Private education: relevant or redundant? Private education, decentralisation and national provision in Indonesia

Bangay, Colin

doi:10.1080/03057920500129742

Cited by 33 publications

(18 citation statements)

References 4 publications

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“…Most private higher education institutes in Indonesia are formed by either a religious foundation or a corporation (Bangay 2005;Welch 2007). Some private higher education institutes are also established to serve the needs of a particular ethnic minority community or political group, an inevitable outcome of privatisation.…”

Section: Private Higher Education Institutesmentioning

confidence: 99%

Privatisation and marketisation of higher education in Indonesia: the challenge for equal access and academic values

Susanti¹

2010

High Educ

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Increasing costs of running educational institutions and funding educational programs, coupled with decreasing government subsidies to support such costs, have made privatisation and marketisation of higher education a common phenomenon throughout the world. The article presents the development of this trend in Indonesia utilizing two recent government regulations: Badan Hukum Milik Negara (BHMN/State Owned Legal Institution) law of 1999, and Badan Hukum Pendidikan (Educational Legal Institution) law of 2009. Three main criticisms to the regulations include impartiality towards low-income students, the government's reduced responsibility and commitment to education, and commercialization of public universities. The article argues that the regulations and their main criticisms have failed to address the underlying causes to educational inequity and the lack of emphasis on the impacts of privatisation and marketisation on academic values and purposes of higher education. The article emphasizes the need to revisit the purposes of higher education, to reinforce academic standards and values, and to strengthen the teaching profession.

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Section: Private Higher Education Institutesmentioning

confidence: 99%

Privatisation and marketisation of higher education in Indonesia: the challenge for equal access and academic values

Susanti¹

2010

High Educ

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“…Initially, some Indonesians who had sought to escape Dutch colonial rule welcomed the Japanese invasion. During their occupation of Indonesia, the Japanese introduced the first system of mass education, which opened schools for all students and supported the use of local languages for instruction (Bangay, 2005). However, similar to the Dutch colonial schools, education in these schools were designed to support the needs of Japan as an occupying power rather than promote the educational development of native Indonesians.…”

Section: Historical Developmentsmentioning

confidence: 99%

“…Following the war, in the early years after independence, the Indonesian government began to develop a national education system with a focus on providing free universal primary education. From as early as 1945, Islamic educational institutions called pesantren have served as important centers for educating school age students (Bangay, 2005; OECD (Organisation for Economic Co-operation and Development)/ Asian Development Bank, 2015). However, an important declaration of the Sukarno-led government was the right of citizens to receive an education regardless of their ethnic or religious beliefs.…”

Section: Early Independence Period Developmentsmentioning

confidence: 99%

Science education in Indonesia: past, present, and future

Faisal

Martin

2019

Asia Pac. Sci. Educ.

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The purpose of this paper is to describe pre-and in-service science teacher education and science education research in Indonesia in an effort to better inform the international science education community about historical developments and present challenges. We begin by providing an historical overview of the general education system to provide readers with context needed to understand current reform initiatives. Next we describe the current-day process for preparing and certifying science teachers and we describe some of the challenges facing teachers, students, and researchers in Indonesia's science education context today. We follow this discussion with an introduction to some existing professional organizations for teachers and researchers in Indonesia that are working to develop important channels for disseminating current research on teacher practice, curriculum innovation, and student learning that have the potential to positively influence on teaching and learning in the future. We conclude by highlighting some areas that would benefit from additional research and by inviting more international collaborative research initiatives with colleagues in the Asia-Pacific region and beyond.

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“…TEVS advocates further argue that the introduction of a TEVS and the consequent competition for public funds will improve the quality of public schools. As evidence that TEVS will work, advocates point to the rapid growth of low-cost non-public schools for the poor in densely-populated urban slums and rural areas of developing countries (Andrabi et al 2008;Bangay 2005;Jimenez and Sawada 1999;Patrinos 2006;Rose 2005;Srivastava and Walford 2007;Tooley and Dixon 2007;Nath 2002;Nath et al 1999).…”

Section: Introductionmentioning

confidence: 96%

Designing Targeted Educational Voucher Schemes for the Poor in Developing Countries

Shafiq¹

2010

Int Rev Educ

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A targeted educational voucher scheme (TEVS) is often proposed for the poor in developing countries. Essentially, TEVS involves issuing vouchers to poor households, thus enabling them to pay tuition and fees for their children's schooling at participating non-public schools. However, little is known about TEVS' design in developing countries. This article provides the foundation for constructing a TEVS and conducting subsequent scientific evaluations to support, modify or oppose such a system. Specifically, this article uses three policy instruments to design a TEVS: regulation, support services and finance. Regulation here refers to the rules that must be adhered to by participating households, children and schools. Support services refer to services facilitating the participation of children, households, schools, and financial and political supporters. Finance refers to the value of each voucher, total TEVS costs and sources of finance.Re´sume´-Concevoir des programmes cible´s de che`ques-e´ducation pour les foyers de´favorise´s des pays en de´veloppement -Un programme cible´de che`ques-e´ducation est fre´quemment propose´aux populations de´favorise´es des pays en de´veloppement. Ce programme consiste globalement en la remise de che`ques aux foyers de´favorise´s, qui leur permettent de re´gler les frais de scolarite´pour leurs enfants inscrits dans des e´ta-blissements prive´s participant au programme. Les pays en de´veloppement disposent cependant d'informations insuffisantes sur la conception de ce type de programme. L'article fournit les bases pour mettre sur pied un programme cible´de che`quese´ducation, et pour effectuer les e´valuations scientifiques ulte´rieures permettant de promouvoir, modifier ou condamner un tel syste`me. En particulier, l'auteur utilise trois instruments politiques pour e´laborer un tel programme : re´glementation, services de soutien et finances. La re´glementation dans ce contexte signifie les re`gles qui doivent eˆtre respecte´es par les familles, les e´le`ves et les e´tablissements participants. Les services de soutien consistent en mesures qui facilitent la participation des e´le`ves, des me´nages et des e´coles, ainsi que des parraineurs et des de´fenseurs politiques. Enfin, les finances portent sur la valeur de chaque che`que, le couˆt total du programme et les sources de financement.Zusammenfassung -Die Projektierung zielgerichteter Bildungsgutschein-Programme fu¨r die Armen in Entwicklungsla¨ndern -Fu¨r die Armen in Entwicklungsla¨ndern wird ha¨ufig ein zielgruppengerechtes Bildungsgutschein-Programm (targeted educational voucher scheme = TEVS) vorgeschlagen. Im Wesentlichen besteht ein TEVS in der Ausgabe von Gutscheinen an arme Privathaushalte, die dadurch in die Lage versetzt werden, Schulgeld und Gebu¨hren fu¨r die Ausbildung ihrer Kinder an nichtstaatlichen Schulen zu bezahlen, die sich an dem Programm beteiligen. Ü ber das Konzept von TEVS in Entwicklungsla¨ndern ist jedoch wenig bekannt. Dieser Artikel legt das Fundament fu¨r den Aufbau eines TEVS und die anschließen...

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Private education: relevant or redundant? Private education, decentralisation and national provision in Indonesia

Cited by 33 publications

References 4 publications

Privatisation and marketisation of higher education in Indonesia: the challenge for equal access and academic values

Privatisation and marketisation of higher education in Indonesia: the challenge for equal access and academic values

Science education in Indonesia: past, present, and future

Designing Targeted Educational Voucher Schemes for the Poor in Developing Countries

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