This study is part of RISE Programme in Indonesia, a large scale, multi-country research program that seeks to understand how school systems in the developing world can overcome the learning crisis and deliver better learning for all. The study is one of the components in the Reform Area B that seeks to understand the impact of district education policies.
Our diagnostic study in Bukittinggi revealed that the quality of teachers, as one of the education system’s key actors, needs to be improved to maintain the quality of education in the city. Teachers have an important role to ensure the quality of the education system. Therefore, it is important for the Bukittinggi Education Agency as the manager of the local education services to pay close attention to the quality of teachers. The varying qualities of nonpermanent teachers are one of the main concerns, as they are an implication of the recruitment conducted at the school level.
- To map the contribution of each nonpermanent teacher to the added value of student learning outcomes. From here, the Bukittinggi Education Agency can formulate policies and undertake programs to improve the quality of teachers;
- To provide an overview on the condition of student learning abilities during the COVID-19 pandemic as an indication of a decline in student learning abilities due to learning from home.
We use a quantitative method to collect and analyze the data. To measure the added value given by the teacher to student learning outcomes, we assess students’ literacy and numeracy skills using a student learning assessment (SLA) instrument.
Giving Schools and Teachers Autonomy in Teacher Professional Development Under a Medium-Capability Education System
Nurturing Learning Culture among Teachers: Demand-Driven Teacher Professional Development and the Development of Teacher Learning Culture in Jakarta, Indonesia
Improving Parental Involvement in Children’s Education in Kebumen
Who Benefits and Loses from Large Changes to Student Composition? Assessing Impacts of Lowering School Admissions Standards in Indonesia
Does Higher Parental Involvement Lead to Learning Gains? Experimental Evidence from Indonesia
Impact of the School Zoning System to Student Learning Outcomes in Yogyakarta
Sociocultural Drivers of Local Educational Innovations: Findings from Indonesia
Preliminary Findings: Impact of Zoning-Based New Student Registration Programme (PPDB) Policy in Yogyakarta City
How Indonesia Attempts to Address Inequity in Access to Quality Education: The Case of Junior Secondary Schools in Yogyakarta
Basic education in Indonesia is compulsory and includes six years of primary school (Grade 1-6) and 3 years of junior secondary school (Grade 7-9). In the past decades, Indonesia has achieved huge progress in improving access to basic education.
Alasan Siswa dengan Kemampuan Akademik Rendah dan Siswa dari Keluarga Tidak Mampu di Yogyakarta Tidak Masuk ke SMP Negeri Terbaik—Meski Mereka Mampu
Dalam blog sebelumnya, kami membahas kebijakan baru yang mengubah sistem penerimaan siswa baru di SMP negeri; dari yang sebelu
