4 Fasli Jalal - Crawford School of Public Policy PMPTK, 2010 - Calculated using Teacher Salary Data...

Fasli Jalal Suhar,

Policy Direc,on to Improve the Quality of Educa,on and its Linkage

Indonesia Update 2012 Canberra, 21-‐22 September 2012

Outline 1.  Access to educa1on 2.  Quality of educa1on – current situa1on 3.  Policy direc1on for quality improvement

Indonesia Update 2012 2

RA Kindegarten

MI Primary School (grade 1-6)

Junior Secondary School (grade 7-9)

General Senior Sec. School (10-12)

Vocational Senior Sec School (10-12)

D3 D2 S1/D4

Child care, play Group,

etc.

Package A

Package B

Package C

MTs

MA

Master Master

Doctorate Doctorate

Vocational Courses

5-6

7-12

13-15

16-18

0-4

Indonesian education structure is complex

D1 S1

Formal Age General Formal Religious

Formal Non-‐‑Formal

19+



Access to Educa1on

0

20

40

60

80

100

120

140

1965 1970 1975 1980 1985 1990 1995 2000 2005 2010

Primary School Junior Secondary School Senior Secondary School Tertiary Education

Presidential Report SUSENAS

Sources: collected from the Presidential Report 1968-‐‑1994 and SUSENAS 1994-‐‑2010

Indonesia has successfully increased school enrolment rates over 1me as indicated by con1nuous increases in gross enrolment rates



0

20

40

60

80

100

1993 1996 2000 2006 2009 1993 1996 2000 2006 2009

Aged 13-15 Aged 16-18

Quintile-1 Quintile-2 Quintile-3 Quintile-4 Quintile-5

Although there are s1ll some gaps in school enrolment between children from poor and rich families, the gaps keep decreasing over 1me

Source: calculated using SUSENAS data


70

80

90

100

110

1993

1994

1995

1996

1997

1998

1999

2000

2001

2002

2003

2004

2005

2006

2007

2008

2009

2010

2011

Primary education Junior secondary educationSenior secondary education Tertiary education

Boys and girls have equal access to educa1on as measured by the ra1o of net enrolment rate of female to male students

1,5 %

8,6 % PS

1.8 %

24,0 % JHS

4,2 %

51.7 %

HE

31,05 mil

12,69 mil

SHS 9,11 mil

5,2 mil

= % drop out = % of discontinued to higher level 10

Sumber: PSP 2009/2010

Drop out and discontinuation rate

465,000

445,000

228 ribu

1 million

389 ,000

1,5 million

Issues: 1.  Student learning outcomes 2.  Teacher qualification and competency 3.  Teacher management, financing, and welfare


Quality of Education

-100%-80%-60%-40%-20%

0%20%40%60%80%

100%So

uth

Kor

ea

Sing

apor

e

Japa

n

Chi

nese

Tai

pei

Hon

g K

ong

Hun

gary

Eng

land

Rus

sia

Uni

ted

Stat

es

Aus

tral

ia

Swed

en

Ital

y

Mal

aysi

a

Nor

way

Tha

iland

Tur

key

Iran

Indo

nesi

a

Mor

occo

Kuw

ait

Qat

ar

Med

ian

Intermediate High Advanced Low Below low

•  Performance of students from Indonesia in interna1onal standardized tests is not as good as those from other countries.

•  In TIMMS 2007 à 52% of 8th grade students had below the low benchmark in mathema1cs achievement

Source: IEA’s TIMMS 2007 Indonesia Update 2012 12

14

Average number of words spoken in a 50 minutes class

Ratio number of words spoken by the teacher to the words spoken by the students

0 1,000 2,000 3,000 4,000 5,000 6,000 7,000

Ind OCs Ind OCs Spoken by teachers Spoken by the

students

2,633

5,902

5,148

1,018 640 197

Num

ber o

f words

8 9 9 10

13 16

25

0 5 10 15 20 25 30 United States

Australia Czech Republic

Switzerland Netherlands Hong Kong Indonesia

14


Teaching and learning process: •  Available ,me is not fully u,lized •  Limited teacher-‐student interac,ons •  Students’ communica,on skills are not well developed •  Students mostly work in isola,on and with individual exercises

