Monday, June 11, 2012

Broken Capitalism The Decay of the Education System

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The government's annual celebration in the field of education, namely National exam (UN) from elementary to senior high school, just finished. The 2012 UN implementation costs up to Rp. 600 billion more.
The aim of organizing the National Examination was to assess the achievement of graduate competencies nationally in certain subjects in the science and technology subject groups. The results of the national exam are used as one of the considerations for: 1. Mapping the quality of the program and / or educational unit. 2. Basic selection to enter the next level of education. 3. Determination of graduation of students from programs and / or educational units; and 4. Guiding and providing assistance to educational units in their efforts to improve the quality of education.
Education Maintenance: Problem Matters
The implementation of the National Examination from the beginning has caused pros and cons. The adoption of the National Examination itself is more seen following the pattern of evaluation of western-style education, especially the US. The interests of the National Examination and education are mostly seen from the macro perspective on an average rather than looking at individual student achievements. In addition, the UN is notfair,because, the fate of students is only measured through 4-day exams with certain subjects. As a result, subjects that do not enter the National Exam are held as such and are considered less important.
UN-style competency measurement (including UTS, UAS, and daily tests) can indeed determine the level of students' ability to master the subject matter given. But it turns out that the result of the UN is accompanied by the application of certain standards and made the principal determinant of graduation and the increase in class / level makes the achievement of the value a goal. Unfortunately it does not only affect students but also the teachers and the school. Especially when achievements and even financial assistance and infrastructure are linked to achieving UN scores. It is as if the UN is the ultimate goal of the learning process. All methods are also carried out without regard to honesty, morals and noble values ​​for the sake of high UN scores and tests.
Though learning should make students master the knowledge and expertise so that it becomes an inherent competency that he can apply in life and he develops. This is accompanied by education that is directed at changing the mindset and behavior of students and forming it towards a better direction. Unfortunately the curriculum does not even lead to it. The curriculum emphasizes knowledge transfer. There is no mission to shape morals, especially the personality of students.
The low quality of learning and education is also indicated by the results of the UNDP report. According to the 2011 UNDP report, the ranking of the Human Development Index (HDI) orHuman Development Index(HDI) Indonesia dropped from 108th in 2010 to 124th in 2011. Although the number rose from 0.600 (2010) to 0.617 (2011), Indonesia ranked 16th in rank.
All these problems are still exacerbated by the problem of poor educational facilities. Data from the Ministry of Education and Culture states, there are around 161 thousand schools damaged. About 45% of the damaged school buildings were severely damaged, with a slope of more than seven degrees and close to 90 degrees, aka almost collapsing.
Besides that the existence of teachers is also not evenly distributed. The ratio between teacher and student is actually sufficient, which is one in twenty (1:20). However, most of the teachers piled up in the city. There are schools that have an excess number of teachers and there are schools that only have one teacher. (See,republika.co.id,15/4/2012).
The education budget which experienced a fantastic increase, especially after the Law stipulated a 20% education budget from the State Budget, turned out that education problems did not necessarily end. The education budget in the 2011 APBN-P is Rp. 266.9 trillion, that number is already half of the total APBN in 2005, then it rises to Rp. 289 trillion in the 2012 State Budget and becomes Rp. 303 trillion in the 2012 APBN-P. It's just not all managed by the Ministry of Education and Culture, but the amount is distributed to dozens of ministries and institutions. Of that amount, Rp. 137 trillion is more for salaries and Rp. 100 trillion is more transferred to the regions including BOS funds. The amount of BOS funds that have existed since 2005 has increased from Rp. 16 trillion (2011) to 23 trillion (2012).
With such funds, in fact there are still many children who cannot complete the 9-year compulsory education. According to Indonesian House of Representatives member Raihan Iskandar (12/26/12) in the 2011 data there were 10,268 million students of compulsory education (SD and SMP) who did not complete the 9-year compulsory education. There are also around 3.8 million students who cannot continue to high school level. The reason is because of poverty so that they have no fees for schooling.
The culprit: Capitalism
All these problems lead to applied capitalism with the principle of 4 freedom (behavior, opinion, religion and ownership). Capitalism is based on the belief in secularism that separates religion from life. As a result, religious and moral lessons are taught in schools just as knowledge, not to be guided and used as a guide. It is said that it is to guarantee freedom.
Education in the capitalist system is not aimed at forming a personality. Education is actually used as a pillar of the machine of capitalism by being directed to provide workers who have the knowledge and expertise. As a result, the curriculum is composed of more emphasis on knowledge and expertise but is empty of religious and moral values. Education finally only gave birth to robotic humans, smart and skilled but not religious and not infrequent.
In order to guarantee freedom, the implementation of education must not be regulated centrally and must be as autonomous as possible. This is where we can know why the national curriculum is "cut down" and more and more material is given to the school. Schools that determine the teaching material books that are used, in practice there are many infidelities with publishers with certain rewards.
The autonomy provided also includes funding. As a result of capitalism, the role of funding by the government must be reduced and vice versa funding by the community (parents of students) gets bigger. Quality schools also become expensive. As a result, the occurrence of 'vicious circle' of poverty. Miksin people cannot get quality education. They cannot develop their potential and remain trapped in poverty. Communities are increasingly fragmented based on socio-economic status. Only middle-up people can access quality education. Even though schools should be able to be a door to improving the standard of living for the poor.Besides that I will alsoperpetuate colonialism.
Therefore, reorientation and rearrangement of education must be carried out starting from the philosophy, goals and curriculum to education management, learning methods, teaching substance, education funding, and so on. Education must be freed from capitalism.

