An Ideal Teachers’ Competence Exam

Kompas/Wawan H Prabowo

A group of teachers visit the grave of Indonesian Teachers Association (PGRI) chairman ME Subiandinata on Friday (24/11) at Taman Makam Pahlawan (Heroes’ Cemetery) in Kalibata, Jakarta. The grave visitation was part of a series of activities held to commemorate National Teachers Day, which fell on Nov. 25.

An average score of 80 in the teachers’ competence assessment has been deemed too difficult for teachers. An assessment that incorporates teaching experiences and skills along with teachers’ test scores must be formulated.

Apart from his acknowledgment that the standard assessment score was too high, Culture and Education Minister Muhadjir Effendy’s statement that teachers should be educators instead of mere instructors was old news (Kompas, 26/11/2017). It is just repeating what has often been said. For the 3.1 million teachers (including college lecturers) nationwide, the teachers competence test (UKG) seems more grounded and down to earth than any philosophical musings on the ideals of the teaching profession. The occasion of National Teachers’ Day on Nov. 25 came and went.

The UKG is mandated by Law No. 14/2005 on Teachers and Lecturers. Before it was called the UKG, a general certification program was launched in 2007. It was interesting not only as part of the national policy to improve the quality of teachers, but also for its guarantee that teachers who passed the test would be given a professional allowance (TPG).

As of October 2017, 10 years since its implementation, almost two million teachers had passed the UKG. This means that 650,000 teachers are still uncertified. The Culture and Education Ministry pledges to complete the UKG program by late 2019.

A quick look at the program reveals various problems. Nevertheless, the program remains concrete proof of the government’s concern for the nation’s teachers. Among the problems is the “shortcuts” teachers employ to obtain certification and gain the TPG; the UKG is based on their teaching portfolio; and not all certified teachers are automatically given their rights. The increase in UKG average scores from 4.7 points in 2014 to 5.5 points in 2015, and from 6.49 points in 2016 to 80 points this year has been deemed a success.

All stakeholders must participate in tackling the classical problems regarding teachers. Placing the management of elementary and secondary education in the hands of regional governments will not necessarily resolve the issue of unequal distribution. Teachers are often used to pursue political interests and their appointment remains the authority of the central government. Various divisions occur, with negative impacts on the educational praxis.

Such conditions indicate that the coordination and unity of relevant ministers are important to tackle the various issues regarding teachers. The Culture and Education Minister has arranged an ideal concept and methodology in the UKG, but all relevant ministries must implement this plan in unison.

In the context of improving the quality of future Indonesian generations, tackling issues of the teaching profession is more complicated than other professions. Delaying the fulfillment of promises will only exacerbate teachers’ disappointment. Several aspects need to be observed, as such disappointment will impact students, and in turn, impact the quality of future Indonesian leaders.

The UKG is merely one entry point to tackle problems and improve quality. Many other aspects, including a proper welfare system for teachers and guarantees in teachers’ appointments, must also be improved to ensure that teachers and lecturers feel safe and secure in their jobs.