Prepared By
M. Yahya Ahmad
CEDAP,
PHILIPPINE CHRISTIAN UNIVERSITY
M. Yahya Ahmad
INDONESIA in the World Map
M. Yahya Ahmad
Indonesia comprices of : 1,9 million km2 of areas; 17.508
islands, 237 million population; 1,128 ethnics distributed
in 33 provinces, 430 districts, and it poseses around 193,000
schools and more than 3,000 universities.
M.Yahya Ahmad
1.
2.
3.
4.
5.
Belief in the Supreme God;
Just and civilized humanity;
The unity of Indonesia;
Democracy guided by the inner wisdom in
the unanimity arising out of deliberations
among representatives;
Social justice for the whole people of
Indonesia
M. Yahya Ahmad
Indonesia’s Legal Products
Legal products are arranged in an hierarchy of authority as follows:
 The 1945 Constitution: including its amendments passed by the People’s
Consultative Assembly (Majelis Permusyawaratan Rakyat/MPR)
 Laws: which passed by the Parliament (Undang-undang/UU)
 Government Regulations: issued by the President (Peraturan Pemerintah/PP)
 Executive Orders: issued by the President
 Presidential Regulations (Peraturan Presiden/Perpres)
 Presidential Instructions (Instruksi Presiden/Inpres)
 Presidential Decisions (Surat Keputusan Presiden/SK Presiden)
 Ministerial Regulations dan Miniterial Decision
 Regional Regulations passed by the Regional Legislature
 Executive Orders issued by the Head of Region3
M.Yahya Ahmad
The Philosophy of Education
 Education is defined as a systematic process to humanize learner
holistically, namely with high moral standards.
 The human dimension includes:
 Affective side, which manifested in strong faith and piety ethics-
aesthetics, and fine moral characters an behaviors
 Cognitive capacity as reflected in sophisticated thingking capacities
and superior intelectualisme capable of acquiring and developing
knowledge and mastering technology
 Psychomotor abilities as reflected in sophisticated technical skill and
practical intelligence
 Education ensure optimal development of the three most
fundamental trait mentioned above, ant it is also a strategic locus
for promoting the development of every learner’s potentials.
M.Yahya Ahmad
Indonesian Educational System
 History: the national education system was based on laws as
follows
 Laws No. 4 /1950
 Law No. 12 /1954
 Low No. 22 /1961
 Law No. 2 /1989
 Law No. 20 / 2003
M.Yahya Ahmad
M. Yahya Ahmad
The Philosophy of “tut wuri handayani”
 Based on Minister Decision No. 0398/H/1977, on September 7,
1977, the motto of Taman Siswa School teacher were adopted as
a symbol of Ministry of Education and Culture:
 Ing Ngarso Sung Tulodo (if teacher in the forefront
site: he/she set and be a good example)
 Ing Madya Mangun Karso (if teacher is in the midst
of students: he/she should develop initiatives and
willingness to live)
 Tut Wuri Handayani (from behind, teacher should
encourage independence and guide the students)
M.Yahya Ahmad
Stages of National Education Development
Internal Focus
VISI 2025
External Focus
SMART AND COMPETITIVE OF INDONESIAN PEOPLE
PERIOD
2005-2009
2010-2014
2015-2019
2020-2024
THEME
Capacity Building
and
Modernization
Service
Empowerment
Regional
Competitiveness
International
Competitiveness
VISSION 2014 :
“The implementation of the National Education to Bring Indonesian Learners into being
Comprehensively Smart and Competitive “
MISI 2010-2014 :
M1. To Improve the Availability of Educational Services
M2. To Increase the Affordability of Educational Services
M3. To Improve the Quality and Relavancy of Educational Services
M4. To Increase the Equality in obtaining Eduational Services
M.Yahya Ahmad
M5. To increase
the Certaintay/Assuredness in obtaining Educational Services
CONSTITUTIONAL BASIS :
PREAMBLE OF THE 1945 CONSTITUTION
 The Government of the Republic of Indonesia protects all
her citizens and territorial integrity and promote public
welfare, enhance the intellectual life of the whole
nation, and take part in world peace keeping, based on
independence, enduring peacefulness, and social justice.
M.Yahya Ahmad
CONSTITUTIONAL BASIS:
THE 1945 CONSTITUTION
 Article 31, Section (1): ....... each and every citizen shall
have the fundamental right to education ....... the Law
creates a legal framework for the major educational goal,
policies and plans.
 The Government organize and run one national
education system, based on legal framework, strengthen
the people’s faith and piety to God the Almighty and their
moral character as a means for enhancing the intellectual
capacity of the nation.
M.Yahya Ahmad
NATIONAL EDUCATION SYSTEM:
Law No. 20/2003
National education means education based
on Pancasila and the 1945 Constitution,
and is rooted in the religious values,
national cultures of Indonesia, and one that
is responsive to the needs of the everchanging era.
 National education system means the
overall components of education, which are
interrelated in an integrated way in the
pursuit of national education objectives.

