Samuel Jhuliant Sinaga - UTS Inggris

PROJECT PROPOSAL
“QUALITY EDUCATION”
Supervisor :
Rizal Kuddah, S. Pd, M. Pd
NAME : Samuel Jhuliant Sinaga

NPM : 22033010102
CLASS : G695
MONTH / DATE / YEARS : October 27, 2022
FOOD TECHNOLOGY STUDY PROGRAM

FACULTY OF ENGINEERING
UNIVERSITAS PEMBANGUNAN NASIONAL “VETERAN” JAWA TIMUR
2022
MINISTRY OF EDUCATION, CULTURE, RESEARCH AND TECHNOLOGY
FACULTY OF ENGINEERING FOOD TECHNOLOGY STUDY PROGRAM
Jalan Raya Rungkut Madya Gunung Anyar Surabaya 60294 Telp. (031) 8782179
Email : ft@upnjatim.ac.id Faximile : (031) 8782257 Laman : www.upnjatim.ac.id
Introduction
The quality of education of a nation is determined by the quality of educators. Teachers as

implementers of education at the basic, secondary and early age levels must have competencies
and qualifications that meet national education standards. The Pre-service Teacher Professional
Education Programs is a breakthrough to prepare certified professional teacher candidates.
Teacher's requirements for academic qualifications are at least bachelor and must also have an
educator certificate obtained through a certification program. With the end of certification
through Teacher Professional Education and Training Programs, the entire certification process
is taken through Teacher Professional Education Programs. This study uses a qualitative
approach with library research method to find out ways in which the Pre-service Teacher
Professional Education Programs policy meet the needs of professional teachers in Indonesia. In
the implementation of Pre-service Teacher Professional Education Programs, there are still some
challenges, namely: (1) the quality of Educational Personnel Education Institution, (2) the
qualifications of prospective students, and (3) distribution of graduates. There need to be
improvements in terms of governance and regulation to improve the effectiveness of the Pre-
service Teacher Professional Education Programs.
Statement of Problem
Since 2000, there has been enormous progress in achieving the target of universal primary
education. The total enrollment rate in developing regions reached 91 percent in 2015, and the
worldwide number of children out of school has dropped by almost half. There has also been a
dramatic increase in literacy rates, and many more girls are in school than ever before. These are
all remarkable successes.
Progress has also been tough in some developing regions due to high levels of proverty, armed
conflicts and other emergencies. In Western Asia and North Africa, ongoing armed conflicts has
seen an increase in the number of children out of school. This is a worrying trend. While Sub-
Saharan Africa made the greatest progress in primary school enrollment among all developing
regions – from 52 percent in 1990, up to 78 percent in 2012 – large disparities still remain.
Children from the poorest households are up to four times more likely to be out of school than
those of the richest households. Disparities between rural and urban areas also remain high.
Achieving inclusive and quality education for all reaffirms the belief that education is one of the
most powerful and proven vehicles for sustainable development. This goal ensured that all girls
and boys complete free primary and secondary schooling by 2030. It also aims to provide equal
access to affordable vocational training, to eliminate gender and wealth disparities, and achieve
universal access to a quality higher education.
I summarize some of the information and problems from the literature namely “Quality
Education” :
1) 91% Enrollment in primary education in developing countries has reached 91%.

2) 57 million primary-aged children remain out of school, more than half of them in sub-
Saharan Africa.
3) 1 in 4 girls is not in school. In developing countries.
4) 50% about half of all out-of-school children of primary school age live in conflict-
affected areas.
5) 103 million youth worldwide lack basic literacy skills, and more than 60% of them are
women.
6) 6 out of 10 children and adolescents are not achieving a minimum level of proficiency in
reading and math.
Objectives
I propose to review the available literature on the use of learning curricula appropriate to today's
generation of children. In this review I will achieve the following 4 goals:
1) Don’t focus on learning at one point only. To educate them, it is necessary to balance
between academic and non-academic fields. The two fields must be balanced.
2) It’s necessary to educate children's parents now that to send their children to school, not
only at school, but outside of school parents need to intervene to teach children.
3) Learning isn’t only in school. There needs to be learning outside the classroom such as
study tours, vacations, comparative studies, etc
4) Improve literacy both knowledge, mathematics, and language.
According to Global, quantity of education – as measured for example by mean years of
schooling – has, for a long time, been the central focus of policy makers and academic debate.
While increasing the access to education is important, the actual goal of providing schooling is to
teach skills and transfer knowledge to students in the classroom. This entry focusses on the
outcomes of schooling – the quantity of education.
Plan of Action
This section presents my plant for obtaining the objectives discussed in the previous section. In
my plan that I have mentioned above. I want to create and advance the quality of education both
at home and abroad. But I focus more on domestic, more specifically my own country, namely
Indonesia. Indonesia is famous for its low literacy rate. So I want to increase the literacy level in
Indonesia with the plans that I compiled above.
Management Plan
This section presents my schedule, costs, and qualifications to complete the proposed research.
To achieve this goal, I will follow the schedule presented in Figure 1, 2, 3. Because I already
have research literature from PISA (Program for International Student Assessment) which
contains testing of students in 3 different dimensions. Namely reading literacy, scientific literacy,
mathematical literacy.
When the PISA study includes non-OECD countries it is often the case that students are not
selected from the entire country, but instead only from selected regions within that country.
Results reported for China – and labelled as such by the OECD – in fact are only based on four
Chinese provinces: Beijing, Shanghai, Jiangsu and Guangdong. These regions are not
representative of China as a whole and there is every reason to expect that students from these
provinces have access to better education than the average Chinese 15-year-olds. The four
regions are among the very richest regions of China and incomes are up to twice that of the
national Chines average.
Similarly when PISA reported on “India” in 2009 the assessments were made in two states of
India only (Himachal Pradesh and Tamil Nadu).
Figure 1. Average score of 15-year-old students on the PISA reading scale. The metric for the
overall reading scale is based on a mean for participating OECD countries set at 500, with a
standart deviation of 100.
Figure 2. Average score of 15-year-old students on the PISA science scale. The metric for the
overall reading scale is based on a mean for participating OECD countries set at 500, with a
standart deviation of 100.
Figure 3. Average score of 15-year-old students on the PISA mathematics scale. The metric for
the overall mathematics scale is based on a mean for OECD countries for 500 points and a
standard deviation of 100 points.
To describe the distribution of proficiency within countries PISA segments the achieved
outcomes into levels of proficiency. To achieve higher levels, students need to be able to solve
tasks of increasing complexity. The results are then reported as the share of the student
population that reached each level.
The cut offs for the levels are the following :
 Below level 1B (below or equal to 262)

