Yogyakarta yang Meng-India:Mengenal Peradaban India dan Menggali Nilai-nilai Kearifan

“Peradaban suatu bangsa dibangun atas dasar ide,cita-cita, dan pemikiran mulia untuk berkomunikasi satu dengan yang lainnya, membangun martabat manusia yang memanusiakan”

 –Hastangka --

Ketika pertama kali saya mengunjungi pameran Biennale Jogja XI 2011 saya merasakan memasuki suatu ruang peradaban kebudayaan lain daripada yang lain. Kebudayaan yang selama ini tidak pernah saya kenal tetapi dapat saya rasakan dari atmosfer dan sentuhan visual baik berupa gambar, lukisan, patung, foto, dan berbagai aksesoris lainnya. Kebudayaan India yang jarang saya dengar dan saya lihat sehari-hari. Sempat terlintas dibenak saya ketika saya memasuki ruang pameran yang berada di Taman Budaya Yogyakarta (TBY) 12 Desember 2011, pukul 13.00 siang hari, begitu kuatnya hawa dunia baru, dunia yang begitu menyentuh keindahan spiritualitas yaitu peradaban India yang tercermin dari kehidupan sosial dan budayanya. Begitu juga ketika saya mengunjungi Jogja National Museum, di situ Kebudayaan India semakin kuat terasa. Lalu, terlintas di benak saya apakah ini yang disebut sebagai identitas suatu bangsa, atau Nation Character Building, yang sering disuarakan oleh para pendiri bangsa kita beberapa tahun silam.  Peradaban India yang tidak pernah lekang oleh waktu dan zaman,akan selalu ada diantara ketiadaan dan ketidakpedulian manusia. Inilah budaya yang mencoba untuk membangun dialetika kebudayaan dengan Indonesia yang penuh dengan nilai-nilai kearifan lokal dan spiritualitasnya. Misalnya, beberapa parallel events Biennale yang saya kunjungi masih lebih kuat identitas ke-India-annya daripada ke-Indonesia-annya. Peradaban India adalah peradaban yang kuno dan terbentuk melalui proses yang panjang. Dinamika berkesenian di India selalu menyajikan aspek spiritualitas dan religiusitas yang kental. Oleh karena itu, ketika sudah mendengar nama India apa yang ada dibenak orang adalah mega bollywood,tari India, nyanyian India, dan film India. Kebudayaan semakin menunjukkan identitasnya bahkan menjadi trend global karena kekuatan dari daya kreatifitas, kesungguhan, dan masuk dalam dunia media perfiliman. Bercerita tentang India ada dua hal yang tidak pernah lepas dari pembicaraan yaitu film dan spiritualitas.

            Tampaknya peradaban India telah berhasil “mengepung” identitas dan budaya ke-Indonesia-an, meskipun tema yang diusung adalah “Biennale EQUATOR Shadow lines: Indonesia Meets India”, tidak tampak aspek identitas dan jati diri kebudayaan Indonesia yang beragam dan berdialektika dengan kebudayaan India, malah justru “hegemoni” kebudayaan India membawa nilai-nilai baru yang melokal sekaligus mengglobal di negeri Indonesia. Nah, disinilah saya merasakan dan mengalami dialetika batin bahwa identitas kebudayaan adalah penting untuk menunjukkan jati diri suatu bangsa, dari bangsa mana kita berasal salah satunya dapat diketahui dari budayanya. Sama halnya dengan India. Di Biennale ini apa yang ditonjolkan adalah INDIA memang adalah INDIA. Corak, bentuk, dan karakter kebudayaan India lebih dominan dalam event Biennale ini. Itulah kehebatan bangsa India yang berani mempertahankan nilai-nilai kearifan lokal dan tradisi sampai ke ujung bumi dan garis khatulistiwa sekalipun, India akan tetap menampakkan jati dirinya sebagaimana India adanya.

