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Indonesia starts school year with caution during pandemic

Asia/ Indonesia/ 14.07.2020/ Fuente: www.thejakartapost.com.

After months of studying from home, students in several parts of the archipelago returned to school on Monday in accordance with the so-called “new normal” protocols in their respective communities.

In the meantime, a number of other regions continued to exercise caution and carried on with their online learning policies as the COVID-19 health crisis has shown no sign of abating anytime soon.

In East Nusa Tenggara, students returned to their classrooms as junior and senior high schools in 13 regencies and cities across the province – including the provincial capital Kupang, East Manggarai regency, Rote Ndao regency, East Flores regency, and Central Sumba regency – were permitted to resume their normal educational activities this week, albeit with a renewed emphasis on physical distancing and personal hygiene.

Despite the high-spirited school reopenings across the province, some parents have conveyed their collective anxiety about their children’s well-being.

Habel Manafe, whose child attends SMA 3 state senior high school in Kupang, called on schools to implement strict health protocols to ensure the safety of students, teachers and other staff members.

“For us, it goes without saying that once schools reopen, they must [enforce] health protocols. This includes implementing physical distancing measures, for instance, by putting some distance between seats in the classroom,” Habel told the press on Monday, adding that students must also be required to wear face masks.

Habel went on to say that having students tested for COVID-19 was crucial as schools adjusted to new norms.

Furthermore, students should also be given practical lessons on health protocols so they can develop new habits to minimize the risks of infection, Habel said.

“Parents shouldn’t simply tell [their children] to wash their hands, but they should also demonstrate how to do it properly,” Habel added.

Similarly, junior and senior high school students in Jambi city, Jambi, were also allowed to return to their classrooms on Monday, kompas.com reported.

Jambi Mayor Syarif Fasha said the decision to reopen schools in the city was partly because hundreds of students in the region lacked access to online learning technology.

He noted that the reopening was met with enthusiasm among students, as evidenced by the 50 percent attendance rate on Monday. He expected the attendance rate to reach 100 percent by the end of the month.

“For the time being, [studying at school] is not mandatory. If a student has [breathing issues], for instance, they will be allowed to study remotely,” Syarif said.

Education and Culture Minister Nadiem Makarim allowed 104 regencies and cities considered to be “green zones” across the country to reopen junior and senior high schools on July 13, which also marked the start of the new school year.

However, elementary school students are still required to study from home until further notice.

Amid Monday’s reopenings, some other regions remained cautious, with students told to continue studying from home because of health and safety concerns.

The Riau Islands administration, for instance, has prohibited schools from reopening as the threat of COVID-19 has yet to subside in the region.

“Based on our field inspection, schools – specifically senior high schools and vocational schools – haven’t reopened. We will [impose sanctions] if they do reopen,” Riau Islands Education Agency character building division head Adimaja told The Jakarta Post, adding that learning activities had mostly taken place online.

He went on to say that a few vocational schools in Batam had been permitted to allow students to resume outdoor activities, while still adhering to strict health protocols.

Akmal, who serves as a principal at Kartini Senior High School in Batam, said schools could be reopened for in-person learning as soon as the region was declared a “green zone”.

“[The reopening] also depends on the parents’ approval,” Akmal said.

In Medan, North Sumatra, however, students flocked to schools despite the local administration’s restrictions. Based on the Post’s observations, many students were not wearing face masks.

“On the first day of school, we sang together and wrote down our personal information. We had fun,” said Dori, a seventh grader at SMP 4 state junior high school in Medan.

North Sumatra Education Agency secretary Alpian Hutahuruk expressed dismay over the unsanctioned reopenings, saying it endangered students.

“This could put students in peril. We have prohibited [schools from reopening]. No school in North Sumatra may reopen when the COVID-19 [transmission rate] is still high,” said Alpian, adding that the administration would reach out to schools that were found to have violated the regulation.

Separately, national COVID-19 task force chief Doni Monardo said the government had considered allowing schools in “yellow zones” to reopen because of high public demand.

“We are reviewing several public requests to allow [students] in yellow zones to go back to school,” Doni said after a meeting with President Joko “Jokowi” Widodo on Monday.

