The Best of the Bureau/The_Best_of_the_Bureau_Bureau_Development_Inc._1992.iso/dp/0024/00248.txt

Text File | 1992-08-07 | 16KB | 290 lines

$Unique_ID{bob00248}
$Pretitle{}
$Title{Indonesia
Education}
$Subtitle{}
$Author{Department of Information Republic of Indonesia}
$Affiliation{Embassy of Indonesia, Washington DC}
$Subject{schools
education
school
thousand
primary
number
senior
secondary
high
sets
see
pictures
see
figures
}
$Date{1990}
$Log{See Children Outside of School*0024801.scf
}
Title:       Indonesia
Book:        Indonesia 1990 an Official Handbook
Author:      Department of Information Republic of Indonesia
Affiliation: Embassy of Indonesia, Washington DC
Date:        1990

Education

[See Children Outside of School: Courtesy Embassy of Indonesia, Washington DC.]

     The preamble to and article 31 of the 1945 Constitution states that
every citizen is entitled to education. To realize this, the government is
obliged to promote the intellectual life of the people. Meanwhile, the
Guidelines of State Policy underlines that the national education system based
on Pancasila aims to improve the quality of the Indonesian who is devoted to
the One and Only God, has a good character and personality, is disciplined,
hard working, has integrity, is responsible, independent, intelligent, and
skillful as well as physically and mentally healthy. Education, according to
the Guidelines, should also be able to foster and deepen the sense of love of
the country, strengthen the spirit of nationalism and sense of solidarity.

     In Indonesia so far education can be attained since the nursery school
for children up to 5 years of age. Further there are kindergartens for
children aged 6; primary schools for children between 7 - 12; the lower
secondary schools for those between 13 - 15 and the upper secondary schools
for the 16-18 age group. After finishing the upper secondary education, there
are the higher learning institutions to pursue studies.

     The steady advances in basic education and literacy are the result of
massive government endeavors for over a decade. The building and staffing of
primary schools on a large scale become possible as the country's oil
revenues in 1970s soared up owing to the world's high price of oil. In 1974
the Presidential Instruction (INPRES) program for primary schools and
facilities was initiated, through which a large number of new school buildings
have been erected. At the same time, expenditures for hiring and training of
teachers, for textbooks and other supplies and equipment were drastically
increased.

     The chief objective behind these endeavors have been actually to provide
universal access to schooling at primary level, in the process of eliminating
inequities between urban and rural areas, and among regions and socio-economic
classes. It is indeed the policy of the government to further improve access
and equity, for example in 1977/78 primary school fees were abolished and a
policy of compulsory primary education was imposed in 1984. In addition, in
the context of improving educational system just recently the House of
Representatives (DPR) approved the Bill of Education System to be Education
Act by which a thorough and integrated universal national education can be
created.

     Excluding project aid, education accounted for about 10% of the total
development expenditure during most of the Fourth Five-Year Development Plan
(REPELITA IV). For REPELITA V the government has allocated funds amounting to
Rp 15.7 trillion for the construction and rehabilitation of school
establishment buildings and for operational and maintenance costs of these
school establishments as well as for the provision of text-books, reading
books for refresher courses of teachers and educational implements. For
fiscal year 1989/90 or the first year of REPELITA V the education sector will
absorb Rp 1.6 trillion of development expenditure.

NURSERIES AND KINDERGARTENS

     All existing nursery and kindergarten establishments are run privately by
foundations and non-government organizations. Women's organizations are also
active in running nurseries and kindergartens.

     During the period 1984/85 to 1988/89, activities to promote nurseries and
kindergartens included the completion of seven kindergartens as prototype at
district level, the advance training of 4,685 nursery and kindergarten
teachers, and the supply of 2,530,700 books consisting of reading books and
curriculum books as well as the supply of 2,221 sets of educational toys.

EXTRAORDINARY SCHOOLS

     In effort to promote education for handicapped children, specific
education devices, equipment and reference books have been made available.
During the period of 1984/85 to 1988/89, 859,600 manual and curriculum books
along with 254,700 reference books and 1,425 sets of learning device and
equipment had been made available, 16 school buildings rehabilitated, and
1,350 teachers had undergone up-grading courses.

PRIMARY SCHOOLS

     The goal of universal access to basic education for the 7 - 12 age group
has been largely achieved. Real participation for this group reached about
99.6% in fiscal year 1988/89 against 97.2 in 1983/84. It means that 25.70
million children out of 25.80 million children of the 7 - 12 age group had
been accommodated in the primary schools. At this level of primary school
enrollment between 4.5 to 5.0 million new pupils enter primary grade I each
year during REPELITA IV. In fiscal 1988/89 alone the number of new pupils
entering primary grade I totalled 4,841.8 thousand, making the total number of
primary schools attendance reach more than 30 million accommodated in regular
public and private schools as well as in the Madrasah Ibtidaiyah (the Islamic
primary schools offering educational programs similar to that of the public
schools, but with greater emphasis on religious subjects). These schools are
basically community-funded and community-operated but are also subsidized by
the government.

     To accommodate the ever-increasing number of children of primary school
age, in 1988/89 some 500 additional new primary schools and 1,000 new class
rooms had been constructed and 10,333 primary school buildings rehabilitated.
In the same time, to keep abreast with these primary school establishment in
particular and to meet the need for additional teaching staff in general, some
16,800 teachers of various subjects had been appointed. To ameliorate the
quality of education 9,078 teachers had undergone refreshing courses, and
2,337,500 text-books and 5,781,510 reference books had been supplied.
Meanwhile, 1,659 sets of demonstration devices had also been made available.

LOWER SECONDARY LEVEL

     The number of primary school graduates in 1988/89 totalled 3,815.0
thousand. Of these graduates 2,594.0 thousand continued their study to the
lower secondary school level of whom 2,550.4 thousand advanced to junior high
schools and the remaining enrolled in vocational secondary schools. The number
of lower secondary schools students totalled 6,679.7 thousand. Compared to
that of 1983/84 the number of lower secondary school students rose around
40.4%. Crude participation of lower secondary level reached about 53.4% of
the 13-15 age group. In the context of improving lower secondary education
facilities, 174 junior high school buildings and 1,618 additional new class
rooms had been constructed and 316 school buildings for junior high schools
were rehabilitated in 1988/89. During the period 1984/85 to 1988/89 347 new
laboratories for physics classes, 579 workshops, 497 library rooms had been
built, and 10,497 sets of sports equipment and art tools, 3,767 sets of
mathematics instruments, 1,189 sets of tools for social science, 14,429 sets
of practical instruments for physics classes and 3,064 sets of vocational
devices had also been made available. At the same time, 64 buildings for
junior technical high school and junior home economic high school had been
constructed, and 485 sets for practical equipment and 157.9 thousand textbooks
had also been made available.

     In meeting the need of teachers, 12,300 junior high school teachers had