In-service Teacher Professional Development

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. 

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?

For more than four decades, Indonesia has carried out a variety of teacher professional development (TPD) programmes. Yet the outcomes have fallen short. We summarize the findings and recommendations from the study in this infographic.

Welcome to “Reform Unreformed”, a collaboration of Papan Tulis podcast and RISE Program in Indonesia. In “Reform Unreformed”, RISE researchers will discuss areas in the Indonesian education system that need to be reformed to improve student learning.

Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed?

To evaluate how well particular education policies help schools conduct better learning, we develop Comprehensive Reading and Mathematics Assessment Tool (CERMAT), a student learning assessment (SLA) tool that can assess specifically the reading and mathematics skills of students in Grades 1–9.

To support the efforts to increase teacher competence to teach, educate, and inspire, RISE organized an education talk. This event served as a place for education practitioners to share their innovations in learning and their experiences as educators.