Management Policy for the Development of Internationally Oriented Educational Institutions

(Raihan Al Yasin / Student of MPI / 6D Undergraduate Class, UIN Sunan Gunung Djati Bandung)

In facing the challenges of the 21st century, educational institutions are required to have a global orientation without neglecting local values. The development of internationally minded schools requires innovative, participatory, and adaptive management policies. As the primary leader, the school principal is expected to have the autonomy to formulate management strategies that are responsive to the dynamics of global education.

Operational policies should encourage open communication, collaboration among all school members, and the reinforcement of a collectively agreed-upon vision and mission. A curriculum that is aligned with both local needs and international standards, coupled with inclusive transformative leadership, will strengthen a positive and conducive school culture. Therefore, the management of internationally minded educational institutions is a strategic step toward achieving high-quality and globally competitive education.

First The Vision of Future School Management Tasks: Future school principals will have broad autonomy to formulate innovative policies and enhance quality. The main task of school management is to manage change, particularly in creating more adaptive teaching organizations and policies. Management must be dynamic in responding to challenges through total quality management approaches and the development of an integrated strategic vision.

Second Operational Policies for Internationally Minded Schools: Operational policies include systems of open communication and the reinforcement of a shared vision and mission among the entire school community. Involving all parties---including teachers and students---in decision-making ensures collective commitment in school operations. Curriculum development must reflect global goals and local needs, as well as integrate extracurricular activities to shape character.

Third Leadership and Policies in Internationally Minded Schools: Transformative leadership promotes collaboration, participation, and involvement of all school components. The school principal, teachers, and vice principals jointly formulate policies to achieve excellence in quality. A positive school culture with a conducive working climate becomes the foundation for the success of internationally oriented policies.

Fourth Policies for Developing Internationally Minded Schools: Policies are directed toward increasing institutional effectiveness and quality through innovation and collective participation. Development strategies are created through a participatory approach involving all stakeholders. Continuous evaluation of strengths, weaknesses, and human resource potential forms the basis for policy. Community support and accurate program assessments further strengthen the school's development direction.

Conclusion

School principals must be dynamic and innovative in managing educational changes. School operations emphasize collaboration and alignment with global standards. Inclusive leadership fosters a healthy and progressive school culture. School development should focus on participatory management and comprehensive quality improvement.

This material is based on the teaching resource from Part 12 of the International Islamic Education Management course by Prof. Dr. H. Ahmad Rusdiana, Drs., MM.