Biennale dulu, kini dan yang akan datang

Apabila dibandingkan dengan pengalaman tahun lalu terkait acara Biennale, saya mengalami ada perbedaan yang jauh terutama terkait substansi dan kegiatan yang diselenggarakan, tahun lalu nampak lebih meriah dan beragam baik dari bentuk acara, kegiatan, bahkan suguhan seni lebih menunjukkan kota Yogyakarta seperti living museum (museum yang hidup), dimana-mana ada suguhan seni yang melokal. Sedangkan sekarang lebih banyak pada indoor activities, dalam artian bahwa suguhan yang ditawarkan lebih pada events yang ada di dalam ruangan, di dalam gedung kesenian, museum, ataupun tempat-tempat pertunjukkan lainnya. Selain itu, Biennale sekarang ini lebih menonjolkan nuansa budaya India dan spiritualitas dibandingkan dengan nuansa etnisitas dan lokalitas ke-Indonesia-an. Konsep Indonesia meets India belum begitu menonjol dan terlihat baik dalam berbagai events utama maupun events parallel. Malah justru, parallel events berjalan dengan sendiri-sendiri tanpa mempertimbangkan aspek filosofis, budaya, dan ide dasar Biennale tersebut.  Dalam bahasa sederhana apa yang saya rasakan, lihat dan alami adalah persoalan identitas berkesenian dan berekpresi tentang seni. Seni itu memang indah dan seni juga memberikan ruang berekpresi secara bebas. Namun demikian, seni harus memiliki tujuan dan cita-cita kebangsaan, seni harus membawa martabat bangsa ketika sudah menyangkut kebudayaan antar dua bangsa.  Menatap masa depan seni ke-Indonesia-an kontemporer dan keberagaman bukan berarti meninjau tentang seberapa besar kontribusi para seniman terhadap hasil karya seni tetapi juga mempertimbangkan bagaimana para seniman mengekspresikan seninya dalam bingkai nasionalisme dan kebangsaan. Harmonisasi seni tercemin dari bagaimana seni dapat menampilkan keindahan dan identitas kebangsaan. Lalu kita merenung bagaimana dengan bangsa kita?,dimana jati diri kita sebagai bangsa?,akankah kebudayaan kita akan tergerus oleh waktu dan zaman? 

 

                                                         Kounter Koran bernuansa India

SYSTEM OF EDUCATION

EDUCATION SYSTEM

The character of Indonesia's educational system reflects its diverse religious heritage, its struggle for a national identity, and the challenge of resource allocation in a poor but developing archipelagic nation with a young and rapidly growing population. Although a draft constitution stated in 1950 that a key government goal was to provide every Indonesian with at least six years of primary schooling, the aim of universal education had not been reached by the late 1980s, particularly among females--although great improvements had been made. Obstacles to meeting the government's goal included a high birth rate, a decline in infant mortality, and a shortage of schools and qualified teachers. In 1973 Suharto issued an order to set aside portions of oil revenues for the construction of new primary schools. This act resulted in the construction or repair of nearly 40,000 primary school facilities by the late 1980s, a move that greatly facilitated the goal of universal education.

Primary and Secondary Education

Following kindergarten, Indonesians of between seven and twelve years of age were required to attend six years of primary school in the 1990s. They could choose between state-run, nonsectarian public schools supervised by the Department of Education and Culture or private or semiprivate religious (usually Islamic) schools supervised and financed by the Department of Religious Affairs. However, although 85 percent of the Indonesian population was registered as Muslim, according to the 1990 census, less than 15 percent attended religious schools. Enrollment figures were slightly higher for girls than boys and much higher in Java than the rest of Indonesia.

A central goal of the national education system in the early 1990s was not merely to impart secular wisdom about the world, but also to instruct children in the principles of participation in the modern nation-state, its bureaucracies, and its moral and ideological foundations. Since 1975, a key feature of the national curriculum--as in other parts of society--had been instruction in the Pancasila. Children age six and above learned its five principles--belief in one God, humanitarianism, national unity, democracy, and social justice--by rote and were instructed daily to apply the meanings of this key national symbol to their lives. The alleged communist coup attempt in 1965 provided a vivid image of transgression against the Pancasila. Partly to prove their rejection of communist ideology, all teachers--like other members of Indonesian bureaucracy--swore allegiance not only to the Pancasila, but to the government party of functional groups.

Inside the public school classroom of the early 1990s, a style of pedagogy prevailed that emphasized rote learning and deference to the authority of the teacher. Although the youngest children were sometimes allowed to use the local language, by the third year of primary school nearly all instruction was conducted in formal Indonesian. Instead of asking questions of the students, a standard teaching technique was to narrate a historical event or to describe a mathematical problem, pausing at key junctures to allow the students to fill in the blanks. By not responding to individual problems of the students and retaining an emotionally distanced demeanor, the teacher is said to be sabar (patient), which is considered admirable behavior.

