OGFICE Berikan Bantuan Pendidikan untuk Indonesia dalam Program TA 2015

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The Osaka Gas Foundation of International Cultural Exchange (OGFICE) telah mengumumkan penyediaan bantuan pendidikan untuk Indonesia, Malaysia, dan Timor Timur melalui program bantuan yang rampung pada tahun anggaran (TA) 2015. Tahun ini, jumlah bantuan OGFICE sebesar 26.77 juta yen. Dalam kurun waktu 24 tahun, sejak berdirinya di tahun 1992, OGFICE telah memberikan total bantuan sebesar 457 juta yen.

Pada TA tahun ini, OGFICE memberikan total dana bantuan sebesar 15.65 juta untuk Indonesia dalam bentuk hibah untuk sekolah-sekolah berupa peralatan pendidikan, beasiswa bagi 400 siswa, hibah penelitian, hibah pelatihan, dan bantuan lainnya. Dari jumlah tersebut, dana penelitian diberikan untuk tiga universitas, diantaranya Universitas Indonesia (UI), untuk digunakan dalam penelitian di bidang energi dan lingkungan.

Bantuan pelatihan diberikan kepada dua mahasiswa pascasarjana UI untuk studi jangka pendek di luar negeri untuk program bahasa Jepang. Selain itu, ada 14 staf dari Universitas Terbuka (UT) yang terlibat dalam penyusunan materi pendidikan juga diberikan pelatihan untuk pengembangan bahan pengajaran berbasis media.

OGFICE bermaksud untuk terus terlibat dalam kegiatan yang bertujuan untuk mempromosikan pertukaran internasional melalui bantuan pendidikan di daerah-daerah seperti Asia Tenggara.

Link: http://www.antaranews.com/en/news/103916/ogfice-provides-educational-assistance-to-indonesia-malaysia-and-east-timor-through-its-fy-2015-programs

 

OGFICE Provides Educational Assistance to Indonesia Through its FY 2015 Programs

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The Osaka Gas Foundation of International Cultural Exchange (OGFICE) has announced its provision of educational assistance to Indonesia, Malaysia, and East Timor through assistance programs completed in fiscal 2015. Including this fiscal year’s assistance amount of 26.77 million yen, the foundation has provided a total of 457 million yen in assistance over the 24 years since its establishment in 1992.

In this fiscal year, the foundation provided a total of 15.65 million yen in aid to Indonesia in the form of school grants for educational equipment, scholarships for 400 students, research grants, training grants, and other assistance. Of these, research grants were provided to three universities, including the University of Indonesia, for use in research in the fields of energy and the environment.

Training assistance was provided to two graduate students of the University of Indonesia for short-term studies abroad for Japanese language*1, and in addition 14 staff from Terbuka University involved in the preparation of educational material were provided with training on developing media-based teaching materials.

The foundation intends to continue engaging in activities aimed at promoting international exchange through educational assistance in regions such as South East Asia.

Link: http://www.antaranews.com/en/news/103916/ogfice-provides-educational-assistance-to-indonesia-malaysia-and-east-timor-through-its-fy-2015-programs

Anak KAT Belum Tersentuh Pendidikan

Indopos, halaman 3

Kasubdit Rujukan Terminasi dan Evaluasi, Kementerian Sosial (Kemensos) Laode Taufik Nuryaldin, Kamis (31/3), mengungkapkan, sebanyak 643.275 anak Komunitas Adat Terpencil (KAT) dari sedikitnya 128.655 Kepala KK KAT belum merasakan pendidikan formal. Mereka semua, lanjut Nuryaldin, tersebar di 24 provinsi dan 1988 kabupaten seluruh Indonesia. Ia menuturkan, sebagian besar anak-anak di KAT tidak tersentuh pendidikan, baik secara formal maupun non formal.

Menurut dia, belum tersentuhnya pendidikan anak-anak KAT karena belum adanya lembaga pendidikan formal dan jumlah guru yang terbatas di lingkungan KAT. Untuk memenuhi pendidikan non formal saja, Kementerian Sosial (Kemensos) mengandeng penggiat pendidikan dan Lembaga Swadaya Masyarakat (LSM).

