Education Capitalization

Introduction

Education carried out by government and also private sector requires a real operating expenses height. Most all sector is relating to education must be bought. Book, chalk, ruler, and teaching aid readily uses for example, must be bought. Therefore, education requires cost.

Presumption like that not then is followed up with closing eyes and ear with interest places forward commercial factor than social. Education is not commodity, but effort carries out system and certain mechanism that man is able to improve; repair their/his self, can make balmy itself, and solvent of interaction as man.

Education paradigm growing in Indonesia in this XXI century step by step has started leaves aspiration of the founders this republic nation-state that is that every citizen entitled to get education that is competent. The republic founders aware to that performing of the education are addressed to makes man is humanitarianly and can make process towards at fullness of spirit hence would very ironic with situation of education these days.

The Role of the Government and Private sector

Education is responsibility of all suborder. By referring this assumption, education organizer is not merely government but also entangles the side of private sector individually and also group. Thereby, governmental hoped all members of publics responsible educate Indonesian.

Despitefully, because of limitation of cost, governmental given opportunity of it's bigger to public to participate and develops business through education. This assumption comprehended by public by building opening school, courses, or skilled education type with facility that is better than school build and owned government. By giving supporting facilities for education that is rather differs in, rather complete, and promises makes education managed the side of private sector must be redeemed with cost that is not is cheap. So expensive education.

Indonesia has ever owned Perguruan Taman Siswa carrying out education for public? People with motivation educate public? People. Indonesia also has education system of pesantren (Islamic models) which is not collects payment which in the form of money from it's the student. Student in pesantren modeled this salaf (classical) not only studies public sciences (like biology, physics, mathematics, language, and art) they also studies Islam science for the sake of individual and public.

Without realized already happened friction of motivation of organizer and the management of the existing education. Education organizer of private sector tends to sells dream with equipment of facility which they perform. They disregard condition of Indonesia public most doesn't have purchasing power and energy? Power to bargain. Pupil old fellow will be given on to reality "expensive school" and "go to school for rich man children".

Of course, must also be confessed that the school requires cost. However, collects expense of height for education is a real wrong deed; more than anything else in Constitution 1945 has expressed that any citizen [is] entitled to get education.

Capitalist: Having Under the Law

Shifts it purpose of education levying from formulated by the Republic of Indonesia founders is really peeping out suborder concern. If education only be carried out just for man who is having money, hence the biggest layer of Indonesia public? People will not have formal education. Poor people and people, who don't have purchasing power, will yield apathetic generation. Thereby, will lose also one civilization links a nation.

Education carried out with only menitikberatkan at present financial advantage will only make man is more individually and once in a while overrules that the man basically is created autonomous. Tendency and dependency to get it's (the capital returns will make education product to enable all ways, machiavelistical.

Other side, education system this time makes detached man from it's (the area and sometimes abstracted from its (the community root. Properly is critical that education system this time makes educative participant not autonomous and sometimes forgets spirit to as social creature or according to opinion Aristotle's that the man Zoon Politicon.

Semestinyalah had if education aimed at accomplishment of copartner ship standard (company) must be refused. Ideally, education must load agenda for "humanizes man" (humanization), non dehumanization. By collecting expense of height because law barium; by itself education has been transferred to accomplishment of industrial requirement. More than anything else in Indonesia, diploma is respectable reference and the only equipment to get work that is competent.

By positioning education carried out by government and also law barium private sector must, public trapped at acute dilemma. In one public sides requires education to increase it's the humanity reality, medium on the other side no cost is small monster or endless nightmare.

Tussle between fears and desire of public to send to school it's the children exploited by certain party sides. This condition is a real condition profits if evaluated from the aspect of business. Panic buyers are really condition hardly to the advantage of my pelaku-pela is business.

Opinion: Education is Sacral Factor

Indonesia Public till now still of opinion that formal education is equipment the only to improve; repair life, to get work with good production, good salary, and to fulfill primary requirements, beside can boost up degree. This assumption by generations and always is looked after causing peeps out assumption and places formal education as thing which sacral.

