Education policies must be implemented simultaneously so that basic problems in this field are easier to solve. For this reason, an education road map must be put in place as the state\'s vision.
By
YOVITA ARIKA
·4 minutes read
JAKARTA, KOMPAS -- Indonesia Education Roadmap 2020-2035 must be put in place as the state\'s vision that will then serve as a strategy for sustainable education policy, even if the government changes. Thus, this education road map must be made as a grand design of education that answers educational problems by taking into account the complexity of educational problems in Indonesia.
The five-yearly elections often have an impact on education governance, which is not simultaneous because of changing leadership, both at the central and regional levels. As a result, not only are the synergies between the central government and regional administrations in managing education constrained, fundamental problems in education, such as inequality and teacher governance, have also not been resolved.
"We do not want the field of education to be interrupted continuously with short-term political interests," said chairman of House of Representatives (DPR) Commission X and also chairman of the House’s Working Committee on the Roadmap for Education, Syaiful Huda, during an online discussion on education roadmap organized by Indonesian Teachers Association (PGRI) Institute for Education Policy and Studies on Tuesday (2/2/2021).
During the discussion, a number of proposals were put forward for the improvement of the roadmap for education, both in terms of philosophy, legal basis and how to improve the quality of education. The existing draft education roadmap is deemed not giving an answer to the problems of education in Indonesia.
The previous road map did not focus on the quality of learning and learning outcomes.
At a meeting between the House’s Working Committee on Education Roadmap and the government on 28 January 2021, the head of the Research, Development and Bookkeeping Agency of the Ministry of Education and Culture, Totok Suprayitno, said that the draft Education Roadmap 2020-2035 is the sharpening and elaboration of the road map on education made in 2015.
“The previous road map did not focus on the quality of learning and learning outcomes. So far, the measure of the quality of education has been based on input, both facilities and infrastructure and teacher training. Now, learning outcomes are an indicator of the quality of education, and this is determined by the quality of learning," he said.
However, strategic issues, such as teacher management, according to Syaiful, have yet to be explained. "The road map [still] contains pointers, it has not yet become a big narrative as to the size of the road map. Until today, we have not yet obtained an academic paper for this education roadmap," he said.
The draft education road map should be a public document. However, without an academic script, the assistant for Education and Religion at the Office of Coordinating Minister for Human Development and Culture, Agus Sartono, said the public would have difficulty understanding its contents.
Until today, we have not yet obtained an academic paper for this education roadmap.
Agus said there were four variables that determine education, namely teachers, infrastructure, curriculum and funding. Of these four variables, teachers need more attention because they are the main actors in education. The toughest challenge that must be answered in the education roadmap is how teachers are organized and managed.
In the draft education road map, for example, data on the competence of teachers is still low. However, in the draft, it is not clear how teacher governance will be carried out because this is also related to the division of authority between the central government and local administrations.
"Do not let this tiered governance make teachers as victims of practical politics in the regions," said the head of Muhammadiyah elementary and high school council Baidowi.
The governance of teachers, said KH Arifin Junaidi, chairman of Nahdlatul Ulama’s Maarif Education Institute, cannot be handled by creating a team of teachers as the “driving force” because this concept will create an elite group and the concept is undemocratic. "The development of an education ecology through a driving force should be designed without neglecting the existing resources, including the existence of the Institute for Teachers Education [LPTK]."
This article was translated by Kurniawan H. Siswoko.