Educations for Empowering

Family Education as a System of Informal Education
Education as the life activities of individuals or community groups take place continuously, educational activities can occur in the environment
(a) formal or educational institutions of both levels and types, organized by the government and society, or (b) the non-formal units government education and society that provides opportunities to individuals or groups to participate in education outside the school system due to lack of opportunity in Indonesia known as Special Education Schools and (c) informal or family educational institution which has an important role as a place or educational environments The main and first for each individual.
Family education is the education outside school because included in the units of education in national education systems, especially the education unit in the family, Sudjana D, (2000:47) and Rifai MSS, (2007:81) that: "... Informal education program focuses its activities center in the family with the family unit ...", which contains the meaning of education in the family, the education that goes on within families or children who were born in the family or children who become responsible family responsibilities ".
Educational process that occurs in informal educational environments, is education in family life, learning activities that occur in family life (informal) Lynch in Rogers (2003: 76) state that :"... Informal education is spontaneous learning by individuals as They Interact with Their social and physical environment in day to day living They ".
Informal education that occurs within the family as part of a special education school, because learning occurs in individuals interact with others or the environment that exist in family life spontaneously from time to time. Learning process that occurs naturally very enabling each individual to find the optimal learning creativity to change and the dynamics of life and development experience possessed.
Family education institutions have an important role in creating a natural learning process and progressive, that is to prepare children to become a family in the future according to demand changes and the times. Therefore Rifai, MSS., (2007:82) asserts that: "... The family as the smallest social institution developed into institutions of economic, psychological, educational, social development, development of religious life that needs to be executable in the direction and goal of achieving a happy and prosperous family ".
Family education as part of special education schools learning doing proceses between parents and children in the household environment, parents provide the knowledge, experience and skills to their children those things that relate to everyday life: "... to give confidence religious, cultural values, moral values ​​and skills. "(Rifai, MSS., 2007:93)
Content or materials developed in the family education is a material that can provide sufficient knowledge, skills (life skills) and attitudes to develop themselves, develop a professional, working, independent business. PH Coombs. (1973: 14-15) and Mulyana E. (2000:18) The Minimum Essential Learning Needs or family's role to meet the minimum basic learning needs such as: "a) instill change in attitude, mental, and positive behavior, b) functional literacy, c) be scientific, d) family skills, e) skills to earn a living, and f) understand the lives of citizens ".
Basic needs related to the sustainability of a family that is developing and directing the children to have the skills to earn a living, this is a fundamental aspect that will be the starting point for parents provide entrepreneurship education and learning towards a goal is: "... members of the family and the child can later be live independently, be responsible and accountable in the community environment in accordance with the values ​​prevailing culture and religion. "(Rifai, MSS., 2007:92)
The purpose of education so that families are able to live independently through informal learning in the family institution based on the Act number 20 of 2003 in particular article 27 paragraph 1 states that: "... informal educational activities undertaken by the family and the environment in the form of self-learning activities ". Ministry of Religious Affairs., (2006: 19).
 The purpose of education as a form of family unit out of school education, the learning process takes place in a family environment in an informal set of education activities outside of school refers to the 73-year government regulations 1991.bahwa number one among the goals of education outside the school is: "Serving the residents learned to can grow and develop as early as possible and the rest of his life in order to enhance the dignity and quality of life. "
Role and Functions of the Family
Family life education (family life education) appears in the world of education that is based on two phenomena, (1) family life affect the life of the community, nation and state. (2) the circumstances and the changes in society have an influence on family life. Sudjana (2004: 54). Both of the above phenomena indicate that family life has a close synergy with the changes and developments in the vicinity.
The family is the smallest unit in the social order in society, has the role and function that may affect the pattern of life of the community at large, mainly to children in order to get along and live in their communities. The role of family in affecting the lives of children can be done well if supported by knowledge, experience, and strategies in fostering and developing family life, so it can meet the educational needs of children.
Meet the basic educational needs of the family environment, can be measured by the ability of all family members, especially fathers and mothers and children literacy (family literacy), because without the support of the minimum knowledge, then the head of the family or parents are less able to carry out the roles and functions maximum in building communication, creating a learning process in family life, and develop a more prosperous family life.
Families have a role to provide a channel that inborn experience as a form of responsibility by nature to attempt a change of personality changes in mental development as well as the talents of their children. Nature of life and education that takes place is required to appear continuous social interaction of mental processes independently (self-generating) and self sustaining and gradually break away from dependence on family life, and moved to socialize themselves with a community environment armed with experience gained from the learning process in family life.
