Asian Development Bank

In- Service Teacher Training Project - ADB-TA NO.: 2667-INO

FINAL RIEPORT Volume 1: Sector Review

Madecor Career Systems, 1%. , (MCS)

Mpplmars

December 1997

Rationalization and Strengthening of

In-service Teacher Training

(Volume 1: Sector Review)

EXECUTIVE SUMMARY

1. In the struggle to become an industrialized society during the Second Long- term Development Plan, the government recognizes the critical role of human resource development as one of the foundations for increased productivity and sustainable economic development. Underpinning the human resource development is quality education which is largely dependent on the competence and motivation of teachers. Considering that Indonesia ranks low in reading, mathematics, and science as compared to other countries, and there is a substantial proportion of teachers below the desired educational qualification, the decision makers have accorded professional development of teachers a high priority. However, before further investments are committed in addition to the significant amounts spent annually in teacher training, an assessment of the In-Service Teacher Training (ISTT) system and its requirements was deemed necessary.

2. This sector review provides the historical perspective and social and institutional en\lronrnenl in which the ISTT system operates in order to properly situate the system in its evolutionary process, and to enable the reader to fully appreciate its magnitude, complexities, and vast challenges. The review characterizes the system in terms Qf programs and corresponding strategies, implementing mechanisms, and key players and their roles. The review also identifies relevant issues and possible direction for reforms, From the assessment, a framework plan and an investment project for the strengthening of the ISTT system and the key institutions are expected to emerge.

A. Background

3. The ISTT sub-sector belongs to the education sector which is mandated to develop Indonesian youth to their full potential, so that they can be productive members of a global society and be able to enjoy a good quality of life. Education is the vehicle for the development of people, who in turn are the manpower resources for the development of the country. Through education, it is expected that Indonesians will develop the technology required to support the economic and socio-cultural development. During Repelita VI. national education has been geared towards improving the quality of education to meet national development goals. Being part of a broader sector, ISTT involves the participation of many agencies. Among these responsibilities is teacher training.

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4 . The education sector is responsible for the development of about 45 million pupils and students. through some 220,000 schools and 2.5 million teachers. The superordinate role for sector planning, coordination, and technical supervision lies with the Ministry of Education and Culture (MOEC). However, about 44,000 Islamic schools and 284,000 teachers serving some 5.1 million pupils and students (about 12%) are under the administrative supervision of the Ministry of Religious Affairs (MOM). The Ministry of Home Affairs (MOHA), through the local governments, administers the public primary school system and is responsible for teacher salaries, construction of facilities. and maintenance expenses. Other ministries are involved in operating specialized developnient schools at the post-secondary level.

5. All schools, either public or private, managed by foundations, are considered part of the national resources and are eligible for government supporl. Most accredited private schools are assisted with seconded government teachers, textbooks, and sometimes cash contribution for maintenance and rehabilitation.

G. 7'tie legal framework for the education system is defined by Education Act No. 2 of 1989. Act No. 2 of 1989 and subsequent implementing guidelines define the aim of in-service education as to enhance the ability of government employees in the discharge of their duties. The national education system is responsible for national policies concerning continuing staff development systems for educators in all sectors. All education personnel and staff are responsible for improving their professional ability and all agencies under MOEC are enjoined to support staff development programs. Hence, the advancement of education staff in terms of rank and position will depend upon their' performance and discipline. Act No. 2 of 1989 also stipulated that educators will have the opportunity to organize professional associations to raise and/or develop their career, ability, professional power, status, and their welfare.

7. To promote quality education, the government has set standards for minimum qualification of teachers. New recruits must have Diploma 2 (D2) or two years post secondary to teach at the primary level, D3 or three years post secondary to teach at junior secondary level, and Sl or Bachelors degree to teach at the senior secondary level. Teachers already in the system who do not meet the required qualification are being encouraged to improve their educational attainment. A substantial amount of rupiah murni budget is earmarked for qualification upgrading annually (Rp. 70.4 billion for 1997/98). Also, most education development projects have scholarship support for qualification upgrading.

a. In 1996-97 and there were about 2.24 million teachers in the school system; 1.3 million or 59 percent in the primary level; 541,000 or 24 percent in the junior secondary level and 381,000 or 17 percent are of the secondary level. Of these, 1.66 million or 66 percent are public school teachers and 828,000 or 34 percent are private school teachers.

9. About 1.14 million primary school teachers (or 89 percent), 330,000 junior secondary school teachers (or 63 percent) and 112,000 senior secondary teachers (or 45 percent) hold credentials which are below the required level (Le., Primary 02; Junior Secondary D3; Senior Secondary Sl). These are the clientele of the qualification upgrading programs.

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10. A majority of public school teachers at the primary (70 percent or 780,000 teachers) and junior secondary (60 percent or 164,000 teachers) levels have progressed to only the entry level or Level II on the civil service promotion scale even though they are between 25 and 40 years old. Only one-fourth (343,000 teachers) have reached Level 111 even though well over 25 percent have over 15 years of service. At the senior secondary level, mwt teachers enter the system at Level 111 because of degree held (SI).

11. Most teachers are in their 30s; 11 percent are approaching retirement age of 55 years. Nine percent (137,000 teachers) of the total are over 50; two percent (30,500 teachers) of the total are over 60; an estimated five percent (76,000 teachers) retire each year.

B. ISTT Sub-sector

12. The ISTT sub-sector is a system that aims to improve the capability and professional advancement of teachers through upgrading to the required minimum qualification and refresher training. It involves several agencies within MOEC which are responsible fcv various tasks within the training cycle and which implement relevant activities through projects. The system is huge and complex, and can be better understood by characterizing various features such as programs and delivery strategies, major processes, and roles of key players.

13. ISTT programs comprise degree programs for qualification upgrading and non-degree programs for refresher training or for career advancement. 'These programs are delivered via the following modalities: (a) face-to-face; (b) distance education; (c) center- based or center approach; (d) gugus or cluster approach; and (e) PKG-SanggarlMGMP approach. The face-to-face approach where the trainees attend formal courses at the training institutions are usually for short-term training or degree programs with scholarship support. Qistance education is mainly the qualification upgrading for teachers residing in remote rural areas. The gugus and MGMP were introduced under World Bank-assisted projects and are being continued under self-help or government support.

14. The implementation of training activities in Indonesia's ISTT system is predominantly through projects, which allow flexibility in introducing innovations to address specific needs and issues. However, the numerous ISTT projects that need to be implemented to address the varied requirements of the sub-sector had generated problems on coordination, resulting in inefficiencies and shortcomings in project management.

15. Two Overriding implementation mechanisms influenced the operation and performance of the ISlT system, namely, the project-driven approach and the perception of training cycle. The training cycle, from needs assessment, curriculum development, to training delivery and post-training evaluation, is basically the same regardless of "who" initiated the training program or "where" it will be implemented. Nevertheless, effectiveness and efficiency of implementation of various training activities within the cycle depends on the proficiency or understanding of the officerslstaff concerned. Where there is sufficient understanding. there is room for flexibility and dynamism in program implementation. Lack of understanding or appreciation of the process usually results in procedural or mechanical implementation.

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lG. There are several agencies at various levels involved in the management and delivery of ISTT. The dynamics of participation and flow pracess in the delivery of IS lT programs are graphically reflected in the Figure 1. At the National Level, the following agencies are involved: (i) TKPP. (ii) Dikgutentis, (iii) other Directorates (e.g., Dikmenjur. Dikmenum, etc.) under Dikdasmen, (iv) PPPGs, (v) LPTKs, and (vi) UT, The agencies are more involved in the development of the master or framework plan, program development, budget allocation and conduct of M&E of ISTT programs. At the provincial level, the agencies that are supportive to ISTT are (i) TKPD, (ii) Kanwil, (iii) BPGs, (iv) IKIPs/FKIPs. (v) UT-BJJ. These institutions are more of the "implementors" or training providers. Lastly, at the DistrictlLocallSchooI level, the following institutions are involved in the delivery of ISlT: (i) Kandep, (ii) Gugus. (iii) PKG-Sanggar-MGMP, and (iv) imbas schools, in the role of coordinators, supervisors, or participants.

17. There are enough ISTT institutions involved in the provision of ISTT with enough policies, guidelines, and clear mandates from the Government. What is lacking is a clear and functional coordination mechanism among these institutions, improved manpower capabilities for managing programs and activities, and more financial support to implement their mandates. The institutional constraints transcends from the Dikgutentis down to the training implementors or PPPGslBPGslLPTKs. These institutional constraints include weak leadership (in some centers), shortage of qualified manpower, variable standards for accreditation, and weak inter-agency linkages or cooperation.

18. Substantial resources are earmarked for ISTT indicating serious commitment of the government and strong beneficiary support to the ISTT programs. The ISTT activities are funded through: (i) pure Rupiah (Murni) budget, both national and local; (ii) foreign- assisted projects; and (iii) private contribution through direct expenses for self-studies or from partial support of parents associations. For the current fiscal year, various agencies plan to implement 283 training acfivities for 300,000 teachers for an estimated budget of US$ 220 million. The breakdown is as follows :

Qualification Upgrading

Short-term Refresher Training

(i). Rupiah Murni Projects ($ 129.7 M or 58.87%)

Qualification Upgrading

Short-term Refresher Training

.~.~ ,...._____.__I.___-I _ _ l_.,___.__l..I..,... I,

$59.3 M (46%) ___

$34.7 M (38%)

$55.8 M (62%) l----llll_ -

(ii) . Foreign-assisted Projects ($ 90.6 M or 41.13%) II

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19. For the past few years, there has been an increasing allocation for ISTT in both Rupiah murni and foreign-assisted projects. The UNBYE program of the GO1 has attracted massive foreign-assistance projects, of which about 25 percent of the project cost are for ISTI'.

C. issues and Constraints

20. In spite of tremendous achievement, the IST'T sub-sector is still constrained with weak institutional capability arising from inadequate and poorly trained manpower. Most agencies are still developing; many PPPGs and BPGs do not have yet the full complement of staff. The training programs are hampered by inadequate coordination, poor beneficiary selection, and relatively passive delivery and ineffective programs. These in turn result in low impact of ISTT programs, inequitable access, low efficiency, and demoralization of trainers. The manpower constraint is exacerbated by weak leadership in most training institutions. Among the few with dynamic leadership, they have innovative programs and well-motivated staff. They also attract more resources.

21. mdinat ion . Because of the many ISIT providerslimplementors (4 Ministries, 2 Directorate Generals, 5 Directorates, 1 National Coordinating Training Team, 27 Prwincial Coordinating Training Teams, 6 PPPGs, 27 BPGs and 27 Provincial/Districl Governments), lack of cQordination among these providers/implementors, and no systematic tracking of programs and inter-agency communication system, there are duplication of programs or trainees/participants as well as big gaps. Most of these repeated trainees (who are accessible to the Kanwil or who live near the training centers), participate in ISTT programs for reasons only of accumulating points for rank promotion. Many teachers have not been sewed by formal training programs

22. lnadeauatelv staffing. Among the PPPGIBPG, the key institutions for the delivery of ISTI', the educational attainment of widyaiswara or trainors is relatively low. Majority (299 or 88%) have only S1 qualification; 23 or 7.0% have S2 and only one or 0.3% has S3 degree. Fifteen (12 from BPG and 3 from PPPG) have only D2 qualification. While there are excellent widyaiswara with superb training skills or mastery of subject matter, their lack of advanced degrees diminish their prestige or credibility in the eyes of the trainees, most of whom are of the same educational qualification.

23. Impact. Most short-term ISTT programs are conducted on an average of 8.5 days, content-focused, and with relatively passive delivery. The duration of most of the training programs are too short and are available to teachers far in-between. Moreover, only a minority of the teachers are trained from each school per year (if at all) for them to initiate reform or apply what they have learned. In effect, these training programs do not substantially contribute to the enhancement of the teachers' capabilities. In addition, most ISTT curricula, training materials, and methodologies designed by PPPGslBPGs are content-focused. These curricula are more refresher courses rather than customized to meet the various needs of teachers in different levels (primary. lower secondary, and upper), socio-economic setting, and to address personal or behavioral c;onslrainls. 24. Teachers need packages of skills to enable them to address not just the academic requirements but the social or behavioral conditions. In some of the latest ADB assisted projects, the teacher training approaches have been designed to allow for

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integrated training on the range of required skills, and with flexibility in the delivery to bring the trainors close to the school clusters and train teachers in the same subject (as a cluster) together. Moreover, all teachers including principals from the clusters will be trained within a period of a few months to enhance the application of new teaching techniques learned.

25. Inequitable access. Although trainees come from all the 27 provinces, the number of trainees from far-flung places (e.g., the highlands of lrian Jaya and the isolated islands of Maluku) are too small compared to most schools located at the provincial or training capitals. The common practice in budgeting is to work within the approved unit cost. In ISTT. participants who can be brought to the training centers within the approved unit

cost or transportation entitlement can be invited to attend the programs. Those from the remote areas are seldom recruited for the simple reason that their transport costs are above the budget. In general, the PPPGlBPG have little say in the selection of trainees sent to them. In pursuit of equity, training targets do not vary appreciably among provinces, regardless of the population of the target participants, resulting in inequitable distribution of benefits.

26. Efficiencv. The facilities of PPPGs and BPGs are utilized only when training is taking place, usually during the months of July to December, with only 5 to 8 weeks considered as their programs. During the rest of the year, the facilities (and occasionally the widyaiswara) are used by outside groups. This represents a tremendous underutilization of resources and is one indication of the inefficiency of the system. The combined PPPG and BPG training capacity is estimated at 6,400 participants at one, time. With an average of 8.5 days per program, the system can have 24 cycles per year or a potential capacity of 153.600, which is four times the training target for 1997/98.

27. Social implications. The policy for upgrading qualifications, while a valid professional move, causes some anxiety and a feeling of inadequacy in some teachers because of labeling as “underqualified“. Similarly, one who was earlier qualified according to previous standards suddenly finds himselflherself in a different category of teachers, and becomes insecure or demoralized. The system must be able to advocate the positive nature of ISTT and curtail negative feelings to the lSTT participants. Actual ISTT programs should include approaches on how to prepare teachers to withstand “peer pressures”.

D. Directions for Reforms and Recommendations

28. The ISTT sub-sector plays a critical role in the educational agenda of the GOI. It caters to teachers who are the primary instruments of educating the population. Infusing inputs to the sub-sector will increase its capacity to accelerate the growth of the country’s human resources. An array of reforms and recommendations is in order to delineate responsibilities and provide a framework for tactical actions. These agenda are as follows:

1. Rationalization of the ISTT

29. The rationalization of the ISTT will involve the strengthening of the coordination mechanism and restoration of the roles of PPPGs and BPGs with strategic expansion to address emerging requirements within the framework of effectiveness and

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efficiency. Due to the large number of teachers to be upgraded and periodically retrained, all agencies currently involved should be encouraged to generate resources and help implement variaus training activities. However, the planning and implementation should be coordinated and carefully monitored to minimize overlaps and gaps.

30. Strengthening Coordination Mechanism. The strengthening of the coordination mechanism will involve the restructuring of the TKPPKKPD to be headed by more senior officials with the power or clout to effect consensus and facilitate coordination; the expansion of membership to allow broad representation of key players and stakeholders, the designation of a functional secretariat, and adequate operating funds. The TKPPnKPD should meet quarterly to approve plans, review programs, monitor progress, and resolve conflicts. The secretariat should be adequately staffed for handling training MIS, masterplan preparation, and teacher mapping: and should be able to provide data and analyses to TKPPKKPD to facilitate decision making. Similarly, Dikgutentis should be strengthened 19 become an effective coordinator.

31. Restoration of Missions of PPPGs and BPGs. To enhance student learning, PPPGs and BPGs should resume their active roles of addressing the training needs of teachers as originally mandated by the enabling decrees which created them. Although they will have their own thrusts and modalities for the delivery of ISTT, their ultimate objective is to provide accessible and appropriate venues for teacher training. The PPPGs should focus on their role as national teacher training resource institutions serving as think tanks, developer of improved curriculum, instructional materials, and delivery modality within their subject areas of specialization, and trainers of BPG instructors and master teachers. The BPG shall be the lead implementing unit for in-service teacher training within the province and shall extend technical support to school-based (Gugus/MGMP) training activities.

2. Program Enrichment and Development

32. This will involve the strengthening of institutional linkages in order to promote inter-agency collaboration in the conduct of research, upgrading of training approaches, and development of new programs, learning resource facilities, subcenters, and partner schools.

33. Upgrading of the Training Approach. The proposed strategy is to focus on training the teachers through a pedagogical content approach which integrates content, methodology, principles of effective teaching, learning theory, developmentally-appropriate practice, teaching materials (including development from local materials), and alternative techniques for assessing student learning. The delivery vehicle for such an approach is through Training Packages which provide a scope and sequence for each item identified above based on Curriculum 1994.

34. New Programs for PPPGs. Apart from strengthening their present activities, PPPG Tertulis and PPPG Keguruan will be supported to play more vital and constructive roles in the in-service training system through distance education and development of 21st century basic skills.

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35. Program for Master Clinical Teachers. Master Clinical Teachers (MCTs) are needed at the school level to assist in the improvement of instruction and enhancement of student achievement. Lessons learned from the guru inti and guru imbas programs will be the cornerstones for the concept of master clinical teachers.

36. Establishment of Learning Resource Facilities (LRFs) within the ISTT Institutions. LRFs are designed around the concept of resource-based learning using local places, things. and people as major learning resources. Every community has a wealth of learning resources. To be effective, resource-based learning must be tied directly to the goals, concepts, and objectives of the curriculum (Curriculum 1994).

37. Establishment of Sub-centers. This approach to in-service teacher training is an extension, to remote areas, of practices which are currently being implemented throughout RI. The concept requires: (i) strengthening of BPGs and their outreach capability through subcenters; (ii) the strengthening of school-based in-service efforts in remote locations through specially lrained Master Clinical Teachers (adjunct BPG widyaiswara); and (iii) the design and development of effective and appropriate distance learning materials.

38. Establishment of Partner Schools (PSs). Schools which are developed into exemplary or model schools but which have the dual function of teaching young students and upgrading teachers can be tapped as partners schools for the delivery of ISTT. The focus of all of thsse PSs is on school improvement through in-service training.

39. Delivery System Using School-based In-service Program. School-based in-service (SSIS) networks have been established at all levels (cluster schools, sanggars. teacher and administrator workgroups, etc.). in almost all areas of the country, and involve a large percentage of the nation's teachers. SBlS should be an integral part of the overall in- service system. It must be linked directly with PPPGs, BPGs, IKIPs, and others if teachers are to gain the full benefit of all components of the system.

40. New Delivery System of ISTT through IKlP and FKlP The in-service training system should not be completely separated from the pre-service system. Teachers in in-service training programs should be able to earn academic credit which cwld be applied to advanced diploma degrees, and advanced levels of professional certification. Shared staffing patterns and exchange programs should be developed to link PPPGs, BPGs, IKlPs. FKIPs, and Partner Schools to ensure that all faculty involved in pre-service and in-service activities maintain their teaching practice.

41. Accreditation of Teacher and ISTT Institutions. A set of Professional Standards for Teacher Licensing and Certification will be strengthened together with the accreditation standards for institutions which are involved with the in-service training of teachers. Similarly, these standards for teachers will be the basis for the revised salary scales for teachers based on degree held, experience, performance, and level of certification. A formula for translating in-service training into credits which can be applied to advanced certification or advanced degrees with appropriate quality controls will be proposed.

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3. Institutional Capability and Development.

42. Institutional capability upgrading requires the improvement of manpower resources, physical facilities, and operating systems and procedures for Dikgutentis, PPPG. BPG, guguslsanggar, collaboration agencies, and others. The activities expected oi Dikgutentis, especially of management and information system. would require that the staff be professionally prepared or upgraded through formal study both overseas and in-country, short-term training overseas and in-country, and comparative study visits to institutions in the Asian region where they can observe the state of the art. The capabilities of widyaiswara should also be strengthened through advanced study overseas and in-country as well as participate in short-term training programs. One of the most effective ways of professional interaction is through academic workshops, research and publications. and inter-institutional visits and exchange programs. Where necessary, particularly to fulfill their think-tank functions, PPPGs will need the secondment of professionals and the assignment of consultants. II is also important for BPGS to receive professional assistance from vidting teacher educators, who will not be the ordinary type of consultant, but who can combine multiple roles as maybe needed for curriculum developmont. materials preparation, demonstration of gQod practices, clinical supewision, research, and testing.

E. Conclusions

43. The foundation of any proposed development initiative in the education sector must be based on a clear understanding of the social and institutional setlings so that requirements and needs of the target clients are explicitly considered. The ISTT sub- sector and the teachers the system represents, are the pillars for delivering quality and equitable education. They play a pivotal role towards the realization of the GOl’s educational agenda. inputs towards the development of this sector, whether in terms of policies and manpower/financial resoiirces, will contribute towards accelerating the development of the country‘s most important resource --- its population.

44. Towards this end, this sector review has provided a clear scenario of the ISTT sub-sector and directions of appropriate development intervention!;. It requires political will to decide which interventions to apply, and !he resolve to implement the decisions taken.

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TABLE OF CONTENTS

Executive Summary ......................................................................................................... i

Glossary and Abbrevations .......................................................................................... mi

Section I BACKGROUND AND CONTEXT

I. Inlroduction ....................................................................................................... 1-1

II. Background and Context ................................................................................... 1-1 A. Indonesia: Opportunity and Contrasts ......... ~ ......................................... 1-1 B. Development Thrusts ............................................................................ 1-3 C. The Educational Sector ........................................................................ 1-4 D. Historical Perspective .......................................................................... 1-1 9

List of Tables

Table 1-1 Table 1-2 Table 1-3 Table 1-4

Basic of Education Data of Indonesia ................................................. 1-10 Student Profile, by School Type and Gender ........... : .......................... 1-1 1 Teacher Profile .................................................................................... 1-12 Educational Qualifications of Teachers 1995/199G ............................. 1-1 3

List of Figures

Figure 1-1 Figure 1-2

Figure 1-3 Figure 1-4 Figure 1-5

Organizational Structure of MOEC ........................................................ 1-6 Organizational Structure of Directorate General of Primary and Secondary Education ........................................................ 1-7 School System in Indonesia ................................................................. 1-9 Graph of EBTANAS Scores ................................................................. 1-15 Education Time Line ............................................................................ 1-20

Section II GOVERNMENT POLICIES, REGULATIONS, AND STRATEGIES FOR TEACHER TRAINING

A. Laws and Decrees which Guide Education (with Emphasis on Teacher Education) ............................................................ 11-1

B. Integrating Mechanism and Responsibility of the Directorate .......................... 11-2

C. PolicylRegulations on Teachers Qualifications ................................................ 11-6

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D . In-sewice Teacher Training Program ............................................................. 11-10

E . Policylregulations on Teacher Accreditation and Equivalency ....................... 11-1 1

F . Financial Incentives ........................................................................................ 11-14

G . Standards for Teacher Training Institutions ................................................... 11-1 5

List of Tables

Table 11-1 Table 11-2 Table 11-3

Average Salary Incentive and Level Teachers ................................... 11-12 Credit Points for Teachers .................................................................. 11-1 3 Physical Facilities Standards for BPGs ............................................. 11-16

List gf Figures

Figure 11-1

Figure 11-2 Figure 11-3

Organizational Structure of the Integrated Training System (Decree 0161/U/1980) .......................................................................... 11-3 Present Structure of TKPP ................................................................... 11-5 Regional Training Coordination Team .................................................. 11-7

Section 111 ISTT SUB-SECTOR

A . System Definition ............................................................................................ 111-1

B . lSlT Programs and Delivery Mobilities ........................................................... 111-4

C . Mechanism for Program Implementation ....................................................... 111-14

D . Key Institutions and Roles ............................................................................. 111-22

E . Current Status of PPPG and BPG Facilities ................................................. 111-47

List of Tables

Table 111-1 Table 111-2 Table 111-3 Table 111-4 Table 111-5 Table 111-6 Table 111-7

Number and Coverage of Training Activities 1996197 to I997198 ....... 111-3 Matrix Qf ISTT ...................................................................................... 111-5 Educational Profile of IKIPs/FKIPs Faculty ........................................ 111-26 Education Profile of Widyaiswara of the 6 PPPGs ............................ 111-29 Training Programs of PPPGs and BPGs I99711998 ......................... 111-33 Educational Qualifications of Widyaiswara of the 27 BPGs .............. 111-36 Status of Training Facilities ............................................................... 111-48

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Table 111-8 Table 111-9

Table Ill-10 Table 111-1 1 Table 111-12 Table 111-13 Table 111-14 Table 111-15 Table 111-16 Table 111-17 Table 111-18 Table 111-19 Table 111-20 Table 111-21

Current Condition of BPG and PPPG Classroomms ......................... 111-49 Current Condition of BPG and PPPG Language Laboratory Rooms ............................................................................................... 111-50 Current Condition of BPG Physical Laboratory Rooms ..................... 111-51 Current Condition of BPG Social Science Laboratory Rooms ........... 111-52 Current Condition of BPG Biolagy Laboratory Rooms ....................... 111-53 Current Condition of BPG Mathematics Laboratory Rooms .............. 111-54 Current Condition of BPG Chemistry Laboratory Rooms .................. 111-55 Current Condition of BPG Micro-Teaching Laboratory Rooms .......... 111-56 Current Condition of BPG Library Rooms .......................................... 111-57 Current Condition of BPG and PPPG Convention Hall/Room ........... 111-58 Current Condition of BPG Trainee’s Dormitory .................................. 111-59 Current Condition of BPG Trainer’s Dormitory ................................... 111-60 Current Condition of BPG Dining Rooms .......................................... 111-61 Current Condition of BPG Kitchen Rooms ......................................... 111-61

List of Figures

Figure 111-1 Figure 111-2 Figure 111-3 Figure 111-4 Figure 111-5

Figure 111-6 Figure 111-7 Figure 111-8 Figure Ill-9

In-service Teacher Training System .................................................... 111-7

PKG/MGMP System .......................................................................... 111-12 ISTT Training Cycle (Detailed) ........................................................... 111-16 Organizational Structure of Directorate of Teacher and Technical Staff Development ....................................... 111-25 Organizational Structure of PPPG ..................................................... 111-28 Organizational Structure of BPG ....................................................... 111-34 Organizational Structure of Kanwil .................................................... 111-40

The BPGlPPPG within the Primary School System ........................... Ill-10

Organizational Structure of Kandep and Kancam Dikbud ................. 111-41

Section IV RESOURCE ALLOCATION FOR ISTT

A . The National Budget ....................................................................................... 1v-1

B . The MOEC Budget .......................................................................................... 1v-4

C . The Resources Allocated for ISTT .................................................................. 1v-4

D . The Dikgutentis Budget ................................................................................... 1v-9

E . In-service Training Budget of MOEC ................................................................ 1v-9

F . PPPG Budgets .............................................................................................. 1v-11

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G. BPG Budgets ........................ .............................................................. IV-13

H. External Assistance ................. ............................................................ IV-I 7

I. External Assistance to In-sewice Teacher Training ... IV-17

J. Bank Assistance to the Education Sector .................................................... IV-18

K. World Bank Group-Financed Projects ...... ............ IV-24

L.

List of Tables

Unit Costs of In-service Teacher Training .................................................... IV-24

Table IV-1 Table IV-2

Table IV-3 Table IV-4 Table IV-5 Table IV-0 Table IV-7

Table IV-8

Table IV-9 Table IV-10 Table IV-I 1 Table IV-12 Table IV-13 Table IV-14 Table IV-15

Table IV-16 Table IV-17

Table IV-18 Table IV-19 Table IV-20

Sectoral Allocation of Repelita VI Development Budget., ............ Development Budget Allocation to Education Sector Repelita I to Repelita VI ...................................................................... Analysis of Total Government Expenditure ........................ Analysis of Ministry of Education & Culture Expenditure ........... MOEC Budget by Sub-sector 1989/90 to ,1995196 .............................. IV-6 Summary of Resources Allocated for In-service Teacher Training _.__.. IV-7 Trend in Resource Allocation for In-service Teacher Training Rupiah Budget ..................................................................................... IV-8 Analysis of Directorate of Teacher & Technical Staff Development Expenditure ...................................................................................... IV-I 0 Summary of In-service Training Budget of MOEC (1997/98) ... Development Budget (PIP) of PPPGs 1997198 ....................... Trend of PPPG Routine Budgets (1 995/95 to 1997/98) .................... IV-14 Development Budget of BPGs under Repelita VI ......................... Trend of BPG Routine Budgets (1994/95 to 1997/98) ....................... IV-16 External Assistance to the Education Sector (1970 to 1997) ..... Resources Allocated for In-service Teacher Training Components of Foreign-assisted Education Projects ............................................. IV-20 Bank Assistance to the Education Sector ................................ . . IV-2 I World Bank Group-Financed education and Training Projects in Indonesia ....................................................................................... IV-25

Unit Costs at PPPGs and BPGs 1997/98 ........................... Costs of Cluster Training Based on PEQlP Model ............................ IV-29

Budget for D2/D3 programs for SLTP Teachers (1997/98) .......

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Section V ISSUES AND CONSTRAINTS

. . A Institutional Capability ... , , .. t. ._ .. .. , . .. ._.... .. , . ....... ... ...". ........... ....... ... .... .. .. .. .... ...... .V-1

B. Training Quality and Impact ............................................................................ v-12

C. Inequitable Access ,...........__....... .................................................................... V-13

0. Efficiency ....................................................................................................... V-15

E. Behavioral Constraints . , . . . . . . . . . . . . . . . . . , . . . . . . . . . . . . . . ,. . . . . . . ., . . . . , . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . .V-16

Section VI DIRECTIONS FOR PERFORMS AND RECOMMENDATIONS

A. Rationalization of ISTT. .... .. .. .. .. .. . _.. .... .. ...... .. .... ........, .. ........... ,. ... ........ ........ ... .VI-I

B. Strengthening Training Program Implementation ....... ........ ....... .. .... ................ VI-7

C. Program Enrichment and Development .......................................................... VI-8

D. Institutional Capability Development ....... .. ...... .. .. .".. .. .... .. .. ...... .. ........,....... .. ..VI-26

List of Tables

Table VI-1 Curriculum 1994 Scope and Sequenced Teacher Training C h a ~ ....... VI-8

List of Figures

Figure VI-1 TKPD (Proposal) ................................................................................... VI-2 Figure VI-2 TKPP (Proposal) ...._,............ ......................... . _ . _ . VI-4 Figure VI-3 Partner School Network ................. ~ ................................................... VI-17 Figure VI-4 Schematic of the Subcenter Concept ................................................ VI-19

GLOSSARY AND ABBREVIATIONS

ADB AFTA AK AKTA APBO APBN APEC ASEAN BAKN

BALITBANG

BAPPEDA BAPPENAS

BC BI BJJ

BPG

BP3

CAWU CBD

CBSA CCTEC

CDC

CPlU 01, 02, 03

D3

DGHE DGllD DGPSE

DGSE DEPDIKBUD DlK DIKDAS DIKDASMEN

Asian Development Bank ASEAN Free Trade Agreement Angka Kredit (Credit Point) One-Year Program for Teaching Qualifications (after basic degree) Anggaran Pendapatan dan Belanja Daerali (Provincial 13utlyet) Anggaran Pendapatan dan Belanja Negara (National Budget) Asia Pacific Economic Cooperation Association of Southeast Asian Nations Badan Administrasi Kepegawaian Negara (National Civil Service Administration Agency) Badan Penelitian dan Pengembangan Pendidikan dan Kebudayaan (See also: OECRD, Office of Educational and Cultural Research and Development) Badan Perencanaan Pembangunan Daerah (Regional Planning Board) Badan Perencanaan Pembangunan Nasional (National Development Planning Board) Book Center (See also: CBD; PUSBUK; PUSAT PERBUKUAN) Bahasa [Language] Indonesia Belajar Jarak J a w h (Distance Learning Center; satellite branch of Universitas Terbuka) Balai Penataran Guru (Teacher Uperading Center; a regional in-service teacher training center under the DGPSE) Badan Pembantu Penyelenggaraan Pendidikan (Parents Associations Contri bution to Schools) Catuwlan; semester; actually a trimester of a school year Center for Book Development (See also: Book Center; PUSBUK; PUSAP PERBUKUAN) Cara Belajar Siswa Aktif (Student Active Learning) Center for Communication Technology of Education and Culture (See also: PUSTEKKOM) Curriculum Development Center (See also PUSKUR; PUSBANG KURRANDIK) Central Project Implementation Unit (see PIU; LPIU) Short diploma courses depending on the number of years of course w r k after secondary level Diploma 3, three-year post secondary diploma course, the minimum qualifications for junior secondary school teachers Directorale General of Higher Education Directorate General of Islamic Inslitution Development of MORA Directorate General of Primary and Secondary Education (Direktorat Jenderal Pendidikan Dasar dan Menengah; see also DIKDASMEN)) Directorate of General Secondary Education (See also: DIKMENUM) Departemen Pendidikan dan Kebudayaan (Ministry of Education and Culture) Daftar lsian Kegiatan (Routine Budget) Direktorat Pendidikan Dasar (Directorate of Primary Education) Pendidikan Pasar dan Menengah (Directorale General of Primary and Secondary Education)

xvi

DIKGUTENTIS

DIKMENJUR

DIKMENUM

DIKSWASTA DIKSISWA DlKTl Diklat Dinas P dan K

DIP Ditjen Ditjen Dikdasmen

Ditjen DlKTl

D i rj en DPS DTT DTTSD

DTVE DUP EBTANAS

Eselon EDC FKlP

GBHN GO1 GNP Golorigan GTZ

Gugus Sekolah Guw Inti Guru lmbas Guru Pernandu Guru Pembina HDI HPI IAlN

IDA I DT IJSS IKlP INPRES

Direktorat Pendidikan Guru dan Tenaga Teknis (Directorate of Teacher and Technical Staff Development; see also DTTSD) Direktorat Pendidikan Kejuruan (Directorate of Vocational and Technical Educalion; see also DVTE)) Direktorat Pendidikan Menengah Umum (Directorate of Secondary Education) Directorate of Private Schools; see DPS Directorate of Student Development Direktorat Perguruan Tinggi (Directorate of Higher Education; see DGHE) Pendidikan dan Latihan Oinas Pendidikan dan Kebudayaan (Governor's Office of Education and Cul I ure) Daftar lsian Proyek (Development Budget) Direktorat Jenderal (Directorale General) Direktoral Jenderal Pendidikan Dasar dan Menengah (Directorate General of Primary and Secondary Educatian) Direklorat Jenderal Pendidikan Tinggi (Directorate General of Higher Education) Direktor Jenderal (Director General) Directorate of Private Schools; see DIKSWASTA) Directorate of Teacher Training (short form for DTTSD) Directorate of Teacher and Technical Staff Development (See also DIKGUTENTIS: Direktoral Pendidikan Guru dan Tenaga Teknis) Directorate of Technical and Vocational Education; see DIKMENJUR) Daftar Usulan Proyek (Budget Proposal) Evaluasi Belajar Tahap Akhir Nasional (School Leaving Certification Examination) Echelon; administrative rank within the hierarchy of the bureaucracy Examination Development Center (See also: PUSSISJIAN) Fakultas Keguruan dan llmu Pengetahuan (Faculty of teacher educalion within a higher education institution) Garis-garis Besar Haluan Negara Government of Indonesia (see RI, INO, IND) Gross National Product Civil Service Grade Deutsche Gesellschaft Fur Technische Zusammenarbeit (German Assistance Program for Technology) Cluster schools Teacher i r i a core school of cluster schools Teacher in a satellite school of cluster schools Advisory teacher (of a subject area) Subject teacher; also know as Guru Bina Humail Development Index Human Poveily Index lstitut Agama Islam Negeri (Islamic Institute for Higher Education) International Development Association, an affiliate of Wortd Bank Interest During Construction Islamic Junior Secondary School lnstitul Keguruan dan llmu Pendidikan (Teacher Training Institute) lnstruksi Presiden (Instructions from the President)

xvii

IND IN0 I PA I PSlPMP

IPS ISTT ITB JSE JSEP JSS K Kabag Kabid Kabupaten Kecamatan Kakanvd Kandep

Kanv.4

Kasi KB Kepres Keputusan KKG KKKS KKPS Kormin Kotamadya KPKPKB

KPM LAN LKGl LPIU LPTK

LRC LRF LSE Madrasah MA MCT M and E MGMP

MI MlPA MIS MLC

Indonesia (see also INO. RI, GOI) Indonesia (see also IND, RI. GOI) Ilmu Pengetahuan Alam (Science) Ilinu Pengetahuan Sosial (Social Science)/ Pendidikan Moral Pancasila (Moral Education) Islamic Primary School In-Service Teacher Training Institute of Technology Bandung Junior Secondary Education (See also: LSE) Junior Secondary Education Project (ADB Loan No. 1194-INO) Junior Secondary School (See also: SLTP) Kindergarten (see also TK) Kepala Bagian (Division Head) Kepala Bidnrrg (Section Head) District in a province Sub-district Kepala Kantor Wilayah (Head of provincial office) Kantor Departemen Pendidikan dan Kebudayaan (District Office of Education and Culture Karitor Wilayah Pendidikan dan Kebudayaan Propinsi (Provincial Office of Education and Culture) Kepala Seksi (Section Head) Kepala Bidang (Division Head) Keputusan Presiden (Presidential Decree) Decree Kelompok Kerja Guru (Teachers Working Group) Kelompok Kerja Kepala Sekolah (School Heads Working Group) Kelompok Kerja Penilik Sekolah (School Supervisors Working Group) Koordinator Administrasi (Administrative Coordinator) Urban district Kursus Pengajaar untuk Kursus Pengantar Kewajiban Belajar (a crash program for training teachers for compulsory education) Kursus Pendalaman Materi (Subject matter training) Lembnga Adrninistrasi Negara Lalihan Kcrja Guru Inti (Training Workshop for Guru Inti) Local Project Implementation Unit (see CPIU; PIIJ) Lembaga Pcndidikan Teriaga Keguruari (generic term for Teacher Training I I lSl i t Ute) Learning Resource Center (see LRF) Learning Resource Facilities (see LRC) Lower Secondary Education (See also: JSE) School under the Ministry of Religious Affairs Madrasah Aliyahs (Islamic Senior Secondary School) Master Clinical Teacher Monitoring and Evaluation Musyawarah Guru Mata Pelajaran (Stibject-mntler discussion and learning groups of teachers) Madrasah I btidaiyah (Islamic Primary School) Mathematics and Science Management Information System Minimum Learning Competencies

xviii

MM MOEC MOF MOHA MORA MTs Musyawrah NEM OECRD

OSlS ou PAM Penilik Penjaskes PI PIU PDS PEQlP PGRI PGSLP

PJP PJP I PJP I I PKG PKG Sanggar PP PPPG

PS PSC PTK PTPC Pusat lnformatika PUSBUK PUSAT PERBUKUAN PUSKUR

PUSSlSJlAN PUSTEKKOM

PUSDIKLAT QCSB REPELITA

REPELITA I REPELITA I1 REPELITA 111

Ministry of Manpower Ministry of Education and Culture (See also: DEPDlKBlJD) Ministry of Finance Ministry of Home Affairs (Departemen Dalam Negeri) Ministry of Religious Affairs (Depariemen Agama) Madrasah TsanaNyah (Islamic Junior Secondary School) Decision by consensus Nilai Ebtanas Mumi (National Examination Score) Office of Educational and Cultural Research and Development (See also: BALITBANG) Organisasi Siswa-sisv.4 lntra Sekolah (Unity of Student lntra Schools) Open University (Universitas Terbuka) Project Administration Memorandum Supervisor Sports and Health Education Performance Index Project Implementation Unit (See CPIU; LPIU) Professional Development Schools Primary Education Quality Improvement Project Persatuan Guru Republik Indonesia (Indonesia Teachers Association) Pemantapan Kerja Guru Sekolah Lanjutan Pertama (Shortened training school [later, training course] for junior secondary teachers) Pembangunan Jangka Panjang (Long-Term Development Plan) First Long-Term Development Plan: 1969-1 994 Second Long-Term Development Plan: 1994-2019 Pemantapan Kerja Guru Center for PKG activities Pusat Perbukuan (See also: BC; CBD; PUSBUK) Pusat Pengembangan Penataran GUN, an in-service training institution under DGPSE, specializing in a particular subject area Primary School (See also: SO) Project Steering Committee Post secondary institutions under Ministries Secondaly School Teacher Education Center for Information, Balitbang Pusat Perbukuan (See also: BC; PP) Center for Book Development (See also: BC, PP, PUSBUK) Pusat Pengembangan Kurikulum Dan Sarana Pendidikan (See also CDC; also known as PUSBANG KURRANDIK) Pusat Sistem Pengujian (See also: EDC) Pusat Teknologi Komunikasi Pendidikan dan Kebudayaan (See also: CCTEC) Pusat Pendidikan dan Latihan (Center of Education and Training) Quality Control Standards Board Rencana Pembangunan Lima Tahun (Government's Five-Year Development Plan) 1969-70 to 1973-74 1974-75 to 1978-79 1979-80 to 1983-84

REPELITA IV 1984-85 to 1988-89

xix

REPELITA V REPELITA VI RI RP s1

s2 s3 SARDIK SAT SBlS SO SDLB SEAMEO Sekolah Inti Sekolah lmbas SEQIP SGA SGB SGC SGPLB

SKKA

SKKP

SLB

SLTA

SLTP

SLTP Negeri SLTP Swasta SMA $MEA SMK SMP SMP Kecil

SMP Terbuka

SMP Terpadu SPG

SPIAL SpKG SPP

1 989-9O 10 1993-94 1994-95 to 1998-99 Republic of Indonesia (see also GOI, IND, INO) Rupiah (Indonesian Currency) Sarjana degree, awarded after 4 years of successful study after secondary school Master's degree Doctor's degree Sarana Pendidikan (Directorate of Educational Facilities Standardized Achievement Test School-Based In-Service Sekolah Dasar (See also PS Primary School) Sekolah Dasar Luar Biasa, government elementary special schools Southeast Asian Ministers of Education Organization Core school of cluster schools Satellite school of cluster schools Science Education Quality Improvement Program Teacher Training School A for primary teachers (later SPG) Teacher Training School E? (no longer operating) Teacher Training School C (no longer operating) Teacher Training School in Special Education Mere majority of the 8,475 teachers received their two-year study after senior high school Senior Secondary School for Home Economics, now being integrated with SMAs Junior Secondary School for Home Economics, now being integrated with SMPs Sekolah Luar Biasa, a lower secondary school offering programs only for the handicapped Sekolah Lanjutan Tingkat Alas (generic term for Senior Secondary Schools of all types) Sekolah Lanjutan Tingkat Pertama (Junior Secondary School) (generic term for Junior Secondary Schools of all types) Public Junior secondary School Private Junior Secondary School Sekolah Menengah Atas (General Senior Secondary School) Senior Secondary Commercial School Sekolah Menengah Kejuruan (Vocational Secondary Schools) Sekolah Menengah Pertama (General Junior Secondary School) Small SMP, with multi-subject teachers designed to deliver LSE to remote and sparsely populated areas where a conventional SMP mu ld not be cost-effective An open SMP (attached to a conventional mother SMP), providing LSE by means of distance learning methods to students who are able to study only part-time; designed to use tutors and facilitators Integrated program of special education Sekolah Pendidikan Guru (Secondary School for Training Primary Teacliors) School) Special Project Implementation Assislance Loan Sanggar Pemantapan Kerja Guru Sistem Pembinaan Profesional (Professional Support System for Teachor)

xx

sss SSEP STlA STKIP

STM SUSSENAS SWASTA TA TTC TTI TK TKPD TKPP TLM TMlS TOR TPA TPP UNYBE

UT WB Yayasan Widyaiswara

UPBJJ-UT

Senior Secondary School Senior Secondary Education Project School of Public Administration (under LAN) Sekolah Tinggi Keguruan llmu dan Pendidikan (Teacher Training Institute with an education department only) Senior Secondary Technical School National Social Economic Survey Private Special Technical Assistance Teacher Training College Teacher Training Institute Tainan Kanak-kanak (Kindergarten School; see also K) Tim Koordinasi Penataran Daerah (Regional Training Coordination Team) Tim Koordinasi Penataran Pusat (Central Coordinating Training Team) Teaching Learning Materials Training Management Information System Terms of Reference Televisi Pendidikan Indonesia (Indonesian Educational Television) Tim Pembina Penataran (Training Developmenl Team) Universal Nine-Year Basic Education Implementation unit of Universitas Terbuka Universitas Terbuka (Open University) World Bank Foundation giving support to a private school Member of the instructional (functional) staff of PPPG and BPG .

SuPplemenl (abbreviations of Provinces) Provinces, particularly those with directional identity. are often referred to by their short forms

JABAR JATENG JATIM SUMUT SUMBAR SUMSEL KALBAR KALTENG KALSEL KALTIM SULUT SULTENG SULSEL SULTRA NTB NTT IRJA TlMTlM

Jawa Barat (West Java) J a w Tengah (Central Java) Jawa Timur (East Java) Sumatera Utara (North Sumatra) Sumatera Barat (West Sumatra) Sumatera Selatan (South Sumatra) Kalimantan Barat (West Kalimantan) Kalimantan Tengah (Central Kalimantan) Kalimanlan Selatan (South Kalimantan) Kalimantan Tirnur (East Kalimantan) Sulawesi Ulara (North Sulawesi) Sulawesi Tengah (Central Sulawesi) Sulawesi Selatan (South Sulawesi) Sulawesi Tenggara (Southeast Sulawesi) Nusa Tenggara Barat Nusa Tenggara Timur lrian Jaya Ttmor Timur

1. INTRODUCTION

1. This sector review of the In-service Teacher Training System (ISTT) was undertaken as the government is gearing up for globalization and rapid socioeconomic development towards an industrialized status by the end of the Second Long Term Development Plan. Education officials are very conscious of the effectivity of the ASEAN Free Trade Agreement (AFTA) in 2004 and the World Trade Organization (WTO) commitment by 2008 and their far-ranging consequences to the Indonesian society. Relevant plans, strategies, and initiatives are directed towards preparing the Indonesian people to prQsper in the environment of a global free market. The leadership is of the consensus that this could be achieved through the development of the vast human resources across the archipelago. Implicit in this consensus is the strategic role of the education sector in preparing and developing the youth to achieve their full potential and become highly productive members of a global society.

2. Amidst this expectation from of the education system is the recognition of the critical role of teachers. In spite of the massive investment poured into the education sector which enabled the attainment of universal primary education, student achievement as reflected by school leaving examinations has not progressed significantly. The government realizes that there are numerous initiatives to help the teachers, but there is not enough positive impact. The teachers seem to be neglected or poorly recognized and inadequately supported. Acccwdingly, the plan to strengthen the ISTT has become a priority. However, to deploy respurces effectively, an assessment of the sector and its requirements are in order.

