1945 Constitution, the fourth amendment, Article 31

1) Each citizen is entitled to

education
2) Each citizen must participate in
basic education and the
Government must fund it
SISDIKNAS ACT NO. 20/2003

Article 6

1). Each citizen aged 7-15 must participate in

basic education
SISDIKNAS ACT NO. 20/2003
Article 34 on COMPULSORY EDUCATION

(2) The National and Local Government must

guarantee the free provision of, at least,
compulsory basic education
(3) Compulsory Education is the nation’s
responsibility and carried out by the national
and local governments, as well as
community
 SISDIKNAS ACT NO 20/2003

Article 13 Verse(1)

The education streams include

formal, non-formal and informal
education that complement one
another.
SISDIKNAS ACT NO 20/2003

Article 32 Verse 2

Special education service is the service

provided for people in remote or
marginalised areas, traditional people in
remote areas, and/or people in areas affected
by natural or social disasters, and
economically underprivileged.
 PERCENTAGE OF POPULATION AGED 10 AND OLDER
ACCORDING TO THEIR LATEST EDUCATION LEVEL,
2003

PERKO
NNATIONAL
ASI O
TAAN
PERKOTAANN AL

Lulus PT; Tidak/ belum

University Graduate Never been to school
3,39% pernah sekolah;
Lulus 3,39%
High School Graduate 8,50%
SM A/ SM K/ M A; 8,50% Belum tamat
Not finished elementary
16,17% SD/ M I; 21,87%
16,17% SD/MI; 21,87%

Junior
Lulus high
SMschool
P/ M Ts;
graduate
16,65%
16,65%
Lulus SD/ M I;
Elementary School Graduate
33,42%
33,42%

Sumber : SUSENAS 2003

 PERCENTAGE OF POPULATION AGED 10 AND OLDER
ACCORDING TO THE LAST EDUCATION LEVEL AND
LIVING AREAS, 2003

PERKOTAAN PERDESAAN

Lulus
Tidak/belum
SMA/SMK/MA;
Lulus pernah sekolah; Lulus PT; 1,30% Tidak/belum
Lulus PT; 6,25% 8,30%
SMA/SMK/MA; 4,70% pernah sekolah;
26,73% 11,32%
Belum tamat Lulus SLTP/Mts;
Belum tamat
SD/MI; 15,57% 14,24%
Lulus SLTP/MTs; SD/MI; 26,56%
19,90%

Lulus SD/MI;
Lulus SD/MI; 38,31%
26,85%

Sumber : SUSENAS 2003

 PERCENTAGE OF POPULATION AGED 10 AND OLDER
ACCORDING TO THE LAST EDUCATION LEVEL AND
GENDER, 2003

LAKI-LAKI
PERDESAAN PEREM
PERDESAAN
PUAN

Tidak/belum Tidak/belum
Lulus PT; 3,92% Lulus PT; 2,87%
pernah sekolah; pernah sekolah;
Lulus
Lulus 5,43% 11,56%
Belum tamat SD; SMA/SMK/MA; Belum
SMA/SMK/MA; 13,96%
21,30% tamat SD
18,38%
Lulus 22,44%
SMP/MTs
15,74%

Lulus SMP/MTs;
17,57%
Lulus SD/MI; Lulus SD/MI;
33,41% 33,42%

Sumber : SUSENAS 2003

 Percentage of Population
According to School Participation, 2003

Never/not yet At school Out of school

Age
# % # % # %

5-6 6.449,0 75,8 2.041,9 24,0 17,0 0,2

7-12 578,8 2,1 26.571,1 96,4 413,5 1,5
13-15 114,5 0,9 10.308,7 81,0 2.303,6 18,1
16-18 129,0 1,0 6.576,5 51,0 6.189,6 48,0
19-24 314,5 1,4 2.628,5 11,7 19.545,2 87,0
7-15 693,4 1,7 36.879,8 91,5 2.717,0 6,7
Diolah dari Data Susenas 2003, angka absolut merupakan perhitungan berdasar %
 School Participation According to Age group
and Family Expenditures, 2003
Group of 7 - 12 13 - 15 16 - 18
Expenditure Years Old Years Old Years Old
Quintile 1 93,66 67,23 28,52
Quintile 2 96,24 77,24 40,30
Quintile 3 97,22 83,97 51,44
Quintile 4 98,02 88,94 62,05
Quintile 5 98,57 93,98 75,62
Average 96,42 81,01 50,97
Ratio Q1 : Q5 0,95 0,72 0,38

