PIC046INTRODUCTION

A. Background

Globalization, a new arrangement that cannot be avoided by people around the world. Space and time can almost be infiltrated by the technology sophistication. Global competition requires that everybody has strong competitiveness. Human resources that become fixed requirement must have comparative superiority. Global society that  no longer knows certain community becomes machines that interact and influence each others. Even, the global community that has dynamic characteristics, logic and competitive tends to leave humanism patterns, spiritualism, and it is removed from its local culture.

Global culture is dominated by high competition so that there is no social sensitivity. The global culture tends to give priority to consumerism that indulges and fertilizes consumptive culture, even individualism that give a great influence on the changing of social regulation. This condition demands the balance of perception pattern in favor of local wisdom, patriotism, and even the deepen understanding of spiritualism.

Legislative products in Indonesia also anticipate the global development carefully. Due to the changing of centralized into decentralized government, the quality and quantity of legislative product becomes the part that also needs balance. The Republic of Indonesia’s Law Number 20 Year 2003 that replaced the Republic of Indonesia’s Law Number 2 Year 1989 on the National Education System, that is completed by the Republic of Indonesia’s Regulation Number 19 Year 2005 on the National Standards of Education,  the Republic of Indonesia’s Law Number 14 Year 2005 on Teachers and Lecturers, and even the design of  the Republic of Indonesia’s Regulation that regulate education is just waiting for the last moment to be legalized. There is also a design of the Republic of Indonesia’s Regulation on the administration of education on www.depdiknas.go.id. All of these laws are intended to anticipate the changing of civilization.

The interpretation of the laws should be done carefully and based on critical thinking pattern, extensive perception and patriotism so that the implementation of the substance of the laws does not tend to get out of line of the national vision and mission.

If the Republic of Indonesia’s Regulation Number 19 Year 2005 is studied carefully, there will be five things that give a slight of hope of the development of education that enable to develop the existing potential prospectively, so that the potential can be developed in order to compete in local and global level.

  1. The School Based Curriculum (KTSP) is designed to give a moving space to schools in improving their school that suits to the environment’s potential and demand.
  2. The national standard of education gives minimum reference that must be improved by schools, so that there is a clear criterion to lessen disparity in education management in Indonesia.
  3. The education quality assurance is a mandate that is carried on by the institution of education quality assurance so that the quality of education can be measured, improved and compared to international standards of education.
  4. School accreditation is an independent institution that has a duty as external auditor on a school’s properness.
  5. School status, which consists of standard school, independent school, international standard school and school possessing local superiority, are the forms of motivation that must be realized by all people in order to achieve higher school status.

Admission of potential difference, motivation to achieve the highest status and building quality system heading for continuous improvement are the mandate of the Republic of Indonesia’s Regulation  which have strong competitiveness to build compatible quality system.

The primary and secondary education implementation based on the Republic of Indonesia’s Law Number 20 Year 2003  are as follows:

  1. Foreign school is a school held by foreign country representation and implements the existing system in the country on approval of the Republic of Indonesia’s government.
  2. Foreign franchise school is foreign primary and secondary education institution accredited in its country to implement education in the Republic Indonesia, by using foreign curriculum, and it is compulsory to give religious education and Civics to Indonesian students  and to collaborate with education institution in Indonesia and to involve Indonesian educators..
  3. National school is a school implementing the national criteria without being interfered by any other countries’ education system.
  4. International standard school is an Indonesian school that implements Indonesian national standard education plus international enrichment/ reinforcement/deepening which are extracted from schools/ education institution in Indonesia and abroad.

Competition to achieve the highest level in quality system of education administration , that is International standard school , is  a global demand in order to prepare learners to have strong competitiveness, and it also needs proper strategy so that philosophically the learners are nor removed from their culture’s root. Existentialism philosophy reminds us the importance of actualization based on diversity, special characteristics, and the pluralism of cultural background. Essentialism philosophy emphasizes on the importance of out put suited to the condition of global competition. Both of the philosophies are actualized in education implementation; they are learning to know, learning to do, learning to live together, and learning to be (the four education pillars).

  1. Problem

Developing schools that have international access does not only mean that the outcomes of an institution  can continue their study at universities abroad, but how international community acknowledges the existence of international standard education institution in Indonesia. As a result, foreigners also want to get our education because of the international standard and special characteristics that are not possessed by the other countries.

There are lot of choices and strategies in developing international standard school, but how do we choose properly to improve international standard school that does not loose the national existence. That is the main problem that we are going to solve.

