1. Background
- Education quality improvement program has been implemented for six lamp with a substantial investment; but the quality of education remains low
- Schools know better know kelibahannya, weaknesses and needs
- Observations of school quality and school quality falls
- Coaching education for more of this "input oriented"
- Bureaucratic regulation of the implementation is too tight
- Community participation is not optimal
- The results of a study on "evective school"
- Initiative and creativity in less developed
- Less responsibility
- Be the bureaucratic
- Working mechanistic, repetitive
- Energetically less
- Autonomy
- Penmberayagunaan HR
- Pemberdayagunaan community
- Transparency
- Accountability
- There is a "framework" (frame of reference) national
- There is a "national lines" (outline national guidelines)
- Differences refineries public and private schools are not too large
- Orderly and safe environment
- Vision, mission and a clear target
- Strong leadership
- Development of staff
- High level of expectations
- Evaluation for improvement of PBM
- Participation of parents and community
- There is a commitment to work together to improve quality
- These characteristics may only be done optimally by SBM
- Improve the quality of education through self-reliance
- Optimize the school resources and quality improvement programs mengsinergikan
- To increase motivation and job satisfaction
- Increasing the school's responsibility to "stakeholders" of education
- Encourage a spirit (motivation) healthy competitive inter-school
- Self-evaluation
- Formulation of the vision, mission and quality targets are clear
- Program planning activities
- Implementation program activities
- Monitoring and evaluation program
- Establishment of new quality targets
- Transparency of school management
- Accountability
- Benchmarking (comparison, evaluation of internal / external)
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