Session 4-Roles and Responsibilities of Stakeholders

The Roles and Responsibilities of Different

Stakeholders (School, Division and Region)

By: Merle B. Federez

The expected advocate of CFSS is DepED, through the Bureau of Secondary Education. The Director of the Bureau has organized a team for CFSS.

Who are Considered CFSS Champions?

• Are visible to their constituents

• Can provide information to constituents

• Generate success within the system

• Recognize those who are responsible for success

Effects of Constituency of Having Champions

• Build credibility for CFSS

• Inspire others to become believers of CFSS

• Develop a sense of ownership or accountability for outcomes of CFSS

Who are Involved in CFSS Program?

• BSE, DepEd Central

• Regional Coordinator

• Division Coordinator

• School Head

• Internal Stakeholders

• External Stakeholders

Roles & Responsibilities of Stakeholders

• Advocate CFSS at the national level.

• Monitor the CFSS Coordinators (regional and division levels), encouraging them to do more and better for the schools.

– Get updated information relative to the schools’ Annual Work and Financial Plan

– Get success stories that could be shared with other regions/divisions

BSE, DepEd Central


• Assist in sourcing resources for CFSS schools.

• Share with the schools beneficial outputs from the Bureau’s other projects.

• Put up a search for the Most Child-Friendly School.

BSE, DepEd Central


• Update the Bureau Director on the status of the CFSS implementation in the schools and get inputs from her for further improvement of the schools.

BSE, DepEd Central


• Share to the divisions and schools what the Regional Office does in regard to school improvement, be that in curriculum improvement or in capability building programs.

Regional Coordinator


• Monitors changes in educational performance in CFSS schools.

• Updates the Regional Director on the status of the CFSS to mobilize support to CFSS

Regional Coordinator


• Advocacy and mobilize program implementation in his/her catchment area.

• Helps the CFSS schools efforts of advocacy and social mobilization.

Division Coordinator


• Visits the CFSS schools not just for monitoring purposes but to provide assistance and/or advise to the school principal and the school CFSS coordinator for support and encouragement.



• Mobilizes LGU resources for attainment of CFSS goals, linking the CFSS schools with individuals and institutions that could help with school needs.



• Provides advise to the school head in fine tuning processes by providing professional support and encouragement.


It is important that It is important that CoordinatorsCoordinators take take the initiative to institutionalize and the initiative to institutionalize and incorporate CFSS within the organic incorporate CFSS within the organic functions of the Schools Division and functions of the Schools Division and Regional OfficesRegional Offices


• Fully accountable to stakeholders for school performance, thus he/she should provide directions for improving student achievement, protecting children, collaborating with families and community, fostering teacher commitment and ensuring the full implementation of DepEd policies and programs.

School Head


• Has management responsibilities for maximizing the financial, technological, and human resources of the school, resolving day-to-day challenges, and keeping the staff focused on the school’s vision and mission.

School Head


• Acts as fund manager and devotes attention to instructional leadership and supervision

• Promotes/shares SBM experiences and leading practices to other schools.

• Creates critical mass of SBM champions.

School Head


• Has effective working relationship with LSB and SGC.

• Innovates and institutionalizes continuous school improvement process

School Head


• Along with the student, plays an interactive role in the education process because one cannot function without the other.

• Teachers are the single most important factor in creating an effective and inclusive classroom.

Internal Stakeholders * Teachers

Effective for learning: • Promotes good quality teaching and learning

processes with individualized instruction appropriate to each child's developmental level, abilities, and learning style and with active, cooperative, and democratic learning methods.

• Provides structured content and good quality materials and resources.

• Enhances teacher capacity, morale, commitment, status, and income — and their own recognition of child rights.

• Promotes quality learning outcomes by defining and helping children learn what they need to learn and teaching them how to learn.

Inclusive of children:• Does not exclude, discriminate, or stereotype on

the basis of difference. • Provides education that is free and compulsory,

affordable and accessible, especially to families and children at risk.

• Respects diversity and ensures equality of learning for all children (e.g., girls, working children, children of ethnic minorities and affected by HIV/AIDS, children with disabilities, victims of exploitation and violence).

• Responds to diversity by meeting the differing circumstances and needs of children (e.g., based on gender, social class, ethnicity, and ability level).


• Play key roles as educational stakeholders• Their primary objective is the assurance that

their children will receive a quality education, which will enable the children to lead productive rewarding lives as adults in a global society.

Internal Stakeholders * Parents


• Assume responsibilities as partners in the learning process

• Co-manage and co-monitor learning process

• Held accountable for the performance, achievement, and well-being of their children

Internal Stakeholders * Parents


• Play the lead role in the educational process and as stakeholders are expected to participate in the process.

• Should be encouraged to exercise their decision-making role in the education process.

Internal Stakeholders * Students


•The student determines the educational services offers such as special education for those who are gifted and learning challenged.

•The number and needs of students can be a determining factor for allocating resources.



•Are made aware of their rights and responsibilities as primary stakeholders

•Exercise their rights and fulfill their responsibilities as primary stakeholder

•Share in school leadership and management•Are held accountable for their performance.



•Are organized and made aware of their rights and responsibilities as education stakeholders

•Engage themselves in school governance and school-wide improvement process

External Stakeholders

* Alumni, Parents of Alumni, Retired Teachers, Professionals, Religious Groups, Non-government Organizations, School Governing Council, Youth Leaders/SK)


•Exercise their roles and responsibilities as education stakeholders

•Share in the responsibility and accountability towards students learning outcomes

External Stakeholders* Alumni, Parents of Alumni, Retired Teachers, Professionals, Religious Groups, Non-government Organizations, School Governing Council, Youth Leaders/SK


•Are oriented into the functional LSB (e.g. school building and facilities, extension classes, and sports development)

•Enable (thru capacity development interventions on resource planning and management) for an expanded LSB functions .

External Stakeholders* Local Government


•Enable to institutionalize expanded LSB functions thru multi-year supplemental lump-sum budget allocation for SBM (e.g., PS, MOEE, CO)

External Stakeholders* Local Government


•Are oriented, organized, and mobilized to support SBM.

•Are enabled (through capacity development interventions resource and programming planning and management) for expanded and school-wide support.

External Stakeholders* Community Leaders/People’s Organizations (Pos)/ NGOs:


•Are fully enabled to provide institutionalized support community-wide programs to continuously improve learning outcomes (including ALS) and to promote children’s welfare.



•School Community are organized to support/implement SBM

•Expand school-wide support for implementation of SIP priority programs and projects

•Support for continuous school improvement institutionalized


Session 4-Roles and Responsibilities of Stakeholders

Documents

school governing council

stakeholdersschool head

wide support

education process

religious groups

ngos

made aware

government organizations