Education System in Indonesia
| THE NATIONAL EDUCATION SYSTEM
During The Fist Long Term Program (PJP I)
some important changes occurred as a result of the national education
development successes of the period. In the early stages of PJP I, the
national education system was still based on three laws, Laws No. 4 of
1950 and No. 12 of 1954 on the Principles of Education and Teaching in
School; and No. 22 of 1961 on the Implementation of University
Education. Since Law No. 2 of 1989 was brought into effect, education
has been implemented as one integrated system. Based on this short
discussion, the discussion of national education implementation in this
chapter is divided into two periods. The first period is referred to as
the national education system prior to Law No. 2/1989, and the second
period is referred to as national education system according to Law No.
2/1989.
The Education System Prior to Law No. 2/1989
During the period of time that REPELITA I
to IV were implemented, the national education system was still
implemented based on two legal documents that had not reflected unity
in the national education system. As Law No 4/1950, Law No. 12/1954 and
Law No. 22/1961 were still valid, they were often considered as a
constraint for educational development based on Pancasila and the 1945
Constitution. These legal documents did not reflect a foundation of
unity in the national education system, as it was then based on the
outmoded laws of the Constitution of the Federal Republic of Indonesia
and they were also not in accordance with the 1945 Constitution.
The implementation of higher education
which is needed to keep pace with the development of science and
technology during PJP I is in fact still faced basic constraints. The
development of higher education in Indonesia was retarded because the
structure of higher education was still very simple in accordance with
the conditions of the early 1960’s. The higher education program was
far too academic (as is reflected in the Bachelor and Graduate pro-
grams) but was probably well suited to the needs of society during the
1960’s. However, it clearly lacked the ability or capacity to adapt to
the faster pace of modem economic development. The slow development of
higher education was not only reflected in the number of students and
educational institutions, but particularly in the narrow scope of
variety of higher education programs. A much broader range of topics
and abilities were needed in higher education to adapt it to the more
complex needs of society. The implementation of education as was
regulated by the two different laws caused the eventual realization
that one national education system as desired by the 1945 Constitution,
article 31 clause (2) had not been entirely achieved. In line with the
two laws, the school system at that time consisted of the following
levels.
During PJP I various important changes
had been made in the education system. One of the changes which
occurred in the mid-1970’s was the integration of vocational education
at the lower secondary levels into the general lower secondary
education. Educational development in Indonesia is influenced also by
research findings from the developed countries, especially donor
countries such as the United States of America, Japan, and Europe.
Research results in some developed countries showed that vocational
education is more beneficial if started at higher education level or in
industry. Indonesia still needs skilled manpower at the middle level
during the early stages of industrialization, therefore vocational
education is still needed at the upper secondary level.
Based on these findings, beginning in
1977, the Government changed the functions of vocational lower
secondary schools—economics, family welfare and technical—to become
general lower secondary schools. During REPELITA III the economics
vocational schools were all changed, whereas a number of technical and
family welfare schools, were still maintained until the end of REPELITA
V, even though in very small numbers. By the end of REPELITA V, all of
these schools were replaced by lower secondary plus or standard lower
secondary schools with the addition of a number of work skills subjects.
Community education was also an integral
part of the national education system at that time. Community education
or out-of-school education aims at: first, to provide illiterate
adults who didn’t have the opportunity to attend school with knowledge
and skills, including the ability to read, write and calculate; second;
to assist working adults to be more productive in their business; and;
third, to reduce the development discrepancies between urban and rural
areas. In order to achieve these objectives, the out-of-school
education program was carried out extensively through a number of venues
and methods including: (1) basic education learning groups with
activities in the form of illiteracy eradication using Packet A
learning materials, (2) family welfare education is a learning group
which aims to create prosperous and happy families by educating
participants in 10 important aspects of family welfare, (3) community
vocational education includes those members of the community who study
vocational work related subjects to improve their prospects, knowledge
and skills in various vocations, (4) Livelihood education is offered to
community members to learn various skills of enterpreneurship to
improve their livelihood, and (5) out-of-school education courses
conducted by the community for members who wish to learn various
skills, or increase their knowledge by attending various courses
according to the demand and availability.
