Management of Basic Education Program
in The Perspective of Sustainable Development Goals
Bambang Ismanto
Universitas Kristen Satya Wacana Salatiga, Indonesia bambang.ismanto@staff.uksw.edu
Abstract
This study aims to analyze the performance of basic education in preparing a sustainable development program in Central Java - Indonesia. Research conducted with quantitative descriptive approach. Basic education development indicators based on the millennium development goals become a reference for performance analysis of basic education. Source of research data is a report on basic education program of the Regional Planning Board and the Department of Education, Central Java Province in 2015. The results showed that the Gross Enrolment Ratio (GER) at a rate of approximately 75.12% of early childhood, SD / MI = 109.13% and SMP / MTs = 100.69%. The ratio of NER SD / MI approximately: 98.43%, SMP / MTs = 77.95%. NER women / men in SD / MI approximately: 99.26%, on SMP / MTs 100.48% and the ratio of literacy rates around: 100.13%. Life skills education as much as 356 villages covering 40 520 vocational group. Qualified teacher S1 / Diploma IV, at the early childhood level (46.66%), SD / MI (77.90), and SMP / MTs (91.45%). The dropout rate SD / MI (0.077), and SMP / MTs (0.232%). Conclusion Central Java province managed to achieve the MDGs in education and set up a sustainable development goals (SDGs). GER Early childhood education is about 75%, yet the school operational assistance to meet the needs of the school budget, GER in Higher Education around 35%, lack of access to quality vocational education to the challenge of Central Java province in the SDGs.
Keywords: Performance, Basic Education, MDGs to SDGs
Introduction
Education becomes the strategic
development of the nation towards a better
quality of life, prosperity, and justice.
Education is one of the important issues to
be a priority in development in developing
countries. At the Summit (Summit) The
Millennium United Nations (UN) in
September 2000, a total of 189 UN member
states are mostly represented by heads of
government agreed to adopt the Millennium
Declaration. The declaration was based on
an inclusive approach, and grounded in
concern for the fulfillment of basic human
rights. The UN General Assembly adopted
the Millennium Declaration, establishing a
global partnership of countries and
voluntary development goals, to be achieved
by 2015. Representing ambitious moral and
practical commitments, the MDGs2 called
for action to: (1)eradicate extreme poverty
and hunger; (2)achieve universal primary
education; (3) promote gender equality and
empower women; (4) reduce child mortality;
(5) improve maternal health; (6) combat
HIV/AIDS, malaria and other diseases; (7)
ensure environmental sustainability; and (8)
develop a global partnership for
development.
An outline of the education policy is
an extension and equal access to education,
improving the quality and welfare of
teachers, and empower educational
institutions. Educational institutions will be
the center of civilizing values, attitudes, and
ability. In addition, the development goal of
education also undertake reforms and
stabilization the education system, including
curriculum reform and the decentralization
of education. Decentralization education
including curriculum updates,improving the
quality of educational institutions in facing
the development of science and technology
and art, as well as resource development
human resources as early as possible.
During the period of Order The new,
improved education so that the proportion of
their Illiteracy was reduced. The millennium
development goals in the field of education
include Enrollment (NER) Elementary
schools; The proportion of first graders who
completed elementary school; and the
literacy rate of 15-24 year-olds, women and
men.
Indonesia's participation in the
Millennium Declaration agreed along with
189 other countries in 2000 is not merely to
fulfill the goals and objectives of the
Millennium Development Goals (MDGs).
But participation was based on the
consideration that the objectives and targets
of the MDGs in line with Indonesia's
development goals and objectives. The
Indonesian government has mainstreamed
the MDGs in the planning phase to the
implementation as stated in the Long Term
Development Plan 2005-2025, the National
Medium Term Development Plan
2004-2009 and 2010-2014 and the Annual Work
Plans and budgeting document. Based on the
pro-growth, pro-job, pro-poor,
pro-environment and the allocation of funds in
the central and local budgets to support the
achievement of the MDG targets to increase
every year. A productive partnership with
contribute to accelerating the achievement
of MDGs (Bappenas: 2016).
