Prepared By M. Yahya Ahmad CEDAP, PHILIPPINE CHRISTIAN UNIVERSITY M. Yahya Ahmad.

M. Yahya Ahmad

RECENT INDONESIA’S NATIONAL EDUCATION

SYSTEM

Prepared By

M. Yahya Ahmad

CEDAP, PHILIPPINE CHRISTIAN UNIVERSITY

M. Yahya Ahmad

INDONESIA in the World Map

M. Yahya Ahmad

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

NATIONAL WAY OF LIFE: PANCASILA

1. Belief in the Supreme God; 2. Just and civilized humanity; 3. The unity of Indonesia; 4. Democracy guided by the inner

wisdom in the unanimity arising out of deliberations among representatives;

5. Social justice for the whole people of Indonesia

M. Yahya Ahmad

Indonesia’s Legal ProductsLegal 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 (Peraturan Pemerintah/PP)

Executive Orders: issued by the PresidentPresidential Regulations (Peraturan Presiden/Perpres)Presidential Instructions (Instruksi Presiden/Inpres)Presidential Decisions (Surat Keputusan Presiden/SK Presiden)

Ministerial Regulations dan Miniterial DecisionRegional Regulations passed by the Regional Legislature Executive Orders issued by the Head of Region3

M. Yahya Ahmad

The Philosophy of EducationEducation 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

Indonesian Educational SystemHistory: the national education system was

based on laws as followsLaws No. 4 /1950 Law No. 12 /1954Low No. 22 /1961 Law No. 2 /1989 Law No. 20 / 2003

M. Yahya Ahmad

THE LOGO OF MINISTRY OF EDUCATION AND CULTURE

M. Yahya Ahmad

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

MISI 2010-2014 :M1. To Improve the Availability of Educational ServicesM2. To Increase the Affordability of Educational ServicesM3. To Improve the Quality and Relavancy of Educational ServicesM4. To Increase the Equality in obtaining Eduational ServicesM5. To increase the Certaintay/Assuredness in obtaining Educational Services

VISSION 2014 :“The implementation of the National Education to Bring Indonesian Learners into being Comprehensively Smart and Competitive “

VISI 2025 SMART AND COMPETITIVE OF INDONESIAN PEOPLE

PERIOD 2005-2009 2010-2014 2015-2019 2020-2024

THEME Capacity Building and

Modernization

Service Empowerment

Regional Competitiveness

International Competitiveness

Internal Focus External Focus

Stages of National Education Development

M. Yahya Ahmad

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

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

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

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

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

PRINCIPLES OF EDUCATION PROVISION

Education is conducted :

1) democratically, equally and non-discriminatorily based on human rights, religious values, cultural values, and national pluralism.

2) systemic unit with an open system and multi-meanings.

3) as a life-long process of inculcating cultural values and for the empowerment of learners.

4) based on the principles of modeling, motivation and creativity in the process of learning.

5) developing culture for reading and writing and, arithmetic, for all members of the community.

6) empowering all components of the community including implementation of quality control of the education services.

M. Yahya Ahmad

Expectation of Education System The Indonesia’s education system carries a

heavy burden of social and political expectations, that can be achieve through education, those are: to promote national life to become smarter,Achieving national missions:

○ Good in 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

Main Characteristics:

Public-Private partnerships at all levels. Public educational services are under the

authority of the Ministry of National Education and its branch offices at provinces, districts and sub-districts level.

The private, or non-governmental, sector is dominated by Islamic institutions

M. Yahya Ahmad

There are two central ministries that have responsibility for supervising education provision which integrate all schools into a single national system: The Ministry of Education and Culture

(MOEC) and The Ministry of Religious Affairs (MORA).


M. Yahya Ahmad

The law recognizes both formal education, non-formal education; and informal educationFormal education: structured and 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 are managed by Directorate General Nonformal and Informal Education (under the MOEC)


M. Yahya Ahmad

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 graduate programs at the masters and doctorate levels).


