Various efforts have been made on a "planned" since ten years ago. The result is quite encouraging to certain schools in several cities in Indonesia but has not been evenly distributed and less satisfactory nationally. This indicates that the solution has been implemented may not touch the root of the problem.
One thing that is the subject of the writer's observation that any given scientific input of experts always bring up the concept that was adopted or adapted from the countries that successfully implement it, including the United States, Australia, Canada, New Zealand and Singapore. In fact, circumstances, conditions, cultural background and mindset of our nation is certainly not homogeneous with the countries that emulate. In fact, the concept that the import was impressed serve as a "project" which tend to personal or group interests. That is, the project not as a tool but as a destination.
Since the 1980s the government implemented the project, also following a new project ready for launch. Among Curriculum Development Project, Project Management School-Based Quality Improvement (MPMBS), the Library Project, Project Help Improve Quality Management (BOMM), lmbal Self Help Project (BIS), Project Procurement Package Book, Teacher Quality Improvement Project, Direct Assistance Fund ( DBL), operational assistance (BOS) and the Student Special Assistance (BKM). By considering a number of projects, it is possible we conclude that the government has spent much of the budget funds to finance the project as an effort to improve the quality of education.
Now, the various elements of the community questioned why such an expensive effort that has not shown encouraging results. Some might argue that lack of proper management and still others say that the government is less consistent with the efforts being undertaken.
Give Award (Ph)
Mc. Keena & Beech (1995: 161) in his book "Human Resource Management" said the award is given to attract and retain human resources as necessary to achieve organizational suggestions.Staff (teachers) will be motivated if given extrinsic rewards (salary, allowances, bonuses and commissions) and intrinsic rewards (praise, challenge, recognition, responsibility, opportunity and career development).
Abraham H. Maslow said that human beings have a need that has five levels (hierarchy of needs), ie, ranging from physiological needs (food, clothing and shelter), safety and security needs (escape from the fear of security problems), social needs (social), which needs reflect self-esteem, and self actualization needs in the community.
Teachers as people who are expected as the spearhead of improving the quality of eager raised status and dignity. Great merit in education deserve to get the intrinsic and extrinsic rewards for not marginalized in public life.
Increase Professionalism (Pr)
The sophistication of the curriculum and school management guidelines could be meaningless if not handled by a professional teacher. Therefore profesinalisme demands on teachers who frequently asked the world community business / industry, legislative, and government is a natural thing to be addressed in a wise and prudent.
The concept of the professional teacher is always associated with insight and knowledge about educational policy, learning and learning theory, research, education (class action), evaluation of learning, educational leadership, management of classroom / school, as well as information and communication technology.Most of the indicators was obtained at LPTK including Teachers' Training College, Teacher Training and Education, and STKIP non-refreshing.
This phenomenon indicates that the quality of professionalism of our teachers are still low. Internal factors such as income teacher who has not been able to meet the physiological needs and the profession is still considered a determinant factor. As a result, efforts to increase knowledge and insight to be blocked because of the inability of teachers financially in the development of human resources through increased levels of education.
It also has recognized that government training programs are absolutely necessary because of the limited budget to improve teacher education. The training program is intended to produce teachers as skilled workers (skill labor) or by another term teachers who have competence.
National Education Law No. 20/2003 Article 42 paragraph (1) says educators must have a minimum qualification and certification in accordance with the level of authority to teach, physically and mentally healthy, and have the ability to achieve national education goals. Description of article 42 it is quite clear that to be a teacher as an early stage must meet the minimum qualification requirements (educational background in teacher training / teaching general and have the deed.) After the teacher qualification requirements, then the teacher will be and is at a stage of competence. However, the phenomenon shows that educators in schools are still many who do not meet these requirements. This indicates that teachers' jobs very easy to be entered by anyone.
Provide Facilities and Infrastructure (SP)
With the enactment of the 2004 curriculum (CBC), more teachers are now required to mengkontekstualkan learning with real world, or at least the students get a picture of a miniature of the real world.Hope it could not be achieved without the help of learning tools (education facilities and infrastructure).
