W2, School-based Management ( Part 2).pptx

for university students

1. ពុទ្ធិកសាកលវិទ្យាល័យ ព្រះសីហមុនីរាជា Preah Sihamoniraja Buddhist University Buddhist faculty of pali-sanskrit and foreign languages Buddhist Post-graduate Studies Department of English School-based Management HAI SOPHAN Ph.D. Chapter 1

2. How many school-base managements define are there? There is no fixed number of school-based management (SBM) models as they can vary depending on the country, region, or educational system. Different countries and regions have developed their own SBM models based on their specific needs and goals. These models may have different names and features but generally share the common objective of decentralizing decision-making power to individual schools. Some common SBM models include: 2

3. 1. School Governing Boards: This model involves the establishment of governing boards composed of school administrators, teachers, parents, and community representatives. These boards are responsible for making decisions related to school policies, budgeting, and curriculum. 3

4. 2. School Management Committees: This model typically involves the creation of committees comprising school administrators, teachers, and community members. These committees collaborate to make decisions on various aspects of school management, such as resource allocation, staff hiring, and curriculum development. 4

5. 3. School Councils: School councils are representative bodies that include school administrators, teachers, parents, students, and community members. They work together to provide input and make decisions on matters related to school governance, planning, and improvement. 5

6. 4. Participatory Management: This approach emphasizes active participation and collaboration among school stakeholders, including school administrators, teachers, parents, and community members. It involves shared decision-making processes and collective responsibility for school management. 6

7. 5. School-Based Decision-Making: This model involves delegating decision-making authority to individual schools. School administrators and teachers have greater autonomy to make decisions regarding curriculum, instructional practices, resource allocation, and other aspects of school management. 7

8. These are just a few examples of SBM models, and there may be additional variations or combinations of these models in different contexts. The specific model implemented can vary depending on the educational system, local governance structures, cultural factors, and policy priorities of a particular country or region. 8