Monthly Archives: August 2018

Education in Indonesia

Education is one of the key vehicles for the intellectual and professional development of our people and plays an increasingly important role in supporting a stronger and more globally competitive Indonesia. However, education in Indonesia still has several problems related to quality and access as well as the even distribution of well-trained teachers.

Limited access to education in rural areas has contributed to increased urbanization as families relocate to cities in order to acquire better education. According to the Indonesian education activist Anies Baswedan, “the problem is that the number of education facilities in [the] Greater Jakarta area (Jabodetabek) is proportional, but we have a problem in the rural areas and it is causing urbanization to Jakarta.” Baswedan calls for expanded educational access through the provision of increased educational services for communities as a whole. “If the schools are only located in district’s capital, then many people might not be able to achieve proper education,” he said.

Furthermore, the number of qualified teachers is still not evenly distributed in rural areas. According to the Director General of Primary Education at the Ministry of Education and Culture, Muhammad Hamid, many elementary schools (SD) in Indonesia face a serious shortage of teachers. The amount is estimated to reach 112,000 teachers.

To overcome the uneven teacher distribution, the Ministry of Education and Culture will work closely with local governments, both provincial and district / city, to improve teacher allocation in these areas. “If the teacher allocation can be optimally managed, areas that have a surplus of teachers can be transferred to nearby districts,” said Hamid.
In order to increase the number of qualified teachers in schools in Indonesia, the Ministry will offer bachelor degree scholarships for elementary (SD) and secondary school (SMP) teachers. Hamid estimates that only 60% of the 1.85 million elementary school teachers in Indonesia have bachelor degrees. Each year, the ministry also provide 100,000 bachelor degree scholarships for aspiring elementary and secondary school teachers.

Of 120 countries included in the 2012 UNESCO Education For All Global Monitoring Report, which measures education quality, Indonesia is ranked 64th. UNESCO’s 2011 Education Development Index (EDI) ranked Indonesia 69th out of 127 countries.

Additionally, the number of children that have dropped out of school in Indonesia is still high. “Based on the Ministry’s data in 2010, there are more than 1.8 million children each year cannot continue their education. This is caused by three factors, namely economic factors, children who are forced to work to support the family, and marriage at an early age,” according to the Directorate General of Higher Education Secretary Dr. Ir. Patdono Suwignjo, M. Eng, Sc in Jakarta.

Role of Education in Development

Education has the task to transform and prepare the human resource development. The pace of development has always strived step in rhythm with the demands of the times. The times always bring up new issues that have never thought about before. This chapter will examine the underlying problems of education, and serve targeted interplay between the principal, the factors influencing its development and actual problems and ways to overcome them.

What will happen if the development in Indonesia is not accompanied by development in the field of education?. Despite his physical development is good, but what’s the point when the nation’s moral decline. If this happens, the economy would be problematic, because each person will be corruption. So it will eventually come a day when the state and the nation is destroyed. Therefore, for prevention, education must be one of the priorities in the development of the country

Government and Education Problems Solutions

Regarding the issue pedidikan, our government’s attention was still very minimal. This picture is reflected in the diversity of an increasingly complex education issues. The quality of students is still low, teachers are less professional, cost of education, even chaotic Education Act rules. The impact of poor education, the future of our country gets dragged. This downturn may also result from the average size of budget allocations for education at the national, provincial, and city and county.

Solving the problems of education should not be done separately, but must be steps or actions that are thorough. That is, we not only pay attention to increase the budget only. Because it’s useless, if the quality of human resources and quality of education in Indonesia is still low. Problem Nine-year Compulsory Education implementation is still a true great PR for us. The fact that we can see that many in the countryside who do not have adequate educational facilities. With the abandonment of the nine-year compulsory education program resulted in Indonesian children are still many who drop out of school before completing their nine-year compulsory education. Under these conditions, when no significant change in policy, it is difficult for this nation out of the educational problems that exist, let alone survive the competition in the global era.

Ideal conditions in the field of education in Indonesia is every child can go to school at least until the high school level regardless of status because that is their right. But it is very difficult to realize at this time. Therefore, at least everyone has an equal chance of attending any education. If you look at the above problems, there is an inequity between the rich and the poor. As if the school’s only rich people just so that people with low to feel inferior to school and hang out with them. Plus the publication of the school about scholarships is very minimal.

