The Delivery System of Education Programs.

(1)

(2)

SOCIOLOGY AND WELFARE

DEVELOPMENT

Edited by:

Muhamad Fadhil Nurdin

Centre for Socioglobal Studies Padjadjaran University

Foreword by:

Dr. Afriadi Sjahbana Hasibuan, MPA, M.Com (Ec)

(3)

ii Sociology and Welfare Development

First Published May, 2015

Published By

Centre for Socioglobal Studies Padjadjaran University

In Cooperation With

Penerbit Samudra Biru (Member of IKAPI) Jomblangan Gg. Ontoseno Blok B No 15 Rt 12/30 Banguntapan Bantul Yogyakarta Indonesia 55198 Telp. (0274) 9494 558

E-mail/FB: psambiru@gmail.com

ISBN: 978-602-9276-56-5

(4)

iii Sociology and Welfare Development

LIST OF CONTRIBUTORS

Agung Mahesa Himawan Dorodjatoen, is a PhD candidate at West Australia University, Perth – Australia. He is a Planning Staf, Directorate of Spatial Planning and Land Afairs, Indonesia National Development Planning Agency (Bappenas). He is a Best Graduate Student in Regional and Planning Department, Bandung Institute of Technology (2006) and Utrecht Excellence Scholarships Awardee 2007-2009 on Research Master Human Geography & Planning, Faculy of Geoscience, Utrecht University.

Ali Maksum, is a Ph.D candidate at the Centre for Policy Research and International Studies (CenPRIS), Universiti Sains Malaysia, Penang. His current project is about the Indonesia-Malaysia relations from defensive realism perspective. He has written articles have been published in such publisher as Kajian Malaysia: Journal of Malaysian Studies, Springer (ISI), Indonesia national newspapers and conferences.

(7)

vi Sociology and Welfare Development

HIV/AIDS and drug related issues.

Bintarsih Sekarningrum, a leturer at Social Welfare Departement in Social and Political Sciences Faculty, University of Padjadjaran. She obtained Bachelor degree, master degree and Doctoral degree from University of Padjadjaran. Some scientiic papers had been published at national or international level. Currently, he is focusing on waste management problem in society who life near the Cikapundung river at Bandung City.

Desi Yunita, oicially join the Departemen of Sociology at Social and Political Science Faculty University of Padjadjaran since 2014. She got Magister degree in Sociology also from University of Padjadjaran and focusing the research on development and environmental problem.

Forina Lestari, obtained B.Sc.Eng. (ITB, 2006), MSc in Housing, School of Housing, Building and Planning, University of Science Malaysia (USM, 2008). Lecturer at Indonesian Institute of Technology (ITI). She has published a book: Alam Takambang Jadi Guru: Merajut Kearifan Lokal dalam Penanggulangan Bencana di Sumatera. Consultant and expertise at Directorate of Rural and Urban Afairs, Indonesia National Development Planning Agency (Bappenas) and Directorate General of Spatial Planning, Ministry of Public Works (2013), Directorate General of Regional Development Assistance, Ministry of Home Afairs and Expert, Deputy of the Area Development, Ministry of Public Housing (2012), Expert Staf, Commission V (Infrastructure), he Indonesian House of Representatives (DPR, 2011). Junior Expert, Directorate of Rural and Urban Afairs, Indonesia National Development Planning Agency (Bappenas, 2010).

Hery Wibowo, S.Psi, MM, PhD is a leturer at Departement of Social Welfare Faculty of Social and Political Science, Padjadjaran University.

(8)

vii Sociology and Welfare Development Mitshel Lino is a Master of Social Sciences (Psychology) candidate under the supervision of Assoc. Prof. Dr. Intan Hashimah Mohd Hashim from the Department of Social Work, Universiti Sains Malaysia. Her research interest surrounds the ield of Social Psychology. She was a Graduate Assistant, serving as a Psychology tutor in the university. She was invited to the Golden Key International Honour Society for academic excellence and awarded Second Upper Class Honours from her undergraduate. Her past researches included the area of Multicultural Psychology and Child Marriage in Malaysia, collaboration project with UNICEF.

Mohd. Haizzan Yahaya MSW is Ph.D scholars from University Sains Malaysia. He is currently researching on Urban Poor Housing and being supervised by. Muhamad Fadhil Nurdin, PhD and associate professor Azlinda Azman, PhD

Mohd Tauik Mohammad is a Ph.D scholar at the Social Work Programme, School of Social Sciences, Universiti Sains Malaysia. His current Ph.D studies regarding on Specialization Social Work, Forensic Social Work/Victims’ Studies/Restorative Justice, being supervised by associate professor Azlinda Azman, PhD.

