The development of madrasahs and Islamic boarding schools in Indonesia has increasingly required policy approaches capable of balancing educational modernization with the preservation of Islamic traditions. However, limited studies have examined this development from the perspective of Charles E. Lindblom's incrementalism theory. This study aimed to analyze how incremental policy characterizes the contemporary development of madrasahs and Islamic boarding schools and to identify the factors influencing the incremental policy process within these Islamic educational institutions. The research employed a qualitative library research design using official government policy documents, scholarly books, peer-reviewed journal articles, and other relevant academic publications as primary data sources. Data were analyzed through qualitative content analysis involving data reduction, thematic categorization, interpretation, and source triangulation. The findings reveal that the development of madrasahs and Islamic boarding schools consistently follows an incremental policy trajectory characterized by gradual improvements in educational regulations, curriculum and learning systems, teacher professional development, institutional governance, and educational financing. The study also demonstrates that institutional leadership, organizational capacity, government support, educational decentralization, socio-cultural values, political commitment, bureaucratic coordination, digital transformation, and globalization collectively influence the continuity of incremental policy development. These findings confirm the continued relevance of Lindblom's incrementalism theory in explaining policy change within Islamic education and suggest that gradual policy adaptation provides an effective mechanism for maintaining institutional stability while encouraging sustainable educational innovation. The study contributes to both public policy and Islamic education literature by offering a comprehensive conceptual understanding of incremental policy development in contemporary Islamic educational institutions.
Effective management of education funding is crucial to ensuring the quality and sustainability of education, particularly in secondary schools, which often face significant financial challenges. This study aims to understand the meaning of technical and allocative efficiency in education funding in secondary schools in the era of decentralization. Using a qualitative approach, the study explores the experiences, perceptions, and strategies of school stakeholders including principals, teachers, and financial managers in managing educational resources. Data .were collected through in-depth interviews, observations, and document analysis, then analyzed thematically to uncover emerging patterns and meanings. The results indicate that technical efficiency is understood as a school's ability to maximize the use of funds to support effective teaching and learning, while allocative efficiency is defined as the alignment of budget distribution with educational priority needs and the local context. The era of decentralization provides space for schools to be more independent in decision making, but also poses challenges in maintaining a balance between resource constraints and demands for quality improvement. These findings emphasize the importance of managerial capacity and transparency in education funding and provide implications for policies that promote accountability and equitable access to education at the regional level.
Zuroqi Mubarok, Himsar Silaban, Pandji Sukmana, T. Herry Rachmatsyah
This study examines the evolution and current challenges of Islamic education policy in Indonesia through qualitative document analysis, a PRISMA guided systematic review, and bibliometric mapping. Legal and regulatory texts, including Law No. 20 of 2003 (SISDIKNAS) and Ministry of Religious Affairs reports, were analyzed using the READ framework to trace thematic shifts. The review targeted 2021-2025 peer-reviewed literature on curriculum, financing, governance, and educator professionalism, with screening per PRISMA. Bibliometrics identified influential works and collaboration patterns. Findings show a shift from centralized control to decentralized, locally adaptive policy. Innovations include integrated curricula, sharia-compliant financing, and strengthened teacher development, yet disparities in administrative capacity and resource allocation persist, yielding uneven quality assurance. The study argues that harmonizing national standards with regional contexts, enhancing inter-ministerial coordination, and embedding maqasid al-Shariah principles are pivotal for equity and accountability. Future research should evaluate digital governance and financing models for scalability and sustained impact. Keywords: Islamic education policy, Qualitative document analysis, PRISMA, Bibliometrics, Curriculum
Educational financing is a vital component of the education system that plays a significant role in ensuring equitable access, improving quality, and enhancing the efficiency of educational implementation. This study examines various education financing models implemented in Indonesia, ranging from government and community-based sources to philanthropic and social solidarity alternatives such as ta’awun funds. The purpose of this article is to explore and analyze the models of education financing. The method used is a literature review by collecting information from various sources relevant to the topic. The results indicate that Indonesia applies a mixed financing system, which is a modification of several international models, such as the Power Equalizing model, the Foundation Plan, and direct subsidy schemes like the School Operational Assistance (BOS). Previous studies emphasize the importance of careful planning, strong supervision, and accountability in managing education funds. Furthermore, the decentralization of education requires synergy between the central and local governments to ensure effective budget utilization. In conclusion, no single model is entirely ideal; therefore, a combination of models that are adaptive to the socio-economic conditions of each region, while considering the principles of equity, efficiency, and sustainability, is necessary. With effective financing, education in Indonesia is expected to become a key driver of human resource development and national progress.
