CHAPTER
I
INTRODUCTION
A. Background
Issues
The quality of education in Indonesia is very
alarming. This is evidenced by the data include UNESCO (2000) ranked on the
Human Development Index (Human Development Index), the composition of the ranks
of educational achievement, health, and income showed that Indonesia's human
development index decline. Among the 174 countries in the world, Indonesia
ranks 102 (1996), 99th (1997), the 105 (1998), and all 109 (1999).
According to the survey
of Political and Economic Risk Consultant (PERC), the quality of education in
Indonesia was ranked 12th out of 12 countries in Asia. The position of
Indonesia is under Vietnam. Data reported The World Economic Forum Sweden
(2000), Indonesia has a low competitiveness, which ranks only 37th out of 57
countries surveyed in the world. And yet according to a survey by the same
institution predicated Indonesia as a follower and not just as a technology
leader of the 53 countries in the world. Entering the 21st century education in
Indonesia to be a lot of stories that are caused by the greatness of the
quality of national education but a lot more awareness of the dangers caused by
the backwardness of education in Indonesia. Freshly This is because some of the
basics. One is entering the 21st century wave of globalization is felt strong
and open. Progress technology and changes provide new realization that
Indonesia no longer stand alone. Indonesia is in the midst of a new world, the
world is open so that people are free to compare life in another country. What
we feel now is the lag in the quality of education. Both formal and informal
education. And the results were obtained when we compare it with other
countries. Education has become the support in improving Indonesia's human resources
for nation building. Therefore, we should be able to increase human resources
in Indonesia who do not compete with human resources in other countries.
Once we observe, it is
clear that serious problems in the quality of education in Indonesia is the low
quality of education at all levels of education, both formal and informal
education. And that's what led to the low quality of education hampers human
family resources with the expertise and skills to meet the nation's development
in various fields. Low quality of education in Indonesia was also shown Data
Research and Development (2003) that of the 146,052 primary school in Indonesia
was only eight schools are gained worldwide recognition in the category of The
Primary Years Programme (PYP). Of 20,918 junior high schools in Indonesia was
also only eight schools that gained worldwide recognition in the category of
the Middle Years Programme (MYP) and from the 8036 high school was only seven
schools are gained worldwide recognition in the category of the Diploma
Programme (DP). The cause of the low quality of education in Indonesia, among
others, is a matter of effectiveness, efficiency and standardization of
teaching. It is still a problem of education in Indonesia in general. The
specific problems in education are:
(1). Lack of physical facilities,
(2). The low quality of teachers,
(3). The low welfare of teachers,
(4). The low student achievement,
(5). Lack of education equity
opportunities,
(6). The low relevance of education to the needs,
(7). The high cost of education.
The
problems mentioned above will be the discussion of a paper titled "Low
Quality Education in Indonesia".
B.
Problem Formulation
1. How do the characteristics of
education in Indonesia?
2. How is the quality of education in Indonesia?
3. What are the causes of low quality of education in Indonesia?
4. How the solutions can be given of the problems of education in Indonesia?
C.
Purpose
1. Describe the characteristics of education in Indonesia.
2. Describe the quality of education in Indonesia.
3. Describe the things that cause low quality of education in Indonesia.
4. Describe the solutions can be given of the problems of education in
Indonesia.
D.
Benefits of Writing
1.
For the Government: Can be used as a contribution to improving the quality of
education in Indonesia.
2. For Teachers: Can be used as a reference in teaching so that the learners
can perform better in the future.
3. For Students: Can be used as study material to learn in order to improve the
performance of self in particular
and improve the quality of education in general.
CHAPTER
II
DISCUSSION
A.
Characteristics of Education in Indonesia
How to
carry out education in Indonesia is certainly not independent of the purpose of
education in Indonesia, because Indonesia's education is the education here is
conducted on Indonesian soil for the benefit of Indonesia. Aspects of divinity
have been developed in many ways, such as through education-religious education
in school and college, through lectures religion in society, through religious
life in the dorms, through the pulpit of religion and divinity in television,
radio, newspapers and so on. The ingredients are absorbed through the media
that will integrate the spiritual student / student. Developing minds are
mostly done in schools or colleges through field studies they are learning. The
minds of students / students honed through solving problems, solving problems,
analyze and summarize something.
