Decentralised Education Policy in Indonesia

Intended Outcomes and Remaining Challenges for Teachers

Abstract

This review aims to discover and investigate using available literature, the advantages and the challenges of changing the educational policy from a centralisation to a decentralisation, particularly to look at more closely on teachers’ readiness toward the new educational transformation in Indonesia. Since 2003, with the introduction of decentralisation in Indonesian educational system, teachers and principals have been given more influence and authorities to manage their educational practices. However, there are some problems and challenges faced by teachers and the government in implementing the system. Therefore, this review evaluates benefits and obstacles of the implementation of decentralisation in Indonesian contexts. Findings of this study were gained through a synthesis research where the current empirical studies surrounding the notion of decentralised education were descriptively analysed, integrated and synthesised. It reveals that while the decentralisation has offered several promises that might contribute to the better movement of educational practices, the decentralised education system in Indonesia is still distrait by uneven teachers’ quality, low commitments of teachers and principals, and the poor participation of parents and local societies in succeeding the school committee program. Therefore, in order to succeed the transformation, this review concludes that promoting continual teachers’ education and training, creating teachers’ professional career pathway, and encouraging local monitoring for teachers are fundamental aspects to be developed.