Paradigm EDUCATION FUTUREINTRODUCTION
Over the last three decades, Indonesia quantitatively education has grown very rapidly. In 1965 the number of primary school (SD) as many as 53,233 by the number of students and teachers of 11,577,943 and 274,545 have increased rapidly to 150,921 primary school pupils and 25,667,578 and 1,158,004 teachers (Center for Informatics, Balitbang MOEC, 1999). So in about 30 years the number of primary schools increased by about 300%. Of course, the development of education is to be grateful. But unfortunately, the development of education was not followed by a commensurate increase in quality of education. As a result, there were many educational inequality in the midst of society, including a very prominent are: a) the imbalance between output quality workforce education and qualifications required, b) the quality of education inequality between rural and urban, between Java and outside Java, between pendudukkaya and the poor. In addition, in education also emerged that two other problems that can not be separated from educational problems mentioned above.
First, education tends to be a means of social stratification. Second, the educational school system only transfer to students what is called the dead knowledge, ie knowledge that is too text-bookish nature so as well already be divorced from the root of the source and application.
Various educational reform efforts have been undertaken to improve the quality of education, but so far have not revealed the results. Why is the policy of education reform in our country can be said always failed to answer problems of society? Indeed the failure of various forms of education reform in our country is not solely lie in the form of their own educational reforms that are erratic, patchy, but a more fundamental determinant of the failure is due to dependence on the explanation of education policy paradigm the role of education in social change that is outdated. This dependence led to expectations that are unrealistic and inappropriate to the efficacy of education.
Role of Education: Myth or Reality?
Development is a continuous process that covers all aspects of society, including social, economic, political and cultural, with the main objective improving the welfare of citizens of the nation as a whole. In the process of development is very strategic role of education.
John C. Bock, in Education and Development: A Conflict Meaning (1992), identifying the role of education as: a) promote the ideology and values ​​of socio-cultural nation, b) preparing the workforce for the fight against poverty, ignorance, and encourage social change, and c) to flatten and revenue opportunities. The first role is the political function of education and the other two roles is a function of economics.
With regard to the role of education in national development paradigm that emerged two to be the center for policy makers in education policy development: Functional Paradigm and paradigm of socialization. Functional paradigm view that underdevelopment and poverty because people do not have enough people who have the knowledge, skills and modern attitudes. According to the experience in Western society, the institution of formal schooling system is the lead agency to develop the knowledge, skills and expertise to train, and instill a modern attitude of the individual are required in the development process. The evidence indicates a close connection between a person's formal education and participation in development. Further developments arise, Human lnvestmen thesis, which states that investment in people is more profitable, have economic rate of return higher than the investment in the physical.
In line with the functional paradigm, a paradigm Socialization see the role of education in development are: a) develop the competencies of individuals, b) higher level of competence is needed to increase productivity, and c) are urnum, improve the ability of citizens and the increasing number of citizens who have the ability will increase the life of society as a whole. Therefore, based on the paradigm of this socialization, education should be expanded on a large scale and comprehensive, if a nation wants progress.
Functional paradigms and socialization paradigm has spawned a major influence in education at least in two respects. First, has given birth to the paradigm of education that is the analyst, on the basis of mechanistic reductionism and mechanistic doctrine. Reductionism see education as items that can be broken down and broken down with each other. Meka FNS see that the pieces or parts that have a functional linear relationship, one determines the other part directly. As a result, education has been reduced in such a way into small pieces with each other to be separated no relationship, such as, curriculum, credits credits, subject, enrichment programs, uniforms, homework and exercises. A scoring system has been developed to suit the pieces are: value, grade, rank, average value, compliance, certificates.
Educational paradigm lnput-Process-Output, has made schools like the production process. Pupils are treated like a raw-input in a factory. Teachers, curriculum, and facilities are treated as an instrumental input. If the raw-input and input instrumental good, it will produce a good process and ultimately better the product that is produced. Weaknesses of the educational paradigm is clear, namely the education system that is treated as mechanical repairs can be partial, which parts that are not considered good. Of course, that assumption is far from reality and wrong. The implication, educational systems and practices are based on a false paradigm of education will likely not correspond to reality. Paradigm for education were never saw education as a process that is intact and the organic nature that are part of the process of community life in totality.
Second, government policy makers to make education as an engine of growth, locomotion and locomotive development. As the engine of development then education must be able to generate invention and innovation, which is the core strength development. In order to successfully carry out its function, then education must be organized in a formal educational institution school system, which is separate and on top of the world, especially the world economy. In fact, education should be a role model and other determinants of world development, in particular, and not otherwise determine the economic development of educational development. In formal educational institutions is many new ideas and will be reviewed, the various theories will dluji, various techniques and methods will be developed, and workers with different kinds of skills will be trained.
In accordance with the role of education as an engine of growth, and the determinant for the development of society, the form most appropriate education system is single track and centrally organized so easily directed to the interests of national development. Through this single-track educational institutions will be able to produce a variety of labor needed by the world of work. To achieve efficient and etektif education, education must be arranged in a structure that is rigid, management (centralized nature, the curriculum is full of knowledge and theories (text bookish).
However, experience so far suggests, the national education system of schooling can not act as a driver and locomotive construction, even Gass (1984) through his writings titled Education Qualifications versus state education has become an obstacle to economic and technological development, with the emergence of inequality: cultural, social, and in particular the vocational gap in the form of an abundance of educated unemployment.
Various educational problem that appears above stem from the weakness of national education systems are very basic schooling, so it may not perfected only through reforms that are patchy (Erratic). The renewal of the national education system is fundamental and comprehensive schooling should start looking for a new explanation for the role of education in development paradigm.
Elucidation of the role of education in development paradigm that is followed by policy-makers today we have weaknesses, both theoretical and methodological. First, it could not be found precisely and exactly how the process of education contributed to the improvement of individual skills. It can easily be said that formal education will develop the skills necessary to enter the system more complex production technology. But, in reality, technological capabilities received from the institutions of formal education does not correspond to existing needs. In addition, changes in technology that quickly, it gave birth to the so-called de-skilled process, namely the industrial world requires a workforce with the expertise of a much simpler with the amount of labor is less.
Second, the functional paradigm and the assumption that socialization as the cause of education and economic growth as a result. Investment in formal education school system will determine the future economic development. But reality shows otherwise. Not that education came first, then you will see economic development, but could be otherwise, demands education expansion occurs as a result of economic and political development. In other words, education schooling system rather than engine of growth, but the car in development. Perkemkembangan education depends on economic development. As evidence, because the results of economic development can not be divided evenly, then the consequences opportunity to get an education not also be the same among different groups of people, as happened today.
Third, the functional paradigm, and socialize also have the assumption that earnings reflect productivity individuals concerned. At the macro wage labor is closely related to productivity. In reality this assumption was never proven. Wages and productivity are not always frequent. The implication is that the conclusions of this study during which always indicates that the economic rate of return and education in our country is very high, much higher than investment in other areas, is inappropriate, so it needs to be reassessed.
Fourth, socialization paradigm only managed to explain that education has a role to develop individual competence, but failed to explain how education can improve the higher level of competence to increase productivity. In real formal education managed to increase individual knowledge and skills necessary to participate in modern economic life. The longer time the higher school of knowledge and capabilities. However, Randal Collins, through his work The Credential Society: An Historicaf Sosiology of Education and Stratification (1979) opposes this thesis. A variety of evidence does not support the thesis of the demands of education to hold a job-job. Workers with higher formal education should not be construed to have higher productivity compared with workers. Who have lower education. Many of the skills and expertise that can actually gained while running a job in the world of formal employment. In other words, where work could serve as an educational institution that is more sophisticated.
New Paradigm: Educational Systemic-Organic
Renewal of national education schooling should be based on the paradigm of the role of education in national development proper, in accordance with the reality of society and culture of the nation itself.
Paradigm the role of education in development is not linear and unidimensional, as described by the paradigm of Functional and Socialization at the top. Rather, the role of education in development is very complex and interactional nature with the forces of development to another. In this kind of constellation, education can no longer be referred to as the engine of growth, because the ability and the success of formal educational institutions are very concerned and many are determined by other forces, especially economic power generally and the working world in particular. This brings the consequence that the institution itself can not predict the number and qualification of manpower needed by the workforce, because a good number of manpower requirements and qualifications needed change very fast as the speed of economic change and society.
Paradigm the role of education in development is complex and interactive, educational paradigm Systemic delivery-Organic by basing on the doctrine of expansionism and teleology. Expansionism is a doctrine which stressed that all objects, events and experiences are parts and parcel of an integrated whole. A part will only have meaning when viewed and is associated with the totality of wholeness, for wholeness is not just a collection of parts. Wholeness interact with one another in an open system, because the answer to a problem appears in a subsequent occasion.
Systemic-Organic educational paradigm emphasizes that the process of formal education school system should have the following characteristics: 1) Education is more emphasis on the learning process (learning) than in teaching (teaching), 2) Education is organized in a flexible structure; 3) education treats students as individuals who have particular characteristics and independent, and, 4) Education is a continuous process and continues to interact with the environment.
Systemic educational paradigm-Organics double tracks are demanding education. That is, education as a process can not be separated from development and dynamics of society. The world of education is always linked with the community education process in general, and the world of work in particular. These linkages mean that the achievement of learners is not only determined by what they do in the school environment, but also educates achievements of participants is determined by what they do in the workplace and in society at large. In other words, education is stressed that double tracks to develop general and specific knowledge through a combination of the structure should be integrated between the workplace, training and formal education school system.
With the double tracks of this education system will be able to produce graduates who have the ability and flexibility to adjust to the demands of development in these rapidly changing.
Variety of problems that arise in the community, especially the imbalances between the quality of education and qualification of manpower needed by the world of work is a reflection of a fundamental weakness in our education. Any attempt to renew the education will be futile unless the root of the philosophical and educational theories. That is, education can not be seen as a world unto itself, but education should be regarded and treated as part of the community. Therefore, the process of education must have relevance and equivalence are fundamental and sustained by processes that take place in the world of work.
This book consists of three chapters. Chapter I discusses education from the perspective of the theory, starting from the discussion of education systems in two countries: Japan and the United States. Although the Japanese education was originally a "loan" from the United States, but the final form used today was different. Comparison of two educational systems represent two poles: Modern Education is represented by the United States education and education that conservatives are represented by the Japanese education system.
The second article, discusses how the quality of education is closely related to the motivation of people working in education. Motivation, of economic glasses will only appear when there is competition. Therefore, education policies should stimulate the emergence of competition in the world of education. Strategic step in realizing the competition is the policy of decentralization of education. Decentralization, allegedly will be closely related to the success of improving the quality of schools. Therefore, decentralization will lead to a boost from his own school to get ahead as a result of the trust they earn.


