The role of society in ensuring the quality of education

The role of society in ensuring the quality of education

The 1998 REFORM encouraged various changes and expansion of educational institutions by opening up space for wider community involvement in the management of education policies and implementation in the country. The expansion began with the adoption of Law (UU) No. 20 of 2003 Concerning the National Education System (Sisdiknas) which was the result of an amendment to the 1989 Law on the National Education System .

With the enactment of Law No. 20 of 2003 on the National Education System, the government began to design and establish a number of new institutions with the aim of increasing the support and participation of the community as as government partners, in this case the Ministry of Education and Research and Technology, to work together to create quality education. The quality of education will be improved by strengthening community participation.

This policy is a consequence of democratic governance. The National Education Standards Agency (BSNP), the National Accreditation Board (BAN) and the Board of Education, School Committees are some examples of institutions that are relatively new. Since 2005, these institutions have started to exercise their duties, functions and responsibilities in accordance with the regulations.

Although the nomenclature of these institutions seems new, the duties and functions of each of these institutions – internally – have in reality been exercised through pre-existing institutions in the general directorates, and other educational institutions at the central and regional levels. .

Education council and school committee

The Education Council (DP) was born at the origin of the mandate of the national education development program 2001-2005. As part of the implementation of the decentralization of the education sector in neighborhoods / cities, then, in each educational unit, a school / madrasah committee is formed. The DP was formed with the aim of institutionalizing the involvement of community components as partners in government cooperation in the organization of educational affairs.

Community participation – according to the Center for Standards and Policies (2021) – in education matters is largely regulated by Article 188 of Government Regulation (PP) number 17 of 2010 regarding the management and implementation of education. In the PP, it is stated that the DP has the function of improving the quality of educational services by providing consideration, guidance and support to staff, facilities and infrastructure, as well as educational supervision. at the national, provincial and district / city levels (Article 192).

In addition, the school / madrasah committee has the function of improving the quality of educational services by providing attention, guidance and support to staff, facilities and infrastructure, as well as overseeing education at the level. of the teaching unit (article 196). In the exercise of its functions, the school committee (KS) is responsible for: a) taking into account in the determination and implementation of educational policies related to school policies and programs; school income and expenditure budget plan / school work plan and budget (RAPBS / RKAS); academic performance criteria; criteria for educational facilities in schools; and the school’s criteria for cooperation with other parties.

b) Raise funds and other educational resources from the community, be they individuals, organizations, business and industry as well as other stakeholders through creative efforts and innovative, but must comply with relevance, ethics, politeness and the provisions of laws and regulations.

c) Oversee educational services in schools in accordance with the provisions of laws and regulations, and d) follow up on complaints, suggestions, criticisms and aspirations of students, parents / guardians and the community as well as the results of committee observations school on academic performance. (Permendikbud n ° 75 of 2016).

Role of DP and KS

Unlike the former BSNP which had the power to formulate and develop national education standards and organize national examinations, the BAN carries out accreditation or external quality assurance. These two institutions operate autonomously and independently and with a budget provided by the APBN. DP and KS carry out their tasks and functions in collaboration with the provincial and district / city education offices.

Schools providing education services and quality assurance and budgets are obtained through sources which may be from the community and / or may be in the form of (regional) government grants. This means that DP and KS do not yet have a definitive allocation of funds / funding, both sources and amounts that can be used to carry out work programs in accordance with their duties and functions, as stated in PP n ° 17 of 2010.

Only KS that “have a budget” are allocated / inserted from BOS funds, and of course not optimally. With limited budgets, and in fact they tend to be non-existent, this of course makes it difficult for DP and KS to work in partnerships with schools for school development.

Revitalization of DP and KS

With the suspension of the BSNP and the transfer of the tasks and functions of standard setting and the National Assessment Administration (NA) to the Agency for Educational Standards, Programs and Assessment, the main unit of the Ministry of Education and Research and Technology, community participation through DP and KS in the management of education quality assurance is increasingly relevant and is becoming a necessity (necessity ). In addition, the quality of our primary and secondary education is still relatively low.

The data on the results of the 2019 school / madrasah accreditation issued by the Center for Standards and Policy (2021) shows the following data; Out of the 62,365 accredited schools and madrasas in 2019, the results showed that the schools and madrasas that achieved rank A were 15,085 (25.34%), rank B was 33,827 (54.24%), the C rank was 11,317 (18.15%) and unaccredited as much. as 1416 (2.27%).

Indeed, it is specified that the National Education Standard (SNP) which is the main reference of the National Accreditation Board for Schools / Madrasah (BAN-S / M) in the development of assessment instruments is a minimum criterion. The results of accreditation and other forms of evaluation justify that the management and supervision of education should be carried out in synergy between the government and the community.

Community members who have certain knowledge and expertise should be given the opportunity to participate in building education through DP and KS. Therefore, the institutions and methods of recruiting staff of the two institutions should continue to be improved and perfected. Although PP No. 17 of 2010 regulated the roles and staff of DP and KS in great detail, the implementation remains varied and highly unsatisfactory.

True, DP and KS in some regions showed very good performance, but it was also seen in many regions, the performance of DP and KS was still not optimal and not even active. The varying quality of performance of DP and KS is believed to be caused by weak institutions, staff and budgets. Wallahu a’lam bishwab.


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