1 Indonesia Reading Proficiency and Influencing Factors Ministry

1 Indonesia Reading Proficiency and Influencing Factors Ministry of National Education Jakarta, June 28 -29, 2011 1

2 Contents Introduction B. National Policies Implementation C. Trends in Indonesia Student’s Reading Performance, PISA 2000 -2009 E. Influencing Factors F. Conclusions and Recommendations G. Glossary A. 2

3 A A. INTRODUCTION 3

4 THE IMPROVEMENT OF ACCESS AND THE QUALITY OF SECONDARY SCHOOL AND THE RELEVANCE OF VOCATIONAL EDUCATION/POLYTECHNIC Secondary Education consist of general secondary education and vocational secondary education (Educ. Low 20/2003; article: 18). Vocational education is a subsystem education which specially help the student to prepare themselves in their future workplace (US National Council for Research into Vocational Education) Accelerating and expanding of Indonesia economic development in 2011 -2025 National production & earth products processing National energy shed ECE: 28, 8 million students ES : 39, 5 million students JHS: 13, 38 million Students SHS: 9, 11 million students HE: 5, 2 million students National industrial &manufacture stimulant National food shed Population: 240 million (2009 estimate) Eslands: 17. 504 Mother Tongue: 583 languages/dialects National main gate tourism National NDR overflow &HDR prosperous Stock Supply of HDR THE IMPROVEMENT OF ACCESS AND THE QUALITY OF SECONDARY SCHOOL AND THE RELEVANCE OF VOCATIONAL EDUCATION 4

5 THE IMPROVEMENT OF ACCESS AND QUALITY OF THE EARLY CHILDHOOD AND BASIC EDUCATION “The early childhood education is held before the primary education ” (Educ. Low No 20/2003, article: 28) . . . early childhood period is the golden age in the child’s growth period. This is a valuable period and determines a child to recognize various facts around as the stimulant to the personality, psychomotor, cognitive and social development. . . Higher cognitive function language Sense of hearing & visibling C o n c e p t month Early Childhood Educ. 0 -6 year: 28, 8 million Basic Edu. 7 -15 year: 44. 712 million Literacy Studies: PISA, TIMSS, PIRLS, ICCS, INAP, SABER, NE, SBM b o r n month BE Age year A d ul t decade D e a t h 5

6 National policy for completion of acces and stock supplay HE • GER EC Educ = 56. 7% 5, 2 juta • GER ES-other = 117. 2% • NER ES-other = 95. 2% = % drop out 8, 6 % BOS • Distribution of budget directly to school (BOS and BOMM) on time, on use and amount. 1, 5 % 31, 05 juta • GRE HE = 26. 3% 24, 0 % 12, 69 juta BOS ES/MI • GER JHS-other = 98. 3% • GRE SHS-other = 73. 0 % 1. 8 % JHS/MTs 4, 27 % 51. 7 % SHS/VOC BO /MA 9, 11 juta MM = % Graduation don’t continue to the higher level of education • Integration of NE with the selection of HE. 6

7 B. National Policies Implementation

8 The Focuss of National Educational Development Policies Year 2010 -2014 . . . educational development is addressed to develop Indonesian intelligent and competitive people through increased availability, affordability, quality and relevance, equality and certainty of obtaining educational services…. Indonesian intelligent and competitive people 4 IMPROVED ACCESS AND SECONDARY EDUCATION QUALITY AND RELEVANCE GENERAL VOCATIONAL EDUCATION (VS+POLITECHNIC). 3 IMPROVING THE QUALITY OF EDUCATOR AND EDUCATION PERSONNEL COMPLETION BASIC EDUCATION NINE YEARS OF QUALITY -e mp ow er in g IMPROVED ACCESS AND COMPETITIVENESS OF HIGHER EDUCATION 2 he ni ng SHS gt re n ex pl o rin g– st BE PI Li S IN A, T tera AP IM cy , S SS St AB , P ud ER IR ies , N LS : E & , IC SB CS, M IN TE GR AT IO N ECE 5 ACADEMICAL Education & HA BI TU AT IO N HE 5 PROGRAM PRIORITIES POLICIES CHARACTER Education 1 IMPROVED ACCESS & QUALITY OF THE EARLY CHILDHOOD OF EDUCATION 8