As of Monday, Indonesia had recorded 76,981 confirmed COVID-19 cases and 3,656 deaths linked to the disease. (rfa)

Fuente de la noticia: https://www.thejakartapost.com/news/2020/07/13/indonesia-starts-school-year-with-caution-during-pandemic.html

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Indonesia: Universitarios instan a reducir la matrícula durante la política de «estudiar en casa»

Asia/Indonesia/Jakartapost

Las universidades privadas, los docentes y los estudiantes están instando al gobierno a intensificar sus políticas educativas, criticando que su última asistencia financiera es inadecuada para abordar las preocupaciones del sector educativo durante la pandemia.

Esto sigue al anuncio del lunes del ministro de Educación y Cultura, Nadiem Makarim, sobre una serie de medidas tomadas para ayudar al sector educativo, que incluyen la reducción de las tasas de matrícula universitaria y los requisitos de asistencia operativa escolar (BOS).

«Hemos escuchado no solo de la Comisión X sino también de miembros del público que muchas escuelas y universidades, especialmente las privadas, han sido duramente golpeadas durante la pandemia de COVID-19», dijo Nadiem durante una audiencia con la Comisión X de la Cámara de Representantes, que supervisa la educación.

«Así que la semana pasada, respondimos a estas quejas implementando varias políticas, así como ayuda tangible y real», agregó.

Una nueva política, por ejemplo, permite a los estudiantes de universidades estatales solicitar un pago retrasado de la matrícula, una reducción en las tarifas o un plan de cuotas, dependiendo de su situación financiera. El ministerio alienta a las universidades privadas a hacer lo mismo.

También estipula que los estudiantes que están de licencia o que no toman créditos del curso ya no necesitan pagar las tasas de matrícula, mientras que los que están en sus últimos semestres solo pagarán hasta la mitad de sus tasas de matrícula.

La Asociación Nacional de Órganos Ejecutivos de Estudiantes Universitarios (BEM-SI) sostiene que el gobierno debería haber reducido las tasas de matrícula en todos los ámbitos sin la necesidad de que los estudiantes lo soliciten, diciendo que las tasas de matrícula completas fueron injustamente cobradas por los estudiantes que tenían sus cursos impartidos en línea durante La pandemia.

Los ajustes de la matrícula que se ofrecen ahora ya existían antes de la pandemia, pero generalmente requerirían que los estudiantes pasen por largos procesos administrativos y, a menudo, se rechacen sus solicitudes, dijo.

«La falta de una política para reducir las tasas de matrícula podría reducir la tasa de participación en la educación superior», dijo Lugas Presma de BEM-SI.

«Y hay dos posibilidades: podría aumentar el número de estudiantes que abandonan o se van o puede disuadir a los nuevos estudiantes potenciales de inscribirse debido a las altas tarifas».

El presidente de la Asociación de Universidades Privadas (APTISI), Budi Djatmiko, dijo que el hecho de no amortiguar el impacto de COVID-19 en los estudiantes universitarios podría provocar un aumento en la deserción escolar, lo que podría causar «una generación perdida» como resultado de una educación en peligro.

«Y ese sería el mayor pecado del gobierno», dijo.

Elogió la nueva política del ministerio para asignar Rp 1 billón (US $ 70,6 millones) para ayudar a 410,000 estudiantes universitarios, principalmente en universidades privadas, a pagar sus matrículas.

Sin embargo, el gobierno todavía solo asignó una pequeña porción de su presupuesto total a universidades privadas, dijo. El presupuesto estatal solo destinó el 7 por ciento del presupuesto universitario total para universidades privadas, y el 93 por ciento restante se destinó a universidades estatales, según sus cálculos. Además, solo la mitad del presupuesto general de educación se destina a necesidades educativas.

“Las universidades privadas también son parte de Indonesia. Entonces, ¿por qué están siendo tratados de manera diferente? Dijo, y agregó que el apoyo del gobierno a las universidades privadas era crucial para mejorar el acceso general a la educación superior.

Según Budi, alrededor del 88 por ciento de todas las universidades son universidades privadas de pequeño tamaño con menos de 10,000 estudiantes, mientras que el resto son universidades estatales y grandes universidades privadas.