II. BACKGROUND AND CONTEXT

A. Indgnesia: Qpportunity and Contrasts

3. Indonesia is a vast land of opportunity and contrasts -- a land of plenty and a country emerging as a leader among developing countries of the world. It is a land blessed with vast natural resources but at the same time has to cope with situations related to its unique blend of cultures and languages (over 300 different ethnic groups with over 250 languages), geography and expanse (0,000 of 13,770 islands inhabited, spanning 5,120 kilometers across the Indian and Pacific Oceans, and across three time zones), traditions (old and new), development (modern and traditional; urban, rural, and isolated), and religions (principally Muslim, Hindu, Christian, and Buddhist). The uneven distribution of wealth and population (over three-fourths of the population live on two islands -- Java with 115 million and Sumatra with 42 million). the massive problems of transportation and communication, the difficulties in providing equal educational opportunities to all citizens -- all these cQmbine to make Indonesia a land of extraordinary contrasts with unique opportunities and unlimited challenges.

4. The first national development plan of Indonesia started with the New Order aimed at improving the standard of living. Poverty then was widespread, living conditions were very poor, and economic development was almost zero. The New Order was a

Development Order to activate the economy. During Repelita I (1969/1970 to 197311 974) priority was given to the economy, with support from all other sectors. At the end of Repelita I, Indonesia suddenly had substantial financial resources as a result Of the increase in oil prices. The government took steps to utilize these resources to fulfill basic human needs.

5. A major program to improve primary education known as SD lnpres was begun in 1973. lnpres programs, emanating as Presidential Instructions (Instruksi Presiden), were meant to use oil revenues to accelerate national development. lnpres funds were used to construct a primary school in every village (desa). recruit and train teachers, and provide textbooks, materials, and school guardians. Indonesia was able to provide universal primary education for all children largely because of the substantial amount of lnpres funds provided. lnpres funds continue today and are used primarily in rural areas for maintenance, operation, housing supplements for teachers. school heads, and school guardians. In 1996/1997, lnpres funds accounted for 7 percent of the total budget for primary education. Indonesia has dramatically increased its investment in education over the past six years from Rp $1.5 trillion in 1989/1990 to over Rp $4.6 trillion in 1994/1995. The investment in the primary and secondary education sector for this same period has received the largest increase indicating that the priorities of the government are on primary and secondary education.

6. Sustained economic growth over the past thirty years has been characterized by privatization, export development in natural resources and agriculture, micro-financing and small business development, and large-scale industrial growth fueled by massive amounts of foreign investment (one of the highest foreign investment ratios in Asia). This has resulted an increase in the real per capita Gross National Product of over 1000 percent (from $50 in 1967 to over $550 by 1990) -- one of the highest rate in the region. Recent Government allocations to rural isolated communities under the IDT Program have dramatically increased access to productive resources (land, credit, technology). A variety of special programs and incentives for relocation, improved access to social services (water, sanitation, health care), and extra compensation for teachers who move to rural areas have begun to reduce the disparities from a system in which social inequities have grown to dangerous proportions. In April 1997, a new salary scale was set in place which raised salaries of civil servants, including teachers, between 43 and 73 percent.

7. The 1997 Human Development Index (HDI) report of the United Nations Development Program (UNDP) indicates that Indonesia rose from 102 to 99 of the 175 developed and developing countries or number 27 out of 78 developing countries. The number of the poor has significantly been reduced from 26 million in 1993 to 22 million in 1996. It is targeted that by 2004 no one would be below the poverty line in Indonesia. The 1997 elections, while marred with sporadic violence and charges of unfair campaign practices and human rights violations, were a major evolutionary step toward democracy. After an election cool down, foreign businesses continue to invest heavily in Indonesia, demonstrating faith and confidence in the long-term political stability of the country. Within this context, the Government of Indonesia has committed itself to major new investments designed to enhance the development of its human resources through improvement of the education sector.

1 - 2

8. Indonesia's population, the fifth largest in the world, passed the 200 million mark in early 1997. A dynamic family planning and population control program has reduced the birthrate to just under 2.0 percent. Reductions in infant mortality and longevity account for much of the population growth. With the leveling out of the school-aged population, attention can now be focused on full implementation of basic education expansion from six to nine years as well as enhancing quality, access, student achievement, and efficiency.

9. Indonesia is governed through a strong central government with a provincial-governor system which is gradually gaining greater autonomy. The twenty-seven provinces were established around natural geographic boundaries resulting in political units which vary greatly in size, population, and wealth. Within this framework, select services have been decentralized such as transportation and health. Education is gradually moving in the same direction with several successful pilot projects demonstrating that local communities are willing and eager to have a greater say in their children's education and are willing to shoulder the greater responsibility which also comes with autonomy and localized decision making.

8. Development Thrusts

10. improving quality and relevance, access and equity. and efficiency and effectiveness.

11. Improvement in the quality of education is envisaged to lead to improvements in the quality of life and the ability of Indonesians to compete successfully in the global marketplace (to learn on the job and to use new technologies) which will, in turn, foster sustained economic growth. If quality is to be improved, the following situation must take place: (i) existing and new teachers must be better trained; (ii) higher incentives must be provided to attract able and high quality new teachers into the field and to encourage existing teachers to seek further training; and (iii) school managers and supervisors must be better trained and have higher incentives. The Government has committed to increasing the investment in education from 3.0 percent GNP to 3.5 percent by 1998 and to 5.0 percent between 2013 and 2018.

The government thrusts for the education sector are generally aimed at

12. If all Indonesians are to benefit from an improved quality of life, all must have access to quality education. The distribution of goods and services depends on earning power and education is one of the major vehicles to enhanced earnings. Children from poor families and children from rural, remote areas are under-represented in access to junior and senior secondary education and to higher education. The Government has pledged to provide special assistance to the poorest schools without reducing the quality in the better-sewed schools.

13. The assumption is that efficiency can be improved through better management and instructional processes without significant increases in costs thus improving the output of the education system and enhancing student productivity and achievement within an acceptable financial

Efficiency is viewed as the relationship of effectiveness to costs.

1 - 3

framework. Teachers and school administrators must improve their efficiency; this can best be attained through high quality pre-sewice and in-service training.

14. Twenty-five Year Plan are the following :

Based on these goals, the targets for the education sector under the Second

(i) (ii) (iii) (iv) (v) (vi) (vii)

Completion rate of 100 percent for primary education by 1998 Universal Junior Secondary Education by 2004 Universal Senior Secondary Education by 2013 Greater equality of educational opportunity by 2008 Self-sufficiency in training Ph.Ds by 2013 Improved efficiency throughout the system Improved quality at all levels and in all subject areas

C. The Educational Sector

15. The first comprehensive Education Act, passed in 1989 (UU No.2, 1989). provides the legal basis for the country's current educational system. The Law states that "...national education is based on Pancasila and the 1945 Constitution ..... the function of national education is to develop the ability and to enhance the standard of living and dignity of Indonesians within the framework of national goals ... national education is aimed at elevating the intellectual life of the nation and developing the complete Indonesian, i.e., one who is devout and God-fearing, with high morality, possessing knowledge and skills, who is physically and mentally healthy, who has a stable mentality, is independent, and has a sense of responsibility towards the society and nation."

1. Agencies in the Educational Sector

a. Ministries Involved in the Sector

16. The main responsibilities in carrying out the mandate of educating the Indonesian population are shared by the Ministry of Education and Culture (MOEC), the Ministry of Religious Affairs (MORA, which runs a parallel system representing approximately 17 percent of the total primary and secondary enrollment), the Ministry of Home Affairs (MOHA), and the Ministry of Manpower (MM). MOEC and MOHA share the responsibility for primary schools not under MOM. MM is responsible for coordinating specialized institutions at the post-secondary level which are operated under other ministries such as Agriculture, Health, Communication, Tourism, Social Affairs, and Defense and Security.

17. MOEC has been vested superordinate responsibility for all education matters (Presidential Degree 34, 1974). Administration is carried out at five levels: national, provincial (kanwil), district (kandep), sub-district (kecamatan), and school. The organization structure of MOEC is presented in Figure 1-1. Sectoral planning and technical standards and monitoring are done at the central level. Regional planning and translation of plans into

operational strategies are carried out at the provincial level. Implementation is done at the school level but coordinated at the district level.

18. M O W has a parallel structure in supervising Islamic schools (Matlrasah) from central to sub-district levels. However, the offices have other concerns (such as the pilgrimage programs and administration of Islamic laws) but education is a major activity at all levels. MOHA has a parallel organization from the provincial level to the sub-district level, and usually coordinates with corresponding education offices at the district level in administering the basic education activities under their jurisdiction.

Directorates Involved in Teacher Training b.

19. On the directorate general level, two are responsible for teacher development: the Directorate General of Higher Education (DIKTI) for the pre-service education of teachers through the teacher training institutions (IKIPIFKIP or LPTK). and the Directorate General of Primary and Secondary Education (DIKDASMEN) for the in-service on-the-job training of teachers. An underqualified teacher who takes up higher education courses for upgrading must necessarily submit to the policies of both Dikti and Dikdasmen. Figure 1-2 shows the organization structure of the Directorate General of Primary and Secondary Education.

20. On the next lower level, within the Dikdasmen, in-service training for primary school teachers is handled by the Directorate of Primary Education (Direktorat Pendidikan Dasar or Dikdas) and for secondary schools by the Directorate of Secondary Education (Direktorat Pendidikan Menengah Umum or Dikmenum). The Directorate of Private Education (Dikswasta) and the Directorate of Technical and Vocational Education (Dikmenjur) take care of their constituents. A fifth office is also involved, the Directorate of Teacher and Technical Staff Development (Direktorat Pendidikan Guru dan Tenaga Teknis or Dikgutentis). which functionally supervises twelve national and research development centers (Pusat Pengembangan Penetaran Guru or PPPG) and twenty-seven training provincial teacher training centers (Balai Penataran Guru or BPG). Dikgutentis and the above Directorates are expected to work very closely together in order to successfully carry out in-service training activities. The six PPPGs in the area of vocational and technical education are also supervised by Dikmenjur in coordination with Dikgutentis. Furthermore. the 27 BPGs are linked administratively to the provincial (Kanwil) office but are operationally and academically under Dikgutentis. For example, the BPGs receive from Kanwil funds for training teachers in the province and must report to that office the results of training and the disbursement of funds. The rgutine budget of the BPGs are received through Dikgutentis. Further, Dikgutentis supervises of the academic activities of these institutions.

21. The sharing of responsibility by several offices can be by itself a strength since they address the same clientele and can pool resources and efforts. At the same time, this can be a liability when the two key principles of coordination and synchronization are not in place. The points for intersection of several directorates and other offices are often unclear. Numerous teacher training activities. focusing on the specific work plans of the respective directorates, take place -- often without the knowledge of the other directorates which have similar responsibilities.

1-6

Figure 1-1 Organizational Structure of MOEC

MATERIALS a / f W w

GENERAL I

ADMINISTRATION . BUREAU 1

CENTER FOR BOOK DEVELOPMENT

..... ... .. -. - .- .- - -

CENTER FOR COMM TECHFOREDCUL

- .- ......................... . ......

INSPECTORATE GENERAL

1 I I

,

I I 1

1-6

Figure 1-2 Organizational Structure of Directorate General of Primary and

Secondary Education

DIRECTOR GENERAL OF PRIMARY AND SECONDARY

- SECRE'rARIAr (Secdit)

-f PLANNING DIVISION 1

-f PERSONNEL DIVISION 3

FINANCIAL DIVISION 1 .----I GUM IN ~STRATI ON DI VI s i ON >

MATERIALS D1 VIS 1 ON 1 <;EN IC HA I, I) I Vl Sl ON

1-7

c. Structure and Magnitude

22. The pattern of the school system is 6-3-3 (see Figure 1-3). that is, a six-year primary level followed by a six-year secondary level, divided into a three-year juniw level (also known as class 7, 8, and 91, and a three-year senior level (also known as class 10, 11, and 12). At the post-secondary level are universities, academies, and institutes. This has shifted to a 9-3 pattern, where the first nine years is now referred to as constituting basic education through a continuum known as Universal Basic Nine-Year Education (UNBYE). The thrust of basic education, as embodied in Curriculum 1994, will not only prepare the student to continue further education but also develop within the individual the basic knowledge, skills. and attitudes to become a productive member of society.

23. Indonesia has one of the most complex and largest education systems in the world (Table 1-1). It setves about 45 million students (a populaticm larger than most European, African, or Central American countries) under a uniform national system. A large segment of the curriculum (80 percent) is uniform throughout the country; 20 percent is available for flexibility to suit local conditions or the situation of the schools.

24. Of the 45,153,772 million students, 29,447,990 million are enrolled in primary schools, 8,364,706 million in junior secondary schwls, and 4,662.228 million in senior secondary schools. Another 2,738,848 million attend various institutions of higher education. Approximately 72 percent of all students are enrolled in public schwls; 28 percent are in private schools. Table 1-2 summarizes the student profile.

25. An analysis of Table 1.2 indicates the following information on students:

Most primary (93 percent) and junior secondary students (67 percent) attend public schools. More senior secondary students (54 percent) attend private schools.

The gender distribution in public schools remains constant at all three levels while male enrollment tends to be greater than female in the private sector.

26. Student enrollment has leveled out at the primary level and is not projected to grow significantly in the near future with the slowing down of the population growth. However, the student population is growing rapidly at the junior and senior secondary levels; the junior secondary level because of the new 1-9 basic education requirement, the senior secondary level because of a growing realization among parents that a high school education is a necessity for success in the changing world.

(i)

(ii)

27. day (in a morning session or in an afternoon session).

A vast majority of students at all levels attend school for only 2 1/2 hours a

1-8

Sekolah Menengab Umum WRI)

Genera( SJS

r”-””-”- i ShM 3 mn

3 Yr Vocational SSS

I

F~cgram satjana Nonkependidikan (Sl) Graduate Lkqee Frwram Pasca

Non-kependidikan (03) ~ Academic Dploma N o n - f e a b q ~

Program Sarjana Kependidikan (Sl) Graduate Tea-

FTogramDiplorna ~

Kependidikan(D3) ~

Program Diploma Kependidikan (D2) 2 YrLX?iama Teacher

Program Saqana

k1rnJC sss k l m c Graduate hladrasah U j a h @‘A) Pgama Islam

Docrorate’begee Academic h q m

Prcg~am Doktor Spesialk (SPU)

Eoctarate Lkg~ee ?’ra&sianal

Program Pasca Saqana

Kependidikan Master &Fee

Teacher Training &7Tm

Rogram Dolcor Kependidikan (53) Doctorate Degree Teacher Trauung

BOFm

TYPE OF SCHOOL

PRIMARY SCHOOL f MI PUBLfC

PRfVATE TOTAL

JUNIOR SECONDARY SCHOOL+MTs

PUBLfC PR1VATE TOTAL

. .. .

HIGHER EDUCATiON PUBLIC PRIVATE TOTAL

MORA SCHOOLS (also jncluded above)

PRIMARY YUNIOR SECONDARY SENlOR SECONDARY

Table 1-1

BASIC OF EDUCATION DATA OF INDONESIA 199511996

INSTITUTION CLASS AGE GROUP ROOM STUDENT GRADUATE TEACHER POPULATION

26,321.400 140,740 33,674 174.414

13,484,400 10.271 11 1.320 4,975,971 1,274,595 273,008 18,490 95,908 3,328,735 887,017 267,603 28,761 207,228 8,304,705 2,161,612 540,617

230 1,474 1,704

24,000 8,000 3,000

22,3O5,100 1,138,495 242,403 94,736 1,600,353 163,412 113,542 2,738,848 405,820 208,278

3,380,000 1,242,000 409,000

139,000

99,OOo 51 ,OOO

GER NER (%)

ttt,9 94'4

61.6 45,4

12,3

Table 1.2 Student Profile, by School Type and Gender

17.65% 40.080/0 53.79%

Female

48% 47% 43%

28. There are about 220,000 schools in the system. About 155,000 or 71 percent are public schools and 65,000 or 29 percent are private. The ratio of public to private schools of the primary level follows the ratio of student enrollment. However, at the secondary levels there are disproportionately more private schools relative to their share in enrdlment. At the primary level, public schools account for 81 percent, in contrast to 36 percent of the junior secondary level, and 25 percent at the senior secondary level.

29. Some provinces have relatively small school population. For example, Timor Timur, lrian Jaya, Bengkulu, Kalimantan Tengah, and Sulawesi Tenggara, compared with the provinces in Jawa. Nonetheless, each has its own special requirements for providing quality education.

30. The Indonesian education system accounts for 2.5 million full-time teachers; 1.6 million or 66 percent in public schools and 828,000 or 34 percent in private schools. It is a very cc?mmon practice that public school teachers teach part-time in nearby private schools.

31. presents the breakdown of educational qualifications of teachers at different level.

32.

Table 1-3 presents the teacher profiles for school year 1995-96 and Table 1-4

An analysis of the teachers data indicates that:

Most primary and junior secondary teachers work in public schools; there is a balance between male and female teachers in the public schools while males tend to dominate the upper levels of the private schools.

About 90 percent of primary teachers, 60 percent of junior secondary teachers, and 30 percent of senior secondary teachers hold credentials which are below the required level (i.e., Primary D2; Junior Secondary 03; Senior Secondary Sl).

(i)

(ii)

1-11

(iii) A majority of public school teachers at the primary and junior secondary levels have progressed to only the entry level (Level II) on the civil service promotion scale even though they are between 25 and 40 years old. Only one-fourth have reached Level 111 even though well over 25 percent have over 15 years of service. At the senior secondary level, most teachers enter tho system at Level 111 because of degree held (Sl).

Most teachers are in their 30s; 11 percent are approaching retirement age. (iv)

Table 1-3 Teacher Profile

School Level

Teachers

1.100,449

151,442 z: I 273.008 I ~~~~~

By Level of Education

SD : 90% have less than a D2 JS ss : 70% hold an S1

Over 60% have less than a D3

Private Schools

Teachers

By Civil Service Rank

SD : Over 70% are at Rank I I JS 5s :

Almost 60% are at Rank II Over 60% are at Rank 1 1 1 (86% of senior secondary teachers in private schools do not hold Civil Service Rank; 65% of the senior secondary teachers have not been trained as teachers)

By AgelLevel

SD : Average age is in the upper 30s JS Average age is in the laver 30s ss : Average age is in the upper 30s

(9% of the total are over 50; 2% of the total are over 00; an estimated 5% retire each year)

I - 12

It

No Data on Qualiications . ~. . . ~ . .~ . . .. I . . ~ ~ ~ I .. ~

! 142,520 52.694

I 20,140 1 193,299 90,630,

50,779 17.796

46.90 21.991

i . .. .- . . . .. .

57.25

Public Private Public in Private Schools Sub-Total Percentage (X)

UnderquaHfied Percentage (%)

