This website is part of the Indonesian Education (Pendidikan) Network and we are primarily concerned with the development of education in Indonesia. However, we have received letters of thanks to our websites from education consultants working in other developing countries so we would like to try to bring together as much practical information as possible from actual practitioners in the field - for the benefit of developing countries generally. When it comes to education, which country isn't a developing country? Visit:
Prior to decentralization, some schools in Indonesia had already independently commenced programs using School Based Management (SBM) processes and this had enabled them to begin to address many of their own issues of school development themselves. These schools, some of which are listed (on the left), were viewed as pioneers and their developments were quite amazing. Also their school principals were quite courageous considering the education environment and education management systems in place at that time.
Now, in several provinces in Indonesia we are beginning to see the true power of SBM because of the support being provided by the regional governments and the District Education Offices. The transformations that are taking place, to say the least, are truly spectacular. SBM is not new to Indonesia however, current implementations are proving very effective in bringing about both the cultural and systemic changes necessary for it to be affective.
What is making these current implementations effective?
Bottom line - Good Implementation Management. Like all initiatives good management is the key to affective implementation. If the systemic changes are implemented without the necessary organizational cultural change taking place, the implementation frequently fails and reverts back to its original state, as we have seen in the past when school principals, who were providing the driving force have been relocated.
Good implementation requires a clear understanding of the roles of all stakeholders. Consistent with SBM ethos their roles cannot be defined initially in black and white, they need to, through a process of open discussions and exchanges of ideas, define their own roles with the overall objective being to provide the maximum support possible for the teachers in the field, and thus the teaching and learning process. In the current programs, nobody comes from a position of superiority, each stakeholder regardless of whether they are member of the house of representatives, a new teacher, or a parent who is a farmer, all bring their inputs and needs to the table to work out how they can best serve the other stakeholders while fulfilling their own particular needs. Additionally, what is making the thrust of SBM so effective in Indonesia is the simultaneous implementation of Contextual Learning.
Now, in several provinces in Indonesia we are beginning to see the true power of SBM because of the support being provided by the regional governments and the District Education Offices. The transformations that are taking place, to say the least, are truly spectacular. SBM is not new to Indonesia however, current implementations are proving very effective in bringing about both the cultural and systemic changes necessary for it to be affective.
What is making these current implementations effective?
Bottom line - Good Implementation Management. Like all initiatives good management is the key to affective implementation. If the systemic changes are implemented without the necessary organizational cultural change taking place, the implementation frequently fails and reverts back to its original state, as we have seen in the past when school principals, who were providing the driving force have been relocated.
Good implementation requires a clear understanding of the roles of all stakeholders. Consistent with SBM ethos their roles cannot be defined initially in black and white, they need to, through a process of open discussions and exchanges of ideas, define their own roles with the overall objective being to provide the maximum support possible for the teachers in the field, and thus the teaching and learning process. In the current programs, nobody comes from a position of superiority, each stakeholder regardless of whether they are member of the house of representatives, a new teacher, or a parent who is a farmer, all bring their inputs and needs to the table to work out how they can best serve the other stakeholders while fulfilling their own particular needs. Additionally, what is making the thrust of SBM so effective in Indonesia is the simultaneous implementation of Contextual Learning.
If the above processes have been followed, and are working effectively we should begin to see improved teaching and learning conditions, however, unless we begin to address the way in which our students are learning, and what they are learning the benefits may not be apparent in terms of student outcomes. Firstly, what do we mean by "what they are learning". This doesn't refer to the school curriculum, clearly this won't change. What it refers to is, they need to begin learning 'how to learn', how to learn by discovery, to be creative, analytical, and critical, so that they can become effective life-long learners.
Interesting reading: What Is Education For?
Secondly, "the way in which our students are learning", what is this Contextual Learning?
"A conception that helps teachers relate subject matter content to real world situations and motivates students to make connections between knowledge and its applications to their lives as family members, citizens, and workers." (BEST, 2001).
In Indonesia we call it PAKEM, which is an acronym for Learning which is Active, Creative, Effective, and Enjoyable. And I personally believe that this sums up Contextual Learning fairly well. The focus is upon student activity through group, individual, and classroom learning activities, participation in projects, research, investigation, discovery, and an endless list of strategies which is only limited by the imagination of the teacher.
Phillip Rekdale (Jakarta, November 2005)
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