Management Of Basic Education Research Articles

Manajemen Pendidikan Dasar dan Pengembangannya di SD Negeri 015 Muara Kaman

Management of basic education Improving the quality of administration in basic education institutions is crucial for the growth of elementary schools. One of the most important parts of education that contributes to better education is development. Institutional advancement is greatly aided by the improvement of basic education administration. Furthermore, the administration of basic education, which is integral to the school improvement procedure, is the purview of school development. Methods for gathering information in this descriptive qualitative study include interviews, observations, and written records. Findings from the study on basic education management now underway at SDN 015 Muara Kaman with the aim of raising the standard of education there, namely in two areas: first, the creation of curricula, and second, the implementation of those curricula.

Research on the Path and Strategy of Basic Education Management Innovation

With the continuous development of social economy, the status of education in the development of countries is getting higher and higher, and the basic education management also plays an important role in the education system. The Party and the government have always attached great importance to education, and have made a series of important arrangements for the cause of education. The education management department must constantly strengthen the innovation in the management of basic education, so as to improve the quality of basic education and promote the all-round development of students. Based on this, this paper starts with the importance of basic education management innovation, and discusses the difficulties of basic education management and the path and strategy of innovation, in order to provide a theoretical and practical basis for the innovation of education management system.

Analysis of the Existing Problems in the Management of Basic Education Schools

Under the background of the deepening of education reform, school education management is faced with more challenges and opportunities, which requires education managers to constantly change their teaching concepts and strengthen their attention to students' study and life. As an important part of school education and teaching work, the school management of basic education can not only effectively promote the smooth development of school education and teaching activities, but also effectively promote the all-round development of students. However, there are still some problems in the management of many basic education schools, which to a large extent hinders the smooth development of basic education school education and teaching work. This paper analyzes and expounds the existing problems in the management of basic education schools in detail, and puts forward some measures to improve the management of basic education schools, aiming to provide reference for relevant educators.

Manajemen Pendidikan Dasar : Apakah Sistem Sentralisasi Ataukah Desentralisasi

The issue of decentralization refers to the extent to which authority has been delegated, authority from one level of management to the next level of management that is below it, while centralization is the opposite or remains held at the top level. The issue here is not whether an organization must decentralize, but to what extent it is decentralized. For example, basic education management tends towards centralization or decentralization. Let's take the example of the case of basic education management in Indonesia, including a private elementary school, namely SD Al-Anwar, Pasuruan City

Sistem Pendidikan SD al-Anwar Kota Pasuruan: Sebuah Sistem Gabungan Antara Sentralisasi dan Desentralisasi

The issue of decentralization refers to the extent to which authority has been delegated, authority from one level of management to the next level of management that is below it, while centralization is the opposite or remains held at the top level. The issue here is not whether an organization must decentralize, but to what extent it is decentralized. For example, basic education management tends towards centralization or decentralization. Or even a combination of centralization and decentralization. Let's take the example of the case of basic education management in an Islamic boarding school environment. Private basic education institutions that implement a combination of centralized and decentralized systems, one of which is AlAnwar Elementary School, Pasuruan City, which in certain parts such as additional curriculum and operational implementation implements both decentralization and centralization

Integrating expert system in managing basic education: A survey in Ghana

Management of basic education in developing countries like Ghana is a major challenge as resources are not adequately available for effective teaching and learning in schools. Careful planning and prediction using available data is also a major challenge as there are inaccuracies and inconsistencies in the available data. An investigation into the use of an Expert System for easy management of the resources is carried out in this research to know the level of readiness to accept an ES to assist in management. Stakeholders of education are contacted to solicit their views. With 216 districts for managing education in the country, a minimum of 3 participants were selected from each district to constitute a sample for the survey. In all 648 participants data were analyzed. The unstructured interview was also conducted using 9 members of an executive position in management. A thematic analysis was done on the responses and presented in diagrammatic form. The Acceptance Model for Educational Expert System (AMEES) is also presented. The results showed the majority of respondents agree with the use of an Expert System (ES) to assist in managing basic education. The use of data mining techniques to filter the data in an ES and help in easy prediction for decision-making accuracy is a necessity.

