Better Education through Reformed Management and Universal Teacher Upgrading Ministry Of Education and Culture, INDONESIA

Better Education through Reformed Management and Universal Teacher Upgrading

Ministry Of Education and Culture, INDONESIA

Teacher Status Public Service and Non

5

SD SMP

Source: Edstats database

14.81

17.1

18.92

19.56

20.29

20.68

21.05

24.65

30.64

30.77

31.26

34.93

41.33

56.24

0 10 20 30 40 50 60

US

UK

Malaysia

Japan

Indonesia

Thailand

China

Vietnam

Lao PDR

Mongolia

Korea, Rep.

Philippines

India

Cambodia

13.22

14.23

14.92

17.72

18.24

18.61

19.05

21.52

23.59

24.86

25.59

25.66

32.32

37.09

0 5 10 15 20 25 30 35 40

Japan

Indonesia

US

Malaysia

Korea, Rep.

China

UK

Mongolia

Cambodia

Thailand

Vietnam

Lao PDR

India

Philippines

Teacher student ratio

6

43%

40%

11%

29%

38%

41%

18%

28%

5%

8%

6%

6%

11%

9%

51%

30%

2%

13%

8%

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

SMA/SMK

SMP

SD

Rata-rata

1-12 jam 13-23 jam 24 jam 25-36 jam >36 jam

Minimum hours of Teaching for certification

EducationDevelopment

Center( P4TK )

univQA

Institution(LPMP)

MGMP

MGMP

MGMP

MGMP

MGMP

MGMP

MGMP

MGMP

MGMP

KKG

KKG

KKG

KKG

KKG

KKG

KKG

KKG

S

S

S

S

S

S

S

S

S

S

S

SS

S

S

SS

S

SS

SS

Distric and Subdistric levelProvincy

QAInstitution

(LPMP)

QAInstitution

(LPMP)

univ

univ

univ

2.783.321 teachers

258.000 schools

MGMP = Working group for MGMP = Working group for teachersteachers at secondary school levelat secondary school level

KKG = Working group for teachersKKG = Working group for teachers at primary school levelat primary school level

A model of Continuing Professional Development (CPDA model of Continuing Professional Development (CPD

National District Cluster SchoolProvincial

TRAINING

Tim pengembang conducts tarining for

PCT & DCT

Tim pengembang develops modules*,

training system, training at district level

DCT conducts training for cluster

representatives: Tutors/Guru Inti (2 per

cluster)

Tutors/Guru Inticoordinate the

implementation ofactivities

District chooses core Team (DCT) with 6

supervisors, principals, senior instructors)

Dinas Provinsi proposes

Provincial Core Team (PCT)

Outputs:•Curriculum, Syllabus, LP•Student worksheets•Test items, item bank•CAR report & learning model•Critical Review, LJ, & portfolio•Teacher Map

Dev SchoolCurriculum &

Syllabus

Lesson Plans

TLI & CAR

Test analysis& test bank

Sub. mat. & Critical

Review**

On-ServiceTeacher Quality

Teacher PerformanceEvaluation

Teachers implementactivities in classroom•School Curriculum•Lesson Plan•Test•CAR•Critical Review•Learning Journal

P4TK establishes Tim Pengembang made up

senior instructors, lecturers, other

experts*

Mo

nito

ring

Tim PengembangmonitorsDCT

training & provides feedback atProv & Dist

PCTmonitors training & provides feedback

at District and cluster level

DCT monitors cluster activity &

provides feedback

Report and

Dissemination

Communityinvolvement

Notes: TOT at national level conducted at the region, based on the need of teachers quality improvement: Java and Bali group; Sumatera, Sulawesi, NTB and Kalimantan group; NTT, Maluku and Papua group *Tim Pengembang experts would beexperts in the areas of CLCC, MBE, CTL, etc.Develop modules and training materials on the 3 MGMP subjects and KKG class/subject (together with BINDIKLAT and PROFESI; possibly involve best-practice clusters). The module development team consists of LPTK, senior teachers, widyaiswara,** Critical review includes learning journal, portfolio, and internet connectivity use

