Tantangan pendidikan Kristen membangun pribadi unggulan
Kresnayana Yahya kresna49@yahoo.com Blog:kresnayana yahya
Problem dan tantangan umum • • • • •
Global warming –Climate Change Pengembangan ICT : Internet application Crisis Economy belum pulih Perubahan struktur demography Bergesernya arah pendidikan makin individual dan informal • Pengembangan belajar mandiri • Fokus pada usia dibawah 15 tahun • Membangun moralitas bangsa
Perubahan Iklim dan isu lingkungan lainnya yang terkait
IKLIM INDONESIA
DIPENGARUHI IKLIM GLOBAL : • MONSOON • ENSO (El-Nino Southern Oscillation) • DME
N
MONSOON DES-FEB
equator
W
E
MONSOON JUN-AGS
DME
PERIODE ULANG 15 BULAN 3-4 TAHUN
ENSO
S
PERIODE ULANG 5-7 TAHUN CENDERUNG 2-3 TAHUN
Salah satu faktor penyebab terjadinya perubahan iklim di Indonesia
DARI BERBAGAI SUMBER
Indikator Perubahan Iklim Peningkatan suhu udara Kenaikan permukaan air laut Perubahan pola hujan Peningkatan frekuensi kejadian iklim ekstrim (anomali kering & basah)
El Nino dalam tahun ini
The Debate is Over ‌
What is Global Change? Global Change is more than Global Climate Change
Vitousek (1994)
Richards (1991), WRI (1990)
Mackenzie et al (2002)
Reid & Miller (1989) U.S. Bureau of the Census
NOAA
Global Perspective life supporting resources
declining
consumption of life supporting resources
rising
"Hot, Flat and Crowded”& "Code Green”
9
Tantangan • Pertumbuhan penduduk yang sangat tinggi: 2.3 % per tahun ( sejak 2008) • Perubahan struktur demography • Pengangguran yang makin tinggi • Kualitas pendidikan yang merosot tajam • Korupsi dan moralitas • Gereja makin jauh dari realitas • Kehidupan pedesaan yang makin rapuh • Penyebaran HIV_AIDS ; Narkoba, Perilaku sex menyimpang
Tantangan perubahan struktur kependudukan • Pertumbuhan penduduk naik menjadi 1.26 % pertahun sejak 2008 • Total Fertility rate 2.3 ( tahun 2020 TFR 1.9 prediksi) • Penduduk tinggal di perkotaan 53% • Lebih dari 54 % pekerja berpendidikan SD kebawah • Lebih dari 35 juta penduduk hidup dibawah garis kemiskinan
KONDISI PENDUDUK INDONESIA SAAT INI Jumlah Penduduk 234,252 Juta Jiwa
KONDISI SAAT INI
16,3 juta RTM Atau 39,1 juta Penduduk miskin (tidak berdaya)
Tingkat Pendidikan Dan Kesehatan Rendah
Masyarakat Petani (lahan terbatas, tidak produktif, dikelola secara tradisional, dan tidak memenuhi persyaratan pasar)
Tinggal di Perdesaan
Terbatasnya Kesempatan Kerja/ Pengangguran Bertambah.
Kebijakan dan Program Pemberdayaan Msy (Ekonomi, Sosbud, Politik, Lingkungan)
Peningkatan Kesejahteraan Masyarakat
2010 is a critical year for Education (as it is for the other MDG sectors)
It marks the final stretch to Education for All (EFA) 2015 2010
EFA
In 2010, countries will be conducting its “End Decade Assessment� (EDA) to check progress in meeting the EFA. Apakah Pendidikan di tahun 2015 akan mencapai sasaran MDG?
