Pre-service Teacher Training

RISE Indonesia has shown that high-quality evidence, participatory engagements with policymakers, and a focus on real-world problem solving can bring about reform. The challenge now is to match the scale of the problem to how we can apply these methods to a still developing country with three time zones and speaks 762 languages. We’re on the right track, but we’re not there yet.  

The system is massive, with 3 million teachers and 69 million students at primary and secondary levels. It is highly decentralized, meaning that 500+ local governments can autonomously set their own education policies. And without specific recovery policies, the significant learning loss due to prolonged school closures will likely worsen the learning crisis. We intend to continue working with policymakers on these issues, together with any global partners who share the same concerns. 

This policy brief outlines three strategies that the Ministry of Education, Culture, Research and Technology (MoECRT) can implement to ensure teacher colleges, as teacher education providers, improve the quality of their graduates.

Ms Rina is a primary school teacher in Indonesia. There are hundreds of thousands of teachers like Ms Rina, who began their careers with uncertainty in recruitment and employment status. With such an unclear career path, how does it affect the quality of teachers?

An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG.

RISE Programme in Indonesia studies whether teacher candidates' screening tests into Pendidikan Profesi Guru (PPG) or Teacher Professional Education, a postgraduate education programme in Indonesia, can predict their performance at the end of the programme and in an actual classroom situation at the beginning of their teaching career.

The early years of a teacher’s career are crucial to the formation of their professional identity—a complex process of reconciling their personal attributes with the demands of the profession. This study explores the identity formation of novice teachers in Indonesia and seeks to identify the various aspects that shape this process. Specifically, we examine how Indonesia’s current teacher policy landscape affects novice teachers’ perspectives on teaching and their profession.