LPMP selects PCT in coordination with Dinas

Provinsi

LPMP selects DCT in coordination with DinasKabupaten

LJ, Portfolio & ICT for learning

University evaluates training for credit

(SKS)

Dinas uses training certificate for career

promotion

LPMP receives training reports (as part of

grant output)


School Curriculum & Lesson Plan Development

Tutors/guru inti train cluster members

Finalize school curriculum & LP

Revise school curriculum and

lesson planCurriculum and LP

received by facilitator for final

approval

Technical Assistance from university, other

experts

Teachers develop & discuss sample individual school curriculum & LP

Implement revised curriculum and LP

Review by facilitator

LPMP receives Curriculum and LP and files (as part of

grant outputs)

Training of DCT on Curr. Dev., LP Dev.

(part of national training package)

DCT gives trainingto 2 tutors/ guru inti from each cluster)

(part of district training package)

Technical Assistance from DCT

University evaluates curriculum and LP

for credit (SKS)

Dinas uses curriculum and LP

for career promotion(KUM)


Test Development, Analysis, Test Item Banking

Tutors/Guru Inti train cluster members

Teacher use student worksheet and test

in the classroom

Tests from all teachers compiled,

evaluated

Teachers develop student worksheet

and test items; analyze the Nat’l test

Cluster data bank developed and

maintained yearly

Teacher evaluates results, picks good

questions, eliminates bad

LPMP receives final test items and

student worksheets (as part of grant

outputs)

Cluster works with publisher to print and publish the student

worksheets

Training of DCT on testing


DCT gives training to 2 tutors/guru inti

From each cluster(part of district

training package)

University evaluates output for credit

(SKS)

Dinas uses output for career promotion

(KUM)


Classroom Action Research (CAR) Model

Training of PCT on the principle of CAR and give examples


All cluster members participate in

development of proposal and

defining learning approach

Implement approach in the classroom with

peer observation

Reflection

Refine learning approach

One group of 8 teachers from each grade (KKG) or subject (MGMP) produce 1 CAR report and 1 learning model (teaching aids and learning media). Grant will be used among others to provide technical assistance. Teachers at school may join in this project.

DCT gives trainingto 2 tutors/guru intifrom each cluster(part of district

training package)

3 cycles

Finalize new learning model and report;

submit to university and district

Disseminate cluster learning model

through workshop and select 3 best

models

Disseminate new model in district

newsletter

Disseminate best district models

through symposium and select 3 best

Disseminate new models in provincial

bulletin

Disseminate best province models

through symposium and select 3 best

Disseminate new models in national

bulletin


experts


LPMP receives CAR and files (as

part of grant outputs)

University evaluates output for credit

(SKS)

Dinas uses output for career promotion

(KUM)


Subject Materials & Critical Review

Discuss subject materials (important

topics)

Discuss critical review with teachers of same subject to get input & share

Refine critical review

Finalize the paper and disseminate

University evaluates critical review for

credit (SKS)

Disseminate review in national bulletin


experts

Disseminate review in district newsletter

Disseminate review in provincial bulletin

Tutors/guru inti train cluster members

* One group of 4 teachers produce 1 academic paper (critical review of education journal or studies or CAR result from other teachers/schools). Grant will be used among others to provide technical assistance. Teachers at school may join in this project.

LPMP receives Critical Review and

files (as part of grant outputs)

Training of DCT on the principle of Critical

Review *(part of national training package)

DCT gives trainingto 2 tutors/Guru Intifrom each cluster(part of district

training package)

Groups of 4 teachers select journal, study, etc and write initial draft critical review

Teachers implement ideas/results in

school

Dinas uses report when evaluating

teacher for career promotion (KUM)


Teacher Mapping / Evaluation

Prepare teacher to be observed

On-service: Observation on

teacher performance by team of

tutors/Guru Inti and provide feedback

Independent team analyzes results

District analysis ofstrengths/weaknesses,training needs & teacher performance


experts

District forum develop a mapping

strategy


Training of PCT on the principle of CAR and give examples


DCT gives trainingto 2 designated

membersfrom each cluster

Evaluation: observation on

teacher performance by independent team

(principal, supervisor, university

expert)