Madrasah-based management is one of the efforts made so that madrasas can grow and develop independently. This writing aims to describe the application of madrasa-based management as a form of educational decentralization. This research method uses descriptive research using a literature study approach. The results of this research are: 1) Madrasah-based management is the result of decentralization; 2) One of the implementations of madrasa-based management is realized in the realm of madrasa financing; 3) Ciputat Development Madrasah is one of the institutions that implement madrasa-based management in the realm of good financing, one indicator is that they have 5 sources of financing (contributions from accepted students, tuition fees, BOS funds, new school year money, and sponsors). 4) Development madrasah invest some of the BOS funds they receive in accordance with the dimensions of restructuring the old pattern into a new pattern of madrasa-based management.
Decentralization of education management is essentially the authority of the central government to provide full abundance to regional governments, to manage their own households in all matters. The affairs in question are about all matters related to education management. All matters of abundance are given to regional autonomy, unless there are certain affairs which are still part of government affairs, or the right of the government itself to manage everything. The scope of education management is one that is related to various parties and is multidisciplinary. These multidisciplinary disciplines include management of education and educational staff, in addition to student management and curriculum management, financing management, facilities and infrastructure management, school management, principal management and community relations management. Everything is related to one another so that the decentralization of education management is implemented properly. This scope is also still divided into several sections, among which there is scope according to work area. Where, within this scope management is divided into several classes including management of the whole country, management of one province, management of one work unit and class management. Next, there is scope according to cultivated objects, including student management, education personnel management, management of facilities and infrastructure, administrative management, and financing management, and finally there is scope related to activity functions where this relates to planning, organizing, directing , coordinate, communicate, and monitor or evaluate. The process of processing the scope in the decentralization of education certainly has many obstacles. To see the success of the scope of decentralization of education management, this research seeks quantitative data, which collects data, analyzes and provides conclusions about the success of the scope of decentralization of education.
Education decentralization is a form of independent policy given by the government to regions in managing any educational practices. With a decentralized system, regions have the authority to determine all policies related to education, whether in curriculum structure, financing, supervision etc. This study is a systematic literature review that scrutinizes the implementation of the decentralization policy of education in Indonesia. Using the concept of Materla et al. 's (2017) systematic literature review that comprises review planning, review conducting, and review report and dissemination, this study included fifteen articles garnered from the databases obtained from Google Scholar and Pro-Quest. For the analysis process, a content analysis was employed using good governance principles that promote democracy, observance of human rights, accountability, transparency, and greater efficiency and effectiveness of the public sector (Agere, 2000). The findings report that the published literature discussing educational decentralization in Indonesia improving the local governance environment mainly concerns three main foci: contributions to local economic performance and competitiveness, empowerment of educational outcomes, and improvement of local public services. This article also provides recommendations for future researchers.
In Indonesian national education, the concept of decentralization is still a relatively recent one. It has been mandated by the government in Indonesia's Education Law number 20 of 2003. It is the goal of this research to examine the strategic concerns surrounding Indonesia's education decentralization strategy and then develop alternate strategies for putting them into action. The development of decentralized education is supposed to provide more space for stakeholders. Descriptive analysis and a qualitative method are used in this investigation. Researchers found that Indonesia's main challenges in implementing education policies are in quality control, financing, and teacher professionalism. This can serve as a guide for both central and regional governments to create powerful formulas for making appropriate policies so they can improve education quality. It is impossible to apply the decentralization concept without taking into consideration political and sociological considerations.
Purpose of the study: This research mainly focuses on identifying and analyzing policies, attitudes, and constraints made by the bureaucrats of education and other school stakeholders about the existence of school-based management (henceforth called SBM), and further it examines the obstacles encountered in implementing school-based management.
