RECENT INDONESIA’S NATIONAL EDUCATION SYSTEM

1. Prepared By M. Yahya Ahmad CEDAP, PHILIPPINE CHRISTIAN UNIVERSITY RECENT INDONESIA’S NATIONAL EDUCATION SYSTEM M. Yahya Ahmad

2. INDONESIA in the World Map M. Yahya Ahmad

3. Indonesia comprices of : 1,9 million km2 of areas; 17.508 islands, 237 million population; 1,128 ethnics distributed in 33 provinces, 430 districts, and it poseses around 193,000 schools and more than 3,000 universities. M. Yahya Ahmad

4. National Way of Life: PANCASILA • Belief in the Supreme God; • Just and civilized humanity; • The unity of Indonesia; • Democracy guided by the inner wisdom in the unanimity arising out of deliberations among representatives; • Social justice for the whole people of Indonesia M. Yahya Ahmad

5. Indonesia’s Legal Products Legal products are arranged in an hierarchy of authority as follows: • The 1945 Constitution: including its amendments passed by the People’s Consultative Assembly (Majelis Permusyawaratan Rakyat/MPR) • Laws: which passed by the Parliament (Undang-undang/UU) • Government Regulations: issued by the President (PeraturanPemerintah/PP) • Executive Orders: issued by the President • Presidential Regulations (Peraturan Presiden/Perpres) • Presidential Instructions (InstruksiPresiden/Inpres) • Presidential Decisions (SuratKeputusanPresiden/SK Presiden) • Ministerial Regulations dan Miniterial Decision • Regional Regulations passed by the Regional Legislature • Executive Ordersissued by the Head of Region3 M. Yahya Ahmad

6. The Philosophy of Education • Education is defined as a systematic process to humanize learner holistically, namely with high moral standards. • The human dimension includes: • Affective side, which manifested in strong faith and piety ethics-aesthetics, and fine moral characters an behaviors • Cognitive capacity as reflected in sophisticated thingking capacities and superior intelectualisme capable of acquiring and developing knowledge and mastering technology • Psychomotor abilities as reflected in sophisticated technical skill and practical intelligence • Education ensure optimal development of the three most fundamental trait mentioned above, ant it is also a strategic locus for promoting the development of every learner’s potentials. M. Yahya Ahmad

7. Indonesian Educational System • History: the national education system was based on laws as follows • Laws No. 4 /1950 • Law No. 12 /1954 • Low No. 22 /1961 • Law No. 2 /1989 • Law No. 20 / 2003 M. Yahya Ahmad

8. The logo of Ministry of education and culture M. Yahya Ahmad

9. The Philosophy of “tut wuri handayani” • Based on Minister Decision No. 0398/H/1977, on September 7, 1977, the motto of Taman Siswa School teacher were adopted as a symbol of Ministry of Education and Culture: • Ing Ngarso Sung Tulodo (if teacher in the forefront site: he/she set and be a good example) • Ing Madya Mangun Karso (if teacher is in the midst of students: he/she should develop initiatives and willingness to live) • Tut Wuri Handayani (from behind, teacher should encourage independence and guide the students) M. Yahya Ahmad

10. Stages of National Education Development Internal Focus External Focus VISSION 2014 : “The implementation of the National Education to Bring Indonesian Learners into being Comprehensively Smart and Competitive “ MISI 2010-2014 : M1. To Improve the Availability of Educational Services M2. To Increase the Affordability of Educational Services M3. To Improve the Quality and Relavancy of Educational Services M4. To Increase the Equality in obtaining Eduational Services M5. To increase the Certaintay/Assuredness in obtaining Educational Services M. Yahya Ahmad

11. Constitutional basis : Preamble of the 1945 Constitution • The Government of the Republic of Indonesia protects all her citizens and territorial integrity and promote public welfare, enhance the intellectual life of the whole nation, and take part in world peace keeping, based on independence, enduring peacefulness, and social justice. M. Yahya Ahmad

12. Constitutional Basis:The 1945 Constitution • Article 31, Section (1): ....... each and every citizen shall have the fundamental right to education ....... the Law creates a legal framework for the major educational goal, policies and plans. • The Government organize and run one national education system, based on legal framework, strengthen the people’s faith and piety to God the Almighty and their moral character as a means for enhancing the intellectual capacity of the nation. M. Yahya Ahmad

13. NATIONAL EDUCATION SYSTEM:Law No. 20/2003 • National education means education based on Pancasila and the 1945 Constitution, and is rooted in the religious values, national cultures of Indonesia, and one that is responsive to the needs of the ever-changing era. • National education system means the overall components of education, which are interrelated in an integrated way in the pursuit of national education objectives. M. Yahya Ahmad

