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Face-to-face instruction would begin at that time, according to the development of Covid-19 situation and preparedness in established risk zones. On June 15, 2020, the ministers of education and culture religious affairs health and home affairs issued a joint statement that the academic year of 2020–2021 for early-childhood, elementary, and secondary education was to start in July 2020. The closure was provisionally to continue through mid-June 2020, depending on the development of the Covid-19 situation. The scope of these closings is wider than Indonesia has ever experienced before. Prior to elementary education, children can attend noncompulsory kindergartens and early-childhood education providers.Īs of the writing of this article in October 20, 2020, due to the Covid-19 crisis, all Indonesian schools-elementary through higher education institutions-have been closed since mid-March 2020.
DIRJEN GTK KEMDIKBUD PROFESSIONAL
These options may be followed by four years of undergraduate university education, or from one to four years of higher professional education, culminating in multiple years of postgraduate education. The Ministry of Religious Affairs manages the madrasahs, while the Ministry of Education and Culture manages elementary, junior secondary, and senior secondary education (senior secondary and senior vocational schools). This last one can be taken in one of three types of school: senior secondary school (SMA), Islamic senior secondary school (Madrasah Aliyah), or senior vocational school (SMK). Indonesia’s education system includes six years of elementary education or of Islamic elementary education (called Madrasah Ibtidaiyah, or MI) three years of junior secondary education or of Islamic junior secondary education (called Madrasah Tsanawiyah, or MTs) and three years of senior secondary education. In 1984, six years of compulsory education became a national mandate, extended to nine years in 1994 (Suharti 2013).
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Indonesia is the world’s fourth most populous country, with more than 264 million people, including over 44 million schoolchildren and 2.7 million teachers, according to data by the General Directorate of Early Childhood Education, Elementary Education, and Secondary Education, under the Ministry of Education and Culture of the Republic of Indonesia (Kementerian Pendidikan dan Kebudayaan 2020). Indonesia is an archipelago country comprised of more than 17,000 islands divided into 34 provinces that have distinct cultural and regional differences. The article asks: How does the Covid-19 crisis affect education systems, activities, policies, and practices in the Indonesia archipelago? How has the central government responded to the Covid-19 crisis within educational institutions? What do these institutions’ curricular responses look like? What are some of the guiding curricular principles of schooling, teaching, and learning emerging and circulating during the Covid-19 crisis and within educational institutions’ efforts to revive educational life, possibilities, and continuance? It is hoped that this article on the case of Indonesia will promote and contribute to new sharing of the global understanding of curriculum responsiveness, teaching, learning, policy, and practice during the current Covid-19 crisis. It describes and illuminates various curricular responses, from nation-based actions to policies by the office of the Ministry of Education and Culture of the Republic of Indonesia. This article focuses on the effect of the Covid-19 crisis on education systems in Indonesia.