Teacher Education Frameworks and Reforms in Indonesia
Teacher Education Frameworks and
Reforms in Indonesia
Presented by
Punang Amaripuja
SEAMEO Regional Centre for QITEP in Mathematics
Regional Forum on Teacher Education Frameworks and Reforms in Southeast Asia & Consultative Meeting on
the Proposed Regional Teacher Education Network
16-18 May 2016, SEAMEO INNOTECH Quezon City PH
The Indonesian Context
Population
• Population: 253,609,643
(est. July 2014)
• Covers 39% of SEA
• Growth rate: 1,49%
• Median age: 28.9
• 50% under age 29
• 60% under age 39
• 52% in urban areas
(Source: CIA World Factbook)
Demographic Bonus
(Source: Coordinating Ministry For Economic Affairs RI, 2011)
Demographic bonus expected in 2020
Economy
Nominal GDP Growth Projection by IMF
•
•
•
(Source: Indonesia Investment Coordinating Board)
GDP $856.1 billion
GDP (purchasing power
parity) US$ 2.554 trillion
(10th)
GDP per-capita $10,200,
(133rd in the world)
Education Profile
Provide an educational profile of your country by citing the basic
details and background about your national education system and
how it interfaces with teacher education. Describe the Ministry of
Education’s vision-mission and other guiding principles for Basic
Education including 2015 or recent education indicators (i.e.
participation rate, dropout rate, completion rate, achievement
rate, etc.).
Education System in Indonesia:
An Overview
The Indonesian education system is immense and diverse
and is considered as the third largest education system in the
Asian region and the fourth largest in the world (behind only
the People’s Republic of China, India and the United States)
Three ministries are responsible for managing the
education system, with 84% of schools under the
Ministry of Education and Culture (MOEC) and the
remaining 16% under the Ministry of Religious Affairs
(MORA). Higher education is under the Ministry of
Research, Technology, and Higher Education.
Education Statistics in Brief
Distribution of population, students, educational institutions and teachers, by age and level of
education, Indonesia, 2013 (Education Statistics 2012/2013, MOEC-Ministry for Education and
Culture)
The current education system
MOEC (Ministry of Education and Culture (2013), Overview of the Education Sector in Indonesia 2012 - Achievements and Challenges, p. 10, MOEC, Jakarta.
National Qualifications
Framework
TVET Institutions
No
.
1.
Ministry/ Department
Ministry of Education and
Culture
2.
Ministry of Industry
3.
Ministry of Agriculture
4.
5.
Ministry of Forestry
Ministry of Religious Affairs
6.
Ministry of Manpower and
Transmigration
Ministry of Energy and
Mineral Resource
8.
9.
Ministry of Tourism and
Creative Economy
10. Ministry of Marine Affairs
and Fishery
Some of the Schemes, Programs, and Institutions having Provision for
Vocational Education and Training
SMKs—9,164 (26.41% public)
Higher education—vocational training providers
Polytechnics
Universities (Total 3124 privately owned and 92 public HE institutions)
SMK job expos
Vocational Secondary School in Industrial Technology—7
SMKs—9
Industrial Training Centre
TVET institutions at the tertiary level—8
Vocational Secondary School in Agriculture and Development
Agricultural Training Centre
Vocational Forestry Secondary School—5
Islamic Vocational Secondary School
Vocational training centers—260
SKKNI—Indonesian National Competency Standard
TVET institutions and a training center in electric power, new energy, and renewable
energy—3
Administers a professional certification agency and an assessment center in energy
audit
Hospitality and tourism academies and institutes—5
SMKs—8
Academies—2
TVET at tertiary level—1
Selected education indicators, Indonesia, 2003 and 2013
Literacy rate 92,81% (2011)
Selected education indicators, Indonesia, 2003 and
2013
BPS (Badan Pusat Statistik) (Statistics Indonesia), (2014), Social and Population, Table 1 Education Indicators 1994-2013, Jakarta.
Purpose of National Education (Indonesia)
(Pasal 3 UU No 20 Sisdiknas Tahun 2003)
To develop students' potential to become faithful and
pious man, noble, healthy, knowledgeable, skilled,
creative, independent, and also to become democratic
and responsible citizen.
Spiritual Attitude
Social Attitude
Knowledge
Skill
Core Competence #1: Faithful and Pious
Core Competence #2: Healthy, independent,
democratic and responsible, etc
Core Competence #3: Knowlegeable
Core Competence #4: Skilled and creative, etc
2016 QiM: WS AustEm Uni of Cam
National Education Budget
The proportion of spending on education by level of government and level
of education, Indonesia, 2009 (%)
(Al-Samarrai, S. (2013), Local Governance and Education Performance: A Survey of the Quality of Local
Education Governance in 50 Indonesian Districts, World Bank, Jakarta, Indonesia)
• National Law No. 20 / 2003: 20% of national budget for
education, higher than any other sector.
