PROGRAM PASCASARJANA UNIVERSITAS ISLAM NUSANTARA DESKRIPSI MATA KULIAH S2I. Identitas Mata Kuliah Nama Mata Kuliah Nomor Kode Jumlah SKS Catur Wulan Program Studi Status Mata Kuliah Dosen II. Rasional Mata Kuliah Rencana Pembangunan Pendidikan Nasional dan Daerah MP 614 3 SKS Pertama S2 Manajemen Pendidikan Konsentrasi Prof. Dr. Sanusi Uwes. Perencanaan pendidikan khususnya perencanaan pendidikan yang komprehensif, terkait erat dan mengikuti kegiatan perencana kota, masyarakat, transportasi, ekonomi, militer, industri, dan perencana pemerintahan. Keterkaitan tersebut, mendorong para pendidik untuk melihat, menguji kembali, dan merncanakan program pendidikan yang sedang berlangsung dan akibatnya dalam memecahkan masalah kehidupan. Reformulasi ini penting, lantaran kegagalan lembaga pendidikan berakibat terhadap kegagalan pelayanan pendidikan, proses pendidikan secara keseluruhan, serta kegagalan profesionalitas dan keterampilan para pendidik. Kegagalan beruntun demikian, pada akhirnya bertumpu pada perencanaan pendidikan. If you fail to plan, you are planning to fail. Kegagalan membuat rencana berarti merencanakan kegagalan. Kegagalan mengatasi masalah dan memanfaatkan peluang yang ada seharusnya mendorong pembuatan perencanaan pendidikan yang lebih baik, lebih komprehensif, dan lebih luas. Namun demikian, realitas empirik menunjukkan banyak lembaga pendidikan yang membuat perencanaan secara parsial, digunakan secara terbatas untuk tujuan-tujuan yang relatif pendek. Padahal idealnya perencanaan pendidikan bertujuan untuk menyempurnakan capaian kehidupan masyarakat yang semakin canggih (sophisticated) pada masa depan. Dalam kaitan inilah diperlukan studi perencanaan pendidikaan dengan metode yang menghasilkan kerangka tindakan yang efektif bagi mengatasi masalah-masalah kehidupan masyarakat pada masa depan. a.
Setelah selesai mengikuti mata kuliah ini, diharapkan mahasiswa memiliki keterampilan dalam : b. memahami makna dan jenis-jenis perencanaan pendidikan, hubungan perencanaan pendidikan dengan pembangunan nasional dan pembangunan daerah. c. memiliki keterampilan berpikir strategis dalam merancang, memproses dan melaksanakan tehnis perencanaan pendidikan berdasarkan pemikiran yang sistemik, yang terintegrasi ke dalamnya aspek-aspek keagamaan, sosial budaya, ekonomi, dan sosial politik, yang kemudian diterapkan pada berbagai model-model perencanaan. d. membuat perencanaan strategik pada lembaga pendidikan, baik lembaga milik public maupun privat. Need, need assessment, what has been, what is, what should be, plan, strategic, goals, objectives, targets, task, process, product, system, function analysis, methods-means analysis, mission analysis, system analysis, task analysis, performance requirement, resources and constraints, problem area, designing plants, evaluation plans, simulation, problem formulation, program preparation, monitoring, evaluation. Pertemuan Pertama : Kedudukan Perencanaan Pendidikan (Rendik), Definisi, Fungsi, Proses membuat, Sejarah dan Perbandingan Rendik (Kaufman:1-9; Sanusi Uwes:1-8, 20-27). Pertemuan Kedua : Pendekatan sistem terhadap pendidikan. Pertemuan Ketiga : Beberapa Pendekatan Dalam Perencanaan Pendidikan (FG,1987:18-27; SU, 2005: 78-91, Husen, Torsten and Postlethwaite, T. Neville, 1985:3923-3925) Pertemuan Keempat : Ruang lingkup masalah pendidikan (BT,1973:4-15), mempelajari realitas kehidupan sosial (what has been), mendeskripsikan realitas kini (what is) dan mimpi masa depan (what should be). (BT 1973:16-98;Depdikbud,1982:13-18). Pertemuan Kelima: pendidikan sebagai Proses Pendidikan (kaufman 10-27), . Pertemuan Keenam: Menentukan kebutuhan Pendidikan. (Kaufman28-51) Pertemuan Ketujuh: Mission analysis, mission objective, performance requirement, mission profile function Analysis, Task Analysis, Method-means Analysis (K:52-116) Pertemuan Kedelapan : Konsep dan Disain Perencanaan: Memahami Kecenderungan, Menetapkan Sasaran dan Tujuan, Merancang Perencanaan (BT, 1973:207-292) Pertemuan Kesembilan : Evaluasi dan spesifikasi perencanaan, dimulai dari simulasi perencanaan, menilai perencanaan, menseleksi perencanaan, (Banghart, 1973:293-340 Bab13-15). Pertemuan Kesepuluh: Spesifikasi Perencanaan, Masalah formulasi, pelaporan hasil (BT, 1973:341-364) Pertemuan Kesebelas : Implementasi Perencanaan: Program persiapan, Pengesahan Program, mengorganisasi bagian opersional (BT, 1973: 365-384). Pertemuan Keduabelas : Monitoring pelaksanaan perencanaan, mengevaluasi perencanaan, dan menyesuaikan mengubah dan redisain perencanaan (BT, 1973:385-450) Pertemuan Ketigabelas : Perencanaan pendidikan tinggi, dan perencanaan pendidikan vocational (SU, 99-117) Pertemuan Keempatbelas: Strategic Planning in Education: Some Concepts and Methods Gwang-Chol CHANG, dan Contoh Penelitian: Strategic Plan for Development by Pariyaporn Tungkunanan, Punnee Leekitchwatana, Narong Pimsarn and Siripun Chumnum Syarat kehadiran minimal 80% jumlah tatap muka.
Penilaian berasarkan kumulasi pelaksanaan tugas terstruktur 30 %; aktivitas kelas 20%; UTS 20%; dan UAS 30%. Pembelajaran memakai metode ceramah, diskusi, pembuatan makalah dan seminar kelas; Bentuk tugas berupa Chapter Report, Book Report, Field Observation, Presentasi. Media yang dibutuhkan: PC, LCD, atau OHP. 1. Bacal, Robert (2004) How to Manage Performance, Madison Wisconsin, McGrawHill; 2. Banghart, Frank W. and Trull, Albert;(1973), Educational Planning, New York, The Mcmillan Co. 3. Beeby, C.E. (1984), Perencanaan dan Administrator Pendidikan, Jakarta, Bhratara dan Unesco. 4. Depdiknas, (1982/83) Perencanaan Pendidikan, Jakarta, Dirjen Dikti. 5. ____________, (2006) Renstra DepDiknas Dan Perbandingan Kinerja Antar Propinsi, Jakarta. 6. Faludi, Andreas, (1984), Planning Theory, UK, Pergamon Press; 7. Husen, Torsten and Postlethwaite, T. Neville, (1985), The International Encyclopedia of Education, Research and Sytudy, Pergamon Pers Ltd, p.3923-3925. 8. Harvey L.J.(1974), Management By Objective In Higher Education: A guide to Implementation, Washington DC, McManis Associates, Inc. 9. Ivan D. Illich (1973), Deschooling Society (terj.) Great Britain, Penguin Books. 10. Kaufman, Roger A, (1972), Educational System Planning, New Jersey, Prentice-Hall; 11. Lembaga Pengkajian Manajemen Pemerintahan dan Otda (2006), Kumpulan Makalah Workshop Penyusunan Anggaran dan Pengelolaan Keuangan Daerah, Bandung. 12. Ryans, D G. (1968), System Analysis in Educational Planning, Santa Monica:SDC.S 13. uwarsono Muhammad, (2004), Manajemen Strategik, Konsep dan Kasus, Yogjakarta, UPP AMP YKPN. 14. Thomas, J.Alan, (1971), The Productive School, New York, John Wiley & sons. 15. Sanusi Uwes, (2005), Perencanaan Pendidikan Islam, Bandung, Pasca IAIN. 16. Stettinius, Wallace, at all (2005), How To Plan and Execute Strategy, New York, McGraw-Hill;
Ringkasan Materi Kuliah pertemuan Pertama : Pertemuan Pertama : Kedudukan Perencanaan Pendidikan; Definisi Perencanaan, Pendidikan, dan Perencanaan Pendidik an; Bentuk Kegiatan Perencanaan Pendidikan; Fungsi Perencanaan Pendidikan; Proses membuat rendik (Kaufman:1-9; Sanusi Uwes:1-8). A. Kedudukan dan Fungsi Perencanaan: Perencana pada kegiatan perencanaan
pendidikan merupakan tangan Tuhan melaksanakan takdirNya. Taqdir Tuhan pada manusia adalah jadi khalifah di muka bumi (QS 2:30), memakmurkan dunia (QS11:61), makhluk pencari tahu (2:31) dan mempersiapkan masa depan generasi pelanjutnya (QS59: 19). Untuk itu manusia diberi kewenangan menggunakan segala macam sumber daya (resources) secara efisien dan efektif (QS2:29; 17:26,27; 3:191), supaya manusia memiliki integritas pribadi yang bermartabat (iman), mempunyai integritas sosial (amal soleh), serta hidup dalam proses yang terus menerus berinteraksi dengan sesamanya menuju kebenaran hakiki (QS103:1-3). Posisi strategis perencana tersebut, menunjukkan strategisnya kedudukan perencanaan bagi manusia. Dalam hal perencanaan pendidikan, faktor peserta-didiklah yang akan diantarkan pada posisi taqdir tersebut, dan karena itu peserta didik berada pada posisi sentral, pusat penentu seluruh unsur yang terlibat dalam proses pendidikan. Dengan melihat posisi tersebut di atas, perencanaan memiliki fungsi yang sangat berfungsi, yakni sebagai (a) pengarah kegiatan atau pedoman bagi seluruh pekerjaan untuk mencapai tujuan pembangunan; (b) perkiraan kebutuhan tentang barang, orang, tempat, waktu, peluang, dan tantangan yang demikian ketidak pastian akan persiapan dapat diminimalisasi sesedikit mungkin; (c) upaya memilih opsi atau alternative cara kegiatan dan jenis, bentuk, ukuran, barang terbaik. Produk kegiatan ini adalah skala prioritas; dan (e) ada standar evaluasi atau pengawasan terhadap setiap kegiatan yang direncanakan. B. Definisi Perencanaan, Pendidikan, dan Perencana an pendidikan. Perencanaan, didefinisikan Kaufman (1972:8) sebagai a projection of what is to be concerned with