Madrasah lbtldalyah (IPS) Public Private

~~~~~

SiT Publi Private Public In Private Schools Sub-Total Percentage (U)

Underqualled

Public Private

~

Senior Secondary Public Private Sub-Total Percentage (W)

Underqualied Percentage (%)

Public Private Sub-Total Percentage (56)

~a.draaah-Ai'ya~ -_ - . - . ~. . . ..

37,34E

6,496 85.233

41,388

20.68

Table I - 4 Educational Qualifications of Teachers

199611 986

2.628 1,173 5,847 1,535 8.475

20%

68,784 912,080 7.274 21.788

39,542 76,058 973,410 6.48 83.00

1,040,468 89.49

8,007 15,482 23,489

559

28,189 47,253 33,055 I 1.821 5,550 5.831

31,531 52.803 38,886 i 2.68 4.50 3.31

1,521

i 0

78 195

273 0.66

1 le 202 401 0.1s

114 114

09

1,089,361 42.264 4 1.063

1.172.G88 99 99

104,593 40.695

245,222 140,204 26,639 4 12,065 99 99

20,574 96,646

97.383 111.560 208,943 99.99

12.589 30,305 42,894

1-13

33. A unique feature and an important concept prevailing in Indonesia is the consideration that all schools (public or private; secular or religious) are integral parts of the national resource. As such, government provides assistance to all schools, though in various degrees. Textbooks are being provided to all schools from primary to senior secondary levels. Apart from the teachers in public schools, the government sends civil service teachers to private schools on secondment. About three to four teachers are assigned to each private primary school, and an average of two to three are seconded to each accredited private junior secondary school. Most oflen, subject matter teachers at private secondary schools teach at both junior and senior secondary levels.

d. Student Achievement

34. The results of the national school leaving examinations or Ebtanas at the end of the sixth year of primary school, the end of junior secondary school, and the end of senior secondary school have been used as a gauge of the quality of instruction. while the Ebtanas provides a measure of student achievement for all schwls, it does not capture the progress of students as an outcome of quality input infused into a school system. But the results of Ebtanas can serve a valuable purpose particularly in identifying and diagnosing low performing schools and students and providing corresponding remedial measures or assistance.

35. An analysis of the results of test scores provides same indication on how a system is doing. While an "average of average" scores is not statistically accurate, the figure can be used to examine scores across several years since each year will be subjected to the same treatment. Figure 1.4 graphs Ebtanas scores at different grade levels and in select secondary school subject areas over a five-year period (six years in the case of SMA physics and biology.)

36. In summary, Ebtanas scores have remained relatively static over the past five to six years. This does not, however, imply that teacher training has not been effective in improving instruction since many other variables are at work. For example, the expansion of universal basic education resulted in an increase of 14 per cent in junior secondary enrollment between 1992/1993 and 199411995. Such a high increase of more than one million students in two years puts a tremendous strain on the system.

(i) Between 1990/1991 and 1994/1995, Ebtanas scores at the primary level have remained relatively constant.

(ii) At the Junior Secondary level, scores in different subject areas have fluctuated more than at the SD level but have remained relatively constant.

(iii) Physics majors scores are the only scores to show regular and consistent improvement from 1990/1991 to 1995/1996. All others have remained relatively constant.

1-14

Figure 1-4 Graph of Ebtanas Scores

VOIVI V I l V 2 YZlV.3 VJIV4

Juruor Secondary k S M A - A I (Physics) I -t- Primary level . . .y. . . * SM4-M (Biology) b ' Language

1-15

e. Success in the Education Secrtor during PJP I and its Impact Upon In-service Teacher Training

e.1 The INPRES SD

37. The development of the mass primary schools included teachers, reading books, sports aids, and school guards. A great number of teachers, who were fortunately graduates of SPGs, were also recruited. Later on. the SD lnpres fund also provided maintenance and operation, building of houses for the teachers, headmaster, and school guardians. The impact of SD lnpres was considerable so that in 1984 the delivery of universal primary education had been reached as recognized by Unesco. Although the lnpres SD served as a catalyst in the development of the education sector at that time, there are still many children aged 6 to 12 who are not educated yet, e.g., children in remote islands, very poor children, or handicapped children. But, there is no country in the world that can maintain a one hundred per cent universal education, not even in developed industrial countries. However. what was gained by Indonesia was certainly a huge achievement considering that at the preliminary stages of the New Order, only 60 per cent of the children participated in the program.

38. The explosion of primary schools certainly left out quality. The government was fully aware of this situation, and therefore prepared new programs to address qualiiy. The government supplied reading books. and textbooks which were nationally distributed, and instituted variety of teacher in-service training programs. Teaching-learning aids in schools, such as simple IPA instruments, were increased and distributed nationally. The improvement in the teaching-learning process was initiated through a variety of Innovative Educational Pilot Projects; one such a trial was the CBSA (Cara Belajar Siswa Aktif or Student Active Learning) Project which was started in Cianjur, West Java. The CBSA program became a national program starting Repelita V.

e.2 In Search of Qualify Education

39. The wish to obtain quality education began from Repelita II. The strategy to upgrade the quality of teachers specifically for SD was to improve the SPG quality. The improvement of the SPG, which included provision of scholarships and dormitories. was undertaken with the aid of the World Bank. Unfortunately, the effort to improve the quality of SPGs was still in progress when the program was abolished and SPGs were transformed into general high schools, vocational schools, etc. It was decided that SD teachers did not fulfill requirements if they had only obtained SPG diplomas. Alternative SD teacher training programs were set up, like the Diploma 1 (Dl) but this kind of program was quickly terminated when evaluated as not sufficient. Then the D2 program for SD teachers, D3 for Junior High school teachers, and S1 for Senior High School teachers were introduced. The 02 in-service training was offered by the Open University and later on by the PGSD (Pendidikan Guru Sekolah Dasar) Project attached to FKIP/IKIP. This was followed by the so-called levelling D2 program for teachers who already had started working but did not have the D2 diploma. The D2 program was also offered through the Open University to teachers already in the service.

I 16

40. A complementary effort to upgrade the quality of SD teachers started in 1980 when the Balai Penataran Guru (BPGs) were introduced to provide refresher training to SD teachers. BPGs were initially established in 12 provinces.

e.3 Implications for Teachers

41. Much earlier than the appeal of the International Conference in Jom Tien, Thailand, in 1990 concerning Education for All, Indonesia had already successfully implemented education for all at the primary school level in 1984. As a result of the SD lnpres program in the seventies, the number of SD graduates increased greatly in the 80s and created a demand for more secondary schools. With the imminent shortage of teachers and school buildings, various efforts were made to increase the capacity of high schools. $0 graduates were tested before entering the junior high schools. Research outcomes showed that the performance of SD students using Curriculum 1979 was not satisfactory. It was also felt that the quality of education would be increased at the SD level by introducing final examinations to select candidates for study at high schools. The universities started demanding well-qualified students; in turn, the high schools demanded better qualified primary school graduates. It was then felt that there was a big need to upgrade the teachers in order that they would be better qualified and able to produce graduates eligible to pursue studies at a higher level. A policy arose to upgrade the SD teachers first, and later on the teachers of the high schools.

42. The pre-service programs for SD teachers at the SPG were under Dikdasmen. The LPTK at the university level, namely IKIP/FKIP, are the institutes that prepare teachers for the high schools; these are under the control of Dikti. There was little coordination between the pre-service training and in-service training for teachers as each was under the control of different directorate generals. While various steps have been taken toward cooperation, the linkages are very loose. The dichotomy in program offerings tends to exacerbate the coordination between in-service training institutes with LPTK.

f. General Assessment of the Educrational System

43. Numerous studies on the educational system have been conducted over the past several years. In a review of over 30 different studies, many common problems have been identified and these are briefly listed below:

The level of student achievement remains unacceptably low and the length of the school day is too short.

The quality and quantity of in-service teacher education is not meeting the critical needs of the teachers in either content or pedagogy.

There is little evidence that in-service training has any effect on teaching or student learning.

Teacher training institutions at the pre-service and in-service levels are too far removed from the realities of the classroom.

1-17

(v)

(vi)

(vii)

(viii)

(ix)

The quality and distribution of textbooks and teaching materials is uneven and insufficient to meet the needs of students and teachers.

Schools and teachers in rural isolated areas are in most need of assistance and are least likely to receive assistance.

School management is not as strong as it needs to be.

Teachers are not evenly deployed according to need.

Local communities are only beginning to understand the need for high quality education and the need to provide local support.

44. In light of these findings, the development Qf education 8 s a means toward the improvement of educational quality, equity, and effectiveness at all levels has become a major policy initiative of the Government of Indonesia. This is clearly articulated under the Sixth Five-year Educational Plan, Repelita VI (199411 995-1998/1999), which stresses the following four goals:

(i)

(ii)

To extend universal basic education from six to nine years

To improve the quality and relevance of education at all levels through development of teachers and educational staff, curriculum, textbooks, physical facilities, and instructional materials

To improve educational effectiveness and productivity

To enhance community participation in education

(iii)

(iv)

45. Concerns have begun to emerge among decision makers about the output of the educational system. Indonesia ranks low in reading, mathematics, and science as compared to other countries in the world (27th out of 28 participating countries tested in 1990) and near the bottom when compared to other countries in Southeast Asia. Results on the national testing program examinations (Ebtanas) indicate that test scores are relatively static in all subject areas and at all grade levels tested. Questions are being raised about the effectiveness of pre-service and in-service teacher education. Are the current efforts actually improving the classroom performance of teachers and the achievement of students?

46. As population growth stabilizes and as parents increasingly value education and realize its benefits for the family and their children, as the society puts a premium on quality not only on consumer goods but also on the delivery of services by government, as contemporary management of organizations sets up high criteria of efficiency and effectiveness, the leaders in education are responding accordingly and reassessing the system in the light of the new realities of the country in a competitive global context.

1-16

0. Historical Perspective

47. To further appreciate the status of the education sector, it is necessary to review the historical perspective. The educational timeline of Indonesia is presented in Figure 1-5. While the first education law (UU No. 4, 1950) which authorized the establishment of schools was enacted shortly after the country's independence, the MOEC was only established and given superordinate responsibility for all education matters in 1974 under Presidential Decree 34. It was not until 1989 that the Government passed the first comprehensive Education Act, UU No.2. This law related human resource development tp national economic and social priorities.

48. One gf the priorities of Repelita ll (1974/1975 to lQ78/1979) regarding the development Qf national eduwtion was a beginning move toward universal primary education and the imprcrvement of quality. Special government funds were provided from oil proceeds to help accomplish both quantitative and qualitative needs required to reach the goal of universal primary education. However. it was not until Repelita V (1989/1990 to 1993/94) that universal primary education reached all regions of the country. This was partly the result of globalization which influenced the national education vision. The role of Indonesia in ASEAN (Assgciation of Southeast Asian Nations) and later in APEC (Asia Pacific EconQmic Cooperation) demanded the development of qualified human resources. With the advent of Repelita VI (199411995 to 1998/1999), human resource development became the primary focus of the education sector. Repelita VI comes to an end next year with its heavy emphasis On human resource development and the goal toward universal basic education through grade 9. And Indonesia is racing with its Southeast Asia neighbors in developing its educatiqn sector.

49. The Government's commitment to human resource development, to more equitable distribution of growth, and to improving the social welfare of its citizens, as set forth in the Second Twenty-five Year Development Plan, has direct implications for the educatiQnal system. Education is seen, in this new era, as the major vehicle for developing the human resources necessary not just for sustained economic development but also for social equity and political stability.

50. In 1950. to meet growing numbers of school age children who have been neglected by historical, political, and economic antecedents, the school system embarked on a massive program to train primary school teachers within the shortest possible time. The KPKPKB (Kursus Pengajar untuk Kursus Pengantar Kewajiban Belajar) was established to meet the goal of compulsory education. The course of study for teachers consisted of two years after elementary school. Thousands of teachers received training and quickly provided the quantiy required. When the quality yardstick was applied, the graduates were found wanting. The program was abolished; another took its place. And so. it has been the pattern; after a program has served its purpose, a better one took its place. KPKPKP gave way to a series, including SG-B (equivalent to three-year junior high school, with an additional year for training), SG-A (distance mode learning of written materials), B-1 and 8-2 courses (distance mode for high school teachers), then SPG (Sekolah Pendidikan Guru or Secondary School for Training Primary Teachers).

1-19

figure 14 E D U C A T I O N T I M E LINE

- I

N 0

51. In the mid-fifties, it was felt that the teaching of English at the high school was far frQm satisfactory and the government wanted steps taken to upgrade English teachers. At the high school, most of the English teachers were either SPG or SGA graduates or graduates from the teachers colleges during the colonial period. With the aid of the Ford Foundation, English Language Training Centers were established in various parts of the country, such as Palembang (Sumatera Selatan) and Yogyakarta. These centers took the lead in upgrading the standards of English teaching in high schools. Many of the trainees eventually became master teachers. However, the centers eventually were closed as more B-1 English courses and more lKlP graduates became available. A single, more comprehensive language training center, PPPG Bahasa (Language), evolved in Jakarta and now provides training in English, Bahasa Indonesia, Japanese, French. and German.

52. The impetus to upgrade the quality of education in the fifties received the cooperation and support from donor countries. Also, at the time, numerous Indonesians obtained higher education degrees abroad in the United States, Australia, and England, through various forms Qf scholarships. They brought back new educational thought and started to influence the modes of in-service training and upgrading and the need for instilutionalizing and standardizing programs. Three institutions worth mentioning are the institute for science and educational technology, the institute for teaching English, and the institute for written courses. These institutions, which had their origin in the fiflies, having adapted and changed over the years, continue to play important roles in teacher education today and are the forerunners of the system of PPPGs.

53. The Institute for Educational Technology in Bandung was established in the mid-fifties and originally named Science Teaching Center. The goals were to introduce the methodology for using visual aids and to satisfy the grQwing interest in the advances being made in science and technology which were already being felt at the time. The center organized various programs to assist teachers to produce and use very simple visual aids and to teach science more effectively using simple laboratory equipment. This center has evolved into PPPG Science or llmu Pengetahuan Alam (PPPG IPA) in Bandung and continues to provide training and support for science teachers and laboratory technicians throughout the country.

54. Long before the terms distance education, distance learning, open learning, and open university became commonplace in contemporaiy education literature, there was a distance learning version which was established in Bandung, the Balai Kursus Tertulis. From the very beginning, the "Balai" provided much needed training and significantly increased the supply of teachers who could not be accommodated at the teacher training institutes. Wfih the aid of the Post Offce. written courses could reach the remote areas of the country and were satisfactory aids in the production of SPG teachers. As mentioned earlier, the centers also served high school teachers via written courses, for example, B1 Pedagogy, and E l History. This was the forerunner of what is now known as PPPG Tertulis (Written) in Bandung.

I - 21

55. The written courses emanating from Bandung were very popular at the time. During the initial stages, the written courses were given only to elementary school teachers; later they were made available as B-1 and 8-2 courses which teachers in junior and seniQr high school took for mastery of subject matter. Again, teacher work groups were generally held in the aflernoon or at night afler school hours. The courses were eventually abolished when the PTPG or Secondary School Teacher Education programs were established in 1954.

56. At the beginning, there were only four PTPGs; the original sites were Batusangkar (Sumatera Barat), Bandung (Jawa Barat), Malang (Jawa Timur), and Tondano (Sulawesi Utara). In the early sixties, the PTPGs were likewise abolished to give way to the Faculty of Teacher Training at several universities. Toward the end of the decade, some of these units became independent and acquired the name IKlP or lnstitut Keguruan dan Ilmu Pendidikan (Teacher Training Institute), with the same aim as the PTPG - as a pre-service training institute for secondary school teachers.

57. There are at present ten IKlPs (with education and other faculty departments) and twenty FKlPs (Fakultas Keguruan llmu dan Pendidikan) within a government university in a province where there is no IKIP. A special institution is Universitas Terbuka (Open University) which offers degree programs through distance learning. There are also two STKlPs (Sekolah Tinggi Keguruan llmu Pendidikan) with a single education department, in Singaraja, Bali and Gorontalo. Sulawesi Utara. There are, in addition, about 200 priiate teacher training institutions which enroll 200,000 students or about a third of the population of teacher education.

58. In 1989, a policy was enunciated that all primary school teachers upgrade themselves to at least Diploma 2 (D2) level (two years afler senior high school). junior high school teachers to Diploma 3 (D3), and senior high school teachers to S1. IKIPs and FKlPs suddenly were given charge of the academic preparation of new students and the upgrading of all school teachers for which they have had to make the necessary adjustments and re-orientation to take care of thousands of teachers who have been rendered underqualified by decree. New curricula, new concerns (environmental education, greater access and equity, etc.), and government thrusts required substantial training activities; and new modalities were explored to take care of the thousands who needed both training and new qualifications, not to mention upgrading in positions and rank and corresponding financial incentives. Distance education for a formal degree was one such modality; another was via radio broadcast and credit equivalence for certain kinds of in- service training.

59. Universitas Terbuka (Open University) was established in 1984. In 1991 fifteen training centers evolved from erstwhile SPGs to augment the original twelve established between 1977 and 1984. There is now a training center for each province called BPG (Balai Penataran Guru). A complementary group of training centers called PPPG (Pusat Pengembangan Penataran Guru) were established on the national level to provide specialized in-service training in school subjects: science, mathematics. languages, social science, agriculture, art. and vocational or technical education. Two PPPGs are not subject-

I - 22

oriented: PPPG Tertulis and PPPG Keguruan. PPPG Tertulis has a historical record of providing self-instructional materials long before distance education and modules became popular. PPPG Keguruan provides training in such areas such as guidance and counseling, and sports and health, among others.

00. Following the developmental establish/abolish pattern, all the SPGs were eventually closed in the late eighties: many were converted to senior high schools, which level was the equivalent of the training being offered; some were redesigned as training centers.

01. From a h is tw id perspective, the training of primary school teachers separately frQm secondary school teachers is not unique to Indonesia. Many of the develOped countries went through the same process of initially providing only minimum non- university level education for primary teachers, and subsequently augmenting the limited academic background with additional training afler teaching service commenced, through a process now referred to as in-service training. At the time when institutions for higher learning were not highly developed and there were few options for higher education courses, many bright students were attracted to teaching. They were usually the best in the community; they did not have university-level credentials but they had high motivation, commitment, dedication, and a rich socio-cultural background; with this, they enjoyed considerable prestige and status and comparatively high economic rewards.

62. In the United States, many of the early teacher training institutions for primary teachers were referred to as normal schools (which can be traced to 1795 from the French ecole normale - norm or model training school for elementary teachers). At the beginning, the normal school was secondary school level, then later became post-secondary level, and consequently re-named State Teachers College. These colleges later evolved as the core of state teacher universities which in turn evolved into general universities. An example is LQS Angeles Normal School (founded 1881) which in 1919 became LJCLA. On the other hand. the high school teacher was generally a graduate of a collegiate liberal arts curriculum. This teacher came from solid academic background and had mastery of content. He learned his teaching craft and methods on the job, and was highly regarded then as was the primary school teacher. At the new college of education within the university, the primary school teacher curriculum became standardized from a two-year sequence to a four-year bachelor's degree, at par with the degree required for the secondary schOol teacher. The student preparing to become a secondary school teacher moved over from the general liberal arts college to the college of education for both content and pedagogy. The college of education, now a professional school for training teachers, at the same level as other professional schools, was now mandated to prepare students for both primary and secondary schools and they shared the same facilities and sometimes the same classes and lecturers.

63. Having acquired pre-service education, the young graduate from the professional school proceeded to go into the teaching service for which he sought licensure qualifications. Invariably, because of social and economic incentives, many cantinued to obtain higher degrees, the master's degree or the doctorate while in the service.

I - 23

64. In time, all the teachers and the principal in a primary (or secondary school) had obtained not only the basic pre-service academic credentials but a mix of advanced degrees in various areas of specialization. There was professional interaction and support for each other: therefore, in-service training was no longer a major concern. If at all, in- service training is conducted in the school itself and takes the form of a staff meeting. In many places, the term in-service training, in fact, has given way to staffdeveloDment, which includes research activities, publications, and seminars and workshops conducted by various professional associations (by school subjects, e.g., biology association; by school levels. e.g., early childhood education; by common interests, e.g., society for curriculum development, etc.), which promote the welfare and intellectual advancement of the teachers.

65. Indonesia has made and is making a unique response to accelerate the professional development of its primary and secondary school teachers through a massive program of in-service training. It has in fact, re-defined in-service training to include various functions: (i) orientation courses (to new syllabi and instructional materials, to new methods, to administrative guidelines, etc., and supposedly accessible to all teachers): (ii) refresher courses (to review what has been learned but not yet mastered); (iii) position upgrading (training for promotion to a new assignment); (iv) qualification upgrading (formal study to meet required academic standards, through a number of modalities). These functions are provided at various levels (national, provincial, district), by various agencies (directorates, higher education institutions, specialized centers, private groups, and so on); and funding (routine budget, development budget, foreign assistance, private funds). The multiple dimensions of in-service training have often baffled the outsider but is actually not to difficult to understand, given the historical perspective of the growth of the educational system.

I - 24

II. GOVERNMENT POLICIES, REGULATIONS AND STRATEGIES FOR THE TEACHER TRAINING

1. A comprehensive review of existing laws, regulations, and policies has shown that there are adequate policies and regulations covering every aspect of education particularly in-service teacher training. Relevant laws and policies include the goals of in- service teacher training, responsible agencies, coordination mechanisms, qualification of teachers, accreditation system, financial incentives, and standards for teacher training centers. However, the well-meaning policies and regulations are not effectively implemented due to a number of reasons. Among of these are the lack of resources for implementation, followed by inadequate trained manpower. and sometimes due to lack of understanding by the implementers on the intent and spirit of the policy. Of the range of policies, the system of coordination needs immediate strengthening through the revamp of the coordinating bodies at the national and provincial levels, and equipping them with the toQls for effective planning and coordination. The strategies for lSlT need also to be reviewed to adjust the targets to what would be attainable with available resources, and to fine tune the schemes to enhance their impact or effectiveness. For most of the policies, they just need to be implemented properly by providing the concerned agencies with the means for effective implementation. The required ratinalization will entail these identified reforms together with the restvation of the roles of key lSlT institutions to their original mandates. The MOEC officials are commttted to effect the necessary reforms and have taken concrete steps to put in place the necessary foundations for strengthening the ISTT systems.

A. Laws and Decrees which Guide Education (with Emphasis on Teacher Education)

2. Two educatim laws provide the framework for the governance of the education sector. The first education law is UU NO. 4, 1950 concerning education in schools. The second is UU No.2 1989 concerning the National Education System which also stipulates the role of human resource development in the overall national economic and social development.

3. Act No. 2 of 1989 and subsequent implementing guidelines define the aim of in-service education as to enhance the ability of employees of government departmental or non-departmental institutions in the discharge of their duties. All education personnel and staff are responsible for improving their professional ability in accordance with the development of science and technology and the development of the nation. Hence, the advancement of education staff in terms of rank and position depend upon their performance and discipline. The national education system is responsible for national policies concerning continuing staff development systems for educators in all sectors. Act 2 of 1989 also stipulates that educators will have the opportunity to organize professional associations to raise andlor develop their career, ability, professional power, status, and welfare.

II - 1

4. The implementation of UU No.2 1989 specifically cwcerning education staff is defined through Government Regulation No. 38, 1990. Article 32 of this Government Regulation is very important as it states that the Higher Education institutions are mandated to develop professional ability of the education staff. This creates a duality in the provision of in-service training, and can cause confusion between IKlPlFKlP or the PPPGlBPG unless properly clarified or rationalized. The consensus between Dikti and Dikdasmen is that qualification upgrading is the lead responsibility of the LPTK while refresher training is the main responsibility of PPPGIBPG. However, if professional development is viewed as a continuum from pre-service to in-service training, it is logical to establish a framework for an institutional linkage for the provision of in-service training.

5. In the career development of teachers, provisions of Article 59 concerning professional appreciation of teachers are significant. Article 59 states the following: (i) appreciation is awarded to the education staff at the fQrmal education stream as well as in nonformal school education, on the basis of work achievement, loyalty to the institution, meritorious service to the country, outstanding performance of duty or death in service; (ii) the recognition by the government as can be seen in the form of raise promotion in rank, certificate, medals, money, badges, or others.

6. The Education Law of 1989 reaffirmed earlier policies on the intent and responsibility for ISTT. The IS lT is for the professional advancement of education staff, which is popularly interpreted to include teachers, headmasters, and supervisors. Professional advancement is also interpreted to mean achieving the minimum qualifications for the position and further training to improve performance and enhance promotion in rank. This intent implies commitment of huge resources to achieve the targets. All relevant agencies within MOEC are enjoined to participate and suppolt the professional development of education personnel. The responsibilky for ISTT falls on all concerned agencies thereby allowing opportunities for overlap or duplication and necessitating an effective coordination mechanism. As a consequence, certain adjustments in the roles of Dikgutentis and the coordinating bodies (TKPP and TKPD) were introduced.

B.

7. The policy for an integrated teacher training system was originally promulgated through No.0132/C/Kep/1978. The decree provided for the establishment of the Central Training Coordination Team (Tim Koordinasi Penataran Pusat or TKPP), with a membership of ten headed by the Director of Dikgutentis. The head of TKPP was authorized to establish a secretariat with staff based on necessity.

Integrating Mechanism and Responsibility of the Direotorate

8. In 1980, another decree was issued No. 0161/U/1980 (see Figure 11-1) which stipulated guidelines for in-service training within MOEC. The Central Training Development Team (Tim Pembina Penataran or TPP) was established under decree No. 0161UI1980 with membership further defined in No. OOl/P/1981. The TPP was set up as the highest level coordination unit and was charged with:

a Providing suggestions and opinions related to teacher training to the Director General of Primary and Secondary Education (Dikdasmen)

a Making advisory decisions for implementing efficient and effective training

I1 - 2

Figure 11-1 Organizational Structure of the Integrated Training System

(DECREE 01 61 /U/1980)

I I - 3

9. The TPP is chaired by the Director General of Primary and Secondary Education (Dikdasmen). Membership consists of the Secretary General: Director General of Higher Education; Director General of Out-of-School Education, Youth, and Sports; Inspector General; Director General of Culture; and the Head of the Bureau of Research and Development.

10. The TKPP was reconstituted under decree No. 132/C/Kep/E.80 and later refined in No. 172/CIKep/E.83, and No. 143/C/Kep/E.90 (see Figure 11-2). The main task of the TKPP was to formulate an implementation policy of training coordination for the educational staff of primaly and secondary schools based on policies of the Director General of Primary and Secondary Education. The roles of the TKPP were subsequently clarified to include the following:

Formulate patterns for implementing training programs Develop plans for legitimate training programs including criteria for trainers and trainees, training packets, and budget Prepare policy recommendations regarding training Prepare reports on training implementation for regular meetings

11. The TKPP is chaired by the Director of Teacher and Technical Staff Education (Dikgutentis). The secretary of the TKPP is the secretary to the Director General of Primary and Secondary Education (Dikdasmen). The members of the TKPP are the seven other directorates in MOEC and the head of the Bureau of Personnel. The seven directorates are: Primary Education, Secondary Education, Vocational Education, Educational Facilities, Private Schools, Student Affairs. Center for Education and Training.

0

12. The Chairman of the TKPP is an Echelon Ilb and the secretary is an Echelon Ha. The other directorates which are to be coordinated by the Chairman of TKPP are also Echelon Ilb. An inherent problem with this arrangement is that, in the Indonesian government context, a higher echelon is expected to be in the position of coordinating lower echelon positions. It is not appropriate for a lower echelon to coordinate a higher echelon nor is it appropriate for an echelon to coordinate others at the same echelon. Legally, Dikgutentis is authorized to coordinate horizontally (No. 143/C/Kep/E.90), but realistically this has proven not to be appropriate or acceptable to others within the same echelon.

13. The same difficulty exists with the organizational structure and operation of the TPP. The Director General of Primary and Secondary Education is expected to coordinate positions at equal or higher level (Secretary General). In other ministries in previous Repelitas, the tasks of coordinating Echelon I were handled by junior ministries. Consequently, neither the TPP nor the TKPP meet on a regular basis. When they do attempt to meet, lower echelon representatives, who are not empowered to make decisions, are sent to the meeting.

14. The head of TKPD is the Administrative Coordinator (Kormin) of the Provincial Office of MOEC (Ministry of Education and Culture). The Head of BPG is a member of the TKPD; the head of the Provincial Office of Education and Culture and the Vice-Rector I at IKlPlFKlP serve as advisers.

11-4

Figure 11-2 PESENTSTRUCTUREOFTKPP

National Training Coordination Team (Tim Kmdinasi Penataran Pusat)

Director Dit. Teacher Training &

Technical Staff

I I I I Pirector Director Director Director Director Director Director

Education Second- Second- Facilities Schools Education & Personnel Education Education Training

*) Decision of Dir Gen Primary and Secondary Education No 132/CKep/E.80

15. At the provincial level, the TKPD (Tim Koordinasi Pusat Daerah) was established under decree No. 1071CIKeplE.82 and refined under No. 034/C/Kep/N11992. Figures 11-3 present the organizational structure of the Regional Training Coordination Team. The TKPD has similar responsibilities at the provincial level as the TKPP does at the national level. The main task of the TKPO in each province was to give assistance to the BPG in conducting training for educational staff of primary and secondary schools. The TKPD is chaired by the Kanwil Administrative Coordinator (Kormin). The secretary of the TKPD is the head of the Technical Staff of the Teacher Education Division for Primary and Secondary Education (Kanwil Depdikbud).

16. Membership of the TKPD is composed of the Assistant Dean I in a public IKlP or FKIP; Heads of the Divisions of: Secondary Education, Vocational Education, Primary Education; and the Heads of the Departments of: District EducatiQn and Culture, Sub-district Education and Culture, and Dinas P&K (Education and Culture). The TKPD is to be advised by the (i) Head of the Regional Office of the Department of Education and Culture; (ii) Assistant Rector 1. IKIP; and (iii) Assistant Dean I. FKIP.

17. The TKPD has similar difficulties as the TKPP. The Kormin is an office administrator and has no direct line to coordinate tasks of other members of the provincial office. He is under the direct line of aulhority of the Kakanwil who is the head of the provincial office of Education and Culture. The Kormin has difficulty in coordinating his immediate superior and others who are at an equal or higher echelon. It should also be noted that there is no representation from the provincial office of MOW. Importantly, teachers, who are the clients (the trainees), are not represented on the TKPD.

18. The efficient functioning of the TKPP and TKPD depends upon the support of an active secretariat who can supply the data and analysis upon which policies and decisions could be made. The role of secretariat was supposed to be performed by Dikgutentis at the central level, but undefined for the provincial level. Moreover, no specific resources have been set aside to carry out support for the operations of the secretariat of the coordinating body. With the limited staff of Dikgutentis, the support in terms of planning, management information. and teacher mapping could not be provided. Efforts are underway to recruit qualified staff so that Dikgutentis can become an effective secretariat and coordinator of ISTT.

C. PolicylRegulations on Teachers’ Qualifications

19. In the desire to promote quality education, certain standards were established for teachers. Initial standards were set in mid-70s with the introduction of the new curriculum. These were later revised and raised with the introduction of the 1984 and 1994 curricula. In general, teachers of public and private schools must have the following qualifications:

Pre-school teachers must have a minimum qualification of SGTP (Secondary Teacher Training for the Pre-schools) or SPG (Normal School) majoring in Pre-school education. In the past, primary school teachers needed at least an SPG diploma majoring in Primary School Teaching. Recently, the qualification was raised to Diploma II (D2).

II - 6

Figure 11.3 Regional Training Coordination Team

CHARMAN 1 KORMlN Head, Regional Offie Dept.

(Administrative Coordinator) Education 8~ Culture (Kanwil, Depdikbud, Province Asst Rector I IKlP

0 Asst, Dean I FKIP, Public University

J 1 1

Primary Teacher educ. Kanwil Depdikbud >

11. Head, BPG SECRETARY J

Head, Sect. Technical Staff Teacher Educ./Primary Teacher Education (Kanwil Dikbud)

*) Decision OF Dir.Cen.Primary and Secondary Education No.O34/UKep./N/1992

0 Junior Secondary teachers must possess at least one of the following diplomas: Diploma II or Diploma I in addition to "AKTA" (1 year program for Teaching Qualification). The qualification has now been raised to Diploma 111.

Senior Secondary teachers must have at least one of the following: (i) the "Sarjana Muda" degree from IKIP, (ii) D2 plus "AKTA". and (iii) Diploma I l l plus teaching qualification. These requirements have been recently raised to S1 degree.

0

0 Teachers in Higher Education must have at least a master's degree.

20. These requirements are applied to new recruits. However, for those already in the system, a mechanism is needed to help them meet the requirements. The ideal target is to assist all teachers attain the minimum requirements. However, the large number of teachers to be trained, the capacity needed for upgrading, and the huge resource requirements call for the establishment of priorities and realistic targets.

21. An initiative to explore alternative ways for qualifying teachers other than the lengthy upgrading programs is covered in the ADB-assisted Senior Secondary Education Project. Resources have been provided to study and develop schemes for licensure examination or equivalency to qualify teachers. If teachers pass the examination, they become qualified to teach at the designated school level whether or not they have attained the required minimum education. While it will be piloted at the senior secondary level, the approach could be applicable at the primary and secondary school levels as well.

22. The recruitment of teachers starts at the Office of the Kanwil (Provincial Administrative Office) in the province using a selection process that follows set criteria. Usually, teachers are recruited from the graduates of IKIPs, FKIPs, and IAlNs (Institut Agama Islam Negeri or Islamic Institute for Higher Education). Selected applicants are referred to the central office of MOEC and M O M in Jakarta for final processing and appointment. The central office has the responsibility of assigning and deploying teachers. The place of deployment may be suggested by the teacher applicant. However, MOEC/MORA has the final authority to evaluate the applicant's request and balance it with service requirements.

23. Usually, during the selection process. certain requirements for the candidates are observed (SJ/B.I 1/1-b/Kp.003/4222/1994). Priority is given to graduates and/or candidates who meet the following criteria:

0 Are from state schoolslinstitutes of higher education or from accredited institutions

Are under 40 years of age

Are of good moral character

0

a

a Have a good performance index (PI)

0 Are without the status of civil servant upon application

II - 8

Possess the education and expertise required of the position

Are willing to be assigned to any part of Indonesia and not to demand transfer within 5 years upon appointment

Must have passed the examinations consisting of:

- Written examination on the Indonesian language; Pancasila; broad outlines of the state policy; state administration; Indonesian history; government policies; and religion

Oral examinationlinterview after the participants have passed the written examination which will determine the applicant's ability to read A1 Qur'an for thQse who are Islamic: religious practices and knowledge; and the candidate's level of integrity, loyalty, emotional maturity, and discipline

-

- Physiological tests

24, In the private schools, teachers are of three categories:

Teachers recruited by the school

Government teachers appointed to private schools either by M O W or MOEC

Part-time teachers appointed by the school

25. While the policy is strictly observed for teachers hired for regular positions, there are still many teachers who enter through the "backdoor". Emergency teachers may be hired by the school foundation, parents association, or local government as "honorer" or temporary. Some of these teachers could be working for several years. Even if they are 'honorers", the government is obliged to train or upgrade them if they are below qualification.

0

0

D. ln-Service Teacher Training Program

26. With the increasing qualification being required of teachers and with the vast majority of the teachers falling below the desired qualification, it was necessary to institute programs to address the professional advancement need and designate lead agencies in their implementation. It is an implicit policy that teachers who have served faithfully in times of great need, but have become underqualified because of the new regulations, cannot be terminated forcibly from service. Rather, the humane approach of assisting them to upgrade their qualification is the popular cholce. Hence, various innovative programs have been introduced to upgrade underqualified teachers in the system. These include: (i) scholarships to study full-time; (ii) support for distance education learning with UTlEJJ and LPTK; (iii) academic credit equivalency for short-courses; and (iv) school based training. These programs are discussed in more detail in the next chapter.

II - 9

E. PolicylRegulations on Teaoher Accreditation and Equivalency

1. Career Path

27. The Civil Setvice System is divided into four levels, as shown in Table 11-1. However, all teachers enter the system no lower than Level Ila. There are minimum number of points which must be earned at each level in order to get a satisfactory rating from the supervisor, and set number of additional points which are required for advancement, and the salary plus teacher incentive at each level. Table 11-2 lists the types of activities through which teachers can earn points, the number of different activities within each category, the maximum number of points which can be earned within a category, and the range of points which can be awarded for the activities within categories.

28. The four main categories are: (i) Educational Background (degree held) (ii) Teaching and Learning in the Classroom (iii) Professional Development (iv) Teaching and Learning activities which support education in the classroom

(e.g., work with parents, community service, etc.)

29. These four main categories are further divided into 13 sub-categories with a total of 106 different activities through which teachers can earn up to a total of 71 1.281 total points. Activities carry point values ranging from 0.15 to 150.00. The higher point activities include earning an advanced degree, teaching in a remote area, conducting scientific/ professional studies and publishing the results, and specific types of curriculum development.

30. The point system has been criticized as having been developed by higher education professors for the benefit of faculty in higher education. Teachers believe that the rewards are biased in favor of what teachers in higher education are expected to do as against what teachers in kindergarten to grade 12 are expected to do. The system has also been criticized as being overly bureaucratic and subject to pplitical favoritism.

31. The system needs to be revised to accurately reflect professional standards related to what classroom teachers should know and be able to do; and it should be run by a board of professional educators much like the recentlycreated board for accrediting institutions of higher education

2. Academic Credit Equivalency

32. There are already initiatives to grant academic credits for short-term training. The pilot activities on accreditation are being carried out by IKlPs in Medan, Surabaya, and Ujung Pandang. Feedback indicates non-uniformity of equivalent credit granted. While the approach is still far from perfect, it is well-received by the teachers. Thus, there is justification to encourage the development of the schemes and possibly to encourage all LPTK, both public and private, to participate in the accreditation or equivalency program.

- No.

- 1

1. I

3 -I

3. 4.

5 . 6. 7. 8.

9. 10. 11. 12. 13.

-

-

Position

2

Guru Pratama Guru Pratama Tingkat I Guru Muda Guru Muda Tingkat T

Guru Madya Guru Madya Tingkat I Guru Dewasa Guru Dewasa Tingkat I

Guru Pembina Guru Pembina Tingkat I Guru Utama Muda Guru Utama Madya Guru Utama

Table 11-1 Average Salary

Incentive and Level Teachers

Rank

3

Pengatur Muda Pengatur Muda Tingkat I Pengamr Pengamr Tingkat I

Penata Muda Penata Muda Tingkat I Penata Penata Tingkat I

Pembina Pembina Tingkat I Pembina Utama hluda Pembina Utama Madya Pernbina Utama

Credit Point

Per Level

6

25 15 20 20

20 50 50 100

100 150 150 150 150

Average Monthly Salary

7

187,500 203.800 212.900 221.500

241.800 251.600 26 1 .m 272.000

282.900 294.200 306.000 316.200 33 I .Ooo

(In Rupiah) - Incentive Teachers

8

45.000

55.000

7O.W

Table 11-2 Credit Points for Teachers

~ . ~ . . . . .~ ~ ~ . . ~ ~ ~ ~~~~. ~

Range of . .~~ Points .

15 -150

1 -1s

1. 150 - 0.830

1.380 - 2.080

1.020 - 4.165

1.020 - 4.165

0.150 - 1

3.380 - 2.505

0.425 - 5

0.760 - 5

2 - 4 2 - 10

1 - 12.5 5

0.5 2 - 5

2 - 4.5

0.02 - 2 0.02 - ~ 15 ,,~,

NO.

I

I I

111

IV

Activity . . . ~ ....,..

Education I 1:ollowiiig formal education

and getting certificate 2 Following in-service

teachers training

Teaching Learning Process 1 Teaching learning process,

i ts follow : l a . Guru I'ratania up to

Guru Muda TK. I 11,. Guru Madya up to

Guru Madya TK. I Ic. Guru Ilewasa up to

Guru Ikwasa Tk. I Id. Guru Pemhin;i up to

Guru LJtiIIIiiI

2 Advising process, as fnllow : 2a. Guru Mutla up to

Guru Mutla TK. 1 211. Guru Madya up to

Guru Matlya 'TK. I 2c. Ciuru Dewasa u p to

Guru kwdSa Tk. I 2d. Guru Peinhina up to

Guru [ J l m a 3 '1'0 cotitluct spccial task

i n scliool 4 '1'0 conduct task in rcnitrtc area

I'rolcssional Devclopment 1 Activity working papers

o r scicntil'ic in ctlucation 2 liivetit technology effectively 3 Create teaching aids 4 Create art 5 Follow curriculum development

'Teaching Learnitig I'rorccss Supporting

I Social community 2 Iklucational Supporting

n t a i

... ~ ~~ .. .

Jumbcr of ._...._._,. Activity..-., " .

7

6

7

7

I)

9

6

6

7

7

2 4

9 1 I 2 2

4 10 106 . . . . ~ . . .

. ~~~ ~- ~ .~~~

Total Puiets i_ .~. .

435

26

2.335

5.845

13.54

15.315

2.182

5.46'

I I .36t

I1.7!

t 2

6'

0.: 11 1

10.4 41.4

711.28 .. _. . .. .

II - 12

F. Financial Incentives

33. The second incentive that is also important for trainees is financial. Most teachers who participate in training program mostly are those at level II ( A,B,C,D ) or level 111 ( A.B.C.D ) on the civil service scale for teachers. Based on PP 51/1992 and PP 15/1993, each public servant will receive a basic monthly salary as follows:

( in Rupiah )

34. each public servant alsQ receives monthly incentives as follows :

Besides the above salary, according to Presidential Decree No.29/1997,

Level : Incentive :

II A, 8. C, D Rp. 45.000

111 A, B, C, D Rp. 55.000

IVA, B, C. D, E Rp. 70.000

35. The take-home pay for a teacher, for example level IIA , will be Rp 187.500 + Rp 45.000 = Rp 232.500. When teachers participate in training, they get the following incentives :

1.

2.

3.

4.

5.

6.

Round-trip Transportation Allowances : Level II Rp 110.000 111 Rp 130.000 IV Rp 150.000

Honorarium : All levels Rp 5.000

Accommodation and Food Allowances : All levels Rp 30.000

Medical Care

Teaching Materials

Stationery

II - 13

36. The allowance of round-trip transportation mentioned above of course is not sufficient for those from remote areas and islands because they have to go by bus, boat, and plane. This is one of many constraining factors which inhibits teachers from taking part in a training program. Giving teaching materials is not enough: the incentives should include allowances for books to be purchased so that teachers will be able to track new developments in teaching and learning concepts. It should also be noted that many teachers hold a second teaching job in a private school. During training, they are likely to lose their second income if the private school does not place a high value on in-service training or has to hire a substitute teacher.

G. Standards for Teacher Training Institutions

1. Qualification of Professional Staff

37. Because of their mandates, BPGs and PPPGs are expected to have highly- qualified widyaiswara. BPGs widyaiswara are supposed to train SD teachers and subject matter teachers for junior secondary and senior secondary teachers. As such, they are expected to have practical experience as classroom teachers at the appropriate level and mastery of subject matter and methodology. Considering the proficiency requirement and educational attainment of trainees, the trainers at BPG are expected to have at least an S1 degree and preferably an S2 degree, with refresher courses to keep up with the state of the art.

38. For PPPG, the expectations for staff are higher. To train master teachers and BPG instructors, the trainors should have at least an S2 qualification. To undertake R 8, D, curriculum and instructional materials development, and methodology improvement, the concerned staff are expected to have an S3 degree.

39. Likewise, with the critical role of PPPG and BPG in the professional advancement of teachers, the heads are expected to be good leaders and managers. As leaders, they must have the vision on how their institutions can creatively carry out their missions within a changing environment and must have the skill to motivate the whole organization to rally together in pursuit of the vision. As managers, they are expected to be able to perform their organizations’ mandate with the available resources.

40. It should be noted that there are no explicit policies on the above requirements. However, the education community expects that these are the criteria to observe in the filling up of key positions in PPPGs and BPGs.

Educational Physical Facilities Space and Cost Standards

41. Dikgutentis, in consultation with the national and provincial education officials concerned with in-service teacher training, formulated the minimum type and number of facilities, including the space standards for the BPG’s infrastructure. These standards are summarized in Table 111-3 and apply uniformly to all BPGs. The logic here is to provide convenient facilities for the conduct of in-service training which are conducive to learning and offer opportunities for participants to exchange experiences and to socialize. The rooms and size may vary depending on the size of target schedule. However, the basic components are the same.

2.

II - 14

Table 11-3 Physical Facilities Standards for BPGs

Type of Fadlitkss No. of Rooms Room Area Total Floor (m2) Area (m2)

1. Office Room 2. Classroom 3. Laboratory Room:

a. Language b. Physics c. Social Sience d. Biology 8. Mathematics 1. Chemistry g. Anthropology

4. Media Room 5. Micro-Teaching Room 6. Library Room 7. Convention Room 8. Skill Room

1 600 GOO 7 7 2 504

1 100 100 1 100 100 1 100 100 1 100 100 1 100 100 1 100 100 1 100 100 1 248 248 1 120 120 1 320 320 1 400 400 1 144 144

9. Drawing Room 1 144 144 10. Dormitory Room 11. Dining Room 12. Kitchen Room 13. Washing Room 14. Worship Room 15. Art Room

5 450 2,250 1 200 200 1 60 60 1 60 60 1 64 64 2 144 288

16. Health Room 1 21 21 17. Trainer Room, Type C 9 70 630 18. Trainer Room, Type D 19. Generator Room 20, Production Room 21. Show Room

1 90 90 1 9 9

1 100 100 1 72 72

22. Securiiy Room 1 21 21 23. Storage 2 36 72 24. Widyaiswara Room 3 40 120 25. Co-omrative Room 1 100 100

Total Building Area 7,457 mz

Prescribed Total Land Area 30,000 mz

II - 15

111. ISTT SUB-SECTOR

A. SYSTEM DEFINITION

1. The ISTT sub-sector is the system that aims to improve the capability and professional advancement of teachers through qualifications upgrading and refresher training. It involves several agencies within MOEC which are responsible fw variQus tasks within the training cycle and which implement relevant activities mainly through projects. The system is huge and complex and can be better understood by characterizing various features. During the current fiscal year (1997/98), the ISTT system has lined up 283 training activities covering about 300,000 teachers and an estimated expenditure of US$ 147 million from government support. At least 45.000 teachers pursue qualifications upgrading on their own. In addition, 400,000 participate in school-based training on their own or with partial support from parent associations.

2. The sub-sector can be characterized in the following context:

1. Programs Offired

a. Degree Programs to upgrade the academic qualifications of teachers to the minimum requirements through the following modalities or approaches: 0 Face-to-face 0 Distance education 0 Center-based (credit equivalence for some subjects)

b. Non-Degree Programs (i) to upgrade the professional capabilities; and (ii) to serve as basis for rank promotion. The following are the modalities for this type of program: 0 Center Approach (short-term training) 0 Gugus or Cluster Approach (regular meetings for training for

PKG-SanggarlMGMP (regular meetings for secondary school primary school teachers)

teachers) 0

2. LevelslAgencies Involved in Planning, Preparation, and Implementation of ISTT

a. National Level. There are several national agencies that are involved in the coordination and delivery of ISTT, to wit: (i) TKPP; (ii) various Directorates in Dikdasmen (e.g., Dikgutentis, Dikmenjur, Dikmenum, Dikdas); (iii) PPPGs; (iv) LPTK; and (v) UT.

Provincial Level. The following are the agencies that support ISTT: (i) TKPD; (ii) offices at Kanwil and Kotamadya; (iii) BPG; (iv) IKIPIFKIP; and (v) UT-BJJ (Universitas Terbuka-Belajar Jarak Jauh or Distance Learning Center).

b.

111 - I

C. DistriotlLocaUSchool Level. Several institutions are involved at this level, such as, (i) Offices at Kecamatan; (ii) Gugus Sekolah (Inti and lmbas Schools); and (iii) PKG Sanggar-MGMP.

3. The ISTT sub-sector is part of the broader education sector and, in effect, its key players are also involved in functions other than in-service training. Only the PPPGs and BPGs are exclusively designed for in-service teacher training. Since ISTT belongs to a broader system, it must conform to the higher order of doing things, particularly in the use of development budgets to undertake projects.

3. Funding Sources

4. There are three major sources of funding for ISTT: local budget (rupiah murni); foreign-assisted projects; and self-financing or private contribution of teachers covered by government projects.

a. Rupiah Murni

5. This funding covers activities funded exclusively by GOI, both national and local. These funds cover the routine and development budgets of PPPGs and BPGs, and the development budget of Dikgutentis and Kanwils relevant to teacher training. PPPGs and BPGs cpnduct training using both routine and development budgets, but the coverage of the routine budget is less than 5 percent of the total training activities under government funding.

6. The routine budget is the recurrent budget received by ISTT institutions from GO1 evety year to cover salaries, maintenance, and other basic operations. Development budget are funds provided by GO1 in response to requests by ISTT institutions for project suppofi to cover expenses in implementing experimental and innovative programs. The lSlT institutions need to apply and pre-clear with GO1 (Dikdasmen) all programs that will be under DlWDlP for the incoming year before these programs can be implemented. Table 111- 1 presents the number and coverage of Training Activities from 1996 to 1988.

b. Foreign-Assisted Projects

7. These projects are assisted by international funding agencies (e.g., World Bank, ADB, etc.,) either as grant to GO1 or part of loan. Foreign assistance, especially for the education sector, allocates a substantial amount (about 25 percent) of project cost to teacher training. Depending on the financing arrangements for the particular project, the local cost for training can be covered fully by the loan, by GO1 counterpart, or varying ratios in-between.

111 - 2

Table 111-1 Number and Coverage of Training Activities

1996197 to 1997198

1 Sel Dillen Dikdasmen

2 DiI Dikdas

3 Dil Dikmenum

4 DiI Dikgulenlis

5 Dil Dikmenliir

6 DII Sardik 7 Dil Swasla

0 DiI Dinwa

9 PPPG Kepruan 10 PPPG Keguruan

11 PPPG Bahasa 12 PPPGIPA 13 PPPGIPS 14 PPPG Malmalika

15 PPPG Tekndcgi Bandung 16 PPPG Teknologi Malang 17 PPPG Teknologi Medan 18 PPPG Perfanian Cianlur

19 PPPG Kesenian Yogyakarla 20 PPPG Terfulis

8 2.47% 4,096 3.08% 23 7.10% 16,413 12.35%

42 12.96% 58.918 44.34%

7 2.16% 4,402 3.31% 14 4.32% 543 0.41%

14 4.32% 3,272 2.46%

28 8.64% 10,810 8.14%

2 0.62% 950 0.71%

15 4.63% 887 0.67% 8 2.47% 473 0.36% 6 1.85% 711 0.54%

12 3.70% 1.361 1,0296 4 1.23% 886 067% 9 2.70% 424 0.32%

11 3.40% 1,431 1.08% 10 3.09% 651 0.49% 10 3.09% 333 0.25% 7 2.16% 316 0.24% 9 2.78% 323 0.24% 4 1.23% 5,927 4.46%

I

Sub Ida1 105 3241% 13,723 1033%

9 3.18% 93,493 32.57% 28 9.89% 16.496 5.75%

41 14.49% 114,429 39.87%

11 3.89% 2.065 0.72%

13 4.59% 1,745 0.61%

10 3.53% 10,314 3.59%

3 1.06% 1,050 0.37% 3 1.06% 5.156 1.80%

27 9.54% 1.258 0.44% 8 2.83% 760 0.26% 120 9 3.18% 1,134 0.40% 6 2.12% 1,425 0.50% 320 4 4.95% 1,101 0.38% 144 7 2.47% 504 0.18% 240 9 6.71% 1,267 0.44% 6 5.65% 824 0.29% 4 4.95% 2.452 0.85% 4 4.95% 1,415 0.49% 8 6.36% 681 0.24% 1 0.35% 8,oOO 2.79%

153 906% 20.821 7.2% 824

111 - 3

G. Private Contribution

8. Some teachers are covered by government-funded training but they must contribute part of the cost, particularly transport and meal expenses. Some forego income from part-time teaching jobs. Others pursue 02 and 03 programs on their own. Likewise, teachers in areas not covered by foreign-assisted projects attend school-based training on their own or partially assisted by BP3 (Badan Fembantu Penyelenggaraan Pendidikan or Parent Associations Contribution to Schools).

B.

9. There are several approaches that are being employed for the delivery of ISlT. Table 111-2 presents a matrix of ISTT programs together with the various ISTT institutions/agencies, their respective roles, and the type of funding sources for program implementation. Figure 111-1 presents the approaches utilized by the various ISTT institutions at different levels. These approaches are briefly discussed below:

IST'l PROGRAMS AND DELIVERY MOBlLtTlES

1. Face-to-Face

10. This approach is followed at LPTK (IKIP, FKIP, and private institutions) that offer teacher education programs. Teacher-students are enrolled and attend regular classes to earn a formal degree.

11. The D2 program at LPTK, supported through Dikgutentis, started in 199611997 with 8,175 students followed by a new batch of 10,000 in 1997/1998. All are still currently enrolled and under normal conditions should finish in three years.

12. The D3 program at LPTK started earlier in 1992/1993 for MlPA (Mathematics and Science) and by 1996/1997 graduated all 3,400 or 100 percent of all who had registered. The course for English started in 1994/1995 with 120 students all of whom also graduated after three years.

13. A modified face-to-face modality is being tried out by some IKIPs, for example, IKlP Semarang, where the lecturer travels to an associate center called UPT (Unit Pelayanan Teknis) which is closer to the students' community, rather than the students going to the city. Dikgutentis has also arranged with five IKlPs (Bandung. Medan, Surabaya. Ujung Pandang, and Manado) to have some 0 2 classes held at the BPG.

14. necessary administrative arrangements with LPTK.

Support funds are sent over by Dikgutentis to Kanwil which in turn makes the

2. Distance Education

15. The Universitas Terbuka (UT) or Open University in Jakarta, with satellite branches in the provinces called BJJ (Belajar Jarak Jauh), offers distance education degree programs. The teacher-students are provided modular self-instructional materials and, at intervals, attend tutorial sessions at UT-BJJ. After completing course requirements, the teacher-student takes an examination and eventually earns the diploma.

111 - 4

Table 111-2 Matrix o f ISTT

p a g a l o f 2 .- -. -. LEVELS Funding -

Pd Tc Pd

Pc Pe

Pf Pf

Pd Tc Pd Tc

Pe Pe

Pf Pf

DistrictlLocallSchooI PROGRAMS National Provincial For9gn Routlne Development

Psslstec Budget Budget

Training for Upgrading Academic Qualifications

1 Face-to-Face (for Academic Degree) Pa Ta Pa Ta Pg Pa Ta Pa Pa Pa Ta Pa Ta Pa X X TP TP TP X

Semde Prwams/Rorects Pb Tb Pb Tb Pb Tb Pc Pc Pc Tb Pc

a DZD3LPTK Pc Tc Pc Tc Pc Tc Pf Pf Pd Tc Pf

b Some projects of Directorates (JSEP. Pg Pg Pd pg Pe Pg

SSEP) at LPTK Ph Ph Pe Ph Ph Pf Ph Pi PI Pf PI I P i

, Pa Ta

Pb Tb

, P a Ta Pa Ta Pa I Pa l a Pa

Pc Tb Pc Pb Tb Pc Tb Pc 1 1 TP

___

TP

TP , TP X X X I 2. Distance Education (Forkademis Degree)

SSmde RW8mS/ROktS:

a. DZD3UT

b. PPPGTertulis

(for some subjects, program

Universitas Sebelas Maret)

Pd Tc Pd Pd Tc Pf Pc Tc Pc Tc

Pd

Pc

w

Pe Pc 1 Pc Pg

Pf Ph

Pi

Pg

Ph

Pi

Pf P f i I

I ~ -

X X I x Pa Ta ~ Pa l a

Ph I Ph

Pi ~ P i

Pg Pa Ta

' P b Tb

' Pc Tc

' Pd

' Pe

Pf

w Pg

Ph

Pi I

Pa l a

Pb Tb

Pc Tc

Pd

Pe

Pf

3. Center-based (Short-term Training for

Academic Course Credit for D2/D3 subject

Sam& Rwemt/Roiccts:

a. Some BPGIPPPG training

b. Some projects of Directorates

TP ~ TP I

L W :

P -Planning (L Program Preparation

a. ConductTNA

b. Progam Planning, Targetling and Budget Pllocations

c. Listing of Training/Schedule of Implementation based on Budget

d. Development of Curricula and Training Materials

e. Preparation of Training Evaluation Instruments

f. Preparation of Selection Criteria fw Training

g. Provide AdvisoryIFinancial Assistance

h. MbE of Training ImplementationlCoordin.tion

i. Conduct Post-Training Evaluation

T -Conduct of Training

a. Selection ofTrainees

b. Supervision of Training Implementation

c. Preparation of Training Evaluation

TP - bs Training Participant

...

PROGRAMS !

3% K R UT-011 FUP

NonDegree (Short-Tm Trairnw) Programs

Training for Upgrading Professional Capab i l i t i s Enhancement of Opportunities (Equity and Access)

Modsltles.

1 Atcenter X Pa l a Pa l a

, Pb Tb Pb Tb

Pa

Pb

Ta Pa l a Pa l a

Pc Tb

Pd Tc

Pe

Pf

Pa l a

Pc Tb

Pd Tc

Pe

Pf

Pa l a Pa l a

Pc Tb Pc Tb

Pd Tc Pd Tc

TP TP TP Pf

p g

Ph

X X Pa l a

r b Pb Tb Pb Tb

Tc Pc Tc Pc Tc

Pd Pd

Pe ' Pe

Pf I F f

Pc Tc Pc Tc , Pc

p g pg Pd

Ph Ph , Pe

Pi P i Pf I

Pe Pe P i

Pf Pf

__ X Pa l a Pa Ta

Pb Tb Pb Tb

Pc Tc Pc Tc

Pd Pd

Pe Pc

?f Ff

l a l a

Tb Tb

Tc Tc

l a X

Tb

Tc

X 1 2 GuguswClustersCCrairrng atlntervalsfor Pa l a Pa l a Pg Pg

Pnmaty Teachers) I Pb Tb Pb Tb

Pc Tc Pc Tc

p 9 p g

Ph P h

P i P i

- X 3 PKGNGMP (Training at Intervals for Pa l a Pa l a

Secondary Teachers) Pb Tb Pb Tb

Pc Tc Pc Tc

p 9 p g

Ph Ph

PI PI

Ta

Tb

TC

Ta l a x i x Tb Tb

Tc Tc ~

Pa l a Pa l a Pg

Pb Tb Pb Tb

Pc Tc I Pc Tc

Pd Pd

Pe Pe

Pf Pf

Training for Promotion in Rank

Modelities:

1 Face-to-Face Pa Ta Pa Ta Pa

Pb Tb Pb Tb Pb

Pc Tc Pc Tc PC

p g Pd

Ph Pe

Pi Pf

Ta Pa Ta Pa Ta Pa Ta Pa Ta Pa Ta Pa Ta

Tb Pb Tb Pb Tb Pc Tb Pc Tb Pc Tb Pc Tb

Tc Pc Tc Pc Tc Pd Tc Pd Tc Pd Tc Pd Tc

Pd Pd Pe Pe Pe Pe

Pe Pe Pf Pf Pf Pf

Pf Pf

Ta

Tb

Tc

Ta Ta X X

Tb Tb

Tc Tc

X

- - __ -

T - Conduct of Training Legend

P - Planning & Program Preparation a ConductTNA f Preparabon of Selecbon Cnteria for Training a Selecbon of Trairees b Progam Planning Targetbng and Sudget Alocabons g Prowde AdwsoryFinancial Assistance b SupeMsion of Training Impleventanon c bsbng of Training Schedule of lmplementabon based on Budget h M8E of Training ImpIementahorvCoordirabon c Preparaaon of Raining Evaluabon d Development of Curncula and Training Matenals i Conduct Post-Training Evaluabon e Prmoarabon of Trairirg Evaluabon Instruments

16. The program at Universitas Terbuka started in 1990/1991 with the 0 2 program for SD teachers. There were initially 20,055 class teachers registered, which number was augmented every year, at one time swelling with 46,885 newcomers, at another time drastically reduced to 5,630, averaging about 28.000 a year, and a total of 222,360. Out of the total, 68,176 or 30.66 percent have been awarded their diplomas. Some have completed course work but have not appeared for the final examination. There are no readily available records of the status of individual students. But once registered, the student is carried in the rolls; UT does not consider anyone as a drop-out, only as temporarily on leave from study.

17. A group of 1,980 Penjaskes (sports and health) teachers were first registered in 199111992. New batches came until 199611997 for a total of 24,595. There are 9,960 still enrolled. Of the 14,935 who have completed their third year, 4,899 or 32.80 percent have received their diplomas.

18. In 199111992, a variation of the D2 program was started under UT and Pustekkom cooperation, with the latter providing a complementary radio broadcast (P2 on the air). A total of 4,972 were registered during a four-year period ending in 1994/1995. The output is fairly low at 473 or 9.51 percent.

19. The 03 program with UT started in I99211993 with 11,454 students registered for MIPA. Two more batches Came for a total of 42,513, of which 21,507 or 50.59 percent received their diplomas. Teachers of English were suppQrted beginning 1994/1995 with 8.424 students, and an additional 1,810 the following year. The program was suspended during the third year, and resumed with 10,000 new students in 1997/1998. $0 far only 188 have graduated out of 10,024 who have gone through a three-year cycle.

20. The D3 with LPTK started at the same time as UT and for the same subject -- MIPA. A group of 680 teachers registered in 1$92/1993 and tw9 more batches came or a total of 3,400, all of whom have received their diplomas.

21. The Bahasa Indonesia course was started in 1996/1997 with 8,100 students with another 3,000 the following year. All are still taking subjects, and all will most likely graduate following the earlier track record set by LPTK. The face-to-face modality at LPTK. which apparently tracks attendance rigorously, appears to be effective in ensuring perfect completion rates.

22. Distance learning, through print modules or combined with radio, definitely reaches a bigger audience, and is probably able to transmit informational materials effectively. However, it is possible that most of the materials are alien to the teacher's day- to-day teaching activities and therefore would require a lot of time to process. Further, routine activities most likely interfere with study schedules. Lecturers at UT report that they have started syllabi revisions to accommodate Curriculum 1994 which teachers are expected to implement in their classes. When the shift to more relevant content and strategies is completed and introduced, and studying and teaching becomes more closely related, it is anticipated that teachers will finish their diplomas within three years.

111 - 8

23. The delivery mechanisms of UT for in-service training can be explored further, for example, for refresher training courses, which do not demand the exactitude of a university program. The duration for a refresher course is considerably much shorter and materials development less structured; therefore, the costs should be significantly reduced.

3. Gugus Sekolah Training or Cluster Schools

24. The sekolah gugus or school cluster system has its origins in the 1979 Cianjur project on student active learning (CBSA or Cara Belajar Siswa Aktif) with a complementary professional support system (SSP or Sistem Pembinaan Profesional).

25. The Directorate of Primary Education and the Provincial Education Office under MOEC has since adapted this approach for the WB-assisted Primary Education Quality Improvement Project (PEQIP) which is being carried out in six provinces (Aceh, Bali, Sumatra Barat, NTT, Sulawesi Utara, and Yogyakarta). Figure 111-2 presents the set-up of gugus sek9lah. Each cluster or gugus sekolah has one core school called a Sekolah Dasar Inti which has approximately six to eight Sekolah Dasar lmbas schools (satellite schools) affiliated with it. The potential enhanced role of the BPG is highlighted in this Figure.

26. approach:

(1)

(ii)

(iii)

27.

There are three inter-related types of training for the Gugus Sekolah

Training of guru pemandu (advisory bathers). One in each of the five subject areas (mathematics, science, Indonesian language, social science and Pancasila) -- 5 in each cluster. The guru pemandu receives special training in a subject or content area.

Training of guru tutor (teacher tutor). Two in each cluster. Tutors are trained in all subjects and work full-time as teacher trainers.

Training of all teachers in the cluster schools.

Training is conducted in clusters, each cluster of which has 5 pemandu (subject matter specialist) and 2 tutors (master teacher generalists). Training includes teachers, school heads, and supervisors through working or discussion groups known as KKG (for teachers), KKKS (for kepala sekolah), and KKPS (for school supervisors). These working groups are generally conducted in core primary schools (SD Inti) although meetings are also held in the satellie schools on occasion. Extra materials are theoretically provided to the core (SD inti) school so that it can act as a model for training of teachers from the satellites. The teachers in the core school are expected to be among the best teachers in the cluster. Meetings are held weekly or every other week, usually on Saturday afternoon, in each subject area, and are conducted by tutors who are assisted by the pemandu. Tutors are also expected to visit the other schools in the cluster and provide on-site follow- up training through an approach called on-service. Training is supposed to be organized as 70 percent practical and 30 percent theory. Tutors receive 488 hours of special intensive training to prepare them for their roles as in-service specialists.

111 - 9

28. PEQlP is confined to 18 kecamatan in the six provinces. There are 3 gugus per kecamatan or a total of 54 gugus, and 440 schools varying from 6 to 9 per gugus. PEQIP provides on-site training for approximately 700 teachers, principals, supervisors, tutors, and education managers, along with other training at sub-district, district, provincial, and nalional levels. The training system covers three phases: Year 1 for introduction, Year 2 for enhancement, and Year 3 for consolidation of active teaching methods.

29. The project provides support for 1,083 persons in local and 236 persons in overseas fellowships, short-term training, and comparative study. The project also provides national (30 person months) and international (18 person months) consultants in teacher management and upgrading. Intensive studies are being made in the sites on training effectiveness, efficiency, and impact of PEQIP. There are reports that PEQIP 2 is on the pipeline; it will still be confined to the same six provinces, but with additional districts. In addition, there are three WB project with area focus (East Java and East Nusa Tenggara, Central Indonesia, and Sumatera) covering eleven provinces, for which there is specific support for school cluster models.

30. The sekolah gugus structure has actually been established nation-wide and in-service training goes on with support from government funds. In 1994, there were 21,318 gugus (with corresponding number of inti or core schools) and 85, 942 imbas schools. By 1996/1997, the number had increased to 21,916 gugus sekolahlinti and 118,117 imbas schools. There are still about 9,921 schools unaccounted for, which are most probably in solitary locations in small islands and isolated highlands and cannot form a cluster unit.

31. The gugus structure blends well with community units and social groupings but will need resources support for sustained training activities, part of which is already contributed by teachers and parents.

4. PKGlMGP Training