Mientras tanto, la directora de la Asociación de Maestros de Indonesia (PGRI), Unifah Rosyidi, elogió la decisión del gobierno de incluir a las escuelas privadas en sus políticas COVID-19 y modificar los requisitos para que los beneficiarios de las subvenciones alivien la carga de las escuelas primarias y secundarias afectadas por la pandemia.

Antes de la pandemia, los fondos de BOS Afirmasi solo se daban a las escuelas estatales en las regiones subdesarrolladas y remotas, mientras que los fondos de BOS Kinerja se daban a las escuelas estatales de alto rendimiento.

Bajo el nuevo esquema, el gobierno otorga Rp 60 millones por año a más de 56,000 escuelas estatales y privadas en las regiones más afectadas por COVID-19.

Las subvenciones se pueden usar para pagar a maestros con honorarios, financiar necesidades de aprendizaje en el hogar como créditos telefónicos y planes de Internet, comprar artículos sanitarios COVID-19 como jabón y desinfectante o pagar salarios de otros trabajadores escolares.

Pero Unifah dijo que encontró que los bienes adquiridos utilizando fondos BOS a través del sistema electrónico del ministerio llamado SIPLah eran más caros que el precio real y que las escuelas solo podían comprarlos en tiendas designadas.

Por lo general, los fondos también deben pasar por varias instituciones regionales antes de que puedan ser utilizados por las escuelas, según las regulaciones de gestión financiera de cada región.

Aconsejó a los formuladores de políticas que revisaran cómo se delegaba la autoridad para distribuir fondos BOS entre los gobiernos central y regional, a fin de reducir los procedimientos burocráticos y, sin embargo, mantener la responsabilidad.

Fuente: https://www.thejakartapost.com/news/2020/06/04/university-bems-urge-nadiem-to-cut-tuition-during-covid-19-study-at-home-policy.html

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Indonesia: Addressing the new normal for schools in rural areas

Asia/ Indonesia/ 16.06.2020/ By: Sylvia Beiwinkler/  Source: www.thejakartapost.com.

Around 45 million students in Indonesia have been out of class for as long as three months due to COVID-19 fears. As a result, the education sector has changed dramatically with the rise of online learning, which requires students and teachers to continue their learning and teaching process remotely and on a digital platform.

The adoption of online learning is relatively manageable for students in urban areas as their access to connectivity is far better than in rural areas. Rural areas, especially in eastern Indonesia, lag behind when it comes to accessing quality education as facilities and resources are mostly limited. From uneven teacher distribution and shortage of school facilities — which makes the distance to school too far for many students — to inadequate learning space.

The role of education in rural communities is a crucial step to eradicate poverty. Happy Hearts Indonesia (Yayasan Hati Gembira Indonesia), a nonprofit organization dedicated to rebuilding schools in underprivileged areas and in areas affected by natural disasters, foresees that the first step to improving students’ education is to make sure they go to school in the first place, so they can have an equal opportunity to study.

Providing safe and healthy school buildings have a profound impact on improved learning outcomes both academically and interpersonally. Providing school facilities is also beneficial for parents and community members as it strengthens rural livelihoods, so adults can focus on rebuilding their lives and returning to work while their children are attending school.

The return to productivity allows a community to begin generating income more efficiently. To date, Happy Hearts Indonesia has rebuilt over 190 schools around Indonesia, benefitting more than 60,000 children and 300,000 community members.

With the current situation that forced schools to close and children to stay indoors, educational inequality is more visible than ever before. Despite the Education and Culture Ministry’s effort in cooperating technology-based online learning platforms to enabling students to continue their education, their effort is unavailing in rural areas, as many households are still unelectrified and preparedness for digital learning is rather poor.

According to the Energy and Mineral Resources Ministry, over 1.1 million households in Indonesia did not have access to electricity in 2019, with East Nusa Tenggara province at the lowest electrification rate of 73 percent.

As what Bauhaus School founder Walter Gropius once said, “limitation makes the creative mind inventive”, and with compassionate hearts, teachers from the schools that Happy Hearts Indonesia has rebuilt took the initiative on how they addressed the distance-learning barrier amid the pandemic.

