Academic journal article International Journal of Education and Management Studies

Partnership between Schools, Families and Communities: Improving School Performance in the Setting of School-Based Management

Academic journal article International Journal of Education and Management Studies

Partnership between Schools, Families and Communities: Improving School Performance in the Setting of School-Based Management

Article excerpt

School is educational institution with special mission; to develop the potential of learners in plenary. However, it should be realized that the schools' mission cannot be happened by relying on the role of schools. The improving of school performance, need the support of family and community. In this context, partnership between schools, families and communities is a very strategic need. School as an educational institution is not an ivory tower away from social reality. Instead, schools exist in a dynamic society. Thus, in the formulation of school policies, the programs and their implementation, is expected to give a response to the reality of social context that grow and develop within the family and society. Many benefits can be gained through the partnership schools, families and communities. Partnership is needed because of reality; the ability of schools is limited in the matters of human resources, financial resources and social resources.

Some studies show that when schools develop programs of school, family, and community partnerships, they have higher levels of parent involvement (Desimone, Finn-Stevenson, & Henrich, 2000; Epstein, 2001; Sheldon, 2003b; Sheldon & Van Voorhis, 2004 ), higher percentages of students pass standardized achievement tests (Sheldon, 2003a), and schools take fewer disciplinary actions with students (Sheldon & Epstein, 2002). This study gives us a strong confidence that the partnership can reduce the symptoms of attendance on students.

In Indonesia, has long been a realization of the importance of partnerships between schools, families, and communities. The Act 20 chapter 4 verses 6 about National Education Systems 2003, mandates that education held by empowering all the components of society through participation in the implementation and quality control of educational services. Chapter 8, the community has their rights to participate in planning, implementation, monitoring and evaluation of education programs. Chapter 9, the Community shall provide the support of resources in education.

This awareness is increasingly apparent as the issuance of Act 32/2004 on Regional Autonomy and Act 33/2004 on Fiscal Balancing Center and Regional. The birth of both products of legislation marked the end of centralized governance and pioneering new round of centralized governance. The release of two products legislation brings a significant paradigm shift for governance in Indonesia. If the first rule is very dominant center in the making of public policy, now the area is given more autonomy in making decision. When first planning the program and all of its public decisions top down, now bottom up.

Education and schooling also adjust their development with the spirit of autonomy. Before the autonomy, all matters relating to the planning, procurement infrastructure school curriculum and teaching materials management, financial management, personnel development management schools into government affairs. School is more concentrate on the implementation of the learning process. Now, the situation has been different. After entering the era of autonomy, school has given broad authority ranging from planning, implementation and evaluation of school programs. Thus, Autonomy has given the school a variety of additional mandates. The mandate, of course, cannot be done without the partnership with stakeholders. This is the right time for school to think about the new breakthrough in how to build partnerships with parents and the community. This is very important because the school is partly exclusive and distance themselves from society.

Brandt (1998) notes that the public in general is becoming increasingly estranged from public institutions and schools are more frequently the targets of negative reports. In this context, Epstein ( 1996; Epstein & Dauber, 1991) created a typology that characterizes the six categories of ways that schools can be involved with parents. …

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