Education Sector Budget (2012)
• To overcome deficiencies of resources for teacher
education in rural areas, the strategy used by the
schools is use the BOS grant to employ additional
teachers rather than supporting existing teachers’
continuous professional training and purchasing
teaching aids and materials
Teacher and Teacher Education
This section elaborates on how teacher and
teacher education are defined in the context
of Indonesia’s educational system. Related
national policies that support teacher
education development are cited.
Standards and Accreditation
• National Education Standards officially set in
2005, implemented by the National Education
Standards Agency (BSNP, Badan Standar Nasional
Pendidikan)
• Education accreditation to perform quality
assurance and control of education that matches
the National Standards: evaluation, accreditation
and certification
• National Competency Standard (SKKNI) in the
form of curricular resources and skills
certification framework
Educational Reform
Refers to 8 Standards
Curriculum
Underway
Done and keep
worked on
●
●
●
Qualification Improvement
& Certification
Certification Aid Payment
Competency Evaluation and
Performance Measurement
L
E
A
R
N
E
R
Core
Standards
evaluation
process
standard
Learning
process
standard
Graduation
competency
standards
educators standard education
personnel
infrastructure standard
financing standard
G
R
A
D
U
A
T
E
S
management standards
●
●
●
School Building
Rehabilitation
Laboratory and Library
Supply
Book Provisioning
● BOS
● Poor Students Aid
● BOPTN/Bidik Misi
(for University)
School Based Management
Professional Teacher Education
Program (PPG)
• Professional Teacher Education (PPG) is a higher
education after undergraduate program that prepares
students to have a job with a particular expertise in the
requirements to become a teacher.
• Education teaching profession must be taken for 1-2
years after a candidate graduating from undergraduate
educational program and non undergraduate
education.
• The program replaces certificate IV since 2005
• The Gr degree is added behind the teacher's name
Pre-service and In-service
Teacher Education
(Source: Hanafi 2012 and
Nurlaela 2014)
Implementation of Teacher
Education
Implementation of Teacher Education 2005-2015
Discuss the current status (2005-2015) and system of teacher education in your
country. Provide information about the agency that takes charge of teacher
education and the vision-mission and other guiding principles for teacher
education. What is the current teacher demand, supply and utilization (i.e.
national teacher recruitment trends, teacher shortages or surplus and
reforms/innovations undertaken? What is the present system in preparing and
developing teachers (i.e. recognized qualification frameworks (bachelor of
education degree/licensure examination, diploma options etc.)? What is the
difference between preparation and development in public and private higher
education institutions and their reforms or policy responses enacted to improve
teaching qualification routes (i.e. standards of teacher competencies, etc,)?
Pupil-Teacher Ratio in Indonesia:
2001-2006
required qualification before
and after the new teacher law
Public and private
higher education institutions
• In general, teacher preparation/development
in public education institutions are better than
in private public education institutions.
Because of:
– The salary might differ.
– The qualification (Ph.D, Masters) and the number
of the holder of the qualified lecturers might be
differ.
– The experience (to take parts or being involved in
an activity) might be differ.
Bibliography
•
•
•
•
•
Goos, M.; Stillman, G.; and Vale, C. (2007). Teaching Secondary School
Mathematics: Research and Practice for The 21st Century. NSW: Allen & Unwin
SEAMEO QITEP in Mathematics (2016). The Opportunities and Challenges on the
Teaching and Learning of Mathematics. Experience of SEAMEO QITEP in
Mathematics. Power Point Presented on the Workshop on
Promoting mathematics engagement and learning opportunities for disadvantaged
communities in West Nusa Tenggara, Australian Embassy, Jakarta
May 12, 2016. Yogyakarta: SEAMEO QITEP in Mathematics
Shadiq, F. (2015). How Can SEAMEO QITEP in Mathematics Helps Indonesian
Mathematics Teachers to Help Their Students to be Independent Learners in the
Case of Disaster Risk Reduction (DRR)? Power Point Presented on Conference on
Science and Mathematics Education (CoSMEd), SEAMEO RECSAM, Penang,
Malaysia, November 16 – 19, 2015
OECD/Asian Development Bank (2015), Education in Indonesia: Rising to the
Challenge, OECD Publishing, Paris.