Sister Macrina, a kindergarten teacher in Ligouri in Southwest Sumba, visited her students’ houses twice a week to keep them engaged and learning. By doing so, Sister Macrina’s initiative can help prevent chronic absenteeism, which is associated with a permanent school dropout.

As a librarian, Ibu Novi is also keeping students at Masehi Elementary School (SDM) Rua and preschool Kamaru Kaba in Sumba enthusiastic by dropping off learning books at their homes from the community library.

In Flores, Catholic Elementary School (SDK) Roe’s head of school teaches in her house with less than five students a day, and when most students are too eager to study, she reopens the school with a social-distancing classroom setup and limits the sharing of materials within teachers.

Access to sanitation and clean water is also ensured in the school that we have rebuilt. Teachers are also trained on how to do proper hand-washing and now it has become a strict routine that teachers and schoolchildren have to practice to promote healthy standards amid COVID-19.

The adoption of this sincere initiative is indeed inspiring, but if this continues too long, this can only magnify inequities for students in rural areas as the school week is shortened. There is a lack of readiness to adopt remote learning and inadequate relevant tools to carry out remote teaching. Online learning cannot replace the dynamic of a classroom.

School itself is the equalizer to ensure children have equal opportunities to succeed in life. Even though we do not know when this pandemic will end and things get back to normal, the Education and Culture Ministry needs to find ways to promote remote learning without widening the gap of educational inequality.

Source of the news: https://www.thejakartapost.com/academia/2020/06/13/addressing-the-new-normal-for-schools-in-rural-areas.html

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Enseñanza «puerta a puerta» en Indonesia tras el cierre de las escuelas por covid-19

Redacción: RFI

Henrikus Suroto, un profesor de Indonesia, no se resigna a que la pandemia deje sin educación a sus alumnos, por lo que cada semana se desplaza en moto hasta Kenalan, un recóndito pueblo de la isla de Java.

El docente recorre los sinuosos caminos de montaña para dar clase a los hijos de los campesinos, que viven en zonas sin conexión a internet en las que los cursos en línea no dejan de ser una quimera.

«Nadie me obliga, pero hay algo en mí que me dice que debo hacerlo», explica a la AFP el hombre, de 57 años.

Suroto afirma sentirse «un poco culpable» por desobedecer las órdenes oficiales, que prohíben las clases presenciales y recomiendan los cursos virtuales. «Pero la realidad es que eso no es fácil aquí», señala.

«La única solución es estar al lado de los alumnos y llevar a cabo una enseñanza puerta a puerta», sostiene.

Él no es el único profesor indonesio en echarse a la carretera. Otros muchos otros lo hacen, enfrentándose al virus, las tormentas y los caminos enfangados para poder ofrecer una educación a domicilio por todo el archipiélago del sudeste asiático.

Un tercio de los cerca de 260 millones de indonesios no tienen acceso a internet y todavía hay algunos pueblos que no tienen electricidad.

En total, unos 70 millones de niños y jóvenes se han visto obligados a quedarse en casa desde que se cerraron las escuelas y los centros de enseñanza superior, en marzo, para atajar la propagación del coronavirus.

– Superar los miedos –

Avan Fathurrahman, un maestro de primaria, visita hasta a 11 alumnos al día en la isla de Madura, al este de Java. Da cuenta de su experiencia en Facebook, en unas publicaciones muy compartidas por los internautas.

Reconoce que a veces teme caer enfermo. «Pero la llamada de la enseñanza es más fuerte», apunta. «No podría quedarme en casa sabiendo que mis alumnos no pueden estudiar correctamente».

De momento, las autoridades no anunciaron cuándo se reabrirán las escuelas, pero los epidemiólogos advierten que el país todavía no alcanzó el pico de la epidemia.

Oficialmente, en Indonesia se registraron más de 35.000 casos y 2.000 muertes por covid-19, unas cifras inferiores a las reales, según los científicos.

El gobierno ha puesto en marcha programas educativos en la televisión pública y, en algunas regiones, en la radio.

El ministro de Educación, Nadiem Makarim, admitió que la enseñanza a distancia supone un desafío y no ocultó su sorpresa al ver cuántos habitantes del país no tienen acceso a internet.

