Publication: The Digital Future of Teacher Training in Indonesia: What’s Next?
Loading...
Date
2022-02-01
ISSN
Published
2022-02-01
Author(s)
Editor(s)
Abstract
This report reflects on the Indonesia’s online teacher training ecosystem based on unique data collected from both teachers and providers during the COVID-19 period. A detailed mapping of the eight largest providers of online teacher training in Indonesia was conducted, covering 25 programs. We find that the majority of programs are short in duration and focus on digital literacy skills and remote learning. Training programs were mostly provided using online lectures, few provided individual coaching, while none provided opportunities for personalized learning. Second, we conducted a nationally representative phone survey of 435 primary and junior secondary teachers spanning 30 provinces across Indonesia (66 percent of whom are female teachers). The teacher survey was conducted between February and March 2021 and covered teachers under both the Ministry of Education, Research, and Technology (MoECRT) and the Ministry of Religious Affairs (MoRA). We find that 44 percent of teachers participated in online learning during the pandemic, and that three quarters of these teachers had never participated in online training prior to the pandemic. Many training participants reported challenges in implementing what they learned from online training. Most of the teachers who participated (88 percent) would like to continue receiving training online even after the pandemic ends. These results suggest that demand for online training is expected to persist, but more can be done to improve their quality.
Link to Data Set
Citation
“Khairina, Noviandri; Cilliers, Jacobus; Dini, Indah; Yarrow, Noah. 2022. The Digital Future of Teacher Training in Indonesia: What’s Next?. © World Bank. http://hdl.handle.net/10986/37218 License: CC BY 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Improving Teachers and School Leadership in Indonesia(Washington, DC: World Bank, 2024-04-29)The most significant recent education reform in Indonesia is Merdeka Belajar, officially translated as emancipated learning, which aims to transform the education system into having a more student-centered approach and promote lifelong learning. The reform places a great emphasis on teacher competence, independence, freedom, and ability to teach based on student’s needs, and aims to delegate more autonomy to teachers and schools for enhanced student-centered learning. The program includes many components, one of which is teacher training. The World Bank is supporting the Ministry of Education, Culture, Research, and Technology (MoECRT) in its ongoing education reform effort. As part of this support, and after comprehensive discussions and careful deliberation, it was agreed that the World Bank would conduct an evaluation study specifically for the Guru Penggerak program given its importance for improving education quality in Indonesia.Publication Great Teachers : How to Raise Student Learning in Latin America and the Caribbean(Washington, DC: World Bank, 2015)The seven million teachers of Latin America and the Caribbean (LAC) are the critical actors in the region's efforts to improve education quality and raise student learning levels, which lag far behind those of OECD countries and East Asian countries such as China. This book documents the high economic stakes around teacher quality, benchmarks the current performance of LAC's teachers, and delineates the key issues. These include low standards for entry into teacher training, poor quality training programs that are detached from the realities of the classroom, unattractive career incentives, and weak support for teachers once they are on the job. New research conducted for this report in close to 15,000 classrooms in seven different LAC countries - the largest cross-country study of this kind to date - provides a first-ever insight into how the region's teachers perform inside the classroom. It documents that the average teacher in LAC loses the equivalent of one day of instructional time per week because of inadequate preparation, excessive time on administration (taking attendance, passing out papers) and a surprisingly high share of time physically absent from the classrooms where they should be teaching. Teachers also make limited use of available learning materials, espcially those using information and communications technology (ICT), and are unable to keep the majority of their students engaged. The book sets out the three priority lines of reform needed to produce great teachers in LAC: policies to recruit better teachers; programs to groom teachers and improve their skills once they are in service; and stronger incentives to motivate teachers to perform their best throughout their career. In every area, the book distills the latest evidence from inside and outside the region to provide practical guidance to policymakers in the design of effective programs and sustainable reforms. A final chapter analyzes the politics of recent major teacher reforms in Chile, Peru, Ecuador and Mexico, chronicling the prominent role of teachers' unions and the political and communications strategies that have underpinned successful reforms.Publication Learning from Local Practices : Improving Student Performance in West Bank and Gaza(World Bank, Washington, DC, 2014-06-12)The motivation for this study is to contribute to the