14. NATIONAL EDUCATION SYSTEM:Law No. 20/2003 • A national education system should ensure equal opportunity, improvement of quality and relevance and efficiency in management to meet various challenges in the changing of local, national and global lives; therefore it requires a well-planned, well-directed, and sustainable education reform. M. Yahya Ahmad

15. NATIONAL EDUCATION SYSTEM:Law No. 20/2003 • The National Education functions: • to develop the capability, character, and civilization • enhancing its intellectual capacity, • Goals: to develop learners’potentials • human values • faithful and pious to one and only God; • posses morals and noble character; • healthy, knowledgeable, competent, creative, independent; • democratic and responsible. M. Yahya Ahmad

16. PRINCIPLES OF EDUCATION PROVISION Education is conducted : • democratically, equally and non-discriminatorily based on human rights, religious values, cultural values, and national pluralism. • systemic unit with an open system and multi-meanings. • asa life-long process of inculcating cultural values and for the empowerment of learners. • based on the principles of modeling,motivation and creativity in the process of learning. • developing culture for reading and writing and, arithmetic, for all members of the community. • empowering all components of the community including implementation of quality control of the education services. M. Yahya Ahmad

17. Expectation of Education System • The Indonesia’s education system carries a heavy burden of social and politicalexpectations, that can be achieve through education, those are: • to promote national life to become smarter, • Achieving national missions: • Goodin characters, • Good in moral properties, • Good in ethical attitudes, • Become civilized society; • Have the ability to compete globally; and • Pursuing democratic society M. Yahya Ahmad

18. Main Characteristics: • Public-Private partnerships at all levels. • Public educationalservices are under the authority of the Ministry of National Education and itsbranch offices atprovinces, districts and sub-districts level. • The private, or non-governmental, sector is dominated byIslamic institutions M. Yahya Ahmad

19. Main Characteristics: • There are two central ministries that haveresponsibility for supervising education provision which integrate all schools into a singlenational system: • TheMinistry of Education and Culture (MOEC) and • The Ministry of Religious Affairs (MORA). M. Yahya Ahmad

20. Main Characteristics: • The law recognizes both formal education, non-formal education;and informal education • Formal education: structuredand divided into levels consisting of basic, secondary, and tertiary education; • Formal basic and secondary education: are managed Director General for Management of Basic and Secondary Education within MOEC. • Non-formal and informal programs aremanaged by Directorate General Nonformal and Informal Education (under the MOEC) M. Yahya Ahmad

21. Main Characteristics: • The formal education system consists of three levels: • Basic Education (elementary 6 years, ages 7 to 12) and junior secondary 3 years, ages 13 to 15 • Secondary Education (3 years, ages 16 to 18) • Tertiary Education (3- and 4-year programs at the undergraduate level; post graduateprograms at the masters and doctorate levels). M. Yahya Ahmad

22. Main Characteristics: • Private schools—both MOEC and MORA—are owned and operated by legalbodies called “foundations” (yayasan), which may be responsible for single ormultiple schools and may operate in limited geographical areas or nationally. • Religious organizations may establish foundations to operate private schools: • Moslem , Christian, Hindu, and Buddhist religious organizations M. Yahya Ahmad

23. Allocation of Responsibility Responsibility for various aspects of educational services is distributed throughout this complex system: • provision of formal educational services is the responsibility of the school and thecommunity (school-based management, mandated by the National Education System law); • management of the provision of educational services in MOEC schools is theresponsibility of the district government, directly for MONE government schools,and indirectly through licensing and regulation,for MOEC private schools; thisresponsibility is exercised through the District Education Service • management of the provision of educational services in MORA schools is theresponsibility of the vertical hierarchy of MORA in the regions, directly forMORA government schools and indirectly for MORA private schools; and • establishing education policy and standards is the responsibility of the centralgovernment; in addition to the national agencies both MONE and MORA have offices to carry out this responsibility. M. Yahya Ahmad

24. Allocation of Responsibility • Responsibility for delivery of public primary and public secondary education in Indonesia is sharedbetween centre, province, district and sub-district, with a critical role vested in district governments. • Policy, strategy and standard setting are concentrated at the centre; • The 33 provinces are responsiblefor planning and quality assurance; • The 430 districts manage the resources and delivery of education. M. Yahya Ahmad

25. The Educational Levels • Early Childhood Education • Basic Education • Secondary Education • Higher education • Non-Formal Education • Informal Education • Special Education (for Handicapped and invalid pupils) M. Yahya Ahmad

