Assesing and Improving Education Quality - … · • The order of thinking levels for ENE items from the one ... . => Barrett’s Taxonomy of Comprehension Skills ... Assesing and

Assessing and Improving Education Quality in Indonesia

Anita LieWidya Mandala Catholic University

www.anitalie.com

ASIA PUBLIC POLICY FORUM 2017 organized by Harvard Kennedy School Indonesia Program

and Jeffrey Cheah Institute on Southeast AsiaSunway University, Kuala Lumpur, Malaysia

18-19 Jan 2017

http://www.anitalie.com

Indonesiaa nation in transitionfrom:

• an authoritarian regime to a democracy and rule of law system

• centralization to decentralization

• agricultural economy to industrialization

• protectionist to market-based economy

into an emerging market economy of a largely young population (approx 45% of its 250 million people are under 25 years old)

The Indonesian Education System

• > 60 million students

• 4 million teachers

• 370.000 educational institutions

the third largest in Asia (after China and India):

Distribution of population, students, education institutions and teachersby age and level of education, 2013

Mean years of schooling among 15-year old and up by province, 2016

Source: Potret Pendidikan Indonesia: Statistik Pendidikan 2016. Badan Pusat Statistik

Achievements in the Education Sector in Indonesia

• Increased enrollment in primary and secondary schools (more than 1 million more students graduated from high school in 2012 than in 1999)

• Higher access to basic education

• Teacher certification and improved remuneration has increased young people’s motivation to become teachers.

• Reduced adult illiteracy

• Human Development Index (HDI): 67.7 (1996) to 73.3 (2012 )

Selected Education Indicators, 2003 and 2013So

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Indonesia Educational Attainment 2015 by gender and urban/rural classification

Urban-Rural Gender Primary Sch(6 years)

Junior Secondary

Sch (3 years)

Senior Secondary

Sch (3 years)

UrbanMale Female Male + Female

96.45 96.86 96.65

79.50 81.80 80.62

64.88 66.68 65.76

RuralMale Female Male + Female

96.64 96.87 96.75

73.07 77.49 75.25

52.52 54.37 53.39

Urban + Rural

Male Female Male + Female

96.55 96.86 96.70

76.16 79.54 77.82

58.74 60.77 59.71

Source: BPS, Susenas 2011-2015

Household education spending by level of education, 2012

Comparative Human Development Indicators

Source: Basic Statistics 2016, Asian Development Bank

ASEAN Comparative Education IndicatorsSo

urce

: UN

ESC

O In

stitu

te fo

r Sta

tistic

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U

IS D

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Mon

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014

Percentage of 15-year old and up by the highest level of education completed,

2016

never in school

did not complete

primary schcompleted

primary schcompleted junior sec

school

completed senior sec

schoolcompleted

college


Target 20192013 2019

Gross Enrolment % %Primary School 107.62 114.1Junior Secondary School 89.71 106.9Senior Secondary School 68.01 91.6Higher Ed 22.77 36.7Net Enrolment % %Primary School 96.47 94.8Junior Secondary School 73.56 82Senior Secondary School 53.74 67.5Higher Education 17.92

Source: Potret Pendidikan Indonesia Statistik Pendidikan 2016. Badan Pusat Statistik

Further Achievements to Reach:

• School Readiness prior to Primary School

• Quality Student Learning Processes across SES

• Teacher Performance and Quality

• Quality in Universal Basic Education: 12 years

• Access and Quality in Higher Education

School Readiness prior to Primary School

Participation of 0-6 year-old in Early Childhood Education

URBAN

RURAL

Urban & Rural


School Readiness prior to Primary School

• Investment in High Quality early childhood education lays the foundations for greater success in learning at the next education levels, greater equity across SES, and more efficient use of education system resources overall.

• The allocation of funding to early childhood development and education remains relatively low at some 1.2% of the education budget, compared with the international benchmark of 4-5% Source: OECD/ADB (2015). Reviews of National Policies for Education: Education in Indonesia: Rising to the Challenge. Paris: OECD Publishing.

• Early childhood caregivers need to be further trained and engage in in-service professional development programs.

Quality Student Learning Processes across SES

Evaluation Study of Program Pelita Pendidikan by Tanoto Foundation:

(Harjanto, Lie, Wihardini, Pryor, Wilson, 2016)• a formative evaluation of a community-based

professional development project for in-service teachers

• Program Pelita Pendidikan collaborates with 350 schools in the Provinces of North Sumatera, Riau and Jambi.

• The sample of the study is comprised of 64 schools, 193 teachers, and 3480 students

Quality Student Learning Processes across SES(continued)

Some of the research problems investigated are: What is the extent to which the professional development sessions enable teachers to

(1) enhance their knowledge of effective teaching, (2) improve their teaching practices, and (3) engage in student active learning.

