The era of globalization presents both challenges and opportunities for Islamic education, requiring management that preserves Islamic values while adapting to modern developments. Educational management involves planning, organizing, actuating, and controlling to achieve goals effectively and efficiently. With proper management, Islamic education can remain relevant and actively contribute to the global landscape without losing its identity.
This writing aims to provide broader insights into understanding four key aspects of Management of Islamic Educational Institutions with a Global/International Perspective: the Basic Concepts of International Educational Institution Management, the Characteristics of International Educational Institutions, the Features of Input, Process, and Output in the Management of International Educational Institutions, and the Management of Establishing International Schools/Educational Institutions in Indonesia.
First, The Basic Concepts of International Educational Institution Management; The management of Islamic or international educational institutions involves applying global management principles to achieve effectiveness at the international level. International Standard Schools (SBI) and International Standard Madrasahs (MBI) combine national education standards with international benchmarks to produce competitive graduates who are globally minded yet rooted in local values. Their development is supported by government policies through the National Education Law and strategic national programs. To realize this, strong leadership and effective management are essential to ensure these institutions meet the required standards and compete globally.
Second, The Characteristics of International Educational Institutions;Â
International standard schools or madrasahs in Indonesia have distinct characteristics that set them apart from regular schools. Their curriculum refers to OECD country standards through adaptation or adoption of the National Education Standards (SNP), supported by a clear and well-defined vision and mission. These schools promote high competitiveness, enabling students to pursue education at international institutions, obtain global certifications, and achieve international recognition. Foreign languages, especially English, are used as the main language of instruction to develop global communication skills. The learning system is more focused, creative, and innovative, encouraging skill development based on students' interests. A multicultural environment enriches students' perspectives on cultural diversity. Moreover, effective and disciplined school leadership is essential in creating a dynamic and high-quality learning process.
Third, The Features of Input, Process, and Output in the Management of International Educational Institutions;Â
International Standard Schools (SBI) have distinct characteristics in terms of input, process, and output. The input involves international-classroom management standards, including curriculum planning and resource organization. The learning process is active, creative, and conducted in English for core subjects like science, math, and technology, with assessments based on OECD country standards. As for the output, SBI graduates are equipped to continue their studies at international institutions, work in global organizations, and achieve international recognition in fields such as science, mathematics, arts, and sports.
Fourth, the Management of Establishing International Schools/Educational Institutions in Indonesia;Â
The establishment of International Standard Schools (SBI) in Indonesia aims to enhance the competitiveness of education through global standards, international curricula, and effective leadership. Initiated by the government since 2005, the program covers all levels from kindergarten to vocational high school. One example is MBI Amanatul Ummah in Mojokerto, which has produced graduates with achievements at the international level. Islamic education in Indonesia includes pesantren, madrasahs, Islamic universities, general education with Islamic values, and non-formal education---all contributing to the improvement of national education quality.
