scholarly journals School-based management committee’s contributions in improving access to basic education in Kauru local government area of Kaduna state, Nigeria

2021 ◽  
Vol 2 (2) ◽  
pp. 134
Author(s):  
Tachio Joseph Biya
Keyword(s):  
Local Government ◽  
Basic Education ◽  
Local Government Area ◽  
School Based ◽  
School Based Management

scholarly journals SCHOOL BASED MANAGEMENT

ALQALAM ◽  
2009 ◽  
Vol 26 (3) ◽  
pp. 427
Author(s):  
Eneng Muslihah
Keyword(s):  
Quality Improvement ◽  
Basic Education ◽  
Education Quality ◽  
Public And Private ◽  
Elementary And Secondary Education ◽  
School Based ◽  
Decentralization Policy ◽  
School Based Management ◽  
Senior Secondary Schools ◽  
Senior Secondary

School based management is the main issues in the educational quality improvement of both elementary and secondary education institutions in the world in the last three decades. It is the alternative school management believed to be potentially able to elevate the education quality. In Indonesia, it was introduced as early as the end of 1999 following the enactment of the decentralization policy. School based management, which is seen as a panacea of Indonesian education problems especially from primary up to senior secondary schools, when the 2003 Education Law No 20 was introduced, Indonesia formally adopted a policy of "school-based management" for the quality improvement of its 227.298 public and private schools, and madrasahs (Islamic schools), 47.813.166 students and 3.218.7 54 teachers. SBM in Indonesia is focused on the four aspects of basic education: quality, equality, relevance and efficiency. While international research has not yet proved conclusively that school­based management improves student outcomes, but in Indonesia, the experience has been to a certain degree more positive.

scholarly journals Compliance with School-Based Management Standards: An Assessment for Policy Formulation

2018 ◽  
Vol 1 (1) ◽  
pp. 55-66
Author(s):  
Dionisio Chavez ◽  
Araceli Doromal
Keyword(s):  
Education Reform ◽  
Learning Outcomes ◽  
Basic Education ◽  
Group Discussion ◽  
Policy Formulation ◽  
Reform Agenda ◽  
Survey Form ◽  
School Based ◽  
Efficient Delivery ◽  
School Based Management

Basic education is challenged to be responsive to the current demands ofquality education through the efficient delivery of educational servicesand the translation of knowledge, skills, and attitudes that enable thelearners to attain mandated learning outcomes. Over the past decades,many initiatives and reform efforts have been implemented to realizethe thrusts of Basic Education Reform Agenda. One key response of thenational government is the implementation of the standard principles ofthe School-Based Management (SBM). Two elementary schools in theDivision of San Carlos City in Negros Occidental, Philippines, implementSBM with an ultimate goal of achieving learning outcomes. This studyaimed to assess the level of compliance with the standard principles ofSBM and its implication to the quality of life among the learners beyondbasic education using a descriptive-comparative research design. Theparticipants were internal and external assessors identified througha predetermined criterion. The data were collected through SBMstandardized survey form with the necessary supporting documentsincluding focus group discussion (FGD) relative to the compliance withSBM standards. The findings revealed that the two central schools areon Level 2 and are categorized as maturing schools, wherein, most ofthe standard principles of SBM are complied with and implemented forcontinuous improvement. Both schools are prepared for National SBMlevel 3 accreditation relative to the SBM principles.

scholarly journals Modernizing schools in Mexico: The rise of teacher assessment and school-based management policies

2017 ◽  
Vol 25 ◽  
pp. 90 ◽  
Author(s):  
Jaime Echávarri ◽  
Cecilia Peraaza
Keyword(s):  
Education Reform ◽  
Global Education ◽  
Basic Education ◽  
Monitoring And Evaluation ◽  
Teacher Assessment ◽  
High Stakes ◽  
Documentary Analysis ◽  
School Based ◽  
Management Policies ◽  
School Based Management

In this paper we analyze the evolution of the teacher assessment policy and the origins of school-based management initiatives in the Mexican education context from the late 1980s until the last 2012 – 2013 Education Reform (RE2012–2013). Mexico joined the Global Education Reform Movement during the 1990s through the National Agreement for the Modernization of Basic Education, under which the program Teachers Career Services was created to increase teacher quality. Later, the Quality School Program was implemented in order to decentralize school management and increase school accountability. Lastly, the institutionalization of Monitoring and Evaluation in the Mexican Education System gave birth to the National Institute for the Evaluation of Education. Using a documentary analysis, we review the origins of such accountability policies in order to map out the involved stakeholders, and identify how these influenced and effected the development and implementation of last 2012-2013 Education Reform’s teacher high-stakes assessments. Finally, we outline the results and consequences of such policies as they have been implemented and provide a contextual analysis of the implementation and resistance to the latest reform in some regions of Mexico. 

scholarly journals MANAJEMEN BERBASIS SEKOLAH (ORIENTASI BARU PENGEMBANGAN MUTU PENDIDIKAN DASAR DI ERA OTONOMI DAERAH)

2019 ◽  
Vol 1 (1) ◽  
pp. 1-9
Author(s):  
Asep Priatna
Keyword(s):  
Human Resources ◽  
Formal Education ◽  
Basic Education ◽  
Management Education ◽  
Quality Education ◽  
Education Management ◽  
School Based ◽  
Decentralization Policy ◽  
School Based Management

One of the things implied by the education decentralization policy is to run independent school education management in different perspectives according to the conditions of each region. Decentralization is no longer seen as a concept but should be implemented at all levels of management, not least on the institutional arrangements, systems and educational units, both in the formal and non-formal education channels. New patterns of management education in the form of School Based Management, is actually giving ample space for the community that any decision made by the local government is more "grounded" and provide quality education to the younger generation. In this context, education decentralization implies an effort to bring the community to the decision making on local needs, so that the development of education in accordance with the peculiarities of the region, on the other hand the potential can be utilized. In the end, the real implementation of the School Based Management is on the order of the institution is expected to improve the quality of basic education and excellence in the area of human resources.

scholarly journals Implementation of Management Based School in Improving The Quality Of Secondary Education

2019 ◽  
Vol 1 (8) ◽  
pp. 904
Author(s):  
Atiek Istijarti ◽  
Yatim Riyanto ◽  
Sri Setyowati
Keyword(s):  
Secondary Education ◽  
Basic Education ◽  
Management Model ◽  
Education Department ◽  
Education Policies ◽  
National Education ◽  
School Based ◽  
National Education System ◽  
School Based Management

The implementation of school-based management in Indonesia itself is contained in the Act National Education System Number 20 of 2003 which reads "management of education units early childhood, basic education and secondary education are implemented based on standards minimal service with the principle of school-based management. education Department National Republic of Indonesia calls SBM with School-Based Quality Improvement Management which is defined as "a management model that gives school more autonomy and encourage participatory decision making that directly involves school members to improve the quality of schools based on national education policies.

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