STREET CHILDREN AND THE GUIDANCE
"All children are more than a 6 8 years old are must learn in school, at least 6 years old" (UU No. 4 Year 1950 on Chapter VI, Article 10, paragraph 1)
In implementation of its function as a vehicle for advance the nation and national culture, national education is expected to provide many opportunities for all Indonesian to get education, not excepti for the street children. Street children are part of community who experience social phenomenon, have right to work and a proper living for humanity. Street children spend most of his time to looking for money and hang around streets and other public places (Aksatama: 2011)
According to the UU 1945, " neglected boys is maintained by the state." This means that the governments have a responsibility to maintenance and guidance neglected boys, including street children. street children’s human rights, actually same as general’s human rights, like in UU no. 39 years1999 about human Rights, and Presidential Decree No. 36 Year 1990 about Ratification of the Convention about Rights of the Child. They need to get their rights as normal like befits sons, the civil righ and Freedoms, family envionment and alternative care, basic health and welfare, education, education, culture laisure and activites, and special protection.
But in fact, many street children have not get the educational process yet. more completly about street children’s education can be seen in following table:
|
NO
|
CATEGORY
|
L
|
%
|
P
|
%
|
TOTAL
|
%
|
|
1
|
No school
|
39
|
2.99
|
25
|
1.92
|
64
|
4.90
|
|
2
|
DO SD
|
140
|
10.73
|
46
|
3.52
|
186
|
14.25
|
|
3
|
Passed SD
|
159
|
12.18
|
146
|
11.19
|
305
|
23.37
|
|
4
|
DO junior
|
97
|
7.43
|
60
|
4.60
|
157
|
12.03
|
|
5
|
Passed Junior
|
134
|
10.27
|
90
|
6.90
|
224
|
17.16
|
|
6
|
DO high school
|
45
|
3.45
|
20
|
1.53
|
65
|
4.98
|
|
7
|
Graduated high school
|
58
|
4.44
|
34
|
2.61
|
92
|
7.05
|
|
8
|
Kejar
paket A
|
44
|
3.37
|
23
|
1.76
|
67
|
5.13
|
|
9
|
Kejar
paket B
|
68
|
5.21
|
23
|
1.76
|
91
|
6.97
|
|
10
|
Kejar
paket C
|
48
|
3.68
|
6
|
0.46
|
54
|
4.14
|
|
TOTAL
|
832
|
63.75
|
473
|
36.25
|
1305
|
100.00
|
|
Sources:
Data Base Street Children Shelter Homes Patronage Jakarta Year 2007/2008
At least children get education in elemantary school so they have the basic supplies such as reading, so and arithmetic so that they can know the progress through a variety of media and the available learning resources.
A. The Forms of Street Children Guidance.
Solving problems faced by these children, is a duty that developed by the government about guidance and prosperity of children in ensuring growth and development propely, physical, spiritual and social.
The guidance should be varied, where though the educational process
quality in all aspects. Education is a responsibility between the school (institute or organization that build education), family and community. That third institutions, Ki Hajar Dewantara said it as Tri Central Institute of Education (Hasbullah, 1999:27)
1. Family Educational Institutions (informal)
Al-Masri (1989:60) said that the family environment is the first educational environment, because in the family the children get first education and guidance. The family’s main task for education, is give foundation of moral education and a religious view. The most valuable lesson for children is a mother and father temperament to children and others everyday.
In paragraph I of UU No. 1 of 1974, declared the marriage is a bond between the inner and outer of man and woman as husband and wife with the goal to creating a happy and prosperous family. The child who born of that marriage will be the right and responsibility of his parents, take care and educate as well as possible.
The function and role of family education are:
a) The first experience of childhood.
b) Ensure the Emotional Life of Children.
c) Inculcate Moral Education Foundation.
2. Educational Institutions (Formal).
Schools are part and the continuation of family education. School education is education got by someone from the school regularly and systematically, high rise and follow the terms. Clear and rigorous start from kindergarten to university.
Taniin Dkk. (1989:44) stated that there are some characteristics of the processes that take place in school education:
a. Specifically organized, divided into levels that have hierarchical relationships.
b. Age of students in one level homogenous.
c. Material or the content of education more academic and general
d. There emphasis about quality of education as response to the needs of where the question will come up.
As formal education institution, the school that was born and developed effectively and efficiently from and by the community, is a device which provide services to the community in educating citizens. Schools managed formal, hierarchical and chronological that on the philosophy and goals of national education.
a. School Responsibilities.
