Local Responses to Decentralization Policy in Indonesia

Bjork, Christopher

doi:10.1086/376540

Cited by 78 publications

(26 citation statements)

References 16 publications

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“…The low level of teacher education attainment in current profession is the impact of prior recruitment conditions that require a high school degree and diploma degree to enter the profession (Bjork, 2003). It is the argued whether these qualifications enough for teachers to own knowledge and skills to meet the need of students.…”

Section: Background Of Problemmentioning

confidence: 99%

Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia

Tanang

Abu

2014

JCT

106

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This study investigates teachers' professionalism and professional development practices which still have lower quality based on the law and do not produce an improved performance yet in South Sulawesi, Indonesia. This investigation focuses on teachers' behavior-attitude, pedagogic skills, and diversity learning activities through effective professional development as commitment to do continuous improvement. The supporting factors and the constraints of being professional teacher are also identified. The design of this study employs exploratory mixed method design with triangulation approach. Simple random sampling is occupied in choosing 331 samples out of 2367 population to answer the questionnaires. While twelve teachers were selected using purposive sampling for interview and observation. The t-test and Anova analysis show that gender has significant different in behavior-attitude practice, while education professional qualification is significant on both behavior-attitude and teachers' learning activities. The qualitative findings show the need to display exemplary behavior-attitude, strength teaching skill, knowledge and beliefs through diversity learning activities in effective professional development. Teacher professional development needs supporting on policy, moral, infrastructure, and financial that can lead teachers to be professional. This study has provided a model of teacher professional development as an input for improving the quality practice of teacher professionalism and professional development in Indonesia, particularly in South Sulawesi province.

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Section: Background Of Problemmentioning

confidence: 99%

Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia

Tanang

Abu

2014

JCT

106

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“…While Zhao (2006) claimed that Indonesia's education system (from kindergarten to universities) is highly centralized in the country's capital of Jakarta and is directed by the Department of Education and Culture, the decentralized policy emerging from the post Soeharto government actually transferred the system of education to regional authorities under the regional autonomy policy, and is now directed by the Department of National Education (Bjork, 2003(Bjork, , 2006Kristiansen & Pratikno, 2006;Seymour & Turner, 2002;Toi, 2010;Usman, 2001;Widyanti & Suryahadi, 2008;Yeom, Acedo, & Utomo, 2002;Yuwono & Harbon, 2010). Decentralised management of schooling through which power can be distributed to local governments and school administrators through school-based management in the long run plays a significant role in improving the quality of education in Indonesia (Tobias, Wales, Syamsulhakim, & Suharti, 2014).…”

Section: An Overview Of Indonesia and Foucault's Concept Of Geographymentioning

confidence: 99%

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

Hajar¹

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Despite almost a decade since the introduction as a professional learning model for teachers in Indonesia, the growth of Classroom-Based Action Research (CBAR) is very limited. The CBAR process in Indonesia has relied heavily on one-off-top-down and non-school based professional development.This study was conducted in a small town in the Eastern Flores regency of the East Nusa Tenggara province, Indonesia. The study involved English as a Foreign Language (EFL) teachers at one public secondary school in a rural and disadvantaged context who worked with the researcher to attempt to implement a school based approach to CBAR. Four phases of the study were conducted: Getting started; Workshops; CBAR in action; and Post CBAR through an imagined, intended and enacted methodological structure. In this study I adopted a Foucauldian approach as a theoretical perspective, as well as applying Foucauldian theories to the data analysis.Drawing on a variety of data sources including: meetings and interviews; workshop sessions and classroom visits; and reflective journals and field notes, the study identified three major discourses circulating within the CBAR project. These three discourses are used to explore understandings of reflective practice, subject positionings, and collaboration.The Foucauldian approach to analysis focused on discourses and the idea that individuals have multiple identities as a result of multiple subject positionings, and their relationships are influenced by the discourses that operate within a specific context. These discourses create the nexus between power and knowledge and impact on how the CBAR worked in this context, how the participants positioned me and themselves, how they positioned themselves and their colleagues, and were positioned by their colleagues, in their effort to implement the CBAR project.Through the exploration of the discourses of reflective practice, it was found that being a critical practitioner was not easily translated into a remote and disadvantaged context in Indonesia.An analysis of the discourses of subject positionings indicates the participants' multiple constructions of me and my multiple constructions of them continued throughout the study due to the complexities of the situation. There were often 'pull and push' subject positionings where I attempted to get the teachers to do research but their limited abilities, autonomy, and resources as well as their practice/tradition rooted in the mandates/policy from the central government created problems. There were also tensions and struggles in their inability to complete research without my ii assistance and constant request for help, and my tensions and struggles to avoid providing and giving more assistance.Through the investigation of the discourses of collaboration, it was found that the implementation of the project as a collaborative work is a site of tension for both the participants and myself caused in part by the multiple identities that we took up. There were tensions and struggles between the partic...

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“…Reimers and Cardenas (2007), in analysis of Mexico's PEC programme, find that lack of leadership or 'coherence of vision among school staff' are significant barriers (p. 38). Teachers in Indonesia felt they did not have the capacity to implement the curricular component of that country's school-based management reform points, nor did they feel adequately supported to use the autonomy given to them (Bjork 2003).…”

Section: Barriers To and Enablers Of Effective School-based Decision mentioning

confidence: 99%

The effectiveness of school-based decision making in improving educational outcomes: a systematic review

Carr‐Hill¹,

Rolleston²,

Schendel³

et al. 2018

Journal of Development Effectiveness

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The rhetoric around decentralisation suggests school-based management improves education outcomes. Existing reviews on school-based decision-making have tended to focus on proximal outcomes and offer very little information about why school-based decision-making has positive or negative effects in different circumstances. The authors systematically searched for and synthesised evidence from 35 quantitative and qualitative studies evaluating 17 individual interventions on the effectiveness of school-based decision-making on educational outcomes. Devolving decision-making to the level of the school appears to have a somewhat beneficial effect on dropout, repetition and teacher attendance. Effects on test-scores are more robust, being positive in aggregate and for middle-income countries specifically. On the other hand, school-based decision-making reforms appear to be less effective in communities with generally low levels of education, where parents have low status relative to school personnel. The authors conclude that school-based decision-making reforms are less likely to be successful in highly disadvantaged communities.

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Local Responses to Decentralization Policy in Indonesia

Cited by 78 publications

References 16 publications

Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia

Teacher Professionalism and Professional Development Practices in South Sulawesi, Indonesia

The Complexities of Implementing Classroom-Based Action Research in a Remote School in Indonesia

The effectiveness of school-based decision making in improving educational outcomes: a systematic review

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