9 National Policy for Completion of MSS Into ES and JHS ), QC l( d an li ua ty Y IT Q CE I RV tro n SE L Co QI) ty ( NA ali ent TIO u A ), Q ovem UC A r Q ED e ( Imp OF nc T ra ssu A ity l a Qu E TH Q (0%) RSBI (International Based School Pioneer) (0, 65%) EN M VE O R MP I SSN (Nastional School Standard) Stadard) (10, 15%) SPM ( Minim Services (50, 39%) SPM (Minimum Services Standard) (41, 31%) SBI (International Based School) L UA School ES % Amount of Standardized School

10 National Policy for Improvement Of the Educators and the Education Personnel • Teachers are required to have academic qualifications, competency, educator certificate, physically and mentally health, and have the ability to achieve national education goals (Gov. Low 14/2005 Act. 8) • Teachers who do not have academic qualifications and educator certificate referred to in this Act shall meet the academic qualifications and certificates of educators at the latest 10 (ten) years since the enactment of this Act. (Gov Low 14/2005 Act 82) 100% TREND % QUALIFIED TEACHER S 1/4 < S 1/D 4 33% 25% 16% 8% TREND % CERTIFIED TEACHER 100% Not Yet Certified 27. 6% 39. 9% 42% 50% 54% 223. 000 guru= 60% 61% 58% 51. 9% 92. 7% 48% 50% 42% 46% 40% 39% 58% 67% 75% 15. 5% 84% 83. 9% 92% 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 66. 0% 325. 000 guru = 84. 5% 72. 4% 60. 1% 48. 1% > S 1/D 4 0% 74. 7% 0% 7. 3% 2007 16. 1% 2008 25. 3% 34. 0% Certified 2009 2010 2011 2012 2013 Note: Target is already consider the passing in and passing out teacher until 2014 10

11 National policy of learning resources and instruction facilities development • Teaching learning models development • Instruction materials models development • Standard development of educational textbook assessment • Remedial book assessment that standardized • Supporting on education book writers • Textbooks translating • Competency development of education book writers

12 National Policy Recommendation of Educational Budget Allocation for QA, QC and QI 1. Strengthening the weakest link (affirmative action). 2. The benefit is felt directly by student /community (impact). 3. Achieve the goals mandated by the Strategic Plan of MONE, RKP/priority activities plan 2012 , and RPJMN/national middle educational plan 2010 -2014. 4. Answering solving the problem at hand (relevance). 5. Ensure accuracy and use of budget allocations to be transferred to the regions (Standard procedure 0 peration). 6. Strengthening quality assurance, quality control, and quality improvement through monitoring and evaluation. 12

13 B C. TRENDS IN INDONESIA STUDENT’S READING PERFORMANCE, PISA 2000 -2009 6

14 The objective of Indonesia participating PISA study To find the information of student performance in term of reading, mathematic and science literacy for benchmarking with other countries, so that the PISA results could be implemented as a set of tool for policy recommendation formulation for improving the quality of education

15 The scope PISA • The focus of Program for International Student Assessment (PISA) 2009 is reading literacy. The scope of PISA study 2009: a) A profile of reading knowledge and skills, including digital literacy; b) Contextual indicators relating reading performance results to student c) & school characteristics; Students’ engagement in reading activities, and learning strategies; and Trend data on change in student attitudes and in socio-economic d) indicators, and also on the impact of some indicators on the reading performance results. • The Coverage of the study: 470. 000 out of 26 million students age 15 from 65 countries(34 OECD & 31 partner countries) are involved in PISA 2009.

16 Sample, Domain and Test Design sample Indonesia have participated in PISA study since 2000. 5. 136 students from 183 schools are involved in the study Schools are located in rural (22, 2%), small town (43%), town (14, 7%), city (13, 24%) & large city (6, 74%). Domain Science (35 items) Reading (28 items) Problem solving (19 items) Type of items: Multiple Choice, Shot Answer, Essay Test Design 167 items 13 items cluster (M 7, S 2, R 2, PS 2) 13 test books (4 cluster/test book) Use linking items for setting items calibrating