Since early in PJP I, the government
played a relatively large role in developing community education to
increase learning opportunities. The President of the Republic of
Indonesia introduced the strategy when he delivered the State Speech
before the Parliament on 16 August 1978. The strategy of learning
opportunity expansion through out-of-school channel was stated as
"Other attempts to equalize educational opportunities throughout the
nation is through the learning while working program or "Program
Kejar", which is especially directed toward those who are outside the
school system, by providing basic knowledge, ways of thinking and
skills, without neglecting daily duties or work commitments. In rural
areas, the ‘Kejar program’ is linked with the new style illiteracy
eradication program, aimed
at the three basic areas of ignorance or
three "blindnesses", i.e. Latin characters and numeracy, Indonesian
language, and basic education.
The new style illiteracy eradication
program or Program Kejar Packet A is called new style as it integrates
illiteracy eradication with post-literacy programs in various fields of
life. To meet the various needs, there were 100 Packet A books which
were prepared in 22 levels of difficulties. Books AI-A20 were arranged
in twenty different consecutive levels of difficulty as they were for
basic education or the initial levels of the illiteracy eradication
program that was the foundation material to prepare participants for
the following packets. Books A21-A60 and A61-A 100 were rearranged, each
in one level of difficulty, as they were the further application and
more advanced modules of the literacy program.
Based on Law No.2 of 1989, the role of
the national education system is to attempt to form genuine Pancasila
citizens as development agents of high quality with the ability to be
independent and provide support for the development of Indonesian
society, the nation and country. The development is realized through
tough national resilience to boost national ability to prevent every
teaching, understanding and ideology that runs counter to the
principles of the Pancasila. National education system is a conscious
efforts to prepare the Indonesian nation to defend its lifestyle and
culture, increase its long-term survival ability and sustain
development continuously from one generation to the next. The national
education system is simultaneously a very important tool and objective
in the struggle to achieve true independence and the objectives of the
Indonesian country and nation.
The national education system should be
able to provide a minimum level of education for every Indonesian
citizen, so that every citizen regardless of background has the
opportunity to obtain at least basic knowledge and ability, including
the ability to read, write, and arithmetic, as well as to use the
Indonesian national language. These are the minimum requirements needed
by every citizen to be able to participate as active community
members, and members of a nation, and country. Every Indonesian citizen
has a right to obtain education either through in-school education or
out-of-school education until the level suited to their ability. The
national education system provides the broadest possible range of
learning opportunities to every citizen regardless of gender or
background. It is therefore illegal to discriminate on the grounds of
gender, religion, ethnicity, race, social or economic background in the
acceptance of new pupils
Law No. 2/1989 provides the foundation
for one national education system, it emphasizes that the national
education system be universally implemented in a complete and totally
integrated manner. Universal means open to all people and valid throughout the country. Complete means to cover all channels, levels and types of education, and integrated means
there are mutual supporting links between all types and levels of
national education, and development efforts. Therefore, within the Law
all units, channels, types and levels of education as well as
implementation regulations are defined, including the objectives and
expected output criteria of all types and levels of education.
The educational unit conducts
learning-teaching activities which are carried out in-school or
out-of-school. The school education unit is a part of a staggered and
sustainable, balanced education system, whereas out-of-school education
units cover family, learning group, special courses, and other similar
types of education. The distance learning education unit is education
that takes place in an institution where implementation of
teaching-learning activities does not have to occupy a certain building.
The variety of education units enable every citizen to attend
life-long education if they so desire.
