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(1)

MODUL

E 6.

READING MATERIAL

B

est Practices

in PTD

Implementation

.

...

Participant is

expected to have

understanding

on best practices in the

implementation of

proportional teacher

distribution.

IMPLEMENTATION OF

PROPORTIONAL TEACHER

DISTRIBUTION IN LUWU

UTARA, SOUTH SULAWESI

Introduction

Many areas in Indonesia face a dilemma in the

provision of teacher and education workers:

while providing highly qualified teachers and

adequate number of staff in each school is

essential, allocating a sufficient budget that

achieve this is a big challenge in this

decentralization era, especially for areas with low

district government annual budget (APBD).

The KINERJA Proportional Teacher

Distribution (PTD) program has developed a

set of best practices from its program

implementation in Luwu Utara. The program

activities are listed below:

• Disseminate information and share best practices on PTD, introduce PTD concepts to

PTD program staff and management, reach a

common goal, and build stakeholders

commitment.

• Provide training on how to process teacher and education worker data, SIM-NUPTK,

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Proportional Teacher

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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

Teacher's 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

(SD/MI) and 1:40 in junior high schools

(SMP/MTs); and g) ensure provision of

National Education Standards for Religion

and Religious Education by 2013, at the

(3)

The government's 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 school/madrasah's

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

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appointment of additional teachers and

education workers is carried out according to

regulation set by school/madrasah's

management, (d) school/madrasah 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 school/madrasah’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.05/X/PB/2011), Ministry of Religion (No.11 of

2011), Ministry of Finance (No.158/

PMK.01/2011), Ministry of Home Affairs (No.

48/2011), and Ministry of State Administrative

Reform (No. SPB/03/M.PAN-RB/10/2011) 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 teacher's

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

(5)

submitting proposals for PNS proportional teacher

distribution to the governor on February of that

same year.

B. Method

A simple method is used to analyse PTD data,

using available secondary data and SIMPK

application. The Microsoft Excel-based SIMPK

is developed by the Decentralized Basic

Education (DBE-1, USAID-RTI) program and

later utilized by Lembaga Pelatihan dan

Konsultasi-Inovasi Pendidikan Indonesia

(LPKIPI). SIMPK basic data uses available

data on PadatiWeb and NUPTK from the

MOEC. At the start of each school year

(July-August), each education unit must submit a LI

(school individual sheet) which will be uploaded

to PadatiWeb system by a web operator from

DEO. The data is stored in the database of

MOEC. NUPTK data is stored in SIM-NUPTK

and directly connected to the system at MOEC.

DEO operator may update the NUPTK system

at any time by using the NUPTK offline

support. Official and valid data that is regularly

updated by using the SIMPK application is

more likely to produce results that describe the

real condition of teacher population at each

school. Data analysis may be carried out

quickly using the “pivot” tool on Microsoft-Excel

using the “drag and drop” feature. The DEO technical team has received training on SIMPK

from LPKIPI, and

is expected to be able to update SIMPK every year

because the result is not only useful for

implementing PTD properly but also for

calculating the needs to achieve Minimum

Service Standards (MSS), mapping school

facilities and infrastructures within a district or

sub-district.

PTD data analysis focuses on public schools

(SDN, SMPN, and SMAN) as in line with

government regulation PP No. 17 of 2010 on

Education Management and Delivery, which

states that the delivery and management of

public education unit are the responsibility of

central government and local governments.

Teachers sufficiency rate in state elementary

schools (SDN) is based on the difference

between current available teachers (excluding

principals) with teaching positions at the school

and the school’s actual needs for teachers. Teacher availability is based on the number of

current teachers teaching at SDN, both PNS and

non-PNS. Every PNS teacher is considered a

full-time employee, while each non-PNS teacher

is based on the number of teaching hours. This

calculation is necessary because PNS teachers

are paid a full salary even if the teaching hours

are under 24 hours, while non-PNS teacher are

paid according to his or her work load.

Non-PNS teachers who teach for 24 or more

hours per week are considered full-time

teachers, while non-PNS teachers who teach

for fewer than 24 hours per week is

calculated as a ratio of the number of actual

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to 24 hours per week. For example, if a teacher

teaches 12 hours a week then that teacher is

calculated as 0.5 Full-time Teacher Equivalent

(FTE).

The method to calculate subject teacher is also

used in SMPN and SMAN.

C. Results

Results of the SIMPK analysis can be

generated at the education unit level or

individual teacher unit level. Relevant

stakeholders in three pilot sub-districts have

reviewed and agreed on the results, in which

the 2011 LI data had been verified against

2011 NUPTK data.

1. Mapping of oversupplied class and subject

teachers per PTD’s pilot sub-district, in state

elementary school (SDN).

At the start of the program, selection of

sub-districts to participate in the PTD pilot is based on

topography and availability of comprehensive

data for analysis and three sub-districts were

selected:

a. ROHK Sukamaju selected from urban

area

b. ROHK Sekko selected from mountainous

area

c. Malangke Barat selected from

Coastal area

The mapping results of oversupply and shortage

of SDN class teachers in three sub-districts are

presented in Table 1.