Management of Basic Education and Its Development (A Case Study in MIN 3 Pinang Sori)

Management has a central role in organizational structure and culture. This is also the basis for the integrality of management and organization in Islamic educational institutions. This study aims to analyze the management of basic education and its development. The research background is located at MIN 3 Pinang Sori, with a focus on the study of management and development aspects. This research uses a qualitative approach with a descriptive-analytical study method. Phenomenologically, researchers tried to collect data in the field by means of interviews, observations, and documentation. Next, the researcher interprets the data through reduction efforts, data presentation, and verification. Finally, the data is declared valid (valid) if it passes the triangulation test. The results of this study indicate that education management at MIN 3 Pinang Sori is well implemented. This is viewed from the implementation of the institution's vision, mission, and goals through the development of a community-based curriculum (a combination of the madrasa curriculum, national education curriculum, and local wisdom). Then, the strategy used in madrasah development is to improve the quality of academic services and the quality of madrasa graduates. The concrete form is in the form of optimizing extracurricular activities to support the potential of students with academic and non-academic achievements, giving prizes as an appreciation for outstanding students and teachers, increasing human resource competencies based on community needs, training for madrasa human resources, and mediation conducted by the madrasa committee with the local community.

Manajemen Pendidikan Dasar Islam: Konsep Dasar dan Landasan Pengelolaan

The goals of Islamic basic education must not misdirected, so management skills are needed that are based on an understanding of Islamic education management science. The aim of the research is to examine the basic concepts of Islamic basic education management and the foundations that become the fulcrum in management. It is hoped that the results of the study can serve as a guide for administrators of Islamic basic education. The role of Islamic basic education is very strategic because it is the level that forms the basis for further education. In order to build a strong Islamic basic education management concept, an understanding of a number of foundations is needed which is the foundation in the practice of managing Islamic basic education institutions. Through literature studies, the results of the study provide guidance for managers of Islamic basic education institutions in terms of basic Islamic education management, including: philosophical basis, religious basis, sociological-anthropological basis, psychological basis and juridical basis.

Types, Characteristics, Organization and Management of Primary and Secondary Schools in the Democratic Republic of the Congo

The education system in the DRC will play an important role in rebuilding the country's political institutions, stimulating growth and correcting inequalities. The management of an education policy consistent with general political and economic objectives is essential for the formulation of a comprehensive policy for the development of the country.The Congolese education system continues to develop slowly at all levels, despite the failure of public finances over the past two decades, economic chaos, political instability and war. Disorder and conflict in the second half of the nineties seem to have hindered primary education more than other levels of education. Enrolment growth has been the fastest in higher education. The growth of private institutions has far outpaced that of public institutions at all levels. However, this growth is relative to very low initial enrolment, so the public sector continues to be predominant at all levels, especially thanks to the free basic education advocated by the current Head of State.This study presents the types and characteristics of primary and secondary schools in the DRC in the current socio-economic context with a view to its improvement in the coming days and analyses recent trends and the current state of management of different levels of education in the DRC; highlighting both national characteristics and differences between provinces and social groups. It also presents a simulation of the financial implications of different education policy options, which may be useful for undertaking more precise planning of the sector. Keywords: primary education, secondary education, basic education Management, organization DOI: 10.7176/JEP/13-6-07 Publication date: February 28 th 2022

Comparison and Reflection on Basic Education Teaching Management between China and America from a Cross-Cultural Perspective

Education is the basis of a One-Hundred Year Strategy of a Nation, the cornerstone of nation progress, the driving force to promote national rejuvenation, and the inevitable choice to improve the quality of our citizens. Basic education is the foundation of the whole education management system. Only by doing basic education well can citizens get long-term development in their future life. Basic education management is very rich in content; this article compares the differences of the basic education teaching management between China and America from the basic education management system, teaching management and the teacher-student relationship management, hoping to help our country’s basic education teaching management by learning from each other and facing up to the inadequacy and promote the healthy growth of Chinese students.

COMMUNITY SUPPORT AS AN ALTERNATIVE AND COMPLEMENTARY SOURCE OF FUNDING BASIC EDUCATION IN NIGERIA

The paper discussed the roles of communities as alternative and complementary source of funding basic education in Nigeria. The roles of communities in the provision and management of basic education in Nigeria cannot be over emphasised. The Universal Basic Education Commission, in realization of the indispensable role of community participation in basic education delivery, initiated in its reform programme ,various ways through which community mobilization can be harnessed for sustainable development. Some of these, as highlighted in the paper, include building schools, recruitment of teachers, payment of salaries, provision of furniture, water supply, toilets, etcetera. The paper concludes by reiterating the fact that communities should be seen as partners in progress, always seeking ways of complimenting the efforts of Government. Article visualizations:

