Transcript PPT - Teacher Education

Better Education through Reformed
Management and Universal Teacher Upgrading
Ministry Of Education and Culture, INDONESIA
Teacher Status Public Service and Non
Non Civil Servant
Civil Servant
3,000,000
1,027,930
2,500,000
2,000,000
476,187
1,500,000
1,000,000
1,006,872
500,000
1,579,381
189,928
96,651
176,660
312,987
46,762
8,837
0
Kindergarten
Primary School
Secondary
Junior High
School
82,741
5,763
School for
Students with
Special Needs
141,818
Secondary
Senior High
School
62,105
Vocational
School
TOTAL
Based on Education
<S1
≥S1
1,496,721
1,125,805
1,110,590
357,254
371,942
217,396
191,044
130,973
32,378
Kindergarten
Primary School
Secondary Junior
High School
124,237
7,217 7,383 21,073
School for
Students with
Special Needs
Secondary
Senior High
School
20,609
Vocational
School
TOTAL
Teacher and Student Ratio
State School
Private School
20
17
18
17
17
16
Ratio
15
12
11
10
5
4
Kindergarten
Primary School
Secondary Junior
High School
School for
Students with
Special Needs
Secondary Senior
High School
Vocational School
Teacher student ratio
SD
SMP
Cambodia
56.24
India
37.09
India
41.33
Philippines
Philippines
32.32
Lao PDR
34.93
25.66
31.26
Vietnam
25.59
Mongolia
30.77
Thailand
24.86
Lao PDR
30.64
Cambodia
Korea, Rep.
Vietnam
Mongolia
24.65
China
19.56
Malaysia
18.92
UK
17.1
US
14.81
0
10
20
Source: Edstats database
18.61
Korea, Rep.
20.29
Japan
19.05
China
20.68
Indonesia
21.52
UK
21.05
Thailand
23.59
18.24
Malaysia
17.72
US
14.92
Indonesia
14.23
Japan
30
40
5
50
60
13.22
0
5
10
15
20
25
30
35
40
Minimum hours of Teaching
for certification
Rata-rata
29%
SD
11%
18%
6%
40%
SMP
0%
6%
30%
8%
51%
41%
43%
SMA/SMK
1-12 jam
28%
38%
13%
8%
9%
5% 11% 2%
10% 20% 30% 40% 50% 60% 70% 80% 90% 100%
13-23 jam
24 jam
25-36 jam
>36 jam 6
Component 1
Reforming UniversityBased Teacher Education
Component 2
Strengthening Structures
for Teacher Improvement
Local Level
BERMUTU
Program
Component 3
Reforming Teacher
Accountability & Incentives
Systems for Performance
Appraisal &Career
Advancement
Component 4
Improving Program
Coordination, Monitoring,
& Evaluation
A model of Continuing Professional Development (CPD
MGMP
univ
MGMP
QA
Institution
(LPMP)
SS
KKG
MGMP
S
KKG
KKG
univ
S
S
SS
S
2.783.321 teachers
MGMP
univ
Education
Development
Center
( P4TK )
KKG
MGMP
QA
Institution
(LPMP)
S
KKG
MGMP
S
S
S
S
S
258.000 schools
univ
KKG
MGMP
MGMP = Working group for teachers
at secondary school level
KKG = Working group for teachers
at primary school level
QA
Institution
(LPMP)
Provincy
MGMP
MGMP
S S
S
SS
S
KKG
S
KKG
S
Distric and Subdistric level
National
TRAINING
P4TK establishes Tim
Pengembang made up
senior instructors,
lecturers, other
experts*
Tim pengembang
develops modules*,
training system,
training at district level
Tim pengembang
conducts tarining for
PCT & DCT
Provincial
Dinas Provinsi
proposes
Provincial Core Team
(PCT)
LPMP selects PCT in
coordination with Dinas
Provinsi
LPMP receives training
reports (as part of
grant output)
Monitoring
University evaluates
training for credit
(SKS)
Tim Pengembang
monitorsDCT
training & provides
feedback at
Prov & Dist
PCT
monitors training &
provides feedback
at District and
cluster level
District
District chooses core
Team (DCT) with 6
supervisors, principals,
senior instructors)
LPMP selects DCT in
coordination with
DinasKabupaten
DCT conducts training
for cluster
representatives:
Tutors/Guru Inti (2 per
cluster)
Dinas uses training
certificate for career
promotion
DCT monitors
cluster activity &
provides feedback
Cluster
School
Tutors/Guru Inti
coordinate the
implementation of
activities
Report
and
Dissemination
Dev School
Curriculum &
Syllabus
Lesson
Plans
Test analysis
& test bank
Sub. mat. &
Critical
Review**
LJ, Portfolio
& ICT for
learning
TLI & CAR
On-Service
Teacher
Quality
Teacher
Performance
Evaluation
Teachers implement
activities in classroom
•School Curriculum
•Lesson Plan
•Test
•CAR
•Critical Review
•Learning Journal
Community
involvement
Outputs:
•Curriculum, Syllabus, LP
•Student worksheets
•Test items, item bank
•CAR report & learning model
•Critical Review, LJ, & portfolio
•Teacher Map
Notes:
TOT at national level conducted at the region, based on the need of teachers quality improvement: Java and Bali group; Sumatera, Sulawesi,
NTB and Kalimantan group; NTT, Maluku and Papua group
*Tim Pengembang experts would beexperts in the areas of CLCC, MBE, CTL, etc.