Table 1. Over and Undersupply of Class Teachers

Sub-district No. of Schools

district 27 207 102 85 187 -22 -105 89%

Total 64 459 202 245 447 -23 -263 95%

1

The sufficiency ratio may be over 100% if there are additional Non-PNS FTE teachers 2

Sufficiency Ratio = Total number of teachers /Number of class groups 3

A positive number refers to the oversupply of or sufficient number of teachers 4

(7)

Figure

1. Category of Over and Undersupply of Class Teachers

■

– Kec. Sukamaju

- Non-PNS; - 105

■

– Kec. Sekko

- Non-PNS; - 80

■

– Kec. Malangke Barat

- Non-PNS; - 78

■

– Kec. Sukamaju

+ Non-PNS; - 22

■

–Kec. Sekko

+ Non-PNS; 38

■

– Kec. Malangke Barat

+ Non-PNS; 37

-120 -100 - 80 - 60 - 40 - 20 0 20 40

■ – Kec. Sukamaju ■. Kec. Sekko ■ Kec. Malangke Barat

The following describes in details the results

displayed in Table 1 and Figure 1.

a. All sub-districts have a shortage of PNS

class teachers, with Sukamaju as the

sub-district with the highest ratio of undersupply.

While this has been alleviated with support

from non-PNS class teachers, Sukamaju

sub-district still needs 22 more class

teachers.

Sekko sub-district has an undersupply of 74

PNS class teachers and still needs 32

teachers after taking into consideration the

number of non-PNS class teachers.

b. Malangke Barat sub-district has a shortage of

78 PNS teachers, however with the support of

a high number of non-PNS class teachers,

school activities are running as usual. In fact it has a surplus of 37 non-PNS class teachers.

c. Sukamaju sub-district has the highest

undersupply of PNS class teachers because

it has more SDNs and class groups (rombel)

compare to the other 2 sub-districts. The

number of class groups in Sukamaju is 1.9

times higher than Sekko sub-district and 1.5

times higher than Malangke Barat

sub-district. However, the sufficiency ratio that

combines both PNS and non-PNS teachers

shows that Sekko sub-district has a higher

undersupply of teachers, only meeting 71%

of total need for teachers.

The mapping of sports teachers (Penjaskes) per

sub-district is detailed in Table 2 and religious teachers

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Table 2

5

. Over and Undersupply of Sports Teachers by Sub-district

Table 3. Over and Undersupply of PAI (Islamic Religion) Teachers by Sub-district

Sub-district 27 207 17 13 30 0 -18 100%

Total 64 459 27 25 52 -13 -50 78%

5

(9)

The ratios of sports and PAI teachers

demonstrate that while there is a shortage of PNS

subject teachers, a high number of non-PNS

subject teachers in Sukamaju and Malangke

Barat has alleviated the problem. Sekko

sub-district still lacks sports and PAI teachers.

This information is only available to provide a

general understanding of the undersupply or

oversupply of class or subject teachers, this

cannot be used as a basis to develop a detail

plan to redistribute class and subject teachers.

This is because a detail teacher distribution plan

depends on the specific education unit.

Therefore, an in-depth analysis at education unit

within sub-district is necessary.

2. Mapping of SDN class teachers by

education unit per sub-district

a. Malangke Barat sub-district

Data analysis at the education unit in Malangke

Barat sub-district is highly varied and can be

grouped into four categories:

1) First category: There is an undersupply

of PNS and Non-PNS class/subject

teachers;

2) Second category: There is an undersupply

of PNS class/subject teachers but has been

sufficiently filled by non-PNS class/subject

teachers;

3) Third category: There is an undersupply of

PNS class/subject teachers and has been

sufficiently filled by or has an oversupply of

non-PNS class/subject teachers;

4) Fourth category: There is an oversupply of

PNS class/subject teachers and an

oversupply of non-PNS class/subject

teachers.

Distribution of under and oversupply of class teachers can be seen in Table 4.

Table 4. Over and undersupply of class teachers per education unit in

Malangke Barat Sub-district

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School Name No. of class groups

No. of PNS Teach ers

No. of

Non-PNS Teach ers

Total no. of Teache rs

Over/u ndersu pply of Teache rs

Over/u ndersu pply of

PNS Teache

rs

Sufficiency Ratio %

SDN 147 LABBU 6 3 5 8 2 -3 133%

SDN 149 BAKU-BAKU 11 7 6 13 2 -4 118%

SDN 150 PAO 12 4 10 14 2 -8 117%

SDN 154 LAYAR PUTIH 6 4 4 8 2 -2 133%

SDN 156 RANTELANGI 6 0 8 8 2 -6 133%

SDN 155 URUKUMPANG 6 4 5 9 3 -2 150%

SDN 152 CENNING 6 5 5 10 4 -1 163%

SDN 160 LANDUNG DOU 7 3 9 12 4 -4 157%

SDN 143 ARUSU 6 3 8 11 5 -3 175%

SDN 151 PENGKAJOANG 7 6 6 12 5 -1 171%

SDN 153 MATTIROWALIE 14 8 13 21 6 -6 145%

SDN 148 AMASSANGAN 6 5 9 14 8 -1 233%

Total 141 63 118 181 37 -78 126%

Table 4 demonstrates that;

1) Three SDNs experienced serious

undersupply of PNS class teachers because

the schools have only one PNS class

teachers, which means all other teachers in

the schools are non-PNS teachers.

Non-PNS class teachers teach 4-10 class groups.

Non-PNS class teachers, who have less

attachment to that education unit can easily

leave their positions should there be an

opportunity to work in another education unit

or in the non-education field. And this will

disturb the learning and teaching process.

