received.
2:00-3:00 - Observing teachers who needs improvement in teaching or
teachers with low performing pupils using STAR observation.
3:00-4:30 - Continuation of class observation
4:30-5:00 - Inspecting the school campus, the classrooms and other school
facilities to ensure that before the teachers and non-teaching staff
leave everything is in order.
Activities of SH which are not done every day but only when called for or needed are
the following:
 Attending meetings called by the District Supervisor, Division Office or the
externalstockholders like the office of the Barangay Captain or municipal/ City Mayor.
 Attending seminars/ training programs
 Conducting school learning action cell (SLAC) trainings OR INSETS for the teachers.
 Participating in extracurricular activities like scouting, alay lakad, etc.
 Conducting meetings

These activities can be inserted in the Daily Schedule of activities.

E. Utilizing Principles Of Systems Management, Organizational Development, Problem

Solving And Decision Making

What is a Management System?

 A management system is a proven framework for managing and continually improving
organization’s policies, procedures, and processes.
This may encompass information sharing, benchmarking, team working and working
according to the highest quality and environmental principles.
A management system helps your organization to achieve these goals through a number
of strategies, including process optimization, management focus and disciplined managemnet
thinking.
Why Do Management Systems Matter?

Business operating in the 21st century face many significant challenges, including:

 Profitability
 Competitiveness
 Globalization
 Adaptability
 Growth
 Technology

Balancing these and other business requirements can be a difficult and daunting process.
That’s where management systems can help, by unlocking the potential in the organization.
Implementing an effective management system can help you to:
 Manage your social, environmental and financial risks;
 Improve operational effectiveness; Reduce costs;
 Increase costumer and stockholders satisfaction;
 Achieve continual improvement;
 Protect your brand and reputation;
 Promote innovation;
 Remove barriers to effective teaching and learning; and
 Bring clarity to the public

ORGANIZATIONAL DEVELOPMENT
 Organizational development (OD) is a deliberately planned effort to increase an
organization’s relevance and viability. Vasudevan has referred to OD as future readiness to
meet change, thus a systematic learning and development strategy intended to change the
basics of belief, attitudes and thinking or exploding market opportunities and ensuing
challenges and chaos. OD is the framework for a change process design to lead to desirable
positive impact to all stakeholders and environment. OD can design interventions with
application of several multidisciplinary methods and research besides traditional OD
approaches.

Overview
The purpose of OD is to address perennial evolving needs of successful organizations –
concerted collaborations of internal and external experts in the field to discover what the
process organizations can use to become more stakeholders effective.
OD is a lifelong, built-in mechanism to improve immunity of organization’s health to
renew itself, often with the assistance of a change agent or catalyst and the use of enabling
appropriate theories and techniques from applied behavioral sciences, anthropology,
sociology, and phenomenology. Although behavioral science has provided the basic
foundation for the study and practice of OD, new and emerging fields of study have made their
presence felt. Experts in systems thinking and organizational learning, mind maps, body-mind
synchronicity, structure of institution of decision making, and coaching (to name a few) whose
perspective is not to steeped in just the behavioral sciences, but a much more multi-disciplinary
and inter-disciplinary approach have emerged as OD catalyst. These emergent expert
perspectives see the organization. More importantly, the term change agent or catalyst is
synonymous with the notion of a leader who is engaged in leadership – a transformative or
effectiveness process – as opposed to management, it is a more incremental or efficiency based
changed methodology.
The objective of OD is to improve the organization’s capacity to handle its internal and
external functioning and relationships. This would include such things as improved
interpersonal and group processes, more effective communication, enhanced ability to cope
with organizational problems of all kinds, more effective decision making process, more
appropriate leadership style, improved skill in dealing with destructive conflict, and higher
levels of trust and cooperation among organizational members. These objectives stem from a
value system based on an optimistic view of the nature of man- that man in a supportive
environment is capable of achieving higher levels of development and accomplishment.
Essential to organization development and effectiveness is the scientific method – inquiry, a
rigorous search for causes, experimental testing of hypothesis, and review of results.

Understanding organizations
Weisbord presents a six-box model for understanding organizations:
1. Purpose: the organization’s members are clear about the organization’s mission
and purpose and goal agreements, whether people support the organization’s
purpose.
2. Structure: how is the organization’s work divided up? The question is whether there is
an adequate fit between the purpose and the internal structure. Relationships: between
individuals, between units or departments that perform different tasks, and between
the people and requirements of their jobs. Rewards: the consultant should diagnose
the similarities between what the
3. organization formally rewards or punishes members for.
4. Leadership: is to watch for blips among the other boxes and maintain balance among
them.
5. Helpful mechanism: is a helpful organization that must attend to in order to survive
which planning, control, budgeting and other information systems help organization
members accomplish.
6. (Weisbord, Marvin. (1987). Productive workplace: organizing and managing for
dignity, meaning and community. Jossey-bass publishers, San Francisco)

Problem solving
Problem solving is a mental process which is the concluding part of the larger problem
process that includes problem finding and problem shaping where problem is defined as a
state or desire for the reaching of a definite goal from a present condition that either is not
directly moving toward the goal, is far from it or needs more complex logic for finding a
missing description of conditions or steps toward the goal. Considered the most complex of
intellectual functions, problem solving has been defined as a higher-order cognitive process
that requires the modulation and control of more routine or fundamental skills. Problem
solving has two major domains: mathematical problem solving and personal problem solving
where in the second, some difficulty or barrier is encountered. Further problem solving occurs
when moving from a given state to a desired goal state is needed for either living organisms or
an artificial intelligence system.

Characteristics of difficult problem

As elucidated by Dietrich Dorner and later expanded upon by Joachim Funke, difficult
problems have some typical characteristics that can be summarized as follows:
 Intransparency (lack of clarity of the situation)
o Commencement opacity
o Continuation opacity
 Polytely (multiple goals)
o Inexpressiveness
o Opposition
o Transience
 Coplexity (large numbers of items, interrelations and decisions)
o Enumerability
o Connectivity (hierarchy relation, communication relation, allocation relation)
o Heterogeneity
 Dynamics (time considerations)
o Temporal constraints
o Temporal sensitivities
o Phase effects
 o Dynamic unpredictabilities
The resolution of difficult problems requires a direct attack on each of these
characteristics that are encountered.

Problem-solving techniques
These techniques are usually called problem solving strategies.
 Abstraction: solving the problem in a model of the system before applying it
to the real system.
 Analogy: using a solution that solves an analogous problem.
 Brainstorming: (especially among groups of people) suggesting a larger number of
solutions or ideas and combining and developing them until an optimum is found.
 Divide and conquer: breaking down a large, complex problem into smaller, solvable
problems.
 Hypothesis testing: assuming a possible explanation to the problem and trying to prove
(or in some contexts, disprove) the assumption.
 Lateral thinking: approaching solutions indirectly and creatively.
 Means-ends analysis: choosing an action at each step to move closer to the goal
 Method of focal objects: synthesizing seemingly non-matching characteristics of
different objects into something new
 Morphological analysis: assessing the output and Interactions of an entire system
 Proof: try to prove that the problem cannot be solved. The point where the proof fails
will be starting point for solving it
 Reduction: transforming their problem into another problem for which solutions exist
 Research: employing existing ideas or adapting existing solutions to similar problems
 Root cause analysis: eliminating the cause of the problem
 Trial-and-error: testing possible solutions until the right one is found

Decision making
  Decision Making can be regarded as the mental process (cognitive process)
resulting in the selection of a course of action among several alternative scenarios.
Every decision making process produces a final choice. The output can be an action or an
opinion of choice.