preparation of the new Palestinian Education Strategy by shedding light on the school and classroom level factors that influence student learning, and to identify good practices that can be generalized from high-performing classrooms to those that need improvement. While most Palestinian children are in school, performance on assessments indicates that many of them are not learning as much as they could. This represents not only inefficiency in the use of public resources, but also a lost opportunity for individual students and the society as a whole. The current study was carried out by the Assessment and Evaluation Department (AED) of the Palestinian Ministry of Education and Higher Education (MoEHE) with technical and financial support from the World Bank. The analysis presented in this paper was prepared by the World Bank team as a complement to a previous paper prepared by a team of experts from AED. For the purposes of this study, schools were classified by student performance in TIMSS 2011 and the 2012 Palestinian national exams. Classroom and school-based tools were then used to gather information from both high and low-performing schools. A total of 122 public, private and United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) schools were surveyed using four different instruments: (i) stalling's classroom observations; (ii) school leadership survey; (iii) teacher survey; and, (iv) school facilities survey, which are all provided in annex one.Publication Transforming Indonesia's Teaching Force : From Pre-service Training to Retirement - Producing and Maintaining a High-quality, Efficient, and Motivated Workforce(World Bank, 2010-04-01)The report on the transforming Indonesia's teaching force is divided in two volumes. The executive summary is the first volume of a two-volume comprehensive report on teacher management in Indonesia. This volume summarizes the key findings of the detailed technical analysis in volume two, but with much greater focus on the key areas where policy reforms will likely generate a large impact in Indonesia. While volume two is aimed at public policy researchers and technical staff of the Government of Indonesia, this shorter volume provides policy makers and the general public a condensed version of the larger report's analysis, results, and recommended policy reforms for developing a better teaching force in Indonesia. This report not only can assist the government in setting up a future reform agenda, but also add value to ongoing educational reform in Indonesia, in terms of improving the effectiveness of reform and ensuring its institutional and fiscal sustainability.Publication Why Do Students Learn so Little?(World Bank, Washington, DC, 2015-05)The Haitian education system made substantial improvements in access over the last decade, such that today the majority of Haiti’s children are in school. Despite improvements, the primary education system is highly inefficient: children start primary school 2 years late on average, and fewer than 60 percent will reach the last grade of the cycle. At each school, classroom observations were conducted using the Stallings Classroom Snapshot instrument, and questions about the school calendar and daily schedule asked. The results provide a representative picture of class time and teacher classroom practice in the Nord and Nord Est departments, and while not representative of Haiti as a whole, do provide a starting point for better understanding the major constraint to achieving a high-quality education for all children: the quality of teacher instruction. Section two describes the sample of schools and the stallings instrument; sections three and four present the main results of the classroom observations on teacher time use and pedagogical practices; section five provides estimates of overall class time that students receive; and section six concludes.
Users also downloaded
Showing related downloaded files
Publication The Informal Sector in Francophone Africa : Firm Size, Productivity, and Institutions(Washington, DC: World Bank and Agence Française de Développement, 2012)This book is a major step towards improving the understanding of the complex reality of informal sector firms in francophone West Africa. It innovates by concentrating on informal firms rather than informal employment (as other studies do), and identifying 'large informal' sector firms whose sales rival those of large formal-sector firms but operate in ways that are similar to small informal operators. Not only is the regulatory environment facing these two types of informal firms distinct, but policies aimed at improving their productivity need to be differentiated. This study focuses on the urban informal sector in three capital cities: Dakar (Senegal), Cotonou (Benin), and Ouagadougou (Burkina Faso). The study also breaks new ground with an eclectic methodology and primary data collection. Quantitative and qualitative firm-level data were collected involving a unique and fruitful collaboration among academic researchers, government officials, the West African economic and monetary union commission, informal and formal sector business associations, and labor unions. This volume represents the culmination of a long collaboration between the Centre de Recherches Economiques Appliquees (CREA) at the University Cheikh Anta Diop of Dakar and the World Bank.Publication Global Economic Prospects, January 2025(Washington, DC: World Bank, 