Sumber : BPS, diolah dari data SUSENAS 2003

 ROUGH PARTICIPATION INDEX, 2003
Area type/ Education Level
gender Elementary JHS HS University
Urban
- Male 105,8 93,1 72,6 20,8
- Female 104,7 94,2 68,7 17,9
- M+F 105,3 93,7 70,6 19,3
Rural
- Male 106,2 71,4 35,8 3,2
- Female 106,1 74,6 35,9 2,8
- M+F 106,1 72,9 35,8 3,0
U+R
- Male 106,0 79,9 51,3 11,6
- Female 105,6 82,4 50,4 10,1
- M+F 105,8 81,1 50,9 10,8
Sumber : Susenas 2003
 Rough Participation Index According to
Family Income, 2003

Group
Elementary Junior High
Expenditure
Quintile 1 104,89 61,13 23,17
Quintile 2 107,01 74,67 37,18
Quintile 3 106,60 85,44 51,71
Quintile 4 105,91 94,01 64,60
Quintile 5 104,43 99,51 81,66
Average 105,82 81,08 50,89
Ratio Q1 : Q5 1,00 0,61 0,28
Sumber : BPS, diolah dari data SUSENAS 2003
 Percentage of Population Aged 7-18 Not Continuing
School According to Reason, 2003
Reason/Never Been to Urban Rural Urban + Rural
School M F M+F M F M+F M F M+F
a. No money 71,7 70,3 71,0 65,9 64,2 65,1 67,6 66,2 67,0
b. Avoid embarrassment 4,6 2,8 3,7 5,9 4,1 5,1 5,6 3,7 4,7
c. Work 9,1 9,3 9,2 9,8 6,9 8,5 9,6 7,7 8,7
d. Get married/take care 0,5 3,1 1,8 0,4 6,0 2,9 0,4 5,0 2,6
of household
e. Rejected/Expelled by 0,7 0,5 0,6 0,3 0,3 0,3 0,4 0,3 0,4
school
f. Distance 0,3 0,3 0,3 2,8 3,6 3,2 2,1 2,5 2,3
g. Happy with current 3,6 3,9 3,8 3,4 4,4 3,8 3,4 4,2 3,8
education level
h. Disabilities 1,2 1,4 1,3 1,4 0,8 1,1 1,3 1,0 1,2
i. Other 8,3 8,7 8,5 10,1 9,9 10,0 9,6 9,5 9,6
Total 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0 100,0

Sumber : Susenas 2003

 Percentage of Population Aged 7 – 18 Not Continuing School
According to Reason, 2003

9,6 Tidak ada biaya

1,2
3,8 Tidak suka/malu
2,3
0,4 Bekerja/mencari nafkah
2,6
Menikah/mengurus rumah tangga
8,7
Tidak diterima/dikeluarkan sekolah

Sekolah jauh
4,7
67,66 Merasa pendidikannya sudah cukup

Cacat

Lainnya

Sumber : SUSENAS 2003

 Drop Out Rate Comparison in Basic Education
According to Level, Type, and Grade,
2004 (In %)

4,93
5 4,67

4 3,75 3,79
3,55
Drop-out Rate (in %)

3,17
2,79 3,03
3 2,79 2,65 2,65
2,48 2,44
2,35
2,03
2,02 1,91
1,72
2 1,56
1,72
1,68

1,24

0 I II III IV V VI T I II III IV V VI T I II III T I II III T

SD MI SMP MTs
Level and Type of Education
 Drop-out Rate in Basic Education
According to Level, Type, and Gender, 2004
5
4,43
Drop-out Rate (in %)

4
3,55
3,09
3 2,64 2,65 2,65 2,65
2,43
2,12
2 1,82 1,68
1,48

0
SD MI SMP MTs
Level and Type of Education

Male Female Total

 Drop-out Rate Comparison in Basic Education
According to Level, Type, and Parents’ Income, 2004
3,94
4
3,49 3,55

3,12
3 2,81 2,78
2,65 2,65
Drop-out Rate (in %)

2,21 2,16
1,99
2
1,68
1,49 1,42

1 0,73

0,12
0
SD MI SMP MTs
Level and Type of Education
High Income Low Income
Medium Income Total Income
 Indonesia’s Population Projection According to School Age-Groups

