Throughout the history of education has proved that educational progress is always influential on developments in other fields such as economic, social, Technology, and others. Therefore, countries that have the capability in the field of economic and technologi always advance forward in the field of education for example, for instance, Japan, the United States, China and others.
Therefore we can not deny the various study reports the results of both the national, regional and international levels about the quality of Human Resources (HR), quality of education, and the Human Development Index (HDI) which shows that, the quality of human resources lag far behind the nation Indonesia from other developing countries, including neighboring countries like Singapore, Malaysia and Thailand. This fact certainly has opened our eyes that the world of education in Indonesia has a very low quality. Aware of this, the demands for policy changes, such as decentralization of education, the pattern approach to management / institutional management and education and the education system / curriculum in order to improve the quality of education becomes a necessity.
CONCEPT OF EDUCATION POLICY
1. Decentralization of Education
In an effort to improve education quality and in line with the implementation of Law number 22 of 1999 on Regional Autonomy and Government Regulation No. 25 year 2000 concerning the division of authority between central and local government, significant changes have also occurred in the level of education reforms that included the concept of educational change in all lanes, the types and levels of education. Centralized paradigm of management education that has become decentralized. Educational responsibilities shifted from the central government (though not eliminate altogether) to local governments. In decision keputusanpun, local governments play an important role for example in determining the quality and qualifications of teachers needed, handed authority to local governments. Similarly the preparation of plans, programs, education funds transferred to local governments. Local governments are given authority to explore the potential and mobilize resources from society in the region.
2. Approach Management and Institutional Education
In connection with the foregoing, it has also developed school management approaches in accordance with the spirit of autonomy in education. The new approach we are familiar with the term School-Based Management (SBM) is an approach closer to the environment in which the school is located by the school itself. This approach emphasizes the needs and expectations of local communities to become an important part in the educational process at school.
At the regional level, to support the operational management of the school with the School Base Management approach (school-based management) is the institutional set up at the local School Board and in each school in the form of the School Committee. To these two institutions from the composition of its personnel is refrensentasi of all elements (stakeholders) concerned and responsible course of the educational process at school. Therefore, from the concept of management approaches and institutional concept of education issues as I term it actually has a very shimmering pearls.
3. Curriculum (Education System)
While the problem of the education system (curriculum) should always require a national renewal in line with changing demands and needs of the community so quickly. Because a good education system is a system of education that projected anticipation of the demands and needs of society in the future. Therefore, a barometer of the quality of the education system kebehasilan implementation can only be measured by the quality of outputs (results) it then, can not be seen at the time of starting the implementation, but can be seen and felt the benefit when the results are released approximately a minimum period of 3 s / d 6 years will come.
Similarly, the rapidly changing demands of society in line with global developments then, If education systems are based on the demands and needs of today's society, the possibility of its output will not meet the demands of society in the future. This is what happened in Indonesia during this, because as good as any concept of an education system that excluded if it does not contain the anticipation of the demands of society in the future, it will quickly become out of date (obsolete). Actually it is not wrong for all this, every change of ministers will be accompanied by changes in even the replacement of the curriculum. Change is already supposed to happen because of global developments that affect the changing demands and needs of people far more quickly than projected curriculum itself.
Which has always been an issue in any educational system change is a matter of understanding evenly at the level of education practitioners are very slow, because every change is not followed by adequate socialization, so that implementation on the ground can not be perfect .. A consequence is the quality of graduates (output quality) is far from fulfilling the demanding needs of the community, the low klualitas outcomes reflected in the increasing number of unemployed (unemployment), the public image of any such changes are less profitable.
On the basis of thinking as above, I see the implementation of changes with the introduction of new policies that we know today with the Competency-Based Curriculum Development, results-oriented learning is an educational system that not only meets the current demands of the reform is happening at the moment, but also contains a formula needs in the future. It's just how its implementation is very dependent on the willingness of the earnest (good will) of governments and regional poemerintah to really pay attention to educational problems.
In the local context of this curriculum provides flexibility to each region to determine the qualifications of graduates as well as to achieve the desired quality of education in its own way in accordance with the needs and conditions of each region. Competency-Based Curriculum Development Demand for memahmi each region's own needs in the area. Likewise, the basic standard of competence required of graduates that can be justified in the context of local, national and global.