Islam Regulates Education

In Islam, the Government's relationship with the people is the relationship of management and responsibility. The State (Caliph) is fully responsible in maintaining the affairs of its people. Rasulullah saw. said:
Alert Please Was Yes Responsibility E Rule
Priests (Caliphs / heads of state) are administrators of the people and he will be held accountable for the people he manages(HR al-Bukhari and Muslim).
As part of the ri'ayah, education must be fully regulated by the state based on Islamic faith. Education must be aimed at forming an Islamic personality and equipping students with the knowledge and skills needed in life. The result is people who are smart, skilled and capable while at the same time having Islamic personality and character.
Islam determines the provision of quality education for all citizens as the basic necessities of society which are obligated by the state for free. Basically because Rasul saw setting prisoners of war prisoners of the infidels is teaching ten people from the children of the Muslims. Redeemed prisoners are ghanimah who are the rights of all Muslims. The allocation of ghanimah to provide education for the people for free shows that the provision of education by the state for the people is mandatory. Ijmak best friend for salaries to teachers / teachers from the property of mall more affirmed it.
The source of funds for all of that is from the inclusion of state assets and the results of management of public property, such as mineral mines, oil and gas, forests, sea, etc. Rasulullah saw. said:
«Aluminum Partners F Moderation F All valma’ Walnar»
Muslims allied in three ways: fields, water and fire (energy).(HR Abu Dawud and Ibn Majah).
With that, quality education with free or very low costs can be provided and can be accessed by all people. It indeed becomes the right of all of them without exception and becomes the state's obligation.
O Muslims
The world of education that is full of problems now can only be resolved by dumping capitalism and implementing Islamic sharia in total. Only with the application of sharia in the frame of the Khilafah of the Rashidah alone, quality education can be felt by all people without exception whether rich or poor, Muslim or non-Muslim. Because it was the time to multiply efforts and struggles to put into practice sharia and uphold the Rashidah Khilafah.Wallâh a'lam bi ash-shawâb.
Comment:
In July the Ministry of Education and Culture will hold a repeat test for teachers who have been certified or passed certification. This retest to encourage teacher quality improvement and encourage teachers to continue to improve their quality (Kompas, 5/6)
1. Teacher performance evaluations are carried out like the style of national examination for students. This shows the government is only concerned with values ​​and less attention to the process.
2. Certification has been going on since 2005, but it has not been proven that the quality of education has increased. Improved teacher welfare should be followed by attention to improving the quality of the learning and education process.
IWD/The Truth Seeker Media

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