chapter iv strategy and direction of...
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2010-2014 MoNE RENSTRA 23
CHAPTER IV STRATEGY AND DIRECTION OF NATIONAL EDUCATION
DEVELOPMENT POLICY YEAR 2010-2014 Strategy and direction of education development policy in 2010-2014 are formulated based on vision, mission, strategic goals of MoNE, and refer to RPJMN 2010-2014
and evaluation of educational development achievement until 2009. Strategy and
policy directions also consider the government's commitment to international
conventions on education, in particular the Dakar Convention on Education for All, Convention on the Children Rights, Millennium Development Goals (MDGs), and the
World Summit on Sustainable Development
Strategy and direction of education development policy in 2010 - 2014 have been
prepared to provide direction and guidance for education providers at the centre and regional level related to necessary approaches to achieve the strategic target that
describe the strategic objectives. Review of strategic targets that has been described
in previous chapters will show the requirement of a number of components needed in
providing quality service of national education. These requirements include educators and educational staff, learning and assessment, facilities and infrastructure, funding,
and good management.
4.1 Educational Development Strategy 2010-2014
The strategy is a systematic effort to achieve the strategic objectives set through the
achievement of strategic targets of these strategic objectives. Each strategy
describes the components of the implementation of educational services that should
be provided to achieve the strategic target of each strategic objective. These components include educators and educational staff, facilities, learning systems, data
and information, funds, and quality systems and procedures. In choosing the
strategy, the disparity between regions, gender, socioeconomic, and educational unit held between the government and community should also be considered
24 2010-2014 MoNE RENSTRA
4.1.1 Strategy to Accomplish T1 Strategic Objectives
T1 strategic objective is to have quality and equal early childhood education available
and affordable in all provinces, districts and cities, achieved by using the following
strategy. (1) The provision of competent early childhood educators, that are evenly distributed
in all provinces, districts and cities that include the fulfilment of the need of
TK/TKLB teachers and the provision of competent and qualified tutors for non-formal early childhood education;
(2) The provision of competent early childhood education management that is evenly
distributed throughout the provinces, districts and cities, including the fulfilment of
the need of educational unit heads, supervisors, and administrative staff; (3) The provision and development of learning systems, data and research-based
information, and quality standards of early childhood education and the
implementation of early childhood education accreditation;
(4) The provision and improvement of facilities and infrastructure for the implementation of quality TK/TKLB learning systems that is evenly distributed
throughout the provinces, districts, and cities;
(5) Provision of subsidies to increase affordability of quality TK/TKLB service that is
evenly distributed throughout the provinces, districts, and cities;
(6) Provision of subsidies to finance the implementation of Non Formal quality early
childhood learning system that is evenly distributed throughout the provinces,
districts, and cities
The framework of strategy Implementation of T1 strategic objectives achievement
that is associated with the programs and activities of national education development
from 2010 to 2014 can be described in Figure 4.1 below.
The stages of strategic objectives achievement of the T1 strategic objectives is
shown in Table 4.1. Table 4.1 Stages of strategic objectives achievement of the T1 strategic objectives
CODE STRATEGIC TARGETS INITIAL
CONDITION (2009)
YEAR 2010 (%)
2011 (%)
2012 (%)
2013 (%)
2014 (%)
1 Gross Enrolment Ratio (GER) of Early Childhood Education (ECE)
53.7 56.7 60.1 63.6 67.4 72.9
2 Percentage of Province that reach GER 60 24.2 34.4 44.5 54.7 64.8 75.0
3 Percentage of City that reach 75 28.3 37.6 47.0 56.3 65.7 75.0
4 Percentage of District that reach APK 50 28.4 37.7 47.0 56.4 65.7 75.0
5 Percentage of Formal ECE teacher with 14.5 15.3 16.4 22.5 55 85.0
2010-2014 MoNE RENSTRA 25
S1/D4 Qualification
6 Percentage of Certified Formal ECE Teacher 9.7 12 13 22 60 85.0
7 Percentage of Non Formal ECE Tutor that Participated in PPB (Pelatihan Profesional Berkelanjutan/Sustainable Professional Training)
5 15 25 35 45 55
8 Percentage of Head of Kindergarten that Participated in PPB
- 10 25 45 70
100
9 Percentage of ECE Supervisor that Participated in PPB
- 10 25 50
75 100
26 2010-2014 MoNE RENSTRA
1.Pe
renc
anaa
nke
butu
han
guru
2.
Peng
emba
ngan
stan
dar
dan
sist
emPe
ngad
aan
dan
pene
mpa
tan
guru
3.Pe
ning
kata
nku
alifi
kasi
dan
kom
pete
nsi
guru
4.Pe
ngem
bang
anka
rierg
uru
5.Pe
ning
kata
nPe
rlind
unga
n, p
engh
arga
anda
nke
seja
hter
aan
guru
6.M
onito
ring
dan
Eval
uasi
kine
rjagu
ru
1.Pe
renc
anaa
nke
butu
han
WI d
ante
ndik
2.Pe
ning
kata
nku
alifi
kasi
dan
kom
pete
nsi
WI d
ante
ndik
3.Pe
ngem
bang
anka
rierW
I dan
tend
ik
4.Pe
ngem
bang
anSt
anda
r, Si
stem
, Pro
gram
, ba
han
dan
mod
el d
ikla
tgur
u5.
Revi
talis
asis
aran
ada
npr
asar
ana
peny
elen
ggar
aan
dikl
at6.
Impl
emen
tasi
peni
ngka
tan
kom
pete
nsi
dan
prof
esio
nalis
me
guru
be
rkel
anju
tan
7.M
onito
ring
dan
Eval
uasi
PTK
8.Pe
met
aan
dala
mra
ngka
penj
amin
anm
utu
pend
idik
an
1.Pe
renc
anaa
nke
butu
han
tend
ik2.
Peng
emba
ngan
stan
dar
dan
sist
emPe
ngad
aan
dan
pene
mpa
tan
tend
ik3.
Peni
ngka
tan
kual
ifika
sida
nko
mpe
tens
ite
ndik
4.Pe
ngem
bang
anka
riert
endi
k5.
Peni
ngka
tan
Perli
ndun
gan,
pen
ghar
gaan
dan
kese
jaht
eraa
nte
ndik
6.M
onito
ring
dan
Eval
uasi
kine
rjate
ndik
1.Pe
renc
anaa
nke
butu
han
PTK
PAUD
Non
For
mal
2.Pe
ngem
bang
anst
anda
rda
nsi
stem
Peng
adaa
nda
npe
nem
pata
nPT
K PA
UD N
on F
orm
al3.
Peni
ngka
tan
kual
ifika
si, k
ompe
tens
iPT
K PA
UD N
on F
orm
al4.
Peng
emba
ngan
karie
rPTK
PAU
D No
n Fo
rmal
5.Pe
ning
kata
nPe
rlind
unga
n, p
engh
arga
anda
nke
seja
hter
aan
PTK
PAUD
Non
For
mal
6.M
onito
ring
dan
Eval
uasi
kine
rjaPT
K PA
UD N
on F
orm
al
Ters
ed
ia d
an
terj
angk
aun
ya l
ayan
an
PA
UD
be
rmu
tu d
an
be
rke
seta
raan
di
sem
ua
pro
vin
si,
kab
up
ate
n d
an
kota
(T1
)
Pe
ny
ed
iaa
n d
an
p
en
ing
ka
tan
sa
ran
a
da
n p
rasa
ran
ase
ru
ntu
k p
en
era
pa
n
sist
em
pe
mb
ela
jara
n
TK
/TK
LB b
erk
ua
lita
s
Pe
nye
dia
an m
anaj
em
en
P
AU
D b
erk
om
pe
ten
Pe
ny
ed
iaa
n s
ub
sid
i p
em
bia
ya
an
un
tuk
p
en
era
pa
n s
iste
m
pe
mb
ela
jara
n P
AU
D
No
n F
orm
al
be
rku
ali
tas
Pe
ny
ed
iaa
n d
an
pe
ng
em
ba
ng
an
sis
tem
pe
mb
ela
jara
n,
da
ta
da
n i
nfo
rma
si b
erb
asi
s ri
set,
da
n s
tan
da
r m
utu
PA
UD
, se
rta
k
ete
rla
ksa
na
an
ak
red
ita
si P
AU
D
Pe
ny
ed
iaa
n P
TK
PA
UD
No
n F
orm
al
Pe
ny
ed
iaa
n M
od
el
Pro
gra
m
Pe
mb
ela
jara
n P
AU
D
Pe
nd
idik
an
da
n P
ela
tih
an
PT
KP
en
ye
dia
an
Te
nd
ik T
K/T
KLB
Pe
ny
ed
iaa
n G
uru
TK
/TK
LB
Pe
ny
ed
iaa
n
Sta
nd
ar
Mu
tu P
AU
D
sert
a T
erl
ak
san
an
ya
Ak
red
ita
si P
AU
DP
en
ye
dia
an
Da
ta P
AU
DP
en
ye
dia
an
In
form
asi
PA
UD
Be
rba
sis
Ris
et
un
tuk
Pe
rum
usa
n K
eb
ija
ka
n N
asi
on
al
Pe
ny
ed
iaa
n L
ay
an
an
P
AU
D N
on
Fo
rma
l
1.
BO
P p
ese
rta
did
ikTP
A/K
B/
SPS
2.
Ban
tuan
rin
tisa
nP
AU
D3
.B
antu
anA
PE
PA
UD
4.
Pe
nye
len
ggar
aan
Lom
ba/
Pe
mili
han
Mit
raP
AU
D B
erp
rest
asi
5.
Pe
nge
mb
anga
nSI
M6
.P
en
yele
ngg
aran
Supe
rvis
i,
Pe
lap
ora
n, P
em
anta
uan
dan
Eval
uas
i
1.
Pe
nge
mb
anga
n S
PM
dan
SN
P
2.
Pe
nye
len
ggar
aan
akr
ed
itas
iTK
/TK
LB d
anP
AU
D N
on
Fo
rmal
1.
Pe
nge
mb
anga
n m
od
el-m
odel
ku
riku
lum
2.
Ban
tuan
pro
fesi
on
alp
enge
mba
nga
nku
riku
lum
3.
Kaj
ian
ku
riku
lum
4.
