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Journal articles on the topic 'Schools accreditation system'
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1
Rahman, Luthfi Zihni. "Upaya Meningkatkan Mutu Lembaga Pendidikan Melalui Sistem Akreditasi Dalam Perspektif Total Quality Management (TQM) Di SD Muhammadiyah Karangbendo Bantul." Jurnal Intelektual: Jurnal Pendidikan dan Studi Keislaman 10, no. 2 (August 20, 2020): 201–15. http://dx.doi.org/10.33367/ji.v10i2.1270.
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Accreditation is an activity for evaluating the feasibility of a program in an education based on predetermined criteria. This accreditation is applied as an evaluation material and also controls the quality of education. However, even though the accreditation system has been developed and formulated in such a way, not many schools have been able to implement the existing instruments in the accreditation to improve the quality of their educational institutions. Many schools have not utilized the existing systems and instruments in accreditation optimally. Therefore, the implementation of accreditation in schools also requires an approach so that the process can run optimally. That approach is called by Total Quality Management (TQM). This research is a qualitative descriptive study. Data collection techniques through observation, documentation, and interviews. The results of this study found that accreditation in the TQM perspective contains the principles, among others: First, accreditation contains standards that are used as reference for implementation; Second, the school utilizes the assessment instruments that are in the accreditation to monitor the ongoing education services (monitoring and evaluation); Third, school accreditation is used to identify deficiencies in schools (deviations); Fourth, accreditation is used as a reference to continuously improve the quality of their schools.
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Hutrianto, Hutrianto, and Baibul Tujni. "Geographic Information System for Schools Mapping in Tugumulyo District, Musi Rawas Regency." Journal of Information Systems and Informatics 1, no. 2 (September 2, 2019): 98–106. http://dx.doi.org/10.33557/journalisi.v1i2.22.
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School is institution that provide educational services to the community formed by the government in the form of organizational means to educate the nation's life. To guarantee the implementation of good education and in accordance with regulations set by the government, each school or school educational institution must follow accreditation. The spread of school locations certainly makes it difficult to access for assessors when they are going to do an accreditation assessment. In addition, other constraints experienced by the unavailability of school location information can be used as a reference for assessors in the accreditation assessment process. Under these conditions, it will certainly cause problems or obstacles in the accreditation process such as (1) the accreditation assessment process is not on schedule, (2) inaccurate assessment of the schedule, and (3) the quality of the accreditation assessment itself. Based on these conditions, in this study the development of a school mapping geographic information system can be used as a means of information for assessors in conducting accreditation assessments. the results of research that has been done show that geographic information systems can provide information on the distribution of schools both middle and upper levels. The information system can also function properly based on test results
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McElrath, Julie. "ARS Accreditation Framework – School Organization." Journal of Recovery Science 1, no. 2 (September 22, 2018): 10. http://dx.doi.org/10.31886/jors.12.2018.29.
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This session will guide you through the step by step accreditation standards for running the business side of Recovery High Schools. Learn from the best as you navigate selecting the model, identifying leadership, energizing a Board of Directors, building community partners and much more. 1. Business Planning: How do high schools operate with a revised strategic business plan that provides for a reasonable level of organizational autonomy and is created for longterm survivability and viability, 2. Board of Directors: How does the school have a functional and involved Board of Directors?, 3. School Leadership: How does the school have a recognized and fully trained leader or leaders who operate with a level of autonomy and flexibility within the larger organizational system?, 4. Community Partnerships: How does the school establish collaborative partnerships with local schools, treatment centers, and other community resources to create a coordinated system of support?, 5. Public Relations & Privacy Issues: How does the school have a plan to promote the school and its programs while respecting the privacy and safety of its students and families?, and 6. Program Evaluation: How does the school regularly evaluate the academic and therapeutic programs for continuous program improvement?
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Jung, Hanna, Woo Taek Jeon, and Shinki An. "Is the accreditation in medical education in Korea an opportunity or a burden?" Journal of Educational Evaluation for Health Professions 17 (October 21, 2020): 31. http://dx.doi.org/10.3352/jeehp.2020.17.31.
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The accreditation process is both an opportunity and a burden for medical schools in Korea. The line that separates the two is based on how medical schools recognize and utilize the accreditation process. In other words, it would be a burden on the medical school if the medical school recognized the accreditation process as merely a formal procedure or a means to maintain accreditation status for medical education. However, if a medical school acknowledges the positive value of the accreditation process, it can be both an opportunity and a tool for developing medical education. The accreditation process's educational value is to improve the quality, equity, and efficiency of medical education and increase the options of choice. For the accreditation process to contribute to medical education development, accrediting agencies and medical schools must first be recognized as partners of an "educational alliance" working together towards common goals. Secondly, clear guidelines on the accreditation standards should be periodically reviewed and shared. Finally, a formative evaluation using self-evaluation must be introduced to utilize the accreditation process as an opportunity to develop medical education. This evaluation system could be developed through collaboration among medical schools, academic societies for medical education, and the accrediting authority.
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Zhao, Jun, and Carlos Ferran. "Business school accreditation in the changing global marketplace." Journal of International Education in Business 9, no. 1 (May 3, 2016): 52–69. http://dx.doi.org/10.1108/jieb-02-2016-0001.
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Purpose This paper aims to examine current trends in business accreditation by describing and comparing the major international business accreditation agencies (Association to Advance Collegiate Schools of Business, European Quality Improvement System, Association of MBAs, Association of Collegiate Business Schools and Programs and International Assembly for Collegiate Business Education), and analyze their recent market expansion strategies (development and penetration using Ansoff model) as they compete for the schools seeking initial or continuing accreditation. Design/methodology/approach This is a comparative study of the business accreditation agencies and their competitive strategies, using publically available data such as lists of accredited schools published by the agencies as main data collection method. Findings Business accreditation agencies have utilized the market penetration and market development strategies to expand their market share in recent years. The key growth areas are international schools, regional teaching-oriented institutions, two-year institutions and for-profit institutions. Research limitations/implications This study is based on publically available data published by accreditation agencies. More in-depth analysis with survey method could be utilized in future study to identify more specific strategies and their impact on business schools seeking accreditation. Practical implications Accreditation is no longer a luxury but a requirement for business schools, but they have to make an informed decision on which agency to pursue to assure an appropriate fit. Social implications The public needs to understand the value and the requirements of accreditation. Multiple agencies provide different options to fit the missions of the different types of schools. Originality/value This study is valuable to business school stakeholders for understanding accreditation, the need for accreditation and the options they have available.
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Meng, Kwang-ho. "History of the medical education accreditation system in Korea: implementation and activities in the early stages." Journal of Educational Evaluation for Health Professions 17 (October 30, 2020): 29. http://dx.doi.org/10.3352/jeehp.2020.17.29.
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Following the opening of 12 new medical schools in Korea in the 1980s, standardization and accreditation of medical schools came to the forefront in the early 1990s. To address the medical community’s concerns about the quality of medical education, the Korean Council for University Education and Ministry of Education conducted a compulsory medical school evaluation in 1996 to see whether medical schools were meeting academic standards or not. This evaluation was, however, a norm-referenced assessment, rather than a criterion-referenced assessment. As a result, the Accreditation Board for Medical Education in Korea (ABMEK) was founded in 1998 as a voluntary organization by the medical community. With full support of the Korean medical community, ABMEK completed its 1st cycle of evaluations of all 41 medical schools from 2000 to 2004. In 2004, ABMEK changed its name to the Korean Institute of Medical Education and Evaluation (KIMEE) as a corporate body. After that, the Korean government paid closer attention to its voluntary accreditation activities. In 2014, the Ministry of Education officially recognized the KIMEE as the 1st professional institute for higher education evaluation accreditation. The most important lesson learned from ABMEK/KIMEE is the importance of collaboration among all medical education-related organizations, including the Korean Medical Association.
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Atika, Inna Nur, Zulfikar, and Primaadi Airlangga. "RANCANG BANGUN E-ARSIP AKREDITASI SEKOLAH." SAINTEKBU 10, no. 1 (January 30, 2018): 19–26. http://dx.doi.org/10.32764/saintekbu.v10i1.159.
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Problems that occur in MI Negeri Kampungbaru Nganjuk current is the length of time to search for data that is archived in the map & must open the sheet per sheet to find the desired data, the data sought sometimes incomplete and even missing data. This is because the data has not been stored in the database. The purpose of this study is to make the information system of accreditation archiving in MI Negeri Kampungbaru Nganjuk regency, where the archiving information system that was still manual to be a computerized information system.The formulation of the problem is how to design an information system of school accreditation archiving at MI Negeri Kampungbaru Nganjuk regency, and can make application program of school accreditation filing system at MI Country Kampungbaru Nganjuk regency.In the implementation phase, the system uses PHP programming language, as well as MySQL as its database.Based on the conclusions of the research results, the purpose of this program is Designing an application of an accreditation archiving system to help make it easier for schools to recover the necessary data.
Keywords: archiving information system, accreditation
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Shiffer, Christine D., John R. Boulet, Lisa L. Cover, and William W. Pinsky. "Advancing the Quality of Medical Education Worldwide: ECFMG's 2023 Medical School Accreditation Requirement." Journal of Medical Regulation 105, no. 4 (December 1, 2019): 8–16. http://dx.doi.org/10.30770/2572-1852-105.4.8.
