International Conference – Universitas Sarjana Wiyata Taman Siswa Jogjakarta Tanggal 17 Januari 2015 – ISBN 978 602 176 1793
Performance of Basic Education
The Achievement of Education for All
In Salatiga
–
Indonesia
Bambang Ismanto
Lecturer of Satya Wacana Christian University Email : bam_ismanto@yahoo.com
Abstract
Education is one the authority implemented District / Municipal Government Decentralization (autonomy) in Indonesia since 1999. Various educational programs are planned, implemented and controlled according to the needs of the community and regional resources. An education unit is available within walking distance at a maximum of 3 km away for elementary schools (SD / MI) and 6 km away for junior high schools (SMP / MTs) from permanent residential settlements in a remote region. Education for All (EFA) is one of the program to achieve Millennium Development Goals (MDGs). Every Regency / City in Indonesia are required to implement basic education at the level of SD / MI and SMP / MTs as a 9-year compulsory education. The paper is to determine the performance and its implications in achieving the target of basic education in the implementation of education for all in Salatiga. Education designated as one of the basic services to the mission development. Salatiga city has planned to implement the MDGs in the medium-term development program (RPJMD), Annual Work Plan and Budget. The results showed that equity and access to basic education in Salatiga in 2013 has reached a specified standard. APK SD / MI in 2013 amounted to: 117.60%, meanwhile, in 2013 NER of SD / MI- year amounted to 100,58%. While the GER of SMP / MTs in 2013 amounted to 118.44%, up about 2.09% from 2012. Meanwhile, in 2013 at the level of SMP / MTs, NER approximately 87.23%, up 2.10% than 2012 year. This research has implications for local governments to design programs Salatiga further education equitable and quality.
Keywords : Basic Education, Performance, EFA, MDGs, GER
Background
overcome barriers and stimulate educational development: (i) clear division of responsibilities and power among the different levels of government, (ii) greater decisionmaking power and autonomy to localgovernments, (iii) greater voice of teachers and parents on how schools operate, and (iv) effective accountability mechanisms and financial structures that are consistent witheducational goals. Under decentralization, improving quality will mean identifying those institutional arrangements (such as standards, structures, and incentives) that will improve performance and accountability (World Bank : 2004:15). Local government Decentralization is an opportunity to improve the quality of human resources
through education. Salatiga local government has drawn up a medium-term plan, annual work plan
and budget revenue and expenditure.
Regulation of the National Education Minister Number 15/2010, have been considered
that That to ensure that quality education is provided by regions, it is necessary to establish
minimum service standards (MSS) for basic education. An education unit is available within
walking distance at a maximum of 3 km away for elementary schools (SD/MI) and 6 km away for
junior high schools (SMP/MTs) from permanent residential settlements in a remote region.
Regency/city governments have a plan and carry out activities to assist education units in
developing a curriculum and effective learning processes. MMS is the basis for the region in providing education services. The Government set education and school programs are set according to standards, such as the quality of teaching, facilities, teachers, management and evaluation.
Basic education became a stage in improving the quality of education. The introduction of
literacy and numeracy are taught from students in basic education. Boissiere, contend that one of
the strongest and most often used arguments for investment in primary education is the economic argument based upon the concept of human capital. The basic premise of human capital theory is that investment in human resources results in improved productivity.2 In theory, the costs of the investments can be calculated along with the benefits of improved productivity, and an economic rate of return can be assigned to human capital investments, just as to any other type of investment. Usually education and training are referred to in human capital theory, but this paper will follow the broader notion of many economists and include investments in health care that result in a more productive labor force. Since the theory of human capital was developed by Becker (1964), Schultz (1960), and others, researchers have accumulated extensive evidence supporting its general validity.
These goals were translated into measurable targets and their progress reported through verifiable and internationally comparable indicators. Goal 2 of MDGs is Achieve Universal Primary Education with target ensure that by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling. The measurement for this target in Indonesia uses the following indicators: (1) Primary school net enrolment ratio (NER) (7–12 years); (2) Junior high school net enrolment ratio (13– 15 years); and (3) Literacy rate of the 15–24 year age group (Akhmadi : 2011:1).
Education has a prominent position in the MDG framework. Targets on schooling appear in two of the MDGs. The Dakar Framework comprised six goals : (1) The expansion and improvement of early childhood education; (2) Access to free, compulsory education of good quality for all children (3) All learning to be appropriate for children, and life skills included in learning; (4)Improvement in levels of adult literacy; (5) Gender disparities in primary and secondary education to be removed; (6) All aspects of quality of education, including measurable learning outcomes, to be improved (Unterhalter : 2013:13).
The precise impact of the education goals cannot be ascertained for well known methodological and measurement reasons. Several of the EFA goals are also very imprecisely defined. Broadly speaking, however, there has been considerable progress toward the MDG goals of universal primary enrolment and of gender parity at all levels of education; there has been an impact on international resource transfers and probably also on domestic spending for primary education; but there has been relatively little progress on the EFA goals of early childhood care and education, youth and adult literacy, skills and quality (Burnett : 2012:4). The program of EFA will bind local governments in Indonesia to implement basic education on SD / MI and SMP / MTs. Without exception, the entire population aged 7 to 12 years should be given the opportunity to complete basic education. central and provincial governments are obliged to support the needs of education costs. This is to accommodate prospective students regardless of gender, ethnicity, religion and even children with special needs.
Education as a Priority. There is great concern among the education community that education, which was a central part of the 2000 MDGs, may be losing its priority status, for two reasons: (a) So much progress has been made towards primary enrolment and completion that those outside education, including until recently the UN Secretary-General, spoke of the education MDGs as if they had largely been achieved. (b) Education – and indeed Human Development more generally – no longer seems to enjoy the broad priority it did in the late 1990s (Burnett : 2012:14). Education will change the life of the nation. a wide range of knowledge, skills and values of students and community life. This means that compulsory in primary education will prepare minimal ability evenly for the entire population in Indonesia.