Mo
nit
ori
ng
dan
eva
luas
i ku
riku
lum
1.
Pe
nin
gkat
an m
utu
dat
a p
end
idik
an
nas
ion
al2
.P
en
yusu
nan
sta
tist
ik3
.P
en
gem
ban
gan
dan
pe
me
lihar
aan
: P
angk
alan
Dat
a P
en
did
ikan
Be
rbas
is
We
b (P
adat
iwe
b);
4
.P
en
gem
ban
gan
DSS
PA
UD
1.
Pe
ne
liti
an k
ebija
kan
aks
es
dan
mu
tu P
AU
D2
.P
en
gem
ban
gan
mo
del
pen
yele
ngg
araa
ne
-p
em
be
laja
ran
3.
Pe
nge
mb
anga
nm
od
el P
uP3B
4.
Pe
nge
mb
anga
nm
od
el p
enye
len
ggar
aan
pe
nd
idik
anin
klu
sif,
mul
tig
rad
ete
ach
ing
, mul
ty-
entr
y-ex
it s
yste
m
Pe
ny
ed
iaa
n L
ay
an
an
P
en
did
ika
n T
K
1.
Pe
nye
dia
anSa
ran
ad
anP
rasa
ran
a2
.R
eh
abil
itas
iSar
ana
dan
Pra
sara
na
3.
Pe
nye
len
ggar
aan
Fest
ival
dan
Ko
mp
eti
si4
.P
em
bin
aan
MB
S 5
.P
em
bin
aan
Gu
gus
6.
Ola
hra
ga P
en
did
ikan
TK
/TK
LB
Pe
nye
dia
an p
en
did
ik P
AU
D
be
rko
mp
ete
n
Pe
ny
ed
iaa
n s
ub
sid
i u
ntu
k m
en
ing
ka
tka
n
ke
terj
an
gk
au
an
la
ya
na
n p
en
did
ika
n
TK
/TK
LB b
erk
ua
lita
s
Figu
re 4
.1: T
he fr
amew
ork
of s
trate
gy Im
plem
enta
tion
of T
1 st
rate
gic
obje
ctiv
es a
chie
vem
ent
2010-2014 MoNE RENSTRA 27
4.1.2 Strategy to Accomplish T2 Strategic Objectives T2 strategic objectives, is to ensure that quality and equal basic education services
are accessible in all provinces, districts and cities, achieved by using the following
strategy.
(1) Provision of competent Basic Education teachers that are evenly distributed in all
provinces, districts and cities, including the fulfilment of the need of elementary
school teachers / SDLB and SMP/SMPLB and competent tutors for Paket A and
Paket B;
(2) Provision of competent management for SD/SDLB, SMP/SMPLB and Paket A
and Paket B is that are evenly distributed in all provinces, districts and cities,
including the fulfilment of the need of educational unit heads, supervisors, and
administrative staff;
(3) The provision and development of learning systems, data and research-based
information and quality standard of basic education, and the accreditation of
basic education implementation;
(4) The provision and improvement of facilities and infrastructure for the
implementation of quality learning systems in SD/SDLB and SMP/SMPLB that is
evenly distributed across provinces, districts, and cities;
(5) Provision of subsidies to increase affordability of quality SD/SDLB and
SMP/SMPLB educational services that are evenly distributed throughout the
provinces, districts, and cities;
(6) Provision of subsidies to finance the implementation of quality Paket A and Paket
B learning systems that are evenly distributed in all provinces, regencies and
cities
The framework of strategy Implementation of T2 strategic objectives achievement
that is associated with the programs and activities of national education development
from 2010 to 2014 can be described in Figure 4.2 below.
28 2010-2014 MoNE RENSTRA
1.
Pe
ren
can
aan
keb
utu
han
Gu
ru
2.
Pe
nge
mb
anga
nst
and
ard
ansi
ste
mP
en
gad
aan
dan
pe
ne
mp
atan
Gu
ru
3.
Pe
nin
gkat
anku
alif
ikas
id
anko
mp
ete
nsi
guru
4.
Pe
nge
mb
anga
nka
rie
rgu
ru
5.
Pe
nin
gkat
anP
erl
ind
un
gan
, p
en
ghar
gaan
dan
kese
jah
tera
anG
uru
6
.M
on
ito
rin
g d
anEv
alu
asi
kin
erj
agu
ru
1.
Pe
ren
can
aan
keb
utu
han
WI d
ante
nd
ik2
.P
en
ingk
atan
kual
ifik
asi
dan
kom
pe
ten
siW
I dan
ten
dik
3
.P
en
gem
ban
gan
kari
er
WI
dan
ten
dik
4.
Pe
nge
mb
anga
nSt
and
ar,
Sist
em
, P
rogr
am,
bah
and
anm
od
el
dik
lat
guru
5
.R
evi
talis
asis
aran
ad
anp
rasa
ran
ab
agi
pe
nye
len
ggar
aan
dik
lat
6.
Imp
lem
en
tasi
pe
nin
gkat
anko
mp
ete
nsi
dan
CP
D7
.M
on
ito
rin
g d
anEv
alu
asi
kin
erj
aD
ikla
td
and
amp
akp
en
ingk
atan
kom
pe
ten
sib
agiP
TK8
.P
em
eta
and
alam
ran
gka
pe
nja
min
anm
utu
pe
nd
idik
an
1.
Pe
ren
can
aan
keb
utu
han
ten
dik
2.
Pe
nge
mb
anga
nst
and
ard
ansi
ste
mP
en
gad
aan
dan
pe
ne
mp
atan
ten
dik
3.
Pe
nin
gkat
anku
alif
ikas
id
anko
mp
ete
nsi
ten
dik
4
.P
en
gem
ban
gan
kari
er
ten
dik
1.
Pe
ren
can
aan
keb
utu
han
PTK
2
.P
en
gem
ban
gan
stan
dar
dan
sist
em
Pe
nga
daa
nd
anp
en
em
pat
anP
TK
3.
Pe
nin
gkat
anku
alif
ikas
id
anko
mp
ete
nsi
PTK
4.
Pe
nge
mb
anga
nka
rie
rP
TK5
.P
en
ingk
atan
Pe
rlin
du
nga
n,
pe
ngh
arga
and
anke
seja
hte
raan
PTK
6
.M
on
ito
rin
g d
anEv
alu
asi
kin
erj
aP
TK
Terj
amin
nya
ke
pas
tian
m
em
pe
role
h la
yan
an
pe
nd
idik
an d
asar
be
rmu
tu
dan
be
rke
seta
raan
di
sem
ua
pro
vin
si,
kab
up
ate
n d
an k
ota
(T2
)
Peny
edia
an
subs
idi
pem
biay
aan
untu
k pe
nera
pan
sist
em
pem
bela
jara
n Pa
ket A
dan
B
berk
ualit
as
Peny
edia
an L
ayan
an P
endi
dika
nPa
ket A
& B
Peny
edia
an P
endi
dik
dan
tend
ik
Pake
t A &
B
Peny
empu
rnaa
n Si
stem
Pe
mbe
laja
ran
TK d
an D
ikda
s
Peny
edia
an d
ikla
t bi
dang
SD/S
DLB
dan
SMP/
SMPL
BPe
nyed
iaan
Ten
dik
SD/S
DLB
dan
SM
P/SM
PLB
Peny
edia
an G
uru
SD/S
DLB
dan
SM
P/SM
PLB
Peny
edia
an S
tand
ar M
utu
dan
akre
dita
si D
ikda
sPe
nyed
iaan
Dat
a
Pend
idik
an D
asar
Peny
edia
an In
form
asi
unt
uk
Peru
mus
an K
ebija
kan
Nas
iona
l
1.
Pe
nye
dia
an S
aran
ad
anP
rasa
ran
a2
.R
eh
abil
itas
iSar
ana
dan
Pra
sara
na
3.
KTS
P4
.P
en
yele
ngg
araa
nFe
stiv
al d
anK
om
pe
tisi
5.
Pe
mb
inaa
nM
BS
6.
Pe
mb
inaa
nG
ugu
s7
.O
lah
raga
Pe
nd
idik
an
1.
BO
P P
ake
tA
& B
2.
Rin
tisa
n P
en
did
ikan
Ke
seta
raan
b
erb
asis
ke
caka
pan
hid
up
3.
Pe
nyu
sun
an B
uku
/mo
dul p
embe
laja
ran
b
erb
asis
loka
l4
.B
antu
an B
eas
isw
a ke
tera
mp
ilan
Pak
et
B5
.B
antu
an p
en
ingk
atan
kap
asit
as
kele
mb
agaa
n6
.Ev
alu
asi B
ela
jar
7.
Rin
tisa
n S
iste
m in
form
asi p
eng
elo
laan
P
ake
t A
dan
Pak
et
B8
.R
inti
san
Mo
de
l pem
bel
ajar
an b
erb
asis
TI
K
1.
Pe
nge
mb
anga
n S
PM
dan
SN
P
2.
Pe
nye
len
ggar
aan
akr
ed
itas
iSD
/SD
LB,S
MP
/SM
PLB
, dan
Pak
et
A &
B
1.
Pe
nge
mb
anga
n m
od
el-m
odel
ku
riku
lum
2
.B
antu
anp
rofe
sio
nal
pe
nge
mb
anga
nku
riku
lum
3.
Kaj
ian
Ku
riku
lum
4.
Mo
nit
ori
ng
dan
eva
luas
i ku
riku
lum
1.
Pe
nin
gkat
an m
utu
dat
a p
en
did
ikan
nas
ion
al2
.P
en
yusu
nan
sta
tist
ik3
.P
en
gem
ban
gan
dan
p
em
eli
har
aan
: Pan
gkal
an
Dat
a P
en
did
ikan
Be
rbas
is
We
b (P
adat
iwe
b);
4
.P
en
gem
ban
gan
DSS
P
en
did
ikan
Das
ar
1.
Pe
ne
liti
an k
ebija
kan
aks
es
dan
m
utu
2.
Pe
nge
mb
anga
nm
od
el
pe
nye
len
ggar
aan
e-P
embe
laja
ran
3.
Pe
nge
mb
anga
nm
od
el P
uP3B
4.