Develop modules and training materials on the 3 MGMP subjects and KKG class/subject (together with BINDIKLAT and PROFESI; possibly
involve best-practice clusters). The module development team consists of LPTK, senior teachers, widyaiswara,
** Critical review includes learning journal, portfolio, and internet connectivity use
National
Provincial
District
Cluster
School
School Curriculum & Lesson Plan Development
DCT gives training
to 2 tutors/ guru inti
from each cluster)
(part of district
training package)
Training of DCT on
Curr. Dev., LP Dev.
(part of national
training package)
Tutors/guru inti train
cluster members
Teachers develop &
discuss sample
individual school
curriculum & LP
Technical Assistance
from university, other
experts
Finalize school
curriculum & LP
Review by facilitator
Technical Assistance
from DCT
LPMP receives
Curriculum and LP
and files (as part of
grant outputs)
University evaluates
curriculum and LP
for credit (SKS)
Curriculum and LP
received by
facilitator for final
approval
Dinas uses
curriculum and LP
for career promotion
(KUM)
Revise school
curriculum and
lesson plan
Implement revised
curriculum and LP
National
Provincial
District
Cluster
School
Test Development, Analysis, Test Item Banking
DCT gives training to
2 tutors/guru inti
From each cluster
(part of district
training package)
Training of DCT on
testing
(part of national
training package)
Teachers develop
student worksheet
and test items;
analyze the Nat’l test
Teacher use student
worksheet and test
in the classroom
Tests from all
teachers compiled,
evaluated
Teacher evaluates
results, picks good
questions, eliminates
bad
Cluster data bank
developed and
maintained yearly
LPMP receives final
test items and
student worksheets
(as part of grant
outputs)
University evaluates
output for credit
(SKS)
Tutors/Guru Inti train
cluster members
Dinas uses output
for career promotion
(KUM)
Cluster works with
publisher to print and
publish the student
worksheets
National
Provincial
District
Cluster
School
Classroom Action Research (CAR) Model
Training of PCT on
the principle of CAR
and give examples
(part of national
training package)
DCT gives training
to 2 tutors/guru inti
from each cluster
(part of district
training package)
Technical Assistance
from university, other
experts
Tutors/Guru Inti train
cluster members
All cluster members
participate in
development of
proposal and
defining learning
approach
Implement approach
in the classroom with
peer observation
Refine learning
approach
LPMP receives
CAR and files (as
part of grant
outputs)
3 cycles
Reflection
Disseminate best
province models
through symposium
and select 3 best
Disseminate best
district models
through symposium
and select 3 best
Disseminate cluster
learning model
through workshop
and select 3 best
models
Disseminate new
models in national
bulletin
Disseminate new
models in provincial
bulletin
Disseminate new
model in district
newsletter
University evaluates
output for credit
(SKS)
Dinas uses output
for career promotion
(KUM)
Finalize new learning
model and report;
submit to university
and district
One group of 8 teachers from each grade (KKG) or subject (MGMP) produce 1 CAR report and 1 learning model (teaching aids and learning media).
Grant will be used among others to provide technical assistance. Teachers at school may join in this project.
National
Provincial
District
Cluster
School
Subject Materials & Critical Review
Training of DCT on
the principle of Critical
Review *
(part of national
training package)
DCT gives training
to 2 tutors/Guru Inti
from each cluster
(part of district
training package)
Technical Assistance
from university, other
experts
LPMP receives
Critical Review and
files (as part of
grant outputs)
Disseminate review
in provincial bulletin
Discuss subject
materials (important
topics)
Discuss critical
review with teachers
of same subject to
get input & share
Groups of 4 teachers
select journal, study,
etc and write initial
draft critical review
Dinas uses report
when evaluating
teacher for career
promotion (KUM)
University evaluates
critical review for
credit (SKS)
Disseminate review
in national bulletin
Tutors/guru inti train
cluster members
Refine critical review
Finalize the paper and
disseminate
Teachers implement
ideas/results in
school
Disseminate review
in district newsletter
* One group of 4 teachers produce 1 academic paper (critical review of education journal or studies or CAR result from other teachers/schools).