M. Yahya Ahmad
NATIONAL EDUCATION SYSTEM:
Law No. 20/2003

A national education system should
ensure equal opportunity,
improvement of quality and relevance
and efficiency in management to meet
various challenges in the changing of
local, national and global lives; therefore
it requires a well-planned, welldirected, and sustainable education
reform.
M. Yahya Ahmad
NATIONAL EDUCATION SYSTEM:
Law No. 20/2003

The National Education functions:
 to develop the capability, character, and civilization
 enhancing its intellectual capacity,

Goals: to develop learners’potentials
 human values
 faithful and pious to one and only God;
 posses morals and noble character;
 healthy, knowledgeable, competent, creative, independent;
 democratic and responsible.
M. Yahya Ahmad
PRINCIPLES OF EDUCATION
PROVISION
Education is conducted :
1)
democratically, equally and non-discriminatorily based on human
rights, religious values, cultural values, and national pluralism.
2)
systemic unit with an open system and multi-meanings.
3)
as a life-long process of inculcating cultural values and for the
empowerment of learners.
4)
based on the principles of modeling, motivation and creativity in the
process of learning.
5)
developing culture for reading and writing and, arithmetic, for all
members of the community.
6)
empowering all components of the community including
implementation of quality control of the education services.
M. Yahya Ahmad
Expectation of Education System

The Indonesia’s education system carries a
heavy burden of social and political
expectations, that can be achieve through
education, those are:
 to promote national life to become smarter,
 Achieving national missions:
○ Good in characters,
○ Good in moral properties,
○ Good in ethical attitudes,
○ Become civilized society;
○ Have the ability to compete globally; and
○ Pursuing democratic society
M. Yahya Ahmad
Main Characteristics:

Public-Private partnerships at all
levels.
 Public educational services are under the
authority of the Ministry of National
Education and its branch offices at
provinces, districts and sub-districts level.
 The private, or non-governmental, sector is
dominated by Islamic institutions
M. Yahya Ahmad
Main Characteristics:

There are two central ministries that
have responsibility for supervising
education provision which integrate all
schools into a single national system:
 The Ministry of Education and Culture
(MOEC) and
 The Ministry of Religious Affairs (MORA).
M. Yahya Ahmad
Main Characteristics:

The law recognizes both formal education,
non-formal education; and informal
education
 Formal education: structured and divided into
levels consisting of basic, secondary, and
tertiary education;
 Formal basic and secondary education: are
managed Director General for Management of
Basic and Secondary Education within MOEC.
 Non-formal and informal programs are managed
by Directorate General Nonformal and Informal
Education (under the MOEC)
M. Yahya Ahmad
Main Characteristics:

The formal education system consists of
three levels:
 Basic Education (elementary 6 years, ages
7 to 12) and junior secondary 3 years, ages
13 to 15
 Secondary Education (3 years, ages 16 to
18)
 Tertiary Education (3- and 4-year programs
at the undergraduate level; post graduate
programs at the masters and doctorate
levels).
M. Yahya Ahmad
Main Characteristics:
Private schools—both MOEC and MORA—
are owned and operated by legal bodies
called “foundations” (yayasan), which may
be responsible for single or multiple
schools and may operate in limited
geographical areas or nationally.
 Religious organizations may establish
foundations to operate private schools:

