An empirical study of the effects of decentralization in Indonesian junior secondary education

Toi, Atsuko

doi:10.1007/s10671-010-9081-6

Cited by 14 publications

(8 citation statements)

References 15 publications

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“…A positive causality between decentralization 2 and some measurement of educational performance has been reported in the cases of Switzerland (Barankay and Lockwood, 2007), Philippines (Behrman et al., 2003), Nigeria (Akpan, 2011), Spain (Salinas and Solé-Ollé, 2009), the United States (Akai et al., 2007), Argentina (Galiani and Schargrodsky, 2002), Nicaragua (King and Özler, 2000), Bolivia and Colombia (Faguet and Sanchez, 2007), among other studies. Nonconclusive or even skeptical results of similar devolution experiences have been reported for Colombia (Melo, 2012), Sweden (Ahlin and Mork, 2008), Indonesia (Kristiansen and Pratikno, 2006; Muttaqin et al., 2016; Toi, 2010), and China (Luo and Chen, 2010; Wang et al., 2011).…”

Section: Discussion Of the Literaturementioning

confidence: 84%

Education and fiscal decentralization. The case of municipal education in Chile

2018

Environment and Planning C: Politics and Space

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Chile implemented a radical reform in favor of decentralization at the beginning of the 1980s, with municipalities taking over the administration of public school education. The government that came to power in 2014 is committed to revert this reform, removing public schools from municipal control. Using panel data gathered between 2005 and 2013, this study shows that municipalities with greater autonomy performed better when administrating schools. Two major conclusions may be drawn. First, selective decentralization in favor of more autonomous municipalities is a better public policy approach relative to an all across the board solution. Second, since this autonomy is very unevenly distributed across municipal governments, a renewed and more effective fiscal equalization system should be established in Chile.

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Section: Discussion Of the Literaturementioning

confidence: 84%

Education and fiscal decentralization. The case of municipal education in Chile

2018

Environment and Planning C: Politics and Space

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“…While Zhao (2006) claimed that Indonesia's education system (from kindergarten to universities) is highly centralized in the country's capital of Jakarta and is directed by the Department of Education and Culture, the decentralized policy emerging from the post Soeharto government actually transferred the system of education to regional authorities under the regional autonomy policy, and is now directed by the Department of National Education (Bjork, 2003(Bjork, , 2006Kristiansen & Pratikno, 2006;Seymour & Turner, 2002;Toi, 2010;Usman, 2001;Widyanti & Suryahadi, 2008;Yeom, Acedo, & Utomo, 2002;Yuwono & Harbon, 2010). Decentralised management of schooling through which power can be distributed to local governments and school administrators through school-based management in the long run plays a significant role in improving the quality of education in Indonesia (Tobias, Wales, Syamsulhakim, & Suharti, 2014).…”

Section: An Overview Of Indonesia and Foucault's Concept Of Geographymentioning

confidence: 99%

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Hajar¹

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Despite almost a decade since the introduction as a professional learning model for teachers in Indonesia, the growth of Classroom-Based Action Research (CBAR) is very limited. The CBAR process in Indonesia has relied heavily on one-off-top-down and non-school based professional development.This study was conducted in a small town in the Eastern Flores regency of the East Nusa Tenggara province, Indonesia. The study involved English as a Foreign Language (EFL) teachers at one public secondary school in a rural and disadvantaged context who worked with the researcher to attempt to implement a school based approach to CBAR. Four phases of the study were conducted: Getting started; Workshops; CBAR in action; and Post CBAR through an imagined, intended and enacted methodological structure. In this study I adopted a Foucauldian approach as a theoretical perspective, as well as applying Foucauldian theories to the data analysis.Drawing on a variety of data sources including: meetings and interviews; workshop sessions and classroom visits; and reflective journals and field notes, the study identified three major discourses circulating within the CBAR project. These three discourses are used to explore understandings of reflective practice, subject positionings, and collaboration.The Foucauldian approach to analysis focused on discourses and the idea that individuals have multiple identities as a result of multiple subject positionings, and their relationships are influenced by the discourses that operate within a specific context. These discourses create the nexus between power and knowledge and impact on how the CBAR worked in this context, how the participants positioned me and themselves, how they positioned themselves and their colleagues, and were positioned by their colleagues, in their effort to implement the CBAR project.Through the exploration of the discourses of reflective practice, it was found that being a critical practitioner was not easily translated into a remote and disadvantaged context in Indonesia.An analysis of the discourses of subject positionings indicates the participants' multiple constructions of me and my multiple constructions of them continued throughout the study due to the complexities of the situation. There were often 'pull and push' subject positionings where I attempted to get the teachers to do research but their limited abilities, autonomy, and resources as well as their practice/tradition rooted in the mandates/policy from the central government created problems. There were also tensions and struggles in their inability to complete research without my ii assistance and constant request for help, and my tensions and struggles to avoid providing and giving more assistance.Through the investigation of the discourses of collaboration, it was found that the implementation of the project as a collaborative work is a site of tension for both the participants and myself caused in part by the multiple identities that we took up. There were tensions and struggles between the partic...

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“…This is as stated by Stinnette (1993) that the implementation of education decentralization is due to pressure following the decline in the quality of education. It was further said that the implementation of education decentralization was faced with pressures that had never been encountered before, such as underachievement, teacher and student relations in the teaching and learning process which got worse, inefficient bureaucracy, increasingly damaged facilities, decreasing parental involvement, and fiscal cuts, many school system supervisors and school boards in big cities are turning to business management practices in the form of decentralized authority and participatory decision-making to get solutions (Simatupang, 2009;Bjork, 2005;Toi, 2010;Samosir, 2008).…”

Section: Introductionmentioning

confidence: 99%

Framework for Implementation of Education Policy in the Perspective of Education Management in Indonesia

Muhdi¹

2019

ujer

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This study seeks to analyze the implementation of public policies related to education as a result of the decentralization of education in Indonesia. This study focuses on the phenomenon of regional autonomy policy implementation, and how the model framework is in the implementation of education policy in the era of regional autonomy. Using a qualitative approach with a descriptive analytical method, the results of the study revealed that there are four main factors that need to be referenced in policy making and implementation of education policy in Indonesia. Specifically, the results of the study revealed that important considerations in the implementation of education were related to translation skills, human resource management capabilities, the number of implementers and accountability. By considering phenomena and problems arising from decentralization, the framework is considered to be in accordance with the reality of how education policies are implemented in Indonesia.

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An empirical study of the effects of decentralization in Indonesian junior secondary education

Cited by 14 publications

References 15 publications

Education and fiscal decentralization. The case of municipal education in Chile

Education and fiscal decentralization. The case of municipal education in Chile

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Framework for Implementation of Education Policy in the Perspective of Education Management in Indonesia

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