is teacher certification effective ???
Ini adalah artikel yang aku tulis dengan mengambil informasi dari beberapa sumber sebagai bahan rujukan. Tulisan ini aku tulis untuk dikumpulkan sebagai tugas akhir mata kuliah academic writing, mata kuliahku semester lalu. Ehm, sebagai tulisan seorang pemula dan seorang mahasiswi yang grammar dan structure ga oke, pastinya tulisan ini banyak kurangnya, tapi tetep harus pe-de (karena tuntutan nilai mata kuliahnya si Bapak Blogger) hehe......
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Improving Education Quality in Developing Country through the Teacher Certification Program
Education is a basic need. It is considered as one of indicators in measuring the success of a country in putting a priority on human development. Thus the education plays important role in measuring the success of human development, it is considered not the most important sector when the other principal sectors such as economic and defense become more important because of political consideration. This usually occurred in developing countries where economic sector is considered as the most important sector. Tilaar (2004) said “Education is always in a weak position in most developing countries where quick or unexpected budgetary responses are needed because of famine, disease, malnutrition, and poverty, and prompt actions cannot be postponed.” It is difficult to improve the education quality whereas the other basic humanity need also have to be fulfilled.
According to the World Bank (2008), 10 out of world’s children live in developing countries. The quality of education in many developing countries is low in the sense that children learn much less in school than the curriculum states they should learn (Glewwe, 1999). This evidence proves that most of the children in the world receive less knowledge than what they deserve.
Although the education is central to the recent Indonesian Government’s development agenda, the Indonesian education quality is still under the international education quality average. It is proved by achievement of the nation’s students. According to the results of the Third InternationalMathematics and Science Study (TIMSS), the performance of Indonesian eighth-grade students’ in both fields is quite poor. Compared to the international average, Indonesian students’ level of performance is below the international average in the fields of both mathematics and science. In terms of performance in mathematics, Indonesian students ranked 34 out of 45 countries surveyed in 2003. In 2007, this position dropped to 36 out of 49 countries surveyed. In science, Indonesian students were ranked 36 out of 45 countries surveyed in 2
003, although the position improved slightly to 35 out of 49 countries in 2007. Consequently, the government has to ascertain many strategies to improve the quality of education system in order to supply the country with highly competitive human resources.
003, although the position improved slightly to 35 out of 49 countries in 2007. Consequently, the government has to ascertain many strategies to improve the quality of education system in order to supply the country with highly competitive human resources.
According to Tilaar (2004), the most important variable in determining the quality of education is the qualified teacher. The success or failure of school education to a large degree depends on the quality and abilities of teacher. High quality teachers are the key ingredient in student achievement. Students struggle to learn if they do not have properly prepared teachers. Moreover, if we accept the premise that quality teachers produce quality students, then the poor achievements of students can be attributed to the poor quality of teachers in Indonesia.
If we may compare the educator in third world countries such as Indonesia Indonesia Indonesia
To obtain a teacher certificate, teacher in possessing the undergraduate degree(S-1) or the four-year professional (D-IV) certificate can sit the competency assessment, which is carried out through portfolio assessment based on the assessment criteria already set by the government. The portfolio assessment is the claim the teachers made of their professional experiences presented in the form of a collection of documents which contain information on their : (1) academic qualification ; (2) education and training ; (3) teaching experiences; (4) lesson plans and records of the implementations; (5) principals’ and supervisors’ assessment; (6)academic achievements; (7) professional development work ; (8) participation on scientific forums ; (9) experiences in educational and social organizations ; and (11) education-related rewards. These features are central to the certification features process in a number of developing countries.
Teachers who fail to meet the portfolio standards will be given opportunity to attend the teacher professional education and training course ending in competency exam. This course is offered by accredited higher learning institutions running teacher education programs or other institutions determined by the Government. Teachers who pass the exam will get an educator certificate and those who fail are given the opportunity to repeat the subject they fail.
Teachers who hold the S-1 diploma or D-IV certificate in the field of study irrelevant to the subjects they teach or irrelevant to the level of education can attend the professional education program or sit the competency exam relevant to the field of study, and/ or the education level unit. For example, for a teacher with an academic qualification in Mathematics but chooses to be certified to be an English teacher, the portfolio assessment will be on English teacher
portfolio. If s/he met the standards, s/he gets a teacher certificate according to her/his choice. This means that the teacher concerned will teach the subject chosen in the certification.
portfolio. If s/he met the standards, s/he gets a teacher certificate according to her/his choice. This means that the teacher concerned will teach the subject chosen in the certification.
The teachers who passed the certification test and get the educator certificate will get double paid of the base salary. In the other hand, the certification process itself has many associated costs, including: (1) the fee paid to universities to review the teacher portfolios to determine whether a teacher has passed; (2) basic remedial training for teachers who are not successful in passing the portfolio review; and, (3) re-testing these remedial teachers (the PLPG course). Each year an increasingly larger portion of the education budget will go toward teacher pay as new teachers enter the system and in-service teachers succeed at the certification process. In line, the government needs to allocate a bigger number of funds for education sector.
MONE (Ministry of National Education) has introduced some solution for the larger budget problem. They are the two direct key policies; the first is a yearly quota on the number of teachers that are able to undergo the certification process each year. The second is the requirement that all certified teachers must teach a minimum workload of 24 periods per week to be paid as the professional allowance. Besides, there are
also indirect policies such as the pass rate for certification and the number of new teachers hired. These policies are initiated in order to control certification costs and ensure that the education budget is able to accommodate the professional allowance.
also indirect policies such as the pass rate for certification and the number of new teachers hired. These policies are initiated in order to control certification costs and ensure that the education budget is able to accommodate the professional allowance.
The cost implications of certification are massive and will shape the education budget over the next decade. Currently, the teachers’ welfares are also promised will be improved by the presidential candidate pair SBY-Boediono in their campaign. SBY planned to set teachers minimum salary at Rp 2 million (US$198) a month, and Rp 13 million for professors. The challenge will be to make the investment lead not only to improved teacher welfare butalso improved quality of education. Hopefully, the teacher certification program will work as well as it is planned in order to achieve the better education quality in our developing country, Indonesia
References
Tilaar. 2004. Developing Future Strategies in the Education for Teachers. Bandung
SBY Promises to Increase Teachers' Wages. Retrieved June 19, 2009 from
Teacher Certification in Indonesia
The Mechanism of Teachers’ Certification in Indonesia
http://www.ba-malang.org/tvet/mod/forum/discuss.php?d=5
http://www.economics.harvard.edu/faculty/kremer/files/EconEducationHandbook.pdf Accessed May 15, 2009
http://www.unescobkk.org/fileadmin/user_upload/apeid/Conference/12thConference/paper/4A2.pdf Accessed May 12, 2009
http://web.worldbank.org/WBSITE/EXTERNAL/COUNTRIES/EASTASIAPACIFICEXT/INDONESIAEXTN/0,,contentMDK:21521167~pagePK:141137~piPK:141127~theSitePK:226309,00.html
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