B. Quality
Education in Indonesia
As we know, the quality of
education in Indonesia is getting worse. This is evident from the quality of
teachers, learning tools, and students. Teachers tentuya latent hope that they
can not convey to their students. Indeed, the current lack of competent
teachers. Many people who become teachers because it is not accepted in other
majors or lack of funds. Except for the old teacher who has long dedicated
itself to become a teacher. In addition to the student teaching experience,
they have experience in the subject they teach. Not to mention the issue of
teachers' salaries. If this phenomenon is allowed to proceed, would soon be
destroyed education in Indonesia because many experienced teachers are
retiring. Means were also learning to be a factor in the decline of Indonesian
education, especially for people in underdeveloped regions. However, for the
people in backward regions, the most important is an applied science that is
used for living and working. There are many problems that cause normally they
do not learn like most students in general, among others, teachers and schools.
"Education is the government's responsibility entirely," said
President Susilo Bambang Yudhoyono after a cabinet meeting at the Ministry of
Education Building, Jl Sudirman, Jakarta, Monday (03/12/2007). The President
explained several steps to be taken by the government in order to improve the
quality of education in Indonesia, among others:
• The first step to be taken by the government, namely to improve access to the
public to enjoy education in
Indonesia. Reject the measuring of enrollment.
• The second step, eliminating the inequality in access to
education, such as inequality in the villages and towns, as well as gender.
• The third step, improving the quality of education by
improving the qualifications of teachers and
lecturers, as well as increasing the average value of passing
the national exam.
• The fourth step, the government will increase the number of
types of education in the field of vocational
competence or professional school. To prepare personnel ready
required.
• The fifth step, the government plans to build
infrastructure such as increasing the number of computers
and
libraries in schools.
•
The sixth step, the government also increased the education budget. For this
year's budgeted Rp 44trillion.
• The seventh step, is the use of information technology in education
applications.
• The final step, the financing for the poor to be able to enjoy education.
C.
Causes of Low Quality of Education in
Indonesia
Below are described some of the low
quality of education in Indonesia in general, namely:
1. Effectiveness of Education in
Indonesia
Effective
education is an education that enables students to learn with ease, fun and
achievable goals as expected. Thus, educators (lecturers, teachers,
instructors, and trainers) are required to improve the effectiveness of
learning so that the learning can be useful. Effectiveness of education in
Indonesia is very low. After doing research and educational practitioners to
the field survey, one reason is the absence of a clear educational purpose before
learning activities undertaken. This led to the learners and educators do not
know the "goal" of what will be produced so as not to have a clear
picture in the educational process. Clearly this is an important issue if we
want effective teaching. How could the goal will be achieved if we do not know
what our goals.
During this time, many considered the opinion
that formal education is rated only a formality to establish human resources in
Indonesia. No matter how formal learning outcomes, the most important thing in
education is already implementing a high level and can be considered great by
the community. Such assumption, too, who led the effectiveness of teaching in
Indonesia is very low. Every person has the advantage in their respective
fields and are expected to take appropriate education talents and interests not
only to be great by others. Education in secondary schools, for example,
someone who has the advantage in social and forced to follow the program of
study will result in effective science teaching lower than students who follow
courses that suit their talents and interests. Things are a case that is a lot
going on in Indonesia. And unfortunately prestige issue no less important in
the low effectiveness of education in Indonesia.
2. Teaching Efficiency in Indonesia
Efficient
is how to generate the effectiveness of a goal with a process that is more
'cheap'. In the educational process would be much better if we take into
account to obtain good results without forgetting the good anyway. These
things, too, who are less if we see education in Indonesia. We did not consider
the process, just how to achieve an agreed outcome standards. Some issues in
the teaching efficiency in indonesia the high cost of education, time spent in
the educational process, quality teacher and many other things that cause
inefficiency of the educational process in Indonesia. Which also affects the
human resource better Indonesia. Problems expensive cost of education in
Indonesia it is common knowledge to us. Actually the price of education in
Indonesia is relatively more low if we compare with other countries that do not
take system free education cost. But why do we think of education in Indonesia
is quite expensive? It pointed out that we are not here if income is high
enough and the people of Indonesia for a fee commensurate education. If we talk
about the cost of education, we are not just talking quietly tuition, training,
courses or formal or informal education institutions selected other, but we
also talked about supporting property such as books, and talk about the cost of
transport to be taken to reach the institute teaching that we choose. In
primary schools, it is true if it is imposed fee waiver teaching, however
learners not only that, the other requirement is teaching textbooks, stationery,
uniforms and so that when we survey, it is required by educators relevant. That
surprise again, there are educators who require tutoring to the student
participants, who paid for the course with these educators. Besides the issue
of high cost of education in Indonesia, the other issue is time teaching. With
a field survey, we can see that the face-to-face education in Indonesia is
relatively longer than other countries. In formal education in secondary
schools, for example, there are schools that teaching daily schedule begins at
07.00 and ends up at 16.00 .. This is clearly inefficient, because when we
observe again, learners who attend formal education process that spend a lot of
time, a lot of students who attend institutions of informal education such as
academic tutoring, language, and so on. Obviously also seen, that the long
process of education is ineffective as well, because the students ended up
following informal education to complement the formal education which was
considered lacking.