M. Yahya Ahmad

Private schools—both MOEC and MORA—are owned and operated by legal bodies called “foundations” (yayasan), which may be responsible for single or multiple 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

Allocation of ResponsibilityResponsibility for various aspects of educational services is distributed

throughout this complex system: provision of formal educational services is the responsibility of

the school and the community (school-based management, mandated by the National Education System law);

management of the provision of educational services in MOEC schools is the responsibility of the district government, directly for MONE government schools, and indirectly through licensing and regulation, for MOEC private schools; this responsibility is exercised through the District Education Service

management of the provision of educational services in MORA schools is the responsibility of the vertical hierarchy of MORA in the regions, directly for MORA government schools and indirectly for MORA private schools; and

establishing education policy and standards is the responsibility of the central government; in addition to the national agencies both MONE and MORA have offices to carry out this responsibility.

M. Yahya Ahmad

Allocation of ResponsibilityResponsibility for delivery of public primary

and public secondary education in Indonesia is shared between 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 responsible for planning and quality assurance;

The 430 districts manage the resources and delivery of education.

M. Yahya Ahmad

The Educational LevelsEarly Childhood EducationBasic Education Secondary Education Higher educationNon-Formal EducationInformal Education Special Education (for Handicapped and inv

alid pupils)

http://indonesianembassy.org.uk/education_system.html








M. Yahya Ahmad

Indonesia's School Systems based on Law No. 2 1989

Official

School

Age

22

21

20

19Diploma I (1 year)

18

17

16

15

14

13

12

11

10

9

8

7

6

5

Basic Education

Higher Education

Pre-School Kindergarten

Islamic Lower Secondary School

General Lower Secondary School

Islamic Preliminary School

Preliminary School

Islamic Master

Program

Specialist I Program

Master Program

Islamic Doctorate Program

Specialit Ii Programs

Doctorate Program

Diploma IV (4 years) Diploma III

(3 years) Diploma II (2 years)

Islamic Graduate Program

(S1)

Graduate Degree Program (S1)

Secondary Education

Islamic Upper Secondary School

General Upper Secondary School

Vocational Upper Secondary School

M. Yahya Ahmad

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

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

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

Tertiary (Higher) EducationHigher 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, oruniversity.

M. Yahya Ahmad

Non-formal EducationNon-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, andother kinds of education aimed at developing learners'

ability.

M. Yahya Ahmad

Informal Education 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

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

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

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

THE CURRICULUM The basic framework and structure of curriculum in

primary and secondary education are set by the Government.

The Curriculum of Primary and Secondary Education are 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 Basic Education levels MOEC branch office and MORA branch office in each

Provincial Region Secondary Education level.

M. Yahya Ahmad

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

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 an inportant 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

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

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

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

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

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Competency Standards for Graduates

Competency Standards for Graduates for elementary and secondary education units are used as guidance in determining the assessment of students graduation.

Competency Standards for Graduates comprise 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

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

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

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


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


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

Standards of Facility and Infrastructure

Each educational unit shall 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

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

Standards of Education Financing

Financing of education consists of investment costs, operating costs, and personnel costs.

Education unit investment costs include the cost of providing facilities and infrastructure, human resource development, and permanent working capital.

Personal costs include the cost of education that must be paid by learners to be able to follow the learning process on sustainable and regular basis.

M. Yahya Ahmad

Standards of Education Financing

Education unit operating costs include: Salaries of teachers and educational staff and

all the benefits attached to salary, Materials or equipment consumables

education, and Indirect operational costs of education

include electrical power cost, water consumption, telecommunications services, facilities maintenance, overtime payment, transportation, consumption, taxes, insurance, etc.

M. Yahya Ahmad

Standards od Education Assessment

Assessment of education in elementary and secondary education consists of: Assessment of learning outcomes by educators; Assessment of learning outcomes by the education

unit; and Assessment of learning outcomes by the

Government. Educational assessment in higher education

consists of: Assessment of learning outcomes by educators; and Assessment of learning outcomes by the higher

education unit.

