BOARDING SCHOOL-BASED MANAGEMENT

The Nature of Boarding-School.
Boarding School is absolutely the indigenous product of Indonesia in which possesses the values more than the scientific source, ever becomes agent of change, besides that, Boarding School has some things incur curiosity that every one has to learn in order to be literate people.
According to Yacub, Boarding School is viewed as the institution of Islamic education which commonly uses the non-classical method, it’s instructor/teacher is person who is literate and sophisticated particularly in Islamic religion, through the heritages of Islamic religion such as the classic books and nowadays well-known with the “Yellow Book”, using the Arabic script but in the ancient Melayu language or Arabic language. These books usually are the composition of Arabic Ulama’(Muslim religious teacher or leader) in the medieval ere.
Zamakhsari Dhofier remarked that Boarding School comprises of five significant unsure: Kiai (the leader/teacher of Boarding School), Santri (the student of Boarding School), mosque, Boarding School it’s self, the instruction of Islamic of classic books.
And according to KH. Imam Zarkasyi, Boarding School is as the institution of Islamic education with the dormitory or Boarding School system, whereas the Kiai is as a central figure, the mosque is as the center of inspiring activity, and the instruction of Islamic religion is under the guidance of Kiai in which is imitated by Santri as the main activity .
The definition of Boarding School version of KH. Imam Zarkasyi is more comprehensive; on account of the sense has several excellences (superiority) than another’s:
a. full residential Islamic Boarding School
b. Kiai is as central figure has the multifunction, as the teacher, educator, and the guider.
c. The Mosque is the center of activity.
d. The subjects are not confined only the classic books (Yellow book).

2. The History of Islamic Boarding School
If we try to observe the Pedigree of Boarding School, it possesses the source of tradition which is verily fervent in environment of Indonesia society. On account of Boarding School is absolutely the inherent symbol of culture of education that is belonging naturally to Indonesia. Historically, the education system of Boarding School was really rooted in the tradition of religious education when Hinduism and Buddhism meanwhile promulgate its precept and spread over Indonesia. Since the beginning of 13th century, the Islamization occurring in Indonesian archipelago transformed the culture of education to be Boarding School. In this case, the Islamization of archipelago surely gave the capacity of new sense belongs to Islamic version toward religious education system of Hinduism and Buddhism. Therefore, etymologically, according to C.C Berg as quoted by Dhofier, the word “Pesantren” often be referred to Indian language “Shastri” it means: one who is literate concerning Hindu’s holy books or one expert in holy books. The term “Santri” is often related to the word “Sattiri” in the Tamil language, it’s mean: one occupying in poor house (a very simple house) or religious building generally. The both of term (Shastri and Sattiri) supported the pedigree of Islamic boarding school.

The transformation of Islamic education which included the Islamic Boarding School emerged from broadening of study’s occasion for the native people which was occurred in the end of 19th century, the government of Netherlands East Indies gave the facilities of education with the gradation system. First, it’s well-known by term: volkschoolen, or School of People (School of Village) the period of study was 3 years. This grade was as same as the Elementary School and then the period of study was added to 2 years. Second, Junior High School (Meer Uitgebreid Lager Onderwijijs (MULO), third, Senior High School (Algemene Middlebare Schoolen (AMS).
3. The Types and Characteristic of Islamic Boarding School
Islamic Boarding School is the shield of our country in order to protect it form the destructive culture, we are going to comprehend that each Boarding School have the different characteristic, whether the typology of Boarding School will be intelligibly expounded:
a. The traditional Boarding School (Salaf) and the Modern Boarding School (Khalaf). It’s named by Traditional Boarding School (Salaf) on account of teaching system still extremely maintain the Traditional method such as Wetonan, Bandongan, and sorogan, without class and age. And it’s named by Modern Boarding School (khalaf) on account of teaching system used already the class system, curriculum, and the limit of age such as in contemporary life.
b. Boarding School with the formal education (through school): implement the curriculum of Department of Religion (Depag) and Department of Education and civilization, whether informal education (through out of school): is such as Madrasah Diniyyah.
c. Boarding School is classified based on the amount of Students. If the amount of students is approximately 5000, it’s considered as the big boarding school, if the amount of student is approximately 3000 up to 5000, categorized as the medium boarding school, and if the amount of student is lack of 1000, regarded as the small boarding school.
d. The affiliating Boarding School and disaffiliating Boarding School (either with the certain party or organization of Islamic community) such as Rabithoh Mah’had Al-Islami (RMI), Muhammadiyah, NU, Persis and so on.
e. The Boarding School which accommodates santri mukim and santri kalong, santri mukim is student who stay and study at the hostel of boarding school, whether santri kalong is student who stay at boarding school but he studies at the general school.
Dra. Hj. Nur uhbiyati also described that boading school could be classified into 2 kinds as follow:
a. The boarding school which maintains the education system in the natural form. This boarding school doesn’t have a degree as we have known in the school usually. The exist class or the group is a classification of acquired science such a discussing Tafsir, Fiqh, Shorf, and so on.
b. The boarding school which adapts the contemporary circumstance and the development of advancement in education program. This boarding school establishes the madrasah system in educating the student, besides discussing the holy books as what the first boarding school has done. Therefore, here is the degree of study for the students: MI, MTs, MA, but both of 1st type and 2nd one have the same characteristic. That should be underlined:
a. There is Head of Boarding school educating student (Kiai)
b. There is student of boarding school
c. There is the mosque
d. There is hostel/residence.






4. The Two Characters of Education Culture of Islamic Boarding School in Indonesia
The boarding school will always exist and be able to keep its strength equal to that of all forms of social change because:
a. There is the character of culture causing the student do the mastery learning, and in this case, the implementation of education surely isn’t confined to the pattern/system of transferring knowledge from teacher toward student, whether these all are the aspect of forming comprehensive personality. The transfer of knowledge in boarding school isn’t limited by target or time of accomplishment of curriculum as specified in The Main Lines of Education Program (GBPP), but it emphasizes more to the Mastery Learning without any time limitation. The quality aspect is more really cared than the quantity one.
b. The participation of society is quite strong; basically, the founding of boarding school in Indonesia is generated by the demands and needs of societies their selves.
5. Islamic Boarding School-Based Management
a. The Management Traditional Islamic Boarding-School
Traditional Islamic Boarding school-based mangement is one of alternatif choice of boarding-school in the managing various potencies in order to be endorses factor in the improving boarding-school. But unfortunately, traditional boarding-school ever deal with various problem particularly in the process of improving many potencies, such as human resources with the high quality is lack, the means of boarding school is quite limited, the accountability of soceity’s program is not optimally done.
Therefore, the improvement of human resources, means of boarding-school, and improvement of accontability are the fundamental thing ever become the main requirement of advancement of boarding-school potencies.
Neither all boarding-school improve its educational system by expanding its target nor renewing the educational model. There are number of boarding-school which still extremely defends the system of traditional education and hold on it characteristics. It just instructs the classic book and moral guidance. And generally the component of boarding-school consist of:
a. The head master of boarding school.
b. Boarding school: comprehending physical requirements and non physical one, the financial of place, preservation, and so on.
c. The mosque: containing as same as boarding school
d. Ancient book (yellow book): if it’s extended it containing the curriculum with the general sense.
This model is quite superior particularly in producing out put with the good pesonality, self-reliant, and competensy of mastering islamich sciences. But unfortunately, out put of traditional boarding-school is not competitive especially in the modern life. Contamporarly, human resources with the gool quality and expert are the primer thing, boarding-school which has uncompetitive human resouces will be truly marginalized.
b. The Management of Modern Islamic boarding-school
Boarding School-Based Management (SBM) is a management of education structure establishment, in accordance with the Boarding-school’s roles, and the head of Boarding-school ( Kyiai) as the leader or he is demanded to be able to communicate the model of management that will be built over staff and boarding-school’s stakeholder, impress them, and be able to build up the inner force of boarding school (students of boarding-school and teachers) for dealing with the public’s demands to the boarding-school, that will be the responsibility of his leadership.
The experiences of public school which implement the system of School-Based Management in Egypt, New Zealand, California, Victoria, Canada undoubtedly showed that the characteristic of leadership is quite significant in determining the model of School-Based Management (SBM), on account of the leader is fully in the charge of implementation of administration programs and the improvement of school quality, so it has good quality and surely to be effective one.
One of modern Islamic boarding-school is Gontor Ponorogo as the renewal is absolutely qualified and consists of various educational aspects in order to be better.
First, The renewal on the institutional aspect, management, and boarding school organization. Gontor Islamic Boarding School possesses the Waqf Board (Badan Wakaf) which the head master of boarding school is as one entrusted with a mandate which is in the charge of Waqf Board (Badan Wakaf), hence, the Waqf Board (Badan Wakaf) deserves to determine and choose the head master of boarding school surely by all consensuses/agreements of Waqf Board’s (Badan Wakaf) members. Therefore, Waqf Board (Badan Wakaf) has the five programs pertaining to the education and construction, these are: The sector of building and equipment, the sector of Waqf Board (Badan Wakaf) and founds sources, the sector of cadre, and sector of welfare. With the structure above, the head master of boarding school (Kiai) and his families don’t utterly deserve to any materials right from Gontor. And the financial affairs is in the charge of functionaries of administration office which comprises many senior teachers and students whom will enable to be changed periodically. Therefore, the running of education organization can be easily managed and become dynamic, accountable, and objective.
Second, The renewal on the curriculum aspect. The instructed subject (content) represented the exist curriculum, between the revealed knowledge and acquired knowledge.
Third, The renewal of method and education system, these are by managing the classical education system which is orderly leaded in the form of classes on the decided period, this is achieved in order to implement teaching efficiency, with the little fees and concise time, hopefully boarding school can produce the superior outputs.
The hostel system also endorses the forming of three centers of education harmony, as the whole student daily activities apart from the formal one is surely done in the hostel/residence.
On account of modernization, the boarding school is really expected to produce human resources having the holistic personality, its mean, the personality which has equilibrium of five aspects: spiritual, intellectual, social, and emotional.
Hence, it could be said that the leadership model of Gontor Islamic Boarding School is transformational, whereas the head master of boarding school (Kiai) is totally demanded to be able to communicate the model of management that will be formed/ built to entire staffs and stakeholders of boarding school, allure and fascinate their participation, and be able to build up the power of boarding school (students and teachers) to deal with the public demands toward boarding school that absolutely become responsibility of the head master of boarding school (Kiai). Ever he is as the decision-maker of management direction which will be implemented one.