Law No 2 of 1989 states that national
education will be carried out through two channels, that is, in-school
education and out-of-school education. The in-school education channel
covers education carried out in school through learning-teaching
activities that occur in the traditional manner in a staggered and
sustainable ways. The out-of-school education channel covers education
carried out in any non-traditional environment that does not require
participants to attend lessons in a formally constructed, purpose-built
environment. The out-of-school learning and teaching activities do not
necessarily need to be staggered, sustained or balanced. Family
education is a part of the out-of-school education channel conducted
within the family which provides religious faith, social and moral
values, and specific life skills.
Educational types included in the
in-school education channel consist of general, vocational,
handicapped, official, religious, academic and professional education. General education
focuses on expansion of knowledge and skill improvement of participants
in line with the specialization that will be realized in the final
stages of participation in the education system. Vocational education is education to prepare participants with relevant skills to work directly in certain fields. Handicapped education is education which is carried out especially for participants with physical and/or mental disorders. Government officials education
is education for improving ability in the implementation of official
duties for employees or those who aspire to work in a government
ministry department or non-departmental/government institutions. Religious education
is education to prepare participants to be able to assume a role in
society that demands the mastery of special knowledge in regard to the
respective religion. Academic education is aimed at fostering the mastery of knowledge and science among students, and professional education
is aimed at producing professionals who can apply their specialties
and knowledge to the development of the country, and society.
Types of education included in
out-of-school education channel consist of: general, religious,
occupational, officials, and vocational education. Out-of-school general education
prioritizes expansion of knowledge, skill improvement and development
of good attitude of the learners in learning certain fields. Religious education prepares students to play a role that requires the special mastery of the respective religions. Occupational education
is education that attempts to increase knowledge, ability, and
attitude of the learners to fulfil certain working requirements in their
related working unit. Officials education is designed to
improve abilities to carry out official duties, for employees or
candidates to work in a government ministry or non-departmental
government institutions. Vocational out-of-school education is education to prepare students to be able to work in certain fields.
Educational level refers to a stage in
continuing education which is determined based on the level of
development of the learning participant as well as the flexibility and
the depth of learning materials.
According to Law No. 2/1989 and
Government Regulation No. 28/1990, basic education is general education
with a duration of 9 years, including 6 years in Primary School and
three years in Lower Secondary School or equivalent educational level.
Basic education aims to provide assets in the form of abilities to
learning participants so they may develop their lives and lifestyles as
individual members of society, citizens and human beings, as well as
to prepare them to attend secondary education.
The basic education unit that implements
the six year educational program consists of two major divisions, i.e.
general primary school and primary school for the handicapped. The
basic education unit that implements the three year educational program
after the six year program is either general lower secondary school or
lower secondary school for the handicapped. Apart from these schools,
there are also primary education units which are based on Moslem
religion and organized by the Ministry of Religious Affairs. These
schools are known as Madrasah lbtidaiyah which is the equivalent of
primary school and Madrasah Tsanawiyah, equivalent of lower secondary
school.
As a general education institution,
primary education is obliged to contain at least the following subjects
in the curriculum: Pancasila education, religious education,
citizenship, Indonesian language, reading and writing, mathematics
(including arithmetic), introduction to science and technology,
geography, national and general history, art and craft, physical and
health education, drawing, and English language. The mentioned courses
are not the formal title of the subjects, but rather the field of study,
the basic material presented to form personality and ability instilled
and developed through basic education. More than one field of study
may be united to become one subject, or conversely, one field of study
may be dispersed across more than one subject matter.
According to Law no. 2/1989 article 39,
which is further clarified by Minister of Education and Culture’s
Decree No. 060/U/1993 of 1993, the primary education curriculum
contains 10 subjects, as follows: (1) Pancasila and citizenship
education; (2) religious education; (3) Indonesian language (including
reading and writing); (4) mathematics (including arithmetic); (5)
natural science (science and technology introduction); (6) social
sciences (including geography, national and general history); (7) art
(including drawing); (8) physical and health education; (9) English
language and; (10) local content (a number of assorted subjects).