Education today is a basic right in
the value of human life. Education has a
very important role to support human life
because it is essentially human in
implementing his life can not be separated
from education. Implementation and
development of educational assessment must
also be adapted to the conditions and the
social situation in the community.
Therefore, education is like an experiment
that was never finished until whenever, as
long as there is human life in this world.
Said, because education is a part of human
culture and civilization that continues to
grow. This is in line with human nature that
has the potential of creative and innovative.
Education is not only a role in
creating youth as agents of change that
brings change, but the younger generation
should be an agent of a producer who is able
to create real change. Education should be a
patron not only in terms of formal education
but the question is education that can change
the mindset of the nation and innovative
education that promotes creativity and
innovative power of the nation. The younger
generation as an agent of innovation that can
contribute significantly important to apply
the concepts of sustainable development are
applicable. Education is the foundation of
the government's efforts to encourage the
achievement of the goals and objectives of
sustainable development in an era of
Sustainable Development Goals (SDGs) and
2030 under the direction of the United
Nations Forum agreed on August 2, 2015.
The increase in education for the people of
Indonesia will foster the achievement of the
goals and objectives of other in 17 points
SDGs, especially to improve Indonesia's
human development index. So expect the
role of education is able to increase the
competitiveness of Indonesia in support of
SDGs 2030.
Research Method
The study was conducted by
quantitative descriptive approach. The
analysis is based on the millennium
development goal targets basic education by
2015 in the province of Central Java
-Indonesia. Source of research data is a report
on basic education program of the Regional
Planning Board and the Department of
Education. Stages of research conducted by
reviewing the indicator on MDG education,
basic education data sorting, and analyzing
the MDGs. Performance of basic education
Central Java Province expressed as a
percentage. Further analyzed according to
the standard performance (target) on MDGs
of basic education.
Literature Review
Education has been formally
recognized as a human right since the
adoption of the Universal Declaration of
Human Rights in 1948. This has since been
affi rmed in numerous global human rights
treaties, including the United Nations
Educational, Scientifi c and Cultural
Organization (UNESCO) Convention
against Discrimination in Education (1960),
the International Covenant on Economic,
Social and Cultural Rights (1966) and the
Convention on the Elimination of All Forms
of Discrimination against Women (1981).
The United Nations Convention on the
Rights of the Child (1989) further
strengthens and broadens the concept of the
right to education, in particular through the
obligation to consider in its implementation
the Convention’s four core principles:
nondiscrimination; the best interests of the
child; the right to life, survival and
development of the child to the maximum
extent possible; and the right of children to
express their views in all matters affecting
them and for their views to be given due
weight in accordance with their age and
maturity (Unicef : 2007).
The Millennium Development Goals
(MDGs) are a set of numerical and
time-bound targets that express key elements of
human development. They include halving
income-poverty and hunger; achieving
universal primary education and gender
equality; reducing under-five mortality by
two-thirds and maternal mortality by
threequarters; reversing the spread of
HIV/AIDS; and halving the proportion of
people without access to safe water. These
targets are to be achieved by 2015, from
their level in 1990 (United Nations, 2000)
In 1990, the goal was set to provide
basic education to all children by the year
2000. The sad truth is that the 1990s saw
only about a fifth of the global progress
needed. For developing countries, the
average net enrolment ratio for primary
education increased from 78 in 1990 to 83 in
2000. Not surprisingly, the goalpost was
moved to 2015; but this promise will not be
kept either if progress does not accelerate
two-fold between 2000 and 2015. At the
current rate, the global education target will
2003). Globally, the world is not on track to
reaching gender equality in primary
education by 2005.7 At the current rate, the
target will not be met until the year 2025.
Gender discrimination in primary school
enrolment remains a concern in several
countries, particularly in Sub-Saharan
Africa, South Asia and the Middle East and
North Africa (Unicef 2007).
