This year is the 11th year of our school's existence in Indonesian education. Educational policy and political perspectives In the following parts of the paper, the concept of educational policy is discussed in the context of the theoretical framework. Therefore, education policy making can be the concern of one or all levels.
The whole process basically involves the submission of education policy plans to the offices of the general secretary of education.
Policy, politics and pendidikan: teacher deployment in Indonesia
The end result is a disparity in the quality of education between schools and an overall limitation to quality improvement. In 2011, a joint order of five ministers was issued, requiring all districts to redistribute teachers equally and as needed. The decree was issued by the Ministers of Education, Religious Affairs, Finance, Internal Affairs and State Bureaucracy.
Results from the initial sample of 23 districts were collected at national level and are summarized in this paper.
1 INTRODUCTION
Background
The research was conducted as part of the United States Agency for International Development's five-year project Prioritizing Reforms, Innovations, and Opportunities to Reach Indonesian Teachers, Administrators, and Students (USAID PRIORITAS), a partnership between the U.S. state governments and Indonesia.
The aims of Teacher Deployment Program
The approach
The approach to facilitating the PPG with the District Office of Education consisted of four activities or phases, namely: (1) Orientation, (2) Data Analysis Workshop, (3) Policy Analysis Workshop, (4) Consultation Public and (5) Policy implementation Workshop. Orientation: this initial activity aimed to build a joint commitment between USAID PRIORITAS and the partner district for the equitable distribution of teachers, as well as raising awareness of the importance of good data as a basis for policy making. This activity focused on mapping the distribution of teachers in detail and formulating strategic issues for teacher placement, based on the results of the data analysis.
This activity focused on policy analysis steps (identifying policy alternatives, establishing criteria for selecting policy alternatives, formulating policy recommendations) and designing policy implementation, as well as determining the likely impact of policy making.
2 MAPPING TEACHER DISTRIBUTION
Primary school teacher distribution
- Primary school teacher education
- Adequacy of teacher supply
- Student–teacher ratios
Figure 9 below shows that more than half of schools in the sample districts (57 percent) have less than 20 students per class teacher. Almost three-quarters (73 percent) of schools in the sample districts have a student-to-teacher ratio of less than 20. In this particular district, the largest group of schools is clustered in the upper left quadrant, meaning that there are a large number of small schools with small classes, which are overstaffed (based on the requirement of one teacher per class).
As illustrated in the pie chart below, about 67 percent of schools are overstaffed by one teacher.
Mapping of primary school subject specialist teachers
- Islamic Religion Teachers (Guru Pendidikan Agama Islam or PAI)
- Physical Education (PE) teachers
Number of 35-minute lessons per week 2006 Syllabus 2013 Syllabus I II III IV V VI I II III IV V VI Religion. Despite the extra number of lessons per week at all levels (1-6), there is no need to increase the number of class teachers, as the allocation of class teachers is not based on the amount of teaching, but on the number of classes. . As illustrated in table 4 above, the number of lessons per week unchanged from 2006 to 2013 study scheme.
Based on the number of teacher hours, there is currently an undersupply of PE teachers in public primary education in all districts.
Mapping distribution of junior-secondary school subject teachers
- Education and age of civil-servant teachers
- Adequacy of subject teacher provision
- The impact of curriculum change on junior-secondary teacher requirements The 2013 Curriculum is being implemented in all schools, commencing in 2014 in grade 7 and 8,
In contrast, almost all districts have a surplus of lower-secondary classroom teachers, especially if non-tenured teachers are included in the calculation in addition to civil servants. A surplus of subject teachers for lower secondary schools occurs in almost all subjects in many project partner districts, as shown in the following figures. The largest increase in teaching load in the 2013 curriculum is for Indonesian, from four to six hours per week, or a 50% increase.
However, there is a deficit in all subjects if only civil servants are included.
3 STRATEGIC ISSUES IN TEACHER DISTRIBUTION
Strategic issues in primary school teacher distribution
- Class teacher distribution
- Small schools
- Islamic Religion teachers and Physical Education teachers in primary schools Islamic Education teachers: When the need for teachers was calculated on the basis of the 2006
- Teacher qualifications
Those with a shortage of Islamic Religious teachers, even when both civil servants and non-civil servants are included in the count, are Ciamis District and Medan City. Meanwhile, the implementation of the new 2013 curriculum requires a thirty percent increase in the number of Islamic Religion teachers. The shortage of Islamic Religion teachers in Ciamis District and Medan City will increase due to the increased teaching load in primary schools based on the 2013 curriculum.
The change from the 2006 curriculum to the 2013 curriculum requires more teaching time for Religion, which will result in a shortage of Islamic Religion teachers in ninety percent of the districts.
Strategic issues in junior-secondary school teacher distribution
- Subject teacher distribution
- Teaching loads
- The impact of curriculum changes in 2013
The deadline set in the regulation for teachers to reach the minimum qualifications is 2015. The problem with teacher qualifications is that more than half of the districts surveyed have yet to meet the minimum qualifications for more than thirty percent of their primary teachers. In Southern Nias, for example, the figure is as high as seventy percent of teachers who have not yet attained the minimum qualifications required by law.
