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Become an Effective and Professional Teacher
It is hoped that this site can stimulate some dissussion about Teacher Training Issues

EducationIndonesia.Network Wishes Ikatan Guru Indonesia (IGI) Every Success. Hopefully We Can Through Quality Teachers and Quality Education Achieve Our Country's Education Objectives.

At EducationIndonesia.Network through our new websites Guru Bermutu (Quality Teacher) and Metodologi (Methodology) we are attempting to assist with teacher quality improvement in Indonesia by providing a Program of Support for Self-Development. Given the number of teachers (about 3 million), and the human and financial resources available, we believe that this is the only realistic and practical solution. Currently teachers are not suffieciently supported in ways that allow them to develop independently, and consequently teachers are not assuming responsibility for their own ongoing professional development.

We are attempting to assist the implementation of the Ministry of National Education's (MoNE) program "Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan (PAKEM) or Contextual Teaching and Learning (CTL)," at the national level. CTL or PAKEM has been proved to be very successful in schools at many levels here in Indonesia and the results substantiate that students receive a much richer and more enjoyable education, while also performing better in national examinations.

CTL to date has only been implemented seriously in a relatively small number of schools because of the human resources that would be necessary to implement training for teachers from 300,000 schools (about 3,000,000 - 3 million teachers). Another obstacle is that many teachers do not understand the process and benefits of Active and Contextual-Learning because they themselves may not have experienced the process due to the fact that education (and assessment) in this country, for a very long time, been very much Memory-Based. Therefore the motivation for teachers to change, and their competencies for implementing change are often minimal.

The method by which we are attempting to achieve improvement and development of teacher quality is by supplying them with sufficient reliable information from practitioners in the field together with simple steps by which they can incorporate better practices into their teaching. We also hope that the information and resources we provide may assist other developing countries.

Some very High-Quality Overseas AID Programs have produced some excellent Training/Learning materials, for instance Manageing Basic Education and Education Innovation from USAID and Save The Children.

With our program, which is an attempt to maximize these resources based upon teacher professionalism (maximizing available human and material resources) we can commence implementation in all regions throughout Indonesia simultaneously. The key is Locating teachers that are already Sufficiently Professional, and focussing upon assisting and empowering these teachers during the first stage. The most important professional criteria is that these teachers want to become responsible for their own Professional Development.

In Indonesia we support the concept of "Life-Long Learning". Is it not possible for our teachers themselves to utilze the basic principles behind Life-Long Leaning, for instance becoming Independent Learners? If our teachers can't achieve Independent Learning, what hope is there for their students? However, we need to ask, is this a problem with the quality of our teachers, or is it a problem that has been generated because of an old paradigm and the mind-set of Teacher Trainers in this country? With the way that training programs are often conducted in this country, we need to ask, Who Really Gains The Most From Many Of Our Teacher Training Programs That Are Run In This Country? If our objectives are to develop teachers that are creative and professional are our current strategies working? It certainly appears that in general they aren't, so maybe we need to improve the creativty and professionalism of our teacher trainers so that programs are more closely related to the realities in the field, and strategies are more reachable for all teachers everywhere in Indonesia. Why do we continue to employ strategies that are clearly failing at the national level?

We have frequently witnessed that training outside the schools, that doesn't engage all stakeholders, tends to fail relatively quickly because the cultures within the schools tend to resist change, and the teachers quickly revert back to their previous methodologies and practices. Furthermore, the Government's push for the utilzation of ICT-Based Learning and the Internet in classrooms is totally unrealistic (nationally we have 1 computer for 2,000 students), and e-Learning threatens the very quality of our education itself. The Internet in Higher Education? "University students only open Facebook, and download films and music" (Prof. DR. Nurtain, State University Padang).

High-Technology only tends to distract teachers from the real issue - Quality Methodology!

We Support The Program "School-Based Quality Improvement" that is very Realistic, Achievable, and Heads Towards Achieving True Professionalism (Quality Development Without Limits).

Basic Strategy: This Website together with Metodologi.Com are primary resources for information and assistance related to methods and strategies for improving teacher quality and professionalism. Together with our other 150 websites and our downloads pages, which provide a wide range of sources for further information and resources that will be continually growing, teachers should be able to find informatin to meet their basic needs (and beyond).

Our primary strategy for implementation is through a network of Quality Support Teachers. These Quality Support Teachers will be volunteers, or teachers designated by School Principals, who are interested in teacher quality improvement, and have sufficient understanding (and hopefully experience) with active-learning process and practices. Our step-by-step materials together with simplified instructions for action, are used by the Quality Support Teachers to Encourage Enrichment of Current Teaching Practices, not as a replacement for current practices - (the key). Selection of the teachers participating in the program itself is also based initially upon volunteers who are desirous of quality improvement and embrace change (moving towards school cultural change).

