JAKARTA – To synergize study results and support the implementation of teacher governance policies at national and regional level, USAID PRIORITAS facilitated a discussion on teacher governance in Jakarta (3/3). The event was attended by the Secretary of the Directorate General of Teachers and Education Personnel (GTK), MOEC's Research Center for Education Policy (Puslitjakdikbud), a Special Ministerial Staff Member from MOEC, the Analytical and Capacity Development Partnership (ACDP), KIAT Guru (Teacher Performance and Accountability), ICW (Indonesia Corruption Watch), Paramadina University, the World Bank, the INOVASI program (DFAT), and USAID PRIORITAS.
"We at the Directorate General for GTK feel that we are being helped. Many people have been conducting research and creating examples of how to manage teachers in the field. We will use the results of research and experience in the management of these teachers to put together a grand design," said Nurzaman, Secretary of the Directorate General for GTK at MOEC.
David Harding, from ACDP, said there are three problems facing teachers in Indonesia. First, the mismatch between the demand for, and supply of, teachers. There are too many teachers and their distribution is uneven. Many of the newer Teacher Training Institutions (TTIs) are low quality and are producing a lot of prospective teachers who are not well qualified. Secondly, there is teacher absenteeism in schools. Thirdly, there is the problem of improving the quality of teachers. "We found there are 10 percent of teachers who do not attend school. Meanwhile, 14 percent of teachers attend school but do not attend their classes," said David. He also suggested that a mechanism is needed to control the recruitment of temporary teachers as they have a big impact on local government budgets.
In his presentation Febri Hendri, a researcher from ICW said that for the deployment of teachers to be implemented effectively, there should be sanctions for areas that do not do so, and incentives for regions that have successfully improved the management and deployment of teachers. "If necessary, additional quotas of civil service teachers could be given to districts where the management and deployment of teachers has been successfully implemented," he said.
Totok Amin Soefijanto from Paramadina University explained that about 51% of teachers have not been certified in accordance with professional development strategies. "The Teachers' Competence Test (UKG) in Indonesia is the biggest of its kind in the world. Through the UKG, we have succeeded in developing the tools to measure teachers. But it is not enough to have these measures on paper or on a computer screen. The teaching skills of teachers in the classroom also need attention. What is also important is good and sustainable training of teachers by involving TTIs," he said.
Mark Heyward, Advisor for Education Governance and Management with USAID PRIORITAS, said that since 2013, USAID PRIORITAS had facilitated the implementation of a teacher management and deployment program in 50 partner districts in seven provinces, and is currently developing strategic planning for continuous professional development (PKB).
"We have facilitated the merging of 526 primary schools, instituted multigrade teaching in 105 schools, redeployed more than 5,000 primary and junior secondary school teachers; there are 1,267 teachers who teach in more than one school in order to comply with their certification conditions as teachers, and there has been the conversion of 675 subject teachers from their roles as junior and senior secondary schools teachers to become teachers in primary schools," he said. The results of this meeting will be refined in discussions about an action plan to support the teacher governance ecosystem developed by MOEC. (Anw)