Educational Management 4.0 under Sustainable the 21st Century Dynamics Era: Perspective a Thai’s Basic Education Management, Thailand

Educational Management 4.0 under Sustainable the 21st Century Dynamics Era: Perspective a Thai’s Basic Education Management, Thailand

Management Capacity of Educational Office in The Provision of Basic Education Services (Studi in Banyumas Regency)

This paper aims to analyse the local government management capacity in the implementation of education services in Banyumas Regency. The research is based on the perception of the principal against the management process undertaken by the education service District Banyumas, which is carried out by the survey method, with the respondents of the heads of State Primary Schools in the Banyumas Regency. The results of the study indicate that in general the implementation of basic education management at the education office is already underway, and still needs a lot of improvement. Perspective index value The principal of the Office of Education is only 66.96. Some of the problems that need to be improved include: first, there is still a lack of coordination in the process of preparing programs and activities in the education office, which concerns education services in education units. Second, the management decision-making process tends to be slow in the education office, although in some cases, the decision-making process has involved subordinates and stakeholders. Third, there is still a less of transparency in the budgeting process carried out by the education office, especially for the budget allocated for education units, and the fourth, the procedures for the procurement and maintenance of educational facilities and infrastructure are also still less transparent.

Procesos de Gestión Tecnológica del Conocimiento en Educación Básica

El propósito de esta investigación fue analizar los procesos de gestión tecnológica del conocimientoen educación básica, tomando como referentes teóricos a los autores Odreman (2014), Paniuaguay otros (2007), se utilizó un enfoque cualitativo interpretativo, mediante una revisión documental,los datos de las informaciones recabadas se interpretaron desde la óptica del saber; lógica y razóndel investigador. Sobre esa base, los hallazgos evidencian resultados deficientes con respecto a losprocesos de gestión tecnológica del conocimiento en las instituciones de Educación Básica de Venezueladonde se persigue la combinación del tratamiento de la información, con las capacidades decreatividad e innovación de los estudiantes, a través del uso de las Tecnologías de la Información yla Comunicación (TIC); por lo cual se realizan dos sugerencias concretas; la primera sugiere realizaruna diagnosis en cada entidad educativa venezolana sobre las necesidades reales del nivel de educaciónbásica con respecto a la sinergia entre el conocimiento y las TIC, para la inserción de sistemasy equipos de vanguardia. La segunda propone realizar reflexiones pertinentes que deben conducir a las comunidades de ese nivel educativo al manejo efectivo de las nuevas tendencias tecnológicas en educación, para coadyuvar a la pertinencia y calidad de la educación actual en Venezuela.

Teacher Salaries and the Shortage of High-Quality Teachers in China’s Rural Primary and Secondary Schools

Teacher salary level and structure are not only important factors affecting the supply of primary and secondary school teachers, but they are also crucial to attracting, training, and retaining high-quality teachers, thereby impacting the overall quality of education and teaching in schools. The reform of China’s basic education management system has ensured the fiscal security and steady increase of rural primary and secondary school teacher salaries and has effectively improved the supply and quality of rural teachers. The objective gap between urban and rural teacher salaries and benefits has, however, led to the one-way mobility of rural teachers, resulting in the loss of quality teachers and giving rise to a structural shortage in rural schools. To improve the supply and quality of teachers in rural areas, it is necessary to effectively and systemically increase rural teachers’ basic salaries and subsidies according to the law. There is the necessity through various channels to raise primary and secondary school teachers’ salaries and benefits, especially subsidy and allowance standards, to eliminate actual variances in teacher salaries.

O pacto federativo na construção do sistema nacional de educação: do cumprimento de competências à perspectiva da garantia do direito

Problemas em torno das desigualdades na oferta e na qualidade da educação no Brasil refletem desarticulação entre os sistemas de ensino e dificuldades nas condições de gestão. A alternativa para superar os entraves à efetivação desse direito social seria a construção do Sistema Nacional de Educação (SNE), capaz de articular e integrar os sistemas de ensino, considerando a complexidade do sistema federativo brasileiro. Assim, nesta pesquisa qualitativa, analisou-se, com um olhar do materialismo histórico dialético e por meio de análise de conteúdo, a lógica de organização do Sistema Único de Saúde (SUS) e da Gestão Única da Educação Básica das Redes Estadual e Municipal de Ensino Público de Mato Grosso, com o objetivo de compreender a cooperação federativa para a construção do SNE. Sem esgotar a discussão, os elementos encontrados reiteram a importância das relações interfederativas na efetivação de políticas públicas, e do pacto federativo como condição para a concretização do direito à educação.