32. Pemantapan Kerja Guru or PKG (originally called Sanggar PKG), adapted by the Directorate of Secondary Education for the WB-assisted Secondary Education and Management Projects, were set up for teachers in secondary schools. This approach is similar to Sekolah Gugus (see Figure 111-3). Training takes place at a center located in or near the provincial capital. The training center at the provincial capital is referred to as Model A. For sites some distance away from the capital, the Sanggar PKG program is known as Model B. Even farther away, in far-flung schools, the process became known as Model C (introduced in 1994). The potential enhanced role of the BPG is presented in the Figure.

33. Instructors assigned at the provincial capital education office took care of the original PKG training. About two-week training courses on main subjects were conducted at Model A, then teachers trained at Model A became trainers for Model B, and trained teachers from Model B in turn became trainers for Model C.

111 * 11

34. In 1993, Sanggar PKG Training was replaced by MGMP (Musyawarah Guru Mata Pelajaran). The encouragement of MGMP is the response of the government to ensure continuity of the PKG activities after the termination of the WB Second Secondary Education and Management Project. Rupiah support funds are channeled through the kanwils. The MGMP is actually an association of teachers by subject areas; training is run by selected guru inti. The focus here is on the association; training could actually place in any school. Sometimes the terms Sanggar PKG and MGMP are used interchangeably; where there is a regular center or sanggar. built separately under a previous project, or a raom attached to a school, the reference is Sanggar PKG, even if the training is organized by the association of MGMP teachers.

35. Like the gugus sekolah, the MGMP fits well with the Indonesian value of musvawarah (consultation by consensus). Its sustainability. however, must be nurtured through (i) subsidy for costs which cannot always be covered by the participants or parents; (ii) facilities enhancement (e.g., photocopiers and computers); (iii) repair and rehabilitation of sanggars; and (iv) replacement of key trainers who move on to other assignments.

5. Center-based Approach

36. Short-term non-degree ISTT programs funded by the various Directorates and pruvincial gwernments are often conducted in l S U institutions such as PPPGs, BPGs, or LPTK and utilize their facilities and manpowerheacher training resources. When the calendars at these institutions are full, training activities are held in centers administered by other ministries, at government hotel and, when neither are available, at privately-owned hostels. Many of these private facilities which are used for national training programs are found in Puncak, Bogor, close to Jakarta and readily accessible to central management. The training at the centers focuses on upgrading the professional capabilities of teacher or f9r rank promotion. Some training courses give credit toward a diploma through pre- arrangement with LPTK.

37. In 199W1997, a total of 81 training activities were held at BPGs (19.750 participants) and 43 at the PPPGs (3855 participants). PPPG Tertulis trained 5,927, but away from the center, through distance learning materials. In fact, PPPG Tertulis, unlike the other PPPGs and BPGs. has no dormitory facilities. In 1997/1998, the number of activities at PPPGs more or less remained constant at 45 (4,924 participants). The activities at BPG were reduced by 60 to 12 but with an increased number of participants at 21,450. An examination of the list of activities shows that there is need for codification, standardization, or systematic mapping.

38. PPPG Mathematics reported that during a sixteen-year period from 1981/1982 to 1996/1997, it provided training to 4,121 participants and opened its facilities to DGPSE directorates for another 4,212 trainees. Of the total 75 activities for that period, 46 activities were funded through the DIP budget, 10 through DIK, and 19 through both DIP and DIK. Not all reports from PPPGs are as comprehensive; therefore, comparisons across centers cannot be made.

111 - 13

39. For 1997/1998, the PPPGs and BPGs proposed 824 and 10,303 trainees, respectively, for funding under the DIK budget, or about one-fourth of their total annual targets. It remains to be seen if they can achieve this goal since a large portion of the DIK budget covers salaries and operating costs of the center. Reports on training through DIK is not regularly found in annual reports; it is difficult to assess the extent of training coverage or what percentage of the target is actually realized.

40. The average number of days for one training activity at a PPPG is 18 days; at a BPG 13 days. PPPG IPS Malang submitted a training calendar covering 44 weeks beginning 6 June 1997 and ending 12 March 1998, with free weeks only during the election period, Lebaran, and the months of April and May (when no training budget is available). The dormitory can accommodate 300 persons; thus, even when there is a schedule overlap (e.g., 3 activities during 7 August to I7 September for 224 participants) space is still available. In 1995, PPPG Malang was used by Dikmenum for PKG training in Bahasa English and Geography, and Dikdas for PEQIP, altogether 40 training days. Again, not all reports from the other institutions are as comprehensive to enable one to make cross- comparisons.

C. MECHANISM FOR PROGRAM IMPLEMENTATION

41. There are two overriding implementation mechanisms which influence the operation and performance of the in-service teacher training system -- the project approach and the perception of training cycle.

1. Project Driven

42. A uniqueness of the Indonesian in-service teacher training system is that it is project-driven. The implementation of training activities is predominantly through projects. This approach contributes to the strength as well as weakness of the system. Being projects with specific objectives and well-defined boundaries for activities and resource commitment, projects can be flexible in introducing innovations to address specific needs and issues. This leads to the vibrancy and dynamism of the system. However, being projects, there is no assurance for continuity. Addressing the multiple requirements of a large country like Indonesia has resulted in the introduction of numerous projects and these have generated problems in coordination. Poor coordination in turn resulted in duplication of coverage and inefficiencies. Viewed against the level of development during earlier periods, when there were still limited qualified personnel to manage projects, there have been major shortcomings in project implementation. Major responsibilities have been entrusted to inadequately trained project management staff, and these have resulted to inefficiency in implementation. Staff either delegated decisions to superiors thus creating decision bottlenecks, or took the initiatives which resulted in misspending or cost overruns. These problems have been minimized in recent years but the residual effects of earlier deficiencies linger on, causing skepticism and distrust in the system.

43. Other features of the Indonesia project approach which impact on the performance of ISTT are the budgeting process and the disbursement practice. Originally,

111 - 14

only a national standard unit cost was used. Now, regional or provincial unit costs which take into account relative price levels are used. Still within a project or sub-project. only one unit cost, which is the composite average, is used in budgeting. It is expected that once the budget request is approved, the unit cost is adjusted for various components to reflect actual variation. Unfortunately, the common practice is to work within the approved unit cost. Participants who can be brought to the training centers within the approved unit costs for travel can be invited to attend the programs. Those from remote areas are seldom recruited for the simple reason that their transport costs are above budget in catchment area.

44. The approved budget is almost always spent, and no residual is reverted back to the treasury. If unit costs happen to be lower than budget, physical quantities are adjusted in order to utilize all the allocations. Similarly, if budget releases are delayed, activities have to be postponed but must be completed before the end of the fiscal year. This results in bunching of many activities towards the second semester, particularly in the last quarter of the fiscal year.

2. Perception of the Training Cycle

45. Regardless of ”who” initiated the training program on ”where” i! will be implemented, the training cycle remains the same (see Figure 1114). However, depending on the proficiency or understanding by the officerslstaff concerned, the implementation or interpretation of various activities varies. It is the perception of the key players within the system on the main activities of the training cycle that influence their behavior and performance of their roles. Many identify with the process but seldom appreciate or understand logic and simply follow it mechanically. The narrative below further explains the ideal cycle.

a.

46. The ideal system of training needs assessment seeks answers to the questions such as the following:

Assess training needs and select trainees

What do individual teachers and teacher work groups think (perceive) that they need in order to become better teachers and to improve performance? What do teacher leaders (guru inti, guru imbas, guru pemandu, etc.) think is needed? What do school heads and supervisors think is needed to improve teaching performance and to improve the performance of the schools? What does action research indicate as student learning problems which need attention? What are the national or local priorities which must be addressed? What does an analysis of test scores (teacher generated and national -- Ebtanas) indicate as problems which need to be addressed? What upgrading training is required to bring all teachers up to at least minimum competence levels?

111 - 15

Figure 111-4 lSTT TRAINING CYCLE (Detailed)

ITrainee Controlled]

i I

1 I

+-/

I . . . I r

47. The selection of trainees should actually be based on a common core of needs and a willingness and desire to attend training. While some individual needs can and should be accommodated, a common core of needs can more easily be met and training can be more easily standardized and codified for academic and career advancement credit.

b. Plan training sequence

48. PPPGs have been given the responsibility for developing training materials in their area of expertise and disseminating these to BPGs. BPGs (in cooperation with Kanwil at LPTK) should be encouraged to develop additional province-based materials to address local needs. Packages should be aligned with the curriculum and should focus on only one concept or principle. Packages should be developed sequentially to facilitate needs-based usage so that the trainer can accommodate the levels of previous learning and experience of the trainees. Packages should support trainee active learning and should employ a variety of methods and multimedia materials.

49. As prescribed in MOEC 0161/U/198Q, all training packages should be standard and contain specific goals and objectives, syllabi, methodologies to be employed (presentation, patterned practice, field application), evaluation, and scheduling (timing). This format will sewe as a basis for the standardization and codification of training. Modifications and adjustments can be made to meet identified needs without infringing on the integrity of the system. Specific learner cognitive and affective sub-objectives, skills, and attitudes can be appropriately designed to focus the training and to obtain the desired needs-based results. PPPGs were established to develop standardized and innovative training packages. These specific learner requirements and the inadequate preparation of PPPG and BPG staff to address the specific needs motivated the foreign-assisted projects to develop and introduce parallel or alternate modalities.

C. Develop learning materials

50. The development of learning materials begins with the course or training syllabus. supplemental reading, and activity materials. Additional materials are needed to meet the identified needs of the group of teachers to be trained. These will include laboratory exercises, problem solving materials and activities for the local setting, practice sequences, micro-teaching or simulated teaching and reflective activities, and peer coaching sequences. Trainees will also need guided planning and materials development processes related to the concept for application with their students in their classrooms. The PPPGs are supposed to develop the required learning materials. However, the reproduction and distribution of materials to BPGs depend on approved project budgets.

d.

51. The presentation of the concept and/or principles should follow acceptable principles of teaching and learning. Research clearly indicates that telling (lecturing) produces only minimal long-term learning 5 percent). Telling and showing increase the amount of learning by 10 to 15 percent. Telling, showing, and engaging the trainee in

Presentation of concepts and principles

111 - 17

meaningful learning activities again increase the learning by 15 to 20 percent. By employing a telling, demonstrating, involving. problem solving, and practicelapplying sequence, the trainee will understand, retain, and be able to use (teaching performance) most of the conceptual information presented.

52. In a questionnaire administered to teachers who had undergone training, 64 percent reported that one of the greatest problems which confront them is the severe lack of teaching aids. They also complain about the poor laboratory facilities. In situations like these, teachers inevitably resort to telling and lecturing which is a carry-over from their university experience and reinforced by the modular instruction which is basically cognitive in design. After training, the same respondents indicated that they were able to handle better classroom teaching aids (36 percent) and that they were able to provide concrete examples from daily life so that students would understand concepts better (79 percent).

e. Discussion, reflection, and internalization -- with retouching, if required

53. Trainees need structured time to think, reflect on learning. discuss learning with others, and experiment with the learning if they are going to fully internalize the concept being taught into their own conceptual framework and be able to use it as an integral part of their teaching repertoire. This is the time for the instructor to informally assess understanding and to set up retouching sequences, if required.

54. The teacherdrainee respondents (58 percent) complain that the time is not enough, although a large group (69 percent) also indicated that the subject matter in refresher courses tends to be a repetition of what they already know. BPG widyaiswara complain that they receive training at PPPG for two weeks, and that in turn they have to compress this to one week for their own trainees. The reduction process necessarily packs more subject matter into a limited training period which give participants very little time to reflect and internalize. There is need for a judicious blend of plenary sessions, small group sessions, and individual study as well as consultation with instructors. In many training sessions, where there are not enough widyaiswara, lecturers are invited from other institutions, mainly IKIP. They deliver their lectures and then leave immediately with no opportunities for the trainees to have informal sessions with them. In future planning. outside lecturers should be give additional time for consultation and advisory sessions.

f. Assess conceptual understanding

55. The assessment of conceptual understanding should be tied to the presentation of concepts or principles but now in a more formal process. Various types of assessment techniques such as the following should be employed to assess the degree to which the concept has been understood.

Can the trainee effectively verbalize the concept and its related levels of abstraction?

Can the trainee analyze and separate components of the concept?

111 - 18

Can the trainee categorize, classify. and re-sequence within the conceptual variables?

Can the trainee synthesize disparate parts of the concept into a new framework or frameworks?

Can the trainee solve simple and complex problems related to applying the concept or the principle?

Can the trainee develop alternative teaching strategies which illustrate the concept?

Can the trainee develop alternative assessment strategies and materials for assessing student understanding of the concept?

56. Assessment of conceptual understanding is a long process compared to a simple multiple choice test. Time should be available; trainees should observe the processes used in a demonstration lesson; and should have the opportunity of trying these out and receiving immediate feedback. Trainer competence is of the essence. When asked about the competence of the widyaiswara, 46 percent of the respondents said that some were qualified trainers, others only average. But more important is their response (72 percent) to an unsatisfactory widyaiswara: student ratio, which is sometimes 1 :200 during assembly sessions.

g. Patterned practice in a controlled environment

57. Trainees need structured time and a controlled environment in which to practice the subcomponents and skills which make up the concept and the related methodology required to teach the concept to young learners. Patterned practice can take place in laboratories, simulated settings. and resource centers while trainees work as teams to master the learning. At this stage, a safe and comfortable environment is best so that trainees feel free to take risks and experiment with alternative strategies, methods, and materials. The instructor becomes the coach, collecting and presenting the trainee with accurate data related to the patterned practice, while teaching other members of the team the data collection and coaching process.

h.

58. Trainees accept data generated from patterned practice and again reflect on their performance pulling out strengths and weaknesses from the feedback data provided by both the instructor coach and the team of peer coaches. Results from the alternative approaches used during patterned practice must be refined and formalized into the trainees’ own teaching system.

Refine conceptual understanding and performance

i. Micro-teaching practice

59. Micro-teaching has been defined in many different ways, from teaching a regular class of young students with observers who are concealed behind a one-way window, to teaching a small group of young students in a regular or simulated classroom setting. In the context of the teaching cycle, micro-teaching means teaching a sub- component of the concept to a small group of young learners as a prerequisite to teaching

111 .. 19

before a full class. Working with small groups for a short period of time provides the trainee with an opportunity for live practice and for informally assessing the effectiveness of instruction. Micro-teaching can sometimes be arranged in the training center but is oflen more effectively carried out in a real school setting by working with a small group while the regular teacher is working with the rest of the class. Whether carried out in a simulated setting (training center) or in a real classroom, a peer coach is essential to the process. In a regular classroom, the actual teacher can serve as the peer coach, if properly trained. Ideally, this type of micro-teaching is done in a professional development school associated with the BPG and under the guidance of a master clinical teacher who has been trained in peer coaching and who is familiar with the learning cycle and other in-service training techniques. The micro-teaching process should be repeated several times, with each application focusing on one of the major dimensions of the teaching process.

60. Responding to a questionnaire. 49 percent of the trainees indicated that the training center should do the following: (I) introduce simulation teaching; (ii) provide a micro- teaching room with pupils; and (iii) include demonstrations and observations.

61. An analogy regarding micro-teaching can be made in terms of a drama activity where the actors focus on a scene or episode which they rehearse, try out variations and adaptations, discuss and analyze the meaning and effect c?f each choice -- under the guidance of a competent director (equivalent to the coach or master clinical teacher). After the process, the script and stage directions are synchronized and the scene is brought into !he unity of !he play.

62. Micro-teaching activities, when extended outside by the BPG to a partner school (gugus sekolah or sanggar), will allow widyaiswara and trainees to appreciate real classrooms with real problems that are unscripted and must be responded to as the situation demands. This becomes a dynamic laboratory setting where unanticipated difficulties arise and creative solutions can emerge. In a classroom where student active learning is supposed to take place and is succeeding, or is not succeeding, the trainees- observers will learn much more than they would from a lecture.

i. Assess effectiveness

63. In a micro-teaching setting, data on performance is systematically gathered by the peer coach and by the trainee. Data collection should be focused on one dimension of teaching at a time in order to get an accurate profile and to facilitate the design of improvements.

k. Apply in school

64. Following micro-teaching, the trainee might assume responsibility for the class of the master clinical teacher while the master clinical teacher is working with another trainee or group of trainees. More realistically, the trainee will apply the conceptual learning in his or her own classroom back in the home school. In the initial stages, several things should take place to make the training more effective. For example, a peer tutor or coach

111 - 20

continues to work with the trainee (this might be a teacher from the same school who was in training at the same time or earlier or it might be a guru inti, guru imbas. guru pemandu, school head, or supervisor who is trained in peer coaching). The data to be collected and analyzed should be systematically collected and recorded so that improvements can be made. Many teachers are proficient at collecting their own data but this takes practice and experience in wder not to interfere with the teaching-learning process going on in the classroom.

1.

65. Good teaching is an on-going inquiry process, Teachers are continually seeking ways to improve instruction. By structuring and recording the inquiry, reflection is made easier as is discussion with colleagues and possible publication of results at a later time.

Analyze effectiveness, reflect, and continuinp inquiry process

m. Assess student learning

66. The output of the teaching process is measured by how well students learn. Teachers must learn alternative ways of measuring student learning if accurate data is to be collected. There are many different variables at work which are often not captured in regular paper and pencil tests, much less in nationally standardized testing (although that is the standard being used by much of the public and governmental funding bodies). First, alternative assessment will help the teacher know if learning is taking place. Second, it will provide valuable insights into how that learning might be converted to test scores.

n. Mastery

67. evidence that students have learned (mastered) the concept or principle being taught.

Mastery is achieved when the performance of teaching results in concrete

9. Replication at other sites

68. It is the professional responsibility of teachers to assist in improving their profession. Through publications, demonstration. work group discussion, etc.. good teaching practices can be replicated by other teachers.

69. The experience with the Cianjur CBSAISPP project shows that good practices can be replicated in other sites. Lessons learned from the project have been used in the development of PEQIP. Leadership, encouragement from administration, professional supp~rt, and community enthusiasm contributed to the success of the Cianjur project. Financial support and various inputs into the teaching-learning processes have made PEQIP function smoothly. At present, the basic organizational structure of the gugus sekolah, an essential feature of Cianjur and PEQIP, is now in place all over the country. The PKG sanggar. the cluster concept equivalent for secondary schools, is also in place. These innovations build on cultural values of mutual assistance, cooperation, and consensus. However, sustaining the program will require regular administrative support

111 - 21

including: (I) operational funds to which trainees and parents already provide some counterpart; (ii) continuous training of key teachers and understudies; (iii) publications to share good practice; and (iv) incentives to higher performers and achievers.

D. KEY INSTITUTIONS AND ROLES

1. TKPPITKPD

70. At the national level, two coordinating units for the ISTT system have been established: the (i) TPP or Tim Pembinaan Penataran (Training Development Team); and (ii) TKPP or Tim Koordinasi Penataran Pusat (Central Coordinating Training Team).

71. The TPP was set up as the highest level coordination unit and was charged with: (i) providing suggestions and opinions related to teacher training to the Director General of Primary and Secondary Education (Dikdasmen); and (ii) making advisory decisions for implementing efficient and effective training.

72. The TKPP was established and later refined to: (i) formulate patterns fQr implementing training programs; (ii) develop plans for legitimate training programs including criteria for trainers and trainees, training packets, and budget; (iii) prepare policy recommendations regarding training; and (iv) prepare reports on training implementation for regular meetings.

73. At the provincial level, the TKPD (Tim Koordinasi Pusat Daerah) was established to have similar responsibilities at the provincial level as the TKPP does at the national level. The TKPD is to be advised by the (i) Head of the Regional Office of the Department of Education and Culture; (ii) Assistant Rector I , IKIP; and (iii) Assistant Dean I, FKIP.

2. Dikgutentis

74. Dikgutentis was established by Presidential Decree No. 01 32/C/l/Kep/lQ78 within Dikdasmen in consideration of the need for a sound, effective, and efficient teacher training program. The primary consideration for the establishment of Dikgutentis was integration and coordination in planning, organization, implementation, evaluation, and development of in-service training for teachers and technical staff. Qikgutentis was also to supervise the teacher training schools (SPGs).

75. According to Ministry of Education Decree No. 1161/U/1980. the task and function of Dikgutentis is to coordinate and implement an integrated training system, on behalf of Dikdasmen. In effect, Dikautentis shares the same areas of responsibilitv and concern as Dikdas and Dikmenum in relation to the in-sewice traininn of teachers. But Dikgutentis is fairly small compared with Dikdas and Dikmenum. The areas of responsibility of Dikdes and Dikmenum cover two hundred eighteen thousand schools and over two million teachers with direct links to sub-units in the provincial offices of education. One of the main concerns of these two directorates is the improvement of the quality of the

111 - 22

teachers thwugh in-service training in order to increase classroom competencies thus resulting in higher student achievement and at the same time helping teachers attain higher levels of qualification.

a. Functions and Objectives of Dikgutentis

76. In 1980, Dikgutentis was held responsible for the system of in-service training for teachers and Other educational staff (supervisors, researchers, librarians, laboratory technicians, and others) and has been charged with carrying out the following objectives (under 116/U/1980):

Improve the quality of teacher trainers in the areas of knowledge, capability, skills, attitudes, and individuality, so that they become more capable in the execution of their duties according to their position.

Improve the competencies of primary and secondary educational staff to enhance their capability to carry out operational duties at the primary and secondary level.

Implement training in a systematic and orderly manner, both interdependent and interrelated training, well-directed and properly organized into one logical framework where each component carries out its duty on the basis of its functions and sequence, according to agreed-upon decisions, in order to achieve stated objectives with feedback of results.

Carry out upgrading of education staff in an integrated manner so as to increase quality, through cooperative planning, development, execution, control, and evaluation.

Involve all elements in the Ministcy of Education and Culture, each of which has its own specific task and function, through a clear-cut working mechanism and direction to ensure coordination and effective results.

When the SPGs were phased out and pre-service teacher training activities transferred to LPTKs, the tasks and functions of Dikgutentis were reoriented (No. 143/Kep/C/1990) towards the following:

(i)

(ii)

(iii)

Train primary school teachers until they meet standards

Develop plans to meet the needs of teachers and other education staff

Provide career development to improve the professional qualification of education staff, rank and position, promotion, and recommendations for awards

Implement controls to evaluate, monitor, and report activities

78. In early 1997 (N~.50/C/Kep/E.97), Dikgutentis was directed to play a key role in assisting the Director General (Dikdasmen) to coordinate all teacher training programs. A new organization structure was likewise set up for Dikgutentis which establish direct list the Director of Primary Education and Director of Secondary Education.

(iv)

111 - 23

b. Organization within the Directorate

79. major subdivisions:

These new mandates resulted in the reorganization of Dikgutentis into four

. Development Program and Education Staff Evaluation. Educational Staff of Primary Education, Educational Staff of Secondary Education, Educational Staff for Training. Figure 111-5 presents the organizational structure of Dikgutentis as of March 1997.

80. In order to carry out its mission, Dikgutentis supervises twenty-seven provincial training centers called Balai Penataran Guru (BPGs) and twelve national research and development training centers called Pusat Pengembangan Penataran Guru (FPPGs) of which six are included in this sector review (Mathematics, Language, Social Science, Science, Written, and Teaching).

c. Staffing within the Directorate (Dikgutentis)

81. At the central level, there are 201 staff members, abwt 70 percent assigned to routine tasks, and the remaining 30 percent assigned to special projects. In terms gf academic preparation, no one holds the 53; only two (1%) hold the S2; 53 (26%) hold the S1; the remaining 146 (73%) hold a 03 or below. In a system, where academic rank is valued highly and where the D3 is the requirement for a junior high school teacher, the qualifications of the staff are fairly low. Only about one-tenth of the staff have specific backgrounds in management, which is important for coordination and integration, although several have attended special training to enhance their organizational skills. However, inter- departmental and inter-directorate relationships are difficult to forge when there are discrepancies in status in terms of rank and professional credentials. Self-esteem, a sense of confidence, peer recognition, and assurance that one’s voice will be listened to during a meeting or forum often come with a diploma, certificate, or a degree -- and with corresponding rank within the Civil Service System.

3. LPTK and IKlPlFKlP

82. There are 10 public IKlPs and 21 public universities which have teacher training departments or FKlPs (Fakultas Keguruan llmu Pendidikan). IKlPs and FKlPs are subject-matter focused and, in 1989, had no faculty prepared to train primary teachers. This situation has not changed appreciably today. In 19S0, between 80 and 87 percent of ail education faculty in IKlPs and FKlPs held only an S1 degree even though they are preparing teachers at the 02. D3 and S1 levels. Table 111-3 presents the education profile of the faculty of IKIP/FKIPs.

Ill - 24

figure 111-5 Organizational Structure of

Directorate of Teacher and Technical Staff Deveiqment

Adm intstration

Nomor 050/0/1997 24 March 1997

Educational Staff ot Educational Staff of Educational Staff of P:im ary Education Secondary Education

1

PI an and Rogram kangemeni

Repon and

Section

Rimry School Teacher

Section

Junior High School Teacher

t Non-Teacher I

Vocational High S h o d Teacher

%stion

Section

I Training

Sub-Division 1

Teacher Training Section

I Non-Teacher Training

Training Instiiutuion

Section

1

: I i 2

3 1 4

: 6

1 8 9

11 12

I

~5

1 7

~ I 0

i

I i ! I 1 1 I 2 i 3 ~4

5 ~6

7 ' 8 i i g i 10 11

~ 12 1 13 114 , I 5 ~ 16 17

~ 18 I19 i 20 ~ 21

I I I

Table 111-3

Educational Profile of IKIPs/FKIPs Faculty IKlPS

IKlP Jakarta IKIP Bandung IKIP semarang IKIP Yogyakarta IKlP surabaya IKIP Malang IKIP Medan IKIP Padang IKIP Manad0 IKlP Ujung Pandang STKIP Singaraja STKIP Gorontalo

Total

FKIPS cuniversitas)

univ Sebelas Maret (Jateng) Univ Jember (Jatim) univ Syiah Kuaia (Acehi univ Riau Univ Jambi Univ Sriwilava (Palembang) Univ Lampung Univ Tanjungpura (Pontianak) univ Paiangkarava (Kalbar) univ Lambung Mangkurat manjarti univ Mulawarnlan (Samarlnda) univ Sam Ratulangi (Manado) ' univ Pattimura IAlTtbOn) univ Udavana (Ball) ' univ Mataram (NTB) univ Nusa Cendana (KUDang) Univ Cendrawasih (Javapura) univ Haluoleo (Kendari) Univ Tadulako (PalU) Univ Bengkulu univ Terbuka (Jakarta) * *

Total Grand Total

s1

503 692 547 466 543 490 643 559 623 635 21 2 151

6064

S I

345 139 298 184 137 172 192 169 220 205 184 131 133 129 104 21 7 183 167 200 135 115

3759 9823

.............

% ~. .

70.35% 68.72% 79.62% 69.87% 79.27% 69.11% 74.77% 76.26% 79.97% 78.11% 73.87% 95.57%

74.86% ........

........... -.

% ........ .........

78.95% 70.92% 78.84% 84.40% 84.57% 72.27% 77.11% 74.78% 89.07% 83.67% 83.64% 97.76% 76.88% 90.21% 79.39% 79.49% 81.70% 86.98% 92.59% 6G,IB% 79.86%

60.8494 ......... 77.oa~ . ,., ,

* 1990 Data * * 1993 Data IKIP institute of education with educatlon and other faculty departments STKIP l i is t i t i i te with an education facultv otllv FKIP Education faculty affiliated with a universilv

111 - 26

.............. 52

159 249 117 149 112 173 199 134 141 134 65 5

1637 ._

s2

81 52 72 25 24 56 56 52 27 32 31 2 39 11 26 52 39 25 15 67 1 5

799

. . ~ . ~ . .

.............

. . . . . _ ~ _ .....

2cr36 . . . . . . .

.................

% . . . . . . . . . . . . .

22.24% 24.73% 17.03% 22.34% 16.35% 24.40% 23.14% 18.28% 18.10% 16.48% 22.65% 3.16%

20.21 ........ YQ ..........

% . . ~ ~ ~ ~ ~. .. ........

18.54% 26.53% 19.05% I I .47% 14.81% 23.53% 22.49% 23.01% 10.93% 13.06% 14.09% 1.49%

22.54% 7.69% 19.85% 19.05% 17.41% 13.02% G.9496

10.42% 3 z . w ~

17.18% ~- 19.11% .. ,

............

s3

53 66 23 52 30 46

40 15 44 10 2

............

i a

399 . ............

s3

11 5 8 9 1 10 1 5 0 8 5 1 1 3 1 4 2 0 1 2 14

92 491

~ ~ ~~~~ ~ ~ . .

...............

., . ,

..

% ............

7.41% 6.55% 3.35% 7.80% 4.38% 6.49% 2.09% 5.46% 1.93% 5.41% 3.48% 1.27%

4.93%

... . . ,

% ~

~~ ~~~

2.52% 2.55% 2.12% 4.13% 0.62% 4.20% 0.40% 2.21% 0.00% 3.27Oh 2.27% 0.75% 0.58% 2.10% 0.76% 1.47Yo 0.89% 0.00% 0.46?'0

9.72%

1.98% ..............

3.85%

o.gaO/o

., , . .

Total

71 5 1007 687 667 685 709 860 733 779 81 3 287 158

81 00 rotai

. . . . . .

437 196 378 218 162 238 249 226 247 245

173 143 131 273 224 192 21 6 204

12750 4650 I

83. In addition to the public IKlPs and FKIPs, there are 198 private FKlPs and 25 private IKlPs which train teachers. Following are the enrollment figures in teacher education as of 1994/95:

Public Institutions:

02 and D3 = 314,793 S1, S2 and 53 = 193,694 Total = 508.487

Private Institutions:

D2 and D3 = 24,419 S1, S2 and S3 = 171,649 Total = 196,068

Totals: 02 and 03 = 339,212 $1, S2 and S3 = 365.343 Total = 704,555

84. It should be noted that, in all pJ& institutions of higher education, 62 percent of all students major in education, while in private institutions of higher education only 14 percent Qf all students major in education. This would seem to indicate that many students who major in education do not plan to go into teaching as a profession since only an estimated 4 to 5 percent new teachers are hired each year (8,000 to 10,000) against the approximately 140,000 to 160,000 graduates per year in the D2, D3. and S1 programs in teacher education.

85. There have been various reactions and criticisms from Ministry officials and especially from teachers and the Professional Teachers Association (PGRI) regarding the programs conducted by IKlPs and FKIPs. There are four major criticisms: (i) these institutions of higher education have limited interaction and linkages with schools, teachers, or school heads; (ii) the programs are far from the realities of the classroom in the school system; (iii) most faculty lack teaching experience at the school level and have isolated themselves frpm the field and are therefore not attuned with what is happening to teachers and learners; and (iv) most of the institutions have been very slow and, in fact, inhospitable in giving academic recognition or credits to in-service training experiences offered by other institutions even though these may be substantially the same as that offered on campus and these experiences are often taught by IKlP faculty who are hired as consultants by PPPGs and BPGs. These patterns have been addressed by two World Bank projects -- the Secondary School Teachers Development Project (3979-IND) and the Primary School Teacher Development Project (3496-IND).

86. The reluctance of IKlPs and FKlPs in the awarding of academic credit is somewhat understandable when they are requested to give recognition to a program in which they have had no formal participation in planning, for which there does not seem to be strong evidence that the programs meet the professional standards of the institutions, and in which they have no official part in implementing or evaluating.

111 - 27

4. PPPGs

Technical Service

Sub-Division i

07. Pusat Pengembangan Penataran Guru (PPPG) are national units being functionally supervised by Dikgutentis and serve as the research and development arms of the in-service system focusing on proven practice, innovation, school improvement in specified content areas, and leadership training in cooperatiw with an advisory board of teachers, school heads, and supervisors who are active in school-based working groups. PPPGs provide pedagogical content training to its provincial counterpark (BPGs). The typical organizational structure of PPPG is presented in Figure 111-6.

Figure 111-6 Organizational Structure of PPPG

Train i rig Program Section

Training Publication

Reporting Section

Imp I em e n t a t io n

I

Division

1 I I Functional Staff

111 - 28

88. There are twelve PPPGs under the administration of Uikdasmen; six are concerned with technology, vocational training, agriculture, and the arts, have received assistance from other World Bank and ADB projects, and are considered to be fairly advanced in terms of facilities and human resources. For example, PPPG Technology has 113 relatively well-trained widyaiswara as compared with the six PPPGs included in this analysis which average 18 widyaiswara with a range of 6 to 43.

89. included as part of this TA are presented in Tabla 111-4.

The education qualifications of the widyaiswara of the six PPPGs which are

Table 111-4 EducatiQn Profile of Widyaiswara of the 6 PPPGs

PPPG Keguruan Jakarta

PPPG Bahasa Jakarta

PPPG Tertulis Bandung

PPPG IPA Bandung

Total

G

G

17

43

18

10

106

90. The educational qualifications of widyaiswara at the PPPGs and BPGs follow almost the same pattern, many of whom are holders of the S1 degree, with 87.74 percent and 89.79 percent, respectively. At PPPGs, 4.44 percent are below S1 and 7.10 percent above S1. At the BPGs, 5.17 percent are below S1 and 6.03 percent above S1. There are however, widyaiswara who hold lower than S? qualifications. The adjusted percentages, therefore, would be: PPPGs, 90.56 percent S1 and below; BPGs 93.96 percent S1 and below.

91. By comparison, faculty at IKlPs in 1990 was 85.22 percent for S1; by 1994, the figure had decreased to 74.86 percent. At FKlPs the figure for 1990 was 87.33 percent and in 1994 reduced to 80.84 percent. This happened due to massive staff development.

92. At PPPGs and BPGs, most of the staff members would no longer qualify for degree scholarships; over one-half are 50 years old, almost two-thirds are over 45. This situation will soon change Dikgutentis recently issued invitations for applications for widyaiswara to fill up 333 vacancies (256 at BPG and 77 at PPPG).

111 - 29

93. The following constitute some of the requirements for appointment as a widyaiswara: (i) work experience as teacher for at least ten years; (ii) holds the S1 diploma; (iii) must have written scientific publications; (iv) can demonstrate a annual work plan; and (iv) has knowledge and experience in a particular subject matter field.

94. According to Implementation Guidelines (Ol6l/U/l980), PPPGs are to conduct training and technical development to upgrade teacher performance in a specific subject area. They are to:

(i) (ii)

(iii)

(iv) (v)

Plan and develop teacher training development programs Conduct technical training to upgrade the quality and competence of BPG instructors and master teachers Upgrade methods of instruction and training materials Monitor and evaluate trainers’ training Take care of PPPG management and secretariat responsibilities

95. PPPGs were designed to be the think tank, clearing house, and research and developmental arm of teacher training. They train BPG instructors (widyaiswara) as well as provide training to lead school teachers (guru pemandu and tutors at the primary level or MGMP leaders at the secondary level).

96. PPPG Tertulis focuses on distance education through a written format; Keguruan focuses on teaching methodology, while the other four have a specific subject matter orientation. PPPG Tertulis and PPPG Keguruan are different from the other PPPGs which are subject matter focused. These two (Tertulis and Keguruan) will be described separately. While there are annual meetings of PPPG and BPG directors, these are more administratively and planning oriented and relatively little program sharing goes on.

a. PPPG Tertulis (Bandung)

97. As noted in Chapter I, PPPG Tertulis has a long history of training teachers through the distance learning, written modality. At present, it has consortium arrangements with Universitas Sebelas Maret in Solo, which accredits subjects leading to a D2 training program for SD teachers. Currently there are approximately 8000 teachers actively enrolled in Tertulis programs. Most of those enrolled are in Central Java. The PPPG Tertulis is the only training institution under Dikdasmen which does not offer training programs on campus and thus has no dormitory facilities. There is ample office space for administration and with some reorganization and creative renovation, space for production equipment, and instructor offices (although offices are crowded and some modest additional construction might be in order) .

98. The 43 widyaiswara or instructors at Tertulis (the largest number of any of the PPPGs) are expected to: (i) write and update distance education materials in all of the core subject areas; (ii) send out the materials to teachers in the field who sign up for the program; and (iii) grade and return the materials with appropriate feedback. These activities are hampered by a lack of appropriate equipment, supplies, and materials. The staff pound

111 - 30

on old manual typewriters (with the exception of two working, older model computers), rely on an antique printing press for production of their output, and depend on a library which contains a wealth of out-of-print (possibly historically valuable) books but very little of the contemporary learning materials, resources, prototypes, current curriculum materials, or textbooks needed for the development of engaging, up-to-date, and accurate distance education learning materials. Materials developed are presented to and sanctioned by LPTK before being distributed to teachers.

99. There is potential and tremendous need for an operation like PPPG Terlulis with almost 1.2 million primary teachers who are underqualified (hold less than a 02 diploma) and over 200,000 junior secondary teachers who are underqualified (hold less than a D3 diploma), many of whom reside and teach in extremely remote areas. However, if the 43 widyaiswara (instructors), who represent a good mix of specializations and ages, are to respond effectively to this pressing need, they must have upgraded equipment and be introduced to interactive distance education techniques and learning strategies, teacher- made instructional aids.

100. PPPG Tertulis must also be aligned with the other content centered PPPGs, with BPGs and PPPG Keguruan as well as with the open university (Universitas Terbuka) and the Center for Communications Technology of Education and Culture (Pustekkom).

b. PPPG Keguruan (Jakarta)

101. PPPG Keguruan has been concentrating its efforls in four areas: (i) the training of teachers through programs which revolve around a didactic list of ten teaching methods; (ii) the preparation of guidance and counseling personnel for secondary schools; (iii) occasional programs in school administration and management for school heads; and (iv) sports and health education. PPPG Keguruan has an instructional staff (widyaiswara) of 14 with specializations in educational administration (4), technology (l) , general education (l) , and various subject fields (8).

102. PPPG Keguruan has just completed constructing new dormitories and guest houses and can now comfortably accommodate training groups of 200 (although some older dormitories sfill need renovation) along with eight fo twelve guest instructors who can stay overnight during training. The facility has an ample number of training rooms, a small auditorium (elevated) style classroom with an attached viewing room, a large meeting room with podium which can accommodate approximately 250, and an adequate dining facility. Last year PPPG Keguruan held 8 training activities for a total of 473 participants.

103. PPPG Keguruan is located in a compound containing approximately ten structures situated on the outskirts of South Jakarta. There are five schools, representing all types (public, private, Islamic) and all levels within a short walking distance of the compound. Currently, there is only occasional contact between the schools and the PPPG. The Open University and Pustekkom are also located in the same general area.

111 - 31

104. The institution could be transformed as a center for trying out new methods, strategies, and materials on an improved 02 curriculum, in cooperation with its neighbor institutions, Universitas Terbuka and Pustekkom, and with PPPG Tertulis.

c. PPPG Science (Bandung), PPPG Social Science (Malang), PPPG Bahasa (Jakarta) and PPPG Mathematics (Yogyakarta)

105. These PPPGs were considered crucial in supporting education development projects. Hence, their development was given high priority and included in the ADB Senior Secondary Education Project.

106. With the exception of PPPG Tertulis, PPPGs tend to operate on the same general format which, in part, is based on tradition and, in part, on budgetary constraints. Training is generally held for groups of approximately 150 to 200. Each group attends training for a period of two weeks and lives at the PPPG compound where room and board are provided. Training sessions generally last 12 or 13 hours per day (from 8 am to 8 pm or 9 pm), with scheduled breaks during the day, for a period of 14 days. Most dormitories house two or three participants in each relatively small room. Some have a bath for each suite of two or four rooms; others have communal bathrooms on each hall. While the conditions of the dormitories vary, virtually all need to be upgraded with the exception of a few new ones which have been added or recent renovations at several PPPGs. There is occasional use made of the library but, for the most part, the libraries are not well stocked with the types of resources, textbooks, curriculum guides, and materials which provide effective learning experiences. In fact, only at one PPPG were current Curriculum 1994 materials found. Most materials appeared to have been secured thrpugh special externally funded projects, were in languages other than Bahasa Indonesia, and were 8 to 15 years old. Most facilities had small group training rooms used for periodic discussions, all had laboratories that were outdated (PPPG Science had the most up-to-date, PPPG Bahasa the most antiquated). All had demonstration rooms with one-way view mirror rooms attached; however, these were seldom used for demonstration teaching. While all instructors appeared to have research agenda and plans, very little evidence was found to indicate that research was actually conducted as an integral part of their mission. (Additional detail on facilities are included in Annex 0) .

107. An analysis of reports of training programs for 1996-97 (see Table 111-5) reveals that PPPGs have trained almost 10.000 participants. A closer examination at the data shows that more than half of the trainees were lead teachers from the elementary school level, but that PPPGs also trained 192 school heads, 200 guidance counselors, and 242 widyaiswara from BPGs. PPPG Bahasa did not report any training for the 18 BPG widyaiswara with specialization in English and the 21 widyaiswara with specialization in Bahasa Indonesia. Neither did PPPG Keguruan report training for 35 BPG widyaiswara in Guidanca and Counseling, which is supposedly one of Keguruan’s strengths.

111 - 32

5. BPGs

108. The Balai Penataran Guru (BPG) is the center of in-service teacher training for a province. It sewes as the major resource center for teaching and learning and is supposed to provide training on exemplary teaching practice in content areas (including basic skills). Figure 111-7 presents the organizational structure. Ideally, BPGs should link with core schools (inti or sanggar sites) which can provide laboratories for training practice and for designing effective school improvement processes and strategies.

Figure 111-7 Organization Structure of Balai Penataran Guru (BPG)

(n ica l l Service

Sub-Division

Administration Sub- i Division I

1 1 Functional Staff I 109. There are 27 BPGs, one for each of !he 27 provinces. Not many countries in the Asian region can claim of a training center for each province. The twenty-seven BPGs (named afler the kotamadya or capital city where they are located) are an important venue, provided with dormitories equipped to house an average of 200 participants, dining halls and kitchens, guest houses for guest lecturers, some recreational facilities, a worship area, auditorium, classrooms, libraries, training rooms for demonstration teaching and laboratories for each major content area (mathematics, chemistry, physics, biology, social sciences, and language).

111 - 34

110. The summary of educational qualifications of the BPGs’ widyaiswara is presented in Table 111-6. The number of widyaiswara in a BPG range from 1 to 16 out of the 18 sanctioned positions. They are supposed to have specializations in school subjects offered in the schools. At present only six have physics as specialization. The following major subject fields have less than 50 percent of the positions filled: Bahasa Indonesia, Social Science, Pancasila. Chemistry, and Biology. On the other hand, the 27 positions for counseling are filled by 35 widyaiswara, some BPGs with as many as four. Only two BPGs (Jayapura and Samarinda) have vatpnt counseling slots. There exists within the structural staff at BPGs 253 or 21.51 percent who hold the S1. Most of them have education background and they are sometimes tapped to assist widyaiswara in training and in follow- up of trainees.

111. But having a specialization is not enough for one engaged essentially in training. Therefore, future staff development for Dikgutentis, PPPG, and BPG should include newer skills in at least four areas of responsibility:

a. Cluster I: 1.

ii.

Materials Development and Technology (as a learning tool) Resource-based learning, Learning Resource Facilities coordination, and local resource-based materials development Distance learning: designing and developing inquiry-based distance learning materials for classroom application to improve teaching and learning Using technology as a learning tool (hard and soft technologies) iii.

b. Cluster II: Instructional Improvement 1. Inquiry classroom-based research to improve instruction, micro-

teaching process, feedback. and cooperative (peer) learning ii. Partner school (or Professional Development Schools) : establishing,

developing, maintaining, and governing iii. Master Clinical Teacher: role and responsibilities in carrying out the

dual mission of classroom teacher and teacher trainer, clinical supervision (data-based supervision), peer coaching, and diagnosing instructional problems Staff Development and Training (training cycle: the training process, accountability, school-based practice, follow-up, and evaluation or impact analysis

v. Teaching for understanding and effective instructional practices including models of teaching, effective schools, service learning, and cooperative learning

iv.

C. Cluster 111: Curriculum and Assessment 1. Curriculum development, curriculum alignment, curriculum auditing.

the school improvement process ii. Testing and measurement: assessing student learning and

achievement

Table 111-6 Educational Qualifications of Widyaiswara of the 27 BPGs

~ 2 ~ 3 1 4 j 5

BPG Bandung BPG Semarang BPG Yogyakarta BPG Surabaya

I D2 I

I 11

I 1

BPG Palembang

1 1 I 1

I ~ 25 ~ 26 1 27

1

BPG Jayapura BPG Bengkulu BPG Dili

I 1 1

1 !

I

I 12 ~ 5.17%

111 - 36

d. Cluster IV: School Change and School Leadership 1.

ii.

iii.

Educational change and leadership: teacher, school head, supervisor Professional publications directed at improving schools, classrooms, teaching and learning The licensing and certification of teachers and the accreditation of institutions

112. Training at BPGs is consistent with the training offered at PPPG with one important difference -- most BPG training is offered for one week instead of two weeks as in PPPGs. The widyaiswara in BPGs are expected to attend a two-week training program offered by PPPGs, assimilate the training and convert key concepts, ideas, and teaching strategies into a one-week training design which they, in turn, offer back in their respective BPG to teachers in their province.

113. The BPGs reported a total of 50,000 trainees for a three-year period, 1994/1995 to 1996/1997. The training targets on the secondary level are practically the same for all BPGs at 100 to 150 per year, despite the variances in school/teacher population within the different provinces. There are some noticeable differences on the primary level, with a range of between 200 to 500 participants trained per year in 19 BPGs and between 700 to 1,800 trainees in the other 8 BPGs.

114. The BPG had a target of 19,750 trainees for 1996/1997. An analysis of training for 1996/1997 reveals that BPG actually trained 23,000 participants, exceeding their target by 3,250. Over 4800 (21%) were lead teachers (guru inti or guru pemandu) who, upon returning to their home schools, have the responsibility for conducting training within their respective school clusters (sekolah gugus). Also included in the training were 130 school heads, 230 guidance and counseling teachers, and 50 school supervisors, as well as 400 SD teachers from Islamic schools. Training was offered in all major subject areas (science, math, social sciences, language, and Pancasila).

115. The BPGs target 21,450 for 1997/1998, an increase of 8.6 percent over the target the previous year. BPGs base their projection or anticipate a routine and development budgets. Projections are limited for several feasons: (i) there have been no appointments for additional widyaisara during the past year because of the governmental freeze; (ii) each additional trainee carries a unit cost of about Rp 500,000 and; (iii) directors have been encouraged to keep their increases to a minimum for the coming year since the national budget is projected to be light.

116. The total number of training activities at each BPG averages approximately 3 to 7 with each activity lasting one week and accommodating an average of just under 200 participants for an average of 850 (range of 500 to 2300) participants trained each year in each BPG under their own routine and development budgets. Because of a lack of a standardized reporting and tracking system, it is difficult to accurately determine how many training programs are offered at each BPG which are funded by other projects within the MOEC budget, with external funds, or from other Ministries. Estimates range from 3 to 7 with a few sites accommodating as many as 10 or 12 additional training schedules. The

111 .. 37

figures are further complicated by the fact that some these training programs last less than a week while others last up to two weeks.

117. For example, during the last school year, training programs were conducted at BPGs by Dikdas for their PEQIP and SEQlP projects, by Dikmenum, and by Kanwil Dikbud but there is no documentation reflecting how long each of the training sessions lasted. Four BPGs (Semarang, Pekanbaru, Aceh, and Manado) reported training on their premises of 14.049 teachers by Kanwil Dikbud. Other government agencies such as Kanwil Pertanian, and private schools such as those run by Caltex and Pertamina, also use BPG training facilities. Use by private schools or private agencies is oflen not included in the government reports and directors do not usually submit such reports.

118. BPGs, in their annual reports for 1996/1997, were asked to enumerate problem areas from their perspective. Problem areas identified were: (i) limited administrative support mechanisms and a lack of coordination of training activities in their province; (ii) limited funding; (iii) staffing limitations - both quantitative and qualitative; (iv) inadequate facilities and equipment; (v) limited support for outreach and follow-up activities; and (vi) restrictive mission and purpose.

119. Some of the facilities at BPGs are relatively new, having been built in the early 1990’s; others were renovated from the old SPG or Primary Teacher Training School between 1989 and 1991. In terms of level of adequacy of facilities to meet intended training goals, Dikgutentis classifies the status of BPGs into three categories. Category I, the highest level of adequacy indicates that the facility is at the 75 to 100% level of adequacy and is an excellent facility with all necessary training spaces and equipment. Category 11, the second highest category, indicates that the facility is at a 60 to 75 Oh level of adequacy, or is in comparatively good condition with fairly good training spaces and equipment. Category Ill is at the 50 to 60% level and Category IV is the lowest level at 40 to 50%. The distribution of BPGs by categories as follows:

0 Category I(75 - 100% adequate): none

Category II (60 - 75% adequate): Medan, Padang, Palembang, Jakarta, Bandung, Semarang, Surabaya, Denpasar. Banjarmasin, Ujung Pandang, Manado, Ambon

Category 111 (50 - 60% adequate): Aceh, Bengkulu, Palangkaraya, Pontianak, Kendari, Samarinda, Dili, Jayapura

Category IV (40 - 50% adequate): (converted from Teacher Training Schools) Pekanbaru, Jambi. Lampung, Yogyakarta, Palu. Kupang, Mataram

120. Assessment by the TA team tended to be consistent with the rating of Dikgutentis. with a few exceptions which would not change the rating. For example, Ambon had a well-organized library facility: Bandung had an exemplary outdoor flora and fauna classroom; all BPGs have excellent auditoriums, very good dining halls, and common rooms.

111 - 38

6. Kanwil and Kandep

121. Each of the 27 provincial office of education (Kanwil) has a division for Teacher Training (see Figure 111-8). The routine budgets received by the province gives a certain proportion to teacher training. Most the teacher training activities at the Kanwil level are an extension of programs designed at TKPPfTKPD and relevant Directorates (e.g., Dikgutentis, Dikmenum. Dikdas, etc.), and are implemented through Sekolah Gugus approach or PKGIMGMP. Since the budget for teacher training comes from Kanwil, that office screens traineeslparticipants and oversees M&E of training implementation and post- training evaluation.

122. The District Level (Kandep) has sections on the delivery of basic education, assistance to out-of-school youth, and enhancement of culture. (See Figure 111-9 for the organizational structure of Kandep). These sections support the teacher training initiatives started at the Kanwil level, and provide teacher training assistance to schools and school supervision. Each of the Kandeps also receive their own routine budget for educationltraining, and similar to Kanwil, Kandeps have the sanction to select trainees and evaluate implementation of training program.

7. SanggarlGugus

123. In addition to special training offered through projects (e.g., PEQIP), the Pirectorate of Primary Education offers seven different models of in-sewice training. Three of the models focus on school heads, school supervisors, and educational managers and include training in subject content areas (25 to 00 percent), school management and budgeting (25 to 40 percent), and curriculum development and teaching methods (25 to 50 percent). A fourth model is designed to enhance community participation in education. Three interrelated models focus on improving teacher skills and knowledge through the cluster approach.

124. The PKG or cluster approach was first initiated in 1979/1980 by the National Curriculum Center under the auspices of Balitbang (MOEC Office of Research and Development) as a means of getting teacher feedback related to curriculum revisions. The approach was later refined and piloted in six provinces with a total of 54 clusters (gugus) under the World Bank PEQIP project.

125. The acronym PKG has two meanings. Within the context of primary school training, it means Pusat Kegiatan Guru (Teacher Activity Center), with emphasis on center. For secondary school training, it means Pemantapan Kerja Guru (pemantapan = stabilization; consolidation; kerja = work; activity), with emphasis on the training model. Other acronyms related to the PKG include KKG or Kelompok Kegiatan Guru (Teachers Activity Group), KKKS or Kelompok Kegiatan Kepala Sekolah (School Heads Activity Group), and KKPS or Kelompok Kegiatan Penilik Sekolah (School Supervisors Activity Group).

111 - 39

Figure 111-8 Organizational Structure of Kanwil

Head of Kanwll r KaKanw 11)

I

r l Section

I

:b Section

n Section I 3 Section

School Ed.

Vocational Ed. for Youth & Archeology

Section Section Section

-

.:“I D1.l- of

n Section

Head of Kandeps Gistricts)

Head of Kancams (Subdistricts)

Figure 111-9 Organizational Structure of K&ep & Kancarn Dikbud

I I

Head of

(KaKandep)

School Supen isors

[Unit]

Unit of StabStICS Personnel

~~

Head of Kancam (Sub-districts)

Un1t of Equipment

I I Unit of I Administration

126. The PKG is a teachers' center (as opposed to a teachers' group), although sometimes the core school or any other school which is used as teachers's meeting place for in-service activities is also loosely called KKG. Thus, teachers occasionally refer to both the training center and system as KKG. At present, more and more, the term gugus sekolah seems to be taking over as the most common name for both training modality and site.

127. Schools and teachers have always grouped themselves for various purposes, for example, athletics and cultural events, based on geographical boundaries. But the grouping of schools for in-service training through the formal structure now referred to as gugus sekolah can be traced to a research project entitled "Qualitative Improvement through Professional Support for Teachers in Primary Schools, 1979 to 1984", which was launched in Cianjur. West Java. This is often referred to as the Cianjur Project or CBSA (Cara Belajar Siswa Aktif or Student Active Learning) which was promoted as an innovative approach for achieving quality. The cluster framework and the participation of various agencies vertically from national to school level provided the teacher professional support system or SSP (Sistem Pembinaan Profesional). On the horizontal level, a web of support was set up to help the teacher through in-service trainers, a pool of resource persons, and peer assistance.

128. There was also active participation from the SPG (SekQlah Pendidikan Guru or Secondary School for Training Primary Teachers). The local SPG at Cianjur was one of 132 training schools which were eventually phased out beginning 1989 and converted mainly into senior secondary high schools. Seven of these were converted into BPGs or in-service teacher training centers. In the pilot Cianjur project, there was also participation from the BPG in the province (located in the provincial capital, Bandung). The assistance of the teacher training institute (IKIP) in Bandung was also sought, although eventually it was felt that it was not a suitable choice in both manpower and management to provide leadership in primary education.

129. The strengths and lessons learned from the Cianjur Project resulted in adoptions and variations in other places in the country: in Nusa Tenggara Barat, in North Sumatra, and some private schools. In 1992, the SPPICSBA, with other various inputs, became the basis for the Primary Education Quality Improvement Project (PEQIP), World Bank Loan 3448-IND. The project has been confined lo six provinces: Aceh, Bali, North Sulawesi, East Nusa Tenggara, West Sumatra, and Yogyakarta. For each province, the project includes one district (kabupatenikotamadya). three sub-districts (kecamatan), nine sekolah gugus (nine SD inti, each with about 8 SD imbas). Although the original project document referred to "...establishing the SPPICSBA at project sites", the project is now better known by the acronym PEQIP.

130. The training of teachers under PEQIP is conducted mainly by tutors and pemandus (advisory teachers). Tutors are master teachers on secondment from their schools to provide in-service training for teachers, followed by peer tutoring in the classroom, and assisted by advisory teachers who conduct teachers workshops at the gugus. The assignment of tutors is a special feature of PEQIP and not of other sekolah gugus outside the Project. Pemandus have been trained in a particular subject and use

111 - 42

their expertise to train teachers in the content area normally at cluster level. The training of tutors and pemandus has taken place over the past four years at the national level by subject matter experts. Most of the teachers in PEQlP schools have been trained by the tutors, for a period of 36 days during the first year and 24 days in each subsequent year; training was residential.

131. There are still many residual problems which need to be addressed regarding structure and training. The First National Monitoring Report on PEQIP stated that "...the first three years of training showed little significant positive impact on the teaching in the schools ... little significant change in Teaching Learning Activities as a result of PEQIP inputs ...g eneral teaching methods were dominated by lecturing by the teacher and by working on the blackboard ... few teachers had mastered appropriate teaching methods for the subjects they were teaching ... there is need during training to develop specific activities which teachers can directly apply in their classrooms...". The evaluators surmised that "...the training was largely theoretical ...g iven by trainers who had little or no primary classroom experience and little or no experience of modern teaching methods."

132. Some positive aspects were reported: "...Of the present round of training only the Starter Experiment Approach in science ... and 19 some extent in mathematics ... has had a significant impact on many school and KKG activities....". The teachers' views on KKG activities were generally positive. It was also reported that a great deal of progress has been achieved in community participation; that, in fact, participation in the non-academic sphere is more developed than academic participation. Despite the deficiencies in classroom instruction, on the average, the Ebtanas scores were reported to have increased in most subjects in all the pilot provinces.

133. It is interesting to note, but understandable, considering the cultural context of the project, that the PEQlP project, which has a major primary teacher training component, does n9t mention the possibility of involving other directorates or programs (e.g., Dikgutentis, PPPGs, gr BPGs) as possible partners in the in-selvice training process although BPGs are regularly used to train guru inti, guru pemandu, or tutors and BPG Bandung was involved in the original model.

134. The Directorate of Primary Education made the decision to adapt the model, with variable inputs, as a national initiative in the mid 1990s and is currently supporting the implementation Qf cluster training in all regions of the countly. In the national model PKG, teacher activities generally take place at an SO inti (core school) which has approximately six to eight imbas schools (satellite schools) affiliated with it, altogether forming one gugus sekolah (cluster school). In 1994, there were 21,318 cluster schools (with the equivalent number of SD inti schools) and 89,193 SD imbas. In 1996/1997, the number increased to 21,916, with 118,117 SD imbas schools or a total of 140,033. The remaining 9,921 schools (of a total number of 149,954 public primary schools) still unaccounted for are probably those which are located in isolated and remote islands and highlands and not able to be part of a cluster (for example, Timika in lrian Jaya has existing schools but, as of 1997, reported no clusters).

111 - 43

135. knowledge carried out through the "Cluster School" (Sekolah Gugus) program include:

The three interrelated models for the improvement of teacher skills and

Training of guru pemandu (or advisory teachers). One in each of five subject areas (math, science, Indonesian language, social science and Pancasile) - 5 in each cluster. The Guru pemandu receive special training In their respective subject or content area.

7-raining of guru tutor (or teacher tutor). Two in each cluster. Tutors are trained in all subject areas and work full time as teacher trainers.

Training of all teachers in the cluster schools.

136. According to the Directorate of Primary Education staff, the training offered is wwvcn, that it should bo standardized. better coordinated, and organized around teacher needs according to their level of development. The staff recommend that four levels of loacher development should be considered in the cluster training system: (i) guru pemula (I)ogiiining toachor); (ii) guru mahir (soml-skilled loacher); (iii) guru trampil (fully-skilled teacher); and (iv) guru ahli (expert teacher).

137. A World Bank report estimates that to expand the PEQlP model, as originally designed, to all clusters would cost Rp 1,390 billion per year, excluding costs for materials and for training tutors, guru inti, and guru pemandu. However, the same World Bank report also concluded lliat PEQlP school-based in-service "had become routinized and less effective". that the "cascade model of training began to falter when implementation moved from the pilot stage to a national level program", and that there was little or no evidence that the approach actually improved pedagogy outside of a few "most favored schools" in urban areas. (World Bank Report: Indonesia: Suggested Priorities for Education, 1997, p.28).

138. This finding is consistent with other school-based in-service studies which have found that a continuous influx of external stimulation (an engine to drive the initiative) is required to sustain the effort and produce continulng improvements in teaching and learning. Without the continual infusion of new ideas and excitement for teaching and learning, teachers tend to revert to the norm and lose their enthusiasm for continual improvement. This stimulation is most often provided by a teacher training institution. although other models do exist such as regional R&D centers in select content areas, or the development of full-time staffed regional teacher education offices (usually called Offices of Staff Development to reflect the professional role of teachers).

(i)

(ii)

(iii)

139. The ISTT project recognizes the validity of the gugus sekolah structure and has projected an enhanced role for the EPG which will allow it to be actively involved with the sekolah gugus in terms of training at BPG for school principals, inti, pemandu, and tutors: institutionaliring the training cycle from needs assessment to follow-up: assisting kanwil in program design and trainee selection; establishing outreach programs including the operationalizing of a professional development center using the gugus structure; organizing the learning resource center for year-round use by all teachers; and developing a training program that is oriented to classroom teaching and so packaged that the activities can bo aligned to the oxisting 02 curriculum for possible credit equivalencies. A preliminary

111 - 44

model has been developed showing the relationship of the BPG to the primary schools through the sekolah gugus. (See Figure 111-2).

8. In-service Training Offered by the Directorate of Secondary Education The PKG a t the Secondary School Level: Background

140. PKG in the secondary school context means Pemantapan Kerja Guru. There is no English translation in the literature compared. for example, to gugus sekolah which is alternatively referred to as school cluster. The dictionary meaning of Pemantapan is stabilization or consolidation. In essence, PKG means consolidation of work activities of teachers in a more stabilized and sustained manner. While PKG in the primary school refers to center; PKG for secondary schools refers to the training model.

141. As a training model, the original PKG was supported by UNDP from 1979 to 1984, and was later taken over by the First and Second Education and Management Projects with funding from the World Bank. In 1980, a PKG pilot project was started in the teaching of science in three provinces, and later extended to all provinces. Training took place at a center located in or near the provincial capital. The original PKG training had spin-offs outside the provincial training center, where these were called Sanggar PKG (sanggar = house; temple; workshop; studio), to differentiate it from the original PKG murni (pure). Sanggar PKG was started informally by those who had completed PKG murni training. They dealt with content not covered in PKG training and encouraged their colleagues, who had not yet been trained, to join them -- thus, planting the seed of what was to be called later the MGMP.

142. The original PKG was also referred to as Model A. For sites some distance away from the capital, the Sanggar PKG program became known as Model B. Even farther away, in far-flung schools, the process became known as Model C (introduced in 1994). Sanggar PKG is also known by the acronym SPKG and often PKG/SPKG is used in tandem to refer to the larger structure. This term is also used by teachers interchangeably with a training approach which was developed some time later -- the MGMP. In 1982, PKG training was started in Mathematics under UNDP. In 1984, the model was supported by the World Bank and expanded, in 1985, to include English. In 1987, training in science and mathematics was started at the Sanggar PKG, kabupaten level, with variations from the Qriginal system: in-sewicelon-sewice was continued but less intensive. The residential block was dropped and the weekly meetings redesigned to include subject content.

143. Instructors assigned at the provincial education office took care of the original PKG training. At PKG Sanggar, training was provided by the guru inti (key teachers) who were high performers in Model A. Later the guru inti were supported by other teachers who were given special training under the Latihan Kerja Guru Inti (LKGI) component of the second World Bank Project. LKGI training replaced the original PKG murni training; instructors now became trainers of trainers rather than trainers of teachers.

144. In 1990, PKG training was started for Geography. With the main subjects accounted for, two-week training courses On subject matter called KPM (Kursus

ill " 45

