Module 8
The main objective of the lessons learned document is for participants to learn from the good practices in public service oriented SBM. Specifically, participants will be able to achieve the following after completing this session:1. Identify good practices in public service oriented SBM demonstrated by districts.
2. Adopt good practices in public service oriented SBM.
3. Analyze the opportunities and ways to adopt good practices in public service oriented SBM in schools.
DISCUSSION TOPICS
1. Good practices in curriculum management and school-based learning.
2. Good practices in school-based class management.
3. Good practices in HR management.
4. Good practices in school-based student management.
5. Good practices in school-based facilities and infrastructure management. 6. Good practices in school-based financial management.
7. Good practices in school-based community participation management. 8. Examples of good practices in Kinerja-supported districts.
5. Adhesive tape
TIME
The total session time is 135 minutes.
Time Topic
5 minutes Introduction
10 minutes Understanding participants’ experiences 30 minutes Analysis of texts/reading materials 30 minutes Group Discussion
50 minutes Group Presentations 10 minutes Closing
FACILITATION PROCESS
Introduction (5 minutes)
Facilitator asks participants to do stretching exercises as an ice-breaker activity.
Understanding Participants’ Experiences (10 minutes) 1. Facilitator apperceive previous materials.
2. Facilitator inquires participants’ experience with SBM in their respective schools.
3. Facilitator invites participants to discuss and comment on each other’s experiences with SBM implementation.
Analysis of Reading Materials (30 minutes)
1. Facilitator provides specific documents on good practices related to public service oriented SBM and gives participants an opportunity to review and analyze the reading materials.
2. Participants then underline key observations in the readings.
3. Facilitator asks participants to identify good practices in public service oriented SBM in their respective districts.
Group Discussion (30 minutes)
2. Half of the groups are assigned to identify and discuss how schools can achieve minimum service standards (MSS).
3. The other half of the groups will identify and discuss how school can achieve national education standards (NES).
4. Groups summarize discussion results on flipcharts.
Presentations (50 minutes)
1. Facilitator assigns participants into groups.
2. Facilitator asks the groups to identify practices in public service oriented SBM that their respective schools can adopt and any enabling factors, challenges and solutions.
3. Representatives from each group present their findings. 4. Group members provide feedback (if any)
5. Presenter group holds a question and answer session with participants.
Closing (10 minutes)
Facilitator summarizes the discussion results and concludes the session.
READING MATERIALS
READING MATERIALS: GOOD PRACTICES IN PUBLIC SERVICE ORIENTED SBM
A. INTRODUCTION
Kinerja has identified many good practices in public service oriented school-based management from schools that implemented the Kinerja SBM program. These good practices may serve as lessons learned and be adopted by other schools. The schools that participated in the Kinerja SBM program received support from the government (Ministry of Education and Culture and Provincial and District Education Offices) and Kinerja Intermediary Organizations. Since components of the public service-oriented school-based management program range from learning management to participatory management, the training module on the good practices will encompass a wide range of topics under SBM.
B. GOOD PRACTICES IN SCHOOL-BASED MANAGEMENT CURRICULUM
1. SBM-implementing schools will adopt the Educational Unit Level Curriculum (KTSP). The KTSP focuses on quality management with the following steps: examining and updating changes to the curriculum, reviewing and studying the KTSP, introducing the KTSP to participating schools, facilitating a workshop on syllabus, sharing the syllabus, expert assessment and evaluation on the syllabus, and validating the syllabus.
3. Teachers and other stakeholders will introduce KTSP to SBM-adopting schools in order to raise awareness and seek commitment to implement it. 4. Teachers at the SBM-adopting schools will develop a syllabus according to the
guidelines provided by the National Education Standards Agency (BSNP) and incorporating local knowledge.
5. Teachers from SBM-adopting schools actively participate in the processes of syllabus sharing, expert assessment, review and revision since a good syllabus requires peer dialogues and significant inputs from education experts.
6. After several revisions, the syllabus is validated and schools can now use it as a reference to develop a Learning Implementation Plan (RPP).
C. GOOD PRACTICES IN SCHOOL-BASED LEARNING MANAGEMENT
1. Learning management in SBM-adopting schools aims to improve the learning process and outputs to achieve a high quality of learning in students.
2. Components of learning management include planning, implementation and assessment.
3. In the planning stage, teachers prepare a good-quality RPP consistent with the validated syllabus, which had been reviewed by peers and subjected to expert assessments and revisions.