Muhamad Fadhil Nurdin, MA and Ph.D. from University of Malaya. He is a leturer at Departement of Social Welfare (1982-2011) and Departement of Sociology (2011-present), Head Departement of Sociology in Faculty of Social and Political Science, Padjadjaran University (2014- present). Visiting Associate Professor at University of Malaya (2008) and Visiting Associate Professor at Univerisiti Sains Malaysia (2012- present).

Tia Devianty, S.IP., MPA, is a PhD candidates at Universitas Padjadjaran, and a master’s degree graduate from Public Policy, Faculty of Public Policy and Management, Flinders University, Australia. Now, a lecturer at Ahmad Yani University, Bandung - from september 1996 – present Teaching, Researching, and Public Servicing. Current Researches

(9)

viii Sociology and Welfare Development

Current Public Services are Facilitator, Comprehensive Maternal Village Program in West Java, West Java Province Health Department (2006 – 2008), Facilitator for Sustainable Capacity Building for Decentralization (SCBD) Project in Bau-bau City and Buton Regency (2008 – 2012), District Advisory Team Capacity Building Program Minimum Service Standard Basic Education at Sorong West Papua (2014-2016), tdevianty@ rocketmail.com.

(10)

ix Sociology and Welfare Development

ACKNOWLEDGEMENT

Alhamdulillah. hanks to Allah SWT, whom with His willing giving me the opportunity to complete this book entitled Sociology and Welfare Development. he publication of this book would not have been possible without the guidance and knowledge wich I have acquired from my honourable professors; Professor A.D Saefullah - University of Padjadjaran and Professor Abd. Hadi Zakaria - University of Malaya. I would also like to dedicate this book to my beloved wife, Tuty Tohri and our lovely children Tofan Rakhmat Zaky, Forina Lestari, Fitaha Aini and Tamal Arief Ihsan - their support in my life.

he publication of this book would not be possible without the assistance and cooperation that we have received over the years from the many individuals and organization in various parts of the world. In particular, we wish to thank our team, all authors - Department of Sociology Padjadjaran University and Universiti Sains Malaysia. Specially thanks especially to Ali Maksum for his excellent assistance during the editorial process of this book. Dr. Arry Bainus the Dean of Faculty of Social and Political Sciences, Padjadjaran University. All of my Masters-PhD students and colleagues at Padjadjaran University as well as USM whom I would like to thanked for providing continuous support towards my success.

Wassalam.

(11)

(12)

xi Sociology and Welfare Development

FOREWORD

Dr. Afriadi Sjahbana Hasibuan, MPA, M.Com (Ec)

Head of Research&Development Ministry of Home Afairs,Republic ofIndonesia

First of all, I am honored to write this foreword and to give my warm endorsement to this book edited by my colleague Muhamad Fadhil Nurdin, Ph.D. In my point of view, Indonesian harmony is urgent and should be achieved soon. he government and all stakeholders are pushed to react and formulate a strong policy to reach the national goals.

his book provides a comprehensive assessment regarding sociology and welfare development discourses with a new paradigm and approaches to build Indonesian future. his compilation chapter divided into ifteen chapters, conclusion and also given constructive policy recommendations. Although, all authors in this book are depart from various background and issues, yet they produce and extent some challenges should become serious attention especially the government. I can argue that this book is very multidisciplinary and discussed from various angle.

(13)

xii Sociology and Welfare Development

welfare development discourses is smartly promoting the ideas of “spiritual development” which in some extent isolated from main discussion. his is important and also to alerting as well as to underscore that Indonesia is a religious country.

Finally, I am pleased to congratulate to Muhamad Fadhil Nurdin, PhD which successfully publish this book and demonstrated that he is a productive scholar. As academician, lecturer and researcher he has more than thirty years professional experiences in the ield of social and political sciences in Indonesia as well as recognized in the broad. I hope, the collaboration between the agency of research and development in the Ministry of Home Afairs of the Republic Indonesia with the Centre for Socioglobal Studies - Padjadjaran University become more efective, fruitful and sustain in the future.

hank you and Wassalam.