Pe
nge
mb
anga
nm
od
el
pe
nye
len
ggar
aan
pen
did
ikan
inkl
usi
f, m
ult
igra
dete
ach
ing,
m
ult
y-en
try-
exit
sys
tem
Penj
amin
an K
epas
tian
La
yana
n Pe
ndid
ikan
SD
/SD
LB
Penj
amin
an K
epas
tian
Lay
anan
Pe
ndid
ikan
SM
P/SM
PLB
Peny
edia
an In
form
asi
Peni
laia
n TK
da
n D
ikda
s
1.
Pe
me
taan
kom
pe
tens
ilit
eras
ime
mb
aca,
m
en
uli
sd
anb
erh
itu
ngsi
swa
kela
s3
SD
/SD
LB2
.P
em
eta
anko
mp
ete
nsig
uru
SD
/SD
LB d
angu
ru S
MP
/SM
PLB
3.
Sosi
alis
aih
asil
UA
SBN
dit
ingk
atka
b/k
ota
4.
Pe
nge
mb
anga
nm
od
el p
enja
min
and
anp
erb
aika
nm
utu
has
ilU
ASB
N d
anU
NSM
P
Peny
edia
an d
an p
enge
mba
ngan
sis
tem
pem
bela
jara
n , d
ata
dan
info
rmas
i be
rbas
is r
iset
, dan
sta
ndar
mut
u Pe
ndid
ikan
Das
ar ,
sert
a ke
terl
aksa
naan
ak
redi
tasi
Pen
didi
kan
Das
ar
7.0
Peny
edia
an m
anaj
emen
Pen
didi
kan
Das
ar b
erko
mpe
ten
Peny
edia
an p
endi
dik
Das
ar
berk
ompe
ten
Pe
nye
dia
an d
an p
en
ingk
atan
sa
ran
a d
an p
rasa
ran
ase
ru
ntu
k p
en
era
pan
sis
tem
p
em
be
laja
ran
SD
/SD
LB d
an
SMP
/SM
PLB
ber
kual
itas
Peny
edia
an s
ubsi
di u
ntuk
m
enin
gkat
kan
kete
rjan
gkau
an la
yana
n pe
ndid
ikan
SD
/SD
LB d
an
SMP/
SMPL
Bbe
rkua
litas
1.
BO
S2
.B
eas
isw
a
Peny
edia
an S
ubsi
di P
endi
dika
n SD
/SD
LB B
erku
alit
as
Peny
edia
an S
ubsi
di P
endi
dika
n SM
P/SM
PLB
Ber
kual
itas
Figu
re 4
.2: T
he fr
amew
ork
of s
trate
gy Im
plem
enta
tion
of T
2 st
rate
gic
obje
ctiv
es a
chie
vem
ent
2010-2014 MoNE RENSTRA 29
The stages of strategic objectives achievement of the T2 strategic objectives is
shown in Table 4.2.
Table 4.2 Stages of strategic objectives achievement of the T2 strategic objectives
CODE STRATEGIC TARGETS INITIAL
CONDITION (2009)
YEAR
2010 (%)
2011 (%)
2012 (%)
2013 (%)
2014 (%)
1 GER SD/SDLB/MI/Paket A 117.0 117.2 117.6 118.2 118.6 119.1
2 NER SD/SDLB/MI/Paket A 95.2 95.2 95.3 95.7 95.8 96.0
3 Percentage of Province to Reach NER > 95
57.5 63.0 68.5 74.0 79.5 85.0
4 Percentage City to Reach NER > 96 65.0 70.0 75.0 80.0 85.0 90.0
5 Percentage District to Reach NER > 94 70.0 74.0 78.0 82.0 86.0 90.0
6 School Enrolment Rate (SER) Age Group 7-12 Years Old
97.90 98.10 98.70 99.20 99.85 99.9
7 Percentage of SD/SDLB Supervisor that Participated in PPB
- 10 25 45 70 100
8 Percentage of SD/SDLB Principal that Participated in PPB
- 10 25 45 70 100
9 Percentage of SD/SDLB Educational unit that apply character building study
- 10 30 50 75 100
10 Percentage of Dropped Out SD/SDLB Students
1.7 1.5 1.3 1.1 0.9 0.7
11 Percentage of SD/SDLB Graduates that Continue to High school
90.0 91.4 92.8 94.2 95.6 97.0
12 Percentage of SD/SDLB with Accreditation
65.4 70.2 75.2 80.1 85.1 90.0
13 Percentage Accredited SD/SDLB Minimal B
8.2 9.6 10.9 12.3 13.6 15.0
14 Percentage of SD/SDLB that Apply E-Learning
3.0 10.4 17.8 25.2 32.6 40.0
15 Percentage of SD/SDLB that have Internet Facility
8.0 14.4 20.8 27.2 33.6 40.0
16 Percentage of District/City that Have SD SBI/RSBI
28.0 39.4 50.8 62.2 73.6 85.0
17 Percentage of S1/D4 Qualified SD/SDLB Teacher
24.6 37.28 49.96 62.64 75.32 88.0
18 Percentage of Certified SD/SDLB Teacher 14.0 26.3 40.4 54.9 67.5 80.0
19 National GER of SMP/SMPLB/MTs/Paket B
98.3 99.3 101.5 103.9 106.8 110.0
20 National NET of SMP/SMPLB/MTs/Paket B
73.3 74 74.7 75.4 76.1 76.8
21 SER Age Group 13-15 Years Old 87.9 89.5 91.1 92.8 94.4 96.0
22 Percentage of Province to Reach GER > 95 63.6 68.9 74.2 79.4 84.7 90.0
23 Percentage Kota to Reach GER > 115 43.0 50.4 57.8 65.2 72.6 80.0
24 Percentage of District to Reach GER > 90 55.0 61.0 67.0 73.0 79.0 85.0
25 Percentage of Dropped Out SMP/SMPLB Students
1.99 1.8 1.6 1.4 1.2 1.0
30 2010-2014 MoNE RENSTRA
CODE STRATEGIC TARGETS INITIAL
CONDITION (2009)
YEAR
2010 (%)
2011 (%)
2012 (%)
2013 (%)
2014 (%)
26 Percentage of Accredited SMP/SMPLB 61 66.8 72.6 78.4 84.2 90.0
27 Percentage of Minimum B Accredited SMP/SMPLB
19.0 20.6 22.2 23.8 25.4 27.0
27 Percentage of SMP/SMPLB that Applies E-Learning
10 20 30 40 50 60.0
28 Percentage of SMP/SMPLB that Have Internet Facility
100 100 100
29 Percentage of District/City that Have SMP SBI/RSBI
43.7 50.0 56.2 62.5 68.7 75.0
30 Percentage of S1/D4 Qualified SMP/SMPLB Teacher
73.4 77.1 82.8 87.2 92.3 98.0
31 Percentage of Certified SMP/SMPLB Teacher
32.8 44.0 56.0 67.0 79.0 90.0
32 Percentage of SMP/SMPLB Supervisor that Participated in PPB
- 10 25 45 70 100
33 Percentage of SMP/SMPLB Principal that Participated in PPB
- 10 25 45 70 100
34 Percentage of SMP/SMPLB educational unit that applies character building study
10 30 50 75 100
4.1.3 Strategy to Accomplish T3 Strategic Objectives T3 strategic objective is the availability and the accessibility of quality, relevant and equal secondary education services, in all provinces, districts and cities, achieved by using the following strategy (1) Provision of competent secondary education teachers that are evenly distributed
in all provinces, districts ad cities, including the fulfilment of the need of SMA/SMLB/SMK Teacher and competent tutors for Paket C;
(2) Provision of competent management for SMA/SMLB/SMK and Paket C that is evenly distributed in all provinces, districts and cities, including the fulfilment of the need of educational unit heads, supervisors, and administrative staff;
(3) The provision and development of learning systems, data and research-based information, and quality standards of secondary education, and the accreditation of secondary education implementation
(4) The provision and improvement of facilities and infrastructure for the implementation of high-quality learning system that is evenly distributed throughout the provinces, districts, and cities;
(5) The provision and improvement of facilities and infrastructure for the implementation of quality vocational learning system based on local advantages and relevant to the local needs that are evenly distributed across provinces, districts and cities;
2010-2014 MoNE RENSTRA 31
(6) Provision of subsidies to increase affordability of quality SMA/SMLB/SMK education service that is evenly distributed throughout the provinces, districts and cities;
(7) Provision of subsidies to finance the implementation of a quality Paket C learning system that is evenly distributed throughout the provinces, districts and cities.
The framework of strategy Implementation of T3 strategic objectives achievement
that is associated with the programs and activities of national education development
from 2010 to 2014 can be described in Figure 4.3 below.
32 2010-2014 MoNE RENSTRA
The stages of strategic objectives achievement of the T3 strategic objectives is
shown in Table 4.3.
Pe
nye
dia
an d
an P
en
ingk
atan
La
yan
an P
en
did
ikan
SM
A/S
MLB
1.
Pe
ren
can
aan
keb
utu
han
Gu
ru S
MA
/SM
LB/S
MK
2
.P
en
gem
ban
gan
stan
dar
dan
sist
em
Pe
nga
daa
nd
anp
en
em
pat
anG
uru
SM
A/S
MLB
/SM
K3
.P
en
ingk
atan
kual
ifik
asi
dan
kom
pe
ten
sigu
ru
SMA
/SM
LB/S
MK
4.
Pe
nge
mb
anga
nka
rie
rgu
ru S
MA
/SM
LB/S
MK
5.
Pe
nin
gkat
anP
erl
ind
un
gan
, p
en
ghar
gaan
dan
kese
jah
tera
anG
uru
SM
A/S
MLB
/SM
K6
.M
on
ev
kin
erj
agu
ru S
MA
/SM
LB/S
MK
1.
Pe
ren
can
aan
keb
utu
han
Wid
yais
war
a(W
I) d
ante
nd
ik2
.P
en
ingk
atan
kual
ifik
asi
dan
kom
pe
ten
siW
I dan
ten
dik
3
.P
en
gem
ban
gan
kari
er
WI
dan
ten
dik
4.