Nationally, the average class size in primary schools was approximately twenty-seven, while upper-level classes included between thirty and forty students. Ninety-two percent of primary school students graduated, but only about 60 percent of those continued on to junior high school (ages thirteen through fifteen). Of those who went on to junior high school, 87 percent also went on to a senior high school (ages sixteen through eighteen). The national adult literacy rate remained at about 77 percent in 1991 (84 percent for males and 68 percent for females), keeping Indonesia tied with Brunei for the lowest literacy among the six member nations of the Association for Southeast Asian Nations (ASEAN).

In the early 1990s, after completion of the six-year primary school program, students could choose among a variety of vocational and preprofessional junior and senior high schools, each level of which was three years in duration. There were academic and vocational junior high schools that could lead to senior-level diplomas. There were also "domestic science" junior high schools for girls. At the senior high-school level, there were three-year agricultural, veterinary, and forestry schools open to students who had graduated from an academic junior high school. Special schools at the junior and senior levels taught hotel management, legal clerking, plastic arts, and music.

Teacher training programs were varied, and were gradually upgraded. For example, in the 1950s anyone completing a teacher training program at the junior high level could obtain a teacher's certificate. Since the 1970s, however, the teaching profession was restricted to graduates of a senior high school for teachers in a primary school and to graduates of a university-level education course for teachers of higher grades. Remuneration for primary and secondary school teachers compared favorably with countries such as Malaysia, India, and Thailand. Student-teacher ratios also compared favorably with most Asian nations at 25.3 to 1 and 15.3 to 1, respectively, for primary and secondary schools in the mid-1980s when the averages were 33.1 to 1 and 22.6 to 1 for Asian-Pacific countries.

Islamic Schools

The emphasis on the Pancasila in public schools has been resisted by some of the Muslim majority. A distinct but vocal minority of these Muslims prefer to receive their schooling in a pesantren or residential learning center. Usually in rural areas and under the direction of a Muslim scholar, pesantren are attended by young people seeking a detailed understanding of the Quran, the Arabic language, the sharia, and Muslim traditions and history. Students could enter and leave the pesantren any time of the year, and the studies were not organized as a progression of courses leading to graduation. Although not all pesantren were equally orthodox, most were and the chief aim was to produce good Muslims.

In order for students to adapt to life in the modern, secular nation-state, the Muslim-dominated Department of Religious Affairs advocated the spread of a newer variety of Muslim school, the madrasa. In the early 1990s, these schools integrated religious subjects from the pesantren with secular subjects from the Western-style public education system. The less-than 15 percent of the school-age population who attended either type of Islamic schools did so because of the perceived higher quality instruction. However, among Islamic schools, a madrasa was ranked lower than a pesantren. Despite the widespread perception in the West of resurgent Islamic orthodoxy in Muslim countries, the 1980s saw little overall increase in the role of religion in school curricula in Indonesia.

In general, Indonesia's educational system still faced a shortage of resources in the 1990s. The shortage of staffing in Indonesia's schools was no longer as acute as in the 1950s, but serious difficulties remained, particularly in the areas of teacher salaries, teacher certification, and finding qualified personnel. Providing textbooks and other school equipment throughout the farflung archipelago continued to be a significant problem as well.

Higher Education

Indonesia's institutions of higher education have experienced dramatic growth since independence. In 1950 there were ten institutions of higher learning, with a total of 6,500 students. In 1970 there were 450 private and state institutions enrolling 237,000 students, and by 1990 there were 900 institutions with 141,000 teachers and nearly 1,486,000 students. Public institutions enjoyed a considerably better student-teacher ratio (14 to 1) than private institutions (46 to 1) in the mid-1980s. Approximately 80 to 90 percent of state university budgets were financed by government subsidies, although the universities had considerably more autonomy in curriculum and internal structure than primary and secondary schools. Whereas tuition in such state institutions was affordable, faculty salaries were low by international standards. Still, university salaries were higher than primary and secondary school salaries. In addition, lecturers often had other jobs outside the university to supplement their wages.

Private universities were operated by foundations. Unlike state universities, private institutions had budgets that were almost entirely tuition driven. Each student negotiated a one-time registration fee--which could be quite high--at the time of entry. If a university had a religious affiliation, it could finance some of its costs through donations or grants from international religious organizations. The government provided only limited support for private universities.