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27. Early Childhood Education • ECE (PAUD= Pendidikan Anak Usia Dini) is to ensure that all children aged 0 to 6 years have opportunity to grow and develop optimally based on their potential according to respective developmental level or age • Formal: Kindergarten, Raudhatul Athfal • Nor Formal: Play Group, Day Care Center M. Yahya Ahmad

28. Basic Education(Nine-Year Compulsory Basic Education) • To Ensure equity and expansion of access to quality affordable basic education services • Basic education is general education with a duration of 9 years comprises of: • 6 years in Primary (Elementary) School • 3 years in Lower Secondary School • Elementary School, and Madrasah Ibtidaiyah • Junior High School, and Madrasah Tsanawiyah M. Yahya Ahmad

29. Secondary Education • Senior High Schools, and Madrasah Aliyah, • Classified into three Program of Studes: Science, Social Science, and Language Studies • Vocational Secondary Schools, • Classified into main Skill Programs : Technical skill, Agriculture Skill, Nautical Skill, Business Skill, Tourism & Cullinary Skill M. Yahya Ahmad

30. Tertiary (Higher) Education • Higher education is a level of education after secondary education consisting of diploma degree, bachelor degree (sarjana), master degree, specialized postgraduate programmes, and doctorate degree imparted by a higher education institution. • Higher education isntitutions can take the form of • academy, • polytechnic, • college for specialization (sekolah tinggi), • institute, or • university. M. Yahya Ahmad

31. Non-formal Education • Non-formal education is aimed at developing learners' potentials with emphasis on the acquisition of knowledge and functional skills and developing personality and professional attitudes. • Non-formal education comprises • life-skills education, • youth education, • women empowerment education, • literacy education, • vocational training and internship, • equivalency programme, and • other kinds of education aimed at developing learners' ability. M. Yahya Ahmad

32. InformalEducation • Informal education can be in the form of self-learning, provided by families and surroundings. • The outcomes of informal education shall be recognized as being equal to the outcomes of formal education and non-formal education after passing successfully in an assessment according to national education standards. M. Yahya Ahmad

33. Special Education and Education with Special Services • Special education is provided for leaners who have difficulties in gaining the learning process because of physical, emotional, mental, and social deficiencies, and also for those with proven intelligence and especially gifted. • Education with special services is provided for learners in the remote and lessdeveloped areas, isolated areas, and/or for learners who are victims of natural disasters, suffer from social deficiencies, and those who are economically disadvantaged. M. Yahya Ahmad

34. THE CURRICULUM • Curriculum is a set of plans and arrangements concerning the purpose, content, and teaching materials and methods used to guide the implementation of learning activities to achieve specific educational goals. • Curriculum development is done by reference to national standards of education to achieve national education goals. • Curriculum at all levels and types of education developed by the principle of diversification according to the educational unit, the potential of the area, and learners. • Development of a diversified curriculum is intended to allow adjustment of educational programs in the educational unit with conditions and peculiarities potential that exists in the area M. Yahya Ahmad

35. THE CURRICULUM • Curriculum prepared in accordance with the level of education within the framework of the Unitary State of Republic of Indonesia with respect to: • an increase of faith and piety; • increasing noble character; • improvement potential, intelligence, and interests of learners; • local potential and environmental diversity; • demands of regional and national development; • demands of the workplace; • developments in science, technology, and art; • religion; • dynamics of global development, and • national unity and national values​​. M. Yahya Ahmad

36. THE CURRICULUM • The basic framework and structure ofcurriculum in primary and secondary education are set by the Government. • The Curriculum of Primary and SecondaryEducationare developed by any group or committee of the education unit and school/madrasah • The curriculum development is under the coordination and supervised by : • MOEC branch office and MORA branch office in each District or City’s for BasicEducationlevels • MOEC branch office and MORA branch office in each Provincial Region SecondaryEducation level. M. Yahya Ahmad

37. CURRICULUM CONTENT FOR BASIC AND SECONDARY EDUCATION • Religious education; • Civic education; • National dan foreign languages; • Mathematics; • Natural sciences; • Social sciences; • Art and culture; • Physical education and sport; • Skills/vocational, and • Local content. M. Yahya Ahmad

38. THE SCHOOL COMMITTEE AND BOARD OF EDUCATION • School/madrasah Committee is an independent institution consisting of parents/guardians of students, school community, and community leaders who care about education. • Society plays aninportant roles in improving the quality of educational services which include planning, monitoring, and evaluation of educational programs through school/madrasah committees and school board. M. Yahya Ahmad

