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Purpose The purpose of this paper is to explore the key determinants of effective school-based management (SBM) for improved teaching−learning environments and student achievements, while identifying the major reasons as to why poor implementation of SBM is associated with lower student achievements.Design/methodology/approach Both dimensions of quantitative and qualitative research were applied for the purpose of this study with active participation of 334 school stakeholders, including principals, teachers, parents, and school council members. In addition to the survey, 33 Interviews and FGDs were conducted with the participation of 61 key informants. These were followed by an examination of school documents, including students’ national examination results.Findings This study concludes that SBM drives the emergence of decision-making authority of principals, the presence of participatory school decision-making, and high involvement of school council for better teaching and learning environments. In turn, effective implementation of SBM policy is associated with healthier teaching−learning environment and better student academic achievements. However, less effective implementation of SBM is due to lack of proper understanding of the school stakeholders that resulted in lower academic achievement.Practical implications Adequate provisions of training on the part of school council members and school principals are required for significant results of SBM policy and programs for improved teaching–learning environment and increased student achievements. The training focuses on, among others: school leadership, school development planning and changing roles of school leaders under SBM reform.Originality/value This study builds on global and Indonesian developments of the decentralized education through SBM model. This study is highly significant in addressing the current debates in existing literature about whether or not SBM has resulted in school improvements and higher student achievements. Practically, this study provides adequate insight to educational leaders, policy makers and international donor agencies in demonstrating why SBM is effective in particular school settings as well as why SBM policy and programs are not effectively implemented in other schools that resulted in lower student achievements. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to examine the current school-based management (SBM) policy reform in Indonesia, with an emphasis on the impacts of shifting authority and responsibility to school level, as well as challenges confronted by the school council members, followed by remedial measures to minimize the problems. Design/methodology/approach – The paper employed a mixed-method research design comprising an extensive empirical survey followed by semi-structured and focused group interviews and examination of relevant documents. The data reported here are on the basis of an empirical survey involving 504 school council members from Ngada-Flores, followed by 42 interviews and focus group discussion (FGD) with all relevant stakeholders. Findings – The research findings demonstrate how devolution of power and authority to school level can create partnership in participatory school decision making in terms of setting a school mission, shared-vision, annual programs, school budget, school textbooks, school buildings, school-based curriculum and even students' discipline policies. In turn, devolving power and authority to school level has created several changes in schools, including in-school culture changes, and increased participation of school communities. These factors have led to the improvements in teaching-learning environments and student achievements. Research limitations/implications – The findings of this study are specific to the context of Ngada-Flores, Indonesia. The possibility for the general applicability of the findings is limited by the scope, the sample, and the cultural context of this study. Accordingly, even though there could be common features, the findings may not have general applicability to other systems. Practical implications – The paper suggests that capacity building in school level is required for the effective implementation of SBM policies and programs, including in-service training, regular professional development sessions and workshops on effective school leadership and management, as well as school development planning. Originality/value – This paper could be significant because of the absence of similar studies in the Indonesian context. The findings could be helpful in informing practitioners, the local and national authorities and all those interested in school education on how SBM with devolution of power and authority to school-level decision makers assists in-school improvements and student achievements, as well as problems and challenges confronted by school leaders in the implementation of SBM. [ABSTRACT FROM AUTHOR]

Purpose -- Timor Leste was established as a country in 1999 when the Indonesians relinquished sovereignty and their departing military units and associated militias left most of the educational infrastructure in ruins. Civil disorder flared again in 2006 and the Government invited international military and reconstruction aid agencies in to restore order and reinvigorate development. The Inspectorate was established by law in 2008 to improve the quality and accountability of the school education system. The aim of this paper is to analyse the relationship between a national language policy that favours Portuguese and Tetun, and the establishment and administration of the Inspectorate of the Ministry of Education in Timor Leste. Design/methodology/approach -- The author was embedded in the Inspectorate between January and June 2009. During this period he conducted ethnographic analysis of the administration of two of the largest regions prior to helping develop the School Inspector's Manual and a strategic plan for the