According Kepmendikbud No. 053/U/2001 on Standards of Service (MSS), the school must have a minimum requirement to provide education with a self-contained and quite like, land area, complete furnishings, equipment / lab / media, infrastructure, sports facilities, and a book ratio of 1: 2. Kepmendiknas presence was felt very appropriate because the decision is expected to provide education in schools is not "excessive speed" or "far left" below minimum requirements so that quality education becomes increasingly worse.
Furthermore, the National Education Law No. 20/2003 Article 45 paragraph (1) reads, each educational unit provides facilities and infrastructure that meet the educational needs in accordance with the growth and development of potential physical, intellectual, social, emotional, and mental health of students. If we see the reality on the ground that only certain schools in several cities in Indonesia alone who meet the requirements of the MSS, general public and private schools favorites. Based on this fact, the limited facilities and infrastructure in certain schools, procurement is always charged to the public. The reason had been legalized by Kepmendiknas No. No 044/U/2002 and the National Education Law. 20/2003 Article 56 paragraph (1). In improving the quality of educational services that include planning, monitoring and evaluation of educational programs through education council and school committee / madrasah, paragraph (2) The Board of Education, as an independent institution established and was instrumental in improving the quality of education services by providing the consideration, referral and support staff, facilities and infrastructure, and supervision of education at the national, provincial and regency / city that has no hierarchical relationship, and paragraph (3) Committee of the school / madrasah as an independent institution established and was instrumental in improving quality of care and gives consideration, referral and support personnel, facilities and infrastructure and education oversight at unit level education.
In response to such a difficult situation, especially the condition of the country is increasingly critical, the solution offered is to take advantage of all the potential resources of schools and the community around, including empowering the board of education and school committees. Hopefully with education budget system that refers to the National Education Law No. 20/2003 article 46 and 49 this problem can be solved by building unity and trust between families, communities, and government.
Fight Corruption (Ko)
According to a report in 2003 CPC, Ministry of Education is the second most corrupt government institutions after the Ministry of Religious Affairs. Then ICW report states that corruption in education conducted jointly (Amin Rais called corruption in congregation) in various levels starting school level, department, until the department. Perpetrators ranging from teachers, principals, bureaucrats, and so on into the network of corruption.Schools are expected to be a fortress of defense who uphold the values of honesty instead mempertotonkan corrupt practices to students.
Corruption is related to funds derived from the government and the funds withdrawn directly from the public. If during the education budget is very minimal complaints, it turns out that small funds and even then not escape from corruption. This is not apart dar obscurity school budgeting system. Fuzziness in the system budget (budget) that allows financing practicing principals Dual System (PSG). For example, the operational funds that have been budgeted purchases from government funds charged back to the community.
The more the collapsed ranking Indonesian human resources in 2004, our only regret is not necessary, but make it as motivation to rise from adversity. If the condition is not changed start of applying the concept that rests at the root of the problem. DEVELOPMENT THOUGHTS
In fact at every opportunity in life, the mind is always evolving. Who finished the problem and which will be discussed here specifically is the development of targeted thoughts (positive) and broad (comprehensive), whole and unified (integrated).
Although it is difficult to give examples, but as a brief description that someone (Taoyu) a positive, comprehensive, and integrated it can be judged from its ability to address various problems with the precise and accurate, showing the attitude of adults, high wisdom and objectivity in the act and make decisions or answer the problems that other people think and judge wisely.
Of course, attitudes and patterns of thinking like this (the wise) can not solely rely on the intelligence and speed of rational thought alone, but already is a unity of attitudes and patterns of thought, insight from all aspects of the existing, mental and emotional maturity and all matters related to balanced.
To have the ability to think and behave like that, there are two things that play a major role and ultimately become the deciding factor of quality, namely:
* Congenital factor / talent, and * Factor of education (in the broad sense).
I do not want to discuss length about the problems inherent factor / talent here, in brief I can only say that:
"Apples are good can not be derived from an apple tree that is dry and sore."
In my opinion, to understand "Who we really are?", Does have its own important role as stepping us to behave and think ahead.
However, it will only be achieved by itself if we already have a good awareness and high.
