M01926
Management of Basic Education Program
in The Perspective of Sustainable Development Goals
Bambang Ismanto
Universitas Kristen Satya Wacana Salatiga, Indonesia
bambang.ismanto@staff.uksw.edu
Abstract
This study aims to analyze the performance of basic education in preparing a sustainable
development program in Central Java - Indonesia. Research conducted with quantitative
descriptive approach. Basic education development indicators based on the millennium
development goals become a reference for performance analysis of basic education. Source of
research data is a report on basic education program of the Regional Planning Board and the
Department of Education, Central Java Province in 2015. The results showed that the Gross
Enrolment Ratio (GER) at a rate of approximately 75.12% of early childhood, SD / MI =
109.13% and SMP / MTs = 100.69%. The ratio of NER SD / MI approximately: 98.43%, SMP
/ MTs = 77.95%. NER women / men in SD / MI approximately: 99.26%, on SMP / MTs
100.48% and the ratio of literacy rates around: 100.13%. Life skills education as much as 356
villages covering 40 520 vocational group. Qualified teacher S1 / Diploma IV, at the early
childhood level (46.66%), SD / MI (77.90), and SMP / MTs (91.45%). The dropout rate SD /
MI (0.077), and SMP / MTs (0.232%). Conclusion Central Java province managed to achieve
the MDGs in education and set up a sustainable development goals (SDGs). GER Early
childhood education is about 75%, yet the school operational assistance to meet the needs of the
school budget, GER in Higher Education around 35%, lack of access to quality vocational
education to the challenge of Central Java province in the SDGs.
Keywords: Performance, Basic Education, MDGs to SDGs
states are mostly represented by heads of
Introduction
Education becomes the strategic
government agreed to adopt the Millennium
development of the nation towards a better
Declaration. The declaration was based on
quality of life, prosperity, and justice.
an inclusive approach, and grounded in
Education is one of the important issues to
concern for the fulfillment of basic human
be a priority in development in developing
rights. The UN General Assembly adopted
countries. At the Summit (Summit) The
the Millennium Declaration, establishing a
Millennium
global
United
Nations
(UN)
in
partnership
of
countries
and
development partners committed to eight
September 2000, a total of 189 UN member
1
voluntary development goals, to be achieved
their Illiteracy was reduced. The millennium
by 2015. Representing ambitious moral and
development goals in the field of education
practical commitments, the MDGs2 called
include
for action to: (1)eradicate extreme poverty
schools; The proportion of first graders who
and hunger; (2)achieve universal primary
completed elementary school; and the
education; (3) promote gender equality and
literacy rate of 15-24 year-olds, women and
empower women; (4) reduce child mortality;
men.
(5) improve maternal health; (6) combat
Indonesia's
HIV/AIDS, malaria and other diseases; (7)
a
global
partnership
(NER)
Elementary
participation
in
the
Millennium Declaration agreed along with
ensure environmental sustainability; and (8)
develop
Enrollment
189 other countries in 2000 is not merely to
for
fulfill the goals and objectives of the
development.
Millennium Development Goals (MDGs).
An outline of the education policy is
But
participation
was
based
on
the
an extension and equal access to education,
consideration that the objectives and targets
improving the quality and welfare of
of the MDGs in line with Indonesia's
teachers,
educational
development goals and objectives. The
institutions. Educational institutions will be
Indonesian government has mainstreamed
the center of civilizing values, attitudes, and
the MDGs in the planning phase to the
ability. In addition, the development goal of
implementation as stated in the Long Term
education also undertake reforms
and
Development Plan 2005-2025, the National
stabilization the education system, including
Medium Term Development Plan 2004-
curriculum reform and the decentralization
2009 and 2010-2014 and the Annual Work
of education. Decentralization education
Plans and budgeting document. Based on the
including curriculum updates,improving the
pro-growth,
quality of educational institutions in facing
environment and the allocation of funds in
the development of science and technology
the central and local budgets to support the
and art, as well as resource development
achievement of the MDG targets to increase
human resources as early as possible.
every year. A productive partnership with
During the period of Order The new,
civil society and the private sector to
and
empower
improved education so that the proportion of
2
pro-job,
pro-poor,
pro-
contribute to accelerating the achievement
the concepts of sustainable development are
of MDGs (Bappenas: 2016).
applicable. Education is the foundation of
the government's efforts to encourage the
Education today is a basic right in
achievement of the goals and objectives of
the value of human life. Education has a
sustainable development in an era of
very important role to support human life
because
it
is
essentially
human
Sustainable Development Goals (SDGs) and
in
2030 under the direction of the United
implementing his life can not be separated
from
education.
Implementation
Nations Forum agreed on August 2, 2015.
and
The increase in education for the people of
development of educational assessment must
Indonesia will foster the achievement of the
also be adapted to the conditions and the
social
situation
in
the
goals and objectives of other in 17 points
community.
SDGs, especially to improve Indonesia's
Therefore, education is like an experiment
human development index. So expect the
that was never finished until whenever, as
role of education is able to increase the
long as there is human life in this world.
competitiveness of Indonesia in support of
Said, because education is a part of human
SDGs 2030.
culture and civilization that continues to
grow. This is in line with human nature that
has the potential of creative and innovative.
Research Method
Education is not only a role in
The
creating youth as agents of change that
quantitative
descriptive
approach.
brings change, but the younger generation
analysis
based on
the millennium
should be an agent of a producer who is able
development goal targets basic education by
to create real change. Education should be a
2015 in the province of Central Java -
patron not only in terms of formal education
Indonesia. Source of research data is a report
but the question is education that can change
on basic education program of the Regional
the mindset of the nation and innovative
Planning Board and the Department of
education that promotes creativity and
Education. Stages of research conducted by
innovative power of the nation. The younger
reviewing the indicator on MDG education,
generation as an agent of innovation that can
basic education data sorting, and analyzing
contribute significantly important to apply
the performance of basic education based on
3
is
study
was
conducted
by
The
the MDGs. Performance of basic education
express their views in all matters affecting
Central Java Province expressed as a
them and for their views to be given due
percentage. Further analyzed according to
weight in accordance with their age and
the standard performance (target) on MDGs
maturity (Unicef : 2007).
of basic education.