Overview
Human performance in decision terms has been a subject of active research from
several perspectives. From a psychological perspective, it is necessary to examine individual
decisions in the context of a set of needs, preferences an individual has and values they seek.
From a cognitive perspective, the decision making process must be regarded as a continuous
process integrated in the interaction with the environment. From a normative perspective, the
analysis of individual decisions is concerned with the logic of decision making and rationality
and the invariant choice it leads to.
Yet, at another level, it might be regarded as a problem solving activity which is
terminated when a satisfactory solution is reached. Therefore, decision making is a
reasoning or emotional process which can be rational or irrational, can be based on explicit
assumptions or tacit assumptions.
One must keep in mind that most decisions are made unconciously. Jim Nightingale,
Author of Think Smart-Act Smart, states that “we simply decide without thinking much about
the decision process”. In a controlled environment, such as a classroom, instructors encourage
students to weigh pros and cons before making a decision. However in the real world, most of
our decisions are made unconsciously in our mind because frankly, it would take too much
time to sit down and list the pros and cons of each decision we must make on a daily basis.
Logical decision making is an important part of all science-based professions, where
specialists apply their knowledge in a given area to making informed decisions. For example,
medical decision making often involves making a diagnosis and selecting an appropriate
treatment. Some research using naturalistic methods shows, however, that in situations with
higher time pressure, higher stakes, or increased ambiguities, experts use intuitive decision
making rather than structured approaches, following a recognition primed decision approach
to fit a set of indicators into the expert’s experience and immediately arrive at a satisfactory
course of action without weighing alternatives. Recent robust decision efforts have formally
integrated uncertainty into the decision making process. However, Decision Analysis
recognized and included uncertainties with a structured and rationally justifiable method of
decision making since its conception in 1964.
A major part of decision making involves the analysis of finite set of alternatives
described in terms of evaluative criteria. These criteria may be benefit or cost in nature. Then
the problem might rank these alternatives in terms of how attractive they are to the decision
maker(s) when all the criteria are considered simultaneously. Another goal might be to just find
the best alternative or determine the relative total priority of each alternative.(for instance,
if alternatives represent projects competing for funds) when all the criteria are considered
simultaneously. Solving such problems is the focus of multi criteria decision (MCDA) also
known as multi-criteria decision making (MCDM).

Problem Analysis vs. Decision Making

It is important to differentiate between problem analysis and decision making. The
concepts are completely separate from one another. Problem analysis must be done first, the
information gathered in that process may be used towards decision making.

Problem Analysis
 Analyze performance, what should the results be, against what they actually are
 Problems are merely deviations from performance standards Problems
must be precisely identified and described Problems are caused by a
change from distinctive features
 Something can always be used to distinguish between what hasn’t been effected by a
cause
 Causes to problems can be deduced from relevant changes found in analyzing the
problem
 Most likely cause to a problem is the one that exactly explains all the facts
Decision Making
 Objectives must first be established
 Objectives must be classified and placed in order of importance
 Alternative actions must be developed
 The alternative must be evaluated against all the objectives
 The alternative that is able to achieve all the objectives is the tentative decision
 The tentative decision is evaluated for more possible consequences
 The decisive actions are taken, and additional actions are taken to prevent any adverse
consequences from becoming problems and starting both systems (problem analysis
and decision making) all over again
 There are steps that are generally followed that result in a decision model that can be
used to determine an optimal production plan
 In a situation featuring conflict, role-playing is helpful for predicting decisions to be
made by involved parties.

Decision Planning
Making a decision without planning is fairly common, but does not often end well.
Planning allows for decisions to be made comfortably and in a smart way. Planning makes
decision making a lot more simpler than it is. Decision will get four benefits out of planning:
1. Planning give chance to the establishment of independent goals. It is a conscious and
directed series of choices. 2. Planning provides a standard of measurement. It is a
measurement of whether you are going towards or further away from your goal. 3. Planning
converts values to action. You think twice about the plan and decide what will help advance
your plan best. 4. Planning allows limited resources to be committed in an orderly way. Always
govern the use of what is limited to you (e.g. money, time, etc.)

Everyday techniques
Some known decision-making techniques include:
  Pros and Cons: Listing the advantages and disadvantages of each option,
 popularized by Plato and Benjamin Franklin Contrast the costs and benefits of all
alternatives. Also called Rational decision making.
 Simple Prioritization: Choosing the alternative with the highest probability- weighted
utility for each alternative (see Decision Analysis)

 Satisfying: Examining alternatives until an acceptable one is found.

 Elimination by Aspects: Choosing between alternatives using Mathematical
Psychology Technique was introduced by Amos Tversky in 1972. It is a covert
elimination process that involves comparing all available alternatives by aspects. The
decision-maker chooses an aspect; any alternative without that aspect is eliminated.
The decision-maker repeats this process with as many aspects as needed until there
remains only one alternative.
 Preference Trees: In 1979 Amos Tversky and Shmuel Sattach updated the
elimination by aspects technique by presenting a more ordered and structured way of
comparing the available alternatives. This technique compared the alternatives by
presenting the aspects in a decided and sequential order. It became a more hierarchical
system in which the aspects are ordered from general to specific.
Decision-Making Stages
Developed by B. Aubrey Fisher, there are four stages that should be involved in all
group decision making. These stages, or sometimes called phases, are important for the
decision-making process to begin
Orientation stage- This phase is where members meet for the first time and start to get to
know each other.
Conflict stage- Once group members become familiar with each other, disputes, little
fights and arguments occur. Group members eventually work it out.
Emergence stage- The group begins to clear up vague opinions by talking about them.
Reinforcement stage- Members finally make a decision, while justifying themselves that it
was the right decision.
 It is said that critical norms in a group improves the quality of decisions, while the majority
of opinions (called consensus norms) do not. This is due to collaboration between one another,
and when group members get used to, and familiar with, each other, they will tend to argue
and create more of a dispute to agree upon one decision. This does not mean that all group
members fully agree—they may not want to argue further just to be liked by other group
members or to “fit in”.

F. Applying Technology Management, Knowledge- Based Management Total Quality

Management (TGM)
What is TQM?
TQM…..
 Is a people focused management system that aims at continual increase of customer
satisfaction at continually lower real cost.
 Is a total systems approach (not a separate area or program), an integral part of high
level strategy; it works horizontally across functions and departments, involves all
employees, top to bottom, and extends backward and forward to include supply chain
and costumer chain.
 Stresses learning and adaptation to continual change as keys to organizational success.
Dr. W. Edwards Deming’s Quality Principles Applied to Education
1. Create a Constancy Purpose
Create a constancy purpose to improve student and service quality with the aim to
become competitive with the world-class schools.
2. Adopt a Total Quality Philosophy
School System must welcome the challenge to compete in a global economy. Every
member of the education system must learn new skills that support the quality
challenge. People in education must take responsibility for improving the quality of the
products or services they provide to their internal and external costumers.
3. Reduce the Need for Testing
Reduce the need for testing and inspection on a mass basis by building quality in to
 education services. Provide a learning environment that results in quality student
performance.
4. Award School Business in New Ways
Award school business in new ways which minimize the total cost to the parents and
agencies to improve the quality of the students coming into the system.
5. Improve Quality and Productivity and Reduced Cost
Improve quality and productivity, and thus reduce cost by instituting a “Chart-it/ Check-
it/ change-it” process. Describe the process to be improved, identify the costumer/
supplier chain, identify areas of improvement, implement changes, assess and measure
the results, and document and standardize the process. Start cycle over again to
achieve an even higher standard.
6. Lifelong Learning
Quality begins and ends in training. If you expect people to change the way they do
 things, you must provide them with tools necessary to change their work

Total Quality and Management in Education

What is TQM

TQM is a philosophy and a system for continuously improving the services and/or
products offered costumers. Now that the technologies of transportation and
communication have placed national economic system with a global economy, nations and
businesses that do not practice TQM can become globally non-competitive rather rapidly. This
march toward non-competitiveness can be avoided if citizens are helped to become TQM
practitioners. Thereof, the potential benefits of TQM on a school, or District College are very
clear:
1. TQM can help a school or college provide services to its primary costumers- students
and employers.
2. The continuous improvement focus of TQM is a fundamental way of fulfilling the
accountability requirement common to educational reform.
3. Operating a non-fear TQM system with a focus on continuous growth and
improvement offers more excitement and challenge to students and teachers than a
“good-enough” learning environment can provide. Thereof, the climate for learning is
improved.