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ABSTRACT Certification by the Educational Commission for Foreign Medical Graduates (ECFMG®) is required for international medical graduates (IMGs) to enter U.S. graduate medical education (GME). As a gatekeeper to the U.S. health care system, ECFMG has a duty to verify that these individuals have met minimum standards for undergraduate medical education. Historically, ECFMG has focused on evaluating individual graduates, not medical schools. However, in response to the rapid growth of medical schools around the world and increasing physician migration, ECFMG decided in 2010 to institute medical school accreditation as a future requirement for ECFMG certification. More specifically, beginning in 2023, individuals applying for ECFMG certification will be required to be a student or graduate of a medical school that is accredited by an agency recognized by the World Federation for Medical Education (WFME). By requiring accreditation by an agency that has met WFME's standards, ECFMG seeks to improve the quality, consistency and transparency of undergraduate medical education worldwide. The 2023 Medical School Accreditation Requirement is intended to stimulate global accreditation efforts, increase the information publicly available about medical schools, and provide greater assurance to medical students, regulatory authorities, and the public that these future physicians will be appropriately educated.
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Ramey, Gerald W. "Where is AACSB Now? An Interview with Porter, McKibbin and Blood." Journal of Organizational Change Management 6, no. 1 (January 1, 1993): 14–16. http://dx.doi.org/10.1108/09534819310025451.
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Gerald Ramey interviews Drs Porter, McKibbin and Blood about new accreditation standards implemented by the American Assembly of Collegiate Schools of Business (AACSB). The major consensus of opinion being that as long as there is good communication through the schools system, accreditation will be an advantage.
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Álvarez, Mª Dolores, Mireia Mata, Javeir Cañavate, Joaquim Marqués, Carme Espot, Santiago Forcada, Jordi Voltas, Núria Garrido, Jordi Sellarés, and Alfred Gil. "Accreditation of Spanish engineering programs, first experiences. The case of the Terrassa School of Engineering." Multidisciplinary Journal for Education, Social and Technological Sciences 3, no. 1 (March 22, 2016): 133. http://dx.doi.org/10.4995/muse.2016.4683.
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<p class="Textoindependiente21">The implementation of the European Space for Higher Education has entailed new requirements for Spanish Higher Education Programs. Regulations (RD 1393, 2007) stablish that university programs, in order to have official validity, must be submitted to an external evaluation process before their official implementation, denominated Validation, and to an ex-post process or Accreditation. Terrassa School of Engineering (EET) was one of the first schools in Spain to adapt to the European Space for Higher Education, in the academic period 2009-10 and then, one of the first university institutions submitted to an accreditation process. In this communication, the important role of the Internal Quality Assurance System in the assessment of the school’s programs is exposed as well as the approach followed in the key steps of the process: Accreditation</p>
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Miles, Morgan P., Martin Grimmer, and Geralyn McClure Franklin. "How well do AACSB, AMBA and EQUIS manage their brands?" Marketing Intelligence & Planning 34, no. 1 (February 1, 2016): 99–116. http://dx.doi.org/10.1108/mip-06-2014-0100.
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Purpose – The purpose of this paper is to focus on the question of how well business school accreditation bodies manage their own brands. It does so by extending research on business school branding by Pitt et al. (2006) to explore how well business school accreditation organizations such as AACSB International – The Association to Advance Collegiate Schools of Business (AACSB), the Association of MBAs, and the European Foundation for Management Development Quality Improvement System manage their brands. Design/methodology/approach – An on-line survey of business school deans was conducted during October and November of 2013. SurveyMonkey was used to administer the survey to 1,131 valid e-mail addresses found for the deans of member schools. Findings – Business school deans face complex decisions in terms of marketing. The selection of which accreditation “co-brand” to seek is both strategically relevant to the market position of the business school and has numerous financial and often career implications. The findings in this research suggest that AACSB is perceived by a broad global sample of business school deans to be generally the strongest brand, and therefore likely the best choice if a school is seeking only one accreditation. Originality/value – This study contributes to the understanding of business school marketing, strategic planning, and branding in a highly competitive global market.
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Widiartha, Ida Bagus Ketut, Ni Made Puspitayanti, and Sri Endang Anjarwani. "Rancang Bangun Sistem Informasi Akreditasi Sekolah." Jurnal Teknologi Informasi, Komputer, dan Aplikasinya (JTIKA ) 1, no. 1 (May 6, 2019): 41–48. http://dx.doi.org/10.29303/jtika.v1i1.18.
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School accreditation is public accountability carried out objectively, fairly, transparently and comprehensively. The instruments used in the school accreditation assessment process refer to the National Education Standards which have eight Standard Points. Since there are many standards and criteria that must be met, the school will difficult to fulfill and measure its performance. This study aims to assist schools in carrying out the performance evaluation process, to meet the standards and criteria that refer to the National Education Standards. In this study a system was developed that can help prepare school accreditation, by providing forms that must be filled in by the school and the system will automatically measure school performance, so that the school can find out its weaknesses to be improved immediately. In its development, the Laravel framework was used with PHP, HTML, and JavaScript as a programming language. The development method used was the waterfall method. System testing in this study uses three testing methods, namely unit testing, black box and MOS (Mean Opinion Score).
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Ilham, Muhammad, Iin Parlina, Arif Maulana, Ega Khairunnia Lubis, and Sufiana Indah Sari. "Sistem Pendukung Keputusan Pemilihan SMA Negeri Terfavorit Kota Pematangsiantar Menggunakan Metode MOORA." InfoTekJar (Jurnal Nasional Informatika dan Teknologi Jaringan) 3, no. 2 (February 8, 2019): 16–20. http://dx.doi.org/10.30743/infotekjar.v3i2.861.
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Decision Support System is a system that can be used in making decisions wisely. Pematangsiantar City has difficulties in determining the favorite public high school, because there are quite a number of public high schools in the city. This study aims to help determine the favorite public high school Pematangsiantar city. Elimination requires several criteria including School Accreditation, Student Graduation Level, Student Number, School Achievement and Educator Staff. The method used in building a decision support system for the selection of favorite public high schools is the Multi-Objective Optimization On The Basic Of Ratio Analyzer (MOORA) method. The final results obtained from this study are ranking of Pematangsiantar City Public High School.
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Fredy, Fredy, Mohamad Ilham, Ratna Purwanty, and Dewi Puji Rahayu. "PELATIHAN DAN PENDAMPINGAN PENYUSUNAN BORANG AKREDITASI SD YPK SOTA." Mitra Mahajana: Jurnal Pengabdian Masyarakat 2, no. 1 (February 5, 2021): 7–14. http://dx.doi.org/10.37478/mahajana.v2i1.802.
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SD YPK Sota, located in the village of Sota, on the RI-PNG border, has long ended its accreditation period. The last accreditation was in 2012 with a C rating. In fact, the eight components of the national education standard have been implemented by partner schools but the documents and activity reports are not well-administered. The results of interviews with partner school principals obtained the same problem, namely the low value of each SNP component referring to the accreditation instrument. Training programs and assistance for the preparation of accreditation forms by the community service team are the solutions offered to help partner school problems. The stages of this community service program include: 1) the training stage, 2) the assistance stage for the preparation of accreditation forms, 3) the assistance stage for the fulfillment of accreditation physical documents, 4) the evaluation stage. The training in the form of providing material on the role of accreditation for the fulfillment of SNP, accreditation tools and accreditation assessment instruments was able to provide understanding to the form drafting team about the importance of school accreditation as a form of school / madrasah accountability to the public and an understanding of the procedures for drafting forms referring to Permendikbud No. 2. In 2017, the focus of the form preparation team is to fulfill every element of the assessment in the assessment instrument. Training in the fulfillment of physical documents and supporting documents provides understanding and skills to the form drafting team in preparing physical documents and supporting documents in accordance with the technical instructions and fulfillment lists that have been made previously. Training through tutorials on how to fill in accreditation forms online provides understanding and skills to the form drafting team on how to use the Sispena-S/M application (School/Madrasah Accreditation Assessment System).
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Jingqi, Mo, and Tom Ulmet. "The Origin of NCCT International School Accreditation in China." Journal of Research in International Education 18, no. 1 (March 27, 2019): 42–59. http://dx.doi.org/10.1177/1475240919837008.
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This article is a condensed translation from Chinese of the original PhD thesis by Dr Mo Jingqi and illustrates how international accreditation was introduced in China during a time of rapid government structural change. The article is valuable from three perspectives: first, it provides a rare insight into the means for introducing change in the education system in China; secondly, it describes the evolution of the role of the National Center for Curriculum and Textbook Development, a non-governmental organization, and how it became authorized by the Ministry of Education to implement education policy in China; and thirdly, the idea of transplanting into China a joint accreditation system for international schools is by itself a major historical change, the model of which may one day expand to other types of schools in China. It should be noted that the titles of Chinese references have not been translated as they can be found only in Chinese language. In addition, during those years of rapid change, the titles and roles of many government organizations also changed, including that of the National Center for School Curriculum and Textbook Development (NCCT). It is important to appreciate the challenges of language translation as many of the concepts have different meanings in Chinese and have changed during that time period. This includes the meanings of ‘international school’ and ‘accreditation’.
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Johnson, David Alan. "Prospects for a National Clearinghouse on International Medical Schools." Journal of Medical Regulation 94, no. 3 (September 1, 2008): 7–11. http://dx.doi.org/10.30770/2572-1852-94.3.7.
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ABSTRACT In 2006, a special committee appointed by the Federation of State Medical Boards (FSMB) issued its report on the “Evaluation of Undergraduate Medical Education” in the United States and abroad. Satisfied with accreditation systems already providing reasonable and adequate assurance for the quality of medical education in this country, the committee turned its focus toward international medical schools. Because international medical graduates (IMGs) comprise 25 percent of the physician workforce, U.S. medical licensing boards continue to seek meaningful information on the medical schools of their licensees. The report's recommendations included a call for close monitoring of efforts to provide international accreditation systems. One of the current initiatives being closely watched is that of the Caribbean Authority for Accreditation in Medicine and Other Health Professions (CAAM). Under the auspices of the Caribbean Community, CAAM has established an accreditation system for medical schools in the region, carried out site visits and rendered decisions for a number of Caribbean schools. A complementary initiative currently underway by FSMB and ECFMG staff involves the development of a primer on IMGs and international medical education. This web-based resource is scheduled for completion in late fall 2008. The major recommendation of the special committee report called for the FSMB to work with state medical boards and the ECFMG to establish an information and data clearinghouse on international medical schools. A clearinghouse workgroup has already begun meeting and considering various quality indicators suggested by the special committee report such as admission requirements, policies relative to advanced standing and aggregate performance data on USMLE. The challenges facing the clearinghouse are significant. One approach being considered is to focus data collection efforts primarily on the eight to 10 schools currently supplying the largest number of IMGs seeking medical licensure in the United States.