 Moslem , Christian, Hindu, and Buddhist
religious organizations
M. Yahya Ahmad
Allocation of Responsibility
Responsibility for various aspects of educational services is distributed throughout
this complex system:
 provision of formal educational services is the responsibility of the
school and the community (school-based management, mandated by the
National Education System law);
 management of the provision of educational services in MOEC schools is
the responsibility of the district government, directly for MONE government
schools, and indirectly through licensing and regulation, for MOEC private
schools; this responsibility is exercised through the District Education Service
 management of the provision of educational services in MORA schools is
the responsibility of the vertical hierarchy of MORA in the regions, directly for
MORA government schools and indirectly for MORA private schools; and
 establishing education policy and standards is the responsibility of the
central government; in addition to the national agencies both MONE and
MORA have offices to carry out this responsibility.
M.Yahya Ahmad
Allocation of Responsibility
 Responsibility for delivery of public primary and public
secondary education in Indonesia is shared between centre,
province, district and sub-district, with a critical role vested
in district governments.
 Policy, strategy and standard setting are concentrated at the
centre;
 The 33 provinces are responsible for planning and quality
assurance;
 The 430 districts manage the resources and delivery of
education.
M.Yahya Ahmad
The Educational Levels
 Early Childhood Education
 Basic Education
 Secondary Education
 Higher education
 Non-Formal Education
 Informal Education
 Special Education (for Handicapped and invalid pupils)
M.Yahya Ahmad
Indonesia's School Systems based on Law No. 2 1989
Official
School
Age
Higher
Education
Islamic
Doctorate
Program
Doctorate
Program
Specialit Ii
Programs
Islamic
Master
Program
Master Program
Specialist I
Program
Islamic
Graduate
Program
(S1)
Graduate Degree Diploma IV (4
Diploma III
Program (S1)
years)
(3 years)
22
21
20
19
18
17
Secondary
Education
Islamic Upper
General Upper Secondary
Secondary School
School
Diploma II (2
Diploma I (1
years)
year)
Vocational Upper Secondary School
16
15
14
Islamic Lower
Secondary School
General Lower Secondary School
Islamic Preliminary
School
Preliminary School
13
12
11
Basic
Education
10
9
8
7 Ahmad
M.Yahya
6
Pre-School
Kindergarten
ECE (PAUD= Pendidikan Anak Usia Dini) is
to ensure that all children aged 0 to 6
years have opportunity to grow and
develop optimally based on their
potential according to respective
developmental level or age
 Formal: Kindergarten, Raudhatul Athfal
 Nor Formal: Play Group, Day Care
Center

M. Yahya Ahmad
Basic Education
(Nine-Year Compulsory Basic Education)
 To Ensure equity and expansion of access to quality
affordable basic education services
 Basic education is general education with a duration of 9
years comprises of:
 6 years in Primary (Elementary) School
 3 years in Lower Secondary School
 Elementary School, and Madrasah Ibtidaiyah
 Junior High School, and Madrasah Tsanawiyah
M.Yahya Ahmad

Senior High Schools, and Madrasah
Aliyah,
› Classified into three Program of Studes:
Science, Social Science, and Language
Studies

Vocational Secondary Schools,
› Classified into main Skill Programs : Technical
skill, Agriculture Skill, Nautical Skill, Business
Skill, Tourism & Cullinary Skill
M. Yahya Ahmad
Tertiary (Higher) Education
 Higher education is a level of education after secondary
education consisting of diploma degree, bachelor degree
(sarjana), master degree, specialized postgraduate
programmes, and doctorate degree imparted by a higher
education institution.
 Higher education isntitutions can take the form of





