Preparing reliable human resources through education, especially higher education, among academics it is known that they are still struggling with issues of the quality of education, as well as the quality of the teachers or lecturers.
Talking about the quality of education, the most basic problem lies in the absence of an understanding of the actual quality of education. The pragmatic quality of education is still manifested in the form of school accreditation and university accreditation, even though the definition of education quality is substantially deeper and fundamental than accreditation.
Quality of Education in Indonesia
The definition of essential quality of education is education that is able to empower individuals and groups of individuals and society in general. The quality of education is often linked to the results of the school examination as well as national and international university rankings.
On the basis of such an understanding, there are still many schools and colleges competing with each other to get higher rankings in accreditation and the highest scores in the collage. According to the Education info, the higher the ranking achieved, the number of students who enter the educational institution will certainly be more, they are more likely to recruit the best teaching staff, receive higher funding incentives, be recognized by the wider community, and so on.
The success of education or the benefits of education can be realized if educated people are empowered to be able to prosper themselves and improve their quality of life. Community empowerment should be a measure of the success of education in which Indonesians become a prosperous independent civil society.
Therefore, it is necessary to redefine the benchmarks of education by looking at the level of community empowerment. So far, the benchmark is more in the nature of imaging where educational institutions seek accreditation and high rankings, while the public generally looks for social status with a diploma.
The fact about the quality of education is then added to the quality of the teaching staff, especially in tertiary institutions, related to their role in creating scholars who not only have good academic skills and skills, but also who have integrity and are ready to enter the workforce.
Requirements that must be met by lecturers, must have good abilities and knowledge that is always developing. In addition, lecturers are required to continue learning, researching, participating in training so that the science and technology are always up to date. If the lecturer is static, then you can be sure he is teaching something stale. Lecturers must be able to be open minded and also follow the development of knowledge and publish their work at the global level.
The problem so far is that the number of lecturers is still lacking in most universities. Then, not all lecturers have standard criteria such as achieving S-2 and S-3 education. Not to mention, there are still a few universities that are making efforts to improve quality. Of course, preparing good lecturers is very crucial to produce quality graduates as well.
Quality HR From Campus
So far, the obstacles faced by lecturers in producing quality human resources (HR), including limited facilities and infrastructure. For example, the lack of book facilities in libraries, laboratories, and so on. However, other factors also come from the lecturers themselves.
All related to limited knowledge and time. Lecturers have many “nyambi” or even hold positions so they are not good enough and they lack discipline in teaching. It should be that every policy can be made jointly between PT and Dikti. Not only limited to public universities, private universities through APTISI, for example, also need to be involved.
From the perspective of students or prospective scholars, it is certain that literacy culture is still not inherent in their daily interactions on campus. Likewise with curiosity and criticality that has not yet been formed.
If there are still many unemployed undergraduates, the problem may be traced from the proximity of universities to the industrial world or businesses that are not yet synergistic, even if there is no collaboration to provide jobs for the newly graduated graduates.