 Methodology: The research used is descriptive analysis. In assessing data, this study used two types of measurements, namely, questionnaires and interviews. The questionnaire was used to explore the attitude of the stakeholders toward the existence of SBM. A total of 520 respondents have distributed the questionnaires which contained 60 items of each of these categories: instructional competence (10), professional competence (10), financial competence (10), and leadership issue (30). Furthermore, in the interview section, all four respondents are from each representative of four districts; Banda Aceh, Aceh Besar, Sigli, and Lhokseumawe. The framework of interview guidelines was then adapted from Daresh, et al. (2010) and the interview is eventually to grasp the respondents’ views on the obstacles and constraints on the implementation of SBM.
 Main Findings: The results of this study reveal that there were no written policies drawn up at the provincial and district level of the ministry of education about the implementation of SBM. Most stakeholders more than 50% tended to view the existence of SBM as positive. Although SBM has never been formally implemented in schools, some schools have started implementing some of the SBM concepts.
 Applications of this study: The researchers found that there are a variety of obstacles faced during the implementation, including decentralization, authority, decision-making, knowledge of management practices, roles and responsibilities, compensation, finance, leadership, and community care.
 Novelty/Originality of this study: To date, there is a limited amount of studies with their main focus on school-based management in Indonesia. Based on the written policies of school-based management is considered one of the vital elements to reach a good education. Besides, schools must have SBM due to it is regarded as the guideline to examine whether the bureaucrats of education and school stakeholders have already implemented the regulation to run the education accordingly.
There are changes that occur in our education which impact on regional competitive build towards a global competitive, both in the formal institutions of national and Islamic institutions. So this raises complex issues that wraps acceleration of development in promoting an Islamic educational institutions in rural areas. These problems include institutional, leadership, finance, personnel, curriculum and educational model. Each of these components can inhibit the saving potential and within certain limits can threaten the existence, sustainability, competitiveness, and progress of Islamic educational institutions. The question of research: how is each of these institutions are trying to attract views of rural communities by providing an alternative strategy such as the advantages and characteristics of the institution in the decentralization and globalization?. This research resulted in four alternative bid that is modeling the Islamic educational institutions business model in the financing strategy, improve excellence at regular intervals sustainable in the interests of rural communities, implement the task of public relations in spreading the advancement of excellence of the school, and no achievement or excellence will find both nationally and internationally. Thus meaning that the top schools are part of a plan to be achieved can run well and there are no gaps in it and is able to work by well
This article examines the characteristics of school effectiveness and how the school effectiveness policy works in the context of education decentralization. The research approach is qualitative exploratory and was conducted in 2016 in 10 out of 35 districts/cities in Central Java Province. The results showed that there are eight characteristics of effective schools: effective school leadership, efficient learning processes, active community participation, a conducive school environment, increased professionalism of educators, heightened expectations of students, the commitment of teachers, which together lead to good student achievement. Local government policy has not been mentioned explicitly to build an effective school. The government system should contribute to creating effective schools through human resource development, community participation, provision of facilities and infrastructure, professional development of educators, guiding students’ and teachers' achievement, monitoring student progress, education financing to some degree, and the commitment of local governments to give appreciation to education actors.