accomplished to reach valid and valued goals . Sasaran kerjanya
determining what is to be done diadakan sebelum memulai pekerjaan, untuk menentukan
where to go and identifying the requirement for getting there is the most effective and efficient manner possible . Koontz at all (1984:103) menegaskan tujuan dari planning is to facilitate the accomplishment of enterprise purpose and objective atau juga disebutkan
sebagai to make the future better than the past . Dalam perencanaan diperlukan imajinasi tentang masa depan lingkungan pendidikan dan komunitas manusia pada aspek-aspek nilai, tujuan, dan struktur sosial komunitas yang akan dijadikan sasaran perencanaan. Dalam kaitan inilah perencanaan merupakan proses penyusunan berbagai keputusan yang akan dilaksanakan pada masa yang akan datang (Fakry Gaffar (1987:14).Dalam Udin dan Abin (2007:5) planning is trying to understand the present situations, to analyze it in formal way . Sementara menurut Harvey S Perloff and Benyamin Handler, "planning as blending of procedure and content", yang di dalamnya terliput saling hubungan antara penduduk, objek phisik, dan kekuatan lingkungan, sehingga dapat dikatakan bahwa "planning is concerned with the conservation of resources" juga di dalamnya "must include such characteristics as economics, politics, social factors, budgeting and patterns of living. Catatan lain tentang definisi ini adalah, Banghart and Trull membedakan perencanaan dengan rencana. 'Preparing to do' is called planning, and 'communicating what is to be done' is called a plan. Dengan melihat beberapa definisi dan kandungan yang tersirat di dalamnya, dapat dikatakan bahwa perencanaan adalah keputusan menetapkan keadaan masa depan yang valid dan bermakna melalui formulasi kegiatan menentukan kebijaksanaan, prioritas, biaya, dan system yang baik, benar, argumentatif, sistimatis, yang diproyeksikan untuk mencapai tujuan pembangunan.
Pendidikan sebagai suatu proses adalah upaya pelayanan optimalisasi pengembangan potensi dasar manusia, baik dalam hal berketuhanan, kekhalifahan, berpikir, berilmu, dan bertindak bebas. Sementara sebagai suatu lembaga, pendidikan merupakan miniature dari sistem sosial yang melibatkan berbagai elemen sosial dalam suatu komunitas. Sebagai suatu proses kegiatan, pendidikan merupakan pelayanan jasa yang beragam dan berjenjang. Hasil yang diperoleh terdidik/murid sebagai penerima layanan, ditentukan oleh
pemberi layanan (sistem persekolahannya), dan murid tersebut sebagai penerima layanan, dan malah jadi faktor dominannya. Pendidik tidak dapat menjalankan fungsi mengajar melatih dan membimbing tanpa kehadiran dan kesiapan terdidik. Sebaliknya terdidik tetap dapat menjalankan fungsi belajar dan berlatih tanpa kehadiran pendidiknya, manakala memiliki kesiapan fisik maupun psikhis untuk kegiatan belajar. Terdidik adalah subjek yang dilayani, yakni manusia dengan sifat-sifat basyariyah (phisik), insan (psikhis) dan naas (sosial)nya, memiliki potensi dasar dengan kapasitas dan kecenderungan masing-masing yang berbeda-beda. Dia adalah manusia yang bersifat aktif, bergerak sejak awal kelahirannya. Dalam pada itu "ilmu dan sikap" sebagai bahan layanan pendidikan, bukanlah seperti tinta yang dituliskan pada kertas putih, tapi lebih sebagai biji-bijian yang ditaburkan pada tanah yang mengandung berbagai zat dan mineral, yang dapat menolak atau menerima bibit sesuai dengan cocok tidaknya keadaan benih tersebut. Terdidik juga bukanlah seperti kertas kosong yang menerima pasif segala perlakuan penulis, dan bukan pula merupakan kekuatan dinamik yang tidak berkorespondensi dengan lingkungannya. Terdidik adalah manusia yang bersifat dinamik namun juga "potensial" untuk dipengaruhi lingkungannya. Ia adalah manusia yang dapat bebas menentukan sikap dan tujuan hidup, tapi juga terikat oleh sikap dan tujuan hidup pilihannya justru dalam rangka menjaga kebebasannya. Perencanaan Pendidikan Education system Planning is the identification of all requirement for meeting identified, document needs. It includes the use of the tools associated with needs assessment and system analysis (Kaufman, 1972:25). Sementara menurut Beeby (1984:6) Perencanaan pendidikan adalah kegiatan memandang masa depan dalam menentukan kebijaksanaan, prioritas, biaya, dan system pendidikan yang diarahkan kepada kenyataan ekponomi dan politik, untuk pengembangan system itu sendiri, kebutuhan Negara dan murid-murid . Dalam pada itu Banghart dan Trull (p.333) berpendapat bahwa Educational Plan is a variation on the general systems approach to planning, involving the total activity systems of education and the community that influences the overall operation . Unsur penting dalam pembuatan perencanaan pendidikan, adalah hal-hal sebagai berikut.
(a) parameter dalam dan luar perencanaan, untuk ini diperlukan metoda analisis yang rasional dan sistematik; (b) identifikasi dan proyeksi masa depan sebagai tujuan. Hal ini berimplikasi terhadap perhitungan SDM, jumlah bangunan, kebutuhan dan sumber finansial yang disebar kepada periodisasi dana & waktu. (c) menegaskan hubungan antara pengembangaan sistem pendidikan dengan pengembangan masyarakat dan bangsa seluruhnya, Dalam kaitan inilah perencanaan pendidikaan berfungsi sebagai tools pembangunan untuk membangun manusia pembangunan; (d) Penyusunan rancangan yang link and match antara para lulusan dengan kebutuhan SDM baru, baik pada tingkat lokal, regional, nasional, atau malah global. . Bentuk Kegiatan Perencanaan Pendidikan. Perencanaan sebagai proyeksi tindakan ke depan untuk mencapai tujuan yang benar dan bermakna, meliputi berbagai kegiatan yakni 1.. mengidentifikasi dan mendokumentasi kebutuhan; 2. menyeleksi prioritas kegiatan; 3. membuat ciri2 rinci tiap kebutuhan tersaring; 4. mengidentifikasi syarat2 pencapaian kebutuhan tersaring, termasuk membuat spesifikasi pemecahan masalah yang mungkin timbul; 5. mengidentifikasi tahapan-tahapan hasil kegiatan serta menentukan cara pengawasannya; dan 6. mengidentifikasi strategi alternative (untungrugi) yang mungkin serta menyempurnakan tiap persyaratan untuk memenuhi tiap kebutuhan.(Kaufman, p.6). Dimensi. Seorang perencana perlu memahami sembilan dimensi (tingkat, ukuran, dan besaran) rendik supaya rendiknya komprehensif dan efisien Pertama, Signifikansi. Kepentingan masalah rendik tergantung tingkat signifikansi kepentingan masyarakat menentukan tujuan, garis besar, dan kriteria evaluasi pendidikan. Hal ini harus jelas supaya para pemerhati mudah mengobservasi keberhasilan atau kegagalan suatu kegiatan pendidikaan.
Kedua, fisibilitas(feasibility). Hal ini terkait dengan otoritas politik, peluang teknologi, estimasi pembiayaan, serta aspek lain berdasarkan pertimbangan yang realistik. Ketiga, Relevan (relevance), yakni kesesuaian dengan tujuan, peluang untuk diteraplaksanakan memecahkan masalah, disamping sebagai gambaran optimalisasi proses mencapai tujuan spesifik. Keempat, kepastian (definitiveness), yakni identifi kasi program berdasarkan pemikiran yang paling argumen tatif. Untuk memperolehnya dapat melalui simulasi, sehingga reel perencanaan bertumpu pada data yang dapat dipercaya. Kelima, Hemat (parsimoniousness), "should be outlined in the simplest manner". Perencana harus memilih solusi yang paling efisien. Keenam, sesuai (adaptability), yakni bersifat dinamik dalam perubahan sesuai dengan masukan informasi pada sistem yang dikembangkan. Ketujuh, masa depan (time). Pertama, waktu merupakan siklus alamiyah, kedua, kebutuhan untuk berubah sesuai dengan berlalunya waktu, ketiga, ada batas target waktu yang harus ditentukan dalam perencanaan, keempat, waktu juga mempengaruhi kemampuan menilai kebutuhan pendidikan terkait dengan kehidupan masa depan. Kedelapan, monitoring terkait kepada dua aspek. Pertama keperluan efektivitas ruang, waktu dan biaya, dan kedua, argumentatif untuk kelancaran kegiatan, dan penetapan prosedur. Kesembilan, Pokok bahasan yang jadi bahan rendik (Subject Matter), terdiri atas: (a) tujuan dan sasaran, yakni output proses pendidikan dari seluruh bahan ajar. (b) program dan pelayanan, yakni pengorganisaasian pembelajaran dan daya dukungnya. (c) Sumber Daya Insani (SDI), yakni upaya-upaya pengembangan kinerja, interaksi, spesialisasi, perilaku, kompetensi, pertumbuhan dan kepuasan/kebahagiaannya. (d) Sumber Daya Phisik, yakni penggunaan fasilitas, bentuk distribusi, cara memperolehnya, serta pemanfaatannya. (e) Pembiayaan, yakni pengeluaran, perolehan terkait penggunaan SDI dan SDPhisik. (f) Struktur pengorganisasian, yakni cara mengor ganisasi dan mengatur kegiatan dan pengawasan program dan aktivitas pendidikan,
dan (g) konteks social, yakni sumber-sumber yang harus terlibat dalam system pendidikan (Banghart and Trull, p.7-11).
