Microsoft Word Oct 09 2010 Abduh Exegesis doc IMPROVING THE PERFORMANCE OF DISTRICT BOARDS OF EDUCATION IN A DECENTRALIZED ERA A CASE STUDY OF FOUR DISTRICTS IN INDONESIA A project submitted in fulfil[.]
INTRODUCTION …
Research Background
Decentralization of education in Indonesia has led to increased community participation, significantly impacting the quality of education The Ministry of Education (MONE) emphasizes that local community involvement and their active participation are crucial for enhancing educational outcomes alongside government policies To foster this, district Boards of Education are expected to take greater responsibility for school management, serving as community organizations committed to improving education quality These Boards must consider local characteristics such as culture, demography, ecology, and traditions while aligning with national frameworks By focusing on client orientation, power sharing, and partnerships, District Boards aim to improve educational services, ultimately enhancing teaching and learning in each district.
Indonesia's education system has been decentralized since the enactment of Law Number 22/1999 on Local Government, which was revised in 2004 to become Law Number 32/2004 These laws shifted educational authority from the central government to local governments, predominantly at the district level, empowering communities to participate actively The core principle of Law Number 22/1999 is that local governments now have significant roles in shaping education policy, planning, management, finance, and service delivery Additionally, Law Number 32/2004 further enhanced provincial authority in education governance, promoting a more localized and inclusive educational system across Indonesia.
However, both Laws stress that the authority and responsibility of education is devolved mostly to local government levels, both to provinces and districts As a consequence, the main current issue of Indonesian education is the transition from a centralized to a decentralized system (All references to Government of Indonesia (GOI) Laws and Regulations can be found in the bibliography.)
Recent reforms have empowered local governments with increased authority over the planning, management, financing, and delivery of education at the community level Citizens are now encouraged to actively participate in educational decision-making, fostering greater community involvement To support this, the Ministry of Education (MONE) issued Ministerial Decree Number 044/2002, establishing Boards of Education and School Committees to enhance district and school capacities in managing educational affairs These bodies are tasked with crucial roles such as planning, managing resources, and ensuring the effective delivery of education, strengthening the link between the community and local educational institutions.
Effective education policy formulation and implementation are crucial for fostering a high-quality education system Supporting education finance ensures adequate funding for schools and programs, while maintaining transparency and accountability in management and educational output builds public trust Additionally, mediating between local government, parliament, and the community helps align educational priorities and promote collaborative decision-making.
Law Number 20/2003 on the National Education System, particularly Article 56, emphasizes the significant role and empowerment of Boards of Education and School Committees in overseeing and guiding educational matters, ensuring their active participation in shaping the quality and direction of education nationwide.
The community plays a vital role in shaping education by participating in the planning, execution, monitoring, and evaluation processes through Boards of Education and School Committees Both bodies function independently to enhance the quality of educational services by offering advice, guidance, and support, including human resources, facilities, and educational oversight at national, provincial, and district levels, respectively, without any hierarchical structure (MONE, 2003, p 24).
Improving the quality of education in Indonesia’s decentralized system depends on both government policies and active community participation The government aims to enhance education development through regulations like Ministerial Decree 044/2002 and Law 20/2003, which focus on increasing community involvement, particularly within Boards of Education The success of these initiatives relies heavily on the quality and engagement of local community participation in the educational process.
Boards of Education have significant roles and functions to play to improve the quality of education at the district level The regulatory framework will be discussed in Chapter IV
By 2004, all districts had officially established Boards of Education, as reported in the Report on Boards of Education Evaluation (MONE, 2004) However, it was unclear how the approximately 491 newly established districts were implementing their roles and fulfilling their functions (MOHA, 2008) Criticism has arisen regarding the minimal roles, low performance, and limited contributions of District Boards of Education to district-level educational development.
This research emphasizes the critical role of District Boards of Education in shaping educational development, highlighting concerns over their low performance and limited contributions within their districts The underperformance may be attributed to their youth, as these Boards are only seven years old and have not yet achieved sufficient maturity, experience, or autonomy to fulfill policymaking and standards development roles similar to those in the United States and Japan However, due to the scarcity of formal academic literature—both from universities, Indonesian journals, and the Ministry of Education and Culture (MONE)—it is challenging to substantiate this claim with solid data This lack of resources has complicated data collection efforts but also underscores the significance of this research in filling existing knowledge gaps about Indonesian District Boards of Education.
This research project is being collaboratively undertaken with two other projects All three projects are concerned with improving educational outcomes in the context of educational decentralization in Indonesia However, the focus of each project is different My colleague,
Mr Agus Haryanto, Head of Sub Division in Planning Division, is focusing on service quality in the District Education Offices (DEOs) while Mr Didik Suhardi, Deputy Director of Junior Secondary School (promoted to Director of Junior Secondary Schools in May, 2008), is concerned with improving planning and co-ordination in Junior Secondary Education in Indonesia As a contribution to the education decentralization system, all three researchers will explore the development of education decentralization in Indonesia, each focusing on his own research interests Consequently, when exploring the big picture of the development of decentralization in Indonesia, Context 3.1 in Portfolio was developed collaboratively with my two colleagues
During the research, (in November, 2006) I was promoted to Head of Evaluation and Reporting in the Directorate of Vocational Education This promotion made no substantial difference to my research I continued my research on District Boards of Education and the results of this research are eagerly awaited by those concerned about the performance of District Boards of Education.
Decentralization in Indonesia …
Indonesia's unique national identity is best understood through its complex geography, comprising approximately 13,600 islands scattered across the archipelago This geographic diversity presents significant communication challenges and has historically fueled demands for decentralization due to frustrations with central government control The intricate landscape impacts educational institutions, teachers, and education managers, including Boards of Education and policymakers in the Ministry of Education (MONE), complicating efforts to deliver effective education across the country.
Indonesia’s uniqueness is reflected in its governance approach through decentralization, which involves transferring decision-making authority to regional levels This decentralization process dates back to the colonial era when the Dutch divided the country into regions to streamline control and administration Following independence, during the Soekarno and Soeharto periods, the central-regional relationship largely persisted, maintaining the hierarchical structure established during colonial rule (personal communication with Prof Slamet PH).
In Soeharto era, from 1966 to 1996, economically, Indonesia was very successful according to The World Bank report The East Asian Miracle: Economic Growth and Public Policy
Indonesia was recognized as one of the eight High Performing Asian Economies during the region's economic boom Between 1966 and 1985, Indonesia experienced remarkable progress in education, with the Gross Enrolment Rate (GER) and Net Enrolment Rate (NER) for primary education showing significant increases—from 67.98% and 58.38% in 1968 to 107.56% and 88.66% in 1985 This impressive growth in primary education enrollment was largely driven by strong government policies and presidential initiatives during that period.
Instruction Primary Schools or SD Inpres for short At the end of the academic year
Between 1983 and 1984, a total of 139,740 primary schools were constructed, primarily featuring three classrooms per building Beginning in the 1981/1982 academic year, and exclusively in urban areas, two-story school buildings with six classrooms were introduced to improve educational infrastructure These developments reflect significant progress in expanding access to primary education during that period.
The development of education in Indonesia has significantly improved over time, highlighted by key milestones In 1984, the government launched the six-year basic education movement, establishing elementary schools across nearly all villages and ensuring most sub-districts had a Junior Secondary School (Sekolah Menengah Pertama) Building on this success, the nine-year basic education movement was introduced in 1994, combining six years of elementary education with three years of junior secondary education These initiatives marked substantial progress in expanding access to quality education, as evidenced by the improvements shown in related data tables.
Table 1 The Development of Six Year Primary Education from 1968 to 1984
No Year Number of Schools Number of Students Number of Teachers
As is shown in table 1 (above), by 1984, when the Government of Indonesia declared six years of compulsory basic education, the number of schools was increased dramatically by more than 100% Furthermore, the number of students increased substantially by more than 100% As well the number of teachers increased three fold from 308,657 teachers in 1968/1969 to 925,834 teachers in 1983/1984
Table 2 The Development of GER and NER for Primary School After the Declaration of Six-Year Basic Education
Number of Population Aged 7-12 years old
Total Number of Elementary School students
Number of Elementary School Students aged 7-12 years old
Table 2 shows that in line with the success of Keluarga Berencana (Family Planning) in
Indonesia, the number of the population aged 7-12 decreased However, the number of students increased Gross Enrollment Rates increased slowly but steadily and Net Enrollment Rates also significantly increased
The 1997 Asian economic crisis heavily impacted Indonesia, as the appreciating US dollar and depreciating Rupiah triggered a monetary crisis, given that most capital investments were in US dollars borrowed from international agencies This monetary turmoil led to an economic crisis, which subsequently caused an education crisis characterized by high dropout rates and stagnant Gross Enrollment Rates (GER) due to the weakened purchasing power of the population (personal interview with Prof Slamet PH) The crisis also precipitated a multi-dimensional emergency that increased demands for decentralization from local governments In 1998, faced with political and regional pressures, President Habibie implemented decentralization policies as a necessary measure to prevent country disintegration (Karim, 2003, p 50).
Decentralization was finally mandated through a collective decision by the highest national authority, the MPR (Majelis Permusyawaratan Rakyat or People’s Consultative Assembly) in
In 1998, facing regional pressures, the Indonesian MPR reaffirmed the mandate for provincial and district governments to pursue decentralization, leading to the swift enactment of Law Number 22/1999 on Local Government and Law Number 25/1999 on Financial Balance between Local and Central Governments in May 1999 These laws officially established Indonesia as a decentralized country, granting local governments major authority over public functions, excluding foreign affairs, national security, finance, religion, and certain specified areas Authority was transferred from the central to local governments across most public services, although Duncan (2004) points out that the decentralization plan, despite its ambitious scope, was vague and not thoroughly developed.
After five years of decentralization, this research indicates that unclear divisions of labor between provinces and districts have emerged due to the lack of specific guidelines in Government Regulation Number 25/2000 Significant disparities among districts and inefficient management of local government machinery have hindered effective governance Additionally, there is a notable lack of coordination among districts, provinces, and the central government, affecting the overall implementation of decentralized functions.