C. Strategy of solving the problem

There are many alternative strategies in developing international standard school, from the first analysis to the arrangement of School Development Investment Plan (SDIP). The strategy taken is developing international standard school based on the existing local strength with continuous improvement. The continuous improvement is an effort to explore the school’s potentials stage by stage suited to the self-ability. The operational stages of improvement are as follows:

    1. Positioning, an analysis of the school’s strength in implementing the national standard of education. Self-reflection of where the school’s position is in implementing the National Standard of Education.
    2. Choosing the form of international standard school improvement by paying attention to vision, mission, potential and the existing condition. This stage is very critical to the future success.
    3. Collaborating with the world institution of certification, which has improvement pattern that is based on internal school potential exploration in order to diversify the National Standard of Education, quality insurance and accreditation. Measurable standard with clear assurance and well accredited internally or externally will give a certainty of international standard school achievement.

DISCUSSION

  1. Reasons of Selecting the Strategy of Solving the Problem

International standard school is substantially and essentially an effort to improve the whole quality of education so that the school can access international community and can be accessed by international community without leaving the local superiority.

The short cut to accelerate the improvement of graduates’ quality so that they can compete in global level is Franchise. This is probably an alternative, but there are many things that cause the choice of not choosing the improvement of international standard school of this type. The considerations are as follows:

  1. The removal of national culture root. It is because the curriculum, education standard, most of educators and staff and the whole management are adopted from the homeland. This phenomenon is the same as what happened in franchise restaurants that applied the standard from the homeland but the completely basic materials are from Indonesia. What happened then? The Indonesian specialty is replaced by the greatness of the foreign name.
  2. The expense needed is too expensive. It is  because the expense is suited to the standard of the education organizer homeland..
  3. Sufficient diplomatic relationship is needed to get trust from the outsiders that the condition in Indonesia can be properly used to improve education.
  4. Sending the school graduates abroad will be more orientated, while the possibility to invite learners from the other countries will be less because of the name of the foreign education institution’s domination.

The Republic of Indonesia’s Regulation Number 19 Year 2005 on the National Standards of Education, which is the original product of Indonesian people, puts “Three-dimensional Education” as the pillar of education quality improvement in Indonesia. The three pillars are the National Standard of Education, quality assurance, and school accreditation. In order to direct the improvement of educational institution that will be developed to the international level without removing the special characteristics, the three pillars must be applied at schools by combining with the standard that has been internationally acknowledged.

The Stages of Solving the Problem

  1. Packing the National Standard of Education into International Standard.

    1. Content Standard and Graduate Competency Standard.

Content Standard and Graduate Competency Standard are the minimum provision of an educational institution in Indonesia to design the curriculum. It is not enough for international standard schools to use only this standard to improve the curriculum. There should be more improvement in order to achieve international standard. Whether it is acknowledged or not, our students have received the material content that is not less than those provided in any other countries. But with this content, the average Indonesian students are only on the level of what to learn while the students from the other countries, although they get less material content, they are already on  the levels of why to learn and how to learn.

This should be understood together so that in designing syllabus and curriculum we pay more attention on those concepts, that means that the school’s vision, mission, strategy and  objectives can clearly  accommodate education concept, so that the contents of vision and mission are technically elaborated starting from content standard, graduate competency standard, syllabus and lesson plan to the material.

To achieve international standard curriculum, there are a lot of effort, such as collaborative networking with other schools abroad, conducting sister school, or outsourcing with the other institutions in Indonesia or abroad. The main objective of collaborating and outsourcing is to improve the existing standard to become international standard without leaving local culture.

Curriculum in broad sense is the effort of creating grand design to achieve vision, mission and school’s objective.  The networking inside the country is strengthen to build local strength. Cooperation with local arts and culture center is an effort to balance knowledge, technology and aesthetics.

Besides the international standard curriculum, graduates as the final product of an educational institution are hopefully able to enter international universities. Of course, the minimum graduate standard that is instructed by “Badan Standar Nasional Pendidikan (BSNP)” is not adequate, but with the partnership model with the institution of certification, the think global act local product will be produced.

International standard schools must show optimum working performance, not only in the term of output but also in the term of process. Learner’s individual academic and non-academic achievement becomes measuring standard of school’s working performance. That is why the input becomes unavoidable part to be noticed. More variation of input selection will support the process of output and outcome of the school.

The admission of students with good achievement with special program and facility instead of regular admission will increase excellent students as the input to support school’s achievement.