Perencanaan Pendidikan berfungsi sebagai 1. Pengendali tujuan kegiatan, 2. Gambaran kehidupan masa depan; 3. tool of development masa yang akan datang, 4. Perpaduan tujuan pembangunan atau kelembagaan dengan realitas kemampuan lapangan, karena itu indikator bahwa suatu perencanaan itu bermutu baik, ialah manakala dapat dilaksanakan di lapangan, dan ke 5. Membangun manusia pembangunan. Disini akan terjadi sinergi system antara pembangunan dan pendidikan yakni manusia pembangunan sebagai produk pendidikan, dan proses pendidikannya sendiri sebagai produk pembangunan(K:1-9;SU:1-8).
ringkasan materi mkuliah Pertemuan Kedua: Pertemuan Keempat: Pendekatan sistem terhadap perenca-naan pendidikan
(Depdiknas,1982:19-25;K10-27)., Sistem sebagaimana didefinsikan Ryans (1968:5) merupakan any identifiable assemblage of element (object, person, activ-ities, information records, etc) which are interrelated by process or structure and which are presumed to function as an organizational entity in generating an observable (or some-times merely inferable) product (Diknas, 1982/83:19). Ber-dasarkan kaidah ini, pendekataan sistem dalam perencanaan, ada elemen yang saling berhubungan, baik lantaraan proses maupun lantaran didisain strukturnya, sehingga setiap fung-sinya merupakan satu kesatuan dan bekerjasama untuk meng-hasilkan suatu keluaran atau produk. Akibatnya seeorang pe-rencana harus memperhatikan variable dan kendala kritis, serta akibat interaksi antar berbagai variable dalam sistem. Dalam kaitan ini, Kaufman (1973:10) menegaskan bahwa pen-dekatan system merupakan cara mengidentifikasi kebutuhan, menseleksi masalah, menyusun identifikasi persyaratan solusi masalah, membat beberapa alternative solusi,
mengevaluasi hasil, merevisi persyaratan pada sebagaian atau seluruh system terkait dengan keterbatasan memenuhi kebutuhan. Dalam pendekatan sistem, pendidikan diposisikan sebagai proses manajemen, yakni prosedur memonitor kegiatan untuk memberikan penilaian perkembangan (kegiatan) dengaan teliti berdasarkan kriteria yang baku (criterion standard). Langkah pelaksanaannya adalah menetapkan hubungan antar subsistem, menetapkan kualifikasi subjek pelaksana system, menentukan mekanisme pengambilan keputusan, menentukan jenis dan jumlah upah atau insentif, memonitor proses kegiatan, mengukur kesesuaian hasil dengan rancangan yang telah ditetapkan, serta menyiapkan rancangan perbaikan bagi proses dan hasil yang tidak sesuai rancangan awal. Keuntungan memakai Pendekatan Sistem, menurut Tim Depdiknas (1982/83:22) adalah sebagai berikut. (1) Misi, (2) Setiap (3) Orientasi sasaran, program kegiatan dan selalu selalu tujuan dikaitkan dapat dengan dijabarkan sasaran kepada lebih dan hasil luas; tujuan; akhir;
diorientasikan
(4) Perencanaan dipandang sebagai bagian dari keseluruhan kegiatan pendidikan; (5) SDM dan SDdana digunakan lebih efektif sesuai alokasi kontribusinya pada pencapaian tujuan; (6) Informasi untuk perencanaan dan pengambil an keputusan dapat dirancang dan dikelola secara terpadu, sehingga sasaran serta cara-cara pencapaiannya dapat lebih efektif dan efisien; (7) Semua upaya diarahkan pada sasaran, sehing ga pemborosan dapat ditekan seminimal mungkin. (8) Administrator dapat dinilai lebih objektif lantaran sasaran pekerjaan lebih jelas; (9) Administrator dapat mengembangkan kreativitas dalam batas-batas kewenangan yang telah ditetapkan, sepanjang jawab dapat mereka tetap berorientasi secara lebih pada jelas tujuan dan akhir.
(10)Pertanggungan
dirumuskan
opersional.
(11)Umpan balik dapat diperoleh pada semua tingkat otoritas dalam organisasi pendidikan, sehingga penyimpangan dalam yusaha pencapaian tujuan dapat cepat diidentifikasi;
(12)Komunikasi antar komponen dapat dibina dengan lebih baik sehingga kesalahpahaman dapat dikurangi;
(13)Pendelegasian wewenang dan tanggung jawab dapat dilaksanakan secara lebih baik.
Jenis Sistem : Sistem terdiri atas dua jenis, yakni sistem terbuka dan sistem tertutup. Masingmasing memiliki karakristik sendiri. Karakteristik Sistem Terbuka. 1. Bersifat sinergis dengan lingkungan.
2. Feedback, perbaikan terus menerus berdasar hasil balikan dari seluruh rangkaian kegiatan sistem. 3. Cyclical, hal ini sebagai kelanjutan dari kegiatan korektif. Sistem bersifat mengulangi kegiatan sebelumnya atau repetitive.
4. Creative, pendektan system bersifat kreatif "the system approach must be creative one that focuses on goal first and methods second"
5. Negontropy. Sistem yang terbuka memiliki kekuatan penghalang dari kehancuran atau kemusnahan, manakala dipenuhi karakter dua di atas yakni kreatif dan repetitive. Dengan dua karakjter tersebut akan terjadi pertahanan dari dalam diri system (self defence). 6. Steady state, yakni kemapanan, keajegan, keseimbangan internal saat terjadi dinamika input-output. 7. Growth and expancy, yakni tumbuh dan semakin meluas, sebagai akibat lanjutan (nurturant effect) dari karakter sistem yang kreatif dan negontrophic.
8. Balance between maintenance (beli, pelihara, rekrutmen dst.nya untuk bertahan hidup) and adaptive activities (perencanaan dan pengembangan, yang menghitung reali tas lapangan secara jeli dan teliti supaya sistem tetap berta han hidup).
9. Equifinality. Dalam pendekatan sistem, terdapat kesamaan nilai dari ujung proses suatu kegiatan. Input dapat memiliki keragaman kualitas, namun karena diproses dengan perlakuan dan persyaratan yang sama, maka jenis dan kualitas outputpun, relative dalam level kualitas yang sama. (indicate to dynamic homeostatis, or the steady state).
Karakteristik Sistem Tertutup, yakni sama sekali tidak berhubungan dengan sistem yang lain, memiliki batasan yang jelas yang terpisah dari lingkungan tempat sistem berada (it does not have such interactions with environment).Dalam jangka waktu lama dan berkelanjutan, sesungguhnya system yang tertutup seperti mesin-pun tetap dipengaruhi oleh keadaan lingkungannya.
Kepentingan
Pendekatan
Sistem
Dengan melihat berbagai karakteristik sistem, baik yang terbuka maupun yang tertutup, kita dapat melihat beberapa keuntungan membuat perencanaan dengan pendekatan system sebagai berikut.
(1) pendekatan sistem mengkonseptualisasi organisasi sebagai satu kesatuan, tidak terpisahpisah, (2) dan setiap karenanya bagian atau dan tidak dilihat dari bagian-bagiannya, sebagai suatu maka kesatuan; diidentifikasi dikelola; dari proses organisasinya; kegiatan.
anggota
bersikap
(3)terampil
mengidentifikasi
memahami
lingkungan;
kemudian yang
keterkaitannya (4) (5) memahami
kepada pentingnya stabilitas
sistem dan atau
perubahan dan
merekayasa
alternatif
masukan
Harvey, LJ menegaskan kepentingan pendekatan sistem dalam membuat perencanaan dalam pendidikan sebagai berikut.
(1) Lembaga-lembaga pendidikan telah semakin kompleks dan semakin sulit untuk dikelola dengan cara-cara tradisional yang kurang berorientasi pada tujuan, untuk menyelesaikan tugastugas sesuai dengan tuntutan perkem bangan pendidikan.
(2) Perubahan semakin cepat sementara seorang administrator tidak mungkin menangani segala bidang. Karena itu perlu pendekatan baru.
(3) Kebanyakan perencana pendidikan bersifat amatir. Mereka disiapkan untuk jadi guru atau petugas pendidikan lainnya. Dalam keadaan demikian pendekatan system sangat diperlukan. (4) Diperlukan penggunaan dana yang efisien dan efektif dalam menanggulangi kesalahan
perencanaan dan pengelolaan pendidikan. Karena itu pendekatan system sangat diperlukan. (5) Kepercayaan masyarakat terhadap organisasi pendidikan perlu ditingkatkan, melalui efisiensi dan efekyivitas kerja system pendidikan yang terencana.