Tantangan pendidikan abad 21 • Pendidikan fokus pada Character building: Leadership • Multikultur: multi language competence • IT and Knowledge base : Net generation • Peduli pada CLIMATE CHANGE : Global Warming • Entrepreneurial mindset : CreaTivity base • Membangun Learning Community
Apa perubahan mendasar • Pengakuan keberhasilan tidak lagi dilihat secara administratip tetapi kompetensi dan kekuatan kultural untuk berperan : Character base Leadership • Ujian tidak ditentukan oleh lembaga tetapi kompetensi untuk bisa berkarya dan berperan jadi utama : performance based • Logika keilmuan hanya bermanfaat bila ada bukti kenyataan ( evidence based- Knowledge base) • Kekuatan bersaing bukan lagi kepandaian tetapi kreativitas dan kecerdasan bertindak ( life skills- soft skills) • Integrasi antara keyakinan spiritual lebih utama memandu langkah bertindak dan pola hidup
Pergeseran peran • • • • • • • • •
Guru sebagai fasilitator Orang tua sebagai partner Kepala sekolah sebagai manager/Leader Ada instructional designer Ada IT designer Ada creativity organizer Ada Spiritual and Gospel implementer Society sebagai learning community Ada “father” figure dalam hidup
Tantangan bangsa • FOOD • ENERGY • WATER
• Masa depan lapangan kerja : service • Knowledge base – Performance base • Creativity – Innovation base.
Tantangan • Mereka yang lahir sebelum 2000 “ asing dan bukan natives ICT” • Mereka yang lahir setelah 2000 : Native ICT • Ada digital Divide: bahasa ibunya adalah IT • Perlu belajar dan adaptasi dengan ICT • Perbedaan cara berpikir dan belajar • Membangun nilai tentang Tuhan dan Iman • Belajar untuk HIDUP • Belajar untuk BERPERAN
“The Terms” Born in… • 1927–1945: “Builders” (Digital Foreigners) • 1946–1964: “Baby Boomers” (Digital Immigrants) • 1965–1983: “Busters / Gen X” (Digital Transplants) • 1984–2002: “Millennials / Gen Y” (Digital Natives) • 2002–beyond: ??
Current 4/14 Window: 1995–2005
The Trends
Dr. Tim Elmore, A New Wave: Welcome Generation iY (2008)
The internet is the asteroid: Then and now 2000
2009
46% of adults use internet
79% of adults use internet
5% with broadband at home
63% with broadband at home
50% own a cell phone
85% own a cell phone
0% connect to internet wirelessly
56% connect to internet wirelessly
<10% use “cloud”
>two-thirds use “cloud”
= slow, stationary connections built around my computer
= fast, mobile connections built around outside servers and storage ,BB
Kehidupan keluarga • Tekanan dan pengaruh luar , media, pergaulan, sistim nilai yang bergeser • Sekulerisasi dan mimpi sukses materi • Proses menyederhanakan makna hidup • Pendidikan keluarga menjadi kalah • Pendidikan ditujukan untuk sesuatu yang tidak abadi
Apa sebenarnya peran orangtua dan sekolah ? â&#x20AC;˘ Sekolah memberikan kesempatan belajar terpandu untuk memperkuat logika menemukan dan menganalisa ilmu menjadi suatu kompetensi â&#x20AC;˘ Dirumah seorang anak membangun karakternya dan mendapat tempat berkembang secara mental spiritual â&#x20AC;˘ Adakah kemampuan anak hidup dalam lingkungan yang ada ?
Apakah ada kurikulum KELUARGA • Pada umumnya keluarga menganggap : sekolah adalah satu –satunya cara mengembangkan anak; yang dikembangkan Knowledge dan Karakter • Disiplin dibentuk dengan melakukan serangkaian kegiatan yang membangun kebiasaan dan akhirnya menjadi nilai -nilai • Pemanjaan anak dilakukan untuk show peduli anak ( padahal ini kelemahan mendidik) • Disiplin itu bukan penyeragaman – bukan kekerasan dan bukan punishment • Good plan –holistic program – Contextual base
A Lifelong Skills Strategy ...solve problems
...think critically & creatively
...plan and organise
The ability to
..to learn ..take risks
...work with others
...use initiative
...lead
25
Demographic Forces Influence Consumer Demand Social Forces Personnel
Political Legal
Demographics
Product
Needs Finance Price Consumer Distr. Natural Acctg Wants Resources Promotion Production Monopoly
. . . . . . Pure Competition Economics
Technology
• The aim of education is to guide students in the process through which they shape themselves as human persons- armed with knowledge, strength of judgment, and moral virtues – while at the same time conveying to them the spiritual heritage of the nation and civilization in which they are involved • Intelligence plus character –that is the goal of true education
Mengapa Karakter menentukan? • Be careful of your thoughts, for your thoughts become your words. • Be careful of your words, for your words become your deeds. • Be careful of your deeds, for your deeds become habits. • Be careful of your habits, for your habits become your character. • Be careful of your character, for your character becomes your destiny.