Pe
nge
mb
anga
nSt
and
ar,
Sist
em
, P
rogr
am,
bah
and
anm
od
el
dik
lat
guru
5
.R
evi
talis
asiS
arp
ras
bag
ip
en
yele
ngg
araa
nd
ikla
t6
.Im
ple
me
nta
sip
en
ingk
atan
kom
pe
ten
sid
anp
rofe
sio
nal
ism
egu
ru
be
rke
lan
juta
n7
.M
on
ev
kin
erj
aD
ikla
td
and
amp
akp
en
ingk
atan
kom
pe
ten
sib
agiP
TK8
.P
em
eta
and
alam
ran
gka
pe
nja
min
anm
utu
pe
nd
idik
an
1.
Pe
ren
can
aan
keb
utu
han
ten
dik
2
.P
en
gem
ban
gan
stan
dar
dan
sist
em
Pe
nga
daa
nd
anp
en
em
pat
ante
nd
ik3
.P
en
ingk
atan
kual
ifik
asi,
dan
kom
pe
ten
site
nd
ik4
.P
en
gem
ban
gan
kari
er
ten
dik
5
.P
en
ingk
atan
Pe
rlin
du
nga
n,
pe
ngh
arga
and
anke
seja
hte
raan
ten
dik
6
.M
on
ev
kin
erj
ate
nd
ik
1.
Pe
ren
can
aan
keb
utu
han
PTK
Pak
et
C2
.P
en
gem
ban
gan
stan
dar
dan
sist
em
Pe
nga
daa
nd
anp
en
em
pat
anP
TK P
ake
tC
3.
Pe
nin
gkat
anku
alif
ikas
id
anko
mp
ete
nsi
PTK
Pak
et
C4
.P
en
gem
ban
gan
kari
er
PTK
Pak
et
C5
.P
en
ingk
atan
Pe
rlin
du
nga
n,
pe
ngh
arga
and
anke
seja
hte
raan
PTK
Pak
et
C6
.M
on
ev
kin
erj
aP
TK P
ake
tC
Ters
ed
ia d
an t
erj
angk
aun
ya
laya
nan
pe
nd
idik
an m
en
en
gah
ya
ng
be
rmu
tu, r
ele
van
dan
b
erk
ese
tara
an d
i se
mu
a p
rovi
nsi
, ka
bu
pat
en
dan
ko
ta.(
T3)
Peny
edia
an L
ayan
an P
endi
dika
nPa
ket C
Pe
nye
dia
an P
TK P
ake
t C
Pe
nye
mp
urn
aan
Sis
tem
P
em
be
laja
ran
Dik
men
Pe
nye
dia
an d
ikla
t b
idan
gSM
A/S
MLB
/SM
KP
en
yed
iaan
Te
nd
ik S
MA
/SM
LB/S
MK
Pe
nye
dia
an G
uru
SM
A/S
MLB
/SM
K
Pe
nye
dia
an S
tan
dar
Mu
tu
sert
a A
kre
dit
asi D
ikm
en
Pe
nye
dia
an D
ata
Dik
men
Pe
nye
dia
an In
form
asi D
ikm
en u
ntu
k P
eru
mu
san
K
eb
ijak
an N
asio
nal
Pe
nye
dia
an d
an P
en
ingk
atan
La
yan
an P
en
did
ikan
SM
K
1.
Be
asis
wa
2.
Pe
nye
dia
anSa
ran
ad
anP
rasa
ran
a3
.R
eh
abil
itas
iSa
ran
ad
anP
rasa
ran
a4
.B
OM
M5
.K
TSP
6.
Pe
nye
len
ggar
aan
Fest
ival
d
anK
om
pe
tisi
7.
Pe
mb
inaa
nM
BS
8.
Ola
hra
ga P
en
did
ikan
1.
BO
P P
ake
tC
2.
Rin
tisa
n P
en
did
ikan
Ke
seta
raan
b
erb
asis
ke
caka
pan
hid
up
3.
Pe
nyu
sun
an B
uku
/mo
dul p
embe
laja
ran
b
erb
asis
loka
l4
.B
antu
an B
eas
isw
a ke
tera
mp
ilan
5
.B
antu
an p
en
ingk
atan
kap
asit
as
kele
mb
agaa
n6
.Ev
alu
asi B
ela
jar
7.
Rin
tisa
n S
iste
m in
form
asi p
eng
elo
laan
P
ake
t C
8.
Rin
tisa
n M
od
el p
emb
elaj
aran
Pak
et C
b
erb
asis
TIK
1.
Pe
nge
mb
anga
nSP
M d
an
SNP
2
.P
en
yele
ngg
araa
n a
kre
dit
asi
SMA
/SM
LB d
an S
MK
1.
Pe
nge
mb
anga
n m
od
el-m
odel
ku
riku
lum
2.
Ban
tuan
pro
fesi
on
alp
en
gem
ban
gan
kuri
kulu
m3
.K
ajia
n k
uri
kulu
m.
4.
Mo
nit
ori
ng
dan
eva
luas
i ku
riku
lum
1.
Pe
nin
gkat
an m
utu
dat
a p
en
did
ikan
nas
ion
al2
.P
en
yusu
nan
sta
tist
ik3
.P
en
gem
ban
gan
dan
p
em
eli
har
aan
: Pan
gkal
an
Dat
a P
en
did
ikan
Be
rbas
is
We
b (P
adat
iwe
b);
1.
Pe
ne
liti
an k
ebija
kan
aks
es
dan
m
utu
Dik
me
n2
.P
en
gem
ban
gan
mo
del
pen
yele
ngg
araa
ne
-P
em
be
laja
ran
3.
Pe
nge
mb
anga
nm
od
el P
uP3B
4.
Pe
nge
mb
anga
nm
od
el p
enye
len
ggar
aan
pe
nd
idik
anin
klu
sif,
mul
tig
rad
ete
ach
ing
, mul
ty-
entr
y-ex
it s
yste
m
Pe
nye
dia
an In
form
asi
Pe
nil
aian
Dik
me
n
1.
Pe
nyu
sun
anSo
alU
jian
Nas
ion
al2
.U
jian
Nas
ion
alP
en
did
ikan
SMA
/SM
K
6.0
Peny
edia
an s
ubsi
di
pem
biay
aan
untu
k pe
nera
pan
sist
em
pem
bela
jara
n Pa
ket C
ber
kual
itas
Peny
edia
an d
an p
enge
mba
ngan
sis
tem
pem
bela
jara
n , d
ata
dan
info
rmas
i be
rbas
is r
iset
, dan
sta
ndar
mut
u Pe
ndid
ikan
Men
enga
h, s
erta
ket
erla
ksan
aan
akre
dita
si P
endi
dika
n M
enen
gah
Peny
edia
an m
anaj
emen
Men
enga
h be
rkom
pete
nPe
nyed
iaan
pen
didi
k M
enen
gah
berk
ompe
ten
Pe
nye
dia
an d
an p
en
ingk
atan
sa
ran
a d
an p
rasa
ran
ase
ru
ntu
k p
en
era
pan
sis
tem
p
em
be
laja
ran
SM
Ab
erk
ual
itas
Pe
nye
dia
an s
ub
sid
i un
tuk
me
nin
gkat
kan
ke
terj
angk
auan
laya
nan
p
en
did
ikan
Men
enga
hb
erk
ual
itas
Pe
nye
dia
an d
an p
en
ingk
atan
sa
ran
a d
an p
rasa
ran
ase
ru
ntu
k p
en
era
pan
sis
tem
p
em
be
laja
ran
SM
K
be
rku
alit
as
Figu
re 4
.3 T
he fr
amew
ork
of s
trate
gy Im
plem
enta
tion
of T
3 st
rate
gic
obje
ctiv
es a
chie
vem
ent
2010-2014 MoNE RENSTRA 33
Table 4.3 Stages of strategic objectives achievement of the T3 strategic objectives
CODE STRATEGIC TARGETS
INITIAL CONDITION
(2009)
YEAR
2010 2011 2012 2013 2014
1 National GER of SMA/SMK/SMLB/MA/Paket C 69.6 73.0 76.0 79.0 82.0 85.0
2 Percentage of Province that Reach Minimal GER of 80 30.0 36.0 42.0 48.0 54.0 60.0
3 Percentage of City that Reach Minimal GER of 85 35.0 41.0 47.0 53.0 59.0 65.0
4 Percentage of District that Reach Minimal GER of 65 40.0 46.0 52.0 58.0 64.0 70.0
5 Percentage of Accredited SMA/SMLB 64.7 70.7 76.8 82.9 88.9 95.0
6 Percentage of Minimum B Accredited SMA/SMLB 19.2 23.4 27.5 31.7 35.8 40.0
7 Percentage of SMA/SMLB that Applies E-Learning 27.0 36.6 46.2 55.8 65.4 75.0
8 Percentage of SMA/SMALB/SMK that Have Internet Access
100 100 100
9 Percentage of District/City that Have SMA/SMLB SBI/RSBI
18.0 28.4 38.8 49.2 59.6 70.0
10 Percentage of S1/D4 Qualified SMA/SMLB Teacher 91.2 92.2 93.9 95.8 97.3 98.0
11 Percentage of Certified SMA/SMLB Teacher 41.0 51.0 61.0 70.0 80.0 90.0
12 Percentage of Accredited SMK 70.0 74.0 78.0 82.0 86.0 90.0
13 Percentage of SMK with Accreditation > B 20.0 22.0 24.0 26.0 28.0 30.0
14 Percentage of SMK that Applies E-Learning 20.0 30.0 40.0 50.0 60.0 70.0
15 Percentage of District/City that Have SMK RSBI/SBI 60.0 62.0 64.0 66.0 68.0 70.0
16 Percentage of SMK with ISO 9001:2008 Certification 6 15 35 55 75 100
17 Percentage of S1/D4 Qualified SMK Teacher 85.8 87.6 89.5 93.6 95.4 98.0
18 Percentage of Certified SMK Teacher 32.0 44.0 55.0 67.0 78.0 90.0
19 Percentage of SMA/SMK/SMLB Principal that Participated in Sustainable Professional Training (Pelatihan Profesional Berkelanjutan/PBB)
- 10 25 45 70 100
20 Percentage of SMA/SMK/SMLB Supervisor that Participated in PPB
- 10 25 45 70 100
21 Percentage of SMA/SMK/SMLB educational unit that applies character building study
- 10 30 50 75 100
4.1.4 Strategy to Accomplish T4 Strategic Objectives
T4 strategic objective is the availability and accessibility of high-quality, relevant,
internationally competitive and equal education services in all provinces, achieved by
using the following strategy
(1) Provision of competent university lecturer to support the implementation of the
Tridharma (three responsibilities of university) that are high quality and
competitive;
(2) Improvement of the quality university management to support the implementation
of competitive and accountable Tridharma;
(3) Provision of data and research-based information and quality standards of higher
education and the accreditation of higher education implementation;
34 2010-2014 MoNE RENSTRA
(4) The provision and improvement of facilities and infrastructures for the
implementation of quality and highly competitive learning systems in higher
education that is evenly distributed throughout the province;
(5) Increased publication of results of research and dedication to the community that
are quality, internationally competitive, and relevant to the needs of the nation;
(6) Provision of subsidies to increase affordability of quality higher education service
that is evenly distributed throughout the province.
