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This presentation serves as an initial discussion about the impact of teacher certification policy towards teacher education institutions in Indonesia.
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Teacher Certification Policy and Teacher Education Institutions
in Indonesia: A Pilot Study
By: Iwan Syahril!Michigan State University
A special thanks to MSU’s Education Policy Program & Dept. of Teacher Education for supporting this presentation
Presented at the Comparative International Education Society Annual Conference, Toronto, Canada, 13 March 2014
Outline• Teacher Certification
• Indonesia’s Teacher Certification Policy
• The Role of Teacher Education Institutions
• Conceptual Framework
• Research Questions
• Findings, Discussion
• Lessons Learned, Limitations
Teacher Certification
• Certification as an indicator of quality (Heine, 2006; Darling-Hammond, Wise, and Klein, 1999).
• Teacher licensing as a tool for educational change (Darling-Hammond, Wise, and Klein, 1999).
The Indonesia’s Teacher Certification Policy
17,501 islands, 240 million people, 350 ethnic groups, 750 languages, 34 provinces
ALL K-12 teachers
are certified
1 million with!
Bachelor’s degree
1.7 million with out
Bachelor’s degree
Certification Assessment
2.7 million!teachers
2007 201537.5%
62.5%
100%
8 years
Academic Upgrading to Bachelor’s
degree
basic salary !doubled/tripled
Teachers, Government
agencies, Teacher
Education, Money,
Facilities, etc.
Policy Implementation Intended Outcome
~ To certify all
Indonesian K-12
teachers by 2015
~ To improve teacher’s
salary
All Indonesian
K-12 teachers
are certified in 2015 and
have improved
salary
Inputs, Components
Implementation Objectives
Policy!Output
Teacher certification
improves teacher
quality, and improved teacher quality
improves student learning
Student learning
improves, therefore,
educational quality
improves
LinkingConstruct
Policy!Outcome
Figure 2. The certification policy logic model, adapted from McDavid & Hawthorn (2006)
To certify all
Indonesian K-12
teachers by 2015
Certification Assessment
Academic Upgrading to Bachelor’s
degree
1.7 million without
Bachelor’s degree
1 million with Bachelor’s
degree
Teacher !Education Institutions
1 million with Bachelor’s degree
Professional!Certificate
Portfolio Assessment
1 million with Bachelor’s
degree
90-hour professional
training
If fails…
If pas
ses…
Teacher Educationas Assessors
Teacher Educationas, Hosts, Facilitators
& Assessors
2007-2011
Professional!Certificate
Pre-training competency test
1 million with Bachelor’s
degree
90-hour professional training
Teacher Educationas, Hosts, Facilitators & Assessors
Post-training competency test
2012 - present
1 million
teachers
1.7 million without Bachelor’s degree
1.7 million without Bachelor’s degree
Recognition of Prior Learning
Upgraded programs
Upgraded to Bachelor’s
degree
Distance learning
Certification Assessment
1.7 million without
Bachelor’s degree
TE as program developers, facilitators, hosts, & assessors1.7
million teachers
Regular Bachelor’s degree programs
A new post-bachelor’s teacher professional preparation program
Teacher !Education Institutions
Certification Assessment
Academic Upgrading to Bachelor’s
degree
Running teacher
education programs
Increased enthusiasm, Increased number of applicants,Increased quality of applicants
Application Process (Exams, Documents),A new curriculum,
students from diverse majors
Teacher Education’s Responsibilities1. Developing new programs
~ Upgrading all bachelor’s degree curricula for primary and secondary teachers~ Developing a post-bachelor’s teacher preparation program ~ Developing long distance teacher education programs, esp. for in-service teachers.
2. Facilitating teaching, learning, and research~ All existing bachelor’s, master’s and doctoral degree programs ~ Facilitating 90-hour certification professional training ~ Facilitating the new post-bachelor’s teacher ed program ~ Facilitating online long distance teacher ed programs
3. Assessors ~ Portfolio assessment for certification~ Recognition of prior learning
The Context!of LPTK• More than 400 LPTKs.
Currently, 12 public teacher education institutions, and 120 private ones; 271 regular universities with a faculty for training teachers - 20 are public, 251 are private.
• A quality gap between state-owned LPTKs and private LPTKs.
• The number of qualified lecturers; especially for the elementary education.
Social Capital• Social capital exists in relations, which
later facilitate actions, such as gaining direct access to economic resources, increasing cultural capital; being affiliated with individuals that confer valued credentials (Portes, 1998).!!
• Forms of social capital (Coleman, 1988)1. Trusts and expectations2. Information channel 3. Social norms (rewards and sanctions)!!
• Closure of social networks
Research Questions1. How do teacher education institutions (LPTKs)
utilize and maximize their social capital in performing their role as certifying institutions? (the policy objective)!
2. How do teacher education institutions (LPTKs) utilize and maximize their social capital to help achieve the intended policy outcomes? (the policy outcome)
Method• Case study
~ how and why social phenomenon works~ investigates a contemporary phenomenon ~ boundaries between phenomenon and context may not be clearly evident (Yin, 2014).
• Five interviews Government officers in the Indonesia’s Ministry of Education, Professors in LPTKs.
• Document analysisRelevant documents and/or reports published by credible institutions
Findings (1):Standardized Implementation
• 1.5 million teachers out of 2.7 million have been certified.
• Rules, procedures, and materials are developed by the central government.
• Funding is provided by the central government, thus giving the power to the central government to manage policy implementation
Findings (2): Inadequate Capacity
• A majority of LPTKs are of poor quality, especially the private ones.
• Lack of qualified human resources, especially the elementary education programs.
Findings (3):Quality is not the priority
• The assigned LPTKs have to form partnership (Parent LPTK - Partner LPTK) with other LPTKs, which have lower quality.
• Quality control in assessment and training is not clear. Thus, the credibility of assessment results.
• Lack of financial incentives, low motivation, low performance.
• Serious threats to LPTKs from teachers.
Discussion
How do certifying universities utilize and maximize their social capital in performing
their role as certifying institutions? (the policy objective)
• Reciprocity The possession of social capital facilitates the acquisition of resources, and the existence of resources also facilitates social capitalThe parent LPTKs dominate the most rewarding roles. At the same time the existence of financial rewards led to the formation of social capital (dualities of/changing roles).
• Effective norms and sanctions, closure of networks.Most parent LPTKs are public LPTKs, which are part of the government. They seemed to follow orders, and choose not to complain if things do not work well. “Just make do.” This compromises the quality.
How do certifying universities utilize and maximize their social capital to help achieve
the intended policy outcomes? (the policy outcome)
• Studies show that teachers with certification are not better than those without certification.
• The work culture (e.g., being civil servants) led to minimum disruptions when quality is not met.
• Lack of human resources (e.g., assessors) led to poor assessment.
Lessons Learned - What is it a case of?
• Teacher certification and teacher quality What does teacher quality mean? Teachers who have certificate? Or teachers who have certificate plus plus? Is certification necessary?
• Learning to teach / Teacher learning How do teachers learn and change? What kind of learning should be provided to enable them to practice the “Ambitious teaching practices?”
Lessons Learned - What is it a case of?
• Education reform Reform takes time, especially in a large scale. Time dimension. The influence of culture.
• The political economy in education Original design is better. Teacher welfare issue is more significant than the issue of quality.
Limitations
• Conceptual framework: ~ Social Network Analysis (Coburn & Russell, 2008)~ Relational Trust (Byrk & Schneider, 2002)
• Long distance data collection (telephone, Skype, Yahoo Messanger)
• More data needed, especially about teacher education institutions.
Terima kasih.
Thank you.