https://id.wikipedia.org/wiki/Program_Pendidikan_Profesi_Guru
http://www.larispa.or.id/berita/88-pentingnya-akreditasi-program-studi.html
Thank You
Reforms in Indonesia
Presented by
Punang Amaripuja
SEAMEO Regional Centre for QITEP in Mathematics
Regional Forum on Teacher Education Frameworks and Reforms in Southeast Asia & Consultative Meeting on
the Proposed Regional Teacher Education Network
16-18 May 2016, SEAMEO INNOTECH Quezon City PH
The Indonesian Context
Population
• Population: 253,609,643
(est. July 2014)
• Covers 39% of SEA
• Growth rate: 1,49%
• Median age: 28.9
• 50% under age 29
• 60% under age 39
• 52% in urban areas
(Source: CIA World Factbook)
Demographic Bonus
(Source: Coordinating Ministry For Economic Affairs RI, 2011)
Demographic bonus expected in 2020
Economy
Nominal GDP Growth Projection by IMF
•
•
•
(Source: Indonesia Investment Coordinating Board)
GDP $856.1 billion
GDP (purchasing power
parity) US$ 2.554 trillion
(10th)
GDP per-capita $10,200,
(133rd in the world)
Education Profile
Provide an educational profile of your country by citing the basic
details and background about your national education system and
how it interfaces with teacher education. Describe the Ministry of
Education’s vision-mission and other guiding principles for Basic
Education including 2015 or recent education indicators (i.e.
participation rate, dropout rate, completion rate, achievement
rate, etc.).
Education System in Indonesia:
An Overview
The Indonesian education system is immense and diverse
and is considered as the third largest education system in the
Asian region and the fourth largest in the world (behind only
the People’s Republic of China, India and the United States)
Three ministries are responsible for managing the
education system, with 84% of schools under the
Ministry of Education and Culture (MOEC) and the
remaining 16% under the Ministry of Religious Affairs
(MORA). Higher education is under the Ministry of
Research, Technology, and Higher Education.
Education Statistics in Brief
Distribution of population, students, educational institutions and teachers, by age and level of
education, Indonesia, 2013 (Education Statistics 2012/2013, MOEC-Ministry for Education and
Culture)
The current education system
MOEC (Ministry of Education and Culture (2013), Overview of the Education Sector in Indonesia 2012 - Achievements and Challenges, p. 10, MOEC, Jakarta.
National Qualifications
Framework
TVET Institutions
No
.
1.
Ministry/ Department
Ministry of Education and
Culture
2.
Ministry of Industry
3.
Ministry of Agriculture
4.
5.
Ministry of Forestry
Ministry of Religious Affairs
6.
Ministry of Manpower and
Transmigration
Ministry of Energy and
Mineral Resource
8.
9.
Ministry of Tourism and
Creative Economy
10. Ministry of Marine Affairs
and Fishery
Some of the Schemes, Programs, and Institutions having Provision for
Vocational Education and Training
SMKs—9,164 (26.41% public)
Higher education—vocational training providers
Polytechnics
Universities (Total 3124 privately owned and 92 public HE institutions)
SMK job expos
Vocational Secondary School in Industrial Technology—7
SMKs—9
Industrial Training Centre
TVET institutions at the tertiary level—8
Vocational Secondary School in Agriculture and Development
Agricultural Training Centre
Vocational Forestry Secondary School—5
Islamic Vocational Secondary School
Vocational training centers—260
SKKNI—Indonesian National Competency Standard
TVET institutions and a training center in electric power, new energy, and renewable
energy—3
Administers a professional certification agency and an assessment center in energy
audit
Hospitality and tourism academies and institutes—5
SMKs—8
Academies—2
TVET at tertiary level—1
Selected education indicators, Indonesia, 2003 and 2013
Literacy rate 92,81% (2011)
Selected education indicators, Indonesia, 2003 and
2013
BPS (Badan Pusat Statistik) (Statistics Indonesia), (2014), Social and Population, Table 1 Education Indicators 1994-2013, Jakarta.
Purpose of National Education (Indonesia)
(Pasal 3 UU No 20 Sisdiknas Tahun 2003)
To develop students' potential to become faithful and
pious man, noble, healthy, knowledgeable, skilled,
creative, independent, and also to become democratic
and responsible citizen.
Spiritual Attitude
Social Attitude
Knowledge
Skill
Core Competence #1: Faithful and Pious
Core Competence #2: Healthy, independent,
democratic and responsible, etc
Core Competence #3: Knowlegeable
Core Competence #4: Skilled and creative, etc
2016 QiM: WS AustEm Uni of Cam
National Education Budget
The proportion of spending on education by level of government and level
of education, Indonesia, 2009 (%)
(Al-Samarrai, S. (2013), Local Governance and Education Performance: A Survey of the Quality of Local
Education Governance in 50 Indonesian Districts, World Bank, Jakarta, Indonesia)
• National Law No. 20 / 2003: 20% of national budget for
education, higher than any other sector.
