The Government Efforts to Improve The Quality and Role of Teachers
Law No. 22 of 1999 on local
government and the PP 25 of 2000 on the authority of the government and the provincial authority as autonomous regions, Law No.25 of 2000 on Propenas, and Kepmemdiknas No. 122/U/2001 on the Strategic Plan for Development of Education, Youth, and sport in 2000-2004, as well as the Education Law of 2003 provides a strong legal basis for the implementation of quality improvement of teachers and as an educational innovation to achieve a better quality of education personnel both in improving the quality of education. Improving the quality
of education can not be removed by improving the quality of educators and power of
education.
Law
Teachers and
Lecturers (UUGD) has been established
and has become
a policy to
realize that
professional teachers and
establishes qualification and
certification as an important part
in determining the quality and
interest of teachers.
Earnest efforts
need to be undertaken to achieve
a professional teacher, prosperous and competent.
This is a
necessary condition for
creating the system
and practice
of quality education as a prerequisite
for realizing
the prosperity and progress of the nation
of Indonesia.
According to Rohiyatussakinah (20013), efforts to develop educators and education personnel will be as good as implement several programs, namely: (1) Improvement of Teacher Salary and welfare (2) qualification standards (3) Standards of competence and improvement efforts (4) System certification
for educators (5) standard coaching career (6) Preparation of prospective teachers and are aligned with
the standards of competence, and more emphasis on the practice and the theory strong (7) Education Training (Diklat) (8) Empowerment professional
development organizations such
as the KKG, MGMP, MKKS, and MKPS, which need to be empowered.
1)
Improvement of
Teacher’s Salary and Welfare
Mohammad Surya,
the Chairman of the Board of
PGRI, insisted
that all success
of
education reform agenda is ultimately
determined by teachers.
Rights as a
private teacher,
the teaching profession stakeholders, community
members
and citizens
which have been
neglected, should be a priority
in the reform.
The main rights
of educators should get the
attention of government
policy is
the right to earn income and
well-being with a decent
wage, not a minimum
wage. The policy
of “minimum
wage” may have led to
employee mentality porters, not employed by the
pursuit of achievement. That is why;
it is the first
step to improve
the quality of teachers and
is providing
the welfare of teachers with
a decent salary for life
2)
Qualification
standards
National Education Minister Regulation No. 16
of 2007 discusses
the
standard of qualifications and competence
of teachers which states
that all
teachers are required to meet the standards of academic
quality and
competence of teachers who apply nationally,
also that
teachers who do not
meet the qualification
of
diploma four
(D-IV) or scholar
will be governed
by a separate
ministerial regulation. There are two qualifications
of
teachers: teacher qualification through
formal education
and qualification
of teachers through diligence
and equality
on which it is described by the academic
qualification required to
be appointed as a teacher in
special fields that are indispensable
but not yet
developed at universities
can be obtained through feasibility and
equality. Feasibility
and
equality for someone
who has the
expertise without diplomas
are conducted by universities
that are authorized to carry it out.
3) Standards of competence
In the Law of the
Republic
of Indonesia Number 14 of 2005 on
teachers and
lecturers Chapter 1
Article 1,
paragraph (10)
General provisions say, competence is a set of
knowledge, skills, and
behaviors that must be owned, lived,
and controlled
by the teacher
professionalism in carrying out the task.
The teacher is a professional
educator with a
primary task of educating, teaching, guiding,
directing, train, assess
and evaluate
students on early childhood education,
formal education, primary education
and secondary education. So, teacher competence can be
defined
as the mastery of
knowledge, skills, values
and attitudes
are reflected
in the habit of thinking and
acting in
practicing a profession as a teacher.
4) Certification
System for Educators
Teacher certification aims
to:
(1)
Determine
the feasibility of carrying out duties
as a teacher
in the learning
agent
and realize the
goal of
national education
(2)
Improvement of
the process and the quality of
educational outcomes,
Certification
increases the professionalism of teachers.
Benefits of certification can be detailed
as follows:
– First, to protect the
profession of teacher
practices incompetent that can damage
the image of the teaching profession.
– Second, to protect
the public from practices
that is not qualified educational and
professional.
– Third, maintain
institutions educators’ education
providers (LPTK)
of internal
desires and
external pressures
that deviate
from the
provisions in force.
The Implementation of teacher
certification is done
with the
objective principle, transparent,
and accountable.
Objective means the process of acquiring the
teaching certificate as impartial, non-discriminatory,
and national
educational standards. Transparent
is referring
to the certification
process
that provides
opportunities for education
stakeholders to
gain access to
information about management
education, which as
a system
includes input,
process, and
results of certification. Accountable is a
certification process accountable to the stakeholders
in the education
administrative, financial, and academic.
Implementation of
upgrading professional skills
of teachers, either through
an increase in qualification and
certification program, will be carried out
continuously. In 2007, there were
more than
170,000 teachers who
were given scholarships
to an increase
equivalent qualification S1/D4.
