Relevant bibliographies by topics / School-based management

Academic literature on the topic 'School-based management'

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Published: 4 June 2021
Last updated: 29 July 2024

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Journal articles on the topic "School-based management"

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Muslihah, Eneng. "SCHOOL BASED MANAGEMENT." ALQALAM 26, no. 3 (December 31, 2009): 427. http://dx.doi.org/10.32678/alqalam.v26i3.1565.

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School based management is the main issues in the educational quality improvement of both elementary and secondary education institutions in the world in the last three decades. It is the alternative school management believed to be potentially able to elevate the education quality. In Indonesia, it was introduced as early as the end of 1999 following the enactment of the decentralization policy. School based management, which is seen as a panacea of Indonesian education problems especially from primary up to senior secondary schools, when the 2003 Education Law No 20 was introduced, Indonesia formally adopted a policy of "school-based management" for the quality improvement of its 227.298 public and private schools, and madrasahs (Islamic schools), 47.813.166 students and 3.218.7 54 teachers. SBM in Indonesia is focused on the four aspects of basic education: quality, equality, relevance and efficiency. While international research has not yet proved conclusively that school­based management improves student outcomes, but in Indonesia, the experience has been to a certain degree more positive.
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Lindquist, Karin M., and John J. Mauriel. "School-Based Management." Education and Urban Society 21, no. 4 (August 1989): 403–16. http://dx.doi.org/10.1177/0013124589021004005.

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Brown, Frank, and Richard C. Hunter. "School-Based Management." Urban Education 33, no. 1 (March 1998): 95–122. http://dx.doi.org/10.1177/0042085998033001006.

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Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (October 16, 2023): 2798–815. http://dx.doi.org/10.55248/gengpi.4.1023.102825.

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Morales, Reggie R., and Angelito S. Manalastas. "Exploring Instructional Leadership of School-Based Management Level III Schools." International Journal of Research Publication and Reviews 4, no. 10 (October 16, 2023): 2798–814. http://dx.doi.org/10.55248/gengpi.4.1023.102836.

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Sackney, Larry, and Daniel Brown. "Decentralization and School-Based Management." Canadian Journal of Education / Revue canadienne de l'éducation 17, no. 4 (1992): 473. http://dx.doi.org/10.2307/1495449.

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Lazwardi, Dedi. "IMPLEMENTATION OF SCHOOL-BASED MANAGEMENT." AL-IDARAH: JURNAL KEPENDIDIKAN ISLAM 8, no. 1 (October 16, 2018): 32. http://dx.doi.org/10.24042/alidarah.v8i1.3077.

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Education has an important role in influencing the advancement of a nation'scivilization. A nation that has good education tends to be an advanced nation in civilization, science and technology, social economy, as well asculture. One of the educational problems is the need for adjustment and improvement of educational program material so that it can flexibly movealong with the demands of the workforce and the changing demands of people's lives. The implementation of School-Based Management (SBM) isessentially the granting of greater autonomy to schools with the ultimate goalof improving the quality of the results of the implementation of education sothat it can produce actual achievements through a well established managerial process. School-based management is the granting of broadautonomy at the level of the education unit in order to be able to manageresources and sources of funds and allocate according to the level of need. The aim of school-based management is to improve the efficiency ofeducation quality by independence and flexibility in managing existing resources. Components in school-based management include management ofcurriculum and teaching programs, management of teaching staff,management of students, financial management and financing, managementof educational facilities and infrastructure, public relations management and special service management. Supporting factors for the success of the firstschool-based management, the demands of a considerable democratic life from the people in the reform era. Second, the application of Law No. 22 of1999 concerning Regional Government which emphasizes the autonomy of government at the district / city level. Third, there is a school committee thatfunctions to help implement the Social Safety Net (JPS) program in many schools. Fourth, there is a desire by the government to increase communityparticipation in education by increasing the duties, functions and roles of the Education Provider Assistance Agency (BP3). Factors that become obstaclesin running school-based management come from students, educators, infrastructure and community participation.
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Murphy, Joseph, and Lynn G. Beck. "School-Based Management—Taking Stock." Kappa Delta Pi Record 32, no. 1 (October 1995): 6–10. http://dx.doi.org/10.1080/00228958.1995.10531942.