The Millennium Development Goals
(MDGs) are a set of numerical and timebound targets that express key elements of
Literature Review
human development. They include halving
Education
has
been
formally
income-poverty
and
hunger;
achieving
recognized as a human right since the
universal primary education and gender
adoption of the Universal Declaration of
equality; reducing under-five mortality by
Human Rights in 1948. This has since been
two-thirds
affi rmed in numerous global human rights
threequarters;
treaties,
including
Educational,
Organization
the
Scientifi
and
maternal
reversing
mortality
the
spread
by
of
United
Nations
HIV/AIDS; and halving the proportion of
and
Cultural
people without access to safe water. These
Convention
targets are to be achieved by 2015, from
c
(UNESCO)
against Discrimination in Education (1960),
their level in 1990 (United Nations, 2000)
the International Covenant on Economic,
In 1990, the goal was set to provide
Social and Cultural Rights (1966) and the
basic education to all children by the year
Convention on the Elimination of All Forms
2000. The sad truth is that the 1990s saw
of Discrimination against Women (1981).
only about a fifth of the global progress
The United Nations Convention on the
Rights
of
the
Child
(1989)
needed. For developing countries, the
further
average net enrolment ratio for primary
strengthens and broadens the concept of the
education increased from 78 in 1990 to 83 in
right to education, in particular through the
2000. Not surprisingly, the goalpost was
obligation to consider in its implementation
moved to 2015; but this promise will not be
the Convention’s four core principles:
kept either if progress does not accelerate
nondiscrimination; the best interests of the
two-fold between 2000 and 2015. At the
child; the right to life, survival and
current rate, the global education target will
development of the child to the maximum
not be reached until the year 2030 (Browne :
extent possible; and the right of children to
4
2003). Globally, the world is not on track to
(education for all). Compulsory education
reaching
primary
program held at the unit of basic education
education by 2005.7 At the current rate, the
in formal education (SD / MI and SMP /
target will not be met until the year 2025.
MTs), non-formal and informal, and should
Gender discrimination in primary school
be able to accommodate a normal child as
enrolment remains a concern in several
well as those with disabilities and have
countries,
Sub-Saharan
barriers. In the perspective of education for
Africa, South Asia and the Middle East and
all, the plan term development national
North Africa (Unicef 2007).
medium explained that every person has the
gender
equality
particularly
in
in
right to develop themselves through the
Based on the Constitution 45 Article
fulfillment of basic needs, is entitled to
31 mandated that: (1) Every citizen has the
education and to benefit from science and
right to education; (2) Every citizen is
technology, arts and culture, in order to
obliged to follow basic education and
improve the quality of life and for the
government is obliged to finance it; (3) The
welfare
State prioritizes education budget at least
of
mankind
is
constitutional
mandate. Education must be accessible to
twenty percent of the national and regional
everyone by not limited by age, place, and
budgets to meet the needs of national
time. The government must ensure the
education. Similarly, Law No. 20 Year 2003
alignments to learners who have physical
on National Education System, Article 5
challenges, mental, economic, social, or
Paragraph (1) states that every citizen has an
geographic.
equal right to obtain a quality education;
Article 6 Paragraph (1) every citizen aged 7-
The
proposed
Sustainable
15 years of compulsory basic education; and
Development Goals (SDGs) offer major
Article 34 Paragraph (1) government and
improvements
local
the
Development Goals (MDGs). On 25-27
implementation of the compulsory minimum
September 2015, a total of 193 countries at
level of basic education free of charge.
the headquarters of the United Nations, New
Implementation of compulsory education
York, United States unanimously agreed to
program is part of education policy in
adopt the document entitled "Transforming
Indonesia in achieving education for all
Our
governments
guarantee
5
World:
on
The
the
2030
Millennium
Agenda
for
Sustainable Development" or "Changing
communities. Creating cities safe for all,
forget Our World: Agenda Year 2030 for
resistant to change, and sustainable; (12)
Sustainable Development. At this meeting
Consumption
agreed on 17 of the following purposes: (1)
responsible.
Ensure
Eradication of poverty. Ending poverty in all
supporting
sustainable
its forms in all places; (2) Reduction of
production; (13) in action for the climate.
hunger.
Ending
security
and
hunger,
and
production
are
consumption
and
patterns
of
achieve
food
Take measures and emergency measures are
nutrition,
and
needed to combat climate change and its
promoting sustainable agriculture; (3) Life
impact; (14) Peace and justice. Promote a
healthy. Promoting healthy living and
peaceful and open society for sustainable
support welfare for all ages; (4) quality
development, providing access to justice for
education.
quality
everyone and building effective institutions,
education, and to support the opportunity to
responsible, and open at all levels; (15) the
study with stable throughout life to all
Partnership for sustainable development.
people without
(5) Gender
Strengthening means of enforcement and
equality. Achieving gender equality and
revive the global partnership for sustainable
empowering
development; (16) Promote a peaceful and
improved
Guarantee
fair
exception;
women
(6)
and
Water
and
sanitation. Ensure access to water and
inclusive
sanitation for all; (7) The Clean Energy and
development, provide access to justice for
holidays. Ensure access to energy that is
all
cheap, reliable, sustainable and modern for
accountable and inclusive at all levels; (17).
all; (8) decent work and economic growth.