2025-01-16)Global growth is expected to hold steady at 2.7 percent in 2025-26. However, the global economy appears to be settling at a low growth rate that will be insufficient to foster sustained economic development—with the possibility of further headwinds from heightened policy uncertainty and adverse trade policy shifts, geopolitical tensions, persistent inflation, and climate-related natural disasters. Against this backdrop, emerging market and developing economies are set to enter the second quarter of the twenty-first century with per capita incomes on a trajectory that implies substantially slower catch-up toward advanced-economy living standards than they previously experienced. Without course corrections, most low-income countries are unlikely to graduate to middle-income status by the middle of the century. Policy action at both global and national levels is needed to foster a more favorable external environment, enhance macroeconomic stability, reduce structural constraints, address the effects of climate change, and thus accelerate long-term growth and development.Publication Special Economic Zones in Africa : Comparing Performance and Learning from Global Experience(World Bank, 2011-02-15)Economic zones have grown rapidly in the past 20 years. In 1986, the International Labor Organization's (ILO's) database reported 176 zones in 47 countries; by 2006, it reported 3,500 zones in 130 countries. This huge growth occurred despite many zones having failed to meet their objectives; however, many others are contributing significantly to growth in foreign direct investment (FDI), exports, and employment, as well as playing a catalytic role in integration into global trade and structural transformation, including industrialization and upgrading. This study aims to address some of these questions and deliver an analysis that is both data-driven and policy-focused. The objective of the study is to explore the experience of zone programs, with a particular focus on Sub-Saharan Africa, to understand the factors that contribute to static and dynamic outcomes. It aims to provide input to the question of whether and how zones can make a significant contribution to job creation, diversification, and sustainable growth in African and other low-income countries.Publication Pakistan Country Climate and Development Report(World Bank, Washington, DC, 2022-11)Integrating climate and development is a pillar of the World Bank Group’s (WBG) Climate Change Action Plan 2021-25. To advance its implementation, the WBG has launched the Country Climate and Development Report (CCDR). This new, core diagnostic tool analyzes how a country’s development goals can be achieved in the context of adapting to, and mitigating against, climate change. As such, the Pakistan CCDR provides analysis and policy recommendations on how to harmonize the country’s efforts to achieve further economic growth and lower poverty rates, on the one hand, with the pursuit of a climate-resilient, low-carbon, and equitable development path, on the other. In light of the devastating 2022 heatwaves and floods and the country’s vulnerability profile, the CCDR puts a strong emphasis on the need for building long-term resilience. Further, it explores pathways for Pakistan to achieve deep decarbonization by 2050, and eventually reach net-zero emissions by 2070 without undermining its development ambitions. It also provides assessment on technical, financial and institutional and governance frameworks needed for these climate transitions. Most importantly, it attempts to capture the centrality of people in climate policies by assessing how climate risks affect lives and livelihoods, and ways in which governments can build resilience and address poverty, distributional and job impact of climate change and climate actions. Lastly, it sheds lights on ways for Pakistan to galvanize cooperation between public and private sectors and support from international communities.Publication Enhancing Burkina Faso Regional Connectivity(World Bank, Washington, DC, 2019-12)Regional integration and international connectivity via economic corridors play an essential role in reducing the isolation of West Africa’s landlocked countries such as Burkina Faso. Burkina Faso’s main international corridors are the Ouagadougou-Lomé road corridor connecting it to Togo, the Ouagadougou-Tema (Ghana) road corridor, and the Ouagadougou-Niamey (Niger) road corridor, as well as the Ouagadougou-Abidjan (Cote d’Ivoire) road and rail corridors. Each of the corridors plays a unique role in regional integration, national trade, and sub-national rural and urban development, by providing connectivity to consumption centers, economic production zones, and/or economically lagging areas. The national perspective suggests that the Ouagadougou-Lomé corridor is very important for Burkina Faso’s imports, serving as the artery for about 40 percent of all cargo entering the country, while the Ouagadougou-Abidjan road and rail corridors play an equally crucial role in allowing Burkina Faso’s exports to reach global markets. The region’s trunk road infrastructure is in fair-to-good condition on most sections, although large gaps remain on corridors such as the eastern link between Lomé and Niamey. This study develops several scenarios of corridor interventions that address the inefficiencies to quantify the expected impacts in terms of real income growth and domestic market accessibility.