Management of basic education for ethnic groups in highland and border regions of Thailand

This research: 1) explored information on basic education policy for the ethnic groups in the Thai highland and border areas, 2) identified factors that influence the education policy for ethnic groups, and 3) provided a mechanism and process of basic education for ethnic groups in the Thai highlands and border areas. The research was conducted by studying three variables: ethnic group societies, educational management for ethnic groups, and the formulation of educational policy for ethnic groups. This was a mixed method study.The research findings revealed that the actors for advocacy policy in basic education for ethnic groups consist of: 1) the primary education service area, 2) community, 3) NGOs, 4) scholars, and 5) schools. This study indicated that the provision of basic education policy for ethnic groups must consist of knowledge from communities such as ethnic life styles integrated in the curriculum, and a special education mechanism and process for Thai ethnic groups, including facilitation of ethnic group participation in the abovementioned actors by various means.

Planning and Management of Digital Technologies in Municipal Education: A Case Study

The article aims to analyze the limits and possibilities of the basic education management planning model, with a cut in the use of digital technologies in the public network. Its relevance is to demonstrate, through a case study, that the model implanted in a municipal education system as a response to the need for organic coexistence with digital technologies in education, needs to improve management practices and planning, re-discussion and re-elaboration. Legislation and experience help, but not always enough. He works concepts of Almeida (2009), Bezerra (2007), Bobbio (2000), Bordignon; Gracindo (2011), Frigotto (1995), Gramsci (1991), Luck (2011), Morin (2001) and Paro (2011). His final considerations contribute to the theoretical-practical discussions about the nature and extent of educational management in relation to Information and Communication Technologies (ICT), whose disruptive character lies in carrying the basic contradiction of facilitating and hindering the management of the school, in constant spiral of antithesis of oneself.

POLÍTICA EDUCACIONAL E A FORMAÇÃO TEÓRICA EM CONFRONTO COM A PRÁTICA EM GESTÃO ESCOLAR

This essay shows a survey conducted by the group of study and Interdisciplinary Training (GEFI-PROPP/UFMS/CNPq) in space and time that operate in school management of basic education is contextualized in the town of Tres Lagoas/MS and, through extension projects develops continuing education in partnership with university administrators, teaching coordinators, teachers as well as advisees graduate and post gradueted. It discusses to educational policy in normalized laws, theories in the field of school administration and management, and the routing of the proposed curriculum in their educational institutions. The methodology, grounded by collaborative action research, enables knowledge, mediated by questions regarding the performance of managers in complex tasks of managing the human and material resources of educational institutions. In this training process take as assumption that one of the roles of management is to organize, plan teaching and learning by ensuring equal opportunities for all students. In this context notes that the democratic administration it’s already part ofthe Brazilian scenery over more ten years with wide dissemination but it’s not still fully effectively remaining theoretical gaps and strategies to work collectively. With data collected through a questionnaire and statements recorded in the meetings it concludes that there is the existence of the Authority seated on the remaining upright bureaucratic administration and the strength of community members in participating in the collegiate bodies. On the other hand, the improvement of the quality of teaching and learning to guarantee equal opportunities are supported only on education programs without observance of internal and external evaluation processes with curricular actions to improve quality .It is observed that the formative program confirms that the subjects participants improve the understanding of their role in the negotiation and there is evidence collective actions in preparation of the pedagogical planning and routine meetings with teachers.

ENROLMENT PROJECTION AND COST IMPLICATION OF UNIVERSAL BASIC EDUCATION IN NIGERIA

The paper evaluated implementation of the Universal Basic Education (UBE) scheme for the first ten years of implementation, 2002-2012. Pupil enrolment for the period was projected and the cost implication of implementing the scheme estimated to guide government assess its ability to continue the implementation of the scheme, review its strategies of implementation or even abandon the scheme like the previous experiment with UBE scheme. The two research questions raised for the study were answered using documentary analysis, models and descriptive statistics. The result of analysis showed that over 46 million children would have been enrolled in schools and N52.9 billion spent annually if the scheme had been effectively implemented. The sight of basic school-going aged children at motor parks, markets and hawking along major streets during school hours suggests that the implementation of the scheme has not effective. It was therefore recommended among others that government should concentrate only on the supply and management of basic education in order to garner adequate funds to sustain its implementation and, allow private individuals and non-governmental organizations to supply and manage other levels of education.