Strengthen implementation and revive the
Supporting sustainable economic growth for
global
all, where there is decent work for those
developmentEducation
who need it; (9) Industry, innovation,
Development (ESD) is largely synonymous
infrastructure. Building infrastructure that
with quality education but requires far-
resists
sustainable
reaching changes to the way education
industrialization, and helping innovation;
functions in modern society. How to
(10)
Reducing
structure and implement quality education
inequalities within countries and between
for sustainable development is a key
countries; (11) City of sustainable cities and
challenge.
change,
Reducing
support
the
gap.
6
and
society
building
for
effective
partnership
Another
sustainable
institutions,
for
sustainable
for
Sustainable
challenge
is
that
systematically assessing the effectiveness of
Education
learning. More specifically, the development
institutional
in the field of education at SGS, focused on
infrastructure,
the acquisition of foundational and higher-
curriculum,
order skills; greater and more equitable
enrichment of learning resources. The policy
access to technical and vocational education
will do is utilize all the potential of basic
and training and higher education; training
education (Education).
(Basic
Education),
development,
through
fulfillment
implementation
student
of
the
development
and
throughout life; and the knowledge, skills
Performance targets to be achieved
and values needed to function well and
by 2018 that APK SD / SDLB / MI /
contribute to society (United Nations :
Package A of 109.25%; APM SD / SDLB /
2016).
MI / Package A at 100% and APK SMP /
SMPLB / MTs / Package B by 100.60%;
Results and Discussion
APM SMP / SMPLB / MTs / Package B by
Performance Basic Education in Central
Java Province - Indonesia
80%.
of
basic
MTs by 99.25%. The average value of the
Plan (2013-2018) was the realization of
national exam SD / SDLB / MI at 7.15, SMP
education Quality, Competitive, Character,
/ SMPLB / MTs by 6.90. In terms of
and Justice. Target is to improve the basic
equality, education facilities, 2018 was
education Basic Education Services (Basic)
Classrooms SD / MI National Standard of
quality. Joint with local goverments, will
70.50% Education and Classroom SMP /
realize the completion of 9-year compulsory
MTs by 80.75%. Other quality indicators, in
basic education quality. The purpose of
2018 the entire SD / SDLB / MI accredited
basic education development program is to
and SMP / SMPLB / MTs accredited by
improve the availability and quality of basic
100%
education services. While the goal is
Human
increasing infrastructure quality education,
Central
fostering the potential of students and the
Java
Development
province
Index
in
of
2015
approximately 69.49%, the lowest in Brebes
application of a uniform curriculum. The
services
quality
SD / SDLB / MI 99,98%, SMP / SMPLB /
province on the Medium Term Development
improving
of
education, in 2018 for Graduation Figures
Educational vision of Central Java
strategy for
Indicators
regency (63.18%) and the highest Salatiga
Basic
(80.96%). HDI calculation by a composite
7
indicator covering life expectancy, the
the NER SMP / MTs around: 77.95%, the
average length of school and spending per
lowest Tegal regency (68.46%) and the
capita in the community. Life Expectancy
highest city of Magelang (91.45%). The
lows around 73.96% in Brebes (68.20%) and
achievement of primary education NER (SD
the highest in Sukoharjo (77.46%). Old
/ MI and SMP / MTs) in Central Java
School expectancy of about 12.38 years, the
province has not reached 100%. This means
lowest in the Trunk (11.09 years) and the
that all children of primary school age in
highest in Salatiga (14.97 years). Average
Central Java province has been registered on
Old School around 7.03 years, the lowest in
the SD / MI and SMP / MTs.
Brebes (5.88 years) and the highest in
The dropout rate at the primary / MI
Surakarta (10.38 years). Expenditure per
approximately 0.077% and SMP / MTs
capita of about Rp. 9.93 million; Lowest
approximately 0.023%. Library SD / MI
Pemalang Regency (Rp. 7.177 million;) and
corresponding national standards in Central
the highest in Salatiga (Rp. 14.6 million;).
Java province around 45.96%, the lowest in
Access to basic education in Central
Boyolali (31.09%) and the highest in
Java province relative meet millennium
Salatiga (89.82%). Meanwhile, at the level
development goal targets. Gross Enrolment
of SMP / MTs, according to the standard
Ratio (GER), early childhood education in
library has about 78.43%, the lowest in
the period 2000-2015, up from 17.33% to
Jepara regency (60.28%) and the highest
75.12% exceeding the 2015 EFA targets.
Pekalongan regency (90.70%).
GER lowest in Brebes regency (69.99%)
In terms of school health, sanitation
and the highest in Magelang (91,50%). GER
feasibility in SD / MI Central Java province
at primary level / MI approximately
around 71.32 from 70.50% target set.
109.13%, the lowest in Blora (100%) and
Meanwhile, the feasibility of the lowest in
the highest in Magelang (188%). While the
Pekalongan
NER approximately: 98.43%, the lowest
Surakarta (97.43%). At the SMP / MTs,
Brebes (90%) and the highest city of
sanitation feasibility approximately 70.92%
Magelang (168%). Meanwhile, the GER at
of the target set by 70.10%. Feasibility
SMP / MTs approximately 100.69%, the
lowest in Jepara regency (30.60%), and
lowest Rembang (96.20%) and the highest
highest in Salatiga (98.81%).
city of Magelang (133.79%). Meanwhile,
8
(14.22%)
and
the
highest
The adult literacy rate is based on the
education, vocational and higher education,
ratio of men and women in Central Java
including
province around 94.41%. Cilacap (92.53%)
quality; (4) eliminating gender disparities in
and the highest in Tegal (98.85%). The
education, and ensure equal access to all
quality of education in Central Java province
levels of education and vocational training
views of eligibility and certification of
for vulnerable people including those with
teachers (educators) as well as the students'
disabilities, indigenous communities, and
graduation. Feasibility teachers teach in
children in vulnerable conditions; (5) ensure
kindergarten (21.97%), SD (47.22%) and
that all adolescent and adult groups a certain
junior (87.79%). The graduation rate at the
proportion, both male and female, have the
primary level around 99.99%, and 98.22% A
literacy
program package, while the national test
Indonesia:2016)
scores of 6.83. Meanwhile the graduation
universities,
skills
and
affordable
numeracy
and
(SDGs
The main issues that should be
rate in junior high around 99.81%, and
solving Central Java Provincial Government
99.74% B package program, while the
in achieving the goals of sustainable
national test scores of 5.68.