«Debemos apoyarnos en los profesores que se movilizan para dar clases a domicilio», dijo el mes pasado.

«Desde el punto de vista de las infraestructuras, Indonesia no está realmente preparada para la educación a distancia», comentó por su parte Christina Kristiyani, experta en Educación en la Universidad Sanata Dharma.

«Aunque fuera posible estudiar por videoconferencia, esto sería demasiado caro en las zonas rurales», agregó.

Además, muchas familias tratan de salir adelante con empleos mal remunerados que tienen que conciliar con el cuidado de los hijos.

«Todo lo que puedo hacer es decirle a los niños que estudien, no puedo ayudarles como un profesor puede hacerlo», explica Orlin Giri, madre de familia de las Islas de la Sonda, una de las regiones más empobrecidas del país. «No tenemos suficiente dinero para una conexión a internet».

Una situación muy generalizada, según Fina, profesora en la isla de Borneo. «Muchos padres solo estudiaron hasta primaria o secundaria, y algunos ni siquiera fueron a la escuela», explica.

Los niños, por su parte, tienen muchas ganas de que reabran los centros.

«Me aburro en casa. Extraño la escuela, a mis amigos y mis profesores», comenta Gratia Ratna Febriani, una estudiante de Kenalan.

Fuente: http://www.rfi.fr/es/20200612-ensenanza-puerta-puerta-en-indonesia-tras-el-cierre-de-las-escuelas-por-covid-19

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Education 4.0: Is Indonesia ready?

Education 4.0: Is Indonesia ready?

In the endeavour to build the future of any nation, higher education contributes significantly by providing “global competitive talent”. The skilled workforce coupled with innovative technology and advanced infrastructures are key drivers for any country’s sustainable growth. In that context, if we inspect both India and Indonesia – two of the most populous economies – it’s evident that they are facing some of the biggest global challenges: the rapid ascension of artificial intelligence (AI), machine learning (ML), automated learning (AL) and the Fourth Industrial Revolution. Both nations are struggling to equip their respective workforces with advanced skills, attitude and knowledge essential to stay relevant in today’s education 4.0 era.

These two countries share similar peculiarities – a vibrant and energetic youth – and are faced with the same question: “How to equip their higher education system for challenges associated with ever-evolving global technological advancements, and transform their institutions into ‘world class’ universities?”

Nevertheless, the scenario for India is marginally better as the sub-continent has supplied “some” of the world’s best talents in the past. For instance, CEOs at a few global companies like Adobe, PepsiCo, Google, and Microsoft are all Indians, and the landscape has expanded over the last decade. A recent Deloitte report has shown that the number of universities in India has slowly grown from 436 in 2009–2010 to 903 in 2017–2018. The number of colleges rose from 29,000 to 39,000 in 2010. In addition, with record-breaking student enrolments (35.7 million students) India stands as the third-largest in the world, next to China and the United States (US), but despite that, the country still lags behind the standards of the world’s best universities.

While for Indonesia the agony is more severe as, in the past, it has supplied high volume but low-quality human capital. Surprisingly, according to research conducted by the Global Business Guide (GBG), Indonesia has 4,498 universities providing 25,548 majors, which is nearly double that of China, (2,825 universities); with a population that is less than one fifth of the latter. The country, in reality, is facing a 50 percent shortage of skilled workers according to data from the World Bank.

Quality versus quantity 

Merely having a massive number of universities and a record-breaking number of student enrolments does not guarantee quality. Rather, a robust and updated academic curriculum decked up with technological advancements, industry-academia collaboration, enough research funding, and quality global research, is required to transform a country’s education institutions into world class universities.

Since, in these economies, most of the universities or institutions are, mostly, privately owned, the quality of education imparted is mostly substandard resulting in “ill-equipped” graduates which encumber the global competitiveness of these countries. Merely three national universities in Indonesia managed to penetrate the world’s top 500 universities listing while India has 16. Though the latter ranked higher than Indonesia, globally, both are still far behind China and Japan with 39 universities, or South Korea and Taiwan with 24 universities.

Fearing this alarming situation, the education ministries of both nations have issued several decrees. The Ministry of Research, Technology and Higher Education in Indonesia has allowed for the appointment of foreign permanent lecturers in their public and state-owned universities and are inviting foreign universities to collaborate with local universities to boost academic achievements.