-100%-80%-60%-40%-20%

0%20%40%60%80%

100%

Sing

apor

e

Rus

sia

Bul

garia

Eng

land

Luxe

mbo

urg

Hon

g K

ong

Hun

gary

Ital

y

New

Zea

land

Uni

ted

Stat

es

Swed

en

Ger

man

y

Isra

el

Aus

tria

Pola

nd

Chi

nese

Tai

pei

Net

herla

nds

Fran

ce

Spai

n

Rom

ania

Nor

way

Sout

h A

fric

a

Iran

Indo

nesia

Mor

occo

Kuw

ait

Qat

ar

Intermediate High Advanced Low Below low

•  Students from Indonesia have lower reading skills

•  In PIRLS 2006, about 46% students did not reach the low benchmark in reading achievement


Measured with na1onal exam scores, there are large varia1ons of student performance at individual, school, and regional level

0 .2 .4 .6 .8 1

PapuaWest Papua

North MalukuMaluku

West SulawesiGorontalo

Southeast SulawesiSouth Sulawesi

Central SulawesiNorth Sulawesi

East KalimantanSouth Kalimantan

Central KalimantanWest Kalimantan

East Nusa TenggaraWest Nusa Tenggara

BaliBanten

East JavaDI Yogyakarta

Central JavaWest Java

DKI JakartaRiau Island

Bangka BelitungLampungBengkulu

South SumateraJambiRiau

West SumateraNorth Sumatera

NAD

Mathematics

Proportion of students having 5 points or higher score




0 .2 .4 .6 .8 1

PapuaWest Papua

North MalukuMaluku

West SulawesiGorontalo

Southeast SulawesiSouth Sulawesi

Central SulawesiNorth Sulawesi

East KalimantanSouth Kalimantan

Central KalimantanWest Kalimantan

East Nusa TenggaraWest Nusa Tenggara

BaliBanten

East JavaDI Yogyakarta

Central JavaWest Java

DKI JakartaRiau Island

Bangka BelitungLampungBengkulu

South SumateraJambiRiau

West SumateraNorth Sumatera

NAD

Indonesian Language





Source: calculated using 2010 junior secondary school national exam data (N:3.5 million) 21

The Teacher Law: UU 14/2005

•  Qualifications Upgrading •  Professional Certification •  Quality Assurance •  On-Going Professional Development •  Mapping, Deployment and Recruitment

Requirements •  Welfare •  Information Management Systems

The Teacher Law: UU 14/2005

•  The Teacher Law provides an opportunity for teachers to improve their knowledge and skills through a certification process.

•  By 2015, Indonesia’s schools system will only allow certified teachers which is a bold step in the right direction.

•  To be certified, teachers must have a 4-year college degree and teach a minimum of 24 periods a week.

•  Doubling of teacher salary upon certification; (possibly) tripling of salary with special area allowance.

23

24

Plan of teachers’ quali2ication improvement to S-‐1

Improvement of teachers’ quali2ication

Teacher’s certi2ication

Year Target (%) Annual target Realization

2014 100 436.731

2013 90 436.731

2012 80 436.731

2011 70 391.097 360.000 2010 55 391.097 200.000 2009 40 521.462 200.000 2008 20 299.841 200.000 2007 8,5 221.621 200.450 2006 0

Total 2.783.321 1.160.450

Plan of teacher’s certification 2011-2014

25

Portofolio documents

Evaluation of portofolio

Illustration of Increased Cost (in real terms) due to New Teacher Allowances and Maintenance of Hiring Trajectory using the Standard

Staffing Allocation Formula

Source: PMPTK, 2010 - Calculated using Teacher Salary Data from MoF dan Target Teacher Certification Rates

20 40 60 80 100 120 140 160 180

0 2006

Total 2006 Education Budget

2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Trill

ion

Rp

.

Total Wages and Allowance if calculated with a 7% inflation rate

Total Education Expenditure for 2006 (for comparison) Professional Allowance

Functional Allowance

Special Allowance

Base Salary

0

5

10

15

20

0

100

200

300

400

500

600

Indonesia Japan China Singapore Korea Thailand

Stud

ent

Tea

cher

Rat

io

Mat

h Sc

ore

Math Score Student Teacher Ratio 2007

•  Indonesia’s STR is be]er than that in other countries à one of the lowest STR in the world

•  The low STR does not lead to be]er student performance, as indicated by student performance in interna1onal standardized tests

Source: UNESCO Edstats online query database & TIMMS 2007


68%52%

17%

-21%-37%

-66%

-80%

-60%

-40%

-20%

0%

20%

40%

60%

80%

Urban Rural Remote

Over Under

Teacher Distribution per Region - Percent Oversupply, Undersupply and Entitlement