What are the essential elements of TQM in education?

In a TQM school or college, improvement teams and individuals are constantly working
on improving, service to customers. The concept of a service being “good-enough” is considered
inadequate. Thorough understanding of the difference between traditional and TQM schools is
best developed in a dynamic seminar, not in a sample written guide. This guide is intended to
supplement such a seminar. Each of the following elements is important for fully realizing the
potential of TQM in Education.
1. Awareness and commitment for everyone
The linguistic, kinesthetic, visual and\or mathematical talent of students will not
be developed to their potential unless EVERY member of the teaching-learning
partnership promotes the highest possible quality at each step in the development
process. A transformation from “good-enough” of traditional education (where marks
of grades of “A” and “B” are good enough even they do not represent best work) should
begin with everyone being made aware of the elements of TQM. An excellent way to
begin is with a total meeting with parents and school based members. The meeting can
provide:
 A dynamic overview of TQM elements and potential by one or more
 presenters who have experience and
 A clear commitment from School Board, Superintendent and Principal that they will
fully support TQM efforts.
2. A clear mission
Managing continuous movement toward progressively highest quality standards
depends on defining those standards. If a TQM sterring committee is formed in a school, it
should determine the answer to this question. Does the school have a clear, costumer-focused
mission statement and a functioning process for divisions and for departments translating
this statement into exit costumers for graduates? If the answer is “NO” that problem must be
addressed with employer standards. These standards should emphasize developing students’
abilities to solve real-life problems rather than just memorizing subject matter. The latter does
not represent quality for either students or employers.
3. Systems planning approach
Traditional education has become excessively compartmentalized. Teachers provide an
English course; science teacher Y might focus heavily on a student’s knowledge ability to use
English principles without playing much attention to developing the student’s ability to use
principles in writing a technical report. Subconsciously, the student begins to view English as a
“course” instead of a skill to be used. Lack of system planning is a serious obstruction to higher
quality in student learning. Compare this school-wide reading development plan in a middle
school with what you know about many narrower traditional remedial reading programs

PILLARS OF QUALITY

Pillar 1: Costumer focus/ student Focus- Families

 Total quality schools work with parents to optimize student’s potential to benefit
from the learning process.
 Concept of costumer/supplier chain. In a total quality school, everyone is both a
customer and supplier.
A relationship exists between what your costumer expects of you and what you expect
of your supplier.
It is your costumer’s responsibility to clearly identify his or her requirements.
It is your responsibility to translate your costumer’s requirements into supplier’s
specification.
You cannot meet your costumer’s requirements unless your supplier provides you with
materials that meet your requirements. Unfortunately, this concept is loss in education.
However, it applies to every educational process.

Pillar 2: Total Involvement

Everyone must participate in the quality transformation. Quality is not just the School
Board or superintendent’s/ Administrator’s responsibility. It is everyone’s responsibility.
The quality demands that everyone contribute to the quality effort.

Pillar 3: Measurement
This is an area where most schools fail. Many good things are happening in education
today, but the professions involved in the process are so focused in solving problems that they
fail to measure the effectiveness of their efforts.
You cannot improve what you cannot measure. Schools cannot meet the quality
standards established by the society unless they have a vehicle for measuring progress toward
achieving those standards.

Pillar 4: Commitment
The administrators / school board must be committed to quality. If they are not, the
quality of the transformation process might fail. Everyone must support the quality effort.
Quality is a cultural change that causes an organization to change the way things are
done. People are resistant to change and management must support the change process by
providing people with education, tools, system processes that promote quality.

Pillar 5: Continuous Improvement

Continuous improvement enables us to monitor our work process in order to identify
opportunities for improvement.
In Total Quality Schools:
 There is room for improvement in every educational process;
 Every improvement, however big or small, is worthwhile
 Small improvements end up to significant change,
 Everyone shares responsibility for trying to prevent problems and for fixing
problems when they occur;
Everyone is committed to continuous improvement.
 Quality in Education
TQM (Deming)
Focuses on cooperation rather than competition.
 Cooperation allows everyone to win and creates an atmosphere ‘we’re all in this
together’. Competition sets up winners and losers and causes friction in the
classroom.
 Competition has its place as each students strives to better himself or herself and as
students recognize that they must compete in the global market place.

Systems analysis (Senge)

 Emphasis is on the team approach rather than on any individual.
 Students must learn to disregard personal diff erences and achieve
interdependence with others in work place.

Principle Centered Approach

 Focuses in a holistic, integrated, and principle-centered approach in solving
 personal and professional problems.
 Each one of us can seize the opportunity for change and know that an emphasis on
quality is the right thing to do and will benefit us all.
 The foundation of quality is respect.

Critical Skills (South Worth)

 Shifts from focusing on quantity to focusing in the quality.
 Allows students to learn how to learn.
 Basis is experiential learning through real problems.
 Student acquisition of essential knowledge and the development of critical skills have
equal priority in classroom instruction.
 Skills include problem solving, cooperation, decision-making, creative thinking,
 management, leadership.

Classroom Management
In its positive sense, classroom management means a great deal more than making
students behave.
 The teacher keeps things going;
 Keeps things moving; Keeps things
safe;
 Runs the show well enough to be able to actually teach and have students learn.
At his heart:
 Positive classroom management is creative:
 Creates the best situation in which students can learn and the teacher can teach.

PDCA Cycle

For a successful implementation of TQM, a clearly defined cycle for improvement is

central. This cycle, Plan-Do-Check outlines the key steps.
 1. Planning- all the improvement cycles begin with planning. The objectives, process,
2. roles, responsibilities, resources and methods are defined before any other activity.
Doing- Requires the selection and use of appropriate tools and techniques. Checking-
Promotes continuous
3. improvement by its very nature.
4. Act- Keep on doing those things that will result in continuous improvement.
5.
G. Implementing Rules In Fiscal Management And Applying The Same In Budget Preparation
And Resources Management

FUND Management for SBM

Management of resources, particularly financial assets, is an essential part and a very
critical process of SBM. Without funds, the best established organization will not function.
Finances are the lifeblood of an organization that allows it to live and develop. SBM will not be
complete if it does not include fiscal autonomy of schools in the management of funds.

What is the SBM Fund?