Ongoing learning process within the family by nature and nature is due to the commitment, values ​​and culture as well as trust between the elements that exist within family members. Suarez C. in L. Naldi, (2008:4) explains: "... attribute of family involment, Such as, commitment, shared values, culture, and trust ... "
 Those values ​​are the glue between the elements that exist in families, so enable children can learn, grow and develop their knowledge and experience of his life, as repiklasi of the acculturation process of the role of the parents and older family members as well as the surrounding environment.
Changes and developments occurring in the community life may affect the interaction between father, mother, and children as family members, interactional relationship has become strained due to external factor the changes and development of society and internal factors are increasingly open social friction in the association of children , so that it can affect to the waning commitment, values ​​and beliefs of children in the family lifing joints.
Increasingly tenuous and waning commitment, family values ​​and trust between children and other family members to parents, it has caused a rift and waning of the role and functions of the family in educating and developing the behaviors of children's lives.
The role of parents with the values ​​of family owned, closely related to the characteristics of children involved in domestic life, this: "... need to realize that every child is born with talent, potential and abilities, talents and attitudes and different properties. Therefore the potential of children who are very diverse in different areas with different level and intelligence, who also grew up in a variety of social, economic, psychological, cultural, natural and should be pursued different biological needs fulfilled by the family for guidance in accordance with the level of development children (developmentaly appropiate practice model). Semiawan C.R., (2002:66).
Specific characteristics possessed child is an aspect that must be considered by parents in providing guidance in improving his personal mental development in the interests of the wider development for the betterment of the nation and society, Semiawan RC (2002: 18) "... Human development in the interaction with the family environment through various media and means of physical or non physical to determine a strategic concept that therefore man is the most essential resource for the development of the nation. Nation-building that should be sourced from and start from the home or in family life, because at home should be nurtured mutual concern, awareness and basic understanding about the environment outside the family and surrounding environment.
The role of families in the life of children is a big responsibility for parents, and therefore there is need for awareness of the father and mother in preparing yourself with knowledge and experience sufficient to create a conducive learning environment family.
The family as an educational institution that was born and developed in the community can run its social functions, capabilities and experience of all members of the family, so parents can menajalankan function as head of the family. Family environment as a medium of education has a function in family education, namely: Sudjana D, (2004: 57) and the Indonesian Government Regulation No. 21 year 1994 Article 4, paragraph 2 mentions the family function in the social order kehiupan among others: ".. a) function educative, b) economic function, c) protection function, d) recreational function, f) religious functions, g) socio-cultural functions, h) function of love, i) reproductive function, j) functions coaching environment
Family functions as an educational institution that grow and develop in society for the child or the family's generations, its realization depends on the quality of the leadership of the household and cultural patterns that exist in the vicinity. Entire functions realized in daily life showed the breadth of quality family institution. Sometimes families are able to carry out the 4 (four) to 5 (five) family functioning, while exercising the other functions performed in conjunction with the development and the family's ability to meet all their needs without depending on others.
The reality of life in the community many families are not able to do and realize the role and function as a family institution, especially those in families below the poverty, backwardness and ignorance. Social conditions of family life such as this should be empowered level aspects of life especially in education, economics and health. The third aspect is key for families who will perform the role and function properly and optimally.
Fill in the Family Education
The family as an educational institution, has the responsibility to provide the knowledge, skills and values ​​or attitudes to children or any family members present in the household. Responsibility in activities conducted informally through family ties, habituation, and other activities to perform the duties and obligations of each.
 Knowledge, skills and values ​​or attitudes that are given to children through family education activities sourced from the experience of everyday life, life and educational backgrounds, and socio-cultural environment are elements that make up the personality, the foundation of thinking, life orientation of the future, essentially the educational content that will be transferred to the child.
Experience everyday life in the form of parental activity associated with the task and responsibility of family members in directing towards maturity and independence, to later be able to takes needs. Parents can be a life experience employment history for a living to make ends meet household, work experience is essentially a naturally acquired knowledge and also the skills (skill) is always a learning content that can be adopted directly by the child.
Work for a living is a source of knowledge for children, such as, parents who work as entrepreneurs easily imitated by children, because they can be directly put into practice in daily life. Of course not all families can mimic anggtota and develop entrepreneurship work for a living, for working as an entrepreneur requires a personality, skills and experience, which in the end the content of education in relation to family economic responsibilities of family and parental duties is to prepare mentally and shaping the personality of the child in order has the confidence to achieve the life of a better future.