(14)

xiii Sociology and Welfare Development

INTRODUCTION

In the Name of God, the Most Gracioeus, the Most Merciful

his book provides a thematic issues and challenges in the new era, sociology to develop human welfare. he main objective of the Sociology and Welfare Development is to present an integrated analysis of how the discipline of sociology can contribute to our wider understanding of the variety of welfare development issues, practices and institutions approachs, policies and philosophy wich exist in our society and countries. his explanatory chapters expected to examine and understand as well as ofer choices for human beings in the dinamics world to build a human welfare.

his book depart from the point of view that sociology is as applied social science can contribute to the development of human life through many perspectives. he various theme have been selected are discussed from philosophy to policy models. Each chapter attempt to understand with a core idea namely welfare development.

(15)

xiv Sociology and Welfare Development

policy implementation, bureaucracy and corruption. Yet, all indicates that Indonesian government has taken a serious strategic action in order to struggle to eradicate poverty as well as eradication policy against chronic of corruption. Related with poverty phenomena, in the chapter nine, concern on historical and inherited problems such as the disabled people, the pursuit of full employment in urban areas and overstaing in the public sector, were important causes for urban poverty. However, these historical problems did not result in serious poverty under the well planned economic system. he number of poor people inherited from the previous period was also relatively small.

In the third chapter focus onhuman geography and planning as part of human life. Sociologically, this study concludesthat the relationships between two adjacent metropolitan centres are two geographical phenomena occurred in the Jakarta-Bandung Mega-Urban Region (JBMUR). However, a rapid urbanization process has also been occurring in the corridor area between both metropolitan centers. here are both direct and indirect relations between these two geographical phenomena which inally lead to the emergence of the Jakarta-Bandung mega-urban region. In the fourth chapter, that in addition, the struggle of urban poor communities in Malaysia for housing and land rights is closely related to the development and history of the country. After the British colonial period, Malaysia’s priority was to develop its economy by focusing on the manufacturing and export industry in urban areas. his resulted when people from rural areas migrating from village to the city, in search of opportunities and to ill the workforce demand. Most of the urban migrants would build their own house near the manufacturing factories, because the surrounding lands were unoccupied and unused. With hard work and their own resources they would clean the area (wilderness) and build houses; this would encourage the development in the area and hence they are known as urban pioneers.

(16)

xv Sociology and Welfare Development obtained inancial assistant from micro LKMS or BMT.

Chapter six examines the environmental destruction of young generation to protect and conserve the natural environment. As such, the key actors in engaging youth participation in environmental action, be it the government, non-governmental organizations (NGO’s) or the community, should address the multi-dimensional issues that are obstacles towards the involvement of the young and come up with strategies to develop a more intrinsically-motivated participation. Generally, environmental awareness among youth worldwide is at an adequate level but it is the translation into action that is still lacking. A review of the implementation strategies of current environmental action programs involving youth should be done by the respective organizers in order to create programs that are fun, hands-on and allows as well as entrusts youth to apply their environmental knowledge and personal skills to make key decisions for the future of then environment which they shall inherit from the present. Hence, there is a need to move beyond the present, traditional top-down institutionalized approach of implementing programs towards a more dynamic and lexible approach in which youth are viewed stakeholders, knowledge sharers and leaders, and not mere passive participants who carry out the aims dictated by the organizers.

(17)

xvi Sociology and Welfare Development

rural community towards education as a strategy for improving life. At the same time, the delivery system of the education programs must be enhanced and it is all depend on the commitment of the school and teachers of the rural schools as well.

Finally, the last chapter focus on the incidences of child marriage are no longer pertinent only for less developed country; it actually happens extensively in diferent parts of the world. Due to psychological and biological immaturity, children are insuiciently mature to make an informed decision about a life partner.

his book examines the welfare development issues in the broader “sociology of welfare development” perspective. It is compiled from travelers and knowledge experiences in international seminars, talks and forum of researchers, supervisions and other discussion with my PhD and Master students. hat experiences, together with their personal values and interests extremely inluence to all authors in this book. Personally, I hope that those who engage and read this book will obtain fruitful knowledge. All errors are the author’s responsibility.

Wassalam.