Though all formal education, vocational school is not interesting means. As it's (the impact, vocational schools teaching is skilled becoming not draws. Vocational school is school for member of marginal public. Vocational school teaching how facing and draws up life is assumed not elite and ancient. Despitefully, vocational school is not place of for rich man children, but majored for children from poor family.

Social Lameness as poison impact goad to school which only is enjoyed by rich man children will peep out oppressed feeling and not balmy among poor people. Poor public of which cannot send to school it's (the children will assume it as destiny which must be received and assumes it as penalization of God. Irony, of course. But this is reality when schools becomes is expensive and poor people [shall] no longer have place in school.

Minister of National Education in Indonesia for the existing likely increasingly far from nationality vision. Even with movement of schools autonomy increasingly clearly shows capitalization symptom of education. Now education is managed by using management of business that is then yields cost is sky. Expense of education more and more expensive, even impressed has become business commodity for the owner of capital (capitalist). By using pre-eminent school label, favorite school, peer school etcetera expense of education increasingly strangles poor people. Our education increasingly grinds marginal clan. Where situation of our education justice if certifiable school of that is just for they having money only?

While as man who sure is normal of public will choose best life. However, because of its (the disability and its (the kepicikan in looking at education problem, its (the objectivity is also disappears. Indonesia Public of course requires resuscitation that education is one essential part to improve; repair quality of it's (the humanity. Of course, there is no guarantee that education will make people to become rich, influential, famous, and in command.

Cover? Conclusion

Debate of length still need to be strived before Indonesia public can look into formal education as not the only equipment to improve; repair its(the life. Public must realize formal education is not as of its (the pitch.

Resuscitation need to be trained to pebisnis. School that is till now is viewed as the only equipment which able to be used to reach for and can realize its (the aspiration is not farm to get advantage. Therefore, not righteously school utilized as means to make a living. In school still and ought to slip between idealism, so that there is no reason again to expensive of education that is with quality, complete supporting facilities, and has various facilities.

Other alternative is publicizing intensively that non diploma required but ethos and hard work, motivates to build their/his self, and desires to live in better front must be inculcated early. Public must be awaked that becoming public servant is not the price of death.

Higher Education and Society

Institutions of education, and the system of which they are a part, face a host of unprecedented challenges from forces in society that affect and are influenced by these very institutions and their communities of learners and educators. Among these forces are sweeping demographic changes, shrinking provincial budgets, revolutionary advances in information and telecommunication technologies, globalization, competition from new educational providers, market pressures to shape educational and scholarly practices toward profit-driven ends, and increasing demands and pressures for fundamental changes in public policy and public accountability relative to the role of higher education in addressing pressing issues of communities and the society at large. Anyone of these challenges would be significant on their own, but collectively they increase the complexity and difficulty for education to sustain or advance the fundamental work of serving the public good.

Through a forum on education, we can agree to: Strengthening the relationship between higher education and society will require a broad-based effort that encompasses all of education, not just individual institutions, departments and associations.

Piecemeal solutions can only go so far; strategies for change must be informed by a shared vision and a set of common objectives. A "movement" approach for change holds greater promise for transforming academic culture than the prevailing "organizational" approach.

Mobilizing change will require strategic alliances, networks, and partnerships with a broad range of stakeholders within and beyond education.

The Common Agenda is specifically designed to support a "movement" approach to change by encouraging the emergence of strategic alliances among individuals and organizations who care about the role of higher education in advancing the ideals of a diverse democratic system through education practices, relationships and service to society.