Higher education in India has expanded rapidly over the past two decades. This growth has been mainly driven by private sector initiatives. There are genuine concerns about many of them being substandard and exploitative. Due to the government’s ambivalence on the role of private sector in higher education, the growth has been chaotic and unplanned. The regulatory system has failed to maintain standards or check exploitation instead, it resulted in erecting formidable entry barriers that have generated underside results. Voluntary accreditation seems to have no takers from amongst private providers and apparently serves little purpose for any of its stakeholders. The higher education system in India grew rapidly after independence. [1] By 1980, there were 132 universities and 4738 colleges in the country enrolling around five percent of the eligible age group in higher education. Today, while in terms enrolment, India is the third largest higher education system in the world (after China and the USA) with 17973 institutions (348 universities and 17625 colleges) and is the largest higher education system in the world in terms of number of institutions [2] There are different types of universities and colleges in the higher education system in the country. They vary terms of their academic, administrative and financial arrangements. Universities can either be established by an Act of Parliament or by the state legislatures. Those established by the Act of Parliament are the central universities and the ones set up by the state legislatures are state universities. Some higher education institutions are granted the ‘deemed university’ status by the central government through gazette notifications. A few institutions are established by the Parliament / state legislatures as institutions of national importance. Universities, deemed universities and institutions of national importance are degree-granting institutions. The expansion of higher education system in India has been chaotic and unplanned. The drive to make higher education socially inclusive has led to a sudden and dramatic increase in numbers of institutions without a proportionate increase in material and intellectual resources. As a result, academic standards have been jeopardized. There are many basic problems facing higher education in India today. These include inadequate infrastructure and facilities, large vacancies in faculty positions and poor faculty outmoded teaching methods, declining research standards, unmotivated students, overcrowded classrooms and widespread geographic, income, gender and ethnic imbalances. There is an inadequate and diminishing financial support for higher education from the government and from society. Many colleges established in rural areas are non-viable, are under enrolled and have extremely poor infrastructure and facilities with just a few teachers. Apart from these, the system of higher education has met several setbacks with regard to its regulatory framework, finding and frances and the much debated and controversial move of privatization of higher educational institutions. These underlying issues will be identified and addressed in the paper. Keywords—Higher Education, India. Research methodology A. Aims and Objectives The objectives of this paper is to identify the major issues and problems relating to the system of higher education in India. The researcher has narrowed down the scope of this paper to three main concerns relating to higher education viz., the present regulatory framework, and privatization and funding and financing. The paper examines various arguments, cases and recommendations in highlighting the issues concerned. B. Scope and Limitations The scope of this paper is limited to the identification and study of the major issues concerning the Indian higher education system. C. Mode of Citation A uniform mode of citation is used throughout the paper. D. Sources of Data This paper is based on researched complied from numerous articles, working papers, statistical data and case laws. E. Research Questions The following questions are sought to be addressed in the course of this paper : What are the major issues and problems affecting higher education in India ? Why is the existing regulatory mechanism problematic for the growth and development of higher education in the country ? How can student loans help in improving the accessibility of higher education? How can the issues discussed in the paper be addressed to resolve the existing conflicts ? F. Chapterization The paper is divided into three broad chapters : Chapter 1: The problems with the existing regulatory framework are identified along with a discussion of the recommendations of various committee. Chapter 2: This chapter deals with the issue of privatization of higher education in India. Chapter 3: The decline in public expenditure on higher education and the inextricable link between the present regulations and funding/finances of educational institutions is examined in the last chapter. II. CONCLUSION Government regulation of higher education has been the subject of an acrimonious debate across the policy spectrum. Proponents argue that regulation is essential for delivering quality education. Without regulation, they further argue, profit maximization rather than education would be the raison deter of private education institutions. In their opinion, the abysmal quality of most private institutions-despite decades of stifling regulations-justifies more government intrusion; not private institutions-despite decades of stifling regulations-justifies more government intrusion; non less, it is perceived to be State’s responsibility to protect those who avail of higher education. The inability to incentives quality in private institutions of higher learning is the key failure of India’s education regulators. Rather than improving quality, the state’s stranglehold on higher education has created an artificial shortage leading to an acute supply-demand mismatch. The demand for higher educational institutions then the growth in number of higher educational institutions. The regulatory process is thoroughly politicized; it is well documented that most private colleges are owned by politicians or well-connected business houses. The poor quality of such institutions offers a readymade excuse to impose even stronger government regulations, notwithstanding the fact that high entry barriers-ostensibly erected to improve quality of such institutions to thrive in the first place. While the regulatory bodies seek to guard the portals of higher education, and are entrusted with the responsibility of ensuring adherence to minimum guidelines by existing institutions, however, these regulations. In their current form are simply erecting entry-barriers rather than working to remove the asymmetry. Regulation, therefore, needs to be well structured and thoroughly researched to take full account of relevance, therefore, needs to be well structured and thoroughly researched to take full account of relevance, requirement, practical constraints and market realities. The objective of encouraging growth of educational institutions rather than restricting them should not be lost sight of higher education offers a wide variety of subjects and with continuing education it needs to be demand driven. Over the last few decades, higher education has been handled casually and, for the most part, is lacking in initiative or direction. In addition to this, the process of accreditation remains a strenuous bureaucratic exercise. While the bogus or poor quality colleges are a matter of concern for every regulator, the problem in India is that University Authorities do not have a proper monitoring and surveillance system for colleges. This leads to episodes of sudden de-recognition as in the case of Chattisgarh University an a large number of affiliated colleges which was very distressing for a large number of students. Another important measure to be undertaken is that of decentralization. The purpose of decentralization is to eliminate or reduce the cumbersomeness and inefficiency, to convert high costs per unit into low costs and replace diseconomies of scale. In the absence of decentralization, the introduction of new techniques becomes meaningless as the already over expanded monolithic system does not leave any room for improvement.