In 2004, Indonesia enacted two new laws, Law Number 32/2004 and Law Number 33/2004, replacing the previous Laws Number 22/1999 and Number 25/1999 to address their weaknesses According to Prof Slamet PH (2007), these new laws introduced ten significant changes, including a clearer concept of autonomy, a defined division of labor among central, provincial, and district governments, and the implementation of direct general elections for presidents, governors, and mayors/Bupatis by the people instead of being decided by parliament members.
(4) construction of local government including its institutions, (5) restructuring of personnel management, (6) restructuring of local financial management, (7) clearer direction, guidance and supervision of local government, (8) reformulation of minimum public service based on local potential, (9) improved local government management, and (10) more regulations on defining villages, towns, and special territories These changes resulted in greater clarity about the functions of the different levels of government.
The Objectives of The Research
This project initially aimed to enhance the selection, recruitment, performance, and contributions of Boards of Education in Indonesia to support educational development However, initial field studies revealed widespread confusion about the roles of District Boards of Education and a lack of essential information on their contribution to decision-making processes Consequently, the focus shifted from direct improvement to gaining a comprehensive understanding of these Boards, with the goal of gradually improving their effectiveness The revised objectives include mapping the current situation of District Boards of Education, fostering more informed understanding of their functions, and informing updates to the Ministerial Decree regarding their roles.
This research aims to explore the current state of District Boards of Education, enabling the development of new practices for improved governance and performance Achieving these objectives will enhance the contribution of Boards of Education toward higher quality, equitable, efficient, and effective education at the district level Additionally, the study seeks to reduce uncertainty and risks in recruitment and selection processes, thereby increasing the capacity, performance, and overall impact of District Boards of Education on local educational development.
Research Questions
To achieve the objectives of this research project, key questions were developed, including how Boards of Education can be more effective in supporting the District Education Office (DEO) in planning, managing, financing, and delivering quality education Additionally, the study explores the best practices for selecting Board members to ensure the right individuals are in the right positions Furthermore, it examines strategies for developing Board members' capacities effectively and efficiently, empowering them to perform their roles successfully and enhance educational governance.
When I revised my research objectives I then had to revise my research questions The revised questions were: a What was the current status of recruitment and selection, and what were the roles played by, and the real contribution of the District Boards of Education to the development of education at the district level? b What new practices should be developed to govern recruitment and selection and the roles played by the Boards in order to maximize the contribution of the Boards to the development of education at the district level? c How can Board of Education members be better selected in order to get the right person in the right place? d How can Boards of Education be more effective in supporting the DEO in planning, managing, financing and delivering education? e How can Board of Education members’ capacity be developed in order to help them to do their jobs effectively and efficiently? f What kind of guidelines (portfolios) are needed to support the Boards in order for them to play their roles and contribute optimally to the development of education at the district level?
Expected Outcomes
Decentralization as a government policy extends beyond merely enacting laws and regulations; effective implementation addresses issues related to education quality at the district level Despite the presence of political will and regulatory frameworks, numerous challenges persist within district offices that hinder the success of decentralization efforts Research into the current functioning of District Boards of Education reveals the importance of community participation in shaping educational outcomes Findings highlight the need for new practices among existing District Boards of Education and ongoing efforts to improve educational quality As decentralization primarily devolves authority to district levels, these boards play a crucial role in achieving successful educational reform.
I am conducting this research using the By Project mode, which aims to facilitate meaningful change in postgraduate studies My initial interest in research by project stemmed from challenges faced in my workplace, inspiring a desire to develop innovative solutions This approach offers the opportunity to foster improvements in educational practices within Indonesia, contributing to both professional growth and practical advancements According to RMIT regulations, this research modality supports the integration of theory and practice to address real-world issues effectively.
The RMIT Doctor of Philosophy (Ph.D) by Research program aims to equip graduates with advanced knowledge, diverse experience, and strong problem-solving, creative, and research presentation skills This program prepares graduates to contribute meaningfully to the community through their enhanced capabilities in conducting original research and demonstrating academic excellence.
According to Mike Brown (2004), researchers in these programs develop a broad range of knowledge, including group management and enhancing professional practice Hodges (2005) noted that the Research by Project was first introduced as a postgraduate research mode at RMIT School of Education in 2000, emphasizing the importance of practical knowledge in postgraduate studies.
The Research by Project Program focuses on practical knowledge and its application in the workplace, aiming to enhance practitioners' capabilities Grounded in the theories of Gibbons et al (1994), Jarvis (1999), and Polanyi (1958), the program emphasizes the importance of experiential learning and real-world understanding Its primary goal is to improve practitioner competence and effectiveness, supporting professional development through hands-on research efforts.
This article explores how to enhance the relationship between the Indonesian Ministry of National Education and universities Brown (2003) provides a visual representation of this complex dynamic, illustrating the key interactions and connections that define their partnership Strengthening collaboration between government agencies and academic institutions is essential for improving educational outcomes Understanding these relationships can help develop more effective policies and foster better communication channels Overall, the article emphasizes the importance of building stronger ties between the Ministry of National Education and universities to support educational advancement.
Jo u rn al : re co rd s th e d is cu ss io n s, re ad in g , re fl ec ti o n s an d d ec is io n s.
Portfolio of work-related products
A set of practices A product A written text
Figure 1 RMIT Research by Project Program
Unlike a traditional research approach, this approach directly links the university activities to the work place of the student as a researcher As a result, the product of the research (Portfolio) is applicable to resolving the existing problems because it is based on the real situation faced by the student On the other hand, the exegesis is contributing to the professional knowledge related to the issue raised Based on RMIT regulations, the aims of Research by Project are: to improve the competency of the researcher, to contribute to scholarly and professional knowledge and to improve practices of the workplace (RMIT, 2007.)
Lee, Green, and Brennan highlight that the professional doctorate is cultivating a "hybrid curriculum" situated at the intersection of universities and organizations This advanced degree typically involves doctoral research conducted within organizational contexts, leading to the development of new knowledge It also fosters innovative relationships among participants and introduces a unique style of research writing, reflecting its interdisciplinary and practice-oriented nature.
The authors illustrate the intersection of stakeholder interests and actions using three interconnected circles, highlighting the mediator role they play in this dynamic They propose that these three stakeholders engage in a reflexive relationship, each contributing uniquely to the co-creation of knowledge This model emphasizes the collaborative and interactive nature of stakeholder involvement, fostering a deeper understanding through mutual influence and shared insights.
Figure 2 The Hybrid Curriculum of the Professional Doctorate
Figure 2 illustrates the intersecting spaces proposed by Lee and her colleagues, highlighting the dynamic relationships between university, profession, and workplace environments According to Hodges (2005), these spaces are generally viewed as co-existing harmoniously, fostering a collaborative rather than conflict-ridden atmosphere Central to this hybrid curriculum is the student, who plays a vital role in mediating conflicts within these spaces, as well as forging new relationships, knowledge, and research writing skills This interconnected framework emphasizes the importance of student agency in navigating and integrating diverse academic and professional landscapes.
In more detail, the general overview of the research can be described in the next paragraphs
As previously noted, this research has three expected outcomes: a more knowledgeable and skilled researcher; a contribution to professional and scholarly knowledge, and changes or improvements in practice It is sometimes very difficult to decide in which RMIT outcome category the following comments are located For example, it is not easy to decide whether greater insights into the functions and responsibilities of District Boards of Education should be placed under the heading: more knowledgeable researcher, or under the heading: contribution to professional knowledge In fact, it could appear in both As a consequence, some of the placements below are somewhat arbitrary I have tended to locate knowledge that is of significant importance to the broader system of education under the second heading - contribution to professional knowledge, although it may very well have added to my knowledge
The following three expected outcomes of this research were listed as below:
More Knowledgeable and Skilled Researcher
Research by Project emphasizes the importance of selecting topics directly or indirectly related to the student’s real-world experience as a practitioner, unlike traditional research models that allow for unrelated topics Engaging in this type of research involves immersive day-to-day investigation and encourages deeper self-reflection on the student’s work environment, leading to the development of a more informed and effective practitioner Through this process, I aimed to enhance my knowledge of education, particularly within District Boards of Education, and to boost my confidence in presenting my research at international education conferences Specifically, the research was intended to refine my skills in directing, guiding, managing, and leading District Boards of Education, enabling me to facilitate their development more effectively within the framework of the Ministry of Education (MONE).
Another expected outcome of this research would be to contribute to a better understanding of education decentralization in Indonesia, especially as it relates to Boards of Education and their capacity to contribute to improving education in the context of Indonesian education decentralization
This research aims to enhance the recruitment and selection processes of Boards of Education, thereby strengthening their overall capacity to perform effectively Improved board performance is expected to positively impact educational development at the district level, ultimately leading to better educational outcomes.
This research is organized into two main sections: the Working Documents, which include relevant questionnaires, reports, meeting agendas, minutes, photographs, and presentations; and the Research Products, which outline actionable steps to be taken based on the findings.
1) Significant inputs into government regulation about educational management standard which is being processed by the Ministry of National Education;
Definitions of Significant Terms
Key educational terms are defined based on official standards, including the Ministry of National Education Decree Number 044/2002 concerning Boards of Education and School Committees, Law Number 20/2003 relating to the National Education System, and Law Number 32/2004 focused on Local Government, alongside definitions from the United Nations Development Program (UNDP, 1997) These definitions ensure clarity and alignment with national and international education policies, providing a comprehensive understanding of the key concepts essential for effective educational governance and development.
1 Boards of Education are independent boards, independent from school principals or other governmental institutions Boards of Education are independent education community organizations having roles to advise, support, mediate and exert control over education at the district level They are required to have high commitment, loyalty and caring in terms of improving education performance (increased equity, quality, efficiency, effectiveness, productivity) at the district level (The Ministry of National Education Decree Number 044/2002 about Board of Education and School Committee)
2 Decentralization is the transfer of authority from central government to autonomous regions to govern and manage their affairs within the system of the Indonesian Republic (Law Number 32/2004 on Local Government)
3 Decentralization of Education is the transfer of authority from the Ministry of National Education to the Offices of Education at the Province and District levels to govern and manage their tasks and functions under the National System of Education (Law Number 20/2003 on National Education System)
4 Capacity building is an effort to assess the needs of and develop the capacity of individuals, entities or institutions and systems at certain levels (UNDP, 1997).
