Sunday, September 19, 2010

Bahasa Indonesia For Foreign Speakers


Since 2000, Language Centre, Ministry of National Education, Republic of Indonesia, has organized activities for teaching Indonesian foreign speakers. This activity is maintained in regular classes and special classes. Regular classes held regularly every semester. Meanwhile, special classes held for two weeks or according to the needs of learners.

BIPA organizing teaching activities based on consideration that in a global era, Indonesian position in the international arena is increasingly important and potential. Indonesian potentials were supported by Indonesia's geographical position is located in very strategic marine traffic, potential natural resources, and Indonesia's unique cultural diversity. Thus, the Indonesian language is expected to be a bridge for other nations to improve understanding of peoples and cultures of Indonesia. That fact has led many foreigners who are interested and interested to learn the Indonesian language as a means to achieve various goals, such as politics, economy, trade, education, arts-culture, and tourism.


Message from the Minister of Education February 2010

Assalamu'alaikum Wr. Wb.

First of all let us praise and gratitude to Allah SWT., Because of His blessings and ridlo we can all gather in this place, to attend the opening ceremony of Socialization of Gender Education Sector, Ministry of National Education, in perfect health.

National Long Term Development Plan (RPJPN) Years 2005-2025 mandate to us all to be serious about trying to make Indonesia an independent, progressive, just and prosperous.

During the period 2010-2014 the Ministry of National Education to create "holding of Prima Services Education to establish a Comprehensive Intelligent Insan Indonesia." To achieve this vision, Kemendiknas mission packaged with the title "Mission 5K", namely, (1) increase the availability of educational services evenly in all corners of the archipelago, (2) increase the affordability educational services by all levels of society; (3) improve the Quality / Quality and relevance of education services with social life, the industrial world, and the business world; (4) to improve education for Equality in memperolehlayanan Indonesian citizens in obtaining a quality education by taking into account the social background of cultural diversity, economics, geography, and; (5) enhance certainty / security for all Indonesian citizens a quality education. From the fifth mission, the Ministry of National Education is committed to serve the educational needs of early childhood education, elementary education, secondary education, higher education, both through formal and informal channels with values hold a trustworthy, professional, visionary, democratic, inclusive and justice.

Vision and Mission of the Ministry of Education actually has the same spirit with the Presidential Instruction No. 9 Year 2000 on Gender Mainstreaming in National Development which states that the entire development process of gender mainstreaming education needs to be done with due regard to justice and gender equality dimension into every process of planning, implementation, monitoring, and evaluation of all policies and programs on various areas of life and sectors development.

To reinforce the commitment of the Ministry of National Education in doing PUG Education Sector, in the year 2008 has been assigned the Ministry of National Education Regulation No.. 84 of 2008 on Gender Mainstreaming Guidelines for the Education Sector, although the programs, mainstreaming gender in education in the Ministry of National Education has been conducted since 2003. This regulation is expected to provide direction for policy makers at central and local government and education practitioners in implementing gender mainstreaming in education.

Gender mainstreaming in education at the Ministry of National Education implemented through five main strategies, namely, (1) increasing capacity for policy makers in each major unit, (2) increasing the capacity of educational planners in preparing planning and gender responsive budgeting; (3) perform cooperation with women's studies center / gender in Higher Education in reviewing and finding gender issues in each region, (4) cooperate with the orsos, organizations, and NGOs in developing a model of gender equitable education in family and society, and (5 ) develop media Communication, Information and Education. All the above strategies lead to the realization of justice and gender equality in education which was implemented to: (1) increased access of all inhabitants of educational services in all types and channels of education, (2) increasing women's participation in any policy making, program planning, and implementation courses at all levels of the education bureaucracy, (3) enhancing the ability of men and women in managing information resources and knowledge, and (4) men and women get the same benefits of all educational programs conducted.

Conducted during the development of education has provided a very significant impact in improving the education level of the Indonesian population, followed by a decrease in disparities between groups of society. Even in terms of access, participation rates at all levels of education is equal between men and women as indicated by the gender parity index approaching 1.0. Nevertheless depth study to identify gender gaps are not only focused on achievement differences between men and women but also the gap caused by other factors such as socioeconomic status, cultural background, and geography.

Successful implementation of gender mainstreaming in education is largely determined by the commitment of policy makers, both at central and local governments (provincial / district / city) are realized in: (1) gender responsive policies; (2) human resource support as gender focal points education; (3) institutional support, and (4) budgetary support, either through the State Budget and Budgets provincial / district / city.

On this occasion, I urge support of the provincial government and district / city to jointly hand in hand and realize the vision and mission through support of national education budgets and policies, affirmative. I am sure, the realization of the vision and mission in an optimal, justice and gender equality in education will be realized.

