Role of K.H. Agus Salim in Educational Management in Koto Gadang 1912-1915

This study, which aims to examine the institutional development of educational management from a methodological perspective, leans on educational management, educational science, institutional development and methodological approach. There are sufficient studies that can provide information about the methodological institutional identity of educational management. It is pointed out that knowledge production in the field of education management is carried out more for career purposes within the scope of individual-benefit rather than for social-benefit purposes. It is stated that the knowledge produced as a result of such an approach is not effective in establishing a link between research and practice, and makes a limited contribution to Deciphering concrete educational and social problems. It turns out that another controversial issue in the field of educational management from a methodological point of view is the fact-value problem. The debate between the view that the science of educational management should only deal with facts and the view that value is part of educational management continues to exist in the field.Dec. On the other hand, the equivalent and contribution of the knowledge produced in the field in practice is another topic of discussion. The theory-practice gap in the field of educational management is revealed through the eyes of both school administrators and researchers in the field of educational management. The reason for the gap between theory and practice is mostly seen by school administrators as the lack of sharing of research results and the lack of research oriented to the needs of practitioners. Dec. Educational management researchers, on the other hand, express an opinion in this context on the fact that studies are conducted for assignment-promotion criteria and researchers are not aware of the current conditions in practice. As a result, it is possible to emphasize that educational management is a multidisciplinary science located in the Decisional section of these disciplines, due to the Deconstruction of the conceptual framework used in the field of educational management from other disciplines related to the field. Key Words: Educational Management, Educational Science, Institutional Development, Methodological Perspective

This paper discusses the contents and roles of the bulletin Giat (June 1953 to December 1957), a community-based periodical published in Jakarta by a Koto Gadang foundation to support development in Koto Gadang, West Sumatra. Giat played a role as a communication medium linking people from Koto Gadang who lived outside their home area (rantau) to their original villages. In describing and analysing the bulletin, I explore its content and focus on its collecting of funds for the clean water pipeline project in Koto Gadang and on its distribution of information, especially information about Minangkabau customary law, culture, literature, and the women’s movement. The bulletin also facilitated the sharing of family news among people from Koto Gadang in the village and the rantau. Giat became a medium for maintaining interpersonal connections and accommodated initiatives to develop the village. It is shown that, as a community-based publication, Giat played a role in developing village infrastructure as well as its social and cultural fields.

With the increasing maturity of artificial intelligence (AI) technology, its application in the field of educational management has become an important way to improve the quality and efficiency of education. In particular, in music education management, the introduction of AI technology has brought revolutionary changes to the traditional education model. This paper first discusses the application background of AI in music education management and the opportunities and challenges it brings, especially the potential impacts on teaching quality assessment, resource allocation, and educational policy formulation. However, current research shows that existing AI application methods have deficiencies in processing complex data, algorithm generalization capabilities, and adaptability to specific music education scenarios. In response to these deficiencies, this paper proposes two research contents: one is an intelligent decision support system based on an improved actor-critic framework, aimed at improving the efficiency and accuracy of music education management by simulating complex decision-making processes; the other is using a time series prediction model based on convolutional neural network (CNN) to predict the technology trends in music education, which can capture educational dynamics and provide data support for future educational policies and resource allocation. The research in this paper not only provides new theoretical and practical perspectives for the application of AI in the field of music education management but also provides a scientific basis for the realization of personalized and precise management in music education.

A rticle with the title "Exploration of the Rendo Bangku Koto Gadang motif in West Sumatra in Fashion Products" aims to increase the number of motifs and products from the rendo Bangku Koto Gadang craft in West Sumatra into quality products and have their own characteristics. Koto Gadang Village. The rendo bench product which was originally used for decoration on the edge of the Koto Gadang women's scarf, is now being developed in the form of diversification of form and function by applying Koto Gadang rendo to women's clothing and men's clothing. The method used in this research is the experimental method. By way of exploration and design. Based on the results of exploration and design, we have been able to produce designs for rendo bench motifs, clothing designs for women and clothing designs for men.

