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• Access
teacher and education worker database, SIM-NUPTK and Padati Web.
• Analyze data on teacher and education worker.
• Provide guidance to program staff to draft policy recommendations.
Present recommendations to district heads
and education stakeholders. • Advocate for budget to use for replication.
• Pilot proportional teacher distribution program.
• Conduct regular program monitoring and evaluation.
Results from Analysis of Teachers Needs in Luwu Utara
A. Introduction
The education sector targets of RPJMN medium-term development plan 2010-2014
aimed to improve public access to education and education quality. The indicators include reduced
national illiteracy 4.18 in 2014, increased percentage of population completing the
mandatory 9-year schooling and continuing education using the average 8.25 school years
in 2014, as well as an increase in the skilled workforce by strengthening vocational schools.
Improved access to high-quality, affordable, and effective education leads to a prosperous, self-
sufficient, virtuous society and a nation with strong character. Development in
the education sector is designed to achieve economic growth, increase the skilled labor force
and the capacity to: 1 create jobs or entrepreneurial opportunities, and 2 respond to
challenges in work force demands. As a result, the core substance of the education action
program in the RPJMN 2010-2014 includes: 1. Management: Empower school principals to
manage an excellent education system, revitalize school supervisory boards to
monitor school and teaching quality, activate School Committees and District Education
Councils to ensure stakeholders involvement in the learning process;
2. Quality: Improve the quality of teachers, school management and service delivery
through: a teaching capacity remedial program; b professional performance
evaluation system for teachers; c ISO 9001:2008 certification in 100 state
universities, 50 private universities, 100 SMK vocational schools before 2014; d
develop extensive cooperation between state universities and international education
institutions; e encourage 11 universities to be ranked in Top 500 THES in 2014; f ensure a
1:32 teacher-student ratio in primary schools SDMI and 1:40 in junior high schools
SMPMTs; and g ensure provision of National Education Standards for Religion
and Religious Education by 2013, at the latest.
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The governments education action plan must correspond closely to the education
performance targets set in Law No. 20 of 2003 on National Education System
Sisdiknas, which aimed to improve service delivery to students, and improve
teachers and education workers performance. Article 11 Paragraph 1
stated that central and local governments are obligated to provide not only
education services and facilities, but also ensure high-quality education for every
citizen without discrimination, and availability of education fund for every
citizen aged 7-15 years. Article 41 Paragraph 1 regulates that teachers
and education workers may work across regions. Paragraph 2 stipulates that the
appointment, deployment, and distribution of teachers and education
workers are set by the appointing institution according to the needs of
education unit. Paragraph 3 stipulates that central government and local
governments must facilitate education unit with teachers and education
workers, as needed, to ensure the provision of good quality education.
Furthermore, Law 14 of 2005 on Teachers and Lecturers was established to support
teacher restructuring, as stated in Articles 24, 25, and 28 that, a the government is
obligated to meet the demands for teachers, in quantity,
academic qualifications, or competency to ensure the provision of early childhood
education at public education institutions, both at primary and secondary levels, b teacher
’s appointment and placement are carried out
objectively according to laws and regulations, c teachers appointed by central government
or local governments can be transferred across provinces, districts, sub-districts or to other
education units to meet demands of that particular education unit or promotion, d
teachers appointed by central government or local governments may request to be
reassigned across provinces, districts, sub- districts or across education units according to
law and regulations. The establishment of Permendiknas No. 19 of
2007 on Education Management Standards by the Ministry of Education and Culture MOEC
demonstrates a first step towards the redistribution of teachers and education
workers. Section B part 6 of the regulation addressed work plan implmentation related to
teachers and education workers, specifically a school madrasah Islamic schools
develops empowerment program for teachers and education workers; b empowerment
program must focus on Teachers and Education Workers Standards and be
developed according to schoolmadrasahs conditions including division of tasks,
correcting staff shortage, creating a reward system and professional development for each
teacher and education worker and implementing this in a professional, just and
transparent manner; c
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appointment of additional teachers and education workers is carried out according to
regulation set by schoolmadrasahs management, d schoolmadrasah needs to
support the following efforts: 1 promotion of teacher and education worker is conducted on
the basis of expediency, fitness, and professionalism, 2 systematic identification of
teachers and education workers professional development according to individual aspirations,
curriculum and schoolmadrasah ’s needs, 3
teacher placement must adapt to the needs or qualifications by setting priorities, and 4 rotation
of education worker from one position to another is based on job functions and tasks.
In 2010, the government issued a moratorium on the recruitment of civil servant candidates
CPNS due to imbalances between indirect and direct expenditures. Based on data, most districts
allocate 70-80 of its District Government Annual Budget APBD for personnel
expenditures and the remaining for non- personnel expenditures capital and operational.
In order to increase APBD allocation on capital and operational expenditures, local government
is prohibited from recruiting functional CPNS such as teachers and should make use of
available civil servant PNS teachers. In line with this moratorium, the government has established
a joint ministerial regulation comprised of: Ministry of Education and Culture
No.05XPB2011, Ministry of Religion No.11 of 2011, Ministry of Finance No.158
PMK.012011, Ministry of Home Affairs No. 482011, and Ministry of State Administrative
Reform No. SPB03M.PAN-RB102011 on restructuring and equitable distribution of PNS
teacher. With respect to Article 4 paragraphs 1 and 2 of the Joint-Ministerial Regulations,
the governors and district heads are responsible for structuring and distributing PNS
teachers across education units and levels in provincial or district governments that have a
disproportional teaching staff. Furthermore, Article 4 paragraphs 3 and 4 stated that
governors and district heads must coordinate and facilitate the transfer of PNS teachers in
order to proportionally distribute PNS teachers across education units and levels, in
accordance with their authority. Paragraph 5 stipulates that governors are responsible for
coordinating and facilitating education units and the levels and types of education according to
their needs, and governors are authorized to distribute teachers sacross districts within one
province. Proportional teacher distribution across education units and levels should be
carried out based on analysis of teachers needs and availability according to technical
standards set by the Minister of Education and Culture paragraph 6.
The implementation of planning and distribution of teacher according to the Joint-Ministerial
Regulation began on 2 January 2012 and was effectively ended on 31 December 2013 with
district heads
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submitting proposals for PNS proportional teacher distribution to the governor on February of that
same year.
B. Method