Of course, decentralization that gives more autonomy for schools is also expected to alter the activity at the class level. That is, the teaching-learning process must also change; new paradigm of teaching to be born, as discussed in section 4. Changes in the level of the class may be a consequence of the changes that occur at school level. Section 5, memmembahas how changes should be developed at school level.
In Chapter 2 discussed how important the role of teacher. The role of teachers can not escape from the characteristics of professional workers. That is, the work of teachers will be done properly if a person has gone through a process of education designed for it. As a professional job, of course, the ability of teachers must be continuously improved. Although supposing tidakpun permanent teachers will be able to carry out tasks to meet minimum standards. In this chapter, among others, discussed efforts to improve teacher quality by basing on the willingness and efforts of teachers themselves. That is, teachers should not be dictated and given various directives and instructions. What is important is the need to set professional standards of teachers' to be used as a reference quality development of teachers and teacher training directed at the figure of the teacher in this era of globalization. The figure of the teacher is important because the teacher is one form of soft rather than hard profession profession such as doctors or engineers. Of course, teacher education and coaching will be different with a doctor or engineer. Because the nature of the work of two different forms of the profession. Chapter 2 concludes with a discussion of the challenges teachers in the era of globalization that we are ahead. Various changes will occur both technological, economic, social, and cultural. Teachers can not be relativized the various changes. Teachers must develop proactive measures to deal with various changes.