Pendalaman Materi) were started for instructors and guru inti. The courses were given in selected higher education institutions: (i) IKlP Malang for Bahasa Indonesia and English; (ii) ITB Bandung for science subjects; (iii) IKlP Bandung for science subjects; (iv) Gadjah Mada University for mathematics and geography; and (v) IKlP Yogyakarta, also for mathematics and geography.

145. In 1992/93 there were 243 sanggars PKG f w mathematics, 153 of which were located in SMAs and 90 in SMPs. In 1993, Sanggar PKG Training was replaced by MGMP (Musyawarah Guru Mata Pelajaran). The MGMP is actually an association of teachers by subject areas; training is run by selected guru inti. The focus here is on the association and could actually take place in any school. Sometimes PKG, SPKG, and MGMP are used interchangeably; where there is a regular center or sanggar, built separately under a previous project, or a room attached to school, the reference is SPKG, even if the training is organized by the association of teachers or MGMP.

9. The Secondary School Sanggar: As a National Model

146. At the secondary level, in 1996, each kabupaten had 20 guru inti (8 for science; 3 for the 4 other subjects). There are approximately 7,000 secondaly school guru inti nationwide. Figures are not available on how many have attended formal LKGl training nor has any evaluation been conducted on the effect of LKGl or MGMP training on the classroom performance of teachers.

147. At present, the MGMP programs are managed by the Ketua Sanggar (one for each of the subject areas). The Ketua Sanggar are heads of senior secondary school departments located in or near the Kota kabupaten (305 kotamadya/kabupaten). In smaller secondary schools, this presents a problem since many do not have department heads. In effect, there are 5 clusters for each kabupaten. Some kabupatens have set up zones, each with a training center, to cut travel distances and costs. Some kabupatens, which are not part of project-financed MGMP. set up mandiri (self-financed) programs. To bring the MGMP to the Kecamatan level (4,014 kecamatan) would require 20,070 clusters (one cluster per kecamatan in each of 5 subject areas) each headed by a ketua sanggar.

148. Unlike the structure of the sekolah gugus. which are listed in a document indicating the number of inti and imbas schools within the cluster, there is no equivalent document for the PKGIMGMP. In addition to geographical areas, the school types by size have to be accounted for. There are five types of junior secondary schools: (i) Type A (27 classroom schools); (ii) Type B (18 classroom schools); (iii) Type C (9 classroom schools); (iv) Type D (6 classroom schools, 40 students each or 240); (v) Type E (3 classrooms, 40 students each or 120). The last two are the small, usually distant schools, which are supposedly the clients of Model C training. The schooblevel MGMP will possibly operate well in a Type A school, where there are at least 3 teachers belonging to same subject area who can work together as a team.

149. In a review of PKG training, the single comment which characterizes most of the lessons observed was: "...The teachers delivered a body Qf curriculum content (sometimes accurately, sometimes less so), but paid insufficient attention to what pupils were learning."

111 - 46

150. At the school level, the PKGlSPG and MGMP are recognized as ISTT institutions. The structure has been set; teacher motivation and interest has been aroused. Schools and wmmunities are eager to support teacher participation in additional training -- especially if it results in improved teaching and learning. The Directorate of Secondary Education will train over 58,000 junior and senior secondary teachers in project support programs to strengthen the PKG/SPG and MGMP models. As with the gugus sekolah, the PPPGs and BPGs could be actively involved in training, at their respective institution and at sanggar sites, and could introduce a new design for training which would find realization in the classroom and assist in remediation of serious operational flaws in the current system. A model has been developed showing the relationship of PPPGlBPG to the secondary schools through the PKG/SPKG/MGMP. (See Figure 3.3).

151. The Directorate of Secondary Education has several on-going World Bank and ADB projects directed toward the improvement of junior and senior secondary education and the upgrading of junior and senior secondary teachers. None of the projects include other directorates (i.e..Dikgutentis or BPGs/PPPGs) as active partners for improving in-setvice teacher training. However, the ADB Senior Secondary Education Project (SSEP) does include scholarships for upgrading of wisyaiswara at content-focused PPPGs. The current projects do not have a major emphasis on the school-based models and tend to focus on content and teachers rather than on the student and the learning processes.

F. CURRENT STATUS OF PPPG AND BPG FACILITIES

152. Physical facilities and equipment are the most expensive initial capital investments in the education sector. Their strategic importance in achieving an effective and efficient delivery of educational and training services, therefore, requires that their conditions are regularly monitored and proper maintenance of facilities carried out whenever necessary.

153. To come up with a more reliable evaluation of the information gathered, the computed floor areas for the various physical facilities reported during the survey were used to determine their relative condition including the estimates for current room capacities. Table 111-7 presents the summary of findings on the current status of facilities of PPPGs and BPGs. In general, about 60 percent of PPPGs and 56 percent of BPGs physical infrastructure require rehabilitation. Equipment is obsolete and furniture is old. For the rooms and facilities to be rehabilitated, new equipment and furniture is needed.

1. Classrooms

154. There are about 188 classrooms currently available in all the 27 BPGs in the country. The combined floor area of these facilities is 13,597 m’ which can accommodate a total of about 3,399 trainees. However, fifty percent or about 6,817 m2 floor area of these classrooms are in poor condition and will already need minor rehabilitation. The remaining 89 classrooms with a total floor area of 6,780 m2 are still in good condition.

111 ” 47

Table 111 - 7 Status of Training Facilities

Classroom 680 1,818 900 2,718 3,399 6,780 6.81 7 13,597

Language Lab

Physic Lab

Social Lab

Biology Lab

Mathematic Lab - - - I

t Chemical Lab

In-Service Teacher Lab

Library

Dormitory (Trainee)

Dormitory (Trainor)

Dining Room

Kitchen

Assembly Hall 5,471 ~ 11,304

-

Total Area to Share 59,247, 106,029

155. The data als(2 indicate that eight of the BPGs have a capacity of less than 100 trainees, sixteen(l6) BPGs have more than 100 trainees capacity, while three RPGs have a capacity of more than 200 trainees. In all but three BPGs, classrooms whero constructed according to the standard size of 72 m2 with some of them even exceeding the prescribed room space allocation. During the field visits, it was also noted that classroom furniture was generally in good candition.

156. In the six PPPGs covered by the survey, 67 percent of the total 25 classrooms are still in good condition, while only 33 percent are in need of some minor rehabilitation. In PPPG Tertulis (Bandung). there were no functioning classrooms because they were converted into offices for the staff and the widyaiswaras. In PPPG IPA (Bandung), the laboratory rooms were also used as classrooms where lectures were conducted. Each laboratory room has a capacity of not less than 40 trainees.

157. Based on the actual field evaluation, the space standard of 72 m2 for a classroom with 40 trainees was found to be adequate. The data on the condition of BPG and PPPG classrooms is summarized in Tables 111-8 below.

Table 111-8 Current Condition of BPG and PPPG Classrooms

2. Language Laboratories

158. The data compiled for the 24 BPGs which responded to the survey on this facility indicate that about 74 percent of the total floor area of 2,891 m2 for language laboratory rooms are already in need of rehabilitation while only 26 percent are in good condition. It was also noted that the language laboratory room of 3 BPGs were undersize including one BPG which would require expansion of its language laboratory room, while three other BPGs had no existing facility for this purpose.

159. During the field inspection visits conducted by the Equipment and Facilities Consultant to three selected BPGs located in areas considered to be more developed than most of the other provinces, such as Jakarta, Bandung and Yogyakarta, none of the institutions seen in these developed cities had a functioning language laboratory room. For

111 - 49

example, in BPG Bandung and BPG Yogyakarta, the room for the language laboratory was available but not the equipment. In BPG Jakarta, the equipment was too old and not functioning anymore.

ISTT Center

1GO. In a meeting with Widyaiswaras representing almost all the BPG in the country, on the query made by the Consultant whether or not a language laboratory room was functioning in their respective institution. not even one gave a positive reply. It was assumed that most, if not all of the 27 BPGs in the country do not have a functioning language laboratory facility at present.

161. In PPPG Bahasa (Jakarta), one existing language laboratory was functioning with 40 work stations. The Consultant was also informed that new sets of language laboratory equipment which would provide an additional 120 work stations to the institution were expected to arrive shortly. Two existing rooms which were quite small and would need renovation were already reserved for the new equipment . A minimum of 100 - 120 m2 floor space for a language laboratory is considered adequate for 40 work stations. The summarized data on the condition and the current capacities of language laboratories is presented in Table 111-9 below.

Good Rehabilltation Total Existing Total

Floor Area I Percentage Floor Area I Pwcrntage Floor Area 1 Room

Table 111-9 Current Condition of BPG and PPPG Language Laboratories

1 I

3. Physics Laboratories

lG2. Roughly two-thirds or 16 of the BPG Physics Laboratories will need minor renovation while the remaining 10 laboratories are in good condition. Except in BPG-Medan (where this facility is not available) and in BPG-Surabaya (where this room has to be expanded), all BPGs have this facility for practical laboratory work. However, during the field survey, it was noted that the necessary equipment required for conducting practical experiments in physics was practically nil. Some of the old equipment seen was no longer functioning. The Consultant was also shown some projects prepared by the teacher- trainees themselves using locally available materials but the quality of the work was far below expectation considering that they were prepared by the teachers themselves and not just by ordinary students.

111 - 50

163. Three boxes, containing physics laboratory kits supposedly supplied to the BPGs for conducting experiments, were still neatly packed when shown to the Consultant and they appeared not having been used for practical exercises.

164. The Physics Laboratory Room in BPG-Palembang with a floor area of 417 m2 is extremely large by any standard. If it is technically feasible, it is proposed that this building be renovated with necessary partitions to accommodate the laboratory room for Chemistry, Biology and Mathematics with provision of about 100 m2 space allocation for each room.

165. The floor space of 100 m2 for Physics Laboratory is considered adequate for 40 trainees. The furniture seen in those laboratories visited was still in fairly good condition. Additional furniture, however, will be necessary if new equipment will be provided to upgrade this facility.

166. The Physics Laboratory in PPPG-IPA(Bandung) with a floor area of 168 m2 is adequate but will need minor renovation including provision of additional furniture and equipment. The summarized data on the condition of physics laboratories both for BPGs and PPPG-IPA(Bandung) is presented in Table 111-10 below.

Table ill-I0 Current Condition of BPG Physics Laboratories

I BPG 1 1,020 I 34% I 1,979 I 66% 1 2,999 I 1,200 Trainees 1

4. Social Science Laboratories

167. Sixty-three percent of the total 1,892 classroom space for social science laboratories in 19 BPGs which responded to the survey will need renovation and the remaining 37 percent are still in good condition. Five BPGs do not have a laboratory for social science while the remaining two BPGs did not indicate whether this facility is available or not. This room facility in one BPG is too small and will require expansion.

168. The laboratories which were seen during the field visits contained mostly wall maps and miniature flags of different countries, samples of traditional clotheskostumes worn by different nationalities, pictures of local heroes, different types of transportation facilities and miniature of historical places within the country. The availability of these laboratory kits, however, varies from BPG to BPG. The space standard of 100 m2 for this

111 - 51

laboratory is considered adequate for 40 trainees. The provisiQn of standard package of laboratory kitslmaterials and additional furniture will be needed to upgrade this laboratory facility in the BPGs. The current conditions of room facilities is presented in Table Ill-11 below.

Table 111-1 1 Current Condition of BPG Social Science Laboratories

5. Biology Laboratories

169. Out of the 24 BPGs which responded to the survey, 14 BPGs with a combined building floor area of 1,464 mz for Biology Laboratory indicated that their facilities would already require some degree of renovation works. This represents about 66 percent of the total 2,221 m2 floor area of the current facilities. The remaining 34 percent or 757 m2 are still in good condition. The biology laboratory In BPG Surabaya is quite small, only 60 m2, and should be expanded to function properly as a laboratory work area. The data also indicate that three(3) BPGs have no biology laboratory and should be provided with this basic facility.

170. As with the other BPG laboratory facilities, the field visits made by the Consultant to the three (3) selected BPGs also revealed that the necessary tools and equipment for learning the procedures for conducting biology laboratory work are likewise nil. Water supply facility for the laboratory was noted not functioning properly and should be fixed. The standard floor space of 100 m2 provided for BPG biology laboratory room was also noted to be adequate for 30 to 40 trainees.

171. The biology laboratory in PPPG-IPA(Bandung) will also need renovation with provision of additional laboratory equipment and furniture. The roQm size of about 160 m2 is considered more than adequate for 40 trainees. The summarized data on the condition of biology laboratories and current capacity is presented in Table 111-1 2 below.

111 - 52

Table 111-1 2 Current Condition of BPG Biology Laboratories

_I

---I-

Capacity

888 Tiairiecs

41 Trainees

6. Mathematics Laboratories

172. Of the 16 BPG Mathematics Laboratories reported, 55 percent or 1,092 m2 of the total 1,985 m2 floor area already require renovation while 45 percent or about 893 m2 are still in good condition. Six BPGs, however, reported that they do not have this facility in the institution.

173. Ouring the field evaluation of BPG facilities and equipment, it was noted that all the laboratories visited for laboratory work were extremely lacking in instruments particularly for math practical exercises and experiments. Some of the simple measuring instruments seen on the wall were already outdated. The wooden geometrical objects and figures seen in the laboratory were supposedly used as sample models which the trainees use as basis for producing similar objects as part of their training program. The objective is to teach the teachers to be resourceful and for them to produce somelhing which they can also use as visual aids for mathematics instructions in their respective school.

174. The Consultant noted, however, that it would be quite difficult to fabricate such wooden geometrical objects without the use of appropriate hand tools or equipment. In fact, some of the Widyaiswaras met proposed that their mathematics laboratory should be provided with electric hand tools needed for fabrication of such projects.

175. It appears that a considerable amount of time is unnecessarily consumed by the teacher-trainees in fabrication work rather than learning the theories and practical applications of the science of mathematics in daily life which they can use to enhance the learning process of the students they teach.

176. Locally available materials such as cardboard, can containers, coins, balls, boxes, pipes and a lot of other geometrical objects mostly available at home and in the locality can be used as substitutes for these wooden articles to simulate geometrical figures such as a sphere, cylinder, cone, pyramid, etc. Other geometrical shapes can also be made using simple cardboard and glue thus avoiding the use of hand tools and other electrically- operated equipment to produce such projects which can also be a time-consuming activity

111 - 53

which otherwise can be used for some other important aspects of the training program in mathematics

BPG

PPPG

177. The PPPG-Mathematics(Y0gyakarta) should be responsible for the development of mathematics laboratory kits for use during the training of BPG Widyaiswaras. During the field visit to this institution, the Mission noted the existence of a workshop containing some medium duty workshop equipment used for production of laboratory kits for mathematics. However, it was reported that the production of such kits had been hindered also by lack of other support production equipment.

178. In addition, some computer equipment were also seen still being used for training mathematics teachers in PPPG-Mathematics in Yogyakarta. These computers, however, are already old and do not have the capacity to run latest programs for math learning and applications. A mini production room for producing audio-visual materials was also not functioning due to lack of appropriate equipment.

893 45% 1,092 55% ‘1,985 794 Trainees

0 0% 270 100% 270 68 Trainees

179. The condilion of existing mathematics laboratories in BPGs and PPPG- Mathematics(Yogyakarta). including their estimated total current capacity is summarized in Table 111-13 below.

Table 111-13 Current Condition of BPG Mathematics Laboratories

7. Chemistry Laboratories

180. Of the 23 BPGs which responded to the survey, 63 percent of the total computed area of 1,739 m2 for chemistry laboratories are already due for renovation, while only 37 percent or 647 m2 are in good condition. Six BPGs do not have a chemistry laboratory.

181. Laboratory tools and equipment seen during the field evaluation of three selected BPGs were old and very limited in number. BPG Jakarta and BPG Bandung received recently about 40 to 50 units of new microscopes. Water supply system in the laboratory was also noted not functioning properly. One laboratory does not even have one.

111 - 54

A water shower cleanser needs to be installed in the chemistry laboratory for emergency use in case of trainee's exposure to accidental chemical spill particularly to acids and other dangerous chemicals. Additional laboratory furniture should be provided if laboratory equipment are to be upgraded. The existing Qnes are inadequate.

182. Widyaiswara who were interviewed during the survey also expressed their needs to undergo further training to upgrade their knowledge on the latest developments in science subjects and also improve their teaching skills. It was also revealed that in most BPGs, trainees conduct very limited number of laboratory experiments and the periods for conducting experiments were apparently mostly spent instead on just plain classroom instructions. There is also a severe lack of reference materials in the BPGs for the science subjects.

ISTI' Center

183. In addition to the provision of laboratory tools and equipment, requests were also made by the widyaiswara to make available to the BPGs relevant books and reference materials for their research work in developing learning and teaching materials for the science subjects including those needed for conducting laboratory experiments. It should be emphasized that no matter how complete the facilities are in a science laboratory. the absence Qf trained and qualified science teachers and relevant materials for teaching and conducting experiments will render the science laboratory equipment useless if not underutilized.

Condition Estimated Good Rehabllltatio,n Total Existing Total

Floor Area Percenlaue Floor Aria ' Percentage Floor Area Room (m2) (ma) Capacity

7 I

184. Visits made to the three BPG chemistry laboratories revealed that most of the chemical supplies were already exhausted and the remaining items in store were considered as inadequate. During the random check conducted on the plastic containers for chemicals displayed in the cabinets, it was noted that most of them were already empty. The inventory of most reagents seen in glass containers was also low.

185. PPPG IPA (Bandung) has adequate stock of the basic tools and equipment for chemistry laboratory work but needs some latest equipment to upgrade its capacity to conduct additional research and laboratory work for training Widyaiswaras. Its laboratory needs upgrading too through minor renovation including provision of additional furniture for storing tools and equipment.

186. The summarized data on the existing condition and current capacities of chemistry laboratories of BPGs and PPPG IPA(Bandung) is presented in Table Ill-14 below.

Tabla 111-14 Current Condition of BPG Chemistry Laboratories

1,739 696 Trainees

266 I 67Trainees I -

8. Micro-Teaching Laboratories

187. Only seventeen out of the 27 BPGs have micro-teaching laboratories with a combined floor area of 2,173 m2. This leaves 10 BPGs without this important facility for in- service teacher training activities. Roughly 88 percent of these rooms with a total floor area of about 1,933 m2 will have to be rehabilitated for them to serve their purpose. The remaining 11 percent or 240 in2 floor area are still in good condition.

188. During the field visits to the BPGs, all micro-teaching laboratories seen appeared not being used for actual leaching demonstrations. There were no basic facilities available within the room, except the blackboard. They were just plain empty. Audio-visual equipment were also not available.

189. The observation area where other trainees and trainers stay to observe the proceedings of an actual teaching demonstration by a teacher-trainee was just used as storage room and without adequate ventilation. In two BPGs visited, this viewing room was provided with glass enclosure installed beside the main demonstration room. In one BPG, one-way mirror glass was installed to avoid the trainee from being distracted by the viewers. The 120 mz space allocation for a micro-teaching laboratories is more than adequate.

190. and Yogyakarta, are in the same predicament as the BPGs.

191. 111-15 below.

The micro-teaching laboratories in the PPPG’s, like the ones seen in Jakarta

The condition of existing micro-teaching laboratories is summarized in Table

Table 111-15 Current Condition of BPG Micro-Teaching Laboratories

111 - 56

9. Library (to be developed into Learning Research Facilities)

192. Of the 26 BPGs which responded to the survey, only eight have a standard room with a floor area of 320 m2. The size of the library in most of the BPGs is relalively small. One BPG has no library mom but two BPGs have a newly constructed library building with floor space of not less than 400 m2.

193. Most of the library holdings are just collections of old books. Reference materials for teaching materials development are scarce. Reading areas are also small and facilities for research work are not available like computer equipment and software. The meager resources currently available in many of the libraries would not encourage trainees particularly the Widyaiswaras to use them for research activities.

194. Except for the new library buildings in two BPGs, all the rest of the library rooms will have to be renovated or expanded at least up to 400 m2 floor area. Eighty-five percent of all the existing library rooms with a total floor area of 5,399 m2 will be renovated. The remaining 15 percent are newly-constructed library buildings.

195. The situation 9f library rooms in PPPG's is almost similar to the BPGs. They are also mostly small in size except the one in PPPG Mathematics Yogyakarta. Eighty-three percent of the existing total floor area of PPPG libraries will need renovation while 17 percent are in goad condition.

196. rooms in both the BPGs and the PPPGs is presented in Table 111-16 below.

The summarized data showing the present condition and capacity of library

Table 111-16 Current Condition of BPG Library Rooms

10. Convention Room

197. All BPGs have a convention hall with a capacity of more than 200 persons excepting three which can accommodate about 250 to 300 persons. Of the 27 convention

111 - 57

halls, about 48 percent or a total 5,471 m2 floor area will need some rehabilitation while 52 percent are still in good condition.

198. PPPGs have relatively smaller convention hall facilities compared with BPGs and most of them can only accommodate between 100 to 150 persons excluding two convention rooms which can seat 180 to 200 persons. Most of these halls however, about 85 percent of the total floor area, will already need some rehabilitation.

199. The test conducted on the audio quality of equipment currently being used in the convention hall of the institutions which were visited suggests that there is a need to upgrade the audio equipment and facilities of some if not most of the convention halls of PBG's and PPPG's. The sound capacity of the equipment does not adequately meet the requirements of the hall as the power rating of the audio power amplifier is also low. Besides, some of the equipment are also not functioning anymore. The summary of the data on the condition of convention halls is given in Table 111-17 below.

Table 111-17 Current Condition of BPG and PPPG Convention HalllRoorn

11. Trainees' Dormitory

200. Each BPG has its own accommodation facilities for trainees but the capacity varies from BPG to BPG. The average capacity of all existing dormitories is about 200 persons. The standard size of a dormitory room is about 24 m2 which can accommodate 3 to 4 persons. All the dormitories for trainees are provided with a common toilet and bath. including a common washing/laundry and ironing area. The dormitory facilities which are also built within the BPG complex provide all the basic living conveniences for the participants attending training programs in the BPGs. It will remain a very important accommodation facility in the BPGs considering that most of the trainees come from far away places. It was also noted that all the relatively new dormitories were already constructed as two-storey buildings to maximize land utilization.

201. The compiled data on the condition of existing BPG dormitories for trainees indicate that just a little more than half of these facilities are still in good condition, about 52

111 - 58

percent, as against 48 percent which have been reported in poor condition and will already need minor rehabilitation.

BPG

202. The existing condition of dormitories in the PPPGs is similar to the BPGs. It should be mentioned here, however, that PPPG Tertulis (Bandung) does not maintain a dormitory for trainees because all their programs are outreach activities. Besides, there is no appropriate open space now available in which to construct a new dormitory within its present complex. In PPPG IPA (Bandung), possible expansion of physical facilities will be severely restricted by lack of land space.

203. except the mattresses and some bedding which will need replacements.

The furniture seen during the field visits was still in fairly good condition

22.532 52% 20,993 48Oh 43,525 5,441 Trainees

204. presented in Table 111-1 8 below.

The summarized data on the condition of existing trainees' dormitory is

Table 111-18 Current Condition of BFG Trainees' Dormitory

12. Trainers' Room - Type C

205. Four BPGs out of 27 do not have this facility for accommodation of trainers. About 66 percent of the total floor area of these buildings will need rehabilitation and the remaining 34 percent are still in good condition. In BPGs. the room space for these facilities are normally bigger than those provided for trainees' dormitory and are mostly built as stand-alone buildings which can accommodate 0 to 7 persons per unit. The size of each unit varies from 64 to 90 m2 and is also provided with a common guest room and a small dining area. Some of the units have attached toilet and bath but others have a common facility. The average floor space allocation for trainer's dormitory is about 12 m2 per person for both the BPGs and PPPGs. The data on the condition of trainer's dormitory is presented in Table 111-19 below.

Table 111-19 Current Condition of BPG Trainers' Dormitory

ISIT Can

BPG 2,251 34% 4.304 66Oh 6,555 546 Trainers

PPPG 664 51 632 49 1,296 108 Trainers

13. Dining RoomlKitchen Room

206. All the BPGs have a dining room facility which can seat about 100 persons, except in three BPGs which can accommodate even more than 200 persons. Of the total floor space area of 7,203 m', about 53 percent have been reported in need of rehabilitation and 47 percent in good condition.

207. Dining rooms in PPPGs have practically the same seating capacity as those in BPGs except in two PPPGs where the seating capacity is only for 42 to 75 persons. In PPPGs. 79 percent of the existing total floor area of dining rooms will need rehabilitation while only 21 percent are in good condition.

208. Furniture and dining ware for the dining rooms of both BPGs and PPPG's were seen still in fairly good condition and also adequate for their present needs. However, after an ocular inspection of the kitchen rooms during the field visits, the consultant suggested that this area should be given priority attention during rehabilitation of physical facilities which would also include the provision of urgently needed cooking ware, equipment and utensils to improve hygiene in the area as well as upgrade the efficiency and quality of service provided by the canteen.

209. The data on the condition of existing dining and kitchen rooms are presented in Table 111-20 and Table 111-21 respectively.

111 - 60

Table 111-20 Current Condition of BPG Dining Rooms

Table Ill-21 Currant Condition of BPG Kitchen Rooms

111 - 61

IV. RESOURCE ALLOCATION FOR ISTT

1. To fulfill its commitment in the pursuit of quality education, the Government has invested substantial amounts in educational projects and. in addition, has sought assistance from a number of aid agencies for additional support. Most of these projects invariably include a component for teacher training carried out under the sponsorship of the Directorate receiving the assistance. Through these projects, various strategies and modalities for in-service training have been introduced; a variety of instructiwal materials have been developed; and key personnel have been supported for advanced study through fellowships in-country and overseas. Many different institutions and groups of educators have been trained; national and international consultants representing various disciplines have shared their scholarship to support various initiatives.

A. The National Budget

2. The sectoral allocation of the development budget of Repelita VI shows that the education sector received 11.6 percent of the total budget. The education sector ranked number four, behind regional development and transmigration (19.5 percent), transportation and meteorology (18.8 percent), and mining and energy (12.4 percent). Table IV-I gives the sectoral allocation of the Repelita VI development budget.

3. The sector classifications in Repelita VI have been changed as compared to the sector classifications in Repelita I to V. Hence, a sector by sector comparison of allocations cannot be done between Repelitas I to V and Repelita VI. However, since the classification of the education, culture, youth and sports has remained the same, an analysis was made of the education sector development budget as compared with the total development budget, from Repelita I to Repelita VI. In nominal terms, the education sector allocation percentage has been steadily increasing from Repelita I at 6.8 percent to Repelita IV at 13.0 percent. In Repelita V however, it decreased to 12.2 percent and further decreased to 11.6 percent in Repelita VI. Table IV-2 shows the comparative development budget allocation to the education sector in Repelita I to VI.

4. An analysis was also made of the total government expenditure in relation to GDP and the ratio between routine and development budgets for Repelita V and the budget for Repelita VI. The routine budget for Repelita V, as a percentage of GDP, ranged from 12.6 percent in 1989/1990 to 11.2 percent at the end of Repelita V (1993/1994). The average for the period was 12.1 percent. In Repelita VI, the expected average is 10.2 percent, even lower than Repelita V. For the development budget, the average for Repelita V was 7.7 percent of GDP while for Repelita VI the average is lower at 6.7 percent. The routine budget has remained about 60 percent of total budget while the development budget has stayed at about 40 percent in both Repelita V and VI. Table IV-3 gives the analysis of total government expenditure.

IV - 1

Table IV-I Sectoral Allocation of Repelita VI Development Budget

(Rp Billion) _____

Hank --- Sector Budget Percent

1 . Ilcgioiial Developiiient & lraiismigraliaii 34,288 10.5 I

2. lraiispoitation & Meteorology 33,054 18.8 2

3. Mining and Energy 2 1,780 12.4 3

4. Education, Culturc, Youth & Sports

5 . Water Rcsources

20,382 11.6 4

10,473 6.0 5

6 . Natioiial Dcfeiise & Security 7,o I5 4.5 b

7. Social Welfare & Healtli

8. Agriculture & Forestry

9. Housing & Huinan Settleineiits

10. Tourisin, Post & Teleconiinunicatioiis

1 I . Scieiice arid Tecliiiology

6,892 3.9 7

6,404 3.6 8

5,740 3.3 9

4,779 2.7 10

3,627 2. I I I

12. Others 20,659 11.7

Source : Repclita VI. English Traiislatioir

Table IV-2 Development Budget Allocation to Education Sector

Repelita I to Repelita VI (Rp Billion)

Repclita Repelita Repelita Repelitn Repelitn Rcpclitn I 111 In I V \’ VI --

Education Sector 83.8 758. I 3,397.1 6,615.1 12,385.7 20,382.0

Developinelit 1,232.9 9,126.4 34,129.2 50,885.1 101,346.4 175,932.0 Budge1

Percent Education 6.8 8.3 10.0 13.0 12.2 I 1.6 -

Source: Nota Keuaiijpn daii Rancanpan Angaran, 1995196

IV - 2

Table IV-3 ANALYSJS OF TOTAL GOVERNMENT EXPENDITURE

(Rp billion)

_ _ _ _ ~ _ _ _ ~

G D P TOTAL EXPENDITURE GOVERNMENT OF INDONESM YEAR ; % i x : DEVEEL- / % 1 % I % %DEVE- ~

G D P CHANGE !ROUT~NE CHANGE Y. GDP i OPMENT :. CHANGE *A GDP TOTAL i CHANGE 1 GDP i ROUTWE LOWENT i __

Repelita-V

1989190 185,677 1990/91 210,866 1991192 249,969 1992193 282,395 1993194 329,776 z

8

c*

Repefiia VJ

1994/95 379,212 1995196 445,401 1 996197 5 16,665 1997198 599,332 1998199 695,225

23,445 13.6 26,648 18.5 30,558 13.0 33,197 16.8 37,095

15.0: 42,351 17.5 47,241 16.0' 51,837 16.0i 58,581 16.01 67,150

13.7 14.7 8.6 11.7 Ave .

14.2 11.5 9.7 13.0 14.6 Ave.

12.6 13,130 12.6 16,225 12.2 19,998 11.3 22,912 11.2 12.1

11.2 10.6 10.0 9.8 9.7 10.2

25,227

j 27,398 ~

30,784 i 34,523 39,077 44,508 I

23.6 23.3 14.6 10.1

8.6 12.4 12.1 13.2 13.9

7.1 ' 36,575 7.7 42,873 8.0 50,556 8.1 56,109 7.6 62,322 7.7

7.2; 69,749 i 6.9 ~ 78,025 j 6.7 ' 86,360 j 6.5 97,658 i 6.4 1 1 1,658 1 6.7: !

19.7 17.2 20.3 17.9 20.2 11.0 19.9 11.1

11.9 11.9 10.7 13.1 14.3

Notes: Source:

- GDP at market prices - Indonesia: Education Statistics in Brief, MOEC 1997 - GDP (1989M to 1995/96) from http:/hnternotes.asiandevbank.org.notes/ino/lNONACT.htm - 1996/97 and 1997/98 are Mission estimates.

18.9 - 19.8

18.4 17.5 16.7 16.3 16.1 17.0

64.1 62.2 60.4 59.2 59.5 6 a

!

60.7 i 60.5 ~

60.0 ' 60.0 ~

60.1 ~

60.3 '

35.9 37.8 39.6 40.8 40.5 38,9.

!

39.3 ; 39.5 j 40.0 40.0 ~

39.9 39.7:

B. The MQEC Budget

5. The share of MOEC development budget to GQI development budget increased from 1.9 percent in 1989/1990 to 5.9 percent in 1995/1996. The routine budget increased from 5.2 percent in 1989/1990 to 7.7 percent in 1995/1996. The total MOEC budget, as a percentage of GO1 budget, increased from 4.0 percent in 1989/1990 to 7.0 percent in 1995/1996. This trend shows the importance that the Government has been giving to the education sector. Table IV-4 shows the analysis of MOEC's expenditure.

6. For Repelita VI and for the rest of the Second Twenty-five Year Plan, the priorities of the educational system will be the extension of compulsory education from six to nine years covering primary and junior secondary sub-sectors. On sub-sectoral allocations, the MOEC budget reflects this emphasis on basic education. For 1989/1990 to 1995/1996, the total budget of primary and secondary education, as a percentage of total MOEC budget, averaged 52 percent compared to higher education at 21 percent. Table IV-5 shows the MOEC budget by sub-sector for 1989/1990 to 1995/1996.

C. The Resources Allocated for ISTT

7. The consolidation of all relevant expenditures to in-service teacher training was made for N 1997/98 and the estimates are shown in Table IV-6. The ISTT system is programmed to spend $ 220 million, of which $ 147 million or 67 percent are under GO1 supported projects and $ 73.3 million or Rp 168.6 billion or 33 percent are private contribution. Of the government assisted activities, $65.3 or 44 percent are for qualification upgrading and $ 81.6 million or 56 percent are for short term or refresher training; Rp 129.7 billion or 38 percent are under Rupiah Murni funding and $ 90.6 million or 62 percent are under foreign assisted projects.

8. In terms of private contribution, Rp 68.6 billion or 41 percent are for D2/D3 programs while Rp 100 billion is the expenditure for attending school-based (GugudSanggar) training. About Rp 23.6 billion or 14 percent are counterpart expenditure for government supported training, mainly in the form of transport cost. About Rp 45 billion are direct cost of individuals pursuing D2/D3 programs under distant learning model. The expenses for GuguslSanggar activities are partly supported by parents associations.

9. while Table IV-6 presents a summary for one year, the trend Rupiah Murni allocation for the past four years has been increasing as shown in Table IV-7. The budget for 02/03 and refresher training increased from Rp 83 billion in 1994/95 to Rp 130 billion in 1997/98. For foreign assisted projects, allocations depend on project approval and disbursement. However, with the UBE program, the trend is for a rapid increase in foreign assisted funding until the desired participation rate is attained.

IV - 4

Table IV-4 ANALYSIS OF MINISTRY OF EDUCATION & CULTURE EXPENDITURE

(Rp billion) _ _ ~ _ _ ~ . . .

~~ -~ DEVEL- % % DEVE-

ROUTINE %GO1 %GDP OPMENT %GO1 %GDP TOTAL %GO1 %GDP ROUTINE LOPMENT ____ YEAR __ ..~

Repelita V 1989190 1990/91 1991 I92 1992f93 ? 993194

7 I

VI

Repetia VI 1994/95 1995f96 1996f97 1997f98 1998199

1,221 5.2 1,442 5.4 1,650 5.4 1,908 5.7 2,295 6.2

Ave . 5.6

3,113 I 7.4 3,635 7.7 3,989 ~ 7.7 4,508 7.7 5,167 j 7.7

Ave.: 7.6

0.7 0.7 0.7 0.7

0.7 0.7

0.8 0.8 0.8 0.8 0.7 0.8

___ .__-

Notes: - GDP at market prices

1,162 1,345

1,561 1,806 2,025 2,293 2,611

250 1.9 648 4.0 96 1 4.8

5.1 5.3 4.2

5.7 5.9 5.9 5.9 5.9 5.8

0.1 0.3 0.4 0.4 0.4

0.3

0.4 0.4 0.4 0.4 0.4

0 4

1,471 2,090 2,611 3,070 3,640

4,674 5,441 6,014

6,800 7,778

4.0 4.9 5.2 5.5 5.8 5.1

6.7 7.0 7.0 7.0 7.0 6.9

0.8 83.0 17.0 1 .o 69.0 31 .O 1 .o 63.2 36.8 1.1 62.1 37.9 1.1 63.0 37.0

M 6 m 31.9

1.2 1.2 1.2 1.1 1.1 1.2

66.6 33.4 66.8 33.2 66.3 33.7 66.3 33.7 66.4 33.6

66.5 33.5

Source: -Indonesia: Education Statistics in Brief, MOEC 7997 Mssion estimates for 1996B7 and 1997198.

Table IV-5 M 0 E C Budget by SubSector 1989/90-1995/96

(Rp billion)

Primary 8 Secondary Ed ucat i n

Higher Education Q)

General Secretariat

Others

713 48 1,076 52 1,348 52 1,615 53 1,914 53 2,437 52 2,955 55

280 19 443 21 575 22 690 22 750 21 967 21 1,163 22

422 29 477 23 557 21 602 20 785 22 1.030 22 7,040 19

56 4 93 4 131 5 164 5 190 5 240 5 181 3

- ~ ~ ~~ ~~~ . .. ~~~~~

1,471 100 2,089 IOU 2,611 100 3,071 IOU 3,639 100 4,674 100 5,339 100 ____ __ _ _ ~ -. . ..

52

21

22

5

100 -__

' Includes Offices of the lnspectorate General Out-of-School Educabon Youth and Sports Culture and Educabonal and Cultural Research and Development S a t e Indonesia Educabon StaBsbcs in Brief MOEC 1997

Table IV . E S u m m a r y of Resources Allocated for In-service Toachar Training

1997198

1.367 .~.~.~. . 15Q _ ~ _

1.517 1.000

38 750 788

~ . ~ .

1.169 v61

2,430

41

86 I . 020 .. .

50.000 2.500

44%

608 1.042 1,650

597 847

1.245

1.500 534

8,625

58%

% Share 67% 33%

Programisource 01 Fends

lJliqrnrllir(t of Oilnllllcnlloiin 0 2 I'rogrnni lor SU l nac l i e i r O i k ~ t i l e n l i ~ Prograrn

Governmenl Share rr ivalb Conlrlbulion

Sell-Finariclng Foreign Assislnd (Eslimale only)

Overti~adIAdmiiiislralion I U i l i O l l

Sub-lola1

Siih-lnlal lolal for D2 Prograins

r,o"PllllnFlrl Sllnlr! r'rivntfi cost

0 3 Program for SLTP Teacher?. Dikbulenlis Program

Goveromenl Share Privale Conlrihulion

Sell-Financinq Foreign Assisled (Esllrnate only)

OverheadlAdminislrallon Tuilion

Sub Iota1

Sllh IOlnl Told lor D3 Programs

Governrnenl Share Private Cost

Masler Teacher (Foreign.asslsletl) Overseas

Adminislrallve Cosl in-counlly

Sub-lolal

Governmenl Share Privale Cosl

Total for Upgradliig

#, Refreslier Training Ruplah Funds PPPG

AdministralionlRoulinr? Budgel Developrneiil Budgel

Sub-loloi

BPG AdminislralionIRoulilie Qudget Developnrrnl Budgel

Sutr lolal

[ I f 1 R Ollier DGSPE Units Adininislralionl~ouline Budgel Devclopmenl Budgel

Sllll.lolal

Forelgn-Asslslcd In country Training

Sliorl.lerm Training Clusler Workshop

Overseas Adrniriislralive Cosl

2 , Private Cost for Gugus 8 Sanggar

Total for Sliort-lerm .%Workshops

Sub-lolai

Goverrirneni Stlait? Privalo Cost

GRAND TOTAL Governmenl Siiarc Private Cosi

I

arget No. of 'artlclpanls Rp'OOO'OOO

io5,zni

35.000

ZG.201

lJ l .402 35.000

51,952

10.000

I 22,792

i

74.744 10,000

488 5.285

5.773

212.000 45,000

11.993

31,753

!

!

i 2G.033 9,913 1.026

36.972 100.237

80,718 400,237

i !

2g2.718 1 445,237 1

40.995

56.778 35.000

t5.783

40.905 50.783

29.413 7.783

37,206 10,000

29.413 17.793

70,408 88.575

7.295 12.499 19,794

ie.971 20,546 39.517

100.04'

59.31' 100,04

129,71' 168,811

38:

. ~. ~

!a! Aitoc.atlor USD00O

429 w e 8.999

0.999

408

8.532

8.532

8,120

10.615 5.745

818 il .iii

34,709

39,041 5.29, 8.84, 2.65

55.84

55,84

90.55

62:

roiii. sod6

17.824 ~. . 6.862

15.217

429 e.57e 8.889

26.822 22.079

iidS6

12.788

18.176 4.340

406

0,532

21.320 7.736

3.388

s.126

10.615 5.745

17,178

65,321 29.815

. ~ . 818

3.172 5.434 rJ.000

8,248

I ? , l 8 1 8.033

39.041 5.291 8.64!

. ~. 2.651 55.841 43.481

81.63! 43.491

146,95' 73.31

220.26

5.75

n WiGE

26

32

Table IV - 7 Trend in Resource Allocation for

In-Service Teacher Training Rupiah Budget

I

1

I I I

L a 4 Allocation

PPPG RQutine Development Total

BPG Routine Development Total

PPPG-+-BPG Routine Development Total

OitgutentislKanwil Development Bu Program_Adrnini.stration D2 D3

Total

Private Financing (Estimate only) Private Cost D2 03

Self Financing D2 D3

Total

SU b-tota I SO Gugus SMPlMTs MGMP SMUlMA MGMP

Sub-total Total Private Financing

95/96 / I

5,539 1 7,643 ~

13,182~

I

14,141 13,666 27,807

19,680 21,309 40,989

29,404 20,659 50,063

96/97

5,954 1 1,551 17,505

16,120 15,007 31 ,I 27

22,074 26,558 48,632

33,241 22,761 56,002

Rp' milliot 97/98

7,295 12,499 19,794

18,970 20,546 39,516

26,265 33,045 59,310

40,995 29,414 70,409

15,783 7,793

23,575

35,000 10,000 45,000 58,634 25,754 15,652

100,041 168,616

Source: Finance Section. Ditgutentle

IV - a

D. The Dikgutentis Budget

10. The Directorate of Teacher and Technical Staff Development (Dikgutentis) budget was also analyzed and compared to the budgets of the Directorate of Primary and Secondary Education (Dikdasmen) and of MOEC. The total budget (routine and development) of Dikgutentis, as a percentage of the total budget of Dikdasmen. ranges from 0.65 percent to 1.6 percent with an average of 1.06 percent. As a percentage of MOEC budget, it ranges from 0.33 percent to 0.83 percent with an average of 0.56 percent. Furthermore, the developmont budget averages 94 percent of total budget while the routine budget averages only 8 percent. The reverse is true for MOEC and primary and secondary education budgets; the routine budget is more than the development budget. For MOEC. the ratio is 67 percent for routine and 33 for development. For primary and secondary education. it is 62 percent routine and 38 percent development. Routine budgets take care of the staff salaries, school and office supplies, maintenance and travel expenses. The development budget is used for facilities and equipment and for specific programs such as training of teachers. These figures indicate that the Dikgutentis budget is largely for planning, management, and coordination of teacher training programs which are funded under program budgeting and falls within the DIP budget. Table IV-8 shows the budget of Dikgutentis.

E.

11. The development budget of the Ministry of Education and Culture for in- service training (1997/1998) totals Rp 65 billion. Included in the budget are career path training, technical training, functional training, information system training, training of non- civil servants, and scholarships for degree and non-degree programs, both in-country and overseas. The budget consolidates the in-service training activities of all directorates in MOEC and includes not only teachers but also administrative and non-teaching staff.

12. The largest budget is allocated to functional training at 47.5 percent followed by technical training at 39.8 percent. These two categories account for 87.3 percent of the total in-service training budget of MOEC for 1997/1998 or about Rp 57 billion ($ 23 million). Table IV-9 shows the summary of in-service training budget of MOEC for 1997/1998. However, there is no available breakdown of in-service training for primary and secondary teachers alone to allow further analysis. The development budgets are categorized by programs and institutions. The budgets of the in-service teacher training institutions, under Dikgutentis, are analyzed in the subsequent sections.

In-service Training Budget of MQEC

IV - 9

Table IV-8 ANALYSIS OF DIRECTORATE OF TEACHER 8 TECHNICAL STAFF DEV. EXPENDITURE

(Rp million)

> 1 D E W - j%pRIFIIARyi i 1 % WMARY 1 ~ % j %ME- i ! i i

/ % Pf?lMAf?Y I

ROUTtNE 8 SECOND. 1 % MOEC 1 OPMENT lL SECOND. % MOEC / TOTAL I 8 SECOND. 1 I % MOEC ROUTlNE t LOPMENT !

1991i92 809 0.10 0.05 7,936 1.46 0.83 8,745 0.65 0.33 9.3 90.7

1992/93 917 0.10 0.05 13,297 2.02 1.14 14,214 0.88 0.46 6.5 93.5

, 1993194 1,140 0.10 0.05 19,681 2.51 1.46 20,821 1.09 0.57 5.5 94.5 z

19941'95 2,217 0.08 0.04 37,765 3.89 2.42 38,982 1.60 0.83 3.1 96.9

1995196 1,573 0.09 0.04 24,306 2.19 1.35 25,879 0.88 0.48 6.1 93.9

7996197 7,705 0.08 0.04 40,034 3.21 1.98 41,739 7 28 0.69 4.1 95.9

-. 0

Averages: 0.09 0.05 2 . 5 5 - 1.53 l l 0.56 5.T 94.3

Table IV-9 Suniiiiary of In-service 'I'raining Iiudgct of MOEC (1 997198)

(Rp '000)

I . Cnrccr I'atli Tiaiiiiiig

2. 'l'ccliiiicnl Tiniiiiiig

3. Fiiiictioiinl 'I'tniiiiiig

4. Iiifoi i i in l io i i Systciii 'T'riiiiiiiig

5 . Tiniiiiiig Lbt Noii-civil Scivaiits

(I, Scliohidiij) for In-courtly Ikgtcc I'rogrntiis

7. Scliolarsliip for Ovcrseas Dcgree I'rogranis

8. Scholarsliijr for la-couiitiy Noa-degree I'l.ogl.allls

l'~ogtallls 9. Scliolarsliip for Oversens Non-dcgree

4,029 p

158,757 pci

1,019,163 1)

80 1)

13,675 1)

5,380 13

324 pm

9,489 pd

20 1)

4,876,144

64,409,520

76,898,49 I

135,315

3,250,203

4,66 1,052

1,820,508

5, I76,82 1

499.800

3.0

39.8

47.5

0. I

2.0

2.9

I . I

3.2

0.3

F. PPPG Budgets

13. The development budgets of the 6 PPPGs for 199711998 were analyzed, The average development budget is Rp 2.083 billion with PPPG Bahasa getting the biggest at Rp 2.41 billion, followed by PPPG Science (IPA. Bandung) at Rp 2.22 billion. PPPG Tertulis (Bandung) has the smallest budget at Rp 1.75 billion. The amount allocated by the government to the individual PPPGs could translate to the importance attached to each PPPG's functions and track record in performance. The cost per participant allocated in the DIP budget varies widely, ranging from Rp 93,000 for PPPG Tertulis to a high of Rp 2,233,000 at PPPG Science. PPPG Tertulis does distance education and not face-to-face learning and so the per unit cost is low. However, PPPG Mathematics (Yogyakarta) also has a low per unit cost of Rp 943,000. To a large extent, the variation in unit cost is due to the different duration periods of training courses.

14. For technical training, the unit cost for DIP has a narrower range. There are three PPPGs offering technical training and these are PPPG Science, PPPG Mathematics and PPPG Social Science (Malang, IPSIPMP). Malang has the lowest unit cost at Rp 1,647,000 and this may be due to the number of participants -- 810 persons, as compared to 504 in Yogyakarta and 610 at Bandung. Table IV-I0 shows the DIP budget for each PPPG for 1997/1998.

IV - 11

Table IV-10 Development Budget (DIP) of PPPGs 1997198

(RP 'fw

! 1. PrOjelA Ahinistration

i2. Planning &Arrangements

.3. ofke Equipment &sum 4. Trainees' Equipment & supply

'5. Leaming Books & Modules

6. Laboratory Mataid Supply

7~ Education &Technical Training

8. Education &Functional Training

610 p

57 p z ' 9 lnoountry Scholarships @ P h)

i0 . Office Buikftng C o n s W n

1 I . Roads, Environment & fendng

12. ComrnunicationsEquipment

17,644

53,900

107,750

158,178

337,450

w=o i ,284,480

127,294 7,500 p

43,560

18,564 ~ 34,924' 26844 ~

273,952 27,680 173,750

152,970 26,000

756,560 3 4 . m 23.154

20 P 13,800

698,740 750 p i,187,296 754 p 1,360,320

600.000 785.000

49,880

39,706 22.664

455,730 182,530

2 2 . m

75.000

504 p 1,084,920 810 D 1,334.070

21 p 19,800 162 p 230,814

3 P 35,100 4 p 3a,7m

115,200 26,180

50,000

13 Research L a h a t o r y 43,222

14 Dormitory ConstnrcttMl 209,100

15 Prowsion of Teaching Aids 50,000

T o t a l 2,220 756 2,408,864 2,102,778 1,932,026 1 747 81 .- ~____--- ~~~~~~~~ _~___ ~

______._ ~. I 1-

Note: p - persons ph - person hours Average per PPPG: 2,083,165 pm - pmon month

Educabon 8 Tecnnicai Traning 2 106 i p Education & Fundionai Training per person 2 233

i '53 :D 1647 'D

93 1.582 18C4. 343 f 4.25

15. The routine budgets of the 6 PPPGs were analyzed for the years 1994/1995 to 1 9 9 7 ~ 998. The average budget per PPPG has risen from Rp 759 million in 1994/1995 to Rp 1,215 million in 1997/1998. This is a GO percent increase over the four-year period. The routine budget is classified under four main headings. These are (i) staff salaries; (ii) school and office supplies; (iii) maintenance; and (iv) travel. As a percentage of total, the item staff salaries has been declining from 45 percent in 1994/1995 to 38.8 percent in 1997/1998. Honoraria for the trainers are not included here, but in the DIP budget for that particular program. The item school and office supplies has been going up from 25.9 percent in 1994/1995 to 34.9 percent in 1997/1998. Maintenance went down from 28.4 percent in 199411 995 to 25.7 percent in 1997/1998. However, in spite of the decrease, PPPGs visited seem to be well maintained, as far as the physical facilities are concerned. Travel is a very small percentage of the routine budget, averaging about 0.6 percent of the budget. This travel budget is only for staff travel to Jakarta. Travel expenses for the participants of training programs are not included in the routine budget and are under the DIP budget for that particular program. Table IV-11 gives the routine budget of the PPPGs.

G. BPGBudgets

16. The development budget of the 27 BPGs under Repelita VI shows that from 1994/1995 to 1995/1996 there was an average of 63 percent increase. The average budget per BPG increased from Rp 310 million to Rp 506 million. From 1995/1996 to 1996/1997, there was an average increase of only 10 percent and 18 percent from 1996/1997 to 1997/1998. The projected increase from 1997198 to 1998/99 is 60 percent but this increase will only be finalized once the development budget is approved. Table IV-12 gives the development budget of BPGs under Repelita VI.

17. The routine budget of the BPGs was also analyzed from 1994/1995 to 1997/98 and shows an upward trend in the average per BPG. From an average of Rp 338 million in 1994/1995, it increased in 199711998 to Rp 703 million. This is a dramatic increase of 108 percent over a four-year period. By category of expenditure, the staff salaries decreased from 41.2 percent of total in 199411995 to 34.4 percent in 1997/1998. tiowever, like the PPPGs, the honoraria of lecturers come from the DIP budget of the particular program being run. School and office supplies increased from 32 percent in 1994/1995 to 44.5 percent in 1997/1998 and has taken up the decrease in staff salaries and maintenance. Maintenance declined from 25.9 percent in 1994/95 to 20.5 percent in 1997/1998. Some BPGs visited could use more maintenance budget as evidenced from the physical appearance of their facilities. The travel budget has also decreased from 0.9 percent in 1994/1995 to 0.6 percent in 1997/1998. Table IV-13 shows the routine budget of BPGs.

IV - 13

Table IV-1 1 ‘I’rcnd of PPI’G Routine Budgets ( I 99495 to 1997/9H)

(Rp ‘000 and Percent)

1. Staff Salaries

Percent of Total

2. School Supplies

I’ercent of ’rota I

3. Maintenance

Percent af Total

4. Travel

Perceiit of Total

5. Total

Percent of Total

6. Avcrige per PPPG

2,05 1,303

45.0

I , I 8 1,073

25.0

1,294,600

28.4

29,700

0.7

4,556,736

100.0

759,456

2,372,080

42.X

I,O00,7SO

30.5

1,440,400

26.0

35,070

0.6

S,538,900

100.0

923,l SO

2,s 4 3,3 40

42.7

1,834,O I0

3 0 . 8

134 1,600

: !5 .0

34,850

0.6

5,953,800

IO0.O

992,300

2,830,740

38.8

2.54 x, 5” 3 4 . 0

I ,X76,9O 1

25.7

3X,OO I

0.5

7,295,300

IOO.0

1,2 15,883

IV - 14

Table IV-12

(Rp '000) Development Budget of BPGs under Repelita VI

__ ~ __ ~ ~ ~_ . ~

1995/96 Percent .. 199-7 ' Percent j 1997198 Percent 1998199 Percent Tatal

~ ~_ ~

1 BPG Jakarta 2 BPG Semarang 3. BPG Surabaya 4 BPG Denpasar 5 BPG Banjarmaw 6 BPG Ambm 7. BPG Manado 8. BPG UJUIlgPmdang 9 BPG Medm 10 BPG Padang 1 1 BPG Patembang

7 12. BPG Bandung -.L ' 13 BPG Aceh

14 3PG Pmtianak 15 BPG Kupang 16. BPG Pekanbau 17 BPG Jambi 18. BPG Fampung 19. BPG Bengkulu 20. BPG Yqyakarta 21. BPG Palangkaraya 22. BPG Samarinda 23 BPG Mataram 24 BPG Palu 25 BPG Kendari 26. BPG Jayapura 27. BPG Wli -

429.523 246,640 652,776 196,854 164,860 304,422 191,592 293.025 321,484 i 99,897 208,967 172,998 318,302 335.875 465,072 243,132 290,540 241,857 250,282 365,854 336,582 286,855 258,248 281,632 322,835 468,472

655,638 419,938 676,32 1 385,836 347,719 487,399 341,858 619,851 664,186 381,071 406,987 827,434 430,502 473,173 624,971 375,!i69 417,547 472,058 487,672 404,423 489,771 532.438 349,86 1 469,825 497,489 616,637

53 70 4 96

?l! 60 78 112 107 91 95 378 35 41 34 54 44 95 95 11 46 86 35 67 54 32

399,578 933,811 963,358 562,268 369,908 390,204 291,390 328,859 845,103 507,309 527,516

1 ,I 31,847 575,869 503,188 657,020 525,778 483,588 560,731 409,973 505,908 528,338 328,345 562,654 474,953 470,512 482,324

-39 122 42 46 6

-20 -1 5 -47 27 33 30 37 34 6 5 40' 16 19 -16 25 8

-38 61 1 -5 -22

51 7,528 809,520 56 686,899 -1 5 - ___

522,349 1,032,261 1,168,822 538,287 452,140 459,741 404,461 453,192 990,200 628,069 630,135

1,339,940 634,009 597,514 777,916 635,381 636,605 698,327 477,162 61 7,524 587,863 370,872 623,217 545,288 567,020 541,192 788,132 __

T o t a l ~- 8,366,104 13,665,694 _. _- 63 15,007,231 10 17,717,619 __

31 769,950 1 1 1,842,150 21 1,853,200 -4 1 143.000

726,150 22 18 755,700 39 666,750 38 750,600 17 1,635,300 24 1,022,550 19 1,079,400 18 2,331,300 10 2,174,650 19 1,043,250 18 1,374,600 21 1,105,500 32 786,047 25 858,108 16 770,322 22 735,223

13 745,738 1 1 737,011 15 581,100 21 820,689 12 925,787

1 1 852,121

47 2.777,082 78 4,475,003 59 5,314,544 112 2,826,382 61 2.060.917 64 2,397,524 65 1896,153 66 2,445,629 65 4,456,424 63 2,739,044 71 2,853,149 74 5,803,952 85 3,133,411 75 2,953,066

74 2,885,475 23 2,614,418 23 2,831,220 61 2,395,506 19 2,628,990 45 2,794,740 101 2,264,308 18 2,531,098 7 2,352,881 45 2,678,614 71 3,034.434

77 3,899,637

15 1,295,020 64 4,097,155 18 28,381,216 60 83,140,757 - .~. _.____

Average per BPG 309,856 506,137 - 555,823 656,208 1,051,156 3,079,287

Table V-13 ‘I’rcntf of BPG Routine Budgets (1994195 to 1997/98)

(Rp ‘000 and Pcrcent)

I . Staff Salaries

Ikrccnt of Total

2. Scliool Supplies

Perceiit of Total

3. Maiiiteiiaiice

Percent of Total

4. Travel

Percent of Total

5. ‘lotill

I’CI.UCI1t of ’I’olal

3,754,030

’41.2

2,9 10,760

32.0

2,304,000

25.9

X3,600

0.9

9, I 18,390

I O O . 0

337,7 113

5,4 10,750

38.3

5,3 19,300

37.0

3.3 13,000

23.4

97,7 I0

0.7

14, I 40,760 I0O.O

523,732

5,902,576

30.0

6,s 15.860

40.4

3,604,O 10

22.4

97,7 I0

0.0

16, I20,756

IOO.0

597,065

0,s I7,X64

34.4

x,440,024

44.5

0,xo I ,xo0

20.5

120,846

0.0

113,970,594

100.0

702,615

IV - 16

H. External Assistance to the Education Sector

18. For the period 1970/1971 to 1996/1997. external assistance to the education sector is estimated at $5.4 billion, of which $3.8 billion came from multilateral sources (70.7 percent of total external assistance) and $1.6 billion (29.3 percent) from bilateral and NGO sources. The World Bank Group provided 39.6 percent of total assistance while ADB accounted for 30.6 percent. Among the countries which provided assistance to the education sector, Japan provided 13.3 percent of total assistance, Australia 5.2 percent, and the United States 2.4 percent. Table IV-14 gives a breakdown of the external assistance to the education sector from 1970/1971 to 199611 997.

19. Since the mid-seventies, the government of Indonesia has received over eight and one half billion dollars (US$) in external assistance for the education sector. Assistance has come from three major sources: World Bank (2 billion), Asian Development Bank (1.65 billion) and bilateral assistance (almost 5 billion). Less than ten percent of this assistance has gone to support improvements in primary and secondary education. Most has been targeted at higher education (50 percent), vocationaVtechnical (25 percent), and non-formal education (16 percent). While none of the assistance projects has focused on the in-service teacher training system as such, virtually all projects have included support for in-service teacher training and staff development.

20. Early World Bank projects (seventies and eighties) tended to focus on basic education, non-formal education, technical education, textbook development, and university education including IKlPs and FKIPs. In the late eighties and early nineties, projects again targeted technical education, non-formal education, and university development. In addition, projects focused on school administration and management, university research, primary, and secondary teacher development. These projects made significant contributions to the development of a sound education infrastructure, to raising of standards for teachers, and to the development and distribution of textbooks and other teacher materials such as science kits. ADB projects in the seventies and eighties tended to focus on vocational and technical training. More recently, ADB projects have made major contributions to the quality of junior and senior secondary education and, very importantly. to the support of private and religious education as part of a more comprehensive educational development strategy.

1.

21. The major source of external assistance to in-setvice teacher training are the different education projects from both the Bank and the World Bank. The education projects would invariably have components for teacher improvement or staff development which targets the teachers. For the 11 World Bank and ADB assisted projects currently being implemented, the overall allocation for in-service teacher training is $ 373 million or about 24.7 percent of the total project cost of $ 1.5 billion. ISTT allocation averages about $ 86 million per year, excluding project management cost (Table IV-15). In addition to these externally funded projects, the Ministry of Education budgeted for 1997/1998 over US$ 56 million for in-sarvice teacher education, including internally supported scholarships. Among

External Assistance to In-service Teacher Training

IV - 17

the ongoing Bank projects which have in-service teacher training components are the following:

(i) Junior Secondary Education Project (ii) Senior Secondary Education Project (iii) Private Junior Secondary Project (iv) Basic Education Project (v)

22. components are:

(i) (ii) (iii) (iv) (v) (vi)

Development of Madrasati Aliyahs Project

In the case of World Bank projects, the ongoing ones with in-service training

Primary School Teacher Development Project Secondary School Teachers Development Project Primary Education Quality Improvement Project Second Secwdary Education and Management Project East Java and NTT JSE Expansion Project Central Sulawesi JSE Expansion Project

J.

23. The Bank's operational strategy was revised in 1994 to coincide with the beginning of Repelita VI. The revised strategy calls for Bank support to the Government's development objectives of efficient, equitable, and environmentally sustainable growth. Overall, the Bank's objective is to help Indonesia achieve not only economic growth but also sound human development. The Bank's assistance program for Indonesia is tailored to help the Government achieve these objectives. with a blend of traditional growth-oriented projects and social sector projects aimed primarily at strengthening physical infrastructure, human resource development, and sustainable utilization of natural resources. The technical assistance (TA) program complements the proposed loan program through supporling project preparatory activities and targeted advisory services.

24. From 1975 to the middle of 1996. the Bank has extended 2G education loans with a total of $1,637.4 million, the largest ever given to any developing member country. Twelve Qf the loans are for senior secondary education, while nine are for higher education. Three are for primary and junior secmdary education and three are for "others", consisting of manpower education and training for the Ministry of Public Works; and the other is a Special Project Implementation Assistance Loan (SPIAL).

25. For technical assistance, the Bank has granted 29 TAs with a total value of $10.1 million. Nine of the TAs are for senior secondary education, ten are for higher education, seven for primary and junior secondary education while three are for "others". "Others" include human resource development in the trade sector, an impact evaluation study in the education sector, and an education finance study.

26. In summary, senior secondary education received the most assistance from the Bank, receiving 49.1 percent of total assistance to the education sector, followed by higher education at 32.5 percent, primary and junior secondary education at 14.7 percent, and "others" at 3.7 percent. Table IV-16 gives the details of Bank projects in the education sector of Indonesia for both loans and technical assistance.

Bank Assistance to the Education Sector

IV - 18

Table IV-14 EXTERNAL ASSISTANCE TO THE EDUCATION SECTOR (1 970 to 1997)

($ '000)

30.6 0.0 39.6 0.0 0.2 0.2 0.1 0.0 0.0 70.7

5.2 0.3 1.1 1.5 0.2 0.1 0.0 1.6 0.0 0.0 13.3 0.3 0.7 0.3 0.0 0.0

1 . . ~ Source .... .~~~ ~ . ~ ~ . ~ ..... ~.

I ~ A. Multilateral

1 . ADB 2. CEC 3. IBRDADA 4. ILO 5. UNDP 6. UNICEF 7. UNESCO 8. UNV 9. WHO

Subtotal (A)

B. Bilateral and NGOs 1. Australia 2. Austria 3. Belgium 4. Canada 5. Denmark 6. France

~ 7. Finland 8. Germany, Fed. Rep. 9. India 10. Italy 1 1 . Japan 12. Korea, Rep. of 13. Netherlands 14. New Zealand IS. Norway 16. Philippines 17. Sweden 18. Switzerland 19. Thailand 20. UK 21. USA 22. NGOs

i Subtotal (B)

Total (A+B) i

a/ Technical assistance grants.

. . ,~

.. .... ~ Loans .~ ...,..

1,637,400

2,132,900

-

- 3,770,300

- 17,100 51,000

-

- 60,000

- I

661,000 bl

13,000 -

-

40,395 88,400

930,895

4,701,195

~ . ~ ~ ~ ~ ~ . ~ . . . .., ~.~ .~

Grants ~ . ~~ ~ ~ ~

10,108 a( 161

57 8,675 8,700 5,500

6 1,100

34,307

277,785 400

7,645 83,357 9,393 5,375

30 24,685

200 823

54,100 15,342 23,200 16,778

473 65 35 1

62,351 96

21,012 39,127 1,800

678,695

~ ~ 4 , 3 8 8

1,647,508 161

2,132,900 57

8.675 8,700 5,500

6 1,100

3,804,607

277,785 1 7,500 58,645 83,357 9,393 5,375

30 84,685

200 823

715,100 15,342 36,200 16,778

4'73 65 35 1

62,351 96

61,407 127,527 1,800

1,575,283

5.379,ago

b/ Including local cost linancing under sector program loans prodded by the Overseas Economic Cooperation Fund, Japan Abbrewations

ADB ~ Asian Development Bank CEC - Commlssion of European Communities IBRD - International Bank lor Reconstruction and Development ILO - International Labor Organization NGO - Non-government Organization UNDP - United Nations Development Progratnme UNICEF - United Nations Children's Fund UNESCO - United Nations Educational, Scientific and Cultural Organization UNV - United Nations Volunteers WHO -World Health Organization

Sources. ADB from Bank records; MOEC's records and UNDP Report on Development Cooperation: Indonesia

IV - 19

Table IV . 15 Resources Allocated for In-service Teacher Tralnlng Components of Foreign-aeslstod Education Projects

7.008

I

0

49

203 252

46.195

46,195

9.338

13.225

71,013

38.072

10,818

9.814

14213 14.213

17200 12.200

85,177

156,196

~ ~ ~

ProjecUCornpon*nt .~ _- . World~Eanh.P~oJec(r.O_’.~OOO~

P E W P Teacher professional

development pfogram

Second. School Teacher Dev. Improving In.$mrvIca Teacher

Raking qualitlcatlons

Prlmary School Teacher Dev. Developlng P~Imary Teacher Educ. Strengthenlng Prlmary Teacher

Eduwllon

T O I R l

Eduwtion Programs T o t a l

Second Secondary Education

tmpmvmenl of sectMary education

Developing an enkironmanlal

and Management ‘

SPKG training

T o t a l propram

Eist Java 6 E ~ s t Nusa Tengqara Junlor Secondary EducaUon In-service Teache~ Tralnlng ’

Contra1 lndonesla Junlor Secondaq In-sMvltd Teacher Tralnlng

Total lor WB Projects

1. AR.R~!DJlc lr~QQrl l Junlor Secondary Educatlon Projac fearher Tralnlng

6mior Secondary Educatlon Teacher tralning L Professionalzation

rrlvate Junlor Secondary Educalloi teacher Tralnlng

Bask Educstlon ProJect mplsmentlng Cvrrlculum 1994 b eveloping Eflecllve Teaching ! T o t a l

peveloprnent 01 Madrssah Allyrh (mplemenllng Curriculum 1954

pgrading Teachlng Capabilities f T o l a l

Total lor AD8 Projects

prand Total for W 8 6 ADB Project! ‘ Av~rwPZe!T.---

504 f04.454

9.338

14.425

234,623

43,472

17.188

10,414

3014 24718 27,132

- Fellov

lvorseac

805

19,900 19,900

30.062

30,082

26,154

26,154

1,200

7a.121

2.400

2,765

240

4140 4.140

784 794

10,3391

88,460

~ . ~ . . !‘PZ_ .. ~ ~. Local ~~

43

400 14.800 is.zoa

22.267

22.207

24,623

24.623

62,335

3.mc

3,606

36C

6361 BJEI

a m 8.27t

21,601

83,931 -

7.849

4.100 1.800 0.000

1,256

662 1,918

6.778

504 7.282

25,150

3014

3.014

306

30‘:

3.319

26,469 -. - .

3.462

30C

30C

2.41@

76E 3.162

531

2.80C

10,275

1.82f

2.751

BOC

9Bl 801

16: 631 82!

6,991

17,272

i o i i i ISTT . . ~ ~ ~..,~..

14.289

4,800 36,600 41,400

55,049

1,632 57.681

103,950

504 104.454

9.869

17,225

zwmn

45.301

19.847

11.01.l

3.014 25,702 2 8 . 7 ~

491 21,908 22,46C

127,438

372.338 s s m

53.933

87,100

107,638

I 223.400

146,426

154,160

7 7 2 . a ~

174.929

198.560

03.000

151,000

127,073

736,558

1,506,416 - .

26 5

47.5

53.5

46.8

6.7

11.2

31.7

25.8

10.0

13.3

18.9

17.7

17.3

24.1 ~~ . ~ . ,

IV ” 20

Table IV-16 BANK ASSISTANCE TO THE EDUCATION SECTOR

Indonesia

239 0 806 0 532 8 59 6

Table~IV-16 ~~ ~~ ~ ~. page ... 1 of 31

14 6 3.1 31 .Q 49 2 2.6 25.9 32 5 3.4 33.3 36 1 .o 9.9

Subsector I /Primary and Junior Secondary senior Secondary ;Higher Educabon 'Others

1,637 4 i 1000 Total 10.1 100.01

Number

1194 1359 1142

Number

1458

1527 1567 1902 21 23 2638 2667

Number

356 (SF) 188 574 675 715 969

970 (SF) 1050 1100 1319 1360 1519

Title

Junior Secondary Education Private Junior Secondary Education Basic Educafon (MORA)

i

~ ~~~ ~

Total

Summary ($ million) Loans 1 W 1 T/As [ % 1 Total

Date of Approval

1911 1 I92 18/07/95 08/06/96

~ ... - ~ . . ~

Ftle . . ~

Rationalization of Operation 8 Maintenance in Primary and Secondary Education (PP)

Senior Technical Schools Second Senior Technical Schools VocaGonal Education Agricultural Education Third Senior Technical Schools

1 Second Vocational Education Second Vocational Education Agricultural Technology Schools Technical Education Development Vocational and Technical Education Senior Secondary Education Development of Madrasah Aliyahs

Total

Senior Secondary Educatii I 1 Title

ru!TAs).. .~

Date of Approval . ~~

2811 2/90

25/06/91 23/06/93 19/07/94 05/09/96

18/07/95

2311 0/96

I (Loans) ~

Date of Approval

28/09/76 0711 1 /80 29/06/62 2011 2/83 11/12/84 07/09/89 07/09/89 13/11/90 26/09/91 27/09/94 16/07/95 25/03/97

242.1 808.6 536.2 60.6

1,647.5

Percent

14.7 49.1 32.5 3.7

100.0

Amount ($ million)

105.0 49.0 85.0

239.0

350.0 571 .O 450.0 520.0 600.0 100.0

538.0 1 3,129.01

Amount ($ million)

24.0 26 0 40.0 68.0 83.0 70.0 30.0 85.0 100.0 85.0 i 110.0

806.0

IV " 21

j Table IV-16 page 2 of 31

Senior Technical Schools (PP) Second Senior Techncial Schools (PP) Vocational Schools (PP) Agricultural Education (PP) Second Vocabonal Schools (PP)

1 Secpnd Vocabonal Educ. Sector (PP) Agricultural Technology School (PP) Third Vocabmal Education (PP) Development of Madrasah Aliyahs (PP)

Total

Number

140 0 102 0

532 0

195 323 345 494 702 1052 1147 1752 241 2

Amount ($ '000)

- Number.

244 402 (SF)

525 737 894

895 (SF) 1013 1253 1432

Senior Secondary Educa

Title

Hgher Education (Lo

ptle

ISurabaya Institute of Technology University of Hasanuddin University sf North Sumatra University of Sriwijaya Marine Sciences Education Marine Sciences Education Six Univ. Development 8 Rehabilitation Higher Education Engineering Education Development

Total

Hgher Education (1 I

Number I Title

127 263 274 528 844 1018 1702 1761 1824 2096

Surabaya Institute of Technology (PP) University of Hasanuddin (PP) University of North Sumatra (PP) University of Sriwijaya (PP) Marine Sciences Education (PP) Five Univ. Dev't. & Rehabilitation (PP) Outer Islands Universities (PP) Second Surabaya Inst. of Tech. Private Post-Secondary Education (AO) Engineering Education Development (PP)

Total

n (TAs) Date of

Approval

31 /05/77 1011 2/79 25/03/80 0211 2/82

2611 0188 19/04/09 1 7/09/92 02/10195

O Z M ~ / ~ S

1s) Date of

Approval

0211 2/75 07/07/79 24/09/81 21/05/85 i4/07/at1 i4/07/8a oa/03/90 2 1 /09/93 06102196

5 ) Date of

Approval

1 9109ff 4 1511 2/77

24/06/83 12/01/07

25/05/92 30/09/92 17/09/92 07/05/94

211t2ra

01/0a100

Amount ($ '000)

196 0 92 0

329 0

250 0 100 0 362 0 4500, 600 0

2,61701

238 o

IV - 22

Table IV-16 page 3 of 31

Number

804 822

Title

MPW Manpower Education & Training Special Project Implementabon Assistance

Total

Date of Approval

2711 1 I86 1611 2/86

I Amount ($ million) I

I 29.0 1

59.6

Date of Approval

26/06/91

0311 2/92 z~to3/96 i 2548

I

Amount ($ '000) .

400.0

100.0 5000

1,000.0

I Sector (AO) Educabon Finance Study

Total

IV - 23

K. World Bank Group-Financed Projects

27. The World Bank Group (IBRD and IDA) has assisted a total of 34 projects in the education and training sector of Indonesia from 1970 to 1996, with a total loan of $ 2,133 million. Twenty-two of these projects assisted the Ministry of Education and Culture with a total loan of $ 1,466 million or 69 percent of total loans to the sector. The balance of $ 666 million (31 percent) were loans to other ministries such as the Ministry of Agriculture, Ministry of Public Works, Ministry of Manpower, and others. Table IV-17 shows the details.

28. According to the resident staff members met, there are other projects in the pipeline which have in-service teacher training components. These are Basic Education in West Java and two other provinces still being deliberated; Ristance Education and Modern Technology; and PEQlP 2. The Basic Education Project will try a novel way of funding projects in which the proponents will be people at the sub-district level and, therefore, the process will be from the lower level upwards. Institution building will be one component and is expected to take from one to two years before the Bupatis will be able to identify projects for funding and actually go through the process of project preparation. The Distance Education and Modern Technology project will assist the Universitas Terbuka (UT), which is the Indonesian Open University, and other concerned institutions to get relevant distance education programs going. PEQIP 2 will be targeting the same six provinces as PEQIP 1, but adding more districts. There is an on-going evaluation of the impact of the different components in PEQlP 1 and also actual costing of the cluster training. The results are expected by end September. PEQIP 2 will build on the findings of the research study and modify the design of PEQlP 2 accordingly. The Basic Education and Distance Education projects are in the project preparation stage.

L.

29. One indicator of efficiency is unit cost and, in education, this is normally measured as expenditure per student. The development budgets (DIP) for administering the D2 and 03 programs for fiscal year 1997/1998 were examined at both the central office (Dikgutentis) and at the provincial (Kanwil) level. The total expenditure was divided by the number of teachers currently enrolled to get the expenditure per student.

30. For the 02 program, the unit cost is Rp 390,000 per student and for the 03 program, it is Rp 1,295,000 per student. The D3 program unit cost is more than triple the D2 program because the unit cost for administering the program is high, although the tuition fee is about the same for both programs. Besides, about half of the D3 partcipants are enrolled in LPTK where tuition fees are higher, as compared to 17 percent of 0 2 participants. This is so because the cost for administering the program are fixed costs, and the unit cost is determined by the number of students covered by the program. There are 105,217 students in the D2 program compared to only 22,710 for the D3 program in 1997/1998. Table IV-18 shows the computation of unit costs for 02 and 03 programs.

Unit Costs of In-service Teacher Training

IV - 24

Table IV-17 World Bank Group-Financed Education and Training Projects in Indonesia

'University Research for Graduate Education Book and Reading Development Secondary School Teacher De velopment

Sub-total Projects with MOEC

Second Education (Agriculture Training) Second Agriculture Training Public Works Manpower Development Third Agricultural Training Science and Technology Training Manpower Development and Training Accountancy Development Tree Crop Human Resource Development Public Works Institution Dev. 8, Training Professional Human Resources Dev.

Skills Development Professional Human Resources Dev. II

Sub-total Projects with Other Ministries

GRAND TOTAL ~~~~~ ~

~ ~

Loan/ Credit

Number IDA

219 387 1237 1433 1486 869 1904 2101 2102 2290 2355 2472 2547 2944 3158 331 1 3431 3448 3496 3754 3887 3979

288 1692 2258 234 1 2599 2705 2940 2992 3112 3134

3721 3825

I

'ear of Board pproval

1970 1973 1976 1977 1977 1978 1980 1982 1982 1983 1983 1984 1985 1988 1990 1991 1991 1992 1992 1994 1995 1996

1972 1979 1983

1985 1986 1988 1988 1988 1989

1994 1995

1983

1976 1981 1981 1984 1984 1985

1990 1988 1990 1990 1990 1993 1993

I 987

-

-

1978 1985 1988 1992 1993 1995 1995

-

-

ig-e.n-~-.~

. ..... .. . .~ ~

MOEC MOEC; MOEC MOEC MOEC MOEC MOEC MOEC MOEC MOEC MOEC MOEC MOEC MOEC MOEC MOEC MOEC MOEC MOEC MOEC MOEC MOEC

MOA MOA

MOPW MOA

MORT MOM MOF MOA

MOPW APPENA PPT, MO

MOM APPENP PPT, MC

. - . .. . .. .. ~.~ ~. ~.~ ~

~ ~ .... ~

Amount (less cancellations) ' -4% .~ ~ . . ...i_i mi .:,!!3R.Qy ...._

24.1 17.8 8.3

43.1 79.1 24.9

106.0 43.0 76.6

147.0 140.3 154.2 150.0 59.6 37.0 36.6 58.9

132.5 60.4

1,399.4

34.7

62.C 93.C 58.1

113.C 18.4 36.1

117.:

27.7 69.C

660.2

2,059.f

29.8

. -~ .. ~ ~~~ ~ ~

on- ... .._..I IDA-' .,..,.

4.: 13.:

49.c

67 .I

6.

6.

73. . .. .

~~

The amount less cancellations applies only l o projects which were closed (those with "Year of Actual Closing'?. The amounts

Abbreviations: MOEC - Ministry of Education and Culture for other projects were taken from Ihe Staff Appraisal Reports.

MOM - Ministry of Manpower MOF - Ministry of Finance BPPT - Agency for Assessment 8. Application o f Technology BAPPENAS - National Planning Board

MOA - Ministry of Agriculture MOPW - Ministry of Public Works MORT - Ministry of Research 8 Technology

IV - 25

Table IV-I 8 BUDGET FOR D21D3 PROGRAMS FOR SLTP TEACHERS

(I 99711 998) (Rp '000)