Therefore, in this occasion I am more inclined to think that the second factor which must be more we pendidikanlah priority and be the focus of attention because the only way 1. Background
The development of science and technology have brought changes in nearly every aspect of human life in which various problems can only be solved except by efforts to control and improvement of science and technology. In addition to benefits for human life on one side of these changes have also led people into an era of global competition is getting tighter. To be able to play a role in global competition, then as a nation we need to continue to develop and improve the quality of human resources. Therefore, improving the quality of human resources is a reality that must be done in a planned, directed, intensive, effective and efficient in the development process, if you do not want this nation to compete in the era of globalization is undergoing.
Talking about the quality of human resources, education holds a very important role in the process of improving the quality of human resources. Improving the quality of education is a process that is integrated with the process of improving the quality of human resources itself. Realizing the importance of the process of improving the quality of human resources, the government together with private citizens alike have been and continue to strive to accomplish the mandate through a variety of business development of a higher quality education, among others, through the development and improvement of curriculum and evaluation system, improvement of educational facilities, development and procurement teaching materials, and training for teachers and other education personnel. But in reality the government's effort has not been significant in improving the education kuailtas. One indicator of lack of success is demonstrated among others by NEM students for various fields of study at junior and senior high levels who do not show a significant increase even virtually constant from year to year, except in some schools with relatively very small quantities.
There are two factors that may explain why efforts to improve the quality of education has been less or not successful. First strategy for educational development is more of an input oriented. Such a strategy is relying on the assumption that when all the inputs of education have been met, such as the provision of books (teaching materials) and other learning tools, the provision of educational facilities, teacher training and other education personnel, it is automatically educational institutions (schools) will be able tooutput (output) which qualified as expected. It turned out that input-output strategy introduced by the theory of education production function (Hanushek, 1979.1981) does not function fully in educational institutions (schools), but only occurs in economic institutions and industry.
Secondly, management education has been more of a macro-oriented, organized by the bureaucracy at the central level. As a result, many factors are projected at the macro level (central) does not occur or is not running properly at the micro (school). Or in short we can say that komleksitasnya coverage of education issues, often can not be thought completely and accurately by the central bureaucracy.
The discussion will give us the understanding that the development of education is not only focused on providing educational input factors but also should pay more attention to the educational process .. Predictive factors of education is an absolute must exist within the limits - a certain extent but not a guarantee can automatically improve the quality of education (school resources are Necessary but not sufficient condition to improv student achievement). Besides, considering the school as an implementation unit of formal education leading to a variety of diversity of potential students who require a variety of educational services, environmental conditions that differ from one another, the school must be dynamic and creative in carrying out its role to promote quality improvement / quality of education. this will be implemented if the school with a variety of diversity that, given the trust to manage and look after himself in accordance with environmental conditions and needs of their students. However, to maintain quality and for quality improvement processes under control, there should be standards set and agreed nationally to be used as indicators of evaluation of the success of these quality improvement (the benchmark). This thinking has encouraged the emergence of new approaches, namely the management of quality improvement of education in the future must be based on the school as an institution at the forefront of educational activities.This approach, later known by management to improve the quality of school-based education (School-Based Quality Management) or in shades that are more development (developmental) is called School-Based Quality Improvement.
The concept that offers a close cooperation between schools, communities and governments with their responsibilities - this individual, developed based on a desire granting independence to the school to participate actively and dynamically involved in the process of improving the quality of education through the management of existing school resources. Schools should be able to translate and capture the essence of education macro policies and understand kindisi lingkunganya (pros and cons) and then through the planning process, schools must memformulasikannya into micro policies in the form of a program - a program priority that must be implemented and evaluated by the school in question in accordance with the vision and their mission - each. Schools must determine the quality targets for next year. Thus the school is founded, but still within the frame of reference of national policy and supported by the provision of adequate inputs, have a responsibility towards the development of its resources according to the learning needs of students and society. 2. Goal
The concept of school-based management of quality improvement has been written with purpose;
1. Socializing the basic concepts of management, especially school-based quality improvement to the public.
2. Obtain input for this management concept can be implemented easily and in accordance with the environmental conditions of Indonesia, which has a diversity of cultural, socio-economic and geographic complexity.