An end to this greeting, I want to say thank you to all parties, particularly the Government of the Province of Central Java and East Nusa Tenggara and Kebumen and Kupang which already has a large commitment in doing PUG Education Sector. Through this dissemination activity I wish there was mutual understanding and agreement to mewujudnya justice and gender equality in education, either through the state budget and local budget allocations.

By saying Bismillahirrahmanirrahim, officially Mainstreaming Gender socialization activities for the Education Sector, Ministry of National Education in 2010, I declare open.

Wassalamu'alaikum Wr. Wb.

Minister of National Education,

Sincerely Mohammad Nuh, DEA.


SMK Products Works

Vocational high school students (SMK) is now able to create works of creative and innovative industry needed and beneficial to society.

Smk work of superior products such as high-tech manufacturing and has a quality not inferior to foreign products, motorcycles, computers, CNC machines, and agricultural tools, etc..


Taman Penitipan Anak

TPA is a form of service Early Childhood Education (ECD) Non-Formal whose presence continues to grow in number. TPA initially been developed by the Ministry of Social Affairs since 1963 as an attempt to fill the gaps will be nurturing, coaching, mentoring, social, abandoned infants and children during the parents work or perform tasks.

Since the establishment of the Directorate of early childhood education (ECE Dit) in 2000, then coaching education is the responsibility of the Ministry of National Education. Policy Directorate of Early Childhood Education for all forms of early childhood services including landfill is to provide a holistic and integrative services. Holistic means the whole child's needs (health, nutrition, education, protection, development and survival) are served in the institution administering TPA. Integrative means all agencies of the landfill to coordinate with agencies coaches.

Definition of TPA (TPA)
TPA (TPA) is one form of early childhood education on the path to non-formal education programs as well as caregivers and social welfare tehadap children from birth up to age six years.



Children are every parent's dream. Of course as parents, education was the thing that was quite important for the sustainability of their children. Ministry of National Education (Kemdiknas) through Act (Act) Number 20 Year 2003 on National Education System has mandated the implementation of education to all the people of Indonesia since the child was born.

Children's education at an early age to realize a very significant role very well. Therefore, Kemdiknas since year 2010 set a policy of early childhood development (ECD) through the approach of "Holistic Integrative".

That approach not only emphasizes the educational aspect only, but includes also the aspect of nutrition services, health care, parenting, and child protection. To implement this policy the government continues to encourage and expand the opportunities for communities to participate in developing early childhood education services through the establishment of various types of early childhood education units. Early childhood education was held in two lines, namely formal and informal.

Types of Early Childhood Education (ECD) formally included:
1. Kindergarten (TK)
2. Raudhatul RA

Types of Early Childhood Education (ECD) non-formal, including:
1. TPA (TPA)
2. Play Group (KB)

Besides these two types of education channels, the current EC is also held in the family and the environment. Educational path is called non-formal early childhood education.


S-1 Program for Teacher Education

In order to capture information on implementation progress Degree Program (S-1) for teachers in the position designated by Permendiknas Number 015/P/2009, we hope you can assign Team / Task Force which was formed and the Chairman of the Study Program on Higher Education each to fill our instrument which has been provided (attached).

Instruments made in Excel format for easy entry / analysis and data can be downloaded at Ditnaga website - Directorate General of Higher Education (http / / Instruments that have been completed we hope can be sent back to e-mail address: or and bounced into the latest September 25, 2010.

Director of energy,
Rustad Supriadi
NIP 19600104 198703 1002

Dear CC.:
1. Director General of Higher Education (a report)
2. Dean of the relevant


Kemdiknas Learn To More Affordable Tuition Fee

Ministry of National Education (Kemdiknas) target of 10 per cent of students from poor family groups can continue their education into college. This target is set to raise the gross enrollment rate (GER). There are three scenarios that have been prepared Kemdiknas.

National Education Minister Mohammad Nuh convey, to improve access of poor students by giving scholarships MISSION Aim for 20 thousand prospective students. The second step, asking universities, especially land, to provide special places for poor students. "Thirdly, we invite companies to take advantage of corporate social responsibility (CSR) to cut the weakest link in the chain," he said after friendship Hari Raya Idul Fitri 1431 H in Kemdiknas, Jakarta, Wednesday (15/09/2010).

Education Minister reveals, the number of poor students who can enroll in college in 2008 as many as four per cent, while in 2009 reached 6.19 percent. "There was an increase of two percent of the entire population of people who are very poor," he said.

