ICSEI - PROPOSAL FOR SYMPOSIUM
LEADERSHIP FOR LEARNING IN INDONESIA
School Systems and Quality – Australia’s Education Partnership with Indonesia
INTRODUCTION
Indonesia is an archipelago of over 17,000 islands, with more than 314,000 schools and 3.8
million teachers across 503 Districts. Under Indonesian law, it is compulsory for children
aged 7 to 15 to attend nine years of schooling. Consequently, Indonesia’s national education
system is the third largest education system in the Asia region and the fourth largest in the
world (behind only China, India and the United States).
Responsibility for delivery of primary, secondary and tertiary education in Indonesia is
shared between national, provincial and district level governments, with a critical role
assigned to districts. Education national planning, policy, strategy and standards are
concentrated at the national level under the Ministry of Education and Culture [MoEC] and
for the Islamic sector under the Ministry of Religious Affairs [MoRA].
Districts and
provinces have responsibility for educational implementation.
Indonesia has made impressive gains in education over the past decade towards achieving the
Millennium Development Goals 2 and 3 [universal primary education and gender parity]. In
2011 it had a national net primary [years 1-6] enrolment rate of 96% with equal enrolment for
boys and girls. In junior secondary school [years 7-9], the enrolment rate was approximately
73% of the school age population. Initiatives are being implemented to reach targets by 2014.
However, there is significant disparity in terms of access to education across Indonesia, with
isolated and economically disadvantaged districts performing below the national average.
Indonesia acknowledges that access to schooling, alone, will not lift the effectiveness of
schools and the quality of student learning. The quality of education across Indonesia is
variable, and is of a lower standard that in other Asian countries. In fact the 2009 PISA
results for science, mathematics and literacy place Indonesia ninth from the bottom of the list
of the 65 participating countries. The 2012 PISA results are not yet published.
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International studies have highlighted the fact that the quality of teaching is the most
significant factor in improving student learning outcomes. In addition, studies indicate that
school leadership has a profound impact on improving the quality of teaching. Indonesia is
making considerable progress in addressing these issues of quality.
A Ministerial Regulation in 2010 set the goals for improvements in quality of school
management and leadership, including criteria for newly appointed principals and a
professional development strategy for all principals.
The National Education Strategic Plan 2010-2014 [RENSTRA] targets four clear priorities
for development of educational effectiveness:
a. Improved access for all to inclusive and quality basic education – early childhood
education and basic education
b. Improved learning achievement for all students in early childhood, primary and secondary
schools
c. Improved professionalism and competence of educational personnel
d. Improved education management systems and processes.
The Government of Indonesia (GoI) has formed an educational partnership with the
Government of Australia, through AusAID, Australia’ Education Partnership with Indonesia
(AEPI), with a focus on improving education access and quality and to assist the GoI achieve
key RENSTRA targets. A key priority of AEPI is the improvement of school and madrasah
management and leadership through the design, development and implementation of a
national system of professional development.
This Education Partnership is the first time in Indonesia that development partners have
worked together to build a national system of professional development for education
personnel rather than piloting activities in a limited number of districts. The scale and
complexity of the initiative is both exciting and challenging. It is built on a cornerstone of
improvement and change at national, provincial, district and school community levels.
In this symposium, it is proposed to highlight the GoI’s progress and future challenges in
implementing the national system of professional development and achieving its strategic
priority of improving the competence and professionalism of educational personnel.
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SUB-THEMES
It is proposed to conduct a symposium titled “Leadership for Learning in Indonesia”.
In particular, the proposed symposium is related to:
Sub-Theme 3, Topic: School leadership and management in different models of learning,
and
Sub-Theme 4, Topic: Leading and improving school in 21st century
OBJECTIVES/PURPOSES
The objectives of this “Leadership for Learning in Indonesia” symposium are to:
1. Present national research and evaluation findings related to the competence of
principals and supervisors aligned with the National Standards.
2. Present information about three interrelated, innovative and evidence-based
professional development initiatives for school and education system leaders - the
Principal Preparation Program (PPP), Principal Continuing Professional Development
(CPD) and the Supervisor Professional Development
3. Present research findings and lessons learned in terms of improving school
effectiveness will be presented and discussed in relation to implications for roll-out of
the leadership improvement programs at a national level, and policy and practice at
the provincial and district levels.
EDUCATIONAL IMPORTANCE FOR THEORY, POLICY AND/OR PRACTICE
RESEARCH
Educational theory, national policy and research findings have informed the development and
initial implementation of the professional development initiatives for school leaders in
Indonesia.
In the Indonesian context, a number of studies have provided valuable data including:
Bladen, J. 2007, A Review of the Capacity of Supervisors
This study highlighted problems related to a general lack of competence of school
supervisors in both school management supervision and academic management supervision.
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Ministry of National Education Study, 2008.
Data collated from 200 principals in 2008 by Tendik [MoNE] indicated that managerial and
academic supervision competences for principals were low compared to the other
competences.