Age Group 2004 2005 2006 2007 2008 2009

0-3 16.256,6 16.374,3 16.370,2 16.363,0 16.350,9 16.335,2
4-6 11.859,4 11.561,4 11.697,9 11.828,4 11.955,0 12.076,3
7 - 12 25.308,6 25.144,0 24.835,7 24.528,3 24.218,6 23.910,0
13 - 15 13.033,7 13.100,7 12.934,1 12.769,1 12.603,9 12.440,2
16 - 18 12.651,6 12.601,6 12.725,1 12.845,0 12.961,3 13.073,7
19 - 24 25.112,5 25.306,6 25.318,1 25.324,5 25.322,5 25.311,9
15 and older 149.956,8 152.961,4 155.816,6 158.707,2 161.638,2 164.605,0
Total Number Population 216.415,1 219.141,8 221.654,5 224.196,0 226.766,6 229.366,7

Sumber : Depdiknas, 2004 (Diolah bersama oleh BPS, Depdiknas, Depag, dan Bappenas)
 Development Target

1. Significant decrease in illiterate population aged 15 and older;

2. Significant increase in population that can continue Nine Years
Basic Education Program which is measured by:
– The increase of students finishing basic education level shown by
the decrease of drop out rate in elementary school to 2.06% and
junior high school to 1.95%;
– The increase of students continuing to Junior High School
Level to 94% which means a possible increase in junior high
schools intake of 3.67 million students in 2004/05 academic year or
4.04 million students in 2009/10;
– The increase of school participation rate among population
aged 7-12 to 99.57% and population of 13-15 to 96.64%, which
means there will be 23.81 million students in 7-12 age group, and
12.02 million students in 13-15 age group;
 Continuing..

– The increase of Rough Participation Index

of elementary school to 115.76% which
means there will be 27.68 million students at
the level, and at the junior high school level the
increase is 98.09% which means 12.20 million
students;
– The decrease of length of period needed to
finish schooling at all levels of education by
decreasing the rate of stay in the same class in
elementary to 1.63% and junior high to 0.32%
 Priority and Direction of Education Development
Policies:
1. The increase of Nine Year Basic Education achievement;

2. The extension and distribution of education in regular or vocational

schools improved and anticipation of the junior high school graduates
as the impact of the Nine Year Basic Education success, and
provision of quality junior high school graduates;

3. The increase of tertiary education provision to produce qualified and

competitive graduates; and the improvement of the roles of tertiary
institutions being at the forefront of the nation’s competitiveness
through inventions and advancement of science and art;

4. Provide bigger access to communities that are underprivileged in

terms of education access, e.g. poor people, people living in remote
areas, people in conflict areas or people with disabilities;
 Prioritas…Lanjutan

5. Increasing the quality and frequency of vocational and

entrepreneurship education provision;

6. Improving the distribution of non-formal education for communities

with no ability to access formal education, education background,
illiterate people, and anyone who wishes to pursue education to
improve their quality of life.

7. Improving the provision and distribution of education facilities and

human resources;

8. Improving the welfare of education human resources so they have

better chance to develop their competencies;

9. Improve the education management and increase the level of

community participation in the the education-quality betterment
process;
Nine Year Compulsory Basic
Education Program
The program aims to improve the
access and distribution of quality
basic education through the formal
and non-formal streams at
elementary schools & Madrasah
Ibtidaiyah (MI), junior high schools
& Madrasah Tsanawiyah (MTs), or
the equivalent.
Program’s main activities:
1. Development of new school units (and boarding facilities in
remote areas) dan classrooms to improve the access of basic
education, particularly at the junior high school level, in
areas with participation index lower than the national
average;
2. Rehabilitation of basic education facilities and equipments;
3. Provision of supporting education facilities, e.g. laboratories
and libraries;
4. Distributing subsidy/aid to basic education units so they can improve their
education quality by making available textbooks, education media, teacher
trainings, and supporting facilities;
5. Releasing poorer citizens from the obligation to pay school fees and
providing additional support in the forms of uniforms, stationary, and
transportation;
6. Gradually establishing schools with a national and international standard
throughout the country;

