POLICY FORMULATION AND EDUCATION GOVERNANCE BASED ON ASSESSMENT CENTER

Abstract

The implementation of education decentralization encourages district/city governments to have broader authority in developing education sector in each region to realize policy blueprint. In actuality, in has been implemented through the implementation of school-based management and autonomy of higher education institutions that provide broader authority on education units to manage the resources they have, including allocating them according to priority needs. However, the implementation of decentralization and education autonomy has not yet been fully implemented due to insufficient division of roles and responsibilities of each level of government including its contribution to the provision of education budgets and the minimum service standards that should have been set by each district / city with general reference from central government. This gap needs to be weighed by the government in regulating policies related to education development, among other things, through human development, which needs to be accelerated in order to be able to contribute to economic development and compete with the global nation. This gap of policy encourages this research, aiming at seeking alternative policy approaches based on self-potential and local potential as a reference for developing educational policies. This study shows the feasibility of this policy formulation, by examining factors closely related to policy formulation, namely the organizational culture of policy formers and implementors. The analysis shows that to get the most out of this alternative policy formulation, the culture assessment center needs to be based on an effective and efficient organizational culture by acknowledging the seven main characteristics of organizational culture.