In addition, another problem teaching
efficiency we will discuss is the quality of teachers. Lack of quality teachers
also likely to cause less of students achieving the expected results and end up
taking additional education also need more money. What we see, due to the lack
of quality teachers teaching teachers not on competence. For example, a teacher
has a basic education in the fields of language, but in teaching skills, rather
than the actual competence. These are really happens when we look at the state
of education in the field actually. Another thing is educators teaching
materials can not communicate well, so it is easy to understand and make
interested learners. Good education system also plays an important role in
improving the efficiency of education in Indonesia. It is unfortunate that our
education system is also changing so confusing educators and learners. In
recent years, we use the 1994 curriculum education system, curriculum, 2004,
competency-based curriculum teaching process modifiers into the educational
process is active, the other to the new curriculum. When changing the
curriculum, we also change the way education teachers, and teachers must be
trained beforehand which also adds to the cost of tuition fees. So it is very
unfortunate if too often curricula are considered less change effectively and
immediately replace them with a curriculum that is more efficient. The concept
of efficiency will result if the desired output can be generated optimally with
only a relatively fixed input, or if the minimum input can produce optimal
output. The concept of efficiency itself consists of technological efficiency
and economic efficiency. Technological efficiency applied in achieving the
physical quantity of output in accordance with a predefined outcome measures.
While economic efficiency is created if the size or price satisfaction scores
have been applied to the output. The concept of efficiency has always been
associated with effectiveness. Effectiveness is part of the concept of
efficiency due to the level of effectiveness is closely related to the
achievement of objectives relative to its price. When linked with the world of
education, it is an efficient educational programs tend to be marked with a
pattern of spread and resource utilization -education resource that has been
laid out efficiently. Efficient education program is a program that is able to
create a balance between supply and demand for educational resources so that
efforts to achieve goals not have problems.
3. Standardization of Education in Indonesia
If we want to improve the quality of education
in Indonesia, we also talked about the standardization of teaching that we
take. Of course, after going through the process to determine the standards
that will be taken. The world of education continues change. Competencies be
require by the constantly changing especially in the open world that is, in the
modern world of globalization ere. Competencies that must be owned by someone
in the educational institutions must meet the standards. As we see today,
standards and competence in formal and informal education avid visible only to
standards and competencies. The quality of education is measured by the
standards and competencies in a variety of versions, as well as that established
new entities to implement standardization and competence as the National
Education Standardization Agency (BSNP). Review of the standardization and
competence to improve the quality of education eventually led us to the dangers
of hidden disclosure the possibility of education by the standards of
competence alone bridled so that lose meaning and purpose of education.
Indonesia Learners sometimes just thinking about how to achieve educational
standards, not how to take effective education and can be used. No matter how
in order to obtain results or, more specifically, the values obtained, which
is paramount meet the above standard values only. Things like the above is
very unfortunate because it means the loss of the meaning of education as just
being too leading competency standards. It was definitely one of the low
quality of education in Indonesia. Also, it would be better if we were
questioning whether the standard of education in Indonesia is appropriate or
not. In the case of UAN is almost always a controversy example. We assessed the
evaluation system as UAN is good enough, but we regret is that such educational
evaluation that determines whether or not graduate students attend the program,
only held once without seeing the process be passed learners who have take
educational process for several years. Besides take place only once, such an
evaluation only evaluates three areas of study without evaluating other areas
of study that have been followed by learners. Many other things also that we
can actually discuss in the discussion standardization teaching in Indonesia.
