Although at the level of the foundation and philosophy there are problems, various anomalies education we mostly sourced from the political sphere of education. The problem: implementation.
Case of granting a lawsuit by the Constitutional Court (MK), such as international school (RSBI) and the Law Legal Education, and an appeal was rejected by the government on the national exam Supreme Court indicated that the level of implementation, our education is problematic.
Since the Reformation, there are some provisions that normatively appropriate and should make the national education the better.
First, the constitution requires the state to prioritize education spending at least 20 percent of state and local budgets. Then, Act No. 20/2003 on National Education System makes it clear that at least 20 percent of the funds do not include salaries of educators and service education costs.
The provision was implemented in 2009 after the 2005-2008 Budget Act successively sued and declared unconstitutional, and after the phrase “in addition to salary educators” was canceled by the Constitutional Court. Since the salaries of teachers to be part of at least 20 percent of the budget is distributed as block grants, on paper and the national education budget per area jumped sharply. However, compared with the previous, the magnitude of the budget is actually not much different percentage.
As an illustration, the education budget in 2013 amounted to Rp 331.8 trillion (20.01 percent), including the Ministry of Religious education and 18 ministries / other institutions, if incurred with teacher salaries, so only 9.8 percent of the state budget. Meanwhile, education spending in 1973 (when crude oil prices rise) Rp 436 billion (9 percent); 2006 Rp 44.11 trillion (10.1 percent), and 2007 to Rp 53.07 trillion (10.5 percent). Thus, the word “priority” on the implementation of at least 20 percent less meaningful, let alone less often obscure proper utilization and accountability as well.
Second, the definition of education. Law No. 20/2003 defines “education” as “the conscious and deliberate effort create an atmosphere of learning and the process of learning so that learners are actively developing their potential for …” That is, student-centered learning and active student. This paragraph requires a change in approach and teaching methods.
Although President Susilo Bambang Yudhoyono opened the 2009 National Meeting requested the minister to change the teaching and learning methodology, so far there is no serious and systematic efforts were made. Instead, the minister did not change the actual curriculum urgent and less strategic for quality improvement, while learning method allowed to proceed ancient ritual bath.
Third, RSBI. Article 50 Paragraph (3) of Law No. 20/2003 requires the government or the local government units to develop international education. Spirit of this article is to improve the quality of education that we are equal to or exceed the quality of the best education in the advanced countries. In this case the government refers to the countries of the OECD (Organization for Economic Cooperation and Development.
Implementation is RSBI most costly. The assumption is borrowed from the world trading adage, “if you want quality, must be willing to pay dearly”. Therefore, there commercialization, discrimination (pengastaan), and liberalization in education, while the quality remains unclear. MK eventually cancel Article 50 Paragraph (3) is so basic it RSBI and expensive school to be converted into a regular school.
Fourth, the national exam. In Article 57 and 58 of Law No. 20/2003 stated, evaluation of student learning outcomes do educators. Meanwhile, in order to control the evaluation of the quality of education nationwide as a form of accountability of education providers conducted by independent agencies.
Implementation, every year since 2004 the government held a national exam for BIKERS-lian mapping and evaluating the quality of the student learning outcomes and implications for the failure. At the urging of the House, in 2005 the government made a hasty Government Regulation No. 19 of the National Standards as the legal umbrella of the national exam.
Nonetheless, the national test is still considered to violate the law, the principles of pedagogy, and bad for education and teaching so that the government sued and found guilty by the district court to the Supreme Court.
However, the government continues to hold dodged that national goals until now, even from 2013 as one of the components determine the National Selection State University the invitation.
Fifth, the professionalism of teachers and lecturers. According to Law No. 14/2005 on Teachers and Lecturers, the professionalism of teachers and lecturers working to improve the quality of national education through the promotion of the dignity and role of the teacher or lecturer (Articles 4 and 5).
To that end, the law gives a quantitative basis of academic qualifications, competence, and a teaching certificate.
Implementation of the most prevalent is the certification portfolio, namely the assessment of teachers or lecturers of various documents (in position). When the program halfway through, without proper preparation, the government suddenly held initial competency test continued with his teacher competency test for mapping.
Only economic recovery teacher
After more than five years of progress, the World Bank research shows, certification portfolio had a positive impact on economic recovery only increased interest in becoming a teacher and a teacher. As for teacher performance and student achievement, there is no significant improvement effect.
Teacher professionalism policy should change the role and substance of educational staff in educational institutions prepare prospective teachers so far have not done. Meanwhile, a new educational program teaching profession began piloted this year.
It seems many more educational implementation of education is not intended to circumvent the efforts to formulate and promote policies to be effective. Management education as playing sand castles or poco-poco dance (term Megawati Sukarnoputri), busy up-collapse, back and forth, Hence remained in situ.
To reduce the arbitrary spirit might be required in the implementation of institutional brain trust, thinker, as well as educational supervisors trusted. This is increasingly important when considering the allocation of the largest state and local budgets for education.