The Parts of the Exegesis
This exegesis is divided into five chapters as follows:
1 Introduction: consisting mainly of research background, objectives of the research, research questions, and expected outcomes of the research
2 Methodology and Methods: this has been divided into four parts The first part provides an overview of the methodologies that guided the research The second part outlines research methods consisting of the data collection methods and method of data analysis The third provides a time line of the project during which the research was conducted The final part describes the ethical considerations This part explains two ethical issues that were very important in my research with human subjects, namely that: 1) subjects enter research projects voluntarily, understanding the nature of the study and the possible dangers and obligations that might be involved, and 2) subjects are not exposed to risks that are greater than the gains they might derive
3 District Boards of Education in the Context of Indonesian Education Decentralization This chapter will be divided into three sections, the first which outlines community participation in education, the second which explores international experiences of educational governance, and the last section which discusses Boards of Education in Indonesia The intention of this chapter is to explore both of these research concerns in Indonesia and other jurisdictions
4 Improving the Performance of District Boards of Education This chapter will be organized into four case studies The case studies will be based on the districts visited Each case study will explore the three main dimensions of the challenges facing District Boards of Education, including recruitment and selection, roles played, and improving their contributions to local education
5 Conclusions This will contain conclusions and recommendations which are based on the findings derived from exploration of these research issues Both conclusions and recommendations are organized in accordance with the expected outcomes of the research by project: they indicate how I became a more knowledgeable and skilled researcher, the contributions made to professional and scholarly knowledge, and changes in practices within the MONE and, more broadly, in DEOs across Indonesia.
METHODOLOGY AND METHODS …
Introduction.…
This chapter details the research approach adopted to better understand Boards of Education in Indonesia, aiming to enhance their contribution and performance amid decentralization The methodology was guided by the key objective of improving Board effectiveness over time within the complex landscape of Indonesian governance Recognizing the challenges posed by decentralization, the approach was designed to address the intricacies of Indonesia’s governance system and advance insights into improving educational governance through focused analysis.
This research is structured into four key parts Part 1 provides an overview of the methodologies guiding the study, highlighting four case studies from districts in Yogyakarta, Lombok Tengah, Tangerang, and Bekasi, complemented by consultations at the start of the project and at the Ministry of Education and Culture's central offices, as well as national workshops in Bogor Part 2 details the research methods, including data collection techniques such as interviews, questionnaires, focus groups, observations, document analysis, and stakeholder consultations, with data cross-checked through triangulation to ensure validity Most data analysis was conducted qualitatively, focusing on language-based reporting despite the presence of numerical information Part 3 outlines the project's timeline, activities, schedules, and estimated durations, providing a clear overview of the research process Part 4 addresses ethical considerations, emphasizing voluntary participation, informed consent, and risk-benefit analysis, with approval obtained from RMIT to uphold ethical standards in research involving human subjects.
2004 which indicates this study pays careful attention to ethical considerations as outlined by RMIT.
Research Methodology
This section provides an overview of the research methodology, specifically focusing on the case study approach, which is ideal for this project It explains how to design and conduct effective case study research to achieve accurate and meaningful results According to Crotty (1998), research methodology encompasses the strategy, plan of action, and overall design that underpin the research process Methodology justifies the selection and application of specific methods, ensuring they align with the research's purpose and desired outcomes.
A qualitative case study approach was selected as the most suitable methodology based on the research objectives outlined in Chapter 1 According to Yin (1999), a case study is an empirical inquiry that investigates a contemporary phenomenon within its real-life context, especially when the boundaries between the phenomenon and its context are unclear and multiple evidence sources are employed Yin emphasizes that case studies are the preferred strategy for exploring “how” and “why” questions, particularly when the researcher has limited control over events and the focus is on understanding a current phenomenon within its natural setting.
“explanatory” case studies can also be complemented by two other types, namely
“exploratory” and “descriptive” case studies
A case study, as defined by Creswell (1998), involves an in-depth exploration of a bounded system, such as an activity, event, process, or individuals, through extensive data collection Merriam (1998) describes it as a detailed examination of a single setting, subject, or event, often using a single data source or document archive Similarly, Burns emphasizes that a case study aims to investigate real-life events in a holistic manner, capturing their meaningful characteristics These varying definitions highlight the comprehensive and detailed approach of case studies in qualitative research.
A case study is a detailed investigation of an individual, a group, or specific aspects within a group, aimed at gaining in-depth insights and meaningful understanding This research approach enables researchers to explore complex phenomena within real-life contexts, providing valuable data to inform theory and practice.
Qualitative research is ideal when exploring what people think and understanding the reasons behind their beliefs, emphasizing the importance of capturing the insider’s perspective (Fetterman, 1991) As Geertz (1999) described, researchers immerse themselves in the subjects’ world while maintaining a level of detachment, allowing them to understand how subjects think without losing objectivity This approach involves empathy and reflection, enabling researchers to gain deep insights into participants’ perspectives while preserving analytical rigor.
I was as a person who wanted to know what it was like to be them, but not as a person who wanted to be like them A qualitative case study is then defined as a way of doing research in a particular case in order to find insights, meaning and more understanding of the phenomenon being researched from the perspective of the research participants/subjects (Bogdan & Biklen, 1999)
I chose a qualitative case study approach because it enables in-depth exploration of the complexities within the Indonesian decentralized education system This methodology is ideal for gaining meaningful insights into District Boards of Education, providing rich, descriptive accounts of their current status, future performance goals, and potential improvement strategies The qualitative case study approach allows for a comprehensive understanding of how District Boards operate and identify areas for enhancing their effectiveness within the unique Indonesian educational context.
How then could I best design and to conduct my case study in this research project? Yin
Research design, as defined by Yin (1999), serves as a blueprint guiding the data collection and analysis process to address research questions and objectives This study focuses on gathering data about the current status, future performance expectations, and improvement strategies for District Boards of Education Data collection methods included questionnaires, interviews, observations, document analysis, focus groups, and stakeholder consultations with MONE, district education boards, and supervisors in Indonesia and RMIT The analysis was conducted using qualitative methods developed by Miles and Huberman (1994) to ensure comprehensive insights into the research topics.
Practitioners and the Politics of Research
Research in education, particularly in educational governance, is inherently political, which can impact every stage of the research process The political context influences data collection methods, participant perspectives, data analysis, and the acceptance of findings and recommendations Understanding this political dimension is essential for conducting rigorous and unbiased educational research.
In Indonesia, hierarchy and respect are deeply ingrained cultural and societal values that influence all aspects of life During the Suharto or New Order Era, the significance of hierarchy was reinforced as power and authority became increasingly centralized within the government The President and central ministries dictated strategic directions and policies, with provinces and districts acting in subordinate roles Additionally, ministry staff based in Jakarta were regarded as more knowledgeable and possessing greater expertise, emphasizing the top-down structure that characterized Indonesian governance during this period.
Staff in District Education Offices often believed that individuals with higher authority, particularly MONE officials, inherently possessed greater knowledge and experience due to their position This reflects a strong perception of positional power influencing workplace dynamics and decision-making.
Over the past decade, Indonesia has undergone significant political reforms, emphasizing decentralization and enhanced participatory democracy Local government institutions, including District Education Offices, have gained greater autonomy and are no longer subordinate to the Ministry of National Education (MONE) While MONE retains some funding responsibilities, it no longer holds the authority to direct District Education Offices or Boards of Education, reflecting a shift towards more localized decision-making and governance.
Cultural changes in educational districts tend to evolve slowly, with many staff members continuing to perceive Ministry of National Education (MONE) personnel as superior This dynamic creates a risk of staff providing politically correct responses or answers they believe the MONE staff member expects, posing a challenge for research accuracy As a researcher working for MONE, it was crucial to critically assess the validity and honesty of the data collected, rather than accepting responses at face value.
During this project the funding of education was a topic of considerable interest District staff often viewed visits by MONE staff as an opportunity to press their case for increased funding for their district Because this situation was common, I was not alone in experiencing this situation I wanted the participants to provide truthful responses and therefore throughout this project I continually emphasised that my investigation would have no impact on funding decision – either positive or negative The separation of responses and funding was especially important in the earlier parts of the project and while some participants may have continued to think that funding was somehow linked, I am confident that most participants did not hold this view
This research aligns with the concept of insider research, where the researcher has prior familiarity with the subject According to Coghlan (2003), insider researchers must navigate three key issues, including managing pre-existing knowledge While there's a risk that pre-conceived ideas may bias the research, existing knowledge also offers valuable advantages Properly balancing these factors is essential for credible and insightful insider research.
My existing knowledge assisted me in addressing the cultural and political issues that I discussed above First, as an Indonesian I was acutely aware of the importance of hierarchy and respect I was aware of and had experience dealing with the responses of local officials
As a MONE staff member, I had a good but incomplete understanding of educational governance issues, which helped me assess participant responses effectively This insider knowledge allowed me to analyze insights critically while maintaining professional objectivity.
Maintaining a respectful distance is essential in research to ensure objectivity and impartiality My experiences studying in Western countries like the United States and Australia have exposed me to Western educational practices, which emphasize challenging assumptions and encouraging critical thinking Navigating between Indonesian and Western cultures during my research has allowed me to use my cultural knowledge to build rapport with participants while critically examining Western educational perspectives Balancing cultural understanding with analytical rigor has been key to gaining deeper insights and ensuring ethical research practices.
In addition, I had two formal visits to each of the districts and a number of informal communications During the first visit, staff of District Education Office tended to be more formal and in some cases reversed However, as the relationship with the participants developed, the formality declined and staff appeared more inclined to reveal their genuine thoughts and views Once again, being an insider was an advantage because I was able to connect respondents views with data from other sources.
