More than 60% of the national education budget in Indonesia is used to improve teachers’ welfare. The budget is used in almost 100% of all regions in the country. However, raising salaries and providing teacher allowances do not necessarily improve the quality of learning or the number of school graduates.
Teacher competence and professionalism play an important role in the success of student learning. As long as the government does not prioritise improving the quality of teachers or mapping the competence of teachers, it is difficult to imagine that the quality of education in Indonesia will be better.
Despite the low quality of student learning in Indonesia, student guardians rarely question this acute problem openly and en masse to teachers, schools, government, and parliament. Parents deal with their children’s poor learning outcome by signing them up to private lessons.
Indonesian central government devolved its authority over the education sector to local governments more than 18 years ago. Since then, the delivery of basic education services depends on the capabilities of more than 500 district administrations across Indonesia.
How can schools produce individuals with integrity? What is wrong with the existing system and the practice of learning in school for decades?
Source: Transport for London
As I went from my new home in Oxford to arrive at the Center for Education Economics in London to give a presentation about a new paper on the lack of education progress in Indonesia—in spite of schooling progress—I stumbled over the perfect metaphor.
Passion is believed to be the “must have” characteristic for good teachers. If not managed well, though, passion might have a negative impact on a teacher.