Higher education in the early 1990s offered a wide range of programs, many of which were in a state of flux. Nearly half of all students enrolled in higher education in 1985 were social sciences majors. Humanities and science and technology represented nearly 28 percent and 21 percent, respectively. The major degrees granted were the sarjana muda (junior scholar; roughly corresponding to a bachelor's degree) and the sarjana (scholar or master's degree). Very few doktor (doctoral) degrees were awarded. Few students studying for the sarjana muda actually finished in one to three years. One study found that only 10 to 15 percent of students finished their course of study on time, partly because of the requirement to complete the traditional skripsi (thesis). In 1988, for instance, 235,000 new students were admitted for sarjana muda-level training and 1,234,800 were enrolled at various stages of the program, but only 95,600 graduated.

Discussion about how to improve Indonesian higher education focused on issues of teacher salaries, laboratory and research facilities, and professor qualifications. According to official figures, in 1984 only 13.9 percent of permanent faculty members at state institutions of higher learning had any advanced degree; only 4.5 percent had a doctorate. Since doctoral programs were rare in Indonesia and there was little money to support education overseas, this situation improved only slowly. Despite these difficulties, most institutions of higher education received large numbers of applications in the late 1980s and early 1990s; in state institutions less than one application in four was accepted. One of the most serious problems for graduates with advanced degrees, however, was finding employment suited to their newly acquired education.

The University of Indonesia, founded in Jakarta in the 1930s, is the nation's oldest university. Other major universities include Gadjah Mada University (Indonesia's oldest postindependence university, founded in 1946) in Yogyakarta; Catholic University and Institut Teknologi Bandung, both in Bandung; and the Institut Pertanian Bogor in Bogor. In the early 1990s, there also were important regional universities in Sulawesi, Sumatera Utara, Jawa Barat, and Irian Jaya.

source:http://countrystudies.us/indonesia/56.htm

Education

Education in Indonesia

Education in Indonesia is the responsibility of the Ministry of National Education of Indonesia (Kementerian Pendidikan Nasional Republik Indonesia/Kemdiknas), formerly the Department of Education and Culture of Indonesia (Departemen Pendidikan dan Kebudayaan Republik Indonesia/Depdikbud). In Indonesia, all citizens must undertake nine years of compulsory education, six years at elementary level and three in junior high school. Islamic schools are the responsibility of the Ministry of Religious Affairs.

Education is defined as a planned effort to establish a study environment and education process so that the student may actively develop his/her own potential to gain the religious and spiritual level, consciousness, personality, intelligence, behaviour and creativity to him/herself, other citizens and for the nation. The constitution also notes that education in Indonesia is divided into two major parts, formal and non-formal. Formal education is divided again into three levels, primary, secondary and tertiary education.

Schools in indonesia are run either by the government (negeri) or privately (swasta).

Source: http://en.wikipedia.org/wiki/Education_in_Indonesia

the Indonesian Student Association in South Korea

About

We are PERPIKA (Persatuan Pelajar Indonesia di Korea Selatan), the Indonesian Students Association in South Korea (한국 인도네시아 유학생 협회). Our headquarter is in Seoul, South Korea. We have three regional headquarters:

• North (Seoul for Seoul, Gyeonggi-do, Gangwon-do),
• Middle (Daejeon for Chungcheongbuk-do, Chungcheongnam-do, Jeollabuk-do), and
• South (Busan for Jeollanam-do, Gyeongsangbuk-do, Gyeongsangnamdo, and Jeju).

Contact us at:
perpika.pusat AT gmail.com

A Message of the Indonesian Ambassador in Seoul

Message of the Ambassador
of the Republic of Indonesia to the Republic of Korea

As the new Ambassador of Indonesia, I wholeheartedly welcome you visiting the Home Page of the Embassy of the Republic of Indonesia in Seoul. This website is aimed for internet users to easily obtain the information about Indonesia, bilateral relationship between Indonesia and the Republic of Korea and activities of the Indonesian Embassy in Seoul.

It is my sincere hope that this home page could serve as a bridge between the Indonesian Embassy and people in the Republic of Korea who need information about history, society, culture, tourism, political and economic development as well as information on immigration and consular affairs of Indonesia, as a gateway to Indonesia.