Education Sector Budget (2012)
• To overcome deficiencies of resources for teacher
education in rural areas, the strategy used by the
schools is use the BOS grant to employ additional
teachers rather than supporting existing teachers’
continuous professional training and purchasing
teaching aids and materials
Teacher and Teacher Education
This section elaborates on how teacher and
teacher education are defined in the context
of Indonesia’s educational system. Related
national policies that support teacher
education development are cited.
Standards and Accreditation
• National Education Standards officially set in
2005, implemented by the National Education
Standards Agency (BSNP, Badan Standar Nasional
Pendidikan)
• Education accreditation to perform quality
assurance and control of education that matches
the National Standards: evaluation, accreditation
and certification
• National Competency Standard (SKKNI) in the
form of curricular resources and skills
certification framework
Educational Reform
Refers to 8 Standards
Curriculum
Underway
Done and keep
worked on
●
●
●
Qualification Improvement
& Certification
Certification Aid Payment
Competency Evaluation and
Performance Measurement
L
E
A
R
N
E
R
Core
Standards
evaluation
process
standard
Learning
process
standard
Graduation
competency
standards
educators standard education
personnel
infrastructure standard
financing standard
G
R
A
D
U
A
T
E
S
management standards
●
●
●
School Building
Rehabilitation
Laboratory and Library
Supply
Book Provisioning
● BOS
● Poor Students Aid
● BOPTN/Bidik Misi
(for University)
School Based Management
Professional Teacher Education
Program (PPG)
• Professional Teacher Education (PPG) is a higher
education after undergraduate program that prepares
students to have a job with a particular expertise in the
requirements to become a teacher.
• Education teaching profession must be taken for 1-2
years after a candidate graduating from undergraduate
educational program and non undergraduate
education.
• The program replaces certificate IV since 2005
• The Gr degree is added behind the teacher's name
Pre-service and In-service
Teacher Education
(Source: Hanafi 2012 and
Nurlaela 2014)
Implementation of Teacher
Education
Implementation of Teacher Education 2005-2015
Discuss the current status (2005-2015) and system of teacher education in your
country. Provide information about the agency that takes charge of teacher
education and the vision-mission and other guiding principles for teacher
education. What is the current teacher demand, supply and utilization (i.e.
national teacher recruitment trends, teacher shortages or surplus and
reforms/innovations undertaken? What is the present system in preparing and
developing teachers (i.e. recognized qualification frameworks (bachelor of
education degree/licensure examination, diploma options etc.)? What is the
difference between preparation and development in public and private higher
education institutions and their reforms or policy responses enacted to improve
teaching qualification routes (i.e. standards of teacher competencies, etc,)?
Pupil-Teacher Ratio in Indonesia:
2001-2006
required qualification before
and after the new teacher law
Public and private
higher education institutions
• In general, teacher preparation/development
in public education institutions are better than
in private public education institutions.
Because of:
– The salary might differ.
– The qualification (Ph.D, Masters) and the number
of the holder of the qualified lecturers might be
differ.
– The experience (to take parts or being involved in
an activity) might be differ.
Bibliography
•
•
•
•
•
Goos, M.; Stillman, G.; and Vale, C. (2007). Teaching Secondary School
Mathematics: Research and Practice for The 21st Century. NSW: Allen & Unwin
SEAMEO QITEP in Mathematics (2016). The Opportunities and Challenges on the
Teaching and Learning of Mathematics. Experience of SEAMEO QITEP in
Mathematics. Power Point Presented on the Workshop on
Promoting mathematics engagement and learning opportunities for disadvantaged
communities in West Nusa Tenggara, Australian Embassy, Jakarta
May 12, 2016. Yogyakarta: SEAMEO QITEP in Mathematics
Shadiq, F. (2015). How Can SEAMEO QITEP in Mathematics Helps Indonesian
Mathematics Teachers to Help Their Students to be Independent Learners in the
Case of Disaster Risk Reduction (DRR)? Power Point Presented on Conference on
Science and Mathematics Education (CoSMEd), SEAMEO RECSAM, Penang,
Malaysia, November 16 – 19, 2015
OECD/Asian Development Bank (2015), Education in Indonesia: Rising to the
Challenge, OECD Publishing, Paris.
https://id.wikipedia.org/wiki/Program_Pendidikan_Profesi_Guru
http://www.larispa.or.id/berita/88-pentingnya-akreditasi-program-studi.html
Thank You