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National  Policy  on  
Teacher  Development  
in  Relation  to  
Autonomous  Education  University	
Satryo Soemantri Brodjonegoro
Introduction	
§  Education success depends on teacher quality;
§  Teachers are educated by education university;
§  School education progress is low;
§  Education disparity is high;
§  Significant budget has been channeled to central
and district government;
§  Law on ‘Teachers and Lecturers’ as basis for policy
making
Current  policy	
§  Concurrent model for both elementary and
secondary school teachers;
§  Consecutive model ?? (S1 in subject matter + 1 year
teaching profession)
§  Coordination between teacher recruitment and
deployment ??
§  A universal policy applied to every institution is not
suitable, it does not fit for a long-term solution in a
heterogeneous system
Existing  condition	
•  Number of researchers per million population is only 205
(ranked 77th in the world);
•  The percentage of science students at various
proficiency levels: (science scale is ranked 50th)
LEVEL	
 PERCENTAGE	
Below  level  1	
 20.3	
Level  1	
 41.3	
Level  2	
 27.5	
Level  3	
 9.5	
Level  4	
 1.4	
Level  5	
 0.0	
Level  6	
 0.0
Future  challenges	
•  Science education is necessary to increase the pool of
talented scientists, for nation’s competitiveness;
•  Science teacher quality is important: scientific
competence and effective learning methodology;
•  Overall school education has to be improved;
•  Vicious circle has to be eliminated
Institutional  reform	
•  University should become a center of excellence for
educating and preparing teacher;
•  University governance reform to become an
autonomous university;
•  Put emphasize on producing qualified human
resources rather than merely on increasing quantity;
•  Comparable internationally and exceeding the
UNESCO and OECD bench marks
Thank you

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National Policy on Teacher Development in Relation to Autonomous Education University - Satryo Soemantri Brodjonegoro

  • 1. National  Policy  on   Teacher  Development   in  Relation  to   Autonomous  Education  University Satryo Soemantri Brodjonegoro
  • 2. Introduction §  Education success depends on teacher quality; §  Teachers are educated by education university; §  School education progress is low; §  Education disparity is high; §  Significant budget has been channeled to central and district government; §  Law on ‘Teachers and Lecturers’ as basis for policy making
  • 3. Current  policy §  Concurrent model for both elementary and secondary school teachers; §  Consecutive model ?? (S1 in subject matter + 1 year teaching profession) §  Coordination between teacher recruitment and deployment ?? §  A universal policy applied to every institution is not suitable, it does not fit for a long-term solution in a heterogeneous system
  • 4. Existing  condition •  Number of researchers per million population is only 205 (ranked 77th in the world); •  The percentage of science students at various proficiency levels: (science scale is ranked 50th) LEVEL PERCENTAGE Below  level  1 20.3 Level  1 41.3 Level  2 27.5 Level  3 9.5 Level  4 1.4 Level  5 0.0 Level  6 0.0
  • 5. Future  challenges •  Science education is necessary to increase the pool of talented scientists, for nation’s competitiveness; •  Science teacher quality is important: scientific competence and effective learning methodology; •  Overall school education has to be improved; •  Vicious circle has to be eliminated
  • 6. Institutional  reform •  University should become a center of excellence for educating and preparing teacher; •  University governance reform to become an autonomous university; •  Put emphasize on producing qualified human resources rather than merely on increasing quantity; •  Comparable internationally and exceeding the UNESCO and OECD bench marks