There are changes that occur in our education which impact on regional competitive build towards a global competitive, both in the formal institutions of national and Islamic institutions. So this raises complex issues that wraps acceleration of development in promoting an Islamic educational institutions in rural areas. These problems include institutional, leadership, finance, personnel, curriculum and educational model. Each of these components can inhibit the saving potential and within certain limits can threaten the existence, sustainability, competitiveness, and progress of Islamic educational institutions. The question of research: how is each of these institutions are trying to attract views of rural communities by providing an alternative strategy such as the advantages and characteristics of the institution in the decentralization and globalization?. This research resulted in four alternative bid that is modeling the Islamic educational institutions business model in the financing strategy, improve excellence at regular intervals sustainable in the interests of rural communities, implement the task of public relations in spreading the advancement of excellence of the school, and no achievement or excellence will find both nationally and internationally. Thus meaning that the top schools are part of a plan to be achieved can run well and there are no gaps in it and is able to work by well.
Education is a means of educating the nation. Through the education of every citizen is able to maximize the potential establish a life and advance civilization. School-Based Management in an effort decentralized management of education in Indonesia is expected to improve the quality of education on an ongoing basis. The purpose of this study was to know the governability in the implementation of school-based management in Elementary School 18 Pekanbaru. This study uses the theory Sutoro Eko with qualitative approach and descriptive methods. This research was conducted through observation, interviews and documentation. Data analysis technique is done by means of data reduction, data presentation and conclusion and triangulation techniques. The results of this study indicate that the managerial capacity of the principal that the Management of the planning and evaluation of programs, curriculum, teaching and learning, workforce, equipment and supplies, finance, student services, relationship between the school and community and school climate have been going well, but the principal must increased its performance on manjemen workforce, equipment and supplies, school finance and school and community relationship management. While the political capacity, the principal has been able to gain political legitimacy to exercise its authority. The school principal has the capability responsive, regulatory and symbolic good.