SCHOOL BASED MANAGEMENT

1. The Nature of the School
School is considered as ones of the three centers of education which is demanded to be able to create the excellent outputs. It’s quotation From Gorton as he expressed that school is a system of organization there are found man in cooperation, association for the sake of pursuit their aims which is conceived as the instructional aim. In the design of school organization would be gotten the team of school administration which comprises the group working out a closer cooperative program in order to get their organization aim. Meanwhile, the main aim of the team of administration is to advance the procedure of school’s wisdom, to overcome the general problems, to utilize all of individual potencies which is combined in that team.
Then the school can either create the smart outputs, possessing the high emotional or prepare the skilled-manpower in various construction.
Hence, the philosophy views concerning the essence of school and society in our daily life ought to be early understood. School is the integral part in society, it’s not separated institution from society definitely, the right of life and it’s life is depended on society, school is the social institution which is demanded to serve the society in education sphere, the school and society advancement has correlation one each other, but absolutely one need others, school is belong to the society and it’s founded on account of societies necessity.
School is as the front thing in education unit which in educating the student needed the professional management in accordance with the function of duty. And the main function of duty of the school is to manage and implement the school with steps as follow: to arrange some planning and executing school program, to refer to available budget and enable to be provided, to coordinate and make school resources compatible toward school program, to do school management effectively and efficiently, to implements some supervision and guidance in the school management, to do some evaluation of reaching school’s target, to arrange school’s report and responsible to the school implementation periodically. Hence, school couldn’t do alone to improve the quality, efficiency, education spreads, school autonomy. The World Bank argued that political condition whether the wisdom of government in the sphere of management of organization or the leadership of learning and teaching process, human resources and school administration are School- Based Management component which is very significant to be noticed in the context of schooling in Indonesia certainly.
Those are the cursory things concerning the school that we’re to pay attention it, as school is determinant factor of the nation development and advancement.
2. The Nature of Management of Education
Management is a process or a framework of working which involves the guidance or orientation of some group toward organizational aim or the real means. And surely it has five of fundamental functions:
a. Planning: to fix the achieved aims and formulations
b. Organizing: to classify and determine the important activities and giving power and authority to execute those jobs.
c. Staffing: to fix the necessity of human resources, orienting, filtering, training and developing manpower.
d. Motivating: to orient or channel human behavior to direction of aims.
e. Controlling: to measure the implementation with the aims, to fix the causes of deviations, and taking the corrective acts if it’s necessary.
When the Management of Education is viewed from the sense aspect, it has various interpretations which have mutual support one each others.
First, is cooperating to achieve the aim of education, as the aims are stretched and extended simply until complexly, if the aims are quite complex it often will not be achieved by one man but he must cooperate with another. Such a cooperating between school, teachers, staff, student, ever society.
Second, is process to achieve the aim of education which is begun from the planning, organizing, orientation, supervision, and assessment.
Third, is management of education with framework of thinking system, such as input and then continued by management of education which consist of learning process, teachers, environment, student, facilitations, school organization and the result is output. These are the important component that we ought to know its shortage and definitely it must be corrected in order to produce the expected outputs.
Fourth: The management of education to be analyzed from leadership sphere, is how the education administrator could hold on the principal” Tut Wuri Handayani, Ing Madyo Mangun Karso dan Ing Ngarso Sung Tulodo”, or with the briefly mean: how to move another and surely by committing the good leadership.
Sixth: It can also be observed from the process of decision-taking. To overcome the problem should be needed the ability to take the decision. The mean is how to choose the probability of the best action from a large number of probability of actions which be done.
Seventh: it can also be analyzed to the communication sphere.
Eighth: The confined definition is: an activity of administration which the core value is writing down some thing, documentation of activity, lettering with various aspects. In fact it is not too false; on account of every aspect of administration activity with the definition above always need note and documentation of activity. There are some things to be underlined that the administration activity does not reflect all of definition of management on mean of what’s described in the items 1-7 previously.
We can also conceive the definition of management of education that will be described explicitly as follow:
a. The management of education can be viewed as the form of cooperation of education personnel to achieve the aim of education. The general aim is such as forming the student personality in accordance with the aims absolutely. These aims can be clarified to another aims, those are: The curricular aim, the aim of common instructional (TIK), and aim of general instructional (TIU).
b. The management of education is cycle process of embodiment of education which is begun by the planning, and followed by organizing, orienting, implementing, supervising, and assessing about school efforts to pursuit the aim.
c. The management of education is school efforts to do the management of education systems.
d. The management of education is the leadership activity, in which taking decision and communication in the school organization as the effort to achieve the aim of education.
Even there are multitude definitions of management of education, it’s quite apparent that the management of education consists of: the management curriculum, the student, the school personal, managing, means of education, and school financial. These are the crucial things in the school.
3. School-Based Management.
a. The Nature of School-Based Management
Depdiknas has formulated the nature of School-Based Management as the model of management which give the greater autonomy toward school and motivate the participative decision-taking which involve the school people directly ( teacher, student, the chief of school, employers, parents, and society) in order to improve the school quality and definitely based on the wisdom of national government.
According to Bappenas team and the World Bank quoted by Drs. B Suryobroto, School-Based Management is the alternative form of school management in the program of decentralization of education program, in which is marked by the wide autonomy in schools is really realized, the high participation of society, and in the framework of wisdom of national education (Tim Bapenas & Bank Dunia, 1999:10)
Apart from the definitions above, there are several definitions pertaining to the School-Based Management in which can be a reference also.
"school based management can be viewed conceptually as a formal alternation of governments structures, as a form of decentralization that identifies the individual school as the primary unit of improvement and relies on the redistribution of decision-making authority as the primary means through which improvement might be stimulated and sustained"

And another definition from Candoli described:
"school based management is way for forcing individual school to take reponsinility for what happens to children under their jurisdiction and attending their school. The concept suggests that, when individual schools are changed with the total development of educational programmes aimed at serving the needs of the children in attandance at the particular school, the school personal will develop more cogent programmes because they know the students and their needs.''

