36 Heyward, M. Santosa, A.
Politics, Policy Pendidikan: Teacher Deployment in Indonesia - October 2014
neighboring schools or madrasah, or by teaching outside their regular subject area. Consequently, the problem has not been addressed systemically.
The PPG program is one step towards addressing it through a systematic approach. The PPG approach takes the learning needs of students, rather than teacher needs, as a starting point, and
adopts a mechanism whereby the system can be accountable for impact. The PPG program is thus related to both the overarching regulations and a consideration of the impact of teacher
deployment on schools and students as well as on teachers and the system.
4.2.3 Transfer of subject teachers between schools
The overall supply of junior secondary teachers is sufficient. For some subjects it is excessive. However, there are still many schools with teacher shortages for particular subjects. The
disparity in allocation of teachers between junior-secondary schools within districts is substantial. Transfer is the most common way of redistributing teachers at junior-secondary
level. However, teacher transfer is not always easy. While it may appear simple on paper, teachers are individuals and members of society: the aspects of culture, community, family,
economy, politics, and status need to be considered.
A further complication is the stigma associated with transfer: transfer of teachers to remote areas is typically considered to be a penalty, for example for poor performance. Conversely,
transfer to a preferred posting is considered to be a reward. This attitude must change. The role of the teacher
is to implement the government’s education mission, to ensure that all children receive a quality education. When determining which teachers should be transferred, it is
important not to use negative criteria, such as teacher performance, educational qualifications, commitment or the like, but rather set positive requirements, such as selecting teachers with
potential to help develop and improve the quality of education in isolated schools.
4.2.4 Reassignment of teachers to teach different subjects
While some schools have a shortage and some have an excess of teachers, many teachers in oversupplied schools are unable to meet the minimum requirement of 24 lessons per week. In
addition to transfers between schools, one of the recommendations proposed by several districts is to reassign teachers from oversupplied to undersupplied subjects. This requires
retraining and recertification of these teachers to authorise them to teach a different subject. The regulation Permendikbud No. 63 of 2013 sets out three mechanisms for teachers to
retrain and gain an appropriate certificate, namely: Teacher Professional Development Pendidikan Profesi Guru or PPG, Teacher Education and Professional Training Pendidikan dan
Latihan Profesi Guru or PLPG, and Bachelor of Education with Additional Authority Sarjana Kependidikan dengan Kewenangan Tambahan or SKKT. Accurate and detailed mapping of
subject teacher distribution over- and undersuppy is needed to identify individual teachers for these programs. The regulation allows for a grace period in which teachers can teach a different
subject and continue to receive their professional allowance while retraining in order to gain a new certificate.
4.2.5 Optimization of teaching hours