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Lingard, Bob, Debra Hayes, and Martin Mills. "Developments in school‐based management." Journal of Educational Administration 40, no. 1 (February 2002): 6–30. http://dx.doi.org/10.1108/09578230210415625.

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Walker, Elaine M. "Politics of School-Based Management." education policy analysis archives 10 (August 4, 2002): 33. http://dx.doi.org/10.14507/epaa.v10n33.2002.

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Since the late 1970s the problem of urban education has been cast as partially a problem of governance and authority structures. This focus mirrors a larger preoccupation by educational reformers with democratizing the decision-making process in public schools, a preoccupation that is evident not only in this country but also many nations throughout the world. Borrowing from the private sector, the underlying assumption behind decentralization is that educational improvement is only possible if those closest to the point at which decision are enacted become the architects of these decisions. Thus, school-based management or participatory decision-making is viewed as a means to formally incorporate the voices of parents, teachers and the community in the management of their schools. This paper discusses the findings of a recently conducted study on school-based management in thirty of New Jersey's poorest districts (referred to as the Abbott Districts). These districts have begun a process of complex reform after the State's Supreme Court ruled that the state had failed to constitutionally provide a thorough and efficient education for its poorest students by the absence of parity funding. Populated by primarily black and Hispanic students, and representing most of the larger urban communities in the state, students in these districts exhibit performance levels significantly below that of the state average. The results of the study indicate that (1) genuine autonomy has been usurped by an intensification in state power and authority, (ii) state elites have provided little opportunity for districts and SBM teams to build capacity; (iii) the level of democratization or opening-up of decision making to local community members has been minimal as the teams become teacher dominated; and (iv) in the absence of clear guidelines from the State, conflict over the appropriate role of SBM members, principals, central office staff and local school boards has emerged. The paper on the basis of these findings explores some policy options that need to be considered both at the state and local levels as school communities move toward more decentralized governance structures.
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Dissertations / Theses on the topic "School-based management"

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Chung, Lui-pong Gavin. "A principal's views on school-based management : implications for school management in aided secondary school /." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B21305092.

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Yu, Chung-ching. "A comparative study of school-based management in three places - rethinking school-based financial management under the school management initiative." Hong Kong : University of Hong Kong, 1996. http://sunzi.lib.hku.hk/hkuto/record.jsp?B17595393.

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Hanks, Jennifer A., and n/a. "School based management: the Principals' perspective." University of Canberra. Education, 1993. http://erl.canberra.edu.au./public/adt-AUC20060207.133742.

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This study details the background to the establishment of Parish School Boards in the Archdiocese of Canberra and Goulburn, and reports and analyses the perceptions of all ACT Catholic, systemic, primary school Principals who operated with a Parish School Board in 1993. The movement towards Parish School Boards finds its genesis in the Second Vatican Council where the Church was invited to collaborate in decision-making based on the belief that all the faithful have gifts, knowledge and a share of the wisdom to bring to the building of the Church. The nature and structure of Catholic education was seen as a suitable vehicle for encouraging communities to engage in shared decision-making and in participatory democracy under the Church model of subsidiarity, collegiality and collaboration. The introduction of Parish School Boards into the Archdiocese can be seen as the implementation of a radical change to the educational mission of the Church and the educational leadership of the faith community. Reflecting 'new management theory' in both the secular and Church worlds, a key stakeholder is the school Principal whose role and relationships change as he or she learns to work within a team, sharing leadership. This study examines the responses of nineteen Principals who were interviewed by the researcher in order to determine how they work with a Parish School Board and what effects the board has on their work. Research studies in the area of School-Based Management and Shared Decision-Making have informed the review, and the Principals' responses from this study have been analysed in the light of secular and Church literature on leadership, devolution and change. The respondents of this study, the school Principals, report the benefits of collegiality and collaboration but their unresolved tensions relate to work overload, lack of clarity of the roles and responsibilities of the various local level decision-making groups, increased administrative complexity, community demand for ever widening consultation and the challenge of consensus decision-making. All Principals report an urgent need for professional development for themselves and for the system to provide a more explicit focus on parish and community formation with the commitment of the necessary resources to sustain this radical change.
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Wagstaff, Juanita Garcia. "Site-based management and school improvement /." The Ohio State University, 1996. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487933245536393.