According to Universitas Sangga Buana YPKP in Kota Bandung in West Java, the Indonesian government has given its permission for 200 foreign lecturer appointments to speed up the growth of the country. On the same note, India’s former Minister of Finance and Corporate Affairs, the late Arun Jaitley made the Higher Education Financing Agency (HEFA), a non-profit organisation accountable for ameliorating the infrastructure of the country’s premier universities and establishing “20 world-class universities”.

Global Education Ranking 2019

Research

Research quality and quantity issues have been an ongoing debate for ages around the globe. The plethora of research literature available globally in the realms of science and business is imposing tremendous pressure on the peer review system. Every year, around two million scientific papers, as per an estimate, are published by 30,000 journals globally, mostly from countries like the United States (US), United Kingdom (UK), Germany, and China.

On a positive note, according to the SCImago journal and country ranking, research publications are gradually increasing for both, India and Indonesia with approximately 1,670,099 papers for India and 110,610 for Indonesia. While India is clearly ahead with a global ranking of nine, it still has far to go to move up in the academic world. Both countries should invest in bolstering the number of quality research publications and develop skilled, productive and flexible labour forces such as those found in the US, UK, China, and South Korea.

Faculty

Another critical determinant for a world-class university is having acclaimed and meritorious faculty pools who are excellent in the classroom. However, sadly, both countries lack in this regard too.

According to a report by global technology specialists, GBG, most lecturers (approximately 155,591) working in Indonesia only hold a Master’s level degree. In a few cases (34,393) even Bachelor’s degree holders are permitted to teach.

According to the National Education Policy Draft Report, the quality and standard of education imparted in India is largely below the mark. The faculties are underpaid and the majority work on an ad hoc basis which eventually forces them to seek other career options which offer more appealing salary packages coupled with higher career growth prospects. In fact, it is speculated that India will soon experience around 30 to 40 percent paucity of eligible lecturers.

Funding

Sufficient funding is another key ingredient for producing independent, high-quality research and in that respect, during the last couple of years, the Indian government has remained stagnant and even moved backwards as a funder for both, public and private universities. In Indonesia, funding is gradually increasing. In 2017-2018, Indonesia’s research expenditure was 0.24 percent of its gross domestic product (GDP) whereas India’s expenditure on research stood at 0.62 percent versus China’s 2.06 percent, Singapore’s 2.36 percent and Malaysia’s 0.63 percent. Public funding, somehow, for education has remained inadequate for both countries compared to other developing nations such as Brazil and South Africa.

Higher education in both nations desperately need a revolutionary change where “industry oriented and focused teaching” is desirable. Though India stands ahead when compared to Indonesia, it is still far behind in the global ranking. The governments of both emerging economies should initiate and design innovative solutions to stand against the global forces of change. Perhaps developing an “eco-system” among all the constituents of higher education – educational institutions, students, alumni, regulatory bodies and accreditation agencies, employers, and governments – can speed up their growth and aid them in remaining relevant in the era of Education 4.0.

Fuente de la Información: https://theaseanpost.com/article/education-40-indonesia-ready

 

 

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Indonesia Education Lags Behind Region

Indonesia Education Lags Behind Region

JAKARTA, INDONEISA – Indonesian students are among the lowest performers in Southeast Asia, according to a recent report, The Program for International Student Assessment (PISA),  released  this month by the Organization for Economic Cooperation and Development (OECD). Indonesian 15-year-olds ranked in the bottom ten across 79 surveyed countries in all three subjects under consideration:   math, reading, and science. The results point to education quality issues  in the region’s most populous country.

“It’s a wake-up call for all of us in the education sector,” said Totok Amin Soefijanto, a policy expert at Paramadina University in Jakarta.

Imperfect incentives

Indonesia’s so-called demographic dividend, meaning its proportionally large youth population in a country of over 260 million, holds considerable potential for economic growth, but it is diminished by its low educational achievement to date.

