Written by Hamza H. Wulakada
Starting this article, I would like to quote the fourth paragraph of the Indonesian Constitution (UUD 1945), which outlines the national goals. Apart from protecting the entire Indonesian nation and all of its territories and promoting the welfare of the people, it also aims to educate and enlighten the nation and contribute to world order. I emphasize the phrase 'educate and enlighten the nation,' which leads us to question what a wise nation's life entails. In the fourth paragraph's conclusion, a wise nation's life in the context of Indonesia is one that aligns with Pancasila. In the present context, we are reaffirmed with the 6 characteristics of intelligent and characterful Pancasila students, which are: [1] faithful and devoted to the Almighty God and uphold noble morals, [2] embrace global diversity, [3] practice mutual cooperation, [4] self-reliant, [5] think critically, and [6] be creative.
I am not here to debate the choice of educational slogans introduced in the curriculum scheme or similar matters that lead to the preference of "Pelajar Pancasila" as the most ideal for realizing the Golden Generation of Indonesia. Instead, I would like to remind everyone that the progress of a nation's civilization is heavily dependent on how it ensures the quality of its generations from one era to another through the improvement and enhancement of its education system. The key factor is the Education System, hence the Law Number 20 of 2003 concerning the National Education System (Sisdiknas) which has undergone multiple arrangements, including the Presidential Regulation Number 4 of 2022, which is an amendment to the Presidential Regulation Number 57 of 2021 concerning the National Education Standards, along with various technical regulations derived from it. A crucial element in the implementation of the education system is the existence of teachers/educators, who are specifically regulated based on the Law Number 14 of 2005 concerning Teachers and Lecturers. Teachers are expected to possess pedagogic competence, personality competence, social competence, and professional competence. Therefore, teachers should only be produced through the womb of schools/teacher training colleges and faculties of education, and the Akta IV pathway [previously] should be eliminated to ensure the professionalism of a teacher.
This republic will soon celebrate its 78th Independence Day. Long before its proclamation, the colonizers had already realized the significance of education for their colonial subjects. Isn't that an anomaly? One might expect the colonizers to keep their colonial subjects 'ignorant' by denying them education, but due to their orientation to strengthen their hold, they opened limited opportunities for certain groups to access education. This even led to social stratification at that time, dividing society into groups such as santri, priyayi, and abangan. Because of limited resources, the colonizers needed the assistance of the middle class to maintain control in their colonial territories. Beyond the Sekolah Rakyat (People's School) and its various levels, the Dutch East Indies government even established the first higher education institution in Indonesia, called the Dokter Djawa School Batavia [1884], later renamed Universitas Indonesia in 1950. This was followed by the establishment of Technische Hoogeschool [now ITB] before the Sumpah Pemuda (Youth Pledge) in 1920, and UII, established just before Indonesia's Proclamation Day [July 8, 1945].
Interestingly, among the two earliest higher education institutions established with the support of the Dutch East Indies government [UI and ITB], neither of them initially had an Education department. It was only when UII was founded, initiated by Muslim intellectuals, that four faculties were established: the Faculty of Religion, Faculty of Law, Faculty of Education, and Faculty of Economics. Subsequently, after independence, UGM was established in 1949, followed by UNAS in the same year, both emphasizing the importance of teacher education faculties. Their objective was simple: to prepare the nation's future by producing teachers/educators who would take charge of the growing number of schools established after independence. As a result, in the past, teachers could come from various academic backgrounds, and some might not even have attended higher education institutions. As long as they could read, write, and calculate, it was more than sufficient for the needs of that time.
As time progressed, several higher education institutions were established in various parts of the country, and one of the prioritized faculties to be opened was the Faculty of Education [or similarly named], including UNDANA, which initially had only the Faculty of Public Administration and Business [1962], followed by the Faculty of Animal Husbandry [1964]. We should be grateful that IKIP Malang, which arrived in Kupang in 1964, merged with UNDANA and became the Faculty of Teacher Training and Education (FKIP) [1964]. Today, FKIP UNDANA is the largest faculty at UNDANA, making significant contributions to the continuity of education in East Nusa Tenggara (NTT). It is undeniable that tens of thousands of its alumni have filled various positions within and beyond NTT. In the villages, teachers can take on various roles and are even considered prominent figures in the rural community's social sphere.