Based on the Constitution 45 Article
31 mandated that: (1) Every citizen has the
right to education; (2) Every citizen is
obliged to follow basic education and
government is obliged to finance it; (3) The
State prioritizes education budget at least
twenty percent of the national and regional
budgets to meet the needs of national
education. Similarly, Law No. 20 Year 2003
on National Education System, Article 5
Paragraph (1) states that every citizen has an
equal right to obtain a quality education;
Article 6 Paragraph (1) every citizen aged
7-15 years of compulsory basic education; and
Article 34 Paragraph (1) government and
local governments guarantee the
implementation of the compulsory minimum
level of basic education free of charge.
Implementation of compulsory education
program is part of education policy in
Indonesia in achieving education for all
(education for all). Compulsory education
program held at the unit of basic education
in formal education (SD / MI and SMP /
MTs), non-formal and informal, and should
be able to accommodate a normal child as
well as those with disabilities and have
barriers. In the perspective of education for
all, the plan term development national
medium explained that every person has the
right to develop themselves through the
fulfillment of basic needs, is entitled to
education and to benefit from science and
technology, arts and culture, in order to
improve the quality of life and for the
welfare of mankind is constitutional
mandate. Education must be accessible to
everyone by not limited by age, place, and
time. The government must ensure the
alignments to learners who have physical
challenges, mental, economic, social, or
geographic.
The proposed Sustainable
Development Goals (SDGs) offer major
improvements on the Millennium
Development Goals (MDGs). On 25-27
September 2015, a total of 193 countries at
the headquarters of the United Nations, New
York, United States unanimously agreed to
adopt the document entitled "Transforming
Sustainable Development" or "Changing
forget Our World: Agenda Year 2030 for
Sustainable Development. At this meeting
agreed on 17 of the following purposes: (1)
Eradication of poverty. Ending poverty in all
its forms in all places; (2) Reduction of
hunger. Ending hunger, achieve food
security and improved nutrition, and
promoting sustainable agriculture; (3) Life
healthy. Promoting healthy living and
support welfare for all ages; (4) quality
education. Guarantee fair and quality
education, and to support the opportunity to
study with stable throughout life to all
people without exception; (5) Gender
equality. Achieving gender equality and
empowering women (6) Water and
sanitation. Ensure access to water and
sanitation for all; (7) The Clean Energy and
holidays. Ensure access to energy that is
cheap, reliable, sustainable and modern for
all; (8) decent work and economic growth.
Supporting sustainable economic growth for
all, where there is decent work for those
who need it; (9) Industry, innovation,
infrastructure. Building infrastructure that
resists change, support sustainable
industrialization, and helping innovation;
(10) Reducing the gap. Reducing
inequalities within countries and between
countries; (11) City of sustainable cities and
communities. Creating cities safe for all,
resistant to change, and sustainable; (12)
Consumption and production are
responsible. Ensure consumption and
supporting sustainable patterns of
production; (13) in action for the climate.
Take measures and emergency measures are
needed to combat climate change and its
impact; (14) Peace and justice. Promote a
peaceful and open society for sustainable
development, providing access to justice for
everyone and building effective institutions,
responsible, and open at all levels; (15) the
Partnership for sustainable development.
Strengthening means of enforcement and
revive the global partnership for sustainable
development; (16) Promote a peaceful and
inclusive society for sustainable
development, provide access to justice for
all and building effective institutions,
accountable and inclusive at all levels; (17).
Strengthen implementation and revive the
global partnership for sustainable
developmentEducation for Sustainable
Development (ESD) is largely synonymous
with quality education but requires
far-reaching changes to the way education
functions in modern society. How to
structure and implement quality education
for sustainable development is a key
systematically assessing the effectiveness of
learning. More specifically, the development
in the field of education at SGS, focused on
the acquisition of foundational and
higher-order skills; greater and more equitable
access to technical and vocational education
and training and higher education; training
throughout life; and the knowledge, skills
and values needed to function well and
contribute to society (United Nations :
2016).
