NEGARA DAN PENDIDIKAN: SENTRALISASI DAN

DESENTRALISASI PENDIDIKAN, MANAJEMEN BERBASIS

SEKOLAH

CENTRALISATION
According to the literature, educational
centralisation refers to the condition were the central
government of a country has the complete power
and control (e.g. planning, management and financial
control) for the educational system (Karlsen, 2000).
as well as in Cyprus, where the central government
is responsible for the planning of the educational law
and policies, the control of the educational budget,
the construction of educational facilities, the
employment of the staff and the context of the
curriculum (Kambouri, 2012).
all of the powers concentrated in the central
government. Living area waits for instructions
from the center to implement the policies that
have been outlined based on Law

The Weakness of centralized

a local government policies and decisions generated by people
who are in the central government so that the time to decide on
a case becomes longer.
Centralized phenomenon

Totalitarianism providing education

Uniformity of management, since the aspects of the planning,

management, evaluation, until the development model of school
and learning.

The uniformity of the pattern of civilizing society

The weakening of regional culture

Robotic human qualities, without the initiative and creativity.

Decentralization of Education

UU no. 5 of 1973 on the main points of local

government autonomy and principles of
governance into central and local task.

22 of 1999 on local governance, decentralization

conceived as a transfer of power that
accompanied the responsibility of the government
by the central government to autonomous regions.
Decentralized
Decentralized educational
educational is
is the
the role
role of
of the
the government
government in
in
controlling
controlling and
and providing
providing education
education has
has being
being reduced
reduced and
and the
the
authority
authority has
has moved
moved to
to the
the individual
individual school
school (Brennen,
(Brennen, 2002).
2002).

Importance of
Decentralization

Encourage the participation from

the bottom more broadly.
Accommodate the realization of
the democracy principlee
Reducing costs due to long
bureaucratic to increase
efficiency.
Provides an opportunity to
harness the potential of the area
optimally.

Failure Decentralization

Transition from centralized to

decentralized system allows for
gradual changes and inadequate
and scheduling of haste.
Lack of clarity in detailed
restrictions of authority between
the central government, provincial
and local.
Limited fiscal capacity.
Human resources are not
adequate.

Accommodate political interests.

Encourage improvement of the
quality of products more
competitive.

Regional management capacity is

not adequate.
Institutional restructuring
immature areas.
The central government is

The success of decentralization

Able to meet political objectives, namely to implement

democratization in the management of education.
Able to build community participation that gave birth
to relevant education, because education is really of
by and for the community.
Capable of delivering education to facilitate a
conducive teaching and learning process, which in turn
will improve the quality of student learning.

School-Based Management

Appeared in the United States when people began to

question the relevance of education to the demands
and the development of local communities.

SBM is a new paradigm in education, giving broad

autonomy at the school level (community
involvement) within the framework of national
education policy.
Autonomy is given so that the school can freely
manage resources and allocate funds according to
priority needs, as well as more responsive to local
needs.

SBM ADVANTAGES

Giving freedom and power are great at school,

accompanied by a set of responsibilities.

Giving responsibility for resource management and

strategic development of MBS in accordance with
local conditions.

Schools can further improve the welfare of teachers

so that they can concentrate on the task.

Encourage professionalism of teachers and

principals as educational leaders in schools.

SMB GOALS
EFFICIENC
Y

QUALITY

EDUCATI
ON
EQUITY

the freedom to manage the

resources of community
participation and the
simplification of bureaucracy
participation parents towards
school, flexibility school and
classroom management,
increased professionalism of
teachers and principals, the
enactment of a system of
incentives and disincentives

public participation that allow

the government to
concentrate on a particular
group

Principle SBM

Characteristics SBM

School organization
Teaching and learning
process
Human Resources
Resources and
Administration

Commitment
Readiness
Involvement
Institutional
Decision
Awareness
Independence
Endurance
Indicators of Success SBM
The existence of a strong school
autonomy
The existence of an effective
school partnerships
Strong participation from the
community
The openness responsible and
extends from the school and
community
Accountability can be accounted