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New Initiatives in Improvement of Quality Education through Inquiry-based Learning Model, a joint Total EP Indonesie and SEAMEO-QITEP

机译：通过查询探究式学习模式改善素质教育的新举措，联合总E＆P Indonesie和Seameo-Qitep

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The Oil and Gas Industry requires 4H: High Investments, High Technology, High Risks and High skillful manpower. The Industry are facing difficult situation on obtaining local skillful manpower with high tech calibers due to unmatched between the Industry needs and the supplies of the educational institutions. Education is one of the key milestones stipulated in the Millenium Development Goals (MDGs). Despite most of the MDGs are achieved or progressing, there are several goals needs major attention or required hard works. UN Secretary General Ban Ki - Moon in a UN report on the MDGs in 2013 confirms the global conditions associated with the level of achievement of the MDGs as a whole lot of progress. The proportion of urban slum dwellers is significantly decreased. Indonesia for example from 2000 to 2010 has been reduced from 34 % to 23 %. Likewise, the amount of decrease in TB patients and the fight against Malaria , and improvement efforts in health and basic education. On the MDG targets on Education that need hard works: the number of children out of school declined by almost half from 102 million to 57 million. While the MDG targets on Education that need attention: Poor children are three times likely to drop out of school compared with wealthier households. Indonesia keeps improving the quality of education. From 1945 to nowadays Indonesia has changed into better improved curriculum for 10 times. However, the quality is still considered to be “low”. The PISA data shows that in the very last year , the score of student’s ability in reading is 393, in mathematics 393, in problem solving 361, while the international average score is 450. This situation is caused by the low teacher’s quality: 48,69% of the teachers do not have sufficient qualification of education and 70% of teachers are not certified yet. Furthermore, there are some problems of current education curriculum in Indonesia such as the content of the current curriculum is too much and it is not based on competence. The national ratio of student and teacher numbers in elementary school level is 1:20 which means one teacher has to teach 20 students. It is better than the situation in Singapore ((1:25), Korea (1:31), and Philippines (1:35). The condition of secondary level is about similar. It is 1:15 in Indonesia which is better than Malaysia (1:18), China (1:19), or Thailnad (1:25). In fact, Indonesia still has the problem of uneven distribution of teachers. It really affects the quality of education in Indonesia. PISA shows that Indonesia is at the 34th out of 41 countries. In science, Indonesia is the 38th out of 41 countries. Indonesia’s achievements on education lag behind other countries both in terms of access and quality. The quality of education in Indonesia is the most on Below Level 1, the least on level 4, and none is on level 5. On the other hand, Thailand, Korea, and Japan has a little number of level 1 and the most of level 3, 4 dan 5. In Human Development Index in ASEAN + 3 Countries, Indonesia takes position at 110 out of 164 countries. It is under Vietnam which is at 108. Malaysia is at 61. Thailand is at 7.
机译：石油和天然气行业需要4小时：高投资，高科技，高风险和高熟练的人力。由于行业需求与教育机构的供应无与伦比，该行业正面临难以获得高科技的熟练人力。教育是千年发展目标（MDGS）规定的主要里程碑之一。尽管大部分千年发展目标都是实现或进展，但有几个目标需要重大关注或需要艰苦的作品。联合国秘书长在2013年联合国委员会关于千年发展目标的报告中确认了与千年发展目标的成就水平相关的全球条件。城市贫民窟居民的比例显着下降。例如2000年至2010年的印度尼西亚已从34％降至23％。同样，结核病患者的减少量和抗击疟疾的斗争，以及改善健康和基础教育的努力。关于千年发展目标，需要艰苦作品的教育目标：辍学的儿童人数下降近一半从1.02亿到5700万。虽然MDG对需要注意的教育目标：与富裕的家庭相比，贫穷的儿童有可能辍学的可能性三次。印度尼西亚一直不断提高教育质量。从1945年到如今，印度尼西亚改变了更好的改善课程10次。但是，质量仍被认为是“低”。比萨数据显示，在去年，学生阅读能力的分数是393，在数学393中，在解决问题361中，国际平均分数是450.这种情况是由老师的质量低：48， 69％的教师没有足够的教育资格，70％的教师尚未认证。此外，印度尼西亚目前的教育课程存在一些问题，例如当前课程的内容太多，它不是基于能力。小学一级学生和教师人数的国家比例为1:20，这意味着一位教师必须教20名学生。它比新加坡的情况更好（（1:25），韩国（1:31）和菲律宾（1:35）。中学的状况是相似的。它是印度尼西亚1:15，比马来西亚（1:18），中国（1:19）或泰勒（1:25）。事实上，印度尼西亚仍然存在着教师分布不均的问题。它确实影响了印度尼西亚的教育质量。比萨表明印度尼西亚展示了印度尼西亚在41个国家的34名中。在科学中，印度尼西亚是41个国家的38名。印度尼西亚在获得和质量方面的教育滞后在其他国家落后于其他国家。印度尼西亚的教育质量最多是低于1 ，第4级最少，没有级别5.另一方面，泰国，韩国和日本有一点1级，最大的3级，4丹5迪兰5.在东盟+中的人类发展指数+ 3个国家，印度尼西亚在164个国家的110名中占据了110个国家。它在越南下，即在108年。马来西亚是61人。泰国是7。

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