By Karmila
(S1 Student of Islamic Education Management, Class VI C, UIN Sunan Gunung Djati Bandung)
Education reform is a crucial key to addressing social changes and the needs of modern society. This essay reviews global education reform, emphasizing access, social values, and inequality challenges in countries like the United States. In Indonesia, national education reform focuses on improving quality, effectiveness, and equity through policies such as Law No. 20 of 2003. Furthermore, Islamic education reform stresses empowering madrasahs and developing a professional curriculum. The essay also discusses policies for developing internationally-minded schools to provide inclusive and quality education.
First: Basic Concepts of Global Education Reform; global education reform changes policies and methods to meet modern societal needs, shifting from elite to public access with humanistic and pragmatic approaches. Its motivation is aligning social values and addressing poverty and inequality. In the U.S., reform barriers include racial and socioeconomic disparities like school segregation and lack of facilities for children of color, resulting in unequal educational access.
Second: National Education Reform in Indonesia; a long process aimed at quality change and innovation space. The goal is to improve education's effectiveness and efficiency by identifying problems and realistic solutions fitting school conditions. Reform replaced New Order policies that inadequately empowered people via education. Law No. 20 of 2003 increased education budgets to 20% of the state budget and introduced new regulations to improve quality and equity nationwide.
Third: Islamic Education Reform in Indonesia; emphasizes transforming learning experiences to empower learners with a bottom-up approach. The main policy places madrasahs under the Ministry of Religious Affairs, equal to public schools, and mandates religious education at all levels per Law No. 20 of 2003. Renewal efforts focus on curriculum development, school empowerment, and decentralizing education management for professionalism and effective community empowerment.
Fourth: Policy on Developing Internationally-Minded Schools; stresses learner empowerment via bottom-up approaches, madrasah management under the Ministry of Religious Affairs, equality with public schools, mandatory religious education at all levels, curriculum development, school empowerment, and decentralized, professional education systems.
Global education reform emphasizes adaptation, inclusion, social values, and inequality challenges. Indonesia's national education reform focuses on innovation, effectiveness, solutions, Law No. 20/2003, quality, and equity. Islamic education reform centers on empowerment, madrasah equality, Law No. 20/2003, curriculum, and decentralization. International school development policies focus on madrasah equality, Law No. 20/2003, curriculum, empowerment, decentralization, and professionalism.
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This paper is summarized from the Course Material of "International Education Management" Part 12: Management Policy for the Development of Internationally-Minded Educational Institutions , Lecturer: Prof. Dr. H. A. Rusdiana, M.M.
Karmila was born in Bandung on September 21, 2003, the eldest child of Mr. Hendar Suhendar and Mrs. Ai Karwati. Residential address Babakan Village RT05 / RW01 Cibiru District, Pasir Biru Village, Bandung City, West Java Province, Indonesia 40615. Mobile phone number: 0895373608829 Email: rkarmila8@gmail.com