Also problems in it, which is certainly more numerous, and require deeper
research. The cause of the low quality of education in Indonesia is also
necessarily limited no which we discussed above. Many things that cause the low
quality of our education. Surely such a thing could we find if we dig deeper
into the root of the problem. And hopefully if we know root of the problem, we
can improve the quality of education in Indonesia so now significantly better.
In addition to some of the low quality of education in the above, the following
will be presented also in particular some of the problems that lead to poor
quality of education in Indonesia.
1.
Low
Quality of Physical Facilities
For the infrastructure, for example,
many schools and colleges damaged our building, ownership and use of low
learning media, library books are not complete. While not a standard
laboratory, inadequate use of information technology and so on. In fact there
are many schools that do not have their own building, has no library, no
laboratories, and so on. Data Balitbang Ministry of Education (2003) mentions
for SD units are institutions that accommodate 146,052 25,918,898 865,258
students and has classroom. Of all classrooms as much as 364,440 or 42.12% in
good condition, 299,581 or 34.62% suffered minor damage and 201,237 or 23.26%
as severely damaged. If the condition of MI calculated damage rate is higher
because of the condition MI worse than SD in general. This situation also
occurs in the SMP, MTs, SMA, MA, and SMK although the percentages are not the
same.
2. Low Quality Teachers
The situation of
teachers in Indonesia is also very apprehensive. Most teachers do not have
sufficient professionalism to carry out their duties as defined in article 39
of Law No. 20/2003 that the learning plan, implement learning, assessing
learning outcomes, coaching, training, research and public service. Feasibility
of teaching was clearly associated with the level of teacher education itself.
Data Balitbang Ministry of Education (1998) showed from about 1.2 million
elementary school teachers / MI only 13.8% in the D2-education diploma
Education upward. In addition, around 680,000 teachers from junior high / new
MTs 38.8% were educated diploma Education D3-up. At the high school level, of
the 337,503 teachers, 57.8% had a new education S1 upwards. At the higher
education level, from 181 544 lecturers, only 18.86% were educated up S2 (3.48%
educated S3). Although teachers and teachers are not the only determinants of
educational success, however, teaching is the central point of education and
qualification, as a mirror quality teachers contributed very big on quality of
education which they are responsible. Quality of teachers and low teacher also
influenced by low levels of teacher welfare.
3. Lack of Teachers Welfare
The low welfare of
teachers have a role in making the low quality of education in Indonesia. Based
on a survey FGII (Indonesian Independent Teachers Federation) in mid-2005,
ideally a teacher receives a monthly salary of Rp 3 million as big as. Now, the
average income per month civil servant of Rp 1.5 million. USD assistant
teachers, 460 thousand, and part-time teachers in private schools on average Rp
10 thousand per hour. With earnings like that, frankly, many teachers are
forced to do the job. There are teaching again at another school, tutor in the
afternoon, a motorcycle taxi drivers, merchants boiled noodles, booksellers /
LKS, pulses traders phones, etc. (Reuters, July 13, 2005). With the Law on
Teachers and Lecturers, perhaps the welfare of teachers and lecturers (PNS) is
somewhat tolerable. Article 10 of the Act was to guarantee the feasibility of
life. In the article it mentioned teachers and lecturers will receive an
appropriate and adequate income, include basic salary, allowances attached to
the salary, allowance, and / or special allowances and other income related to
the job. They were appointed local government / district government for special
areas are also entitled to home office. However, the gap of private and public
welfare of teachers is another problem that arises. In the private education,
welfare issues are still difficult to achieve an ideal level. Reported Mind
January 9, 2006, as many as 70 percent of the 403 private universities in West
Java and Banten not able to adjust the welfare of teachers in accordance with
the mandate of the Law on Teachers and Lecturers (Mind January 9, 2006).
4. Low
Student Achievement
In such
circumstances (lack of physical facilities, teacher quality, and teacher's
welfare) student achievement becomes unsatisfactory. For example, physics and
mathematics achievement in the international students' Indonesia is very low.