development
Education,
Sustainable Development Goals of
Education in Central Java Province
is
the
enrollment
Early
Childhood
at
SMP/MTs,
acquisition cost of primary and secondary
education, access to vocational education
Goal of quality education as the
and higher education, gender disparities and
target of the MDGs, in 2030, include (1)
ensure access to all levels of education and
ensure that all girls and boys completing
vocational training, for vulnerable people
primary and secondary education free of
including those with disabilities, indigenous
charge, equal, and quality, which leads to
communities, and children in vulnerable
the achievement of learning relevant and
conditions and ensure that all adolescent and
effective; (2) ensure that all girls and boys
adult groups a certain proportion, both male
have access to the development and care of
early
childhood,
parenting,
and female, have the literacy skills and
pre-school
numeracy.
education quality basic, so they are ready to
Gross enrollment in early childhood
pursue primary education; (3) ensure equal
education by 2015 around 75%, this means
access for all women and men, to technical
9
about 25% of the population is still
meaningful, overcome barriers, supporting
unserved. It will be a matter of readiness
the mobilization of resources, end the work
when students aged SD / MI entered the first
isolated
grade.
necessary
planning, implementation and M & E better.
psychological readiness of students in
The success of efforts to accelerate the need:
reading, writing and arithmetic. Enrollment
a better partnership; Building capacity of
SMP / MTs in 2015 approximately 79.30%.
national
Free education, even at the cost of
Mobilization of resources from various
operational pemyelenggaraan primary and
stakeholders; Strengthening Communication
secondary education is difficult to realize.
Strategy (SDGs Indonesia :2016). Public
The calculation of operating costs and
participation and stakeholders done to
operational assistance calculated schools
socialize the target of quality education
nationwide. Meanwhile, the unit cost of
without
education varies among regions. Figures
stakeholders, research centers, professional
Higher
still
organizations and religious, philanthropic
relatively low of less than 40% or about
and private sector, parliamentarians, NGOs,
35%. The relatively high unit cost of quality
etc. Each is a resource partner with the
vocational education and higher education
Development full of aspirations, interests
as a barrier to access to education is
and ways of working optimally if included,
concerned. While the acquisition cost of
could
higher education for poor families through
education, health, welfare, environmental
scholarships “Bidik Misi” can not be
protection, equality and various other SDGs
allocated fairly and equitably. Systems and
targets.
In
this
stage,
Education
the
participation
and
build
and
synergies
sub-national
discrimination.
encourage
for
efforts
the
actors;
Makademia
to
promote
procedures with formal administrative bureaucratic constraint poor families to
Conclusions and Recommendations
access it.
Based on the discussion above it can
Learning from the experience of
be concluded that: (1) Most of the targets of
MDGs, efforts to accelerate the SDGs
education development in the MDGs can be
require various resources of national and
realized. Target has not been achieved is the
subnational directed to various areas of
GER on early childhood education, (2) The
priority to encourage multiplier effect
inhabitants of men and peremuan been able
10
(BAPPENAS),
2014,
Laporan
Pencapaian Tujuan Pembangunan
Milenium Di Indonesia
to access basic education without exception
for children with special needs (3) There are
still some counties or the city of local
Pemerintah Republik Indonesia, 2015,
Rencana
Pembangunan
Jangka
Menengah Nasionan Tahun 2015-2019
SGDs,
2015,
Menjamin
Kualitas
Pendidikan Yang Inklusif Dan Merata
Serta Meningkatkan Kesempatan
Belajar Sepanjang Hayat Untuk
Semua
http://sdgsindonesia.or.id/index.php/sd
gs/item/182-tujuan-4-pendidikanberkualitas
Unesco, 2014, Roadmap for Implementing
the Global Action Programme on
Education
for
Sustainable
Development, Published
by the
United Nations Educational, Scientific
and Cultural Organization
governments that have not achieve the
MDGs
The achievement of quality education on the
SDGs, recommended (1) Entering the
program MGS, need socialization of the
concepts and targets to local governments,
communities and stakeholders (2) Public
policy on planning and budgeting for quality
education equitable, fair and nondiscriminatory (3) , Action plans and egovernemnt
based.monitoring
and
evaluation
References
Unicef, 2007, A Human Rights-Based
Approach to Education For All,
United Nations Educational, Scientific
and Cultural Organization
United Nations, 2016 The Sustainable
Development Goals Report 2016,
United Nations, New York
Badan Perencanaan Pembangunan Daerah,
2016, Kebijakan Pendidikan Pasca
Pendidikan Untuk Semua (Pus) 2015
Provinsi Jawa Tengah
Browne, Stephen (Editor-in-Chief), 2003,
The Millennium Development Goals,
Development Policy Journal Vol. 3,
April 2003
Dinas Pendidikan, 2013, Rencana Strategis
Pendidikan Provinsi Jawa Tengah
Tahun 2013-2018
-------, 2016, Strategi Program PUS Pasca
2015 dan Capaian Program PUS
Tahun 2016 Provinsi Jawa Tengah
From MDGs to SDGs: General Introduction,
http://www.who.int/gho/publications/
mdgs-sdgs/MDGsSDGs2015_chapter1.pdf
Kementerian Perencanaan
Nasional/Badan
Pembangunan
Pembangunan
Perencanaan
Nasional
11
in The Perspective of Sustainable Development Goals
Bambang Ismanto
Universitas Kristen Satya Wacana Salatiga, Indonesia
bambang.ismanto@staff.uksw.edu
Abstract
This study aims to analyze the performance of basic education in preparing a sustainable
development program in Central Java - Indonesia. Research conducted with quantitative
descriptive approach. Basic education development indicators based on the millennium
development goals become a reference for performance analysis of basic education. Source of
research data is a report on basic education program of the Regional Planning Board and the
Department of Education, Central Java Province in 2015. The results showed that the Gross
Enrolment Ratio (GER) at a rate of approximately 75.12% of early childhood, SD / MI =
109.13% and SMP / MTs = 100.69%. The ratio of NER SD / MI approximately: 98.43%, SMP
/ MTs = 77.95%. NER women / men in SD / MI approximately: 99.26%, on SMP / MTs
100.48% and the ratio of literacy rates around: 100.13%. Life skills education as much as 356
villages covering 40 520 vocational group. Qualified teacher S1 / Diploma IV, at the early
childhood level (46.66%), SD / MI (77.90), and SMP / MTs (91.45%). The dropout rate SD /
MI (0.077), and SMP / MTs (0.232%). Conclusion Central Java province managed to achieve
the MDGs in education and set up a sustainable development goals (SDGs). GER Early
childhood education is about 75%, yet the school operational assistance to meet the needs of the
school budget, GER in Higher Education around 35%, lack of access to quality vocational
education to the challenge of Central Java province in the SDGs.