~~~~~. . .... ... ..... ~ . . .. .. .. . ~ . ~ , ..,.... .... ~ ~ ..... . . ~ . ... . ,.... ~... ... ~. ... . . . . . . . , . .

COST COMPONENT . .. ........................ ......... ~ ......

1, Provincial Budgets (Kanwil) 1. Project administration 2. Planning & organizing programs 3. Tutor BHS Indonesia 4. Tutorial KBM

Total

2. Central Office Budget 1. Program preparation & budgeting 2. Development of learning materials 3. Education and training in program delivery 4. Coordination of SLTP D3 program 5. Materials and equipment supply 6. Test implementation

Total

Total budget for administering D21D3 program (A)

D3 enrollment 1997198 * (B)

Total unit cost per D2/D3 student

UT/BJJ

LPTK

D2

280,099 3,867,943

16,942,808 4,013,995

25,104,845

40,328 535,555 187,505 601,605

11,145,982 3,379,666

1 5,890,64 1

40,995,486

105,217

1 ,I 90

87,402

18,175

03

458,893 2,468,862 1,484,380

13,433,809

17,845,944

3,646,676 7,036,708

584,106 300,120

11,567,610

29,413,554

22,710

2,430

10,000

11,100

IV - 26

31. Using only the DIP budget does not give the complete picture of unit costs because the routine budget should also be considered. The routine budget is used as the source of funds for four categories of expenditure: (i) staff salaries; (ii) office and school supplies; (iii) maintenance; and (iv) travel expenses. However, it is extremely difficult, if not impossible, to allocate that portion of the routine budget that is used for delivering the 02 and D3 program alone, as other programs are also included in the work of the structural unit involved. The government accounting system lumps all expenses incurred in the routine budget under the four categories mentioned.

32. The calculation of expenditure per participant was also made for the four PPPGs and twenty-seven BPGs. Here both the development and routine budgets Can be included since they are allocated per institution. The budgeted number of participants is also included in the DIP budget and so the cost per participant can easily be computed. However, it must be noted that four of the PPPGs offer both functional training and technical training. These are PPPG Science, PPPG Bahasa, PPPG Mathematics, and PPPG Social Science.The budgeted number of participants includes both programs of training, functional and technical.

33. For the PPPGs, the cost per participant ranges from Rp 383,000 for PPPG Tertulis to Rp 6,491,000 for PPPG Mathematics, with the average for all 6 PPPGs at Rp 1,769,000 per participant. PPPG Tertulis has a low unit cost because it is delivering distance education programs and the budgeted number of trainees is 7,500 for the year being analyzed, while the other PPPGs range only from 525 to 972 trainees.

34. The BPGs have a unit cost ranging from Rp 1,012,000 for BPG Dili to Rp 1,966,000 for BPG Jambi, with the average at Rp 1,440,000 per trainee. BPG Surabaya has the most number of participants at 1,700 followed by BPG Bandung at 1,600 and BPG Medan at 1.100. The other BPGs range from 550 to 950 trainees. All training done at BPGs are functional training. Table IV-19 gives the unit costs at PPPGs and BPGs.

35. An attempt was made to get the unit cost of cluster training. No data was available. However, a rough estimate of the cost of cluster training using the PEQIP model was obtained. The total cost for continuous training for one Kabupaten is Rp 4.27 billion per year, which translates to Rp 34 million per cluster or Rp 534,000 per teacher per year. Table IV-20 shows the estimate.

36. The above figures on unit cost would indicate that the lowest cost and, therefore, the most efficient, is the program run by PPPG Tertulis (distance education) at Rp 383.000, followed by the PEQIP model cluster training at Rp 534,000 per trainee.

37. However, in the absence of a systematic effort to determine how successful the different modes of delivery for in-service teacher training have boen, and with little evaluation data existing, it is very difficult to judge which mode of delivery is most effective at present.

IV * 27

Tabel IV-19 Unit Costs at PPPGs and BPGs 1997198

1. PPPG Bahasa Jakarta 2. PPPG Keguruan Jakarta '3. PPPG IPA Bandung 4. PPPG Tertulis Bandung 5. PPPG Matematika Yogya 6. PPPG IPSllPM Malang

T o t a l

11. BPG Jakarta 12. BPG Semarang 3. BPG Surabaya 14 . BPG Denpasar 5. BPG Banjarmasin 6. BPG Ambon 7. BPG Manado 8. BPG UjungPandang 9. BPG Medan 10. BPG Padang 111. BPG Palembang 112. BPG Bandung 13. BPG Aceh ~14. BPG Pontianak ~15. BPG Kupang 16. BPG Pekanbaru '17. BPG Jambi 18. BPG Lampung

I

119. BPG Bengkulu ,20. BPG Yogyakarta ,21. BPG Palangkaraya (22. BPG Samarinda 123. BPG Mataram i24. BPG Palu 25. BPG Kendari 26. BPG Jayapura 27. BPG Dili

I

I

T o t a l

levelopment Budget

2,408,864 2,086,750 2,220,756 1,747,816 2,102,778 1,932,026

12,498,990

402,489 477,019 854,028 338,221 349,103 392,606 328,729 404,888 680,603 393,461 392,128 801,220 397,710 371,382 422,229 388,832 346,825 395,392 288,153 401,242 357,356 327,095 41 1,774 414,827 349,994 407,241 395,728

11,490.283

Routine- Budget

1.993,455 1,106,569 859,747

1,125,569 1,305,015 904,945

7,295,300

921,009 931,322 887,243 928,147 557,068 601,730 551,346 746,401

1,006,898 723,482 890,994

1,374,774 787,137 439,979 441,705 519,066 944,368 712,512 629,021 509,613 530,800 673,077 535,690 559,691 721,058 483,548 362,915

16,970,594

(Rp '000)

Total Buduet

4,402,319 3,193,319 3,080,503

3.407,793 2,836,971

19,794,290

2,873,385

1,323,498 1,408,341 1,741,271 1,266,368 906,171 994,336 880,075

1,151,289 1,687,501 1,116,943 1,283,122 2,176,002 1,184,847 811,361 863,934 907,898

1,291,193 1,107,904 917,174 9 10,855 888,156

1,000,172 947,464 974,518

1,071,052 890,789 758,643

30,460,877

Budgeted Participants

754 760 658

7,500 525 972

11,169

800 950

1,700 650 650 550 600 750

1,100 750 750

1.600 750 700 750 750 650 750 550 800 650 600 750 750 550 550 750

21 .I 50

Cost per Participant

5,839 4,202 1,682

383 6,191 2,919

1,772

1,654 1,482 1,024

1.391

1,467 1,535 1,534 1,485 1,711 1.361 1,581 1,15$ 1,152 1,211 1,98f 1,471 1.66t 1,131 1,36f 1,66; 1,26: 1.29! 1,94' 1,62( 1,011

1.44r

I ,948

1,808

IV - 28

Table IV-20 Cost of Cluster Training Based an PEQlP Model

(Rp '000)

CLUSTER TYPE

1. 8,000 teachers (8/school x 1000 sch) @234,0OO/teacher (transportation and meeting allowance)

2. 125 Clusters (8 schlcluster & 8 pemandus/cluster) 1,000 pemandus @ 1,170,000 (duty allowance, transportation & meeting allow.)