2) Interesting findings from SDN 156 Rantelangi

indicate that all of the school’s class teachers, except the principal, are non-PNS. DEO of

Luwu Utara must address this situation and

redistribute PNS teachers to this education

(11)

3) SDN 153 Mattirowalie has the highest

number of PNS class teachers (8 teachers).

However with a high number of class groups

that exceed available PNS class teachers,

the school still needs more PNS class

teachers. While the school has been filling

the positions with additional non-PNS

teachers, the local government should focus

attention to this situation because the

operational cost of non-PNS class teachers is

taken from BOS APBN fund, of which 80%

should be used for non-salary related

purposes.

and SDN 158 Limbong Wara needs 6 additional teachers.

2) 11.1% or two schools have an undersupply of PNS

class teachers, however this has been resolved by a

sufficient number of non-PNS teachers.

3) 72.2% or thirteen schools have an

undersupply of PNS class teachers but with

sufficient number of non-PNS teachers, the

school learning process is running as usual.

There are in fact

Figure 2. Category of Over and Undersupply of Class Teachers

■

Category 4; 0

■

Category 3; 13

■

Category 2; 2

■

Category 1; 3

Figure 2 concludes that:

1) 16.7% or three schools have an undersupply

of PNS class teachers and insufficient

number of non-PNS class teachers. SDN

157 Kalitata has the most serious

undersupply of class teachers, with a need

of 12 teachers, SDN 142 Pombakka needs 9

teachers,

an oversupply of eight non-PNS teachers in

SDN 148 Amassangan.

The mapping of sports teachers per education

unit in the Malangke Barat sub-district is provided

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Table 5. Over and undersupply of sports teachers per education unit in

Malangke Barat Sub-district

School Name No. of Class groups

No. of PNS Teache

rs

No. of

Non-PNS Teache

rs

Total no. of Teachers

Over/un der supply

of Teacher

s

Over/un der supply of PNS Teacher

s

SDN 142 POMBAKKA 10 -2 -2 0%

SDN 145 LAMIKO-MIKO 6 -1 -1 0%

SDN 146 WAELAWI 6 -1 -1 0%

SDN 157 KALITATA 13 1 0 1 -1 -1 50%

SDN 159 PEMBUNIANG 6 -1 -1 0%

SDN 149 BAKU-BAKU 11 0 2 2 0 -2 88%

SDN 150 PAO 12 0 2 2 0 -2 88%

SDN 152 Cenning 6 0 1 1 0 -1 75%

SDN 143 ARUSU 6 0 2 2 0 -1 100%

SDN 147 LABBU 6 0 1 1 0 -1 100%

SDN 151 PENGKAJOANG 7 0 1 1 0 -1 100%

SDN 153 MATTIROWALIE 14 1 1 2 0 -1 100%

SDN 154 LAYAR PUTIH 6 0 1 1 0 -1 100%

SDN NO 158 LIMBONG WARA

SDN 156 RANTELANGI 6 1 1 2 1 0 150%

SDN 148 AMASSANGAN 6 0 2 2 1 -1 175%

SDN 155 URUKUMPANG 6 1 1 2 1 0 175%

SDN 160 LANDUNG DOU 7 1 4 5 3 0 400%

(13)

Table 5 describes the following:

1) Five schools have a shortage of PNS sports

teachers with no support from non-PNS

sports teachers. Four schools have a

sufficiency ratio of 0%, which means the

schools have neither PNS or non-PNS

sports teachers. These four schools are

SDN 142 Pombakka, SDN 145 Lamiko-Miko,

SDN 146 Waelawi, and SDN 159

Pembuniang.

2) Twelve schools do not have any PNS sports

teachers, of which eight education units

Limbong Wara, SDN 156 Rantelangi, SDN

155 Urukumpang and SDN 160 Landung

Dou. Three of them have an oversupply of

non-PNS sports teachers.

4) Overall, with the number of non-PNS sports

teachers, there is an oversupply of total sports

teachers.

Figure 3 shows that most of the schools have

sufficient number of sports teachers (44.4%), while

27.8% of schools still lack PNS and non-PNS

sports teachers. Schools can resolve this by

Figure 3. Percentage of Sports Teachers by Category

Category 3

5.6% (1)

Category 2

44.4% (8)

Category 4

22.2% (4)

Category 1

27.8% (5)

■

Category 1

■

Category 2

■

Category 3

■

Category 4

received support from non-PNS sports

teachers, the remaining schools have no

sports teachers.

3) Four schools have sufficient PNS sports

teachers: SDN 158

redistributing teacher from schools that have

too many sports teachers to schools in need

according to PTD criteria. It is difficult to

redistribute non-PNS sports teachers because

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the principal instead of local government. An

alternative solution is to encourage redistribution

of non-PNS sports teachers to undersupplied

SDNs located in the same area as

the previous school (MSS: less than 3 km).

The mapping of PAI (Islamic Religion

Education) teachers per education unit can be

seen in Table 6 below.