We can also define it as the strategy of management of education which put forward cooperation among the sides, we’re able to conceive it obviously as “The Collaborative school Management” which is in the next advance became the model of the school management named “School-Based Management “.


b. Background of practicing School-Based Management
Two factors enable to explain about the attempts to correct the quality of education currently are either lack or unsuccessful. First, The strategy of construction so far refer to input oriented. Which it relies on some assumption, if the all of input of education is perfectly fulfilled, such as providing the books, the other tools of study, providing the means of education, training for the teachers and other human resources of the school, the institution of education will automatically be able to produce the superior output as expected, but unfortunately this strategy did not totally has function by seeing the disappointing output of the school. Second, The management of education currently tends to macro oriented, which is managed by the group of bureaucracy at the center level, until the society’s aspiration toward education is not effectively cared.
c. The Aim of School-Based Management.
The aim and mean of implementation of School-Based Management is definitely for:
1) Socializing the basic concept of management of quality improvement based on the school particularly toward society.
2) Obtaining the constructive opinion that the concept is enabled to be implemented easily in accordance with the circumstance of Indonesian environment which has possessed the various cultures, socio-economy of the society, and the complexity of geography.
3) Increasing insight and perception of society’s knowledge particularly school society, and individual concerning to the education, especially the improvement of education quality.
4) Motivating the society in order to be involved and to think concerning the improvement of education quality in each school.
5) Generating the consciousness of society of school in order to participate actively and dynamically in making the improvement of the education quality successful
6) Motivating the appearance of the new thoughts in making the education development successful and certainly from the individual and society who concern to the education, particularly school society who are in the main front line at that development.
7) Building the awareness that the improvement of education quality is the society’s responsibility by all components, focusing to the improvement of quality to the schools perpetually.
8) Sharpening the insight that the education quality in every school has to be formulated conceivably and the target of quality which must be achieved in every five years and so on until the mission of the school can be successfully achieved.
Hence, it was easily understood that politically School-Based Management is the estuary of all wisdom in education program, while that all can be obviously seen in the school activities, on account of school is the latest network of the bureaucracy of education series. School-Based Management is also the form of execution of decentralization wisdom or the autonomy of education which has relation with the autonomy of region. Theoretically, School-Based Management is a concept offering the autonomy toward school in order to improve and enhance the quality, the efficiency, even distribution of education (the education can be widespread) till enable to accommodate the needs of society, and work out a closer cooperative program among schools, community and government. With this system, the chief of school, teachers and students obtain the occasion to innovate and improve some thing pertaining to the curriculum affairs, learning, managerial, etc in the school. Therefore, the autonomy of education is the essential thing to create the academic freedom. Operationally, School-Based Management is an opinion placing the authority of school management in the totality of system.
Based on the description pertaining to the School-Based Management above, it’s quite intelligible that the pearl of the wisdoms in education program will be certainly viewed in the school, on account of school is the latest network of the bureaucracy of education series, hence, the program quality would be determined by school, how far the school be able to manage and implement all education programs. Therefore, School-Based Management is definitely quite strategic to be implemented for the sake of improvement of education quality service.
Hence, we can easily know that School-Based Management is either form of execution of decentralization or the autonomy of education in which has relation with the autonomy of region.
d. The Model of School-Based Management
School-Based Management is the form of school alternative as result of decentralization in education program. Principally, it depends on the school and society and so far away from centralistic bureaucracy, and it has potencies to improve society’s aspiration, even distribution, efficiency, ever and the management which is rested on school degree.
School-Based Management demands the commitment of all involved unsure (school personnel, parents, students, society) in the decisions-taking pertaining to the education in their school or these are like the organ of the body which mutually need one each others.
While, in the School-Based Management the delegation of responsibility and authority will be surely different among school. On account of the School-Based Management offers the freedom which the school is in the charge of it. Actualized by society’s aspiration, even distribution, efficiency, ever and the management which is rested on school degree are totally guaranteed. And school does not have the capacity to act alone, ignoring the priority wisdom and the standardization which is formulated by government, on account of the school it’s self is in the shelter/ protection of national education system.
e. The Model of School-Based Management in Indonesia
In the School-Based Management, the chief of school possesses wide freedom to manage the school, absolutely has to pay attention to the wisdom and priority of government.
Whereas the scopes that enable to be offered are: 1) The inclusive curriculum, 2) The affectivity of learning-teaching process, 3) The supporting school environment, 4)The resources based on the even distribution, 5) The standardization in distinctive program, monitoring, evaluating, and test. Some things described above must become or be one in the four scopes of function of school management, there are: 1) management/organization/leadership, 2) learning-teaching process, 3) human resources, 4) school administration.

Based on the circumstance of schooling in Indonesia, the progress one (advance), medium (sufficient), or minus. There are a large number of schools enable to implement School-Based Management totally, sufficiently (medium), even minimally (minus).

Scout Movement

1. Scout Movement History
Scouting is the process of education apart from the school environment and family circle in the form of interesting activity, pleasant, healthy, regularly, practice, carried out in the open air with the principle of the scouting Foundation and the scouting method, that finally target been the formation of the character, moral and the noble character.
Scouting is the process of the self-taught activity that was progressive for the young to develop himself personal entirely good physical, the intellectual, emotions, social and spiritual as the individual and as the community member.
Scouting also known as the Scout Movement, is a worldwide youth movement with the stated aim of supporting young people in their physical, mental and spiritual development, so that they may play constructive roles in society. The movement was begun in England in 1907 by Robert Baden-Powell, who based his program on two already existing American Organizations: Sons of Daniel Boone founded by the American illustrator-naturalist Daniel Carter Beard, and Woodcraft Indians, started by the British-born Canadian writer Ernest Thompson Seton.
When Robert Baden-Powell Lieutenant General in the British Army, held the first Scouting encampment at Brown sea Island in England. Baden-Powell wrote the principles of Scouting in Scouting for Boys (London,1908), based on his earlier military book, with influence and support of Seton of the Woodcraft Indians, Smith of the Boys Brigade, and his publisher Pearson. During the first half of the 20th century, the movement grew to encompass three major age groups each for boys (Cub Scout, Boy Scout, Rover Scout) and in 1910, a new organization, Girl Guides, was created for girls (Brownie Guide, Girl Guide and Girl Scout, Ranger Guide). The movement employs the Scout method, a program of informal education with an emphasis on practical outdoor activities, including camping, woodcraft, aquatics, hiking, backpacking, and sports. Another widely recognized movement characteristic is the Scout uniform, by intent hiding all differences of social standing in country and making for equality, with neckerchief and campaign hat or comparable head wear. Distinctive uniform insignia include the fleur-de-lis and the trefoil, as well as merit badges and other patches.
In 2007, Scouting and guiding together have over 38 million members in 216 countries. The two largest umbrella organizations are the World Organization of the Scout Movement (WOSM), for boys-only and co-educational organization, and the World Association of Girl Guides and Girl Scouts (WAGGGS), primarily for girls-only organization but also accepting co-educational organizations. 2007 also marks the centenary of scouting worldwide, with member organization planning event all over the world in order to celebrate this event. As a military officer, Baden-Powell was stationed in India and Africa in the 1880s and 1890s.in South Africa in the Second Boer War, Baden-Powell was besieged in the small town of Mafeking by a much larger Boer army (the siege of Mafeking). The Mafeking Cadet Corps was a group of youth that supported the troops by carrying massages, which freed the men for military duties and kept the boys occupied during the long siege. The Cadet Corps performed well, helping in the defense of the town (1899-1900), and were one of the many factors that inspired Baden-Powell to form the Scouting movement. Each member received a badge that illustrated a combined compass point and spearhead. The badge’s logo was similar to the fleur-de-list that scouting later adopted as its international symbol. The Boy Scout movement swiftly established it self throughout the British Empire soon after the publication of Scouting for Boys. The first recognized overseas unit was chartered in Gibraltar in 1908, followed quickly by a unit in Malta. Canada became the first overseas dominion with a sanctioned Boy Scout program, followed by Australia, New Zealand and South Africa. Chile was the first country outside the British dominion to have a recognized Scouting program. The first scout rally, held in 1910 at The Crystal Palace in London, attracted 10.000 boys and a number of girls.
The program initially focused on boys aged 11 to 18, but as the movement grew, the need became apparent for leader training and programs for younger boys, older boys, and girls. The first programs for Cub Scout, and Rover Scout were in place by the late 1910s. They operated independently until they obtained official recognition from their home country’s Scouting organization. In the United Stated, attempts at Cub programs began as early as 1911, but official recognition was not obtained until 1930.
Girls wanted to become part of the movement almost as soon as it began. Baden-Powell and his sister Agnes Baden-Powell introduced the Girl Guides in 1910, a parallel movement for girls, sometimes named Girl Scouts. Agnes Baden-Powell became the first president of the Girl Guides when it was formed in 1910, at the request of the girls who attended the Crystal Palace Rally. In 1914, she started Rosebuds-later renamed Brownies- for younger girls. She stepped down as president of the Girl Guides in 1920 in favor of Robert’s wife Olave Baden-Powell, who was named Chief Guide (for England) in 1918 and World Chief Guide in 1930. At that time, girls were expected to remain separate from boys because of societal standards. By the 1990s, two third of the Scout organizations belonging to WOSM had become co-educational.
Early Scoutmaster training camps were held in London in 1910 and in Yorkshire in 1911. Baden-Powell wanted the training to be as practical as possible to encourage other adults to take leadership roles, so the Wood Badge course developed to recognize adult leadership training. The development of the training was delayed by World War I, so the first Wood Badge course was not held until 1919. Gilwell Park near London was purchased in 1919 on behalf of The Scout Association as an adult training site and Scouting campsite. A wide range of leader training exists in 2007, from basic to program-specific, including the Wood Badge training. Aspects of scouting practice have been criticized as too militaristic. Military-style uniforms, badges of rank, flag ceremonies, and brass bands were commonly accepted in the early years because they were a part of normal society, but since then have diminished or been abandoned in both Scouting or Society.
“Duty to God” is a principle of Scouting, though it is applied differently in various countries. The Boys Scouts of America (BSA) take a strong position, excluding atheists. The Scout Association in the United Kingdom requires adult leaders to implement the Association’s religious policy which encourages members to belong to some religious body. Scout Canada defines Duty to God broadly in terms of “adherence to spiritual principles” and leaves it to the individual member of leader whether they can follow a Scout Promise that includes Duty to God.
Scouting it taught using the method, which incorporates an informal education system that emphasizes practical activities in the outdoor. Programs exist for Scout ranging in age from 6 to 25 (though age limits vary slightly by country), and program specifics target Scout in a manner appropriate to their age.
The Scout method is the principal method by which the Scouting organizations, boy and girl, operate their units. WOSM describes Scouting as “a voluntary nonpolitical educational movement for young people open to all without distinction of origin, race or creed, in accordance with the purpose, principles and method conceived by the founder.” It is the goal of scouting “to contribute to the development of young people in achieving their full physical, intellectual, social and spiritual potentials as individuals, as responsible citizens and as members of their local, national and international communities.

