The Effectiveness of Free Education Policy in Indonesia (A Case Study on the district of Musi Banyuasin South Sumatera) Dr. Muhammad Iqbal Department of Psychology, Mercu Buana University Jakarta Consultant of Bappenas Jakarta, 2011 Email : [email protected] Abstract This study aims to determine the effectiveness of the free educational program that has been conducted in Indonesian local government. This study investigates a case study on the implementation of free education in the district of Musi Banyuasin South Sumatera. The research was conducted qualitatively by analyzing secondary data and conduct interviews with stake holders whom are the executive of education from the Department of Education, the Principal and parents. From the research, it was found that the implementation of free education in Indonesia is still a political commodity, free education policy in practice still have problems and weaknesses. The constraints faced by schools is the budget provided by the local government is the cost of education and minimum service standards budget given are not payed monthly, but given every 6months which causes problems and obstacles in school operations, which then affects the school’s ability to thrive and compete with other schools. In the implementation of free education, the school is still collects school tuition fee from the parents through the school committee, this is because it takes a very large budget. Free schools policy also has psychological implications, where students and parents tend to be less concerned about the needs of the school, because they think everything is free, so the students have low interest and motivation, causing them to change schools freely because of the free education policy. Keyword : Policy, Free Education, District Musi Banyuasin BACKGROUND Education is an important element in every aspects of life of the Indonesians. The 1945 Basic Law (UUD) has mandated the importance of education for all citizens, as written in Clause 28B verse (1) and Clause 31 verse (1), which states that every citizen has the right to receive education. The development of education is very important because it plays a significant role in achieving progress in many aspects of life : social , economic , political , and cultural. The Government have an obligation to fulfill the right of every citizen in obtaining educational services in order to improve the quality of life of the nationof Indonesia. This obligation is in order to meet the mandate of the constitution which states that the government takes full responsibility in the intellectual life of the nation and creating general prosperity , which is done through education. The gap in education participation looks striking, among social groups (poor people ) and between categories areas ( rural - urban ) , and increased with the increasing of age. Therefore, educational development should be directed towards improving and expanding equitable access to education services , improved quality and relevance as well as the improvement of education management in order to face the challenges of change at local , national , and global levels . 1 In addition , funding education is a very important issue in the education overall system development. Money is not everything in determining the quality of education , but all educational activities require funding. Therefore, if the performance of the education system is improved , budgeting management also could not be unseen , given that the budget should support activities . Not all Indonesian people are fully aware that the cost of a higher education will be able to overcome the problems of education , although not all problems will be solved completely . The Government Regulation ( PP ) No. 48/2008 on Education Funding is actually quite clear that high levels of education funding ( not compulsory ) is a collaboration of funding by the Government / local authorities and the combination is valid for non - land investment costs and operating costs of non - personnel for the education unit established or organized by the Government / provincial Government. Meanwhile, as for the education unit established or organized by the community , the entire cost of both investment costs , operational costs , and implementation costs borne by society or by organizing the educational unit . The government and local governments are in a position to provide funding assistance to meet the needs of such costs. Thus , sources of education funding at the secondary level is more varied and has the opportunity to be synergized. Moreover, the regional autonomy conducted since 2001 brought major changes in the management of education . In the era of autonomy, the regional government is responsible for the management at all levels of education beyond high ( elementary , junior high , high school ) , in terms of substance , the local government is responsible for almost all areas related to the education sector ( except curriculum and setting standards under the authority of central government). According to Wikipedia , the definition of free education is education provided to students free of charge . However , students may still have to get a free education expenses , such as books and other teaching materials . Free education can be given to students in the form of scholarships or grants that cover all or almost all of the expenses for school students . The United Nations Educational , Scientific , and Cultural Organization ( UNESCO ) states that one of the goals of Education for All ( EFA ) is that schools should be free of charges. This means that parents do not have to pay school fees for their children to go to school . In addition, parents do not have to pay a variety of other expenses that make poor children do not attend school . These expenditures include purchase of textbooks , the cost of participation in sports activities , etc. ( In Saparudin , 2002) Study Problems One of the many issues presented in the era of regional autonomy policy is about free educational funding . Free education policy is a populist theme campaigned by the governor . Free education certainly is a highly qualified sales policy in the context of attracting voters, but what are the implications and the implementation ? this is certainly an interesting topic for scrutiny , of the extent of free education policy effectiveness particularly in the Province of South Sumatra , especially in 2 District Musi Banyuasin known as the pioneer of free education policy in Indonesia . This study is one small part of the research team studies by the education and religious directorate of Bappenas. Purpose of the Study 1 . To identify the free educational picture in Musi Banyuasin Regency , South Sumatra 2 . To find out the problems and constraints faced in the implementation of free education in the District Musi BANYUASIN 3 . To find out the psychological implications of free education for students and parents of students benefits Review 1 . To have a picture of the pattern and the free education system 2 . Knowing the advantages and disadvantages of free school 3 . Be able to evaluate and give input in the implementation of free education Research Methods Samples from this study are from Musi Banyuasin regency government and education entities both private and state spread across the Musi Banyuasin Regency , South Sumatra . Samples used in the study are taken by purposive sampling method , considering the school representation is classified based on school status , educational level and type of school . As for the schools that are considered representative is : Regency School Government Agencies Kab.Musi Banyuasin SMA N 1 Sekayu DinasPendidikan Sumatera SMA N 3 Sekayu Selatan SMA PGRI Sekayu Bappeda Sumatera Selatan SMA Rahmaniah Sekayu Dinas Pendidikan Kab. SMK N 2 Sekayu Musi Banyuasin SMK N 1 Sekayu Bappeda Kab. Musi SMK PGRI Sekayu Banyuasin SMK Muhammadiyah In addition , the respondents of this study is Bappeda Office and Provincial Department of Education , Office of the Department of Education and Bappeda Kab / Kota , Head of School and School Committee Manager . To determine the sample schools based on recommendations from the Department of Education Kab / Kota which is a school that is considered appropriate in this study . School to be taken consider as the representation of the state high schools and private high school , state and private vocational schools and the representation between management and technic vocational schools. The data collections are by collecting secondary data on the statutory regulations and strategic plan of education in South Sumatra Province Banyuasin, Musi. Primary data obtained 3 by doing interviews at the school , parents of pupils representative and head of education and Bappeda. RESEARCH RESULTS The Regency of Musi BANYUASIN is capitalized in the vast territory of Sekayu 14265.96 km2 or about fifteen percent of South Sumatra Province wide . Musi Banyuasin Regency is located between 1.30 up to 40 South Latitude and 1030 up to 1050 40 ' East Longitude . Now the limit is a Musi Banyuasin Regency : • North Side with Jambi Province • South Side Muara Enim regency • West side of Musi Rawas regency , and • East Side District BANYUASIN . Based on Musi Banyuasin Regency Regulation No. 32 Year 2005 July 25, 2005 concerning the creation of two (2) districts in the regency Musi Banyuasin , then the amount of Musi Banyuasin Regency kecamaatan in the back consists of 9 districts , up to 11 districts . Musi BANYUASIN has the potential