Free Schools in Indonesia should have adequate facilities, competent faculty, the curriculum is appropriate, and has the administrative and bureaucratic system of good and uncomplicated. However, in reality, free schools are schools located in remote areas of slums and everything was not able to support the school bench which raised the question, “Is it true that the school is free? If yes, yes reasonable because it is very alarming.

the UK is still a desirable study destination

A new 2017 study, published by Universities UK International, The UK’s Competitive Advantage, found that international students in the UK have higher levels of satisfaction than their global peers.

The study revealed that 86 percent of international undergraduates in the UK are “very likely” to recommend the UK as a study destination.  This figure is three percentage points higher than results in 2008.

What’s refreshing for the UK?  These numbers are higher than other significant global study destinations like the US, Canada, Australia, Germany, and the Netherlands.

The report also shows that the UK is number one for student satisfaction, with 91 percent of international students reporting that they are “satisfied.”

The drop in numbers of international students studying in the UK is a worry to universities.

“International recruitment figures in the UK over the last few years have not done justice either to the global success of the UK’s universities, or the sector’s ability to tap into this substantial growth market,” says Nicola Dandridge, chief executive of Universities UK. “At the same time, competitor countries have seen rises in international student numbers.”

When aggressive statements on immigration are made by British politicians and a few days later hit newspapers in India, Pakistan or Malaysia, it’s hardly surprising that as a prospective student you may decide to spend three years and a shedload of your cash somewhere a bit friendlier.

Dandridge says: “The quality of our universities must be matched by the quality of welcome we provide to students.”

Fees are a big worry for many international students, says a British Council survey. High costs and poor exchange rates may be a reason why more international students are doing UK university courses outside the UK now than inside, studying either on satellite campuses or via distance learning – or a combination of the two.

If you’re a student deciding where to do your degree, you have more choice than ever on where to study. David Smith, from Simon-Kucher & Partners, thinks this could lead to UK universities setting different prices for different courses, to better reflect the value of the course you’re applying for.

Worries about getting a job after graduation are particularly hard for international students whose families have made enormous financial sacrifices so they can study overseas.

“A lot of Indian students get a loan through their parents, which they’ll have to pay back. Without being able to work here afterwards, that’s not feasible now,” says Vicki Smith, director of Study in the UK, which offers advice on UK higher education to students in countries around the world.

A visa to work beyond four months after graduating from a university in the UK now normally requires a job with a minimum salary of at least £20,300 a year – and it can be even higher for some sectors. A mechanical engineer must earn a minimum of £24,100, an electrical engineer £23,600 and a design engineer £24,800.

Given that the UK graduate job market is hardly at its healthiest – latest data from the Destinations of Leavers of Higher Education survey shows that the median salary of employed graduates from full-time courses six months after graduation was £20,000 – this means that many overseas students will be heading home shortly after handing their graduation gown and mortarboard back to the hire shop.

And while PhD graduates are allowed stay on for a year to look for work or start a business through the Doctorate Extension Scheme, introduced in April 2013, their university must be willing to continue being their sponsor. This is different to USA, Canada, Australia and Germany who are extending their post-study work offer in recognition of the skills that international students can offer their job markets.

Despite all this, the UK is expected to retain its position as the second strongest market after the US, attracting an extra 126,000 international students, according to a study by the British Council’s education intelligence service.

But with China, for example, investing heavily in its own universities and colleges, there is likely to be a fall in the numbers of Chinese prepared to spend a king’s ransom to study abroad, and larger numbers wanting to apply to do their degree in one of the fastest growing economies in the world.

Turkish schools to stop teaching evolution

Evolution will no longer be taught in Turkish schools, a senior education official has said, in a move likely to raise the ire of the country’s secular opposition.

Alpaslan Durmuş, who chairs the board of education, said evolution was debatable, controversial and too complicated for students.

“We believe that these subjects are beyond their [students] comprehension,” said Durmuş in a video published on the education ministry’s website.

Durmuş said a chapter on evolution was being removed from ninth grade biology course books, and the subject postponed to the undergraduate period. Another change to the curriculum may reduce the amount of time that students spend studying the legacy of secularism.

Critics of the government believe public life is being increasingly stripped of the secular traditions instilled by the nation’s founder, Mustafa Kemal Atatürk.

