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.
Highlights
This paper critically analyses the challenges of decentralised education policy for teachers in Indonesian education context
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
The objective of this study is to review current and available literature, the process of the educational transformation in Indonesia; to point out and discuss several advantages of implementing the decentralised educational system; to identify several obstacles faced by teachers and local societies in maximising the potential outcomes of the new policy; and to provide some recommendations in which the national and local government, school principals, and schools’ boards and committees can better provide adequate training and preparation for the teachers in facing the new reform of educational system
Summary
This paper critically analyses the challenges of decentralised education policy for teachers in Indonesian education context. In a country like Indonesia, with its spatial and multi-dimensional structure, the educational system must be able to accommodate and support all local potentials in different regions and schools. The educational system of Indonesia has to meet the needs of a large, growing, and widely separated population and with a large number of distinctive characteristics among regions. In this investigation, it will be argued that decentralised education policy has many advantages to being implemented in Indonesia. There are specific challenges for teachers in maximising the potential outcomes of the policy that need to be carefully evaluated
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