A Common Agenda

The Common Agenda is intended to be a "living" document and an open process that guides collective action and learning among committed partners within and outside of higher education. As a living document, the Common Agenda is a collection of focused activity aimed at advancing civic, social, and cultural roles in society. This collaboratively created, implemented, and focused Common Agenda respects the diversity of activity and programmatic foci of individuals, institutions, and networks, as well as recognizes the common interests of the whole. As an open process, the Common Agenda is a structure for connecting work and relationships around common interests focusing on the academic role in serving society. Various modes of aliening and amplifying the common work within and beyond education will be provided within the Common Agenda process.

This approach is understandably ambitious and unique in its purpose and application. Ultimately, the Common Agenda challenges the system of higher education, and those who view education as vital to addressing society's pressing issues, to act deliberately, collectively, and clearly on an evolving and significant set of commitments to society. Currently, four broad issue areas are shaping the focus of the Common Agenda: 1) Building public understanding and support for our civic mission and actions; 2) Cultivating networks and partnerships; 3) Infusing and reinforcing the value of civic responsibility into the culture of higher education institutions; and 4) Embedding civic engagement and social responsibility in the structure of the education system

VISION We have a vision of higher education that nurtures individual prosperity, institutional responsiveness and inclusivity, and societal health by promoting and practicing learning, scholarship, and engagement that respects public needs. Our universities are proactive and responsive to pressing social, ethical, and economic problems facing our communities and greater society. Our students are people of integrity who embrace diversity and are socially responsible and civilly engaged throughout their lives.

MISSION The purpose of the Common Agenda is to provide a framework for organizing, guiding and communicating the values and practices of education relative to its civic, social and economic commitments to a diverse democratic system.

GUIDING PRINCIPLES

I believe social justice, ethics, educational equity, and societal change for positive effects are fundamental to the work of higher education. We consider the relationship between communities and education institutions to be based on the values of equally, respect and reciprocity, and the work in education to be interdependent with the other institutions and individuals in society.

We will seek and rely on extensive partnerships with all types of institutions and devoted individuals inside and outside of higher education.

We realize the interconnection of politics, power and privilege. The Common Agenda is not for higher education to self-serve, but to "walk the talk" relative to espoused public goals. We understand the Common Agenda as a dynamic living document, and expect the activities it encompasses to change over time.

THE COMMON AGENDA FRAMEWORK The general framework for the common agenda is represented in the following diagram. It is clear that while goals and action items are organized and aliened within certain issues areas, there is considerable overlap and complimentarity among the issues, goals and action items. Also, following each action item are names of individuals who committed to serve as "point persons" for that particular item. A list of "point persons," with their organizational affiliation(s) is included with the common agenda.

ISSUES

ISSUE 1: MISSION AND ACTIONS

Public understanding more and more equates higher education benefits with acquiring a "good job" and receiving "higher salaries." To understand and support the full benefits of higher education the public and higher education leaders need to engage in critical and honest discussions about the role of higher education in society. Goal: Develop a common language that resonates both inside and outside the institution. Action Items: Develop a common language and themes about our academic role and responsibility to the public good, through discussions with a broader public.

Collect scholarship on public good, examine themes and identify remaining questions. Develop a national awareness of the importance of higher education for the public good through the development of marketing efforts.

Goal: Promote effective and broader discourse. Action Items: Raise public awareness about the institutional diversity within and between higher education institutions.

Identify strategies for engaging alumni associations for articulating public good and building bridges between higher education and the various private and public sector companies. Develop guidelines of discourse to improve the quality of dialogue on every level of society. Organize a series of civil dialogues with various public sectors about higher education and the public good.

ISSUE 2: DEVELOPING NETWORKS AND PARTNERSHIPS

Approaching complex issues such as the role of higher education in society that requires a broad mix of partners to create strategies and actions that encompass multiple valued perspectives and experiences.

Broad partnerships to strengthen the relationship between higher education and society involves working strategically with those within and outside of higher education to achieve mutual goals on behalf of the public good.

Goal: Create broad and dispersed communication systems and processes.