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Yoo, Hyo Hyun, Mi Kyung Kim, Yoo Sang Yoon, Keun Mi Lee, Jong Hun Lee, Seung-Jae Hong, Jung –Sik Huh, and Won Kyun Park. "Changes in the accreditation standards of medical schools by the Korean Institute of Medical Education and Evaluation from 2000 to 2019." Journal of Educational Evaluation for Health Professions 17 (April 7, 2020): 2. http://dx.doi.org/10.3352/jeehp.2020.17.2.
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This review presents information on changes in the accreditation standards of medical schools in Korea by the Korean Institute of Medical Education and Evaluation (KIMEE) from 2000 to 2019. Specifically, the following aspects are explained: the development process, setting principles and directions, evaluation items, characteristics of the standards, and validity testing over the course of 4 cycles. The first cycle of accreditation (2000–2005) focused on ensuring the minimum requirements for the educational environment. The evaluation criteria emphasized the core elements of medical education, including facilities and human resources. The second cycle of accreditation (2007–2010) emphasized universities’ commitment to social accountability and the pursuit of excellence in medical education. It raised the importance of qualitative standards for judging the content and quality of education. In the post-second accreditation cycle (2012–2018) which means third accreditation cycle, accreditation criteria were developed to standardize the educational environment and programs and to be used for curriculum development in order to continually improve the quality of basic medical education. Most recently, the ASK 2019 (Accreditation Standards of KIMEE 2019) accreditation cycle focused on qualitative evaluations in accordance with the World Federation of Medical Education’s accreditation criteria to reach the international level of basic medical education, which emphasizes the need for a student-centered curriculum, communication with society, and evaluation through a comprehensive basic medical education course. The KIMEE has developed a basic medical education evaluation and accreditation system in a step-by-step manner, as outlined above. Understanding previous processes will be helpful for the future development of accreditation criteria for medical schools in Korea.
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Knollmann-Ritschel, Barbara E. C., Eric Suarez, William Gilliland, Richard Conran, and Arnyce Pock. "Pathology Course Director Perspectives of a Recent LCME Experience." Academic Pathology 4 (January 1, 2017): 237428951668707. http://dx.doi.org/10.1177/2374289516687070.
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Preparation for a Liaison Committee of Medical Education (LCME) accreditation site visit is a daunting task for any medical school, particularly for medical schools that have adopted integrated curricula. The LCME accreditation is the standard that all US and Canadian allopathic medical schools must meet in order for the school to award the degree of medical doctor. The Uniformed Services University of the Health Sciences (USU) recently underwent a full-scale LCME accreditation visit that was conducted under the newly revised LCME standards and elements. The site visit occurred just 5 years after our school began implementing a totally revised, organ system-based curriculum. Preparing for a critical, high-stakes site visit shortly after transitioning to a totally revised, integrated module-based preclerkship curriculum presented an array of new challenges that required a major modification to the type of preparation, communication, and collaboration that traditionally occurs between course directors and departmental chairs. These included the need to ensure accurate, timely communication of curricular details to different levels of the academic administration, particularly as it related to the execution of self-directed learning (SDL). Preparation for our site visit, did, however, provide a novel opportunity to highlight the unique educational experiences associated with the study of pathology, as pathology traverses both clinical and basic sciences. Sharing these experiences may be useful to other programs that are either undergoing or who are preparing to undergo an accreditation visit and may also aid in a broader communication of the highlights or initiatives of educational activities.
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Lai, Chi-Wan. "Experiences of Accreditation of Medical Education in Taiwan." Journal of Educational Evaluation for Health Professions 6 (December 20, 2009): 2. http://dx.doi.org/10.3352/jeehp.2009.6.2.
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This review aims to introduce the Taiwanese Medical Accreditation System: its history, role and future goals. In 1999, the Ministry of Education, Taiwanese Government commissioned the non-profit National Health Research Institutes (NHRI) to develop a new medical accreditation system. According to that policy, the Taiwan Medical Accreditation Council (TMAC) was established in the same year. The council serves a similar function to that of the Liaison Committee on Medical Education (LCME) of the United States and the Australian Medical Council (AMC). The accreditation process consists of a self-assessment plus a four-day site visit by a team of eight medical educators that are headed by one of the council members of the TMAC. The first cycle of initial visits was completed from 2001 to 2004. Subsequent follow-up visits were arranged according to the results of the survey with smaller-sized teams and shorter periods. There is evidence to suggest that the majority (seven of eleven) of the medical schools in Taiwan have made good progress. TMAC?占퐏 next step will be to monitor the progress and raise the standard of medical education in individual schools with a homogenous, superior standard of medical education.
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Lightner, Constance A., and Carin A. Lightner-Laws. "Developing A Sustainable AoL Framework Using Supply Chain Principles." International Journal of Management & Information Systems (IJMIS) 18, no. 1 (December 31, 2013): 41. http://dx.doi.org/10.19030/ijmis.v18i1.8338.
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Many accreditation agencies have adopted Assurance of Learning (AoL)-based paradigms for assessing educational institutions. Colleges/universities transitioning to an Assurance of Learning (AoL) system encounter common challenges while implementing new standards. In this research, the authors develop a stakeholder driven AoL framework which addresses common transitional issues while maintaining the Southern Association of Colleges and Schools (SACS) and Association to Advance Collegiate Schools of Business (AACSB) accreditation standards. The model incorporates supply chain practices by best in class (BIC) companies to optimize overall assessment efforts. The model decreases the number of redundant processes, improves collaboration throughout the university, and promotes a more comprehensive curriculum. After the model implementation, the authors examine mission statements and tenure, promotion and reappointment documents to gain insight about how to sustain accreditation.
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Widiastuty, Hendrina, Sutarto Sutarto, and Haryo Aji Pambudi. "Evaluation Of Quality Management System Of ISO 9001:2008 In Vocational High Schools." Jurnal Penjaminan Mutu 5, no. 2 (September 11, 2019): 155. http://dx.doi.org/10.25078/jpm.v5i2.789.
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<p>This research aims at evaluating the implementation of Quality Management System (QMS) of ISO 9001: 2008 in State Vocational High School 1 Surakarta and State Vocational High School 6 Surakarta through the Kirkpatrick model. The sample selection used the purposive sampling method with 77 teachers/staffs from the two schools. The data were collected with questionnaires and documentation. The implementation of QMS of ISO 9001: 2008 in both schools based on the input variables can be categorized as “very good with the score of 95 points out of 100 points. The results of the 3-behavior level evaluation on the QMS of ISO 9001: 2008 Implementation showed that the area of a) HR; b) the infrastructure; and c) the education process control and services in the State Vocational High School 1 and 6 Surakarta fell in the category of "mostly achieved". The results of a level 4 evaluation indicated the result of the graduates’ quality in both schools can be categorized as good with the mean of 58.33. The QMS of ISO 9001: 2008 implementation proved to have a good effect on the school administration system in both schools where the granting of QMS of ISO 9001: 2008 certificates in line with the achievement of “A” school accreditation over the past 10 years.</p>
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Bieker, Richard. "The impact of AACSB accreditation on the autonomy and costs of limited resource institutions whose missions are primarily teaching." Journal of Applied Research in Higher Education 6, no. 2 (September 2, 2014): 358–74. http://dx.doi.org/10.1108/jarhe-06-2013-0024.
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Purpose – The purpose of this paper is to evaluate the impact of AACSB accreditation on the autonomy and costs of limited resource institutions whose missions are primarily teaching. Design/methodology/approach – To evaluate the research questions, a content analysis of all publications in the EBSCO Business Source Premier Database for the period January 1, 1990 through December 15, 2012 was conducted. Findings – The findings indicate that in the process of becoming AACSB accredited, faculty members of the subject institutions shift their focus more toward research and less toward teaching activities, and that the institutions become less autonomous and more like their benchmark AACSB institutions. In addition, the costs of AACSB accreditation are likely to be significant for the subject institutions. Research limitations/implications – The findings of the study point to the need for additional theoretical and empirical research related to the research questions. First, there is a need to formulate a conceptual framework for clearly identifying and measuring the implicit and explicit costs, including all of the opportunity costs, associated with accreditation. In addition, there is a compelling need to develop a conceptual framework and measurement system that will allow business schools to better assess their quality and productivity. For limited resource institutions whose missions are primarily teaching this system should comport with the schools’ teaching missions. Practical implications – The findings suggest that the subject institutions seeking AACSB accreditation should carefully consider a number of questions before pursing accreditation. First, is the institution's mission congruent with AACSB standards or will its mission have to be changed? If AACSB accreditation is deemed to be appropriate, how will the associated changes in resource needs and resource allocation serve to further the institution's mission? And, what are the incremental costs of accreditation, and does the institution have the resource base to sustain accreditation? Originality/value – The study is the first to conduct a detailed content analysis to evaluate some of the costs and benefits of AACSB accreditation for limited resource institutions whose missions are primarily teaching.
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Dobija, Dorota, Anna Maria Górska, and Anna Pikos. "The impact of accreditation agencies and other powerful stakeholders on the performance measurement in Polish universities." Baltic Journal of Management 14, no. 1 (January 7, 2019): 84–102. http://dx.doi.org/10.1108/bjm-01-2018-0018.