17 Summary descriptions for the seven levels of proficiency in reading Level Lower score limit Characteristics of tasks 6 698 Tasks at this level typically require the reader: to make multiple inferences, comparisons and contrasts; to demonstrate a full and detailed understanding of one or more texts; to deal with unfamiliar ideas, in the presence of prominent competing information; and to generate abstract categories for interpretations. Reflective tasks may require the reader to hypothesize about or critically evaluate a complex text on an unfamiliar topic, and applying sophisticated understandings from beyond the text 5 626 Tasks at this level that involve the reader to locate and organize several pieces of deeply embedded information, inferring which information in the text is relevant. Reflective tasks require critical evaluation or hypothesis, drawing on specialized knowledge. For all aspects of reading, tasks at this level typically involve dealing with concepts that are contrary to expectations. 4 553 Tasks at this level that involve the reader to locate and organize several pieces of embedded information. Reflective tasks at this level require readers to use formal or public knowledge to hypothesize about or critically evaluate a text. Readers must demonstrate an accurate understanding of long or complex texts whose content or form may be unfamiliar. 3 480 Tasks at this level require the reader to locate, and in some cases recognise the relationship between several pieces of information. Interpretative tasks at this level require the reader to integrate several parts of a text in order to identify a main idea, understand a relationship or construe the meaning of a word or phrase. Reflective tasks at this level may require connections, comparisons, and explanations, or they may require the reader to evaluate a feature of the text. 2 407 Some tasks at this level require the reader to locate one or more pieces of information; and to recognize the main idea in a text. Tasks at this level may involve comparisons or contrasts based on a single feature in the text. Typical reflective tasks at this level require readers to make a comparison or several connections between the text and outside knowledge. 1 a 335 Tasks at this level require the reader: to locate one or more independent pieces of explicitly stated information; to recognise the main theme or author’s purpose in a text about a familiar topic; and to make a simple connection between information. Typically the required information in the text is prominent and there is little, if any, competing information. 1 b 262 Tasks at this level require the reader to locate a single piece of explicitly stated information in a prominent position in a short, syntactically simple text with a familiar context and text type. The text typically provides support to the reader, such as repetition of information, pictures or familiar symbols. There is minimal competing information. 12

18 2009 PISA Reading Scores Some national policies: • Completion of MSS Into ES and JHS • Improvement of the Educators and the Education Personnel • learning resources and instruction facilities development • Recommendation of Educational Budget Allocation for QA, QC and QI activities

19 No. GNI/GDP Non-OECD dan PISA Literasi Country / Territory GNI/GDP PISA 2000 PISA 2003 PISA 2006 65, 000 519 538 526 8, 100 466 485 488 5, 780/8, 030 480 469 477 1. Liechtenstein 2. Latvia 3. Russian Federation 4. Argentina 5, 150 394 - 387 5. Brazil 4, 730 338 361 372 6. Thailand 2, 990/3, 420 435 419 420 7. Tunisia 2, 970 - 360 367 8. Columbia 2, 740 - - 372 9. Jordan -/2, 480 - - 395 10. Indonesia 1, 420/369 362 393 11. Kyrgyzstan 490 - - 316 Indonesia students’ performance will be better rather than other countries if Gross National Income (GNI) or Gross Domestic Product (GDP) has to be increased

0 0 0 4 0 1 2 1 3 4 3 28 21 38 60 90 86 89 81 74 74 74 77 63 62 21 20 17 15 6 8 5 4 3 0 9 0 50 45 40 35 30 25 20 15 10 5 0 -5 -10 -15 -20 -25 -30 -35 Peru Chile Albania Indonesia Latvia Israel Poland Portugal Liechtenstein Brazil Korea Hungary Germany Greece Hong Kong-China Switzerland Mexico OECD average-26 Belgium Bulgaria Italy Denmark Norway Russian Federation Japan Romania United States Iceland New Zealand France Thailand Canada Finland Spain Australia Czech Republic Sweden Argentina Ireland Score point change in reading performance between 2000 and 2009 20 Change in Reading Performance in PISA 2000 -2009 31 Change in treading performance PISA 2000 -2009 is 31 point 8

21 Economic, Social and Cultural Status (ESCS) Index 1. 00 0. 50 0. 00 -0. 50 -1. 00 -1. 50 Indonesia -2. 00 Indonesia Thailand Tunisia Brazil Albania Hong Kong-China Uruguay Azerbaijan Trinidad and Tobago Jordan Shanghai-China Romania Portugal Poland Russian Federation Croatia France Italy Slovak Republic Lithuania Greece Ireland Serbia Switzerland New Zealand United States Luxembourg United Kingdom Denmark Australia Dubai (UAE) Canada Iceland Note: Economic, social and cultural status (ESCS) index was derived from three indices: (1) highest occupational status of parents, (2) highest educational level of parents in years of education, and (3) home possessions

22 Indonesia’s Rank in Reading Performance, PISA 2000 -2009 Year Average Score Rank Number of Countries 2000 371 39 41 2003 382 39 40 2006 393 48 56 2009 402 57 65 Source: OECD Reports Indonesia students’ reading performance have steadily improved during 2000 -2009 period. While, its rank depends upon the number of countries participating in PISA study 9