M. Yahya Ahmad

School Systems: The HistoryState and Nation of Indonesia undergo

several Distintive periods impacted to the Educational systems:

During Dutch Colonial PeriodDuring Early Independence PeriodDuring New Ordo PeriodDuring Reformed Ordo

M. Yahya Ahmad

Indonesia School Systems During the Netherlands-Indies Government in 20th Century

65432187654321

10987

654321

Middle Vocational School

Technische Hoogeschool (Technical Tertiary School)

Geneeskundige Hoogeschool

(Medical Tertiary School)

Rechts Hoogeschool (Law Tertiary School)

Secondary School

Vocational School

European Vocational School

HBS-V (5 Years)

Village School

Transition School

Introduction Class

MULO (Extended Primary School)

Primary School Class II

ELS (European Primary School)

HCS (Dutch Chinese School)

HIS (Ducth Native Indonesia School)

Native Indonesian Class IBasic

Education

Higher Education

Secondary Ecucation LYCEA (5-

6 Years) HBS-III (3

years)

AMS (General Upper Secondary

School)

Teacher Training School

M. Yahya Ahmad

Indonesia's School Systems during the Period of 1945-1950

Academy

Tertiary Education

Home Economic School for Girls


B and C


A

Upper Technical

School

Girls Home Economic


Secondary Education

Basic Education

Higher Education

Lower Technical

School

Lower Secondary

School

Upper Secondary

School

Primary School

M. Yahya Ahmad

Indonesia's School Systems based on Law No. 4/1950 and Law No. 22/1961

Age

23

22

21

20

19

18

17

16

15

14

13

12

11

10

9

8

7

University University

Graduate

Tertiary School

Academy

Lower Secondary Technical School

Primary Education

Islamic Primary School

Primary/Elementary School

Higher EducationIslamic

Bachelor

Islamic Graduate

Bachelor

Upper Sec. School Family

Welfare Stream

Upper Technical

School

Teacher Technical

School

Upper Sec. School Sport

Stream

Others

Islamic Lower Sec. School


Lower Secondary School Economic

Stream

Upper Sec. School Social Services and Art Stream

Lower Secondary School Family

Welfare Stream

Upper Secondary Education

Lower Secondary Education

Islamic Upper Sec. School

General Upper Sec.

School

Upper Sec. School

Economic Stream

M. Yahya Ahmad

Indonesia's School Systems based on Law No. 2 1989

Official

School

Age

22

21

20

19Diploma I (1 year)

18

17

16

15

14

13

12

11

10

9

8

7

6

5

Basic Education

Higher Education

Pre-School Kindergarten

Islamic Lower Secondary School


Islamic Preliminary School

Preliminary School

Islamic Master

Program

Specialist I Program

Master Program

Islamic Doctorate Program

Specialit Ii Programs

Doctorate Program

Diploma IV (4 years) Diploma III

(3 years) Diploma II (2 years)

Islamic Graduate Program

(S1)

Graduate Degree Program (S1)

Secondary Education

Islamic Upper Secondary School

General Upper Secondary School

Vocational Upper Secondary School

M. Yahya Ahmad

Student / Teacher Ratio Comparison

Educational Statistic:Basic Education

Figures

Kambodia

India

Philippines

Korea Rep.

Mongolia

Lao PDR

Vietnam

China

Thailand

Indonesia

Japan

Malaysia

United Kingdom

USA

0 10 20 30 40 50 60

56.24

41.33

34.93

34.93

31.26

30.77

30.64

24.65

21.05

20.68

20.29

19.56

18.92

14.81

Elementary School

Philippines

India

Lao PDR

Vietnam

Thailand

Cambodia

Mongolia

United Kingdom

China

Korea Rep.

Malaysia

USA

Indonesia

Japan

0 5 10 15 20 25 30 35 40

37.09

32.32

25.66

25.59

24.86

23.59

21.52

19.05

18.61

18.24

17.72

14.92

14.23

13.22

Junior High School

M. Yahya Ahmad

Total School Unit by Category

Elementary School

Junior Secondary School

Senior Secondary High School

Vocational Secondary School

Higher Education

143,252

29,866

11,036

8,399

3,011

Total Unit

Educational Statistic:

M. Yahya Ahmad

Educational Statistic:Higher Education

FiguresTotal of Universities and colleges by Province

M. Yahya Ahmad

Total of Program of Study


Figures

M. Yahya Ahmad

Total Students (in thosand), not including open university


Figures

M. Yahya Ahmad

Total of Lecturers (in thousand)


Figures

Prepared By M. Yahya Ahmad CEDAP, PHILIPPINE CHRISTIAN UNIVERSITY M. Yahya Ahmad.

Documents

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yahya ahmad cedap

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indonesia comprices

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