Keywords: Performance, Basic Education, MDGs to SDGs
states are mostly represented by heads of
Introduction
Education becomes the strategic
government agreed to adopt the Millennium
development of the nation towards a better
Declaration. The declaration was based on
quality of life, prosperity, and justice.
an inclusive approach, and grounded in
Education is one of the important issues to
concern for the fulfillment of basic human
be a priority in development in developing
rights. The UN General Assembly adopted
countries. At the Summit (Summit) The
the Millennium Declaration, establishing a
Millennium
global
United
Nations
(UN)
in
partnership
of
countries
and
development partners committed to eight
September 2000, a total of 189 UN member
1
voluntary development goals, to be achieved
their Illiteracy was reduced. The millennium
by 2015. Representing ambitious moral and
development goals in the field of education
practical commitments, the MDGs2 called
include
for action to: (1)eradicate extreme poverty
schools; The proportion of first graders who
and hunger; (2)achieve universal primary
completed elementary school; and the
education; (3) promote gender equality and
literacy rate of 15-24 year-olds, women and
empower women; (4) reduce child mortality;
men.
(5) improve maternal health; (6) combat
Indonesia's
HIV/AIDS, malaria and other diseases; (7)
a
global
partnership
(NER)
Elementary
participation
in
the
Millennium Declaration agreed along with
ensure environmental sustainability; and (8)
develop
Enrollment
189 other countries in 2000 is not merely to
for
fulfill the goals and objectives of the
development.
Millennium Development Goals (MDGs).
An outline of the education policy is
But
participation
was
based
on
the
an extension and equal access to education,
consideration that the objectives and targets
improving the quality and welfare of
of the MDGs in line with Indonesia's
teachers,
educational
development goals and objectives. The
institutions. Educational institutions will be
Indonesian government has mainstreamed
the center of civilizing values, attitudes, and
the MDGs in the planning phase to the
ability. In addition, the development goal of
implementation as stated in the Long Term
education also undertake reforms
and
Development Plan 2005-2025, the National
stabilization the education system, including
Medium Term Development Plan 2004-
curriculum reform and the decentralization
2009 and 2010-2014 and the Annual Work
of education. Decentralization education
Plans and budgeting document. Based on the
including curriculum updates,improving the
pro-growth,
quality of educational institutions in facing
environment and the allocation of funds in
the development of science and technology
the central and local budgets to support the
and art, as well as resource development
achievement of the MDG targets to increase
human resources as early as possible.
every year. A productive partnership with
During the period of Order The new,
civil society and the private sector to
and
empower
improved education so that the proportion of
2
pro-job,
pro-poor,
pro-
contribute to accelerating the achievement
the concepts of sustainable development are
of MDGs (Bappenas: 2016).
applicable. Education is the foundation of
the government's efforts to encourage the
Education today is a basic right in
achievement of the goals and objectives of
the value of human life. Education has a
sustainable development in an era of
very important role to support human life
because
it
is
essentially
human
Sustainable Development Goals (SDGs) and
in
2030 under the direction of the United
implementing his life can not be separated
from
education.
Implementation
Nations Forum agreed on August 2, 2015.
and
The increase in education for the people of
development of educational assessment must
Indonesia will foster the achievement of the
also be adapted to the conditions and the
social
situation
in
the
goals and objectives of other in 17 points
community.
SDGs, especially to improve Indonesia's
Therefore, education is like an experiment
human development index. So expect the
that was never finished until whenever, as
role of education is able to increase the
long as there is human life in this world.
competitiveness of Indonesia in support of
Said, because education is a part of human
SDGs 2030.
culture and civilization that continues to
grow. This is in line with human nature that
has the potential of creative and innovative.
Research Method
Education is not only a role in
The
creating youth as agents of change that
quantitative
descriptive
approach.
brings change, but the younger generation
analysis
based on
the millennium
should be an agent of a producer who is able
development goal targets basic education by
to create real change. Education should be a
2015 in the province of Central Java -
patron not only in terms of formal education
Indonesia. Source of research data is a report
but the question is education that can change
on basic education program of the Regional
the mindset of the nation and innovative
Planning Board and the Department of
education that promotes creativity and
Education. Stages of research conducted by
innovative power of the nation. The younger
reviewing the indicator on MDG education,
generation as an agent of innovation that can
basic education data sorting, and analyzing
contribute significantly important to apply
the performance of basic education based on
3
is
study
was
conducted
by
The
the MDGs. Performance of basic education
express their views in all matters affecting
Central Java Province expressed as a
them and for their views to be given due
percentage. Further analyzed according to
weight in accordance with their age and
the standard performance (target) on MDGs
maturity (Unicef : 2007).
of basic education.