I trust that everybody visiting our homepage may enjoy the latest and the routinely updated information provided by the Embassy. I'll always appreciate any comments and suggestions you post on this site.

Thank you for your kind support and interest

Seoul, February 20, 2009
Nicholas T. Dammen      
source: www.indonesiasoul.org                                                                                         Ambassador E. & P..

A message from Korean Ambassador in Jakarta

안녕하십니까? 주 인도네시아대사관 홈페이지에 오신 것을 환영합니다. 한 ㆍ인도네시아 양국은 정치, 경제, 문화 등 제반분야에서 매우 긴밀한 협조관계를 유지해오고 있습니다. 인도네시아는 아세안의 중심국가로서 우리 정부의 신아시아 외교의 주요 협력대상국입니다. 2009년 3월 이명박 대통령께서 인도네시아를 국빈 방문, 지난 2006년 12월 수립한 양국간 전략적 동반자 관계를 바탕으로 국제 금융위기 해결을 위한 G-20에서의 협력 강화, 반부패 및 대테러 협조 증대, 전투기 공동개발 등 사회, 안보 및 국제문제로 협력의 폭을 넓혀 나가기로 하였습니다. 또한, 산림, 대체 에너지 개발 등 저탄소 녹색성장의 동반자로서 협력을 더욱 강화해 나가기로 하였습니다. 인도네시아는 우리의 10대 수출 대상국이자, 중국, 미국과 함께 우리 기업들의 투자진출이 많은 나라이기도 합니다. 양국간 인적교류도 활발하여 인도네시아 거주 한국인이 3만1천여명에 달해 인도네시아 최대 외국인 사회를 형성하고 있습니다. 또한 최근에는 에너지, 자원 문제가 국제사회의 초미의 관심사로 떠오르고 있습니다. 인도네시아는 석유, 가스, 석탄, 광물, 산림자원 등 우리 산업발전에 필요한 자원이 풍부한 국가이며 우리의 주요 자원 공급국중의 하나입니다. 양국간 자본과 기술, 자원과 노동력 등 상호보완적인 경제관계를 유기적으로 연결할 경우, 향후 양국간 경협관계는 더욱 발전할 것으로 기대됩니다. 뿐만 아니라, 동남아 지역 전체가 우리 외교에서 차지하는 비중이 날로 높아지고 있습니다. 그 예로, 2007.6.1부로 한-ASEAN FTA 상품협정이 공식 발효 되었고, 서비스협정은 2009.5.1부터 국내절차가 완료된 국가들 간에 우선 발효될 예정입니다. 또한 투자협정도 서명되면 2005년부터 진행되어온 한-ASEAN FTA가 모두 타결되게 됩니다. 이로써 우리나라와 ASEAN의 중심국인 인도네시아는 여러 분야에서 협력을 증진시키고, 인적 및 물적 교류를 증대해 나갈 수 있게 될 것입니다. 대사관은 우리 기업활동에 도움을 드리고 유사시 우리 국민들을 보호하기 위해 적극적인 활동을 펼쳐나가겠습니다. 예를 들어, 인니 국적자 동포에 대한 사증 발급제도 개선, 현지 투자기업의 사업 지원을 위한 인니 기업인들에게 대한 복수사증 발급, 영사 담당자 증원 및 순회영사 확대실시, 영사협력원 위촉 등 대사관과 교민사회간의 접촉을 확대하고 대사관의 민원서비스를 개선하기 위해 지속적인 노력을 기울여 나가고 있습니다. 인도네시아에서 대한민국의 위상을 드높이고 한국과 인도네시아 양국민이 서로에 대한 호감을 키워나가기 위해서는 대사관과 교민사회가 지혜와 힘을 모을 필요가 있다고 믿습니다. 이를 위해 항상 교민 사회와 호흡을 같이 하도록 노력하겠습니다.
주인도네시아대한민국대사관 주인도네시아 대사 김호영 (KIM Ho-Young)

