New curriculum expected to improve quality of graduates<\/p>\n
Efforts to reform Indonesia's education began in 1984, when
\nthe government introduced compulsory education for elementary
\nschool students.<\/p>\n
The move was the first step toward fulfilling the mandate of
\nArticle 31(1) of the 1945 Constitution, which reads \"Every
\ncitizen shall be entitled to receive education.\"<\/p>\n
The decision, although 39 years behind schedule, was aimed at
\nproviding education for all and due to financial conditions, was
\nlimited to elementary education. It was only in 1993 that
\ncompulsory education was extended to junior high school level.<\/p>\n
Then came the hardest part, which was to improve the quality
\nof education. Even as the first phase of compulsory education
\nstarted, there were concerns about the quality of education as
\nthe government focused more on providing education to as many
\nstudents as possible, in some cases at the expense of quality.
\nThe argument was, quantity first, quality may come later.<\/p>\n
The government took another significant step this year by
\nabolishing the much-criticized nation-wide final exam system
\n(Ebtanas), allowing schools to run the National Final Test (UAN)
\nalongside their own final exam. The problem with UAN is that its
\nresults do not guarantee acceptance at the next level of
\neducation. Elementary school students must take an entrance test
\nto enter the junior high school of their choice, regardless of
\ntheir UAN grades. Certainly this consumes a lot of money and
\nmanpower. Why ask students to sit a test when the results don't
\nmean anything?<\/p>\n
Efforts to improve the quality of education and school
\ngraduates, too, have met serious constraints, notably in
\nreforming the school curriculum. The public has been very
\ncritical of the existing curriculum that was introduced in 1994
\nthat nowhere near fulfills the need to make students fit for
\nfuture challenges.<\/p>\n
Educator J. Drost has often said that the 1994 curriculum
\ncould only be applied for smart students, while the bulk of
\nstudents with average intelligence could not follow the system.<\/p>\n
According to Drost's estimate, 70 percent of students do not
\nstudy, not because there is a lack of discipline, but because the
\ncurriculum is suitable for only 30 percent of students. In
\nDrost's view, Indonesia is the only country in the world that
\ndoes not provide schooling for ordinary students.<\/p>\n
One of the biggest concerns about today's curriculum is that
\nit is designed to enable high school students to pass university
\nentrance tests, not to develop students into individuals with a
\nstrong character and personality. Also, as a result of the
\nEbtanas, schools have been focusing on certain areas of study,
\nincluding mathematics, at the expense of other studies.<\/p>\n
In response to growing calls for a better curriculum, the
\nMinistry of National Education is working to replace it with a
\ncompetency-based system for junior and senior high school
\nstudents.<\/p>\n
With the new curriculum, it is hoped that school graduates
\nwill have competitive and comparative advantages. School
\ngraduates are also expected to have a strong character and
\npersonality and be knowledgeable and skillful.<\/p>\n
The government started introducing the new curriculum in March
\nin 12 elementary schools, 12 junior high schools, and 12 senior
\nhigh schools in four provinces as a pilot project.<\/p>\n
The ministry, however, acknowledges that the existing
\neducation system has yet to produce graduates with the desired
\nqualifications. It also admits that student evaluation is simply
\nbased on the results of the final exams, while other indicators,
\nsuch as skill, moral values, personality and responsibility are
\nignored.<\/p>",
"url": "https:\/\/jawawa.id\/newsitem\/new-curriculum-expected-to-improve-quality-of-graduates-1447893297",
"image": ""
},
"sponsor": "Okusi Associates",
"sponsor_url": "https:\/\/okusiassociates.com"
}