PPT - Teacher Education

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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

5

SMP

10

17.72

14.92

14.23

13.22

21.52

19.05

18.61

18.24

25.66

25.59

24.86

23.59

15 20 25 30

32.32

37.09

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

BERMUTU

Program

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

Key Performance Indicators and

Achievements

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

(05 Maret 2007)

• End-of-Project Target Value

(12 Maret 2013)

• Progress To Date

(30 May 2012)

: 19% guru

: 15 % guru

: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

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

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