2. Scout goal
Scout has two goals, there are:
a. To build faithful and devout nation’s cadre who is expert in knowledge and technology
b. To build positive attitude, experts in skills, social, intellectual and physical so they can be a good Indonesian citizen who believes in self-skill, and able to build himself responsible for community service.

3. Scout Method
The principles of Scouting describe a code of behavior for all members, and characterize the movement. The Scout method is a progressive system designed to achieve these goals, comprising seven elements :
a. Law and Promise
1) A SCOUT'S HONOUR IS TO BE TRUSTED. If a scout says "On my honour it is so," that means it is so, just as if he had taken a most solemn oath. Similarly, if a scout officer says to a scout, "I trust you on your honour to do this," the Scout is bound to carry out the order to the very best of his ability, and to let nothing interfere with his doing so. If a scout were to break his honour by telling a lie, or by not carrying out an order exactly when trusted on his honour to do so, he would cease to be a scout, and must hand over his scout badge and never be allowed to wear it again.
2) A SCOUT IS LOYAL to the King, and to his officers, and to his country, and to his employers. He must stick to them through thick and thin against anyone who is their enemy, or who even talks badly of them.
3) A SCOUT'S DUTY IS TO BE USEFUL AND TO HELP OTHERS. And he is to do his duty before anything else, even though he gives up his own pleasure, or comfort, or safety to do it. When in difficulty to know which of two things to do, he must ask himself, "Which is my duty?" that is, "Which is best for other people?"---and do that one. He must Be Prepared at any time to save life, or to help injured persons. And he must do a good turn to somebody every day.
4) A SCOUT IS A FRIEND TO ALL, AND A BROTHER TO EVERY OTHER SCOUT, NO MATTER TO WHAT SOCIAL CLASS THE OTHER BELONGS. If a scout meets another scout, even though a stranger to him, he must speak to him, and help him in any way that he can, either to carry out the duty he is then doing, or by giving him food, or, as far as possible, anything that he may be in want of. A scout must never be a SNOB. A snob is one who looks down upon another because he is poorer, or who is poor and resents another because he is rich. A scout accepts the other man as he finds him, and makes the best of him -- "Kim," the boy scout, was called by the Indians "Little friend of all the world," and that is the name which every scout should earn for himself.
5) A SCOUT IS COURTEOUS: That is, he is polite to all--but especially to women and children and old people and invalids, cripples, etc. And he must not take any reward for being helpful or courteous.
6) A SCOUT IS A FRIEND TO ANIMALS. He should save them as far as possible from pain, and should not kill any animal unnecessarily, even if it is only a fly---for it is one of God's creatures.
7) A SCOUT OBEYS ORDERS of his patrol-leader, or scout master without question. Even if he gets an order he does not like, he must do as soldiers and sailors do, he must carry it out all the same because it is his duty; and after he has done it he can come and state any reasons against it: but he must carry out the order at once. That is discipline.
8) A SCOUT SMILES AND WHISTLES under all circumstances. When he gets an order he should obey it cheerily and readily, not in a slow, hang-dog sort of way. Scouts never grouse at hardships, nor whine at each other, nor swear when put out. When you just miss a train, or some one treads on your favorite corn---not that a scout ought to have such things as corns--- or under any annoying circumstances, you should force yourself to smile at once, and then whistle a tune, and you will be all right. A scout goes about with a smile on and whistling. It cheers him and cheers other people, especially in time of danger, for he keeps it up then all the same. The punishment for swearing or bad language is for each offence a mug of cold water to be poured down the offender's sleeve by the other scouts.
9) A SCOUT IS THRIFTY, that is, he saves every penny he can, and puts it in the bank, so that he may have money to keep himself when out of work, and thus not make himself a burden to others; or that he may have money to give away to others when they need it.
10) SCOUT IS CLEAN IN THOUGHT, WORD, AND DEED. Decent Scout look down upon silly youths who talk dirt, and they do not let themselves give way to temptation, either to talk it or to do anything dirty. A Scout is pure, and clear minded, and manly.

Scout Promise (or Oath) and Scout Law have varied slightly over time and from country to country.
The Scout Promise: “On my honor I promise that I will do my best—
To do my duty to God and the King (or to God and my Country)
To help other people at all times
To obey the Scout Law.”
b. Learning by doing
c. Team System
d. Symbolic framework
e. Personal Progression
f. Nature
g. Adult Support
h. Service in the community
The Scout Law and Promise embody the joint values of the Scouting movement worldwide, and bind all Scouting associations together. The emphasis on "learning by doing" provides experiences and hands-on orientation as a practical method of learning and building self-confidence. Small groups build unity, camaraderie, and a close-knit fraternal atmosphere. These experiences, along with an emphasis on trustworthiness and personal honor, help to develop responsibility, character, self-reliance, self-confidence, reliability, and readiness; which eventually lead to collaboration and leadership. A program with a variety of progressive and attractive activities expands a Scout's horizon and bonds the Scout even more to the group. Activities and games provide an enjoyable way to develop skills such as dexterity. In an outdoor setting, they also provide contact with the natural environment

4. Forms of Scout Movement Activities
The example of Scout activities that contained education, these are:
a. Scout Rally (Lt)
b. World Jamboree of International Level (JAMDUN)
c. National Jamboree (JAMNAS)
d. Jamboree of Area Level (JAMDA)
e. Jamboree of Branch Level (JAMCAB)
f. Jamboree of the Twig Level (JAMRAN)
g. JOTA/Jamboree on the Air, which hold every year on April for national level, on October for world level
h. Brownie camp that is alert scout activity which hold in branch level and twig level
i. Survival Training for chief of Boy Scout or Girl Scout (DIANPINRU) that is boy scout or girl scout activity and hold in the level of the branch and the twig to increase the quality of participants educated
j. Survival Training for chief of Senior Rover Scout or Senior Ranger (DIANPINSAT)
k. Rover and Ranger Moot (RAIMUNA) which hold every 5 years
l. PRAMUKA day to commemorate scout movement birthday which hold every year in all the scout movement ranks
m. WEAPON ACADEMIC TITLE National level. Since 1985, which hold every first moth every year
n. Special Troop
o. Law and Order Mindedness Special Troop
p. Air Mindedness Special Troop
q. Agriculture Mindedness Special Troop