4. The RPP developed by teachers of SBM-adopting schools includes identifying subjects, competency, learning goals, learning materials, learning steps; methods, media and learning resources; evaluation methodology and tools; author identity and validation by authors and principals.
5. In the implementation stage, teachers apply the Active, Creative, Effective and Fun Learning Model (PAKEM) to teaching strategies, methodologies and learning aids, with reference to RPP.
6. The evaluation component in SBM-adopting schools consists of tests and homework. To measure success of the curriculum, the SBM-adopting schools will put in place minimum competency standards (SKM).
7. Throughout the evaluation process, which includes schoolwork, homework, daily quizzes, mid-semester exams and semester exams, teachers correct the work and provide feedback to students. Students who do well in exams and assignments will receive rewards, while students failing to achieve the minimum complete standards will receive remedial work. Students successfully achieving minimum competency criteria (KKM) faster will receive extra learning materials.
8. The complete evaluation results are returned to students and parents as report cards.
D. GOOD PRACTICES IN SCHOOL-BASED CLASS MANAGEMENT
1. Classrooms in SBM-adopting schools are kept in clean and tidy conditions. Classroom teachers will assign students on duty to sweep and dust every day. 2. Students, with the help from classroom teachers, will decorate classrooms in
SBM-adopting schools to create an environment more conducive to studying. 3. Calendars, students’ works, and motivational posters to engage students in
4. A catalog of subject summaries, mind maps, mathematic and natural science (MIPA) formulas are produced and placed in classrooms in SBM-adopting schools for students to use as a reference depending on student needs.
5. Classroom teachers follow a set of guiding principles and rules so that their classrooms are functioning to a high standard and conducive to learning.
E. GOOD PRACTICES IN SCHOOL-BASED STUDENT MANAGEMENT
1. Managers of SBM-adopting schools process student feedback and inputs and use them to inform and produce high quality school programs and activities that are consistent with schools’ visions, missions and goals.
2. Quality-based student management includes recruiting new students, identifying academic and non-academic potentials, provide more guidance to underachieving students and monitoring students who continue to higher education.
3. Schools implementing SBM can attract and recruit new students by first reviewing the schools’ internal capacity to receive new students and then announcing to the communities their new recruitment plans.
4. Classroom teachers and an established taskforce can identify students with academic potential, non-academic potential and interests.
5. Teachers can provide specific guidance to all students. To those who show academic aptitude, teachers can guide them and encourage them to participate in academic competitions. To students with non-academic abilities, teachers can direct them to non-academic competitions. There are also various extracurricular activities for other students to enrich their studies.
6. High-achieving students who excel in academic and non-academic competitions will receive material and non-material rewards and promoted to lead various activities. These activities will further challenge and motivate them and their peers to compete in future academic and non-academic competitions.
7. Mentors or advisors are incentivized to improve their students’ performance. The mentors/advisors will be awarded according to the academic performance of their students.
8. In addition, schools with high achieving and high performing students are awarded academic and non-academic competition prizes.
9. SBM-adopting schools monitor the academic and professional development of their graduates and establish an alumni network so that the alumni can provide mentoring to current students. The schools also hope their alumni will continue to make academic and non-academic contributions to their alma mater.
F. GOOD PRACTICES IN SCHOOL-BASED HR (Administrative Staff) MANAGEMENT
2. Administrative staff management activities include recruitment, assignment, payroll, staff qualifications and competencies improvement, promotion and reward.
3. New administrative recruits in SBM-adopting schools go through a strict selection process and must provide references from principals and fellow teachers and foundation (yayasan) to ensure that they meet all required qualifications, academic achievements, dedication and special skills according to the criteria of SBM-adopting schools.
4. Administrative staffs in SBM-adopting schools are assigned main and supplementary tasks according to their qualifications, competencies and skills and the student developmental needs at the schools.
5. Administrative staff payroll in SBM-adopting schools is based on the type and amount of workload, qualifications and competencies, category/class, years of service and school budget allocation and capacity.
6. Administrative staff in SBM-adopting schools can improve their qualifications by completing advanced studies, while they can improve their competencies by supervision, attending scientific meetings, training, workshops, seminars, technical assistance and forming partnerships with other institutions.
7. SBM-adopting schools must put in place efforts to maintain staff loyalty and dedication and to provide opportunities for staff to improve or develop their careers on a sustainable basis.