Dengan melihat berbagai karakter system juga, kita dapat membuat catatan lain yakni bahwa bahwa system bukan segala-galanya. Keterkaitan dan ketergantungan antar unsure adalah satu hal, tapi keinginan perubahan yang drastis untuk membuat loncatan-loncatan baru adalah hal lain yang justru akan merubah konstruk dan konsep suatu organisasi yang sudah disistemkan. Sejalan dengan keterangan tentang sistem tersebut serta menyadari liputan kerja dalam kegiatan perencanaan yang cukup luas, maka pekerjaan perencanaan dengan pendekatan sistem akan jadi terdukung untuk menurunkan rincian kegiatan lainnya. Bentuk kegiatannya berawal dari mengidentifikasi kebutuhan, menyeleksi permasalah an, mengidentifikasi barang/ bahan/syarat pemecah an masalah, menginventarisasi berbagai kemungkinan pemecahan masalah, cara-cara melaksanakan kegiatan, menilai hasil kegiatan rancangan secara terus menerus, dan kesiapan untuk terus merevisi kebijakan yang salah, sehingga hasil akhir betulbetul dapat meminimalisasi kerugian yang mungkin ditimbulkan.
Tentu saja faktor waktu harus betul-betul dipertimbangkan. Jangan sampai terjadi, saking hatihatinya mengidentifikasi, menyeleksi, merevisi, dan menilai hasil sementara, lantas keputusan atau kebijakan membuat perencanaan malah tidak pernah selesai.
Dalam dunia pendidikan Islam, pendekatan sistem dalam perencanaan ini berarti proses kegiatan memecahkan permasalahan pendidikan ummat secara rational logis, dengan mengidentifikasi dan memecahkan kembali permasalahan penting pendidikan. Semuanya diorientasikan pada sasaran atau tujuan yang akan dijangkau. Intinya terletak pada bagaimana membuat cara /alat/konsep berpikir yang mampu memecahkan masalah pendidikan ummat Islam secara sistimatik dan objektif. Segera harus diberi catatan, bahwa cara/alat/konsep berpikir tersebut akan sangat bervariasi, terkait dengan tingkat jangkauan pekerjaannya. Jangkauan dalam bentuk sasaran kegiatan (purpose) berbeda dengan jangkauan tujuan akhir kegiatan (objective) dan tentu berbeda pula dengan tujuan komprehensif kegiatan yang dicapai melalui perencanaan strategi.
Thursday 3 July Friday 4 July 2008 Jeudi 3 juillet Vendredi 4 juillet 2008
Strategic Planning in Education: Some Concepts and MethodsGwang-Chol CHANGWorking document Document de travail
International Institute for Educational Planning Institut international pour la planification de lducation DIRECTIONS IN EDUCATIONAL PLANNING: SYMPOSIUM TO HONOUR THE WORK OF FRANOISE CAILLODS LES ORIENTATIONS DE LA PLANIFICATION DE LDUCATION: SYMPOSIUM EN LHONNEUR DU TRAVAIL ACCOMPLI PAR FRANOISE CAILLODS1
Strategic Planning in Education: Some Concepts and Methods Gwang-Chol CHANG11 Programme Specialist, Division for Education Strategies and Capacity Building, Education Sector, UNESCO Paris
Abstract In the context of national education development, the term of strategic planning is increasingly referred to. Countries and agencies have been engaged in planning and managing the development of education systems more and more strategically, due to various reasons, including the following: First, one may wish to plan all the activities deemed needed, but without necessarily achieving the expected results and ultimate goals. Secondly, more resources do not necessarily stand for better results. The way one uses these resources also matters. Thirdly, it has become difficult to plan everything one would wish to do. One ought to make choices through a balanced decision-making process. One cannot say that there is a perfect way to conduct strategic planning. However, what is generic to strategic planning and management are certain typical stages involving similar activities carried out in a similar sequence. Any management involves four basic stages: analysis, planning, implementation and evaluation. In the education sector, the management operations related to upstream, planning work consist of: (i) system analysis; (ii) policy formulation; (iii) action planning. Sector analysis consists of conducting data collection on and critical analysis of how the education system functions (internal dynamics) and examining various contextual factors (the environment of the system). Critical analysis of the educational system undertaken during the sector analysis leads to questions about what the education sector must do in order to address the major issues, challenges and opportunities. These questions include what overall results (strategic goals) the system should achieve and the overall methods (or strategies) to implement policies. Action planning is a process whereby one translates the policy directions into executable,
measurable and accountable actions. In a broader sense, action planning includes specifying objectives, outputs, strategies, responsibilities and timelines (what, what for, how, who and when). Keywords: Education Policies, Strategic Planning, Education Development Plan, Management Cycle, Monitoring and Evaluation, Education Policy Simulation, Resource Projections.2
1. Introduction This article briefly describes the changing context of education planning at the country level, a few basic concepts and methods of the result-based planning and management, as well as some common steps taken by many countries to carry out strategic planning at national and sub-national level for educational development. Generally speaking, planning is a process whereby a direction is mapped and then the ways and means for following that direction are specified. There are many forms of planning with several types of activities involved in this process. A plan is the product of the planning process and can be defined as a set of decisions about what to do, why, and how to do it. A plan of action implies that: It has to serve as a reference for action, built on the consensus, agreed upon by all those concerned as well as by those contributing to its implementation; It is designed as an indicative, living framework, in such a way that allows for adjustments in light of new developments during implementation; It includes not only policy directions, but also information on the implementation strategies, actions and benchmarks for implementation, monitoring and evaluation, as well as the expenditure frameworks. More and more, education managers are constrained to think and plan more strategically, due to the reasons including: First, one may wish to plan and carry out all the activities that people deem necessary, but without achieving the ultimate goals and results. Furthermore, more resources do not necessarily stand for the best results. The way one uses these resources can lead to different levels of benefits and results. Thirdly, it has become more and more difficult to plan everything one would wish to do. One ought to make choices, often tough ones, through a balanced decision-making, tradeoffs across the education system and through a consensus building process. Over the recent years, the contexts in which education planning is conducted have evolved, some of which include: All education systems, in varying degree, are subject to rapid changes, most often driven by globalization, the marketization of some educational services, IT development, competitions, shift of traditional values and paradigms. The planning cycle has become shorter and more frequent. This involves the need for planning to be flexible and continuously adjusted to the changing demands of the society and individuals. There is a plethora of plans and programmes in many countries. Frequent changes of governments with differing agendas, numerous international and regional initiatives (e.g. MDG, EFA, ESD, etc.), the search for resources and results, and the multiplicity of partnerships, to name a few, lead to a diversity of the planning processes and subsequently numerous, and often fragmented development programmes. The high mobility of national cadres has often been at the expense of the education sector. In countries under difficult economic situations, the teaching and financial conditions
offered to the education sector have become more and more unattractive, often resulting in national cadres espousing the education profession as a last resort.3
2. The Strategic Management Cycle 2.1. An Overview Like any other systems, education has inputs, processes, outputs and outcomes: Inputs to the education system include resources such as teachers, instructional materials, equipment, buildings, etc. These inputs go through a process (throughput) whereby they are mixed (input mix), combined and/or moved along to achieve results. Educational outputs are tangible results produced by processes in the system, such as enrolments, graduates and learning achievements. Another kind of result, which can be called outcome, is the benefits for the students, their families and/or the society as well. As a way of strategic management, education systems should be analyzed and thought out from the perspective of the input, process and output, as well as in terms of relevance, efficiency, effectiveness, impact and sustainability: for example, one will wonder whether the inputs to the education system are relevant for addressing the needs, to what extent the processes (utilization of resources) are efficiently driven and how well the anticipated outputs are effectively produced. Outcomes should be weighed in terms of their impact and sustainability. 2.2. The Strategic Management Cycle There are a variety of terminologies used in strategic management and a variety of approaches to carry it out. One cannot say that there is a single perfect way to conduct strategic planning. Each institution has its own particular interpretation of the approaches and activities in strategic management. However, what is generic to strategic management are certain typical stages involving similar activities carried out in a similar sequence. Any management involves four basic stages: analysis, planning, implementation and evaluation. More precisely, we can say that strategic management is a continuum of successive stages such as: critical analysis of a system, policy formulation and appraisal, action planning, management and monitoring, review and evaluation. Experience and lessons learnt from implementation, monitoring and evaluation provide feedback for adjusting the current programme or for the next cycle of policy formulation and action planning. Figure 1 outlines this cyclical pattern of strategic management: Any management cycle begins with analysis, whereby the current situation of a system and the critical issues pertaining to its status and functioning are first analysed. Findings and remedial options are then formulated and appraised, thus providing policy orientations. When the system is analysed and the future directions are traced, one can proceed with planning the necessary actions to correct or improve the situation. A plan can be long range (6 to 10 years), medium term (3 to 5 years) or short term (1 to 2 years). Operationalization consists of taking the necessary reform and institutional measures that are conducive to the smooth implementation of plans or programmes and before the actual execution starts, including:4
Designing specific development projects or programmes and/or mobilizing resources required to implement the planned actions and activities.