3. 20 Kecamatan (50 schoolslK & 4 tutors/K) 80 tutors @ 4,680,000 full salary, transportation and meeting allowance

4. 1 Kabupaten (20 kecamatan/Kabupaten 4 trainers @ I 17,000,000 full salary, transportation and meeting allowance

Subtotal Add: Administrative overhead @ 10%

Total for continuous training for 1 Kabupaten

Average cost per cluster per year

Average cost per teacher per year

1,872,000

1,170,000

374,400

468,OOC

3,884,400 388,44C

4,272,841

34.18:

534

IV - 29

V. ISSUES AND CONSTRAINTS

1. Apart from an exhaustive review of available background materials and direct interactions among decision makers, officers, and staff of ISTT institutions, questionnaires were administered to 175 primary. junior, and senior secondary school teachers who have attended training at BPGs and PPPGs. The objective was to get a range of teacher perceptions on their school situation, the kind of training they receivod. how to improve training, the results of their training, and the support they received from their school heads. Information was also sought on how learners are motivated and what their own motivations are for attending in-service training. The finding and assessment from the review and surveys are integrated and presented here along corresponding issues and constraints. These are discussed along the groups of: (i) institutional capability; (ii) program impact; (iii) equity of access; and (iv) efficiency.

2. The ISTT sub-sector has enough policies, operating organizations, and mandates from the GOI. What is lacking is an effective and functional coordination among ISTT organizations, improved manpower capabilities for managing ISTT programs and activities, and resources to implement their mandates.

3. The root of all the issues and constraints in the sub-sector is the relatively weak institutional capability among most of its key players, namely, the Dikgutentis, TKPPITKPD, PPPGs/BPGs, LPTKs, and ProvinciallOistrict governments. Although TKPPl TKPD and Dikgutentis are mandated to coordinate all ISTT activities. they do not have the adequately trained manpower resources, and a coordinating structure which functions. The weakness at the TKPPITKPD structure is compounded by other institutional constraints such as shortage of qualified manpower and weak organizational capability of the ISTT institutions at the national down to provincial levels. Because of these institutional constraints, other problems arise such as (i) limited impact of ISTT programs; (ii) inequitable access; (iii) ; low efficiency; and (iv) behavioral constraints.

A. INSTITUTIONAL CAPABILITY

1. Weak Coordination and Communication Arrangements among ISTT Institutions

4. With numerous agencies participating in various aspects of teacher training, coordinating mechanisms in the form of TKP, TKPP and TKPD were established. However, due to oversight in constituting the membership and inappropriate line of authority, as discussed earlier, these coordinating bodies have not been effective. For instance, the Director of Dikgutentis (who belongs to echelon 11) chairs TKPP and has the Secretaly to the Director General of Dikdasmen (who belongs in echelon II) as Secretary for TKPP. An inherent problem with this arrangement is that in the Indonesian government context, a higher echelon official is expected to be in the position to coordinate a lower echelon positions. The absence of a secretariat at TKPP is also a major constraint. TKPP has no personnel to carry out office tasks since all members of TKPP are high ranking officials who

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are busy with many other activities that they have little time to be involved in TKPP activities. There is no group entrusted with routine matters of TKPP management.

5. For the TKPP to function, it should be backstopped by a functional secretariat which can provide the data and analysis for decision making. The designation of the Sekdit as secretary to TKPP adds confusion as to which unit will provide the secretariat function, although it is generally recognized that it should be the Dikgutentis. The staff of Dikgutentis is not adequately prepared to carry out the functions in assessing needs, planning and programming to improve teaching and learning, coordinating, implementing, and evaluating, which are the prerequisites for an effective coordinating mechanism.

6. The TKPD has similar difficulties as the TKPP. The Kormin is an office administrator and has no direct line to coordinate tasks of other members of the provincial office. The TKPD has a secretary. the Head of the Section of the Technical Staff of teacher Education Division/Primary and Teacher Education, but has no secretariat. Again, the absence of a secretariat in TKPD affects its performance. The secretary is alone -- he is expected to do a number of important activities such as local needs assessment, evaluation and monitoring of training, school mapping, etc. These cannot be done since TKPD does not have sufficient human resources. It should also be noted that TKPD has no representation from the provincial BPG or from the provincial office of MORA Importantly, teachers, who are the clients (the trainees), are also not represented on the TKPD.

7. MOEC Regulation No. 132/C/Kep/E.80 gives Dikgutentis the mandate to manage all information and coordinate all in-service teacher training activities. At the same time, Act No2 of 1989. Articles 32, gives Higher Education the authority to implement education programs designed to develop the professional ability of educators, However, numerous externally funded projects continue to provide in-service training for teachers without adequate consultation with Dikgutentis or Higher Education. In addition, MOHA, MORA and provincial Kanwils or local kandeps also provide in-service teacher training without coordinating with Dikgutentis. Because of this situation, it is very difficult to obtain accurate information on the following:

(i)

(ii) (iii) Which teachers need training

(iv) (v) (vi)

(vii) (viii)

Which teachers have been trained What they have been trained in

What needs teachers have which should be addressed through training Which teachers have received the same training more than once What criteria are used by the many different entities for the selection of teachers for training How much duplication there is in training Where priority training gaps are concentrated

8. The Directorate does not currently have the capacity to establish an adequate data base for tracking teacher in-service and making rational decisions based on current information or current needs. Similarly, the Directorate does not have a national or

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provincial training needs assessment program which can guide the TKPP and TKPD in planning in-service teacher training.

9. Dikgutentis, which is charged with in-service training, is not fully equipped to coordinate the many different in-service activities offered by different Ministries and is not able to adequately plan appropriate in-service programs to meet the needs of MOEC, MORA. and MOHA. Communications among the key players is not sufficiently strong to pull the total in-service system together so that it functions as one verified system rather than a loosely linked network of mini-systems.

10. within the MOEC:

0

There are a number of communications links which need to be strengthened

Communications across the many different projects, internally and externally funded, which have major in-service teacher education components

improve the quality of training and to merge the dichotomy between theory and practice

quality, seamless system of professional development for teachers and other educators

0 Communications with teachers, school heads, and supervisors needed to

0 Communications between pre-selvice and in-service providers to ensure a high

Communications among in-service providers and the professional association of teachers to coordinate efforts and provide mutually beneficial support to each other Communications with remote locations to ease the gap between those teachers who have access (or who can readily gain access) to knowledge and those who do not have the infrastructure to allow them access

And a Communications System which allows for:

(i) the storage and retrieval of a comprehensive set of data related to the in- service training of teachers so that decision makers can make informed, needs-based decisions an accurate data set by which to judge the impact of teacher training on teacher performance, institutional effectiveness. and student learning.

(ii)

11. The coordinating mechanisms must be empowered to carry out its mandate by providing it with appropriate authority and resources to perform its functions. This will involve the merger of the TPP/TKPD at the national level and expanding its membership to represent all agencies involved with or covered by ISlT and to equip the sub-directorate of ISTT under DTT to serve as the secretariat.

12. Similarly, the coordinating mechanism at the provincial level should be strengthened by upgrading the leadership of TKPD and expanding the membership to represent all concerned partners and equipping TKPP with a functional secretariat. The secretariat will initially be a task force comprising of representatives of BPG and section heads in the Kanwil involved in teacher development.

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2. Lack of Leadership Among ISTT Institution

13. Whether by design or by accident of history, the PPPGs and BPGs have accumulated a group of heads of units and widyaiswara who are just biding time prior to retirement. Some PPPGs and BPGs have become recipients of staff members who could not fit within the main stream bureaucracy but whose services cannot be terminated. As a consequence, some institutions are tainted with reputations as a dumping ground for the less desirables. On the whole, many agencies are saddled with staff who are no longer as dynamic nor energetic as they may have been in the past. However. since they are the most senior in the organization, they are designated as unit heads.

14. Currently BPGs do not have close working relationships with schools and do not attempt to provide trainees with real-world supervised practice as part of their training. BPGs do not have the capability of following-up training at the school level and do not have a systematic evaluation system.

15. Education officials have already recognized these constraints and have started actively recruiting young but experienced and outstanding school teachers to fill up vacant positions in the PPPGs and BPGs. The potential recruits are eligible for advanced studies. Hopefully, future leaders could emerge from the new crop.

16. Since it will take sometime to develop new leaders, MOEC officials should strive to transfer or designate dynamic leaders from the school system to head lSlT institutions.

3. Inadequately Staffed and Equipped ISTT Institution

17. The Dikgutentis has very few structural staff who are well trained and knowledgeable about current trends in pre-service and in-service education for teachers and other educators. The Directorate has many key structural staff who have not had an opportunity for advanced training. Of 201 structural staff, only two hold the S2 (1 percent); fifty-three (26 percent) hold the S1; and one hundred forty-six hold less than the S1 (73 percent). To cope with its mandate to oversee all the ISTT activities, Dikgutentis had adopted several development initiatives to improve both its institutional and manpower capabilities. The Directorate is now in the process of development and massive efforts have been directed towards sustaining these development initiatives.

18. Similarly, the widyaiswara or teacher trainers of the 27 BPGs and 6 PPPGs also lack academic qualifications in a system where an academic degree is considered the pivotal qualification of trainers. Only about 5.6 percent hold a S2 degree and the majority (89.9 percent) are S1 degree holders. The shortage of qualified widyaiswara is exacerbated by existing problems on teacher trainer management, such as: (i) low morale of widyaiswara because of unclear career path standards for rank promotions; and (ii) low salary and incentive packages.

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19. Of special concern in BPGs is the peculiar state of the widyaiswara. Each BPG has 18 sanctioned positions but only 47.33 percent of the positions are filled. The number ranges from 1 to 16; the average number is 8.5. The problem becomes even more serious when one examines the subject specialization of the filled positions. There are only six widyaiswara who have physics as a specialization. The following major subject fields have less than 50 percent of the positions filled: Bahasa Indonesia; Social Science; Pancasila; Chemistry, and Biology. On the other hand, the 27 positions for Counseling are filled by 35 widyaiswara, with some BPGs having as many as four. Only two BPGs (Jayapura and Samarinda) have vacant counseling slots. lhere are very few widyaiswara who have a background (training andlor recent experience) in primary education. especially related to grades K to 3. Many BPGs rely on hiring outside consultants to conduct training.

20. Likewise, PPPGs have not fully realized the mission of research, development. and leadership training, due to inadequate manpower. About a third of the widyaiswara are over $6 years old to whom the younger ones (13 percent are below 35) often must defer. Major problems exist in a lack of the following: (i) adequately trained and properly utilized staff; (ii) appropriate and functional equipment and resources; (iii) adequate information system upon which to base decisions, especially scheduling and targeting.

21. The PPPGs for Mathematics, Bahasa, Social Science, and Science have a specific subject matter focus but this also puts a heavy burden on them for having to account for the continuum of their subject areas across levels, and having to take care of at least four types of clientele: (i) the generalist master teacher of the primary school; (ii) the subject specialist master teacher at the junior and senior secondary school; (iii) the school head/supewisor who may or may not be a specialist; and the (iv) widyaiswara from the 6PG.

22. The PPPG widyaiswara also suffer from an identity problem: not quite an IKIP dosen (professor) although IKIP faculty are often invited as lecturers at PPPG, but at the same time they must do research, write articles for publication. and keep up with the scholarship in the field. The qualifications are comparable to IKlP faculty (85.23 percent are SI), but the latter have the status of being classified under higher education. The term widyaiswara means trainer, but an ambivalence in slatus probably identifies him as more of a lecturer rather than as trainer of trainers. Also, since the training at tho PPPG (as in many other training programs) do not build toward follow-up (due to lack of funds, transportation difficulties, and location of trainees coming from all over the country), the role of widyaiswara oflen stops afler training, in the same way as the IKlP dosen ordinarily behaves, not having to worry about absorption and placement of graduates in the school system.

23. An adequate support structure for the widyaiswara (reference library, publications and dissemination of activities and research, formal advanced studies or study tours, participation in national and international conferences) would improve their self- esteem, self-image, and professional standing.

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24. BPGs and PPPGs are still in the process of development and have not yet reached their full potential. They represent a major investment and an excellent resource and should be strengthened if the maximum payoff (efficiency and effectiveness) from that investment is to be realized. Training capabilities and training programs must be enhanced if a full return is to be expected.

25. BPGs are well situated to provide direct training to lead teachers from clusters at the SD and SLTP levels, to provide direct support for cluster activities, to act as school improvement resource centers, and to help support MGMP activities at the provincial level. PPPGs are a unique national resource and should be exemplary educational research and development centers which support BPGs. help train educational leaders (especially key leaders at the secondary level and BPG widyaiswara) and which provide innovative approaches and a regular flow of information, strategies, and materials for improving teaching and student achievement.

26. Limited funding, planning, coordination, and resources have caused BPGs to fall short of their mission of in-setvice training for teachers in their province. Geographic barriers indicate that alternative delivery systems are needed in some areas. A lack of qualified widyaiswara adds to their lack of prestige and effectiveness.

27. prevented from doing the job for which it was intended for several reasons:

One of the most important resource within the educational system is being

The original plans to develop first rate training facilities have not yet been realized. Seven rank in the lowest category in terms of facilities, 8 rank at only the 50 percent level, 12 at the 75 percent level, none are in the top level which would indicate an excellent facility. While all have reasonably attractive campuses, they have, in general, only been fairly well maintained with a few exceptions. None have adequate libraries, laboratories, or equipment to make them into first class centers of excellence.

BPGs do not select their own training participants. This is done through local MOEC officials (school supervisors) and is often not coordinated with the training program to be offered. A BPG will not, in most cases. know who is coming for training before the training starts making it difficult to plan for the individual needs of participants. Nor do BPGs have any system to track participants by need, experience, prior training. etc.

Funds are limited allowing BPGs to offer only 5 to 7 training programs per year, although they are used by other projects on a somewhat regular basis and are not standing completely idle. Funds are set at the same level for all trainees, making it very difficult to bring in trainees from remote locations since their travel allocation is the same as a teacher's who is only a bus ride away. Travel funds are not provided for follow-up work in schools making it difficult to establish a good working relationship with local schools so that resources and expertise might be shared (although this does happen occasionally).

(i)

(ii)

(iii)

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(iv) Teaching methods are still lecture-oriented, partly due to a lack of laboratory equipment but also because widyaiswara have not been adequately trained in creative training techniques. They do receive training from PPPGs in their content field.

28. BPGs are trapped in a paradox. While there are numerous funded training activities being conducted in the province, these are awarded to other agencies or facilities. Hence, the BPGs are underutilized. A further investment must be made in several critical areas, so that they can upgrade their capabilities and be competitive for the projects. To fully utilize their potential, BPGs must:

Hire additional widyaiswara and upgrade new and existing faculty as creative trainers

Upgrade facilities, especially laboratories and libraries

Provide funds for widyaiswara travel to schools for follow-up and for working with clusters

Set up clear standards and expectations including accountability (evaluation and monitoring)

(i)

(ii)

(iii)

(iv)

4. Weak Interagency Linkages

29. A thorough review of many different components of the in-service training system revealed numerous exemplary practices at all levels -- schools and teacher training institutions, but these practices are not disseminated. An important aspiration of the teachers in the school system is to receive academic credits for the training they attend. Unfortunately, without participation in the training, the LPTK are understandably reluctant to award the academic credits.

30. Perhaps the greatest gap in the entire in-service system is that which exists between the schools and the formal institutional-based teacher training system -- pre- service and in-service. Occasionally these systems come together when widyaiswara conduct follow-up in the schools and work with guru pemandu, when IKlP faculty are invited to participate in PPPG or school cluster meetings, or when key teachers are invited to assist with BPG training. This currently tends to happen, not by formal institutional arrangement, but largely based on a system of personal relationships. There is little linkage between the in-service training provided by formal institutions (PPPGs, BPGs, LPTKs) and what takes place in school-based cluster or MGMP meetings. Few faculty or widyaiswara participate in cluster or MGMP meetings. Training programs for key school-based leaders (guru inti, guru pemandu, tutors, etc.) are oflen offered by (or at) PPPGs and BPGs. However, the relationship or arrangement is not institutionalized

31. IKIPslFKIPs, PPPGs, and BPGs have much to gain from master teachers, exemplary classrooms, and interaction with K to1 2 students. Similarly, school-based practitioners have much to gain in a closer, professional relationship with teacher educators and trainers, When institutions and professionals which make up those institutions are

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willing and eager to accept the dual role of: (i) providing exemplary educational experiences for K to12 students, and (ii) providing exemplary training experiences for teachers at the pre-service and in-sewice levels, both systems (schools and teacher training) can benefit. This collaborative effort, with a shared vision and governance system, can do much to improve schools and to make teacher education (pre-service and in-service) relevant, practical, exemplary, and accountable. New partnerships must be forged to close the gap between schools and institutions which train teachers for those schools. The Partner School is one example of such a new partnership. A key ingredient in the mix is a spirit of inquiry: the constant search for ways to improve instruction, the classroom-based action research that informs the school practitioner and the teacher educator and thus impacts the manner in which both behave and teach.

5. School-Based In-service

32. The majority of the two million teachers in Indonesia have access to some form of school-based in-service through cluster schools (inti, imbas, or sanggar). Many teachers who participate in school-based in-sewice feel that such activities are valuable and helpful tools for improving instruction; others report that they either do not meet or that the meetings are more social than professionally helpful. Many clusters and MGMPs have effective leaders; many others do not. Some meet regularly; others do not.

33. Research reports indicate that the school-based cluster and sanggar approach loses much of its power once it is implemented beyond pilot, well-funded programs. There is little evidence that the initiative is helpful in improving teaching or student achievement. Some teachers do report that they think the cluster meetings are helpful and think that they do improve teaching and student motivation.

34. Cluster effectiveness depends on the leadership capabilities of the master teachers (guru pemandu and guru tutor) and the headmaster. Master teachers are often not trained for their roles. Some limited training for master teachers to lead school based initiatives is provided by PPPGs and BPGs but this is primarily content-focused and is not adequate for the leadership roles expected of these teachers.

35. School-based in-sewice is a powerful tool for improving teaching and learning but it needs a strong support base if it is to be successful and sustainable. This can be provided by BPGs, PPPGs, and LPTKs. Combined efforts are needed to keep activities focused and to keep instructional improvement processes energized.

36. There should be a close link between the institutional-based in-service and the school-based in-service. Staff should be shared and programs coordinated. Teachers should have every opportunity to earn academic credits through participation in high quality, well structured, and standardized school-based training. School-based initiatives require support and revitalization on a regular basis, if they are to be sustained at a high impact level.

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6. No Standards for Converting 15'17 to Academic Credits

37. Currently, IKlPs and FKIPs, through LPTK, have been given the authority to Sanction all in-service training programs (PP N. 38/1992) and give credit for ISTT programs. Ironically, IKIPs/FKIPs are oflen not included in early discussions of designing ISTT programs at the national level but they are asked to provide credit afler its implementation.

38. Most training in BPGs or PPPGs does not translate into academic credit the ISTT programs undertaken by trainees. The only thing the trainees get from training is a letter of attendance ,"new" knowledge, teaching materials and, sometimes, points to be counted toward their civil service rank. Since BPGs and PPPGs are not managers of the alumni who complete training with them, they are not in a good position to maintain or sustain the development of teaching and learning concepts after training nor are they currently allowed to offer "academic credit" to those who successfully complete a training experience. Teachers state that this would be the most important incentive for them. Unfortunately they do not get it. Only a very small number of training programs in BPGs (Surabaya, Bandung, Medan, and Ujung Pandang) could give academic credits to trainees through an arrangement with a local IKlP or FKIP. For example, in 1995/1996, only 160 trainees received credit; and in 1996/1997, only 450 trainees.

39. The number of credits that can be given for training depends on the decision of the Institute of Teacher Training ( IKlP ), the BPGs' counterpart. But the question is still there: Are the credits legitimate? This question comes up because each IKlP gives different credit points for each training, all of which last the same length of time. Unfortunately, only a very small number of teachers are aware that any credit is offered for BPG training. BPGs should undertake strong efforts to develop cooperative relationships so that credits can be awarded for their training programs. However, many IKlPs and FKlPs are not convinced that BPG training is sufficiently "academic" to warrant offering credit even where IKlP or FKlP faculty offer a good portion of the training.

40. Most in-service training offered by the various institutions or agencies within or outside of MOECNORA are not coordinated and are not accredited by LPTK as required by decree.

41. Moreover, other in-service education providers feel that IKlPs and FKlPs are not appropriately responsive to the in-service needs of teachers. In addition, teachers often state that IKlP and FKlP faculty are too far removed from the realities of the school to be effective in-service providers. There are also a few situations where IKIPIFKIP are working closely with BPGs and awarding credit for specific activities. These are the exceptions and are generally the result of personal relationships rather than institutional relationships, policy, or memorandum of agreement.

42. An approved and consistent system for converting in-sewice training activities into academic or career advancement credit has not been implemented. Academic credit can be assured when training programs are formalized. This is often accomplished easier through specially funded projects (both internal and external). as in the case of the

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Junior Secondary Educalion Project which targeted 15,304 teachers (regular SMP, SMP Kecil, SMP Terbuka. SLTP-SLB) for upgrading to D3 and S1. At least two national meetings were organized by Dikmenum with IKlPslFKlPs to discuss logistics, funding schedules, training modalities, administration and supervision, and other crucial matters.

43. However, there are excellent prospects for improvement. For example, Universitas Terbuka (UT) has started revising some of the courses and syllabi to accommodate Curriculum 1994 and is willing to be involved in the development of an alternative D2 program. UT has also devised a formula for giving corresponding course credits based on a teacher's portfolio of relevant experiences and training attended. Pustekkom is eager to share ils media-based materials to enrich the training programs of the PPPGs and BPGs; these have particular import in the proposed BPG sub-centers. The Directorate General for Higher Education is anxious for the IKlP faculty to be attuned with the situation in the school systems and to participate in joint programs with PPPGs and BPGs.

44. Alternatively, PPPGs and BPGs, as the core institutions to conduct in-sewice teacher training for primary and secondary education, should set up acceptable criteria for selecting teachers to be trained. PPPGslBPGs could be given authority to invite teachers directly to take part in a training program by utilizing inputs (data) from TKPPnKPD and if possible any teacher (by the approval of his/her own school) should be able to register for a training program if they fit the criteria and the priorities established for training. If each PPPGlBPG is given authority to set up an annual calendar of training which provides miscellaneous training programs (including continuing programs) and each teacher is allowed to register directly for a training program that he/she needs and each training program is approved in advance as accredited for civil service and for academic credit, then many more teachers will be interested in training because they will be able to enhance their professional careers and improve on the salary scale as well as improve their knowledge and instructional practices.

45. In short, training must be as open as possible and selection of trainees should be done wilh greater flexibility to meet teacher needs, school needs, and at the same time, improve instructional practices.

46. Once the coordinating councils are set in place and the corresponding task forces organized, the processes for credit conversion will be simplified and operational to the satisfaction of all concerned. This necessarily will require codification of training programs and establishing the criteria and the standards regarding the following: (i) syllabi; (ii) reading and reference lists; (iii) qualifications of lecturers; (iv) output of participants; and (v) evaluation. There will be need for multiple approaches to evaluation: for end of training; impact of training on teaching performance; impact on other teachers in the school; impact on the school; impact on student achievement; etc.

47. Once developed, standardized training packages can be made available to other agencies such as MOW, MOHA, and PGRl and to private institutions involved in teacher training.

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7. Unclear Civil Service System far Teachers

48. There is no clearly defined career path set of standards for teachers except the basic diploma for entering the profession, the automatic promotion every four years, and a poorly implemented credit point system.

49. Teachers who participate in in-service training do not always receive appropriate credit for pay advancement or for credit toward an advanced degree. The career path most teachers identify with is the golonnan or civil service rank which starts from Ila (to Vd), then Il/a (to Wd), lllla (to Illld), up to IV/a. Ranks lVlb to lV/e are reserved for structural job holders only. The new recruit who has a D3 starts at Illb, an S1 at Ma, with an average monthly salary of Rp120,800 and Rp161,400, respectively (increased as of April 1997 to Rp 204,800 and Rp 241,800, respectively.) The differences in basic salary due to increased educational attainment may not be too attractive especially to teachers fairly senior in years (only Rp 37,000 + 5,000 incentive a month between D3 and S1, and Rp 9,700 between S1 and S2/S3). The young teacher may have higher motivation, and is willing to make an investment in higher studies, in anticipation of a long career ahead of him, and additional assignments (e.g., as trainer for funded projects) which will bring additional income.

50. There are four main categories wherein teachers can earn points for their career levels: (i) Educational Background (degree held); (ii) Teaching and Learning in the Classroom; (iii) Professional Development; and (iv) Teaching and Learning activities which support education in the classroom (e.g., work with parents, community service, etc.). These four main categories are further divided into 13 sub-categories with a total of 106 different activities through which teachers can earn up to a total of 711.281 total points. Activities carry point values ranging from 0.15 up to 150.00. The higher point activities include earning an advanced degree, teaching in a remote area, conducting scientific/ professional studies and publishing the results, and specific types of curriculum development.

51. The point system has been criticized as having been developed by higher education professors for the benefit of faculty in higher education. Teachers believe that the rewards are biased in favor of what teachers in higher education are expected to do and against what teachers in grades K to 12 are expected to do. The system has also been criticized as being overly bureaucratic and subject to political favoritism.

52. The system needs to be reviewed (as suggested in the World Bank document, Indonesia: Suggested Priorities for Education, 1997) to determine if it should be revised to more nearly reflect professional standards related to what classroom teachers should know and be able to do. This is a difficult and complex task but studies should be initiated to begin exploring the options. Teachers carry the major burden of the in-service system and, more importantly, are the front line of the human resource development process, but are among the lowest paid civil servants at the "professional" level. Steps should be taken to examine the plight of teachers and to begin moving them toward a more professional status.

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53. In intetviews with more senior educators, it appears that many started their careers under difficult circumstances in remote areas, where the best and the brightest were initiated into the system, and worked their way up, through hard work and merit, to provincial and national offices. The isolated and remote areas remain unattractive to many young people although new incentives are now provided to those who will accept distant assignments. The alternative is to train the residents of the areas who live there and will stay there. The concept of sub-centers is meant to address this issue.

6. TRAINING QUALITY AND IMPACT

1. Content-Focused and Passive Delivery

54. Many ISTT programs offered are not based on training needs assessment and the results are seldom evaluated. The level of content presented in the training for SD teachers is not always appropriate for them. The content is often university-level and has no bearing to the pedagogical content of the subject they are teaching. While a few exceptions were found, most of the in-setvice training offered was found to be cognitive, content focused, and with limited instruction on how to teach the content. Much of the training (most of the training in many situations) was offered in large group settings (75 to 200) with some limited smaller group (30 to 40) laboratory work.

55. Little evidence was found that micro-teaching or any related techniques (peer assessment, peer coaching, simulated teaching, etc.) were regularly used in in-service training. A few exceptions were found where students from nearby schools were invited in for micro-teaching demonstrations. There was very little evidence that any media other than magic marker boards and overhead projectors were used in training except during laboratory sessions.

56. No evidence was found to indicate that the training offered was effective in enhancing teacher performance or student achievement. In a few cases, there was some anecdotal feedback collected informally by widyaiswara who followed-up trainees in the classroom after training. While student impact may take a number of years to emerge, there was little evidence that any systematic follow-up assessment and evaluation system had been designed and put into place. There is generally no additional work, assignment, or activity expected of the trainee afler leaving the BPG.

57. Development or partner schools are expected to be the place for widyaiswara to experience, develop. and check the effectiveness of training efforts and give reasonable feedback to improve competencies. In most situations, this relationship does not exist. The limited number of widyaiswara at the BPG affects their mobility. While some instances of follow-up in schools was found, this was just beginning and did not appear to be the norm. In several cases, widyaiswara were working with cluster schools but transportation was a problem.

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2. Very Short Training Programs

58. With the desire to cover too many teachers with limited resources, training programs are very short to be effective or to have positive impact. Where teachers need a package of skills or subject content, each training program covers only a part and teachers need to attend four to six times to receive all skills or knowledge they should have. For instance, SD teachers teach by class level and teach all the subjects in the curriculum for that level. However, when they get invited to training, the training usually covers only one subject. Other classroom management skills or other subjects are not covered at all. Similarly, at the secondary level there are separate training sessions on subject matter, preparation of learning materials, classroam assessment, and teaching methodology, but not offered in one package.

59. The system of offering narrow and specialized training programs without relating to the conditions in the classroom needs to be reviewed. As the education system strives for quality improvement, there should be commensurate effort in striving for greater impact in the training system. A more integrated package focused on priority target groups may have more positive impact than spreading resources too thinly for the sake of equity.

3. Marginal Impact on Classroom Teaching Performance

60. In a situation where one office plans a training programs, another office is assigned to select or recruit participants, and another office is designated to deliver the actual training, and in the absence of an effective coordination mechanism, the desired impact of the training program on the teacher or on the school is seldom considered. As is common in nationally coordinated education projects, the selection of participants are delegated to the Kanwils. AllQCatiOnS per province per year are limited, so this is spread out among the target schools. As a result, only a few teachers per school are invited to participate. Usually, the teachers who benefited from the recent training program are eager to apply what they learned. However, peer pressure discourages them from practising what they have learned.

61. The social environment in the school should be considered in the planning and implementation of training program. Preferably, when a school is targeted to join a training program, all eligible teachers including the headmasters should be invited. Likewise. since the gugus or MGMP is already institutionalized, it is desirable to train teachers in groups or in clusters.

C. INEQUITABLE ACCESS

62. According to a decree of the Minister of Education and Culture No.0161/U/1980 (2 May 1980). the selection of participants is done by an appointed working unit -- the Regional Office (Kanwil) assisted by a Teacher Training Center (PPPG or BPG). In practice, there is a wide gap between the eligibility criteria set by the training providers and the qualifications of the teachers actually selected for training.

V - 1 3

63. Most of the training offered by PPPGs and BPGs is of Type A or Refresher Training (see section 111 for the discussion on Types of Training). Actually, the selection criteria and process vary among training institutions. For example, PPPG Tertulis reported using the following criteria: (i) school heads or teachers from remote areas; (ii) school heads or teachers who have not participated in face-to-face training. PPPG Keguruan applies the following criteria: (i) quality in teaching performance; (ii) good attitude and behavior; (iii) high professionalism in subject matter and methodology; and (iii) creativity. PPPG IPS/PM in Malang reports the following: (i) teacherslor other QdUcatiOn staff who have formal education background in social sciences; (ii) have a minimum of five years experience in teaching and learning; (iii) active participants in MGMPMGBS; (iv) in good health: (v) hold a letter of assignment from RQgiOIlal Office .

64. Most of the BPGs list the following guidelines: (i) should not exceed 45 years of age; (ii) have relevant formal education: SPGIKPGID2 (for SD teachers) and D3/S1 (for SMPlSMU teachers); (iii) have a minimum of three years teaching experience; (iv) an active participant in cluster school activities (for SD teachers) and in MGMPMGBS (for SMP/SMU teachers); (v) not have attended a similar training program before; (vi) for women: not be pregnant or feeding their babies; and (vii) be approved by Kakandepdikbud of their localities.

65. The BPGs and PPPGs do not directly invite trainees; this is done by Kakanwil through Kakandep. The BPG or PPPG sends out information sheets, criteria, and unsigned invitations to Kakanwil. Kakanwil signs the invitations and sends these to Kakandep at the district level, to be followed up by Kakandepcam at the sub-district level. Kakandepcam then asks school heads to select teachers in their jurisdiction. Kakandep processes the papers and sends the list to BPG and PPPG. The trainees who are chosen directly by Kakanwil are most often those who have been successful participants in previous activities, are active, productive, creative, demonstrate a high standard of performance, and can be utilized for other activities in the future.

66. In many places, the District and Sub-District Office play a very important role in deciding who will be sent to a training program. Some teachers reported that they were sent by the district office without observing selection criteria or guidelines. Generally, teachers in all places, especially in remote areas, must wait for an invitation from the district office to participate in training. Because of financial constraints, particularly travel costs, teachers who live in urban centers are usually given the slots. Training is also less accessible to those who have not had at least three years teaching experience. In the present system, an interested party can not possibly apply or register for training on one's own initiative because the selection is sanctioned only by Kanwil. Neither can the PPPG or BPG send invitations directly to prospective applicants, thus limiting their own participation on this aspect.

67. A teacher is selected for training, in many situations, without any consultation with himlher or consideration of school needs. Little or no consideration is given to degree held, experience, or past training received. Priority is often based on travel expenses (which inhibits teachers from outlying areas from participating) or On political expediency.

V - 14

68. A systematic mechanism for the conduct of training needs assessment and development of ISTT master plan and development programs will ensure that training is provided to these who are in need or trainees are prioritized according to the strategic objectives of the educational program. In addition, a systematic mechanism will also encourage a positive outlook on the part of trainees on the benefits of ISTT program.

D. EFFICIENCY

69. At the primary and secondary levels, approximately 781,000 teachers and other educational staff are reported by the MOEC Planning Bureau to have been involved in over 325 different in-service training activities last year for an average of 1 to 2 weeks at a cost of between Rp 157 and 161 billion (in DIP [development] funds only). The estimated number of educational staff involved in training includes a large number of 1 to 2 day orientation training sessions. DIP funds account for 30 to 35 percent of the funding of most directorates; DIP funds account for over 90 percent of the funding for Dikgutentis while DIK (routine) funds account for only 10 percent.

70. The Directorate General of Primary and Secondary Education projects an annual training target of 287,000 teachers with an annual projected DIP budget for training of over Rp 160 billion for 1998/1999. This budget also includes approximately 120,000 to 130,000 teachers who are enrolled in higher education upgrading programs through UT and LPTK. From their own budgets, MOW and MOHA also provide in-service training for their teachers as do most of the private schools. This represents an active involvement in formal institutional in-service training of approximately 25 percent of the slightly more than two million teachers in Indonesia. However, many more teachers will be involved in school-based cluster and sanggar training throughout the country. School-based in-service is also supported by DIP funds.

71. The current system (and set of sub-systems) is large and expensive but it has not proven to be effective in improving teacher performance or student achievement nor is it cost efficient. The set of sub-systems is characterized by the following:

A lack of coordination and fragmentation among several different directorates (each directorate implements its own programs) Lack of a precise mission, set of expected outcomes, or long range (five-year) plan; operations based more on individual projects rather than on coordinated planning or assessed needs A general lack of a systematic design for evaluating individual training sessions, project impacts, cluster training, in-service sub-systems or the in-service system as a whole. All studies conclude that there is no evidence that training has any impact on teaching performance; only one PEQIP study found modest gains on primary student achievement. A lack of measurable impact on teacher behavior or on student achievement An inadequate information base for decision making A general lack of confidence and trust among the key players

V - 1 5

72. The magnitude of the investment, the quantity of participants in training, and the lack of measurable improvement on student learning, suggest that the system requires immediate attention. The TA team, having examined alternative approaches to the problem, recommends an “overhaul” of the existing system with the goal of producing a well-planned, coordinated, and accountable system. The system needs quality programs which must be delivered to ensure maximum impact. The details of the recommendations are articulated in the next chapter.

E. Behavioral Constraints

73. A large percentage of the respondents, in a survey conducted, reported that upon return from training, teachers do not often get the support of the school head or supervisor to try new ideas or materials nor are they asked to report on their training except on occasion in cluster meetings. In only a few situations were school heads and supervisors included in the training received by teachers. Many teachers felt that they did not have the power or the support to attempt to introduce ideas or strategies learned in training in their classrooms or schools.

74. The system must be able to advocate the positive nature of ISTT and curtail negative feelings toward the ISTT participants. In addition, the ISTT programs that will be executed should also include “approaches” on how to prepare the teachers for “peer pressures”. The ISTT program should clearly promote the noble responsibilities of teachers and inculcate positive values of the profession.

75. Although two shifts are generally scheduled in many schools, which allow teachers to report either morning or afternoon session, the teachers, by necessity, oflen take on a second job. The school week includes Saturday, thus teachers do not have any free day to study on their own. This constraint is coupled by the fact that school-based in- service through teacher work groups is generally scheduled on Saturday afternoon, thus limiting the possible involvenienl of teachers for activities geared towards upgrading hislher professional capabilities. Unless supported by grants and fellowships, teachers are not able to pursue upgrading on their own funds.

V - 1 6

VI. DIRECTIONS FOR REFORMS AND RECOMMENDATIONS

1. From the assessment of the present situation and issues confronting the Ism system, an array of reforms and recommendations has been formulated to delineate responsibilities and provide a framework for tactical actions. These reforms include : (i) rationalization of the roles of key institutions and strengthening of the coordination mechanism; (ii) improvement of the programs and implementation processes; and (iii) strengthening of the ISlT institutions.

A. RATIONALIZATION OF ISTT

2. The rationalization of ISTT involves the strengthening of the coordination mechanism and reorienting the roles of TKPPTTKPD, Dikgutentis, and PPPGslBPGs within the context of effective and efficient delivery of ISlT. Othsr key players should continue with their own roles but with more vigor and within the framework of an integrated and harmonized system. Parallel activities among projects can be conducted as long as they are in a coordinated manner to minimize overlaps and gaps.

1. Strengthening the Coordination System

3. The strengthening of the ISIT planning and delivery coordination system will involve the restructuring of TKPP and TKPD, operationalization of the secretariat, and providing the means for the performance of functions.

4. Restructuring of TKPP. It is recommended to merge TPP and TKPP into one expanded TKPP to be headed by the Director General of Dikdasmen and to broaden the representation to include agencies outside of MOEC, such as MOW, MOHA. MOF, Bappenas, and PGRI. The expanded membership should be able to give inputs to the chairman in formulating teacher training policies that can be effectively implemented and can help in socializing the policies among their respective constituencies (see Figure VI-I for the proposed setup of TKPP). The TKPP should motivate the member units or represented agencies to adopt a unified and harmonized teacher training framework in planning and implementing development projects. In practical terms, various directorates should be aggressive in implementing educational development projects but they should plan the specifications and implementing strategies to conform with uniform standards and ensure no overlap in the coverage of target beneficiaries with other projects. The members of TKPP should meet regularly, several times each year, to approve plans, review performance and monitor programs, and resolve conflicts. Furthermore, TKPP should have its own routine budget or financial support from the Ministry of Education and Culture to do its tasks and functions.

VI - 1

I I

N

Head.

(MOEC)

Div. of lslamic Education

Institutional Development Kanwil Depaz.

Figure VI-1

Regioual Training Coordination Team (Tim Koordinasi Penataran Daerah)

TKPD (Proposal)

1 CHAIRMAN I

VICE CHAIRMAN

Coordinator Kanwil Depdikbud

Legend: Secretariat of TWD at BPG

: Cooperation Line : Coordination Line

- - - - -

BOARD OF ADVISORS 1 Head. Dinas P&K (MOHA) Head. Kanwil Depag (MORA) Rector of [KIP Rector of Public University Head of PPPGs (if in Province)

SECRETARY Head of

BPG

r I I 1 I

Am. Rector I Ax. Rector I IiuP Public University

(MOEC) (MOEC)

Div. of Primary Education

Kaiiwil Depdikbud

Head, Div. of General

Education

(MOEC)

Div. of Teacher Training

Kanwil Depdikbud

Prof. Ass. Of Teachers (PGRI) in

Province CoreTeacher Advisory Teacher SchwiHrad

5. The chairmanship of TKPP should be under the Director General of Primary and Secondary Education who will be in a better position to coordinate the directorates within Ditjen Dikdasmen and others. The Director of the Directorate of Teacher Training and Technical Staff (Dikgutentis) should serve as secretary of the TKPP. According to Kepmendikbud No.l43/C/Kep/C/1990 and No.050/0/97, he should play a key role in assisting the Dirjen Dikdasmen in coordinating all teacher training activities. He will head the TKPP secretariat, with the support of the subdirectorate on in-service teacher training. He will set up staffing and training for TKPP secretariat or recruit professional personnel who will direct the tasks of administration. financial management, and information system. The secretariat will develop and maintain TMIS, prepare the Training Master Plan. and coordinate the mapping of teacher training. The secretariat will also coordinate the development of program standards including necessary Teaching and Learning Materials (TLM) and academic credit equivalency which will serve as instruments in promoting quality assurance across the system. All information dealing with teacher training, whosoever conducts the program, should be coordinated by TKPP through its secretariat.

6. After restructuring, the TKPP will be expected to be stronger and more powerful to coordinate all in-service teacher training activities. The new structure is expected to implement structural as well as horizontal coordination among directorates to conduct teacher training.

7. Restructuring of TKPD. Similarly, the TKPD will be expanded with the Kakanwil serving as chairman, the BPG head as secretary, and with membership from concerned divisions and representation from various agencies involved with ISTT (see Figure VI-2 for the proposed set up of TKPD). The Kakanwil has greater authority for coordinating in-service teacher training among key players in the region. The head of BPG, instead Qf being the second vice-chairman of the TKPD, would be more effective as secretary of the TKPD and to lead the secretariat of the TKPD which should be installed at BPG. However, the secretariat should be wmposed of unit heads involved in teaching development. In so doing, the TKPD would be strong enough to do its main tasks. Personnel should be installed and trained for conducting secretariat tasks such as TMIS tracking and communication system. financial administration, and routine office work. An appropriate budget must be provided for routine aclivities of TKPD. Moreover, thosc TKPDs and secretariat should have operational support.

8. The expansion of the TKPD membership and Board of Advisors by involving other representatives besides MOEC would enhance the capacity of the TKPD to achieve its goals. The participation of in-service training key players from MOEC. MOHA, and MORA would strengthen inter-agency linkages among them to make in-servica training programs effective for all teachers in the region.

VI - 3

P

Bureau of Religion Education & Cultie

Dir. Dr. Dir. Center for Educational Develop. of Islamic Budpet Development

Technology & Education Comnunication

(MOEC) ( M O W (MOF)

Figure VI-2

National Training Coordination Team (Tim Koordinasi Penataran Pusat)

TKPP (Proposal)

Dii Program Development for Regional Deveiopment

(MOM)

CHAIRMAN

- - - - Primary & Secondary

Education

SECRETARY

Teacher Training B Technical Staff

B O A R D OF A D V I S O R S

*Dir. Gen. tiigher Education .tiead, Research & Development (MOEC) *Dir. Gen. institution Development (MORA) *Oir Gen. Rigional Development (MOHA) -3epiity H-r?aii Resources Development (BAPPENAS) .Pf . - ' ,airman. PrQf. Ass. of Teachers (PGRI)

Teacher Training

Technical Staff (MOEC)

Vocaoonai

Education secondary

(MOEC)

Pnvak schools

(MOEC)

9. Restructuring Dikgutentis. To enable Dikgutentis to perform its mandate in coordinating ISTT, the sub-directorate for ISlT should be reoriented to become the secretariat of the TKPP. It will function in the capacity of staff to the TKPP in providing analysis and recommendations but the ultimate decision is with the TKPP or Director General of Dikdasmen. The reform must enable Dikgutentis to reckon with the mixed roles of other participating agencies (e.g., LPTK, Kanwil, Kandep. other directorates) offering ISTT services. Further. the sub-directorate should develop the capability for the key functions of the secretariat such as establishment and operation of the TMIS, teacher mapping, teacher training master planning, establishment of program standards and academic credit equivalency, among others, as mentioned earlier.

2. Restoration of the Mandates of PPPGlBPG

10. The original intention and mandates of PPPG and BPG are still valid. However, due to lack of understanding or conservatism of the interim leadership, the mandates were not well carried out creating an impression that the PPPG and BPG have no relevant programs. However, these agencies should be supported to fulfill their original mission and equip them with the means to carry out their functions.

a. Re-affirmation of the Mission of PPPGs

11. initiatives:

a

a

a

a

a

12.

In order to enhance student learning, PPPGs must resume the following

Develop, produce, and distribute effective, research-based teaching and learning processes, methods, and materials in specific content areas, in coordination with the National Curriculum Center Conduct action research in schools to serve as a basis for new methods and materials development

Develop new methods and materials for use by teachers in in-service training

Pilot test new methods and materials to ensure validity and reliability

Disseminate new methods and materials to BPG widyaiswara and to Kanwil supervisors with approval of MOEC and M O M

Appropriately package new methods and materials for delivery through distance education mechanisms to remote locations for use by individuals and small groups Provide in-service training for BPG widyaiswara, Master Teachers, and Master Clinical Teachers from Partner Schools in specialized content areas

Provide in-service training for Kanwil supervisors in specific content areas

To carry out these functions, PPPGs must be staffed adequately and provided with upgraded facilities and operational support. It may not be realistic to assign adequately qualified (in terms of educational degree) staff immediately, but at least they should be assigned with young promising staff members. Such staff members will then be systematically upgraded to get advanced degrees in-country or overseas.

VI - 5

13. While the staff are being upgraded, joint programs together with LPTK can be initiated to continue the training activities and start various research and development efforts.

b. Re-definition of Mission of BPG

14. Similarly, to enhance student learning, the BPG should aspire to become the center of excellence for in-service teacher training within the province and serve as the central learning resource to support various school-based teacher training activities in the province. The BPG should actively aim for the following:

Offer in-service training to teachers through targeted training at the BPG and in outreach cluster settings. in coordination with other key stakeholders (IKIP, Kanwil, PPPG, MOW, MOHA, PGRI, etc.)

materials based on the prototypes and ideas produced by PPPGs

Ensure that the training provided is relevant and applied in classroom settings through in-school follow-up, co-teaching, and establishing peer coaching teams in schools

Offer special training to cluster lead teachers, in cooperation with PPPGs, in specific content areas

Work closely with a small number of model schools to identify master clinical teachers who will serve as in-school extensions of the BPG

Assist teachers in the development of teacher-made teaching and learning

15. To perform their expanded roles, BPGs must first be adequately staffed and equipped. Further, they must work within existing school-based structures and take advantage of personnel who are already trained, e.g. tutors. Most BPGs have enough physical facilities, albeit some are old, so what could be done is to rehabilitate the facilities and replace the worn-out furniture and equipment. In terms of staffing, vacant positions can now be filled with promising candidates who have prior teaching experience, and the new recruits will be upgraded to at least S2 qualifications, both in-country and overseas. According to Dikgutentis. there are enough applicants (with background in primary and secondary education) and it is likely that vacant positions can be filled up within the fiscal year.

16. With improvement of staffing and facilities, BPGs will also need additional operational support to carry out innovations in training activities, to fully utilize their capacity, and to enable them to become the secretariat of the TKPD as well as a technical resource to school-based training activities.

17. These restored and expanded roles should be properly socialized among BPG leadership and staff so they will be motivated to strive harder to deliver training services badly needed by the school system. Without socialization, BPG staff will not appreciate their expanded roles and just be content with face-to-face center-based training activities.

V I - 6

8. STRENGTHENING TRAINING PROGRAM IMPLEMENTATION

18. As the ISTT is predominantly implemented through projects, and various players participate in carrying out activities within the training cycle, it is imperative that officers and staff of key agencies are familiarized with the intricacies and implications of project ( cycle ) management and training ( cycle ) management.

