Policy Research
For more than four decades, Indonesia has carried out a variety of teacher professional development (TPD) programmes. Yet the outcomes have fallen short.
Indonesia began decentralising its education services in 2001. Decentralisation allows local governments to create educational innovations that can accommodate their individual needs and problems. However, not all districts have the capability to birth educational innovation.
Teacher plays a key role in the learning process, yet Indonesia's teachers have been generally underperforming.
The government has made various efforts to upgrade teacher performance, including improving the education system and teacher training. However, these efforts did not have a significant impact on teachers with low competence.
This paper examines the politics of education policies in a decentralised political system: Under what conditions does decentralisation promote learning-enhancing policies?
RISE Programme in Indonesia conducted an explorative study to see how the design and implementation of Functional Training in PKB plays a role in enhancing the professional and professional competence of teachers. The study was done in there locations: Yogyakarta City, Kebumen District, and Gorontalo District.