Based on research data, it is found that many teenagers in Indonesia have had sex before marriage. This behavior is not by the norms that apply in Indonesia, and of course, this deviant behavior will cause new problems in society. In Nagari Preparation Koto Gadang, West Sumatra, a social sanction was imposed on community members who violated Adat. This sanction is known as the social sanction "Ditinggian Janjang." But, it is not yet known how applying this sanction in the community can reduce the number of violations committed by the community, one of which is promiscuity. This study aims to determine the application and role of social sanctions in Ditinggi Janjang. The author's research method is sociological-normative with bibliographic sources and observes the characteristics of a community's behavior in an area in an aspect of social life, observation, interviews, and documentation. Based on the study results, it can be seen that the application of social sanctions is applied to the entire community. The role of ditinggan janjang’s social sanctions is to prevent and solve various problems, especially those related to free sex in the community, in preparation for Nagari Persiapan Koto Gadang, Baso District, Agam Regency, West Sumatra Province. 
 Keywords: Customary Law; Violators; Social Sanctions; Nagari 
 Based on research data, it is found that many teenagers in Indonesia have had sex before marriage. This behavior is not by the norms that apply in Indonesia, and of course, this deviant behavior will cause new problems in society. In Nagari Preparation Koto Gadang, West Sumatra, a social sanction was imposed on community members who violated Adat. This sanction is known as the social sanction "Ditinggian Janjang." But, it is not yet known how applying this sanction in the community can reduce the number of violations committed by the community, one of which is promiscuity. This study aims to determine the application and role of social sanctions in Ditinggi Janjang. The author's research method is sociological-normative with bibliographic sources and observes the characteristics of a community's behavior in an area in an aspect of social life, observation, interviews, and documentation. Based on the study results, it can be seen that the application of social sanctions is applied to the entire community. The role of ditinggan janjang’s social sanctions is to prevent and solve various problems, especially those related to free sex in the community, in preparation for Nagari Persiapan Koto Gadang, Baso District, Agam Regency, West Sumatra Province.

Preface - Tony Bush et al Introduction - Tony Bush Setting the Scene PART ONE: SCHOOLS AND SELF-MANAGEMENT - Ron Glatter Modern Headship for the Rationally Managed School - Rosalind Levacic et al Combining Cerebral and Insightful Approaches Decentralization and Deregulation in Europe - Peter Karstanje Towards a Conceptual Framework Continuities and Changes in Primary Headship - Geoff Southworth Primary Schools and the Nature of the Education Market Place - Les Bell PART TWO: PROFESSIONAL DEVELOPMENT - Ray Bolam Understanding Leadership - Peter Ribbins Developing Headteachers Stages of Headship - Dick Weindling Promoting Continuing Professional Development for Teachers - Agnes McMahon An Achievable Target for School Leaders? Headteachers' Knowledge, Practice and Mode of Cognition - Michael Eraut PART THREE: THEORY DEVELOPMENT - Peter Ribbins Combining Cultural and Political Perspectives - Mike Wallace The Best of Both Conceptual Worlds? Institutional Transformation and Educational Management - Chris James Gender and Education Management - Valerie Hall Duel or Dialogue? School Effectiveness and School Improvement - Janet Ouston Critique of a Movement Can Leadership Enhance School Effectiveness? - Philip Hallinger and Ronald Heck PART FOUR: RESEARCH IN EDUCATIONAL MANAGEMENT - Les Bell Educational Administration, Leadership and Management - Ray Bolam Towards a Research Agenda Overview of a Group of Research Projects with Relevance to School Management - Mike Wallace and Dick Weindling Pedagogy, Educational Management and the TTA Research Agenda - Philippa Cordingley Researching and Constructing Histories of the Field of Educational Management - Helen Gunter

