Stop Enduring Education Fund

This year, the Government will disburse funds in the interest of lasting education reportedly reached Rp 700 billion.

This step is necessary because of the serious attention it since the beginning of the existence of this Fund is full of awkwardness. Not only the matter of rules, the motive behind the enduring Education Fund eksisnya (DAP) three years later, also full of mystery. Although it is used for education became the authority and responsibility of the Ministry of culture and education, the STATE BUDGET ACT in the DAP called national education development fund initiated by former Finance Minister Sri Mulyani Indrawati (compass, 8/3/2010).

After DAP mewacanakan in March 2010, The DAP in Law Number insert 2 in 2010 about changes to the law No 47/2009 about the STATE BUDGET in 2010. STATE BUDGET ACT is then followed by the issuance of Permenkeu No. 238/FMD. 05/2010 regarding the provision of the Ordinance, liquefaction, management of, and accountability Endowment Fund and reserve fund Education in December 2010. In contrast to the perennial Fund collected from the community through its efficiency of organizing Hajj, DAP is taken directly from the 20 percent of the budget to education. The adjustment is 1 percent to 2 percent annually. In 2013, the DAP STATE BUDGET allocated Rp 5 trillion so the total DAP is currently reaching 15.6 trillion Rupiah (accumulated since early 2010).

No good terkonsep

This amount is very large, even exceeding the total budget for the Ministry/State agencies. Call it a budget at the Ministry of tourism and Creative Economy only Rp 2 trillion (2013), the Ministry of youth and sports, as well as Rp 1.9 trillion to Rp 477 billion National Library. The presence of this true no special DAP, except from the magnitude of the budget is allocated. These funds are also not terkonsep properly. According to Act No. 19/2012, enduring Education Fund (endowment fund) is used to guarantee the sustainability of the program of education for the next generation as a form of intergenerational responsibility. It is embodied inter alia by mengalokasikannya for scholarships and rehabilitation of educational facilities damaged by natural disasters. The Minister stated, the DAP will be allocated specifically for scholarships S-2 and S-3 of non-CIVIL SERVANTS and nondosen, research-based energy and food, as well as the rehabilitation of educational facilities as a result of the disaster.

The function budget, scholarship, research, start up true rehabilitation has been allocated in the regular budget beyond the DAP. If DAP is used to finance the same thing, for what is the DAP? The intention of utilizing Kemdikbud DAP for scholarships S-2 and S-3 nondosen and non-CIVIL SERVANTS also clearly does not meet the strategic plan (renstra) Kemdikbud 2010-2014 that it wants to increase the percentage of qualified lecturers education S-2 and S-3. In this, the Kemdikbud target renstra increased qualified lecturer S-2 to 85 percent and the S-3 qualified lecturers to 90 percent.

In addition, scholarships are only focused for S-2 and S-3 is also not linear with increasing effort of SMA/SMK APK (12 years of compulsory education). Because when the APK increases, prospective auto S-1 also increased, which is then needs funding of education to undergraduate level. Later, the STATE BUDGET ACT in the DAP is mentioned as a form of intergenerational responsibility gives the impression that one day we will run out of money shortages and to finance education. This view is indeed disputed Sri Mulyani who insists that the presence of the DAP is not a matter of lack of funding, but rather how to spend the budget properly (absorbance) (Cash, 13/3/2010).

This indicates, as Sri Mulyani Minister of finance at that time, did not believe in Kemdikbud in the management of the education budget. If then the reasonable education budget is 20 percent of the STATE BUDGET which ripped apart. From the start is divided into 18 ministries/institutions, transfers to the regions, the special allocation, to the provision of the post to DAP. In other words, the DAP was made the way meet a quota of 20 percent the budget for education, while simultaneously addressing the low absorbance of a big budget.

Misguided

Further, the management of public services by the DAP (BLU) is a misguided policy. Because BLU concept as stated in article 1 points (1) and (2) of REGULATION No 23/2005 is as the provision of goods and/or services sold (applying a healthy business practices). As for the DAP is the funds deposited and its revenue was just a flower. In other words, the DAP is not fresh capital (fresh capital) which used to do business.

Ironically, the Minister, as Minister of education-related and which will make use of the DAP, not overwhelm those funds. Because, under article 2, paragraph (2) Permenkeu No. 238/FMD. 05/2010, budget users are not the Minister Minister of DAP. The budget is increasingly wild as a partner because the Commission X Kemdikbud unable to supervise the use of the budget because the budget is under the grip of his term and completely under the supervision of kementeriannya.

The formation of the new BLU performed on 2012 and the disbursements will be made in the year is also questionable. The reason, DAP already budgeted since 2010. This triggered suspicion will likely magnitude absurdities DAP for political expediency. Moreover, the Fund proved to be susceptible to the eternal corruption. As a former corruption DAU dragging Minister of religious affairs Said Agil Husein Al Munawar. In addition, DAP in Aceh also alleged dikorupsi because, based on the findings of the NGO, the balance is already blank. Aceh DAP

In the end, House members who have the right budget must act. However mistakes cannot be addressed solely to the Government, given the STATE BUDGET ACT was born from the meeting of the HOUSE of REPRESENTATIVES Plenary hammer tap. The opportunity is still there, because a rule base is DAP STATE BUDGET; so P-2013 STATE BUDGET is the entrance of the commitment of the representatives of the people.