Sementara itu, Dirjen Pendidikan Anak Usia Dini (PAUD), Kementerian Pendidikan dan Kebudayaan (Kemendikbud), Harris Iskandar mengungkapkan, persoalan pendidikan untuk anak-anak KAT diperlukan satu pendidikan non formal. Sebab, pendidikan formal sangat tidak mungkin. Apalagi bila dikaitkan dengan faktor geografis dan ekonomi. Dalam hal ini, lanjut Harris, Kemendikbud telah memberikan pendidikan di masyarakat terluar, tertinggal dan terdepan.

Terkait hal itu, Sekjen Persatuan Guru Republik Indonesia (PGRI) Qudrat Nugraha mengatakan, diperlukan pendidikan berbasis kearifan lokal bagi masyarakat KAT, karena pendidikan formal terkendala masalah budaya. Oleh sebab itu, harus ada sinergi angara pemerintah dan organisasi profesi untuk memberikan pendidikan yang tepat dan sesuai untuk anak-anak KAT.

Children from Isolated Tribal Communities have yet to Receive Education

Indopos, page 3

The Social Affairs Ministry’s Head of Termination Referral and Evaluation Sub-Directorate Laode Taufik Nuryaldin on Thursday (31/3) asserted as many as 643,275 children and family heads from isolated tribal communities (KAT) had yet to receive formal education. Nuryaldin continued they were widespread in 24 provinces and 1,988 districts across the nation. He said most children from the KAT had not received education yet, both formal and non-formal education.

According to him, the children’s exclusion was still happening due to the absence of formal education institutions and limited number of teachers in the KAT neighborhoods. Even to provide non-formal education, the Social Affairs Ministry needed to engage education activists and non-governmental organizations.

Meanwhile Education and Culture Ministry’s Director General of Early Childhood and Community Education Harris Iskandar asserted the provision of non-formal education for children in the KAT neighborhoods was more appropriate since formal education was less possible to be conducted, taking geographical and economic factors into account. In regards of this, Harris continued, the ministry had conducted education in the outermost, frontier and disadvantaged regions.

Commenting on this issue, the Indonesian Teachers Association (PGRI) secretary-general Qudrat Nugraha said local wisdom-based education was needed by the KAT since formal education was still constrained by cultural factors. Accordingly, the synergy between the government budgeting and professional organizations was necessary to provide appropriate education for children in the KAT neighborhoods.

 

Penyelenggara UNBK Butuh Jaminan Keamanan

Republika, halaman 5

Sekolah penyelenggara Ujian Nasional Berbasis Komputer (UNBK) berharap jaminan sistem keamanan server pusat. Hal ini penting agar server utama tersebut benar-benar aman dari upaya peretasan.

Penanggungjawab IT SMKN 1 Bawen, Andi Wisnu Ariyanto di sela simulasi pelaksanaan UNBK, di SMKN 1 Bawen, Rabu (30/3), mengakui, sejauh ini persiapan untuk pelaksanaan UNBK ini tidak pernah menyinggung persoalan sistem penjagaan terhadap upaya peretasan. Bahkan untuk antivirus pun, seperti malware dan lain-lainnya, justru memang tidak diaktifkan. Sehingga dari sisi keamanan sangat rawan untuk bisa ditembus peretas.

Persoalan keamanan program ini, lanjut Andi, sangat bergantung dari sistem keamanan program dari server di pusat. Sekolah penyelenggara hanya mengikuti standar operasional dan prosedur (SOP) untuk perangkat lunak maupun perangkat keras yang harus dipersiapkan.

Namun begitu, ia tetap yakin untuk program UNBK ini para teknisi IT di pusat sudah memikirkan masalah keamanan ini. Namun penting mengupayakan tingkat keamanan yang lebih baik agar kemungkinan tersebut sangat kecil.

Computer-Based Nat’l Exam Organizers Call for Guarantees for Server Security

Republika, page 5

The computer-based national exam (UNBK) organizing schools call for guarantees for central server security system. It is important to prevent the main server from hackings.

