F Y
----- Original Message -----
From: ndeboost
To: [email protected]
Sent: Saturday, May 21, 2011 10:38 AM
Subject: [proletar] Re: Radicalism, fundamentalism and discriminatory
education
Mr @mBoong. Just do it. Cowards shouting hidden.
--- In [email protected], "sunny" <ambon@...> wrote:
>
> Reflection : Mr President, you must be joking, if you aren´t joking
then why you supported the fundamentalist warriors to Poso ( Sulawesi)
and Moluccas?
>
>
http://www.thejakartapost.com/news/2011/05/21/radicalism-fundamentalism-\
and-discriminatory-education.html
>
> Radicalism, fundamentalism and discriminatory education
> Hafid Abbas, Jakarta | Sat, 05/21/2011 8:00 AM | Opinion
>
>
> On April 19 at the Bogor Palace, President Susilo Bambang Yudhoyono
said that radicalism, terrorism and sectarian conflicts were three
problems disrupting our national security.
>
> This condition may have been triggered by a number of organizations
and individuals who defied law enforcement. For that reason, security
forces must act decisively and professionally in combating terrorism and
several cases of violence in the name of religion that have occurred
recently in Indonesia.
>
> The President's concern is not without any reason. Indonesia has been
undergoing many traumatizing events in the form of terror attacks.
>
> One year after the 9/11 tragedy, Indonesia was shocked by the Bali
bombings on Sept. 12, 2002. Since then, violence has endlessly hit the
country, the most recent being the suicide bombing at the Cirebon Police
mosque last April.
>
> Although the acts of terrorism could be classified as large-scale and
sophisticated, the police can quickly discover and arrest the
perpetrators. Even those perpetrators have already been prosecuted and
some of them sentenced to death.
>
> The question then arises as to why radicalism and terrorism persists
even though the police have always uncovered the cases and caught the
perpetrators.
>
> A security approach is likely successful in the short run, but in the
long run, radicalism may arise again because the root of the problem
remains untouched. The root of radicalism is abstract and embedded in
the mind of a person.
>
> Borrowing Gandhi's view, in this world there are two types of
violence: physical violence such as terrorism and war, and soft violence
such as defamation and provocation. Relations between the two, Gandhi
says, are like fire and gasoline. In order to stop physical violence
such as terrorism, people have to first remove radicalism and
fundamentalism from their minds.
>
> To create peace and tolerance in the mind of children is not an easy
task. It requires a good education which can stimulate a favorable
environment for children to gain knowledge, a positive attitude and
rational behavior to address their social reality peacefully. Education
must therefore broaden the horizon of children to acquire a sense of
universal peace, internalize the value of tolerance and enable them to
view things from different perspectives of truth.
>
> To arrive at such circumstances, the process of education must meet a
certain quality standard to stimulate students' minds to act and behave
in a peaceful and tolerant manner to plurality and differences. Students
need enough exercises to harmonize what they think, what they say and
what they do to experience the universal beauty of peace.
>
> However, on the other hand, that expectation is not without obstacles.
Currently, approximately 88.8 percent of schools in Indonesia, ranging
from elementary to high school have not passed the minimum service
quality standard (Kompas, March 23, 2011).
>
> The situation is probably even much worse at religious schools or
madrasah.
>
> Katarina Tomasevski (2002), the UN Special Rapporteur on education in
Indonesia, exposed that only about 3 percent of students in Indonesia
could enjoy an international standard or high quality of education.
These schools are generally dominated by students of Chinese descent. On
the other hand, this ethnic group is a source of social envy because
they control the largest chunk of the economic pie.
>
> Jealousy and discrimination triggered by discrimination, poverty and
unemployment often cumulatively appear to be great power on the grounds
of jihad against law enforcement agencies and other religious followers
or ethnic groups who are part of the upper socio-economic class.
>
> The existing radicalism is not a simple process. It has been likely
triggered to the past dichotomy of education policy. Public schools
under the National Education Ministry and private religious school under
the Religious Affairs Ministry, despite their use of the same national
curriculum, are extremely different in the way each treats resource
distribution.
>
> Madrasah under the religious ministry in the past appeared to be the
last receiving hand of national budget allocation on education. The
discrimination policy is presented by the ADB publication, "Financing of
Education in Indonesia" (1999). For example, the unit cost for upper
secondary school students under the religious ministry, Madrasah Aliyah
(MA), is Rp 185,000 (US$21.76), about Rp 4,000 from the state budget and
Rp 181,000 from parents. The unit cost of public senior high schools
under the education ministry reached Rp 418,000, about Rp 333,000 from
the state budget and Rp 85,000 from parents.
>
> Similar discrepancies also appear in textbook distribution, teacher
availability and infrastructure. Ironically, 60 percent of
schoolchildren at madrasah are girls, who are among the most
disadvantaged socio-economic strata, while those in public schools are
from middle and upper classes.
>
> As a result, almost all madrasah are continuously marginalized, as the
poor subsidizes the rich in the way the lion's share of government
subsidy goes to public schools. So, what can we expect from such
circumstances if not just adding to potential social tension and
vulnerability in the future.
>
> The polarization gap between the education and religious ministries in
dealing with national education has shown great lessons learned. The gap
between the two has gradually improved and the past discrimination has
changed gradually after the enactment of the 2003 National Education
System Law, which allows all children in madrasah to be treated equally
as those in public schools under the education ministry.
>
> However, this transformation process seems to have problems due to
many overlapping structural bureaucracies at the two ministries and
other relevant agencies both at central and district levels. Madrasah
transformation moves very slowly.
>
> Bureaucracy reform at the two ministries appears to be greatly
demanded with strong vision and decisive policy, including the need to
merge all issues, concerns and problems of madrasah into one single
management under the National Education Ministry.
>
> The writer is a professor at the State University of Jakarta and
former director general of human rights protection.
>
>
> Related News >>
> a.. Govt should educate parents to fight against terrorism
> b.. Minister encourages students to be aware of radicalism
> c.. Frustrated youth turn to radicalism, experts say
> d.. Comments: A loophole for radicalism
>
>
> [Non-text portions of this message have been removed]
>
[Non-text portions of this message have been removed]
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