Grant will be used among others to provide technical assistance. Teachers at school may join in this project.
National
Provincial
District
Cluster
School
Teacher Mapping / Evaluation
Training of PCT on
the principle of CAR
and give examples
(part of national
training package)
DCT gives training
to 2 designated
members
from each cluster
Tutors/Guru Inti train
cluster members
District forum
develop a mapping
strategy
Prepare teacher to
be observed
Technical Assistance
from DCT
Technical Assistance
from university, other
experts
Paper and pencil test
LPMP receives
results and files (as
part of grant
outputs)
LPMP receives copy
and analyzes all results
in province
PMPTK analyzes all
results nationally
Tutors/guru inti
analyze teacher
strengths/weakness
and identify training
needs
On-service:
Observation on
teacher performance
by team of
tutors/Guru Inti and
provide feedback
Independent team
analyzes results
District analysis of
strengths/weaknesses,
training needs &
teacher performance
District analyzes selfevaluation of schools
and cluster
Cluster self-evaluation
Evaluation:
observation on
teacher performance
by independent team
(principal,
supervisor,
university expert)
School self-evaluation
(annual)
National
Provincial
District
Cluster
School
Study Visit, Internship & Teacher Exchange Program
Identify and maintain records of best practice models
P4TK & PMPTK
keep records and
inform on best
practice clusters in
the nation
Dinas Pendidikan
and LPMP maintain
database and inform
on best-practice
clusters in the
province
Dinas identifies
model clusters and
submits results to
LPMP
District Forum
receives information
on best practice
models
Forum KKG-MGMP
assists cluster in
arranging study visit
A cluster identifies its
needs and
determines type of
model cluster to visit
District prepares
instrument for visit
Model cluster visited (could be district,
province, national)
Report on results
LPMP receives final
report outputs (as part
of grant outputs)
Disseminate visit
results at forum
Teachers implement
ideas from visit in
school
Key Performance Indicators and
Achievements
1.
Increased number of teachers meeting academic qualification
mandated by the Teacher Law
• Baseline value : 900,000 guru
(05 Maret 2007)
• End-of-Project Target Value: 1,400,000 guru
(12 Maret 2013)
• Progress to date: 1 250 791…………..
(May 2012)
2.
Increased number of primary and junior secondary teachers in
BERMUTU Districts using classroom instruction with specific
subject and age appropriate pedagogy
- Baseline Value
: 17,000 Teachers
(05 Maret 2007)
- End-of-Project Target Value : 190,000 Teachers
(12 Maret 2013)
- Progress To Date
(30 May 2012
: .214 380. Teachers
3. Reduction in absenteeism of teachers in BERMUTU Districts
• Baseline Value
: 19% guru
(05 Maret 2007)
• End-of-Project Target Value
: 15 % guru
(12 Maret 2013)
• Progress To Date
(30 May 2012)
:14%
4.
Increased numbers of teachers gaining recognition for prior
learning (RPL) from accredited universities
 Baseline value : ………….. Teachers
(05 Maret 2007)
 End-of-Project Target Value: 700,000 Teachers
(12 Maret 2013)
 Progress to date: 580 000 Teachers
(30 Mai 2012)
5.
Increased numbers of active KKG/MGMPs, KKKS/MKKS,
KKPS/MKPS in Bermutu Districts
• Baseline value : 1,200 cluster
(05 Maret 2007)
• End-of-Project Target Value: 4,500 cluster
(12 Maret 2013)
• Progress to date:6364 cluster
(30 May 2012)
6.
Increased numbers of beginning teachers being provided with
school induction programs in Bermutu Districts
• Baseline value : …………. guru
(05 Maret 2007)
• End-of-Project Target Value: 3,000 guru
(12 Maret 2013)
• Progress to date: …………..
will be implemented in 2013
Budget allocation
• 20% since 2009
• Have education performances increased?
• How could the be measured?
Access is to be quality Access
• Does access to education increase for all
school age children?
• Are teachers more qualified and
competent?
• Does inequity to access education service
reamain a problem?
Issues on Teacher
Development
• How to assess teacher performance?
• Teacher college position
• Teacher distribution and redistribution
Issues on District management
• How is the capacity of district goverments
in managing education service in the
decentralized system?
• Is the scholarship program sufficient
• How could local goverment control
teachers’ performance? Is there any
sanction mechanism inplaced for the
nonperformed teachers?
Student learning outcome
• Are indonesian students achieving higher
scores in the international test such as
PISA? TIMMS?
Provoking thoughts
• Much need to be learnt on student
learning outcomes
• Has to analyze students learning
outcomes especially after 20% national
budget for education has been allocated