As formal education, the school received educational function by the principles of responsibility such as:
1) formal institutional responsibilities that suitable with applicable regulations, in UU No. UUSPN. 2 tahun1989.
2) The responsibility of science based on the form, content, levels, educational goals beliaved by it
3) functional responsibility, the professional manager responsibility and education implementer received statutes office. This responsibility is a functional responsibility, professional responsibility and executive management education received statutes office. This responsibility is a flood of responsibility and trust of parents to teacher (Sihombing, 1999:1)
b. characteristic of school educational institutions.
Schools is formal instituasion, but not natural. Nevertheless many of
parents who hand over responsibility for their child's education to school, from this fact properties of school education, are:
1) Growing after family
At least children get education in elemantary school so they have the basic supplies such as reading, so and arithmetic so that they can know the progress through a variety of media and the available learning resources.
A. The Forms of Street Children Guidance.
Solving problems faced by these children, is a duty that developed by the government about guidance and prosperity of children in ensuring growth and development propely, physical, spiritual and social.
The guidance should be varied, where though the educational process
quality in all aspects. Education is a responsibility between the school (institute or organization that build education), family and community. That third institutions, Ki Hajar Dewantara said it as Tri Central Institute of Education (Hasbullah, 1999:27)
1. Family Educational Institutions (informal)
Al-Masri (1989:60) said that the family environment is the first educational environment, because in the family the children get first education and guidance. The family’s main task for education, is give foundation of moral education and a religious view. The most valuable lesson for children is a mother and father temperament to children and others everyday.
In paragraph I of UU No. 1 of 1974, declared the marriage is a bond between the inner and outer of man and woman as husband and wife with the goal to creating a happy and prosperous family. The child who born of that marriage will be the right and responsibility of his parents, take care and educate as well as possible.
The function and role of family education are:
a) The first experience of childhood.
b) Ensure the Emotional Life of Children.
c) Inculcate Moral Education Foundation.
2. Educational Institutions (Formal).
Schools are part and the continuation of family education. School education is education got by someone from the school regularly and systematically, high rise and follow the terms. Clear and rigorous start from kindergarten to university.
Taniin Dkk. (1989:44) stated that there are some characteristics of the processes that take place in school education:
a. Specifically organized, divided into levels that have hierarchical relationships.
b. Age of students in one level homogenous.
c. Material or the content of education more academic and general
d. There emphasis about quality of education as response to the needs of where the question will come up.
As formal education institution, the school that was born and developed effectively and efficiently from and by the community, is a device which provide services to the community in educating citizens. Schools managed formal, hierarchical and chronological that on the philosophy and goals of national education.
a. School Responsibilities.
As formal education, the school received educational function by the principles of responsibility such as:
1) formal institutional responsibilities that suitable with applicable regulations, in UU No. UUSPN. 2 tahun1989.
2) The responsibility of science based on the form, content, levels, educational goals beliaved by it
3) functional responsibility, the professional manager responsibility and education implementer received statutes office. This responsibility is a functional responsibility, professional responsibility and executive management education received statutes office. This responsibility is a flood of responsibility and trust of parents to teacher (Sihombing, 1999:1)
b. characteristic of school educational institutions.
Schools is formal instituasion, but not natural. Nevertheless many of
parents who hand over responsibility for their child's education to school, from this fact properties of school education, are:
1) Growing after family
In
a family is not always available and ability to provide education to schools.
In school children receive basic supples reading, writing, arithmetic and other sciences.
2) Formal Institutions
The school has a clear from in the narrow sense has a program that has been planned and defined formally. For example, there are lesson plans, class hours and other rules that describe the shape of all school program
school as a whole.
3) educational institution that is not natural
"Institutions that are not founded on blood relationship between teachers and students like families. But based on the official relationship. Students also not have to follow a certain education naturaly, because schools are educational institutions that are not natural. In this case, of course, the relationship between educators with students at the school are not as intimate relationships as in family "(Sihombing, 1999:2)
c. The function and role of the school.
The role of the school as an institution that helps the family, the school served to educate and teach and improve and refine the behavior of the students were under the family environment. Meanwhile, in the development of personality, the role of the school through curriculum include:
1) Students learn to get along with other students with the teacher, and between students with people who are not teachers.
2) Students learn to obey school rules.
3) Prepare students to become useful members for society, religion, nation and state.