Secondary education is education that is
organized for graduates of basic education. Types of secondary
education cover the broad fields of general, vocational, religious,
officials, and special education. General secondary education focuses on knowledge expansion and skills improvement of students, and preparing students for further education. Vocational secondary education
focuses on the development of skills that apply to a certain specific
occupation, and preparing students for employment as well as developing
professional attitude. Religious secondary education focuses on the mastery of the teaching of the respective religions. Officials secondary education
focuses on ability improvement to support the implementation of
official duties for government officials or potential government
officials. Finally, special secondary education is carried out for students with physical and/or mental disorders
General secondary education is undertaken
in general secondary schools and Madrasah Aliyah (Islamic secondary
schools). The objectives of general secondary education are to: (1)
increase the knowledge of students so that they may progress to higher
education levels and to develop themselves in line with advances of
knowledge, technology and art, and (2) increase the ability of students
to become contributing members of society, through developing useful
mutual relationships with their social, cultural and natural
surroundings. To achieve such objectives, the teaching program is
organized into two stages, consisting of: the general teaching program
which is applied in class I and II, and special teaching programs (more
specific in nature) which begin to be implemented in class III in
accordance with the ability and interests of the individual students.
Vocational secondary education is carried
out in vocational secondary schools, which are schools that run
educational programs adjusted to employment needs for certain
occupations. The secondary vocational education program consists of six
groups, namely: (1) the Agricultural and Forestry Group, (2) the
Technological and Industrial Group, (3) the Business and Management
Group, (4) the Social Welfare Group, (5) the Tourism Group, and (6) the
Art and Crafts Group.
The educational activity implementation
in vocational education units is based on the valid national
curriculum, a curriculum that is adjusted to environmental needs and
conditions, and the specific characteristics of the related educational
units. The secondary vocational curriculum is organized into general
and vocational programs. The general program consists of a number of
subjects which are considered the normal minimum requirements for
students of this level, and are compulsory for all students in the
framework of forming the character of the wholesome Indonesians. This
program consists of the following subject matters: Pancasila and
Citizenship Education; Religious Education; Indonesian Language and
Literature; Physical and Health Education; and National and General
History. The vocational program consists of basic vocational subjects
and vocational skill development topics. The function of basic vocational education
is to instill the ability to develop and adapt in line with the
development of science, technology and arts in relation to the
respective study program. The function of vocational skills development is to form productive ability which can be practically applied to employment in the respective occupations.
Higher education is the continuation of
secondary education through the in-school education channel. This
channel consists of two divisions, academic and professional education.
Academic education is directed particularly toward mastery of
technological science and/or arts in the academic sense, whereas
professional education is directed more toward the preparation of
certain applied skills useful in the workforce.
The higher education implementation unit
is the higher education institution. Such educational units can be in
the form of academies, polytechnics, tertiary school institutes, or
universities. Academies are higher education institutions that
carry out professional education in one or a part of certain branch of
knowledge, technology or arts. Polytechnics are higher education institutions which undertake professional education in a number of special fields. Tertiary schools are higher education institutions which carry out academic and/or professional education in only one specific discipline. Institutes
are higher education institutions that consist of a number of
departments which undertake academic and/or professional education in
one group of similar scientific disciplines. Universities are
higher education institutions that consist of a number of departments
which undertake academic and/or professional education in many
scientific technological, or arts disciplines.
The educational units referred to as
academies and polytechnics run diploma programs as a part of
professional education. Higher education units in the form of tertiary
schools, institutes and universities run academic and/or professional
education courses in the form of graduate and post-graduate programs.
Post-graduate programs are in the form of Magister’s and Doctor’s
degrees. Professional education is in the form of a diploma program
that offers 4 levels of study from diploma I through to diploma 4.
Diploma programs can be continued to a higher level known as Specialist
1 or 2 level, if students meet the entry requirements.