Chapter 3 presents a discussion to seek education face Indonesia. Starting from a discussion of a hypothetical statement that the various problems in society such as unemployment, can not be separated from the existence of an education system that does not "fit" with the culture of Indonesia. To find the education that is rooted culture of educational research need to be implemented sharpening. But in seeking an education rooted in the culture of the nation does not mean that education should be exclusive. This contrasts with the reality of globalization. Therefore, the search for cultural education rooted in the nation must also understand that globalization can be studied on the terms of perspective and the perspective of curricular reform. How educational challenges to be faced in the future also discussed in this chapter. The fundamental challenge is how to make education reform that could ultimately affect the level of the class. In line with efforts to find a faceless Indonesia education quality, teacher ability, the willingness of teachers and teachers' welfare must absolutely be improved. This effort, obviously, it's not easy but at the same time challenging. Therefore, future teachers will face different problems with in the present. The figure of the teacher in the future must begin to think about. In principle task is to implement the curriculum in teachers' grade level. Curriculum lungs like education, when both lungs were both also the body. Also discussed about how the curriculum should be developed. Two of the foundation curriculum is what the results of research about the brain and what is needed by the workforce in particular and society in general. Furthermore, inequality issues discussed in classrooms that intangible student achievement. Indeed, inequality of education can not be separated from family socioeconomic inequality. In concrete on grade level should develop policies to reduce these inequalities. Cooperative Learning Model is expected to narrow the gap in student achievement. Student achievement is not only determined by the ability of teachers to teach alone. School culture by various research certainly take an important role. Therefore, in this chapter specifically addressed the issue and how the formation of school culture and the role of principal. And of course, the quality of education can not only mean the achievement of academic achievement alone, it is necessary to discuss about the performance or results of education are intact. The book concludes with a discussion of how education reform should be implemented.
CHAPTER IABOUT EDUCATION DISCOURSE1.1. Comparison of the traditional with the modern educational system
(Assessment of Education Systems in Japan and the United States)


