SCHOOL-BASED MANAGEMENT FOR GENERATING IMPROVED LEARNING OUTCOMES OF ALL PUPILS BY IMPROVING GOOD TEACHING AND LEARNING PRACTICES

摘要

Simply decreeing that government transferring authority power and responsibility and accountability education matters to school and community would be unlikely resulting in the improved school quality. Even good policies accompanied with good new structural arrangement of school organization would be unable to generate better teaching and learning practices in the classroom due to the complexity of the classroom life. Introduction school-based management (SBM) program in developing countries like Indonesia in terms of conceptualization, strategies and implementation requires learning on-side, broad-based partnership regular monitoring and support. All have to change, central province, district/municipal, sub-district office and school and classroom and actors within all directed to objectives. SBM program belongs to a kind or variance of educational restructuring process has a limited power to alter the existing teaching and learning practices. Structural aspect has to be arranged with the cultural aspect to achieve an improving school quality. Good leadership should comes first followed by good management. School disparities should be considered in implementing the SBM specially schools with disadvantage conditions. No one SBM model would bring good result of all school, the contextual and historical background might play significant factor for successful the SBM implementation.