Developing & capturing innovations

Editor's Notes

• #3: This presentation is sharing 3 tools developed to support Teachers Professional Development in terms of pedagogical skills enhancement and TPD administrative process at school and more strategic level.WAPIK is to be showcased as a tool for teachers to publish their writing/articles, obtain credit point, disseminate and adapt good practices in education.TRIMS is to be explained as a tool for schools to collect, use and share data. One of its indicators of school performance are related with teachers. Schools will be able to use it to record, update, and use teachers data to manage teachers at school level. Districts are able to recapitulate the data to drive teachers professional development (i.e. determine how many teachers will receive funding to obtain bachelor degree, attend certain training, etc)SuMS is to be introduced as a work in progress, where community (including teachers) can file their report on certification incentives need to MoEC. Their reports are to be followed up by people in charge. This initiative is still being institutionalized within MoEC and other service providers as coordinative actions are often still a challenge in Indonesia.
• #4: To understand the context of Indonesian TPD, there is a framework which is the scaffolding of the initiative. With the issuance of Teachers Law in 2005, hndonesia has undergone teacher reform where major initiatives are in place:By 2015 all teachers need to obtain S-1/bachelor degreeAll teachers need to be certified. Those who are certified are entitled to receive certification incentives.The triangle of professional development: the competency test to map teachers’ skills and performance appraisal are the measure to drive teachers professional developmentContinuing with the mechanism of career advancement prior to the law provision, credit points are collected for progression and salary increments.
• #5: What are the 5J’s? A technology instructional approach that is: Job-related:Focus on classroom (i.e., instructional and curricular) needs, not technologyJust enough:Emphasize increased comfort, not proficiency, with computersJust in time:Provide teachers with skills as needed and focus on using only thetools they have at their immediate disposalJust in case:Encourage teachers to plan sufficiently in the event of a computermalfunctionJust try it:Apply enough pressure and support to compel teachers to use computers in their classrooms
• #7: Development of WAPIK: Supported by BEC-TF (The World Bank), MoEC developed WAPIK to share good information and practices.Current management: This application is now being managed and funded by UNESA, as endorsed by Directorate General of Basic Education and supported by Directorate General of Higher Education of MOEC.
• #9: Users can now become a member by registering to the site and own a dashboard. Questions can also be submitted to administrators.The fan page has become a forum to discuss updates, ideas and issues.
• #10: Content of WAPIK will be explored in terms of how it supports students’ 21st century skills. The links will lead to different articles of good practices of student-centered learning; use of technology in pedagogy; subject-based innovative ideas; and SBM for TPD.WAPIK training mechanism is also building on the existing practice: socialize and train WAPIK at teachers working group.
• #17: TRIMS facts:It was piloted in 6 districtsEndorsed and disseminated by MoEC
• #19: Data guru seringkali yang tahuadalahsekolah – perludicantumkan – reporting kekabupatenuntukevaluasi guru (distribusi, sertifikasi, jenjangpendidikan,kualifikasi guru). Tahun 2015 harus s-1 semuaKewajibankabupaten/kotauntukmenyekolahkan guru menjadi s-1Sampaisekarang: blora, payakumbuh, kotaprobolinggo, kaur (bengkulu), keerom.
• #20: Schools publication for improved transparency: Reports, flyers, publications based on quality dataUse of data in parliament reporting and negotiations
• #22: This application was requested from MoEC, GoI in June 2012 as an agenda of Ministry’s bureaucracy reform to enhance accountability and transparency through public participation. It is hosted by MoEC as their website.Technical Assistance from the World Bank team in the development of Support My School application Evolving from Check My School website in the Phillippines, also supported by the World Bank
• #23: About the application: People are to report needs by selecting Schools Unique identifier and specific needs. Features: log in using facebook details – personal dashboard – discussion forum prior to turning needs to actions - open street map and search box to find schools – documents upload – reports – pivot tables – etc.
• #24: This business process is already fostered by and in the application. However, breakthroughs in the bureaucracy still need to be made. Currently pilots are being initiated in 3 provinces, 8 districts and 60 schools. MoEC is also in the process of making things work within its bureaucracy by drafting formal appointments of people in charge. Other homework which still need to be done is for MoEC to carry out wider socialization/marketing to the community.The development was quick and the take up from Bureaucracy Reform Task Force was fast. But it’s a work in progress because:Challenge: Low response from the government In the process of institutionalization and piloting in 3 provinces, starting this DecemberUnder review and formative evaluationSo wish us luck!
• #26: Change management:ICT software is ever-evolving, milestones for revision needs to be set and agreed from time to timeIntitutionalization takes time and effort and the challenging task is to ensure roles and responsibilities, and coordination among units/organizations in charge
• #27: ICT Tools DO support TPD effectively, to the extent that:The tool and its usage are being institutionalized/formally endorsed;The program is being carried out in such a way that it provides coaching or follow up after training; Participative in nature Incentives are incorporated.