Japan made a new surprise. This time related to the system and achievement in education. Many observers of education and development in the United States to see how the education system in Japan has managed to score a workforce with the spirit, motivation and character that "fit" for development. As a society that fully recognizes the role of education in development, experts in the U.S. began to see the education system in Japan, as well as evaluating the education system in the U.S. own. Japanese team will be established and the U. S. whose task was to evaluate the meeting between Reagan and Nakasone in 1983. On January 4, 1987, simultaneously in both countries announced the Mother City the team work.


Team USA announced a 128 page report by an official at the education office in Washington referred to as a portrait of a sophisticated educational system. In the report, as quoted by Newsweek, January 12, 1987, stated that students in Japan are estimated to have a high IQ, illiteracy is no longer known. In addition, based on tests that have been internationally distandardisir were high school students in Japan have scores in mathematics and science is higher than at the high school students in the U.S. Moreover, this study strengthens the belief that education observers in Japan have played an important and crucial in economic development in the country twenty-five years.


A. Between Memorization and Thinking


Where lies the greatness of the education system in Japan? Experts and observers of education may be disappointed. Apparently the Japanese educational system, when viewed with the glasses western educational theory, could be categorized as a traditional education system. The central government retained control of education, including determining the applicable national curriculum for both public school or private school. Teaching emphasizes rote learning and memory to master a given subject matter. The subject matter is directed so that students can pass the final exam or test into a higher school, did not develop the critical power and independence of students. All pupils are treated equally, there is no specific treatment for the student is left behind.


