{'fraction_non_alphanumeric': 0.020848310567936738, 'fraction_numerical': 0.012221423436376708, 'mean_word_length': 6.065989847715736, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 0, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Decentralization in Secondary Education System: Issues and Challenges

In Indonesia, classification of decentralization is divided into 3 (three) includes formal, material and real decentralizations. Decentralization is elaborated from several theories that exist to assess concurrent governmental or governmental affairs as domain of local government. For affairs in the field of education, especially in the management of secondary education, the form of decentralization is territorial decentralization. While, functional and cultural decentralization are not included in the form of decentralization as applied in Indonesia. The results show that the form of decentralization of education management in Indonesia uses territorial decentralization, considers the geographical conditions of Indonesia so that it is a consideration that Indonesia uses territorial decentralization in conducting concurrent government affairs, one of which is secondary education. Indonesia should not only use a form of territorial decentralization in government affairs, but also must use a form of cultural decentralization because Indonesia is a country that with diverse culture. Therefore, it needs to be preserved through a form of cultural decentralization. Keywords: Decentralization; Education System; Classification; Local Government DOI : 10.7176/JAAS/58-08 Publication date :September 30 th 2019