INTRODUCTION:Education has an important role in advancing the quality of Human Resources (HR) in Indonesia. Correspondingly, the government has established the National Education vision namely to realize the educational system as a social institution that is strong and authoritative to empower Indonesian, to develop into a human quality until capable and proactive to answer the changing times challenges. National Education Standards contain educational component minimum criteria that allows all levels and educational to develop the maximum education according to the program characteristics and peculiarities. National standard education is set as minimum as possible to give freedom for each unit of education in developing quality services' educational in accordance with the department and expertise in the university autonomy framework. (Source: Ministry of National Education Strategic Plan 2010-2014).As conceptually, School-Based Management will bring the changes to increase the schools' performance in improving the quality and efficiency of the financial management, equally opportunities and political objectives (democracy) achievement of a nation through the decentralization policy in many aspects of political, educational, administrative, and budgetary education financing. In addition, School-Based Management will improve the learning quality and education operational efficiency, as well as political purposes, especially democracy in schools.Leadership is a process to influence people to do in certain goals the fulfillment in temporary (Sheikh, 2001) describes that leader as one who motivates a group to accomplish a task and to maintain the team unity throughout the process.Transparent participatory leadership by principals was executed by establishing cooperation among teachers; they should improve the education quality, especially in the estuary in quality graduation. More fulfillment of economic principles, transparency, and accountability run well and then leaders, teachers, employees and others interested parties where has stronger commitment of the school to run quality improvement school program, Jalaluddin (2014).LITERATURE:School-Based Management:Education is a training process and a knowledge development, skills, thinking's and character. understanding of education refers to a concept which illustrates that education has properties and targets are human (Sagala, 2007: 1). An effort the education autonomy, one of them can be done through initiatives community and involvement community. At the moment, where decisions relating to the education management were taken and relies on the school and community. This is according to a new paradigm in the schools management through the School -Based Management (SBM).School-based management (SBM) can be interpreted as a model of autonomy (authority and responsibility are greater to school), giving flexibility to school, encouraging to participate as directly from the school community (teachers, students, principals, employees) and society (parents, leaders community, scientists, entrepreneurs) and improving the schools quality based on national education policy and legislation. MBS is a education reform form in principle, schools obtained liability (responsibility), authority (authority) and high accountability in improving the performance for each stakeholder (Zainuddin, 2008: 125).Improving of school performance is an opening system to achieve a goal, which i s superior, will success if schools would empower to recognize the change and has the power in the maximization of resources. Thus, the school is expected to be able to increase capacity in the students' service.Through MBS, schools can be effectively developing as independently, because the school is given the authority and greater responsibility (autonomy) to manage the its resources potential, both human resources, and other resources (money, equipment and time). …
This article aims to describe and analyze an idea of decentralization of education based on local excellence through the implementation of school-based management in SMK N 1 Pesisir Tengah. The results of this research showed that the implementation of school-based management in SMK N 1 Pesisir Tengah has not been going well. This can be seen from yet successful implementation of decentralization functions by the Ministry of National Education to the school. Such as planning and program evaluation, management of curriculum, the management of equipment and supplies, Management of curriculum, teaching process management functions, management of financial, the school and community relations. From several functions that have not run optimally which mentioned above, SMK N 1 Pesisir Tengah is good enough in carrying out the functions workforce management, student services and the management of school climate. Meanwhile, community participation in the educational practices at SMK N 1 Pesisir Tengah only visible on the financing of honorary staff. Keywords : School-Based Management, School Autonomy, Public Participation
Different stages of development of African higher education,former colonial,colonial,independent and globalization period,displays a prominent character of dependence on Occident.Economic globalization and internationalization of higher education have a far-reaching effect on higher education in Africa.On the one hand, the wave of globalization led by neo-liberalism promotes the development of higher education in Africa,which also leads to the privatization and decentralization of it;on the other hand,the insufficiency of educational finance makes the its dependency on international aid increases,which challenges the dominions and independence of higher education.Therefore,neo-liberalism hinders the localization of higher education in Africa.In the context of globalization,Africa nations try to interact between globalization and localization of higher education,and build the system of outcome-based higher education.
Abstrak
Penelitian ini bertujuan untuk memperoleh informasi tentang dukungan pemerintah kota Surabaya dan dampaknya dalam pelaksanaan pendidikan wajib belajar 12 tahun di Kota Surabaya. Pendidikan menjadi tanggung jawab pemerintah daerah merupakan konsekuensi dari adanya desentralisasi pendidikan. Pelaksanaan pendidikan dari sentralisasi ke desentralisasi membuat pemerintah daerah memiliki kewenangan yang nyata dan luas dalam hal perencanaan, pelaksanaan, dan pembuatan kebijakan pendidikan di wilayahnya. Penelitian ini dilakukan di lima sekolah menegah dan kejuruan yang ada di Surabaya, dengan sumber data dinas pendidikan kota Surabaya, pengamat pendidikan, kepala sekolah dan guru di sekolah menengah dan kejuruan. Pengumpulan data dilakukan melalui studi dokumentasi, observasi, dan wawancara. Data yang diperoleh dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan 1) Dukungan pemerintah pada pelaksanaan wajib belajar 12 tahun di Surabaya dengan pemberian Biaya Operasional Pendidikan Daerah (BOPDA) mulai pendidikan dasar hingga pendidikan menengah negeri dan Hibah BOPDA pada sekolah swasta; 2) Pelaksanaan program BOPDA berdampak postif pada peningkatkan akses pendidikan untuk masyarakat kota Surabaya dan berdampak adanya kuota bagi masyarakat luar kota Surabaya; 3) Dampak BOPDA pada pelaksanaan pendidikan di tingkat sekolah menengah dan kejuruan berpengaruh pada manajemen pelaksanaan ditingkat sekolah, antara lain kebijakan sekolah dalam hal pembiayaan, kondisi sarana dan prasarana pembelajaran, partisipasi siswa dalam pembelajaran dan ekstrakulikuler, serta partisipasi Orangtua.
