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THE EFFECTS OF DECENTRALISATION ON COMMUNITY PARTICIPATION IN
SCHOOL BASED MANAGEMENT IN THE PHILIPPINES
A thesis submitted in fulfilment of the requirements for the degree of
Master of Social Science
RONALDO S. BUCUD
BSc
School of Global Urban and Social Studies
College of Design and Social Context
RMIT University
December 2017
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DECLARATION
I certify that, except where due acknowledgement has been made, the
work is that of the author alone; the work has not been submitted
previously, in whole or in part, to qualify for any other academic award;
the content of the thesis is the result of work which has been carried out
since the official commencement date of the approved research
program; any editorial work, paid or unpaid, carried out by a third party is
acknowledged; and, ethics procedures and guidelines have been
followed.
I acknowledge the support I have received for my research through the
provision of an Australian Government Research Training Program
Scholarship.
Ronaldo Bucud
December 2017
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ACKNOWLEDGEMENT
I would like to acknowledge and extend my sincerest thanks to my supervisors, Associate
Professor Jose Roberto Guevara (School of Global Urban and Social Sciences) and
Professor Annette Gough (School of Education) for their untiring support, invaluable
feedback and for their unparalleled guidance that had helped me build my
competence and confidence as a novice researcher. I would also like to thank the
research administration staff at the School of Global Urban and Social Sciences, for the
administrative care and support they extended as I went through the ordeals of
completing my research degree.
Thank you to Helen Davidson and Stephen Hall for offering their services to edit and
proofread my thesis and case reports.
My sincerest appreciation also goes to the Department of Education for granting
permission and giving me the opportunity to undertake this study in the Philippines. To
the leadership and staff of Regions 1 and IVA and to the two Division Offices, who agreed
to participate in this research and contribute to the continuing discourse in school-
community partnerships in the Philippines. To the leadership and staff of the Cordillera
Administrative Region, Division of Benguet, Benguet National High School and
Guinaoang National High School for their participation during the pilot testing.
To the school heads, teachers, parents and community representatives from the four
school sites who have welcomed me in their respective schools and communities and
took time to share their opinions and perceptions, my heartfelt thanks.
To my wife, Monet and three sons – Gerard, Nathan and Isaac - who have journeyed
with me through this research. May this achievement serve as an inspiration to them that
they can achieve their dreams just so long you put your heart, mind and effort to it.
Finally to God, my Father, who taught me to walk in His love and to always build bridges
so ‘that all may be one.’
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TABLE OF CONTENTS
TITLE PAGE
1
DECLARATION
2
ACKNOWLEDGEMENT
3
TABLE OF CONTENTS
4
LIST OF BOXES
9
LIST OF FIGURES
9
LIST OF TABLES
10
LIST OF ABBREVIATIONS
11
ABSTRACT
13
Chapter I
INTRODUCTION
I.0 Background
15
I.1. Purpose and Significance of the Study
20
I.2. Limitations and Delimitations
21
I.3. Structure of the Thesis
22
1.4. Summary
24
Chapter 2
THE RESEARCH CONTEXT: THE PHILIPPINES, ITS EDUCATION SYSTEM AND
DECENTRALISATION EFFORTS
2.0. Introduction
25
2.1. The Philippines: A General Profile
25
2.1.1. Political Profile
26
2.1.2. Economic Profile
26
2.1.3. Cultural Profile
28
2.2. Overview of the Philippine Basic Education
28
2.2.1. Governance and Administration
30
2.2.2. Basic Education Structure and Curriculum
31
2.2.3. Challenges
33
2. 3. Overview of Education Decentralisation Efforts in the Philippines
35
2.3.1. Policy Reforms
36
2.3.2. Decentralisation Reform Initiatives in the Philippines
38
38
41
2.3.3. Challenges to Decentralisation
43
2. 4. Summary
45
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Chapter 3
LITERATURE REVIEW: DECENTRALISATION, GOVERNANCE AND COMMUNITY
PARTICIPATION IN SCHOOL BASED MANAGEMENT
3.0. Introduction
46
3.1. An Overview of Decentralisation
47
3.1.1. Rationale for Decentralisation
48
3.1.2. Challenges to Decentralisation
50
3. 2. Participation: Concept and Challenges
52
3.2.1. Understanding Participation
52
3.2.2. Participation and the Concepts of Power, Ownership and Voice
56
56
57
3.2.3. Frameworks of Participation
59
3.2.4. Community Participation
61
3.2.5. The Benefits, Cost, Challenges and Risks of Participation
62
3. 3. An Overview of Governance
65
3.3.1. Governance Defined
65
3.3.2. Principles of Governance
66
3.3.3. Local or Community Governance
67
3. 4. Decentralisation, Participation and Governance in Education
68
3.4.1. School Based Management
69
3.4.2. Community Participation and the Delivery of Educational
Services
71
3.4.3. Participation Frameworks in Education
72
72
73
74
3.4.4. Communities and Schools
77
77
78
78
79
3.4.5. School Governance Mechanisms
80
3.4.6. The Role of School Leadership
82
3.4.7. Challenges to Participation in Education
85
3. 5. Summary
87
3.6. Research Conceptual Framework
88
Chapter 4
THE RESEARCH FRAMEWORK AND DESIGN
4.0. Introduction
91