Generally, almost all nations have similar educational vision. The key components that are most commonly present in all countries are the emphasis of early childhood education and character building. On the other hand, despite having virtually similar visions and missions that comprise of economics, social, political and even religious goals, different countries emphasize different aspects in their education
Facing the next new year on 2016 for education in Indonesia still facing a same old new song. As we understand that since 1947, the Indonesian government has created and implemented no less than ten different national curricula. The latest curriculum reboot came earlier this year with Indonesia’s new 2013 Curriculum. Although the last curriculum change occurred as recently as 2006, many felt another curricular iteration was necessary to address what some Indonesians see as a rising flood of immorality and intolerance among Indonesia’s youth.
In addition to the moral component, the 2013 curriculum aims to improve Indonesian education by reorganizing required subjects. At the primary level, the Ministry of Education cut required subjects from ten to six per day. English, Science, and IT courses were eliminated in favor of courses viewed as character-boosting, such as Bahasa Indonesia, Civics, and Religious Studies. At the secondary level, teaching hours in English and IT classes decreased in exchange for history and local language classes. At high school, 10th graders receive one and a half hours of English instruction per week instead of three. This change allows time for a course in the local language in each province.
A change in teaching style. is important part in the 2013 curriculum. Move away from the traditional teacher-centered classroom and towards a student-centered classroom. Spend less time lecturing students and more time teaching through inquiry. Teachers should facilitate the learning process by asking guided questions that help students discover content for themselves. Students are expected to become active and engaged learners. The new approach hopes to stir curiosity in students in order to build their critical-thinking and communication skills.
But for some reason, students seem uncomfortable asking their teachers questions. Their struggles could be partially due to culture – asking questions of teachers may feel disrespectful in Indonesia’s hierarchical society. After the first semester’s round of mid-term tests, remedial classes (after-school courses required for students with lackluster scores) were atypically bloated with students. Some teachers connected this fact to the curriculum transition, also noting that many remedial students were eager to receive and record content in the same old fashion.
We don’t want to teach them stuff in the 2013 curriculum. We want them to find solutions on problems, because we don’t know the problem in the future. So we are creating students able to learn by themselves. In the next 20 years the world will change at a staggering pace. Indonesia for those is looking for young people who can think outside the box. Formal academic training can sometimes hinder that by teaching students to follow models rather than innovate.
Education as the social elevator in Indonesia still un work well. If you’re the son of a worker, you are going to be a worker, nor to be owner or boss for a job. Children of elites stay elite. Even government of Indonesia a lack of scholarship for number of decreasing drop out of school system so they can have a new hope. And in the next year after we will still arguing about what kinds of curriculum we have to.
Believe in me that these are not new concepts. I am often brought back to the question: "Are we doing things differently or doing different things?" in term of the 2013 curriculum. A school with no teachers, where students teach themselves is must be one of cultural goal. Compare with others top five places in 2015 PISA OECD are all taken by Asian countries - Singapore, Hong Kong, South Korea, Taiwan and Japan. And Indonesia still on 69 rank under the other country in ASEAN like Singapore, Vietnam, Malaysia and others.
Every one must understand that poor education policies and practices leave many countries in what amounts to a permanent state of economic recession. Improving education would produce "long-term economic gains that are going to be phenomenal. For sure, relying on PISA’s ranking alone is insufficient to properly gauge the true quality of education. However, this does not mean that PISA ranking is therefore useless. The practicality and technicality of PISA’s scoring provides necessary ground for improvements. Furthermore it is good to pause and reflect: can the new curriculum adequately address the education vision-implementation gap? Worthwhile improvement comes from identifying and addressing the gap between education vision and implementation.
If they can do this, then safe to say a fruitful future of education lies ahead.
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