Education in north sumatra

 Problems in the national education including North Sumatra province which is still much talked about is a matter of quality of educational outcomes

North Sumatra Province of Education still needs to be improved in accordance with the times. Because education is a growing dynamic of all time in accordance with the progress of the world. Although education in North Sumatra is still far from expectations as the result of research conducted by Diponegoro University in 1995 and 2002 that education in Indonesia is still considered far from the quality of education in Indonesia under Singapore, Malaysia, Thailand and the Philippines even under Vietnam.

Based on more detailed data from 2003 Timms explained that capability in the field of Mathematics with the standard international average value of 467 shows ranked first: 1. Singapore 605, 2. Rep. Korea 589, 3. Hong Kong 586, 4. Chinese Taipei 585, 5. Japan 570, 6. Belgium 537, 7. Netherlands 536, 8. Estoria 531, 9. Hungary 529, 10. Malaysia 508, 34. Indonesia 420.

In the field of Science (the default value of the international average is 474) shows: 1. Singapore 578, 2. Ch. Korea 558, 4. Hong Kong 556, 5. Estoria 552, 6. Japan 552, 7. Hungary 543, 8. Netherlands 536, 9. United States 527, 10. Australia 527, 36. Indonesia 420.

Then one of the problems in the national education including North Sumatra Province are still much talked about is a matter of quality of educational outcomes. Based on UN UNDP note that from 174 countries in the world, including North Sumatra Indonesia on rank 107.

It was supported also by the results of research on Political and Economic Risk Consultacy (PERC) in Hong Kong which states that the education system of Indonesia (including Sumatra) was ranked last of 12 countries in ASIA.

Similarly with the swamp input for the college, from the selection of new students through the college entrance exam (SNCA) from year to year an average score of examinees decreased and the Human Development Index (HDI), Indonesia ranked 111 out of 117 countries .

To improve the quality of education in North Sumatra, North Sumatra province, the government and the central example of the success of education in other countries as a benchmark to improve the quality of education. In the PRC government's commitment to improving the welfare of teachers including the aspect of job security.


To improve the quality of education in North Sumatra by academics Shawwal Gultom there are five that need attention are: First, the Context of education that include: underwriting professional teacher education contexts, including: the basic law, self-development demands and opportunities of graduates of teacher candidates, the progress of science and technology, value and community expectations, demands autonomy era, the demands of the global era; Second, the teaching profession Guarantee educational inputs, including: vision, mission, goals, objectives, curriculum, workforce, students, facilities, funding, regulatory, organizational, administrative, community participation, cultural campus; Third, assurance process include: leadership, management, academic and non academic activities, lecture / learning; Fourth, teachers' professional education output Guarantee which includes: academic achievement and non-academic achievements as well as the Fifth, the teaching profession Guarantee educational outcomes that include the opportunity employment and self-development prospective teachers.

In fact, to further improve the quality of the more specific so that quality education is more prominent then the policy of decentralization of government brings hope for development in education, especially the implementation of school, while the expectations expressed are: first, local autonomy can give the feel of openness as a logical consequence of changes in education management in the future .

Second, education is not the responsibility of central government (local), but the educator is a shared responsibility. Third, the cantonal education must provide opportunities for citizens to enjoy education without sorting. Fourth, the development of educational institutions should not business oriented. Fifth, socialized in the community based management of schools (school based management)

Sixth, the education must have value for society and the state. Seventh, in the application of non-rigid curriculum means the curriculum must be flexible and able to provide benefits. Eighth, in teaching and learning as teachers is not based on the transformation of science, but more were scattered in the full meaning (translating the substance of teaching materials in kaffah) or holistic (whole and round).

The success of education in North Sumatra to ask the CBC National Education Ministry in 2002 suggests that the four basic pillars of education need to be empowered so that students could do to enrich their learning experience (learning to do) to improve interaction with their environment physically, socially, and culturally, so as to build understanding and knowledge towards the world around it (learning to know).

Thus students can construct knowledge and confidence (learning to be). The opportunity to interact with individuals or groups that vary (learning to live together) will form an understanding of pluralism and diversity that foster a positive and tolerant attitude. Indeed this is the basic competencies that should be owned by students.

The results Balitbang Education Ministry in 2001 to present circumstances indicate that the higher levels of formal education in North Sumatra, the relatively better quality teachers. In the results of these studies showed a very striking disparatis among elementary school teachers who are not worthy of teaching (74%) with junior high school teachers unfit to teach (51.96%) and high school teachers that only 1.0%)

The main objective is to empower the memandirikan or school in developing competencies that will be presented to learners in accordance with environmental conditions.

Schools should also be able to look at the varied needs of learners; diverse environmental conditions, hopes people who want the formation of attitudes in their children independence, as well as world demands for human resources potential, productive and quality (Mulyasa, 2002) and focuses on empowerment students through specific competencies that develop knowledge, understanding, skills (psychomotor / skill), values, attitudes and interests of learners in order to do something in the form of proficiency, accuracy and success with full responsibility.

Improving the quality of education is a duty and responsibility of all parties that must be done continuously (continues improvement) and in an integrated / holistic (Total Quality).

Improvement and continuous quality improvement of education, including education curriculum. The concept of Competency Based Curriculum (Competence-Based Curriculum) is considered highly relevant to the current context, which is believed to be able to equip learners with different abilities in accordance with the demands of this age that is multi-dimensional competencies.