The principals do not think about an excellent education but are confused by a question “whether my school will get students tomorrow or not”.
Some elementary schools have to “ngijo” third graders who are not clear whether they have passed or not (we don’t have a good test SOP because all the test takers have passed) have been declared accepted at their high school. This is truly an education that does not violate educational evaluation theory.
What is the teacher thinking.
Regional autonomy gave birth to two things for teachers, firstly, teachers were very happy because they received certification allowances, the results of teacher certification included many Avanza and Zenia passing by on the streets, the roads were jammed, and the hajj queues became long.
Second, teachers, especially elementary schools, experience severe stress when regents and mayors have the authority to place teachers, how not, if there are outstanding teachers who are transferred to be grave guards, or transferred to schools very far from home. So that the cost of travel time, money costs, and discipline costs will be expensive and will result in a delayed culture of rubber culture.
This policy is not well integrated so it is partial. We must have a kind of small lantern by learning from neighboring countries, however education for all must involve various parties.
In Singapore, the family has to live close to work, the housewife only helps, the children’s school cannot be far from where they live, and if a mother forgets to take her child to school, she is subject to punishment, and so on.
As a big nation, we must wake up immediately to learn about rapid changes, change directions, provide educational opportunities for all in a planned, sustainable, and integrated manner into national development policies as a whole. Providing education for all is refocused on what students think is best