Commitment to Character
Commitment to Character Month by Month ( contoh ) August – Respect
Feb. – Tolerance
Sept. – Responsibility
March – Honesty
Oct. – Cooperation
April – Self-control
Nov. – Citizenship
May – Caring
Dec. – Kindness
June – Courage
Jan. – Self-Motivation
July – Patriotism
• Character is destiny ( Heraclitus) • Character shapes the destiny of an individual person. It shapes the destiny of a whole society • Within the character of the citizen, lies the welfare of the nation ( Cicero ) • Transmitting values is the work of civilization
• Civilizations do not flourish forever • They fall when the moral core deteriorates: when society fails to pass on its core virtues, its strengths of character, to the next generation • Out of 21 notable civilizations, 19 perished not by conquest from without but by moral decay from within.
• Success without character –qualities such as honesty, a sense of responsibility, kindness, and determination in the face of difficulty – does not count for much • Some people get all A’s but flunk life • An ounce of character is worth a pound of inteligence
â&#x20AC;˘ Character is Higher than Intellect â&#x20AC;˘ The stability of our lives depends on our character. It is character, not passion that keeps marriages together long enough to do their work of raising children into mature, responsible, productive citizens. â&#x20AC;˘ In this imperfect world, it is character that enables people to survive, to endure , and to transcend their misfortunes
Agriculture Age (farmers) Industrial Age (factory workers) Information Age (knowledge workers) Conceptual Age (creators and empathizers) Source: Dan Pink, A Whole New Mind
A reflection from Charles Darwin It is not the strongest species that survive, nor the most intelligent,
but â&#x20AC;Śthe one most responsive
to the change
â&#x20AC;˘ We romanticize the past and fear the future
Perbandingan • Religion • I obey: therefore I ‘m accepted • Motivation is based on fear and insecurity
Tim Keller
• Gospel • I ‘m accepted, therefore I obey • Motivation is based on grateful joy
Changing Structure of Employment as Economic Development Evolves Share of Employment
Agriculture Services
Industry
Time, per Capita Income
Source: IMF, 1997
Bagaimana mempersiapkan siswa dan ortu punya orientasi kerja service bagi anak anaknya
• • • • •
Basic needs and requirements for service Personality development Communication development Managerial and operational skills Willingness and openess for evaluation
SELF DEVELOPMENT
Job Performance “Can-Do” Factors “Will-Do” Factors X •Motivation •Knowledge •Skills •Interest •Aptitudes •Personality Characteristics
=
Job Performance
Aptitude is a person’s capacity to learn or acquire skills
Arthur Sherman, George Bohlander, and Scott Snell “Managing Human Resources” (South-Western College Publishing, 1996)
Creating Creating aa Learning Learning Environment Environment • Share Objectives – Set Goals
• • • •
Modeling Individual Differences Home , Peer, Market place Meaningful Presentation – Experience
Why Do We Care? Ability PERFORMANC E
Motivation
Opportunity
Performance = f (Ability, Motivation, Opportunity)
Membangun kebiasaan-sikap dan peduli masa depan â&#x20AC;˘ Setiap anak berkembang karena kemauan dan orientasi masa depan tentang makna hidup â&#x20AC;˘ Kompetensi diri akan membentuk kemampuan kerja dan percaya diri untuk bekerja( bukan nilai angka â&#x20AC;&#x201C; ranking ) â&#x20AC;˘ Pembentukan karakter dalam proses sekolah menjadi tanggung jawab bersama sekolah dan orangtua
21C Entrepreneur Transformation Industrial Economy Entrepreneur Type
Left Brain
Horizontal Analog Brain Type
Knowledge Economy Entrepreneur Type
C H A N G E
Right Brain
Object Digital Brain Type
EIGHT INTELLIGENCES TO WORK Bodily - kinesthetic
Linguistic
Logical mathematic Naturalist
Intrapersonal
Visual - spatial
Interpersonal
Musical
Whole brain model UPPER RIGHT C
UPPER LEFT A
LOGICAL ANALYTICAL QUANTITATIVE FACT BASED LEFT MODE THINKING PROCESSES
PLANNED ORGANIZED DETAILED SEQUENTIAL
B LOWER LEFT
HOLISTIC INTUITIVE SYNTHESIZING INTEGRATING EMOTIONAL INTERPERSONAL FEELING BASED KINESTHETIC
RIGHT MODE THINKING PROCESSES
D LOWER RIGHT
IQ
EQ
Education and self development
Training and experimentation sk ill
kn
ow
le dg e
Culture
e
at ic ap pl
c en ri pe ex
Coaching and mentoring
io n
competence
Facilitation and on the job training
Learning Process
”The school of tomorrow? ”Brick and mortar
”Virtual school”
The ”school of tomorrow”? Will soon be the school ”virtual of today
”Brick and mortar school”
E learning • organisation • pedagogy
school”
The The Winslow Winslow Research Research Institute Institute Research results: core behavioral traits define the high achiever and the leader
SELF - CONFIDENCE MENTAL -TOUGHNESS CONCEPTUAL THINKING AMBITION TO ACHIEVE
Good Character is Terrific (T.R.R.F.C.C.)