23 Indonesia student’s literacy proficiency levels (%) PISA 2000 -20089 Level 2000 2009 ≤ Level 1 68. 7 53. 5 Level 2 24, 8 34, 3 Level 3 6, 1 11, 2 Level 4 0, 4 1, 0 Level 5 0, 0 Level 6 - 0, 0 During 2000 -2009, Indonesia students’ reading performance have consistently improved. Percentage of students proficient at level 2 or above has increased. While, students proficient at level 1 or less ( ≤ level 1) have decreased 13

24 Indonesia Student’s Reading Performance in PISA 2000 -2009 495 497 501 402 393 382 371 2000 2003 2006 2009 Indonesia OECD Average Indonesia students’ reading performance have steadily improved from 2000 -2009. While OECD students’ performance have been stagnant during the same period 7

25 Indonesia Student’s Reading Performance in PISA 2009: By Gender 513 499 474 420 402 Total Boys Girls 383 Indonesia OECD Average Girls performed better than boys in reading performance 10

26 Percentage of Indonesian student’s at each proficiency level on the reading scale in PISA 2009 Level < 1 b OECD Average level 1 b OECD/Girls level 1 a level 2 OECD/Boys level 3 level 4 Indonesia level 5 Indonesia/Girls level 6 Indonesia/Boys 0. 0 20. 0 40. 0 60. 0 80. 0 100. 0 The higher the proficiency level, the better student’s reading competency. In PISA 2009, over 50% of the Indonesian student’s reading proficiency is at level 1 or below 11

Reading Performance 2009: Indonesia and OECD 27 493 494 493 495 402 399 405 409 397 399 Access & Retrieve Integrate & Interpret Reflect & Evaluate Continous Texts Non-Continous Texts Total Indonesia OECD 14

28 Student’s Reading Performance and Reading Materials 480 495 480 486 492 501 492 533 501 513 390 398 394 392 373 407 408 410 420 Read non fictions* Read magazine* Read fictions* Read comic books Read newspapers* Yes No Indonesia Yes No OECD Students who are engaged in reading activities performed better in reading competency 18

29 C D. INFLUENCING FACTORS 15

30 Logical Framework of the Influencing Factors of Reading Performance Reading habits Parent educ level Socio-economic background Reading performance Gender Approaches to learning Language at home Source: Derived from OECD Report 2010 16

Reading Performance and Socio-Economic Factors 31 Reading performance Vs. GDP Score Reading perform. Vs. spending on education Score GDP/ Capita (000 US$) Cumulative expenditure (000 US$) Reading perform. Vs. parents’ education Reading perform. Vs. share of socio. Score economically disadvantage student score % Pop in the age 35 -44 w/ tertiary ed. Share of student ESCS Index below -1 Parents’ education and socio-economic conditions of students show important determinants of students’ reading performance 28

32 Detailed Social-Economic Factors Influencing Reading Performance One point increase is in the ESCS index is expected to increase 17 points in students’ reading performance 29

33 Engagement in Reading, Learning Strategies and Reading Performance Diversity of reading materials and memorization strategy contribute to improvement of student’s reading performance 30

Student parents education level 34 Country Fulfilled the Higher Education Level % Average Achievement Fulfilled the Academy Level % Average Achievement Fulfilled the Secondary/Vocation al Level % Average Achievement Japan 45 576 18 555 36 536 Korea 35 580 15 560 41 551 Malaysia 11 548 20 526 27 518 Indonesia 9 465 6 438 24 433 Chili 16 480 10 444 32 415 Saudi Arabia 27 424 0 0 12 404 South Africa 11 341 13 280 30 250 Rata 2 Internasional 28 507 17 487 28 472

35 Country Language students in accordance with tests used in the house Always % Average Achieve ment Almost always % Average Achieve ment Sometimes % Average Achieveme nt Never % Average Achieveme nt Japan 94 554 4 553 1 -- 0 -- Korea 71 558 28 562 1 -- 0 -- Malaysia 51 502 14 521 28 518 7 523 Indonesia 22 421 11 427 57 419 10 417 Chili 87 416 9 408 4 357 0 -- Saudi Arabia 100 398 0 -- -- -- South Africa 18 347 9 310 57 252 15 153 Rata 2 Internasional 68 482 11 483 17 442 4 389

