Who Should Govern the School?
Alfiatunnur M.Ed
School is a formal agency of education, and it
should reflect the culture and the need of the society, deliver knowledge, and
build each individual for the future country improvement. Even though the
school is only expected to focus on the teaching-learning process, school
control is mostly influenced by power and politics. In the countries, where multiple cultures and
diverse population exist, the battle over school’s governance is a big issue. Basically, it is normal because school is a
long life institution, and for some reason, perhaps, school can be the resource
to earn money and gain popularity. According to Sydney Hook “ the social and
political problems of our age cannot be wished or prayed out of the world”
(1973, p.300). So, if I am asked who should govern our school? I would
definitely answer that it should be the region (sub district) government.
The battle over the
school’s governance is often the result of political interest, which tries to
obtain the power over the community. However, it absolutely will not benefit
the educational realm. Then, why should
the region or sub district govern the school? It was a hot topic in the
educational realm in Aceh, Indonesia.
Aceh is the western part of Indonesia, where the majority of the
population is Muslim. Historically, Aceh was an independent Islamic kingdom
before integrating into Indonesia. The integration process was followed by an
agreement with the central government, which awarded Aceh as one of two special
provinces in Indonesia. As a special
province, Aceh was given an opportunity to govern the state based on three
special recognitions, which were religion, culture and education.
Unfortunately, the centralization
government system, where all the power of control was from central government,
had impeded the Aceh province development. It has caused a tremendous problem
within the society in Aceh, which increase poverty, conflict and unresolved problems
in the educational realm. The 32 year
conflict, which eventually ended peacefully after the tsunami struck Aceh, was
not a mere political reaction, but it was the result of unequal income
distribution between central government and Aceh government, and the three
special recognitions of Aceh did not function optimally.
Aceh is one of the
richest provinces in Indonesia with natural resources, oil and gas, which make
a huge income contribution.
Unfortunately, most of the income went to the central government, and
only a small portion of income was left in Aceh. In addition, the centralize
government system did not give enough opportunity for the Aceh government to
optimally apply the three special recognitions of Aceh in the governing system,
community and school in Aceh, until the peace agreement was signed and special
autonomy then awarded.
Special autonomy was
first awarded to the Aceh province in 2001. It offers a broad opportunity for
the local government to regulate the system in Aceh. The local government
regulation, which is called Canuun,
has fully given an opportunity for the Aceh community to apply the three
special recognitions for the
community improvement. In addition, the most important provision of law is Aceh
will receive 70 percent of oil and gas redistribution revenue. The most part of
this 70 percent return income goes to support education.
The special autonomy is
the sign of the beginning of a new decentralization era, where the provincial
government has the authority to regulate the system. The Aceh local government
begins to draft every single system of which is covered by the three Aceh
special recognitions. It is totally valuable for the educational realm in Aceh.
Compared to the centralization government system, it is completely different.
Today, the schools have an equal access, and it has widely opened the
opportunity for the school to make
improvements.
Learning from
experience, I would say that if the local region or sub district governs the
school, it will definitely help to develop the school, because:
School
Improvement Should be Parallel with Community Development
Though the system is not centered on the community,
the importance of community involvement is still crucial. The community can
devote their professional development resource to support an improvement at
school level. School professional development should be developed based on the
need of both school and community. It indicates that both of them cannot be
separated and must work together to achieve the goal.
I myself witnessed, the
past centralization government system in Indonesia, had brought negative impact
on the educational realm in Aceh. As one of provinces in Indonesia, which is
divided into four municipalities and at least ten regencies, are living in a
very diverse community. Each group communities need a very diverse skill and
knowledge with different approach system to develop their areas. However, the
centralization government system had only emerged one idea of improvement, and
it had to go with the central government decision.
The offer of special
autonomy from the central government has widely opened a gate for the education
realm in Aceh. It is a great opportunity
for the regional government to explore the local human resources, natural
resources, culture, and religion to develop the school curriculum. Each region
also has an authority to hire the teachers, school administration and
principals from the local human resources, so they will stay at school forever
or at least for a certain time. It has reduced the uncertainty of the school
future. Sidney Hook in his book Education
and the Taming of Power said “ it is one thing to plan a curriculum of
studies with an awareness of the social trends and problems that are shaping
the future and that are certain to affect the lives of generation to come”
(1973, p.149).
The
Regional Government knows what the school’s needs and the community’s
expectation
Another benefit of having the region govern the school
is they know what the school needs and also the community’s expectation. Each
place has different needs, and to be able to see the needs, they have to be
involved in the community. For example, four years ago, the region of North
Aceh needed more than a thousand nurses. To secure the health jobs, the region
recruited many nurses.
After tsunami struck
Aceh, the government had to replace four thousand teachers who died or lost due
to the disaster, and each regions had the different number of needs. During an
emergency phase, the teachers’ recruitment process was held by the central
government. It had impact an unequal teachers distribution. Some schools needed
more teachers, but they got less, or they got double for the same course, while
others got none.
I am not going to say
that the recruitment process at the regional level will be more effective, but
at least it can be more efficient and reduce the probability of unequal
teachers distribution.
Sustainable
System
Sustainable and effective management system is needed
to secure the further school improvement. System designates some kind of
thought and structure. During reconstruction phase in Aceh, many non -
government organization (NGO) rebuilt the building in Aceh. Some of them were
school building. It was much easier for the NGO to fund for building construction,
however, thing got change when they begin discussing for a sustainable
maintenance. As the funders, of course, they wanted to know who are going to
fund the further operational cost, school building and facilities maintenance.
The debate ended up with a solid decision, which goes to the regional
government, where the buildings are being constructed.
Secure
Financially
Since the regional government is only accountable for
the school in their areas, they can optimally and wisely allocate funds to
support the school operational cost. Financial security should be other main
factor of keeping the school under regional government. Good financial support
leads to an affective school improvement. Although this perhaps the simplest
school activity, it will cost money.
Reference
Hook, S. (1973). Education and the taming power.
Illinois: Open Court Publishing
Company
