The Struggle to Recruit Good Teachers in Indonesia: Institutional and Social Dysfunctions

Huang, Aris R.; Revina, Shintia; Fillaili, Rizki; Akhmadi, Akhmadi

doi:10.35489/bsg-rise-wp_2020/041

Cited by 17 publications

(19 citation statements)

References 34 publications

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“…While the policy on paper looks promising, teacher recruitment is considered one of the root problems in Indonesia's education system (Chang et al, 2014). According to findings from recent empirical studies by the RISE organization, there are three major factors behind the struggle for good teacher recruitment, namely, institutional design, political economy aspects, and social dynamic (Huang & Revina 2020).…”

Section: Lesson Learned From Global Practicesmentioning

confidence: 99%

Innovation on Education and Social Sciences

Maureen¹,

Imah²,

Savira³

et al. 2022

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Concrete structure is a compulsory course in Civil Engineering. The problem that occurs is that students do not understand the basics of structural analysis. A media that connects fundamental structural analysis with concrete structures have not yet been developed. The purpose of this research is to develop interactive IT-based learning media in this subject. This research is development research. The data collection was conducted with testing and questionnaires that were then analyzed by using quantitative descriptive techniques. The results of this study are as follows:(1) the results of student responses get an average score of 45.1 and are in the very good category;(2) the student learning outcomes test has an average value of 74.84; (3) the concrete structure of learning media that needs to be improved is the appearance of the color composition to make it more attractive. CONCLUSIONS ConclusionsBased on the results of research and discussion, it can be concluded as follows.-The results of student responses to the concrete structure learning media got a total score of 1489, with an average of 45.1, which falls in the very good category. -Student learning outcomes test after the application of concrete structure learning media had an average score of 74.84, a minimum score of 60, and a maximum value of 90. -In terms of feasibility, the concrete structure learning media is feasible to use, and what needs to be improved is the appearance of the color composition to make it more attractive. SuggestionsBased on the conclusions above, several things can be suggested, as follows:-Students like learning with interesting media, so they feel happy in learning, for that each subject needs to be have interesting media and make it easier for students to learn. -The institution should provide training in making media, to improve the quality of learning media for each lecturer. -Students should make good use of the advances in technology and media that have been provided with positive things, such as accessing learning materials on the web, e-learning, journals, and e-books, and so on. -Future research should be conducted with more in-depth research on concrete structure learning media in other ranges of material and with a more attractive appearance. REFERENCES

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Section: Lesson Learned From Global Practicesmentioning

confidence: 99%

Innovation on Education and Social Sciences

Maureen¹,

Imah²,

Savira³

et al. 2022

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“…Non-civil-servant and non-registered teachers, most of whom are school-contracted teachers, do not receive this allowance, even if they serve in remote schools. For more on the different employment statuses in Indonesia (for example, registered civil servants vs. contract teachers), see Huang et al (2020).…”

Section: Kiat Guru Treatment Groups and Outcomesmentioning

confidence: 99%

The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia

Hwa¹,

Lumbanraja²,

Riyanto³

et al. 2022

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Incoherence in accountability relationships can hamper the quality of education. Such incoherence can be a particular challenge in resource-constrained, remote villages where teachers tend to have higher educational capital and social status than the parents and communities that they serve. We analyze quantitative and qualitative data from a randomized controlled trial of a social accountability mechanism (SAM) for schools in remote Indonesian villages. The intervention had three treatment arms, all of which included the SAM, which engaged village-level stakeholders in a consensus-building process that led to joint service agreements for supporting the learning process. Prior analyses have found that all three treatment arms significantly improved student learning, but the treatment arm combining the SAM with performance pay based on camera-monitored teacher attendance led to much larger gains than the SAM-only treatment or the treatment arm combining the SAM with teacher performance pay based on a community-evaluated scorecard. Drawing on a range of quantitative data sources across all treatment schools (process monitoring, survey, and service agreement indicators) and qualitative data from nine case study schools (interviews and focus group discussions), we show firstly that the student learning gains across all three treatment arms were accompanied by increases in the coherence of the accountability relationships between village-level stakeholders, and in the degree to which these relationships were oriented toward the purpose of cultivating learning. We further show that the treatment combining SAM with camera-monitored teacher performance pay led to greater improvements in the coherence of accountability relationships than the other treatment arms, because the cameras improved both the technical capacity and the social legitimacy of community members to hold teachers accountable. This coherence-focused, relational explanation for the relative effectiveness of the treatment arms has more explanatory power than alternative explanations that focus narrowly on information quality or incentive structure. Our analysis reinforces arguments for ensuring that accountability structures are coherent with the local context, including local social structures and power dynamics.

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“…The 5Cs are also fully dynamic 3 in that they look beyond isolated points in the career cycle (e.g., starting salaries or annual bonus schemes) and aggregate measures (e.g., whether teachers are overpaid or underpaid), and instead consider the interplay of hedonics across all phases of the teacher career cycle. For example, some jobseekers in Indonesia are willing to accept unstable, poorly paid positions as contract teachers in the hope of eventually gaining secure, well-compensated tenure as civil service teachers (Huang et al, 2020;Alifia, Pramana, & Revina, forthcoming). Beyond the individual teacher, a fully hedonic, fully dynamic approach must also take into account the heterogeneity of motivational levels and hedonic preferences across the full pool of teachers, as well as the fact that policies and perceptions of prior cohorts can affect subsequent cohorts of teachers.…”

Section: Status Quo the 5csmentioning

confidence: 99%

Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs)

Hwa¹,

Pritchett²

2021

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How can education authorities and organisations develop empowered, highly respected, strongly performance-normed, contextually embedded teaching professionals who cultivate student learning? This challenge is particularly acute in many low- and middle-income education systems that have successfully expanded school enrolment but struggle to help children master even the basics of reading, writing, and arithmetic. In this primer, we synthesise research from a wide range of academic disciplines and country contexts, and we propose a set of principles for guiding the journey toward an empowered, effective teaching profession. We call these principles the 5Cs: choose and curate toward commitment to capable and committed teachers. These principles are rooted in the fact that teachers and their career structures are embedded in multi-level, multi-component systems that interact in complex ways. We also outline five premises for practice, each highlighting an area in which education authorities and organisations can change the typical status quo approach in order to apply the 5Cs and realise the vision of empowered teaching profession.

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The Struggle to Recruit Good Teachers in Indonesia: Institutional and Social Dysfunctions

Cited by 17 publications

References 34 publications

Innovation on Education and Social Sciences

Innovation on Education and Social Sciences

The Role of Coherence in Strengthening CommunityAccountability for Remote Schools in Indonesia

Teacher Careers in Education Systems That Are Coherent for Learning: Choose and Curate Toward Commitment to Capable and Committed Teachers (5Cs)

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