ACDP-007, 2013 Indonesia: School and Madrasah Principal and Supervisor Competency
Baseline Study
A more recent national study was conducted in 2012 under the AEPI through its Analytical
and Capacity Development Partnership (ACDP). The study provided data about the level of
competency of principals and supervisors against the relevant National Education Standard;
and provided evidence-based recommendations in relation to policy development and
professional development directions for school leaders.
The findings identified a need for supervisors to strengthen their competency in all aspects of
Research and Development; Managerial Supervision; Academic Supervision; Educational
Evaluation; and Leading Change, Improvement & Innovation.
For principals, the findings indicated a need to focus on improvement on Managerial,
Supervision and Entrepreneurship competency dimensions.
Khairan, Zellner, Rose, 2012 Responding to a Changing World: Challenges and Early
Findings in Orchestrating a Principal Professional Development Program in Indonesian
Schools
The paper examined early implementation trials of two components of the national
professional development program for education personnel during 2011, the Principal
Preparation Program (PPP) and the Principal Continuing Professional Development (CPD)
and provided feedback re organisation, processes, learning, assessment, and challenges.
The design, development and implementation of the professional development programs
were also informed by international research and good practice.
Watson, in the report on Quality Teaching and School Leadership, 2005, [p65], cited a
number of papers that provide a meta-analysis of studies to draw conclusions about the
effects of school leadership on student learning (Creemers and Reezigt 1996, Hallinger and
Heck 1996, Leithwood et al. 2004, Waters, Marzano and McNulty 2003).
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A number of papers have identified factors that may be problematic in improving the
effectiveness of principals, including Recruitment, retention and development of school
principals, by Judith D Chapman; Walker et al [2003] that states evidence demonstrates that
there is a concern about the quality and training adequacy of leaders.
The IEL report on Leadership for Student Learning: Reinventing the Principalship [2000],
states that “the bottom line of schooling, after all, is student learning. Everything principals
do …………must be in service of student learning.” [p4] In relation to the impact of
professional development for principals, Hattie [2003] states “Principals who create a school
with high student responsiveness rather than bureaucratic control, who create a climate of
psychological safety to learn, who create a focus of discussion on student learning, have the
influence. The effect on learning is trickled through these attributes rather than directly on
learning.”
The meta-analysis by Marzano et al [2005] concluded that principals have a dramatic effect
on student achievement. Chang & Townsend [2000] have identified a number of reforms
across the Asia-Pacific region, namely new visions for education; expansion and
restructuring, including decentralisation; a quest for quality education; and a focus on the
professional development of teachers and principals.
Darling-Hammond et al [2007] highlight effective practices across a study of pre-service and
in-service professional development programs for principals, including the importance of a
learning continuum linking preparation programs to induction and continuous in-service
learning opportunities; leadership learning organised around a model of leadership and
grounded in practice; and collegial networks, such as principals’ networks and mentoring or
peer coaching connected to readings and discussions.
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FOR EACH PRESENTATION OF PRESENTER: PERSPECTIVE ON THE
SYMPOSIUM TOPIC, SOURCES OF EVIDENCE, CONCLUSIONS
Chair: Dr Yaya Kardiawarman, Senior National Adviser, Professional Development
Presentation 1: The Indonesian Context.
Dr Hatta [MoEC] & Prof Dr Kamarudin [MoRA]
An overview of the cultural and education context of school leadership and school
effectiveness in Indonesia, including goals and strategies to improve school effectiveness, the
changing paradigm that underpins professional learning for educators, and initiatives to
develop the quality of school managers and leaders. It will make reference to the findings of
national studies and draw conclusions with a focus on planned interventions.
Presentation 2: Findings from Indonesian research studies re competences of principals
and supervisors.
Ros Davis, International Education Adviser, Professional Development and Eka Dewi
Nuraeni, National Adviser, Materials Development AEPI
Research findings on the professional competence and development needs of educational
leaders, namely principals and supervisors. In particular it will highlight the findings from
2012 ACDP research on the level of competence of principals and supervisors, and the
challenges facing sustainable change initiatives.
Presentation 3: New models of learning – initial evaluation findings
Prof Dr Siswandari [LPPKS-MoEC] and Khoiral Anam, National Adviser, CPD School
Principals [AEPI]
Two new models of learning for school leaders in Indonesia: The Principal Preparation
Program and the Principal CPD Program. The findings from the evaluation of pilot programs
will be presented, together with lessons learned and recommendations to inform
implementation across the nation.
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Presentation 4: Mentoring and Coaching and the impact on CPD for Principals
Dr Edi Rakhmat, National Adviser, Supervisor Professional Development AEPI
This presentation will feature findings and lessons learned from the evaluation of the
Supervisors Professional Development program [SPD] conducted in >100 districts; and from
the evaluation of the CPD Pilot program in 31 of those districts, including the impact of
coaching and mentoring on learning.