Results and Discussion
Performance Basic Education in Central Java Province - Indonesia
Educational vision of Central Java
province on the Medium Term Development
Plan (2013-2018) was the realization of
education Quality, Competitive, Character,
and Justice. Target is to improve the basic
education Basic Education Services (Basic)
quality. Joint with local goverments, will
realize the completion of 9-year compulsory
basic education quality. The purpose of
basic education development program is to
improve the availability and quality of basic
education services. While the goal is
increasing infrastructure quality education,
fostering the potential of students and the
application of a uniform curriculum. The
strategy for improving services Basic
Education (Basic Education), through
institutional development, fulfillment
infrastructure, implementation of the
curriculum, student development and
enrichment of learning resources. The policy
will do is utilize all the potential of basic
education (Education).
Performance targets to be achieved
by 2018 that APK SD / SDLB / MI /
Package A of 109.25%; APM SD / SDLB /
MI / Package A at 100% and APK SMP /
SMPLB / MTs / Package B by 100.60%;
APM SMP / SMPLB / MTs / Package B by
80%. Indicators of quality of basic
education, in 2018 for Graduation Figures
SD / SDLB / MI 99,98%, SMP / SMPLB /
MTs by 99.25%. The average value of the
national exam SD / SDLB / MI at 7.15, SMP
/ SMPLB / MTs by 6.90. In terms of
equality, education facilities, 2018 was
Classrooms SD / MI National Standard of
70.50% Education and Classroom SMP /
MTs by 80.75%. Other quality indicators, in
2018 the entire SD / SDLB / MI accredited
and SMP / SMPLB / MTs accredited by
100%
Human Development Index of
Central Java province in 2015
approximately 69.49%, the lowest in Brebes
regency (63.18%) and the highest Salatiga
indicator covering life expectancy, the
average length of school and spending per
capita in the community. Life Expectancy
lows around 73.96% in Brebes (68.20%) and
the highest in Sukoharjo (77.46%). Old
School expectancy of about 12.38 years, the
lowest in the Trunk (11.09 years) and the
highest in Salatiga (14.97 years). Average
Old School around 7.03 years, the lowest in
Brebes (5.88 years) and the highest in
Surakarta (10.38 years). Expenditure per
capita of about Rp. 9.93 million; Lowest
Pemalang Regency (Rp. 7.177 million;) and
the highest in Salatiga (Rp. 14.6 million;).
Access to basic education in Central
Java province relative meet millennium
development goal targets. Gross Enrolment
Ratio (GER), early childhood education in
the period 2000-2015, up from 17.33% to
75.12% exceeding the 2015 EFA targets.
GER lowest in Brebes regency (69.99%)
and the highest in Magelang (91,50%). GER
at primary level / MI approximately
109.13%, the lowest in Blora (100%) and
the highest in Magelang (188%). While the
NER approximately: 98.43%, the lowest
Brebes (90%) and the highest city of
Magelang (168%). Meanwhile, the GER at
SMP / MTs approximately 100.69%, the
lowest Rembang (96.20%) and the highest
city of Magelang (133.79%). Meanwhile,
the NER SMP / MTs around: 77.95%, the
lowest Tegal regency (68.46%) and the
highest city of Magelang (91.45%). The
achievement of primary education NER (SD
/ MI and SMP / MTs) in Central Java
province has not reached 100%. This means
that all children of primary school age in
Central Java province has been registered on
the SD / MI and SMP / MTs.
The dropout rate at the primary / MI
approximately 0.077% and SMP / MTs
approximately 0.023%. Library SD / MI
corresponding national standards in Central
Java province around 45.96%, the lowest in
Boyolali (31.09%) and the highest in
Salatiga (89.82%). Meanwhile, at the level
of SMP / MTs, according to the standard
library has about 78.43%, the lowest in
Jepara regency (60.28%) and the highest
Pekalongan regency (90.70%).
In terms of school health, sanitation
feasibility in SD / MI Central Java province
around 71.32 from 70.50% target set.
Meanwhile, the feasibility of the lowest in
Pekalongan (14.22%) and the highest
Surakarta (97.43%). At the SMP / MTs,
sanitation feasibility approximately 70.92%
of the target set by 70.10%. Feasibility
lowest in Jepara regency (30.60%), and
The adult literacy rate is based on the
ratio of men and women in Central Java
province around 94.41%. Cilacap (92.53%)
and the highest in Tegal (98.85%). The
quality of education in Central Java province
views of eligibility and certification of
teachers (educators) as well as the students'
graduation. Feasibility teachers teach in
kindergarten (21.97%), SD (47.22%) and
junior (87.79%). The graduation rate at the
primary level around 99.99%, and 98.22% A
program package, while the national test
scores of 6.83. Meanwhile the graduation
rate in junior high around 99.81%, and
99.74% B package program, while the
national test scores of 5.68.