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Purpose The purpose of this paper is to extend the understanding of how internal organisational processes change in response to external demands, by investigating the changes undertaken by two Polish business schools (b-schools) in anticipation of and in response to the demands of accreditation agencies (AAs) and other powerful stakeholders. Specifically, it examines the internal research-related performance measurement (PM) system and changes in the use of performance information (PI). Design/methodology/approach The case study method is adopted, using data from publicly available documents and interviews with the faculty and management at the two schools. The data are interpreted and analysed using the neo-institutional theory. Findings Powerful stakeholders are the primary reason for changes in PM systems and the manner in which PI is used. Specifically, AAs reflect an additional layer in the PM system, allowing for a downward cascading PI effect. This also leads to a wider use of PI across different organisational levels. Research limitations/implications This study focusses on two case studies in a region still undergoing transition. Thus, this analysis could be reinforced through additional cases, different data collection methods and cross-country and between-country comparative analyses. Originality/value The changes in PM systems and particularly the use of PI are discussed in the context of Polish higher education (HE) and, more broadly, the entire Central and Eastern Europe (CEE) region. Moreover, the consideration of two b-school cases facilitates a comparative analysis of the differences in PM systems and the use of PI in the context of stakeholders’ PI needs.
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Zych, Tymoteusz. "WIĘCEJ TEORII I WIĘCEJ PRAKTYKI? KSZTAŁCENIE INTERDYSCYPLINARNE I NIEDOGMATYCZNE W PROGRAMACH STUDIÓW PRAWNICZYCH AMERYKAŃSKICH UCZELNI." Zeszyty Prawnicze 16, no. 1 (December 1, 2016): 53. http://dx.doi.org/10.21697/zp.2016.16.1.03.
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More Theory, more Practice? Interdisciplinary and NonDogmatic Education in American Law School CurriculaSummaryWhile American legal education is very often invoked as a modelfor Polish law faculties, the actual role of interdisciplinary and non--dogmatic courses in the curricula of American law schools has not beencoherently analysed yet. The American example shows that the conceptof legal education has a significant impact on the development of thelegal system. Interdisciplinary courses have been present in the curricula of university law schools since the beginning of American history.Currently the American Bar Association requires law schools to includenon-dogmatic contents in their curricula to obtain accreditation. Thewidest range of non-dogmatic courses is offered by the most prestigiouslaw schools. Leading American legal thinkers of all currents emphasisethe importance of interdisciplinary and non-dogmatic subjects in theeducational process. The paper concludes with a comparative analysisof the role of interdisciplinary subjects in law school curricula in Polandand in the United States.
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Serduk, Tatiana. "TO THE PROBLEM OF IMPROVING THE ACCREDITATION SYSTEM FOR THE INSTITUTION OF HIGHER EDUCATION." Continuing Professional Education: Theory and Practice, no. 1-2 (2018): 137–44. http://dx.doi.org/10.28925/1609-8595.2018(1-2)137144.
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The article presents an analysis of the compliance of the state approach to the accreditation of the specialty, the direction and the higher educational institution to the real situation in Ukrainian education. It is noted that the implementation of accreditation in the national system of education is characterized by a controlling and punitive approach and is a manifestation of a formalized system of educational management in general. Comparison of accreditation approaches in world practice is analysed and the need to reform the national system for determining the quality of work of higher educational institutions is emphasized. Attention is drawn to the ambiguity of using the category «knowledge quality» to determine the quality of higher education, rather than the wider content of the category «learning outcomes». These requirements do not take into account the level of preparation of entrants, the status of higher educational establishments, the level of competition among entrants to a higher educational establishment, the personal educational progress of students, they are characterized by a non-differentiated approach, create conditions for corruption phenomena in the system of education. Based on the statistical data on the results of the external independent evaluation tasks, a lower level of knowledge of graduates of secondary schools to state requirements has been demonstrated to the level of students’ knowledge quality. The implementation of integrated professional-oriented tasks by graduate students as an indicator of their learning outcomes during the accreditation process is proposed.
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Goldfield, Michael Georgievich. "Notes about teaching chemistry in America." Moscow University Pedagogical Education Bulletin, no. 1 (March 30, 2020): 70–82. http://dx.doi.org/10.51314/2073-2635-2020-1-70-82.
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A brief review of the American system of chemical education, at the high-school to junior college level, with emphasis on the content and format of teaching lab experiments. According to the data published by the US Department of Education (ED), chemistry is not a mandatory discipline and is offered in less than one half of all the high schools nationwide. Real number of students taking chemistry is even much lesser, around 20% of all the high-schoolers. There is no national standard of the chemistry curriculum or syllabus, and the content and level of the high-school chemistry course varies in different states and localities of the US. The quality of education in different disciplines is largely supported by the system of voluntary accreditation, in the case of chemistry, by the American Chemical Society, which also provides a national test as part of such an accreditation. Curriculum structure in American high school is very different from the Russian one. Each subject is studied in a concentrated form, during not more than two terms, at any of the four years of high school, from 9 th to 12 th grade, and independently of other disciplines, such as physics. Lab experiment is a mandatory part of any high-school chemistry.
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Wahyuni, Rezi, Budi Susetyo, and Anwar Fitrianto. "HUBUNGAN AKREDITASI DAN UJIAN NASIONAL PADA SEKOLAH NEGERI DENGAN GENERALIZED STRUCTURED COMPONENT ANALYSIS." Indonesian Journal of Statistics and Its Applications 3, no. 3 (October 31, 2019): 260–71. http://dx.doi.org/10.29244/ijsa.v3i3.342.
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There are several views and tendencies that distinguish between schools and madrasas in several aspects, one of them is the curriculum. Madrasah as islamic educational institution contains more religious lessons compared to public schools. As a result, madrasah are considered less able to provide good result in educational achievement. Overall, the education system which is based on National Education Standards (SNP) is used for assessing the educational accreditation. SNP is the minimum criterion of education system in Indonesia can be evaluated from the National Examination (UN). As latent variable, SNP is measured through 124 items as variable indicators. One of methods which is used to measure the relationship among latent variables, and latent variables with their indicator variables is structural equation modeling (SEM). A component-based SEM is called Generalized Structured Component Analysis (GSCA). GSCA analysis based on measurement model, there were 9 indicators were not significant, in which 1 indicator of standard of education and staff (SPT), 5 indicators on standard of infrastructure (SSP), and 3 indicators on standard of cost (SB). Evaluation of the structural model, it was found that the path coefficient of standard of content (SI) to UN was not significant and standard of competency (SKL) given the biggest direct effect to UN. The overall goodness of fit model showed that the total variance that can be explained of all indicators and latent variables in evaluating model of accreditation and national examinations was 63.9%. The difference in the percentage of accreditation status between schools and madrasas shows different UN results. In the 2017-2018 period, MTsN had a higher percentage of accredited schools, in line with that the average MTsN UN obtained was better than that of SMP in all types of subjects.
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Suherman, Diki. "POLICY EVALUATION OF THE ZONATION SYSTEM IN ADMISSION OF NEW STUDENTS (Case Study of State Senior High School 2 Bandung)." Jurnal Ilmu Administrasi: Media Pengembangan Ilmu dan Praktek Administrasi 18, no. 1 (June 30, 2021): 74–90. http://dx.doi.org/10.31113/jia.v18i1.642.
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This study aims to evaluate the Zoning System policy in the admission of new students listed in Permendikbud no. 17 of 2017, the purpose of the zoning system is to equal access to education in each district / city. however, in its implementation, it has not been able to eliminate the mindset of favorite and not favorite schools because the accreditation of several schools has not yet been evenly distributed, besides that, they still have to adapt to the implementation of this policy, one of which is at State Senior High School 2 Bandung which is the first cluster school before the zoning system for the admission of new students. This study uses a William N Dunn model of public policy evaluation with the CIPP approach (Context, Input, Process, Product). The research method uses descriptive research methods with a qualitative approach. Data collection techniques through interviews, observation and documentation study. The results showed that the application of the zoning system in the admission of New Students at State Senior High School 2 Bandung has been going very well but still needs new patterns in learning and the impact of implementing zoning system policies including improving the quality of learning, division of study groups, characteristics of students and the learning process at StateSenior High School 2 Bandung.
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Elliott, Alison. "Balancing Stakeholders Interests In Evolving Teacher Education Accreditation Contexts." College Teaching Methods & Styles Journal (CTMS) 4, no. 2 (February 1, 2008): 53–58. http://dx.doi.org/10.19030/ctms.v4i2.5526.
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While Australian teacher education programs have long had rigorous accreditation pathways at the University level they have not been subject to the same formal public or professional scrutiny typical of professions such as medicine, nursing or engineering. Professional accreditation for teacher preparation programs is relatively new and is linked to teacher registration which in itself is relatively recent in most jurisdictions. As elsewhere, the goal of accreditation is to enhance the overall quality of teacher preparation programs and to meet jurisdictional requirements for initial teacher competence.Any new system of quality control takes time to develop and to embed into professional cultures and academic processes at the university or college level. Accreditation processes are no exception and Australia is grappling to develop procedures that meet jurisdictional legislative requirements, assure the public of the quality of teacher preparation and suit the professional context for each state. As yet these procedures have not focused on professional growth, accomplished or expert teaching, or quality within specific areas of preparation. While all agree that the ultimate goal of accreditation is quality assurance- to improve teaching quality in schools, negotiating optimum pathways to quality outcomes is no easy task in a country with an education system and population as diverse as Australia.This paper considers some of the practical and institutional issues confronting teacher education providers as they come to terms with new regulatory environments that require external accreditation of teacher education to meet varying state and national policy agendas. Specifically, it focuses on issues engaging a small and regional teacher education provider, Charles Darwin University as it negotiates developing registration and accreditation requirements. It also flags the need to improve teacher quality through acknowledgement of advanced practice in teaching and expert performance in delivering teacher education.