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Chan, On-kei. "The politics of school-based management legislation in Hong Kong /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B31365012.

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Brijkumar, Amritha. "School management teams' management of the school-based continuous professional development of teachers." Diss., University of Pretoria, 2013. http://hdl.handle.net/2263/40393.

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This study focuses on how school management teams manage the school-based continuous professional development of the teachers at their schools. The assumption is that continuous professional development - if school-based - may be more practical in implementing changes because the teachers will be working in a familiar context when managing their own development and in meeting the specific needs of their school. At present the professional development of teachers consists mainly of external workshops and courses. Teachers then return to the school context that has not changed to accommodate what has been learnt at these workshops or courses. The lack of feedback or follow-up has done little to encourage teachers to implement any changes in their teaching practice. The study also explores the practice of school management teams in creating collaborative school cultures for the implementation of schoolbased continuous professional development. The rationale for this study is based on the urgent need for continuous professional development to be part of the schools’ development of teachers. The National Policy Framework for Teacher Education and Development provides the frame of reference. There is, however, a gap in the policy on how continuous professional development should be implemented to create a collaborative school culture and the role that the school management team plays in doing this. The aim of the study was to determine how school management teams managed continuous professional development at their schools; to identify the challenges they faced in managing school-based continuous professional development; and to explore the strategies that contributed to successful school-based continuous professional development. The research methodology employed in this study is a Triangulation Mixed Methods Design. Qualitative and quantitative data was collected simultaneously and analysed separately to understand the research problem. The sample consisted of principals, deputy principals and heads of department of primary schools who were interviewed. Questionnaires were administered to Level 1 teachers at these schools. The interviews were analysed by identifying emerging patterns, themes and categories. The questionnaires were analysed by presenting descriptive statistics about the schools and then inferential statistics were determined that correlated and tested the hypotheses. The results were reported in the form of summaries from the interviews and graphs from the questionnaires.
Dissertation (MEd)--University of Pretoria, 2013.
gm2014
Education Management and Policy Studies
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Cheung, Chun-ming. "New roles of school principals in school-based management reform : a comparative study /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2224914X.

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Park, Jong Pil. "Creating an autonomous school community : school-based management in Korea /." Digital version accessible at:, 2000. http://wwwlib.umi.com/cr/utexas/main.

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Todd, Annie Lunette. "School improvement through site -based management practices." W&M ScholarWorks, 2003. https://scholarworks.wm.edu/etd/1539618698.

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The purpose of this single site case study was to examine administrators', teachers', and guidance counselors' perceptions of site-based management components and school improvement. The study addressed the following three questions: (1) What are the perceptions of experienced teachers toward key aspects of site-based management (shared decision making, school climate, and student success)? (2) What factors do experienced educators identify with promoting the successful implementation of site-based management components (shared decision making, school climate, and student success)? (3) What factors do experienced educators identify with hindering the successful implementation of site-based management components (shared decision making, school climate, and student success)?;The study employed both quantitative and qualitative methodology. Administered to only experienced teachers with three or more years of teaching, a questionnaire was used to collect data for three sub-scales: shared decision making, school climate, and student success. to answer question one, descriptive statistics were reported, and an ANOVA was used, resulting in no significant difference among the sub-scales. Qualitative data were collected from a focus group comprised of the School Improvement Team and from semi-structured interviews to identify factors promoting and hindering the successful implementation of site-based management components.;Results indicate that the implementation of SBM strategies was overall positive. Participants' responses revealed that shared decision making is an effective strategy for improving the school. Furthermore, the school climate is conducive to teaching and learning, and students are successful at this recently recognized Blue Ribbon School. as a professional community, the administrators and teachers collaborated to develop the vision, mission, and school improvement plan, especially with a focus on student achievement. Although the results were positive overall, participants also identified barriers, such as time, funding, and lack of technological assistance, sometimes hindering improvement efforts.
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Chung, Lui-pong Gavin, and 鍾呂傍. "A principal's views on school-based management: implications for school management in aided secondaryschool." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31960832.