C. Life Skills in Scout Movement
Scout Movement has prime duty to held scout exercise for the youth to make responsible young generation and build the country. In the scout there are many activities to give the opportunity to the scout members to apply their experiences and skills according to their age, physic ability, and soul by use the source and cost savings. In order to apply the science and skill, Scout movement internalizes Achievement/Proficiency Requirements (SKK) and Achievement/Proficiency Badge (TKK) to give scout members more experiences, sciences and skills.
Proficiency Requirements (SKK) is the condition for the skill, cleverness, proficiency, dexterity, and skill in certain field that could function as means of developing the interest and member's talent. As mentioned on the decision of National Council no 132 on period 1979 about Proficiency Requirements (SKK) and Proficiency Badges pictures (TKK). There are five kinds of Achievement/Proficiency Requirements (SKK) and Proficiency Badges (TKK) pictures;
a. Regional, mental, moral, spiritual and character building aspect have 5 kinds of Proficiency Badges (TKK) pictures
b. Patriotism, art and culture aspect have 8 kinds of Proficiency Badges (TKK) pictures
c. Dexterity and health aspect have 8 kinds of Proficiency Badges (TKK) pictures
d. Handicraft and building construction aspect have 48 kinds of Proficiency Badges (TKK) pictures
e. Social, humanitarianism, mutual co-operation, society law, global piece and environment aspect have 15 kinds of Proficiency Badges (TKK) pictures
According to age of scout member, Proficiency Requirements (SKK) have 4 levels, there are:
a. Proficiency Requirements (SKK) for Brownie Scout
b. Proficiency Requirements (SKK) for Girl Scout
c. Proficiency Requirements (SKK) for Ranger Scout
d. Proficiency Requirements (SKK) for Senior Ranger Scout
According to scout subject matter, Achievement/Proficiency Requirements have 3 levels, there are;
a. Law level (purwa), the shape of Proficiency Badges (TKK) is circle
b. Middle level (madya), the shape of Proficiency Badges (TKK) is math
c. Upper level/high level (utama), the shape of Proficiency Badges (TKK) is five angle
Achievement/Proficiency Badge (TKK) has different colors;
a. Regional, mental, moral, spiritual and character building aspect is yellow color
b. Patriotism, art and culture aspect is red color
c. Dexterity and health aspect is white color
d. Handicraft and building construction aspect is green color
e. Social, humanitarianism, mutual co-operation, society law, global piece and environment aspect is blue color
We can see all Proficiency Badge (TKK) pictures as written on enclosure.
Scout Subjects included :
a. Knots, there are:
1) Top Rope knot
2) Plait knot
3) Double Plait Knot
b. Pioneering, include some bonds, there are:
1) Crossbar bond
2) Crosswise bond
3) Branch bond
4) Triple bond
5) Base bond
6) Anchor bond
7) Pole bond
8) Twin bond
9) Tight bond
10) Tether bond
11) Pull knot
12) Turk bond
13) Chair knot
14) Pull bond
15) Lasso bond
c. Morse
d. Semaphore
e. Code, there are many kinds of code;
1) Numeral code
2) Return code
3) Picture code
4) AN code
5) Musical Note code
6) Djatim lomba code
7) Degree/power code
8) Manuk Suara code
9) Balay Irung code
10) Puluhan code
11) Kotak I code/Balok A code
12) Kotak II code
13) Balok B code
14) Fraction (pecahan) code
15) Nail code
16) Clock code
17) Kurung buka code
18) Points of the compass code
19) AND code
20) Soap code
21) Mirror code
22) Tail code
23) Ribbon code
24) Three steps code
25) Imarengos code
26) International Alphabet code
27) National Alphabet code
28) World code
29) Shrimp code
30) Flower code
31) China code
32) Writing that begin from the left corner
33) Numerical 1203 code
34) Napoleon code
35) Flat code
36) Whistle code
37) Lamp code
38) Big flag code
39) Smoke code
40) Swiss flag code
41) Radio code
42) Letter code
43) Angka garing code
44) Massage code
45) Wink code
46) Light blow code
47) Crossbar code
48) Chemistry code
49) Starch code
f. Stenography is knowledge about method to easy write and read.
g. Compass
h. Estimate
i. Cartography
j. First Aid (PPPK)
k. Technical terms
l. Directive of using the stick scout
m. Ceremony

Life Skill concept

1. Basic Concept of Life Skill
Skills are an amalgam of understanding, proficiency, and attitude. All these elements must be provided for in learning activities which are intended to promote skill development. Moreover, these elements must be the direct object of the educational activity rather than an incidental by-product
According to WHO, Life Skill is the positive behavior capacity and adaptive that supported someone to effectively overcome the demand and the challenge during his life. In National Educational Regulations no 20/2003 article 26 verse 3 were named that Life Skill Education was classed as formal education, which gave personal skill, social, the intellectual and vocational to work autonomously.
In order to impart essential skills effectively and successfully to the youth, Secondary Education must take into account the four pillars of education mentioned in the Delors Report 1996 those are learning to know, learning to do, learning to be, and learning to live together. The Peking Secondary Education Expert Meeting Report (2001) also, recommends that an effective secondary education in the twenty-first century must provide a good balance between academic education and skill development including technical and vocational education at the secondary level.
There are today more and more societal pressures from increased connectedness, greater complexity, uncertainty and diversity, rapid changes in the environment.
Around the world, Life Skill-Based Education (LSBE) is being adopted as a means to empower young people in challenging situations. LSBE refers to an interactive process of teaching and learning which enable learners to acquire knowledge and to develop attitudes and skills which support the adoption of healthy behaviors.
Life Skill is a skill and courage for facing life problems, and always try to be proactive and creative for passing it henceforth. The term problem is meant broadly, pertaining to all kinds of subject matter and all domains of human activity. Both simple and highly complex problems must be included, so must precisely stated and well-structured problems as well as those which are loosely defined and weakly structured.
Life Skill as an implementation of Broad Based Education has a larger definition than vocational skill (skill for working). Even a man who not working such as housewife, she needs the life skill. Because they have any life problems which need solve. However the secondary school students need the life skill, in case they have life problem especially in their study. To realize this life skill education, we have to apply Broad Based Education which is not only oriented in vocational or academic skill but also oriented toward learning how to learn and learning how to unlearn, not only study about the theory but also practice the theory to solve daily life problem (Bently, 2000).

2. Life Skill History
The Peking Secondary Education Expert Meeting Report (2001) also, recommends that an effective secondary education in the twenty-first century must provide a good balance between academic education and skills development including technical and vocational education at the secondary level. There are today more and more societal pressures from increased connectedness, greater complexity, uncertainty and diversity, rapid changes in the environment and continued deprivation. The youth are at the cross roads of their lives facing an uncertain future, learning to assume the responsibilities of adulthood and to enter the world of work. The life skills required by youth in secondary education can be grouped under four categories as follows:
a. Skills for personal fulfillment. As technological development progresses very rapidly, the education system must take into consideration not only academic needs but also the skills needed for the individual-in other words life skills. The necessity of learning to know is more important than the traditional pedagogy of the past. The groups of skills listed below also contribute to personal fulfillment.
b. Skills for living in society. The need for social and intercultural competence and skills in the non-cognitive behavioral areas including responsibility, tolerance and accountability. The need to learn how to learn, to navigate from one body of knowledge to another and from one set of skills to another with relative ease. The need for critical, analytical, creative and flexible communicative competence. The need to enlist in the tasks of sustainable development, to be able to deal with paradox and the conflict generated by the amount and pace of change.
c. Skill for dealing with changing economies. The need to adapt to the changing demands of economies evolving from purely industrial to being knowledge-based, high technology and /or service oriented. The need for possess or learn new skill, such as adaptability and problem solving abilities and competitiveness. There is also need to emphasize the life skills that underpin initiative, motivation and entrepreneurship.
d. Skill for dealing with changing work patterns. The need to meet the demands of new work patterns that require the ability to communicate, work in teams, adapt to change, be innovative and creative and be able to utilize new technology. The need for essential generic competencies such as analytical skills and problem solving skills that are applicable to a wide range of circumstances and are necessary for all work.
In order to impart essential skills effectively and successfully to the youth, Secondary Education must take into account the four pillars of education mentioned in the Delors Report (1996); learning to know, learning to do, learning to be and learning to live together.
A study bases on skill life has a rational background and can be seen from three dimensions, even from macro dimension (in large scale), middle or micro scale. Seen from macro dimension, it I an effort to give complex skill to Indonesian Human Resource to compete in global emulation. In middle scale, it is an effort to offer the boys or girls of a region a skill to develop their region. In micro (but in long-range), it is an effort to supply the students various skills those would be useful to solve their daily problem. Life skill can be developed from Broad Based Education, School Based Management and Community Based Education.
Broad Based Education System is a concept of education that speeds up gaining life skill process. Its main target is to accommodate community's need on education in order to obtain proper job according to life standard. School Based Management is an idea that places authority to management of school as an entities system. In this format, the headmaster and teachers as a group of professional with other connected elements (stakeholders of the school) assumed to have capacity to comprehend strength weakness, opportunity and challenge those faced by the school in effort developing the wanted programs of school according to school's vision and mission. Community Based on Education is an idea to place school orientation in contextual environment (characteristic, condition and community need) where that education institute located. School program on developing this orientation should reflex its existence, characteristic and community need.
Position of Life Skill Development according to concept of School Based Management, Community Based Education, and Broad Based Education
(Ditjen Dimenum, 2002)

Life skill includes some aspects:
1) Communication Skills
2) Decision-making skills
3) Resource and time-management skills
4) Planning Skills