09/09/10
Š1996 Josephson Institute
55
Emotional Intelligence
PROSPECTIVE CREATIVE © "Chance favors only prepared minds“ L. Pasteur
VISION
VISIBILITY
IMAGINATION
Using the curriculum Learning Activity
Curriculu m
Curriculu m
Learning Activity
Cases
Cases
Curriculu m
Cases
Learning Activity
Cases
Learning Activity
Curriculu m
Social Learning Facebook Friendster Twitter Tagged
Environtmental Learning Global warming Climate Change Food security Energy Water
Entrepreneurial Learning Risk taking Idea Generation Leadership
One-shot in the new paradigm Develop plug-n-play learning modules & worksheets Release time for Subject Matter Expert (SME) collaborations with instructional designers Assessment Strategies
Instructional designers
Professional development for all liaisons with info lit responsibilities
Needs assessment
Learnercentered students for direct instructional delivery/peer design teaching
Changes in performance evaluations E-learning and Library Performance Support System developers
Unique Character of Knowledge
Innovatio n
Knowledg e
Virtuous Cycle of Development Economic Growth
Productivi ty
Our Four Thinking Selves R A T IO N A L , T H E O R E T IC A LS E L F
A
Thinks and acts step by step
A nalyses C larifies Q uantifies Islogical Iscritical Isrealistic Isdirect Likesnum bers K now sabout m oney K now showthingsw ork Takes preventative action Is task focussed Likes to know the facts Establishes procedures Gets things done Is reliable Organises Is punctual Is neat Plans
B
ORDERED, SAFEKEEPINGSELF
IMAGINATIVE, EXPERIMENTAL SELF
D
Infers Speculates Qualifies Conceptualises Is intuitive (ideas) Imagines Takes risks Is impetuous Bends the rules Is curious/plays
Is spontaneous Is sensitive to others Is intuitive (feelings) Likes to teach Is supportive Is expressive Is cooperative Is emotional Talks a lot Feels/flows
Thinks and acts holistically randomly
C EMOTIONAL, INTERPERSONAL SELF
Adapted from : Herrmann N., 1996 The Whole Brain Business Bok p.21, McGraw-Hill
21st century learning2006
4R • reading • writing • arithmetic • responsibility
New Learning
116717-CP-1-2004-1-SE-GRUNDTVIG-G1, OSMOSYS OSMOSYS Organising SMO’s employees approaches to lifelong le
QUALITY ASSURANCE NETWORK FOR ADULT LEARNING CEN QUALC PROJECT: -134388-LLP-1-2007-1-SE-GRUNDTVIG-GMP
Three arenas for learning: FORMAL, NON-FORMAL, INFORMAL
Formal arena
ILS Individual Learning Space
Informal arena
Non-formal arena
SELF DIRECTED LEARNERS
Formal arena
ILS Individual Learning Space
Informal arena
Non-formal arena
Supporting all forms of learning!
Formal arena
Learning Centre
Non-formal arena
Informal arena
Learning Formal Centre arena
Informal arena
Non-formal arena
Value all learning
Links to providers, stakeholders Guide, support, tutor
Adult Learning Centres embed learning â&#x20AC;Ś Validation Guidance
Individual studyplans Teachers
Tutoring Technology support Active Leadership Work mates
Study guides Stimulating Study mates learning environments
ALC embedding learning/elearning â&#x20AC;Ś Academic support Validation Guidance
Social organisation Individual support
studyplans
Teachers
Tutoring Technology support Active Leadership Work mates
Study guides Stimulating Study mates learning environments
Emotional support
OPEN EDUCATIONAL RESOURCES http://www.wikieducator.org/ http://www.merlot.org/merlot/index.htm
http://openlearn.open.ac.uk/
http://ocw.mit.edu
http://www.oercommons.org/
â&#x20AC;Śyour own e-learning way !