State vocational high school SMKN 1 Bawen person in charge of IT Andi Wisnu Ariyanto on the sideline of the UNBK implementation simulation held at the school admitted the UNBK preparation had yet to anticipate security system toward hackings. Furthermore, all anti-viruses to prevent malwares and so on were deactivated. From the security side, it was very prone to be penetrated by hackers.

This program security, Andi continued, strongly relied on the central server’s security system. The organizing schools only needed to comply with standard operational procedures (SOP) on computer software and hardware that must be prepared.

However, he remained confident that IT technicians at the national level already anticipated those possible security troubles. However, it was still important to improve the security system to minimize the possibilities.

Unesco Akui Pendidikan Berkelanjutan RI

Koran Sindo, halaman 5

Organisasi Pendidikan Keilmuan dan Kebudayaan PBB (UNESCO) memberikan penghargaan kepada Indonesia yang dinilai berhasil mengembangkan pendidikan pembangunan berkelanjutan. Penghargaan ini diberikan kepada Kementerian Pendidikan dan kebudayaan (Kemendikbud) melalui Pusat Pengembangan Pendidikan Anak Usia Dini dan Pendidikan Masyarakat (PP PAUD dan Dikmas) Jawa Barat.

Menteri Pendidikan dan Kebudayaan (Mendikbud) Anies Baswedan mengatakan bahwa penghargaan “UNESCO-Japan 2015 ini menjadi bukti pengakuan dunia atas keberhasilan Indonesia dalam mempromosikan pendidikan untuk pembangunan berkelanjutan.

PP PAUD dan Dikmas Jawa Barat merupakan pusat pengembangan model pembelajaran pendidikan untuk pembangunan berkelanjutan yang dilaksanakan sesuai kebutuhan, potensi, dan tipologi masyarakat di daerah binaannya. Metode yang diterapkan PP PAUD dan Dikmas Jabar menggambarkan kondisi kehidupan nyata melalui fokus pendekatan kewirausahaan dengan berbagai keterampilan vokasional seperti kerajinan tangan dan ukiran, budidaya ikan air tawar, pertanian sayuran organik, dan vokasional lainnya yang menggunakan bahan limbah dan daur ulang sebagai bahan baku.

Direktur Jenderal PAUD dan Dikmas Harris Iskandar mengatakan, program tersebut merupakan inovasi untuk kewirausahaan dan pemenuhan kebutuhan ekonomi lokal, interaksi sosial, dan pemanfaatan sumber daya berdasarkan prinsip pedagodi dan berkelanjutan.

Sementara itu, Kepala PP PAUD dan Dikmas Jabar Djajeng Baskoro berharap penghargaan UNESCO-Japan 2015 dapat mengubah pola pikir dan mental serta perilaku seluruh komponen bangsa melalui penyelenggaraan pendidikan yang lebih komprehensif yang mengintegrasikan kemampuan intelektual, moral spiritual dan vokasional berwawasan lingkungan.

UNESCO Acknowledges RI’s Sustainable Development Education

Koran Sindo, page 5

The United Nations Educational, Scientific and Cultural Organization (UNESCO) gave an award to Indonesia that was deemed successful to develop sustainable development education. The award was given to the Education and Culture Ministry’s West Java Provincial Early Childhood and Community Education Center (PP PAUD and Dikmas).

Education and Culture Minister Anies Baswedan asserted the 2015 UNESCO-Japan Award was a global acknowledgement to Indonesia’s achievement to promote education on sustainable development.

The West Java Provincial Early Childhood and Community Education Center is a center to develop learning models for sustainable development education based on the needs, potencies and typologies of respective communities. Learning method applied by the center describe real life situations that focus on entrepreneurship approach through the application of various vocational skills such as handicraft and carving, aquaculture, organic vegetable farming and so on that uses waste and recycled materials as raw materials.

The ministry’s Director General of Early Childhood and Community Education Harris Iskandar said the program was an innovation to develop entrepreneurship that aimed to fulfill local economic needs, facilitate social interactions and utilize resources based on pedagogical and sustainable principles.