Educational background of parents is not only formal education, informal and non-formal education also became an integral part as the content of family education. For as long as there are fathers and mothers in domestic life has done household activities that have been built by their parents, so that the learning process itself before adulthood and become responsible for their families and separated parents are provided with informal learning experiences and patterns like this to be the content of family education later, as the learning of religious life, learning the family's economic activity, moral values ​​and social order.
Socio-cultural environment is one among the factors that can be used as the basis for determining the content of education in family life. For socio-cultural aspects is the basic element which is owned by any individual or groups of people within a particular community, social and cultural traits provides direction in establishing and membelajarkan children in the household in accordance with the demands and challenges of life around it.
Social environmental factors have diverse characteristics and cultures different from one community to other communities. An example of the social environment of migrant civilized society, that is the parents conduct economic activity outside the home to go to another area to earn a living is a socio-cultural caracteristical that affect the pattern of domestic life, social or cultural environment of other societies such as the culture of peasant life, a culture of life fishermen, traders cultural life and cultural life of civil servants and government. These factors are taken into consideration to fill the process of learning and socialization in family life education.
The learning process in family education is not only limited attention to external aspects as factors that could affect the sustainability of education in the family, but also pay attention to aspects of the development of the individual (human) in a broad context of life so that it will materialize humanize the learning process of human character and berkemandirian.
The learning process in a family environment in the realization of character and independence of individuals based on their own individual learning needs both to development itself or for the benefit of community or social duties and obligations of life. Learning needs that need to actualized on individuals as family members, Phillip H. Coomb (1973) in Arthur Lewis (2007) and in Mulyana E, (nd: 18) in particular: "... the skills to earn a living (functional knowledge and skills for raising a family and operating a household), family skills (functional knowledge and skills for earning a living), ... ".
Individual learning needs that need to be given by parents in the wider family environment, Sudjana D. (2004: 45) describes some important areas in the main family education: "... human resource management and family wealth, health education (individual, family and environment), inter and inter-family interaction, and the influence of environmental changes on economic education in the family. "
Selection of the content of family education people can articulate the experience and knowledge they have over the years, such as the background of her life, such as if a farmer is farming and gardening principal activity is the main content so that children have the competence or self-employment in agriculture, if the merchant families trading activity can be used as fill or load shape entrepreneurial behavior in trade, if family fisherman at sea activities can then be used as content or content so that children and future generations have the knowledge and entrepreneurial fields of maritime affairs.
Family education that parents do is emulate the behavior and the principle ideals of the future that are believed by parents, which has a higher quality future. Suyono H., (2001:2) states that:
"... quality family is a family that is able to establish himself independently, each family at least able to have and play a role in the eight main functions of the family who is steady and rewarding ... and make the families who have an obligation to develop a culture of lifelong learning that really took root and continued to perfect in order to be packed and picked up the dignity of the family foundation that is building an economy ...", families using life skills (vocational skills) to foster entrepreneurial behavior.
Family education supposedly able to foster entrepreneurial behavior that provide the knowledge, experience and understanding of aspects of economics or economic education, because without the experience and knowledge in economics, it is very unlikely to have to find herself as an entrepreneur. Therefore, in the early family environment of children and family members were introduced on the knowledge and economic practice although simple is true and correct. Walstad (1987b, 1990) Soper & Walstad (1988) in Kotte D & Witt R (nd: 164) that: "... these basic economic concept, develop The Necessary Attitudes and Perceptions with respect to economic thinking, ... there is no complete agreement on Attitudes the which are to be taught in school, at home or at the workplace ... ".
Family education is expected to instill the basic principles of economic life, especially family values ​​entrepreneurship is an important element that needs to be given to children through the experience of living and daily work, because the values ​​of entrepreneurs become a valuable lesson either directly or indirectly be observed and emulated in the daily family life.
Breadth of educational content is influenced by factors within the family dynamics of family life itself, the higher the mobility of the family, the more numerous and extensive experience and educational content that will be obtained by the children, otherwise if the dynamics and mobility of a low family, then the children will acquire knowledge and educational content that is not too broad and very simple.
Education in the family through parents supposedly able to develop the entrepreneurial spirit and behavior in order to create jobs on their own, in the family was Sadli S. (2010:145) the role of the family: "... as the successor to the central values ​​will be required to do two things, namely a) continue the old values ​​that need to be conserved, b) actively introduce new values ​​that are considered good", especially regarding efforts to improve the quality of family life that is all the family members had one day of productive economic resources to generate income.
Whatever the pattern of family life are used as guidelines in carrying out the role and functions of the family, the role of parents is still important, and always needed to grow the skills and creativity of children in the face of change and solve problems at hand.

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