School emphasizes student self-respect and obedience to teachers and schools. Briefly Japanese educational system can be said to be an educational system that "a rigid, uniform and there is no option for students." On the other hand, as many as 78 pages Japanese team reports, among others, expressed his praise for the flexibility of the U.S. educational system. In addition, also called, and that although students in Japan have higher achievement than the achievement of American children, but it was achieved with no sacrifice lightly. Among others, students in Japan can not "enjoy the" pleasure of the school.


Because from time to time students in Japan was being chased by homework, tests and exams. The results are American students more independent and innovative in thinking, and certainly happier than proteges in Japan. Nevertheless, if strictly proper kuranglah be concluded that the educational system that emphasizes discipline and rote learning and memory as applied in Japan is more intense than in the educational system that emphasizes freedom, independence and individual creativity as applied in the United States.


Behind the Japanese education system is rigid and uniform are in fact there are several points worth noting. First, by enforcing discipline and adherence to school teachers lead students in Japan in real time using a larger school than in school children in the United States. Second, the education system in Japan has managed to involve parents in students' education of their children. Mother, always pay attention in particular, provide oversight and assistance to their children learning. Additionally, Ladies continues on an ongoing basis to make contact with teachers. Third, outside the school develop courses that help students to prepare for exams or explore subjects that are deemed less. Fourth, the status of respected teachers and teacher salaries are relatively high. This resulted in teachers' work has appeal.


On the other hand, education in America is not as portrayed people, where students have ample opportunity to develop their creativity. National study conducted by Goodlad who later published a book entitled "A Place Called School" turns out to show something else. Among others mentioned were only about 5% of the time clock that is used to discuss lessons. Most of the time, about 25% to hear the testimony of teachers, about 17% of time to record another and the remaining time to practice, prepare and test work. So in other words, the education system in America is not fully running as dreamed of experts.


B. Qibla Education


Read reports on both teams, at least give new nuance. Namely that for a nation's education system must be in accordance with the philosophy and culture. Take over a system or idea in education from other nations should be reviewed with the application of existing cultural backgrounds. For example, today's world of education in Indonesia was hit by a passion for mengetrapkan teaching system that emphasizes the "process", with a teaching method called "Inquiry Teaching Method". This method is very powerful tool to enhance students' critical thinking. But in practice this method is difficult to be implemented in the classroom class in Indonesia. Why? Because this method requires a free atmosphere in the classroom and students have the spirit to seek the truth and the courage to express his ideas. And this is not owned by the classes in our country. Hence the idea of ​​applying methods of inquiry should be preceded develop the necessary conditions. For example, by starting to implement at the elementary level class. Or, on the contrary, it is better to establish the implementation of teaching methods which are well known but it really has not been implemented properly. As I have ever encountered at a meeting with secondary school teachers who stated "Should not we try to develop how to teach with the lecture method is effective, rather than using a new method that is still very strange?" It seems that the direction education is not just the United States, we need to be oriented also to Japan in order to construct and develop an education system that fits with the philosophy and culture of Indonesia.
1.2. Concept of Education Decentralization and De-Berlinisasi


Problems now faced by many countries, including Indonesia, is how to improve the quality of education. The quality of education is generally associated with high and low achievement as indicated by the ability of students to achieve scores on tests and the ability of graduates to obtain and carry out the work. The quality of education is considered important because it determines the motion of the pace of development in any country. Therefore, almost all countries around the world face the challenge of implementing educational reforms in an effort to improve the quality of education.


A. Decentralization


To improve the quality of education in the United States, Friedman economist who served as Reagan's economic advisers suggested that public schools be abolished because the source of the low quality of education is basically a public school whose existence itself is dependent upon members of the Government so that the motivation to achieve educational achievement in state schools is low. In place of the public school system, the government developed a system of "vouchers", which the government provides educational assistance to the community by providing vouchers, voucher holders can choose which school you want. Schools, in turn, will exchange the voucher with the money to the government. With this voucher system will be competition among schools. High-quality schools will get a lot of money. And low-quality schools that otherwise would be poor students, poor cash voucher which means poor. Furthermore, because most of the school finance sourced from these vouchers, so schools are not sold will go out of business naturally.