(Harjanto, Lie, Wihardini, Pryor, Wilson, 2016)


Some of the findings:

Surveyors Students

Talking and explaining the lesson

91% Writing on the board 68%

Standing in front of the classroom 86% Talking and explaining

the lesson 66%

Writing on the board 71% Checking students’ work at his/her desks 35%

Teachers' Three Most Dominant Behaviours as Observed by Surveyors and Reported by Students


The data from teacher surveys, student surveys, and classroom observations suggest that teachers have attempted applying active learning principles in their classrooms by engaging their students in group work. However, the teaching and learning processes still seemed to be more teacher-directed rather than student-initiated.

Teacher Professional Development

Teachers' Most Dominant Behaviors as Observed by Surveyor and Reported by Students

0%

25%

50%

75%

100%

Talking and explaining the lesson Writing on the board

68%66%71%

91%

SurveyorsStudents



Some of the findings:

Key Themes Number Description

Students are passive 101 Students are not actively engaged in the teaching and learning process

Students are either active or passive 17

Students are not engaged fully in class activities during teaching and learning process

Students are active 53Students are fully engaged in class activities during the teaching and learning process

Observed Student Behaviours in Class


Students responded positively on their feelings about the teacher and their classroom learning. However, these high and positive ratings may be culturally-bound.

Select Findings: Program 3 – Pelita Guru Mandiri (Cont.)Teacher Professional Development

Percentage of Student Sentiments in Their Classroom on the Day of the Survey

0%

25%

50%

75%

100%

Jambi North Sumatra Riau Total

2%2%1%1%

98%98%99%99%

Happy Sad


Teacher Performance and Quality

• The areas of teacher development where private enterprises can help support the government (as covered in the Red Circle) include continuous professional development for in-service teachers and teacher performance appraisal.

• These areas complement the initial formation of pre-service teachers in teacher education programmes and the certification programme, which are the sole responsibility of the government.

• Public participation in community-based professional development for teachers needs to be instrumental and complementary to the planned policy by the MoEC to conduct teacher performance appraisal and link the scheme with salary increments towards a system of remuneration and promotion based on merit.


A Model of Community-Based Professional Development for Teachers in Remote Areas

developed by Tanoto Foundation

Quality in Universal Basic Education: 12 years

Challenges:• Funding the Universal 12-Year Schooling • More comprehensive strategic planning for dev’t of SMA-SMK • Distribution of teachers across regions, grade levels, and

subject areas • In-service professional development for teachers • Use of ICT to reach remote areas • The quality of assessment is still questionable:

• Its administration • Validity and reliability of the instruments • Need for more higher-order thinking test items

A study of on The Levels of Thinking Skills in Comprehension Questions of English National Exam for Senior High School in the 2013 – 2014 Academic Year:

• Higher order cognitive skills in ENE items are not well covered, not well treated nor well distributed. To illustrate, out of the 1,000 questions analyzed, only 106 items ask students’ higher order thinking skills.

• The question items do not satisfy competent students who need challenging questions to promote their thinking abilities because they primarily focus on the lower skills such as literal and reorganization.

(Ahmad and Lie, 2015)

SOME FINDINGS

• The order of thinking levels for ENE items from the one with the highest percentage, toward the lowest one is as follows: Literal (68.60%), Reorganization (20.80%), Inferential (10.3%), Evaluation (0.3%), and Appreciation (0%). => Barrett’s Taxonomy of Comprehension Skills

• In other words, the majority of the questions focused primarily on the comprehension level of literal and reorganization (LOTS) than inferential, evaluation, and appreciation (HOTS) as LOTS items comprised of 87.4% and HOTS 10.6%.

Access and Quality in Higher Education

Percentage of high school graduates who continue to higher education


Percentage of 15-year old up who completed higher education by SES2016

Quintile 1 Quintile 2 Quintile 3 Quintile 4 Quintile 5



Challenges:

• reducing the gap in access to higher education across SES

• putting the National Qualification Framework into practice

• upgrading and integrating skills in the learning processes

• prioritizing the right level of education and the target beneficiaries within limited budget

• collaborating with the private sectors and industry.

What makes a government invest in mass education?

• The economy needs it? • The culture values it? • The leaders or civil servants are civic-minded and

smart? • The leaders are democratically elected?

Those factors are relevant but not sufficient to prompt a government to invest in education.

Stephen Kosack, The Education of Nations: How the Political Organization of the Poor, Not Democracy, Led Governments to Invest in Education. Oxford Univ Press, 2012

What makes a government invest in mass education?

• Tight but flexible labor market • Government engagement in “political

entrepreneurship of the poor”

Either factor would lead to the government’s self-interest to invest in education.

Stephen Kosack, The Education of Nations: How the Political Organization of the Poor, Not Democracy, Led Governments to Invest in Education. Oxford Univ Press, 2012

Documents

Assesing and Improving Education Quality - … · • The order of thinking levels for ENE items from the one ... . => Barrett’s Taxonomy of Comprehension Skills ... Assesing and