G. GOOD PRACTICES IN SCHOOL-BASED FACILITIES AND INFRASTRUCTURE MANAGEMENT
1. Facilities and infrastructure management refers to an organized and well-prepared system of managing facilities and infrastructure to ensure they are readily available for use and in good conditions so that they can support academic and non-academic activities in SBM-adopting schools.
2. Facilities and infrastructure management activities in SBM-adopting schools include identifying the needs for specific facilities and infrastructure, procuring facilities and infrastructure, conducting an inventory of facilities and infrastructure, managing facilities and infrastructure, and maintaining facilities and infrastructure.
3. The managers of SBM-adopting schools are responsible for identifying the needs for facilities and infrastructure with the help of administrative staff or by a specific team formed by the manager.
4. The managers and administrative staff of SBM-adopting schools are responsible for procuring facilities and infrastructure based on real academic and non-academic needs of schools.
5. The procurement of facilities and infrastructure in SBM-adopting schools includes construction of buildings and classrooms, purchase of equipment, collecting donations from parents, communities and other stakeholders. 6. Following procurement, managers conduct an inventory of facilities and
infrastructure in SBM-adopting schools by labeling and recording all the
facilities in the school’s inventory book, on an inventory board placed in the
7. A well-managed system of facilities and infrastructure in SBM-adopting schools ensures that equipment and facilities are used optimally, especially for the facilities with high utility such as buildings, classrooms, learning tools and facilities during school hours.
8. Repair, upkeep and maintenance of facilities and infrastructure in SBM-adopting schools ensure suitable, safe and comfortable use. As a result, equipment and facilities are ready to be used for academic and non-academic purposes.
H. GOOD PRACTICES IN SCHOOL-BASED FINANCIAL MANAGEMENT
1. Financial management in SBM-adopting schools refers to the good management of financial resources and expenditures in order to support school activities and programs that contribute to high quality of education and learning.
2. Financial management in faith-based schools include budget planning, actual use of budget and spending, and budget accountability reports.
3. In the budget planning stage, managers of SBM-adopting schools engage with school stakeholders to develop school activity budget plans (RAKS) based on the schools’ strategic plans. The budget is then presented to individuals and benefactors who may financially contribute to the budget.
4. Financial resources for SBM-adopting schools include regular and irregular sources. The regular sources refer to entrance fees for first-grade students and monthly tuition fees. The irregular sources come from parents’ voluntary support, government support (BOS, block grants), foreign aid, community
support, partners’ support, entrance fees from transferred students, and revenue from school operating cooperatives.
5. School resources should be spent on activities and items that contribute to good quality learning, guidance and student service. These include salaries, allowance, training and incentives for teaching personnel; procurement, repair and upkeep of facilities and infrastructure; exploring new funding sources; establishing relationship with parents, communities and working partners.
6. Budget accountability reports are distributed to parents, school committees, affiliated institutions and government and donors.
I. GOOD PRACTICES IN SCHOOL-BASED PARTICIPATORY MANAGEMENT
1. Participatory management in SBM-adopting schools refers to high-quality mobilization and engagement with communities, particularly parents, in support of good education and learning processes in schools.
2. Participatory management activities in SBM-adopting schools include identifying the potential of parents and communities, building partnership with parents and communities, communicating with parents and communities, establishing school committees, establishing parents’
3. At the beginning of each school year, classroom teachers and a specific team are responsible for identifying the potential of parents and communities and determine opportunities for their engagement.
4. Based on this identification, the managers of SBM-adopting schools prepare a work plan and invite parents and community members to participate in various school activities. Parents and community members can engage with schools meaningfully through school committees at the school level and parents association at the classroom level.
5. Parents and community members can contribute in various ways, including providing ideas to improve the skills of teachers, contributing financially or in time and labor, and other non-financial assistance.
J. EXAMPLES OF SBM PRACTICES IN KINERJA-SUPPORTED DISTRICTS
SBM-adopting schools supported by KINERJA-USAID have identified good practices that may be beneficial to other schools. A number of elementary schools in East Java and West Kalimantan have already adopted some of these practices.
The following are examples of SBM good practices identified by KINERJA.
1. Better participatory school planning
After the first year of program implementation, all KINERJA-supported schools have produced accountable planning documents by engaging the school development team (TPS) and the school committee in a participatory process. The process starts with conducting school self-evaluation, measuring the extent to which schools have fulfilled minimum service standards and collecting community inputs. In contrast, principals and some teachers developed School Action Plans (RKS) unilaterally in the past. In almost all KINERJA-supported schools, schools have published planning documents and shared with the community in various ways depending on schools’ conditions.