The field of educational management, leadership, and supervision is evolving rapidly, shaped by contemporary challenges and opportunities. This book, Educational Management, Leadership, and Supervision: Contemporary Perspectives, brings together diverse theoretical frameworks and practical insights to guide educators, administrators, and policymakers in fostering excellence in educational institutions. Drawing on contributions from esteemed scholars and practitioners, this work explores foundational theories, innovative leadership styles, strategic financial planning, professional development, and the integration of technology in education. It also addresses critical themes such as ethical leadership, inclusive practices, and effective policy implementation, offering a holistic view of the complexities inherent in modern educational systems. Designed as both a scholarly resource and a practical guide, this book emphasizes the importance of adaptability, equity, and visionary leadership in achieving sustainable institutional success. Whether you are an aspiring leader, an experienced administrator, or a researcher, the insights within these pages will equip you with the knowledge and tools to navigate the dynamic landscape of education with confidence and integrity. Educational management, as both a discipline and a practice, continues to evolve in response to the dynamic demands of contemporary education systems. This edited volume, Educational Management, Leadership and Supervision: Contemporary Perspectives, is conceived with the aim of offering scholars, practitioners, and policymakers a comprehensive and internationally relevant exploration of the core theories, leadership paradigms, and administrative practices that shape effective educational governance. Bringing together contributions from seasoned academics and researchers. This book provides a rigorous synthesis of classical and modern theoretical frameworks underpinning educational management. Each chapter reflects a deep engagement with current research and contextual realities, particularly within African educational settings, while maintaining relevance for global audiences. Chapter 1 establishes the conceptual foundation by examining major theoretical perspectives that inform educational management, emphasizing their application in fostering institutional excellence, equity, and efficiency. Chapter 2 explores diverse leadership styles—from autocratic to transformational—and their implications on school culture, teacher motivation, and student outcomes. Chapter 3 delves into financial planning and budgeting, offering strategic insights into resource allocation, sustainability, and policy influence on funding mechanisms. In Chapter 4, the focus shifts to professional development and teacher supervision, highlighting their interconnectedness in promoting instructional quality and continuous improvement. Chapter 5 addresses strategic planning as a tool for institutional advancement, exploring its role in aligning organizational goals with operational strategies. Chapter 6 critically examines technology integration in education administration, underscoring its transformative potential in enhancing transparency, data-driven decision-making, and service delivery. Chapter 7 presents an incisive analysis of policy formulation and implementation, emphasizing the need for context-sensitive and evidence-based approaches to educational reform. Chapter 8 explores emerging trends in supervision models, offering innovative frameworks for improving instructional leadership and classroom effectiveness. Chapter 9 focuses on ethical leadership and moral decision-making, advocating for principled governance that upholds justice, integrity, and accountability in educational institutions. Chapter 10 investigates the complexities of inclusive leadership, addressing how diversity, equity, and access can be embedded into administrative practices and institutional cultures. Finally, Chapter 11 offers a forward-looking perspective on the future of educational management, integrating global best practices with local realities to prepare institutions for the challenges and opportunities of the 21st century. This book is not merely a collection of academic essays but a call to action for educational leaders to engage deeply with theory, reflect critically on practice, and apply contextually appropriate strategies in their institutions. It advocates for a multifaceted approach to management—one that balances structure with flexibility, accountability with empowerment, and tradition with innovation. We hope this volume serves as a valuable reference for graduate students, researchers, school administrators, and ministry officials seeking to enhance their understanding of the theoretical and practical dimensions of educational leadership and management. In doing so, we aspire to contribute to the global discourse on building resilient, inclusive, and future-ready educational institutions. Finally, we extend our gratitude to the contributors whose expertise has enriched this volume, and we hope this book serves as a catalyst for transformative leadership and meaningful change in education worldwide.

The article substantiates the training of specialists in education management in Ukraine. The Standard of Higher Education of Ukraine in the field of knowledge 07 «Management and Administration», specialty: 073 «Management» of the second (master's) level, which partially regulates professional training in the field of management, in particular in the field of education management, is analyzed. It is emphasized that socio-economic changes in Ukraine, the processes of globalization and integration of the world community, Ukraine’s intentions to enter the European educational space have necessitated the modernization of the system of professional training of future professionals. The principles of providing the educational labor market with highly qualified specialists in education management are highlighted: the national idea of higher education, focusing on filling the content of vocational training with the latest materials, the introduction of modern innovative learning technologies based on a high level of informatization of the educational process; development of professional training of specialists in education management in the context of development trends in global education systems, in particular European ones. Professional competencies in many educational programs are defined as the preservation of moral, cultural, scientific values and increase the achievements of society, the use of various types and forms of physical activity to lead a healthy lifestyle, demonstration of knowledge of theories, methods and functions of management, modern concepts of leadership, skills to identify problems and justify management decisions, organizational design, interaction, leadership, teamwork, situation analysis and communication in various areas of the organization, independent work, flexible thinking, openness to new knowledge, critical thinking and self-criticism. It is concluded that the conceptual ideas for the training of specialists in education management are the ideas of humanistic education, which reflect the recognition of personal rights of educational entities, focusing on the personification of their relationships and interactions based on the acceptance of mutual responsibility for the modeling the educational context.

As knowledge information becomes specialized, segmented, and complex, the construction of knowledge systems in the field of education management in colleges and universities becomes more and more difficult. The article extracts the knowledge in the field of education management through the entity relationship extraction model based on a convolutional neural network and then systematizes and summarizes the knowledge of education management by the knowledge network theory method to further build the framework of education management knowledge system. The centrality of the knowledge points in the education management system is calculated by the mediated centrality method and Dijkstra’s algorithm centrality calculation method, in which the centrality of the knowledge point k5 is the largest at 6.34. In the statistical analysis of high-frequency words in the knowledge system of education management, the vocabulary in the statistical table reaches the total number of 5,600 times, and the selected high-frequency words are able to reflect the main direction of the education management, which verifies the rationality of the knowledge system of education management proposed in this paper. The rationality of the proposed knowledge system for educational management.

