|
Study 2: The Role of the School Committee
School committees were set up in every school as a result of the ministerial decree of 2002 to aid decentralization. They are expected to work together with the school head in partnership to develop education quality using the concept of school/ community based management which is democratic, transparent and accountable.
The Education Law of June 2003 (clause 56) gives a school or madrasah committee the role of improving the quality of education services through (i) advising, (ii) directing and (iii) supporting personnel, materials and facilities, as well as (iv) overseeing education. Guidelines giving further details of these roles are still in the process of being developed.
|
|
The head of the school committee exercises his power at school level being fully involved in planning and oversight of the school finances /i>
|
|
Just under half of school committees studied has the minimum of 9 members set out in the decree, while others were larger with up to 20 members. Most had an executive of three, and copied the organizational structure provided. School heads were implicitly placed in the role of resource person to the committees, not being allowed to sit on them as a member. All schools were represented by at least one of their own teachers.
At the most, there were three females on a committee, although 43% of treasurers were women. Some committees however, had no female representation. Knowledge of education, normally signaled by a regular job in the education field did not appear to be a prime factor for selection into the executive, nor was previous experience working with BP3. It would seem that the executive were chosen for the other skills and contacts they could provide. A majority of committee personnel had a vested interest in being on the committee of their child's school.
More or less all committee personnel were selected through a musyawarah rather than elected. Some former BP3 groups were renamed as school committees and their remit extended. Many had the required legal document from the school head while those for the more newly established committees (2003) were still being processed.
|
As a mediator with the local community the school committee involves parents in school activities - in this case by forming parents groups in each class.
|
Formal meetings were regular but not frequent. Often they called by the school head to discuss planning, implementing and funding of the school development plan (RAPBS), but they could be called by both heads (of school and committee) to discuss events related more closely to the school calendar.
|
Formal meetings were regular but not frequent. Often they called by the school head to discuss planning, implementing and funding of the school development plan (RAPBS), but they could be called by both heads (of school and committee) to discuss events related more closely to the school calendar. Programs developed in these meetings showed a tendency to focus on physical improvements to the school.
The education quality activities included in the annual program seemed on the whole not to cater for main stream teaching learning issues. Nevertheless, the positive impact of these jointly planned school development programs could be seen in many schools. Committee members enthusiastically itemized changes in their schools as a result, in the four areas of improved teaching learning, teachers and their welfare, greater community role, and better school facilitates and physical environment.
Constraints nevertheless exist. These were most noticeable in schools' attempts to fund some rather bold programs, particularly as the plan was developed first, and then the required funding had to be secured. Committees and schools were enterprising in this area, using a variety of methods to raise funds including: sales, canvassing, and eliciting donations.
|
The school committee supports the maintenance and development of the school by raising funds and by encouraging the local community to give direct assistance in the form of materials and labour.
|
Only one of the four officially decreed roles of school committee mediate between the school and its community was considered a criteria for an effective committees. Even fund raising, an activity which took up much effort on the part of committees, was not thought to be a sign of an effective school committee by a majority of respondents.
Most appeared to be looking towards an ideal school committee in the future which has a broader role than at present. Many felt that a good working environment was important along with a quality membership so that the school committee could work effectively together with the school and community to improve teaching learning quality.
|
Role for Tourist Industry in the Students' Education
Drs. Suyitno, M.Pd is an example of a school principal who has successfully increased the involvement of the local community in order to raise the quality of education at the school. He works at SD Ngepung, Sukapura which is situated at the foot of Mount Bromo.
With patience he has managed to establish the idea in the local community that education is the joint responsibility of the parents, teachers, community and government. Pak Suyitno, who is also an MBE facilitator, has also been able to convince the managers of the tourist industry around the school to allow their facilities to be used as a learning resource.
|
|
