scholarly journals Decentralized Centralism: School Based Management Policies and Practices at State Secondary Schools in Mataram, Lombok, Indonesia

2021 ◽  
Author(s):  
◽  
Bambang Sumintono
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Community Involvement ◽  
Institutional Capacity ◽  
District Level ◽  
School Level ◽  
School Site ◽  
School Based ◽  
Secondary School Level ◽  
School Based Management

<p>The collapse of Suharto’s regime in 1998 brought significant change to Indonesia's public sector. Education at primary and secondary levels, since 1 January 2001, was administered at district level rather than in the previously centralised and bureaucratic manner. At the school level, ideas about school autonomy emerged and became popular. In particular the term ‘School Based Management’ (SBM) was seen as a panacea, and as a result the central government issued a regulation to implement the practice of SBM. This study analyses the dynamics of the SBM policy as it was being interpreted and implemented at the secondary school level in Indonesia. It examines SBM in the municipality of Mataram, Lombok, Indonesia. The study was approached in two ways: through document analysis of the Ministry of National Education decree number 044/U/2002 which legalized SBM; and by soliciting and interpreting the perspectives and practices of stakeholders at district and school levels through questionnaires, interviews, school site studies and document analyses. Altogether 83 respondents completed the questionnaires and 24 participated in interviews. Site studies were made to two schools. These approaches produced rich data on issues relating to SBM policy, devolved authority and community involvement. The study found that the SBM policy as stated in the decree lacked clarity. The decree was hastily introduced and emphasised structural changes at district and school levels without clarifying its underlying rationales or implementation guidelines. The decree did not choose a particular model of SBM. Instead, it imposed a uniform model regardless of school level, size, location, type of community or even the public and private nature of schools. The decree was not followed with any regulations established at the district level regarding SBM. Consequently, institutional capacity at the district level was not developed. Therefore previous paradigm and practices of management continued to remain. Information provided about SBM at the school level was not designed to give much detail. It was left to principals to inform school level stakeholders but the extent to which this happened depended on the principals’ discretion and level of knowledge about SBM. The devolved authority was not clear in the decree. What was suggested in the decree as authority that can be exercised by schools in SBM, was a practice that was already established. Without appropriate regulations at the district level, secondary schools were neither supported nor given flexibility. Mostly, schools practices had not changed with the introduction of the SBM. The decree did not differentiate between community involvements at the district from the school level. This made it possible for old practices to continue. Hence, Education Council and the School Committees’ members were hand-picked and shoulder-tapped, based on bureaucrat preferences. Further, at school level, the committees’ roles were mainly to legitimize principals’ policies, particularly relating to school fees and budget. In short, a ‘new centralism’ was seen to be practised by the district government. At the school level the principal’s role become much more significant. School Based Management, while fulfilling the regulatory requirements, remains superficial in its impact and has failed to fulfil its original intention of improving the quality of Indonesian education. The study proposes a number of recommendations for SBM at the Indonesian secondary school level. First, the changing nature of regional autonomy in Indonesia makes stipulating a new regulation for SBM at district level sensible. The local regulation should use clear statements, acknowledge diversity, differentiate between governance and management, and recognize community involvement. Second, improving institutional capacity at district and school levels is also necessary and urgent. Enhancing stakeholders’ understanding about SBM issues can take various forms. Third, establishing formula funding that is stipulated in the district budget will make previous practices by the school committee unnecessary. Finally, on-going support to schools in terms of SBM, from district and national government is needed and should be programmed to make the policy work and succeed. The study ends with suggestion for further research.</p>

scholarly journals Decentralized Centralism: School Based Management Policies and Practices at State Secondary Schools in Mataram, Lombok, Indonesia

2021 ◽  
Author(s):  
◽  
Bambang Sumintono
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Community Involvement ◽  
Institutional Capacity ◽  
District Level ◽  
School Level ◽  
School Site ◽  
School Based ◽  
Secondary School Level ◽  
School Based Management