If we look at the concept of the education system / curriculum is competency-based, is a highly developed system, being able to accommodate the diversity of environmental conditions, culture, ethnicity, and able to accommodate differences in students' academic potential, socio-economic backgrounds, interests, talents and his love. Therefore the concept of this curriculum may also be termed as a concept my pearl brilliant education.
OPERATIONAL LEVEL OF EDUCATION
The desire to achieve quality educational outcomes of course not only determined by the concept of good policies, concepts and approaches kelembagaaan good education, and the concept of a good education system too, but at the practical / operational very dominant role, even at the operational level this is what will bring the concept to be meaningful or not. In the operational level of process quality are very significant role in determining the quality of an education. If the process is not qualified, no matter how good the concept then, the results will not meet the quality standards expected.
QUALITY PROCESS
To realize all the concepts of education policy concerning education decentralization policy, education and institutional management approaches and systems / curricula can be bermakana is tomabaknya tip at the level of quality education process. In an effort to support the implementation of a quality educational process there are at least three elements are very supportive of, the quality of Human Resources (HR), the availability of Infrastructure / facilities, and adequate financial capability.
A. Quality Human Resources
The quality of human resources is crucial for example in terms of patterns of leadership in school management, and management methods in the classroom (the teacher). School leadership must be able to create a conducive atmosphere in the implementation process of teaching and learning in schools between teachers and students. Teachers are professionals and can effectively menajmin process pemebelajaran be qualified and able to achieve success. We can not deny that, the role of teacher is very significant for any successful learning process.
It is very rational, because when the process of learning the teacher could do anything he wants to learners. Professional teachers must know their duties and responsibilities as a teacher. Effective teachers will always try to achieve the objectives that have been pemebelajaran enactment.
But vice versa because of the large authority in the classroom teacher, if he is unprofessional and ineffective process of learning will be futile. Bahkandia can turn off the creativity of students and blunt the power of reason.
B. Infrastructure / Facilities
If the facilities and infrastructure / facilities are not available, then the impossible process of learning can take place. The quality of the learning process is also determined by the availability of adequate facilities and infrastructure. The existence of school buildings dilengakapi with other facilities such as seating, tables, laburaturium, library facilities, books / learning tool and others is an indispensable tool for a complete success in the process of learning experiences pendidikan.Semakin tersiedia more likely to achieve success in the learning process.
C. Financial Capability
Fund education is also very important for operations, especially in terms of school management such as maintenance of facilities and amenities, adequate teacher salaries, and other finance-related education operasinal.
Reality shows no educational institutions (schools) who have the ability to lower a school finansilal favourit.
OTHER FACTS SPEAK
The issue is still happening when the concept of education is very bright pearl as a renewal and change in the world of the very essence of education is in its implementation. In fact it is difficult to be realized, not least because the understanding at the level of practitioners (teachers) and superintendent of education about the concept is not kompehensif and evenly, and only a few who could understand well, even at the level of principals were uncertain everything is memahmi concept. The concept is still limited as the consumption level of education officials, because of socialization to the level of practitioners is not sufficient.
Effectiveness of the implementation of new concepts in education policy, it is very dependent hello to the 3 factors namely, political will (political will) the local government, a clear commitment from the education officials, a comprehensive understanding and a willingness to change the frame of mind in accordance with the concept of the policy by practitioners in the field of education such as school principals, educational supervisors, teachers, etc..
Given that policy in applying these concepts have not been optimally effective and thorough, especially the indication can be seen from the extent to which the three factors mentioned above can be reflected in the concepts of thinking and policy officials and education practitioners' behavior, then I can make sure the concept was in my term is a tower that is located very high that is almost impossible to be grounded. That's why I refer to as the Pearl Tower Concept Penidikan. A concept that is very bright and beautiful, but only to the extent that the concept is still in the minds of the current ruler alone.
Although the problem of education is often in the spotlight of politicians, but only as a political commodity that always carry as part of the essence in prgoramnya to attract public sympathy alone. And the fact that our education never changes in a comprehensive manner.