The framework of strategy Implementation of T4 strategic objectives achievement
that is associated with the programs and activities of national education development
from 2010 to 2014 can be described in Figure 4.4 below.
The stages of strategic objectives achievement of the T4 strategic objectives is
shown in Table 4.4. Table 4.4 Stages of strategic objectives achievement of the T4 strategic objectives
CODE STRATEGIC TARGETS INITIAL
CONDITION (2009)
YEAR
2010 2011 2012 2013 2014
1 GER of HES (Higher Education Service) and Foreign HE Aged 19-23*)
23.5 24.8 26.1 27.4 28.7 30.0
2 Percentage of Accredited HES Course Program
69.6 73.7 77.8 81.8 85.9 90.0
3 Percentage of HES Course Program With Accreditation Minimum B
44.4 48.1 51.8 55.6 59.3 63.0
4 Number of 300 World Best HEI, THES Version 1 1 2 2 3 3
5 Number of 600 World Best HEI, THES Version 3 3 5 6 8 11
6 Number of 200 World Best HEI, THES Version 8 8 9 10 11 12
7 Percentage of S2 Qualified Lecturer for S1/Diploma Program
57.8 62.5 67.5 73.5 79.5 85.0
8 Percentage of S3 Qualified Lecturer for Postgraduate Program
56.2 60.0 65.0 72.5 80.0 90.0
9 Percentage of Certified University Lecturer 15.4 23.0 36.0 49.0 62.0 75.0
10 Percentage of State University with ISO 9001:2008 Certification
17 33 50 67 83 100
11 Percentage of Private University with ISO 9001:2008 Certification
10 15 25 35 40 50
*) The age range of university/college students is adjusted with the average period of study from 19-24 years old to 19-23
years old
2010-2014 MoNE RENSTRA 35
Ters
edia
dan
terj
angk
aun
ya
laya
nan
pen
did
ikan
tin
ggi
ber
mu
tu, r
elev
an,
ber
day
a sa
ing
inte
rnas
ion
al d
an b
erke
seta
raan
d
i sem
ua
pro
vin
si.
(T4)
Peny
edia
an d
ata
dan
info
rmas
i be
rbas
is r
iset
dan
sta
ndar
mut
u Pe
ndid
ikan
Tin
ggi s
erta
ket
erla
ksan
aan
akre
dita
si P
endi
dika
n Ti
nggi
Peny
edia
an S
tand
ar M
utu
dan
Akr
edit
asi
Pend
idik
an T
ingg
iPe
nyed
iaan
Dat
a P
endi
dika
n Ti
nggi
Peny
edia
an I
nfor
mas
i Pen
didi
kan
Ting
giun
tuk
Peru
mus
an K
ebija
kan
Nas
iona
l
Peny
edia
an L
ayan
an
Aka
dem
ik P
rogr
am S
tudi
Peny
edia
an D
osen
dan
Te
naga
Kep
endi
dika
n B
erm
utu
Peny
edia
an L
ayan
an
Kel
emba
gaan
Peng
emba
ngan
Pen
elit
ian
dan
Peng
abdi
an K
epad
a M
asya
raka
tPe
nyed
iaan
dan
pe
ning
kata
n sa
rana
da
n pr
asar
ana
untu
k pe
nera
pan
sist
em
pem
bela
jara
n Pe
rgur
uan
Ting
gi
berk
ualit
as
1.B
easi
swa
Pres
tasi
2.B
antu
an K
erja
sam
a Tr
i Pa
rtie
t3.
Hib
ah p
engu
atan
M
anaj
emen
Inst
itus
i4.
Bea
sisw
a M
iski
n
1.Pe
ning
kata
n K
ualif
ikas
i D
osen
DN
2.
Peni
ngka
tan
Kua
lifik
asi
Dos
en L
N
3.Se
rtif
ikas
i Dos
en4.
Rek
rutm
en D
osen
1.La
ngga
nan
E-Jo
urna
l2.
Hib
ah P
enel
itia
n3.
Impl
emen
tasi
PuP
3B4.
Peng
abdi
an K
epad
a M
asya
raka
t.5.
Akr
edit
asi j
urna
l Ilm
iah
1.H
ibah
Pen
ingk
atan
Mut
u2.
Peni
ngka
tan,
pen
yedi
aan
dan
peng
uata
n Sa
rpra
s PT
N d
an P
olte
k N
eger
i3.
Peni
ngka
tan
Kua
litas
PT
, R
elev
ansi
dan
R
evit
alis
asi P
rodi
4.
Impl
emen
tasi
PuP
3B5.
Kom
peti
si O
limpi
ade
Inte
rnas
iona
l6.
Peni
ngka
tan
Pend
idik
an
Dok
ter
7.R
S Pe
ndid
ikan
8.
Ola
hrag
a Pe
ndid
ikan
1.Pe
ngem
bang
an s
tand
ar n
asio
nal
pend
idik
an
Ting
gi2.
Peny
elen
ggar
aan
akre
dita
si p
rogr
am s
tudi
dan
PT
1.Pe
ning
kata
n m
utu
data
pen
didi
kan
nasi
onal
2.Pe
nyus
unan
sta
tist
ik3.
Peng
emba
ngan
dan
pem
elih
araa
n:
Pang
kala
n D
ata
Pend
idik
an B
erba
sis
Web
(P
adat
iweb
);
Pene
litia
n ke
bija
kan
akse
s da
n m
utu
Dik
ti
Peni
ngka
tan
kual
itas
pen
gelo
laan
Pe
rgur
uan
Ting
gi u
ntuk
men
duku
ng
pela
ksan
aan
tri d
harm
a ya
ng b
erda
ya
sain
g da
n ak
unta
bel
Peny
edia
an d
osen
ber
kom
pete
n un
tuk
men
duku
ng p
elak
sana
an t
ri d
harm
a pe
rgur
uan
ting
gi y
ang
berk
ualit
as d
an
berd
aya
sain
g
Peny
edia
an s
ubsi
di
untu
k m
enin
gkat
kan
kete
rjan
gkau
an
laya
nan
pend
idik
an
Perg
urua
n Ti
nggi
be
rkua
litas
Perl
uasa
n da
n Pe
mer
ataa
n A
kses
Pe
ndid
ikan
Tin
ggi
Ber
mut
uda
nB
erda
yaSa
ing
Inte
rnas
iona
l
Figu
re 4
.4 T
he fr
amew
ork
of s
trate
gy Im
plem
enta
tion
of T
4 st
rate
gic
obje
ctiv
es a
chie
vem
ent
36 2010-2014 MoNE RENSTRA
4.1.6 Strategy to Accomplish T5 Strategic Objectives
T5 strategic objective is the availability and affordability of sustainable adult
education services that are equal, high quality and relevant to the needs of the
community, achieved by using the following strategy
(1) Provision of competent tutors that are evenly distributed among provinces,
districts, and cities that include the fulfilment of the need of functional literacy
tutoring and life skills education;
(2) The provision and development of learning systems, data and research-based
information, education and quality standards of functional literacy, life skills
education, homeschooling and parenting education and accreditation of adult
education implementing institutions;
(3) Provision of subsidies to finance the implementation of quality adult education
learning system that is evenly distributed in all provinces, districts and cities.
The framework of strategy Implementation of T5 strategic objectives achievement
that is associated with the programs and activities of national education development
from 2010 to 2014 can be described in Figure 4.5 below.
The stages of strategic objectives achievement of the T5 strategic objectives is
shown in Table 4.5. Table 4.5. Stages of strategic objectives achievement of the T5 strategic objectives
CODE STRATEGIC TARGETS INITIAL
CONDITION (2009)
YEAR
2010 2011 2012 2013 2014
1 Citizen Literacy Rate Age ≥ 15 Years Old 94.7 95.0 95.2 95.4 95.6 95.8
2 Percentage of Province with Literacy Rate > 95 69.7 74.8 79.8 84.9 89.9 95.0
3 Percentage of City with Literacy Rate > 95 70.0 75.0 80.0 85.0 90.0 95.0
4 Percentage of District with Literacy Rate > 95 60.0 65.0 70.0 75.0 80.0 85.0
5 Percentage of Accredited LKP Specialized Program
3 6 11 17 24 30
6 Percentage of Accredited PKBM 1.3 5.0 10.0 15.0 20.0 25.0
7 Percentage of District/City with Gender Mainstreaming
5.0 14.0 23.0 32.0 41.0 50.0
8 Percentage of District/City that applies parenting education
0 10 20 30 40 50
2010-2014 MoNE RENSTRA 37
1.
Pe
ren
ca
na
an
ke
bu
tuh
an
PT
K P
en
did
ika
no
ran
gd
ew
asa
be
rke
lan
juta
n2
.P
en
ge
mb
an
ga
nst
an
da
rd
an
sist
em
Pe
ng
ad
aa
nd
an
pe
ne
mp
ata
nP
TK
3.
Pe
ng
em
ba
ng
an
Sta
nd
ar,
Sis
tem
, P
rog
ram
, ba
ha
nd
ikla
td
an
mo
de
l d
ikla
tP
TK
4
.P
en
ing
ka
tan
ku
ali
fik
asi
da
nk
om
pe
ten
siP
TK
5.
Pe
ng
em
ba
ng
an
ka
rie
rP
TK
6.
Pe
nin
gk
ata
nP
erl
ind
un
ga
n,
pe
ng
ha
rga
an
da
nk
ese
jah
tera
an
7.
