In 2020, the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia introduced a significant educational policy reform entitled Kampus Merdeka. Kampus Merdeka provides a national approach for Work Integrated Learning (WIL) opportunities for Higher Education students to enhance their future career prospects. However, many challenges have clouded Kampus Merdeka’s execution and its desired resultant impact. Indonesian Higher Education institutions are experiencing significant implementation challenges. This discussion paper aims to undertake a review of the current available literature related to Kampus Merdeka, to better understand the policy’s broader operationalization and future implications for the sector. This discussion focuses on four key themes: Higher Education Management and Administrative Practices, Curriculum Change, Academic Staff Preparedness and Defining and Reshaping Roles and Responsibilities of Academics. The article concludes with reflections concerning the strengthening of the evidence base for Kampus Merdeka’s future operationalization.

This paper aims to analyze the management of fisheries and marine vocational secondary schools in Indonesia. This paper will discuss two parts. The first part is the management of fisheries and marine vocational high schools in Indonesia. The second part is crucial problems in managing vocational schools for fisheries and maritime affairs in Indonesia. The data used in this paper is research data in the Special Region of Yogyakarta in 2018 and several data updates carried out during 2020. This research uses qualitative methods through a combination of data collection techniques, namely interviews, focus group discussion (FGD), and observation. Observations were made at SMKN 1 Sanden, SMKN 1 Temon, and Sadeng Harbor, Gunung Kidul. The results showed that local governments role in developing Fisheries and Marine Vocational High Schools is still not optimal and needs to be improved because it can be optimized to its regional potential. The synergy between the central government and local governments in developing and managing a Fisheries and Marine Vocational School is the crucial factor that needs to be considered.

Angka buta huruf yang tinggi dan rata lama sekolah yang masih rendah telah berkontribusi pada Indeks Pembangunan Manusia (IPM) Provinsi Papua, yang terendah di Indonesia. Capaian pendidikan seyogyanya tidak hanya dilihat melalui angka statistik. Tantangan penyediaan layanan pendidikan untuk Orang Asli Papua (OAP) utamanya di area pegunungan tengah patut mempertimbangkan konteks sosial-demografi, geografi, aksesibilitas, ketersediaan transportasi, dan budaya OAP, beserta kapasitas pemerintah daerah dalam tatakelola layanan pendidikan. Undang – undang Otonomi khusus tahun 2001 telah mengamanatkan proporsi alokasi dana pendidikan sebesar 30%. Namun, pelaksanaannya sampai dengan dua dekade belum mampu berkontribusi pada peningkatan sumber daya manusia yang signifikan. Oleh karena itu, persoalan pendidikan di Papua tidak hanya soal besaran dana. Standar pelaksanaan pendidikan dan bahan ajar harus mampu beradaptasi dengan kebutuhan, menjawab persoalan, sesuai dengan kondisi alam, dan tidak bias perkotaan. Dalam kajian ini akan dijelaskan tiga model pengembangan model pendidikan kontekstual Papua sebagaimana yang dipraktikkan oleh praktisi pendidikan, yayasan, dan pemerintah daerah di beberapa kabupaten di Provinsi Papua, yang telah menjadi praktik baik pelaksanaan pendidikan kontekstual Papua bagi OAP.TRANSLATE with x EnglishArabicHebrewPolishBulgarianHindiPortugueseCatalanHmong DawRomanianChinese SimplifiedHungarianRussianChinese TraditionalIndonesianSlovakCzechItalianSlovenianDanishJapaneseSpanishDutchKlingonSwedishEnglishKoreanThaiEstonianLatvianTurkishFinnishLithuanianUkrainianFrenchMalayUrduGermanMalteseVietnameseGreekNorwegianWelshHaitian CreolePersian //  TRANSLATE with COPY THE URL BELOW Back EMBED THE SNIPPET BELOW IN YOUR SITE Enable collaborative features and customize widget: Bing Webmaster PortalBack//