Table 6. Over and undersupply of PAI teachers per education unit in

Malangke Barat Sub-district

School Name

No. of Class groups

No. of PNS Teachers

No. of Non-PNS Teachers

Total no. of Teachers

Over/und er supply

of Teachers

Over/unde r supply

of PNS Teachers

SDN 142 POMBAKKA 10 -2 -2 0%

SDN 150 PAO 12 0 1 1 -2 -2 13%

SDN 153 MATTIROWALIE 14 0 1 1 -2 -2 13%

SDN 143 ARUSU 6 -1 -1 0%

SDN 145 LAMIKO-MIKO 6 -1 -1 0%

SDN 155 URUKUMPANG 6 -1 -1 0%

SDN 159 PEMBUNIANG 6 -1 -1 0%

SDN 156 RANTELANGI 6 0 1 1 -1 -1 50%

SDN 147 LABBU 6 1 0 1 0 0 100%

SDN 149 BAKU-BAKU 11 1 1 2 0 -1 100%

SDN 152 CENNING 6 1 0 1 0 0 100%

SDN 154 LAYAR PUTIH 6 1 0 1 0 0 100%

SDN 157 KALITATA 13 1 1 2 0 -1 100%

SDN 158 LIMBONG WARA 7 0 2 2 0 -1 138%

SDN 146 WAELAWI 6 2 0 2 1 1 200%

SDN 148 AMASSANGAN 6 1 1 2 1 0 200%

SDN 160 LANDUNG DOU 7 0 2 2 1 -1 200%

SDN 151 PENGKAJOANG 7 2 1 3 2 1 300%

(15)

According to Table 6, there are eight schools

without any PNS or non-PNS PAI teachers. But

two schools have an oversupply of PNS PAI

teachers: SDN 146 Waelani has one extra PNS

subject teacher, SDN 151

Pangkajoang has one extra PNS subject teacher or 2

PAI teachers (the other one is a non-PNS PAI

teacher). Overall, the analysis shows that there

are sufficient PNS PAI teachers, as seen in

Figure 4 below.

Figure 4. Percentage of PAI Teachers by Category

■

Category 3

5.6% (1)

■

Category 2

16.7% (3)

■

Category 4

33.3% (6)

■

Category 1

44.4% (8)

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b. Sekko Sub-district

Table 7 is a mapping of teachers supply at

the SDN level in Sekko sub-district.

Table 7. Over and undersupply of class teachers per education unit in Sekko

Sub-district

School Name No.of Class groups

No.of PNS Teach ers

No.of

Over/u nder supply

of Teache

rs

Over/u nder supply of PNS Teache

rs

SDN 234 LORE 6 0 1 1 -5 -6 17%

SDN 075 LAMBIRI 6 1 1 2 -4 -5 33%

SDN 080 POKAPPAANG 6 0 2 2 -4 -6 33%

SDN 082 KARIANGO 6 2 0 2 -4 -4 33%

SDN 070 BANA 6 2 1 3 -3 -4 50%

SDN 084 SIPULUNG 6 1 2 3 -3 -5 50%

SDN 086 LEDAN 6 2 1 3 -3 -4 50%

SDN 073 BUSAK 6 3 1 4 -2 -3 67%

SDN 076 AMBALONG 6 1 3 4 -2 -5 67%

SDN 078 POYAHAANG 6 0 4 4 -2 -6 67%

SDN 081 HOYANE 6 3 1 4 -2 -3 67%

SDN 083 MALIMONGAN 6 2 2 4 -2 -4 67%

SDN 085 RANTEDANGA 9 3 4 7 -2 -6 78%

SDN 065 RANTE KASUMMONG

SDN 069 PADANG BALUA 6 2 3 5 -1 -4 83%

SDN 077 PEWANEANG 6 1 4 5 -1 -5 83%

SDN 079 TANETE BABA 6 3 3 6 0 -3 100%

SDN 072 TURONG 6 3 4 7 1 -3 117%

SDN 071 TANETE 6 4 4 8 2 -2 133%

(17)

Figure 5. Percentage of Class Teachers per Category

According to Table 7 above:

1) 95% of schools in Sekko sub-district

have 6 class groups. Seven schools

with less than 50% sufficiency ratio

have serious needs of PNS and

non-PNS class teachers, for example: (a)

SDN 234 Lore needs 5 class teachers,

(b) SDN 075 Lambiri, SDN 080

Pokappaang, and SDN 082 Kariango

needs 4 class teachers, (c) SDN 070

Bana, SDN 084 Si Pulung, and SDN 086

Ledan need 3 class teachers. Nine other

schools need 3-6 PNS class teachers and

support from non-PNS class teachers.

2) 15% of schools or three SDNs have

sufficient class teachers with support from

non-PNS class teachers.

Table 8 shows the mapping of sports teacher

per education unit.

Table 8. Over and undersupply of sports teacher per education unit in Sekko Sub-district

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No. of

of Teache

rs

Sufficiency Ratio

SDN 071 TANETE 6 -1 -1 0%

SDN 072 TURONG 6 -1 -1 0%

SDN 073 BUSAK 6 -1 -1 0%

SDN 075 LAMBIRI 6 -1 -1 0%

SDN 076 AMBALONG 6 -1 -1 0%

SDN 077 PEWANEANG 6 -1 -1 0%

SDN 079 TANETE BABA 6 -1 -1 0%

SDN 081 HOYANE 6 -1 -1 0%

SDN 083 MALIMONGAN 6 -1 -1 0%

SDN 085 RANTEDANGA 9 -1 -1 0%

SDN 086 LEDAN 6 -1 -1 0%

SDN 234 LORE 6 -1 -1 0%

SDN 082 KARIANGO 6 0 1 1 -1 -1 25%

SDN 084 SIPULUNG 6 0 1 1 -1 -1 42%

SDN 080 POKAPPAANG 6 0 1 1 0 -1 75%

SDN 078 POYAHAANG 6 1 0 1 0 0 100%

(19)

Figure 6. Number of Schools with over or undersupply of sports

teachers in Sekko Sub-district by Category

■

Category 4; 1

■

Category 3; 0

■

Category 2; 1

■

Category 1; 17

Several conclusions can be drawn from

Table 8 and Figure 6 above:

1) 89.5% or seventeen schools lack PNS

sports teachers and non-PNS subject

teachers.