On the other hand, convey the current Minister is reviewing Kemdiknas inflation in the world of education. This study was conducted to see an increase in the cost of education. "With the study of education we expect inflation there is policy (policies) new," he said.

Education Minister continued, with this new policy is expected to increase the affordability of the community to get education. Minister of Education pointed out, his side together at the 2011 local government was determined to be able to repay the amount of availability of textbooks in schools. "We paid for primary school books paid off nine subjects, while the junior high school books paid off 10 subjects, both BLM and the PSC," he said.

Education Minister delivered, this time school operating grants (BOS) has complied with the availability of seven of the nine elementary school textbooks, and seven out of ten junior high school textbooks.


Innovation and Creative Researcher and Community Awaited Until October 3

Ministry of Education once again held a program of extraordinary grace of intellectual property (Akil) 2010. This program aims to provide an appreciation of innovation and creativity of the lecturers, researchers and the public.

Innovations and creations that are created are expected to drive industry, the economy, and solve problems in society. In particular, related to the environment or strengthen the field of science that will improve the image and competitiveness of the nation.

Director General of Higher Education submitted Djoko Santoso, today is the century for a change towards a better and more sophisticated. According to him, if not change and become better and more sophisticated it will not continue and endure. "Therefore, what we do is how to collect the works which we consider a new breakthrough or invention within the framework of a new era of progress," he said when giving a press conference on Information and Media Outlets Kemdiknas, Jakarta, Thursday (16 / 9).

Djoko hoped, activities this year was followed by more participants. He mentioned, in the implementation of last year's participants are registered as many as 300 people and selected 21 people. "God willing, this year many more will enter, thus increasing sophistication are high because of the nature of competition is higher," he said.

Activities are held the second time the cooperation between Kemdiknas, Justice and Human Rights Ministry, the Ministry of Research and Technology, Ministry of Commerce, Ministry of Agriculture, and the Ministry of Culture and Tourism. It is expected that this activity can increase the motivation of lecturers, researchers and the community to continue working and provide the best for the nation.

The award categories include industrial products and patent-protected technology, innovation field of plant varieties protected by plant variety rights protection (PVP), the field of science that is protected by copyright, and creative industries are protected by copyright. To each winner was awarded a plaque and cash of Rp 250 million, including tax.

Director of Community Services Research and the Directorate General of Higher Education Kemdiknas Hapsoro Suryo Utomo Tri convey, the target recipient of the award this year as many as 25 people. In the past year, he said, for the creative industries there are no participants who met the criteria. According to him, he is not limiting in the invention. "The principle has not been awarded, it would be great to use the findings were proven to have wider community," he said.

Suryo continue, the public can ask himself or the community may ask someone else. He hoped, the more extensive coverage and community participation. "Perhaps there are inventors who now has not appeared or has not been exposed," he said.

Kemdiknas, said Suryo, together with the Ministry of Commerce (Kemendag) and the Chamber of Commerce and Industry (KADIN) to give special attention to the winners of last year. He explained, especially for the field of plant breeding has been taken seriously by the unit in Kemendag to be able to market its findings. "One of the targets Kemendag is as much as possible the use of domestic products. My friends that this remarkable inventor yesterday encouraged to enter the unit handled Kemendag," he said.

Head of Sub Directorate of Information Technology IPR Documentation Directorate General of Intellectual Property Law and Human Rights Ministry said Nafik Said, through the activities of this award, and by the number of researchers are expected to raise Indonesia's economy. "With this award we want all the ideas that we are raised, so that everyone can solve the problem of this nation. Hopefully we can host the technology on their own land," he said.

The gift recipient proposer must choose one category and the clusters defined in the guidebook. All proposers must complete biodata and preliminary data online through pages, and then send a hard copy of the complete data a proposal to the committee.

Individual proposals submitted directly by the relevant to the committee. The proposals from government agencies / institutions / universities / private sector / institution in question submitted to the committee. Proposals submitted in the form attached proposal biodata and other supporting data.

Breeding Coordinating Ministry for Agricultural Plant Variety pudi Dwi Astuti said, on the implementation of activities last year, winning a boon for the agricultural sector as much as nine people from the 21 selected. "Hopefully in 2010 will increase again," he said.

Dwi added, will be assessed in the selection of varieties that have been protected which have earned a good PVP rights protection which has been protected and that the application process. "Then, other varieties have been protected, also the result of breeding varieties that are registered in the PBR," he said.

Proposals in hard copy (if necessary accompanied by a CD soft copy) submitted to the Committee. Proposal category Technology, Science, and sent to the Directorate of Creative Industries Research and Community Services Directorate General of Higher Education Ministry of National Education Jalan Senayan Door One phone 021-57946043 fax 021-5731846 surel:

The proposal is sent to the category of Plant Variety Protection Plant Variety Center Building E Floor III Road Harsono RM No.3, Jakarta 12 550 021-7816386.78840405 phone 021-78840389 fax surel: Proposals awaited start 16 September to October 3, 2010.


