Educational Assistance and Education Quality in Indonesia: The Role of Decentralization

Sari, Virgi

doi:10.1111/padr.12272

Cited by 15 publications

(17 citation statements)

References 47 publications

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“…The synthesis of 12 values in the scope of the research area in the province of the special region of Yogyakarta can be an alternative to several previous studies. In other words, this study confirms studies that become references, such as the poor structural development system as revealed by Sari [3], the quality gap between schools and the lack of policies to improve the quality of education facilitation [6], [7]. Mechanisms for measuring improvements in teacher performance are related to student output which is not significant [9], not yet optimal contextuality of curriculum implementation in schools [10], quality constraints and commitment of technical implementers (teachers), education administrators, and participation of parents.…”

Section: Analysis Of Value Implementation Through Behavioral Culture ...supporting

confidence: 89%

“…Several studies have argued that the portrait of education in Indonesia is still unable to produce superior quality graduates due to the structural development model of education in Indonesia. These factors include poor structural system development at the level of policy organizers [3], education has not had a substantial impact in increasing learning output and there are still gaps in access to education between regions [4], expansion of access to education which is constrained by political agendas, limited budget, mechanism, and lack of appreciation of awards [5], quality gaps between schools and the lack of policies to improve the quality of education facilitation [6], [7], calculation of poor budgeting scores up to not comparable to improving the quality of education [8], the mechanism for measuring teacher performance improvements related to student output is not significant [9], not yet optimal contextuality of curriculum implementation in schools [10], quality constraints and implementer commitment technical staff (teachers), education administrators, and poor parental participation [11], to corruption which has a negative impact on education sector spending in several regions in Indonesia [12]. The various factors behind the poor portrait of education in Indonesia mainly arise from the structural model, which is the result of the policy formulation of the organizers in the education sector.…”

Section: Introductionmentioning

confidence: 99%

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School culture and the quality of learning: The experience in Special Region of Yogyakarta

Surahman

Salmon

2023

IJERE

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Structural-based education is a significant challenge for elements of education in Indonesia. However, in the province of the Special Region of Yogyakarta, an alternative cultural approach strategy is applied during challenges from the structural model. This research uses the ethnographic method. The results showed that the quality of learning in research was based on structural learning strategies and value-based development efforts, which were then applied and applied in a learning culture (behavior, knowledge, and artefacts). These efforts are combined into a pattern of developing a learning culture and the pattern of gradual change, which also becomes a study. This research aims to bring up the concept of developing cultural learning strategies through values and practices while implementing structural educational policies. This study has limitations in the form of gaps in structural education problems that have not been confirmed, which are more inclined to the policy and political context, so the study requires a study pattern with a broader scope related to structural education problems that are still difficult to resolve, such as the development of equal access policies, education, and corruption.

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Section: Analysis Of Value Implementation Through Behavioral Culture ...supporting

confidence: 89%

Section: Introductionmentioning

confidence: 99%

School culture and the quality of learning: The experience in Special Region of Yogyakarta

Surahman

Salmon

2023

IJERE

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“…However, specifically for basic education (grades 1-9), the central government and local governments are obliged to guarantee the availability of funds to provide education for every citizen between the ages of seven and fifteen without collecting any fees, whether the education unit is organized by the government or by the community. To fund this education, the central government and local government must allocate at least 20% of their annual budgets (APBN and APBD, respectively) which is to help cover investment, operational, and personnel costs (Sari 2019).…”

Section: Legal Basis For Madrasah Education Management Under Decentralizationmentioning

confidence: 99%

Financing and Management of Islamic (Madrasah) Education in Indonesia

Shaturaev

2021

ZNPCZ

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The education system in Indonesia has two main sub-systems, one under the management of the Ministry of Education and Culture (MoEC), and madrasah education and religious education under the management of the Ministry of Religious Affairs (MoRA). Out of approximately 233,517 state schools and madrasah, about 82% are state schools and the remaining 18% are madrasah; and out of 49,402,000 students from these institutions, 87% are registered in-state schools and other 13% are registered in madrasah. Indonesian laws and regulations require state schools and madrasah to be treated equally. Moreover, madrasah teaches the same national curriculum in addition to Islamic religious subjects regulated by MoRA. The author tried to define the current circumstance of Islamic education in Indonesia, the academic issues that the government faces and sought possible solutions for them through field surveys and data analysis methods used throughout the investigation. The found data show that improper infrastructure of government contribution towards public education including religious education, and limited quota in pedagogical universities lead to a shortage of teachers in rural areas. The government of Indonesia needs further educational reforms in the area of public education, teacher training, and re-training programs, and increasing teachers' salaries. School dropouts, shortage of well-qualified teachers, and school fees challenge the national education system in the country.

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“…In developed countries, public funding ensures the realisation of citizens' right to universal and almost free access to education for major age groups (López Rupérez, García García, and Expósito Casas, 2018). On the contrary, in developing countries, the challenge the governments are facing is to shift the focus of public financing from increasing the quantity of education to improving its quality (Sari, 2019). Public funding of education also serves various social policy objectives (Antoninis and Tsa-Kloglou, 2001).…”

Section: Education As a Publicly Funded Task: A Literature Reviewmentioning

confidence: 99%

Education Financing: Explaining the Expenditure Concentration Gap between the State and Local Governments in Poland 2008-2019

Kotlińska¹,

Nucińska²,

Bednarz³

2021

ERSJ

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Purpose: The aim of this article is to explain the differences between the educational expenses of municipalities and cities in Poland and the educational subvention received by them from the state budget, in particular the scale of the violation of the actual educational expenses of municipalities and cities by their original structure as a result of aggregated decisions of local authorities. Design/Methodology/Approach: The concentration degree of educational expenditure and subvention streams using the Herfindahl-Hirschman Index (HHI), for 2008-2019 from the database of the Local Data Bank of the Central Statistical Office has been used. Findings: The educational subvention was universal (nationwide), which is evidenced by the low degree of its concentration for all the studied groups of entities, the highest HHI values for educational expenses were recorded in the cities with county rights in terms of expenses on subsidies, property expenses, expenses on materials and services, as well as total expenses, and the higher degree of concentration of these expenditures as measured by the HHI results from uncoordinated financial decisions of the cities authorities concerning expenditures on education, disturbing the universal character of the nationwide educational subvention in aggregate were observed. Recommendations: There is a need for systemic actions of central and local authorities to reduce the level of imbalance in financing education by local governments. Practical Implications: for the empirical identification of determinants of the educational expenditure and subvention level of municipalities as a starting point for a discussion on the actual scale of financial responsibility for education in Poland. Originality/Value: To estimate the concentration gap between educational expenditure and subvention for groups of entities under study, local governments, municipalities and cities.

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Educational Assistance and Education Quality in Indonesia: The Role of Decentralization

Cited by 15 publications

References 47 publications

School culture and the quality of learning: The experience in Special Region of Yogyakarta

School culture and the quality of learning: The experience in Special Region of Yogyakarta

Financing and Management of Islamic (Madrasah) Education in Indonesia

Education Financing: Explaining the Expenditure Concentration Gap between the State and Local Governments in Poland 2008-2019

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