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Byerley, Julie S., Johanna H. Foster, and Gary L. Beck Dallaghan. "Establishing Regional Medical Campuses to Ensure Comparable Experiences: Recommendations From a Narrative Review." Journal of Medical Education and Curricular Development 7 (January 2020): 238212052093661. http://dx.doi.org/10.1177/2382120520936617.
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Background: Given increasing class sizes and desires to keep costs down, many medical schools are developing regional clinical campuses. We found our regional campus system to be very successful in allowing class size expansion, inspiring a workforce for the state, and concurrently allowing our students to individualize their experience. We desire to articulate our experience, with a review of the relevant evidence, with the goal of assisting other medical schools in their efforts to develop regional medical campuses. Methods: We conducted a narrative literature review to identify considerations for developing regional campuses, taking into consideration our experiences in the process. A medical librarian undertook a literature search for the purposes of this narrative review. Results: Of the 61 articles identified, 14 were included for full-text review. Five facets on branch campus development were identified: relationships, infrastructure, curriculum, recruitment, and accreditation. Within each of these facets we provide further details based on findings from the literature complemented by our experience. Conclusions: Launching a regional campus requires building relationships with clinical partners, ensuring an infrastructure that supports student need and accreditation, comparable curriculum with the same objectives and assessment measures, and aspects of the experience that inspire a student desire to learn in that setting. We share our experience in building successful branch campuses, which have added significantly to our large public school of medicine and its service to our state.
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Mondal, Abu Sayeed. "Online Information Search Behavior of Business School Aspirants." International Journal of Asian Business and Information Management 8, no. 4 (October 2017): 41–55. http://dx.doi.org/10.4018/ijabim.2017100104.
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In last two decades there are several forces that have impacted business education system. It prompts the business schools across the globe to have market oriented approach either to survive or to excel. In this changing scenario the students' roles in the system bear similarity to that of consumers in traditional business context. Accordingly, the researchers and practitioners have adapted the various marketing constructs – consumer behavior, service quality etc- to study the problems and prospects of this industry. The present study is an all round attempt to arrest the prospective business school students' information search behavior which precedes actual decision making stage. Factor analysis reveals that seven factors- intellectual resource, state of Infrastructure, scope of placement, accreditation and collaboration, ranking status, cost of the program, and admission procedure- are usually searched online by the aspirants at pre-admission stage.
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MY, Nurmaini. "Meraih Mutu Sekolah Melalui Data Mutu: Suatu Tinjauan." Jurnal Ilmiah Universitas Batanghari Jambi 19, no. 2 (July 9, 2019): 347. http://dx.doi.org/10.33087/jiubj.v19i2.677.
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Increasing quality education is responsibility of all stake holders, but the one that most probably demanded to have big responsibity is the principal of the school. Principal must know what to do to improve their school better. Internal and external quality assurance contain quality data. Internal and external quality data is significant to grow the school beter. The problem is most principal don’t use these data in improving their schools. To meet client satisfaction, school must develop school continuously. Internal data in internal quality assurance System ( SPMI ) can be used to develop school as well as external data of quality assurance ( SPME / accreditation) to meet SNP because Internal quality assurance ( SPMI ) aims to help school develop their program and avoid the gaps between ideal condition and fact based on school self evaluation. Cycling procedure owned by SPMI make the development of school suit to its needs (Stating the standard as National Standard, mapping school condition for finding weakness and stenghthness, plan and conduct the plan, montoring and audit). Following this cycles make schools reach proper improvement. Other quality data is external data which can also be used by principal to improve its school because this data contains recommendation to meet SNP after assessed by assessor. Thus all principal make use both of internal and external quality data to achieve school quality.
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David, MugumeNkuranga, Raymond Ongus, Mbaabu Gitonga, and MukuruSsessaazi Alfred. "USER INTERFACE DESIGN AND INFORMATION SYSTEMS USAGE: A CASE STUDY OF TVET INFORMATION SYSTEM AT IPRC KIGALI." International Journal of Engineering Technologies and Management Research 5, no. 1 (February 7, 2020): 59–80. http://dx.doi.org/10.29121/ijetmr.v5.i1.2018.46.
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The purpose of this study was to assess the effect of User Interface Design on Information Systems Usage for the Technical Vocational and Educational Training Information System at (TVET-IS) at Integrated Polytechnic and Regional Centre (IPRC) Kigali, with the following objectives; to examine the design of the user interface of TVET information systems at IPRC Kigali; to evaluate the level of usage of the TVET information system at IPRC Kigali; and to establish the relationship between TVET Information system user interface design and its usage. The study was a descriptive research design with a simple random sampling method used to select academic, administrative, and ICT staff respondents for administration of the questionnaire. From a target population of 308, a sample size of 174 staff was selected. Data was analyzed using SPSS version 22 with tables, frequencies and charts used for presentation. TVET IS components considered in this research, were interface usability, interface layout and the interface design technology. The correlation coefficient (r = 0.587, P<0.01) was found between interface layout and IS Usage implying that the relationship was positive and statistically significant. Similarly r = 0.743, P<0.01 for the relationship between interface design Technology and IS Usage implying that the relationship was positive and statistically significant. Correlation coefficient (r = 0.642) and p-value (0.000) was produced between interface usability and IS usage meaning the relationship was positive and statistically significant. The TVET IS was used for data entry, retrieval and data security to a very minimal degree. The finding therefore showed that the relationship between User Interface Design and IS usage with multiple correlation coefficient R = 0.994, provided evidence that user interface design and TVET IS usage was positive and statistically significant. The recommendation after this study and findings is that IPRC Kigali administration should set up policies and mechanism to have all its activities done online with much emphasis on TVET Information System since most modules for the activities are included in this system. The online activities would include those activities that bring incentives to the staff and activities like accreditation of programs and accreditation of schools be done online through TVET-IS. More coaching is paramount to the users of the system so that they are very conversant with the system and technologies used. Workforce Development Authority should only accept online applications for accreditation and its approval to IPRC through TVET Information. The government should set the policy where online services are paramount and this would encourage institutions like IPRC Kigali to use the available systems like TVET-IS to the maximum.
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Лещенков, Феликс, and Feliks Leshchenkov. "A REVIEW OF CERTAIN TYPES OF PERMISSIVE ACTIVITIES IN THE UNITED STATES OF AMERICA." Journal of Foreign Legislation and Comparative Law 1, no. 4 (October 29, 2015): 0. http://dx.doi.org/10.12737/14311.
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In this article the author briefly inspects certain types of permissive system in the United States of America: registration of companies, accreditation and licensing. The article pays attention to procedure of each type of permissive system, to bodies, empowered to perform such procedures and to related documents. Features of American federalism in permissive system are taken into account. The article would be interesting for legal scholars, researchers of comparative and American law, lecturers, students and postgraduate students of legal high schools. This article features such scientific methods as analyze, summarizing, deduction, induction, analogy and logic. Scientific nuisance of the article is confirmed by the insufficient number of Russian publications concerning permissive system in America. The article is being actual due to review of most modern changes in American permissive system.
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Takeda, Kayoko, and Naoko Arakawa. "A Comparative Exploration of Quality Assurance Results by the Third-Party Pharmaceutical Education Evaluation in Japan." Pharmacy 9, no. 1 (December 31, 2020): 6. http://dx.doi.org/10.3390/pharmacy9010006.
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Background: The Standards for the Establishment of Universities in Japan were revised; subsequently, the number of schools or universities of pharmacy/pharmaceutical sciences increased from 46 in 2002 to 74 in 2016.The pharmacy education programme was also changed from four to six years, which was implemented in 2006. In this study, we provide the comparative results of the first cycle of the third-party accrediting organization, the Japan Accreditation Board for Pharmaceutical Education (JABPE); Methods: The results of the first cycle of all universities or schools of pharmacy assessed by the JABPE from JABPE website were retrieved, and we collated and compared the results based on the 13 areas of the assessment standards; Results: In “improvements”, the number of public universities or schools was less than that of private universities or schools, and the number of old private universities or schools was also less than the number of new private universities or schools in all assessment areas. Conclusions: These results suggest that new universities or schools established since 2003 have not yet established their own quality assurance mechanism within the institutions. We need to review the Japanese pharmacy education system or the assessment criteria for it to bring about essential change.
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ROMANOVA, Svetlana A., Tatyana M. GULAYA, and Tatyana L. GERASIMENKO. "Legal Regulation of Educational Activities in Public Schools." Journal of Advanced Research in Law and Economics 9, no. 1 (September 25, 2018): 265. http://dx.doi.org/10.14505//jarle.v9.1(31).32.
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In the paper it notes: the quality of education is a series of systemic-social qualities and characteristics that define the system of education adopted requirements, social norms, the state educational standards. The authors believe that quality education depends on the quality of requirements (goals, standards and norms), quality resources (programs, personnel potential, contingent of entrants, logistics, Finance, etc.) and the quality of the educational process (scientific and educational activities, management, educational technology), which directly provide the training. The novelty of this work is that the country's accession to the Bologna process has resulted in the need for corresponding harmonization of the current quality assurance system of higher education to the commitments made. Quality assurance of higher education at the state level is achieved by development of normative-legal, organizational, methodological and other documents regulating the system of state quality control of education. The authors note that in the implementation of many activities that should contribute to quality assurance in higher education. The subject of the study is that the current quality assurance system (external expert evaluation of activities of higher education institutions) is now at the stage adaptation of the national system of quality assurance standards and guide lines for quality assurance in the European higher educatio narea. In particular, the formation of the monitoring system and definition of rating of higher educational institutions, which in the assessment activities of the University focuses on international indicators (indicators). Even today, some universities are turning to international accreditation agencies. The study's findings is that the system of legal acts regulating the functioning of higher education, while maintaining a certain level of state regulation of activities in the field of higher education, provides an opportunity to ensure greater compliance with the professional qualification level of training of specialists for the requirements of the social division of labor and mobility system of training of specialists on the labor market. At the same time, the analysis of normative-legal acts on higher education shows that, despite the progressive legal instruments adopted in recent years aimed at the development of the education system, they still characterized by inconsistency, ambiguity, and the impossibility of monitoring the implementation of certain provisions. For the solution of problems a rising in the process of quality management of higher education, the need for further improvement and development framework. Important measure to improve the quality of education and management is the implementation of quality management systems in higher education institutions.
