Teacher Reform in Indonesia - World Bank 5a... · 2016. 10. 22. · United States Malaysia Thailand Indonesia China United Kingdom Vietnam Lower middle income World Category % teachers

EDUCATION STAFF DEVELOPMENT PROGRAM

Lessons

Teacher Reform in Indonesia

Mae Chu Chang

HD Country Sector Coordinator

Human Development Network

The World Bank


Indonesia – Some Statistics

• Population : 230 million• Islands: 16,000 plus • Provinces: 34, Districts: >500

Education

• Total number of students: 50 million• Total number of teachers: 3 million• Total number of schools: 258,000

• Primary Net Enrollment rate: 95% (2009)• Secondary Net Enrollment rate: 72.1% (2009)• Tertiary Net Enrollment rate : 12.0% (2009)• Primary Age Children Out of School: 686,000

• Public Education Expenditure : 3.8% of GDP or 20 % of Gov. Spending• Average Teacher Salary, Primary: US$ 2,012 per annum

Data as of 2008 unless otherwise stated

Source: SUSENAS


Situation before the Reform

0

100

200

300

400

500

600

Stu

de

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Pe

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Reading Mathematics Science

16.61

0 5 10 15 20 25 30

United States

Malaysia

Thailand

Indonesia

China

United Kingdom

Vietnam

Lower middle income

World

Category % teachers below 4-year degree

Primary 83%

J. Sec. 38%

S. Sec 18%

5%

8%

6%

6%

2%

1%

13%

8%

0% 20% 40% 60% 80% 100%

Senior Secondary

Junior Secondary

Primary

All Teachers

0.75-9 hours 9.75-17.25 hours 18 hours 18.75-27 hours > 27 hours

Poor student performance on Intl. tests

Low STRs

Low Time-on-task

Unqualified teachers

Source: 1. OECD, PISA 2009 Database, 2. UIS, 2009. 3&4 MoEC PMPTK Teacher Database (SIMPTK), 2006


What did the Reform Entail?

4 year degree + 4 competencies (pedagogic, personal, social, professional) = ‘Professional” teacher

Mandatory 24 period hours teaching workload

Professional allowance for certified teachers (doubled income)

Proposed reform of in-service, pre-service and career progression mechanisms


Dimensions of Reform

SABER POLICY GOALS Gov. of Indonesia POLICY GOALS

Setting clear expectations for teachers Issued National Standards

Attracting the best into teaching Doubled the salary and set the bar higher (4 year degree)

Preparing teachers with useful training and experience

Many regulations issued for both pre-service & in-service

Leading teachers with strong principals

Intention to have merit based principal selection


Dimensions of Reform


Supporting teachers to improve instruction

Teacher Clusters have been established

Motivating teachers to perform Doubling salary &certification based on competency

Monitoring teaching and learning Teacher competency Exam just started

Matching teachers’ skills with students’ needs

Remote – area allowance


Better Education through Reformed Management and Universal Teacher Upgrading (BERMUTU)

0 LendingLimited TF

Teacher Law passed

Supply/Demand

study

Project Start$195 m

(IBRD+IDA)$24.5 m

(Dutch Co-Fin.)$20 m (parallel TF for studies)

<2005 2005 2007

$57 m (GoI)Discussions

Government of Indonesia

World Bank

2011-12

Certification process + professional allowance

~ 50 analytical

studies

Impact Evaluation

4 components: 1. Pre-service 2.In-service 3. Career Path 4. M&E

Jump in on GOI priority. Emphasis on supporting reform of GOI system.


Certified teachers doubled their income, reported

reduced financial burden, and quit second jobs

1.35

-1.41 -0.91

-0.06

-5.02

5.39

-3.5

-6

-4

-2

0

2

4

6

Primary testscore J.Sec total score

BeingKKG/MGMP

member

Absent at leastonce last week(self-reported)

Self-ratedproblems with

supportinghouseholdfinancially

Satisfied withincome

Having secondjob

Effects of "Certification"/Double pay on Teachers (t-statistic)

27% points less likely

to have second jobs

38% points less

likely to have

financial

problems

Threshold of Statistical Significance


Source: De Ree, J., Muralidharan, K., Pradhan, M., & Rogers, H. (2012). Double for what? The impact of unconditional teacher salaryincreases on performance. The World Bank.


However, there is no positive impact of certified teachers on student

achievement

0.50

-0.13

0.17 0.280.06

-0.16-0.29

0.41

-3

-2

-1

0

1

2

3

MathPrimary

SciencePrimary

LanguagePrimary

TotalPrimary Math J.Sec

ScienceJ.Sec

LanguageJ.Sec English J.Sec

Effect of “Certification” on Student Scores(t-statistic)



Source: De Ree, J., Muralidharan, K., Pradhan, M., & Rogers, H. (2012). Double for what? The impact of unconditional teachersalary increases on performance. The World Bank.


More candidates are applying to become teachers

23,086

15,747

2,878

11,633

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 EnglishEducation

English MathematicsEducation

Mathematics

Applicants at 5 Study Programs at 15 institutions

2005

2009

70%

100%

Source: Puslitjak, 2009


Better candidates are applying to become teachers

More able teacher candidates are enrolling in Teacher Education Institutions.

Source: Research and Development Board, Indonesia Ministry of National Education (2009)


Implementation Results


Setting clear expectations for teachers Standards too high and not precise enough

Attracting the best into teaching No. of applicants doubled with better scores

Preparing teachers with useful training and experience

Quality of training program varies

Leading teachers with strong principals

Present cadre of principal may not be selected on merit, but much training is underway


Implementation Results


Supporting teachers to improve instruction

The more successful part of the reform supported by WB project

Motivating teachers to perform Most existing teachers with less than minimal subject knowledge and pedagogical skills, unable to improve performance with pay.Competency testing watered down.

Monitoring teaching and learning WB made major contribution, and GOI is just starting to adopt teacher testing

Matching teachers’ skills with students’ needs

Not possible at present


What did the Reform miss?

Pressure from Teachers Union watered down the certification process.

The price of democracy

Overall low competency of current teachers meant the pay increase did not make any difference

Filling in the gaps

WB evidence base is making some headway, GOI introduced Competency Test and multiple measures to build competency testing into teacher career progression.


Synergistic Relation between AAA, Lending and Trust Funds.

AAA work must be just-in-time, demand-driven, largely informal product (only one formal publication a year)

AAA informs GOI education strategy and vice versa, GOI borrow for policy implementation

AAA carried out before, during and after project implementation

Grant co-financing helps lending (symbolic from financial point of view but necessary for funding TA)

Documents

Teacher Reform in Indonesia - World Bank 5a... · 2016. 10. 22. · United States Malaysia Thailand Indonesia China United Kingdom Vietnam Lower middle income World Category % teachers