3. Adding insight into the knowledge society, especially community schools and individuals who care about education, especially improving the quality of education.
4. Motivate school communities to engage and think about improving the quality of education / at school each - respectively.
5. To raise awareness of the school community to take an active and dynamic in the success of improving the quality of education.
6. Motivating the emergence of thinking - new thinking in the success of educational development of individuals and the community schools located in the front line in the development process.
7. To raise awareness that improving the quality of education is the responsibility of all components of society, with a focus on continuous quality improvement (continuous) at school level.
8. Sharpen the insight that the quality of education in each school must be formulated clearly and with quality targets to be achieved each year. 5 years, etc., in order to reach the school's mission forward.
Understanding School-Based Education Quality Improvement.
Varied needs of students will learn, diverse needs of teachers and other staff in professional development, school environment different from one another and coupled with the expectations of parents / community will be quality education for children and the demands of the business community to obtain qualified staff, have an impact on the requirement for each individuals, especially the leadership group should be able to respond to and appreciate these conditions in the decision making process. This gives confidence that in the decision making process for improving the quality of education may be used various theories, perspectives and frames of reference (framework) by involving various community groups who have a concern, especially to education.Because the school is at the forefront of the educational process, then this discussion gives the consequence that the school should be a major part in the decision making process in order to improve the quality of education. Meanwhile, the public participation required for a better understanding of education, while the central government's role as supporter in terms of determining the basic framework of education policy.
This strategy is different from the concept of school management as we know it. In the old system, the central bureaucracy is very dominate decision-making process or making education, which not only macro policies but further to things that are micro; While schools tend to only implement those policies are not necessarily in accordance with students' learning needs , school environment, and parental expectations. Experience shows that the old system often creates a contradiction between what the needs of schools with policies that must be implemented in the process of improving the quality of education. The phenomenon of granting independence to the school is showing a change of mind of which are rational, normative and prescriptive approach in decision making pandidikan to an awareness of the complexity of decision making in the education system and organizations that may not be diapresiasiakan in full by the central bureaucracy. It is then encouraged the emergence of the idea to switch to the management concept of school-based quality improvement as a new approach in Indonesia, which is part of the decentralization of education which is being developed.
Management of school-based quality improvement is a new alternative in the management education that emphasizes the independence and creativity in school. This concept was introduced by the theory of effective school which focused more on improving the education process (Edmond, 1979). Some indicators that show the character of this management concept are as follows: (i) the school environment safe and orderly manner, (ii) schools have the mission and quality targets to be achieved, (iii) schools have strong leadership, (iv) there high expectations from school personnel (principals, teachers and other staff including students) to excel, (v) the development of school staff who continue to fit the demands of science and technology, (vi) the implementation of the ongoing evaluation of various aspects of academic and administrative , and use results for improvement / quality improvement, and (vii) the communication and intensive support from parents / community. Development of management concepts are designed to enhance the ability of schools and communities in managing educational change in relation to overall objectives, policies, planning strategies, curriculum initiatives that have been determined by the government and education authorities. This education requires a change in attitude and behavior of all components of school principals, teachers and staff / administrative staff, including parents and society in seeing, understanding, helpful as well as observers who carry out monitoring and evaluation in the school management, supported by management presentatif information systems and valid. The end of all that is addressed to the success of schools to prepare an education of quality / quality for the community.
