School Development Based on Policy

Theories and concepts about the development of the school became one of the aspects studied in the field of Education Management. Basically the school development can be defined simply as a change in physical and non physical conditions of schools are not good conditions for the better. Changes can be seen from the quantitative and qualitative. Quantitative in terms of school development for example, can be seen by accretion area, capacity / capacity, the number of students and teachers, school facilities, etc.. While the development of qualitative terms can be directed at the more-powerful character, students more motivated to learn which can be seen with increasing (instead of stagnating or declining) student academic achievement, the greater the curiosity of students as evidenced by the wide horizons of students in his opinion, the increased enthusiasm, work ethic and commitment of teachers, increased sense of school, among students and teachers, etc..

However, keep in mind that the perpetrators of school development should not be fixated on the existing theories and concepts, because the theory is always accompanied with the advantages and disadvantages. There is no theory of development of the school that is absolute and applies common sense can be applied in all conditions and types of schools. Therefore, the development would be better if the schools were born and grew out of an awareness of the condition / situation / status should be improved.

School in accordance with the original function is to educate and transfer institutions of science, culture, art and technology, and to leave moral values and wisdom to students through the learning process and coaching in the school environment. Therefore, not only be perfect if the school as a place to teach science, not complete when the school used simply as a place for teacher and student interactions. And also not appropriate if the school is only used as a tool of the state to produce labor.

With the transfer function as institutions of science / art and the passing grades, the school should always be developed with due respect to material, human, environmental and put them together. Material aspects include facilities / financial condition of school facilities and schools; human aspects include the ability of teachers and school administrators, student input, and the condition / capacity of parents and communities; environmental aspects include local conditions, local character, and community needs.