In secondary education, the number of lessons per week rose from 32 to 38 (18.75 percent extra lesson time).
Cross -sectoral strategic issues
- Shortage of primary classroom teachers and excess of junior secondary subject teachers
- Subject teachers teaching across primary and junior secondary levels
In general, the implementation of the 2013 Curriculum means an increase in teaching and learning hours. This also applies to individual subjects with the exception of English and social sciences, where the number of hours per week remains unchanged, and information and computer technology (ICT), which was dropped as an independent subject in the 2013 curriculum. However, these ICT teachers must now retrain to obtain a certificate for teaching other subjects in accordance with the regulation (Permendikbud no.
4 POLICY RECOMMENDATIONS
Policy recommendations for primary level
- Reducing the need for teachers
- Increasing teacher supply
- Strengthening the role of non-civil servant teachers
- Redeployment of subject teachers as class teachers or vice versa
- Transfer of teachers between schools
Meanwhile, the district is currently preparing an ordinance (Peraturan Bupati) to support the implementation of multi-grade education. This quota of new civil servants that can be recruited from category K2 is divided evenly among all districts. In some districts, the number of non-civil servants and civil servants is almost equal: in South Nias, more non-civil servants than civil servants are employed as class teachers.
Districts that have completed the PPG process have a map showing the availability of non-civil service teachers and the need for teachers.
Policy recommendations for junior-secondary level
- Limiting school appointments of honorary teachers
- Fulfillment of required teaching hours for certified teachers
- Transfer of subject teachers between schools
- Reassignment of teachers to teach different subjects
- Optimization of teaching hours
The transfer of class and subject teachers can be arranged between schools within the district. Some districts followed this recommendation, including Bener Meriah in Aceh, which passed an ordinance (Peraturan Bupati on Penataan dan Pemerataan Guru) regulating the transfer of teachers between schools. A further complication is the stigma attached to the transfer: transferring teachers to remote areas is usually seen as a punishment, for example for poor performance.
This requires retraining and recertification of these teachers to authorize them to teach another subject.
Policy recommendations for elementary and junior secondary levels
- Mobile or ‘itinerant’ teachers
- Inter-district transfers
- Class size management
In this case, teachers must teach more than 24 lessons, but not more than 40 lessons, as stated in regulation no.
5 IMPLEMENTATION CHALLENGES
- Political constraints
- Data sources
- Education resource management at district level
- Financial resources
- Human resources
- Constraints in policy implementation
- Constraints associated with implementating a multi-grade approach
However, with a few exceptions, the project has not been able to implement the teacher induction program with madrasahs. Thus, it has only been implemented in a small number of districts where there are few madrasahs. The national constitution gives the following mandate: 'The state budget prioritizes education, at least 20 percent of the state budget and the budget for income and expenditure must be set aside to meet the needs of national education'.2 In most districts, the education budget exceeds 20 percent of the total district budget by a large margin.
Unfortunately, if districts achieve efficiencies through better teacher distribution, they will not immediately see the financial benefits of this, as teacher salaries are covered by budget transfers from the state, based on the number of teachers. The general capacity of human resources in the district education offices is sufficient to implement the PPG programme. Staff are sometimes trained to implement the program but then transferred to another government office.
For example, some districts have proposed classroom teaching as a solution, but the rules are unclear for classroom teachers. Multi-grade education is recommended for small schools that cannot be regrouped or merged due to distance from neighboring schools. Few teachers have the skills or understanding necessary to teach a multi-class classroom. Thorough training and supervision by a well-qualified facilitator is required.
The experience in Indonesia has been mixed, previous efforts to implement multi-grade have had limited success and have generally not been sustained (with the exception of some private national plus schools). Stakeholder support for a multi-grade approach is lacking, most do not yet understand the benefits of the approach.
6 IMPLICATIONS FOR PROVINCIAL AND NATIONAL GOVERNMENT
Synchronization of Teacher Deployment planning & policy at province level
Incentives and sanctions for implementing teacher redistribution
The Indonesian government's tendency to try to ensure compliance through top-down control and sanctions could be balanced by providing national and provincial government program implementation support and incentives. Incentives could be in the form of grants from the state budget for teacher quality improvement programs. The Director General of Basic Education attended a provincial-level PPG forum in Central Java and pledged financial support for school mergers to ensure that the merged schools are considered to be of higher quality than the previous non-merged schools.
Recommendations for a National Action Plan on Teacher Deployment The Joint Five Minister Edict and accompanying Technical Guidelines for Teacher Deployment
Conclusion
The Indonesia Corruption Watch also reported the unfairness in the process of the national exam. It is a result of the implementation of democracy and the legal system in modern government. Interpretation of the data by analysis of Quan (post-test data analysis) and Qual (using qualitative data interpretation techniques).
A general overview of voter characteristics can be shown in the table below. In the implementation of the curriculum in 2013, students have a very large role in the study. These differences are the influence of the environment (what is learned and communicated across culture and different social groups) and ancestry (what appears to be a genetic function).
The teacher as a leader and manager of learning in the classroom is responsible for the quality of the learning process.