2) 10.6% or two schools have sufficient sports

teacher, because of

support from non-PNS sports teachers.

3) There are 15 schools without sports

teachers, indicated by zero in the last

column. Verification of this data has been

confirmed by LI operator and NUPPTK

education office.

Mapping of PAI teachers is shown in Table 9

below.

Table 9. Over and undersupply of PAI teachers per education unit in Sekko Sub-district

No. of

Total no. of teacher s

Over/u nder supply of teacher s

Over/un der supply of PNS Teache

rs

SDN 085 RANTEDANGA 9 -2 -2 0%

SDN 065 RANTE KASUMMONG

6 -1 -1 0%

SDN 069 PADANG BALUA 6 -1 -1 0%

SDN 070 BANA 6 -1 -1 0%

(20)

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School Name No. of Classes

No.of

of Teache

rs

SDN 072 TURONG 6 -1 -1 0%

SDN 073 BUSAK 6 -1 -1 0%

SDN 075 LAMBIRI 6 -1 -1 0%

SDN 077 PEWANEANG 6 -1 -1 0%

SDN 078 POYAHAANG 6 -1 -1 0%

SDN 079 TANETE BABA 6 -1 -1 0%

SDN 080 POKAPPAANG 6 -1 -1 0%

SDN 081 HOYANE 6 -1 -1 0%

SDN 082 KARIANGO 6 -1 -1 0%

SDN 083 MALIMONGAN 6 -1 -1 0%

SDN 084 SIPULUNG 6 -1 -1 0%

SDN 086 LEDAN 6 -1 -1 0%

SDN 234 LORE 6 -1 -1 0%

SDN 076 AMBALONG 6 0 1 1 0 -1 75%

Total 117 0 1 1 -14 -20 5%

Table 9 above concludes that:

1) 94.7% or eighteen schools lack PNS PAI teachers and receive no support from non-PNS teachers.

2) 5.3% or one school has sufficient PAI teachers because of support from non-PNS sports

teachers.

3) Eighteen schools have no PAI teachers, as indicated by zero in the last column. Verification of this

(21)

c. Sukamaju Sub-district

Table 10 details the mapping of class teachers

in schools in Sukamaju Sub-district.

Table 10. Over and undersupply of class teacher per education unit in Sukamaju Sub-district

No. of

Total no. of teachers

of PNS Teachers

rs

SDN 182 WONOKERTO 12 2 4 6 -6 -10 49%

SDN 172 SUKAMAJU I 12 5 2 7 -5 -7 58%

SDN 167 TULUNG INDAH I 11 3 4 7 -4 -8 64%

SDN 174 SUKADAMAI 10 5 2 7 -3 -5 70%

SDN 180 RAWAMANGUN i 11 4 4 8 -3 -7 73%

SDN 177 TOLANGI 7 2 3 5 -2 -5 71%

SDN 181 RAWAMANGN II 8 6 0 6 -2 -2 75%

SDN 227 PONGKASE 6 0 4 4 -2 -6 67%

SDN 161 LAMPUAWA 6 3 2 5 -1 -3 83%

SDN 179 MULYOREJO II 6 4 1 5 -1 -2 83%

SDN 162 MINANGA TALLU 8 2 5 7 -1 -6 88%

SDN 176 SIDORAHARJO 10 4 6 10 -1 -6 91%

SDN 169 KETULUNGAN 7 4 3 7 -1 -3 91%

SDN 164 KALUKU 6 3 3 6 0 -3 96%

SDN 223 SUKAHARAPAN 6 2 4 6 0 -4 96%

SDN 183 SUMBER BARU 6 4 2 6 0 -2 99%

SDN 166 SAPTA MARGA 8 4 4 8 0 -4 99%

SDN 163 TAMBOKE 6 5 1 6 0 -1 100%

SDN 168 TULUNG INDAH II 10 5 5 10 0 -5 100%

SDN 185 PAOMACANG 6 2 4 6 0 -4 100%

(22)

Figure 7. Percentage of Class Teachers per Category

■

Series

Table 10 provides the following findings in

Sukamaju sub-district:

1) Schools with the highest undersupply of PNS

class teachers are SDN 182 Wonokerto

(shortage of 10 teachers),

SDN 167 Tulung Indah I (shortage of 8

teachers), SDN 172 Sukamaju I, SDN 180

Rawamangun I (shortage of 7 teachers),

SDN 227 Pongkase, SDN 162 Minanga

Tallu, SDN 176 Sidoraharjo (shortage of 6

teachers), while other SDNs need between

(23)

2) Some schools have a significant

oversupply of PNS class teacher such as

SDN 184 Subur (oversupply of 4 PNS

teachers and 1 non-PNS class teacher),

which indicates the need for teacher

redistribution within the sub-district.

