Posts Tagged ‘education pathways’
The first day of early childhood Arine entry (Early Childhood Education Program)
Gives an overview of our own. This is the first formal educational program followed by my child is. With dominant blue uniform, very funny looks. I used to argue that early childhood program is only for people who can not afford. But I was wrong. Early childhood is a government program to improve access and quality education services through formal channels such as Kindergarten (TK), Raudhatul RA (RA) and other forms are equal, and non-formal education pathways shaped Play Group (KB), TPA (TPA) or other equivalent form, and the line shape of family education or informal education organized by the environment.
Here is a summary of
Ministry of National Education Strategic Plan, Towards a Long-Term Development of Education in 2025.
The program is intended that all early childhood (ages 0-6 years), both men and women have the opportunity to grow and develop optimally in accordance with its potential, according to the stages of development or their age level.
Early childhood education is also a preparation to attend primary school education. More specifically, this program aims to improve access and quality education services through formal channels such as Kindergarten (TK), Raudhatul RA (RA) and other forms are equal, and non-formal education pathways shaped Play Group (KB), TPA (TPA) or other equivalent form, and the line shape of family education or informal education organized by the environment.
1. Equity and Expanding Access.
Equitable and expanded access will be pursued jointly by government and private, in which governments concentrate on formal education TK / RA and encourage the private sector to expand non-formal early childhood (KB, TPA). The expansion of government, among others, also performed by setting up models or pilot implementation of early childhood that are tailored to local conditions / region. In 2009, the government is targeting pre-school GER reached 45%. Expanding access to early childhood will be implemented through activities following.
Providers facilities / infrastructure implemented by the government early childhood development TK USB, and develop a model or a pilot implementation of early childhood according to local conditions. Target to be achieved formal early childhood institution in 2009 of at least one TK, including TK coaches in each district. While the target of non-formal early childhood institutions, at least one early childhood (TPA or preschool or early childhood Unit A kind) in every village.
Provision of operational costs of education provided in the form of subsidies to early childhood providers both public and private, especially in institutions that most learners come from poor families. Targets to be achieved in 2009 is more than 50% of early childhood institutions whose students come from poor families can be financed by the government.
Encourage the participation of the community do to foster community interest (demand side) in organizing the early childhood institutions, including working with various community organizations, religious organizations, other organizations and governmental returns PT through subsidies, licensing facilities, and support facilities.
Development of “TK-SD One Roof”; for primary schools have adequate facilities are encouraged to open an integrated agency with SD TK (TK-SD One-Stop) through subsidized financing on a competitive basis.
2. Quality, Relevance, and Competitiveness.
Enhancementquality, relevance, and competitiveness of early childhood will be implemented through the following activities.
Development of a generic menu of learning and assessment is an activity that involves the development of curriculum, teaching materials, especially materials, models of learning, and assessment. Development tailored to the developmental stages of students, development of science, culture, aesthetics, and ethics, quality and creativity of learners and early childhood educators. Included in these activities is the development of the learning process through the provision of learning equipment, playground equipment, and educational tools, and implementation of accreditation, especially for kindergarten. Charge of education at an early age children are emphasized in all aspects of intelligence, including emotional, mental, and spiritual, which is directed at the appreciation of the values and positive character, and readiness for school.
Development of a model early childhood program as a reference for early childhood development organized by the private sector is still below standard quality. Target by 2009 at least one early childhood program models every county / city.
Institutional capacity building and resource providers and early childhood units. This activity is expected to increase the ability of management to effectively and efficiently, so as to facilitate the growth and development optimally.
Educational development and early childhood educators. The government expects around 59 thousand people have been trained as a personnel manager and early childhood educators, and by more than six thousand teachers, head of kindergarten, and the coach will receive education and training until 2009. In addition, subsidies for early childhood educators on non-formal one person at each institution planting.
3. Strengthening Governance, Accountability, and Public Imagery.
Improving governance, accountability and public image in the field of early childhood focused on how community participation in control and performance evaluation of early childhood can take more concrete and effective role. For it will be increased advocacy, socialization / socialization and acculturation of the importance of early childhood to parents, communities and local governments. The provision of early childhood data and information systems, as well as increased cooperation education stakeholders, is a contributing factor to establish a common perception, positive imagery, and togetherness in the management responsibilities of accountable early childhood.
After the read the above adaptations, maybe we can see the seriousness of the government in this DEPDIKNAS in preparing a strong fit with the potential generation of which is owned by each child Indonesia, although parental education was not as important for the development of their child in the future.