School Participation of Poor Students Tend to Rise

School participation of students from the poorest families has increased. Based on the 2004-2009 SUSENAS data, net enrollment rate (NER) junior high school / madrasa students from class tsanawiyah poorest families increased from 49.97 percent in 2004 to 61.89 percent in 2009.

"Children who are very poor economic backgrounds also have a chance to enter junior high school," said National Education Minister Mohammad Nuh while giving briefing Kemdiknas, Jakarta, Friday (17/09/2010).

Minister conveyed, this upward trend followed by the small gap APM poorest students with students from the wealthiest family groups. He also explained that in 2004 the gap APM poorest students compared to 30 percent of the wealthiest students. In 2009, only seven percent of the distance. "Gap was already getting smaller and trend up," he said.

Education Minister continued, upward trend of school participation of poor students also occurred in upper secondary school levels (high school). Gross enrollment rate (GER) SMA / SMK / MA in 2003 23.2 percent of the poorest students rose to 39.1 in 2008 and 54.3 percent in 2009. "Intervention School Operational Assistance (BOS) to ensure this increase," he said.

This increase was also accompanied by a decrease in student enrollment gap poorest and the richest. GER SMA / SMK / MA students richest 81.7 percent in 2003 to 79.5 percent in 2009. Gap WFA's poorest students compared with the wealthiest students decreased from 58.5 percent to 25.2 percent. Value decreased 33.3 percent.

At higher education level GER poorest students, up from 0.98 percent in 2003 to 6.31 in 2009. The richest students GER has not changed significantly from 31.3 to 32.6 on the 2003 match in 2009. "There is an increase, but should be encouraged more," said Education Minister.

The NER for primary school level (SD) and primary school madrassa (MI) had no significant upward trend. NER SD / MI students 91.4 percent poorest in 2003, while in 2009 93.2 percent. Percentage gap between the poorest and the richest students were not conspicuous. NER SD / MI students richest 91.6 percent in 2003, while in 2009 94.4 per cent.

"For elementary school affairs or MI was a gap between the richest and poorest is almost absent, only one percent. This means that children who are very poor background and is very rich in all of them get into the elementary school," said Minister Muhammad Nuh.


Successful education Indonesian Enhance Competitiveness

Indonesia's competitiveness at the global level to show improvement. Indonesia's ranking in The Global Competitiveness Report 2009-2010 or Global Competitiveness Index (GCI) rose from 54 per 133 countries in 2009, to 44 per 139 countries in 2010.

National Education Minister Mohammad Nuh present, there are three main components of the 12 components that affect the improvement of the competitiveness of Indonesia. Components that are macroeconomic conditions, health and basic education, as well as higher education and training. "Components of education has increased and contributed significantly to improving Indonesia's competitiveness," he told reporters in Kemdiknas, Jakarta, Friday (17 / 9).

Noah explains, based on the GCI 2009-2010, scoring 4.8 on the macroeconomic conditions in Indonesia ranked 54th of 133 countries. Indonesia's position, according to GCI 2010-2011, the score increased to 5.2 and ranked 44 out of 139 states. "Macroeconomic we are good value," he said.

The components of the GCI is institutional, infrastructure, macroeconomic conditions, health and basic education, higher education and training, market efficiency, labor market efficiency, financial market developments, technological readiness, market size, business sophistication, and innovation.

Component score of health and basic education rose from 52 to 5.8 and ranking rose from 82 to 62. While higher education and training for his score rose from 3.9 to 4.2 and its rank rose from 69th to 66th. "Education has a major contribution to boost the ranking," he said.

Minister of Education to detail, changes in Indonesia related to GCI ranking education at the basic education component is influenced by the quality of basic education from 2009 to 2010 ranked 58 on up to 55 in 2010-2011. Then, the participation of primary education from 56 to 52 ratings. As for the component of higher education and training is influenced by the higher education participation from rank 90 to 89, the quality of the education system of rating 44 to 40, the quality of math and science from 50 to 46 ranking, and internet access in schools from rank 59 to 50.

Other components that affect the increase Indonesia's competitiveness is innovation. Is ranked 39th in the 2009 to 2010 rose to 36 in 2010-2011. This component is influenced by three factors: the quality of research institutes, industrial research cooperation with universities, and the availability of scientists and engineers. Factors industry research cooperation with universities contribute to the increase in ratings from 43 to 38.


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