Presented at Bincang Edukasi 15 event, 19 February 2013, @america - Pacific Place Mall, Jakarta.

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

7. Thank you