Student Centered • Student-centeredness is a key aspect – Rooted in the origins of formal learning – Recall Plato’s Socratic Dialogues
• Not “sage on the stage” • We are “guide by the side” – Challenging, provoking, guiding students to build personal knowledge from information
• Students value the “constructivist” approach to teaching and learning – An active and meaningful learning paradigm – Learning by reflecting
Constructivism • Constructivist pedagogical approach – Driven in part by the expanding marketplace of higher education – We present information and guide the student in applying that information to construct knowledge in their own context through higher order thinking • Bloom’s Taxonomy
– The very technologies and tools that facilitate individual student analysis and higher order thinking pervade our lives – Lead to a new learning theory - Connectivism
Connectivism • Connectivism – a Learning theory for the 21st Century by George Siemens – Created a stir on the Internet
• Knowledge in the 21st is different than the 19th century – No longer held totally within our brains and a few books – Now held in living, expanding networks – both social and technological
• Learning now means knowledge of how to find changing answers in this technologically evolving society
Principles of Connectivism • Learning and knowledge rests in diversity of opinions • Learning is a process of connecting specialized nodes or information sources • Learning may reside in non-human appliances • Capacity to know more is more critical than what is currently known • Nurturing and maintaining connections is needed to facilitate continual learning • Ability to see connections between fields, ideas, and concepts is a core skill • Currency (accurate, up-to-date knowledge) is the intent of all connectivist learning activities. • Decision-making is in itself a learning process
Technologies and Techniques • How do we connect with the digital natives – the millennial students? – – – –
Time-shifting technologies Encourage interaction - engage Facilitate individual communication Utilize their means of communication – digital • We are told that many cannot easily read cursive • We are told that many cannot easily read analog clocks • But, their digital communication skills are excellent
– Meet them where they are – on their turf
Skills and performance can e-learning help bridge the gap?
So what are the Myths and what are the Realities?
What drives us OWNERSHIP COMMITMENT RESPONSIBILITY
The Skills Needed Changing human behavior requires skills in • Change management, • Communication and • Leadership
Our Roles • We are not police • We are not technology pushers • We are not mere trainers
•
We are the change agents
The Trends
Informal Learning • • •
Learning is not a separate activity. It is made a part of the daily work. Learning is blended with the informal work culture of the organization. Blended learning is convergence of training, info repositories, communities, networks, experts, expertise and a host of others.
The Trends
Informal Learning…contd. Users today lead a more active life outside the work: • • •
they listen to podcasts; they write and read blogs share views and experiences through wikis
Bring those informal approaches into the company and make them informal learning means.
The various ways of informal learning 1. 2. 3. 4. 5. 6. 7. 8. 9. 10.
Blogs Collaborative learning spaces Established communities of practice Expertise locators Industry conferences Informal conversation with colleagues Internet searches Knowledge and content management systems Learning portals Livechats
11. 12. 13. 14. 15. 16. 17. 18. 19.
