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

Teacher Status Public Service and Non
Non Civil Servant Civil Servant
3 000 000
2 500 000
2 000 000
476 187
1 500 000
1 000 000
500 000
0
1 006 872
189 928
176 660
Kindergarten
46 762
Primary School
312 987
Secondary
Junior High
School
5 763
8 837
School for
Students with
Special Needs
96 651
141 818
Secondary
Senior High
School
82 741
62 105
Vocational
School
1 027 930
1 579 381
TOTAL

Based on Education
<S1 ≥S1
1 125 805
1 496 721
1 110 590
357 254 371 942
217 396
191 044
32 378
Kindergarten
130 973
7 217
7 383
21 073
Primary School Secondary Junior
High School
School for
Students with
Special Needs
Secondary
Senior High
School
20 609
124 237
Vocational
School
TOTAL

Teacher and Student Ratio
State School Private School
17
18
16
17
15
17
20
12
10
11
4
5
Kindergarten Primary School Secondary Junior
High School
School for
Students with
Special Needs
Secondary Senior
High School
Vocational School

Teacher student ratio
Cambodia
India
Philippines
Korea, Rep.
Mongolia
Lao PDR
Vietnam
China
Thailand
Indonesia
Japan
Malaysia
UK
US
0
Source: Edstats database
SD
10
20.68
20.29
19.56
18.92
17.1
14.81
34.93
41.33
24.65
21.05
31.26
30.77
30.64
20 30 40 50
56.24
60
Philippines
India
Lao PDR
Vietnam
Thailand
Cambodia
Mongolia
UK
China
Korea, Rep.
Malaysia
US
Indonesia
Japan
0
5
SMP
32.32
37.09
17.72
14.92
14.23
13.22
21.52
19.05
18.61
18.24
25.66
25.59
24.86
23.59
5 10 15 20 25 30 35 40

Minimum hours of Teaching for certification
Rata-rata
SD 11%
29%
18% 6%
28% 6%
51%
30% 8%
13%
SMP 40% 41% 8% 9%
SMA/SMK 43% 38% 5% 11% 2%
1-12 jam
0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
13-23 jam 24 jam 25-36 jam >36 jam 6

Component 1
Reforming University-
Based Teacher Education
Component 2
Strengthening Structures for Teacher Improvement
Local Level
Component 3
Reforming Teacher
Accountability & Incentives
Systems for Performance
Appraisal &Career
Advancement
Component 4
Improving Program
Coordination, Monitoring,
& Evaluation

A model of Continuing Professional Development (CPD univ univ univ univ
Education
Development
Center
( P4TK )
MGMP = Working group for teachers at secondary school level
KKG = Working group for teachers at primary school level
QA
Institution
(LPMP)
QA
Institution
(LPMP)
QA
Institution
(LPMP)
Provincy
MGMP
MGMP
KKG
KKG
S S
S
S
S
MGMP
KKG
S
S
S
MGMP
MGMP
MGMP
2.783.321 teachers
KKG
KKG
S
S
S
S
S
S
258.000 schools
S
S
S
KKG
MGMP
MGMP
KKG
MGMP
KKG
S
Distric and Subdistric level
S
S
S
S

National
TRAINING
P4TK establishes Tim
Pengembang made up senior instructors, lecturers, other experts*
Tim pengembang develops modules*, training system, training at district level
Provincial
Dinas Provinsi proposes
Provincial Core Team
(PCT)
LPMP selects PCT in coordination with Dinas
Provinsi
District
District chooses core
Team (DCT) with 6 supervisors, principals, senior instructors)
Cluster
Tutors/Guru Inti coordinate the implementation of activities
School
Tim pengembang conducts tarining for
PCT & DCT
LPMP receives training reports (as part of grant output )
University evaluates training for credit
(SKS)
LPMP selects DCT in coordination with
DinasKabupaten
DCT conducts training for cluster representatives:
Tutors/Guru Inti (2 per cluster)
Dinas uses training certificate for career promotion
Dev School
Curriculum &
Syllabus
Lesson
Plans
Test analysis
& test bank
Sub. mat. &
Critical
Review**
LJ , Portfolio
& ICT for learning
TLI & CAR
On-Service
Teacher
Quality
Teacher
Performance
Evaluation
Outputs:
•Curriculum, Syllabus, LP
•Student worksheets
•Test items, item bank
•CAR report & learning model
•Critical Review, LJ, & portfolio
•Teacher Map
Report and
Dissemination
Teachers implement activities in classroom
•School Curriculum
•Lesson Plan
•Test
•CAR
•Critical Review
•Learning Journal
Community involvement
Tim Pengembang monitorsDCT training & provides feedback at
Prov & Dis t
PCT monitors training & provides feedback at District and cluster level
DCT monitors cluster activity & provides feedback
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

National Provincial District
School Curriculum & Lesson Plan Development
Training of DCT on
Curr. Dev., LP Dev.
(part of national training packag e)
DCT gives training to 2 tutors/ guru inti from each cluster)
(part of district training package )
Cluster
Tutors/guru inti train cluster members
Teachers develop & discuss sample individual school curriculum & LP
Technical Assistance from university, other experts
Review by facilitator
Technical Assistance from DCT
LPMP receives
Curriculum and LP and files (as part of grant outputs )
University evaluates curriculum and LP for credit (SKS )
Dinas uses curriculum and LP for career promotion
(KUM)
Curriculum and LP received by facilitator for final approval
School
Finalize school curriculum & LP
Revise school curriculum and lesson plan
Implement revised curriculum and LP