The article presents the developed conceptual model of formation of readiness of future educational managers for organizational and management activities in the conditions of digitalization, the structure of which consists of conceptual-target, content-realization and diagnostic-results. It is found that this model contributes not only to the educational program of training undergraduates of the educational program Management (Management of an educational institution), but also to the systematic organization of the educational process at the university in the conditions of digital transformations of society and education. The conceptual-target block of the model reflects the goal (to form the readiness of future educational managers for organizational and managerial activities in the conditions of digitalization), which is designed to provide systematic professional training of future educational managers, focused on the development of competencies necessary for effective management of an educational institution in the conditions of a digital environment. The methodological tools for achieving the goal are a number of approaches: competency-based, practice-oriented, student-centered, stakeholder approaches, as well as the triad "project approach–process approach–resource-oriented approach". The content-realization block of the model is aimed at providing resources for the process of forming program learning outcomes for master's students of the educational program Management (Management of an educational institution) during blended learning as an effective format for organizing the educational process in modern realities: educational components, informal education, pedagogical workshops, creating an innovative network to coordinate interaction with stakeholders, educational studios of innovations in the field of educational management from stakeholders, a database of digital educational and methodological materials. The diagnostic-results block of the model reflects the result of the process of forming program learning outcomes for master's students of the educational program Management (Management of an educational institution), as well as the result of its subprocess - the subprocess of forming the components of the readiness of future educational managers for organizational and managerial activities in the conditions of digitalization: cognitive (a system of knowledge necessary for the successful organizational and managerial activities of future educational managers in the conditions of digitalization), procedural (skills and abilities to apply the system of knowledge necessary for the successful organizational and managerial activities of future educational managers in the conditions of digitalization, in practice) and personal (personal qualities, attitudes and motivation to deepen the system of knowledge necessary for the successful organizational and managerial activities of future educational managers in the conditions of digitalization). In conclusion, we note that the developed conceptual model of the formation of the readiness of future educational managers for organizational and managerial activities in the conditions of digitalization, the structure of which consists of 3 blocks (conceptual-target, content-realization and diagnostic-results), contributes not only to the implementation of the educational program for the training of master's students of the educational program Management (Management of an educational institution), but also to the systemic organization of the educational process at the university in the conditions of digital transformations of society and education. At the same time, the digitalization of education opens up new opportunities for the training of competitive specialists, promotes the development of innovative thinking and ensures the integration of educational systems into the global information space.

Indonesia aims to strengthen its local regions and villages. This has led to the encouragement of smart village development through several forms of assistance, including Information Technology (IT) services from the government. Koto Gadang, one of the many Minangkabau customary villages in West Sumatra, has been used as a model for the development of an IT service that can support tourism known as a Web- and mobile-based geographic information system (GIS) for buildings (GB) in order to map and visualize buildings and their inhabitants. This paper reports the development of the GB. This study takes the form of a literature review, a survey, data collection, and software development. The results of the literature review and survey were used as the basis for software development. Aerial photographs of micro, small, and medium enterprises (MSMEs), mosques, offices, schools, and health service centers, as well as residential buildings, were taken using a drone, while attribute data were collected directly by visiting the buildings. The users of the GB were divided into two groups: visitors and village officers. Moreover, there confidentiality was maintained for all the data provided, so the visitors were only allowed to search for buildings (MSMEs, offices, mosques, schools, and health centers) based on certain criteria, view locations, found information, and survey routes, while village officers were allowed to collect data on residents, buildings, and houses, and also search people’s homes. Furthermore, in situations where a visitor needs to find a resident’s house, the village officers are required to provide this assistance. These provisions were applied in the GB and implemented using the PostgreSQL/PostGIS database, PHP, CSS Bootstrap, jQuery, and Basic4Android, created according to the needs of the Koto Gadang smart customary village. The GB allows the village officers to better understand and monitor all the buildings, houses, and residents in the village and could also encourage many travelers to visit and see historic buildings and shop for embroidery and silver crafts.

This study investigates the managerial problems faced by the institutional heads in the area of educational management in Bangladesh. The aim of this article is to recognize the key influences, challenges and barriers of the organizational heads in the education management sectors and to pursue the adequate solution of those complications, which are the strong barriers to achieving the organizational objectives in the field of educational management. For this research, qualitative descriptive methodology was employed to collect secondary data from different authentic sources. In Bangladesh, organizational leaders in education sector face numerous challenges and difficulties in carrying out their managerial activities in the field of educational management. In terms of administrative abilities, they have immense gaps and deficiencies in conducting their respective actions and obligations in the educational institution, such as managing the institutes with supervision, control, assessment, motivation and effective utilization of resources. This study is critically reviewing the Henri Fayol’s 14 principles for application into educational management. This study also recommends Henri Fayol’s principles for developing management skills of academic institutional heads.