Planning and management are subject to feedback-providing operations, i.e. monitoring, review and evaluation. Figure 1: The strategic management cycle In the education sector, the management operations related to upstream, planning work consist of: (i) system analysis; (ii) policy formulation; (iii) action planning. In the past, planners usually referred to the term long-range planning. More recently, they use the term strategic planning. Although many still use these terms interchangeably, strategic planning and long-range planning differ. Long-range planning is generally considered to mean the development of a plan aimed at achieving a policy or set of policies over a period of several years, with the assumption that the projection of (or extrapolation from) the past and current situation is sufficient to ensure the implementation of the future activities. In other words, long-range planning assumes that the environment is stable, while strategic planning assumes that a system must be responsive to a dynamic and changing environment. The term strategic planning is meant to capture strategic (comprehensive, holistic, thoughtful or fundamental) nature of this type of planning. With regard to operational and strategic planning, a narrow definition would be that strategic planning is done with involvement of high levels of management, while operational planning is done at lower levels. A wider, more holistic definition can be illustrated as in the following table. Operational planning Strategic planning Focus Routine activities Achieving goals Purpose Achieving the best use of available resources Planning the best courses of action Rewards Efficiency, stability Effectiveness, impact Information Present situation Future opportunities Problem solving Relies on past experience Finds new ways and alternatives5
A strategic plan in the education sector is the physical product of the strategic planning process and embodies the guiding orientations on how to manage an education system within a larger national development perspective, which is evolving by nature and often involves constraints. 3. Three Stages of Strategic Planning 3.1. Sector Analysis Sector analysis is the first stage of sector development planning. Sector review, situation analysis, diagnosis, etc. are sometimes used interchangeably. Basically, sector analysis consists in conducting data collection on and critical analysis of the aspects relating to (and surrounding) the education sector. Planners and managers carefully examine both internal and external aspects of the education system. In other words, they: review how the system functions (internal dynamics) to meet peoples needs and economic demand; examine various driving forces behind the education system and external conditions (the environment of which education is a part), e.g. macro-economic and socio-demographic situations and developments. Planners and managers can look at the above aspects from the perspective of the systems strengths, weaknesses, lessons and opportunities regarding educational development. They also examine the relevance, efficiency and effectiveness of the inputs, processes and outputs
of the system in its current setting. This helps to identify critical issues, challenges and construct remedial actions and policy provisions. The main categories of aspects to be considered when conducting an education sector analysis (ESA) and/or when describing the diagnostic part of an education sector development plan are: (i) macro-economic and socio-demographic frameworks; (ii) access to and participation in education; (iii) equity; (iv) quality and relevance of education; (v) external efficiency; (vi) costs and financing of education; and (vii) managerial and institutional aspects. The aspects (ii), (iii), (iv), (v), (vi) and (vii) can be documented by sub-sector (pre-school, primary and secondary education, technical and vocational education, higher education, non formal education, etc.) 3.2. Policy Design Education sector policies represent the governments public commitment to the future orientation of the sector. A clearly formulated policy can play an important operational role as a reference for action. It can help to guide decisions and future actions in educational development, including the interventions of international and bilateral cooperation agencies, in a coherent way. It is important that policy promote the coordination and success of programmes and projects. The formulation of a good policy for education is a necessary step in promoting the emergence and effective implementation of action plans, programmes and projects. A policy is a set of the goal and purposes (specific objectives). Often, education policies are defined along the following threefold dimension:6
access (access, participation, including gender and equity issues) quality (quality, internal efficiency, relevance and external effectiveness) management (governance, decentralization, resource management). These dimensions are addressed (i) either as a whole, by programme component or by subsector, (ii) with target indicators by time-range (medium or long-term) and with a few quantitative indicators. One cannot say that there is a perfect way of writing policies or of listing different policy aspects. An indicative, though not exhaustive, checklist is presented below as a way of providing specification of some of the fields requiring definition in an educational policy and the implementation strategies: access to and participation in education; equity and the reduction of disparities in terms of genders, regional, rural/urban and social disparities; quality and the relevance of education at different levels (basic education, general secondary education, technical and professional education, higher education, adult education, etc.); the place that the private sector and local groups occupy in the organization of education; regulation of student flows between (i) formal and non-formal education; (ii) public and private education; (iii) general secondary, technical, and professional education; (iv) short and longer higher education; (v) elementary and secondary, secondary and higher education, etc.; institutional aspects such as governance, management and planning, including the decentralization, de-concentration and centralization balance; partnership and communication between actors and partners, the level and form of participation and communication; cost control in recurrent and capital expenditure; and
policies and strategies to mobilize resources in connection with decentralization, the development of the private sector and partnership development. Particular emphasis should be placed on formulating quantified objectives such as enrolment, admission, and flow rates, pupils/teacher ratios, the supervision rate, the space utilization and the share of education in the national budget. For this purpose, simulation techniques and models have been used successfully to define policies that can then be quantified for consultation and the negotiation of trade-offs between stakeholders and development partners, on issues related to enrolment objectives, the organization of provision of different levels of education, and public, private, external financial contributions. 3.3. Action Planning A national policy should establish the framework for its implementation by giving the main goals and priorities, as well as the strategies to achieve them. It should be credible: that human and financial resources are available for carrying out the policy. Action planning is the preparation for implementation. An action plan aims to translate into operational terms the policy directions that education authorities intend to implement in a given time horizon. It is a tool for clarifying to some extent the goals and strategies in relation to the education policy, programming the activities required, establishing the timing, indicating the necessary resources, distributing institutional and administrative responsibilities, preparing the budgets, etc. It is important to consult and negotiate with the various development partners throughout the action planning stage if the country is to mobilise their support for plan implementation.7
It is necessary to differentiate between an action plan/programme and an investment programme which often deals with the infrastructures and equipments to carry out the action plan and the recurrent expenditure incurred by such investments. The duration of an action programme, in general, is five years. One of the criteria of an action plan in order for a plan to be called action plan - is to go beyond mere policy statements and lists of activities to further define and prioritize the actions, activities, and required resources in a coherent manner. These actions and resource projections should be defined within a given macroeconomic framework using appropriate technical tools such as a simulation model. In general the education policy framework document concerns the whole of the education sector. The action plan, which is linked to this policy framework, should also be sector-wide. Sometimes, a policy statement may concern either a particular sub-sector (secondary technical and professional education, for example) or a cross-cutting theme (improvement of the quality of education, for example), this within an overall, sector-wide development framework. Different methodologies and techniques of action planning have been designed and used by different countries and agencies. Among them, two instruments are emerging as reference tools in developing action plans in the education sector: the Logical Framework Approach and simulation modelling. In reality, these two and other approaches are used, not in isolation but to complement each other, resulting in the preparation of a credible and coherent action plan for educational development. 4. Planning for Monitoring and Evaluation 4.1. Rationale We are all accountable for the work we do. We are accountable for the use of the resources that we are given. We are accountable to a variety of people, but foremost to the people and communities we serve, though we are also accountable to those who provide resources. We also need to learn lessons. We need a system that is reflective and analytical, examining performance both:
On an on-going day-by-day, month-by-month basis so that we can change direction and improve what we are doing; and On an occasional basis, perhaps annually or every three years, when we can examine our effectiveness and the changes that have occurred so that we can build lessons from such experience into our future plans. In response to these needs for accountability and feedback, three main questions should be addressed when preparing education development plans or programmes: What can enable us to judge and measure whether an objective or an expected result is achieved and an activity implemented? How can we assess the achievement of an activity, an output or an objective? What level of result are we going to assess? In general terms, monitoring and evaluation consists in measuring the status of an objective or activity against an expected target that allows judgement or comparison. This target is an indicator. This implies that one has to define at the stage of planning some indicators that can8
enable measurement whether and how an output or an activity is delivered in comparison with the initial targets. Another question concerns how to assess the status of each level of the programme (activity, output, purpose and goal). Your boss might want you to produce results, no matter how you achieve them. However, you ought to care about the use of the means that you are given in order to attain the results expected by your boss. This can be done by regular monitoring of the achievement of your activities. On the other hand, you may need an external and objective point of view to assess the impact of your activities in meeting the purpose of your programme, which can be done by a more formal form of assessment, an evaluation. Figure 2: Relevance, efficiency, and effectiveness.Effectiveness Efficiency Needs Objectives Resources Outputs & OutcomesHypothetical
Relevance Real Relevance
It is very important to plan M&E from the outset: e.g. when doing a strategic plan or planning a programme or a project. A system is needed that will help answer the questions of: Relevance: does the organization or project address identified needs? Efficiency: are we using the available resources wisely and well? Effectiveness: are the desired outputs being achieved? Is the organization or project delivering the results it set out to deliver? Impact: have the wider goals been achieved? What changes have occurred that have targeted individuals and/or communities? Sustainability: will the impact be sustainable? Will any structures and processes so established be sustained? It is important to note that credible indicators cannot be constructed without a reliable information system. Without the production of reliable statistics, the quality of monitoring and evaluation will be questionable at the stage of the plan implementation. In other words, one must start by establishing a reliable information system in order to ensure the quality of the monitoring and evaluation. 4.2. Three Classifications of Evaluation
Depending on the nature of a programme and the purpose of an evaluation, there are different classifications of evaluation. The first classification can be made depending on whos conducting the evaluation: internal (when the evaluation concerns a programme implemented entirely within an institution, is carried out by the persons belonging to the same institution as those managing the programme, sometimes in cooperation with the assistance of external evaluators);9