National Provincial District
Test Development, Analysis, Test Item Banking
Training of DCT on testing
(part of national training package)
DCT gives training to
2 tutors/guru inti
From each cluster
(part of district training package)
Cluster
Tutors/Guru Inti train cluster members
Teachers develop student worksheet and test items; analyze the Nat’l test
Tests from all teachers compiled, evaluated
School
Teacher use student worksheet and test in the classroom
Teacher evaluates results, picks good questions, eliminates bad
LPMP receives final test items and student worksheets
(as part of grant outputs)
University evaluates output for credit
(SKS)
Dinas uses output for career promotion
(KUM)
Cluster data bank developed and maintained yearly
Cluster works with publisher to print and publish the student worksheets

National Provincial District
Classroom Action Research (CAR) Model
Training of PCT on the principle of CAR and give examples
(part of national training packag e)
DCT gives training to 2 tutors/guru inti from each cluster
(part of district training package )
Technical Assistance from university, other experts
Cluster
Tutors/Guru Inti train cluster members
All cluster members participate in development of proposal and defining learning approach
School
Implement approach in the classroom with peer observation
3 cycles
Disseminate best province models through symposium and select 3 best
Disseminate new models in national bulletin
LPMP receives
CAR and files (as part of grant outputs)
Disseminate best district models through symposium and select 3 best
Disseminate new models in provincial bulletin
Disseminate cluster learning model through workshop and select 3 best models
Disseminate new model in district newsletter
Refine learning approach
Finalize new learning model and report; submit to university and district
University evaluates output for credit
(SKS)
Dinas uses output for career promotion
(KUM)
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.
Reflection

National Provincial
Subject Materials & Critical Review
Training of DCT on the principle of Critical
Review *
(part of national training package)
District
DCT gives training to 2 tutors/Guru Inti from each cluster
(part of district training package)
Technical Assistance from university, other experts
LPMP receives
Critical Review and files (as part of grant outputs)
University evaluates critical review for credit (SKS)
Dinas uses report when evaluating teacher for career promotion (KUM)
Cluster School
Tutors/guru inti train cluster members
Discuss subject materials (important topics)
Groups of 4 teachers select journal, study, etc and write initial draft critical review
Refine critical review
Discuss critical review with teachers of same subject to get input & share
Finalize the paper and disseminate
Teachers implement ideas/results in school
Disseminate review in national bulletin
Disseminate review in provincial bulletin
Disseminate review in district newsletter
* 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.

National Provincial
Teacher Mapping / Evaluation
Training of PCT on the principle of CAR and give examples
(part of national training package)
PMPTK analyzes all results nationally
District
DCT gives training to 2 designated members from each cluster
Cluster
Tutors/Guru Inti train cluster members
Technical Assistance from university, other experts
LPMP receives results and files (as part of grant outputs)
LPMP receives copy and analyzes all results in province
District forum develop a mapping strategy
Prepare teacher to be observed
Technical Assistance from DCT
Tutors/guru inti analyze teacher strengths/weakness and identify training needs
Paper and pencil test
Independent team analyzes results
District analysis of strengths/weaknesses, training needs & teacher performance
District analyzes selfevaluation of schools and cluster
Cluster self-evaluation
School
On-service:
Observation on teacher performance by team of tutors/Guru Inti and provide feedback
Evaluation: observation on teacher performance by independent team
(principal, supervisor, university expert)
School self-evaluation
(annual)

National Provincial District
Study Visit, Internship & Teacher Exchange Program
Identify and maintain records of best practice models
P4TK & PMPTK keep records and inform on best practice clusters in the nation
Dinas Pendidikan and LPMP maintain database and inform on best-practice clusters in the province
Dinas identifies model clusters and submits results to
LPMP
District Forum receives information on best practice models
Cluster
A cluster identifies its needs and determines type of model cluster to visit
Forum KKG-MGMP assists cluster in arranging study visit
District prepares instrument for visit
Model cluster visited (could be district, province, national)
Report on results
LPMP receives final report outputs (as part of grant outputs)
Disseminate visit results at forum
School
Teachers implement ideas from visit in school

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

2. Increased number of primary and junior secondary teachers in
BERMUTU Districts using classroom instruction with specific subject and age appropriate pedagogy
- Baseline Value
(05 Maret 2007)
: 17,000 Teachers
- End-of-Project Target Value : 190,000 Teachers
(12 Maret 2013)
- Progress To Date : .214 380. Teachers
(30 May 2012

3. Reduction in absenteeism of teachers in BERMUTU Districts
• Baseline Value : 19% guru
(05 Maret 2007)
• End-of-Project Target Value : 15 % guru
(12 Maret 2013)
• Progress To Date
(30 May 2012)
:14%

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

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

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

• 20% since 2009
• Have education performances increased?
• How could the be measured?

• 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?

• How to assess teacher performance?
• Teacher college position
• Teacher distribution and redistribution

• 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?

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

• 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