Teacher Education Frameworks and
Reforms in Indonesia
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
Presented by
Punang Amaripuja
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
Demographic Bonus
Demographic bonus expected in 2020
Economy
•
GDP $856.1 billion
•
GDP (purchasing power
parity) US$ 2.554 trillion
(10th)
•
GDP per-capita $10,200,
(133rd in the world)
(Source: Indonesia Investment Coordinating Board)
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
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.
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
TVET Institutions
No .
Ministry/ Department Some of the Schemes, Programs, and Institutions having Provision for Vocational Education and Training
1. Ministry of Education and Culture
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
2. Ministry of Industry Vocational Secondary School in Industrial Technology—7 SMKs—9
Industrial Training Centre
TVET institutions at the tertiary level—8
3. Ministry of Agriculture Vocational Secondary School in Agriculture and Development Agricultural Training Centre
4. Ministry of Forestry Vocational Forestry Secondary School—5 5. Ministry of Religious Affairs Islamic Vocational Secondary School
6. Ministry of Manpower and Transmigration
Vocational training centers—260
SKKNI—Indonesian National Competency Standard 8. Ministry of Energy and
Mineral Resource
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
9. Ministry of Tourism and Creative Economy
Hospitality and tourism academies and institutes—5 10. Ministry of Marine Affairs
and Fishery
SMKs—8 Academies—2
Selected education indicators, Indonesia, 2003 and 2013
Selected education indicators, Indonesia, 2003 and
2013
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
Core Competence #1: Faithful and Pious
Social Attitude
Core Competence #2: Healthy, independent,
democratic and responsible, etc
Knowledge
Core Competence #3: Knowlegeable
Skill
Core Competence #4: Skilled and creative, etc
National Education Budget
•
National Law No. 20 / 2003: 20% of national budget for
education, higher than any other sector.
The proportion of spending on education by level of government and level
of education, Indonesia, 2009 (%)
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
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
●
School Building
Rehabilitation
●
Laboratory and Library
Supply
●
Book Provisioning
●
BOS
●
Poor Students Aid
●
BOPTN/Bidik Misi
(for University)
School Based Management
●
Qualification Improvement
& Certification
●
Certification Aid Payment
●
Competency Evaluation and
Performance Measurement
Educational Reform
Refers to 8 Standards
Underway
Done and keep
worked on
Core
Standards
evaluation
process
standard
Learning
process
standard
Graduation
competency
standards
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
Pre-service and In-service
Teacher Education
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
Pupil-Teacher Ratio in Indonesia:
p
g
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
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