Mentors or coaches Networking with external professionals On the job work experience Online referenceware Podcasts Shared repositories of info Trade and business publications Web-conferences Wikis
Tantangan menghadapi pergeseran moralitas • Membangun Keluarga, gereja yang terlibat dan peduli moral • Merevitalisasi kembali peran TERANG dan GARAM • Membangun Strategi masa depan, sekarang • Menemukan kemuliaan Tuhan dalam bertindak
Mengapa fokus pada anak dibawah 15 tahun? • Information akses, spiritual struggle , early believers, experience with GOD • 85 % akan jadi true believers • 70 % berasal dan dipengaruhi oleh teman • 3 % mampu sharing faith • Dalam 2 minggu sudah harus dilibatkan dalam pelayanan, action dan relating to real case
Penduduk dunia 5 – 15 thn • India • China • Indonesia
300 juta 190 juta 45 juta ( 60 juta < 15 thn)
Apa yang harus dikerjakan keluarga • Membangun pengenalan akan Tuhan • Membangun NILAI Kristiani : membangun relasi dengan TUHAN, membangun IMAN • Membangun kultur keluarga yang memasrahkan seluruh hidup kepada Tuhan • Mengandalkan pemeliharaan Tuhan dan mengusahakan DAMAI dengan Tuhan dan sesama
â&#x20AC;˘ Gereja diutus kedalam dunia untuk melanjutkan apa yang telah Ia kerjakan sesuai dengan tujuanNya, dengan kuasa Roh yang sama , dan mendamaikan orang orang dengan Allah
Apakah YESUS jadi fokus? • Rumah tangga : Apa Yesus focus? • Yayasan Kristen : apakah Yesus Focus? • Diatas batu karang ini kamu akan membangun gereja/keluarga Ku dan alam maut tidak akan menguasainya
Pedagogical Modalities for elearning Classroom enriched
Teachercentred
Blended learning
Teacherpaced course
Fully online
Self-paced standalone
Control
Learner centred autonomy Community based learning
Collaborativ e learning Entrepreneurial learning
Social learning
Blended Learning: Structure r2 na mi Se
y tud lf s Se
r1 na mi Se
y tud lf s Se
tio uc rod Int
Presentation/simulation/ Structured infomrationrole play Group activity inPresentation a of a group discussion forum work in a virtual search (WebQuest) classroom
Learning Process e lin s On ase ph
e lin s On ase ph
e lin s On ase ph
F2F session, teacher presents the course
F2F session, lecture and group work
Exam
Teaching Strategies Transfer
Tutor
Coach
Factual Knowledge („know-that“)
Proceedures, Problems („know-how“)
Social Practice („knowing-in-action“)
Instruction
Dialogue
Interaction
Know, Remember
Simulate/Train, Problemsolving
Reflective Action, invent
Teaching I
Teaching II
Teaching III
Steering
Enabling (Reinmann 2005) (Baumgartner 2004)
Changing Faces of E-Learning From Distributionâ&#x20AC;Ś Materials online
Learning Management Systems Information
Presentation
Transmissive Learning Expansive Learning Collaboration
Communication
E-Portfolios
Weblogs Communities
WiKis
â&#x20AC;Śto Collaboration and Reflection
Apa peran Lembaga pendidikan â&#x20AC;˘ Rancangan pengembangan pendidikan harus sesuai dengan kebutuhan menyiapkan anak didik .Peran keluarga, masyarakat, gereja harus jadi pertimbangan utama. â&#x20AC;˘ Proses merancang, menyiapkan , menyusun program pembelajaran perlu berbasis research, kemampuan implementasi dan keyakinan serta pilihan harapan masa depan. â&#x20AC;˘ Kompetensi dan kesungguhan menyelenggarakan proses pendidikan perlu dipandu melalui konsultasi dan penguatan kelembagaan melalui Majelis Pendidikan Kristen
Pemilihan pelaksana â&#x20AC;˘ Pemilihan cara , personil dan perangkat pelaksana proses belajar memerlukan panduan dan kajian yang edukatif . â&#x20AC;˘ Peran guru, kepala sekolah, support IT, pustakawan dan instructional designer perlu di sejajarkan dengan proses komunikasi dengan orang tua, masyarakat dan gereja