7. Providing a variety of basic education alternatives e.g. Small

SMP, One Roof SD/SMP, OJHS, Open MTs, Package A equivalent to SD
and Package B equivalent to SMP, Small Madrasah in remote areas for
children who cannot access formal schooling.
9. Providing counseling and guidance to students with learning difficulties;
10. Providing a retrieval scheme for dropped-out children who wish to go
back to school;
11. Providing transition scholarships for SD/MI/Package A graduates who
cannot continue to SMP/MTs/Package B;
12. Providing scholarships to children who have never been to
SD/MI/Package A;
13. Updating the curriculum, teaching materials, and teaching models according
to state of the art science, culture, art, national, regional and local
development needs;
14. Upgrading the life skill education according to students’ needs and
vocational trainings for children who cannot continue to junior high school
level;
15. Developing learning materials and methods using information and
communication technology by improving the necessary infrastructure and
human resources training;
16. Nurturing students’ interests, talents and creativity through competitions, e.g.
science innovation competition, writing competition, or school subject
Olympics;
17. Facilitating the development of local basic education service standard;
18. Facilitating the implementation of School Based Management for every
basic education unit;
19. Providing adequate basic education information that can enable communities
to select education institutions;
20. Improving the communities’ understanding about the significance of
education to both boys and girls;
21. Improving the community participation in provision of basic education
service and development of education units; and
22. Developing policies, plans, monitoring and evaluation activities on the
implementation of nine year basic education program following certain
principles: transparency, accountability, participatory, democracy at all
levels involving stakeholders
Keset
ar
Pkt A aan
,B
Concepts
Macquarie Dictionary

•Equivalency: Equality in
value, force, significance.
•Equivalent: (1) equal in value,
measure, force, effect,
significance, etc. (2)
corresponding in position,
function, etc. (3) having equal
power
•Equal: (1) as great as another.
(2) like or alike in quantity,
degree, value, etc of the same
rank, ability, merit, etc.

Equivalent does not mean

identical or equal
1. Why do we need Equivalency Education?
Non-Formal Education Equivalency
Program is a non-formal education that
supports the implementation of nine year
basic education program.
Equivalency education is needed as
subtitutes or complementaries of formal
education
2. How does the Equivalency Education work?

•The learning is centred at the local

needs and potentials and using cost-
efficient and flexible learning materials.
•The learning is carried out using a
modular system allowing flexibility in
terms of learning time, modes
(independent, small groups and tutorial
learning). Lower grades’ students are
provided with functional skills
• Community Learning
Centres
• Study Groups
• Religious gathering
• Sunday Schools
• Other similar Non-
formal education
• The teachers are called Tutors and
Technical Resource Person
• Trained specifically about Non-
Formal Education.
• Education qualification must
conform with the level of
education being taught
• Technical Resource Person must
not have a certain education
background but need to have
certain skills.
 In relation to Basic Education:
• Package A, Age 7 – 12 and Package
B 13 – 15 years old (or up to 2 years
older).
• FLEXIBLE LENGTH OF LEARNING
PERIOD
• Multi entry-multi exit
Non Basic Education:
• Any age (other than basic education)
• Students determine the learning
time

National Exam participant (47 years • FLEXIBLE LENGTH of

old) in Pontianak 2005 Learning period
• Multi entry-multi exit
The Learning Materials
are in the form of
modules allowing for:
ƒ flexible learning speed
ƒ independent activities
ƒ self-organisation
ƒ integration
 Study
Groups
Tutorial

Cooking

Independent
Learning
Life skill
training
Minimum Academic Competencies are similar to
Formal Education
Prescribed for more for functional skills:
9 Competency based and in line with different potentials and
needs
9 Individual
9 Daily PRACTICE
9 Functional and vocational skills
9 Utilitarian (LOCAL-USER BASED)
9 Integrated with AUTHENTIC NEEDS (civics education,
family education, political/democracy education, taxes
education, etc.)
Equivalency Curriculum

• Package A and B are equivalent to SD/MI

& SMP/MTs in basic competencies, but
more geared towards life skills.
Why life skills?
When one is exposed to new situations in workplace, in
new communities with different tradition, culture, economy,
social status, one will realise a gap of competencies
between what one has had and the required new ones.
Life skill modules prepare
students for new work
opportunities and challenges
in different environments.
 Data of Target

Target in year
Program
2000 2001 2002 2003 2004 2005

Package 50,128 40,126 51,216 57,733 76,366 82,290

A
Package 190,276 206,369 206,544 259,360 351,093 416,495
B
Package - 542 11,720 1,960 41,320 23,713
C
Total 240,404 247,037 269,480 319,053 468,779 522,608