School Facilities
| MSIPS Study |
SCOPE |
MSIPS Progress |
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This component is part of an overall program to develop a number of "model schools" throughout various regions in Indonesia. However, right from the inception of this model, in contrast with other models such as the SMU+, this model must be ‘easily replicable’ with a ‘minimum of capital expenditure’. If transference of this model to the broad spectrum of regular SMUs is to occur the transference must be financially viable based upon existing budgets, and sustainability issues need to be considered during all stages of the project. The primary focus throughout this component will be upon quality, efficiency, and student and teacher satisfaction. Teacher and student motivation and satisfaction, are the two main criteria that will ultimately determine the sustainability of any educational model. A further important issue is the strategic selection of the schools (see msips) so as to provide a centralised accessible resource (benchmark) for other schools within the region. Perhaps the Sanggars could prove most affective in disseminating the transference to other regional schools. The process of transference should be supported and managed by the KANWILs at the regional level. Many of the major issues to be addressed will probably require a combination of systemic change, shifts in perceived staff roles (function), and also significant attitudinal change. Because of the many different individual regional situations, varying school cultures, and local community needs on-site training and assistance will be imperative during the piloting stages. However, from the experience gained during this piloting stage a number of ‘generalizations for change’ should be able to be formulated which will help expedite transference to other regional schools. The main initial considerations for the facilities component will include:
Vocational Considerations Bearing in mind that only 30% of the SMU students (nationally) continue onto higher education I believe that addressing the following issues may enable a more balanced and equitable senior secondary system. Maximize the practical components of the curriculum (computing, language, science practicals) for the purpose of practical life/ vocational skills development. Through close liaison with local industry and the broader community encourage and facilitate student participation in workplace and community projects. Utilize local community expertise, materials, equipment, and experience (particulary industrial) to provide extracurricular learning activities.
IMPLEMENTATION
Stage 1 - Planning. Each school will have its own unique cultural characteristics which will influence the process of planning for upgrading. Initial planning for the development of the school’s individual facilities will be formulated in conjunction with the primary stakeholders in the specific areas, ie IPA teachers, librarians, general teaching staff, and students. These plans will reflect the particular aspirations of the staff, the concepts of the consultant re current and future needs, and the capacity of the individual facility for development (structurally, functionally, staffing). These plans will then be reviewed in terms of general school planning and management by the school's headteacher and KANWIL officials who will have been consulted and kept informed during the inception and formulation of the plans.
Stage 2 - Actualization (Working in the schools)
Stage 3 - Reflection, Evaluation, and Modification
Reporting:
Recommendations:
 Learning Systems Institute |