National Challenges of Teacher Trainings in Indonesia

National Challenges of Teacher Trainings in Indonesia

The Ministry of Research, Technology and Higher Education of the Republic of Indonesia (2017) states that in the 2015 Constitution No. 14 about Teachers and Lecturers, and Government Regulation No. 74 in 2008, teachers are required to have an academic qualification, competence, and the teacher certification. The teacher certification is gained through teaching profession programs prepared by faculties of education of both public and private universities. There is an interesting fact elaborated by The Ministry of Research, Technology and Higher Education of the Republic of Indonesia in 2017 regarding the problem around the low-quality of teacher training recently.

This governmental institution reports that there are 450 Educational Institutions for teacher training and more than 1.5 million students of education departments in Indonesia nowadays. There will be 300,000 graduates every year while only 40.000 teachers are needed per year. This over-supply condition is mainly caused by the increase of teachers’ economic condition being supported by the government since 2007 and 2008 through higher profession incentive program, which makes the teaching profession attractive. This government program has surely increased teachers’ life quality because the Indonesian teachers, especially those who are registered as civil servants, are more prosperous than ever, receiving double amount of salary. However, many universities since then have opened the school of educations with low-quality standards. Moreover, more and more people are attracted to apply for the education faculty every year without considering the quality and accreditation of the education departments they are studying at.

The Ministry of Research, Technology and Higher Education of the Republic of Indonesia (2017) suggests that instructional design for teacher training should be using the elective learning models which combine the competence-based learnings, achievement-based learnings, reflective and constructivism models. By using this learning model combination, it is expected that teacher training institutions can produce high-quality teachers. Surprisingly, this is not a new framework that government has offered to the improvement of the teacher training quality because it was initially suggested when the 2005 Constitution No. 14 launched. It seems that government is not successful in implementing the policies they have made. Educationally speaking, I believe that each teacher training institution should be aware of and comprehend the national policies and regulations as well as standards in running the systems, curriculum and teaching and learning process for pre-service teachers.

Reference List

The Ministry of Research, Technology and Higher Education of the Republic of Indonesia (2017) Menyoal Pendidikan Calon Guru. Retrieved from



Note: This article was written as a part of the Final Report of “Innovation (ED5009)” unit, Master of Education, Victoria University, Melbourne – Victoria, Australia.

Yanri Ramdhano is an Indonesian educator and a news presenter of Jambi TV. He is an Awardee of Australia Awards Scholarship 2017, and he graduated from Victoria University, Melbourne, Australia for his Master of Education Program in December 2019. He was a teacher in the English Village, Pare - Kediri, East Java, Indonesia; an alumnus of IVLP OD TESOL Leadership Exchange USA 2016; a Counsellor of Pre-service English Teacher EPIC Camp 2016 RELO US Embassy Jakarta; a Camper of RELO EPIC Camp 2015 US Embassy Jakarta; an Ambassador of Indonesian Language for Jambi Province 2013-2014; a teacher at MEI English Course Jambi 2012-2015.

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