Meanwhile Head of the West Java Provincial Early Childhood and Community Education Center Djajeng Baskoro hoped the 2015 UNESCO-Japan Award could change mindset and mentality as well as behavior of all national components through the implementation of a more comprehensive education that integrated environmentally-sound intellectual, moral spiritual and vocational skills

Kemendikbud Pacu Peningkatan Mutu SMK

Media Indonesia, halaman 7

Direktorat Jenderal Pendidikan Dasar dan Menengah Kementerian Pendidikan dan Kebudayaan (Kemendikbud) terus memacu peningkatan mutu dan kompetensi SMK di tanah air. Sejumlah langkah konkrit dan gebrakan dilakukan agar lulusan sekolah tersebut mampu dan berkiprah di dunia kerja mengisi roda pembangunan pemerintahan.

Direktur Pembinaan SMK Mustaghfirin Amin mengatakan, pihaknya membuat langkah atau program peningkatan mutu dan kompetensi SMK pada tahun 2016. Ia mengemukakan empat langkah program tersebut yakni. Pertama melakukan revitalisasi dan harmonisasi program keahlian yang ada di SMK. Para lulusan SMK yang kedapatan terlambat mendapatkan pekerjaan, bukan karena tidak mempunyai skill atau keahlian namun bisa jadi karena pilihannya tidak sesuai dengan apa yang diharapkan. Sebab itu, Direktorat pembinaan SMK melakukan sinkronisasi dan harmonisasi. Kedua, Direktorat Pembinaan SMK memfasilitasi SMK dengan diberikan dukungan fasilitas ruang, alat dan juga yang lain, agar daya tampungnya bisa meningkat.

Ketiga, mengajak masyarakat ikut serta sebagai bagian dari gerakan pelibatan masyarakat dalam mengelola dan mengembangkan peningkatan layanan SMK dari sisi akses. Keempat, memberikan prioritas khusus pada program keahlian yang dirasa sangat mendukung pertumbuhan ekonomi masyarakat, yaitu bidang pariwisata, bidang pertanian dan kemaritiman.

Mustaghfirin menambahkan, dalam upaya mendukung program Nawa Cita pemerintah dalam pembangunan Poros Maritim, pihaknya akan mengambangkan 20 SMK Maritim, 20 SMK Pariwisata, dan juga 20 SMK Pertanian. Menurutnya, pada tahun 2016 akan ditindaklanjuti lagi hingga tahun 2019 lebih dari 140 SMK Maritim diperkuat dan 200 SMK Pariwisata dan SMK Pertanian juga dikembangkan.

 

Kemendikbud Spurs SMK Quality Improvement

Media Indonesia, page 7

Directorate General of Primary and Secondary Education Ministry of Education and Culture (Kemendikbud) continues to spur improvement of quality and competencies of SMKs in the country. A number of concrete steps and breakthroughs are conducted so that graduates of these schools are capable and take part in the working world filling the wheels of government development.

Director of SMK Guidance Mustaghfirin Amin said, his party made steps or program for the improvement of quality and competencies of SMKs in 2016. He disclosed the four program steps, namely: firstly conducting revitalizing and harmonizing existing expertise/skills programs in SMKs. SMK graduates found to be late in obtaining work, not because of not having the skills or expertise but it could be due to the choice which is not in line with what is expected. Therefore, Directorate of SMK guidance conducts synchronizing and harmonizing. Secondly, Directorate of SMK Guidance facilitates SMKs by providing support of facilities of rooms, equipment and others, in order for their capacities to be increased.

Thirdly, inviting the public to take part in the public involvement movement in managing and developing SMK service improvement in terms of access. Fourthly, providing special priority to skills/expertise programs felt to highly support community economic growth, namely in the fields of tourism, agriculture and maritime affairs.

Mustaghfirin added, in effort to support the government’s Nawa Cita program in the development of the Maritime Axis, his party will develop 20 Maritime SMKs, 20 Tourism SMKs, and also 20 Agriculture SMKs. According to him, in 2016 it would be followed up again until 2019, more than 140 Maritime SMKs are strengthened and 200 Tourism SMKs and Agriculture SMKs would also be developed.