Special education is formed to meet the
educational needs of those who suffer from physical and/or mental
disorders. Special education is aimed at instilling skills that help
the people who suffer physical, mental, behavioral or social problems,
to more readily adapt to society. This is done through the development
of skills, attitudes, and knowledge that enable students to develop
work skills, skills to help them interact with their social, cultural,
and natural environments, and/or pursue further education.
The different types of disorders that are
catered for in special education include (1) partial or complete sight
impairment (blindness), (2) partial or complete deafness, (3) physical
disabilities such as crippled limbs or disfigured limbs which result in
impaired mobility or senses, (4) mental or behavioral disabilities
such as retardation, which cause assimilation difficulties in normal
schools, the family environment or society. Students may be handicapped
in both physical and mental disabilities.
The form of special educational units as
regulated by Law No. 2 of 1989 are special kindergarten schools, with a
duration of 3 years; special primary schools with a duration of at
least 6 years; special lower secondary schools with a duration of at
least 3 years; and special upper secondary schools, also with a
duration of at least 3 years.
[Education Levels]Pre-School Education
Based on Law No. 2/1989, Article 12 verse
(2), apart from the educational levels dealt with above, there is also
an educational unit known as pre-school education. The objective of
pre-school education is to stimulate the physical and intellectual
growth and development of children outside the family environment
before entering primary school or out-of-school educational programs.
The focus of education is on the development of attitude, knowledge,
skills and creative abilities, so that children may adapt to their
environment quicker and easier, and for their further growth and
development. However, attendance at pre-school education is not a
prerequisite or requirement for entry into primary school.
The forms of pre-school education include
Kindergartens, Play Groups and Child Care Centers. Kindergartens are
classed as in-school education facilities while play groups and child
care centers are included under the banner of out-of-school education.
Apart from these units, there are also special Islamic pre-schools
which are of the same status as kindergartens. These schools are called
Bustanul Atfal and Raudlatui Atfal, and are organized by the Ministry
of Religious Affairs.
Kindergartens are run for children aged 4
to 6 years with a one or two year education duration. Children’s
welfare in play groups and child care centers is the responsibility of
the Minister of Social Affairs, while the educational aspects are
organized by the Minister of Education and Culture (Government
Regulation No. 27 of 1990, Article 5).
Pre-school educational units in the form
of play groups and child care centers may be attended by children under
the-age of 3 years. The content of the pre-school educational program
for kindergartens as run through the in-school channel must include
Pancasila morals education, religion, discipline, language ability,
thinking exercises, creativity, social skills, feelings and emotions,
manual skills and physical fitness and health.
Out-of-school education are educational
activities carried out outside of the formal school system.
Out-of-school education is not necessarily organized into levels or
stages and continuous. The characteristic that differentiates
out-of-school education from school education is its flexibility which
includes flexible course duration and study times, no participant age
limits, and flexible course content, implementation and assessment
procedures.
The out-of-school education unit covers
family education learning group, special courses like computer, and
other similar educational units. Family education is designed to
promote religious awareness, cultural values, moral values and special
home and social skills.
The major objectives of out-of-school
education are to: (1) serve the needs of the learners so that they may
grow and develop as rapidly as possible, and develop self worth and
improve the quality of their lifestyle throughout life; (2) organize
learning activities to help learners to gain skills, attitudes and
knowledge needed for their development, for work as a livelihood, or
continue on to higher levels of education; and (3) meet the societal
demand for education that cannot be fulfilled by the formal education
channel alone.
The forms of out-of-school education
include courses, learning groups and others such as play groups, and
child care centers and similar educational units. The courses are run
for education participants as assets to develop themselves, to find a
livelihood and/or continue on to higher levels of education. The
learning groups that are organized by the Government consist of the
Learning Group Packet A, and the Learning Group Packet B. The Learning
Group Packet A provides material for the learners to achieve primary
school qualifications, and the Learning Group Packet B provides
material for lower secondary qualifications. Other out-of-school units
such as child care centers and play groups are organized by the
Ministry of Social Affairs and the Ministry of Education and Culture in a
cooperative arrangement.
[Education Levels]  |
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