Research Methods …
This part is divided into three sub-parts, namely data types and sources, methods of data collection and methods of data analysis The data types and sources were organized based on research questions as outlined in Chapter 1 The methods of data collection, as stated previously, included: in-depth interviews, questionnaires, focused group discussions, participant observation, field visits, document analysis, consultations, and triangulation The method of data analysis used the model developed by Miles and Huberman (1994) They suggest a simple but effective method for analyzing data based on organizing the data and then identifying key themes or issues
I maintained a research journal to record collected data, information, and my responses, ensuring organized documentation However, heavy work demands occasionally hindered my ability to keep the journal up-to-date, especially when analyzing responses related to the impact of specific events or participant comments Despite these challenges, I consistently updated my journal and completed records during periods of manageable workload To safeguard the data and ensure easy access, I maintained a dedicated folder to securely store all relevant documents in one centralized location.
In my research, I investigate multiple cases, sometimes called a collective case study (Stake,
1995), in which multiple cases are described and compared to provide insight into an issue Thus, I examined four District Boards of Education in the districts of Yogyakarta in the
Special Territory of Yogyakarta Province, Lombok Tengah in Nusa Tenggara Barat Province,
This article highlights key insights from districts in Tangerang, Banten Province, and Bekasi, West Java Province, which were integral to the study While data was explicitly collected from Yogyakarta, Lombok Tengah, Tangerang, and Bekasi, visits to additional districts provided valuable background and initial impressions These comprehensive data collection efforts ensure a well-rounded understanding of regional conditions and trends across these diverse areas.
The types of data to be collected were determined by the specific research questions, ensuring relevant and targeted information Data sources were selected based on the nature of the data required, optimizing accuracy and reliability Table 3 illustrates the clear connection between research questions, the types of data needed, and the corresponding sources for each data type, facilitating a structured and effective data collection process.
Table 3 Data Types and Sources
No Research Questions Data Sources
1 What was the current status of recruitment and selection, roles played by and the real contribution of the District’s Board of
Education to the development of education at the district level?
Effective recruitment and selection practices are essential for enhancing the contributions of school boards to district education development Boards should adopt innovative strategies, such as transparent hiring processes and competency-based assessments, to ensure the best candidates are selected Additionally, board members must play a proactive role in setting strategic goals, monitoring educational outcomes, and fostering collaboration among stakeholders By embracing modern recruitment practices and actively participating in governance, boards can significantly influence positive educational advancements at the district level.
• Criteria for new practices of recruitment & selection
• Criteria for new roles played
Effective selection of Board of Education members is crucial to ensure the right individuals are placed in key positions, enhancing governance and decision-making Implementing transparent and rigorous recruitment processes helps identify candidates with the necessary expertise, commitment, and vision for education To boost Board effectiveness, it is essential to foster collaboration between Board members and the District Education Officer (DEO), supporting strategic planning, resource management, and educational delivery Providing ongoing training and clear communication channels enables Boards to better support the DEO in planning, managing finances, and implementing educational programs Strengthening Board selection and collaboration processes ultimately leads to more effective governance and improved educational outcomes.
• Ways of planning, managing, financing and delivering of the boards
4 How can Boards of Education members’ capacity be developed in order to help them to do their jobs effectively and efficiently?
• Capacity of the Board of Education to be developed
Effective guidelines and portfolios are essential to support school boards in fulfilling their roles and enhancing educational development at the district level These frameworks provide clear standards and expectations, enabling boards to oversee educational strategies, allocate resources efficiently, and monitor progress By establishing comprehensive portfolios, boards can make informed decisions, facilitate better stakeholder engagement, and drive continuous improvement in district-wide education outcomes Ultimately, well-designed guidelines empower boards to contribute significantly to the overall development and quality of education within their districts.
As noted above, the data was collected from the following 4 (four) districts, namely
Yogyakarta (Special Territory of Yogyakarta Province), Lombok Tengah district (Nusa Tenggara Barat Province), Bekasi district (Jawa Barat Province), and Tangerang district
(Banten Province) These data collected then combined with data which collected from National Workshops of Board of Education These districts were selected for two reasons
Yogyakarta city holds a unique and active role in the decentralization process due to its status as a Special Territory Province and an educational hub, highlighting its significance in regional development Conversely, Lombok Tengah district exemplifies a rural area actively participating in decentralization through its involvement in Basic Local Governance initiatives, reflecting diverse regional dynamics within decentralization efforts.
The Education Project (DBEP), funded by the Asian Development Bank (ADB), selected four districts in Indonesia to represent diverse contexts, including Bekasi district, which is comparable to the average metropolitan district, and Tangerang district, situated in a newly established province These districts were chosen to showcase the varied situations of District Boards of Education, providing a cross-section of regional differences Additionally, the districts were selected for logistical convenience, enabling effective interaction and travel for the Ministry of National Education's central-level representatives Detailed data collection strategies and findings are documented in Working Documents #2.6.1, #2.6.2, #2.11.1, and #2.11.2 within the accompanying portfolio.
This research utilized an evolved data collection approach, adapting methods as new data types emerged to ensure authenticity and effectively address research questions This flexible strategy allowed for the continuous collection of relevant data, building on previous findings to enhance the research’s overall validity The specific data collection methods were selected based on the research questions to ensure comprehensive and accurate results.
Bogdan & Biklen (1999) define in-depth interviews as interactive conversations aimed at obtaining detailed information to understand how individuals interpret their experiences They emphasize that this method gathers descriptive data in respondents' own words, providing valuable insights into their perspectives on specific phenomena In this research, in-depth interviews were conducted with District Board of Education members, DEO staff, school staff, principals, and committee members to explore recruitment and selection methods, strategies for enhancing the Board’s roles, techniques for developing Board capacity, and ways to optimize the Board’s contributions to district educational development.
This research involved conducting six in-depth interviews with District Board of Education members, DEO staff, and school principals and committees across four districts to gather diverse insights To enrich the data, additional interviews were carried out at the National Workshops of the Board of Education Further, twelve more interviews were conducted within the same four districts, providing comprehensive information for the study.
Questionnaires are an effective data collection method for gathering facts, opinions, and ideas while ensuring respondent confidentiality, especially when addressing sensitive topics They offer standardized responses, making data analysis more straightforward In this study, questionnaires were distributed to Board of Education members, DEO staff, school principals, and school committee members during a workshop, covering key areas such as recruitment, district board roles, finance, coordination, and their contribution to district education development These questionnaires helped capture valuable insights and criticisms to inform the research, with detailed versions included in the portfolio as working documents.
To address this data collection method, two distinct questionnaires were distributed during the National Workshops of Boards of Education A total of 80 questionnaires were handed out at each workshop, with 69 responses received at the first workshop in August 2005 and 76 at the second workshop in April 2007 Overall, this process resulted in a substantial collection of participant feedback across both events.
145 questionnaires were returned and analyzed
Focus group discussions (FGDs) were conducted with knowledgeable respondents, including Board of Education members, DEO staff, school principals, and school committee members, to gather insights on recruitment and selection policies These FGDs aimed to brainstorm and explore ideas regarding the roles and responsibilities of the Board of Education, the ideal contributions to district-level educational development, and to evaluate current policies and procedures The discussions provided valuable input on enhancing the effectiveness of the Board of Education in supporting education progress at the district level.
I conducted the FGDs in four districts They were done in Yogyakarta on 23 August 2005, Lombok Tengah on 26 August 2005, Bekasi on 23 February 2006, and Tangerang on 24
February 2006 These FGDs then were followed by number of less formal meetings, individual interviews and discussions
Project Timelines
This qualitative case study was designed to be flexible rather than strictly linear, reflecting the nature of qualitative research and the requirements of my work with MONE The study is structured into four key cases: Case 1 details the field visit to the Yogyakarta municipality; Case 2 explores the performance of the District Board of Education during a field visit to Lombok Tengah district; Case 3 describes the field visit to Bekasi district; and Case 4 examines the field visit to Tangerang district.
Each of these follow-up visits will build on and add to data to the earlier visits
This article provides a comprehensive overview of District Boards of Education by starting with preliminary observations on their operations, followed by an analysis of recruitment, selection processes, and their roles and contributions It also includes insights from National Workshops of Board of Education, offering additional clarification of case study data Table 4 details each activity and its duration, enhancing the overall understanding of the research findings and supporting informed conclusions.
1 Exploring of current status of
October 2004 to April 2005 Current status of District
2 Brainstorming (Preliminary data gathering) Initial literature review
June 2005 to July 2006 Initial new practices of District
3 Introducing changes or new practices of District Boards of
August 2006 to May 2007 Agreed upon new practices of
4 Brainstorming a way of implementing changes in
Strategies for implementing improvements in District Boards of Education
5 Developing a guideline to implement new practices of
July 2007 to December 2009 Draft Guidelines to implement new practices of District Boards of Education
6 Final review December 2009 Final revision
7 Public presentation of research July 2010 Final Presentation
Ethical Considerations
Researchers must adhere to strict ethical standards by ensuring that research subjects are not harmed physically or mentally, as emphasized by Gay (1981) It is essential to inform participants about potential risks, respect their privacy rights, and obtain their informed consent before participation The personal integrity of researchers is equally important to maintain ethical integrity According to Bogdan and Biklen (1999), key ethical considerations in human research include informed consent and protecting subjects from harm, requiring that participants voluntarily understand the study's nature and risks, and that the potential benefits outweigh the dangers involved.
As both a manager and researcher, I carefully communicated that the data collected would serve my research and the MONE, ensuring transparency and ethical integrity The research received ethical approval from RMIT in 2004, emphasizing adherence to ethical standards outlined by the institution Protecting the human rights of respondents, complying with Indonesian laws, and avoiding plagiarism were central ethical considerations throughout the project Prior to interviews, participants received official RMIT letters specifying the research purpose, interviewer's identity, and guarantees of privacy, while questionnaires assured respondents of anonymity to maintain confidentiality.
Concluding Comments
This chapter details the research methodology, emphasizing the qualitative case study approach, data collection techniques, and data analysis methods used in the project It also outlines the project timeline and ethical considerations, providing a comprehensive foundation for subsequent discussion.
