Elementary school national examination system in 2008 will be integrated to school final exam called, the integrated national and school final exam (UNTUS). This is a middle way to prepare schools to adapt to the national examination which determines students’ graduation with Mathematics, Natural Sciences and Indonesian Language test. This middle way is expected to quell down protests against elementary school national examination after the government insisted to carry on with the national examination for junior and senior high schools. Protesters argued that the national examination does not reflect the real condition in education. The national examination only portrays a certain moment after students were drilled with the three subject tested in the national examination because schools hope to be able to see as many students as possible to graduate. Education mapping should be based on education process and not merely on the result.

Assessing education merely based on the national examination - albeit education praxis is an objective, process and result – is like treating schools as a factory. In a factory, the most important thing is the product, the process is not very important. In this context, schools - through teachers - form the students to comply by the national standards. Consequently, all the policies are oriented to the result, and not the process. Education praxis is no longer a place where students and teachers meet for teaching and learning process. Education concepts such as its student-oriented nature, liberating and democratic education only remains meaningless catchphrases, set aside by factory-like education praxis.

Such an approach, marked with standards, only make education praxis a tool to achieve a certain result. Meanwhile, the process that leads to the goal, including cheating, commercialization, bribery and drilling students with the subject tested in the national examination is overlooked as long as students manage to pass the exam. In a certain level, such praxis, even though not exactly like a production process in a factory, at least makes school function as a tutorial agency.  The paradigm treating schools like a factory has to be shifted to a new one, which opens to new suggestions and not based on the law of the jungle!