Kompas, page 11
To overcome the problem of teacher shortages, the regional administrations need to make creative policies. They cannot merely rely on the central government directives. However, assistance should still be given to the regional administration. This arose in the expose of USAID Prioritas which has implemented the Structuring and Even Distribution of Teachers Program in 50 regencies in 7 provinces, in a joint discussion with KOMPAS in Jakarta, Thursday (24/11).
USAID Prioritas Program Director, Stuart Wetson said that the commitment to address the uneven distribution of teachers could be solved if the regional administrations (Pemda) are assisted and accompanied. It is not enough only with technical guidance from the central government. Pemda needs to be accompanied to analyze data on the teachers’ conditions, seek appropriate alternative solutions; carry out public consultations to relevant parties in order to obtain support, up to implementation. Flexibility is also needed to address the issue of distribution of teachers in accordance with the conditions of the schools or the regions.
Senior Specialist of Education Governance and Management of USAID Prioritas, Aos Santosa said that the teachers’ structuring guide had been issued since 2007 up to the 2011 Five Ministers Joint Decree. However, many regions were unable to implement because they do not understand the effective way. Policy solutions to address the problem of teacher shortages vary, depending on local conditions. Some small schools that are accessible could be combined/merged. Whereas in schools that are isolated the dual classes could be applied. The requirement is teachers must be specially trained in order to be able to well manage the dual classes.
In Blitar Regency, East Java, which has many small schools, the policy of combining schools that are in one village is pursued. Whereas the dual-class solution is applied in small schools that cannot be merged. In addition, according to the USAID Prioritas study, the efficient structuring and equal distribution of teachers nationwide could create savings of Rp 23 trillion per year. The savings is derived from the efficiency of teachers and the merging of schools