Mo
nit
ori
ng
da
nE
va
lua
sik
ine
rja
Te
rse
dia
da
n
terj
an
gk
au
ny
a
lay
an
an
pe
nd
idik
an
o
ran
g d
ew
asa
b
erk
ela
nju
tan
ya
ng
b
erk
ese
tara
an
, b
erm
utu
da
n r
ele
va
n
de
ng
an
ke
bu
tuh
an
m
asy
ara
ka
t.(T
5)
Pe
ny
ed
iaa
n t
uto
r b
erk
om
pe
ten
Pe
ny
ed
iaa
n s
ub
sid
i p
em
bia
ya
an
un
tuk
p
en
era
pa
n s
iste
m
pe
mb
ela
jara
n
pe
nd
idik
an
o
ran
g d
ew
asa
be
rku
ali
tas
ya
ng
me
rata
di
selu
ruh
p
rov
insi
, k
ab
up
ate
n,
&k
ota
Pe
ny
ed
iaa
n d
an
pe
ng
em
ba
ng
an
sis
tem
pe
mb
ela
jara
n,
da
ta d
an
in
form
asi
b
erb
asi
s ri
set,
da
n s
tan
da
r m
utu
pe
nd
idik
an
ke
ak
sara
an
fu
ng
sio
na
l,
pe
nd
idik
an
ke
cak
ap
an
hid
up
, h
om
esc
ho
oli
ng
da
n p
are
nti
ng
ed
uca
tio
n s
ert
a
ke
terl
ak
san
aa
n a
kre
dit
asi
sa
tua
n p
en
did
ika
n p
en
ye
len
gg
ara
pe
nd
idik
an
o
ran
g d
ew
asa
Pe
ny
ed
iaa
n L
ay
an
an
Ku
rsu
s d
an
Pe
lati
ha
n
Pe
ny
ed
iaa
n S
tan
da
r M
utu
d
an
A
kre
dit
asi
Pe
nd
idik
an
Ora
ng
De
wa
saP
en
ye
dia
an
Da
ta P
en
did
ika
n O
ran
g D
ew
asa
Pe
ny
em
pu
rna
an
Sis
tem
Pe
mb
ela
jara
n
Pe
nd
idik
an
Ora
ng
de
wa
sa
1.
BO
P K
urs
us
2.
Pe
mb
en
tuk
an
Le
mb
ag
aS
ert
ifik
asi
Ko
mp
ete
nsi
(LS
K),
Te
mp
at
Uji
Ko
mp
ete
nsi
(TU
K),
da
nP
en
yu
sun
an
Pe
do
ma
nU
jiK
om
pe
ten
siB
ida
ng
Ke
ah
lia
n,
3.
Pe
ny
usu
na
nS
tan
da
rK
om
pe
ten
siK
erj
ad
an
lulu
san
4.
Ku
rik
ulu
mB
erb
asi
sK
om
pe
ten
sid
an
Ka
pa
sita
sM
ast
er
Pe
ng
uji
Uji
Ko
mp
ete
nsi
5.
Be
asi
swa
Uji
Ko
mp
ete
nsi
, 6
.C
om
mu
nit
y C
oll
eg
e7
.B
an
tua
nT
ek
no
log
ie-U
jiK
om
pe
ten
sid
an
e-
Ad
min
istr
asi
Ba
gi
TU
K8
.P
en
da
taa
nL
em
ba
ga
Ku
rsu
s, P
en
ing
ka
tan
Le
mb
ag
aK
urs
us
da
nP
ela
tih
an
9.
Pe
ny
ele
ng
ga
ran
Lo
mb
ad
an
Ko
mp
eti
si
1.
Pe
ng
em
ba
ng
an
SP
M d
an
SN
P2
.P
en
ye
len
gg
ara
an
ak
red
ita
siLe
mb
ag
aK
urs
us
1.
Pe
ny
ed
iaa
n d
ata
pe
nd
idik
an
ya
ng
ha
nd
al
2.
Pe
ny
usu
na
n s
tati
stik
pe
nd
idik
an
3.
Pe
ng
em
ba
ng
an
da
n p
em
eli
ha
raa
n J
eja
rin
g
e-P
en
did
ika
n
1.
Pe
ng
em
ba
ng
an
mo
de
l-m
od
el
ku
rik
ulu
m b
erw
aw
asa
n P
uP
3B
2.
Mo
nit
ori
ng
da
ne
va
lua
sik
uri
ku
lum
Pe
ny
ed
iaa
n L
ay
an
an
Pe
nd
idik
an
M
asy
ara
ka
t1
.B
an
tua
nK
ea
ksa
raa
n2
.B
an
tua
nIn
ov
asi
pe
rce
pa
tan
PB
A3
.B
an
tua
nP
en
did
ika
nk
eca
ka
pa
nk
eo
ran
gtu
aa
n(p
are
nti
ng
)4
.B
an
tua
np
en
ge
mb
an
ga
nK
ap
asi
tas
Ke
lem
ba
ga
an
PU
G
5.
Ba
ntu
an
pe
nd
idik
an
ke
cak
ap
an
hid
up
pe
rem
pu
an
6.
Ba
ntu
an
op
era
sio
na
lp
en
did
ika
np
ere
mp
ua
n7
.B
an
tua
nP
en
did
ika
np
en
ce
ga
ha
ntr
aff
ick
ing
8.
Ba
ntu
an
pe
nd
idik
an
ke
lua
rga
be
rwa
wa
san
ge
nd
er
9.
Ba
ntu
an
pe
nd
idik
an
ke
sen
ian
da
no
lah
rag
am
asy
ara
ka
tlo
ka
l
Pe
ny
ed
iaa
n P
en
did
ik d
an
Te
nd
ik P
en
did
ika
n O
ran
g D
ew
asa
Figu
re 4
.5 T
he fr
amew
ork
of s
trate
gy Im
plem
enta
tion
of T
5 st
rate
gic
obje
ctiv
es a
chie
vem
ent
38 2010-2014 MoNE RENSTRA
4.1.6 Strategy to Accomplish T6 Strategic Objectives
T6 strategic objective is the availability of a reliable governance system in ensuring
the national education service excellence, achieved by using the following strategy.
(1) Strengthening the institutional, work procedures, and human resources of MoNE
(2) Strengthening the planning and budgeting systems in the environment of MoNE
(3) Strengthening of the recording system in the environment of MoNE
(4) Strengthening internal control systems in the environment of MoNE
The framework of strategy Implementation of T6 strategic objectives achievement
that is associated with the programs and activities of national education development
from 2010 to 2014 can be described in Figure 4.6 below.
The stages of strategic objectives achievement of the T6 strategic objectives is
shown in Table 4.6. Table 4.6. Stages of strategic objectives achievement of the T6 strategic objectives
CODE STRATEGIC TARGETS INITIAL
CONDITION (2009)
YEAR
2010 2011 2012 2013 2014
1 Opinion of BPK RI Audit WDP WDP WDP WTP WTP WTP
2 LAKIP Score 75 75 75 75 75 75
2010-2014 MoNE RENSTRA 39
Pe
ng
ua
tan
ta
ta
ke
lola
da
lam
m
en
jam
in
ters
ele
ng
ga
ran
ya
la
ya
na
n p
rim
a
pe
nd
idik
an
(T
6)
Pe
ng
ua
tan
sis
tem
p
ere
nca
na
an
da
n
pe
ng
an
gg
ara
n d
i li
ng
ku
ng
an
De
pd
ikn
as
Pe
ng
ua
tan
ke
lem
ba
ga
an
, p
rose
du
r k
erj
a, d
an
su
mb
erd
ay
a m
an
usi
a
De
pd
ikn
as
Pe
ng
ua
tan
sis
tem
p
en
ga
wa
san
in
tern
al
di
lin
gk
un
ga
n
De
pd
ikn
as
Pe
ng
ua
tan
sis
tem
p
en
cata
tan
di
lin
gk
un
ga
n
De
pd
ikn
as
Pe
nin
gkat
an p
ela
yan
an p
rim
a d
i b
idan
g p
en
gelo
laan
an
ggar
an
1.
Pe
nyu
sun
an L
apo
ran
Keu
. KL
dan
Sta
nd
ar B
iaya
2.
Pe
mb
inaa
n K
eu. S
atke
r
Pe
nin
gkat
an p
ela
yan
an p
rim
a d
alam
pe
ren
can
aan
dan
KLN
1.
Pe
nyu
sun
an R
ens
tra
2.
Pe
nyu
sun
an R
KA
KL
3.
Eval
uas
i Ke
bij
akan
4.
Ke
rjas
ama
Luar
Ne
geri
5.
Fasi
lita
si L
ayan
an in
tern
asio
nal
6.
SiI P
ere
nca
naa
n
Pe
nin
gkat
an L
ayan
an P
rim
a d
alam
P
en
gad
aan
dan
Pe
nat
aan
BM
N
sert
a Sa
ran
a d
an P
rasa
ran
a K
em
en
teri
an
1.
E-P
rocu
rem
ent
2.
Pe
nyu
sun
an L
apo
ran
BM
N K
/L3
.P
em
bin
aan
Lap
oran
BM
N S
atke
r4
.A
rsip
Pe
nin
gkat
an p
en
gelo
laan
d
an p
em
bin
aan
ke
pe
gaw
aian
yan
g an
dal
1.
Re
kru
tme
n P
NS
2.
Pe
mb
inaa
n B
ud
aya
Ke
rja
3.
Ad
m K
ep
angk
atan
4.
Pe
nge
mb
anga
n S
iste
m
Re
mu
ne
rasi
1.
Laya
nan
hu
kum
2.
Ad
m &
So
sial
isas
i P
era
tura
n
3.
Pe
nyu
sun
an L
akip
D
ep
arte
me
n4
.P
em
bin
aan
Lak
ip S
atke
r
Pe
nin
gkat
an la
yan
an p
rim
a d
i bid
ang
hu
kum
dan
o
rgan
isas
i
Man
aje
me
n d
an D
uku
ngan
Te
knis
La
inn
ya d
i se
luru
h S
atu
an K
erj
a
1.
Pe
nyu
sun
an R
ens
tra;
RKA
KL;
La
po
ran
Ke
u. K
L; L
akip
Sat
ker
2.