    1. Process  Standard

According to the instruction of the Republic of Indonesia’s Regulation Number 19 Year 2005, the instructional process in an educational institution is carried out interactively. It should be inspiring, enjoyable, challenging and motivating the students to actively participate and provide adequate space for initiative, creativity, and self-study suits to their talent, interest and learners’ physical and psychological development. In the instructional process, the teachers give examples. Every educational institution plans the learning process that at least consist of syllabus and lesson plan that accommodate at least learning objective, learning topic, learning methods, the source of learning and learning assessment. The learning process must consider the maximum amount of learners per class and the maximum teaching load per teacher, the maximum ratio of textbook and learners and the maximum ratio of learners for each teacher. We also have to develop reading and writing habits. The instructional assessment on the primary and secondary level of education employs various assessment techniques, which is suitable to the basic competency that must be covered. Supervising of learning process consists of monitoring, supervising, evaluating, reporting and deciding the follow up, which is required for the implementation of effective and efficient instructional process.

A school representation can be viewed from class activities. It means that school management, which is dedicated to class improvement, will reflect the strength of the school management.  School based management, which applied independence principle, participation, transparency, accountability, flexibility, competence and responsibility will support the creation of strength in demonstrating the instructional process that becomes the demand of international standard schools.

Class is the smallest part of education system but it has strategic meaning as educational activity center. There are almost 90% of the activities involving all educational components. Students, teachers, other educational staff, media, infrastructure, and the other supporting components do some activities in class to achieve the objective established by educational unit.

The pro-changing teaching-learning process that can grow and develop creativity, innovation, logic and experiment to discover new possibilities, a joy of discovery, emphasizes on active, creative, effective and joyful learning;  student centered, reflective learning, active learning, enjoyable and joyful learning, cooperative learning, quantum learning, learning revolution, and contextual learning are the indicators of the expected international level class profile.

Visional and transformative leadership can be proved by the capacity of school leader in:

    1. formulating clear vision, mission, objective and target that are published and articulated to all groups in school;
    2. considering that school is a place for learning that is proved by conducive school culture for learning (enjoyable, meaningful, and joyful);
    3. appreciating human dignity which is proved by appreciation to essential human values such as human right, peace, democracy, solidarity, affection, togetherness, harmony, justice, and politeness;
    4. empowering school citizens which is proved by concrete efforts in improving their working capability, giving authority and responsibility, giving meaningful and challenging job, trusting and facilitating the subordinate as  “learning person”; and
    5. thinking and acting proactively, communicatively, possessing  entrepreneurship and courage to take risk; will completely support school management to implement international process standard.
    1. Educator and educational staff standard

International standard school is an improved independent school. That is why all standard including educator standards must be beyond the standard that has been instructed by the government regulation. The educator standard must fulfill academic qualification and competency as the agent of teaching that is physically and psychologically healthy and possesses capability to perform the objectives of national education.  Educators must also possess the mastery of at least one foreign language, ICT skill, and the ability to improve pedagogic, personal, professional and social competency so that it will be equal to the minimum qualification and competency of very recommended international educators.  ,

Educational staffs are continuously encouraged to possess qualification and competency beyond the national standard. The principal must hold master degree and possess managerial competency, leadership, entrepreneurship, ICT skill and adequate English mastery. The leader of administrative staffs and librarian must hold bachelor degree. Computer technician and administrative staffs must hold diploma degree. At least, the other educational staffs must hold senior high school diploma and all of them must have English and ICT competency.

    1. Media and infrastructure standard.

Media and infrastructure profile that refers to the standard of primary and secondary education management directorate has been beyond the standard established in the standard of national education. Some of them are: the minimum width of the land is 15000M2, the width of the classroom is more than 63M2 and the ratio of students and classrooms is 1:24. There must be one set of ICT facility for all classroom or at least one class for every level. Library, laboratory, sports area, teachers’ activity center, auditorium, canteen, supporting facility for school administration, health unit and lavatories are hopefully have international standard.

    1. Management  Standard

The management education unit on primary and secondary education level applies school-based management, which is performed by independency, partnership, participation, transparency, and accountability that is organized by a principal of education unit who is assisted by at least three vice-principals.

For international school that applies school-based management, which is performed by independency, partnership, participation, transparency, and accountability, it is compulsory to notice the principal’s profile as stated in the educational staff standard. The vice principals are hopefully not only three but four is the minimum a vice principal for partnership affair in our country or abroad as the addition.

With the international standard of visional and transformative principal, it is hopefully that procedural and principal decision-making will be more than those, which are instructed by the government regulation.