3. Life Skill goals
Life Skill Education goals, there are:
a. To bring the student potency to develop student’s motivation so they can participate in education revision
b. To give the opportunity to the school to develop flexible learning, in accordance with the broad based education principle
c. To maximize the utilization of School environment resources by giving the utilization opportunity of available resources in the community, in accordance with the management based on school principle.
d. For student as provision to face and solve life problem either as a good personal independent, the community member and nation resident to minimize the bulk jobless.
Based on taxonomy aim of skill education, it had 6 classifications:
a. Basic skill including practical skills, such as sewing, cooking, trading, etc.
b. Higher skill or advanced skill including some advantage able skills such as communication management business
c. Interconnected skill is the skill that related to other skills and other sciences
d. Creative-art skill.
e. Motivational skills that is the capacity to show various active and positive motive powers both intrinsic and extrinsic.
f. Experience skill, where in this case the experience is very crucial point to develop. The experience is defined as the value of the critical observation result or the selected incident that reconstructed and consolidated.
Life skill relates to employability skill, where there are 3 main skills
a. Basic skill
1) Oral communication skill
2) Reading (understand and able to flow with thought path)
3) Mastering basic accounting
4) Writing skill
b. High level thought skill
1) Problem solving skill
2) Learning skill
3) Innovative and creative thinking skill
4) Decision-making skill
c. Affective character and skill
1) Responsibility
2) Positive attitude to work
3) Honesty, carefulness, industriousness and efficiency
4) Interpersonal connection, cooperation and team work
5) Self confidence and have positive attitude to own self
6) Adjustable and flexible
7) Full of enthusiasm and initiation
8) Discipline and self authority
9) Dress up and nice look
10) Having personal integrity
11) Capable to work sufficiency without any observation of others
Marking studies of life skill are:
a. Having identification process of learning need
b. Having resuscitation process to learn together
c. Having compatible learning process to develop self existence, learning, self-supporting effort and cooperation effort
d. Having dominating process of personal, social, vocational, academic, managerial and entrepreneur competency
e. Having process of giving experience to work right and to yield certifiable product
f. Having interaction process to learn to the expert
g. Having process of assessing competency
h. Having technical adjacent to work or to build cooperation

4. Scope of Life Skill
a. Experience
The experience is the crucial problem that was critical for one’s maturity in undergoing his life profession or his skills. However, while the experience is only interpreted as the “age period of the work” not as the value of productivity (civilization’s culture), then in that case the experience will become the “prison” for one’s maturity power and potential in undergoing his life.
Then, in the context of education, teacher has important role to give the students some experiences. Each educator must control skills to train and lead the pupils to have desire to study and observe the right problem solving.

b. Motivation
The motivation is everything which motivates or drives someone to do something with a certain aim. The motivation is divided into two kinds those are:
1) Physiological drive is the motivation which is come from physiological motives. Such as like, dislike, hungry, etc.
2) Social motives are the motivation which is related with social condition. Such as aesthetics motives, ethics motives, etc.
Or also the motivations are divided into two kinds those are:
1) Intrinsic motive is the motive that comes from her self.
2) Extrinsic motive is the motive that comes out of her self.

c. Orientation and Culture
Education is main capital for modernization. The corrupt and bad education system also produced bad students. For example from the fatal mistake in our education system is memorizing method. A teacher who only teach and ask his pupils to memorize the names of the cities and villages all along the north coast the Javanese Island from Surabaya to Jakarta or vice versa, without teaches the students how to read the map. So as when the change all along this roads happening, the children do not know. Then, it might be better if the teacher teaches them to read the map than memorizing the cities and villages. So as the students are good in reading the map and to be good to search where they are and where they must go.

d. Talent and autonomy in human being's mind
Talent is Gift. The talent is given from God and the talent is accustomed. Allah gives to each of His creature talent. That gift is: self-awareness, creative imagination, conscience, and independent will. Then, human responsible as the recipient of this mandate is to empower the God's four gifts maximally and optimally.
The talent is one’s condition that by education and training enabled someone to achieve the skill and knowledge. Especially in this case, the talent is integrating the predisposing factor and the milieu influence. So, if someone born with the special talent, if he is educated and trained, this talent could be developed and used optimally and vice versa.
The talent is the combination of 3 essential elements that have similar importance in determining one’s talent there are; intelligence, creativity, and responsibility. Intelligence and also its aspects could be measured by psychological test, including the capacity and level of the public's intellect. Aspects of the intellectual capacity in part included logical abstract, verbal capacity, social understanding, numeric capacity, and basic technique. Alfred Bitnet said that intelligence is a most united process that involved consideration, problem solving, and reasoning. Creativity according to Guilford could be considered from aptitude characteristics such as the smoothness, flexibility, and originality, non aptitude characteristics including the temperament and motivation as well as the commitment completed the task
There are nine intelligences that possibly to be owned by someone that is:
1) Logical mathematical
2) Linguistic/Verbal
3) Visual Spatial
4) Musical
5) Bodily-Kinesthetic
6) Interpersonal
7) Intrapersonal
8) Natural
9) Moral/Spiritual

5. Classification of Life Skill
It has two important classifications :
a. Generic Life Skill (GLS), which included:
1) Personal Skill, it is including Self Awareness and Thinking Skill
2) Social Skill, it is including Communication Skill and Collaboration Skill.
a) Self Awareness, included: Realized and thank to God that he has gotten the surplus and the lack. And at the same time, use it for increasing him self as the individual which useful for himself and his environment.
b) Thinking Skill, included:
(1) Information Search
(2) Information process and decision making skill
c) Social Skill, Included:
(1) Communication Skill
(2) Collaboration Skill
b. Specific Life Skill (SLS),that included :
1) Academic Skill, that included Identifying Variables and Describing Relationship among them, Constructing Hypotheses, and Designing and Implementing the research.
2) Vocational Skill which more related to the work field that more needed Motorist skill, it is include Basic Vocational Skill and Occupational Skill. Vocational Skill related to the certain work field that gotten in the community. Basic Vocational Skill included:
a) Carrying out the Basic Movement
b) Using the simple implement
c) Reading the simple picture
d) Obedient, precision, on time, and productive behavior
Basic Vocational is only needed by person who wants to be expert in a certain job according to them. Such as car service for who wants to be expert in automotive skill cut the spice for who wants to be expert in cook science.

The Strategy of Traditional Islamic Boarding School-Based Management Program

Before discussing the implementation of Boarding School-Based Management, the writer tried to quote the idea of Prof. Dr. Azumardi Azra as he expounded, in any case there are three principal function of Boarding-School:
a. Transmission of Islamic knowledge.
b. Maintenance of Islamic knowledge.
c. Reproduction of Ulama’ .
Therefore, boarding school is absolutely as the indigenous educational institution is explicitly demanded to produce the skilled-manpower on accordance with the Islamic precept. And the important thing that boarding school ought to endorse and support the program of SISDIKNAS that ones of its missions are producing the holistic personality (insan kamil) or skilled-manpower with the high quality.
a. The Management of Traditional Islamic Boarding School.
1) The leadership in traditional Islamic boarding-school.
The leadership of traditional Islamic boarding-school tends to Gestalt system, for there are number of unique things which are apperent. For instance, the traditional Islamic boarding-school which embodied the “madradah”, the head master of boarding-school is allowed to execute the authority and make the decision formally as chief of “madrasah”. In the other side, the traditional Islamic boarding school which doesn’t establish the formal school, the duty of head master of boarding-school probably just giving some direction, coordination (deliberation) for implementing the boarding-school’s programs. The technic affairs are given to the directed staff (the manager of boarding-school, teacher, and so on). Commonly, on account of schope of boarding-school is truly quite complex, it’s often occurred that the format of leadership of boarding-school is quite flexibel, it depends on the capacity and capability of Kiai.
Hence, in the compiling the strategy the head master of boarding-school is definitely expected to involve the other sides who has relation with it in order to compile the issue priority which is settled. And be able to be inspirator for the sole purpose of achievement of dynamic learding community. In the context of educational boarding-school, the condusive learning circumstance must be endorsed by the work of Kiai, teacher, students, parents synergically on accordance with their capacity and ability. In this case, the good skill of Kiai is undoubtedly hoped.


2) The decision-taking of traditional Islamic Boarding-school
Generally, the decision-making of educational institution tends to the “rasional-scientific”, but the decision-making of traditional boarding-school is “emotional-subjective”. The head master of traditional Islamic boarding-school would not be in the great hurry particulary in the decision-taking. They don’t just consider some thing logically, but the inner/lustrous is some thing could not be ignored, tawassul to their teachers, they don’t forget to surrender to god and execute the istiharah to Allah almighty. The type of this decision-making is more extremely indicate the culture of Islamic boarding school and it is the inherent model of leadership in traditional boarding-school particularly in our country.
There are multitude affairs in Islamic boarding-school ever from head master, teacher, students, and community. Most heads master of traditional Islamic boarding-school are not accustomed to prepare the meeting agenda systematically, and finally it will need long time to achieve the wanted item, but it’s hampered. Hence, the assistance is expected to note and write down the core result of meeting.