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Wilkening, G. Lucy. "The current status of transgender health education in doctor of pharmacy curricula in North America." Mental Health Clinician 7, no. 4 (July 1, 2017): 168–71. http://dx.doi.org/10.9740/mhc.2017.07.168.
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Abstract Doctor of pharmacy programs across the country strive to prepare culturally competent pharmacy professionals who are trained to provide compassionate and evidence-based care to a variety of patients. Within the Accreditation Council for Pharmacy Education 2016 Standards and Key Elements for the Doctor of Pharmacy Degree, pharmacy schools are charged with the task of developing professionals who can identify and diminish health care disparities. Transgender persons represent one of the most underrepresented and underserved communities within the modern health care system, yet very little information is available for training future pharmacists to care for the transgender community. A literature search using the MeSH terms transgender persons or trans-sexualism and pharmacy education was conducted, and it revealed 1 article published by Parkhill and colleagues in the American Journal of Pharmacy Education. A Google® search of the phrase “transgender education in pharmacy school” was conducted and produced 1 additional published article as well as an online transgender education program launched in November 2016. The following commentary outlines the current literature and practices that involve integration of transgender health education into pharmacy schools in North America and a discussion on areas for future study.
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Asy'ari, Hasyim, and Asep Ediana Latip. "PROFIL PROFESIONALISME GURU MADRASAH IBTIDAIYAH UNGGULAN DI JAKARTA SELATAN." TARBIYA: Journal of Education in Muslim Society 2, no. 1 (June 29, 2014): 51–60. http://dx.doi.org/10.15408/tjems.v1i1.1110.
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Abstract : This study aims at formulating a model of the profile of teachers professionalism of excellent Islamic Primary School (IPS). The source of data of this research is obtained from six excelence IPS in South Jakarta that achieve score of accreditation A.This research is a non experimental research that uses survey method. The population of this research is all teachers in 15 Excelence IPS with the sample as much as 40% of the teachers. as many as 100 teachers. As for the sampling technique used in this research is simple random sampling with descriptive statistics. The result of this research shows that firstly the profile of professionalism of the teachers of excellent IPS in South Jakarta is indicated by adequate teachers competency in personality, pedagogy, professionalism, and social aspect. Secondly, at the dimension of learning community teachers have not fully showed self development as a part of learning community. Thirdly, at the financial dimension it is know that the teachers of especially State Islamic Primary Schools are willing to accept all the policy of reward system set by the goverment and their schools headmasters. Fourtly, the linearity of educational background with the teaching profession. Fifthly, there is no difference in average scores the characteristics of profile of teachers professionalism between Private Islamic Primary Schools and the State ones. DOI: 10.15408/tjems.v1i1.1110
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Rembang, Patrix, Djoni Hatidja, and Hanny Komalig. "DESKRIPSI SMA/SMK DI KABUPATEN MINAHASA TENGGARA BERDASARKAN INDIKATOR STANDAR NASIONAL PENDIDIKAN BERBASIS EVALUASI DIRI SEKOLAH (STANDAR SARANA DAN PRASARANA, STANDAR PENGELOLAAN, STANDAR PEMBIAYAAN PENDIDIKAN DAN STANDAR PENILAIAN PENDIDIKAN)." JURNAL ILMIAH SAINS 17, no. 2 (August 8, 2017): 117. http://dx.doi.org/10.35799/jis.17.2.2017.16907.
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DESKRIPSI SMA/SMK DI KABUPATEN MINAHASA TENGGARA BERDASARKAN INDIKATOR STANDAR NASIONAL PENDIDIKAN BERBASIS EVALUASI DIRI SEKOLAH (STANDAR SARANA DAN PRASARANA, STANDAR PENGELOLAAN, STANDAR PEMBIAYAAN PENDIDIKAN DAN STANDAR PENILAIAN PENDIDIKAN) ABSTRAKStandar Nasional Pendidikan merupakan sistem pendidikan yang diterapkan di seluruh wilayah hukum Negara Kesatuan Republik Indonesia. Tujuan dari penelitian ini yaitu Mendeskripsikan SMA/SMK di Kabupaten Minahasa Tenggara berdasarkan 4 Standar Nasional Pendidikan yang berbasis Evaluasi diri sekolah dan Memperoleh model terbaik untuk memprediksi akreditasi SMA/SMK berdasarkan 4 Standar Nasional Pendidikan terhadap Akreditasi Sekolah. Sampel yang diambil adalah 11 SMA/SMK di Kabupaten Minahasa Utara. Metode yang digunakan adalah dengan analisis deskripsi dan best subset regression. Hasilnya menunjukkan bahwa berdasarkan analisis deskripsi, SMA Negeri 1 Tombatu adalah sekolah yang memiliki sarana dan prasarana yang paling baik dan SMA Negeri 2 Ratahan adalah sekolah yang paling buruk. Sementara itu, Untuk Standar pengelolaan pendidikan SMK Negeri 1 Ratahan untuk sekolah yang paling tinggi dan SMK Kristen Tombatu untuk sekolah yang paling rendah untuk standar pengelolaan pendidikan. Selanjutnya, SMK Kristen Tombatu memiliki standar pembiayaan yang lebih tinggi dan SMK Negeri 1 Posumaen adalah sekolah yang standar pembiayaan pendidikan yang lebih rendah. SMA Negeri 1 Belang memiliki standar peniliain yang sangat tinggi dan SMK Kristen Tombatu yang terendah. Berdasarkan best subset regression diperoleh hasil untuk memprediksi Akrditasi SMA/SMK di Kabupaten Minahasa Tenggara berdasarkan Standar Nasional Pendidikan terhadap akreditasi sekolah hanya diperlukan standar sarana dan prasarana, standar pembiayaan pendidikan dan standar penilaian pendidikan untuk memprediksi akreditasi sekolah tanpa mengesampingkan faktor standar pengelolaan pendidikan.Kata kunci : Standar Nasional Pendidikan, Analisis Deskripsi, best subset regression, Kabupaten Minahasa UtaraDESCRIPTION OF SMA AND SMK IN SOUTHEAST MINAHASA DISTRICT BASED ON INDICATORS OF NATIONAL STANDARDS OF EDUCATION BASED ON SCHOOL SELF EVALUATION (STANDARD OF FACILITIES AND INFRASTRUCTURE, MANAGEMENT STANDARDS, FINANCING STANDARDS AND ASSESSMENT STANDARDS) ABSTRACT National Standards of Education is an education system implemented throughout the jurisdiction of the Unitary State of the Republic of Indonesia. The purpose of this study is to describe SMA / SMK in Southeast Minahasa Regency based on 4 National Standards of Education based on school self-evaluation and Obtaining the best model to predict accreditation of SMA / SMK based on 4 National Standards of Education on School Accreditation. Samples taken are 11 SMA / SMK in North Minahasa Regency. The method used is with description analysis and best subset regression. The results showed that based on the description analysis, SMA Negeri 1 Tombatu is the school that has the best facilities and infrastructure and SMA Negeri 2 Ratahan is the worst school. Meanwhile, for the standard of management education SMK Negeri 1 Ratahan for the highest school and SMK Kristen Tombatu for the lowest school for education management standards. Furthermore, SMK Kristen Tombatu has higher financing standards and SMK Negeri 1 Posumaen is a school with a lower standard of education finance. SMA Negeri 1 Belang has a very high standard of penicillin and the lowest Vocational Christian Tombatu. Based on the best subset regression, results obtained to predict the accreditation of SMA / SMK in South Minahasa Regency based on the National Education Standards for school accreditation only required the standard of facilities and infrastructure, education financing standards and educational assessment standards to predict accreditation of schools without compromising the standard of education management.Keywords: National Education Standards, Analysis Description, best subset regression, North Minahasa District
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Krzeczkowska, Małgorzata, Ewa Odrowąż, and Elżbieta Szostak. "STRATEGIES OF INTRODUCTION ENVIRONMENTAL PROTECTION ISSUES TO THE SCIENCE EDUCATION IN POLAND." GAMTAMOKSLINIS UGDYMAS / NATURAL SCIENCE EDUCATION 8, no. 3 (November 25, 2011): 25–35. http://dx.doi.org/10.48127/gu-nse/11.8.25b.
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Since 1999 a study subject called ‘Elements of Science’ has existed in Polish primary schools. Elements of the science covers issues from biology, geography, physics and chemis-try. There is no separate university course of studies in Poland that would prepare teachers to teach this subject. Natural science is taught by biology, chemistry, geography, and physics teachers, who obtain additional accreditation in order to teach this subject (Grodzinska-Jurczak, 2000). Students of the Jagiellonian University’s chemistry department can also ob-tain these credentials. In order to do so, they must participate in the Methodology of Teach-ing of Science course. One of the elements of this course is environmental education. The first aim of this study was to determine to what extent the students at various levels of the educational system are familiar with ecological problems. The second aim was to develop a format for lessons that can be used by teachers to introduce ecological issues in the class-room or through extra-curricular activities. Key words: environmental protection, science, primary school, reduce-reuse-recycle.