Abstract
This study aimed to obtain information on the government of Surabaya’s support and it impact on the implementation of the 12-year compulsory education in Surabaya. Education as the responsibility of local government is a consequence of the decentralization of education. Implementation of education from centralization to decentralization make local governments have the authority to do many things as they wish in terms of planning, implementing, and education policy-making in the region. The research was conducted in five secondary schools and vocational in Surabaya, with data sources from Surabaya Education office, education observers, principals and teachers in secondary and vocational schools. Data collected through the study documentation, observation, and interviews. Data were analyzed by descriptive qualitative. The results showed 1) the support of the government on the implementation of the 12- years compulsory education in Surabaya administration Education Operational Area (BOPDA) from primary education to secondary education in public school and the grant of BOPDA for the private school; 2) Implementation of the BOPDA program has positive impact on increasing access to education for the society of Surabaya and affect the quota for the society outside Surabaya; 3) The impact of BOPDA on the implementation of education at secondary school level and vocational affect on management implementation at the school, such as the school s policy in terms of financing, infrastructure conditions of learning, participation students in learning, extracurricular and parent participation.
<strong>Abstrak: </strong>Fund is like blood flowing to all parts of the human body, if there is human blood deficiency therefore sooner or later death will be the result . Similarly toward education funding, regardless of the cost of all planned programs will likely not be operationalized. Problem of the high cost of higher education is perceived by the public on the one hand, and the desire to provide a better education on the other hand has always been a problem that still can not be resolved satisfactory . When we look at the history of the heyday of Islam, funding institutions apparently has got the most attention from the education providers and other parties that are not directly involved in it. While the pattern of management education in the classics are implemented in two ways: 1. Centralized systems, centralized point here is that education funding is planned and managed by bureaucrats (power authority), not by the institution concerned. All educational needs will be met by the government through the state treasury or the Bayt al-Maal. 2. Decentralized system is more flexible and participatory than centralized systems, which consist of the traditional pattern (the traditional pattern of the proceeds are typically used without a clear plan), and non-traditional pattern, this pattern is the antithesis of the traditional pattern, incoming funds managed by organizers of the institution, through a targeted plan according to the situation and condition of the institution concerned. <strong> </strong> <strong>Keynote</strong>: patterns of financing, Islamic Education, classical era
Education was one of the sectors that was being decentralized except 6 sectors ( Defense, Security, Foreign Affair, Justice, Finance, and Religious Affair) that are still under the management of the central government, centralized. During the decentralization of education, the mechanism of education planning has become difficult and complicated. This is due to the complexity of the procedure that the plan has to go through; a long process, starting from the preparation of supporting data until the final stage of deciding the most appropriate programs and activities for the country. Besides, this process has to involve all stakeholders of education, the approval from the parliament must be obtained so that the proposed budget can be funded.<br><br>The main objectives of this research are two fold. First, to make better or to improve the education planning mechanism at the Directorate for Development of Junior Secondary Education (DDJSE). Second, through improved planning, to expand the scope of service to the citizens of the country so that every citizen in Indonesia will have an equal access to Junior Secondary Education (JSE) and to improve the quality of JSE in Indonesia. To achieve these research objectives, practitioner research was used as an umbrella of research methodology with action research as the main research method. Data were collected by using data collection methods: questionnaires, observations, interviews, and document analysis from related sources. The research was done from 2004 until 2008.