academy,
polytechnic,
college for specialization (sekolah tinggi),
institute, or
university.
M.Yahya Ahmad
Non-formal Education
 Non-formal education is aimed at developing learners' potentials
with emphasis on the acquisition of knowledge and functional
skills and developing personality and professional attitudes.
 Non-formal education comprises
 life-skills education,
 youth education,
 women empowerment education,
 literacy education,
 vocational training and internship,
 equivalency programme, and
 other kinds of education aimed at developing learners' ability.
M.Yahya Ahmad
Informal Education
 Informal education can be in the form of self-learning,
provided by families and surroundings.
 The outcomes of informal education shall be recognized as
being equal to the outcomes of formal education and nonformal education after passing successfully in an assessment
according to national education standards.
M.Yahya Ahmad
Special Education
and Education with Special Services
 Special education is provided for leaners who have difficulties
in gaining the learning process because of physical,
emotional, mental, and social deficiencies, and also for those
with proven intelligence and especially gifted.
 Education with special services is provided for learners in the
remote and lessdeveloped areas, isolated areas, and/or for
learners who are victims of natural disasters, suffer from
social deficiencies, and those who are economically
disadvantaged.
M.Yahya Ahmad
THE CURRICULUM




Curriculum is a set of plans and arrangements concerning
the purpose, content, and teaching materials and methods
used to guide the implementation of learning activities to
achieve specific educational goals.
Curriculum development is done by reference to national
standards of education to achieve national education
goals.
Curriculum at all levels and types of education developed
by the principle of diversification according to the
educational unit, the potential of the area, and learners.
Development of a diversified curriculum is intended to
allow adjustment of educational programs in the
educational unit with conditions and peculiarities potential
that exists in the area
M. Yahya Ahmad
THE CURRICULUM

Curriculum prepared in accordance with the level of
education within the framework of the Unitary State
of Republic of Indonesia with respect to:
 an increase of faith and piety;
 increasing noble character;
 improvement potential, intelligence, and interests of







learners;
local potential and environmental diversity;
demands of regional and national development;
demands of the workplace;
developments in science, technology, and art;
religion;
dynamics of global development, and
national unity and national values​​.
M. Yahya Ahmad
THE CURRICULUM



The basic framework and structure of curriculum
in primary and secondary education are set by the
Government.
The Curriculum of Primary and Secondary
Education are developed by any group or
committee of the education unit and
school/madrasah
The curriculum development is under the
coordination and supervised by :
 MOEC branch office and MORA branch office in each
District or City’s for Basic Education levels
 MOEC branch office and MORA branch office in each
Provincial Region Secondary Education level.
M. Yahya Ahmad
CURRICULUM CONTENT FOR BASIC AND
SECONDARY EDUCATION










Religious education;
Civic education;
National dan foreign languages;
Mathematics;
Natural sciences;
Social sciences;
Art and culture;
Physical education and sport;
Skills/vocational, and
Local content.
M. Yahya Ahmad
THE SCHOOL COMMITTEE
AND BOARD OF EDUCATION
School/madrasah Committee is an
independent institution consisting of
parents/guardians of students, school
community, and community leaders who
care about education.
 Society plays an inportant roles in
improving the quality of educational
services which include planning,
monitoring, and evaluation of educational
programs through school/madrasah
committees and school board.

M. Yahya Ahmad
THE SCHOOL COMMITTEE
AND BOARD OF EDUCATION


Board of Education as an independent institution
established and was instrumental in improving the
quality of educational services by giving
consideration, direction and support personnel,
facilities and infrastructure, as well as supervision of
education at the national, provincial, and district/city
that has no hierarchical relationship.
Committee of the school / madrasah, as an
independent agency, was formed and was
instrumental in improving the quality of service by
giving consideration, direction and support
personnel, facilities and infrastructure, education and
supervision at the level of the educational unit
M. Yahya Ahmad



NES serves as the basis for planning,
implementing, and monitoring of education in
order to realize the quality of national education
NES aims at ensuring the quality of national
education in the context of the intellectual life of
the nation and formed character and civilization
of the nation's dignity
NES should be improved in such a planned
manner, directed, and sustained in accordance
with the changes of demands in local, national,
and global settings.
M. Yahya Ahmad