Pe
mb
inaa
n B
ud
aya
Ker
ja3
.A
dm
Ke
pan
gkat
an4
.P
ere
nca
naa
n5
.P
en
gen
dal
ian
, Mo
nit
orin
g d
an
Eval
uas
i6
.Si
ne
rgi A
nta
r K
/L
Au
dit
in
ve
stig
asi
se
sua
i
sta
nd
ar
au
dit
1.
Au
dit
in
ve
stig
asi
2.
Ka
jia
n h
asi
l-h
asi
l a
ud
it
Pe
ng
ua
tan
da
n P
erl
ua
san
P
en
ga
wa
san
ya
ng
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40 2010-2014 MoNE RENSTRA
4.1.7 Resultant Effect Strategy II, III and IV Education development plays an important role in improving the quality of human life
in Indonesia, which is indicated by the Human Development Index (HDI). Educational
development directly give a contribution in increasing the literacy level parameters
and school age population that attend school as measured from the combined
primary, secondary, and higher education’s Gross Enrolment Ratio (GER).
In the current conditions, the level of literacy of population aged 15 years and over in
Indonesia has reached 95% and targeted in the year of 2014 will reach 98%. With a
literacy rate reaching 98%, Indonesia will be able to be in the same level as the
developed countries.
The combined primary, secondary and high education GER in the year 2009 is
78.5%. In 2014, through the implementation of the strategy II, III, and IV, a resultant
effect will take place and increase the combined GER at least 86.3% as shown in
Table 4.7.
Table 4.7 Strategic Objectives of the Resultant Effect from Strategy II, III, and IV
CODE STRATEGIC TARGETS
INITIAL CONDITI
ON (2009)
YEAR
2010 2011 2012 2013 2014
SG.1 Combined GER of Primary, Secondary and Higher
Education
78,5 79,8 81,3 82,8 84,3 86,3
SG.2 Average School Period (year) 7.60 7.75 7.85 8.10 8.25 7.60
SG.3 National literacy age for age ≥ 15 years old 94.7 95.0 95.2 95.4 95.6 95.8
2010-2014 MoNE RENSTRA 41
4.1.7 General Strategies
All the above education development strategies can be formulated into a general
strategy as explained in Table 4.8 Table 4.8 General Strategy Formula
NO EDUCATION SYSTEM COMPONEN
CODE GENERAL STRATEGY
1 Educator and Educational Worker
ST1.1 Provision of competent educator that is evenly distributed in all provinces, districts and cities.
ST1.2 Provision of competent educational unit management that is evenly distributed in all provinces, districts and cities.
2 Study and Assessment
ST2.1 Provision of learning system in accordance with National Education Standard
ST2.2 Provision of reliable data, information and educational accreditation
3 Facility and Infrastructure
ST3.1 Provision of improvement of quality educational facilities and infrastructures that are evenly distributed in all provinces, districts and cities.
4 Funding ST4.1 Provision of subsidies to increase the affordability of quality formal educational services that is evenly distributed in all provinces, districts and cities.
ST4.2 Provision of subsidies to fund the quality, formal and non-formal learning system application that is evenly distributed in all provinces, districts and cities.
5 Management ST5.1 The reorganization to ensure the accomplishment the strategic targets and objectives of national education
ST5.2 Strengthening the accountability of financial system within MoNE
ST5.3 Strengthening the accountability of state owned assets management within MoNE
ST5.4 Strengthening the accountability of control system within MoNE
4.2 National Education Development Policy Direction Year 2010 - 2014
A general strategy as formulated in the previous section is used to determine the
direction of education development policy period within the upcoming five years. The
relationship of the general strategy and the policy directions is described in Table 4.9.
Table 4.9 The Relationship Between General Strategies with Policy Directions
CODE GENERAL STRATEGY POLICY DIRECTION
ST1.1 Provision of competent educator that is evenly distributed in all provinces, districts and cities.
a. Improvement of educator qualification and certification
b. Improvement of quality of LPTK and the graduates
ST1.2 Provision of competent educational unit management that is evenly distributed in all provinces, districts and cities.
c. Empowerment of school principal and supervisor
42 2010-2014 MoNE RENSTRA
CODE GENERAL STRATEGY POLICY DIRECTION
ST2.1 Provision of learning system in accordance with National Education Standard
d. The implementation of methodology in moral and national character
e. Development of Education Methodology in Developing Creative, Innovative, Competitive and Entrepreneurial Culture
ST2.2 Provision of reliable data, information and educational accreditation
f. The integration of education evaluation system
ST3.1 Provision of improvement of quality educational facilities and infrastructures that are evenly distributed in all provinces, districts and cities.
g. Strengthening and Expanding Use of ICT in Educational Sector
h. Provision of low-cost textbook
ST4.1 Provision of subsidies to increase the affordability of quality formal educational services that is evenly distributed in all provinces, districts and cities.
i. Rationalization of funding for education, research and community service
j. Empowerment of Community, Business and Industry Aspect
ST4.2 Provision of subsidies to fund the quality, formal and non-formal learning system application that is evenly distributed in all provinces, districts and cities.
k. Strengthening and Expansion of Non-formal and Informal Education
ST5.1 The reorganization to ensure the accomplishment the strategic targets and objectives of national education
l. Bureaucracy Reform m. Inter-ministry and/or Government Institutions
Coordination and the Central-Local Government Coordination
ST5.2 Strengthening the accountability of financial system within MoNE
ST5.3 Strengthening the accountability of state owned assets management within MoNE
ST5.4 Strengthening the accountability of control system within MoNE
STG1.1 The combined general strategies : ST1.1, ST1.2, ST3.1, ST4.1, and ST4.2
n. Accelerated Education Development in the Border, Under Developed, and Disaster Prone Area
STG1.2 The combined general strategies : ST1.1, ST2.1, and ST3.1
o. Alignment of Education with the Demands from Business and Industry
The above policy directions are partially similar with the breakthrough policy that
MoNE used over the period 2005 to 2009. The continued breakthrough policy is the
policy that has been successfully implemented with some adjustment that emphasize
on the period from 2010-2014. In addition, there is a need to strengthen the new
breakthrough policies in accordance with the existing demands to be made towards
the development of national education policy in 2010-2014 periods. The policy
direction can be explained as follows.
2010-2014 MoNE RENSTRA 43
4.2.1 Improvement for Qualification and Certification of Educators Act no. 14/2005 on Teachers and Lecturers, places teachers and university lecturers
as a profession. Teachers must meet the minimum educational qualification of S-1/D-
4 and educator certified, while university lecturer must meet the minimum educational
qualification S-2/S-3 and educator certified. The Government should complete the
improvement of qualification and certification of educators at the latest by the end of
2014. In addition, this step is done to ensure the regeneration of competent teachers
considering within the next five years estimated at about 700 thousand teachers will
retire. To achieve these targets, in the year 2010-2014 MoNE will maintain the
policies of improving the qualifications and competency of teachers, as follows.
(1) Development of the teachers recruitment system by awarding bonding-talent
scout scholarships;
(2) Improving recruitment system for competent, S1/D4 qualified teachers;
(3) The provision of scholarships to improve teacher’s qualification into S-1/D-4 and
increase the qualifications of university lecturers into S-2/S-3;
(4) Control of the implementation of educator certification in accordance with laws
and regulations;
(5) Increasing the role of universities in sustainable teacher professionalism
development through KKG / Support Groups activities.
4.2.2 Quality Improvement for Educational Workforce Education Institutions (LPTK) and the Graduates
Improving the quality and competence of teachers depends on the quality of educator
institutions. The implementation of Act No. 14 of 2005 requires the availability of
LPTK as an institution in charge of producing educator candidates and conducts
certification for educators. To ensure availability of competent teachers, the LPTK
quality improvement is mandatory. Improvement of LPTK quality is conducted
through the following policies.
(1) Provision of competent lecturers at LPTK;
(2) Strict control toward licensing and accreditation requirements for LPTK;
(3) Control for unlicensed and/or non-accredited LPTK;
(4) Improvement of facilities and infrastructure of LPTK.
4.2.3 Empowerment of School Principal and Supervisor
44 2010-2014 MoNE RENSTRA
In addition to educators, school principals and supervisors play an important role in
improving education quality and accountability of education implementation in the
educational unit. The problem commonly encountered from the principal is the
weakness in managerial competence, while from the school supervisor is the lack of
competence in supervisory skill. Specifically, an elementary school principal
encounters problem due to high workload because of the lack of school
administrative staff. The empowerment of school principals and supervisors is
conducted through the following policies.
(1) Awarding S-1 and S-2 scholarship for principal and school supervisor;
(2) Delivering training in quality management and leadership for principals and
training in quality education control for school supervisors;
(3) Revitalizing professional educational workers’ organizations MKKS / MKPS;
(4) Encouraging district/city local government to provide school administrative staff in
every primary school.
4.2.4 Implementation of Methodology in Moral and National Character Education
Learning system is currently considered not effective in building morals and noble
character of the nation for the students. This is shown by the occurring cases of
moral degradation, such as drug abuse, student radicalism, pornography and porno
action, plagiarism, and the declining pride toward nation and state. Policies to tackle
this problem, among others, are as follows
(1) To instil the moral education which integrates the value of religion, manners, the
pride toward nation, clean life style, environmental awareness, and discipline
within the educational organization;
(2) To develop educational curriculum that provides soft skills to enhance noble
moral and foster national character;
(3) To develop a culture that foster hygiene, environmental care, and order, through
active learning in the field;
(4) Assessment of exemplary achievements of students who consider noble moral
aspects of national and state character.
4.2.5 Development of Education Methodology in Developing Creative, Innovative, Competitive and Entrepreneurial Culture
2010-2014 MoNE RENSTRA 45
To support of the Creative Economy Development (CED) in 2010-2014, which is the
development of economic activities based on the creativity, skills and talents of
individuals to create creative ability and creative power of individuals which have
economic value and impact on the welfare of the people of Indonesia; policies that
stimulate the integration of the aspects of creative, innovative, competitive and
entrepreneurial in the education methodology should be formulated. This
development of educational methodology is taken through the following policies.