Chapter III will briefly touch on the decentralization context as it relates to some definitions of the community participation and the nature of Boards of Education both from international experiences and the Indonesian perspective (A more detailed context for this research, the development of decentralization in Indonesia is described and explained in the accompanying Portfolio (see # 3.1 Decentralization: Some Literature Reviews and Its Implementation in Indonesian Context) In essence, this context paper will describe chronologically the development of decentralization in Indonesia from the Jaman Penjajahan (Colonial Era) to Orde Reformasi (Reformation Order) It will also provide the historical context for the forces and factors driving decentralization in Indonesia.)
DISTRICT BOARDS OF EDUCATION IN THE CONTEXT OF
What is Community Participation in Education?
Education extends beyond schools to include families, communities, and society, emphasizing a shared responsibility in children's development According to Uemura (1999), no single group—whether parents, families, or society—can be solely responsible for educating children; instead, collaboration is essential Parents and families play a vital role, but their efforts must be complemented by community and societal support to effectively socialize and nurture children Schools serve as crucial institutions that equip children with essential skills to contribute positively to society, highlighting the interconnectedness between educational settings and the broader community Overall, education is a collective effort that requires the active participation of families, communities, and schools working together for children's holistic development.
Effective children's education relies on collaboration among various groups, each playing a vital role Establishing strong partnerships between schools and communities is essential to maximize their collective contribution Continuous efforts to strengthen these relationships foster a more efficient and impactful educational environment, ensuring that all stakeholders work together to support student success.
Research studies highlight diverse methods of community participation in education, offering specific channels for community involvement in children's learning According to Colletta and Perkins (1999), there are six key forms of community engagement in education, including research and data collection, as well as dialogue with policymakers, emphasizing the vital role communities play in shaping educational outcomes.
(3) school management; (4) curriculum design; (5) development of learning materials; and (6) school construction
Community participation is a key factor in enhancing school effectiveness, as highlighted by Heneveld and Craig (2006) Their research in Sub-Saharan Africa identified five vital categories of parent and community support: students arrive at school prepared to learn, the community offers financial and material aid to schools, communication between schools, parents, and the community is consistent, the community plays an active role in school governance, and community members and parents contribute to instruction.
Williams (2004) identifies three models of education and community participation: traditional community-based education, government-provided education, and a collaborative model Traditional community-based education is deeply rooted in local social relations, where communities teach local norms and economic skills with minimal government involvement The government-provided model involves state responsibility for delivering standardized education, often sidelining community influence due to resource limitations The emerging collaborative model sees communities supporting government efforts, fostering a more integrated approach to education that combines local participation with official provision.
Communities involved in education face significant challenges, particularly when participatory approaches often overlook underlying complexities, questions of power, and conflicts within communities These approaches are frequently based on the incorrect assumption that all community members share homogeneous interests, ignoring differences related to age, gender, wealth, ethnicity, language, culture, and race Marginalized and minority groups, such as women, landless individuals, or lower-caste populations, may be physically present in discussions but are often not granted equal opportunities to voice their perspectives.
Community participation is increasingly recognized as a vital strategy for addressing local issues and fostering sustainable development Many development education projects incorporate community involvement into their design, even when it may seem unlikely to directly solve underlying problems For instance, Jones (2005) explored the connection between participation and education in Pakistan and Yemen, highlighting how community engagement aims to address long-standing challenges such as political conflict and social unrest.
In attempts to understand factors that prevent communities from being involved in formal education, Shaeffer (1999) found that the degree of community participation is particularly low in socially and economically marginal regions He argued that this was because such regions tend to have the following elements: (a) a lack of appreciation of the overall objectives of education, (b) a mismatch between what parents expect of education and what the school is seen as providing, (c) the belief that education is essentially the task of the country, (d) the length of time required to realize the benefits of better schooling, and (e) ignorance of the structure, functions, and constraints of the school.
Community participation in education encompasses various forms such as parental involvement in classroom activities, fundraising efforts for schools, and establishing connections between classroom learning and the real world of work Additionally, local businesses often sponsor educational activities or adopt schools to support their development For this project, participation can be broadly categorized into two areas: involvement in educational governance at provincial or district levels, and contributions that directly enhance school quality and performance.
This research focuses on community participation in educational governance, emphasizing its growing importance in Indonesia (MONE, 2002) The project aims to enhance the performance of Boards of Education, which were established at national, provincial, and district levels through Ministerial Decree Number 044/2002 Specifically, this chapter examines the role of local community engagement in educational governance at the district level, highlighting its significance for improving school management and educational outcomes.
Any discussion about community participation in educational governance quickly reveals a number of challenges First, in the literature there is a vagueness about the term, a point that was emphasized by Swift (2006, p 364, 365) in her study of educational participation in Ethiopia She concluded:
That community participation in education is a great deal more complex than the term alone typically suggests Forms of participation can vary widely according to both the domain and the extent of participation, as well as in terms of who in the community is engaged
There is strong support for the idea of participation, but a lack of clarity on its practical meaning How participation translates into concrete actions remains uncertain, with assumptions in development literature that involving communities automatically addresses long-standing local issues.
The second challenge is that different jurisdictions use different terms The term ‘Board’ is used in the United States and Japan whereas ‘Council’ is used in Canada In Australia the term ‘Council’ is used in relation to school education and in the university sector, while the term ‘Board’ tends to be used in the vocational education sector In Indonesia the term
‘Board’ is used in relation to educational governance at the national, provincial and district level while the term ‘Committee’ tends to be used at the school level
Educational governance is practiced at different levels, either at the institutional level, such as individual schools or universities, or at a broader government level, including national, provincial, or district authorities This variation in governance structures complicates the analysis of international practices in educational governance.
International Experience of Educational Governance
This section explores the key dimensions of the regulatory and operational frameworks of Boards of Education across the United States, Canada, and Japan, providing insights into their governance models, roles, and responsibilities It examines the historical development, membership selection processes, chair appointment methods, remuneration structures, budget management, and meeting arrangements to highlight best practices and differences This international analysis aims to inform the primary objectives of the project by understanding diverse governance approaches and operational strategies of educational boards worldwide.
The establishment date of Boards of Education is a key indicator of their maturity In Ohio, the State Board of Education was created in 1953 through an amendment to the State Constitution The first meeting of the Ohio State Board of Education took place on January 3rd, 1956, with 23 members in attendance During this initial meeting, participants voted to appoint a Superintendent of Public Instruction, marking an important milestone in the board’s development (State of Board of Education of Ohio, 2007).
The Massachusetts State Board of Education, established in 1837, is the oldest State Board of Education in the United States, highlighting Massachusetts' long-standing commitment to educational leadership The creation of the board was initiated by a recommendation from the Governor of Massachusetts during his address to the 1837 legislature's opening session, emphasizing the state's early recognition of the importance of structured educational governance (Massachusetts Board of Education, 2007).
While I hold a deep personal respect for the common schools, I believe they are capable of significant improvement School buildings can be made more spacious, and educational access should be available year-round for all eligible students Employing highly qualified teachers to deliver comprehensive elementary instruction is essential, along with providing small school libraries, maps, globes, and scientific equipment I propose that the Legislature consider establishing a board of school commissioners, who would serve without salary but have the authority to appoint a secretary with reasonable pay from the school fund, to enhance the administration and effectiveness of public education.
Community participation in Canada has evolved through the establishment of District Education Councils (DECs), which were created by the Canadian government in December 2000 through an amendment to the Education Act This legislative change restructured school governance by redistributing responsibilities and authority between the Minister of Education and the newly formed local governing bodies called DECs The Education Act aims to balance responsibilities and governance within the school system, promoting community involvement The first elections for DECs took place in 2001, marking a significant step toward increased community participation in education governance.
Japan's education reform journey began with the establishment of the Board of Education following the issuance of the Board of Education Law in 1948 After Japan's defeat in 1945, the country was under Allied occupation until 1951, with sovereignty controlled by the General Headquarters of the Allied Forces (GHQ) During this period, the primary focus was on demilitarization, democratization, and rebuilding the nation, with education seen as a crucial element of democratization To comprehensively assess post-war Japanese education reforms, GHQ requested the United States to dispatch the "United States Education Mission to Japan," a group of education specialists dedicated to guiding reforms.
In March 1946, just six months after Japan's formal surrender, a team of education specialists arrived to support post-war educational reforms, working closely with Japanese educationalists By August 1946, the Education Reform Council was established as a key committee responsible for implementing these reforms, which followed American influences The Japanese education system was restructured from the old 6-5-3-3 model to a 6-3-3-4 system, aligning with the American curriculum—comprising six years of elementary school, three years of junior high, three years of senior high, and four years of university study This reform also extended compulsory education to nine years, divided into six years of elementary education (shougakkou) and three years of junior high school (chuugakkou), marking a significant shift in Japan’s educational landscape post-World War II.
Kawagoe (2007) advocates for changes in the Education Law to enable the merger of elementary and middle school divisions This policy aims to facilitate resource sharing between elementary and middle schools, particularly by providing access to specialist teachers from middle schools for elementary students Implementing these reforms can enhance educational resources and promote a more integrated approach to student development.
The core of these education reforms was the Fundamental Law of Education which was enacted in 1947 This law set out the fundamental principles of post-war education in Japan, and effectively replaced the pre-war Imperial Rescript on Education (JICA, 2004) Following the enactment of the Fundamental Law of Education, a number of educational laws and regulations determining the structure and management of the education system were passed, including the School Education Law in 1947, the Board of Education Law in 1948, the Social Education Law in 1949, and the Private School Law in 1949
In pre-war Japan, educational authority was heavily centralized within the Ministry of Education, reflecting an overly top-down approach similar to pre-decentralization Indonesia The push for democratization and regional decentralization led to the establishment of American-style local Boards of Education, which held significant responsibilities for managing local schools These Boards, composed of elected citizens and overseen by a superintendent, controlled key aspects such as school administration, infrastructure, educational content, teacher licensing, and budget management Additionally, Prefectural Boards of Education were authorized to issue teachers’ licenses, approve textbooks across the prefecture, and provide technical support to municipal and local Boards, fostering a more localized and participatory approach to educational governance (JICA, 2004).
