PhD Thesis: A study of the implementation of school-based management in
Flores Primary Schools in Indonesia by Agustinus Bandur PhD. Download
Flores Primary Schools in Indonesia by Agustinus Bandur PhD. Download
Profile of Researcher:
Agustinus Bandur PhD.
Agustinus Bandur PhD.
School-Based Management (SBM) with devolution has become the most prominent feature of public
school management systems in most countries around the world. In Indonesia, the Central Government
established a Commission of National Education (Komisi Nasional Pendidikan) in February 2001 on the
basis of Law 22/1999 by which education was decentralized. The Commission recommended the
formation of school councils at the school level to improve quality of national education. The
Government then embarked on the formation of school councils in Western Sumatera, Eastern Java,
and Bali. On the basis of these trials, the councils were considered strategic in promoting democratic
principles in schools, creating higher levels of parental participation in school governance, and
improving the quality of national education. For these reasons, in 2002 and 2004, the Government
provided a set of guidelines to establish mandatory corporate governing body type school councils in
accordance with the Law 22/1999, the Commission and Education Act 20/2003. With the turn of the 21st
Century, all Indonesian public schools have implemented SBM. This study was aimed at examining
whether improvements in student achievements have been achieved resulting from the implementation
of SBM. The research was conducted in 2007 using both quantitative and qualitative methodologies
comprising of an empirical survey with the active participation of 504 respondents who were school
council members and semi-structured interviews with 42 participants belonging to all categories of
representatives of school councils as well as documentary analyses. The research was conducted at 42
primary schools of Ngada District in the island of Flores. Data generated from the two phases of the
research demonstrate that there have been school improvements and student achievements resulting
from the implementation of SBM. SBM policies and programs have created better teaching/learning
environments and student achievements. Further, the research suggests that continuous developments
and capacity building such as training on school leadership and management, workshops on SBM, and
increased funding from governments are needed to affect further improvements in school effectiveness
with the implementation of SBM.
school management systems in most countries around the world. In Indonesia, the Central Government
established a Commission of National Education (Komisi Nasional Pendidikan) in February 2001 on the
basis of Law 22/1999 by which education was decentralized. The Commission recommended the
formation of school councils at the school level to improve quality of national education. The
Government then embarked on the formation of school councils in Western Sumatera, Eastern Java,
and Bali. On the basis of these trials, the councils were considered strategic in promoting democratic
principles in schools, creating higher levels of parental participation in school governance, and
improving the quality of national education. For these reasons, in 2002 and 2004, the Government
provided a set of guidelines to establish mandatory corporate governing body type school councils in
accordance with the Law 22/1999, the Commission and Education Act 20/2003. With the turn of the 21st
Century, all Indonesian public schools have implemented SBM. This study was aimed at examining
whether improvements in student achievements have been achieved resulting from the implementation
of SBM. The research was conducted in 2007 using both quantitative and qualitative methodologies
comprising of an empirical survey with the active participation of 504 respondents who were school
council members and semi-structured interviews with 42 participants belonging to all categories of
representatives of school councils as well as documentary analyses. The research was conducted at 42
primary schools of Ngada District in the island of Flores. Data generated from the two phases of the
research demonstrate that there have been school improvements and student achievements resulting
from the implementation of SBM. SBM policies and programs have created better teaching/learning
environments and student achievements. Further, the research suggests that continuous developments
and capacity building such as training on school leadership and management, workshops on SBM, and
increased funding from governments are needed to affect further improvements in school effectiveness
with the implementation of SBM.
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