Size of Primary Schools

0%

2%

4%

6%

8%

10%

12%

14%

Number of Students

Percen

t of a

ll scho

ols

47% of schools have less than 150 students

78% of schools have less than 250 students

Source: SIMPTK2005/2006


1.0 3.0 1.0 11.0

4.0 13.0

2.0

58.9

36.9 46.1

51.3 50.0 49.1

32.6

90.0

80.0 87.5 90.0

97.0 95.0

72.0

-

20.0

40.0

60.0

80.0

100.0

Kindergarten Primary School Junior Secondary

School

General Senior Secondary

School

Vocational Senior

Secondary School

Special School

School Supervisors

Minimum Average Maximum

The competency of teacher and school supervisor are very low

Performance of teachers & school supervisors in a recent competency test conducted by the Ministry of Education and Culture

School leadership & supervision •  School principals are lack of leadership knowledge and skill •  Problems in the appointment of school principals and school

supervisors •  Professional development for school principals and school

supervisors have been neglected •  Unclear career advancement for school principals and school

supervisors •  Insufficient resources for supervisory ac1vi1es


Does certification make the system more efficient?

- Before certification program introduced, only 35% primary teachers and 19% junior secondary teachers taught 18 hours or more - Now, nearly 100% certified teach 18 hours or more, while non-certified teachers also significantly increased teaching hours.

36

Prevalence (%) of Teachers with Second Jobs

37

32% 34%

27%

0%

10%

20%

30%

40%

Baseline 2009 Midline 2011

Control Treatment

Source: World Bank Staff Calculations

Are teachers more motivated due to certification efforts?

Does certification make the system more equitable?

Distribution of Teachers

39 Source: Indonesia MoEC, November 2010

Does Certification improve the quality of the teaching

force? 0

510

1520

2530

3540

45

S1, certified S1, not certified not S1, certified not S1, not certifiedSource: Teacher certification IE data (1700 SD teachers)

by degree and certification statusAverage Primary School (SD) teacher test scores

40

•  S1 is key requirement for certification

•  S1 teachers are only slightly better on average (on a 60 question subject knowledge test)

•  S1/Certification is not a very useful indicator of teacher subject knowledge

•  Certified and noncertified teachers score similarly, regardless of degree

Does certification influence pre-‐‑service training?

41

23,086

15,747

2,878

11,638

4,311

39,281

24,496

3,783

23,214

6,064

0

5,000

10,000

15,000

20,000

25,000

30,000

35,000

40,000

45,000

PGSD English Education English Mathematics Education

Mathematics

Applicants at 5 Study Programs at 15 Institutions

56% 100%

70%

Source: Puslitjak, 2009

Policy Direc,on



1. Teacher quality improvement a.  Building the capacity for the recogni1on of prior

learning of teachers à reducing the need for trainings for knowledge and skill that teachers already possess

b.  Building the capacity of the local teacher working groups.

c.  Reforming teacher accountability and incen1ve systems.

d.  Realigning the role of in-‐service training providers.

KKG and MGMP

47

Most teacher-‐working-‐groups require teachers to a]end all ac1vi1es

75%

76%

20%

21%

5%

2%

1%

1%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

MGMP

KKG

wajib semua kegiatan dapat gantian dgn guru lain tidak wajib lainnyaMandatory to agend all activities

Might be replaced by other teachers

Not mandatory Other

48

Teachers’ percep1on on the benefit of KKG/MGMP

4%

3%

5%

6%

9%

10%

18%

45%

3%

4%

6%

6%

7%

8%

25%

42%

0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50%

Self-confident, accountability, motivated

Improve in Learning Assessment, Student Evaluation

Communication, decree, getting funds, rewards

Support effective & relevant teaching

Syllabus and lesson plan

Produce innovative T&L model, teaching aids, media

Discuss difficult problem & problem solving

Improved knowledge, skills, competencies, & professionalism

KKGMGMP

Source: KKG/MGMP survey

49

Lessons obtained from KKG/MGMP

32%

45%

56%

49%

62%

77%

33%

50%

56%

62%

65%

78%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90%

Classroom action research

Teaching material & skills

Teaching-learning evaluation

Creating teaching kits

Teaching methods

Curriculum development

KKG MGMP

Source: KKG/MGMP survey

50

Main obstacles of KKG/MGMP

35%

47%

9%

12%

9%

6%

7%

3%

19%

14%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

MGMP

KKG

Insufficient budget Lack of instructors Unclear programs Lack of coaching Other

51

Teachers’ expecta1on to improve the effec1veness of KKG/MGMP

29%

57%

57%

68%

63%

31%

58%

64%

74%

75%

0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%

Facilitating network with other institutions

Provision of budget

Following-up the evaluation

Provision of structured activities

Provision of intensive coaching

KKG MGMP

52

Dura1on of mee1ngs are rela1vely short

Duration of Meetings (Survey)