Badan Nasional Standarisasi Pendidikan (Board of National Educational
Standards) in National Level
Badan Standarisasi Nasional Indonesia (National Standarization Agenc)
Badan Penjaminan Mutu Pendidik dan Tenaga Kependidikan (Board of
Quality Assurance forTeachers and Educational Personnel)
 Lembaga Penjaminan Mutu Pendidikan (Agencies for Quality
Assurance): 39 unit each in Provincial Level
 Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga
Kependidikan (Center for Development and Empowerment for
Teachers and Educational Personnel): 9 units
Badan Akreditasi Nasional (Board of National Accreditation):
 BAN PT (Board of National Education for Higher Education)
 BAN SM (Board of National Education for School and Madrasah)
M. Yahya Ahmad
Competency Standards for Graduates
Standards of Content
Standards of Process
Standards of Educator and Educational
Personnel
 Standards of Facility and Infrastructure
 Standards of Management
 Standards of Education Financing
 Standards od Education Assessment




M. Yahya Ahmad


Competency Standards for Graduates for
elementary and secondary education units
are used as guidance in determining the
assessment of students graduation.
Competency Standards for Graduates
comprise of a minimum competency
standard unit of primary and secondary
education, standard of minimum competency
group of subjects, and minimum competency
standards of subjects
M. Yahya Ahmad


Standards of Content consists of a minimum
of material scope and the level of minimal
competence to achieve minimum
competency on the level and type of
education.
Standards of content includes the basic
framework and structure of the curriculum,
the burden of learning, level of the education
curriculum, and educational calendar
M. Yahya Ahmad

The learning process in educational units are
organized in an interactive, inspiring,
exciting, challenging, motivating learners to
actively participate and provide enough
space for innovation, creativity, and
independence in accordance with the talents,
interests, and physical and psychological
development of learners. In addition, in the
learning process, educators provide
exemplary manner.
M. Yahya Ahmad


Educators must have academic qualifications
and competence as an agent of learning,
physically and mentally healthy, and have the
ability to realize the goal of national
education
Academic qualifications mentioned above is
the minimum education level to be met by an
educator as evidenced by a diploma and/or
certificates of expertise.
M. Yahya Ahmad
Educators include teachers at early chidhood
education, (TK/RA), elementary education (SD/MI),
Secondary education ((SMP/MTs, SMA/MA), special
education (SDLB/SMPLB/SMALB, SMK/MAK),
educational units Package A, Package B and Package
C, and educators at institutions and training courses
 Education personnel include the principal of school/
madrasah, the education unit supervisors,
administrative personnel, library staff, laboratory
staff, technicians, managers study groups, civil
learning, and personnel hygiene

M. Yahya Ahmad

Competence as an agent of learning in
primary and secondary education and early
childhood education include:
 Pedagogic Competence;
 Competence of personality;
 Professional Competence; and
 Social competence.
M. Yahya Ahmad

Each educational unit shall have facilities of education
which includes furniture, educational equipment,
educational media, books and other learning resources,
consumables, and other equipment needed to support the
learning process is orderly and sustainable

Each educational unit shall have infrastructures which
include land, classroom, boardroom of educational unit,
space for educator, administrative space, library space,
laboratory space, workshop space, the space unit of
production, canteen space, power installations and
services, places of exercise, places of worship, a
playground, a place to create, and space / place as needed
to support the learning process is orderly and sustainable.
M. Yahya Ahmad

Standard management consists of 3 (three)
parts, namely the management of the
educational unit standard, the standard
management by local government and
management standards by the Government
M. Yahya Ahmad



Financing of education consists of investment
costs, operating costs, and personnel costs.
Education unit investment costs include the
cost of providing facilities and infrastructure,
human resource development, and
permanent working capital.
Personal costs include the cost of education
that must be paid by learners to be able to
follow the learning process on sustainable
and regular basis.
M. Yahya Ahmad

Education unit operating costs include:
 Salaries of teachers and educational staff and all
the benefits attached to salary,
 Materials or equipment consumables education,
and
 Indirect operational costs of education include
electrical power cost, water consumption,
telecommunications services, facilities
maintenance, overtime payment, transportation,
consumption, taxes, insurance, etc.
M. Yahya Ahmad

Assessment of education in elementary and
secondary education consists of:
 Assessment of learning outcomes by educators;
 Assessment of learning outcomes by the education
unit; and
 Assessment of learning outcomes by the
Government.