4) About the function of the school itself, as specified by Suarno in his book "Pengantar Umum Pendidikan", as follows:
Develop the thinking and give knowledge. Besides the duty to develop personality as a whole, more important of school function is import knowledge and hold intelligence education. Schools function in intellectual education can be liked with family function in moral education.
a) Specialization
Among characteristic of social progress is increasing differentiation in civic duties and social institutions that carry out the task. The school has a social function which specializes in education and teaching.
b) Efisiensi
The school as a social function which specializes in education and teaching, the implementation of education and teaching in the community to be efficient.
c) Socialization
The school has a very important role in the socialization process, which helps individual development into a social being, a creature that can adapt in society. The function also maintain cultural heritage who live in communities with expressed it to earlier young generation.
d) The transmission from the house to the Society.
When ina family, a child’s life completely rely on parents, so when they the school he got a chance to train themselves and be responsible as porporation before going to community
3. Educational institutions in the Community (Non-Formal)
In the of education context, the community is the trird after the family and school. Education in community, has begun when the children had been sperated temporarily from the family farm and was in the school environment. Actually school education is divided into two, informal family education, non-formal education (public) this education is commonly called organization Non Governmental (Sihombing, 1999:1)
Approach non-governmental developing in many countries, a vehicle that is prepared to mediate with the marginal child with that will help them. The pressure of non-governmental organizations the more important to maintain the ability of children where its use based on the aspirations and potential of the child.
special guidancere:
a. Build public awareness to involved in the minimization and the anticipation of violence against children at home (family).
b. Learned concepts (formal and informal) in minimizing, anticipating violence against children at home.
2) Formal Institutions
The school has a clear from in the narrow sense has a program that has been planned and defined formally. For example, there are lesson plans, class hours and other rules that describe the shape of all school program
school as a whole.
3) educational institution that is not natural
"Institutions that are not founded on blood relationship between teachers and students like families. But based on the official relationship. Students also not have to follow a certain education naturaly, because schools are educational institutions that are not natural. In this case, of course, the relationship between educators with students at the school are not as intimate relationships as in family "(Sihombing, 1999:2)
c. The function and role of the school.
The role of the school as an institution that helps the family, the school served to educate and teach and improve and refine the behavior of the students were under the family environment. Meanwhile, in the development of personality, the role of the school through curriculum include:
1) Students learn to get along with other students with the teacher, and between students with people who are not teachers.
2) Students learn to obey school rules.
3) Prepare students to become useful members for society, religion, nation and state.
4) About the function of the school itself, as specified by Suarno in his book "Pengantar Umum Pendidikan", as follows:
Develop the thinking and give knowledge. Besides the duty to develop personality as a whole, more important of school function is import knowledge and hold intelligence education. Schools function in intellectual education can be liked with family function in moral education.
a) Specialization
Among characteristic of social progress is increasing differentiation in civic duties and social institutions that carry out the task. The school has a social function which specializes in education and teaching.
b) Efisiensi
The school as a social function which specializes in education and teaching, the implementation of education and teaching in the community to be efficient.
c) Socialization
The school has a very important role in the socialization process, which helps individual development into a social being, a creature that can adapt in society. The function also maintain cultural heritage who live in communities with expressed it to earlier young generation.
d) The transmission from the house to the Society.
When ina family, a child’s life completely rely on parents, so when they the school he got a chance to train themselves and be responsible as porporation before going to community
3. Educational institutions in the Community (Non-Formal)
In the of education context, the community is the trird after the family and school. Education in community, has begun when the children had been sperated temporarily from the family farm and was in the school environment. Actually school education is divided into two, informal family education, non-formal education (public) this education is commonly called organization Non Governmental (Sihombing, 1999:1)
Approach non-governmental developing in many countries, a vehicle that is prepared to mediate with the marginal child with that will help them. The pressure of non-governmental organizations the more important to maintain the ability of children where its use based on the aspirations and potential of the child.
special guidancere:
a. Build public awareness to involved in the minimization and the anticipation of violence against children at home (family).
b. Learned concepts (formal and informal) in minimizing, anticipating violence against children at home.
c. Socialize the children an idea about the rule of law to minimize,
anticipating violence against children in the family and the children's rights respected
d. Provide religious regulary which due regard to the more important things with the child's ability based on the aspirations and potential of the child.
d. Provide religious regulary which due regard to the more important things with the child's ability based on the aspirations and potential of the child.
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