A message from Indonesian traveller in Korea

APA yang ada di benak Anda jika mendengar kata Korea? Ginseng mungkin terlintas di pikiran Anda, mungkin juga taekwondo, olahraga bela diri yang cukup populer di seluruh dunia termasuk Indonesia atau -- buat pembaca Bintang -- bintang-bintang Korea yang lalu-lalang di layar kaca kita dalam kurun waktu 10 tahun terakhir.
Bisa  jadi, apalagi tahun lalu, Boys Before Flowers, serial adaptasi dari drama Jepang berjudul Hana Yori Dango “meledak” saat ditayangkan di Indonesia. Sama seperti di negara asalnya, Lee Min Ho, Kim Hyun Jung, Kim Bum, dan Kim Joon juga sangat populer.
Sebelum kuartet ini digilai-gilai di Indonesia, ada juga beberapa drama asal Korea yang sangat digandrungi. All About Eve yang dibintangi Jang Dong Gun dan Chae Rim, Coffee Prince yang melambungkan Yoon Eun Hye dan Gong Yoo, Sassy Girl Chunhyang dengan   Jae Hee dan Han Chae Young atau Full Hose-nya Rain serta tak ketinggalan Winter Sonata yang memasang  Bae Yong Joon.
Nah, nama terakhir -- karena kebintangan dan kepopulerannya -- ditetapkan sebagai ikon dunia wisata Korea Selatan. Kebetulan pemerintah Korea Selatan sedang gencar-gencarnya  menggalakkan  program Visit Korea 2010-2012.
Keputusan Korea Tourism Organization  memilih Bae Yong Joon tentu bukan tanpa alasan. Salah satunya lantaran penggemarnya yang tersebar di seantero China, Jepang, maupun negara-negara Asia Tanggara termasuk Indonesia.
Hal itu pula yang diungkapkan beberapa rekan dari Thailand, Malaysia, dan Singapura saat menghadiri Korea International Travel Mart  (KITM) yang dilangsungkan di Seoul 4-10 April 2010 lalu. Acara yang dihadiri oleh jurnalis dan travel agent dari seluruh dunia itu berlangsung semarak.
“Tentu kami sudah mengenal Korea sedari kecil. Tapi kami benar-benar tahu tentang Korea dan segala keindahannya dari beberapa drama  populer Korea di negeri kami, seperti Winter Sonata, All About Eve maupun Jewel in The Palace,” kata Rosa. M.e Ho, General Manager  untuk wilayah Asia dari Chan Brothers Travel PTE LTD. Teow Beng  Hong, wakil Malaysia menyuarakan hal serupa.
“Jewel in The Palace adalah tonggak. Betapa bagus panoramanya dan tentu saja kekuatan ceritanya di dalamnya. Yang paling penting kami tersadar betapa indah negeri ini,” puji Chief Operating Officer dari Summit Holidays, Kuala Lumpur ini.
Charm Lee, Presiden Korea Tourism Organization tersenyum lebar mendengar komentar dua rekan dari kedua negara itu. “Ajaklah saudara, teman atau kenalan pergi ke Korea. Kami akan sambut Anda dengan ramah. Dan nikmatilah segala keajaiban negara kami,” ucap pria asal Jerman yang sekarang jadi warga negara Korea sekaligus menjadi ujung tombak industri  pariwasata Korea ini.
Ajakan Charm Lee langsung direspons Peggy M Goldman, Presiden Friendly Planet Travel yang berbasis di Philadelpia. “Kami pasti akan kembali dan membuat sejumlah program yang menarik. Korea tempat yang bagus untuk dikunjungi. Sarana dan prasarananya tersedia dengan baik,” janji Peggy.
Begitu juga dengan David Matthews yang mewakili Discovery Travel Australia. “Saya memang perlu menyesuaikan diri dengan makanan Korea. Tapi saya yakin teman-teman pasti akan mendapatkan pengalaman kuliner yang menakjubkan,” ujar David  yang suka bercanda ini.
Dua jurnalis  Hong Kong, yang mana surat kabar mereka bersaing, pun punya pendapat sama. “Akan menjadi kenangan indah kalau banyak orang Hong Kong menikmati liburan ke Korea. Alam yang bergunung-gunung menjadi daya tariknya,” puji Joshua Chun-wai Tong dari Oriental Press.
“Iya, kami yang sibuk dengan tekanan kerja semestinya memang menghabiskan waktu di Korea untuk liburan. Banyak pantai yang indah di sini,” timpal Alvin Ng Wan Chung dari The Apple Hong Kong.
Shin Dong Bin, Ketua Komite Visit Korea 2010-2012 mengungkapkan begitu banyak yang bisa dijual dari industri pariwisata Korea. “Kami harap bisa mendatangkan 10 juta wisatawan pada 2012,” kata sang Ketua dengan ramah.
Setelah menghabiskan 2 hari (5/4-6/4) untuk mendengarkan presentasi pariwisata Korea, pada hari ketiga (7/4), peserta dibagi menjadi 3 kelompok: berbahasa Inggris, China, Jepang. Kelompok berbahasa Inggris mengunjungi Jeollanam-do selama 2 malam 3 hari, berbahasa Jepang mendatangi  Gangwon-do selama 1 malam 2 hari, dan kelompok berbahasa China mengelilingi  Jeollabuk-do selama 1 malam 2 hari.
Bintang beruntung lantaran berkesempatan mendatangi  Jeollanam-do (provinsi) yang sangat indah. Provinsi ini terletak di barat daya Korea Selatan. Di provinsi yang beribu kota di Gwangju ini,  itu kelompok berbahasa Inggris bisa menikmati keindahan El Dorado Resort, Ecology Center, Salt Center, Jjangttungdeo Bridge, dan Salt Museum.
Tak ketinggalan melihat dari dekat pembuatan sirkuit balap mobil Formula 1, naik Duryunsan Cable Car 1.600 meter di atas permukaan laut, Daeheungsa Temple, dan Suncheonman Bay. Jadi, kalau Anda tergila-gila dengan bintang-bintang Korea, kenapa tak mencoba datang ke Korea? Dijamin, Anda tak akan pernah kecewa.