The SBM Fund is the total budget allocated by the Division Office to a school for a given
school year from the regular DepEd MOOE and from other DepEd sources such as from TEEP
and other foreign- assisted projects. It also includes allocation and contributions in cash,
kind, and services generated by the school itself from the public and private sources. These
are 1) The Special Education Fund (SEF) from Local School Board, 2) allocations from the 20%
barangay social development fund and from the Sangguniang Kabataan, 3) PTCA contributions,
4) donations from alumni and other private sources, and 5) school income-generating projects.
Fiscal autonomy over school funds dictates that along with the authority to make
decisions over financial resources is the responsibility and accountability for the legal and
optimal utilization of such funds to achieve planned outputs and outcomes. It is therefore very
important to equip the school head with at least the minimum knowledge about the concepts,
methods and procedures of a simplified fund management system.
Process of Fund Management
The simplified fund management envisioned for the School- Based Management Fund
(SBMF) is a three-part process that includes the following; 1) Preparation of the annual
Implementation Plan (AIP) which is translated to the School Operating Budget, 2)
Implementation of the School Operating Budget (SOB), and 3) Fund Accountability
(Monitoring and Reporting). The steps to take in each of these parts are enumerated as
follows:

School-Based Management and Its Support System

Part I. Preparation of the School Operating Budget (SOB)
1. Using the division budget guidelines, identify school physical targets, based on thrusts
and priorities and aligned with division targets, thrusts, and priorities for the budget
year. Give priority on the allocation of funds to:

a) student assessment (Assessment tools e.g. test papers)

b) Instructional materials for pupils (either developed or purchased)
c) Training of teachers
d) Supplies and materials for school operations (e.g. chalk, mimeographing paper)
e) Needed Equipment
2. Prepare the School Operating Budget (SOB). Use the School Improvement Plan
(SIP) and the corresponding Annual Implementation Plan (AIP) as basis.
3. Submit the SOB to the Division Office together with the SIP/AIP. The Division
Superintendent assisted by the Division Supervisors and Finance Officer will review the
SIP/AIP and the School Operating Budget.
4. Prepare the Monthly Cash Program Based on the approved SOB.
4.1.1 Based on the approved SOB, the monthly cash program is prepared by the
school head and confirmed by the SCP (SCHOOL- Community Partnership)
finance representative.
 4.1.2 The Monthly Cash Program is the statement of monthly cash allocations needed
by the school based on its approved SOB. A copy of the schedule of monthly cash
allocations needs to be submitted to the Finance Section of the Division Office.

Part II. Implementation of the School Operating Budget (SOB)

Initially, the SOB shall be implemented using the cash advance system since schools do
not have the manpower to do their own accounting for funds. At the division level, specific
staff should be assigned to assist the school that will pilot fund management under SBM.
1. The Division Office (DO) will return to the school its approved SOB.
2. The school head must apply with the Division Office for bonding considering the
disbursement procedure based on the approved SOB.
3. The school head will open a cash advance in an amount equal to at least one month’s
disbursement based on the approved SOB.
4. The school head should liquidate the expenses charge against the cash advance every
thirty (30) days in order to be able to replenish the cash advance. All transactions
must be supported by documents such as official receipts or other evidences of
disbursements acceptable to the Commission on Audit (COA). The Division or TEEP
DPISU accountants are expected to provide assistance.
5. The cash advance must be used only for activities approved under the SOB and for no
other purposes. Government funds are appropriated for specific purposes and using
these for other activities not specified in the SOB even if for official
purposes is tantamount to technical malversation and is punishable by law.

Part III. Fund Accountability (Monitoring and Reporting)

The use of government funds requires strict compliance to rules. Thus, there is need for
regular monitoring and the imposition of the required reports to show how and where
government funds have been disbursed.
1. Make sure that funds under cash advance can be accounted for at any time. That is,
cash on hand plus all receipts or other forms of evidence equals the amount of the
 outstanding cash advance. A surprise cash advance audit by the Division finance staff or
COA Auditor may be done any time.
2. Prepare a summary of disbursements to support the liquidation. Likewise, prepare a
summary of physical outputs corresponding to the financial resources used. Keep a file
copy of these summaries to be used in the preparation of a monthly, quarterly and
annual summary of financial and physical operations.
3. Prepare a monthly, quarterly and annual summary of financial and physical operations
based on the approved AIP/SOB. Give explanations for any variances between approved
and actual expenditures. Submit these reports to the Division Office and include in the
Annual School Report Card which reports to the local stakeholders at a public assembly
the implementation of AIP/ SOB.
The whole process flow for SBM Fund Management showing all the steps explained
above is given in figure 10. All necessary forms related to this process flow are included in the
SBM Operations Manual.
Flow for SBM Fund Management
INFORMATION AND GUIDELINES FOR CASH ADVANCES AND PAYMENT BY CHECK

A. Individual Schools
1. A cash advance account is replenished regularly and remains open during the
year. It will be closed only at the end of the fiscal year. The regular cash advance for a
given activity must be liquidated within thirty (30) days of completion of activity for
which it was taken. This modified cash advance is for regular School operations and is
similar to the management of a petty cash or revolving fund.
2. It is used only for the payment of the school expenses approved in the AIP and for no
other purposes.
3. The amount shall be in accordance with the approved AIP translated to SOB.
4. Some expenses approved in the AIP may be paid directly by check by the finance unit or
division if the school head so decides. Payment by check is preferred for transaction
involving sizeable amounts. For practical and safety reasons, it should be clear that even
transaction to be paid directly by check by the division should have been initiated by the
school head if it is to be charge against the school SBMF. It is emphasized that the
school head has complete discretion over utilization of the SBMF of the school,
provided it is based on the approved AIP/ SOB.
5. Only regular government personnel may be issued cash advances and only cash advance
for a school is allowed anytime. For this reason, the modified cash advance should
already take into account all possible cash required for all possible activities covered by
the School Operating Budget for a specific month. In the event that a particular need
was missed, this can be solved by resorting to direct payment to the service provider or
supplier by check.
 6. There is no need to wait for cash advance to be fully spent or at the and of the month
to come before replenishing the fund. Hence all expenses must be liquidated as soon
as these reach 75% of the cash advance or one week before the end of the month,
whichever comes first, so that when the new month comes in, the office has a full cash
advance. Liquidations may be made as often as needed. However frequent liquidations
due to unforeseen needs indicate poor planning and poor cash programming. It is
imperative that care and diligence in the preparation of monthly cash program be
observed.

B. Clustered Schools.
1. For clustered schools, only the cluster head shall be allowed to open a cash
advance account. However, each school head within the cluster shall share in this cash
advance according to his/her SOB.
2. The Cluster head shall develop a system of distributing and documenting the cash
advance to other school heads in the cluster.
3. The division shall honor the cash advance sharing document for purposes of
determining accountability of each school head for specific cash advances.
4. Each school head within the cluster has full discretion over the SBM funds in his/ her
school. The cluster head has no authority to dictate the utilization of SBM funds
allocated to other schools in the cluster.
The cluster System is recommended to enable the cluster head usually from a bigger
school, to assist small schools in remote areas.
Always make sure that transactions using the cash advance are fully supported by
receipts and the other forms of evidences for the disbursements made. Always consult with
TEEP-DPISU or division accountant whenever in doubt. Follow the standard procedures, rules
and regulations as prescribed under the New Government Accounting System and by the
Commission on Audit.

