2016年-世界发展银行全球_Indonesia_Teacher_Certification_and_Beyond___An_Empirical_Evaluation_of_the_Teacher_Certification_Program_and_Education_Quality_Improvements_in_Indonesia_76页_3mb

报告摘要

Summary of Teacher Certification and Beyond: An Empirical Evaluation of the Teacher Certification Program and Education Quality Improvements in Indonesia

Core Content

This report, published in December 2015, evaluates the impact of Indonesia’s teacher certification program, launched under Law No. 14/2005 on Teachers and Lecturers, on education quality and student learning outcomes. It presents an empirical analysis based on a six-year study involving a representative sample of 360 Indonesian public primary and junior secondary schools, conducted in partnership with the Government of Indonesia and the World Bank.

Main Findings

1. Teacher Certification and Student Learning Outcomes

Impact: Despite the program's large fiscal implications, the certification program has not led to substantial improvements in student learning outcomes.
Certification Allowance: Certified teachers receive a salary boost equivalent to their base salary, effectively doubling their income in many cases.
Behavioral Channel: Increased pay reduces teachers' reliance on outside employment and financial stress but does not necessarily improve teaching quality.
Academic Upgrading: Over 55% of primary school teachers now have a bachelor’s degree, up from 17% in 2005/06. However, this has only led to moderate improvements in education quality.
Subject-Matter Knowledge: Teachers with higher subject-matter knowledge significantly improve student learning outcomes, indicating that academic qualifications alone are not sufficient indicators of teaching quality.
Pre-Service Training: Teacher training colleges produce 250,000 trained teachers annually, but the school system only needs 50,000–100,000, suggesting overproduction.

2. Teacher Quality and Learning Outcomes

Bachelor's Degree vs. Competency: Teachers with bachelor’s degrees are only moderately better than those without, especially in primary education.
Subject-Matter Proficiency: Teachers who struggle with basic mathematical exercises are less effective, highlighting the need for better subject-matter knowledge.
Competency Testing: Introduction of competency tests has led to some improvements, but many teachers still lack the necessary skills, even after certification.

3. Policy Implications

System Reforms: The report emphasizes the need for a system that rewards demonstrated competencies rather than relying solely on academic degrees or seniority.
Pre-Service and In-Service Reforms: There is a call for reform in both pre-service teacher training and in-service professional development.
Hiring Practices: Current hiring practices do not select the best candidates from the pool of qualified teachers, contributing to a mismatch between supply and demand.

Key Information

Certification Timeline: The program was designed to certify all teachers by 2015, with an average of 200,000 teachers certified each year.
Certification Allowance: The allowance is equal to the base salary and has been a major financial incentive for teachers.
Cost Implications: Full implementation of the program would cost approximately IDR 65 trillion (USD 5.4 billion) annually, which is a significant portion of the education budget.
PISA Results: Indonesia's PISA 2000 results indicated poor academic performance, placing the country 38th out of 41 participating nations. PISA 2012 results were also disappointing, highlighting the need for systemic changes.
Data Collection: The study involved longitudinal data collection over 2.5 years, tracking student performance and linking it to teacher data.

Policy Options for Improving Education Quality

Pre-Service Training and Hiring: Reform the pre-service system to ensure it produces high-quality teachers and aligns with actual needs.
Continuous Professional Development (CPD): Implement CPD programs to support in-service teachers in upgrading their competencies.
Competency-Based Rewards: Create a system that rewards demonstrated teaching competencies, such as subject-matter knowledge, rather than relying on proxies like academic degrees.
Systematic Evaluation: Use value-added models to evaluate teacher and school performance, providing insights into the effectiveness of interventions.

Conclusion

The report concludes that while the teacher certification program has increased the number of qualified teachers, it has not significantly improved student learning outcomes. The program's success depends on a shift towards competency-based evaluation and more rigorous professional development systems. It stresses that without such reforms, the program may not achieve its intended goals of improving education quality and attracting top talent into the teaching profession.

Key Figures and Tables

Figure 1: A representative sample of 20 districts was selected for the longitudinal survey.
Figure 2: Eligibility for certification by school type in 2005/06.
Figure 3: Matrix of teacher types and mechanisms for improving teacher workforce performance.
Figure 4: Number of certified teachers by year of certification.
Figure 5: Differences between treatment and control groups at baseline.
Figure 6: Fraction of certified and paid teachers at baseline, midline, and endline.
Figure 7: Certification allowance disbursed per teacher per month.
Figure 8: Fraction of teachers reporting financial stress.
Figure 9: Fraction of teachers with a second job.
Figure 10: Student learning outcomes across treatment and control groups.
Figure 11: Percentage of primary school teachers with bachelor's degrees by school type and year.
Figure 12: Projected student learning outcomes if all teachers obtain a bachelor’s degree.
Figure 13: Projected effect of better teacher intake on mathematics achievement.
Figure 14: Learning gains from grade to grade.
Figure 15: Projected differences in learning outcomes between primary and junior secondary schools.
Figure 16–19: Test scores by overall score decile and predicted performance with increased subject-matter knowledge.
Figure 20: Link between teacher subject-matter knowledge and student outcomes.
Figure 21: Percentage of primary school teachers without a bachelor’s degree.
Figure 22: Effect of having a teacher with a bachelor’s degree on learning outcomes.
Figure 23: Schematic representation of the anchor test design.
Table 1: Estimates of classroom effects across Indonesian public primary schools.
Table 2: Averages of variables used in the analysis.
Table 3: Results from empirical value-added modeling.
Table 4–5: Differences in learning levels between 3rd and 4th, 5th and 6th graders.

Acronyms

AEC: ASEAN Economic Community
ASEAN: Association of Southeast Asian Nations
BOS: School Operational Assistance
BPS: BPS-Statistics Indonesia
BERTUMU: Better Education through Reformed Management and Universal Teacher Upgrading
CPD: Continuous Professional Development
CTL: Contextual Teaching and Learning
Edstats: World Bank Education Statistics Database
GDP: Gross Domestic Product
GTT: School-hired temporary teachers
IDR: Indonesian Rupiah
INPRES: Presidential Instruction
LPTK: Teacher Education Institution
MenPAN: Minister of Administrative and Bureaucratic Reform
MoEC: Ministry of Education and Culture
MoRA: Ministry of Religious Affairs
NUPTK: Unique Identification Number for Teachers and Teaching Personnel
OECD: Organisation for Economic Co-operation and Development
PISA: Programme for International Student Assessment
PLPG: Education and Training for the Teaching Profession
Puslitjak: Center for Policy Research, Ministry of Education and Culture
Puspendik: Educational Assessment Center, Ministry of Education and Culture
RCT: Randomized Controlled Trial
SD: Primary School
SMP: Junior Secondary School
SMA: Senior Secondary School
SMK: Vocational Secondary School
TIMSS: Trends in International Mathematics and Science Study
UGK: Teacher Competency Exam
USD: United States Dollar
UT: Open University