Project 6: Policy Brief in Indonesia's Curriculum of K-13
Background
There were more than 2 times of National Curricula in Indonesia (2004-2013)
Why?
Bonus Demographic (70% of Indonesians will be in working class by 2020-2030 - around 200 million people)
International Assessments
Indonesia's trend in PISA test is increasing but it still lower than its neighboring countries in the South-East Asia region
Implementation of K-13
The K-13 was implemented in 2013 not only to improve what was missing from previous curricula but also to prepare students in the industrial 4.0 agenda with the bonus demographic advantage.
Research Questions
What parts of previous curricula that the K-13 tried to improve?
How is the implementation from K-13 through the lens of AQEE?
Has K-13 prepared students to be internationally competitive in international assessments?
AQEE from OECD
Through its longitudinal data from results of international assessment like PISA, the OECD formulated that a high-performing system of education needs to perform highly in these 4 different dimensions: Access, Quality, Equity and Efficiency.
With this framework then I tried to see whether the implementation of K-13 has been effective or not.
Results
Access to education has been great in Indonesia by making sure more than 80% of its children in schooling age enroll in school.
The Quality of teachers especially in secondary school needs to be improved. Lack of qualified teacher with proper qualification is one other challenge to improve.
There is a big inequality of education between the western and the eastern part of Indonesia.
The efficiency of funding to education needs to be monitored and evaluated regularly especially dana bos. Big portion of the annual budget for education will be more effective if continuous monitoring and evaluation is enforced by the government.
Recommendation
The details of recommendations can be seen in the full text of this policy brief