3 Lokasi Syuting Jadi Tempat WisataHallyu -- sebutan untuk industri hiburan Korea atau bisa juga berarti demam Korea -- salah satu simbol kehebatan budaya pop Korea di kancah internasional. Hal itu ditandai dengan  prestasi  beberapa  film dan drama Korea yang mendapat atensi besar dan penghargaan  di luar negeri.
Old Boy mendapat penghargaan di Festival Film Cannes, lalu Spring, Summer, Fall, Winter and Spring di Festival Film Internasional Lucarno 2003, sutradara terbaik untuk film Chihwaseon di Festival Film Cannes, lalu Jeon Doyeon yang membintangi Secret Sunshine yang disutradarai Lee Changdong terpilih sebagai Aktris Terbaik Festival Film Cannes 2007.
Kalau Anda penggila drama Korea dan berkesempatan datang ke sana, jangan lewatkan 3 lokasi syuting drama dan film yang resmi jadi objek wisata. 
1. Taewangsasingi (The Four Guardian Gods of The King)Taewangsasingi adalah drama laga  tentang King Gwanggaeto, Raja  ke-19 Kerajaan Goguryeo (37 SM-668 M) yang memiliki  kekuasan paling besar dalam sejarah Korea. Film yang dibintangi megastar Bae Yong Joon ini tak hanya terkenal di Korea, tapi juga di mancanegara.
Lokasi tur:
a. Jejudo Island
b. Park Southerland
c. Jeju Kimyoung Maze Park
d. Goguryeo Blacksmith Village
2. Coffee PrinceDrama yang dibintangi oleh Yoon Eun Hye dan Gong Yoo ini  berkisah tentang cinta 4 remaja.Yoon  berperan sebagai wanita muda yang sengaja berpakaian seperti laki-laki agar bisa bekerja di  kedai kopi. Drama ini sangat populer lantaran menyentuh hal-hal sensitif seperti hamil di luar nikah, tinggal bersama sebelum menikah bahkan homoseksual.
Lokasi tur:
a. Hongik University
b. Four Seasons House
c. Buam-Dong
d. MT Bugaksan Promenade
e. Mountain Hilltop
3. Jewel in The PalaceDrama ini diangkat berdasarkan kisah nyata tentang koki wanita  yang hidup 500 tahun lalu pada masa Dinasti Joseon. Jang Geum, sang wanita, sangat terkenal di seluruh negeri. Serial ini mengguncang Korea dan beberapa negara mancanegara termasuk Indonesia.
Lokasi tur:
a. Ancient Palaces (Seoul)
b. Daejanggeum Theme Park
c. Naesosa Temple
http://www.tabloidbintang.com/wisata-a-kuliner/perjalanan/2816-10-juta-wisatawan-mancanegara-siap-menyerbu-korea-selatan.html