Inspectorate. This report was derived from those experiences. Findings -- The Inspectorate in the Ministry of Education, led by an Inspector General, has a symbiotic relationship with what is termed in this paper as the "Schools Directorate" led by a director general. Although the Inspectorate is required to improve the quality and accountability of all services provided by the Schools Directorate, a close symbiosis is encouraged between the sister bureaucracies by the Minister of Education, resulting in serious goal displacement in both organisations, degrees of confusion and paralysis in implementation. Four major reasons are identified. The Minister co-manages the Schools Directorate and the Inspectorate has a chief executive officer. Formal communications in the Ministry are conducted in Portuguese, although very few are competent in this language. Regional directorates and regional inspectorates are required to collaborate closely in review and development planning, while the activities of the latter are funded and administered by the former. The cultural norms of conflict-avoidance in a post-conflict context are all pervasive in a setting of scarce resources, to the point where no one is ever fired, even for corruption. Originality/value -- This paper reports baseline research into the development of the Inspectorate and the Ministry of Education. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to describe the collaborative collection development initiative undertaken by the Indonesia Social Equity Project. Design/methodology/approach - The paper presents a brief history and descriptive analysis of an international collection development project. Findings - The paper examines practical issues that arose while building the library collection as a librarian/faculty collaboration, with the added element of having been conducted within a multicultural context. Originality/value - Similar case studies describing international collection development projects are rare in the literature. The article is of interest to librarians researching issues related to cross-cultural collaboration. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is twofold: first, to examine which factors are important in determining the post-migration education among rural-urban migrants in Indonesia. Second, to investigate whether investing in post-migration education in the cities improves the labour market performances of rural-urban migrants. The labour market performances are measured by the occupational (work) statuses and earnings (wages) at destination.Design/methodology/approach The determinants of post-migration education are estimated using a binary probit and ordinary least square, while a multinomial logit model and a two-step procedure of Lee’s selection-biased correction based on the multinomial logit are used to examine the effects of post-migration education on the labour market performances of migrants measured by occupational status and by wages. The main source of the data used in this study is the Rural-Urban Migration in China and Indonesia (RUMiCI) 2009-2011 survey conducted in the four largest recent migrant destination cities in Indonesia including Tangerang, Medan, Samarinda, and Makassar.Findings Post-migration education contributes significantly to the labour market performance in terms of work status and wages, compared to pre-migration education. In terms of work status, migrants with more post-migration education are more likely to be employed in the formal sector compared to migrants with less or no post-migration education. Relating to earnings, migrants with more post-migration education also tend to be paid more than those migrants with less or no post-migration education.Originality/value The role of post-migration education in the case of rural-urban migration particularly in developing countries is a relatively neglected area of research. One possible reason is because of the lack of data for rural-urban migration particularly in the case of developing countries. This study is taking advantage by using a new data set from RUMiCI focusing specifically on the rural-urban migrants in the four largest recent migrant destination cities in Indonesia including Tangerang, Medan, Samarinda, and Makassar. [ABSTRACT FROM AUTHOR]

Purpose: The present study aims to examine how a group of young leaders in Indonesia developed their leadership throughout their early and later years. In particular, the study examined focused motivation ("undeterred, intentional perseverance"), which is a common trait found in high-achieving individuals (Paik, 2013, p. 106). The study further investigated the nurturance of focused motivation through key support networks in home and school environments. Design/methodology/approach: Using the productive giftedness model (Paik, 2013, 2015) as its theoretical framework, the study used a mixed-method design comprising a structured interview and survey. The final sample included 38 high-achieving Indonesian leaders. Findings: Findings from the study demonstrate that focused motivation can be cultivated through a combination of opportunities, support and resources. More specifically, the home and school are integral in the development of characteristics contributing to focused motivation, such as resilience and mastery-orientation. In the study, positive characteristics and support networks of young leaders enabled them to overcome a variety of personal and professional challenges, including overcoming social barriers experienced by some of the leaders. Social implications: Findings from the study can inform practice and policy efforts in creating nurturing home and school environments that will help children and young adults achieve their leadership potential, especially in developing countries where access to education and resources is often limited. Originality/value: The study highlights the sociocultural context in Indonesia to discuss the opportunities and barriers in talent and leader development. [ABSTRACT FROM AUTHOR]