The paper is to determine the performance and its implications in achieving the target of basic education in the implementation of education for all in salatiga. Education designated as one of the basic services to the mission development of Salatiga. The findings show that This research has implications for local governments to design programs Salatiga further education equitable and quality. Because, the basic education programs will be a reference in planning continuing education programs. Performance of basic education programs will be a reference in planning continuing education programs. Furthermore, the local government of Salatiga, will plan a high school in the form of SMA / SMK.
Research findings and discussion
Human Development Index (HDI) of Salatiga in 2011 amounted to 76.83 increased by 0.38 percent compared to the year 2010, which amounted to 76.53 percent. The slow rise in HDI is understandable, given the impact of investments in health and education sectors in particular to increase HDI affect the long term. HDI Kota Salatiga rangking kedua setelah Kota Semarang. This means that education in Salatiga high potential to contribute in the amount of HDI.
Table 1. Human Development Index of District / City Kabupaten/Kota In Central Java Province of Indonesia
NO Region/City 2008 2009 2010 2011
1 Semarang, City 76,54 76,90 77,11 77,42
2 Salatiga, City 75,81 76,11 76,53 76,83
3 Kendal 69,90 70,07 70,41 76,83
4 Semarang 73,34 73,66 74,41 74,45
6 Grobogan 70,22 70,60 70,63 71,27
7 Central Java Province 71,10 71,25 72,49 72,94
Source : Action Plan Central Java Province 2013 Year
Implementation of educational development programs in Salatiga, in 2012-2013, to support the development of teaching and learning atmosphere. Educational services have been able to reach out to all people without exception. Target achievement target indicators reflected Educational Affairs of the realization of key performance indicators that demonstrate the success of development. Building on the success of Educational Affairs can be seen from the indicators of service performance that has been achieved in the year 2012-2013 as follows:
Table 2. Enrolment Ratio in Primary, Junior School Age In Salatiga (2012-2013)
Level
2012 2013
Target (%) Realization (%) Target (%) Realization (%)
GER NER GER NER GER NER GER NER
SD/MI 100 100 118,02 100,88 100 100 117,60 100,58
SMP/MTS 100 100 116,35 85,13 100 100 118,44 87,23
Sources : Department of Education Youth and Sports - Salatiga
The table above shows that the Gross Enrolment Ratio (GER) of SD / MI in 2013 amounted to: 117.60%, down approximately 0.62% compared to 2012. Meanwhile, in 2013 Nett Enrolment Ratio (NER) at the primary level / MI-year amounted to 100.58% or 0.30% lower than in 2012. While the GER of SMP / MTs in 2013 amounted to 118.44%, up about 2.09% from 2012. Meanwhile, in 2013 at the level of SMP / MTs, NER approximately 87.23%, an increase of 2 , 10%. This means that, in 2012 Salatiga has been able to achieve EFA targets equity.
Table 3. MDGs Based Budget Allocation of Education Salatiga in 2013-2014 Year
(Rp. 000 )
No Financing of the MDGs 2013 2014
1 The Teachers' Welfare Assistance
Variable / Employee Not Fixed
2.354.295 5.625.000
2. Supplement to the School Operational
Assistance
2.400.000 5.803.200
3. The Scholarship students are less
capable and outstanding students
100.000 1.271.000
Sources : Inspectorate Office of Salatiga
The local Government Salatiga, has not been able to free up operational costs of SD / MI and SMP / MTs. Budget allocations sourced from a relatively limited budget. It is as the implications of the limited sources of revenue. While the budget allocation of the budget is relatively limited by the ceiling and priorities defined according to the rules of local finance. Implementation of local government functions will be implemented optimally when government affairs administration followed up by providing sources of revenue sufficient to region, with reference to the Law on Financial Balance between Central and Regional Government, where the amount of adjusted and aligned with the division of authority between the Government and Regions. All financial resources inherent in any government matter be submitted to the financial resources of local areas (Ismanto a 2014:3)
Indonesia Perspective on Post-2015 development agenda, to set r ecomendation and sugestion on Goal 2 : Increase the targets of education to quality education and secondary education. Indonesia perspektif, include (1) Goals, targets, and indicators similar with global perspective; (2) Reducing disparities among geographic, socioeconomic, and gender; (3) Affirmative policy to address inequality in term of regulatory and budgetary; (4)Technical guidelines for planning, budgeting, monitoring, and evaluation at National and Sub National Level; (5) Based on series of National survey, need adjustment for some indicators. Lebih Lanjut on Country level initiative to (1) Mainstreaming the global goals into National and Sub National development agenda; (2) Increase commitment of National and Sub National not only for Government sectors but also multi stakeholders, such as parliaments, medias, NGOs, research center, universities, etc. (3) Guidelines of budgeting system for 5 years and annual planned (Sanjoyo : 2012).
Conclussions
The local government of Salatiga has successfully implemented basic education at the elementary level / MI and SMP / MI. The Gross Enrolment Ratio (GER) of SD / MI in 2013 amounted to: 117.60%, and SMP / MTs in 2013 amounted to 118.44%. Meanwhile, in 2013 Nett Enrolment Ratio (NER) at the primary level / MI-year amounted to 100.58% and the level of SMP / MTs amounted to 87.23%. This performance has implications for the Government of Salatiga to develop an advanced school to accommodate basic education graduates. An increase in the budget needs to be done to improve the quality of basic education and expanding secondary education.
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