By 1948, Boards of Education had been established in each prefecture and the five largest cities, and by 1952, coverage extended nationwide across Japan However, issues with the existing educational governance system soon emerged, including problems related to the unit of establishment, nomination and election methods for Board members, and the relationship between general and educational administration In response, the government re-examined the system in 1956, leading to the repeal of the Board of Education Law enacted after World War II and the introduction of the "Law concerning the Organization and Functions of Local Educational Administration." This new law redefined the authority of Boards of Education, specifying direct public election of members, the total number of Board members, appointment procedures for superintendents, and the powers of the Boards, including their authority to appoint teaching personnel.
Parallels can be made between the Japanese and Indonesian experiences Basically, the education system in Japan is similar to that in Indonesia, namely a 6-3-3-4 system (six years of elementary school, three years of junior high school, three years of senior high school and four years of university or higher education) Both also have a compulsory education system covering nine years that consists of six years in elementary school and three years in junior high school
The regulatory structures of the Boards of Education in Japan and Indonesia share significant similarities, as both operate within the local government framework In Japan, Boards of Education function at the municipality and prefecture levels, ensuring regional educational governance Conversely, Indonesia's Boards of Education operate across district, provincial, and national levels, although the Indonesian National Board of Education has not yet been fully established and is still in development.
In Indonesia, understanding the difference between roles and functions is essential; a role refers to a pattern of behavior socially recognized within a particular operation or process Carr (2009) further explains that a role is a comprehensive, socially accepted pattern of behavior that helps identify and position an individual within society He emphasizes that roles tend to remain relatively stable despite changes in the individuals occupying these positions.
(2009), role means prescribed or expected behavior associated with a particular position or status in a group or organization
Effective Boards of Education and Education Councils are essential for achieving their goals through efficient governance Their roles vary, primarily in priorities and focus areas, but they are universally responsible for policy formulation and overseeing the public education system Additionally, they oversee the hiring and guidance of Superintendents and regularly review school improvement and performance reports to ensure educational excellence.
Boards of Education in Indonesia
Decentralization of education in Indonesia has significantly transformed the educational landscape, emphasizing increased community participation According to Law Number 20/2003 on the National Education System, Part 3, Article 56(1), this shift highlights the crucial role of local communities in supporting and enhancing educational processes at the grassroots level.
The community shall take part in the quality improvement of educational services, which includes planning, monitoring, and evaluation of educational programs through Board of Education and School Committees (MONE, 2003, p 24.)
Further, Part 3 Article 56 (2) also stipulates that:
The Board of Education, as an independent body, is established and participates in the quality improvement of education by providing advice, directions and support for personnel, facilities, and equipment, and monitoring at national, provincial, and district/city levels, without hierarchical relationship (MONE, 2003, p 24.)
The Decree of the Ministry of National Education Number 044/2002 further detailed the provisions for Boards of Education and School Committees, establishing School Committees as integral components of Indonesia’s education governance structure This regulation emphasizes the importance of effective collaboration between the District Board of Education and School Committees to enhance educational outcomes While the focus is primarily on the operations of the District Board, recognizing the vital role of School Committees provides a more comprehensive understanding of the governance framework In some analyses, insights from School Committees are included to offer a balanced perspective on educational governance in Indonesia.
Decree Number 044/2002 contains several crucial parts, which stipulate its roles, functions, name, scope, status, characteristic, objectives, membership and organization, establishment/formation, and relationships
Law Number 20/2003 in Part 3 Article 56 (2) clearly outlines that the Board of Education is established at the national, provincial, and district levels As a consequence of its roles to participate in the quality improvement of education by providing advice, directions and supports for personnel, facilities and equipment, and monitoring, an important question is raised: What is the current condition of the Board of Education for each level?
The Ministry of National Education (MONE) has prioritized the establishment of the National Board of Education by including it in their Planning and Strategy for 2005-2009 According to this strategic plan, creating the National Board of Education is identified as a key development milestone set for completion in 2009.
Efforts to establish a National Board of Education have been prepared and widely discussed, with provincial and district Boards of Education frequently raising this issue during annual workshops However, the establishment of such a board still requires a solid legal framework, as emphasized by Suparlan (2008) According to Law Number 20/2003, Part 3, Article 56 (4), the specific provisions for creating the National Board of Education will be detailed through Government Regulation, highlighting the need for formal legal procedures to formalize its establishment.
In Indonesia, new laws are typically followed by several Government Regulations to ensure proper implementation Currently, some regulations have been issued, such as Government Regulation Number 19/2004 concerning Educational National Standards However, a key regulation on Managing and Administering Education, which would include provisions for the National Board of Education, has yet to be issued (Suparlan, 2009).
In May 2009, the Directorate General of Management of Primary and Secondary Education (DGMPSE) of MONE organized a workshop to prepare for the establishment of a National Board of Education The meeting was attended by representatives from MONE, MOHA, MORA, national educational experts, private educational organizations, the Persatuan Guru Republik Indonesia (PGRI), as well as provincial and district education boards actively contributing to quality improvement.
The workshop aimed to establish three key committees responsible for creating a National Board of Education, accelerating government regulations, and revising the Ministerial Decree These committees' proposed members and plans would be submitted to the Minister of National Education for approval Upon approval, the committees would initiate three concurrent workshops to identify qualified candidates for the National Board of Education The final candidates would be proposed to the Minister, who, upon approval, would formally set the composition of the National Board of Education through a Ministerial Decree.
The Ministerial Decree No 044/2002 focused solely on the development of District Boards of Education and School Committees, without providing guidance on establishing Provincial Boards of Education or outlining their role in enhancing education quality However, in 2003, Law Number 20/2003 explicitly mandated the formation of Provincial Boards of Education, aligning them with the National Board of Education to ensure a comprehensive framework for education governance and improvement.
The absence of a government regulation on managing and administering education in Indonesia has delayed the formation of a National Board of Education and affected provinces seeking to establish their own Provincial Boards of Education In response to the challenges of involving community participation in education, several provinces have proactively taken the initiative to create their Provincial Boards of Education independently, without waiting for official government regulation.
The progress of the establishment of Provincial Boards of Education is provided in Table 5 below:
Table 5 The Progress of The Establishment of Provincial Boards of Education
This table shows that in 2003, a year after issuing the Ministerial Decree, only one of thirty two provinces (3.1%) had already established a Provincial Board of Education This was
Jawa Barat Provincial Board of Education Then, there was a sharp increase in the number of
Since 2004, fourteen out of thirty-three provinces, accounting for 42.4%, have established Provincial Boards of Education These provinces include Jakarta Special Territory, Jawa Barat, Jawa Tengah, Yogyakarta Special Territory, and Nanggroe Aceh Darussalam, highlighting the growing regional commitment to strengthening education governance across the country.
Jambi, Lampung, Kalimantan Selatan, Sulawesi Selatan, Sulawesi Tenggara, Nusa Tenggara Barat, Bengkulu, Banten, and Kepulauan Bangka Belitung In 2006, the numbers of
Twenty provinces now have Provincial Boards of Education, representing a 60.6% increase, highlighting the widespread adoption of educational governance The expansion includes six new provinces—Sumatera Utara and Sumatera—demonstrating a growing commitment to improving local education systems This development reflects a positive trend towards decentralizing educational authority and enhancing regional education management across the country.
Selatan, Kalimantan Selatan, Nusa Tenggara Timur, Nusa Tenggara Barat and Sulawesi Barat
Remaining provinces announced during the annual Board of Education workshops that they are awaiting the issuance of the Government Regulation on Managing and Administering Education before establishing Provincial Boards of Education.
As stipulated in the Panduan Umum Dewan Pendidikan dan Komite Sekolah (Handbook for District Boards of Education) by DGMPSE, 2005, the purpose of establishing District Boards of Education were as follows: (a) associating and channeling the aspirations and initiatives of the society in creating education policies and programs at the districts/town and school, (b) increasing the responsibility and active participation of all layers of society in delivering education, (c) creating a transparent, accountable, and democratic atmosphere and condition in delivering and serving a quality education at the district/municipality and school level
In a personal interview with, Prof Slamet PH (an experienced international consultant and senior professor member of UNY in Yogjakarta) 2006, he stated that the District Board of
Concluding Observations
Based on the above reviews of Boards of Education in different states in the United States and in Japan important lessons for Indonesia may be learned:
1 The literature that has been assessed indicates that Boards of Education have authority and responsibility for policy making and developing standards This is appropriate in the context of the United States, but for Indonesia it is not totally applicable at the present time for at least two reasons First, Law Number 20/2003 on National Education System in the Republic of Indonesia, Part 3, Article 56 (2) stipulates that:
The Board of Education operates as an independent entity dedicated to improving educational quality through strategic advice, guidance, and support for personnel, facilities, and equipment It oversees educational initiatives at national, provincial, and district/city levels, ensuring effective monitoring without hierarchical constraints This structure strengthens accountability and promotes collaborative efforts in enhancing education standards across all levels.
District Boards of Education in Indonesia were established in 2002 under the Ministry of National Education Decree Number 044/2002, marking the beginning of their relatively young existence Despite being only seven years old, these Boards are still developing in terms of maturity, capacity, and autonomy, and have not yet fully assumed roles as policy makers and standards developers like their counterparts in the USA Nevertheless, existing literature offers valuable insights and potential pathways for the growth and development of Indonesian District Boards of Education.
2 Internationally it is difficult to determine any pattern of selection of the Board members In some USA State Boards of Education, some members are elected and the rest are appointed by the Governor In other States, the Board members are completely appointed by the Governor But there is a lesson to be learned for Indonesia here The Board members in the USA must represent geographical regions I think this idea may be adopted for Indonesia for the following reason If the Board members are selected to represent geographical regions, the members will be more aware of problems, issues, aspirations, and challenges of education in the area they represent
3 Board members are mostly unpaid but they are entitled to reimbursement of travel and per diem expenses This model is appropriate for Indonesia given the limited financial resources available for education In addition, the duty of the District Board of Education in Indonesia is in essence only advisory, demanding less time as compared to policy making But this might not be as professionally rewarding; sound local advice should be acknowledged
4 There is no clear financing for the United States and Japanese Boards, that is, who finances them, how much, and for what For Indonesia, especially in the early years, there must be a clear source of funds for the Boards
5 All the Boards in the United States conduct meetings regularly and announce the progress of the Board activities and outputs This is a good lesson for Indonesia Regular meetings, hearings, petitions, and other means of encouraging public transparency and accountability must be implemented by Indonesian District Boards of Education
This article explores the three key dimensions of Boards of Education: recruitment and selection processes, roles played, and their contribution to local education development Drawing on four case studies from towns and districts visited, it provides insights into how these boards function and impact education Each case study includes objectives, on-site observations, information sharing, and findings, offering a comprehensive understanding of their effectiveness in promoting educational progress.