Guidelines for Bonding of Accountable Officers

 The following are the guidelines for the bonding of accountable officers:
1. Each accountable officer with a total cash accountability of P2, 000.00 pesos or ore shall
be bonded with the Bureau of the Treasury Fidelity Bond Division. Those with
accountability of less than P2, 000.0 pesos shall be insured in the fidelity bond only
when the COA or its authorized representative shall order it.
2. The amount of the bond shall be equal to the total accountability (cash and cash items)
of the officer as fixed by the Division Auditor. Breaking up the cash advance to smaller
amounts in order to circumvent the bonding requirement is not allowed.
3. The bonding requirements are as follows:
a) Appointment and/or designation as accountable officer by the SDS.
b) Written character references by at least three officials of the Division, one of
whom is the Administrative and/or Legal Officer, other than the official who
appointed/ designated him.

c) Statements of assets and liabilities of the other to be bonded as of the end of the
proceeding yea.
d) The foregoing documents shall be submitted, together with the application for
Bond, to the auditor who shall fix and approve the amount of the bond and shall
transmit the same to the Fidelity Bond Division or the Bureau of the Treasury
(National Treasury).
4. When the accountability is increased, the Accountant shall ensure that additional bond
is applied for.
5. When the accountable officer ceases to be one, the Accountant shall immediately
inform the Fidelity Bond Division about it.

Sample Summary Sheets for Liquidation Small Disbursements

Cash advance Ledger
School: San Juan dela Cruz Elementary School
Voucher No. 01
Payee: Aling Nena’s Sari-sari Store

Prepared by : _____________________ Approved By : _____________________

Designation : _____________________ Designation : _____________________
Date : _____________________ Date : _____________________

Sample. Generation and Allocation of SBM Funds

The sustainability depends on the school’s capacity to generate resources, in addition to
the regular budget from DepEd.
The 243 SBM schools in the Division of Antique have generated SBM funds from
different sources in the total amount of Php25, 741,557.48M: TEEP funds amount to
Php3,921,312 or 15.2% of the total amount. Other funds came from the DepEd regular MOOE
in the amount of Php 1,516,564.50 M or 5.89%; Parents Teachers Community Association
(PTCA) in the amount of Php 2,770,921 M or 10%; Php 9,839,496.50 or 38.22% came from the
Civil/NGO’s; and Php 7,693,302.93 M or 29.89% came from the Local Government Units (LGU’S)
specifically from the Barangay Social Development Fund (SDF), Special Education Funds (SEF),
and from the Provincial Government.
SBM Fund Generation in the Division of Antique
243 Pilot SBM School
SY 2003-2005
Formula to distribute Php 8.0M Regular Division MOOE to 581 Elementary Schools in
Cotabato
1. Fixed Allocation + Variable allocation = Total allocation of each Elementary school
2. P3,484,000 ( more or less 50% of 8.0M divided by 581 schools) = P6,000 per elementary
school as fixed allocation
3. Number of Teachers in school X Allocation per teacher = variable allocation for
elementary schools based on number of teachers
4. P4,514,000 ( balance from 8.0M)/ Total number of teachers im Division = Allocation per
teacher (variable allocation)

Notes:
1. Number of teachers include regular (plantilla of DepEd) and those funded by the
Local School Board and Barangay Funds
2. It should be clear that for regular division MOOE, the allocation for the school is usually
coursed through the school cluster head because it is he/she who is bonded by DepEd.
Fiscal management
1. Prepares a management plan
2. Develops a school budget which is consistent with SIP/AIP
3. Generates and mobilized financial resources
4. Manages school resources in accordance with DepED policies and accounting and
auditing rules and regulations and other pertinent guidelines.
5. Accepts donations, gifts, bequest and grants in accordance with RA 9155
6. Manages a process for registration, maintenance and replacement of school assets and
disposition of non-reusable properties.
 7. Organizes a procurement committee and ensures that the official procurement process
is followed
8. Utilizes funds for approved school programs and projects as reflected in SIP/ AIP
9. Monitors utilization, recording and reporting of funds
10. Accounts for school fund
11. Prepares financial reports and submits/ communicates the same to higher education
authorities and other education partners

Challenges Ahead
The goal of SBM is the improvement of the quality of elementary education through
decentralization, in accordance to RA 9155. The task ahead for the Department of
Education is to institutionalize SBM to the rest of the public elementary schools in the country,
while sustaining the gains made by schools under TEEP which helped to develop and implement
SBM according to their own conditions, capacities, and aspirations.

References:

School Based Management and its Support System: Handbook and Operations Manual for
School heads, Third Elementary Education Projects, Dept. of Education, Pasig City,
Philippines, March 2004.
Aide Memoire Philippines, Third Elementary Education Project, World Bank Supervision
Mission: January 21- February 5, 2004. The World Bank Group, Washington DC U.S.A.
February 17, 2004
2003-04- Annual Reports, TEEP Divisions.

Observing the Rules and Regulations in R.A. 9184

Scope and Application. – This Act shall apply to the Procurement of Infrastructure
Projects, Goods, and Consulting Services,r egardless of source of funds, whether local or
foreign, by all branches and instrumentalities of government, its department, offices and
agencies, including government-owned and/or controlled corporations and local government
units, subject to the provisions of Commonwealth Act No. 138. Any treaty or international or
executive agreement affecting the subject matter of this Act to which the Philippine
government is a signatory shall be observed.
Definition of Terms. – For purposes of this Act, the following terms or words and
phrases shall mean or be understood as follows:
a. Approved Budget for the Contract (ABC) – refers to the budget for the contract
duly approved by the Head of the Procuring Entity, as provided for in the
General Appropriations Act and/or continuing appropriations, in the case of
National Government Agencies; the Corporate Republic Act No. 9184.
Budget for the contract approved by the governing Boards, pursuant to E.O. No. 518,
series of 1979, in the case of Government-Owned and/or Controlled Corporations,
Government Financial Institutions and State Universities and Colleges; and the Budget for the
contract approved by the respective Sanggunian, in the case of Local Government Units.

b) BAC – refers to the Bids and Awards Committee established in accordance with Article V
of this Act.
c) (c) Bidding Documents – refers to documents issued by the Procuring Entity as the
basis for Bids, furnishing all information necessary for a prospective bidder to prepare a
bid for the Goods, Infrastructure Projects, and Consulting Services to be provided.
d) Bid – refers to a signed offer or proposal submitted by a supplier, manufacturer,
distributor, contractor or consultant in response to the Bidding Documents.
e) Competitive Bidding – refers to a method of procurement which is open to
participation by any interested party and which consists of the following processes:
advertisement, pre-bid conference, eligibility screening of prospective bidders, receipt
and opening of bids, evaluation of bids, post qualification, and award of contract, the
specific requirements and mechanics of which shall be defined in the IRR to be
promulgated under this Act.
f) Consulting Services – refers to services for Infrastructure Projects and other types of
 projects or activities of the Government requiring adequate external technical and
professional expertise that are beyond the capability and/or capacity of the government
to undertake such as, but not limited to: (i) advisory and review services; (ii) pre-
investment or feasibility studies; (iii) design; (iv) construction supervision; (v)
management and related services; and (vi) other technical services or special studies.
(g) G-EPS – refers to the Government Electronic Procurement System as provided in
Section 8 of this Act.