The naming and use of concepts belonging to a branch of science in different ways causes various controversies and confusion. These differences, which are also observed in the field of linguistics, are large enough to go down even to the secondary education level. However, the existence of a branch of science is made possible by determining its basic concepts and ensuring its continuous continuity. This becomes even more important when it comes to social sciences, because the concepts that point to the fields of study of the branch of science in question and the terms that express them as a language provide information about the process of becoming a scientist. In this sense, the concepts used in educational sciences and in the field of educational management also give clues about when and how these fields started to become scientific. The number of concepts that are still in use is not the same as the period when the field appeared. In order to sort out the basic concepts of educational management, it is necessary to express the basic problems of the field. In this sense, it is possible to specify the concepts that stand out as the basic concepts of educational philosophy in the form of the concept of education, learning, teaching, discipline, equal opportunities and the right of the child. There are many concepts used in educational processes, educational sciences and management. However, some of these concepts are basic concepts that reflect the characteristics of that area. In this context, the basic concepts of education can be listed as education, management, organization, system, educational management, non-formal education, formal education, coordination, power, supervision, leadership, discipline, school management, cascading of education, managerial power, authority, responsibility, task, competence, organizational effectiveness, efficiency, evaluation, communication and competence. This is a proof that education has to be in relation to other disciplines in terms of basic concepts. It is even possible to state that a large part of the concepts used in the field are taken from the fields of management and business administration. As the characteristics of the school, which is a kind of organization, and the nature of education as a process change, the characteristics of educational management also change. For this reason, the basic concepts used in the field may also change. Because not every age's expectations from education may be the same. Key Words: Education, Educational Management, Intellectual Concepts, Problem Tracks

20. since the middle of the century, the social sciences have been introduced to new fields that they have gone beyond their borders, and they have gained new opportunities, theories and methods from their relations with different sciences. However, when the literature is examined, it is possible to state that education management, which is influenced by different disciplines and theories, is mostly under the influence of education and management. In the context of Turkey, it is thought that this situation is structured on the axis of management discipline with the influence of neoliberal policies. Educational management should be based on educational theory instead of management theory. Because while management deals with the universal principles for the organization and the people in the organization, education considers people from a broader point of view. Education management is moving away from the field of education as it remains connected to the field of management. When the way of exchange of educational management with other disciplines is examined, it is possible to state that there is a theory, method, scope and perspective problem here. Because the structure of interdisciplinary, cross-disciplinary or multidisciplinary studies involves the development of common goals and theories. However, educational management studies are mostly carried out only by researchers working in educational management departments, and the level of relationship with other disciplines remains at the intersection of disciplines of the subject being studied. In the age of Enlightenment, the methods of positive sciences became very dominant in scientific studies, and even these methods were used in human and social sciences. For this reason, human and social sciences have been evaluated within the framework of positive sciences. Accordingly, various contradictions and difficulties have arisen in the explanations, and even the existence and absence of sciences that cannot be expressed by the methods of positive sciences has become a topic of discussion. In this context, 19. in the century, serious criticisms have been put forward about whether fields such as history, literature, law and theology are a field of science. This situation is also observed in the field of educational management, because there are still differences of opinion about whether the field of EY should be considered as a branch of science. Key Words: Educational Sciences, Educational Management, Discipline, Disciplinary Structure

Given the importance and the precision required in the translation of research abstracts, this descriptive quantitative research made an attempt to investigate the analysis of the type and frequency of the linguistic errors occurring in the English translations of 40 academic MA research abstracts in the field of educational management. To this end, 40 academic MA thesis abstracts in the field of educational management from 2009 to 2019 were gathered from Shiraz Azad University through the saturation method. Then, the errors were categorized based on the classification of error types adapted from Liao’s model (2010). The results of the study revealed that based on Liao’s categorization (2010), the frequencies of possible linguistic errors by educational management include grammatical mistake or ungrammatical syntax of target language (F = 190), excessive literal translation, which leads to ambiguous translation (F = 30), awkward expression, including ambiguous meaning, mismatch, redundant words, and unnecessary repetition, (F = 29), incorrect character, improper punctuation marks, or inconsistency in term translation (F = 26), excessive free translation, which differentiates the translation from the original text (F = 6), and inappropriate register (F = 6).