3) Overall, 48.1% of the education units

lack PNS class teachers and received

insufficient support from non-PNS class

teachers. Furthermore, about 29.6% of

schools lack PNS class teachers but have

sufficient number of non-PNS class teacher.

Table 11 shows the mapping of sports teacher in

Sukamju Sub-district.

Table 11. Over and undersupply of sports teachers per education unit in

Sukamaju Sub-district

No. of PNS teache

rs

No. of

Non-PNS teache

rs

of Teache

rs

SDN 172 SUKAMAJU I 12 -2 -2 0%

SDN 176 SIDORAHARJO 10 0 1 1 -1 -2 38%

SDN 174 SUKADAMAI 10 0 1 1 -1 -2 42%

SDN 169 KETULUNGAN 7 -1 -1 0%

SDN 180 RAWAMANGUN i 11 0 1 1 -1 -2 50%

SDN 185 PAOMACANG 6 -1 -1 0%

SDN 167 TULUNG INDAH I 11 1 0 1 -1 -1 50%

SDN 173 SUKAMAJU II 12 1 0 1 -1 -1 50%

SDN 175 SUKAMUKTI 6 -1 -1 0%

SDN 182 WONOKERTO 12 1 0 1 -1 -1 50%

SDN 166 SAPTA MARGA 8 0 1 1 0 -1 75%

SDN 179 MULYOREJO II 6 0 1 1 0 -1 79%

SDN 163 TAMBOKE 6 0 1 1 0 -1 83%

SDN 170 TULUNGSARI I 6 0 1 1 0 -1 83%

SDN 181 RAWAMANGN II 8 0 1 1 0 -1 83%

SDN 183 SUMBER BARU 6 0 1 1 0 -1 83%

SDN 224 LINO 6 0 1 1 0 -1 88%

(24)

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SDN 161 LAMPUAWA 6 1 0 1 0 0 100%

SDN 164 KALUKU 6 1 0 1 0 0 100%

SDN 168 TULUNG INDAH II 10 1 0 1 0 0 100%

SDN 177 TOLANGI 7 0 1 1 0 -1 100%

SDN 178 MULYOREJO I 9 0 1 1 0 -1 100%

SDN 227 PONGKASE 6 0 1 1 0 -1 100%

SDN 162 MINANGA TALLU 8 1 0 1 0 0 100%

SDN 223 SUKAHARAPAN 6 0 2 2 1 -1 175%

SDN 184 SUBUR 0 0 1 1 1 0 N/A

Total 207 7 17 24 0 -26 99%

Figure 8. Number of Education Units with over or undersupply of sports

teachers in Sukamaju Sub-district by Category

■

Category 4; 5

■

Category 3; 1

■

Category 2; 11

■

Category 1; 10

Table 11 and Figure 8 provide the following

conclusions:

1) Four schools have data on sports teachers,

the data has been verified.

2) Ten schools lack both PNS sports teachers

and non-PNS subject teachers.

3) Five schools have sufficient number of

(25)

have an oversupply of

non-PNS sports teachers.

Table 12 shows the mapping of PAI teachers

in Sukamaju sub-district.

Table 12. Over and undersupply of PAI teachers per education units in Sukamaju sub-district

School's Name No. of Class groups

No.of

of teachers

rs

SDN 174 SUKADAMAI 10 -2 -2 0%

SDN 168 TULUNG INDAH II 10 1 0 1 -1 -1 50%

SDN 172 SUKAMAJU I 12 1 0 1 -1 -1 50%

SDN 176 SIDORAHARJO 10 1 0 1 -1 -1 50%

SDN 178 MULYOREJO I 9 1 0 1 -1 -1 50%

SDN 180 RAWAMANGUN i 11 1 0 1 -1 -1 50%

SDN 182 WONOKERTO 12 0 1 1 -1 -2 50%

SDN 165 SALULEMO 6 0 1 1 -1 -1 38%

SDN 223 SUKAHARAPAN 6 0 1 1 -1 -1 4247

573

SDN 163 TAMBOKE 6 0 1 1 0 -1 75%

SDN 181 RAWAMANGN II 8 0 1 1 0 -1 75%

SDN 183 SUMBER BARU 6 0 1 1 0 -1 75%

SDN 167 Tulung Indah I 11 1 1 2 0 -1 88%

SDN 173 SUKAMAJU II 12 1 1 2 0 -1 88%

SDN 179 MULYOREJO II 6 0 1 1 0 -1 75%

SDN 161 LAMPUAWA 6 1 0 1 0 0 100%

SDN 164 Kaluku 6 1 0 1 0 0 100%

SDN 169 KETULUNGAN 7 1 0 1 0 0 100%

SDN 177 TOLANGI 7 0 1 1 0 -1 100%

SDN 185 PAOMACANG 6 1 0 1 0 0 100%

SDN 224 LINO 6 1 0 1 0 0 100%

SDN 175 SUKAMUKTI 6 1 0 1 0 0 100%

SDN 162 MINANGA TALLU 8 1 0 1 0 0 100%

(26)

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No. of

of teachers

rs

SDN 227 PONGKASE 6 1 1 2 0 0 125%

SDN 170 TULUNGSARI I 6 1 1 2 1 0 150%

SDN 184 SUBUR 0 1 0 1 1 1 N/A

Total 207 17 13 30 0 -18 100%

Figure 9. Percentage of Education Units by Category

■

Category 4

37% (10)

