In some regencies, education prioritized after roads<\/p>\n
The education system in Indonesia, which has often been
\nlabeled one of the worst in the world, faces complicated
\nfinancial, human resource and managerial problems. New Minister
\nof National Education Abdul Malik Fadjar shared his views and
\nplans with The Jakarta Post. Following is an excerpt.<\/p>\n
Question: What are the basic problems in our education system?<\/p>\n
Answer: Since Indonesia became independent 56 years ago,
\neducation has made remarkable progress in terms of quantity.
\nEducation for the masses has been a success in urban centers and
\nrural areas.<\/p>\n
But we have to admit that quality-wise, Indonesia lags way
\nbehind the rest of the world. The state has yet to fulfill the
\nconstitutional edict that every citizen has the right to pursue
\nthe highest level of education.<\/p>\n
When we talk about quality, teachers, who play a key role in
\neducation, need to refresh their skills and proficiency all the
\ntime.<\/p>\n
Ideally, teachers -- especially those in rural areas -- lack
\npreservice and in-service training. In wealthy countries,
\nteachers can take leave for, say, one semester to go back to
\ncollege for a retraining program. Well, in Indonesia only a few
\nhave had that luxury.<\/p>\n
So I think Indonesia needs a policy which gives more people
\naccess to higher education which is of good quality and relevant
\nto the world of work.<\/p>\n
Q: What are your priorities?<\/p>\n
A: There are three state policies that need to be urgently
\naddressed. First, the nine-year compulsory education scheme needs
\nspecial attention. Of utmost importance is the scholastic
\nquality, which requires truly qualified teachers and adequate
\nfacilities. Only a few have good school buildings and good
\nteachers. The presence of private schools helps a lot but they,
\ntoo, are torn between two tough choices: quality or quantity-
\noriented education.<\/p>\n
Second, secondary schools also need attention. We need more
\nvocational high schools, plus universities should offer programs
\nthat allow Indonesia to catch up with developments in science and
\ntechnology.<\/p>\n
Third, we are pushing the development of community-based
\neducation and public schools -- both will have to compete for
\nrevitalization and innovation. Then we are hoping for the
\nemergence of more quality schools. I hope that children in
\nisolated areas will have access to schools of good standards.
\nAlso, we have a great number of street children and those who
\nlive in refugee camps. They all need a place to study.<\/p>\n
Q: So far, the budget allocated for education accounts for a mere
\n3 percent of gross national product, according to a recent UN
\nDevelopment Program report. Is the report credible?<\/p>\n
A: It's true but remember that the state budget is not the only
\nsource of funding. There are grants, soft loans and assistance
\nfrom friendly governments as well as the money that comes from
\nthe public.<\/p>\n
Q: What measures are you going to take to put your house in
\norder?<\/p>\n
A: We will improve efficiency. Now we have to accommodate the
\npersonnel of the office of the state ministry of youth affairs
\nand sports, which the government dissolved.<\/p>\n
But I don't want to take drastic measures that will give
\ncredence to public opinion that the education system will be
\noverhauled soon after a new minister takes oath.<\/p>\n
Q: Critics say that education is getting expensive and
\nunaffordable for the poor majority. Would you comment on that?<\/p>\n
A: It takes huge investment from both the government and the
\npublic to create quality education.<\/p>\n
In fact education in Indonesia is very cheap. The truth is
\nthat Indonesians' buying power is very weak.<\/p>\n
Q: You acknowledge the importance of private schools, but why do
\nthey remain discriminated against?<\/p>\n
(Examples: The government intervenes in the rectorial
\nelections, provides more financial assistance to state schools
\nand enforces accreditation only with private schools.)<\/p>\n
A: The government is doing everything to strengthen school-based
\nmanagement, meaning that schools will have the authority to take
\nmore decisions regarding their internal affairs.<\/p>\n
Private schools will have more elbowroom. In the past, all the
\nrestrictive policies were part of efforts made to strengthen the
\nstate's role in education. However, any changes made now will not
\nbe easy to do after 30 years (during the New Order regime) of
\npracticing the old way of thinking.<\/p>\n
Q: How will regencies treat education after they have autonomy?<\/p>\n
A: I hope they give better attention to education, although some
\nregencies would rather build roads than schools. (bby\/pan)<\/p>",
"url": "https:\/\/jawawa.id\/newsitem\/in-some-regencies-education-prioritized-after-roads-1447893297",
"image": ""
},
"sponsor": "Okusi Associates",
"sponsor_url": "https:\/\/okusiassociates.com"
}