The Millennium Development Goals
(MDGs) are a set of numerical and timebound targets that express key elements of
Literature Review
human development. They include halving
Education
has
been
formally
income-poverty
and
hunger;
achieving
recognized as a human right since the
universal primary education and gender
adoption of the Universal Declaration of
equality; reducing under-five mortality by
Human Rights in 1948. This has since been
two-thirds
affi rmed in numerous global human rights
threequarters;
treaties,
including
Educational,
Organization
the
Scientifi
and
maternal
reversing
mortality
the
spread
by
of
United
Nations
HIV/AIDS; and halving the proportion of
and
Cultural
people without access to safe water. These
Convention
targets are to be achieved by 2015, from
c
(UNESCO)
against Discrimination in Education (1960),
their level in 1990 (United Nations, 2000)
the International Covenant on Economic,
In 1990, the goal was set to provide
Social and Cultural Rights (1966) and the
basic education to all children by the year
Convention on the Elimination of All Forms
2000. The sad truth is that the 1990s saw
of Discrimination against Women (1981).
only about a fifth of the global progress
The United Nations Convention on the
Rights
of
the
Child
(1989)
needed. For developing countries, the
further
average net enrolment ratio for primary
strengthens and broadens the concept of the
education increased from 78 in 1990 to 83 in
right to education, in particular through the
2000. Not surprisingly, the goalpost was
obligation to consider in its implementation
moved to 2015; but this promise will not be
the Convention’s four core principles:
kept either if progress does not accelerate
nondiscrimination; the best interests of the
two-fold between 2000 and 2015. At the
child; the right to life, survival and
current rate, the global education target will
development of the child to the maximum
not be reached until the year 2030 (Browne :
extent possible; and the right of children to
4
2003). Globally, the world is not on track to
(education for all). Compulsory education
reaching
primary
program held at the unit of basic education
education by 2005.7 At the current rate, the
in formal education (SD / MI and SMP /
target will not be met until the year 2025.
MTs), non-formal and informal, and should
Gender discrimination in primary school
be able to accommodate a normal child as
enrolment remains a concern in several
well as those with disabilities and have
countries,
Sub-Saharan
barriers. In the perspective of education for
Africa, South Asia and the Middle East and
all, the plan term development national
North Africa (Unicef 2007).
medium explained that every person has the
gender
equality
particularly
in
in
right to develop themselves through the
Based on the Constitution 45 Article
fulfillment of basic needs, is entitled to
31 mandated that: (1) Every citizen has the
education and to benefit from science and
right to education; (2) Every citizen is
technology, arts and culture, in order to
obliged to follow basic education and
improve the quality of life and for the
government is obliged to finance it; (3) The
welfare
State prioritizes education budget at least
of
mankind
is
constitutional
mandate. Education must be accessible to
twenty percent of the national and regional
everyone by not limited by age, place, and
budgets to meet the needs of national
time. The government must ensure the
education. Similarly, Law No. 20 Year 2003
alignments to learners who have physical
on National Education System, Article 5
challenges, mental, economic, social, or
Paragraph (1) states that every citizen has an
geographic.
equal right to obtain a quality education;
Article 6 Paragraph (1) every citizen aged 7-
The
proposed
Sustainable
15 years of compulsory basic education; and
Development Goals (SDGs) offer major
Article 34 Paragraph (1) government and
improvements
local
the
Development Goals (MDGs). On 25-27
implementation of the compulsory minimum
September 2015, a total of 193 countries at
level of basic education free of charge.
the headquarters of the United Nations, New
Implementation of compulsory education
York, United States unanimously agreed to
program is part of education policy in
adopt the document entitled "Transforming
Indonesia in achieving education for all
Our
governments
guarantee
5
World:
on
The
the
2030
Millennium
Agenda
for
Sustainable Development" or "Changing
communities. Creating cities safe for all,
forget Our World: Agenda Year 2030 for
resistant to change, and sustainable; (12)
Sustainable Development. At this meeting
Consumption
agreed on 17 of the following purposes: (1)
responsible.
Ensure
Eradication of poverty. Ending poverty in all
supporting
sustainable
its forms in all places; (2) Reduction of
production; (13) in action for the climate.
hunger.
Ending
security
and
hunger,
and
production
are
consumption
and
patterns
of
achieve
food
Take measures and emergency measures are
nutrition,
and
needed to combat climate change and its
promoting sustainable agriculture; (3) Life
impact; (14) Peace and justice. Promote a
healthy. Promoting healthy living and
peaceful and open society for sustainable
support welfare for all ages; (4) quality
development, providing access to justice for
education.
quality
everyone and building effective institutions,
education, and to support the opportunity to
responsible, and open at all levels; (15) the
study with stable throughout life to all
Partnership for sustainable development.
people without
(5) Gender
Strengthening means of enforcement and
equality. Achieving gender equality and
revive the global partnership for sustainable
empowering
development; (16) Promote a peaceful and
improved
Guarantee
fair
exception;
women
(6)
and
Water
and
sanitation. Ensure access to water and
inclusive
sanitation for all; (7) The Clean Energy and
development, provide access to justice for
holidays. Ensure access to energy that is
all
cheap, reliable, sustainable and modern for
accountable and inclusive at all levels; (17).
all; (8) decent work and economic growth.