<p>The collapse of Suharto’s regime in 1998 brought significant change to Indonesia's public sector. Education at primary and secondary levels, since 1 January 2001, was administered at district level rather than in the previously centralised and bureaucratic manner. At the school level, ideas about school autonomy emerged and became popular. In particular the term ‘School Based Management’ (SBM) was seen as a panacea, and as a result the central government issued a regulation to implement the practice of SBM. This study analyses the dynamics of the SBM policy as it was being interpreted and implemented at the secondary school level in Indonesia. It examines SBM in the municipality of Mataram, Lombok, Indonesia. The study was approached in two ways: through document analysis of the Ministry of National Education decree number 044/U/2002 which legalized SBM; and by soliciting and interpreting the perspectives and practices of stakeholders at district and school levels through questionnaires, interviews, school site studies and document analyses. Altogether 83 respondents completed the questionnaires and 24 participated in interviews. Site studies were made to two schools. These approaches produced rich data on issues relating to SBM policy, devolved authority and community involvement. The study found that the SBM policy as stated in the decree lacked clarity. The decree was hastily introduced and emphasised structural changes at district and school levels without clarifying its underlying rationales or implementation guidelines. The decree did not choose a particular model of SBM. Instead, it imposed a uniform model regardless of school level, size, location, type of community or even the public and private nature of schools. The decree was not followed with any regulations established at the district level regarding SBM. Consequently, institutional capacity at the district level was not developed. Therefore previous paradigm and practices of management continued to remain. Information provided about SBM at the school level was not designed to give much detail. It was left to principals to inform school level stakeholders but the extent to which this happened depended on the principals’ discretion and level of knowledge about SBM. The devolved authority was not clear in the decree. What was suggested in the decree as authority that can be exercised by schools in SBM, was a practice that was already established. Without appropriate regulations at the district level, secondary schools were neither supported nor given flexibility. Mostly, schools practices had not changed with the introduction of the SBM. The decree did not differentiate between community involvements at the district from the school level. This made it possible for old practices to continue. Hence, Education Council and the School Committees’ members were hand-picked and shoulder-tapped, based on bureaucrat preferences. Further, at school level, the committees’ roles were mainly to legitimize principals’ policies, particularly relating to school fees and budget. In short, a ‘new centralism’ was seen to be practised by the district government. At the school level the principal’s role become much more significant. School Based Management, while fulfilling the regulatory requirements, remains superficial in its impact and has failed to fulfil its original intention of improving the quality of Indonesian education. The study proposes a number of recommendations for SBM at the Indonesian secondary school level. First, the changing nature of regional autonomy in Indonesia makes stipulating a new regulation for SBM at district level sensible. The local regulation should use clear statements, acknowledge diversity, differentiate between governance and management, and recognize community involvement. Second, improving institutional capacity at district and school levels is also necessary and urgent. Enhancing stakeholders’ understanding about SBM issues can take various forms. Third, establishing formula funding that is stipulated in the district budget will make previous practices by the school committee unnecessary. Finally, on-going support to schools in terms of SBM, from district and national government is needed and should be programmed to make the policy work and succeed. The study ends with suggestion for further research.</p>

Grappling with Internationalisation of the Curriculum at the Secondary School Level: Issues and Tensions for Educators

2005 ◽  
Vol 49 (1) ◽  
pp. 10-27 ◽  
Author(s):  
Libby Tudball
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Level ◽  
Cultural Understanding ◽  
Global Flows ◽  
Secondary School Level ◽  
The World ◽  
The Future

Increasing global flows of students, information and ideas, the realities of globalisation, and an increasingly interdependent world have meant that many educators at the secondary school level are currently grappling with the issue of how to internationalise the curriculum and increase inter-cultural understanding among students. In addition, complex and troubling issues in the world have added urgency to the need for consideration of what knowledge, skills, and pedagogies schools should focus on in the curriculum into the future. This article discusses views in the literature and research on how educators are grappling with the issues and tensions of internationalisation in Australian secondary schools.

Education for Sustainability in Western Australian Secondary Schools: Are We Doing It?

2018 ◽  
Vol 34 (3) ◽  
pp. 244-261 ◽  
Author(s):  
Kelsie Prabawa-Sear ◽  
Vanessa Dow
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
School Administrators ◽  
School Level ◽  
Education For Sustainability ◽  
Final Report ◽  
Structured Interviews ◽  
Secondary School Level ◽  
Report Data ◽  
Western Australian

