Striking a Balance between Centralized and Decentralized Decision Making: A School-Based Management Practice for Optimum Performance

Purpose of the Study: School decision-making promotes school autonomy and success. Today’s contemporary approach supports the idea that operative school functioning and development are characteristically accomplished when there is decentralized decision-making. Hence, the purpose of the study is to find the balance between decision-making in a centralized and decentralized structure in a school based system. Methodology: An extensive search of major databases was undertaken, which identified 35,822 studies on the subject, wherein 9 met the inclusion criteria. Employing a systematic literature review, data were extracted and analyzed using thematic analysis. Two themes arose from the analysis of the studies, such as decision-making as a school-based management practice and decision-making towards school performance. Main Findings: Studies on decision-making in school management from a sociological approach. It also highlights the need to mix centralized and decentralized techniques to improve education. Following are some debate points that might want more research: (1) school principal decision-making and (2) school running expense and spending decision-making. Research Implications: The study's findings will aid in improving staff performance and community comprehension of schooling. Increased participation of internal and external stakeholders can boost school autonomy and accountability. The novelty of the study: As a school-based management technique, the correct balance of centralized and decentralized decision-making might enable schools to function at their best while corporations attain peak performance.

Performance of School Based Management in Targeted Area in West Papua

The concept of school-based management (MBS) gives full authority to schools and teachers in organizing education and teaching, planning, organizing, supervising, and leading human resources for the implementation of learning which corresponds to the purpose of the school. School management directly affects and determines the effectiveness of the curricula, learning tools and methods, the teaching time, and the learning process. Thus, efforts to improve the quality of education should begin with the improvement of school management, in addition to improving teacher quality and development of learning resources. The data of this survey study was described qualitatively which was taken from 111 schools across six districts in rural areas. The data collection techniques used in this study were semi-structured questionnaires, interview, Focus Group Discussion and Field observation. The result of the survey showed that there was a better school condition after UNICEF intervention, specifically related to school based management (MBS) based on the components of (1) School-based curricula and learning management; (2) School-based students’ management; (3) School based teaching and non-teaching personnel’s management; (4) School based funding management; (5) School-based networking between school and community; and (6) School based cultural and environmental aspects.

SCHOOL-BASED MANAGEMENT IN SOUTHEAST ASIA (MBS-SA): DEMANDS OR EDUCATION NEEDS?

This article discusses conceptual School-Based Management (SBM) which includes the contribution and implementation of the education process in managing the structure and organizing autonomous education (decentralized from the government to school). This article is made by reviewing and collecting information from various references both books, articles, and journals that are used as material in studying and conceptually adding insight to SBM. The idea of holding SBM is a good step to support the improvement and acceleration of the improvement of the quality of human resources in the field of education that is in accordance with the field conditions to solve problems more quickly and effectively, but it is also very risky for failure because all responsibilities and implementation are left to executor, where each region has different human resources (HR) and funding capabilities.

On the Importance of Functioning School Based Management Committees (SBMCs): Evidence from Nigeria

This note examines the effects of School-Based Management Committees (SBMC) on the quality of education in Nigeria based on existing studies and completed programmes. We will investigate whether actions implemented by SBMCs improve learning outcomes and teachers’ performance. In the first section, we will discuss the findings from data collected by the Education Sector Programme in Nigeria (ESSPIN). In the second section, we will discuss findings from an exploratory analysis using survey data collected for the Service Delivery Education Indicators (SDI) in Nigeria. In the conclusion, we will discuss some lessons learned and the implications for the RISE Nigeria SBMC research design.

Extent of School-Based Management Committee Involvement in Public Secondary Schools Administration in Abuja, Nigeria

Given that managing schools to attain expected goals is becoming challenging in the present competitive society, it becomes paramount that collaborations, especially with a highly innovative group of people are encouraged. In the light of this, the purpose of this study is to investigate the extent of School-Based Management Committees' (SBMCs) involvement in public secondary school administration in Abuja. A descriptive survey design was used for the study, and 3 research questions were answered in relation to the 3 research objectives of the study. The population of the study was 460 respondents, and a sample size of 250 respondents was drawn through proportionate random and convenience sampling techniques. A structured questionnaire was used for data collection. Arithmetic mean was employed in analyzing the research questions. The result revealed among others, that the school-based management committees play a passive role in planning in public secondary schools in Abuja. It was concluded that for schools to effectively meet the academic need of the Abuja community, their collaborations with the SBMCs have to be very active and productive. To this end, SBMCs need to become more committed to collaborating and helping the schools in terms of planning, staffing and monitoring.

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

<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>

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

<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>

Implementation of School-Based Management in Improving the Quality of Learning in the City of Bekasi

The importance of evaluating the implementation of School Based Management in providing innovative learning improvements in improving the quality of education, but the reality is that there are still elementary school educational institutions that do not know much about the benefits of implementing School-Based Management. The objectives of this study are 1) Determine the implementation of School-Based Management in improving the quality of learning; 2) Determine the factors supporting and inhibiting the implementation of School-Based Management in improving the quality of learning. Methods: The type of research used is descriptive qualitative research. The research data collection method was carried out by observation, interviews, and documents. Analysis of research data was carried out by presenting data, reducing, and drawing conclusions. The research location was conducted at one of the elementary schools in Bekasi City. Results: This study showed that 1) The implementation of school-based management was carried out through well-executed planning, organizing, implementing, and supervising management process by the essence of management in an autonomous, flexible, participatory, transparent and accountable manner; 2) Supporting factors, namely the role of the community, parents and committees in school activities, complete class teachers and almost all of them meet academic quality. Conclusion: The inhibiting factor is active, creative, effective, and fun learning which requires a lot of funds, time, and energy because it has to be prepared but in implementation, it can be handled properly.