Apa peran MPK â&#x20AC;˘ Membangun kekuatan jejaring untuk meningkatkan kapasitas, menemukan kesamaan kepentingan, kebutuhan dan peningkatan kemampuan penyelenggaraan proses pembelajaran. â&#x20AC;˘ Menemukan langkah strategis untuk berbagi dan meningkatkan kapasitas dan kompetensi peningkatan mutu pendidikan
Sharing network dengan Gereja â&#x20AC;˘ MPK perlu membangun kekuatan jejaring gereja untuk menyamakan langkah perbaikan , dengan yayasan dan lembaga pendidikan untuk berbagi dan meningkatkan mutu guru, mutu proses belajar, mutu dan kesadaran orangtua dan masyarakat â&#x20AC;˘ Kepentingan bersama dan keyakinan untuk menumbuhkan mutu kompetensi dan pengambangan anak menjadikan gereja punya peran strategis dan integratif pada pembinaan warga gereja dalam bidang pendidikan
Share and Care â&#x20AC;˘ Proses membangun kemandirian dan keterkaitan melalui proses kerjasama dan kepedulian pada kemajuan mutu manusia Indonesia dan kesiapan bersaing dalam kompetisi global â&#x20AC;˘ Kemandirian menemukan arah dan membangun kekuatan untuk menemukan kekuatan mengembangkan pendidikan yang relevan dan produktif
Piramida Penduduk Kalbar 2007
Lapangan Usaha Utama 0
10
20
Pertanian
30
40
50
60
70 62.52
Perdagangan, Hotel & Restoran
13.96
Jasa-jasa
9.48
Industri Pengolahan
4.29
Bangunan
3.72
Angkutan & Komunikasi
3.07
Pertambangan
2.21
Keuangan
0.62
Utilitas
0.13
Pertumbuhan Ekonomi (%)
Penggerak Ekonomi Kalbar
Pendidikan Terakhir Pendidikan Terakhir Tdk/Blm Prnh Sekolah Tdk/Blm Tmt SD SD SLTP SLTA Perguran Tinggi Jumlah / Total
Bekerja 96.7 95.8 95.4 92.2 87.1 92.3 93.5
Pengangguran 3.3 4.2 4.6 7.8 12.9 7.7 6.5
Jumlah 176,053 393,567 754,720 390,722 338,604 90,157 2,143,823
SLTA 16%
Perguran Tinggi 4%
Tdk/Blm Prnh Sekolah 8% Tdk/Blm Tmt SD 19%
SLTP 18%
SD 35%
APBD Kalimantan Barat 2009 ANGGARAN PENDAPATAN DAN BELANJA PENDAPATAN
%
BELANJA
%
1,426,988,228,057
96.6%
694,050,180,359
51.0%
648,658,000
0.0%
220,770,174,390
16.2%
Kesehatan
48,672,849,000
3.3%
157,568,169,800
11.6%
Pendidikan
11,400,000
0.0%
86,411,740,300
6.3%
186,568,000
0.0%
40,095,332,500
2.9%
49,800,000
0.0%
22,799,576,000
1.7%
5,400,000
0.0%
21,598,190,100
1.6%
20,394,191,000
1.5%
15,219,835,000
1.1%
Perpustakaan
12,701,558,000
0.9%
Sosial
12,122,181,000
0.9%
Ketahanan Pangan
10,133,723,440
0.7%
9,400,694,829
0.7%
URUSAN WAJIB Otoda, Pem. Umum, Admin. Keuangan Daerah, Perangkat Daerah, Kepegawaian Dan Persandian Pekerjaan Umum
Perhubungan Ketenagakerjaan Perencanaan Pembangunan Kesatuan Bangsa Dan Politik Dalam Negeri Kebudayaan
33,724,000
0.0%
Kepemudaan Dan Olahraga 7,000,000
0.0%
9,054,982,000
0.7%
12,000,000
0.0%
8,320,541,000
0.6%
Lingkungan Hidup
7,674,001,500
0.6%
Pemberdayaan Perempuan Dan Perlindungan Anak
4,703,910,400
0.3%
Komunikasi Dan Informatika
3,109,247,000
0.2%
Kependudukan Dan Catatan Sipil
2,500,000,000
0.2%
Pemberdayaan Masyarakat Desa
2,000,000,000
0.1%
Kearsipan
1,042,449,000
0.1%
348,617,500
0.0%
1,362,019,295,117
100.0%
Koperasi Dan Usaha Kecil Menengah Penanaman Modal
Keluarga Berencana Dan Keluarga Sejahtera TOTALURUSAN WAJIB
1,476,615,627,057
100.0%
APBD Kalimantan Barat 2009 ANGGARAN PENDAPATAN DAN BELANJA PENDAPATAN
%
BELANJA
%
Pertanian
366,945,760
23.7%
90,988,311,600
54.8%
Kelautan Dan Perikanan
371,530,000
24.0%
22,649,469,000
13.6%
15,000,000
1.0%
18,302,644,000
11.0%
797,040,200
51.4%
16,534,102,000
10.0%
12,374,890,000
7.4%
Industri
3,309,000,000
2.0%
Pariwisata
1,486,739,000
0.9%
501,692,300
0.3%
166,146,847,900
100.0%
URUSAN PILIHAN
Kehutanan Perdagangan Energi Dan Sumber Daya Mineral
Ketransmigrasian TOTALURUSAN PILIHAN TOTALPENDAPATAN DAN BELANJA
1,550,515,960 1,478,166,143,017
100.0%
1,528,166,143,017
Organizing the overload
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