5) Coaching
Career
Standard
Along with
the implementation of the certification, a
standard coaching
career is drafted. The system
must be in the form
of
a document which is passed in the form of
legislation or at least
the form of government regulations that must be
carried out by officials
of regional autonomy. For example, to
become an
instructor, or
become the
principal, or
superintendent, an educator must
have the
required
competency standards, and must go through
the process of achieving that has been standard. This career development
standards will be implemented
by settling
if it meets the prerequisites, among others if
the system certification of teachers and
has been running
smoothly.
In addition, this third
step will
run smoothly if the employee
promotion system based on
certification already running.
6) Preparation of Prospective Teachers
Teachers are aligned with the standards of competence, and more
emphasis on the practice. Government through the Minister of
Education has launched
a new regulation
as outlined in the Ministerial Regulation No. 27 Year
2010 on Teacher
Induction Program for Beginners.
These regulations became official
legal umbrella
organization of Teacher Induction
Program
for Beginners
in Indonesia.
This regulation is composed of
14 chapters,
in which among other
things
about: objectives,
principles and technical implementation
Induction Program implementation in general.
Sudrajat (2010) stated the presence of this induction
program seems to
further reinforce the commitment of the government to organize the
teaching profession, because at this time
the teacher has been believed to be
the
main hopes
to improve the quality of education in
Indonesia.
7) Education Training (Diklat)
There are several ways
to improve the quality
of such teachers, schools and education
authorities provide and conduct education and training
for teachers who do not meet the standards as a
teacher or a professional educator. In this way the
teacher is expected to be able to
obtain sufficient knowledge to become a professional
teacher.
8) Empowerment professional
development
organizations
such as the
KKG,
MGMP,
MKKS,
and
MKPS
Efforts to improve the competence of
teachers and other personnel
must be planned
and programmed
with a clear
system.
A large number of
educators in this
country need to be
treated
synergistically by all the
institutions associated with
education preserve, in-service
training, and
on the job training, among others:
(1) synergistic activities
to improve the quality of teachers and should
involve teacher
professional development
organizations, such as the Working Group on
Teacher (KKG),
Subject Teachers Council (MGMP),
Working Group Principal (MKSS),
and the Working
Group
Supervisors School (MKPS).
Of course including PGRI,
organizations struggle teachers.
(2) Increased academic
qualifications (PKA)
Teacher based
KKG, where
this program
is an academic
qualification S1, PGSD
for elementary
school teachers, uses distance
education system
which was held at Teachers Working Group
appointed by the College.
The
government efforts to improve the quality and role of teachers
Law No. 22 of 1999 on local
government and the PP 25 of 2000 on the authority of the government and the provincial authority as autonomous regions, Law No.25 of 2000 on Propenas, and Kepmemdiknas No. 122/U/2001 on the Strategic Plan for Development of Education, Youth, and sport in 2000-2004, as well as the Education Law of 2003 provides a strong legal basis for the implementation of quality improvement of teachers and as an educational innovation to achieve a better quality of education personnel both in improving the quality of education. Improving the quality
of education can not be removed by improving the quality of educators and power of
education.
Law
Teachers and
Lecturers (UUGD) has been established
and has become
a policy to
realize that
professional teachers and
establishes qualification and
certification as an important part
in determining the quality and
interest of teachers.
Earnest efforts
need to be undertaken to achieve
a professional teacher, prosperous and competent.
This is a
necessary condition for
creating the system
and practice
of quality education as a prerequisite
for realizing
the prosperity and progress of the nation
of Indonesia.
According to Rohiyatussakinah (20013), efforts to develop educators and education personnel will be as good as implement several programs, namely: (1) Improvement of Teacher Salary and welfare (2) qualification standards (3) Standards of competence and improvement efforts (4) System certification
for educators (5) standard coaching career (6) Preparation of prospective teachers and are aligned with
the standards of competence, and more emphasis on the practice and the theory strong (7) Education Training (Diklat) (8) Empowerment professional
development organizations such
as the KKG, MGMP, MKKS, and MKPS, which need to be empowered.
1)
Improvement of
Teacher’s Salary and Welfare
Mohammad Surya,
the Chairman of the Board of
PGRI, insisted
that all success
of
education reform agenda is ultimately
determined by teachers.
Rights as a
private teacher,
the teaching profession stakeholders, community
members
and citizens
which have been
neglected, should be a priority
in the reform.
The main rights
of educators should get the
attention of government
policy is
the right to earn income and
well-being with a decent
wage, not a minimum
wage. The policy
of “minimum
wage” may have led to
employee mentality porters, not employed by the
pursuit of achievement. That is why;
it is the first
step to improve
the quality of teachers and
is providing
the welfare of teachers with
a decent salary for life
2)
Qualification
standards
National Education Minister Regulation No. 16
of 2007 discusses
the
standard of qualifications and competence
of teachers which states
that all
teachers are required to meet the standards of academic
quality and
competence of teachers who apply nationally,
also that
teachers who do not
meet the qualification
of
diploma four
(D-IV) or scholar
will be governed
by a separate
ministerial regulation. There are two qualifications
of
teachers: teacher qualification through
formal education
and qualification
of teachers through diligence
and equality
on which it is described by the academic
qualification required to
be appointed as a teacher in
special fields that are indispensable
but not yet
developed at universities
can be obtained through feasibility and
equality. Feasibility
and
equality for someone
who has the
expertise without diplomas
are conducted by universities
that are authorized to carry it out.