■

Category 1

33.3%

(9)

■

Category 3

0% (0)

■

Category 2

29.6%

(8)

■

Category 1

■

Category 2

■

Category 3

■

Category 4

Table 12 and Figure 9 provide the following

findings:

1) 33.3% or nine schools lack PNS PAI

teachers and receive insufficient support from

non-PNS PAI teachers

2) 37.0% or ten schools have sufficient

number of PNS PAI teachers, one of which

has an oversupply of PNS PAI teachers and

another SDN has an oversupply of non-PNS

PAI teachers. Additional teachers can be

redistributed to other schools that are in

(27)

3. In implementing proportional teacher distribution, the process is not a simple transfer of class or subject teachers from one school to another, it must consider two important components: students and teachers.

a. Student; by calculating

student-class group ratio.

1) Schools that have an shortage of class

and subject teachers with small

student-class group ratios (less than 0.5 MSS or

16 students per class group), typically

found in small schools, can utilize the

multi-grade classrooms or school

regrouping methods if they meet

regrouping requirements, for example if

the schools are close in distance or if

they share the same backyard.

2) Schools that have a shortgage of class or

subject teachers with larger student-class

group ratio (more than 1.5 MSS or 48

students per class group) can form new

class groups and recruit or redistribute

extra teachers according to proportional

teacher distribution criteria.

3) Schools that have a shortage of class

or subject teachers with the

student-class group ratio close to or slightly

higher than the MSS (± 32 students

per class group) can

redistribute additional class teachers, or

re-assign subject teachers as class

teachers according to proportional teacher

distribution criteria.

b. Teacher; by calculating number of

teacher per qualification and age span

1) If there is an oversupply of teachers, the

teachers’ qualifications must be

assessed. Teachers that are selected to

be transferred should have S1

qualification and within the ages of 25 to

55.

2) If there is an oversupply of teachers with

DIII-qualifications and if the teachers are

within the ages of 25-50, they may be

eligible for a scholarship or subsidy to

earn a S-1 or bachelor degree.

c. Result of PTD calculation

by considering students and teachers

Another PTD strategy can be carried out by

using the cross tab of student-class group

ratio to undersupplied PNS class teachers

or support from non-PNS class teachers.

(28)

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Table 13. Number of education unit and student-class group ratio

per sub-district

Sub-district/class group student

ratio Class teachers

Total no. of

- Kec. Malangke Barat 18 63 118 181 37 -78

< 16 Students

< 24 Students

< 32 Students

3 8 12 20 2 -10

Kec. Sukamaju 27 102 85 187 -22 -105

< 8 Students 1 0 4 4 -2 -6

Total 64 202 245 447 -23 -263

Table 13 focuses on the analysis of ratio of

smaller class group student, with the following

findings:

1) Three schools in Malangke Barat

sub-district have fewer than 16 students per

class group; multi-grade or composite

classrooms and teacher’s quality improvement can be implemented to

address the lack of teachers, instead of

redistribution or recruitment.

2) Eleven schools in Sekko sub-district have

fewer

than 16 students per class group, therefore

multi-grade classrooms or school regrouping

can be implemented if all requirements are

met.

3) Two schools in Sukamaju sub-district meet

the small school criteria and may apply the

same solution detailed above.

Schools with even smaller student-class

group ratio are recommended to utlize the

multi-grade classroom method, as shown in

(29)

Table 14. Education units with smaller ratio of class group student

(< 8 student per class group) per sub-district

Schools with small student-class group ratio (< 8 students per class group)

SDN 070 BANA

SDN 072 TURONG

SDN 075 LAMBIRI

SDN 234 LORE

1 2 1 3 -3 -4

Table 15. Education unit with smaller student-class group ratio

(< 16 students per class group) per sub-district

Schools with small student-class group ratio (< 16 students per class group)

School PNS

SDN 145 LAMIKO-MIKO

SDN 147 LABBU

SDN 159 PEMBUNIANG

1 3 3 6 0 -3

SDN 071 TANETE

SDN 073 BUSAK

SDN 077 PEWANEANG

SDN 078 POYAHAANG

SDN 082 KARIANGO

1 4 4 8 2 -2

1 3 1 4 -2 -3

1 1 4 5 -1 -5

1 0 4 4 -2 -6

(30)

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School PNS

A number of schools in all three sub-districts have student-class group

ratios close to MSS (32 students per class group), as shown in Table 16.

Table 16. Education unit with student-class group ratio closer to MSS

(32 students per class group) per sub-district

School PNS

Kec. Malangke Barat 5 14 36 50 10 -24

SDN 143 ARUSU

SDN 146 WAELAWI

SDN 155 URUKUMPANG

SDN 157 KALITATA

SDN 160 LANDUNG DOU

SDN 161 LAMPUAWA

SDN 163 TAMBOKE

SDN 169 KETULUNGAN

SDN 170 TULUNGSARI I

SDN 172 SUKAMAJU I

SDN 177 TOLANGI

(31)

School PNS

SDN 178 MULYOREJO I

SDN 183 SUMBER BARU

SDN 173 SUKAMAJU II

SDN 175 SUKAMUKTI

SDN 179 MULYOREJO II

SDN 182 WONOKERTO

SDN 162 MINANGA TALLU

SDN 166 SAPTA MARGA

1 6 4 10 1 -3

Table 16 provides the following findings:

1) Malangke Barat sub-district: SDN 157 Kalitata

has a shortage of twelve PNS class teachers

and needs two additional non-PNS class

teachers. This shortage may disrupt the

learning and teaching process.