Action Items:

Create an information and resource network across higher education associations Create information processes that announce relevant conferences, recruit presenters and encourage presentations in appropriate national conferences Develop opportunities for information sharing and learning within and between various types of postsecondary institutions (e.g. research-centered communities).

Goal: Create and support strategic alliances and diverse collaborations.

Action Items: Establish and support on-going partnerships and collaborations between higher education associations and the external community (e.g. civic organizations, legislators, community members) Explore with the public how to employ the role of arts in advancing higher education for the public good Promote collaboration between higher education and to address access, retention, and graduation concerns

ISSUE 3: INSTILLING AND REINFORCING THE VALUE OF CIVIC RESPONSIBILITY INTO THE CULTURE OF HIGHER EDUCATION INSTITUTIONS

Education should attend to the implicit and explicit consequences of its work, and reexamine "what counts" to integrate research, teaching and service for the public good to the core working of the institution.

Goal: Emphasize civic skills and leadership development in the curriculum and co-curriculum.

Action Items: Develop and implement a curriculum in colleges and universities that promote civic engagement of students Create co-curricular student and community programs for leadership and civic engagement development Develop learning opportunities, inside and outside of the classroom, that promote liberty, democratic responsibility, social justice and knowledge of the economic system Develop student leadership and service opportunities that focus on ethical behavior Teach graduate students organizing and networking skills, and encourage student leadership and Diversity education

Goal: Foster a deeper commitment to the public good.

Action Items: Work with faculty on communication skills and languages to describe their engagement with the public, and educate faculty for the common good Identify models for promotion and tenure standards Identify models for faculty development

Goal: Identify, recognize, and support engaged scholarship.

Action Items: Identify and disseminate models and exemplars of scholarship on the public good Encourage the participation in community research Help institutions call attention to exemplary outreach. Establish a capacity building effort for institutions

Goal: Bring graduate education into alignment with the civic mission.

Action Items: Work with disciplinary associations to hold dialogues on ways graduate student training can incorporate public engagement, involvement and service Promote "civic engagement" within academic and professional disciplines according to the disciplines' definition of "civic engagement" Incorporate the concept of higher education for the public good into current graduate education reform efforts

ISSUE 4: EMBEDDING CIVIC ENGAGEMENT AND SOCIAL RESPONSIBILITY IN THE STRUCTURE OF THE HIGHER EDUCATION SYSTEM

Promoting the public benefits of higher education requires system efforts beyond institutions to intentionally embed values of civic engagement and social responsibility in governance practices, policy decisions, and educational processes.

Goal: Align governing structures and administrative strategies.

Action Items: Develop ways to improve student and the community involvement in the governance and decision making process of educational institutions. Identify and promote ways for institutions to improve involvement with the public and the practice of democracy within their own institution. Establish public good/civic engagement units that orchestrate this work throughout institutions.

Goal: Publicly recognize and support valuable engagement work.

Action Items: Offer public awards that reward institutions with demonstrable track record in serving the public good in order to encourage institutionalization of performance around the public good and civic engagement.

Develop a comprehensive inventory of funding sources, association activities, initiatives, and exemplary practices that advance the public good. Identify, recognize, and support early career scholars who choose to do research on higher education and its public role in society.

Goal: Ensure that assessment and accreditation processes include civic engagement and social responsibility.

Action Items: Identify service for the public good as a key component in provincial and federal educational plans (e.g. Master Plans, provincial budgets, and professional associations).

Bring higher education associations and legislators together to broaden current definition of student outcomes and achievement, and develop a plan for assessment.

Develop strategies and processes to refocus system-wide planning, accreditation and evaluation agendas to consider criteria assessing the social, public benefits of education.

Goal: Cultivate stronger ties between the university, federal and provincial government.

Action Items: Develop a 2-year implementation plan that joins the university rector / Pro-rector and Director with provincial legislators to engage in an assessment of the needs of the public by province Host a series of dialogues between trustees and provincial legislators to discuss the role of universities and public policy in advancing public good at a local, provincial, and national level.