Friday, March 16, 2012

The core problem of education in Indonesia: Education Article


The core problem of education in Indonesia

The core problem of education in Indonesia
Indonesia rocked by public education problems when the Act was enacted the National Education System. Have long education is a very disturbing development problems of the nation.

At least ten years ago had a lot of parents are not sure of the quality of education obtained by their children. Too long for teachers and educators can not be well satisfied that they earn. Education experts have long argued about the need for education renovation. In fact, some say, the national education as complicated a difficult ball to benefit the nation and state.


There can be no school system is running fine without the presence of sufficient quality teachers, whether intellectual, teacher training techniques, mental, and physical. That requires a corps of teachers who obtain quality teacher education, given adequate levels of welfare and social status even in the honorable social status of other professions. And there is no national education system is good without quality school system. But it all requires money.

A good system of national education should be able to provide quality education for education aimed at transferring the values ​​and skills to others, the poor education may not achieve that goal. Therefore, by definition, must always be quality education. The nation will feel the result is severe and negative in all aspects of life in an inferior education, such as Indonesia has experienced the nation.

WITH the growing human being, also develops science and technology in all fields. Education requires that all steps to adjust if you want to remain relevant. It makes education more expensive, a fact which is often not realized by many people. On the other hand the development of mankind encourage more people to get ahead and not behind. And they all need a good education.

As a result, both the quantity and quality factors of education can not be ignored. Quality education should be organized and fairly uniform for all the people who are interested. Thus, education is expensive, because they have to achieve quality, become more expensive because it must also serve the quantity.

If the nation is prosperous, the majority of people earn enough. In such circumstances, the public can play a major role in providing education. While the state or the government only acts as a public policy makers and regulators.

However, if classified as developing nations, rich people are limited in number. In such conditions is not possible primary role of education in the hands of the public. If you do, just a rich kid who gets a quality education, while the majority of the nation's children not in school or have to settle for less quality education. Private education institutions charging itself with the implementation of appropriate and quality education is expensive, so only the rich kids who can enjoy it.

In the long run, it will harm the nation. There will be a polarization between the rich a little with a lot of the poor. Therefore, in developing countries should have the role of the state or a strong government to ensure quality education, fair equitable. Governments should also undertake all primary and secondary education without people having to pay.

We see the developed countries, Germany and Sweden, where the government plays a key role in organizing the school system, from primary to higher education. Thus, all educational issues, such as teacher quality, quality, and quantity, may not satisfactorily answered during the educational problem is not solved.

INTI education issues, first, is the nation's leadership, national and local levels, who realize that education is a major investment of a nation. Without a good education, the future of the nation are damned. This is what we are experiencing due to the past.

Second, in addition to be aware of the meaning of education as a major investment, the nation's leadership also pursue in earnest all the factors that support the availability of good education, especially the availability of sufficient funds to invest in education. The leaders of nations must strive to meet the fund requirements for the implementation of quality education, fair equitable. With the funds, the welfare of teachers and other educators can be guaranteed according to social status is required. Also the implementation of a quality education for all children of the nation can be done well.

Malaysia since the early days of independence has been set at least 20 percent of the state budget for education, but that figure is less meaningful if the budget is limited. Therefore, there should be an increase in national production that allows the state to create a large revenue. No wonder education in Malaysia is now much more advanced than Indonesia although Malaysia had to borrow a teacher and lecturer Indonesia.

Indonesia has never really address the core problems of education. That is why, the quality of education continues to decline. About 20 years ago, maybe we can still rely on the remnants of the quality education the Dutch colonial period, but not evenly. Now we are faced with educational outcomes Order and the Order of Soeharto Soekarno which are both less interest in education.

Bung Karno with its revolutionary elan think people will be educated through mass political movements. Even Bung Karno always mocking the intellectuals who considered only the textbook thinking. That attitude is actually signifies a lack of school education. As a result, how backward education during the Order of Bung Karno.

Soeharto in his speech acknowledged the importance of education. However, his actions did not indicate awareness of the importance of education as the nation's major investment. The proof, when Indonesia gained great profit (windfall profits) of oil late 1970s, the government did not gain that much invested in education. Neither Suharto nor the economists in government tend to think of education as a commodity to a lower priority than the construction of a road or dam water, not as a primary investment the nation.

Inadvertence that resulted in decreasing the quality of education. Conversely, people who want more and more education. To that end, the Suharto regime set of nine-year compulsory education, but without adequate financial support so as to produce inferior education.

SO, if now we see the conflict between the students and university leaders BHMN, then it can only be said they have a point. Students want quality education for the children of rich and poor, university leaders know it, but it requires huge funds. During the government could not support it, the conflict will not be completed satisfactorily.

Therefore, let us try the nation's leadership is aware of the significance of education as the nation's major investment and is able to create revenue so as to effectively support the implementation of a quality school system and fairly evenly. This applies to national leadership, but also provide regional leadership since the autonomy of the local authority.
The core problem of education in Indonesia

The core problem of education in Indonesia

The core problem of education in Indonesia

The core problem of education in Indonesia

The core problem of education in Indonesia

The core problem of education in Indonesia


The core problem of education in Indonesia
The core problem of education in Indonesia
The core problem of education in Indonesia: Education Article

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