Strengthen implementation and revive the
Supporting sustainable economic growth for
global
all, where there is decent work for those
developmentEducation
who need it; (9) Industry, innovation,
Development (ESD) is largely synonymous
infrastructure. Building infrastructure that
with quality education but requires far-
resists
sustainable
reaching changes to the way education
industrialization, and helping innovation;
functions in modern society. How to
(10)
Reducing
structure and implement quality education
inequalities within countries and between
for sustainable development is a key
countries; (11) City of sustainable cities and
challenge.
change,
Reducing
support
the
gap.
6
and
society
building
for
effective
partnership
Another
sustainable
institutions,
for
sustainable
for
Sustainable
challenge
is
that
systematically assessing the effectiveness of
Education
learning. More specifically, the development
institutional
in the field of education at SGS, focused on
infrastructure,
the acquisition of foundational and higher-
curriculum,
order skills; greater and more equitable
enrichment of learning resources. The policy
access to technical and vocational education
will do is utilize all the potential of basic
and training and higher education; training
education (Education).
(Basic
Education),
development,
through
fulfillment
implementation
student
of
the
development
and
throughout life; and the knowledge, skills
Performance targets to be achieved
and values needed to function well and
by 2018 that APK SD / SDLB / MI /
contribute to society (United Nations :
Package A of 109.25%; APM SD / SDLB /
2016).
MI / Package A at 100% and APK SMP /
SMPLB / MTs / Package B by 100.60%;
Results and Discussion
APM SMP / SMPLB / MTs / Package B by
Performance Basic Education in Central
Java Province - Indonesia
80%.
of
basic
MTs by 99.25%. The average value of the
Plan (2013-2018) was the realization of
national exam SD / SDLB / MI at 7.15, SMP
education Quality, Competitive, Character,
/ SMPLB / MTs by 6.90. In terms of
and Justice. Target is to improve the basic
equality, education facilities, 2018 was
education Basic Education Services (Basic)
Classrooms SD / MI National Standard of
quality. Joint with local goverments, will
70.50% Education and Classroom SMP /
realize the completion of 9-year compulsory
MTs by 80.75%. Other quality indicators, in
basic education quality. The purpose of
2018 the entire SD / SDLB / MI accredited
basic education development program is to
and SMP / SMPLB / MTs accredited by
improve the availability and quality of basic
100%
education services. While the goal is
Human
increasing infrastructure quality education,
Central
fostering the potential of students and the
Java
Development
province
Index
in
of
2015
approximately 69.49%, the lowest in Brebes
application of a uniform curriculum. The
services
quality
SD / SDLB / MI 99,98%, SMP / SMPLB /
province on the Medium Term Development
improving
of
education, in 2018 for Graduation Figures
Educational vision of Central Java
strategy for
Indicators
regency (63.18%) and the highest Salatiga
Basic
(80.96%). HDI calculation by a composite
7
indicator covering life expectancy, the
the NER SMP / MTs around: 77.95%, the
average length of school and spending per
lowest Tegal regency (68.46%) and the
capita in the community. Life Expectancy
highest city of Magelang (91.45%). The
lows around 73.96% in Brebes (68.20%) and
achievement of primary education NER (SD
the highest in Sukoharjo (77.46%). Old
/ MI and SMP / MTs) in Central Java
School expectancy of about 12.38 years, the
province has not reached 100%. This means
lowest in the Trunk (11.09 years) and the
that all children of primary school age in
highest in Salatiga (14.97 years). Average
Central Java province has been registered on
Old School around 7.03 years, the lowest in
the SD / MI and SMP / MTs.
Brebes (5.88 years) and the highest in
The dropout rate at the primary / MI
Surakarta (10.38 years). Expenditure per
approximately 0.077% and SMP / MTs
capita of about Rp. 9.93 million; Lowest
approximately 0.023%. Library SD / MI
Pemalang Regency (Rp. 7.177 million;) and
corresponding national standards in Central
the highest in Salatiga (Rp. 14.6 million;).
Java province around 45.96%, the lowest in
Access to basic education in Central
Boyolali (31.09%) and the highest in
Java province relative meet millennium
Salatiga (89.82%). Meanwhile, at the level
development goal targets. Gross Enrolment
of SMP / MTs, according to the standard
Ratio (GER), early childhood education in
library has about 78.43%, the lowest in
the period 2000-2015, up from 17.33% to
Jepara regency (60.28%) and the highest
75.12% exceeding the 2015 EFA targets.
Pekalongan regency (90.70%).
GER lowest in Brebes regency (69.99%)
In terms of school health, sanitation
and the highest in Magelang (91,50%). GER
feasibility in SD / MI Central Java province
at primary level / MI approximately
around 71.32 from 70.50% target set.
109.13%, the lowest in Blora (100%) and
Meanwhile, the feasibility of the lowest in
the highest in Magelang (188%). While the
Pekalongan
NER approximately: 98.43%, the lowest
Surakarta (97.43%). At the SMP / MTs,
Brebes (90%) and the highest city of
sanitation feasibility approximately 70.92%
Magelang (168%). Meanwhile, the GER at
of the target set by 70.10%. Feasibility
SMP / MTs approximately 100.69%, the
lowest in Jepara regency (30.60%), and
lowest Rembang (96.20%) and the highest
highest in Salatiga (98.81%).
city of Magelang (133.79%). Meanwhile,
8
(14.22%)
and
the
highest
The adult literacy rate is based on the
education, vocational and higher education,
ratio of men and women in Central Java
including
province around 94.41%. Cilacap (92.53%)
quality; (4) eliminating gender disparities in
and the highest in Tegal (98.85%). The
education, and ensure equal access to all
quality of education in Central Java province
levels of education and vocational training
views of eligibility and certification of
for vulnerable people including those with
teachers (educators) as well as the students'
disabilities, indigenous communities, and
graduation. Feasibility teachers teach in
children in vulnerable conditions; (5) ensure
kindergarten (21.97%), SD (47.22%) and
that all adolescent and adult groups a certain
junior (87.79%). The graduation rate at the
proportion, both male and female, have the
primary level around 99.99%, and 98.22% A
literacy
program package, while the national test
Indonesia:2016)
scores of 6.83. Meanwhile the graduation
universities,
skills
and
affordable
numeracy
and
(SDGs
The main issues that should be
rate in junior high around 99.81%, and
solving Central Java Provincial Government
99.74% B package program, while the
in achieving the goals of sustainable
national test scores of 5.68.
