National

This publication is only available in Indonesian.

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This publication is only available in Indonesian.

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This publication is only available in Indonesian.

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This publication is only available in Indonesian.

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An impactful teacher education programme equips teachers with knowledge and skills to improve their effectiveness. Empirical findings on the effectiveness of teacher preparation programmes show that the accountability of institutions and teachers should not only be based on the knowledge or skills produced but also on student learning. Our study aims to evaluate the effectiveness of a pre-service teacher education programme in Indonesia, known as Pendidikan Profesi Guru Prajabatan or PPG.

Focusing on Indonesia from 2005-2020, we examine how the largest teachers’ organization influenced labor policy but was marginal in debates about professional standards, training, and evaluation due to its limited technical capacity and struggles to propose viable policy alternatives. Expertise is a critical policy input, and it deserves more attention in the education politics subfield. It is central for setting the agenda for policies to improve the quality of education and it has normative value for improving policy design overall.

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RISE Programme in Indonesia studies whether teacher candidates' screening tests into Pendidikan Profesi Guru (PPG) or Teacher Professional Education, a postgraduate education programme in Indonesia, can predict their performance at the end of the programme and in an actual classroom situation at the beginning of their teaching career.

Despite government efforts to reform teacher professional development (TPD) in the past four decades, Indonesian teacher quality remains low. Why have the improvement efforts failed?

In the present study we investigate what caused these reforms to fail from two angles. First, we examine the efficacy of the latest teacher professional development (TPD) initiative in Indonesia, Pengembangan Keprofesian Berkelanjutan or PKB (Continuing Professional Development), and identify the factors affecting its efficacy.

Cheating reduces the signal value of exam data and it might shift the focus of teachers and students away from learning. However, it is difficult to prevent cheating if it is widespread. We evaluate the impact of computer-based testing (CBT) on national exam scores in junior secondary schools in Indonesia, exploiting the phased roll-out of the program from 2015 to 2019. First, we find that test scores decline dramatically after the introduction of CBT with school-level means declining by 0.4 standard deviation.