An Evaluative Review of School Accreditation Implementation Program in Indonesian Contexts

Autor/in	Haryati, Sri
Titel	An Evaluative Review of School Accreditation Implementation Program in Indonesian Contexts
Quelle	In: International Education Studies, 7 (2014) 5, S.138-146 (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1913-9020
Schlagwörter	Foreign Countries; Accreditation (Institutions); Program Implementation; Context Effect; Equal Education; Compliance (Legal); Kindergarten; Elementary Secondary Education; Educational Policy; Educational Objectives; Relevance (Education); Educational Practices; Interviews; Profiles; Institutional Characteristics; Institutional Evaluation; Classification; Academic Standards; Competence; Teacher Qualifications; Administrator Qualifications; Educational Facilities; Governance; Financial Policy; Evaluation Criteria; Indonesia + Suchen Sie Ihr Suchwort? Ausland; Accreditation; Institution; Institutions; Akkreditierung; Staatliche Anerkennung; Institut; Politics of education; Bildungspolitik; Educational objective; Bildungsziel; Erziehungsziel; Relevance; Relevanz; Bildungspraxis; Interviewing; Interviewtechnik; Charakterisierung; Profilanalyse; Classification system; Klassifikation; Klassifikationssystem; Kompetenz; Lehrqualifikation; Bildungsstätte; Education; Educational policy; Financing; Steuerung; Bildung; Erziehung; Finanzierung; Fiscal policy; Finanzpolitik; Indonesien
Abstract	This paper critically reviews and evaluates the implementation of School Accreditation Program for the period of 2013 with a particular reference to Central Java Schools, consisting of Kindergarten (TK) Elementary School (SD), Junior High School (SMP) and Senior High School (SMA) (Note 1). The aim of the review is to see to what extent they can comply with the "Education for All" (EFA) Program as expressed in World Summit (2000) resulting in a Millennium Declaration known as "Millennium Development Goals (MDG). The research setting involved Central Java, covering 35 regencies as the sample consisting of 1,985 schools as the target and realized 1,972 (99%) schools accredited. It turned out that there were technical problems at schools of all levels, ranging from pre-accreditation, accreditation to post accreditation in need of special attention by involved parties for better improvement of the program implementation. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01