Yogyakarta Case 2 will explore more detail about the performance of District Boards of
Education in the field visit in the Lombok Tengah district Case 3 will describe the field visit to Bekasi district Case 4 will explore the field visit to Tangerang district
CHAPTER IV IMPROVING THE PERFORMANCE OF DISTRICT BOARDS OF EDUCATION
This chapter presents four case studies based on districts visited, aligned with the planned research schedule and duration outlined in Chapter II Each case study investigates key research objectives, including recruitment and selection processes, the roles played, and the contributions of District Boards of Education The case studies comprise on-the-spot descriptions, information sharing, and findings The first case study details a field visit to Yogyakarta, where initial discussions with informants provided preliminary insights into the current status of the District Board of Education in Yogyakarta, which were later compared to national data from MONE, laying the groundwork for subsequent research.
2 will explore more detail about the performance of the District Board of Education based on the field visit activity in Lombok Tengah district Case 3 will describe the field visit to Bekasi district, and then Case 4 will explore the field visit to Tangerang district
This chapter begins with introductory observations about Boards of Education, their functions, and operational dynamics, setting the foundation for understanding their role in the education system It then provides an overview of the current recruitment and selection processes, along with the roles and contributions of District Boards of Education, which have been previously analyzed Additionally, the chapter discusses insights from the 2005 National Board of Education Workshop, which, although not part of the core case studies, offered valuable clarity on earlier data and provided a broader perspective on national educational governance.
This research is organized into four case studies to help readers understand the complex and dynamic nature of District Boards of Education and the project, although the division between these case studies is somewhat arbitrary.
Preliminary Observations about Boards of Education
The District Boards of Education in Indonesia were established relatively recently in 2002 and remain in an embryonic stage, limiting the opportunity for comprehensive analysis of their impact on educational outcomes However, similar Boards of Education have existed in various countries for many years in different forms, highlighting their longstanding role in shaping educational systems worldwide.
Since the Boards of Education have only been established in Indonesia for nearly seven years, it is possible to identify five preliminary generalizations about their operation based on existing literature and government documents The Ministry of National Education issued Ministerial Decree Number 044/2002 following Law Number 22/1999 on Local Government, aiming to foster greater community participation in education development, reflecting the understanding that education is a collaborative effort This decree outlines the processes for selecting Board members, emphasizing four key roles—advisor, supporter, mediator, and controller—to enhance community involvement in educational progress at district and school levels Members are to be chosen from community stakeholders and government representatives, although it notably excludes sub-district representatives, raising concerns about the Board’s awareness of local educational issues.
The current practices of District Boards of Education regarding their selection system, roles, and contributions need to be improved To ensure diverse representation, Board members should be chosen to reflect both congressional sub-districts and relevant community groups This necessitates amending Ministerial Decree Number 044/2002 to include representatives from various congressional sub-districts, promoting a more inclusive and effective educational governance system.
The roles assigned to District Boards of Education should be revised to incorporate additional responsibilities, as the original four roles established by Ministerial Decree Number 044/2002 are inadequate for enabling effective governance Updating these roles will improve the Board’s ability to fulfill its functions and ensure better educational oversight.
Fourth , there is a need to clarify District Boards of Educations’ contributions to district education development
Fifth, at the implementation level, there must be a sharp distinction between the District Board of Education’s roles and the DEO’s roles The District Board of Education should have an advisory role and not have an administrative function, while the DEO should have the responsibility for administrative functions in all of its education business at the district level
4.2 Research into the Current Status of District Boards of Education
This section aims to examine the current status, challenges, and issues faced by District Boards of Education, focusing on their recruitment processes, roles, and contributions To achieve this, data was collected between October 2004 and August 2005 using methods outlined in Chapter II, providing comprehensive insights into their operational dynamics and areas needing improvement.
1 reviews of literature on the current development of District Boards of Education in general,
2 in-depth interviews with officers and consultants at the MONE who were in charge of developing District Boards of Education in December 2004,
3 visits to selected schools to get general perceptions with regards to District Boards of Education, and
4 an analysis of documents which were collected from DEOs and District Boards of Education in August 2005
This initial data collection explores the current status of District Boards of Education, highlighting their progress, challenges, and key issues It focuses on areas such as recruitment and selection, roles and responsibilities, financial management, coordination efforts, and their contribution to district education development While providing preliminary insights, the data is expected to evolve over time as further issues emerge during ongoing collection Ultimately, the research will concentrate on select significant problems, meaning not all challenges faced by the District Boards of Education will be discussed in detail at this stage.
This article provides an overview of the current state of District Boards of Education, focusing on their recruitment and selection processes, the roles they fulfill, and their contributions to the development of district education It highlights how effective recruitment strategies ensure qualified board members, while clarifying their pivotal roles in policy-making, oversight, and community engagement Additionally, the article emphasizes the significant impact of District Boards of Education on shaping educational quality and fostering district-wide educational improvements.
Effective personnel placement begins with selecting the right individual for the right role, emphasizing the importance of robust recruitment and selection processes These processes are crucial, as they directly impact the future capacity and effectiveness of District Boards of Education This research highlights how thorough recruitment and selection strategies enhance the ability of Board members to fulfill their responsibilities effectively Qualitative data from various sources underscores the significance of well-executed recruitment practices in strengthening the overall performance of District Boards of Education.
Data was collected from the Ministry of National Education (MONE) through in-depth interviews and document analysis, including guidelines, reports, and regulations, to assess the current recruitment and selection processes for District Boards of Education members Specifically, information was gathered from the project manager overseeing the development of District Boards of Education and his consultants at the Directorate General for Management and Policy Support in the MONE.
The recruitment and selection of District Boards of Education members are primarily guided by Ministerial Decree Number 044/2002 on Boards of Education and School Committees The project's manager responsible for developing District Boards of Education agrees that this decree serves as the main criteria for candidate selection We adhere strictly to the recruitment and selection guidelines outlined in the decree to ensure a transparent and effective process.
Ministerial Decree Number 044/2002 establishes a non-negotiable legal framework for the recruitment and selection of District Boards of Education members, as confirmed by project consultants and MONE officials This decree mandates that board members are chosen from diverse groups, including community representatives such as NGOs, educational leaders, industry professionals, and school communities, as well as government and legislative representatives, with a maximum of 17 members in total.
A major challenge during the data collection process was the lack of consistent Annual Reports on District Boards of Education, with the only relevant report being the 2004 document Although other Annual Reports exist, they do not pertain to this research The 2004 MONE Report did not specifically address the recruitment and selection of District Board members but highlighted that the boards' performance was still underwhelming and that community expectations for high performance were high (Annual MONE Report of District Boards of Education, 2004, p.95) Several factors impacted the performance of District Boards, with recruitment and selection identified as a key area of concern, yet the 2004 Report failed to explore this aspect Despite this, research indicates that improving the recruitment and selection system is crucial, and this study focuses on identifying strategies for its enhancement.
Roles Played District Boards of Education
As detailed in Chapter III, by law, the roles performed by District Boards of Education have been written in Ministerial Decree Number 044/2002 The Board of Education shall act as:
(1) an advisor in policy formulation, implementation and evaluation, (2) a supporter in the forms of financial, intellectual and/or skills in running education, (3) a controller in an effort to improve transparency and accountability as well as output of education, and (4) a mediator between executive, legislative and community I will explore, not only how to maximize these roles played by the Boards, but I will also explore other roles as deemed to be important by the District Boards of Education in order to be able to contribute more to district education development
Due to limited recent research on District Boards of Education development, I primarily relied on the 2003 MONE Report, which offers a comprehensive overview of their roles The report highlights that District Boards serve as advisors, supporters, controllers, and mediators, as summarized in Table 7 The study surveyed 192 districts, representing approximately 50% of the 353 districts in 2003, through questionnaires completed by the boards themselves.
MONE team The results may be seen in Table 7 The performances of their roles were categorized into four categories: A = Very good, B = Good, C = Fair, and D = Fail
Table 7 Performance of the District Board of Education as an Advisor, Supporter, Controller, and Mediator
Category Advisor Supporter Controller Mediator
Case Studies
In August 2005, I began to collect data during a field visit to the town of Yogyakarta in the
Yogyakarta, a special region in Indonesia, is the second smallest province in the country after Jakarta, yet it boasts some of the highest population densities on Java Located on the southern part of Java Island and bordered by Central Java and the Indian Ocean, Yogyakarta uniquely maintains its governance under a traditional pre-colonial Sultanate, the Sultanate of Ngayogyakarta Hadiningrat This blend of cultural heritage and dense population makes Yogyakarta a significant cultural and demographic hub in Indonesia.
Yogyakarta Province covers a total area of 3,185.80 square kilometers and had an estimated population of around 3 million in 2003, according to the Yogyakarta District Board of Education Located centrally in Indonesia, Yogyakarta is a significant cultural and educational hub, as depicted on the Indonesian map in Figure 3.1-1 on page 297 of the portfolio.
The city of Yogyakarta is the capital of the province It is renowned as a center of classical
Java is renowned for its rich cultural heritage, including traditional arts such as batik, ballet, drama, music, poetry, and puppet shows, which showcase the island's vibrant Javanese culture Additionally, Java is a prominent educational hub, hosting many prestigious Indonesian universities and higher education institutions Historically, it served as Indonesia's capital during the Indonesian National Revolution from 1945 to 1949, playing a crucial role in the nation’s fight for independence.