AbstractThis research was commissioned by the (then) Department of Environment and Conservation (DEC) to provide recommendations on how to best support Western Australian (WA) secondary schools to engage in education for sustainability (EfS). The research aims were to identify barriers and benefits to being involved in EfS, the support systems required for schools to participate in EfS at secondary school level, and the difficulties that secondary schools experience when implementing EfS programs. A variety of research methods were utilised: semi-structured interviews with non-teaching stakeholders; online questionnaires for teachers, school administrators and students; focus groups and semi-structured interviews with teachers and school administrators; and an expert panel workshop to discuss data and recommendations prior to completion of a final report. Data were collected from 29 schools, 45 teachers and school administrators, 186 students, and various EfS external providers and stakeholders across metropolitan and regional WA. This article focuses on three issues identified in the data that we consider important and under-represented in discourses of EfS in Australia: lack of understanding about what EfS means among educators; lack of meaningful student involvement in EfS in secondary schools; and differing quality in EfS programs offered by external providers. We conclude this article by offering ways to improve EfS in WA secondary schools.

scholarly journals Association of Classroom Environment with Academic Achievement of Secondary School Girls in Pakistan

2017 ◽  
Vol 8 (2) ◽  
pp. 121-127
Author(s):  
Tariq Javed
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Classroom Environment ◽  
Statistical Tests ◽  
Positive Association ◽  
School Level ◽  
Chi Square ◽  
Secondary School Level ◽  
School Girls

Abstract The purpose of the study was to find out the association of classroom environment with the academic achievement of secondary school girls in Pakistan. The population of the study was 1104 Secondary School Teachers SSTs / Trained Graduate Teachers TGTs (Female), 5628 secondary school girls in 64 Federal Government Girls Secondary Schools. Multistage sampling was used in the present research. Three categories of schools (Large, Medium, Small) were constructed for research purpose on the basis of the number of students who appeared in SSC-I annual examination 2014 by a federal board of intermediate and secondary education Islamabad. The objectives of the study were to find out the nature of the classroom environment at girls secondary schools and to identify the association of classroom environment with the academic achievement of girls at secondary school level. Two hypotheses were formulated and tested with the help of statistical tests to achieve the objectives of the study. The study was descriptive in nature and survey technique was used to collect data from respondents. Data were collected on various aspects of the classroom environment, including temperature, furniture and fixture, arrangement of furniture, air, light, writing board facilities. The tool consisting of fourteen statements on classroom environment was getting validated from four experts to determine content validity. Reliability of the research instrument was determined by using Cronbach Alpha based which was. 855. The analysis of the collected data was carried out by using two non parametric statistical tests, i.e. (i) Chi Square test, (ii) Mann Whitney U test. There was a positive association between the classroom environment and academic achievement of girls at secondary school level.

scholarly journals Perception of Higher Secondary Schools Teachers towards Academic Performance of Students

2021 ◽  
Vol 2 (2) ◽  
pp. 41-46
Author(s):  
Sana Afzal ◽  
Faiza Qayyum
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Target Population ◽  
School Level ◽  
Graduate Degree ◽  
School Students ◽  
Teachers Perceptions ◽  
Secondary School Level ◽  
Key Factor ◽  
Spss Software

The world is becoming more and more competitive and for the performance and personal progress is the key factor. A study was designed to know teachers' perceptions regarding students' performance at the higher secondary school level. All the higher secondary school students (male and female) were the population of the study. The higher secondary schools of district Toba Tek Singh were considered for the target population. The 80 teachers (40 male and 40 female) were chosen as a study sample proportionate from the 17 higher secondary schools. The collected data were statistically analyzed using descriptive statistics frequency and percentages with Statistical Package for Social Sciences (SPSS) software. The demographic characteristic of respondents shows that the vast majority of teachers have a graduate degree, and half of the teachers belong to the 25-50 age category and have up to 10 years experience, respectively. The teachers’ response indicated that students of higher secondary schools have confidence in asking and answering questions.

scholarly journals ESD for managers in the Danish lower secondary educational curriculum

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
David Mathias Paaske ◽  
Olman Segura-Bonilla ◽  
Jairo Hernandez-Milian
Keyword(s):  
Climate Change ◽  
Secondary School ◽  
Secondary Schools ◽  
Traditional Education ◽  
School Level ◽  
Lower Secondary School ◽  
Content Type ◽  
The Core ◽  
Secondary School Level ◽  
Conceptual Paper