2) Sekko sub-district: SDN 081 Hoyane has a

shortage of three PNS class teachers and

needs two additional non-PNS class teachers,

this shortage may disrupt the learning and

teaching process.

3) Sukamaju sub-district: Seven schools lack

PNS class teachers and receive

insufficient support from non-PNS class

teachers (i.e., SDN 182 Wonokerto needs

6 teachers, SDN 172 Sukamaju I needs 5

teachers). These shortages may disrupt

the learning process.

4) While it is difficult to implement, teacher

redistribution should be carried out across

sub-districts where an oversupply of PNS or

non-PNS class teachers are reassigned to

schools in need. Redistribution of subject

teachers should also be carried out in the

same way.

For schools with larger student-class group

ratios (> 32 students per class group) that

lack PNS class teachers, reassigned

teachers from oversupplied schools should

have the S-1 qualification and be within the

productive age. Example of this can only be

(32)

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Table 17. Education unit with large class group (> 32 students per class group)

School Name School PNS Class

Teac hers

Non-PNS Class Teachers

Total Class Teac hers

Under/over supply of

Class Teachers

Under/oversu pply of PNS

Class Teachers

SDN 164 KALUKU

>32 Students 1 3 3 6 0 -3

SDN 165 SALULEMO

>32 Students 1 5 2 7 1 -1

Total 2 8 5 13 1 - 4

Table 18 shows the mapping of PNS class teachers by qualifications and age in three sub-districts.

Table 18. Cross tab teacher qualification and age per sub-district

Education

level Age

[1] 26-35 [2] 36-45 [3] 46-50 [4] 51-55 [5] 56-60 Total

Kec. Malangke Barat

04D1

05D2

07S1

1 1

10 10 2 1 3 26

11 23 12 4 1 51

Kec. Sekko 18 18 12 3 3 54

03SMA 10 8 2 20

04D1 2 2

05D2 16 3 4 1 1 25

07S1 2 5 7

Kec. Sukamaju 22 39 28 18 18 125

03SMA 2 3 3 4 12

04D1 1 1

05D2 4 15 7 7 7 40

06D3 1 1 2

07S1 17 21 17 8 6 69

08S2 1 1

(33)

Table 18 presents the following findings:

1) Malangke Barat sub-district: (a)

65.4% or 51 PNS class teachers

have S-1 qualification and most fall

within the ages of 26-45 (34

teachers). (b) 33.3% or 26 PNS

class teachers have DII qualification

and most fall within the ages of

26-45 (20 teachers), with a potential

to progress to S1 qualification. (c)

6.4% or 5 PNS class teachers will

retire in the next 5 years, therefore

schools need to prepare for their

replacement.

2) Sekko subdistrict: (a) 46.3% or 25

PNS class teachers have DII

qualification and most fall within the

ages of 26-35 (16 teachers). These

teachers will have the potential to

continue to S-1 qualification.

(b) 37.0% or 20 PNS class teachers

have SMA qualifications and most

fall within the ages of 36-45 (10

teachers), and still have the potential

to progress to S-1 qualification.

(c) 5.6% or 3 PNS class teachers will

retire in the next 5 years.

3) Sukamaju subdistrict: (a) 56% or 70

PNS class teachers have

qualifications higher than S1 and

are eligible to be reassigned to

schools in need of PNS class

teachers.

(b) 33.6% or 42 class teachers

have DII - DIII qualifications, and

most fall within the ages of 36-45

(16 teachers). These teachers may

continue to S-1 qualification. (c)

4.4% or 18 PNS class teachers will

retire in the next 5 years, and the

schools need to prepare for their

replacement.

4) According to initial analysis, most of

the schools lack PNS class

teachers, which will makes

redistribution difficult.

4. Alternative strategy for appointment of

subject teachers at SDN, SMPN and

SMAN.

Subject teachers are subject to work

24 hours per week and especially

for self-development (BK) teachers,

schools must apply the required

ratio of 150-200 students per

teacher. Mechanism to calculate

and develop alternative strategy is

similar to SDN class teachers.

D. PTD Recommendations in Luwu Utara District

Following a series of workshop conducted in

March and April 2012, KINERJA identified the

following recommendations:

1. Follow-up on PTD road map of Luwu

(34)

Proportional tecaher

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2. Issue district head regulation on PTD planning and restructuring and disseminate

information in the local state newspapers. DPRD suggests to intensify this action to include

local regulations for planning and restructuring of PNS teachers.

3. Teacher distribution is carried out within the sub-district in accordance with the set

criteria (teacher availability, qualification, competency, rotation period, age limit, area of

origin) first. If there is still a lack of teachers, additional teachers may be reassigned from the

nearest sub-district.

E. Suggestions

Data verification shows that LI and NUPTK data have some constraints and may produce

bias results should further analysis is conducted. The following are findings from LI and

NUPTK data verification:

1. LI data (a) provides the number of students per class, but there is no number of class

group, (b) number of students is the same as number of class group, (c) number of teachers

in LI data is not the same as number of teacher in NUPTK data.

2. Teacher certification is not available in NUPTK.

LI and NUPTK data are continuously being updated at every sub-district, all sub-districts are