Tutors/guru inti analyze teacher

strengths/weakness and identify training

needs

Paper and pencil test

Technical Assistance from DCT

LPMP receives results and files (as

part of grant outputs)

School self-evaluation (annual)Cluster self-evaluation

District analyzes self-evaluation of schools and cluster

LPMP receives copy and analyzes all results in province

PMPTK analyzes all results nationally


Study Visit, Internship & Teacher Exchange Program

Model cluster visited (could be district, province, national)

Disseminate visit results at forum

LPMP receives final report outputs (as part of grant outputs)

Report on results

District prepares instrument for visit

A cluster identifies its needs and

determines type of model cluster to visit

Forum KKG-MGMP assists cluster in

arranging study visit

Identify and maintain records of best practice modelsDinas Pendidikan

and LPMP maintain database and inform

on best-practice clusters in the

province

P4TK & PMPTK keep records and

inform on best practice clusters in

the nation

Dinas identifies model clusters and submits results to

LPMP

District Forum receives information

on best practice models

Teachers implement ideas from visit in

school

Key Performance Indicators and Achievements

• Baseline value : 900,000 guru (05 Maret 2007)

• End-of-Project Target Value: 1,400,000 guru (12 Maret 2013)

• Progress to date: 1 250 791…………..(May 2012)

1. Increased number of teachers meeting academic qualification mandated by the Teacher Law

- Baseline Value : 17,000 Teachers (05 Maret 2007)

- End-of-Project Target Value : 190,000 Teachers (12 Maret 2013)

- Progress To Date : .214 380. Teachers (30 May 2012

2. Increased number of primary and junior secondary teachers in BERMUTU Districts using classroom instruction with specific subject and age appropriate pedagogy

• Baseline Value : 19% guru (05 Maret 2007)

• End-of-Project Target Value : 15 % guru (12 Maret 2013)

• Progress To Date :14% (30 May 2012)

3. Reduction in absenteeism of teachers in BERMUTU Districts

Baseline value : ………….. Teachers (05 Maret 2007)

End-of-Project Target Value: 700,000 Teachers (12 Maret 2013)

Progress to date: 580 000 Teachers (30 Mai 2012)

4. Increased numbers of teachers gaining recognition for prior learning (RPL) from accredited universities

• Baseline value : 1,200 cluster (05 Maret 2007)

• End-of-Project Target Value: 4,500 cluster (12 Maret 2013)

• Progress to date:6364 cluster(30 May 2012)

5. Increased numbers of active KKG/MGMPs, KKKS/MKKS, KKPS/MKPS in Bermutu Districts

• Baseline value : …………. guru(05 Maret 2007)

• End-of-Project Target Value: 3,000 guru(12 Maret 2013)

• Progress to date: ………….. will be implemented in 2013

6. Increased numbers of beginning teachers being provided with school induction programs in Bermutu Districts

Budget allocation

• 20% since 2009

• Have education performances increased?

• How could the be measured?

Access is to be quality Access

• Does access to education increase for all school age children?

• Are teachers more qualified and competent?

• Does inequity to access education service reamain a problem?

Issues on Teacher Development

• How to assess teacher performance?

• Teacher college position

• Teacher distribution and redistribution

Issues on District management

• How is the capacity of district goverments in managing education service in the decentralized system?

• Is the scholarship program sufficient

• How could local goverment control teachers’ performance? Is there any sanction mechanism inplaced for the nonperformed teachers?

Student learning outcome

• Are indonesian students achieving higher scores in the international test such as PISA? TIMMS?

Provoking thoughts

• Much need to be learnt on student learning outcomes

• Has to analyze students learning outcomes especially after 20% national budget for education has been allocated

Documents

Better Education through Reformed Management and Universal Teacher Upgrading Ministry Of Education and Culture, INDONESIA