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Books on the topic "School-based management"

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Myers, Dorothy. School-based management. [Washington, D.C.?]: Office of Research, Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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Caldwell, Brian. School-based management. Paris: Unesco, International Institute for Educational Planning, 2005.

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Myers, Dorothy. School-based management. [Washington, D.C.?]: Office of Research, Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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Myers, Dorothy. School-based management. [Washington, D.C.?]: Office of Research, Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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Myers, Dorothy. School-based management. [Washington, D.C.?]: Office of Research, Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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Myers, Dorothy. School-based management. [Washington, D.C.?]: Office of Research, Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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Myers, Dorothy. School-based management. [Washington, D.C.?]: Office of Research, Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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Lindelow, John. School-based management. Washington, D.C: Educational Resources Information Center, 1989.

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Myers, Dorothy. School-based management. [Washington, D.C.?]: Office of Research, Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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Myers, Dorothy. School-based management. [Washington, D.C.?]: Office of Research, Office of Educational Research and Improvement, U.S. Dept. of Education, 1993.

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Book chapters on the topic "School-based management"

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Cheng, Yin Cheong. "Multi-level self-management." In School Effectiveness and School-Based Management, 88–107. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-7.

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Cheng, Yin Cheong. "Implementation of self-management." In School Effectiveness and School-Based Management, 108–33. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-8.

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Cheng, Yin Cheong. "Management of school-based change." In School Effectiveness and School-Based Management, 215–44. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-13.

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Cheng, Yin Cheong. "Leadership for school-based management." In School Effectiveness and School-Based Management, 155–89. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-11.

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Cheng, Yin Cheong. "Management of school-based change." In School Effectiveness and School-Based Management, 215–44. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-13.

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Cheng, Yin Cheong. "Leadership for school-based management." In School Effectiveness and School-Based Management, 155–89. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-11.

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Cheng, Yin Cheong. "Theory of school-based management." In School Effectiveness and School-Based Management, 57–87. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-6.

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Cheng, Yin Cheong. "Management of school-based staff development." In School Effectiveness and School-Based Management, 190–214. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-12.

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Cheng, Yin Cheong. "A school-based mechanism for development." In School Effectiveness and School-Based Management, 134–52. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-9.

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Cheng, Yin Cheong. "Management of school-based curriculum change and development." In School Effectiveness and School-Based Management, 245–70. 2nd ed. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003267980-14.

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Conference papers on the topic "School-based management"

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Usoh, Elni Jeini. "Institutionalisation of School Based Management." In 5th Asian Education Symposium 2020 (AES 2020). Paris, France: Atlantis Press, 2021. http://dx.doi.org/10.2991/assehr.k.210715.035.

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Nurkolis, Dr. "The Implementation of School-based Management for School Effectiveness." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.132.

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Djum Djum Noor Benty, Djum, and Achmad Achmad Supriyanto. "Implementation of School-Based Management Program in Public Elementary School." In 2nd International Conference on Educational Management and Administration (CoEMA 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/coema-17.2017.23.

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Aryanti, Rika, and Dadang Suhardan. "Principal Leadership and School Committee Administrators Against School-Based Management Effectiveness." In Proceedings of the 3rd International Conference on Research of Educational Administration and Management (ICREAM 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200130.159.

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Muchsin, Muchsin, and Hambali Hambali. "Development of Conflict Management Model Based School at Junior High School." In Proceedings of the 3rd International Conference on Economic and Social Science, ICON-ESS, 17–18 October 2018, Banda Aceh, Indonesia. EAI, 2020. http://dx.doi.org/10.4108/eai.17-10-2018.2294207.

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Jatmika, Tomy, Su’ad Su’ad, and Achmad Madjdi. "Development of Entrepreneurship-Based School Management Models." In Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20-21 August 2019, Kudus, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.20-8-2019.2288139.

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Hadiyanto, Hadiyanto. "Reinforcement of School-based Management in Indonesia." In Proceedings of the Padang International Conference on Educational Management And Administration (PICEMA 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/picema-18.2019.2.

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Masaong, Abd Kadim, and Humaira Tipuwo. "Nature School Management Based on Religious Culture." In Proceedings of the 2nd International Conference on Research of Educational Administration and Management (ICREAM 2018). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/icream-18.2019.77.