(18)

135 he Delivery System of Education Programs

Readers guide

his chapter discusses on education as fundamental for the development of prosperous society. It is in fact serves as a critical platform for the development of any society. he Malaysian government has implemented many educational programs in order to help improve rural education, including in Baling, Kedah. However, the involvement of students and parents in the existing education programs is still lacking. he involvement of the parents and students is a question as to whether the parents are well informed about the programs. In addition, questions also arise as to whether the government agencies have provide good delivery system of information to the parents and school

he Delivery System of

Education Programs

Mahathir Yahaya, Ali Maksum, Muhamad Fadhil Nurdin, Azlinda Azman

Chapter

(19)

136 Sociology and Welfare Development

students in Baling? his issue is critical in order to ensure efective delivery system of the rural education programs for the Baling children

Introduction:

he Development of Society by hrough Education

A prosperous society is a condition of the individual, group or community, which has a stable life in terms of the economy, personal relationships, independence, health, education and security (Nurdin & Kreuger, 2013). he concept of the public welfare should be understood from the internal factors such as tranquility, comfort in the relationships between individuals, groups and communities. If all of these requirements are fully illed, a welfare society has been reached. he above explanation demonstrates that any the prosperous society has a close connection with education. Education and social welfare are the two aspects that should complement and support with each other. It also believes that educated people tend to be better in the social welfare (Turiman, Azhari, and ISMI Arif, 2012). his means that education is fundamental in our lives and every person has the right to get a quality education. Generally, education is as an empowerment process of individual throughout the lives. In fact, Education is indeed a critical platform for the development of prosperous society towards the building of democracy society and to further achieves quality of life (Preston and Elo, 1996). Education will transform and develop from time to time depend on the context and social necessities.

Education in Baling

(20)

137 he Delivery System of Education Programs government programs is still lacking. Consequently, the improvement of education reforms is terribly low (Idris & Nik Pa, 2008).

he average result of school examination in Baling is really unsatisied though various education programs and services that have been implemented and reported by the academic achievement statistics in Baling from 2005 to 2010. It is clearly indicated that the number of students who fail in all subjects in the primary School Assessment Test (UPSR) has been increased from 6.56% in 2005 to 28.7% in 2010. he percentage of students who got A in all subjects was also luctuated. For instance, in 2007, there only 9.18% of students who were successfully getting A in all subjects and declined to around 5.66 % in 2008. he trend is moderately increasing in 2010 about 8 %. hese phenomena were also occurring in the Lower Secondary Examination (PMR). According to the statistics the number of students who were able to score A for all subjects was also unstable. For example, in 2007 there were only 31.2 who obtained A score while the number showed a declined to 1.62 % in the following year. On other hand, students who fail in all the subjects has been dramatically increase starting in 2005 with around 1.08% to 2% in 2007. he similar trend has also risen in the Sijil Pelajaran Malaysia

(SPM) or Malaysian Certiicate of Education (equal to A-level) where the number of students who got A in all subjects was only 0.09 % in 2005 and not much changes until in 2010 which was roughly 0.41%. he showed trend of students who failed in all the subjects in the SPM examination since 2005 which was roughly ranging from 1.06% to 3.70% in 2007 became the main concern of the government.

Education Programs

(21)

embedded with him, and in relation to their daily activities; 3) it has been developed based on the philosophy and science which had been formed directly from the speciic problem. Furthermore, education activities are prepared with the expectation to be able to open a solution to the problems that have been identiied (Ismail, 1990).

Although the programs have been developed according to the needs and of student and society the primary issue is how much the existing programs has been well disseminated to general public particularly parents and school.

he Delivery System of Education Program

s

he concept of education requires curriculum construction process and delivery system that parallels with the demand of individuals and communities well as norms and values (Idris & Nik Pa, 2008). hese are portrayed to promote and increase efective educational programs, particularly the need to improve the delivery system to enhance the of rural education. In Baling, however, all form of information, programs activities have been delivered by the schools only by letter and most of the time the letter had been addressed to parents through students. he questions arise as to whether the letter has been received by their parents? And whether the information and the advantages of the programs are well understood and perceived by parents? hese issues are the main goal of this research in order to ensure an efective delivery system of the rural education programs for the Baling children. hus paper will further discussed on the various factors that can contribute to a more efective delivery system of education programs.

Medium

(22)

139 he Delivery System of Education Programs he society is expected to aware the existence of activities undertaken by the government speciically in the rural areas; (3) using a mobile van around the country which became a symbol and reference to the people who want to know the government’s plans. By operating it, people can earn information programs run by the government without going out of their area; (4) Transform the schools as a source of all policies information and programs have been carried out by the government (Mior Jamaluddin, 2011).