Currently, seven of the top faculties of teacher training and education in Indonesia are Universitas Negeri Yogyakarta (UNY), Universitas Negeri Malang (UM), Universitas Pendidikan Indonesia (UPI), Universitas Negeri Semarang (UNNES), Universitas Negeri Surabaya (UNESA), Universitas Negeri Jakarta (UNJ), and Universitas Negeri Makassar (UNM). The history behind them is as follows: UNY, formerly known as IKIP Yogyakarta, has its roots in UGM; UM Malang also has historical ties with Universitas Airlangga Surabaya; UPI has a connection with UNPAD; UNNES has a historical link with UNDIP; UNESA shares a connection with Universitas Airlangga Surabaya; UNJ has an overlap with Universitas Indonesia, and UNM also originated from UNHAS. All of them have evolved into highly competitive and leading faculties of education due to the circulation of national policies and external competition dynamics. As for FKIP UNDANA, it stands as the Faculty of Teacher Training and Education at Universitas Nusa Cendana (UNDANA). Its progress and current status in the realm of competitive and leading faculties in the education sector may be influenced by various factors, including national policies and external dynamics, so what about FKIP UNDANA?
It must be acknowledged that over the past three decades, many prominent figures in various sectors, both in NTT and beyond, who graduated from UNDANA, mostly came from FKIP UNDANA. This indicates that teachers are not only associated with formal education in schools at that time but also played a significant role as respected members of the community. Teachers were considered an esteemed group of intellectuals leading the way for progress and development, serving as a reference for societal growth and the ultimate reference in diplomatic matters. Addressing teachers with respectful titles was the highest form of honor for those regarded as sources of guidance, including religious teachers and Sunday school teachers, even if they did not come from an educational background. However, the significance of these roles seems to be diminishing with the increasing demands for professionalism among teachers. The era of 'tempoe doeloe' teachers, such as Guru Umar Bakri mentioned in Iwan Fals' song, no longer receives the same dedicated admiration from today's society. This situation prompts questions about whether it is FKIP's failure in preparing educators or if it is a shift in public paradigms that no longer view teachers as a socially elite group worth emulating. It also raises concerns about whether society has developed a sense of superiority, feeling that it no longer needs teachers as the torchbearers of civilization.
Regardless of the debates, FKIP UNDANA, which is now almost 60 years old, remains an integral part of UNDANA, differentiating it from the seven renowned faculties of education mentioned earlier and others not mentioned. FKIP UNDANA holds a significant quantitative position among the eight other faculties at UNDANA and has a considerable impact on the university's internal politics. FKIP consistently receives a larger share of various development policies within UNDANA. Regarding budgetary and other policy matters, FKIP is considered a dominant element, comprising over 40% of the academic community at UNDANA. With 18 study programs and tens of thousands of students, FKIP has experienced renewed interest over the past decade, particularly after the teaching profession regained popularity due to the promised welfare guarantees for teachers. Interestingly, the majority of potential students are predominantly from rural areas who desire to revive the glory and admiration for teachers within their communities.
This week, the largest and one of the oldest faculties at UNDANA is abuzz with excitement as it welcomes two new Professors (Prof. Dr. Yantus Aristarkus B. Neolaka, S.Pd., M.Si, and Prof. Dr. I Gusti Made Ngurah Budiana, S.Si., M.Si) to replace some of their esteemed senior faculty members who have retired. The joy is further heightened as FKIP plays host to the 61st anniversary celebration of UNDANA, along with the ongoing democratic process for leadership succession within the faculty. All three candidates have undergone the process, yet there seems to be no hint of tension as they are all experienced educators, perhaps seasoned in the realm of politics, creating a tranquil political atmosphere.
Even though I didn't study at the Faculty of Teacher Training and Education, I grew up in a family of educators. When I found myself at FKIP UNDANA as a junior Lecturer, it was not a difficult task to adapt and start my own journey. Now, being a part of the big family at FKIP UNDANA, "Rumah Kita Bersama," I would like to propose a wild idea: Do the three Dean candidates envision a future where FKIP will one day reach the level of those seven internationally renowned faculties of education mentioned earlier? Can FKIP UNDANA break free from the constraints of the UNDANA community? Will UNDANA be willing to accept it if FKIP becomes an independent university, like the University of Education Nusa Cendana, for example? Only history can prove what lies ahead, but in this moment, we should all reflect on FKIP's contributions in the future and consider where the direction of education in NTT is heading. Regardless of the outcome, the campus should always remain the radiant face of professional educators, upholding the value of education in society to foster the nation's intellectual growth. Best wishes to FKIP UNDANA, and Long live UNDANA.