g) Goods – refer to all items, supplies, materials and general support services, except
consulting services and infrastructure projects, which may be needed in the
transaction of public businesses or in the pursuit of any government undertaking,
project or activity, whether in the nature of equipment, furniture, stationary,
materials for construction, or personal property of any kind, including non-personal
or contractual services such as the repair and maintenance of equipment and
furniture, as well as trucking, hauling, janitorial, security, and related or analogous
services, as well as procurement of materials and supplies provided by the
procuring entity for such services.
h) GPPB – refers to the Government Procurement Policy Board established in
accordance with Article XX of this Act.
i) Head of the Procuring Entity – refers to: (i ) the head of the agency or his duly
authorized official, for national government agencies; (ii) the governing board or its
duly authorized official, for government-owned and/or controlled corporations; or (iii)
the local chief executive, for local government units. Provided, That in a
department, office or agency where the procurement is decentralized, the Head of
each decentralized unit shall be considered as the Head of the Procuring
Entity subject to the limitations and authority delegated by the head of the
department, office or agency.
j) Infrastructure Projects – include the construction, improvement, rehabilitation,
demolition, repair, restoration or maintenance of roads and bridges, railways, airports,
 seaports, communication facilities, civil works components of information technology
projects, irrigation, flood control and drainage, water supply, sanitation, sewerage and
solid waste management systems, shore protection, energy/power and electrification
facilities, national buildings, school buildings, hospital buildings and other related
construction projects of the government.
k) IRR – refer to the implementing rules and regulations to be promulgated in
accordance with Section 75 this Act.
l) Portal – refers to a website that aggregates a wide variety of content for the purpose
of attracting a large number of users.
m) Procurement – refers to the acquisition of Goods, Consulting Services, and the
contracting for Infrastructure Projects by the Procuring Entity. Procurement shall also
include the lease of goods and real estate. With respect to real property, its
procurement shall be governed by the provisions of Republic Act No. 8974, entitled “An
Act to Facilitate the Acquisition of Right-of-Way Site or Location for National
Government Infrastructure Projects and for Other Purposes”, and other applicable laws,
rules and regulations.

n) (n) Procuring Entity - refers to any branch, department, office, agency, or

instrumentality of the government, including state universities and colleges,
government-owned and/or -controlled corporations, government financial
institutions, and local government units procuring Goods, Consulting Services and
Infrastructure Projects.

SEC. 6. Standardization of Procurement Process and Forms. - To systematize the

procurement process, avoid confusion and ensure transparency. The procurement process,
including the forms to be used, shall be standardized insofar as practicable. For this purpose,
the GPPB shall pursue the development of generic procurement manuals and standard bidding
forms, the use of which once issued shall be mandatory upon all Procuring Entities.
 ARTICLE III
PROCUREMENT BY ELECTRONIC MEANS

SEC. 8. Procurement By Electronic Means. – To promote transparency and efficiency,

information and communications technology shall be utilized in the conduct of procurement
procedures. Accordingly, there shall be a single portal that shall serve as the primary

source of information on all government procurement. The G-EPS shall serve as the
primary and definitive source of information on government procurement. Further, the GPPB
is authorized to approve changes in the procurement process to adapt to improvements in
modern technology, provided that such modifications are consistent with the provisions of
Section 3 of this Act.

To take advantage of the significant built-in efficiencies of the G-EPS and the volume
discounts inherent in bulk purchasing, all Procuring Entities shall utilize the G-EPS for the
procurement of common supplies in accordance with the rules and procedures to be
established by the GPPB. With regard to the procurement of non-common use items,
infrastructure projects and consulting services, agencies may hire service providers to
undertake their electronic procurement provided these service providers meet the minimum
requirements set by the GPPB.

SEC. 9. Security, Integrity and Confidentiality. - The G-EPS shall ensure the security, integrity
and confidentiality of documents submitted through the system. It shall include a feature that
provides for an audit trail for on-line transactions and allow the Commission on Audit to verify
the security and integrity of the systems at any time.

ARTICLE IV
COMPETITIVE BIDDING

SEC. 10. Competitive Bidding. - All Procurement shall be done through Competitive
Bidding, except as provided for in Article XVI of this Act.
 ARTICLE V
BIDS AND AWARDS COMMITTEE

SEC. 11. The BAC and its Composition. - Each procuring entity shall establish a single BAC
for its procurement. The BAC shall have at least five (5) members, but not more than seven (7)
members. It shall be chaired by at least a third ranking permanent official of the procuring
entity other than its head, and its composition shall be specified in the IRR. Alternatively, as
may be deemed fit by the head of the procuring entity, there may be separate BACs where
the number and complexity of the items to be procured shall so warrant. Similar BACs for
decentralized and lower level offices may be formed when deemed necessary by the head of
the procuring entity. The members of the BAC shall be designated by the Head of Procuring
Entity. However, in no case shall the approving authority be a member of the BAC.

Unless sooner removed for a cause, the members of the BAC shall have a fixed term of one
(1) year reckoned from the date of appointment, renewable at the discretion of the Head of
the Procuring Entity. In case of resignation, retirement, separation, transfer, re-assignment,
removal, the replacement shall serve only for the unexpired term: Provided, That in case of
leave or suspension, the replacement shall serve only for the duration of the leave or
suspension. For justifiable causes, a member shall be suspended or removed
by the Head of the Procuring Entity.

SEC. 12. Functions of the BAC. - The BAC shall have the following functions: advertise and/or
post the invitation to bid, conduct pre-procurement and pre-bid conferences, determine
the eligibility of prospective bidders, receive bids, conduct the evaluation of bids, undertake
post-qualification proceedings, recommend award of contracts to the Head of the Procuring

Entity or his duly authorized representative: Provided, that in the event the Head of the
Procuring Entity shall disapprove such recommendation, such disapproval shall be based only
on valid, reasonable and justifiable grounds to be expressed in writing, copy furnished the
BAC; recommend the imposition of sanctions in accordance with Article XXIII, and perform
such other related functions as may be necessary, including the creation of a Technical Working
Group from a pool of technical, financial and/or legal experts to assist in the procurement
process.

In proper cases, the BAC shall also recommend to the Head of the Procuring Entity the use
of Alternative Methods of Procurement as provided for in Article XVI hereof.

The BAC shall be responsible for ensuring that the Procuring Entity abides by the standards
set forth by this Act and the IRR, and it shall prepare a procurement monitoring report that
shall be approved and submitted by the Head of the Procuring Entity to the GPPB on a
semestral basis. The contents and coverage of this report shall be provided in the IRR.

SEC. 13. Observers. – To enhance the transparency of the process, the BAC shall, in all stages
of the procurement process, invite, in addition to the representative of the Commission on
Audit, at least two (2) observers to sit in its proceedings, one (1) from a duly recognized
private group in a sector or discipline relevant to the procurement at hand, and the other
from a nongovernment organization: Provided, however, That they do not have any direct or
indirect interest in the contract to be bid out. The observers should be duly registered with
the Securities and Exchange Commission and should meet the criteria for observers as set
forth in the IRR.

SEC. 14. BAC Secretariat. - To assist the BAC in the conduct of its functions, the Head of the
Procuring Entity shall create a Secretariat that will serve as the main support unit of the BAC.
The Head of the Procuring Entity may also designate an existing organic office within the
agency to serve as the Secretariat.

SEC. 15. Honoraria of BAC Members. – The Procuring Entity may grant payment of honoraria
to the BAC members in an amount not to exceed twenty five percent (25%) of their respective
basic monthly salary subject to availability of funds. For this purpose, the Department of
Budget and Management (DBM) shall promulgate the necessary guidelines.

SEC 16. Professionalization of BAC, BAC Secretariat and Technical Working Group
Members. – The GPPB shall establish a sustained training program for developing the capacity
of the BACs, BAC Secretariats and Technical Working Groups of Procuring Entities, and
professionalize the same.