self-evaluation (is a form of internal evaluation done by those who implement the programme); or external (when the evaluation concerns a programme whose implementation involves persons from outside the institution, often carried out by evaluators independent of the institution). The second classification is made depending on the use of evaluation. An evaluation can be: formative (because its main goal is generally to correct the course taken by a programme and its results are usually intended for those implementing it. Sometimes called mid-term evaluation because it is carried while the programme is still being implemented); summative (because it leads to conclusions about the value of the programme so that lessons can be learnt for the future. It is called end-of-programme evaluation); or ex-post (because it is conducted some time after the completion of the programme in order to draw conclusions on the impact and sustainability of the programme. It is another form of summative evaluation.) The following three types of evaluation form the third classification that is being widely used in programme evaluation. However, some flexibility is applied when conducting the types of evaluation described below in combination with those mentioned above. These three types are: monitoring, review and evaluation. Monitoring: It is not an evaluation per se, but is a process whereby the progress of activities is regularly and continuously observed and analysed in order to ensure that the expected result is achieved. It is done by regular collection and analysis of information for checking the performance of the programme activities. Monitoring is usually done internally by those who are responsible for the execution of activities (programme managers) in order to assess: whether and how inputs (resources) are being used; whether and how well planned activities are being carried out or completed; and whether outputs are being produced as planned. Monitoring focuses on efficiency, that is the use of resources. Major data and information sources for monitoring are: financial accounts and also internal documents such as mission reports, monthly/quarterly reports, training records, minutes of meetings, etc. Review, as for monitoring, is a task performed usually by those who are responsible for the activities, but it is a more substantial form of monitoring, carried out less frequently, e.g. annually or at the completion of a phase. Often called mid-term review, its results are designed for those who are implementing the activities as well as the providers of funds. Reviews can be used to adjust, improve or correct the course of programme activities. Review focuses, in particular, on effectiveness and relevance. It assesses whether the activities have delivered the expected outputs and the latter are producing the expected outcomes, in other words whether there is indication that the outputs are contributing to the purpose of the project or programme. Key data and information sources for review are typically both internal
and external documents, such as annual status reports, survey reports, national statistics (e.g. statistical yearbooks), consultants reports, etc. Evaluation in many organisations is a general term used to include review. Other organisations use it in the more restricted sense of a comprehensive examination of the10
outputs of a programme, how it contributes to the purposes and goals of the programme. Evaluations are usually carried out both by insiders (those belonging to the same institution as the programme managers) and outsiders (external evaluators) in order to help decision makers and other stakeholders to learn lessons and apply them in future programmes. Evaluations focus, in particular, on impact and sustainability. Evaluations may take place: at the end of a project phase or at the completion of a project (terminal or summative evaluations) to assess immediate impact; and/or beyond the end of the project (ex-post evaluations) to assess the longer-term impact of the project and its sustainability. Key data and information sources for evaluation are both internal and external. They may include annual status reports, review reports, consultants reports, national and international statistics, impact assessment reports, etc.5. Policy Simulation in Education Development Planning
In the context of strategic planning, computer-based policy simulation is widely used when preparing education sector development plans, as a tool for policy formulation, planning and resource projections. Since there are too many actors, interests and the interrelations between these in the education sector, it is necessary to have not only a reliable information system, but also an objective forecasting tool to facilitate policy consultations regarding financial constraints and their consequences on education and national development. Simulation is a tool par excellence for scenario planning. It is used to test the viability of an education development strategy and to propose alternatives that can help cope with dynamic and changing environments. Policy simulation makes use of computer modelling techniques to anticipate and assess the consequences of education policies. Since early 1980s, UNESCOs upstream support has given priority to policy analysis through computer simulation in response to countries increasing financial constraints, and to shifting international cooperation approaches and patterns from project to sector-wide policy support. UNESCO designed various education policy simulation models, with a view to supporting national education administrations in the design of medium and long-term education policy and strategies. These models have been conceived to provide methodological and technical support to education planners and specialists in their efforts for the formulation of credible education development plans and programmes. The simulation method is increasingly used in developing countries as a strategic planning and management tool allowing for policy-making, informed policy dialogue and resource negotiation for education development. The scenarios, produced through simulation as results of a long process of trial and error by taking into consideration the policy options and the technical feasibilities as well as the financial constraints, can feed into constructive policy and social consultations about the perspective of education development and help design a comprehensive financial framework. Policy simulation contributes to ensuring coherence in educational planning, a better understanding and consideration of the implications of the policy decisions, and holistic educational development, through the following process:
First, the simulation serves the formation of educational policies, which is complex by11
nature. A simulation model can contribute useful information to evidence-based policy dialogue and consensus building. It is used as a tool for testing the feasibility of reform or development options of the sector. It allows, at the preliminary planning stage, to anticipate the pedagogical, physical and financial implications of the goals and policy options retained for long-term periods, thus contributing to designing feasible and coherent policies. Second, the simulation model provides indications on actions, inputs and resources required for educational development. It is used as a forecasting tool following the adoption of sector reform and/or development options. It makes it possible to determine the pedagogical, physical and financial implications of educational objectives. As a systemic forecasting tool, it helps in considering the dynamics of the educational system and the detection of the interrelations of a number of parameters which influence the operation and the improvement of educational services. Third, as early as the plans preparation phase, the simulation can make it possible to establish an upstream forecast of recurrent expenditures and investments for the education sector in accordance with policy orientations. Governments, as a result, can have advance information on the annual costs required to implement the reform and development plans, foresee the budgetary gaps in relation to the possibility of States financing in a given period, and identify the fields for which additional resources should be sought from the national private sector and/or from external partners. Conclusions Compared to other socio-economic sectors, and more than ever, education involves more complex and multidimensional problems. Governments are not able to meet the broad social demands without adopting restrictive measures within the education. In the dynamics of educational management of student flows, as well as that of public finance, they have to make difficult decisions to regulate the utilisation of resources, without in any way leading to serious disruptions and dysfunctions. Faced with economic and financial difficulties, the ministries of education are under pressure from financial services (be they national or international) to prove that the resources they were provided are being used effectively. These pressures have contributed to the introduction of new approaches to accountability-based programming and management. The bilateral and multilateral agencies are increasingly requiring programming of development actions to be more results-based. In aid-dependent countries, often in the face of the mitigated results of external support, development partners are going through sector-wide approaches in support of governments priorities and procedures. The guiding principles and commitments, as encapsulated in the Paris Declaration on Aid Effectiveness, include the following: Recipient countries to exercise effective leadership over their development policies, strategies, and to coordinate development actions; Donor countries to align their support with recipient countries' national development strategies, institutions, and procedures; Donor countries to ensure that their actions are more harmonized, transparent, and collectively effective; All countries to manage resources for results;12
Donor and developing countries to be mutually accountable for development results. This overall context changes the way countries and agencies work in the preparation and implementation of development plans and programmes in the education sector. These plans should give the assurances that the educational policy will be achieved. In sum, planning has become more complex, especially in developing countries, involving much diversified and specialized skills and competences. Education managers are required to acquire not only the necessary technical capacities, but also the political negotiation and communication skills to effectively engage with finance ministries, external partners, and civil society organizations. The work ahead of education planners and managers has been, and is going to be more demanding and challenging. Mastering the concepts and methods of strategic planning is an enabling, though not sufficient, factor in order to cope with the educational demands and challenges faced by education planners and managers. References Chang, G.C.; Radi, M, Educational planning through computer simulation (Education policies and strategies, ED-2001/WS/36.), Paris: UNESCO, 2001. Jallade, L.; Radi, M.; Cuenin, S., National education policies and programmes and international co-operation: What role for UNESCO? (Education policies and strategies, ED-2001/WS/5.), Paris: UNESCO, 2001. UNESCO, National Education Sector Development Plan: A result-based planning handbook, Paris: UNESCO, 2006.
STRATEGIC PLAN FOR DEVELOPING QUALITY CULTURE AT EASTERN SCHOOL OF THE OFFICE OF VOCATIONAL EDUCATION COMMISSION, THAILANDby Pariyaporn Tungkunanan1, Punnee Leekitchwatana2 Narong Pimsarn3 and Siripun Chumnum4 ABSTRACT The purposes of this study are to analyze the factors affecting the quality culture at Eastern School of The Office of Vocational Education Commission, to develop the strategic plan for developing the quality culture at Eastern School of The Office of Vocational Education Commission and to assess the strategic plan for developing the quality culture at Eastern School of The Office of Vocational Education Commission. The research methodology is divided into 3 stages: (1) the analysis of the factors of the quality culture at Eastern School of The Office of Vocational Education Commission, (2) how to develop the strategic plan for the quality culture development, and (3) the assessment of strategic plan for developing the quality culture. The sampling groups were the directors and the teachers of 37 Eastern School of The Office of Vocational Education Commission, academic year 2007. The research instruments used for collecting data were 4 questionnaires. The data analysis of the factors of the quality culture was analyzed by the Exploratory Factor Analysis (EFA) with the principal component analysis and the oblique rotation by Covarimin. The data analysis for developing the strategic plan for the quality culture development was the Content Analysis. Method and the Multi-Attribute Consensus Reaching (MACR) method including the data analysis for the assessment of strategic plan developing the quality culture was Mean and Standard Diviation._______________ 1Pariyaporn Tungkunanan is a doctoral student in Vocational Education Administration Program, Faculty of Industrial Education, King Mongkuts Institute of Technology Ladkrabang. 2Dr. Punnee Leekitchwattana is an Assoc. Professor at the Department of Industrial Education, Faculty of Industrial Education, King Mongkuts Institute of Technology Ladkrabang. 3Dr. Narong Pimsarn is a lecturer at the Department of Industrial Education, Faculty of Industrial Education, King Mongkuts Institute of Technology Ladkrabang. 4Dr. Siripan Coonoom is a vice secretary of Office of Vocational Education Commission, Thailand. 52 ABAC Journal Vol. 28, No. 2 (May-August 2008, pp.52-63)
INTRODUCTION Education plays an important roles: conveying the culture, responding to the societys demand and solving the social problems, it produces the advanced knowledge and the related education field supporting Thailand to be the winner in the world competition. (Kasem Wattana-chai. 2002: 1-6) Education has the relationship with the society. (Thamrong Buasri. 1999: 56) With the advantages of education, the
society needs the roles of education (Accountability) producing the qualified learners. (Phanuwat Suriyachat. 2007: 1) Since 1999, the education management has been improved continuously in order to achieve the goal which is Quality Among the changes, we should rethat alize the main point which leads to the success is Culture (Porter et. al. 1975: 489-490) The organizations culture is like the energy which is invisible. On the other hand, it has the influence to all parts of the organization. The culture is like the nourishment that all departments of the organization need to grow and have a productive outcome. (Prawet Maharatsakul. 2005: 31) The culture should be proceeded and be developed; on the other hand, its negative sides should be eliminated. It has to be created the new one. (National Education Commission. 2002: 95) The quality culture in working, which should be proceeded and be developed, is the standard and the intention as well as a positive consciousness towards the organization and the colleagues. These will be the energy driving an effective management of the organization. (Prawet Maharatsakul. 2004: 27) Also, culture is the key factors of changes in quality development. (Atkinson and Crouch, Freed et. Al. 1998: 50) Due to the social requirement for the educational quality, the culture is one factor which should be considered. It can be said that the school needs to form a quality culture. In order to have a quality culture at school, it should be started with the school personnel designing their own image of how their organization should be in the future. For The results revealed the followings: 1. The quality culture at Eastern School of The Office of Vocational Education Commission in Thailand is composed of 9 factors including 88 variables: manager leadership, management by fact, strategic plan, decentralization, continuous self development, organizational commitment, working team, customer care and continuous improvement. The 9 factors could describe the variances of quality culture at 72.413%.