PurposeThe purpose of this paper is to challenge the current educational methods taking place in Danish lower secondary school by introducing the concept of education for sustainable development (ESD) to help managers and teachers facilitate an action-oriented approach aimed at potentiating the level of sustainability and environmental awareness.Design/methodology/approachThis conceptual paper is based on the relevant literature and examines the necessity to move beyond traditional education curricula by offering a new practical sustainable framework for facilitating ESD at Danish lower secondary schools. A particular focus relates to evaluating and adopting sustainable approaches in the educational literature that is sufficiently sensitive to practical changes in Danish lower secondary teaching methods.FindingsWith the purpose of generating awareness about climate change and students’ ecological footprint to lower secondary school students in Denmark, it was found that embedding ESD in the Danish curriculum would be an important tool for this purpose. The authors outline practical recommendations for managers at the lower secondary school level.Originality/valueThis conceptual paper addresses the core issue of traditional education in Danish lower secondary schools by suggesting to adopt the educational framework of ESD. To this end, the authors have offered a variety of specific practical suggestions accordingly to how traditional education can be redesigned by focusing on action-oriented learning and future-oriented ESD. Furthermore, the authors propose that certain educational components of smart cities might promote an underlying commitment to meet the core issues of climate change, as this has yet to be examined. The research on ESD for managers at the Danish lower secondary school level is fairly limited to date.

Rozwój koedukacyjnego średniego szkolnictwa ogólnokształcącego w okresie II Rzeczypospolitej

2019 ◽  
Vol 63 (4(250)) ◽  
pp. 44-55
Author(s):  
Katarzyna Dormus
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
First World War ◽  
School Level ◽  
World War ◽  
Public And Private ◽  
Teaching Community ◽  
The First World War ◽  
Secondary School Level ◽  
First World

During the late 19th century and early 20th century, co-education on a secondary school level was still a source of controversy, resulting in a public discussion. The first co-educational secondary schools in the Polish territories were established over the course of the First World War. During that time, in light of a realistic chance for Poland to regain independence, the teaching community undertook discussions regarding the shape of education in independent Poland. Still, many people still viewed co-education with a degree of doubt. In the interwar period, however, the number of public and private co-educational secondary schools increased. They were located primarily in smaller cities. Additionally, men usually represented the majority of students. This dynamic was a result of allowing women to attend institutions that had originally functioned as all-male schools, thus creating a coeducational schooling system. The level of education in these institutions was generally low.

scholarly journals The Relationship of Child Protection Rights Observance with the Students' Level of Satisfaction at Secondary School Level

2020 ◽  
Vol V (IV) ◽  
pp. 34-41
Author(s):  
Khalid Rehman Khan ◽  
Habib Elahi Sahibzada ◽  
Manzoor Hussain Shah
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Child Protection ◽  
School Management ◽  
School Level ◽  
Khyber Pakhtunkhwa ◽  
Level Of Satisfaction ◽  
Secondary School Level ◽  
Relationship Of ◽  
The Relationship

The aim of this quantitative descriptive study was to investigate the relationship of child protection rights observance with the students level of satisfaction at secondary school level in Khyber Pakhtunkhwa. School management and students at the public sector secondary schools of Khyber Pakhtunkhwa were the populations of the study. Stratified random sampling was used to select a sample of 320 principals, 640 teachers and 3200 students from 320 randomly selected secondary schools. Three satisfaction scales of five-point Likert type options were used for data collection. Data were analyzed using percentage, chi-square (?2), and Pearson values. School management showed a significant relationship between child protection rights observance and the level of satisfaction of students. Observance of the fundamentals of child rights played a pivotal role in making sure the child protection rights. Students mutual interaction did not impede the instructional activities of the school management through a significant number of the sample considered teaching as a hectic job.

scholarly journals Impact of A.V Aids on Academic Achievement of Students at Secondary School Level in Southern Districts of Khyber Pakhtunkhwa, Pakistan

2016 ◽  
Vol I (I) ◽  
pp. 10-16
Author(s):  
Tanveer Ahmad ◽  
Nasir Ali ◽  
Abdul Basit Khan
Keyword(s):  
Academic Achievement ◽  
Secondary School ◽  
Secondary Schools ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
School Level ◽  
Positive Relation ◽  
Nature Study ◽  
Secondary School Level ◽  
Study Population

AV aids are very important in the learning process. It prepares students for useful learning. There is no doubt that learning materials have great importance in education. Due to this the researcher conducts a study regarding "impact of AV AIDS on the academic achievement of students". A descriptive nature study was conducted. All the 10th class students of Gov secondary schools were the study population. As a sample 500 respondents were selected from 12 Govt. secondary schools, by applying a simple random sampling technique. The researcher delimited the study only to 10th grade of the 12 females and males' schools. To collect the data, a self-made tool was used. The collected data was analyzed by SPSS. John Curry formula was applied. Frequency, percentage, and linear regression were used for analysis. It was revealed that students' academic achievement has a positive relation with AV aids.

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