development
Education,
Sustainable Development Goals of
Education in Central Java Province
is
the
enrollment
Early
Childhood
at
SMP/MTs,
acquisition cost of primary and secondary
education, access to vocational education
Goal of quality education as the
and higher education, gender disparities and
target of the MDGs, in 2030, include (1)
ensure access to all levels of education and
ensure that all girls and boys completing
vocational training, for vulnerable people
primary and secondary education free of
including those with disabilities, indigenous
charge, equal, and quality, which leads to
communities, and children in vulnerable
the achievement of learning relevant and
conditions and ensure that all adolescent and
effective; (2) ensure that all girls and boys
adult groups a certain proportion, both male
have access to the development and care of
early
childhood,
parenting,
and female, have the literacy skills and
pre-school
numeracy.
education quality basic, so they are ready to
Gross enrollment in early childhood
pursue primary education; (3) ensure equal
education by 2015 around 75%, this means
access for all women and men, to technical
9
about 25% of the population is still
meaningful, overcome barriers, supporting
unserved. It will be a matter of readiness
the mobilization of resources, end the work
when students aged SD / MI entered the first
isolated
grade.
necessary
planning, implementation and M & E better.
psychological readiness of students in
The success of efforts to accelerate the need:
reading, writing and arithmetic. Enrollment
a better partnership; Building capacity of
SMP / MTs in 2015 approximately 79.30%.
national
Free education, even at the cost of
Mobilization of resources from various
operational pemyelenggaraan primary and
stakeholders; Strengthening Communication
secondary education is difficult to realize.
Strategy (SDGs Indonesia :2016). Public
The calculation of operating costs and
participation and stakeholders done to
operational assistance calculated schools
socialize the target of quality education
nationwide. Meanwhile, the unit cost of
without
education varies among regions. Figures
stakeholders, research centers, professional
Higher
still
organizations and religious, philanthropic
relatively low of less than 40% or about
and private sector, parliamentarians, NGOs,
35%. The relatively high unit cost of quality
etc. Each is a resource partner with the
vocational education and higher education
Development full of aspirations, interests
as a barrier to access to education is
and ways of working optimally if included,
concerned. While the acquisition cost of
could
higher education for poor families through
education, health, welfare, environmental
scholarships “Bidik Misi” can not be
protection, equality and various other SDGs
allocated fairly and equitably. Systems and
targets.
In
this
stage,
Education
the
participation
and
build
and
synergies
sub-national
discrimination.
encourage
for
efforts
the
actors;
Makademia
to
promote
procedures with formal administrative bureaucratic constraint poor families to
Conclusions and Recommendations
access it.
Based on the discussion above it can
Learning from the experience of
be concluded that: (1) Most of the targets of
MDGs, efforts to accelerate the SDGs
education development in the MDGs can be
require various resources of national and
realized. Target has not been achieved is the
subnational directed to various areas of
GER on early childhood education, (2) The
priority to encourage multiplier effect
inhabitants of men and peremuan been able
10
(BAPPENAS),
2014,
Laporan
Pencapaian Tujuan Pembangunan
Milenium Di Indonesia
to access basic education without exception
for children with special needs (3) There are
still some counties or the city of local
Pemerintah Republik Indonesia, 2015,
Rencana
Pembangunan
Jangka
Menengah Nasionan Tahun 2015-2019
SGDs,
2015,
Menjamin
Kualitas
Pendidikan Yang Inklusif Dan Merata
Serta Meningkatkan Kesempatan
Belajar Sepanjang Hayat Untuk
Semua
http://sdgsindonesia.or.id/index.php/sd
gs/item/182-tujuan-4-pendidikanberkualitas
Unesco, 2014, Roadmap for Implementing
the Global Action Programme on
Education
for
Sustainable
Development, Published
by the
United Nations Educational, Scientific
and Cultural Organization
governments that have not achieve the
MDGs
The achievement of quality education on the
SDGs, recommended (1) Entering the
program MGS, need socialization of the
concepts and targets to local governments,
communities and stakeholders (2) Public
policy on planning and budgeting for quality
education equitable, fair and nondiscriminatory (3) , Action plans and egovernemnt
based.monitoring
and
evaluation
References
Unicef, 2007, A Human Rights-Based
Approach to Education For All,
United Nations Educational, Scientific
and Cultural Organization
United Nations, 2016 The Sustainable
Development Goals Report 2016,
United Nations, New York
Badan Perencanaan Pembangunan Daerah,
2016, Kebijakan Pendidikan Pasca
Pendidikan Untuk Semua (Pus) 2015
Provinsi Jawa Tengah
Browne, Stephen (Editor-in-Chief), 2003,
The Millennium Development Goals,
Development Policy Journal Vol. 3,
April 2003
Dinas Pendidikan, 2013, Rencana Strategis
Pendidikan Provinsi Jawa Tengah
Tahun 2013-2018
-------, 2016, Strategi Program PUS Pasca
2015 dan Capaian Program PUS
Tahun 2016 Provinsi Jawa Tengah
From MDGs to SDGs: General Introduction,
http://www.who.int/gho/publications/
mdgs-sdgs/MDGsSDGs2015_chapter1.pdf
Kementerian Perencanaan
Nasional/Badan
Pembangunan
Pembangunan
Perencanaan
Nasional
11