Forum: Chaired by Dr Yaya Kardiawarman
Discussion focusing on the implications of the research findings to date on future policy
development and implementation, in relation to the development of school leaders in
Indonesia, as an influence on improving school effectiveness
EXPLANATION OF HOW THE SYMPOSIUM WILL BE ORGANISED
The symposium will be organised around the key focus on “educational leadership for
student learning”. It will be based on the education partnership between the GoI and GoA.
The symposium will be chaired by Dr Kardiawarman who will introduce the focus of the
presentations in the context of the conference theme and sub-themes, in particular the links to
improving school effectiveness through the improvements to school leadership.
The presentation material will be logically organised to cover:

an overview of the Indonesian context

research findings re the competence development needs of principals and supervisors
aligned with the National Education Standards

initial research findings on two professional development initiatives designed to
increase the competence of principals;

the impact of mentoring and coaching as support strategies for principals’ learning.
It is proposed that brief question and answer be facilitated after each presentation.
The final part of the symposium will be a discussion forum, chaired by Dr Kardiawarman.
The forum will focus on issues arising from the presentations and their implications for
improving school effectiveness through improving the management and leadership of school
leaders.
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CONNECTION TO CONFERENCE THEMES
The focus of the symposium is “Leadership for Learning in Indonesia”.
The presentations highlight the evidenced-based plans and programs to increase the
competence levels of principals and supervisors.
This focus is closely aligned with the conference themes, in particular:
Sub-theme 3, Topic: School leadership and management in different models of learning.
The recent professional development initiatives in Indonesia are based on the evidence that
more traditional models of learning, in terms of one-off didactic presentations, have little
work-place application or sustainability. The PPP and CPD initiatives are based on current
good practice models of adult learning including targeted selection and preparation training;
alignment of professional growth with professional standards; activity based learning and
relevant workplace application; and a supportive environment through such strategies as
mentoring.
Sub-Theme 4, Topic: Leading and improving school in 21st century.
The professional development initiatives presented in this symposium are part of a whole-ofsystem approach to support the Indonesian national goals of improving educational outcomes
in and for the 21st century. They are a key plank in the GoI and GoA partnership for
education with a focus on improving the quality and effectiveness of schools and systems.
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ABSTRACT
Leadership for Learning in Indonesia
Indonesia is an archipelago of over 17,000 islands, with more than 314,000 schools and 3.8
million teachers across 503 Districts. Consequently, Indonesia’s national education system is
the third largest education system in the Asia region and the fourth largest in the world.
A key priority of the educational partnership between the Government of Indonesia and the
Government of Australia [AEPI] is the improvement of school and madrasah management
and leadership through the design, development and implementation of a national system of
professional development for school leaders.
National research findings on the competences of principals and supervisors, together with
international research and good practice, have informed three new initiatives: the Principal
Preparation Program; the Principal CPD Program; and the Supervisors Professional
Development Program, incorporating coaching and mentoring.
Evaluative findings on the piloting of the programs will be presented. Discussion will focus
on the challenges faced and the implications of the research findings on future policy and
program development and implementation.
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REFERENCES
ACDP-007, 2013 Indonesia: School and Madrasah Principals and Supervisors Competency
Baseline Study
Bladen, J. 2007, A Review of the Capacity of Supervisors, AIBEP, 2007
Chapman, Judith D., 2005, Recruitment, retention, and development of school principals,
The International Academy of Education, Education Policy Booklet Series,
www.unesco.org/iiep,
Cheng, Y.C., Townsend, T., 2000, "Educational change and development in the Asia-Pacific
Region: trends and issues", in Townsend, T., Cheng, Y.C. (Eds), Educational Change
and Development in the Asia-Pacific Region: Challenges for the Future, Swets &
Zeitlinger, Lisse, pp.317-44.
Darling – Hammond, L., LaPointe, M., & Meyerson, D., 2007, Preparing school leaders for
a changing world: Lessons from Exemplary Leadership Development. Palo Alto:
Stanford Educational Leadership Institute, as cited in UCEA, 2009, Selecting
Leadership for Tomorrow’s Schools, March.
Hattie, J., 2003, Teachers Make a Difference - What is the research evidence? ACER
IEL Report, 2000, Leadership for Student Learning,
Reinventing the Principalship,
School Leadership for the 21st Century Initiative, A Report of the Task Force on the
Principalship www.iel.org
Khairan, Zellner, Rose, 2012 Responding to a Changing World: Challenges and Early
Findings in Orchestrating a Principal Professional Development Program in
Indonesian Schools, in The Changing Nature of Instructional Leadership in the
21st Century, IAP, 2012
Walker, Stott & Chang, 2003 Principal supply and quality demands: a tale of two AsiaPacific city states. Australian Journal of Education, 47(2), 197-208, cited in
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Watson, L., 2005 Quality Teaching and School Leadership; A scan of research findings Final Report, The LifeLong Learning Network, Australia
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