2. The strategic plan for developing the quality culture is composed of vision, 5 missions, 8 goals and 4 categories of 31 strategies: 3. The director and the vice director of Planning Department at Eastern School of The Office of Vocational Education Commission in Thailand had a good comment on the strategic plan for developing the quality culture which focuses on the high utility, the high feasibility, the high propriety and the high accuracy ( = 4.03).53 Strategic Plan for Developing Quality Culture at Eastern School of The Office of Vocational Education Commission, Thailand
those who imagine, how could they manage it? They also express their ideas of organizational management leading to the future imagination. (Pramorn Sripanwit 2006: 93-96) Having a quality culture, the organization needs a unity and a cooperation of all personnel (Bunill and Ledolter 1999: 62) With the importance of quality culture and the idea of forming the quality culture, the researcher is interested in the study of forming the quality culture at Eastern School of The Office of Vocational Education Commission in Thailand and believe that the schools quality culture is the main point that can make a development to education of the nation. That means they could produce the qualified learners as the societys requirement. OBJECTIVES OF RESEARCH 1. To analyze the factors of the quality culture at Eastern School of The Office of Vocational Education Commission in Thailand. 2. To develop the strategic plan for developing the quality culture at Eastern School of The Office of Vocational Education Commission in Thailand. 3. To assess the strategic plan for developing the quality culture at Eastern School of The Office of Vocational Education Commission in Thailand. CONCEPTUAL FRAMEWORK Based on the literature review, the researcher studied the document and thesis related to the quality culture of European Universities Association (2003), Cameron et. al. (1994), Freed et. al. (1998), Louise Davison (2007), Koul (2007), Office of the National Education Commission (2000) and
Ketkanok Uewong (2004). According to the literature review, the quality culture is composed of 9 factors: 1) Strategic Plan 2) Working Team 3) Manager Leadership 4) Continuous Self Development 5) Continuous Improvement 6) Management by Fact 7) Customer Care 8) Organizational Commitment and 9) Decentralization. According to the theory of quality culture mentioned above, it can be said that the quality culture is finable and workable, so it should be proceeded and could be made a continuous development. (National Education Commission 2002: 95) A good quality culture couldnt be formed without a good management. It comes with the implementation not without the implementation. (Prawet Maharatsakul. 2005: 31) In order to have the good quality culture in the organization, we should start with the thought of what we want our organization will be in the future. What do we have to do for those expectations? Also, we should express their ideas of organizational management leading to the future prospect. (Paramorn Sripanwit. 2006: 93-96) The quality culture could not be formatting without the cooperation of the organization. (Bunill and Ledolter 1999: 62) It is in line with the study of Sadri and Lees (2001: 853-859), which claimed that the breakthrough of quality culture came when the organization have a planning as well as a cooperation. According to the theory about the quality culture, the good quality culture couldnt be formed without a good management. It comes after making a plan. Therefore, the54 Pariyaporn Tungkunanan, Punnee Leekitchwatana, Narong Pimsarn, and Siripun Chumnum 55 Strategic Plan for Developing Quality Culture at Eastern School of The Office of Vocational Education Commission, Thailand
researcher believes that the quality culture in any organizations could not be implemented without a good management and a planning. Thats why the researcher would
like to study the theory about strategic plan of Certo and Peter (Wattana Wongkiatirat et.al. 2003: 18-113) in order to make a practical application in developing the quality culture at Eastern School of The Office of Vocational Education Commission in Thailand. By considering the document and thesis, the researcher had the conceptual framework as shown in figure 1.
Factor of Quality Culture - Strategic Plan - Working Team - Manager Leadership - Continuous Self Development - Continuous Improvement - Management by Fact - Customer Care - Organizational Commitment - Decentralization Strategic Plan for Developing Quality Culture at Eastern School of Office of Vocational Education Commission in Thailand. Process of Strategic Plan 1. Environmental Analysis 2. Establishing Organization Direction 3. Strategic FormulationRESEARCH METHODOLOGY This study was divided into 3 stages as follows: The First Stage: Having a study about the quality culture at Eastern School of The Office of Vocational Education Commission in Thailand. 1. Population and Sampling groups 1.1 The population were 2,339 personnel who are 150 executives and 2,189 teachers from 37 Eastern School of The OfFigure 1: Conceptual Framework fice of Vocational Education Commission in Thailand (academic year 2007). 1.2 The sampling groups were 435 respondents
(Krejcie and Morgan. 1970: 608-609) who were 108 executives and 327 teachers from 37 Eastern School of The Office of Vocational Education Commission in Thailand (academic year 2007) and they were selected by means of stratified random sampling. 2. Research Instrument The instrument used for studying was questionnaire with IOC at 0.60-1.00. It has the discrimination at 0.50-0.89 and the alpha coefficient of all parts of the questionnaire are at 0.992. The instrument used for studying were the checklist and rating scale questionnaire which was divided into 2 parts: Part I: The personal data (the checklist questionnaire). This part consists of 5 questions. Part II: 5-items rating scales questionnaires on the factors of quality culture. This part consists of 88 questions: 3. Data Analysis Part I: Statistics used were frequency and percentage. Part II: Statistics used were mean, standard deviation, the factors of quality culture was analyzed by the exploratory factor analysis (EFA) with the principal component analysis and the oblique rotation by covarimin. The Second Stage: Improving the strategic plan in order to have a quality culture development at Eastern School of The Office of Vocational Education Commission in Thailand. 1. Improving the process and the strategic plan for developing the quality culture at Eastern School of The Office of Vocational Education Commission in Thailand 1.1 Population and Sampling groups The population was 37 directors from 37 Eastern School of The Office of Vocational Education Commission in Thailand. (academic year 2007). 1.2 Research Instrument
Open Ended Questionnaire encouraging the directors to analyze the organizational environment (SWOT) and the tendency of organization in order to improve the quality culture. 1.3 Data Analysis Content Analysis was used to analyze the quality data in order to asses the strength, the weakness, opportunity and obstacles of the organization. The assessment result will illustrate a tendency and 4 situations which the organization is facing. The right strategies were considered. The result of data analysis on factors of quality culture was considered to be the strategies. 2. The strategic plan was investigated by arranging a meeting with MACR (Multi-Attribute Consensus Reaching) in order to have the quality culture development at Eastern School of The Office of Vocational Education Commission in Thailand 2.1 Population and Sampling groups The population was the expert in the field of the vocational education management and quality management. The sampling group was the expert in the field of the vocational education management and quality management. There56 Pariyaporn Tungkunanan, Punnee Leekitchwatana, Narong Pimsarn, and Siripun Chumnum
were 9 experts which were sampling by Purposive Method. 3. Research Instrument Close Ended Questionnaire encouraging the expert to express their opinion towards the strategic plan developing the quality culture at Eastern School of The Office of Vocational Education Commission in Thailand. The scoring of 1-100 was given to weight by the experts. 4. Data Analysis Content Analysis was used for quality data and Statistical Analysis was used for quantity data. The Third Stage: The assessment
of the strategic plan for develop the quality culture at Schools under The Office of Vocational Education Commission, Eastern part of Thailand. 1. Population and Sampling groups 1.1 The population was 74 of directors and the vice directors of planning and corporation department at Eastern School of The Office of Vocational Education Commission in Thailand (academic year 2006). They were from 37 schools. 1.2 The sampling group was 63 directors and vice directors of planning and cooporation department (Krejcie and Morgan. 1970: 608609) at Eastern School of The Office of Vocational Education Commission in Thailand (academic year 2007) and they are selected by means of simple random sampling. 2. Research Instrument The questionnaire was used to asses the strategic plan for developing the quality culture at Eastern School of The Office of Vocational Education Commission in Thailand. 4 parts were considered in terms of 1) Utility Standard 2) Feasibility Standard 3) Propriety Standard 4) Accuracy Standard. It was divided into 3 parts. Part 1: Check List questionnaires (4 items of personal information) Part 2: Rating Scales questionnaires (5 levels of opinion towards the strategic plan for developing the quality culture) There were 20 items. Part 3: Open Ended Questionnaire encouraging the respondents to make a suggestion and express their opinions towards the strategic plan for developing the quality culture at Eastern School of The Office of Vocational Education Commission in Thailand. There were 4 items. 3. Data Analysis Part I: Statistics used were frequency and percentage. Part II: Statistics used were mean and standard deviation. Part III: Analysis by content analysis
method RESULTS OF THE STUDY 1. The result of the factors analysis on quality culture The quality culture at Eastern School of The Office of Vocational Education Commission in Thailand is composed of 9 factors including with 88 variables: manager leadership, management by fact, strategic plan, decentralization, continuous self development, organizational commitment, working team, customer care and continu57 Strategic Plan for Developing Quality Culture at Eastern School of The Office of Vocational Education Commission, Thailand