Cost

he cost or budget is one of the critical components in the delivering system of information and education programs. Among the efective medium to deliver the programs is by using recent advance technologies mainly internet. his idea supported by a study conducted by Adam Kassim and Salleh (2009) which argues that the factors backwardness of rural education are poverty, lack of attention to education, lack of motivation, perceptions and lack of technology. his means that technology is one of the real mediums to gain information on education programs.

Nonetheless, to rural communities, the internet services are limited due to the high costs. Consequently, many of the rural communities like in Baling, do not know about the availability of the existing education programs. his inability is primarily due to the poverty in the said rural communities. he growth of poverty in Baling is really impacted to the education performances in the area. Che Mat (2012) is highly approved that the poor level of education has been inluenced by the achievement of the head of the household itself. He has discovered that the majority of the household had only primary school education and categorized as poor.

Attitudes

(23)

However, the majority of parents have expressed their positive responses towards their children’s education. his illustrates that problem faced during their children’s education process is not seen as a barrier for the parents to enhance their children’s quality education. hese attitudes could be a reference and a guide to the teacher, which also play a role in conveying information programs to students and the parents. Rehman and Rehman (2011) agree that teachers who teach outside of the city are less motivated due to the lack of incentives. hus, it makes teachers become more apathetic towards the teaching process. While the teachers are being unmotivated, the students will feel that the education is not important (Rehman & Rehman, 2011).

Conclusion

he high degree of consciousness of parents towards education of their children will yield a quality generation. he involvement of students and the parents in the programs are indeed critical for children’s development. A family with a good education will create a highly educated and professional community. A rural community be habited by these groups will lead to the economic growth as well as education development in the area. It believes that this policy will reduce the poverty in the rural communities and cut the cost of obtaining information on education programs have been implemented in the society. hese ways have been considered as an efective method in assisting rural communities to obtain information on education programs had run by the government.

Finally, to develop any rural community it can be achieve through the dissemination on the importance of education to all family members in the area. his method is expected to transform the communities towards appreciating education better. he recognition of society towards education only, is not enough to enhance the living standards. Yet, it should be incorporated a the positive attitudes of the rural community towards education as a strategy for improving life. At the same time, the delivery system of the education programs must be enhanced and it is all depend on the commitment of the school and teachers of the rural schools as well.

(24)

141 he Delivery System of Education Programs Anderson, J. A., & Meyer, T. P. (1988). Mediated Communication: A social

action perspective.

Idris, N., & Nik Pa, N. A. (2008). Perjuangan Pemerkasaan Pendidikan Di Malaysia Pengalaman 50 Tahun Merdeka. Kuala Lumpur: Utusan Publications. Journal of Medicine, 334 (8), 537.

Mior Jamaluddin, M. K. (2011). Sistem Pendidikan di Malaysia: Dasar, Cabaran, dan Pelaksanaan ke Arah Perpaduan Nasional.

SOSIOHUMANIKA , 44-45.Newbury Park: CA: Sage Publications.

Nurdin, M. F., & Azman, A. (2013, Mei 20). Membangun Masyarakat Sejahtera: Pengalamam Praktikum Kerja Sosial. (R. Omar, S. Pandian, & Z. A. Sanusi, Eds.) Kempimpinan Institusi Pengajian Tinggi Dan Kesejahteraan Sosial: Merealisasikan Transformasi Ke Arah Masyarakat Sejahtera , 102-114.

Preston, S.H. dan Elo, I.T. (1996). Survival after age 80: letter to the editor. New England

Sosial Negara. (R. Omar, S. Pandian, & Z. A. Sanusi, Eds.) Konvensyen Kebangsaan , 139-146.

Turiman, S., Azahari, I., & Ismi Arif, I. (2012, Oktober). Peranan Pendidikan Dan Kesejahteraan. Utusan Publications.

Wan Azmi, R. (1992). Pembangunan Masyarakat Dari Perspektif Kebajikan.

The Delivery System of Education Programs.

SOCIOLOGY AND WELFARE

DEVELOPMENT

CONTENTS

LIST OF CONTRIBUTORS

ACKNOWLEDGEMENT

FOREWORD

INTRODUCTION

Readers guide

he Delivery System of

Education Programs

Chapter

Introduction:

he Development of Society by hrough Education

Education in Baling

Education Programs

he Delivery System of Education Program

Medium

Cost

Attitudes

Conclusion