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CHAPTER 2 KINERJA
’S EXPERIENCESIN PTD
Local Conditions
The geographical characteristic of Indonesia contributes to uneven teacher distribution in the country. Many areas in the country are remote and difficult to reach, teachers are
reluctant to work in these areas for a long period of time. Transportation and facilities, especially housing and basic goods, are very limited. As a result, teachers tend to
concentrate in more accessible areas with better amenities. In addition, uneven teacher distribution in urban areas may be caused by political preferences rather than school
needs, in deploying or restructuring teachers.
In terms of teacher distribution, lower ratio of teacher and student, especially in primary school, does not automatically tells that all schools already have the required number of
teachers. In fact, many schools still lack of teacher, especially in the remote, border and disadvantaged areas. Most of the districtscities have no effective teacher management
system to enable a thorough analysis about undersupply or oversupply of teachers in every education unit. Education office tends to pay more attention to lack of teacher
instead of oversupply.
I ple e tatio of p opo tio al tea he dist i utio is highly i po ta t i accordance with a Joint 5 Ministries Regulation on teacher restructuring and
distribution. In addition to that, teacher distribution is also related to a ti ipatio of the pla to i ple e t
Cu i ulu
H. Andi Idris Syukur, Head of Barru District, South Sulawesi
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Uneven teacher distribution produces two major negative consequences. First, schools with a lack of teachers suffer from empty classes and inadequate supervision during school hours,
unmet teaching plans, and ultimately decreased student competency. Second, an oversupply of teachers results in teachers unable to fulfill the minimum teaching hours 24 hours per week
because they have to share classrooms with other teachers, stunting their career development due to inability to qualify for certifications and promotions.
In addition, an increased number of teachers leads to lower student-teacher ratio which suggests more effective teaching process and better student performance. In this case, two
aspects need further examination; the recruitment of new teachers and teacher distribution. In the decentralization era, local government is responsible for recruiting teachers while the
central government determines the quota for public civil servant PNS teachers. The quota for PNS teacher at every level continues to increase, especially in primary schools. For some
schools, the increase is due to the teacher’s change of status from short-term contract
teacher to PNS teacher. While logically the number of short-term contract teachers should decrease, but in fact many short-term contract teachers are hired directly by the local
government or by schools in rural and remote areas due to teacher shortages. Decentralization of teacher management to the local government has not improved the local
government’s capacity to manage teachers, especially in its ability to analyze school needs. This is demonstrated by the oversupply of teachers in primary schools as seen from ratio of
teachers and classes, and certain subject teachers in junior high and senior high schools, from number of classes and teachers work load. In fact, the number of primary school children
has continuously decreased. It is clear that an oversupply of teachers leads to inefficiencies and waste of resources.
Districts typically allocate 30 to 40 of local budget for the education sector, and 80 to 85 of that is used to pay teachers salary or benefits.
All this time, there still some gaps in the delivery of education service. As such, one of the objectives of development in the district of Barru is to
restructure, to even, and to distribute education service. Thus, teachers will not only concentrated in urban areas, remotes areas also have to receive the
same high-
uality tea he s
H. Abustan Andi Bintang, Head of Education Office of Barru District,
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