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Hariyati, Nunuk, and Apriliani Hartini Namat. "Environment-Based Curriculum Management In Primary School." In 9th International Conference for Science Educators and Teachers (ICSET 2017). Paris, France: Atlantis Press, 2017. http://dx.doi.org/10.2991/icset-17.2017.110.

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Bielykh, O. M. "Programme-based management of a secondary school." In PROSPECTS FOR PEDAGOGICAL AND PSYCHOLOGICAL RESEARCH. Baltija Publishing, 2024. http://dx.doi.org/10.30525/978-9934-26-403-0-26.

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Reports on the topic "School-based management"

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Heyward, Mark, Robert Cannon, and Sarjono. Implementing School-Based Management in Indonesia. Research Triangle Park, NC: RTI Press, October 2011. http://dx.doi.org/10.3768/rtipress.2011.op.0006.1109.

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Prew, Martin Prew. School-Based Management in Secondary Education in Sub-Saharan Africa. Toronto, Ontario Canada: Mastercard Foundation, November 2018. http://dx.doi.org/10.15868/socialsector.36894.

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Nchare, Karim. On the Importance of Functioning School Based Management Committees (SBMCs): Evidence from Nigeria. Research on Improving Systems of Education (RISE), November 2021. http://dx.doi.org/10.35489/bsg-rise-ri_2021/033.

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This note examines the effects of School-Based Management Committees (SBMC) on the quality of education in Nigeria based on existing studies and completed programmes. We will investigate whether actions implemented by SBMCs improve learning outcomes and teachers’ performance. In the first section, we will discuss the findings from data collected by the Education Sector Programme in Nigeria (ESSPIN). In the second section, we will discuss findings from an exploratory analysis using survey data collected for the Service Delivery Education Indicators (SDI) in Nigeria. In the conclusion, we will discuss some lessons learned and the implications for the RISE Nigeria SBMC research design.
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Ogwuike, C. Obinna, and Emeka W. Nweke. School-Based Management Committees (SBMCs) and How to Study Them: A Methodological Review of a RISE Research Project. Research on Improving Systems of Education (RISE), April 2022. http://dx.doi.org/10.35489/bsg-rise-ri_2022/042.

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In this Insight Note, the authors provide a detailed explanation of our research strategy and the methodologies and tools we are using to assess the institutional norms and conditions that lead to effective SBMCs. The goal of the note is to show other researchers interested in Nigeria’s SBMCs the type of work we are doing, and exactly how our research team operates in rural Nigeria. The authors hope that this information will be useful to researchers interested in studying Nigeria’s SBMCs, or in the nuances of data collection in rural Nigeria generally.
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Muralidharan, Karthik, and Abhijeet Singh. Improving Public Sector Management at Scale? Experimental Evidence on School Governance in India. Research on Improving Systems of Education (RISE), November 2020. http://dx.doi.org/10.35489/bsg-rise-wp_2020/056.

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We present results from a large-scale experimental evaluation of an ambitious attempt to improve management quality in Indian schools (implemented in 1,774 randomly-selected schools). The intervention featured several global “best practices” including comprehensive assessments, detailed school ratings, and customized school improvement plans. It did not, however, change accountability or incentives. We find that the assessments were near-universally completed, and that the ratings were informative, but the intervention had no impact on either school functioning or student outcomes. Yet, the program was perceived to be successful and scaled up to cover over 600,000 schools nationally. We find using a matched-pair design that the scaled-up program continued to be ineffective at improving student learning in the state we study. We also conduct detailed qualitative interviews with frontline officials and find that the main impact of the program on the ground was to increase required reporting and paperwork. Our results illustrate how ostensibly well-designed programs, that appear effective based on administrative measures of compliance, may be ineffective in practice.
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Bando, Rosangela. The Effect of Cash Transfers to Schools on Voluntary Contributions. Inter-American Development Bank, September 2014. http://dx.doi.org/10.18235/0011660.

