Agustinus Bandur(a,b)
(a) School of Education, University of Newcastle, Australia
(b) STKIP Santu Paulus, Ruteng, Manggarai
Received accepted, Final version accepted 20 December 2008

Email: durgus2000@yahoo.com
Permanent link of this article: http://ntt-academia.org/nttstudies/Bandur-2009.pdf
The Interdisciplinary Journal of NTT Development Studies – An International Bilingual Journal
This is an Open Access article distributed under the terms of the Creative Commons Attribution License
(http://creativecommons.org/licenses/by-nc-nd/3.0/legalcode)

Abstract

School-Based Management (SBM) has become the most prominent feature of public school management systems in most countries around the world. In Indonesia, the Central Government established a Commission of National Education (Komisi Nasional Pendidikan) in February 2001 on the basis of Law 22/1999 by which education was decentralized. The Commission recommended the formation of school councils at the school level to improve quality of national education. The Government then embarked on the formation of school councils in Western Sumatera, Eastern Java, and Bali. On the basis of these trials, the councils were considered strategic in promoting democratic principles in schools, creating higher levels of parental participation in school governance, and improving the quality of national education. For these reasons, in 2002 and 2004, the Government provided a set of guidelines to establish mandatory corporate governing body type school councils in accordance with the Law 22/1999, the Commission and
Education Act 20/2003. With the turn of the 21st Century, all Indonesian public schools have implemented SBM. This paper reports how the implementation of SBM in Indonesia has created conflicts in regional levels, particularly between the regional governments and school stakeholders.

Key words – School-based management, school councils, Flores
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The Turkish Online Journal of Educational Technology – TOJET April 2006 ISSN: 1303-6521 volume 5 Issue 2 Article 6

Kamile DEMİR
kamiledemir@trakya.edu.tr

ABSTRACT

Developments in information technologies have been impacting upon educational organizations. Principals have been using management information systems to improve the efficiency of administrative services. The aim of this research is to explore principals’ perceptions about management information systems and how school management information systems are used in primary schools. The respondents of this study were 98 elementary school principals in Edirne. Data were gathered using a five-part questionnaire. The first part collected demographic information about respondents. The others had statements about school management information systems. The data were analyzed using frequency, percentage, mean and standard deviation. Results indicated that although technologic infrastructures of elementary schools are insufficient, school management information systems have an important contribution to school management.

KEYWORDS: school management information system, elementary school, principal

INTRODUCTION

Today, which we call information age as many technologic developments have been experienced; the biggest risk that an organization could take is to stay insensitive to change. Many significant factors such as continuous developments in information technologies, information exchange, increasing expectations of the society, modern managing perceptions and applications cause organizations all over the world to develop new applications in order to survive (Demir, 2003). Because of their priority in modern societies, Information Technologies have reached a state of high priority in education, too. Recently, contributions of information technologies to education have been among the mostly emphasized subjects (Webber, 2003; Flanagan&Jacopsen, 2003; Selwood, 2000, Pelgrum, 2001; Yuen, Law&Wong, 2003). Every country aims to provide their citizens with the most contemporary education in line with their financial efficiency. For this reason, big investment plans about the use of information systems have been put into action all over the world (Yuen, Law&Wong, 2003; Pelgrum, 2001). In our country, too, in order to support Primary Education Program, 600 million $ of loan in total was taken out in World Bank on June 25, 1998 and July 26, 2004. In the first section of the program, at least two primary schools in each of the 921 countries of Turkey were equipped in terms of information technologies and then activated. In-service training courses about the use of computer in primary education which was given to 2.250 coordinators of information technology sections and 35.000 teachers were financed. In the second section of the project ending on February 28, 2006, it is expected that information technology software are distributed to the 3.000 primary education schools around Turkey and education portal is established. By training 600 computer teachers, in-service training is planned for all the primary school inspectors working on the field, and for at least 106.381 educators formed of managers and teachers of primary schools which have or will have
information technology classes, on use of information technologies in education and use of educational software, which will be prepared in line with recent instruction programs (World Bank, 2002; MEB, 2002).
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