Every educational unit must have criteria that organizes curriculum on educational unit level and syllabus, academic calendar, that show all activity categories of educational unit of a year and it will be detailed into semester, monthly and weekly programs. Organization structure of educational unit; job division among educators , academic regulation, educational unit’s rules and regulation at least covers regulation for educators, educational staff and  students.  In addition, the use and maintenance of media and infrastructure, ethic code of the relationship among school members and the relationship between the school members and society, the operational expense of educational unit must have standard that is acknowledged internationally.

    1. Expense Standard;

The expense consists of investment cost, operational cost and personal cost. The educational unit expense covers the expense of media and infrastructure provision, the development of human resource, and fixed capital. The personal cost covers education fee that must be supplied by learners in order to be able to join regular and continuous learning process. The operational expense of educational unit covers the salary of educators and staff and other benefits added to the salary, completely used educational media and material and indirect operational education cost in the form of water and telecommunication services, the maintenance of media and infrastructure, overtime working fee, transportation, consumption, taxes, insurance, etc. Based on the standard established in international standard school, it is hopefully that we can establish the benchmark of schools abroad as the reference of standard that is employed by schools abroad compared to the quality of education service received by learners.

    1. Education Assessment Standard.

Educators can continuously monitor the process, progress and improvement by conducting learning result assessment in the form of formative test, mid-term test, semester test, and final test. Assessment in international standard school suits to the standard instructed by content standard, graduate competency standard and process standard that have been internationally acknowledged.

  1. International Standard Quality Insurance

International standard school must be able to give quality insurance based on established standard. In Malcolm Baldrige National Quality Award (MBNQA) quality items, there is Education Criteria for Performance Excellent that can be adopted to complete the perfection of international standard quality. In order to achieve the implementation of MBNQA, so that we can achieve the criteria of educational institution that has prime performance, it is necessary to cooperate with and international certification institution. There are many choices to get international certificate directly through the world standard educational institution or through the stage of partnership with International Standardization for Organization (ISO).

This is the description of the comparison of quality items instructed by the Republic of Indonesia’s Regulation Number 19 Year 2005 and targeted by ISO 2001.2000 :

Education Quality Items

Verses of the Republic of Indonesia’s Regulation Number 19 Year 2005

Articles of ISO 9001:2000

• Department Program Curriculum

6-9

7.3

• Human resources (Educators and educational staff)

28-38

6.2

• Learners

26

7.2

• Instructional Process

19-24

7.2

• Media and Infrastructure

42-48

6.3

• Academic Situation

19

6.4

• Financial

62

6.1

• Research and Publication

8.1

• Service for Society

5.1

• Governance

49-58

5.1

• Institutional Management

49-58

5

• Information System

52-54

5.5.3

• Local and International Partnership

7.2.3

3. Assessment

National and international community must easily access the accountability and consistency of education administration.

ISO has superiority because the school improvement based on continuous improvement principle in which we do not only specialize on the management improvement but also on quality insurance and self-assessment, so that the principles of school improvement do not leave the characteristics of our nation.

Assessment in ISO is conducted through internal and external audit. The completion of assessment that can be used as indicator analysis of international standard quality achievement is by using Balance Scorecard.

It is expected that by using the result of the partnership with certification institution and adopting various international standard, the whole components at school can have international qualification without leaving cultural values of our country.

  1. Achievement (It refers to SMA Negeri 3 Semarang)

Continuous Evaluation in a certain period on outcome admission abroad and how international customer responds to the graduates of an international standard institution are the parts of continuous improvement that becomes the focus and success indicators of an international accessed school. Another success indicator of an international accessed school is how big the school is, because of its unique characteristics, can approve foreign students.

Some of the achievements are:

