Chart 5.
Average routine funds per pupil received by schools
A more accurate picture of the routine funding received by schools is given if the one-off APBN and provincial grants are removed. This is illustrated in Chart 5. The largest part of routine funding of school operations is from parent's contributions: almost 90% in the case of primary schools and 72% in the case of junior secondary schools.
(b) Expenditure
Table 9 shows that the majority of funding (over 70%) received by schools is used for funding the operations and maintenance of the schools.
Table 9: School Expenditure per pupil
|
|
Materials
and Personnel
|
Operations
and Maintenance
|
Capital
|
Total
|
|
Primary
(SD/MI)
|
|
123,112
|
14,891
|
165,317
|
|
|
16.5%
|
74.5%
|
9.0%
|
100.0%
|
|
Junior
Secondary (SMP/MTs)
|
78,684
|
256,147
|
16,699
|
351,530
|
|
|
22.4%
|
72.9%
|
4.8%
|
100.0%
|
2. Teachers' Working Groups: KKG and MGMP
In all districts primary and junior secondary schools have already been grouped in clusters. Primary schools have Teachers' Working Group Meetings (KKG) and Junior Secondary Teachers have Subject Teachers' Discusion Groups (MGMP). However, the clusters do not include Madrasahs, who have their own Madrasah Working Groups (KKM). In most cases when asked teachers and principals replied that there were regular meetings of the groups each month and that at least 50% of teachers invited attended. However, when asked to relate what had happened at their last meeting, many admitted that no meetings had taken place during the first month of the current school year. KKM meetings seem to take place rarely - typically once or twice per year - and focus on administrative matters.
Although the focus of meetings is intended to be on improving teaching, it appears that many of the meetings discuss more administrative matters and arrangements special school events, such as inter-school competitions. When meetings had taken place where the participants discussed teaching and learning, none of the teachers gave any examples of practical activities such as making learning materials or trialling lessons.
The MBE program will support the development of teacher meetings including KKG and MGMP focused on developing teaching and learning in a practical way. It will provide training for key teachers who lead KKG and MGMP meeting and will support the integration of madrasahs in these groups as has occurred in other similar programs.
3.2.2 Teaching and Learning
1. Style of Teaching
The number of teachers who had received training in applying active learning (PAKEM) or contextual learning over the past few years in most schools was very limited. A number of secondary teachers had received a one day training at the MGMP, but none of the primary school teachers had received any training, as they are not part of a donor aided program.
As a result the teaching in almost every class viewed was traditional in nature. Estimates of the proportion of time spent doing various activities were as follows:
|
Activities
|
%
|
|
Teacher lecturing / or child working a question on the blackboard
while the rest of class watched passively
|
60%
|
|
Children doing exercises / tests
|
30%
|
|
Children writing in their own words
|
0%
|
|
Practical work
|
0%
|
|
No lessons taking place (despite being lesson time)
|
10%
|
*Our consultant saw a photograph of practical work in a primary school class in Probolinggo where children had been sent to plant seeds in the school grounds.
|
Typical style of teaching
About 60% of the pupils' time in the primary and junior secondary schools visited was spent listening to the teachers or watching a child work a problem on the blackboard.
|
2. Class Organisation
The arrangement of the furniture in all classes was traditional. There was no sign of alternative forms of organisation such as group work in any classes.
7 The current terms used for the models of preferred teaching which are being developed vary between primary to secondary schools. In primary schools it is called 'Active, Creative, Effective and Joyful' learning, known by its Indonesian acronym PAKEM and in secondary schools it is known as 'Contextual Learning'. In both cases the main features of the models are similar.
3. Children's Work
The consultants were unable to find any examples of children writing in their own words during the lessons the observed or in the children's books. Most work was either copied from the blackboard or exercises worked from the blackboard or from books.
|
Children's writing
Where children wrote in their books, the writing typically consisted of copying sentences from the blackboard (see the picture on the left) and filling in blank spaces in the sentences. Our consultants did not observe any cases of children writing their own thoughts.
In some classes children used text books to answer questions, but in a significant number of primary school classes the children had few or no books to use.
|
4. Displays of Work
The vast majority of classrooms visited had no significant displays of children's work. Displays where they existed were limited to posters and commercially produced pictures, often very old. A few classes had displays of children's art and craft work and a few had drawing linked to topics the children had been learning. There were no examples of displays of children's written work.
|
Most classrooms were like this - a few charts or printed pictures displayed
|
|
|
Some had a few (often old) worksheets poorly displayed
|
|
|
This class had drawings of the planets, and charts ,but no accompanying children's writing
|
|
|
This classroom had a good collection of children's mainly art and craft work, which is only displayed on school open days
|
|
|