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Tofade, Toyin, Jane Kim, Lisa Lebovitz, Kim Leadon, Lena Maynor, Nicole Culhane, Mark Freeberry, JoAnn Stacy Harris, and Marie Abate. "Introduction of a Continuing Professional Development Tool for Preceptors." Journal of Pharmacy Practice 28, no. 2 (August 8, 2014): 212–19. http://dx.doi.org/10.1177/0897190014544813.
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Accreditation Council for Pharmacy Education (ACPE) guidelines state that preceptors should “have a systematic, self-directed approach to their own continuing professional development (CPD).” The objective of this study was to encourage preceptors to take advantage of the ACPE CPD resources and implement the concept of CPD (reflect, plan, act, evaluate, record) as a framework for guiding individual preceptor’s continuing development as educators and to determine their opinion regarding the usefulness, effectiveness, and obstacles to implementation of this approach. A total of 3713 preceptors from the participating schools were encouraged to undergo CPD training and invited to respond to a series of questions. Of the initial respondents, 48% represented health system/hospital preceptors, followed by community/independent pharmacists (64 of 236, 28%). Preceptor respondents often train students from multiple schools/colleges (average = 1.9 schools/colleges per preceptor) and 90% agreed or strongly agreed with the statement, “the CPD model, as learned in the webcasts, is beneficial for ongoing preceptor development.” The general consensus was that the preceptor portfolio provided motivation to reflect, plan, and set more defined and realistic goals for students, residents, and themselves as educators and could be a valuable starting point for promoting preceptors’ reflection, planning, and action related to rotation management, professional teaching, and student learning goals.
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Koh, Koon Teck, Wenxiang Foo, Goken Sakamoto, and Adrian Low. "The Profile of Coaching and Coach Education in Singapore: Past, Present and Future." International Sport Coaching Journal 1, no. 2 (May 2014): 94–102. http://dx.doi.org/10.1123/iscj.2013-0027.
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The demand for certified sports coaches in Singapore is high, especially from the schools and private sectors. This trend is in line with the significant global growth of the vocation of sports coaching (Taylor & Garratt, 2013). The purpose of this paper is to provide an informal review of the state of coaching and coach education in Singapore, by addressing three main themes: (1) provide an overview of the evolution of the Singaporean coaching system since the late 1990s, (2) describe examples of identified ground up initiatives from various stakeholders within the coaching ecosystem and (3) draw conclusions from existing literature and provide suggestions on how coach education systems can be further developed. The foundation of the current coaching system was established in the late 1990s with the introduction of the National Coaching Accreditation Program (NCAP) and it is still the benchmark for the coaching practice in Singapore today. The basic NCAP is broken down to a theory and technical component which is administered by the Singapore Sports Council (SSC) and the National Sports Associations (NSAs) respectively. The SSC had embarked on various initiatives over the years to ensure that more Singaporeans have access to quality coaching.
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García-Ayllon Veintimilla, Salvador, and Antonio Tomás Espín. "La acreditación y promoción del profesorado en la universidad española: situación, tendencias y perspectivas de futuro." REDU. Revista de Docencia Universitaria 12, no. 4 (December 26, 2014): 39. http://dx.doi.org/10.4995/redu.2014.5614.
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<p>Los importantes cambios legislativos realizados por la Ley de Ordenación Universitaria desde 2001 han modificado severamente las pautas de acreditación y promoción del profesorado universitario. El periodo 2001-2011 viene marcado por distintos contextos económicos y sociales en la universidad española, a la vez que por la entrada en vigor de estos nuevos sistemas de acreditación docente.<br />El periodo de crecimiento económico hasta 2007 y la posterior crisis que dura hasta nuestros días han creado unas condiciones de contorno que repercuten directamente en la estructura del profesorado de las facultades y escuelas universitarias. Esta situación ha generado una problemática que conjuga fenómenos de corto plazo, como la coyuntura económica, junto a procesos de largo plazo, como la acreditación de los profesores en España.<br />El presente artículo presenta la evolución del profesorado en España (asociado, funcionario, contratado, etc.) hasta 2011 y la repercusión que los sistemas de acreditación en la carrera docente pueden estar teniendo actualmente en este colectivo. Se han evaluado las causas y consecuencias de distintas variables (como la categoría, su dedicación o la evolución del número de profesores) mediante la metodología del análisis estadístico, con el objetivo de conocer la influencia y representatividad que realmente tienen cada una de las figuras existentes en la estructura universitaria. Estos parámetros influyen en la actividad docente, siendo de especial importancia conocer en qué medida los cambios en el sistema de acreditación están afectando al funcionamiento de las facultades y escuelas. Por último, se plantean posibles escenarios y propuestas de futuro en el campo de la acreditación universitaria de cara a un mejor encaje en el contexto internacional.</p><p><strong>ABSTRACT</strong></p><p><strong>Accreditation and promotion of Spanish university lecturers: situation, trends and future prospects.</strong></p><p>The major legislative changes undertaken by the Spanish University Ordination Act in 2001 have sharply changed the guidelines of accreditation and promotion for university teachers. The period of 2001-2011 was marked by different economic and social contexts in Spanish universities, as well as by these new teacher evaluation systems coming into force.<br />The period of economic growth until 2007 and the subsequent crisis that continues today have set boundary conditions that directly affect the structure of teaching staff in university faculties. This situation has created a problem that combines short-term phenomena such as the economic situation with long-term ones such as the teacher’s accreditation process.<br />This paper presents the evolution of teachers in Spain (associate, full professor, contracted, etc.) until 2011 and the repercussions of accreditation systems in the teaching profession. It explores the causes and consequences of different variables (such as category, dedication, or teacher’s population) using the methodology of statistical analysis with the aim of determining the influence and representation that actually involves each of the existing figures in the university structure. These parameters influence teaching and it is particularly important to determine how changes in the accreditation system are actually affecting the functioning of university schools. Finally, the paper presents possible future scenarios arising in the field of university accreditation for a better fit in the international context.</p>
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Sohlo, Sauli, and Satu Nätti. "International business accreditation as a trigger for business school development." Journal of Economic and Administrative Sciences 36, no. 1 (November 8, 2019): 64–81. http://dx.doi.org/10.1108/jeas-11-2018-0126.
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Purpose Business schools turn to prestigious international accrediting bodies (AACSB, EQUIS and AMBA) in their quest for legitimacy, improved status and reputation. What pains and gains are involved when pursuing these credentials? What are the facilitative and friction forces, supporting or inhibiting development in the different levels of the organization? The paper aims to discuss these issues. Design/methodology/approach This qualitative single case study provides an extant literature review on business accreditations and their effect on business school development. Through examining the business school organization from four angles, “levels of change,” the accreditation process related events in a Nordic business school during 2009–2017 are analyzed. Findings Regardless of the typical path-dependency of academic organizations, an accreditation process significantly affects the business school development in all four levels of the organization – dominant logic, culture, structures and systems – through changing the everyday activities. Individual actors become more aware of the underlying values, beliefs and assumptions behind their own behavior as well as that of the overall organization. Deeply rooted understanding of “academic freedom” is challenged. New relationships and working culture are created across sub-units and individuals. Introducing faculty qualifications criteria may lead to department mergers. Accreditation data systems bring transparency into academic work, increasing the consciousness and result orientation among individuals. Originality/value This study contributes to the limited theoretical understanding of the development a professional organization through accreditation, adds to the understanding of practical consequences on the level of an individual organization, as well as offers managerial suggestions for business school leaders.
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Wiranto, Rony, and Rizma Adlia Syakurah. "Evaluation of implementation and satisfaction of distance learning among medical students during COVID-19 pandemic in Indonesia." International Journal of Research in Medical Sciences 8, no. 12 (November 27, 2020): 4212. http://dx.doi.org/10.18203/2320-6012.ijrms20205291.
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Background: Since it was declared as a pandemic by the world health organization (WHO) on March 11th, 2020, COVID-19 has become a global health problem in the world. The temporary closure of schools and universities was carried out to protect teachers and students from viruses, including in medical schools. Distance learning has been implemented as an alternative to subtitute conventional class. This can affect the satisfaction of medical students toward it. This study aim was to evaluating implementation and analyzing the factors that influence medical student' satisfaction toward distance learning during the COVID-19 pandemic.Methods: An observational analytic study with a cross-sectional study was used. A total of 3331 respondents from all over Indonesia responded through an online questionnaire by Ikatan Senat Mahasiswa Kedokteran Indonesia (ISMKI) distributed from April 9th, 2020 to June 21st, 2020. Data analyzed using chi-square test (alternative: fisher exact test) and logistic regression with significance alpha=0.05.Results: Study showed that most respondents had difficulties in learning and had less satisfaction toward distance learning. Factors that showed statistical significance were university origin grouped by type, region, accreditation, and readiness.Conclusions: Although distance learning is a solution to the problems of medical education during this pandemic, the government and related institutions should be able to continue evaluating so that the learning system remains effective and efficient.
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Setiawan, Adil. "Implementasi Metode SAW Dalam Penerimaan Siswa Baru Pada SMA Negeri 16 Medan." Jurasik (Jurnal Riset Sistem Informasi dan Teknik Informatika) 2, no. 1 (July 31, 2017): 96. http://dx.doi.org/10.30645/jurasik.v2i1.23.
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Acceptance of new students In public schools has always been the number 1 attraction, because the quality of a school is influenced by several things, one of which is the value of prestige against an unstoppable modernization, and one other due to the high accreditation value, as well as the source Competent teaching power. But in this case, to have a quality student resources it is necessary to select the acceptance of students. Similarly, for SMA Negeri 16 Medan which is one of the favorite state high school in marelan area, which is one area in the city of field. In fact quite a lot of prospective students who enroll in SMA Negeri 16 Medan who have high school grades, because the number of prospective students who register exceeds the capacity, the selection of student acceptance based on rankings SMP report cards, and written test only. From the existing problems sometimes there are prospective students who were excluded because they get enough test score when he has a non-academic achievement, and a good personality. Criteria other than academic value, and such as personality and non-academic values, should be used as criteria as well as to determine which students are truly eligible to receive using the SAW method. Non academic is an achievement beyond the academic field that a student has ever achieved. Interview test is an assessment of the personality of the prospective student will be in by the enrollment system. This SAW method serves as a tool of SMA Negeri 16 Medan in making decisions on the selection process of new admissions.