Note: For schools that don't have access to the Internet, or nearby Internet Cafe's, or even electricity itself, this is not a problem. Our materials can be delivered to your school if you are located in Banten, or they can be sent by post (you don't even need electrticity to succeed with our program).

In Indonesia, we have for a long time believed that knowledge (pengetahuan) is the key to being a smart country, so we have prioritized the acquisition of knowledge and the ability to "remember things" as being the indicator of "smartness". However, during recent years we have been forced to face and attempt to address a number of issues that threaten our national development including; unemployment, our school and university graduates appear to be lacking creativity and innovation, and they don't seem to be able to survive or develop independently. Also issues like charactor and morality, that require a Holistic, Relevant, Meaningful, and Consistent Approach to education, are becoming major public issues confronting both education managers and educators.

We have read much from overseas sources about the concept "Knowledge-Based Society" which we translate as being Society "yang Berbasis-Pengetahuan". However, knowledge alone, without the ability to be able to think critically, analylize, synthesize, and to think laterally, creatively and innovatively, etc., etc., that are acquired through quality methodology and teaching/learning practices, we certainly can't ensure that we will achieve our oblective of becoming a clever country? These skills need to be developed and nurtured.

What we apparently failed to observe in countries or societies that support the notion of a "Knowledge-Based Society" is that the primary element that enables the effective utilization of knowledge in these countries is they already have education systems that are based upon developing the abilities mentioned above, that focus upon the development of the person / individual (not just knowledge). Active-Contextual-Learning (PAKEM) is the foundation that enables the development of quality human resources that are capable of creatively utilizing knowledge..

For decades we have witnessed that teacher training programs that are based upon training outside the participants' respective schools tends to fail to significantly raise the effectiveness of teachers in the classroom (to the point where our education quality in public schools is clearly in crisis). Why is this? We believe that the main reason is motivation, motivation that is basically extrinsic. Teachers who participate in programs outside their schools (in general) enjoy the comforts of nice hotels or lodgings, a plentiful supply of food and snacks is provided, and often there are other extrinsic motivators including allowances, etc. Intrinsic motivation (genuine desire to improve) is often not even taken into account during the selection process of the participants. Selection is often based upon seniority, and other issues that don't reflect the candidates' desire to improve or implement change, and often participants are teachers that will be retiring within a few years.

The second key issue is the cultures of the schools themselves that often doesn't support change, and frequently opposes change. Often the resistance to change originates from other teachers who maybe afraid of change (and progress). So upon return to their schools after the training they tend to continue the teaching practices that they view are appropriate, according to the culture of the schools (without any clear indicators of change).

We understand the meaning of "You can lead a horse to water, but you can't make it drink". So in order to be efficient with resources and manage costs, we will focus upon teachers (and schools) where there is a proven genuine desire to achieve the status "Quality Teachers".

Because the main opposition to change frequently comes from the school culture itself, it is most important that we receive agreement from the School Principals before we utilize our Human or Other Resources.

All teachers in Indonesia can participate in our program and take steps towards teaching and learning quality improvement because the program only requires the desire to improve, and a little effort to gradually improve current practices (it's not proposing a revolution). It is based upon Self-Development, and it consists of simple steps. However, any personal assistance provided by us will only be provided on the basis of committment to change by the participating schools..

Draft, Phillip Rekdale 29th of June, 2011

We are very concerned about the development of quality human resources in Indonesia, and national development,, and our aims for education were significantly supported recently by our Deputy Minister of Natioal Education Professor Fasli Jalal who stated....

Teachers Are Still too Dominant In The Classroom

"JAKARTA, - The learning and teaching process in schools continues to bore students and not inspire enjoyment of the process because teachers are still too dominant in the classroom.

"Students aren't given the freedom to express their individual and different points of view which is killing their creativity." -- Fasli Jalal

"Students aren't given the freedom to express their individual and different points of view which is killing their creativity," stated the Deputy Minister of National Education Mr. Fasli Jalal during a Professional Teacher Education discussion panel at the Faculty of Teaching and Education at the Catholic Universiy, Atma Jaya, on Saturday (4/12/2010)"

What is the main problem associated with the implementation of quality education in Indonesia (besides corruption), yes 'Students aren't given the freedom to express their individual and different points of view which is killing their creativity'. - Can we possibly hope that our graduates will be Active (let alone Pro-Active), Creative, Independant, and Capable of contributing to the country's development through Passive-Learning?

The key to achieving World Standard quality education is Active-Contextual-Learning
(Student-Centred) that Has Meaning and Useful Outcomes - Relevant)

We are currently developing sites for each individual education sector.


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This Site Was Created By Phillip Rekdale - EducationIndonesia.Network
This Site Has No Connection With The IGI Organisation

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