The Implementation of the Right to Education in Indonesia
This article discusses the implementation of the right to education in Indonesia. It uses human rights and historical approaches. Human rights approach is used to describe international human rights instruments on the guarantee of the right to education that is applied universally. This approach is also dealing with international human rights instrument on the right to education that has been ratified by Indonesia as well as national regulation instruments on the right to education applied in Indonesia. Historical approach highlights the role of Indonesian governments in education sector after the Independence Day, especially regarding the implementation of the right to education. The discussion focuses on the development that has been achieved and the difficulty that has been faced in the implementation of the right to education. Despite there have been significant progresses achieved in implementing the right to education, the Indonesian governments remain facing the difficulty to fulfil the right to education for the entire of Indonesian citizens. However, in the middle of such a difficulty, it raises a creative idea and concrete action from civil society in terms of providing education service for marginalized and indigenous peoples.
Colonialism and Human Rights. Indonesia and the Netherlands in Comparative Perspective
In a pioneering article, titled ‘Colonialism and Human Rights, A Contradiction in Terms?’ the American historian Conklin established in 1998 that France not only violated human rights in West Africa about 1900, but also promoted them for a small African elite, both in intended and unintended ways. For colonial Indonesia about 1900 the British historian Ricklefs observed in more general terms a similiar human rights balance. In this article this rough human rights balance is elaborated in more detail and for a longer period in comparative perspective. The case of the Netherlands Indies is compared to British India, French Indochina and independent Thailand during the 19th and 20th centuries. Both the human rights violations during colonial conquest and the limited promotion of political and civil rights and education could be specified in rather exact terms. But for social and economic rights GNP figures had to be chosen as main indicator. In general, British India took the lead in the promotion of political and civil rights and education, and independent Thailand in economic development, while the Netherlands Indies occupied a middle position and French Indochina lagged behind in both respects. In comparative perspective, education proved to be a crucial human right, opening the way to eventual selfdetermination.
Initial Teacher Training: the French view
ABSTRACT This paper, against the background of trends in the development of initial teacher training in Europe as a whole, identifies and explains some of the recent, radical reforms which were introduced in France by a socialist government. These include the need to raise the status and the competence of the teaching profession; the creation of new teacher‐training institutions of university status (Instituts universitaires de formation des maitres); the introduction of common entry qualifications at degree level for both primary and secondary levels; the harmonisation and the extension to 2 years of the post‐degree teacher‐training course and the increase in emphasis placed on professional training, both theoretical and practical. These reforms provoked a storm of protest and an examination of the reasons for this reveals a multiplicity of crucial questions which have far‐reaching implications.