ARTICLE XVI
ALTERNATIVE METHODS OF PROCUREMENT
SEC. 48. Alternative Methods. - Subject to the prior approval of the Head of the
Procuring Entity or his duly authorized representative, and whenever justified by the
conditions provided in this Act, the Procuring Entity may, in order to promote economy and
efficiency, resort to any of the following alternative methods of Procurement:

(a) Limited Source Bidding, otherwise known as Selective Bidding –a method of Procurement
that involves direct invitation to bid by the Procuring Entity from a set of pre- selected
suppliers or consultants with known experience and proven capability relative to the
requirements of a particular contract;

(b) Direct Contracting, otherwise known as Single Source Procurement – a method of

Procurement that does not require elaborate Bidding Documents because the supplier is
simply asked to submit a price quotation or a pro-forma invoice together with the conditions of
sale, which offer may be accepted immediately or after some negotiations;

(c) Repeat Order – a method of Procurement that involves a direct Procurement of Goods
from the previous winning bidder, whenever there is a need to replenish Goods procured
under a contract previously awarded through Competitive Bidding;
(d) Shopping – a method of Procurement whereby the Procuring Entity simply requests for the
submission of price quotations for readily available off-the-shelf Goods or ordinary/ regular
equipment to be procured directly from suppliers of known qualification; or

(e) Negotiated Procurement – a method of Procurement that may be resorted under the
extraordinary circumstances provided for in Section 53 of this Act and other instances that
shall be specified in the IRR, whereby the Procuring Entity directly negotiates a contract with
a technically, legally and financially capable supplier, contractor or consultant. In all instances,
the Procuring Entity shall ensure that the most advantageous price for the Government is
obtained.

SEC. 49. Limited Source Bidding. – Limited Source Bidding may be resorted to only in any of
the following conditions:

(a) Procurement of highly specialized types of Goods and Consulting Services which are known
to be obtainable only from a limited number of sources; or

(b) Procurement of major plant components where it is deemed advantageous to limit the
bidding to known eligible bidders in order to maintain an optimum and uniform level of
quality and performance of the plant as a whole.

SEC. 50. Direct Contracting. – Direct Contracting may be resorted to only in any of the
following conditions:

(a) Procurement of Goods of proprietary nature, which can be obtained only from the
proprietary source, i.e. when patents, trade secrets and copyrights prohibit others from
manufacturing the same item;

(b) When the Procurement of critical components from a specific manufacturer, supplier or
distributor is a condition precedent to hold a contractor to guarantee its project performance,
in accordance with the provisions of his contract; or,

(c) Those sold by an exclusive dealer or manufacturer, which does not have sub-dealers selling
at lower prices and for which no suitable substitute can be obtained at more advantageous
terms to the Government.

SEC. 51. Repeat Order. – When provided for in the Annual Procurement Plan, Repeat Order
may be allowed wherein the Procuring Entity directly procures Goods from the previous
winning bidder whenever there arises a need to replenish goods procured under a contract
previously awarded through Competitive Bidding, subject to post-qualification process
prescribed in the Bidding Documents and provided all the following conditions are present:

(a) The unit price must be equal to or lower than that provided in the original contract; (b)
The repeat order does not result in splitting of requisitions or purchase orders;
(c) Except in special circumstances defined in the IRR, the repeat order shall be availed of only
within six (6) months from the date of the Notice to Proceed arising from the original contract;
and,

(d) The repeat order shall not exceed twenty-five percent (25%) of the quantity of each item of
the original contract.
SEC. 52. Shopping. – Shopping may be resorted to under any of the following instances: (a)
When there is an unforeseen contingency requiring immediate purchase: Provided,
however, That the amount shall not exceed Fifty Thousand Pesos (P50,000); or

(b) Procurement of ordinary or regular office supplies and equipment not available in the
Procurement Service involving an amount not exceeding Two Hundred Fifty Thousand Pesos
(P250,000): Provided, however, That the Procurement does not result in Splitting
of Contracts: Provided, further, That at least three (3) price quotations from bona fide
suppliers shall be obtained.

The above amounts shall be subject to a periodic review by the GPPB. For this purpose,
the GPPB shall be authorized to increase or decrease the said amount in order to reflect
changes in economic conditions and for other justifiable reasons.

SEC. 53. Negotiated Procurement. – Negotiated Procurement shall be allowed only in the
following instances:

(a) In cases of two failed biddings, as provided in Section 35 hereof;

(b) In case of imminent danger to life or property during a state of calamity, or when time is of
the essence arising from natural or man-made calamities or other causes where immediate
action is necessary to prevent damage to or loss of life or property, or to restore vital public
services, infrastructure facilities and other public utilities;

(c) Take-over of contracts, which have been rescinded or terminated for causes provided for in
the contract and existing laws, where immediate action is necessary to prevent damage to or
loss of life or property, or to restore vital public services, infrastructure facilities and other
public utilities;

(d) Where the subject contract is adjacent or contiguous to an ongoing infrastructure project,
as defined in the IRR: Provided, however, That the original contract is the result of a
Competitive Bidding; the subject contract to be negotiated has similar or related scopes of
work; it is within the contracting capacity of the contractor; the contractor uses the same
prices or lower unit prices as in the original contract less mobilization cost; the amount
involved does not exceed the amount of the ongoing project; and, the contractor has no
negative slippage: Provided, further, That negotiations for the procurement are commenced
before the expiry of the original contract. Whenever applicable, this principle shall also govern
consultancy contracts, where the consultants have unique experience and expertise to deliver
the required service; or,

(e) Subject to the guidelines specified in the IRR, purchases of Goods from another agency of
the Government, such as the Procurement Service of the DBM, which is tasked with a
centralized procurement of commonly used Goods for the government in accordance with
Letters of Instruction No. 755 and Executive Order No. 359, series of
1989.

H. Managing School Operations

1. Manages the implementation, monitoring and review of the SIP/ AIP and other action
plans.
2. Establishes and maintains specific programs to meet needs of identified target groups.
3. Takes the lead in the design of a school physical plant facilities improvement plan in
consultation with an expert.
4. Allocates/ prioritizes funds for improvement and maintenance of school physical
facilities and equipments.
5. Oversees school operation and care and use of school facilities according to set
guidelines.
6. Institutionalizes best practices in managing and monitoring school operations thereby
creating a safe, secure and clean learning environment.

I. Using Technology In The Management Of Operations

1. Applies information technology (IT) plans for online Communication
2. Uses IT to facilitate the operationalization of the school management system (e.g.
school info system, student tracking systems personnel information system etc.)
3. Uses IT to access Teacher Support Materials (TSM), Learning Support Materials (LSM)
and assessment tools in accordance with the guidelines.
 4. Share with other SHs the school’s experience in the use of new technology.
DepED Order No. 14, s. 2012, “ The Policy and Guidelines on the Proper Distribution, Care,
Recording, Retrieval and Disposal of Textbook (TXs) with Teachers Manuals (TMs)
and other instructional Materials (IMs)