    1. The designing of educational unit curriculum that has been verified through outsourcing and networking in our country and abroad so that the quality is beyond the content standard and graduate standard instructed by BSNP. The continuous improvement concept will force the school citizen to always improve the curriculum so that it can anticipate the development of knowledge and technology and faith and devotion.
    2. Pioneering the use of ICT based various teaching methods, multimedia, multi-access, multi references, joyful learning oriented and ICT based evaluation system. Customizing the use of English in some subjects.
    3. Educators in general have fulfilled education competency with composition 5 % Master degree holders, 91 % Bachelor degree holders, and  the rest is diploma-3 holders, 5 % of the composition of Bachelor degree holders are studying at graduate program and all of the diploma holders are studying at undergraduate program. Educational staffs are still striving for fulfilling the education standard expected by international school.
    4. 90% of the media and infrastructure standard has been strived for supporting the pro-changing instructional process, and all of them are beyond the standard instructed by BSNP.
    5. The management standard and procedure implemented at school based on the agreement between the members of school and the ISO consultant in order to be certified, so that all activity implementation is always based on the standard and procedure  that have been established..
    6. The funding still considers the strength of community participation, the capability of local government, provincial and central government. The funding standard is still far below the international standard.
    7. In the next 5 years, the fulfillment of evaluation standard in the form of certification will be the priority of learners so that they can continue their education in any countries without certification examination.
    8. Academic and non-academic achievement consistency that is experienced by the school is the result of input variation. Olympiad class of which the input comes from the winners of Olympiad competition particularly brings a great impact to the academic achievement.
  1. The general impacts that can be experienced are as follows ( It refers to SMA Negeri 3)
  1. For the educators :
    1. The assurance for educators in providing education service to learners, because all standard and procedure have been established.
    2. The improvement of educators’ quality in order to balance the established standard.
    3. Dynamic classes, because the principles of joyful learning have been employed.
  2. For the learners:
    1. Customers’ satisfaction, in this case the learners, will be actualized because in a certain period there will be questionnaires about education service in an educational unit.
    2. Learners’ personal improvement is expected to be maximum, because of the dynamic class condition , and conducive relationship among learners and educators.
    3. Maximum learners’ achievement.
    4. The Obstacle of Implementing Strategy( It refers to SMA Negeri 3 Semarang)

The obstacle. Resistance occurred in the early stage of assignment as an international standard school. This resistance occurred because there was an assumption that the changing related to international standard school implementation would disturb the settlement. In addition, different appreciation to the quality and quantity of working performance also became an obstacle.

Another obstacle in the early stage was there was no commitment of educators to implement the standard and procedure of education implementation and to improve their competency in English and ICT.

The educators were not accustomed to accept evaluation from learners related to their competency in class or outside the class, the quality of education service, and the learners’ personal development service.

It was difficult to build network and outsourcing with schools abroad. The school qualification, existence and potential must be superior and possess special characteristics with local nuances.

  1. Supporting Factors

To support the implementation of international standard school the alternative choice of improving international standard school had involved all stakeholders from the very beginning, so that the support from all sides such as school members, society, House of People’s Representatives and the government was great. Educators and educational staff did the best to improve their competency. The support of community was so great to announce the importance of international standard school to be implemented in their region; The regulation of international standard school that permits not implementing the division into administrative districts (“rayonisasi”) showed the adequate support from  the members of the House of People’s Representatives and the government..

  1. Solution Alternatives

When the implementation of ISO 9001:2000 in which contains the standard of quality insurance and assessment has been able to bring the learners to compete on international level, the sharpening of continuous improvement still becomes a priority. When the condition has not achieved the maximum success yet, besides ISO, the school  can do educational certification on international level because in order to achieve international educational certification the school needs certificate of ISO management.

CONCLUSION AND OPERATIONAL RECOMMENDATION

  1. Conclusion

Based on the previous discussion, the writer concludes that :

  1. The existence of international standard school that is implemented professionally without leaving the local wisdom is compulsory.
  2. Continuous Improvement by analyzing the school’s strength involving the three dimension of quality that covers the national standard of education, quality insurance, and school accreditation and by diversifying it so that it is equal to international standard.
  3. Educators and educational staff availability and readiness that have desire and capability become the main support in accelerating international standard achievement.
  4. The principal who has visional  and transformative leadership will be able to empower all potential and resource by constantly implementing The School Based Management will be very supportive in accelerating the achievement of  international access school.
  5. Implementing ISO 9001:2000, adopting the  Malcolm Baldrige National Quality Award (MBNQA) in which there is the Education Criteria for Performance Excellent to assure quality and  making the best use of Balance Scorecard as the completion of assessment will help educational unit to implement international standard school.
  1. Operational Recommendation

In order to minimize the obstacle in planning, implementing and developing international standard school, the writer recommends that:

  1. socializing the program, equalizing perception of the meaning of changing and brainstorming the whole members’ future expectation toward the changing  are alternative strategies that can be employed to overcome the resistance to international standard school program.
  2. the reality on the field that the learners’ input on the lower level has been supplied with adequate English competency and ICT skill, so the human resources on senior high school level must be one step ahead the junior high school students’ competency.
  3. customers’ satisfaction (learners) is highly demanded in implementing ISO or the other international certification institution. At that point, the customizing to get internal assessment and external assessment on the educators and educational staff working performance is badly needed.
  4. creating the school website and representing the superiority and special characteristics of the school, visiting the websites of excellent schools abroad and offering collaboration will improve international access.

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