3) Standards of competence
In the Law of the
Republic
of Indonesia Number 14 of 2005 on
teachers and
lecturers Chapter 1
Article 1,
paragraph (10)
General provisions say, competence is a set of
knowledge, skills, and
behaviors that must be owned, lived,
and controlled
by the teacher
professionalism in carrying out the task.
The teacher is a professional
educator with a
primary task of educating, teaching, guiding,
directing, train, assess
and evaluate
students on early childhood education,
formal education, primary education
and secondary education. So, teacher competence can be
defined
as the mastery of
knowledge, skills, values
and attitudes
are reflected
in the habit of thinking and
acting in
practicing a profession as a teacher.
4) Certification
System for Educators
Teacher certification aims
to:
(1)
Determine
the feasibility of carrying out duties
as a teacher
in the learning
agent
and realize the
goal of
national education
(2)
Improvement of
the process and the quality of
educational outcomes,
Certification
increases the professionalism of teachers.
Benefits of certification can be detailed
as follows:
– First, to protect the
profession of teacher
practices incompetent that can damage
the image of the teaching profession.
– Second, to protect
the public from practices
that is not qualified educational and
professional.
– Third, maintain
institutions educators’ education
providers (LPTK)
of internal
desires and
external pressures
that deviate
from the
provisions in force.
The Implementation of teacher
certification is done
with the
objective principle, transparent,
and accountable.
Objective means the process of acquiring the
teaching certificate as impartial, non-discriminatory,
and national
educational standards. Transparent
is referring
to the certification
process
that provides
opportunities for education
stakeholders to
gain access to
information about management
education, which as
a system
includes input,
process, and
results of certification. Accountable is a
certification process accountable to the stakeholders
in the education
administrative, financial, and academic.
Implementation of
upgrading professional skills
of teachers, either through
an increase in qualification and
certification program, will be carried out
continuously. In 2007, there were
more than
170,000 teachers who
were given scholarships
to an increase
equivalent qualification S1/D4.
5) Coaching
Career
Standard
Along with
the implementation of the certification, a
standard coaching
career is drafted. The system
must be in the form
of
a document which is passed in the form of
legislation or at least
the form of government regulations that must be
carried out by officials
of regional autonomy. For example, to
become an
instructor, or
become the
principal, or
superintendent, an educator must
have the
required
competency standards, and must go through
the process of achieving that has been standard. This career development
standards will be implemented
by settling
if it meets the prerequisites, among others if
the system certification of teachers and
has been running
smoothly.
In addition, this third
step will
run smoothly if the employee
promotion system based on
certification already running.
6) Preparation of Prospective Teachers
Teachers are aligned with the standards of competence, and more
emphasis on the practice. Government through the Minister of
Education has launched
a new regulation
as outlined in the Ministerial Regulation No. 27 Year
2010 on Teacher
Induction Program for Beginners.
These regulations became official
legal umbrella
organization of Teacher Induction
Program
for Beginners
in Indonesia.
This regulation is composed of
14 chapters,
in which among other
things
about: objectives,
principles and technical implementation
Induction Program implementation in general.
Sudrajat (2010) stated the presence of this induction
program seems to
further reinforce the commitment of the government to organize the
teaching profession, because at this time
the teacher has been believed to be
the
main hopes
to improve the quality of education in
Indonesia.
7) Education Training (Diklat)
There are several ways
to improve the quality
of such teachers, schools and education
authorities provide and conduct education and training
for teachers who do not meet the standards as a
teacher or a professional educator. In this way the
teacher is expected to be able to
obtain sufficient knowledge to become a professional
teacher.
8) Empowerment professional
development
organizations
such as the
KKG,
MGMP,
MKKS,
and
MKPS
Efforts to improve the competence of
teachers and other personnel
must be planned
and programmed
with a clear
system.
A large number of
educators in this
country need to be
treated
synergistically by all the
institutions associated with
education preserve, in-service
training, and
on the job training, among others:
(1) synergistic activities
to improve the quality of teachers and should
involve teacher
professional development
organizations, such as the Working Group on
Teacher (KKG),
Subject Teachers Council (MGMP),
Working Group Principal (MKSS),
and the Working
Group
Supervisors School (MKPS).
Of course including PGRI,
organizations struggle teachers.
(2) Increased academic
qualifications (PKA)
Teacher based
KKG, where
this program
is an academic
qualification S1, PGSD
for elementary
school teachers, uses distance
education system
which was held at Teachers Working Group
appointed by the College.