3) The conflict management
The management activity of Islamic boarding-school absolutely will have the conflict potencies which the attention of Kiai is truly needed. For there are many community of Islamic boarding-school consist of head master, students, parent, teacher, enterpreneur and so on who carry the different interest that easily incur some conflict. If the smallest conflict is really neglected it will annoy the program of management of boarding-school especially learning-teaching process.
The effective method to overcome the conflict:
a) Structural approach: the conflict is submitted to upper organization of boarding-school. Therefore, the structure of boarding-school organization must be well-designed untill the individual, group, organization unit have the leader who is in the charge of that all.
b) The group approach, which the more dominant group can lead the conflict-overcoming by preparing the solution which can be easilly received by the whole component of boarding-school.
c) Bargaining among conflict doer, which the conflict is brought over the meeting in order to look for the sharp solution.
d) Changing organizational relationship.
e) Solving problem apporach.
f) Improving the communication among unit.
4) Cadrezation
The weakest side of traditional Islamic boarding school management is function of cadrezation. It’s generally done by imitation method. The selected student of Islamic boarding-school which is considered has ability is deputized in some boarding-school activity which is done by senior student in order to pay attention that. Hopefuly the cadre can absorb the scientific capacity and the whole manners which are done by senior student that is imitated by him. But unfortunately, the reality has proved that the method is very ineffective, the cadre doesn’t qualify it optimally.
The system of traditional cadrezation can’t be ignored ceaslessly without any renewal, if it’s truly occurred the Islamic boarding-school will lose it’s ability to appreciate the society’s demand (the boarding-school with the high quality). The proper thing to do is executing the re-orientation particularly in the cadrization system in boarding-school by implementing the system of modern cadrezation which is endorsed with the reational-scientific apporach by paying attention to the original value of boarding-school.



Moreover, the way of cadrezation are:
a) Selection of potencial cadre as soon as possible.
b) General education and particular one which support the cadre’s needs in order to execute the duty for the future in boarding-school.
c) The gradual evaluation, ever it is concerning the personal academic ability and social.
d) The remedial education particularly for the cadre who perceive the fact of having fallen behind.
e) The volunteer practice, in order to employ/ practice the educated cadre who is expected.
f) The cadre certification, to determine cadre’s qualification.
5) The process of developing of Traditional
Islamic boarding school curriculum
There are two proper processes to be achieved in the developing of boarding-school curriculum, those are the improvement of guidelines of curriculum and instructional improvement. The traditional Islamic boarding-school has been in the profound difficulties concerning these processes, for the planning of curriculum is not systematically prepared, ever its curriculum is based on its Kiai. The curriculum is taken from the place when Kiai studied. The teaching methods are as follow:
1) Bandongan: The method which Motivates the student in order to be more self-reliant: the head master of boarding school tries to read the holy book (kitab kuning and so on), translates and expounds it concisely. In the same time the students try to listen up and imitate the read holy book.
2) Sorogan: Teaching method which is not done by student and kiai their selves, ever surely with another students of boarding school ( together).
Recently, the government gave the trust to traditional Islamic boarding-school and the program of obligatory study of elementary school for nine years. It can be understood that traditional boarding-school ought to execute the school functions, such as implementing the planned education and instruction, the systematization is the important one, also the improvement of curriculum in boarding-school.
6) The financial management of traditional Islamic boarding-school
There are many Islamic boarding-school doesn’t separate the boarding-school properties and individual owned, although it has been known that funding of Islamic boarding-school will definitely appear from individual property, for another sources doesn’t qualify well. It’s wise to say that the separation of Islamic boarding-school properties and individual owned is the important thing to do in order to make the good management, because the transparancy will be absolutely known over this way. The individual properties that is involved in the managing of boarding-school ought to be done in the form of hibah, infaq, another constribution these are managed with another sources orderly.
In this case the writer tried to quote the opinion of Dr. A. Malik Fajar, M.Sc. pertaining to the system of boarding school commonly.
1) From the leadership aspect boarding school is still extremely in the model of centralistic leadership and the hierarchy which is centered in one Kiai, the pedigree of boarding school truly has the unique history, it’s usually on effort of Kiai him self. Hence, in the advancement of boarding school later the figure of Kiai absolutely influence it ever he is as the determiner one (centralistic), this model will surely incur the authorized management, the renewal is difficult thing as it depend on the characteristic of Kiai. Some thing to be noticed that this model is not quite prospective for the continuity of boarding school in the future, as there are many well-known boarding schools finally just so-so disappeared for the Kiai passed away.
2) The disadvantage in the aspect of methodology, it was commonplace to be known that boarding school has the overwhelming tradition surely in the transmission of classic knowledge. However, because there is lack of improvement of methodology, the process of transmission just affords the scientific accumulation. Muhammah Tholhah Hasan, the muslim intelligence of Nahdlotul Ulama’ (NU) ever he criticized, that the teaching tradition as mentioned above will truly cause the weakness of creativity.
3) Occurring the disorientation, its mean, the boarding school loses an ability to define and reposition it’s self particularly in the social reality that massive change always definitely occurs. In this context of change, boarding school perceives the dilemmatic problem either to maintain it’s self or to adopt and absorb the new culture which come from out of boarding school because of needs. However, boarding school is certainly demanded to perform reorientation toward role of education, religion, and social.
Although its development is accordance with the process of Islamization, and also it’s exactly as the Islamic symbol, Islamic boarding school basically as the original product of Indonesian culture. And after embodiment of analysis pertaining to the boarding school for 3 decades, boarding school really flourished either in villages or in cities. The data of DEPAG (department of religious) from year 1977 up to 1997 proved that advance of boarding school’s amount: 224% and advance of student’s amount: 261%.
If we try to inquiry the transmission of knowledge in the circle of Islamic boarding school, commonly knowledge cultivation is the stressed thing than the advancing of knowledge, for this reality has the interrelation with the 2 main function of boarding school: transmission of knowledge and maintenance of Islamic tradition. And nevertheless, students of boarding school don’t obtain yet the social recognition if they just study in a boarding school in their region, they ought to go to another region to look for science till enable to occur the scholar exchange.