According to the Trends in Mathematic and Science Study (TIMSS) 2003 (2004),
students Indonesia ranks only 35th out of 44 countries in math achievement and
ranks 37th out of 44 countries in terms of science achievement. In this case
our students' achievement of students far below Malaysia and Singapore as the
nearest neighbors. In terms of achievements, 15 September 2004 for the United
Nations Development Programme (UNDP) has also announced the results of the
study of human qualities simultaneously around the world through its report
titled Human Development Report 2004. In the annual report, Indonesia is only
occupied the 111th position out of 177 countries. When compared with
neighboring countries, the position of Indonesia is far below. On an
international scale, according to the World Bank Report (Greaney, 1992),
studies IEA (International Association for the Evaluation of Educational
Achievement) in East Asia shows that reading skills fourth grade students are
at the lowest rank. Average reading test scores for elementary school students:
75.5 (Hong Kong), 74.0 (Singapore), 65.1 (Thailand), 52.6 (Philippines), and
51.7 (Indonesia). Children Indonesia was only able to control 30% of the
material, and it turns out they are very difficult to answer the questions in
the form descriptions that require reasoning. This is probably because they are
so used to memorizing and doing multiple choice questions. In addition, the
results of The Third International Mathematic and Science Study-Repeat-TIMSS-R,
1999 (IEA, 1999) showed that, among the 38 participating countries, junior high
student achievement grade 2 Indonesia is on the order-32 to IPA, the 34 for
Mathematics. In the world of higher education by the magazine Asia Week of 77
universities surveyed in the Asia Pacific turned out four of the best
universities in Indonesia is only able to rank 61st, 68th, 73rd and the 75th.
5. Lack of Equitable Educational Opportunities
Educational
opportunities are still limited to the elementary school level. Data Research
and Development Ministry of National Education and Religious Affairs Ministry
Directorate General Binbaga in 2000 shows Net enrollment (NER) for primary
school age children in 1999 reached 94.4% (28.3 million students). APM
Achieving this high category. Net enrollment in junior secondary education is
still low at 54, 8% (9.4 million students). Meanwhile, early childhood
education services is still very limited. Failure coaching at a young age will
certainly will impede the development of human resources as a whole. Therefore
we need educational equity policies and strategies appropriate to address these
inequalities.
6. Relevance Low In Education Needs
It can be seen from
the number of unemployed graduates. Data BAPPENAS (1996) collected since 1990
show the unemployment rate faced by high school graduates at 25.47%, 27.5% and
Diploma/S0 PT at 36.6%, while in the same period employment growth is quite
higher for each level of education is 13.4%, 14.21%, and 15.07%. According to
data from Ministry Balitbang 1999, each year approximately 3 million children
out of school and do not have the life skills that lead to employment problems
of its own. There is inconsistency between educational outcomes and the needs
of the world of work is due to a curriculum that is materially less functional the
required skills as students enter the workforce.
7. The high cost of education
Quality education
is expensive. The phrase often appears to justify the high costs associated
with the public to get an education. The high cost of education from
Kindergarten (TK) to Higher Education (PT) makes the poor have no choice but to
not go to school. The poor should not be school. The more expensive cost of
education today is not separated from government policy to implement SBM
(School Based Management). SBM in Indonesia in reality better understood as an
effort to mobilize funds. Therefore, the School Committee / Board of Education
which is the organ MBS always required the element of entrepreneurs. The
assumption, employers have access to a wider capital. As a result, after the
School Committee is formed, any levy money is always under the guise of,
"according to the decision of the School Committee." However, at the
level of implementation, it is not transparent, because the elected officials
and members of the School Committee are the people close to the Principal. As a
result, the School Committee policy only became legitimator Principal and MBS
was just a disclaimer legitimacy of the state on the issue of education of its
people.
This condition will
be worse with the Bill on Legal Education (Bill BHP). Changing the status of a
public education to a form of legal entity has obvious economic and political
consequences enormous. With the change of status, the government can easily
throw the responsibility for the education of its citizens to the owners of
legal entities that figure is not clear. State University was turned into a
State Owned Legal Entity (BHMN). The emergence BHMN and MBS are some examples
of the controversial education policies. BHMN own impact on the soaring cost of
university education in some favorites. Privatization or weakening the state's
role in public service was not free from the pressure of debt and policies to
ensure debt repayment. Indonesia's foreign debt amounted to 35-40 percent of
the state budget every year is a driving factor of privatization of education.