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School-based management programs aim to improve education outcomes by involving parents in allocation decisions about external funds transferred to the school. This paper explores the effects of two school-based management programs on parental investment in schools via voluntary contributions. One program provides both a cash grant and a matching scheme for privately raised funds. Difference-in-differences estimation shows that parents in richer schools increased voluntary contributions by 28 percent, while parents in poorer schools decreased voluntary contributions by 11 percent. This implies that a matching scheme results in higher inequality in resources available to schools. The second program provides only a cash grant to poor schools. Based on a randomized control, estimation shows that parents use 83 percent of the grant to substitute for voluntary contributions. A cash grant alone for poor schools results in an increase in resources available to the school in less than the cash grant transfer.
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Gutierrez, Mabel, Juan Carlos Guerra, Augusto Meléndez, Paola Bayona, Jose David Cantillo, Jorge Valencia, Angeli María Del Toro, Cristian Rios, and Andrés Díaz. Learning in Twenty-First Century Schools: Note 2: School Infrastructure Survey. Inter-American Development Bank, December 2014. http://dx.doi.org/10.18235/0006289.

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The process of developing a methodology for the management of education infrastructure in the countries of Latin America and the Caribbean began with an analysis and discussion of types of variables, common content, and unified criteria across this group of countries. This produced a definition of school infrastructure as well as implications for managing it in accordance with each country's legislation, plans, and policies. Based on this analysis, it was possible to determine that in each of the educational infrastructure as a key factor in improving the quality of education, and this is reflected in their national policies that explicitly present the need to build, renovate, and maintain the physical plant of the schools.
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Kim, Ann Y., Tyler Reeb, Jaylee Jordan, and Youngjin Song. Curriculum Evaluation of the Academy of Global Logistics Program: Connections to STEM Education. Mineta Transportation Institute, June 2023. http://dx.doi.org/10.31979/mti.2023.2246.

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Abstract:
The Academy of Global Logistics (AGL) is a career technical education program developed in collaboration with the Port of Long Beach and the Long Beach Unified School District and with support from the Center for International Trade and Transportation. Students enrolled in the program, implemented at a high school in Long Beach, CA, learn global logistics and supply chain management over the course of their high school career. The program culminates in a capstone project that is evaluated by industry leaders. This research project applies qualitative coding methods to find connections between the AGL curriculum and CA mathematics and science curriculum standards and AGL curriculum and project-based learning. The project’s findings identified that the AGL curriculum provided students with numerous opportunities to engage in mathematics and science practices in a project-based learning environment. Recommendations for policymakers and higher education institutions are discussed in order to advocate for best practices to serve California's youth.
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9

Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

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Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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10

Bano, Masooda. Curricula that Respond to Local Needs: Analysing Community Support for Islamic and Quranic Schools in Northern Nigeria. Research on Improving Systems of Education (RISE), August 2022. http://dx.doi.org/10.35489/bsg-rise-wp_2022/103.

Full text
Abstract:
Involving local communities in school management is seen to be crucial to improving the quality of education in state schools in developing countries; yet school-based management committees remain dormant in most such contexts. Drawing on ethnographic fieldwork with a rich network of community-supported Islamic and Quranic schools in the state of Kano in northern Nigeria—a sub-Saharan African region with very low education indicators, low economic growth, and political and social instability—this paper shows how making school curricula responsive to local value systems and economic opportunities is key to building a strong sense of community ownership of schools. Under community-based school management committees, control over more substantive educational issues—such as the content of school curricula and the nature of aspirations and concepts of a good life that it promotes among the students—remains firmly in the hands of the government education authorities, who on occasion also draw on examples from other countries and expertise offered by international development agencies when considering what should be covered. The paper shows that, as in the case of the urban areas, rural communities or those in less-developed urban centres lose trust in state schools when the low quality of education provided results in a failure to secure formal-sector employment. But the problem is compounded in these communities, because while state schools fail to deliver on the promise of formal-sector employment, the curriculum does promote a concept of a good life that is strongly associated with formal-sector employment and urban living, which remains out of reach for most; it also promotes liberal values, which in the local communities' perception are associated with Western societies and challenge traditional values and authority structures. The outcomes of such state schooling, in the experience of rural communities, are frustrated young people, unhappy with the prospect of taking up traditional jobs, and disrespectful of parents and of traditional authority structures. The case of community support for Islamic and Quranic schools in northern Nigeria thus highlights the need to consider the production of localised curricula and to adjust concepts of a good life to local contexts and economic opportunities, as opposed to adopting a standardised national curriculum which promotes aspirations that are out of reach.
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