In implementing this concept, the school has the responsibility to manage his problems related to administration, finance and personnel functions of each school within the framework and policy direction that has been formulated by the government. Together - together with parents and community, schools must make decisions, set priorities in addition should provide a more professional working environment for teachers, and improve the knowledge and ability and confidence the public about school / education. The school principal must appear as a coordinator of a number of people who represent different groups in society and in a professional school should be involved in every process of change in schools through the application of the principles of total quality management by creating competition and awards within the school itself and school other. There are four things related to the principle - the principle of total quality management, namely: (i) attention must be stressed to the process to continue - constantly extol the quality improvement, (ii) quality / quality should be determined by the users of school services, (iii) the achievement must be obtained through understanding of vision rather than by coercion rules, (iv) the schools must produce students who have knowledge, skills, attitudes arief wisdom, character, and have emotional maturity. The competition system will encourage schools to continue to improve themselves, while the award will be able to provide motivation and increase self-confidence every school personnel, especially students. So schools should control all semberdaya including human resources available, and further need to use more efficiently the resources for things - things that are useful for quality improvement in particular. Meanwhile, the macro policies formulated by the government or other educational authorities are still required in order to ensure the goals - goals which is national and national berlingkup accountability. Understanding quality
In the framework of general quality implies degrees (level) benefits of a product (the work / effort) in the form of goods or services, whether tangible or intangible. In the context of understanding the quality of education, in this case refers to the process of education and educational outcomes. In the "educational process" that involved a variety of quality inputs, such as teaching materials (cognitive, affective, or psychomotor), methodology (varies according to the ability of teachers), school facilities, administrative support and infrastructure facilities and other resources and the creation of a conducive atmosphere. School management, class support functions to synchronize the various input or synergize all the components in the interaction (process), good teaching and learning between teachers, students and support facilities in the classroom and outside the classroom; both the context of curricular and extra-curricular activities, both within the scope of academic substance and non-academic in an atmosphere that supports the learning process. Quality in the context of "educational outcome" refers to the accomplishments achieved by the school at any given period of time (if each end cawu, the end of the year, 2 years or 5 years, even 10 years). Achievement or educational outcomes (student achievement) might be the results of tests of academic ability (eg general tests, Ebta or Ebtanas). Can also achievements in other fields such as achievement in a sport, art or a specific additional skills such as: computers, various types of engineering, services. Even school achievement can be a condition that can not be held (intangible) such an atmosphere of discipline, solidarity, mutual respect, cleanliness, etc..
Between process and outcome quality education are related.However, for a good process was not wrong direction, then the quality in terms of results (outputs) should be formulated in advance by the school, and must be clear targets to be achieved for each year or other period. Various input and the process should always refer to the quality of products (outputs) to be achieved. In other words, the responsibility of schools in school-based quality improvement not just in the process, but ultimately the responsibility is on the results achieved. To find out the results / accomplishments achieved by the schools' particularly with respect to aspects of academic ability or "cognitive" to do benchmarking (using a standard reference point, for example: NEM by PKG or MGMP). Evaluation of the results of education in each school whether existing benchmark (benchmarking) and other (extra-curricular activities) carried out by individual schools as a self-evaluation and target used to improve the quality and the educational process next year. In this case the budget must be a translation of quality targets to be achieved and the scenario of how to achieve it. Framework in the management of school-based quality improvement
In the management of school-based quality improvement is expected the school to work in the corridors - corridors, among others, as follows;
Resources, schools must have the flexibility to manage all the resources in accordance with local needs. In addition to operational finance / administration, financial management should be directed to: (i) strengthening schools in determining and mengalolasikan funds according to priorities set for the process of quality improvement, (ii) the separation between academic costs of the procurement process, and (iii ) reduction needs of the central bureaucracy.
Accountability (accountability); schools are required to have good accountability to the community and government. It is a combination of commitment to the standards of success and expectations / demands of parents / community. Accountability (accountability) aims to ensure that public funds be used in accordance with the policies that have been determined in order to improve the quality of education and if possible to provide information about what has been done. For that every school should provide accountability reports and communicate to parents / community and government, and carry out a comprehensive review of the implementation of priority programs to schools in the process of quality improvement.
Curriculum; based on curriculum standards set nationally, the school is responsible for developing both the standard curriculum materials (content) and its delivery process. Through the explanation that the material is mafaat and its relevance to students, schools must create a fun learning environment and involves all the senses and the brain lining and create challenges for students to grow and develop intellectually by mastering science, skilled, wise and prudent memilliki attitude, character and have emotional maturity. There are three things to note in this activity are;
* Curriculum development must meet the needs of students. * How to develop the management skills to present the curriculum to students as possible to effectively and efficiently by taking into account available resources. * Development of various approaches that can manage change as a natural phenomenon in schools.
:.