Once schools have seen the benefits of community inputs and contributions, they are encouraged to revitalize their development teams and school committees by referring to Decrees that provide instructions on establishing and preparing association articles and bylaws (AD/ART). In Sekadau, all KINERJA-supported schools have held School Development (TPS) Decrees where 18 schools have held School Committee Decrees and 12 have prepared School Committee AD/ART.
With the current SBM support, we are better informed to produce school plans and engage with students’ parents, said H. Sabli, S.Pd, Principal of
State Elementary School 47 Penanjung, Kec. Sekadau Hilir
Figure 7.12 School Plans Being Displayed
2. Increased community participation in actual school plans
The many Free Education campaigns launched by politicians and other elites have made the community increasingly unwilling to contribute to educational funding. Many principals are faced with a serious challenge. Schools do not have a legitimate way to raise sufficient funds and without sufficient funds, schools cannot function adequately or deliver high quality of education services.
Through a participatory process that involves school-level stakeholders and accountable school management, stakeholders can provide vital support and solutions to problems, both in labor and monetary contributions.
The Public Junior High School (SMPN) 1 in Belimbing, Melawi provides an interesting example. By seeking support and participation from stakeholders, the school produced a school plan through a transparent and participatory process. Programs identified in the school RKT were presented to all stakeholders. Stakeholders were involved in each stage of the process and program development.
Under RAKS 2012-2013, the total contribution was Rp 125,300,000. Stakeholders contributed funding to the purchase of classroom gates, toilet renovation, school health program (UKS) improvement, construction of school canteens, lockers for students to keep their valuables such as phones and shoes, construction of batako (cement blocks) fences, beautification of schools, floor repairs with ceramic tiles, procurement of meeting chairs, window bars in computer rooms and cooperative rooms, financing vocational and additional courses, and building a garden planted with Brazil fruit.
Overall, the SBM Program implemented in West Kalimantan has introduced and demonstrated good governance practices at the target schools. Almost all supported schools have conducted self-identification (i.e., Profiles, EDS), developed planning documents (i.e., revised school visions and missions, RKS, RKT, RKAS), and implemented school financial planning and reporting activities in a more participatory, transparent and accountable manner. Although different factors affect the participating schools and each applied the SBM program to varying degrees, many lessons can be drawn from the SBM implementation. In fact, some schools have collaborated with businesses and existing alumni to help implement the prepared school plans. The implementation of SBM Packages in West Kalimantan should continue in the consolidation stage as well as replication into other schools within the district.
Overall, USAID-KINERJA has achieved replication by: (i) setting up pilot schools at the district level and improving their capacity in service delivery; (ii) assigning Principals and School Supervisors as agents of replication to provide technical assistance to schools; (iii) encouraging MSFs to be agents of replication, particularly to encourage school committees to participate in the school agenda and promote policies that contribute to SBM implementation; and (iv) initiating the issuance of DEO Head Decree on SBM implementation, dedicating SBM pilot schools as reference and guide for other schools in implementation.
Many stakeholders support the SBM program replication and expansion. On 22-23 May 2013, supervisors and 50 principals received training on SBM, with funding provided by the Melawi District Education Office. Meanwhile stakeholders in Bengkayang also expressed the same support for SBM expansion on local media.
With this activity, we hope that the twenty partner schools, consisting of sixteen elementary schools and four junior high schools, can be a replication model to other schools in improving educational quality, said Heni Juniarti, ST, MM, Head of the Sociocultural Department of Bengkayang District BAPPEDA.
Bengkayan District Education Office wants to expand SBM
Mujidi – Borneo Tribune, Bengkayang
Since USAID-KINERJA introduced the SBM program in the previous year, the District Government of Bengkayang and its local education office have come to value the importance of the SBM program.
USAID-KINERJA in cooperation with the District Government introduced the program in 2012. As a result, some twenty schools have received technical support to implement the SBM program.
SBM is incorporated from the start of school operation until its closure. So, we are very supportive of the program. In the future, SBM should be expanded beyond the 20
currently supported schools, explained Godelivus, Head of the Elementary Education Department, Bengkayang District Education Office.
The SBM program has been incorporated into the District’s RKA. But, I am still
waiting for further details on future activities, said Godelivus.
Statement to support SBM Expansion by the Bengkayang District Education Office
