2011年-世界发展银行全球_School-Based_Management_School_Decision-Making_and_Education_Outcomes_in_Indonesian_Primary_Schools_37页_1mb

Summary of "School-Based Management, School Decision-Making and Education Outcomes in Indonesian Primary Schools"

Core Content

This working paper analyzes the implementation and impact of school-based management (SBM) in Indonesian primary schools, focusing on three key tenets: participation and voice, autonomy, and accountability. It explores how these aspects influence education outcomes and school decision-making processes.

Main Findings

• Parental Participation and Voice:
  Parental involvement in school management is extremely low in Indonesia. While 70% of parents have other school choices in their village, 90% do not actively choose schools. Most parents do not participate in school activities, such as volunteering or fundraising, and are rarely involved in school decision-making.

  • Figure 3: Only 70% of parents have alternative school choices in their village, but 90% do not actively choose schools.
  • Figure 4: Over 80% of parents do not provide inputs to schools or volunteer in activities.
  • Figure 8: Only 20% of parents receive information on school performance, and even fewer are informed about school finances or encouraged to participate.

• School Autonomy:
  School principals have significant freedom in decision-making, particularly in areas such as student admission, timetable, budget and planning, teacher management, facilities, and teaching and learning materials. This autonomy is largely due to the government's ownership of schools and the allocation of budgets to them.

  • Figure 5: Principals have substantial influence over school operations, including administrative and professional control.
  • Figure 6: School committees have limited influence, especially in areas like school vision and mission, budget allocation, and teacher management.

• Accountability:
  The accountability system in Indonesia is weak, with limited information flow to parents and low parental awareness of their role in holding schools accountable. The current system emphasizes top-down supervision by government bodies rather than bottom-up accountability through parents and communities.

  • Figure 7: School report cards are regularly sent to parents, but they are limited to academic performance.
  • Figure 8: Only 50% of parents receive information about school and student activities.
  • Figure 9: Parents exert little pressure on schools to improve performance, with 68% of principals and 63% of district education officers reporting minimal parental pressure.
  • Figure 10: Schools are frequently visited by district inspectors, with an average of 6 visits per year, but these visits lack quality assurance and consequences for poor performance.
  • Figure 11: The consequences for poor performance are mild, with transfers or mentoring being the most common measures, and demotion or firing only occurring in severe cases.

• SBM Impact:
  Despite the limited scope of SBM, it has had positive effects on education outcomes. Schools have started to make better decisions on resource allocation and hiring contract teachers, contributing to improved teacher attendance and learning environments.

  • Figure 13: On average, 30% of teachers in surveyed schools are non-civil service (contract) teachers.
  • Figure 14: Students generally perform better in language than in math, with smaller standard deviation in language scores, indicating more consistent performance.

Key Information

• SBM Context:
  SBM in Indonesia was formalized in 2002 through Decree No. 044/U/2002, establishing school committees composed of parents, community leaders, and other stakeholders. These committees are intended to support community involvement, transparency, and accountability in school management.

  • The school committee is often dominated by the principal and selected teachers, with limited input from parents.
  • The BOS grant (School Operational Assistance) has reduced the need for local fundraising, shifting the focus to resource allocation and improving school services.

• SBM Survey 2010:
  The World Bank conducted a survey of 400 public primary schools across 54 districts in 2010, involving principals, teachers, parents, and government officials.

  • The average school size is 180 students, with a low student-teacher ratio of 15:1.
  • The discretionary resource envelope is generally small, but varies by region.

• Empirical Analysis:
  A two-step procedure was used to estimate the effects of school decision-making on education outcomes.

  • The first step estimated school budget allocation, non-PNS teacher hiring, and teacher attendance rates.
  • The second step focused on learning outcomes, with teacher attendance and resource use being significant predictors of test scores in Indonesian language and math.

• Conclusion:
  While Indonesia has embraced the decentralization of education decision-making, the implementation of SBM remains limited. Parental participation and accountability are underdeveloped, and the system still relies heavily on top-down supervision. To fully benefit from SBM, greater parental involvement, transparency, and accountability mechanisms need to be strengthened.

Recommendations

• Enhance parental participation and community involvement in school decision-making.
• Strengthen accountability mechanisms by improving information flow and parental awareness.
• Expand the role of school committees beyond community relations to include teaching and learning.
• Ensure consistent and effective supervision by government bodies that includes quality assurance and consequences for poor performance.