19. In project management, there are high-order practices and standards which must be observed in formulating and implementing development projects. The key is the understanding of the priority concerns of the government and strategic considerations of funding agencies in order to package a project proposal that can further advance government prQgrams while satisfying the preferences or inclination of the funding agency. Once funding support is secured, the project should be implemented proficiently to attain its purported objectives with the available resources. Successful implementation of modest pilot projects or initiatives usually leads to greater financial support. Knowledge of government procedures as well as those of the funding agency is a must.

20. The concerned officers and staff involved in ISTT should also be familiar with the activities and mechanics of implementation of the training cycle. Depending on the level and mandate, an agency may be involved in program planning or monitoring or in the actual delivery of training activities. Some are involved in providing support to either of these main activities. For example, an agency may be specialized in the preparation of training curricula or reproduction of syllabi of training materials.

21. In the dynamics of training program implementation, an agency or unit will be involved with the relevant intersection of project management and training cycle. A big foreign-assisted project may cover the whole training cycle from needs assessment to program implementation. A smaller project may cover only a part the training cycle such as materials development or training delivery.

22. The strategy to strengthen program implementation should involve the socialization and familiarization of the mechanism of operation and requirement of the two major processes. An addition, there should be technical or skills training for relevant staff to carry out specific functions within the two processes (e.g., budgeting, project planning, monitoring for the project management, or training needs analysis, TLM preparation, impact monitoring for the training cycle).

23. Program implementation will not be effective unless there is proper coordination among the key players in the system. Therefore, the strengthening of training program implementation should be carried in conjunction with the strengthening of the coordination mechanism.

V I - 7

C. PROGRAM ENRICHMENT AND DEVELOPMENT

Contents of Package Math Class I

24. While there are already numerous on-going training programs, there is still plenty of room for improvement. There are ready opportunities for improving impact or reducing cost. A lot of improvement can be attained by simply reviewing and revising the training delivery or implementation process.

CAWU I CAWU II CAWU 111

1. Upgrading of On-going Programs

a. Upgrading of the Training Approach

25. An effective strategy is to focus on training the teachers through a pedagogical content approach which integrates content, methodology, principles of effective teaching, learning theory, developmentally appropriate practice, teaching materials (including development of local materials), and alternative techniques for assessing student learning. The delivery vehicle for such approach is through Training packages (see Table Vl-1) which provide a scope and sequence for each item identified under "strategy" above based on Curriculum 1994 with one package designed to incorporate one Class, divided into three cawu as charted below.

Table VI-I Curriculum 1994 Scope and Sequenced Teacher Training Chart

Objectives and content from Curriculum 1994 (by cawu) Implications for testing NemIEbtanas Alternative strateaies and methods

--t---+---t---- Alternative basic materials and resources

Enrichment materials and activities Principles of classroom management

Principles of effective teaching - Underlying theory (theories)

Develoomentallv aooropriate Dractice

Instructional imorovement oroiect desinri

Alternative assessment techniques

Classroom practice and action research project

VI - 8

a. 1 Delivery Mechanism

2G. Each package will have two components (A and 6). Component A will be designed to train key teachers (guru pemandu, guru inti, and/or tutor inti); Component B will be designed to guide key teachers as they train other teachers in their clusters (Gugus).

3.2 Training Process

27. Key teachers will be trained in BPGs. Following training, the key teachers using component B as guide will utilize the existing in-service system to train other teachers (guru inti) in their core school (sekolah inti) and teachers (guru imbas) in their cluster satellite schools (sekolah imbas) through the Gugus Sekolah [as established under SK Dirjen Dikdasmen NO. 079/C/Kep/l/93]. The guru imbas will share their experiences and materials with other teachers in their schools who are not able to participate in the gugus training.

28. For teachers in extremely isolated areas, component A will be developed for multi-media, distance education delivery. This component will also be available to other teachers from sekolah imbas who are not able to participate in cluster training.

29. The training packages will be standardized to meet the requirements for D2 course credit. Definitely, the training modules will be longer than presently practiced in BPGs. Key teachers can earn credit for two experiences (one set of credits for component A - - learning, practicing, and researching; and one set of credits for component B -- training other teachers). Teachers who are trained by the key teachers in the sekolah inti can earn credit for one experience only (component A). Teachers who only participate in the sharing process in a sekolah imbas will not earn credit. Each component package will contain a list of requirements which teachers will have to accomplish in order to earn credit. Credit will be awarded by a cooperating IKlP or FKlP through the BPG.

a.3 Oevelopmenf of Training Packages

30. Content modification and/or development of each of the training packages will be led by a team of three widyaiswara from the appropriate PPPG (Keguruan for SD Class I, 11, and 111 assisted by the content PPPG). Working with each PPPG team will be a Quality Control Standards Board (QCSB) made up of representatives from IKIPIFKIP, Dikmenum. Dikdas, Dikgutentis. Tertulis, BPGs, and PGRI, and others, as appropriate. The QCSB will develop the guidelines and requirements for awarding academic credit for components A and B and will decide on the number of credits to be awarded for successful completion of all requirements. For example, Mathematics for Class I has three segments (one for each cawu). A teacher might earn up to nine (9) credits for completing all of the requirements for Mathematics Class 1(3 credits for each of three segments).

31. Much of the development work will be done at the PPPG, although segments can be completed by others, especially BPG widyaiswara, using e-mail or other communications mechanisms. (Note: As part of the recommended strengthening process, each BPG and PPPG will be given hardware, software, and training and provider services

VI - 9

to facilitate internet access and usage). Each package should be thorouyhly reviewed by a small panel of 3 to 4 teachers from the appropriate Class and subject area. This should be carried out in a Partner School where possible.

32. PPPG Tertulis will work with the materials developed by the PPPGs. in cooperation with Pustekkom and Universitas Terbuka, to convert the A packages to a multi- media training format suitable for distance education.

a. 4 Scope of the Training Packages

33. The Training Packages blend (i) content; (ii) general pedagogy; (iii) theory; (iv) growth and development; and (v) principles of effective teaching (teaching for understanding). In addition, they require the development, implementation, and assessment of an instructional improvement project.

34. (ii) basic mathematics; (iii) basic science; (iv) basic social science; (v) Parrcasila.

35. SD Class IV. V. VI and STLP Class I. II, 111 -- 30 packagep, one for each Class in (i) Bahasa Indonesia; (ii) science; (iii) social science; (iv) mathematics; (v) Pancasila. In addition, one package for STLP class I, 11, and 111 in Bahasa lnggris will be developed for a total of 33 packages at this level.

SD Class I , 11, and Ill -- 15 packages, one for each Class in (i) readinghriting;

36. This yields a total of 48 packages (15+30+3=48), each with a component A and component B. For multimedia distance education delivery. only component A will be used.

37. In terms of work load distribution, PPPG Keguruan will have primary responsibility for 15 A and 15 B packages, but they will be assisted by the other content centered PPPGs. Each of the other PPPGs will have responsibility for 6 packages (components A and €3) except for PPPG Bahasa which will have 6 Bahtasa Indonesia packages and additional 3 lnggris packages (A and B). PPPG Tertulis will work closely with Keguruan to convert the packages for use as distance learning instructional tools.

b. Standards for Teacher Licensinu and Certification

38. A set of professional standards (also proposed in Senior Secondary Project) for the initial licensing and continuing certification of teachers at different levels have to be improved. Although many of these standards already exist In Indonesia, some minimum criteria need to be developed.

39. already exist in some form within the teacher advancement system:

For example, standards could be set for each of the following levels which

T I - Probation: entry level teacher or novice teacher (initial license - - one year, needs special help; second year -- needs some help (consistent with the existing class system)

VI - l a

T2 - Skilled teacher (could be divided into two classes as in the existing system) T3 - Advanced teacher (advanced training and advanced competence certificate) T4 - Professional Teacher (lead teacher trainer, at least 5 years as advanced teacher). Trained to help other teachers, improve curriculum, conduct inquiry projects, develop materials. Stays in classroom but may have a reduced teaching load to assist with pre-service or in-service training. Most offen located in Cluster School. TSMS - Master Teacher/Supervisor (similar to Trainer License A under World Bank PEQIP; similar to Guru Inti used in several projects; appropriate for BPG and PPPG widyaiswara and Kanwil supervisors) Works outside of classroom for extended periods of time. Trained to conduct inquiry projects in cooperation with teachers and advanced teachers; trained to be a change agent. Requires S1 degree and additional training as supervisory specialist and change agent. TBMCT - Master Clinical Teacher (a master teacher who has the training and experience to train other teachers but who maintains an active classroom practice, similar to Trainer License C (Core) under World Bank PEQIP, appropriate for clinical pwitions at IKlPs and FKIPs on rotating basis). Trained to conduct inquiry projects related to best practice and to pilot innovative strategies, techniques, and materials.

40. Each level of certification fulfills special training and competence testing (cognitive and performance) by a Professional Standards Board rather than only the accumulation of in-service points.

41. Similarly, the following should also be standardized:

A set of accreditation standards for institutions which are involved with the in- service training of teachers (also recommended in the Senior Secondary Project).

advanced certification or advanced degrees with appropriate quality controls A revised salary scale for teachers based on degree held, experience, performance, and level of certification

*

Formula for translating in-service training into credits which can be applied to

2. Development of New Programs

42. In addition to improving the delivery for existing programs, there is also room for introducing new programs especially for the reorientation of PPPG Keguruan and PPPG Tertulis.

a. New Programs for PPPGs I. The PPFG Tertulis should continue with its distance education

programs for SD teachers and reoriented to be the resource

VI - 11

center for the development of teacher-prepared learning materials from inexpensive locally available resources. Among its core program will be to:

Continue with the SD teacher upgradiny process through distance education Dramatically change the content of the training packages to:

Be consistent with what SD teachers need to know to implement Curriculum 1994 Assist SD teachers with use of the knowledge by designing materials around the concept of pedagogical content focusing on what SD teachers need to be able to do in the classroom to translate content into teaching-learning process

PPPG Keguruan should become the center of excellence for teaching methodology development as well as for management training for the school system. Accordingly its core programs will:

Continue with the training of guidance counselors but concentrate on training BPG widyaiswara Dramatically change the focus of the teaching methodology component to a skills-methodology emphasis. Attention would be placed on helping SD teachers develop so that their students could achieve the necessary skills for the 21" century. This approach would integrate concepts related to developing skills in language, numeracy, learning, thinking, information seeking (including workplace related skills). Skills development would be structured to be taught across the curriculum (e.g.. in science and social science) as well as in mathematics and language. Develop this basic skills focus into an enhanced 02 program in cooperation with Universitas Terbuka and Pustekkom.

*

-

-

ii.

b.

43. Master Clinical Teachers (MCTs) are needed at the school level to assist in the improvement of instruction and enhancement of student achievement. Research has clearly demonstrated that the most important units of change for improving student achievement are the classroom and the school.

Program for Master Clinical Teachers

b. 7 Role of the Master Clinical Teacher

44. The Master Clinical Teacher should be one of the most important players in the classroom (in helping other teachers to improve and working with new teachers) and in the school (helping the school as a unit and clusters of schools to improve). Important precedents have been initiated through several projects and decrees. The guru inti and the

VI " 12

guru imbas roles reflect some of the functions which should be played by the Master Clinical Teacher. Teacher study groups and cluster schools provide a beginning structure from which to further develop the concept of the Master Clinical Teacher.

45. The role of Master Clinical Teacher requires outstanding classroom teachers who have specialized training for the leadership position they play in the professional development of other teachers and in the school improvement process. The partner school provides a laboratory setting for best teaching practice and functions as the only institution which has the dual mission of excellence in student learning and leadership in the teacher professional development continuum and certification process.

46. The first step would be to make an inventory of personnel within the district (can start at the gugus) who can qualify for the role of MCT. Next would be to give them apprenticeship training in specific skills. To appoint them immediately and plunge them in the multitude of tasks may result in a negative backlash. Full-blown training should follow and they can gradually start working with teachers. They must have periodic renewal so that they will be up-to-date and will continue to render relevant service.

b.2 Expectations from the Master Clinical Teacher

47. The Master Clinical Teacher should: Be considered as a professional teacher and should act as a professional Be one of the most important players in the in-setvice system If possible, occupy a salary item equal to widayiswara at BPGs or PPPGs and hold a position of adjunct or honorary widyaiswara at a BPG, PPPG, or IKIP. Be one of the most prestigious positions in education and open to only the very best and most committed teachers Hold at least an S1 and a Clinical Teacher Certificate based on successful completion of a rigorous training program designed specifically for clinical teachers (to make training available to teachers in remote areas, an alternative delivery system for the training program might be required).

in teaching young learners, to preparing new teachers, and upgrading practicing teachers through the in-service system)

The following are the settings for a Partner School where master clinical

maintain an active classroom practice and be directly involved in the pre-setvice and in-sewice professional development of teachers

the teaching hospital for doctors)

Act in a leadership role in a partner school (a school committed to excellence

48. teachers can effectively operate:

A setting in which the Master Clinical Teacher can

A clinical laboratory for the professional development of teachers (similar to

An action setting which links theory and practice

VI - 13

0 A laboratory for action research and inquiry intq best practice A setting for pilot testing innovations, changes, strategies, materials, etc. A real-world setting where teachers can observe and participate in exemplary

0

0

teaching and learning

The detailed characteristics and qualifications, and the type of training that 49. will be required for Master Clinical teachers are presented in Annex F.

50. in MCTs. MCTs need knowledge of and skill in the use o f

There are several major knowledge and skill areas needed to be developed

0

0

0

.

.

. 0

0

0 . . . . .

51.

Peer coaching strategies and techniques Data-based supervision processes and data collection instruments Principles of effective teaching, teaching for understanding, and teaching which helps students develop their own systems for constructing knowledge Teacher performance appraisal processes and instruments (Dimensions of Teaching) Characteristics of and strategies used by strategic learners and processes for helping students develop into strategic learners Instructional improvement processes and procedures Staff development and training techniques and procedures, including a comprehensive training cycle (from diagnosis to real world practice) Resource-based teaching and learning Testing and measurement in a performance impact system Human motivation and interactive training techniques Curriculum and instructional planning, auditing, and alignment Micro-teaching, demonstration teaching, modeling, and simulations Student learning styles and teacher teaching styles

Information seeking and information use

C. Loarning Resource Facilities

The existing libraries of all ISTT institutions shall be upgraded into Learning Resource Facilities, to support the concept of resource-based learning. Resource-based learning uses local places, things, and people as major learning resources. Every community has a wealth of learning resources. To be effective, resource-based learning must be tied directly to the goals, concepts, and objectives of the curriculum (Curriculum 1994).

52. training of teachers (pre-service and in-service):

Learning Resource Facilities are a combination of three vital elements in the

(i) Traditional library. Including current publications, textbooks, teachers guides, periodicals, etc., which teachers and widyaiswara can use for

VI - 14

(ii)

(iii)

53.

locating information and for generating ideas for instructional application at the classroom level. Research and development workstations. Workstations for widyaiswara and teachers from which they can research ideas and concepts and develop teaching strategies based on proven practice. Stations should be computer supported with internet access, printing, and desktop publishing capability. Community-based materials development stations. Stations in different content areas and/or for different levels of teaching (SD, SLTP, SMA) for teachers to develop teaching resources from inexpensive materials readily available in their community (many can be collected by students and parents). Guides, based on Curriculum 1994, for designing such materials should be developed for different grade levels on an on-going basis by widyaiswara in PPPGs and in BPGs. Samples of materials should be readily available for teachers.

The Learning Resource Facilities notion becomes a living, ever-growing resource laboratory and clearing house of resource ideas, strategies, and samples of materials from which teachers can draw to improve instruction and make a positive impact on student learning specifically related to curriculum goals and objectives. The LRF is not like a typical library which is quiet and sedate; it is a busy, energetic, and dynamic place where creativity, knowledge construction. and planning for instructional excellence can thrive.

54. Research and development has to be a cooperative endeavor involving PPPGs. LPTK, and even people from Kanwil. There should be a mix of people -- those who are able to plan research, design instruments, collect and analyze data, and write reports. The team approach allows members to learn from each other. The junior members will eventually emerge as Team Leaders. There should, however, be a Research Agenda (within the Master Plan) so that research activity will not simply done on ad hoc basis.

d. Partner Schools

55. One strategy to enhance the relevance of teacher training programs is to couple the delivery with practicum under actual teaching-learning condition of the classroom. This can be realized by establishing linkages between the training centers and partner schools, and form a partner school (PS) network.

56. The terms Professional Development School, Professional Development Center, and Partner School have essentially the same meaning in the literature related to improving pre-service and in-sewice preparation of teachers and other educators as well as improving schools and student achievement. (The possible Bahasa Indonesia translation is Sekolah Kemitraan).

57. There are several schools in Indonesia which have components of a Professional Development School (Pembina -- development school; Unggulan -- prime

VI - 15

school; and Gugus -- cluster school). The focus of all of these schools is school improvement through in-service training. A Partner School goes beyond this concept.

58. A Partner School (PS) has a dual mission. It is composed of a network of regular local schools (public, private, religious) and one (or more) teacher training institution. One component of a Partner School is a regular school (SD. SMP, SMA) which converts itself, in cooperation with one (or more) teacher training institution, into an exemplary school and laboratory with the dual mission of teaching young learners and training teachers and other professional educators at the pre-service and in-service levels.

59. The PS may receive special funds for initial development into a PS but should operate on the same budget as other schools. One or two additional staff members per school site who devote part of their time to teacher education may be needed as an extension of the affiliated teacher training institution. The funding for such staff should be shared by all involved parties since the purpose is to help each of the institutions carry out their pre-service and in-setvice training responsibilities. This should constitute a reallocation of funds with only minimum new funding required. PS school-based staff may actually rotate (exchange places) with IKIP/FKIP or BPG staff for extendtrd periods of time. However, the school-based staffs primary location is in the classroom where they can best bring reality, innovation, and change to the process of teaching and learning as well as to the process of educating teachers at the pre-service and in-service levels.

60. Characteristics of PSs at the school site include acceptance and commitment: . To the dual mission of excellence in the teaching of young learners and to

the professional development of teachers at the pre-service and in-service levels

b By all teachers to personal professional improvement on a continuing basis Of time and energy by the school administrator to the PS concept

To a process of continual, on-going improvement To a shared relationship with a teacher training institution To the advancement of teaching as a profession To serve as a real world laboratory for the development and testing of new

To share learning about best practice with teachers from other schools

b To continuous educational problem-solving and inquiry into best practice . . . 0

and innovative teaching strategies, practices, processes, and materials

through technical assistance, professional conferences, and professional publishing

challenging levels

classrooms

. To the belief that all children and youth can and will learn at high and

. To equity, equality, and access in the functioning of the school and

VI - 16

0 To teaching for understanding and depth (beyond surface facts and repetition) To helping each student become a responsible and independent learner capable of creative problem solving To helping each learner become a strategic learner who uses a variety of learning strategies and who understands and monitors hislher own learning processes

seeking, retrieval, analysis, and presentation)

61. Teacher training institutions (IKIPIFKIP, BPG, PPPG) which move into a relationship with a school form the second component of the Partner School Network as shown in Figure VI-3.hese institutions must also agree to the new dual mission and to a process of shared decision-making and shared staffing in planning, programming, operating, and evaluating all activities. This is a shared process; not a top down or bottom up process. The institutions come into the endeavor as equal partners. Each has much to offer and much to gain. A shared governance structure is essential to the optimum operation of the partnership. Teacher training staff will spend considerable amounts of time in their affiliated PS schools doing co-teaching, conducting action research and inquiry. developing or pilot testing materials, solving teaching-learning problems, and working with pre-service teachers or conducting in-service for teachers in the PS or for visiting teachers from other schools.

.

To helping each learner develop information literacy skills (information

Figure VI-3 Partner School (A Professional Development School) Network

Note : In the existing gugus system, the sekolah inti can be the partner school.

VI - 17

62. following criteria:

- Level

Each BPG and PPPG will establish a partner school network based on the

- Proximity The closest schools should be considered first.

Each BPGlPPPG should have a range of level 2 to 4 SD, 1 to 3 SMP. 1 to 2 SMA.

Motivation Schools should be selected based on the willingness and enthusiasm of the school head and the teachers.

Challenge A variety af schools should be selected to reflect reality, not just the "best" schools.

Diversity A variety of schools should be selected to reflect type [public, private, religious] and socio-economic level where possible.

Relationship A PS is a regular school (public, religious, or private) and maintains all administrative (MOEC, MOW, MOHA), structural, and functional relationships. Similarly, the BPG maintains all existing relationships.

-

-

-

-

63. will be invited to join the network.

In Phase II, after Partner Schools are functioning properly, satellite schools

e. Establishment af Sub-centers

64. There are many areas acrQss the archipelago which are very far from the capital of the provinces in which BPG are located. Bringing teachers from such areas to BPG for training is impractical and costly. An alternative is to bring the trainers to the teachers through outreach programs or establishment of subcenters in strategic locations.

65. This approach to in-service teacher training is an extension, to remote areas, of practices which are currently being implemented throughout RI (see Figure VI-4). The concept requires: (i) strengthening of BPGs and their outreach capability through subcenlers, (ii) the strengthening of school-based in-service efforts in remote locations through specially trained Master Clinical Teachers (adjunct BPG widyaiswara), and (iii) the design and development of effective and appropriate distance learning materials.

66. phases:

It is recommended that this idea be developed for implementation in two

Phase I Eight (8) subcenlers in the eastern islands of RI lrian Java Nusa Tenaaara Timur 1. Sorong 6. Ende 2. Nabire Sulawesi Tennah 3. Merauke 7. Luwuk Maluku Sulawesi Utara 4. Saumlaki 8. Tahuna 5. Ternate

VI - 18

Figure VI-4 Schematic of the Subcenter Concept

Development of contcnt-specific pi-otolypc pcd;igogic:;i f-- PPPq--- content material^ Upgrading staff - Special training program lor sirhceiiler Master Clinic:;: Teachers (MCT) and Headmasters ant1 siipcivisot's

I Enhanced materials dcvc?lopmenl ~ ;~pa l i i I ~ l y foi- (iistaiici

CI i n ica I Teachers

A I I

I I 1 u

Sub-center ty 3

1

lcaining rnateiials

Coordinated by local Kandep PBK School heads Representatives from Dinas, Departernel Communily representatives

1 Agama.

Each sub-center v4ll work intensively with approximately 5 to 7 school cluster each year and one or tw "mast" isolated schools (through distance education multimedia modules).

Training options: - routine training-ongoing (10/year for 40f

trainees each session) - close schools - Saturday training - training at subcenters during breaks and

holidays - training al remote schools by MCTs vho travel

to site and through distance learning materials

Funding Requirements: 1. Salary supplement for Master Clinical Teachers 2. Travel for Master Clinical Teachers to satellite schools 3. Malerials Development Team at BPG (with Consultants and Master Clinical Teacher Advisors) 4. Equipment for upgrading BPG Resource Conler and slaff developnieill 5. Kandep P&K travel funds 6. Travel for BPG Clinical Widyaiswara to assist subcenters

VI - 19

Phase I I Seven (7) subcenters in the central and western areas of RI Phase I I will start up in Year 4 (afler Phase I , Stage 111 Pilot).

Kalimantan Timur Sumatera Selatan 1. Tarakan 5. Tanjung Pandan

2. Putussibau 6. Tanjung Pinang Kalimantan Tennah Sumatera Utara 3. Pangkalanbun 7. Gunung Sitoli Nusa Tenanara Barat 4. Sumbawa Besar

Riau Kalimantan Barat -

e. 1 Component A

67. It is proposed that, in Phase I, BPGs in the eastern part of the country establish 1 to 3 subcenters each at strategic locations within their geographic area. Each subcenter will serve those teachers and schools in closest proximity (across provincial lines in some situations). For example, from BPG Jayapura, subcenters might be developed in Nabire, Sorong, and Merauke. Nabire might serve some of !he eastern islands of Maluku Province such as the Aru Islands. The same situation will apply to each of the provinces. The same process of subcenter development would take place in central and western RI in Phase 11.

68. The subcenters would be located at an appropriate school site (Sekolah Gugus and Sanggar PKG) and would be developed similar to the partner school or professional development network schools affiliated with each regular BPG. Each of the subcenter Partner Schools would identify three to six outstanding master teachers (possibly guru inti where these already exist). The team of master (clinical) teachers would receive additional especially-designed training at the BPG and would work as Master Clinical Teachers. The school heads would receive special training and would serve on the core coordinating unit which would be chaired by the Kandep P&K. Local representatives from Dinas and Departemen Agama would also serve on the coordinating unit as would the local Camat, a representative teacher, and a parent.

69. The training team would be composed of 3 (possibly 4 for larger subcenters) widyaiswara from the host BPG along wilh the Master Clinical Teachers and the school head. One widyaiswara would be appointed as subcenter manager. The subcenter would be administratively under the head of BPG. The training team would plan and conduct an on-going process of in-service training for their geographic area to serve the teachers in public, private, and religious schools. Much of the training offered would be at the affiliate Partner School which would be upgraded as a training center (housing arrangements would have to be made at the Partner School site or possibly through Government guest houses or other options as available). Each subcenter would offer approxirnately 10 training sessions per year with an average of 40 teacher trainees per session. While much of the training would be offered at the Partner School site, some would be offered by widyaiswara

VI - 20

(and occasionally MCTs) who will visit other cluster schools. Additional training will be offered using alternative distance education multi-media packages designed specifically to overcome the barriers inhibiting the delivery system. Each coordinating unit would work together so that the Master Clinical Teachers could be scheduled to carry out their dual mission of teaching and training other teachers and not be excessively absent from the classroom. At times, members of the training team would travel to other schools or school clusters to train for several days or weeks at a time while other members of the team arrange to teach a double load to compensate for the traveling team member's classes. While this scheduling will be very difficult, each community and school will have to creatively rearrange certain classes and procedures to allow the training team to operate effectively. Ideally this would be done in cooperation with the BP-3 (Education Development Assistance Board). In some cases, substitute teachers might be used; in other situations, different approaches will have to be explored such as: using community tutors, extending or compressing the length of the school day, temporarily expanding class size, training and using student tutors (peer tutoring), using Kanwil instructors and supervisors in classrooms, employing community-based learning strategies, etc.

70. The Master Clinical Teachers would be paid for teaching their regular classes and would receive a supplement for training other teachers. Consideration must be given to helping teachers from particularly remote areas with scholarships or other types of honorarium while they are in training as well as receiving academic credits and materials (to be worked out in cooperation with LPTK).

71. Once a subcenter matures (3 to 5 years), i t can be maintained at minimal cost (human and financial) and new subcenters can be set up at different locations within the same or in other geographic zone where "remoteness" is a problem

43.2 Component €3

72. TO support and extend the work of the training team at each subcenter, a multi-media materials development process will be activated at each of the BPGs involved in this initiative. Appropriate training materials will be developed in print, audio, radio, and video formats (in cooperation with PPPG Keguruan, PPPG Tertulis. Pustekkom, and UT) to supplement the work of each training team. The long-term goal will be to establish high-tech computer linkages within these networks through TPI once the satellite and energy technologies are in place (5 to 10 years). The short-term goal is to provide small groups of teachers (teacher working groups) in remote areas with current information related to content and related methodology (pedagogical content). Key teachers from remote IQcations will be recruited, trained, and assigned as support members of the training team (distance education tutors) who will act as on-site assistants in the remote areas using the distance education packages. Tutors will be trained using a plan similar to that developed by Universitas Terbuka and Dikgutentis.

73. With careful planning, many common elements of these training packages can be developed in one location and shared across the network. Select materials can be developed at PPPGs. especially if PPPG Tertulis and the related content-specific PPPGs

VI - 21

are properly strengthened and networked. Other materials will be developed out of each BPG using teams of widyaiswara with consultants. The materials development team will work with advisory teams of Master Clinical Teachers to ensure content validity and appropriateness for classroom application and will ensure suitability for remote locations through a pilot testing process. For some materials, assistance may be needed from Pustekkom.

74. Funding long-range (after project completion) should be shared among MOEC. MOW, DINAS (Local Government) and others. Where training activities cross provincial lines (such as Aru Islands joining with Nabire. or Barat Daya Islands joining with Dili) special financial arrangements will have to be made between the two provinces, as well as special reporting arrangements related to teachers who are trained.

e. 3 Stages of Development (for Two-phase Implementation)

75. place in several stages:

Implementation of the subcenter concept to serve remote areas will take

Stage I Planning and Assessment (6 Months)

0 Selection and approval of the subcenter sites in each of the five

0

0

Provinces

Selection of the teachers who will be trained as Master Clinical Teachers

Full development of training curricula. syllabus and materials for Master Clinical Teachers, Subcenter School Heads, Distance Education Resource Center Staff, and affiliated widyaiswara Design of the Distance Education Resource Centers within each targeted BPG - Space allocation - Equipment selection - Staff identification

0 Assessment of space needs and design of modifications, if required, at subcenter sites

0 Assessment of needs, design of first round of distance learning modules and materials, and allocation of responsibility for development (PPPG or BPG)

0 Development of detailed evaluation and assessment process, instrumentation, and procedures

0

Stage II Training and Development (1 8 Months)

0 Training of Master Clinical Teachers, School Heads, ReSQUrCe Facilities Staff, and widyaiswara

0 Procurement and installation of Resource Facilities

VI - 22

0 Development of subcenter sites 0 Initial development of first round of distance learning modules and

materials 0 Assess needs and design second round of distance learning modules

and materials; allocate responsibilities to appropriate PPPG or BPG

Stage 111 Pilot Implementation and Formative Evaluation (12 Months)

0 Pilot test all system components: - - Local Coordinating Unit effectiveness - Clinical widyaiswara effectiveness -

- 0 Assess effectiveness of all system components

0 Make adjustments in system components as required

0 Develop second round of distance learning modules and materials

0 Design third round of distance education modules and materials and assign responsibilities

Master Clinical Teacher capability, scheduling, and work load

Appropriateness, usefulness, and effectiveness of distance education modules and materials Distance education delivery and communications systems

Stage IV Full Implementation (24 Months)

0

0 Implement all system components

0 Complete detailed analysis and agreements related to short term sustainability requirements and resource needs

0 Design and develop fourth round of distance education modules and materials

0 Reassess hi-tech, computer-assisted readiness based on new and emerging technology and prepare detailed requirements for system upgrade

0 Develop detailed system upgrade plan

Initiate Phase II in Central and Western RI following stages I-V

Stage V System Upgrade (36 Months)

0 Maintain and sustain system while upgrade plan is being implemented

0 Implement system upgrade plan - Procure and install equipment - Train appropriate personnel - Develop Generation II distance education processes, procedures, and

materials

VI - 23

8 . 4 Subcenter Glossary

76. Master Clinical Teachers (MCTs): An outstanding and especially-prepared school teacher who spends 3 to 4 hours average per week as an in-service teacher educator at hislher home school, at a BPG, or in other schools which are in the school cluster; may be appointed as adjunct widyaiswara on secondment to a BPG or BPG subcenter for short periods of time. The MCT acts in the dual role of teacher of children and teacher trainer. Each subcenter will have between 3 and 6 MCTs who will rotate teacher education responsibilities according to area of expertise.

77. Subcenter Widyaiswara: Three or four widyaiswara for each subcenter who are master teachers (and who live in the subcenter area or who agree to move to the subcenter area as their BPG assignment). One of the widyaiswara will be appointed as subcenter coordinator who will work with the Partner School head to operate the subcenter. They will receive special training and will spend 30 to 40 percent time in the subcenter Partner School or a cluster school doing:

Demonstration teaching

Consultants from IKlP . Widyaiswara from PPPG Tertulis, PPPG Keguruan, and other PPPGs . Staff from UT 8 Staff from Pustekkom

80. teachers who will serve as advisors.

The teani will also be advised and assisted by a group of master clinical

81. Core Coordinating Unit Composed of Kandep P&K representatives, school heads, representatives from Dinas Departemen Agama, teacher, parent, and other community representatives, as appropriate. The roles of the coordinating unit are:

To make certain of equal access and equity in training To assist in solving any problems which may occur To coordinate activities and funding among all governmental and private

8

8

agencies

VI - 24

f. New Delivery System of ISTT through IKlP and FKlP

82. The in-service training system should not be completely separated from the pre-service system. There should be a continuous and systematic process for teacher professional development including pay enhancement for advanced training and academic credit. PPPGs, BPGs, and IKlPlFKlPs should enter into a formal professional agreement for the preparation of new teachers and the development of teacher practitioners.

83. Pre-service instructors and professors should spend some time in Partner Schools exploring exemplary practice and engaging in inquiry projects, Teachers in in- service training programs should be able to earn academic credit which could be applied to advanced diploma degrees, and advanced levels of professional certification.

84. Shared staffing patterns and exchange programs should be developed to link PPPGs. BPGs, IKIPs, FKIPs, and Partner Schools to ensure that all faculty involved in pre- service and in-service activities maintain their teaching practice.

85. The arrangement will be an institution-to-institution basis so that the activities can be credited as official duties (e.g.. public service for LPTK staff). The cooperative activities can be supported as project comprised.

g. Using School-based In-service (SBIS) Program for Qualification Upgrading

86. With many teachers still to be upgraded, traditional approaches would take time and considerable expense. All available resources or institutions should be tapped for the purpose. One strategy which can be adopted is to utilize the gugus and sanggar activities in the delivery of a special D2 and D3 program, while distance education modules from LPTK are studied in a systematic and progressive scheduling in the regular meetings of gugus or MGMP.

87. School-based in-service shQuld be an integral part of the overall in-sewice system. It must be linked directly with PPPGs, BPGs, IKIPs, and others if teachers are to gain the full benefit of all components of the system. Many well-organized SBlS activities, if standardized, could fit into a D2, D3, or S1 program. Lead teachers milst be fully trained to play multiple roles as expert teachers, peer coaches, supervisors, change agents, school improvement leaders, and teacher trainers in order operate effectively in the vital clinical role of the training process.

88. the SBIS:

The following are the proposed reforms and recommendations to maximize

A formal partnership agreement should be developed between core SBIS schools (intihanggar) and geographically proximate BPGs or PPPGs designed to mutually support each other and to strengthen the training provided each partner including resource and staff sharing, collaborative inquiry and research, and materials development.

VI - 25

Efforts should be made, with LPTK, to standardize seled elements of SBIS to allow teachers to earn D2, 03, or S1 course credit, particularly in areas such as practical inquiry and research projects, curriculum development, the development and testing of innovative teaching strategies, techniques or materials, etc.

should be strengthened to include the essential roles of a clinical master teacher. For example, in addition to a content specialty, the clinical master teacher should be accomplished in: the dimensions of teaching, effective teaching strategies, leaching for understanding, metacognition and knowledge construction processes, strategic learner attributes, classroom management techniques, alternative models of teaching, school improvement processes and change agentry, alternative assessment techniques, developmentally appropriate instruction, workplace skills development, instructional problem solving, curriculum auditing, curriculum alignment, etc.

The training program for key SBlS lead teachers (inti, pemandu, tutors, etc.)

D. INSTITUTIONAL CAPABILITY DEVELOPMENT

89. The capability development for key ISTT institutions such as Dikgutentis, PPPG and BPG will consist of: (i) staff development; (ii) systems and procedures development; and (iii) facilities upgrading to optimum complement and capacity.

1. Staff Development

90. The activities expected of Dikgutentis, especially of the management and information system, would require that the staff be professionally prepared or upgraded through formal study both overseas and in-country, short-term training overseas and in- country, and comparative study visits to institutions in the Asian region where they can observe the state of the art. Preparatory activities will include English language programs and working knowledge of computer use.

91. The widyaiswara at PPPG and BPG, oflen referred to as old and no longer productive, will eventually be replaced through a vigorous search and selection system. Those who are below 45 and still have at least 10 years to serve the institution, and the new recruits, should be prepared to qualify for advanced study overseas and incountry as well as participate in short-term training programs. One of the most effective ways of professional interaction is through academic workshops, research and publications, and inter-institutional visits and exchange programs. Where necessary, particularly to fulfill their think-tank functions, there will be a need for secondment of professionals and the assignment of consultants at PPPG. It is also important for BPGs to receive professional assistance from visiting teacher educators, who will not be the ordinary type of consultant, but can combine multiple roles as may be needed, for curriculum development, materials preparation, demonstration of good practices, clinical supelvision, research, and testing.

VI - 26

92. Training of staff will not be enough unless there is effective leadership and good management training. Therefore, HRD will also include leadership and management training.

2. Upgrading Physical InfrastructurelFaciIities of BPGs and PPPGs

93. PPPGs/BPGs play a central role in the delivery of in-service teacher education which eventually will lead to the improvement of the quality of primary and secondary education teachers. At present, PPPGslBPGs have been doing training for teachers but they cannot accommodate all the training needs because of limited capacity. They need improvement in the quantity and quality of its physical infrastructure, primarily in buildings and equipment, to facilitate the conduct of professional training for teachers.

94. PPPGs/BPGs have some old and new buildings mixed together because they were not built at the same time. This is also true with equipment. Many are out-of-date, not running, or in need of repair. A thorough study is needed to transform the physical infrastructures to support high professional standards for conducting in-setvice teacher training. Ideally. each BPG should have at least 20 components/facilities to support in- service teacher training activity. Below is a list of the space requiremenis which are needed as a minimum:

0

0

0

0

0

a

0

0

0

a

95.

96.

Office Class Rooms Laboratories Library Room + Teaching & Learning Resource Center Micro Teaching Room Convention Room Multi-media Room Production Room Show Room as Display Room SecretariatNVork Rooms for Widyaiswara

0

*

0

0

a

a

0

0

Trainees Common RoomlDormitoty Kitchen Dining Room Washing Room Worship Room/Tvlushalla Security Room Storage Room Generator Room Service House of BPG Head Guest House for visiting lecturers

Below is a brief description of required space and their facilities.

a. Officespace

Each BPG has a number of rooms for administrative/office activities. Almost all rooms are small and not equipped appropriately. There are very few computers. Copying machines and duplicators are not there. Rooms are not adequately furnished. Fax machines are not always available in each BPG. The absence of core office facilities could inhibit activities in BPG.

VI - 27

b. Classrooms

97. Almost all BPGs have enough rooms for class activities, although eleven need more rooms (Yogyakarta, Jambi, Padang, Lampung, Surabaya, Mataram, Dili, Banjarmasin, Ujungpandang, Palu and Kendari). Priority of constructing new buildings should be given to some old BPGs which replaced SPGs buildings. Some BPGs are furnished with chairs and tables which were designed for primary students. There are not many BPGs equipped with white boards and boardmarkers.

98. BPG Bandung has one video camera and one video tape recorder for shooting and filming of teaching and learning activities. Modern and appropriate ,equipment and facilities should be installed in BPGs.

C. Laboratory Rooms

99. Some BPGs have laboratory rooms for language, science, mathematics, social sciences, etc. but some only have one or two labs (i.e., language and/or physics). Most laboratory rooms are small in size, without enough equipment and poor maintenance. Many BPGs have no trained laboratory technicians, and it is often that widyaiswaras also function as laboratory technicians. Many BPGs need more laboratory rooms and facilities and need to recruit or train more laboratory technicians.

d. Library Room

100. All BPGs have library rooms. But not all rooms qualify as adequate for reading and research. They have only a few books, magazines, journals, and other print materials. Many of them are old, published some years ago. It is appears that no efforts have been made to up-date library materials. Lack of funds is the main constraining factor for improving the quality of libraries. There is little training for librarians as well. The existence of well-equipped libraries would be even more useful if a teaching and learning resource center could be attached. Much effort needs be put forth to increase the quality of BPG libraries and resource centers.

e. Convention Room/Auditorium

101. All BPGs have convention halls. Some are large enough for opening and closing ceremony of training programs. They are furnished and equipped with good chairs, tables, sound system, light system, stage, etc. But they are not air-conditioned, nor equipped with fans. Since many BPGs now have a high frequency of training and big number of trainees, some auditoriums also are being utilized as classrooms and for miscellaneous activities. Some auditoriums need modification in size and facilities.

f. Micro-teaching Room

102. Only few BPGs have micro-teaching rooms. In fact, all BPGs should have this important facility. This room will be used for teaching practice by trainees so that trainers will be able to evaluate and check the competence of trainees in the teaching

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process. Unfortunately, teaching practice in micro-teaching rooms has often been presented before their peer trainees and not in front of school pupils. It is suggested that in order to give an experience of teaching in real life, school students (close to BPG) be invited to participate in micro-teaching practice. The existing micro-teaching rooms in some BPGs are not sufficiently equipped with proper facilities so that they cannot function well. A micro-teaching room and its facilities should be provided in each BPG.

g. Media Room.

103. There are only 5 BPGs which have media rooms. The media room is used to review teaching media to support the teaching and learning process. The media rooms in 5 BPGs cannot function properly because they only have minimum equipment and do not have professional staff to manage their functions. The media room is one of the important rooms to be used by BPG for producing and providing teaching materials, so that its existence should be a priority,

h. Production Room*

104. Close to the media room is the production room. 8 BPGs have production rooms. The production room will be used to produce teaching materials and some teaching aids. Production rooms in Medan, Palembang, Bandung, Semarang, Denpasar, Kupang, Palangkaraya, Banjarmasin, and Ujungpandang still cannot do a lot. They should have new professional staff, especially technical staff who will assist widyaiswara to produce teaching materials and teaching aids.

1. Show Room

105. This room is designed for showing all productions made by widyaiswara and other BPG staffs. So far there are only 5 BPGs that have show rooms, but there is nothing to be shown. No production materials are available. The rooms are empty and used for another purpose. This roOm has actually a close relotionship to media and production rooms. The function of this room depends on the creativity of widyaiswara and other staff number of BPG to produce good quality teaching materials to be show in the show room. They need support and training to be productive.

i. Working RoomlSecretariat for Widyaiswara

106. Only 5 BPGs have special rooms for widyaiswara. The others are expecting to have the same. This room is very important for widyaiswara in order to be able to do hislher duty well. This room can be used by widyaiswara for preparing hislher teaching activities, writing teaching materials, producing teaching aids, writing papers for seminars, planning action research, discussing problems of teaching and learning process, developing new programs and syllabi, etc. This working room should be equipped fully with computers,

The media rwm. the production room, and the show roan should be integrated into the comprehensive Learning Resource Facilities connected to the library.

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desktop publishing, recent references on subject matter, and other facilities for producing materials to be used in the teaching and learning process.

k. Training Room

107. Each BPG should have a different number of rooms for widyaiswaras. BPG Yogyakarta has only one big room for its trainers (widyaiswaras). BPG Banjarmasin has also one room, but a small one; and BPG Palu has one room, while the others, i.e.. BPG Manado has 4 rooms: BPG Ujungpandang 5 rooms; BPG Kendari 7 rooms. But not one BPG provides all rooms needed. Ideally each BPG should have 9 rooms (type C=70 m2) and 2 rooms (type B=90 m2) which could accommodate 20 or 24 trainees. All trainer rooms should be furnished. In BPG Bandung, each room has one TV set, and intercom. Public phone is also provided but installed just close to the office room.

1. Trainees Dormitory

108. Each BPG has its own dormitory rooms for the trainees. One room could accommodate 2/3/4 persons depending on the sue of each room. The width of each dorm is 450 m2 for 8 to 10 rooms, so each dorm could accommodate 30 to 40 persons. If each BPG has 4 to 5 dorms then it could accommodate 120 to 200 trainees. Each set of rooms has its own bathroom (inside), but sometimes there are 4 to 6 rooms with only one bathroom (outside) to be used together. Due to lack of funds, many dormitories are not well maintained. Some BPGs need more dorms in anticipation of the increasing number of trainees in the coming years.

m. Dining Room

109. All BPGs have dining rooms. Since the number of participants is increasing currently, each dining room cannot accommodate them altogether. Oflen dining and serving time is held in two shifts. Each BPG should be able to enlarge its dining room that could serve trainees better.

n. Kitchen

110. The kitchen is built adjacent to the dining room. Kitchens are too small in many BPGs and many of them are not equipped appropriately. Some kitchens have no refrigerators and have no modern/electrical or gas stoves.

0. Washing Rooms (for clothes)

111. Many BPGs provide washing rooms. But BPGs Padang, Lampung, Yogyakarta, and Ujungpandang do not have washing rooms. They should have one that could be operated by using coins or tokens. They should have drying machines for use during rainy seasons.

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p. Worship RoomlMushalla

112. Many BPGs have a worship room, but not in BPG 6engkulu, Dili, and Denpasar. Many worship rooms are not located in strategic places. The size is too small; only approximately 64 m2 which can accommodate 75 to 100 persons. On Friday, the Mushalla is not sufficient for accommodating Moslems for Friday Prayer. So it should be enlarged and fully installed with wooden stage, sound system, toilets (separate for men and women), and other necessary facilities.

q. Security Room

113. Among BPGs, only BPG Ambon, Padang, and Dili do not have security rooms. But some BPGs which have security rooms do not have security men (security units/force). All BPGs should recruit and train security men to maintain the safety of the 8PG and its compound.

r. Storage

114. There are 17 BPGs which have rooms for storage but 10 BPGs do not have them. The existing storage is not used properly. Many used and unused things are just laid down one over another without knowing whether they would be used later on. There is no storage management.

S. Generator Room

115. Although a generator room is important, only 9 BPGs have generator rooms. The 18 @PGs use only distribution of power from Public Power Plant (PLN) . It is estimated that in the near future the frequency of training will increase, and there will be more power needed to operate BPG facilities. Each 6PG should install its own generator set, especially for periods when public electricity is not available, which is quite often in some locations.

t. Service House of BPG Head

116. Last, but not least, ideally there should be a service house for the BPG Head in each BPG compound. This is intended to give opportunities to 13PG Head to serve training tasks as effectively and efficiently as possible, to be on site for all activities, and to coordinate the work for both structural and functional staff.

117. The 20 rooms above depict the minimum rooms which should be in each BPG. If they could be used optimally, they would be able to serve the training tasks held in BPGs efficiently. For greater efficiency, the following rooms could be included:

Teaching and learning resource center

BPG guest house (exists at some BPGs)

. TKPD Secretariat .

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118. All the above 3 rooms must be furnished and equipped appropriately. And in many cases, each BPG also should have one cooperative room' and one room for Dharma Wanita. Moreover, these two rooms are needed to keep and maintain physical and emotional security of public officials and their families.

119. A careful study must be done for each BPG to determine whether there should be new buildings or to just renew, enlarge, remodel, or modify existing ones The same must also be applied for equipment and other facilities.

120. Rooms needed for BPGs are actually the same as for PPPGs. But due to some arrangement for each PPPG, special treatment should be applied for. each PPPG. PPPG Tertulis for example has its own uniqueness, and so with PPPG Bahasa and PPPG IPA. When designing rooms for each PPPG, it is important to look at and pay attention to internal content and function.

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' Small cooperative store far selling essential goods (paper, pencil. loathbrush. etc.)

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