2024-05-12-世界银行-提高印尼教师和学校领导能力_小学Guru_Pengerak项目的影响评估（英）_78页_9mb

印尼Guru Penggerak教师培训计划影响评估报告总结

November 25, 2023
Indonesia has a large, complex, and decentralized education system. With over fifty-three million students enrolled and three million teachers, the education sector faces challenges in quality improvement, teacher absenteeism, and teacher subject mastery. The OECD emphasizes the critical role of teacher quality in student learning outcomes, while Indonesia’s 2019 World Bank assessment found high teacher absence and weak subject knowledge.

The 'Merdeka Belajar' reform (2019) aims to transform education through teacher independence, freedom, and student-centered learning. This program is part of the education system evolution to enhance 21st-century learning. The ministry has launched programs like Pendidikan Guru Penggerak (PGP) to train instructional leaders, targeting 407,000 teachers by 2024. The program combines online learning, monthly workshops, and individual mentoring to build student-centered teaching practices and leadership skills.

PGP uses a Regression Discontinuity Design (RDD) to evaluate impact based on teacher selection scores. In Java, 280,000 teachers were surveyed across 166 districts. The evaluation measures outcomes like teaching practices, leadership skills, and classroom enjoyment.

Key findings include:

1. Implementation Quality: The program is well-received by teachers. Mentors need further support due to unclear guidelines for classroom observation and coaching feedback.
2. Teaching Practices: Significant improvements in application of positive discipline, classroom culture, and lesson facilitation (up to 1.1 SD). Differentiated instruction and socio-emotional skills show limited impact.
3. Leadership: PGP graduates collaborate with peers and show greater career ambitions for school leadership.
4. Challenges: Outcomes depend on context; coaching and differentiated instruction require refinement.

Recommendations include:

1. Improve mentor training with on-the-job coaching guidance and robust support systems.
2. Develop tools for differentiated learning and socio-emotional support.
3. Standardize district-level implementation and alignment with Merdeka policies.
4. Narrow program goals to achievable skills in socio-emotional teaching.
5. Expand research to remote areas and measure student outcomes.

PGP represents a significant effort to improve Indonesia's education system. Its success underscores the importance of teacher training with strong implementation quality and long-term strategy for educational reform.