b. The weakness of Traditional Islamic
Boarding-school Management
1) Boarding-school is indigenous Islamic institution which was emanated from the style of sufism (Islamic mysticism), whether its shortcome is making the Sufi master as the pattern, till in the commonsense it seems quite dirty, careless and lack of attention to worldly needs.
2) Moreover, the teaching method of boarding-school commonly are Sorogan and Wetonan, we can definitely obtain its shortage, lack of ability in the logical reasoning, for the doctrine is merely memorizing some thing, and there are many students who don't conceive and comprehend well the lesson they memorized.
3) And the most instructed books in the boarding-school generally are yellow book (kitab kuning), the shortage is alien from the contemporary problem occured in the society, as the subject just rests on the one sources. And besides that it will truly need the long time, till students loss the precious occasion to learn another scientific book which it currently flourished.
4) Some thing concerning the means, it was commonplace that boarding-school has no sufficient means in order to facilitate the teaching-learning activity. It's also an apperent weakness.
5) The boarding-school commonly belongs to the individual, family and certain group, the shortage is undoubtedly more dominant, for it will incur the authority leadership, the transparacy is definitely not cared, the revival is not easily accepted save there is the owner's consicousness and it's exclusive looked.
6) Some thing pertaining to the advancement, Traditional Islamic boarding-school has flourished over the country, unfortunetly not all Traditional Islamic boarding-school has the similar quality in educating its student.
7) The religious tradition of Traditional Islamic boarding-school is quite powerful, but the fanatism toward certain opinion without caring to the another school of thought is become a shortage, if there are Fiqh affairs the quarrel will truly occured, one blames another.
c. The Obstacles of Traditional Islamic
Boarding-School Management
1) The transformative leadership has apparently proven the success in every institution. Unfortunately, the Traditional Islamic boarding-school is generally in the centralistic leadership which it only relies on the dignity. Most Traditional Islamic boarding-school has the mono-management and mono-administration, there is no delegation of authority to the unit of work in some organization.
2) The Traditional Islamic boarding- school is belonging to the individual it's not utterly comnunal owned. The authority of head master of boarding-school (Kiai) is quite overwhelming and undisturbed. The factor of heredity is also very powerful till the Kiai can trust his leadership to his beloved son and there is no component of boarding-school protests.
3) The model of curriculum tends to adapt the curriculum of Traditional Islamic boarding-school where Kiai acquired science and it's treated rigidly.
4) The unwillingness of Kiai to adopt the innovative and reformative opinion and thought, for he is worry loss favor of science obtained from his teacher.
d. The Management of Modern Islamic Boarding-School (Gontor)
The management of Gontor Modern Islamic Boarding-School truly has the similarity with the School-Based Management (definitely in the context of system), there are human framework, curriculum framework, resources framework, accountability framework, and stake holders are really involved in its implementation. And Gontor undoubedly has the transformational model of leadership that will be intelligibly clarified:
1) The head master of boarding school is a manager, he is as the planning-maker in the institution, also as the coordinator of activities, distributor of duties, motivator of teachers and staffs, and the most important thing is as the guider , manager and director.
2) The head master of boarding school is also as the controller of curriculum, personnel, students, financial, means, facility, and general administration.
3) The head master of boarding school is as leader who motivates, guides, direct, moves and convinces the whole followers.
4) The head master of boarding school is also as the supervisor, he ought to be perceptive in every direction, in the cases of supervising, evaluating, and analyzing and be able to give some solution.
5) The head master of boarding school is as innovator, he is truly expected to move for the sole purpose of advancement and development.
6) The head master of Islamic boarding school is as motivator, he is able to reach out the valuable income for the teachers, staffs, and manager of institutional units, students, society, ever government.
7) The head master of Islamic boarding school is as evaluator, he is able to control many activities, and either it’s executed by individual or group.
Hence, to implement and manage these all are very difficult save kiai who has qualification follow, and he is certainly expected one in making boarding school program successful:
1) Sincerity
2) Hard worker.
3) Having wide and matured perception (thought perception and scientific perception)
4) Having the good mentality and high bravery.
5) Be able to act firmly on accordance with sunnah and discipline of boarding school.
6) Having the high idealism, not mere the pragmatism.
7) To be visionary.
8) Always be initiative-taker.
9) Be able to make and utilize the network.
10) Can be trusted as can do.
11) Honest and transparent.
1) The Institutional Aspect.
The institutional aspect and organization of Gontor establish the new system by trusting/giving boarding school to whole Muslim at year 1958 which was represented by an institutional named by Waqf Board (Badan Wakaf). This institution was trusted to 15 alumni who really conceive and understand well pertaining to the principal value and the main lines of boarding school direction. And these institutions are: Waqf Board (Badan Wakaf), Islamic Teaching Training College (KMI), Darussalam Institute of Islamic Studies (ISID), Guidance and Counseling Department, The Family Association of Darussalam Gontor (IKPM), The Foundation for Maintenance and Waqf Enlargement (YPPWPM), The Construction of Pondok, The Cooperation of Boarding School, BKSM.
2) Management Aspect.
The management aspect there are many peoples say that one of boarding school weakness is management aspect. The management of traditional Islamic boarding school is commonly exclusive, centralistic, familial relationship. Gontor Modern Islamic boarding school tries to overcome the inherent shortage by implementing the different management as done in another one generally. The management of Gontor is truly executed by regarding to the principal of transparency, accountability, and togetherness. The principal of transparency serves as basis for the whole management of education activity and the instruction in boarding school, for instance, a transparency in planning and implementing some programs and also a transparency in implementing the financial management.
We can stare at the financial transparency in Gontor Modern Islamic Boarding School. The head master of Islamic boarding school doesn’t only deliver the financial report, the program implementation, also some wisdom to the Waqf Board (Badan Wakaf) ever he ought to deliver some report to entire students of boarding school frankly.
3) Curriculum Aspect
The curriculum of Gontor Modern Islamic Boarding School always be observed and renewed in every time by considering at the advancement and changes occurred out of boarding school also refer to the principal:
“Al-mukhafadatu ala alqodim assolih wal akhzu bil jadiidil ashlah”. The change is rapidly done particularly if it’s pertaining to the general curriculum, however, if it’s concerning the religious curriculum it will be carefully done. The renewal of curriculum is done by integrating both of them till the instruction of general science (kauniyah) is not apart from the religious value, and the contrariwise, the instruction of religious sciences are improved on accordance with the development of general science.
Moreover, the academicals curriculum implemented in ITTC/KMI is divided into various programs of study as follow:
a) Arabic language which comprises: al-Imla’, Thamrin al-Lughah, al-Muthala’ah, Nahwu, al-sharf, al-Balaghah, Tarih al-Adab, and al-Khat al-Arabi.
b) Dirasah islamiyyah which contains: al-Qur’an, al-Tajwid, al-Tauhid, al-Tafsir, al-Hadits, Musthalah al-Hadits, al-fiqh, Ushul al-Fiqh, al-Faraidl, al-Din al-Islami, Muqaranant al-Adyan, Tarikh al-Islam, al-Mantiq, and translation (al-Tarjamah).
c) The education science which consists of: al-Tarbiyah wa al-Ta’lim, it’s delivered by Arabic language, and Psychology of education which is delivered by Indonesia language.
d) English language which is comprises: Reading and Comprehension, Grammar, Composition, and Dictation. The whole subjects are delivered by English language.
e) Exact science which comprises: Arithmetic and Mathematics
f) The Realm sciences which consists of: Physics and Biology
g) The Historical science which comprises: National and International history, Geography, Sociology, and General Psychology.
h) Indonesian sciences which consists of Indonesia language, State structure, the mark “e” up to “h” are delivered by Indonesian language.
If we stare at the curriculum instructed in Gontor we will definitely remember some thing remarked by Syed Naquib Al-Attas pertaining to the aim of education for the Muslims,
“The aim of Muslim education is the creation of the “good and righteous man” who worships Allah in the true sense of the term, builds up the structure of his earthly life according to the Islamic low and employs it to subserve his fait”.

Also about the knowledge we learn, he explicitly expounded that, “The source of knowledge, according to the Islamic concept, fall into two categories:
a) Devine revelation where Allah teaches that man cannot, by him self, be rightly guided to the divine truth and that life cannot be regulated in the proper manner in the absence of stable and unchangeable injunctions inspired by Allah, the wise and the all-knowing whose knowledge encompasses all.
b) The human intellect and its tools which are constant interaction with the physical universe on the levels of observation, contemplation, experimentation and application. Man s free to do as he pleases subject to the condition that he remains fully committed to the Qur’an and the Islamic low.
Therefore, the curriculum of education in boarding school surely contains the various activities in all aspect that become unity of curriculum which certainly can’t be separated. It manages the life of students for the sole purpose of achieving the aim of education and instruction wanted. And it’s wise to say, “The totality of activities which has the value of education in various aspects till what are seen, heard, felt, experienced by students are education”.
4) Aspect of Methodology
Methodology is the crucial thing in an education. If there are curriculums neatly codified but the methods of teaching are disorder, it will never achieve the wanted aim. And the soul of teacher is also absolutely become determinant factor in this case, for it was obvious that teacher who has high idealism and who is just pragmatism will surely produce the different outputs. In view of the duties of teachers is neither merely transferring knowledge nor transmitting one, ever it’s more than that, the teachers ought to transform student’s personality and mental attitude, when matters above are achieved, the ideal education undoubtedly will occurred.
The methodology aspects which are practiced in Gontor consists of the good model (example), conditioning, directing, giving an assignment, awareness, and instruction. That all truly describes that either step of leadership management or organizing of boarding school involve stakeholder, (student boarding school, parents, teachers, the functionaries of boarding school, head master of boarding school and his families), the approved things is not merely level of Kiai’s wisdom but a good model (example) is verily significant to be imitated.
It was apparent that Management in Gontor is truly qualified, if there is question, “how great the role of boarding school in endorsing the System of National Education (SISDIKNAS)?”. Let’s stare at the constitution number 2 at the year 1989 pertaining to the System of National Education (SISDIKNAS). First, education in conscious attempt and it’s planned, second, as an implementation of circle of study and learning process till the student can actively improve their personalities (cognitive, affective, psychomotor). Third, learning process which is available on certain stripe, level, and kinds of certain education. Fourth, the devotion of educated-manpower based on religion, social, culture, aspiration, potencies of society, as an implementation of aim of education it’s self from the society, by them, and for them.
The general certainty of education is in fact summarized in the standard of national education which consists of contents of education/ instruction, process, manpower of education, means and equipment, management, feeing, and evaluation of education that ought to be continually executed. But unfortunately, the government just endorses and accredits the boarding school in this recent days, the government pays attention to the boarding school for their self-reliance, and produced the success outputs on accordance with the aim of System of National Education (Sisdiknas). Some of education activists desperately complain for this occurrence.
The essence of autonomy of education is a trust given to the societies in order to manage some education and they are directly involved, such as, leader, teachers, students, and parents. They will surely know more concerning the needs and the real ability of student and the real needs of school. The aspect of management which becomes a target of autonomy comprises the education and instruction, financing, means and equipment, and human resources.
e. The Advantages of Modern Islamic Boarding-School Management
The managment of Modern Islamic Boarding-School is more effective particularly in producing the output with high quality, if its implementation is truly qualified (there are human framework, curriculum framework, resources framework, and accountability framework) and on account of Boarding School-Based Management has the same framework with the School-Based Management, it will definitely has indifferent excellences with School-Based Management.
There are some quotation form Edmon. Umaidi as they argued that the character of this management are:
1) Circle of boarding school will be save and order,
2) Boarding school possesses visions and target that will be achieved,
3) Boarding school has the strong leadership,
4) There is high expectation from boarding school personnel (head master, teacher, and another one includes students in order to have the good achievement,
5) There is developing of boarding school staffs incessantly on accordance with the demand of science, knowledge and technology (IPTEK),
6) There is some evaluation which is done ceaselessly particularly pertaining to the aspect of academic and administrative, and utilizing it’s result for enhancing the quality,
7) There is communication and intensive support from the society.