<br><br>This research involved all of the staff from the DDJSE, some staff from provincial and district education office, and other stakeholders of education. The involvement of all level of education staffs was aimed to find the most appropriate plan that suitable for all three levels of education offices. Whatever happens in one of the three levels of education offices will affect the other education offices. <br><br>During this research, the following actions were conducted as part of the education planning process: creation of current and complete data (EMIS), development of evaluation criteria for effective decentralized education planning, bottom up planning, coordination and synchronization, development of clear division of labour in education planning among the layer of education bureaucracy based on government regulation number 38/2007, capacity building, participation decision making, intensive and regular monitoring and evaluation. <br><br>At the end of the research completion, the researcher concluded that effective education planning had significantly increased the access to and the quality of JSE from year to year. The increase in access to JSE is shown by the significant improvement in Gross Enrolment Rate (GER) at JSE. The improvement of the quality of JSE is shown by the constant increase in students scores at the National Examination (UN). This research does not claim to be the only reason for the success of the DDJSE, but through this Research by Project there is clear improvement in JSE in Indonesia.<br><br>In addition, the research approach, results, and strategies have been very valuable for the DDJSE in improving the access and quality of JSE in Indonesia. <br>
Dynamic growth that happened claim the organization to can to expand and adapt to the actual growth that happened. That way also in higher education management, what ever always to expand to. In relation of those things, this research was aim to for describe and analyse the development of Wijayakusuma University Purwokerto in the effort to become certifiable private college. Research method used qualitative. Data collecting method used indepth interview, observation, and documentation. Informan chosen done by purposive. Data analyse used interactive model of analysis and data validity used triangulation with model source. Wijayakusuma University have developed a number of steps and policis in order to organizational development so that can become the certifiable private college. In HELTS framework, the effort of organizational development in Wijayakusuma University done by make-up of competitiveness, decentralize and autonomous and also organizational health. Various effort which have the in the reality not yet earned to give the significant contribution to university progress. Degradation sum up the student still be happened. It was indicated the low enthusiasm of society to become Wijayakusuma University student. Endless internal conflict and negativity perception expanding in society to Wijayakusuma University and also low competitiveness likely still become the dominant factor making Wijayakusuma University not yet earned to awaken from down.
One of the most fascinating developments in post-communist education is the emergence of private schools and reform movements at every level of schooling. Ideologies in support of private education resonate with the liberal, marketoriented philosophies prevailing in the region; the policies of private schools promote and legitimate antistate rhetoric and echo the themes of renewal and transformation heard in other policy realms. Virtually every institution favours democratization and decentralization; the monopoly of the state over the provision of goods and services must be broken. Rigid educational hierarchies must be replaced with schools and teachers who are more responsive to the needs of individual parents and children. The curriculum needs to be completely overhauled; all traces of ideological indoctrination must be expunged. The organization and financing of schools should be lodged in democratically organized community groups; schools should be controlled by the families who can best monitor the education their children receive. Schools must be liberated not only from communist doctrine but from the state as a whole; a free market for schooling should replace state control. These themes lead directly to the assumption that the only workable strategy for eradicating state control of education is to establish new, independent private schools under the control of parents’ groups.
The Indonesian authorities are exploring options for the establishment of subnational government endowment funds and the Ministry of Finance (MoF) has drafted regulations in that context. However, the motivations and objective for establishing an endowment fund at the subnational level diverge across various stakeholders. Clarity of the objectives and purpose of the endowment fund will be critical for informing features of its architecture, and the endowment fund should be aligned with the national fiscal policy objectives. Establishing such funds at a time of fiscal deficit entails a “borrowing-to-save” approach which is not optimal from a fiscal policy perspective. Currently, there is a misalignment between the design of inflow and outflow rules, the endowment fund’s objectives, and the fiscal/economic context. In addition, the current draft MoF regulations restrict the investment policy to conform with the law on decentralization enacted in 2022. This report emphasizes that regardless of the structure of the endowment fund, it needs to be fully integrated within the budget. The report also provides recommendations on assessing the full cost of the subnational government endowment fund, its design and implementation, and provides suggestions to improve the draft MoF regulations.