The secular opposition has long argued that the government of Recep Tayyip Erdoğan is pursuing a covert Islamist agenda contrary to the republic’s founding values. Education is a particularly contentious avenue, because of its potential in shaping future generations. Small-scale protests by parents in local schools have opposed the way religion is taught.

There is little acceptance of evolution as a concept among mainstream Muslim clerics in the Middle East, who believe it contradicts the story of creation in scripture, in which God breathed life into the first man, Adam, after shaping him from clay. Still, evolution is briefly taught in many high school biology courses in the region.

The final changes to the curriculum are likely to be announced next week after the Muslim Eid or Bayram festival at the end of the fasting month of Ramadan. The draft changes had been put forth for public consultation at the beginning of the year.

The subject of evolution in particular stirred debate earlier this year after Numan Kurtulmuş, the deputy prime minister, described the process as a theory that was both archaic and lacking sufficient evidence.

ANKARA (Reuters) – Turkey is to stop teaching Darwin’s theory of evolution in high schools, deeming it controversial and difficult to understand, a senior education official said, a move likely to alarm secular Turks.

Critics say President Tayyip Erdogan and the Islamist-rooted AK Party are undermining modern Turkey’s secular foundations by pushing a conservative agenda, including tighter regulation of alcohol and other restrictions, since coming to power in 2002.

A chapter entitled “Beginning of Life and Evolution” will be deleted from the standard biology textbooks used in schools and the material will be available only to students who go on to university studies from age 18 or 19, Alparslan Durmus, head of the national education board said in an online address this week.

“We are aware that if our students don’t have the background to comprehend the premises and hypotheses, or if they don’t have the knowledge and scientific framework, they will not be able to understand some controversial issues, so we have left out some of them,” he said.

Charles Darwin’s theory of evolution is rejected by both Christian and Muslim creationists, who believe God created the world as described in the Bible and the Koran, making the universe and all living things in six days.

The Bible presents that as the exact time needed for creation but the Koran says “days” actually means long periods of time.

Deputy Prime Minister Numan Kurtulmus said earlier this year that Darwin theory, first published in the 19th century, was “old and rotten” and did not necessarily have to be taught.

A lobby group that promotes secular education, the Egitim-Is (“Education Work”) Union has voiced concern at the changes to the curriculum, saying it reduced emphasis on the achievements of Mustafa Kemal Ataturk, the founder of modern Turkey who banned Islam from public life.

Student Homelessness

Since the onset of the economic recession, rates of student homelessness have increased rapidly in urban, suburban, and rural school districts throughout the United States. Despite the widespread urgency of the issue, there is a lack of general coherence in the research about how diverse conditions of homelessness affect students and how schools and communities can best serve them. This literature review attempts to deepen scholars’ understandings of such matters by examining (a) homeless students’ school experience in comparison to that of other students, (b) federal policy’s shaping of homeless students’ rights and opportunities, and (c) homeless students’ key support mechanisms. The author suggests that these three focus areas provide foundational insights into the nature and extent of students’ opportunities to succeed in school. Although homeless students’ experiences are noted to be similar to those of residentially stable low-income students, they appeared to be distinguishable based on their high rates of isolation and school mobility. The McKinney-Vento Homeless Assistance Act was found to have profound formative influences on the wider field of practice, but its full implementation is limited by the disconnected nature of students’ diverse support mechanisms. Based on the findings, the author suggests that researchers and practitioners consider the people, places, and policies that affect students in more holistic manners—as networks of practice.

A student at LaGuardia Community College recounts his two-year struggle with homelessness, showing a reporter and a photographer where he found shelter. Take the tour

College students live on ramen noodles. College students couch-surf. These popular images can obscure more ominous realities: hunger and the little acknowledged problem that some do not have a place to live at all.

“‘Homeless college student’ seems like a contradiction in terms,” said Paul Toro, a psychology professor at Wayne State University who studies poverty and homelessness. “If you’re someone who has the wherewithal to get yourself into college, well, of course you should be immune to homelessness. But that just isn’t the case.”

It’s difficult to know exactly how many students are homeless, or are dangling dangerously close to it, in part because of the enormous stigma surrounding the issue. But new research shows how pervasive a problem it is — and one that some educators believe is growing.