3%

72%

17%6%3%

24%

39%33%

0%10%20%30%40%50%60%70%80%90%

100%

< 2 jam 2-3 jam 4-5 jam > 5 jam

KKG MGMP

Duration of Meeting (Observation)

56%

37%

5% 2%

40%48%

8%3%

0%10%20%30%40%50%60%70%80%90%

100%

< 2 jam 2-3 jam 4-5 jam > 5 jam

KKG MGMP


e.  U1lizing informa1on technology to support teacher professional development.

•  Providing access to IT-‐based teaching materials

•  Providing access to share good prac1ces

f. Developing a financing system for teacher professional development

•  U1liza1on of school subsidy program to finance teacher professional development par1cularly the teacher working groups

•  Exploring the possibility of “semi-‐self-‐finance” for teacher con1nuous development

Challenges of teachers’ qualification program

geographical

transporta1on

infrastructure

maintain the duty

The use of ICT in teacher’s qualification improvement at

SD Arso 7, Papua

56

0% 10% 20% 30% 40% 50% 60% 70%

Other

Central

District

Sub-District

School

Teacher

KKGMGMP

•  Teachers expect schools could finance KKG/MGMP ac1vi1es

•  Some teachers are willing to self-‐finance their involvement in their professional development


2.  Improvement of school leadership and supervision •  Law enforcement in the recruitment of school

principals & supervisors at district level

•  Providing school supervisors with adequate opera1onal facili1es/resources

•  Sehng up a school principal & supervisor career advancement & reward system to reinforce performance and maintain mo1va1on

Geographical challenges in Papua

59

Challenges of quality improvement in Papua

Sekolah di Soba

CONTOH PERPUSTAKAAN DI PAPUA

65

Literacy Education in Papua

First and foremost, the Law defines teaching as a profession and sets out the basic principles on

which it is established: a)   Teachers have “… talent, interest, zeal and idealism”; b)   Teachers have “… commitment to improving the quality of

education, faith, devoutness and good morale”; c)   Teachers have “… educational qualifications and backgrounds

in their fields”; d)   Teachers “… have the necessary competencies in their fields”; e)   Teachers are “… responsible for the performance in their

professional tasks”; f)  Teachers “… earn income according to their performance”; g)   Teachers “… have opportunities to develop the profession in a

sustainable way through lifelong learning”; h)   Teachers “… have a legal protection guarantee in performing

their professional tasks”; i)  Teachers “… have a professional organization having the

authority to regulate professional matters for Teachers and have a scientific professional organization for lecturers”.

In carrying out their professional tasks, teachers have the right to:

a)   Receive incomes above the minimum subsistence level and social security benefits;

b)   Gain promotions and receive rewards in accordance with their tasks and performance;

c)   receive legal protection in carrying out their tasks and exercising their intellectual property rights;

d)   Have opportunities to improve their competencies; e)   Receive and use learning facilities and infrastructure to support

their professional tasks; f)  Have the freedom to give scores and take part in deciding

graduation, rewards, and/or sanctions on students in accordance with educational rules, the teaching code of ethics and legislation;

g)   Derive a feeling of safety and security in carrying out their tasks; h)   Have freedom of union in their professional organizations; i)  Have opportunities to take part in deciding educational policies; j)  Have opportunities to develop and improve quality and skills;

and k)   Receive training and professional development in their fields.

In return for their professional service, teachers are entitled to receive an income above the

minimum subsistence level. This will consist of:

a)   Basic salary and inherent allowances: base salary as determined by the employer;

b)   Professional allowances; c)   Functional allowances; d)   Special allowances, and e)   Fringe benefits related to their teaching tasks and

determined under the principles of performance-based rewards.

4 Fasli Jalal - Crawford School of Public Policy PMPTK, 2010 - Calculated using Teacher Salary Data...

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