Poorly qualified teachers are a major problem. Sixty-five percent of students surveyed by PISA said their teachers rarely provided direct feedback to them. One in five teachers are regularly absent, according to the World Bank in 2017. The government has run teacher competency tests and in 2015, the average score for the nearly three million teachers who took it was 53 percent, according to an analysis by University of Melbourne professor Andrew Rosser.

“We have not repeated the competency assessment since 2015, which I think was another one of our mistakes, because if we don’t measure this, we don’t know where their skills are decreasing,” said Soefijanto.

Indonesian teachers also face chronically low salaries and are often appointed on the basis of cronyism or favor-trading, according to Rosser, which further decreases their competency.

Map of Indonesia

Decentralization has been another challenge for improving education. Under the authoritarian regime of military general Suharto from 1965 to 1998, the school system was highly centralized. But after the regime ceded to a full democracy, Jakarta slowly yielded control of  educational policy to regional governments. Given Indonesia’s geographic reach of over 15,000 islands, this spread has made it difficult to enforce things like standard curricula or teacher qualifications.

“We also have challenges when it comes to geographic inequities, as we have a lot of remote areas in the country,” said Jakarta-based social worker and activist Ryan Febrianto. “It’s a big country that has a lot of administrative areas, languages, and cultures, so what’s important is to develop policies that can accommodate that.”

Some recent advances

The OECD report itself notes that last year’s country results “must be seen in the context of the vast strides that Indonesia has made in increasing enrolment.” From 2001 to 2018, the PISA sample coverage leaped from 46 percent to 85 percent of 15-year-old students.

According to the report’s authors, when accounting for the weakness of new entrants into a school system, the fact that Indonesia’s results have been relatively stable over this period actually indicates that “Indonesia has been able to raise the quality of its education system.”

Indonesia’s high-profile education minister, Nadiem Makarim, former CEO of the influential ride-hailing startup Go-Jek, told Indonesian newspaper Kompas that the PISA results “should not be packaged as good news” and called for a “paradigm shift” in educational standards. He announced this week that the country’s National Examination would be revamped as a Minimum Competency Assessment that tests students on math and literacy skills.

Weak core subjects

Math was a particularly sore subject for Indonesian students, with only one percent of them performing at the highest levels, compared to 44 percent in mainland China and 37 percent in Singapore, according to the reportThe World Bank has also claimed that 55 percent of Indonesians who complete school are functionally illiterate.

A teacher explains verses of the Quran imprinted on metal plates at a recital class during the holy fasting month of Ramadan at…

In recent years, some resources have been redirected from core subjects to religious studies.   Almost two-thirds of the country’s secondary schools are private and the majority (about 90%) of them are Islamic in nature. Students at religious boarding schools typically score lower than students at nonreligious schools on exams, according to one 2017 study.

It is worth noting that Indonesia may not lack absolute resources to fund education, but rather that its allocation deserves further review. The country spent about 3.6 percent of its GDP on education in 2015, somewhat lower than regional neighbors like Malaysia and Vietnam, but in accordance with a constitutional mandate to spend 20 percent of its national budget on education.

“In recent years, I think the government has been focusing on maintaining and improving enrollment levels as well as improving school facilities… but we [still] have issues in terms of quality improvement,” said Febrianto.

There is much low-hanging fruit for Indonesia’s education budget in coming years, from incentivizing absentee teachers to fine-tuning its domestic national examinations. In the meantime, there is one area in which Indonesian students already score undeniably high: 91 percent of them reported “sometimes or always feeling happy,” a full six points higher than the global average.

Fuente de la Información: https://www.voanews.com/east-asia-pacific/indonesia-education-lags-behind-region

 

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Indonesia’s teachers need a smarter education system

Asia/ Indonesia/ 28.10.2019/ Fuente: www.eastasiaforum.org.

Indonesia’s education system is paralysed by its macro-policy coordination.

Take teacher management, for example — Indonesia’s public school teachers are civil servants first and teaching professionals second. This curious employment arrangement means that they must prioritise loyaltyto the central government before students

Law No. 23/2014 on Local Government stipulates that the recruitment, payment, training, deployment and promotion of teachers across district and provincial boundaries fall under the central government’s jurisdiction, while local governments are only tasked with deploying teachers within their administrative boundaries.