Sustainable Development Goals of Education in Central Java Province
Goal of quality education as the
target of the MDGs, in 2030, include (1)
ensure that all girls and boys completing
primary and secondary education free of
charge, equal, and quality, which leads to
the achievement of learning relevant and
effective; (2) ensure that all girls and boys
have access to the development and care of
early childhood, parenting, pre-school
education quality basic, so they are ready to
pursue primary education; (3) ensure equal
access for all women and men, to technical
education, vocational and higher education,
including universities, affordable and
quality; (4) eliminating gender disparities in
education, and ensure equal access to all
levels of education and vocational training
for vulnerable people including those with
disabilities, indigenous communities, and
children in vulnerable conditions; (5) ensure
that all adolescent and adult groups a certain
proportion, both male and female, have the
literacy skills and numeracy (SDGs
Indonesia:2016)
The main issues that should be
solving Central Java Provincial Government
in achieving the goals of sustainable
development is the Early Childhood
Education, enrollment at SMP/MTs,
acquisition cost of primary and secondary
education, access to vocational education
and higher education, gender disparities and
ensure access to all levels of education and
vocational training, for vulnerable people
including those with disabilities, indigenous
communities, and children in vulnerable
conditions and ensure that all adolescent and
adult groups a certain proportion, both male
and female, have the literacy skills and
numeracy.
Gross enrollment in early childhood
about 25% of the population is still
unserved. It will be a matter of readiness
when students aged SD / MI entered the first
grade. In this stage, the necessary
psychological readiness of students in
reading, writing and arithmetic. Enrollment
SMP / MTs in 2015 approximately 79.30%.
Free education, even at the cost of
operational pemyelenggaraan primary and
secondary education is difficult to realize.
The calculation of operating costs and
operational assistance calculated schools
nationwide. Meanwhile, the unit cost of
education varies among regions. Figures
Higher Education participation still
relatively low of less than 40% or about
35%. The relatively high unit cost of quality
vocational education and higher education
as a barrier to access to education is
concerned. While the acquisition cost of
higher education for poor families through
scholarships “Bidik Misi” can not be
allocated fairly and equitably. Systems and
procedures with formal administrative
-bureaucratic constraint poor families to
access it.
Learning from the experience of
MDGs, efforts to accelerate the SDGs
require various resources of national and
subnational directed to various areas of
priority to encourage multiplier effect
meaningful, overcome barriers, supporting
the mobilization of resources, end the work
isolated and build synergies for the
planning, implementation and M & E better.
The success of efforts to accelerate the need:
a better partnership; Building capacity of
national and sub-national actors;
Mobilization of resources from various
stakeholders; Strengthening Communication
Strategy (SDGs Indonesia :2016). Public
participation and stakeholders done to
socialize the target of quality education
without discrimination. Makademia
stakeholders, research centers, professional
organizations and religious, philanthropic
and private sector, parliamentarians, NGOs,
etc. Each is a resource partner with the
Development full of aspirations, interests
and ways of working optimally if included,
could encourage efforts to promote
education, health, welfare, environmental
protection, equality and various other SDGs
targets.
Conclusions and Recommendations
Based on the discussion above it can
be concluded that: (1) Most of the targets of
education development in the MDGs can be
realized. Target has not been achieved is the
GER on early childhood education, (2) The
to access basic education without exception
for children with special needs (3) There are
still some counties or the city of local
governments that have not achieve the
MDGs
The achievement of quality education on the SDGs, recommended (1) Entering the program MGS, need socialization of the concepts and targets to local governments, communities and stakeholders (2) Public policy on planning and budgeting for quality education equitable, fair and non-discriminatory (3) , Action plans and e-governemnt based.monitoring and evaluation
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