As a result, sectors such as education funding absorbing a victim. Education
funds cut down to 8 percent (Kompas, 10/5/2005). From 2005 only 5.82% budget allocated
to education. Compare that with the funds to pay the debt that is draining 25%
of spending in the state budget (www.kau.or.id). The government plans to
privatize education legitimized through a number of regulations, such as the
Law on National Education System, Draft Legal Education, Draft Government
Regulation (RPP) of the Elementary and Secondary Education, and RPP on
Compulsory Education. Strengthening the privatization of education, for
example, is seen in Article 53 (1) of Law No. 20/2003 on National Education
System (Education). In the article mentioned, the organizers and / or formal
education units established by the Government or the people incorporated
education. Just like companies, schools exempt seeking capital to be invested
in education operations. Coordinator of the NGO Education Network for Justice
(ENJ), Yanti Mukhtar (Reuters, 5/10/2005) considers that the privatization of
education means the government has legitimized the commercialization of
education by handing over the responsibility of providing education to the
market. That way, the school will have the autonomy to determine their own cost
of providing education. School course will set a maximum cost to improve and
maintain quality. As a result, access to people who are less able to enjoy a
quality education will be limited and increasingly fragmented society based on
social status, between rich and poor. The same thing is spoken Revrisond Bawsir
economists. According to him, the privatization of education is on the agenda of
global capitalism that has been designed for a long time by the donor countries
through the World Bank. Through the draft Law Legal Education (Bill BHP), the
government plans to privatize education. All educational unit would become
legal education (BHP) is required to seek its own funds. This applies to all
public schools, from elementary to college.
For certain people,
some state universities are now changing the status of a State Owned Legal
Entity (BHMN) was a scourge. If the reason is that the quality of education
that need to be expensive, so this argument is only valid in Indonesia. In
Germany, France, the Netherlands and in several other developing countries,
many colleges that quality yet low-cost education. In fact there are some
countries that eliminate the cost of education. Quality education does not have
cheap, or rather, do not be cheap or free. But the question of who should pay
for it? Fact that the government is obliged to guarantee all citizens access to
education and ensure public access down to get a quality education. However,
the fact that the government actually wanted to argue from responsibility.
Though limited funds can not be used as an excuse for the Government to 'wash
their hands'.
D. Solution of Issues Education in Indonesia
To
solve the above problems, in general there are two solutions that can be given
as follows: First, systemic solutions, ie solutions with changing social
systems related to the education system. As we all know the education system is
closely linked to the economic system that is applied. The education system in
Indonesia today, applied in the context of the economic system of capitalism
(neoliberalism schools), a principled include minimizing the role and
responsibilities of the state in public affairs, including education funding.
Thus, the solution to the problems that exist, especially regarding the
subject-such as low financing infrastructure, the welfare of teachers, and the
high cost of education requires well-meaning changes in the existing economic
system. It would be less effective we apply a system of Islamic education in an
atmosphere of ruthless capitalist economic system. So the current capitalist
system shall be stopped and replaced with the Islamic economic system which
outlines that the government was going to bear all state education funding.
Second,
technical solutions, ie solutions regarding technical matters directly related
to education. This solution is for example to resolve the issue of teacher
quality and student achievement. Thus, solutions to technical problems returned
to practical efforts to improve the quality of the education system. The low
quality of teachers, for example, in addition to be a solution to improve the
welfare, are also given a solution to fund the teachers continue to pursue
higher education, and provides a variety of training to improve teacher
quality. The low student achievement, for example, given a solution to improve
the quality and quantity of learning materials, improve teaching aids and
education facilities, and so on.
CHAPTER III
CLOSING
A. Conclusion
The quality of education
in Indonesia is
still very low when compared
with the quality of education in other countries. Things
that become the main cause
is the effectiveness, efficiency,
and standardization of education is still lacking optimized. Other problems are the
cause, namely:
(1). Lack of physical
facilities,
(2). The low quality
of teachers,
(3). The low welfare
of teachers,
(4). The low student
achievement,
(5). Lack of education
equity opportunities,
(6). The low relevance
of education to the needs,
(7). The high cost
of education.
The solutions can be given of the problems above, among others by changing social systems related to the education system, and improve teacher quality and student achievement.
B. Suggestion
Developments in a globalized world is
demanding change to
a system of national education,
and better able to compete fairly in all fields. One way that should be done to avoid increasing the nation behind Indonesia with
other countries is to improve the quality of education first.
With the increase in the quality of
education means that human resources will be
born and the better the quality
will be able to bring this nation to compete fairly in all areas in the
world.
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Pidarta, Prof. Dr.
Made. , 2004. Education
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