But despite the central government’s more muscular administrative powers, it is not clear which ministry is in charge of managing Indonesia’s public school teachers. Under the current system, the Ministry of Education and Culture (MoEC) is responsible for non-religious education-related matters, while regulating state teachers in madrasa institutions falls under the jurisdiction of the Ministry of Religious Affairs (MoRA). But there has been a recent push to place public school teachers under the management of the Ministry of Administrative and Bureaucratic Reform (MoABR) — the ministry responsible for recruiting Indonesia’s civil servants.

The reason behind this push is that teachers’ qualifications need re-certification — the financing of teachers’ salaries is separate to the financing for curriculum development or administrative management. But this push is insensitive to Indonesia’s administrative peculiarities.

Indonesia’s public school teachers are divided into tenured and honorary positions, and honorary teachers account for a third of Indonesia’s 3.3 million educators. Tenured teachers’ salaries and retirement packages are paid out of the national budget. But pay for honorary teachers falls in a budgetary no-man’s-land. Some districts and provinces pay honorary teachers out of local budgets; in others, schools pay for honorary teachers out of their own pocket. Overall, honorary teachers’ take-home pay is lower than the stipulated regional minimum wage and is paid irregularly.

How can we ensure equality in teaching standards if there is no clear line of responsibility for managing Indonesia’s educators?

Prioritising a higher quality of education is crucial. The MoEC is mostly concerned with equalising opportunities and resources between every province and district rather than cultivating a generation of quality educators or amending its curriculum to be on par with global standards. As a result, education policy usually concentrates on ways to equalise opportunities in varying local contexts. The latest example is the nationwide shift in school admissions for public secondary schools from competitive exams to geographic zoning which was first implemented in 2017.

Indonesia’s public schools are stratified based on academic performance — better test scores attract more students with stronger academic aptitude, as well as bigger budgets. This competitive-entry system entrenches ‘favourite schools’ known for supposedly producing smarter graduates. Parents compete to send their children to such schools, as this can open pathways for further scholarships and opportunities.

The zoning policy was introduced with the explicit aim to desegregate public schools and to give studentsequal opportunity for quality education. But its execution was deeply flawed.

The MoEC air-dropped the zoning policy on local governments without any detailed guidance on how to implement it. Chaos ensued — teachers complained that they had to quickly change their teaching style to accommodate a more academically diverse cohort, parents were furious that their children were no longer eligible for favourite schools and students were shocked by the diversity of their peers.

The MoEC simply ignored these concerns and insisted on local government compliance — lest local officials be demoted or exiled. While local governments have the ability to determine their own goals and set local agendas, they are still tied to the MoEC when it comes to education systems overhaul.

Still, some areas successfully adapted the zoning policy. In Yogyakarta, for example, this was achieved by breaking admissions into tranches based on zoning, academic performance and special circumstances. But Yogyakarta is a rare case because its community places particularly high social value on education.

Add to the mix a more educated community, competent policymakers and a public willing to experiment for better education policy implementation, and there was strong local support for Yogyakarta’s municipal government to adapt the zoning policy to suit its needs. Few local governments have the will or the capacity to take such initiative.

Indonesia’s education policy will not be rectified simply by paring back central government control over local jurisdictions. But relying solely on central government intervention could undermine current good practice, because no two provinces, districts or cities are alike. Instead, the centre must build human capital in the provinces and give them sufficient resources to carry out their local agendas.

The MoEC must begin by improving its teacher recruitment and deployment system. Indonesia is still lacking teachers. Teachers are not deployed evenly across the country. But focusing on quantity alone risks creating an oversupply of under-managed teachers.

The MoEC should also look at overhauling its teaching quality assurance system to make sure teachers are well-qualified for their position and are provided with sufficient support for continuous professional development. Current programs that monitor teaching quality often miss the mark because their training curriculum tends to contradict monitoring requirements. This leads to policy implementation confusion at best, and at worst, millions of undereducated Indonesians.

The way forward is to learn from local governments’ experiences and tease out elements of success. Asuccessful decentralisation requires leadership from the smallest levels of the government up — not the other way around.

Source of the notice: https://www.eastasiaforum.org/2019/10/18/indonesias-teachers-need-a-smarter-education-system/

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