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Uchtiawati, Sri. "Analysis Certification Teachers On Teacher Professional Education In Service." INNOVATION RESEARCH JOURNAL 1, no. 2 (September 22, 2020): 82. http://dx.doi.org/10.30587/innovation.v1i2.1921.
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The problem of this research is the need to improve the quality of Education, which in the analysis obtained by a base to enhance the quality of Education. Knowledge lies in the sub-system of teachers because basically, the teacher is learning agent. And how the efforts to upgrade the quality of Education is then, by invitation Act s item of national Education and law teacher and lecturer, is it relieved l formal that teachers must have a teaching certificate, or known as a teacher's certificate (sergu). The essence of teacher certification award "teaching certificate" on teachers, which meets the standards of professional, considering teacher professionals is a prerequisite for creating quality education. The purpose of this study is shortly analysis implementation of teacher certification through Professional Teacher Education In Position (PPGJ). The research method was done by qualitative descriptive, where researcher as a key instrument, which begins from preliminary studies, followed by collecting the data by using a technique sheets observation, interviews and documentation, then triangulation, and the reduction of the data. This research was conducted at PT Muhammadiyah, which held PPG Daljab in 2018 for two periods, and in 2019 for three periods. Results from this study that professional teachers can be evidenced by the Certified Master (Gr) can be obtained one through I Professional Teacher Education in the office, with the provision begins academic selection and administration, and only after the deepening of the material model of hybrid learning on Spada and ID REN the amount of 10 credits, diving three months. Workshops and Pearteaching execution of this study in Unmuh Gresik as LPTK amount of load are 8 credits for five weeks, continue VING PPL in school partners LPTK number 6 credits for three weeks, to end activities do SMEs of PPG consisting is test-related the implementation of learning carried out in partner schools and UP is a centralized online knowledge test, a maximum graduation grace period of 2 years with six times the UP retest.
Furthermore, for teachers who have passed the PPG Daljab can meng ask Teacher Certification (sergur) to receive allowances, and got the facilities that support achievement for teachers, including structural positions provided by the school. The d nature of learning and mastery learning do teachers better, so Influence of Community belief against schools with teachers who already have a teacher's certificate (Gr) is large enough, can make one-factor improvement of the accreditation status of the school. Thus, schools should be able to provide support to teachers to have the opportunity to take part in the PPG in Position Program
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Datsyuk, Victoriya. "ASSESSMENT OF STIGMATIZATION AND DISCRIMINATION OF HIV-INFECTED PERSONS IN PROFESSIONAL MEDICAL EDUCATION INSTITUTIONS." EUREKA: Social and Humanities, no. 5 (September 30, 2020): 32–38. http://dx.doi.org/10.21303/2504-5571.2020.001411.
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The aim of the study. Finding out the attitude of the respondents to HIV-infected / AIDS patients, their awareness of the ways of HIV infection.
Methods. A survey of teachers and students of Kyiv City Medical College was conducted (educational institution of 1–2 levels of accreditation). The total number of students, who participated in the study, was 150 people aged 17 to 25 years. The survey involved 62 teachers aged 30 to 65 years. In order to find out the level of stigmatization of people living with HIV, a questionnaire has been developed that contains questions, related to various aspects of HIV infection and the lives of HIV-infected people.
Results. The study showed a high willingness to stigmatize and discriminate against people living with HIV / AIDS by teachers and medical school workers. The problem of reasonable stigma and discrimination against people living with HIV is the low level of knowledge about the epidemic. This is especially true for work. A tolerant attitude towards HIV-infected people from work and lectures at medical college is directly related to the awareness of these problems.
The high level of stigma and discrimination against HIV-infected students and teachers in medical schools is reflected in the willingness to refuse medical care to people living with HIV. The state's information policy in the field of combating stigma and discrimination against HIV-infected people is imperfect and insufficient.
Сonclusions. The study shows the imperfection of the existing system of medical education in the field of upbringing of tolerant attitude to vulnerable groups, in particular to HIV-infected. In this area, the existing system of medical education needs to be improved and modernized. The aggravation of the problem of stigmatization and discrimination of HIV-infected people, the ineffectiveness of outdated methods requires the search for new approaches to its solution.
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Mutton, Trevor, and Katharine Burn. "Doing Things Differently: Responding to the 'policy problem' of Teacher Education in Wales." Cylchgrawn Addysg Cymru / Wales Journal of Education 22, no. 1 (March 1, 2020): 85–112. http://dx.doi.org/10.16922/wje.22.1.5-en.
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Responding to a clear justification for the reform of initial teacher education (ITE) in Wales (Furlong, 2015) the Welsh government has committed itself to strengthening provision through 'a truly collaborative system, where universities and schools work in robust partnership, supported by the consortia, recognising the importance of research' (Williams, 2017: 1). The publication of the national criteria for the accreditation of ITE programmes in Wales (Welsh Government, 2017) set out the requirements for all ITE programmes, emphasising the need for an integrated approach to student teacher learning within collaborative models which are research-informed at all levels. Using Vidovich's (2007) dynamic model of policy analysis, which takes into account influences on policy text production at the macro, intermediate and micro levels, the paper examines the process by which these particular reforms (covering a six-year period from 2013 to 2019) have been proposed and set in motion and the ways in which recently-accredited providers in Wales have begun to respond to the challenging agenda that they represent. The paper concludes by offering a view as to what the opportunities and challenges for ITE providers in Wales might be in terms of further developing models of research-informed clinical practice.
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Putra, I. Nyoman Suyadnya. "INTERAKSI MANAJERIAL KEPALA SEKOLAH MELALUI STRATEGI “SIMDIK” DALAM MENATA SARANA PRASARANA SEKOLAH BERBASIS KEWIRAUSAHAAN." Mimbar Ilmu 24, no. 2 (July 30, 2019): 239. http://dx.doi.org/10.23887/mi.v24i2.21280.
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AbstrakPenelitian ini bertujuan untuk 1) mengetahui tindakan atau langkah yang telah diambil Kepala Sekolah dengan Strategis Simdik untuk pengadaan sarana prasarana sekolah dan mengelola Manajemen sekolah yang berbasis kewirausahaan. 2) mengetahui keterlibatan Kepala sekolah dan guru di sekolah dalam usaha pengadaan sarana prasarana di sekolah serta mengelola manajemen sekolah yang berbasis ke Wirausahaan. 3) mengetahui hasil interaksi kepala sekolah dengan guru di SD Negeri 1 Kertha Mandala berdampak positif terhadap sikap perubahan pembaharuan dari pihak guru dalam pembelajaran dengan menyediakan sarana prasarana yang memadai. Jenis penelitian ini adalah penelitian tindakan kelas (PTK). Penelitian ini dilaksanakan di SD N 1 Kertha Mandala. Metode yang digunakan dalam penelitian ini adalah metode observasi dan studi dokumen. Data dianalisis menggunakan teknik analisis statistik deskriptif. Hasil penelitian menunjukkan bahwa penerapan strategi Sistem Informasi Manajemen Pendidikan atas dasar Kewirausahaan di SD Negeri 1 Kertha Mandala adalah pertama dan utama untuk mengarahkan tugas dan tanggung jawab Kepala sekolah dalam mengelola manajemen pendidikan khususnya pengadaan sarana prasarana di sekolah dan kelas berdasarkan jiwa kewirausahaan. Memantapkan tugas pokok dan fungsi Kepala Sekolah dan guru sekaligus merupakan langkah riil yang harus didukung oleh semua belah pihak ( stakeholders ) di SD Negeri 1 Kertha Mandala. Menumbuhkan jiwa kooperatif, kreatif, inovatif dalam mengelola / manajemen pendidikan khususnya pengadaan sarana pendidikan di Sd Negeri 1 Kertha Mandala. Pengelolaan dan penataan manajemen sekolah dan kelas yang maksimal merupakan harapan peneliti untuk memunculkan era baru pendidikan menyongsong akreditasi dan sertifikasi guru yang profesional. Kata-kata kunci : Manajerial, Sarana Prasarana, Strategi “SIMDIK”. AbstractThis study aims to 1) determine the actions or steps that have been taken by the Principal with Strategic Simdik to procure school infrastructure and manage school-based entrepreneurship management. 2) know the involvement of school principals and teachers in schools in the effort to procure infrastructure in schools and manage school management based on entrepreneurship. 3) knowing the results of the principal's interaction with teachers in SD Negeri 1 Kertha Mandala has a positive impact on the changing attitude of teachers on learning by providing adequate infrastructure. This type of research is classroom action research (CAR). This research was conducted at SD N 1 Kertha Mandala. The method used in this research is the method of observation and study of documents. Data were analyzed using descriptive statistical analysis techniques. The results showed that the application of the Education Management Information System strategy on the basis of Entrepreneurship in SD Negeri 1 Kertha Mandala was first and foremost to direct the duties and responsibilities of the Principal in managing education management especially the provision of infrastructure in schools and classes based on an entrepreneurial spirit. Strengthening the main tasks and functions of the School Principal and teachers at the same time is a real step that must be supported by all parties (stakeholders) in SD Negeri 1 Kertha Mandala. Fostering a cooperative, creative, innovative spirit in managing / managing education especially the provision of educational facilities in the State Elementary School 1 Kertha Mandala. The maximum management and structuring of school and classroom management is the hope of researchers to bring up a new era of education towards professional teacher accreditation and certification. Keywords: Managerial, Infrastructure, "SIMDIK" Strategy.