Educational assessment in higher education
consists of:
 Assessment of learning outcomes by educators; and
 Assessment of learning outcomes by the higher
education unit.
M. Yahya Ahmad
School Systems: The History
State and Nation of Indonesia undergo
several Distintive periods impacted to
the Educational systems:
 During Dutch Colonial Period
 During Early Independence Period
 During New Ordo Period
 During Reformed Ordo
M. Yahya Ahmad
M. Yahya Ahmad
M. Yahya Ahmad
Indonesia's School Systems based on Law No. 4/1950 and Law No. 22/1961
University
Age
23
Islamic
Graduate
22
21
University
Tertiary School
Graduate
Academy
Higher Education
Islamic
Bachelor
20
Bachelor
19
18
17
Upper
Secondary
Education
Upper Sec.
General
Islamic Upper
School
Upper Sec.
Sec. School
Economic
School
Stream
Lower
Secondary
Education
Islamic Lower
Sec. School
Primary
Education
Islamic
Primary
School
16
15
14
General Lower
Secondary School
Upper Sec.
School
Upper
Family
Technical
Welfare
School
Stream
Lower Secondary
School Economic
Stream
Teacher
Technical
School
Upper Sec.
School
Sport
Stream
Lower Secondary
School Family
Welfare Stream
13
12
11
10
9
Primary/Elementary School
8
7
M. Yahya Ahmad
Upper Sec.
School Social
Services and
Art Stream
Others
Lower Secondary
Technical School
Indonesia's School Systems based on Law No. 2 1989
Official
School
Age
Higher
Education
Islamic
Doctorate
Program
Doctorate
Program
Specialit Ii
Programs
Islamic
Master
Program
Master Program
Specialist I
Program
Islamic
Graduate
Program
(S1)
Graduate Degree Diploma IV (4
Diploma III
Program (S1)
years)
(3 years)
22
21
20
19
18
17
Secondary
Education
Islamic Upper
General Upper Secondary
Secondary School
School
Diploma II (2
Diploma I (1
years)
year)
Vocational Upper Secondary School
16
15
14
Islamic Lower
Secondary School
General Lower Secondary School
Islamic Preliminary
School
Preliminary School
13
12
11
Basic
Education
10
9
8
7
6
Pre-School
M. Yahya Ahmad
Kindergarten
Student / Teacher Ratio Comparison
14.81
USA
13.22
Japan
United Kingdom
18.92
Indonesia
Malaysia
19.56
USA
14.23
14.92
Japan
20.29
Malaysia
Indonesia
20.68
Korea Rep.
18.24
Thailand
21.05
China
18.61
24.65
China
17.72
19.05
United Kingdom
Vietnam
30.64
Mongolia
Lao PDR
30.77
Cambodia
Mongolia
31.26
21.52
23.59
24.86
Thailand
Korea Rep.
34.93
Vietnam
25.59
Philippines
34.93
Lao PDR
25.66
41.33
India
56.24
Kambodia
0
10
20
30
40
32.32
India
50
Elementary School
M. Yahya Ahmad
60
37.09
Philippines
0
5
10
15
20
Junior High School
25
30
35
40
Total School Unit by Category
Total Unit
Higher Education
Vocational Secondary School
3,011
8,399
Senior Secondary High School
Junior Secondary School
Elementary School
M. Yahya Ahmad
11,036
29,866
143,252
Total of Universities and colleges by Province
M. Yahya Ahmad
Total of Program of Study
M. Yahya Ahmad
Total Students (in thosand), not including open university
M. Yahya Ahmad
Total of Lecturers (in thousand)
M. Yahya Ahmad