PRACTICE TEST

School management and Daily Operations

Directions: Read the questions carefully. Choose the BEST answer and
write the letter only.
1. Who sets the school’s mission, vision, goals and targets?
A. The PTCA
B. The Teachers
C. The School Governing Council (SGC)
D. The School Head (SH)
2. Which of the following is NOT a responsibility of the SH?
A. Recommending the Staffing complement of the school
 B. Offering educational programs, projects and services
C. Hiring needed teachers and personnel
D. Implementing the school curriculum
3. Which of the following are responsibilities of SH?
i. Developing the school education program
ii. Introducing new and innovative modes of instruction
iii. Acting as chair of the School Governing Council
iv. Establishing school and community networks
A. i, ii and iv
B. i and iii
C. ii, iii and iv
D. i, iii and iv
4. To which position in the career service do teachers and SHs
belong?
A. First Level
B. Second Level
C. Third Level
D. Fourth Level
5. Which of the following refers to movement from one position to
another which is equivalent rank, level or salary without break in
service/
A. Transfer
 B. Reemployment
C. Reappointment
D. Demotion
6. Which of the following employment status is issued when the
regular incumbent of a position is temporarily unable to perform
the duties because he is on scholarship grant?
A. Temporary
B. Substitute
C. Coterminous
D. Contractual
7. Who among the following employees can monetize a minimum of
10 days provided that he/she has accumulated 15 days of
vacation leave?
i. Permanent
ii. Temporary
iii. Contractual
iv. Casual
A. i only
B. i and ii only
C. i, ii and iii
D. i, ii, iii and iv
8. Who among married woman are entitled to maternity leave of
sixty (60) days with full pay?
Those who have rendered an aggregate of-
i. one year service
ii. two years’ service
iii. three years’ service
iv. four years’ service
A. iv only
B. iii and iv only
C. ii, iii and iv
D. i, ii, iii, and iv
9. A married male employee is entitled to paternity leave of how
many days?
A. 30 days
B. 20 days
C. 10 days
D. 7 days
10. A solo parent employee shall be granted parental leave
provided he/she has rendered one (1) year of continuous or
broken service. For how often can this be avail of?
A. Every year
B. Every two years
 C. Every three years
D. Every four years
11. Which of the following are classified as equipment?
A. Desks, chairs, benches
B. Bulletin boards
C. World map
D. Cabinets

12. Which of the following should an ideal Industrial Arts Room

contain?
i. Classroom area
ii. Work area
iii. Tool Cabinets, shelves/ socks
iv. An office for the shop teacher
A. i and ii only
B. i and iii only
C. i, ii and iii
D. i, ii, iii and iv
13. What is the required area for an elementary school with
2,000 pupils?
 A. 0.5 hectares
B. 1.0 hectares
C. 1.5 hectares
D. 2.0 hectares
14. When can a SH recommend a school building for
condemnation? If the cost for repair or rehabilitation of the
dilapidated building is ______ of the original cost/
A. 50% or more
B. 45% or more
C. 405 or more
D. 35% or more
15. Which system is a proven framework for continually
improving an organization?
A. Evaluation
B. Management
C. Problem-solving
D. Decision making
16. The objective of Organizational Development (OD) is to
improve the organization’s capacity to handle its internal and
external functioning. Which of the following are covered by this
objective?
i. Effective communication
ii. Appropriate leadership style
 iii. Effective decision process
iv. Skill in leading with conflicts
A. i and ii
B. i and iii
C. i, ii and iii
D. i, ii, iii and iv

17. At what package package rate of their appraisal values shall

government school building be imsured under GSIS?
A. 0.5 %
B. 1%
C. 1.5 %
D. 2%
18. Who has the power to change the name of the school
through ordinance?
A. The Regional Director
B. The Secretary of Education
C. The Schools Division Superintendent
D. the Local Sanggunian
19. What is the most important component among the Physical
 Facilities of the School?
A. School Furniture
B. School Building
C. School Playground
D. School Library

20. What should a SH do to make sure that all his/her

responsibilities are carried out? Through Daily ____________.
A. inspection
B. observation
C. routinary schedule of activities
D. checking of attendance and activities
21. Which of the following techniques in direction making
choose the alternative with the highest probability- weighted
utility?
A. Pros and Cons
B. Elimination by Objects
C. Simple Prioritization
D. Preference Trees
22. Which of the following problem solving strategies test
possible solutions until the right one is found?
A. Trial and Error
B. Abstraction
C. Reduction
D. Analogy

23. Which of the following is NOT a feature of Total Quality

Management (TQM)?
A. Focuses on Continuous improvement
B. Involves top Employees to further sharpen their skills
C. Works Horizontally across functions and departments
D. Focuses at continual increase of customer satisfaction
24. How can you make your school continuously improve?
A. Check the Lesson Plan of teachers Everyday
B. Observe teachers teach and assess learners learning
C. Require all teachers and non-teaching Staff to be punctual
everyday
D. Encourage and motivate everyone to share responsibility to
prevent problems and to fix them when they occur.
25. What is a emphasized by the Systems Analysis of Peter
Senge?
A. Individual Approach
B. Group Approach
C. Pair Work Approach
D. Team Approach

26. What is considered as the lifeblood of any organization?

A. Men
B. Machines
C. Money
D. Materials
27. Which of the following are included in the SBM fund?
i. Special Education
ii. PTCA Contributions
iii. Donations from Alumni
iv. School income- generating projects
v. 20% barangay social development fund allocation
A. i, ii, iii, iv and v
B. ii and iii only
 C. i, iii and iv
D. ii, iii, iv and v
28. In the preparation of the SOB, which of the following should
be given priority?
i. Student Assessment
ii. Instructional Materials for pupils/ students
iii. Training of Teachers
iv. Supplies and Materials

A. i only
B. ii and iii
C. ii and iv
D. I, ii, iii and iv
29. As a SH, what should you prepare based on the approved
SOB?
1. Monthly Procurement Program
B. Monthly Cash Program
C. monthly Liquidation
D. Monthly Summary of Financial operations
30. Shopping can be resorted to when there is an unforeseen
contingency requiring immediate, provided that the amount shall
not exceed –
 A. P 50,000.00
B. P 80,000.00
C. P 100,000.00
D. P 150,000.00

Key to Correction
1. D
A, B, C are members of SGC
2. C
A, B, and D are all responsibilities of the SH
3. A
B- iii is not
C- iii is not, only ii and iv
D- iii is not, only I and iv
4. B
A- not first
C- not third
D- not fourth
5. A
B- not reemployment
C- reappointment
D- not demotion because it is movement which is not equivalent in rank
6. B
7. D
8. C
9. D
10. A
11. C
12. D
13. D
14. A
15. B
16. D
17. B
18. D
19. B
20. C
21. C
22. A
23. B
24. D
25. D
26. C
27. A
28. D
29. B
30. A
REFERENCES

Aide Memorie Philippines, 2004. Third Elementary Education Project, World Bank
Supervisor, Mission: Jan. 21 - Feb. 5, 2004. The World Bank Group, Washington, DC
USA

DepEd. TEEP, Rev. June 2005, A Primer on School-Based Management and Its
Support Systems.

DepEd. TEEP, Rev. Jan. 2006, Operations Manual on School-Based Management

and Its Support Systems.

DECS. Physical Facilities Division, BEE. 1992, Learning Resource Center A

Handbook

DECS. 2000. DECS Service Manual

DepEd. BEE Project of Learn, Managing Classroom Resources (Module for
 Teachers

DepEd. BEE Project of Learn, Enhancing the Learning Environment (Module for
Teachers)

DepEd. 2005. Personnel Handbook

Republic of the Philippines. The Governance of Basic Education Act of 2001

(R.A. 9155) and the IRR promulgated by DepEd

Republic of the Philippines. 4th Edition, 2007 Handbook on Philippine Government

Procument Act, R.A. 9184

DepEd Order, No. 20, s. 2009. Further Revisions to the Hiring Guidelines for
Teacher 1 Positions under DepEd Order No. 4, s. 2007

DepEd Order No. 38, s. 2009. Corrigendum to DepEd Order No. 20, s. 2009

Weisbond, Marvin. 1987. Productive Workplace, Organizing and Managing for

Dignity, Meaning and Community. Jessy-Bass Publishers, San Francisco

DepED Order. No 14, s. 2012. “ The Policy and Guidelines on the Proper Distribution, Care
Recording, Retrieval and Disposal of Textbook (TXs) with the teachers Manuals (TMs)
and other Instructional materials (IMs)