During our initial field visit, our primary goal was to brainstorm and gather preliminary impressions on the current status of education decentralization We focused on assessing the implementation process and understanding the existing conditions of the Yogyakarta Board of Education, providing valuable insights for further analysis and improvement.
Our team, comprising three RMIT University Indonesian doctoral students—Mr Didik Suhardi, Mr Agus Haryanto, and myself—visited Yogyakarta for a comprehensive educational engagement The visit was supported by two RMIT supervisors, Dr David Hodges and Dr Bill Vistarini, along with local supervision from Prof Slamet, PH, from the State University of Yogyakarta This collaboration aimed to strengthen academic ties and foster research opportunities within the region.
The visit aimed to assess the progress made and to consult with local education officials, providing valuable insights into the Board of Education's current practices It offered an opportunity to analyze how the Board recruits and selects members, the roles it fulfills, and its contributions to local education Additionally, the visit facilitated brainstorming new ideas to improve recruitment, selection processes, and the overall impact of District Board of Education members on the community.
According to Yogyakarta District Board of Education (2007) and follow up discussions with the Yogyakarta District Board of Education members by phone on August – September 2007, the following snapshot was provided:
Name Yogyakarta District Board of Education
Representative of sub districts No
Regular Meeting Times 6 times/year
Yogyakarta District Board of Education
I also obtained the following information:
Table 8 Education Profile of Yogyakarta
Percentage (%) Level Number of Schools
Population in Aged School GER NER Transition
The table highlights that the Net Enrollment Rate (NER) in elementary schools is exceptionally high at 123.45%, compared to the national level of 95.14% (MONE, 2009) Typically, district NER scores fall below 100%, based on the assumption that the number of enrolled students aged 6-12 is less than the total population of children in that age group However, in this case, this usual pattern does not hold, indicating potential data discrepancies or unique demographic factors influencing enrollment figures.
Yogyakarta is renowned as an educational hub, attracting numerous students from outside the region to pursue their studies As a result, the number of students aged 6-12 exceeds the local population of children in that age group This intense influx of students leads to a Gross Enrollment Rate (NER) in elementary schools that surpasses 100%, indicating a high level of educational participation beyond the immediate local community.
In the meeting session between the team and the Yogyakarta Education Office staff, I was disappointed because the participants from the Yogyakarta side were not as representative as
I had expected, although the field visit had been communicated to the Yogyakarta Education Office and then officially confirmed Only the Head of the Yogyakarta Education Office and his staff participated in the discussion There were no representatives from the Board of Education With regards to the recruitment and selection of the Board of Education members, the Head of the Yogyakarta Education Office stated: We do not want to break the rules We follow the regulation which is Ministry of National Decree Number 044/2002 All we did about the Board of Education have been matched to the Decree We do not have other choices Unfortunately, I could not gain a second opinion from other Board of Education members’ perspectives because of their absence at the meeting
When I asked about Board roles and contributions, the Head of Yogyakarta Education Office answered that: They play good roles and their contributions are also good We share with each other on how to improve the quality of education in Yogyakarta I was interested when he continued, At the provincial level, the performance of Board of Education is good also At the time, the former Chairman of Provincial Board of Education was Rector of the State University of Yogyakarta There is no doubt that he is a very productive academic His articles on education issues are very often issued in news - both at local and national levels Now, the Chairman still has an academic background also He comes from State University of Yogyakarta too
I was surprised by his explanation, especially since the former Chairman of the Provincial Board of Education and Rector of Yogyakarta State University was recently appointed as the Director General for Management of Primary and Secondary Education at my office Working together in the same office at the Ministry of Education and Culture (MONE), I hoped to gain valuable insights and intellectual contributions from him to enhance the performance of District Boards of Education This collaboration could significantly support my research and efforts to improve educational outcomes.
During my initial consultation in January 2006, I recognized the need to extensively revise my research questions to obtain more precise insights into the current status of District Boards of Education By designing these modified research questions, I aimed to enhance the accuracy and relevance of my study, ensuring that the data collected would better reflect the present challenges and developments within these educational governing bodies.
I expected to gain a greater understanding of District Board of Education that will make it easier to introduce the new practices into the work of District Boards of Education As a consequence, as outlined in Chapter I, I modified the research questions to: a What was the current status of recruitment and selection, roles played by and the real contribution of the District Boards of Education to the development of education at the district level? b What new practices of recruitment and selection and roles should be played by the boards in order to maximize the contribution of the boards to the development of education at the district? c How can Board of Education members be better selected in order to get the right person in the right place? d How can Boards of Education be more effective in supporting the DEO in planning, managing, financing and delivering education? e How can Board of Education members’ capacity be developed in order to help them to do their jobs effectively and efficiently? f What kind of guidelines (portfolios) are needed to support the boards in order to play their roles and contribute optimally to the development of education at the district level?
In August 2005, I was one of the team members from MONE who visited Praya in Lombok
Tengah to conduct formal consultations for the Decentralized Basic Education Project
The Development of Basic Education Program (DBEP), funded by the Asian Development Bank (ADB), aims to improve education systems and outcomes The recent visit focused on assessing the progress made in implementing DBEP initiatives and engaging with local education officials to gather insights This visit provided a valuable opportunity to evaluate project advancements and strengthen collaboration with stakeholders to support educational development efforts.
1 observe any general education improvements,
2 identify any problems relating to management of the system,
3 evaluate the project implementation, identify any associated problems and seek solutions to these problems,
4 strengthen central and district relationships, and
5 identify the existing practices of recruiting and selecting the District Board of Education members and generate/brainstorm new ideas of recruiting and selecting the District Board of Education members
In addition to my role as an official from the MONE, I travelled to Praya as a researcher In this role, I was keen to gather information related to my research project From my perspective, this field visit was a good way to explore facts about the current status of the District Board of Education, covering selection and recruitment, roles and contributions of the Board
Follow up Discussion
This research aims to identify effective approaches for developing District Boards of Education to enhance their operational effectiveness The study employs in-depth interviews with the consultant responsible for district capacity building in education, alongside a review of relevant literature on capacity building for District Boards of Education In early 2007, at MONE, insights were gathered through an interview with Prof Slamet, PH, an Asian Development Bank consultant, who provided expertise on district education capacity building across twenty districts.
I interviewed my local supervisor, Prof Slamet PH., who has four years of experience as a consultant for district education capacity building across Bali, Nusa Tenggara Barat, and Nusa Tenggara Timur provinces He emphasized that effective capacity building involves at least three distinct levels and recommended strategic approaches tailored to these stages.
Developing the capacity of District Board of Education members is essential to ensure they possess both the ability and character required for effective governance Ability relates to competency, while character encompasses moral knowledge, moral feeling, and moral action Moral knowledge includes awareness of moral values, moral reasoning, decision-making, and self-knowledge, whereas moral feeling involves conscience, empathy, self-esteem, loving good, self-control, and humility Moral action is composed of competence, will, and habit Additionally, Board members should serve as facilitators, helping the District Education Office improve access, equity, quality, relevancy, and efficiency in education, and as motivators, inspiring stakeholders to achieve the Millennium Development Goals for nine years of compulsory basic education This framework aligns with insights from Lickona’s 1991 writings, emphasizing the importance of moral development and leadership.
To enhance institutional capacity, it is essential to develop effective management, organizational structure, and internal linkages with related institutions As the functions of the District Board of Education evolve, its organizational structure must also adapt accordingly, aligning with Frank Lloyd Wright’s principle that "form follows function." Restructuring both management and organizational frameworks enables the District Boards to become more responsive and supportive in advising DEOs Additionally, a well-restructured organization allows DEOs to better implement and administer the recommendations provided by the District Boards, fostering improved coordination and effectiveness in educational governance.
Lastly, Prof Slamet suggested that there must be capacity building for developing the District Board of Education system, including education policies and local education regulations The District Board policies have to be able to influence the DEO in mobilizing local companies to support schools in the form of building renovation and book procurement The District Board has to encourage local parliament members to produce and publish Local Government Regulations (Peraturan Daerah) to implement the Ministerial Decree Number 044/2002 consistently
According to Prof Slamet (2004), enhancing the capacity of District Boards involves assessing their skills to identify specific needs, followed by targeted capacity-building initiatives Effective capacity development includes tailored training sessions, workshops, comparative studies, focus group discussions, sharing best practices and lessons learned, and relevant readings on capacity enhancement.
Based on data from Prof Slamet, effective capacity building occurs across three key levels: the system level, which encompasses policies and legal frameworks; the institutional level, focusing on management, organization, and administrative structures; and the people level, emphasizing developing competencies and moral values to ensure sustainable growth.
Effective development of District Boards of Education requires a comprehensive approach encompassing three key capacity levels: the system, which includes policies and legal frameworks; the institution, focusing on management, organization, and funding; and the people, emphasizing competency and moral values Strengthening these interconnected levels is essential for creating a robust and sustainable educational governance structure.
Many District Boards of Education struggle to fulfill their responsibilities due to a lack of essential regulatory frameworks, insufficient personal capacity, and inadequate support systems, which hinder their ability to operate effectively.
Action Will Be Taken
In order to be able to implement changes and improvements, I will develop strategies to help the District Boards of Education to run their programs and meet their responsibilities These strategies will be implemented by revising the legal framework for the District Boards of Education and providing guidelines for District Boards of Education so that they can perform their roles effectively For these reasons, the portfolio will consist of relevant products and working documents
The research provides crucial insights to inform government policies, including significant contributions to the draft of Educational Management Standards currently under review by the Ministry of National Education It also offers operational guidelines to enhance Boards of Education, focusing on effective recruitment and selection, strengthening their capacity to perform their roles, and developing strategies to boost their contributions to educational development at the district level These findings aim to support policy-makers in improving educational governance and management.
The inputs above are very important because the Educational Management Standards will be one of the Education Standards that will lead MONE, DEOs and PEOs to do collaboratively in terms of improving the education quality (Government of Indonesia, 2004) The portfolio will also contain working documents which will include: relevant questionnaires, reports, meeting agendas, minutes of meetings, photographs, and relevant presentation.