However, everything will be back in the political process. Will the most votes is given to Governments (continue) or vice versa (stop DAP)?

Sincere Santoso Experts Board member in the HOUSE of REPRESENTATIVES Commission X

Education

Education

Education curriculum Should Provide a challenge for Students

Scientists have tirelessly researching a variety of important factors that contribute to the success of life. They are interested in looking for a deciding factor that significantly can be used to predict the success of life.

From research it's virtue of important factors that contributed to success of a person. Determinants of success were finally translated by experts of education into the curriculum and instructional program.

In short, with the discovery that determinants of success, education world also vying and contemplate to formulate the philosophy, paradigm, strategy, and methodology of the study. In turn, the formula was used to mengonstruksi the curriculum which is able to give science and knowledge to prepare learners for climbing success.

A significant factor that has received widespread attention to predict a person's success, such as intelligence quotient (IQ, intelligence of the brain) and emotional quotient (EQ, emotional intelligence). The latter's intelligence, by its discoverer, Daniel Goleman (1995), named for emotional intelligence, not emotional quotient.

The birth of a new direction of education making EQ extensively. Because, in most research proven IQ will no longer be the only predictor of successful learners in the future.

Before appearing EQ, IQ was the one which deified the educational world to ease the job of learning in giving stock or virus successful learners or students even though. By implication, curriculum development is almost worldwide in the era through IQ always oriented in how efforts Pack the learning programs that can give the brain the most intelligence to learners.

After the EQ was discovered by Goleman, curriculum immediately and absolutely have to pay attention to the factors of non-cognitive, such as social intelligence, spiritual intelligence, emotional control, and understand other people's emotions. In fact, Goleman claimed IQ only contribute 20 percent of learners success after their life in the community. Turned out to be 80 per cent determined by other factors thus beyond IQ, where EQ enter in it significantly.

Therefore, if a nation wishes to create a curriculum that can bring learners so successful people, the curriculum must also provide a menu that covers aspects of learning other than intelligence, such as attitude, behavior, personality, keberagamaan, manners, and the intelligence of the muscles (muscle memory).

In fact, Praxis education in Japan include memory and intelligence aspects of muscle in its curriculum since the class I and II ELEMENTARY SCHOOL through the activity of muscles (skills) in the form of origami activities intensively. Origami is capable of imparting to students the nature of creative, innovative and attitudes, as well as build muscle memory/intelligence of students.

"Adversity quotient"

Lengkapkah Predictor of success already can be packaged in the curriculum after the discovery of IQ, EQ — also the intelligent spiritual (SQ, spiritual intelligence), and the intelligence of muscle? It turns out yet! Science world keep doing research to make a success of the Predictor has a more robust predictive power, the smaller the gaffe until it reaches 99 percent confidence level. Or alpha coefficient 0.01 level if we borrow the terminology of statistical significance test inferensial. New Predictor is the adversity quotient (AQ).

Two years after Daniel Goleman came the AQ EQ discovers that was discovered by Paul Stoltz (1997). Application in the process of education does AQ have the application of EQ and SQ. currently, AQ much applied in large companies for the purposes of recruitment and training of employees.

Education should also make use of the findings of Paul Stoltz. Why is this so? Because AQ is in fact a person's capacity to confront various forms of pressure and discomfort of living in certain situations.

Person who has high AQ will hardiness, in the sense of physical, mental, and clarity of thought. More importantly, he could soon return to a normal state after dealing with a wide range of pressure and challenge. Conversely, people who would always blame low AQ environmental when he failed so he could not take the decision to head for success. AQ fields supported three main pillars: psychoneuroimmunology, neuropsychology, and cognitive psychology.

People are living there is nothing free of pressure and challenge. The doctor had the pressure while on the operating table, journalists have the pressure and challenges when it must face the news deadline, the Minister and the President are always facing pressure from the expectations of society. The students were always facing pressures and challenges when learning new material should be that much more difficult, come and go home on time, and handed the task of individual as well as groups. If all the pressure was successfully passed, sukseslah them. If it fails, will reduplah the mood and thoughts at the time.

Life is a challenge

Therefore, the capacity to be able to face different pressures to be taught and trained since they were in school. Students need to experience for yourself the various procedures and processes of science and knowledge. Because of that, observing the activity, asking questions, others are allegorical;, bereksperimentasi, as well as the experience of building the networks need to be accommodated in a curriculum.

That way, students will be able to respond to a wide range of possibilities and the pressure of his life later after living in the community. A positive response to the pressures faced by the students will give way to later life success.

Learn not only which is pleasant enough, but must also be challenging for our students. Why is it so? Because life is identical to the challenge.

Curriculum and the learning process needs to give a pretty place so that students can perform observation, analysis, hypothesis, synthesis, and to find solutions to the challenges faced in their learning process. So, in time, to borrow the concept of Jerome Brunne, the students will perform what he calls the transfer of learning and principles in real life.

So, learn not simply by the sheer fun approach. Moreover, it must be challenging so that students can practice to build his AQ. Let's hope so.

Suyanto, Professor State University Of Yogyakarta

Education

Education