 Level 1B (higher than 262)
 Level 1A (higher than 335)
 Level 2 (higher than 407)

The visualization shows the distribution of students proficiency levels in 2009, 2012, and 2015.
It is possible to see the data for other countries by choosing the “change country” option on the
chart.
Figure 4. PISA scores of 15-year-olds by reading proficiency level, 2015.

Conclusion
The quality of education today is very important and much needed. Because the world is looking
for a place of education that has a good and correct quality of education. With the proposal that I
made, the quality of education in the world needs improvement, although there are some
countries that have implemented good and correct quality education, but for other countries I
hope to be able to participate in implementing good and correct quality education for the welfare
of the people. children and their own nation. With education to lead to a better quality of
education, I also have goals for education in the world. This really needs to be taken seriously
because it will involve the future of the world. Here are the goals that I can share:
1) By 2030, ensure that all girls and boys complete free, equitable and quality primary and
secondary education leading to relevant and Goal-4 effective learning outcomes.
2) By 2030, ensure that all girls and boys have access to quality early childhood
development, care and preprimary education so that they are ready for primary education.
3) By 2030, ensure equal access for all women and men to affordable and quality technical,
vocational, and tertiary education, including university.
4) By 2030, substansially increase the number of youth and adults who have relevant skills,
including technical and vocational skills, for employment, decent jobs and
entrepreneurship.
5) By 2030, eliminate gender disparities in education and ensure equal access to all levels of
education and vocational training for the vulnerable, including persons with disabilities,
indigenous people and children in vulnerable situations.
6) By 2030, ensure that all youth and a substantial proportion of adults, both men and
women, achieve literacy and numeracy.
7) By 2030, ensure that all learners acquire the knowledge and skills needed to promote
sustainable development, including, among others, through education for sustainable
development and sustainable lifestyles, human rights, gender equality, promotion of a
culture of peacer and non-violence, global citizenship and appreciation of cultural

diversity and of culture’s contribution to sustainable development.
8) Build and upgrade education facilites that are child, disability and gender sensitive and
provide safe, non-violent, inclusive and effective learning environments for all
9) By 2020, substantially expand globally the number of scholarships available to deloping
countries, in particular least developed countries, small island developing States and
African countries, for enrolment in higher education, including vocational training and
information and communications technology, technical, engineering and scientific
programmes, in developed countries and other developing countries.
10) By 2030, substantially increase the supply of qualified teachers, including through
international cooperation for teacher training in developing countries, especially least
developed countries and small island developing states.
References
Arifa, F. N., & Prayitno, U. S. (2019). Peningkatan Kualitas Pendidikan: Program Pendidikan
Profesi Guru Prajabatan dalam Pemenuhan Kebutuhan Guru Profesional di Indonesia.
Retrieved October 27, 2022, from
https://jurnal.dpr.go.id/index.php/aspirasi/article/view/1229
Roser, M., Nagdy, M., & Ortiz-Ospina, E. (2013, July 17). Quality of Education. Our World in
Data. Retrieved October 27, 2022, from https://ourworldindata.org/quality-of-education
Sustainable development goals: United Nations Development Programme. UNDP. (n.d.).

Retrieved October 27, 2022, from https://www.undp.org/european-union/sustainable-
development-
goals?utm_source=EN&utm_medium=GSR&utm_content=US_UNDP_PaidSearch_Brand
_English&utm_campaign=CENTRAL&c_src=CENTRAL&c_src2=GSR&gclid=CjwKCA
jwzNOaBhAcEiwAD7Tb6CvxSgps9PsleIETFap5TIwGA6GK8cMPWEBrccYICtVEc1IR
rwyGdRoC-E0QAvD_BwE

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PROJECT PROPOSAL

NAME : Samuel Jhuliant Sinaga

FOOD TECHNOLOGY STUDY PROGRAM

The quality of education of a nation is determined by the quality of educators. Teachers as

1) 91% Enrollment in primary education in developing countries has reached 91%.

The cut offs for the levels are the following :

 Below level 1B (below or equal to 262)

 Level 4 (higher than 553)

Figure 4. PISA scores of 15-year-olds by reading proficiency level, 2015.

culture of peacer and non-violence, global citizenship and appreciation of cultural

Sustainable development goals: United Nations Development Programme. UNDP. (n.d.).

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