(1) To review and take improvement action in education and training curricula to be
more oriented to the development of students' creativity and entrepreneurship as
early as possible;
(2) To improve the quality of national education that supports the development of
creativity and entrepreneurship within the students as early as possible;
(3) To create access to creative economy information and knowledge sharing
between the education provider
(4) To increased the number and improvement of quality and educational institutions
and formal and informal training that support the development of creative
personnel in the establishment of creative economy;
(5) Creating connectivity and integration among graduates of higher education and
vocational high schools associated with creative economic development needs;
(6) To encourage successful entrepreneurs to share experience and expertise in
institutions of basic education to higher education, in developing the creative
economy;
(7) To facilitate the development of networks and encourage cooperation among
Indonesia's creative personnel at home and abroad.
4.2.6 The Integration of Educational Evaluation System The increase in educational participation has yet fully followed by a trusted
educational evaluation system. One indicator is the National Exam result that is
omitted as requirement to continue study from secondary education to the higher
education. This is caused by the irregularities in the implementation of the national
exam, the National Examination substance that does not measure and the actual
achievement of the student learning, and the disintegrated results of national exams
with university entrance exams. This requires, among others, the following policies.
(1) Improvement of the implementation and supervision system of the National
Examination for all levels of education;
46 2010-2014 MoNE RENSTRA
(2) Completion of the substance of the National Examination which measures
student achievement in learning outcomes which include assessment in aspects
of cognitive, affective and psychomotor;
(3) Completion of the National Examination results processing system;
(4) Development of a system that ensures integration of national examination results
of secondary education with the college entrance selection system.
4.2.7 Strengthening and Expanding Use of ICT in Educational Sector
Utilization of ICT is believed to be supporting in efforts to increase and equalize
access to education, improved quality, relevance, and education competitiveness,
along with management, accountability, and public image toward education.
Application of ICT for education by MoNE can expand the affordability of education,
and strengthening governance at the same time.
The need for comprehension and application of science and technology in order to
face the global demand results in the increasing role of ICT in various aspects of life
including in education, the increasing need to share information and knowledge using
ICT, and Internet developments that eliminate space and time boundaries to
communicate and make access to information. The above condition requires the
implementation of policies related to ICT.
However, there still exists ICT literacy gap between the regions on one side and the
development of the internet that also brought negative impact on values and norms of
society and provided opportunities of plagiarism and IPR violations on the other side,
require the use of ICT integration in educative learning. In the year 2010-2014, the
strengthening efforts of the usage of ICT for e-learning, e-management and e-
services are conducted through the following policies.
(1) The provision of ICT infrastructure and facilities and ICT-based learning content for the strengthening and expansion of e-learning at all levels of education
(2) Development of e-management, e-reporting, and e-services to enhance the effectiveness of governance and public service.
(3) Development of knowledge management systems to facilitate the sharing of information and knowledge among learners and educators
(4) Development of ICT-based learning resource centres in elementary and secondary education
(5) Increasing human resource capacity to support the efficient use of ICT in the central and local level.
2010-2014 MoNE RENSTRA 47
4.2.8 Provision of Low Cost Textbooks
In order to increase the number of published books and encourage creativity and
motivate writers, MoNE will continue the program of purchasing copyright of
textbooks that support the program of low cost textbooks. Provision of quality, easily
available textbooks with affordable prices and the efforts to eliminate the monopoly of writing, copying, publishing and distributing books have been arranged through
MoNE Regulation No. 2 Year 2008 about Textbook.
However, the textbook reformation that does not entirely give impacts on the provision of low-cost textbooks to all students. In the year of 2010-2014, the effort to
provide low-cost textbooks are conducted through the following policies.
(1) Provision of subsidies of the cost of textbooks to students who use books which
copyrights have been purchased by MoNE. (2) Facilitating access for the educational unit to download electronic textbook which
copyrights have been purchased by MoNE.
(3) Evaluating assessment systems for purchased copyrighted books by MoNE to
increase the use of those textbooks. (4) Encouraging education unit to use textbooks which copyright have been
purchased by MoNE.
4.2.9 Rationalization of Funding for Education, Research and Community Service
In the 2005-2009 construction period, the School Operational Assistance (Bantuan
Operasional Sekolah/BOS) program, BOS books, Special Assistance for Students
(Bantuan Khusus Murid/BKM), and scholarships from elementary to college level have been found to significantly reduce the dropout rate and alleviate the burden of
parents to provide education costs. Special on higher education, the funding policy
on education, research and community service focused on improving coverage,
quality, and relevance.
The focus areas of research and community development are aimed at improving
research and community service to answer the needs of the community which could
result in international scientific publications, thereby increasing the competitiveness
of universities. The rationalization of this funding is conducted through the following
policies.
48 2010-2014 MoNE RENSTRA
(1) Mapping the total cost structure of each educational unit by taking into account regional diversity;
(2) Setting a proportional education financial system by considering the local purchasing power index;
(3) Increasing the effectiveness of educational assistance to disadvantaged students by paying attention to the disparities between regions and sexes;
(4) Increasing the intensity of research and international publications; (5) Increasing the effectiveness of educational aid for research and community
service in higher education to meet the needs of society and to increase the competitiveness.
4.2.10 Empowerment of Community, Business and Industry Aspect The contribution of business and industrial aspect in the development of education
and research is still low. This happens because there are still no educational
partnerships with business, industry, and community organizations. Meanwhile,
education cannot run without any relationship with business and industrial world, in
the aspect of process of education, educators, and students. To overcome this
obstacle, it is necessary to have several policies, among others, as follows
(1) Development of the system that regulates synergistic partnerships with business
and industrial world to increase the relevance of graduates with the demands
from businesses and industries;
(2) Optimizing the utilization of Corporate Social Responsibility (CSR) funds for
educational purposes;
(3) Development of the system that regulates synergistic partnerships with
community organizations, such as the implementation of the educational unit,
and with professional organizations, such as the preparation of professional
certification programs;
(4) Building a partnership mechanism between governments, educational
institutions, and training with entrepreneurs to develop quality education and
training;
(5) Encouraging private sector to develop education and training institutions,
particularly in relation to the needs of human resources;
(6) Utilization of the existing potential in the community, business and industrial
world to increase the quality of education.
4.2.11 Strengthening and Expansion of Non-formal and Informal Education
2010-2014 MoNE RENSTRA 49
Non-formal and informal education programs are very strategic in the effort to reduce
illiteracy and improve community life skills that are gender equal. This is in line with
international commitments in the eradication of illiteracy. In addition, to realize a
knowledge-based society, the reading culture within the community needs to be
improved. Strengthening and expansion are done, among others, through the
following policies
(1) Strengthening and expansion of direct learning program at the Centre for Community Learning Activities (Pusat Kegiatan Belajar Masyarakat /PKBM);
(2) Strengthening and expansion of life skills education for school-age citizens who dropped out from school or did not continue school and for the adult aged citizens;
(3) Strengthening and expansion of the reading culture through the provision of libraries, reading material and other sources of information that is easy, inexpensive, and evenly distributed as well as the supporting facilities;
(4) Strengthening and expansion of non-formal and informal education to reduce the disparity of gender;
(5) Facilitating knowledge and skills improvement in parenting education and homeschooling.
4.2.12 Bureaucracy Reform Bureaucratic reform is at the core of the various priority programs to improve the
quality of public services. MoNE became one of 13 K/L which should complete the
reform of the bureaucracy in the year 2010/2011. Bureaucratic reform is needed in
line with the greater responsibility of having to manage the budget for educational
objectives that takes 20% of the National/State Budget. Based on preliminary
assessment of bureaucratic reform in 2009, bureaucratic reform is implemented
through the following policies.
(1) Restructuring the organization that supports the vision and mission MoNE; (2) Improving the governance system: (3) Improvement of the quality of human resources; (4) Development of measurement system and performance-based remuneration; (5) Monitoring and evaluating the implementation of the bureaucracy reform.
4.2.13 Inter-ministry and/or Government Institutions Coordination and the Central-Local Government Coordination
50 2010-2014 MoNE RENSTRA
Current condition shows a lot of overlap in the implementation of inter-K/L activities or
between central and local government and lack of integration of priority and
performance targets setting of education at the centre and in the regions. In
accordance with Government Regulation No. 38 Year 2007 on the Division of
Government Affairs, Provincial Government and District/City Government, there is an
arrangement of division of responsibility between MoNE, other K/L, as well as local
governments in education management. Coordination is carried out by reference to,
among others, the following policies.
(1) Improved coordination between MoNE with related K/L to synergize the planning,
execution, control and evaluation of education
(2) Increase coordination between MoNE with provincial, district and city government
and education units to synergize the planning, execution, control and evaluation
of education
4.2.14 Accelerated Education Development in the Border, Under Developed, and Disaster Prone Area
Educational development in the border and under developed area, including disaster-
prone areas, needs to be done specifically to ensure the equality and certainty for the
public in these areas to obtain educational services. The demands of justice and the
unity of the nation and the international conventions on education for all, require
governments to provide education services for every citizen wherever they are in the
homeland. Development of education in the border area as well as disaster-prone
and under developed area is done through the following policies.
(1) Provision of educators and education personnel with special allowances in the
border, under developed and disaster prone area;
(2) Provision of educational facilities through the construction of a one-roof
kindergarten-elementary school, one roof elementary-junior high school, and
boarding schools in the border, under developed and disaster prone area;
(3) Provision of subsidies for students to get formal and non formal education in
border, under developed and disaster prone area.
4.2.15 Alignment of Education with the Demands from Business and Industry
Educational outcomes should be able to meet the needs of business and industrial
world in order to aligning education with the needs of business and industrial world.
These needs have a number of parameters that must be precisely adjusted with the
2010-2014 MoNE RENSTRA 51
supply of graduates of educational services, such as the number, competence and
location. MoNE should be able to create and maintain standardized systems of
education. The program, among others, pursued through the following policies.
(1) Align educational service development plan with the industrial development plan,
regional development plans, and investment plans;
(2) Developing a synergy between K/L associated with the supply and absorption of
labour;
(3) Develop education and training institutions related with economic development in
areas with potential for development as industrial clusters;
(4) Building a partnership mechanism between governments, educational and
training institutions, with entrepreneurs to develop quality education and training
in economic development;
(5) Improve the quality of research that can answer the challenges of the business
and industrial world and make it as a national research priority.