39. THE SCHOOL COMMITTEE AND BOARD OF EDUCATION • Board of Education as an independent institution established and was instrumental in improving the quality of educational services by giving consideration, direction and support personnel, facilities and infrastructure, as well as supervision of education at the national, provincial, and district/city that has no hierarchical relationship. • Committee of the school / madrasah, as an independent agency, was formed and was instrumental in improving the quality of service by giving consideration, direction and support personnel, facilities and infrastructure, education and supervision at the level of the educational unit M. Yahya Ahmad

40. NATIONAL EDUCATION STANDARDS (NES):Function and objectives • NES serves as the basis for planning, implementing, and monitoring of education in order to realize the quality of national education • NES aims at ensuring the quality of national education in the context of the intellectual life of the nation and formed character and civilization of the nation's dignity • NES should be improved in such a planned manner, directed, and sustained in accordance with the changes of demands in local, national, and global settings. M. Yahya Ahmad

41. Institutions Concerning in Education Quality • Badan Nasional Standarisasi Pendidikan (Board of National Educational Standards) in National Level • Badan Standarisasi Nasional Indonesia (National Standarization Agenc) • Badan Penjaminan Mutu Pendidik dan Tenaga Kependidikan (Board of Quality Assurance forTeachers and Educational Personnel) • Lembaga Penjaminan Mutu Pendidikan (Agencies for Quality Assurance): 39 unit each in Provincial Level • Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan (Center for Development and Empowerment for Teachers and Educational Personnel): 9 units • Badan Akreditasi Nasional (Board of National Accreditation): • BAN PT (Board of National Education for Higher Education) • BAN SM (Board of National Education for School and Madrasah) M. Yahya Ahmad

42. Eight Standards of National Education • Competency Standards for Graduates • Standards of Content • Standards of Process • Standards of Educator and Educational Personnel • Standards of Facility and Infrastructure • Standards of Management • Standards of Education Financing • Standards od Education Assessment M. Yahya Ahmad

43. Competency Standards for Graduates • Competency Standards for Graduatesfor elementary and secondary education units are used as guidance in determining the assessment of students graduation. • Competency Standards for Graduatescomprise of a minimum competency standard unit of primary and secondary education, standard of minimum competency group of subjects, and minimum competency standards of subjects M. Yahya Ahmad

44. Standards of Content • Standards of Content consists of a minimum of material scope and the level of minimal competence to achieve minimum competency on the level and type of education. • Standards of content includes the basic framework and structure of the curriculum, the burden of learning, level of the education curriculum, and educational calendar M. Yahya Ahmad

45. Standards of Process • The learning process in educational units are organized in an interactive, inspiring, exciting, challenging, motivating learners to actively participate and provide enough space for innovation, creativity, and independence in accordance with the talents, interests, and physical and psychological development of learners. In addition, in the learning process, educators provide exemplary manner. M. Yahya Ahmad

46. Standards of Educator and Educational Personnel • Educators must have academic qualifications and competence as an agent of learning, physically and mentally healthy, and have the ability to realize the goal of national education • Academic qualifications mentioned above is the minimum education level to be met by an educator as evidenced by a diploma and/or certificates of expertise. M. Yahya Ahmad

47. Standards of Educator and Educational Personnel • Educators include teachers at early chidhood education, (TK/RA), elementary education (SD/MI), Secondary education ((SMP/MTs, SMA/MA), special education (SDLB/SMPLB/SMALB, SMK/MAK), educational units Package A, Package B and Package C, and educators at institutions and training courses • Education personnel include the principal of school/ madrasah, the education unit supervisors, administrative personnel, library staff, laboratory staff, technicians, managers study groups, civil learning, and personnel hygiene M. Yahya Ahmad

48. Standards of Educator and Educational Personnel • Competence as an agent of learning in primary and secondary education and early childhood education include: • Pedagogic Competence; • Competence of personality; • Professional Competence; and • Social competence. M. Yahya Ahmad

49. Standards of Facility and Infrastructure • Each educational unitshall have facilities of education which includes furniture, educational equipment, educational media, books and other learning resources, consumables, and other equipment needed to support the learning process is orderly and sustainable • Each educational unit shall have infrastructures which include land, classroom, boardroom of educational unit, space for educator, administrative space, library space, laboratory space, workshop space, the space unit of production, canteen space, power installations and services, places of exercise, places of worship, a playground, a place to create, and space / place as needed to support the learning process is orderly and sustainable. M. Yahya Ahmad

50. Standards of Management • Standard management consists of 3 (three) parts, namely the management of the educational unit standard, the standard management by local government and management standards by the Government M. Yahya Ahmad