ous improvement. The 9 factors could describe the variances of quality culture at 72.413 %. 2. The result of improving the strategic plan for developing the quality culture at Eastern School of The Office of Vocational Education Commission in Thailand 2.1 Vision of the strategic plan for developing quality culture at Eastern School of The Office of Vocational Education Commission in Thailand. The vocational schools are the communitys learning centers providing all levels of vocational educational services. They focus on life long learning, and the benefit for the learners. It has a perfect system and transparent management including a clear objective and a clear policy. Decentralization, teamwork, sharing idea, information technology system and networking are emphasized. Both gainer and loser have a chance to participate in vocational education management. This means that it could become the educational place that provides the international knowledge of technology and the international vocational skills which are qualified to the need of establisher, the community and the society within the next 5 years. 2.2 Mission of the strategic plan for developing quality culture at Eastern School
of The Office of Vocational Education Commission in Thailand. 2.2.1 Providing all levels of vocational education services in various fields. Students and people in public are given a knowledge, vocational skills, moral and ethic as the need of establisher, employment market and society. 2.2.2 Having an improvement of curriculum, teaching method and schooling. It also organizes a training course for personnel to have a development. The good environment, which is suitable for learning center and vocational training center, is provided to the community for having standard of living. 2.2.3 Having a practical application of quality management at the educational place and change the previous organizational culture to quality culture. 2.2.4 Networking and encouraging the personnel, learner, guardian, establishment and community to continuously participate the vocational management in various aspects. 2.2.5 Providing services to the community in technical matter and vocation. Joining with the community to preserves the art, culture, tradition, environment and local intellectual. 2.3 Goals of the strategic plan for developing quality culture at Eastern School of The Office of Vocational Education Commission in Thailand. 2.3.1 To let the learner gain good health, mentality, good vision, know how to think, can solve the problem, knowledge, ability and basic skill at work to have work, morality and ethical behavior that will correspond to the needs of the educational institution, employment market and society. 2.3.2 The graduators have an employment and have a further study at higher education level, so they are able to happily exist in the society and are the citizen who makes a merit to the nation. 2.3.3 To assure the establisher that58 Pariyaporn Tungkunanan, Punnee Leekitchwatana,
Narong Pimsarn, and Siripun Chumnum
the graduators have the correct qualification supporting the stability of the establishment as they need. 2.3.4 To provide the continuous services of the vocational education and technical service to the community. Then, the employment, a good income and a better quality of life will be occurred. 2.3.5 To let the educational institute has more quality development which leads to the sustainability of quality. 2.3.6 To make the cooperation of the vocational management between establishment, community and educational institute. 2.3.7 To give knowledge, understanding, awareness to the community. The cooperation between the educational institute and the community has been emphasized to preserve the arts, culture, tradition, environment and local intellectual. 2.3.8 To make the nation and society has the potentiality, quality and continuous peace. 2.4 Strategies of the strategic plan for developing quality culture at Eastern School of The Office of Vocational Education Commission in Thailand. 2.4.1 The 9 strategies of organization expanding 2.4.2 The 7 strategies of maintaining the potentiality 2.4.3 The 5 strategies of recovering 3. The result of assessing the strategic plan for developing quality culture at Eastern School of The Office of Vocational Education Commission in Thailand The opinions of the director and vice director of planning department at Eastern School of The Office of Vocational Education Commission in Thailand towards the strategic plan for developing the quality culture was at the high utility, high feasibility, high propriety and high accuracy ( = 4.03). DISCUSSION
According to the factor analysis of quality culture at Eastern School of The Office of Vocational Education Commission in Thailand, it can be summarized that school management has been affected by 9 factors of quality culture: 1) Manager leadership 2) Management by fact 3) Strategic plan 4) Decentralization 5) Continuous self development 6) Organizational commitment 7) Working team 8) Customer care 9) Continuous improvement. These factors are in line with the conceptual framework that the researcher studied. Each of the factors analysis yielded as follow: 1) Manager leadership- The leaders have to express a clear vision, a clear mission and clear management aims which motivate their staff to have the operation with quality culture. They have to encourage the staff to have an innovation in quality management. They should also set up a returning system for improving quality culture. 2) Management by fact- A good management should be based on the fact, so we can make decision effectively (Asaneeya Suwansirikul. 2004). All decisions should be made academically (Scientific Approach) and logically (Tasanee Phoethisorn. 2007). Avoiding a bias of each person can minimize the argument. 3) A strategic plan - has the advan59 Strategic Plan for Developing Quality Culture at Eastern School of The Office of Vocational Education Commission, Thailand
tages in terms of 2 dimensions: organization and members. Making strategic plan is a key instrument which helps the organization and the members to face the future changes with the preparation. The members have clear aims of the organization and take part in aiming as well as planning in order to achieve the aims. 4) Decentralization- The organizational management based on the decentralization which is the base of democracy can encourage the staff to participate in making decision. Therefore, the organization will
have a flexibility in work which relates to the economic, the society and the culture. It can also enhance the staffs capacity-building to rely on oneself and have a self development in permanence (UNESCO. 1985). 5) Continuous self development- The teacher should learn during all his life and search the knowledge which can solve the problems and have continuous teaching improvement by learning in the library, the society and making use of local intellectual and internet knowledge to have a self development. They should have a training course by the trainer teacher or the expert with a lot of teaching experience. They should undergo different courses of training and they should have the higher educational course in order to be in line with the world changes. 6) Organizational commitment - The organizational commitment can express the unify and the participation in different activities which make the members having a difficulty to go away. The commitment is the core of organization in terms of making understanding between the organization and the members. The members who have the organizational commitment can achieve the organizational aims and the organizational value (Decotis et. al. 1987). 7) Working team - Due to the organizational members give the assistant to each other, sharing their knowledge and have a freedom in communication, they can make use of the resources together effectively. With the cooperation in making decision as well as solving the problems, the members will have a strong commitment in team, and they cannot accept the failure in operation. Consequently, they will work with quality. Thats why the team work is important to the members and their organization (Quick. 1992). 8) Customer care- The improvement cannot be valuable if a customer is not satisfied with it. The demand is not only at the time they buy the product but their demand
is the satisfaction of the product usage until its expiration date. The quotation mentioned above is the most important idea of quality theory. Thus, the organization should perceive the customers demand not only at present but in the future in order to have the organizational management based on the customers standard or beyond their expectation (Banjong Jantharamat. 2001). It can be said that the child center teaching method focuses on the learners benefits. 9) Continuous improvement - aims to enhance the learners ability which is a satisfactory of the society. The school personnel have to work according to an action plan and, an investigation plan as well as an assessment plan. The assessment result of all process should be improved continuously. Then, the organizational management with quality culture will be made of use (Saundusit Ratchaphat University. 2007).60 Pariyaporn Tungkunanan, Punnee Leekitchwatana, Narong Pimsarn, and Siripun Chumnum
RECOMMENDATIONS 1. For the practical applications of the research findings. 1.1 The Eastern School of The Office of Vocational Education Commission in Thailand could make use of the utility of vision, mission, goal and strategy for developing quality culture to be the guideline for making a strategic plan for a sustainability development of quality culture at school. 1.2 Make use of the 9 factors of quality culture at Eastern School of The Office of Vocational Education Commission in Thailand to be the index for investigating the quality culture of school. 1.3 The importance of quality culture should be publicized in order to inspire ones mind at educational institute for the awareness of how importance of the quality that can make life having sustainability in the educational place. 1.4 If the administrators of Eastern School of The Office of Vocational Education
Commission in Thailand require the quality culture in their educational place, they should have a power of leadership and have a management based on the information, strategic planning, and decentralization. They should encourage the personnel to have a relationship with the educational place, continuous self development, to have a team work and to think of the benefit gained by the learners. They also have a continuous improvement in operation in order to enhance the quality and sustainability in the educational place. 2. Further research should be conducted: 2.1 To study the other educational institutes affiliated with the Office of Vocational Education Commission and to study covering the educational places affiliated with the Office of Vocational Education Commission throughout the country or other educational places. 2.2 To study with the Quality Research Method for indept information of other factors of quality culture. 2.3 To study the index point of quality culture applied in the monitoring of quality culture development. 2.4 To design the format of quality culture development or the manual applied for forming the quality culture. 2.5 To study the administrators leadership styles affecting the quality culture development. REFERENCES Asaneeya Suwansirikul. (2004). Quality of Working Life. Self-Management Magazine. 3: 7-10. Banjong Jantharamat. (2001). Quality Mana