36 The amount of books at home Country > 200 % Average Achieve ment 1001 -200 % Average Achieve ment 26 -100 % Average Achieve ment 11 -25 % Average Achievem ent 0 -10 % Average Achieve ment Japan 17 584 17 567 32 552 22 539 13 517 Korea 19 596 22 572 33 556 10 533 15 514 Malaysia 5 557 9 540 28 524 40 501 17 482 Indonesia 1 -- 3 449 19 431 45 416 32 416 Chili 5 484 7 458 27 437 37 402 23 374 Saudi Arabia 10 422 9 414 25 410 33 391 23 382 South Africa 6 315 5 316 14 288 31 241 44 218 Rata 2 Internasional 15 506 13 498 27 483 26 458 18 438

37 The confidence of students in reading Country High Confidence % Average Achievement Average Confidence % Average Achievement Less Confidence % Average Achievement Japan 20 595 46 551 34 529 Korea 20 612 42 556 38 553 Malaysia 38 530 48 500 14 496 Indonesia 40 418 53 421 7 442 Chili 46 434 44 393 10 407 Saudi Arabia 58 418 36 378 6 366 South Africa 45 282 45 215 9 207 Rata 2 Internasional 48 490 38 445 13 430

38 D E. CONCLUSIONS AND RECOMMENDATIONS 19

39 Conclusion The position of Indonesian students' literacy skills compared with literacy benchmarking in the developing and growing countries in the world through the results of the PISA assessment study has given both valuable lessons learn for policy makers at the national and regional formulation of the policy in order to improve the quality of national education.

40 Continues …. . • Since 2000, Indonesian student’s performance in reading have improved steadily. The score increase from 371 in PISA 2000 to 402 in PISA 2009. • Indonesia is one of few countries that has made a significant improvement in student reading performance during 2000 -2009. • During the same period, variation in the student ‘s performance has also decreased. It is partly due to improvements among low-achieving students. • Important determining factors of the student’s reading performance include: a) economic, social and cultural status (ESCS) index, b) availability of full-time certified teachers, c) student’s learning strategy, and d) student ICT activities.

41 continue …. The results of quality of inputs, processes, and outputs of education were: (1) the level of student competence, (2) deep levels of the material/syllabus, (3) conditions of the learning activities, (4) the ability of teachers, (5) utilization of the school environment for learning activities, (6) implementation of standards and practices of assessment activities, (7) the function of the leadership at the schools in term of school quality improvement, and (8) the formulation of policies to involve students , teachers, principals, parents, and school committees.

42 Recommendation National policies propose the systemic reform in aspects: (1) The creation of the school environment, teachers quality, the curriculum reform, teaching learning activities, learning resources, higher stage assessment and other supporting aspects. (2) The teachers have to develop their competence in academic, professional, social, and also personal through teacher certification development. (3) The organization of pre-service and in-service training would be controlled and managed more professionally with due respect to the quality and meaningfulness of the goal of increasing the professionalism of teachers.

Continue 43 (4) Student learning strategy has to be focused on three main areas: summarizing, understanding, remembering, and controlling. (5) The availability of full-time and quality teachers, quality books, and access to internet needs to be improved. (6) Student reading performance, the efforts to improve education quality should also be considered as an integral part of policies for improving household welfare 22

44 D G. GLOSSARY 23

45 GLOSSARY • The PISA index of economic, social and cultural status (ESCS) was derived from the following three indices: highest occupational status of parents, highest educational level of parents in years of education, home possessions • The index of family wealth is based on the students’ responses on whether they had the following at home: a room of their own, a link to the Internet, a dishwasher, a DVD player; and their responses on the number of cellular phones, televisions, computers, cars and the rooms with a bath or shower • The index of home educational resources is based on the items measuring the existence of educational resources at home including a desk and a quiet place to study, computer, software, books, technical reference books, & dictionary; • The index of cultural possessions is based on the students’ responses to whether they had the following at home: classic literature, books of poetry and works of art. • The index of school size was derived by summing up the number of girls and boys at a school 24

46 GLOSSARY Continued … • The index of teacher shortage was derived from items measuring school principals’ perceptions about qualified teachers • The index of memorization was derived from the frequency with which students did the following when they were studying: i) try to memorize everything that is covered in the text; ii) try to memorize as many details as possible; iii) read the text so many times that they can recite it; and iv) read the text over and over again. • The index of elaboration was derived from the frequency with which students did the following when they were studying: i) try to relate new information to prior knowledge acquired in other subjects; ii) figure out how the information might be useful outside school; iii) try to understand the material better by relating it to my own experiences; and iv) figure out how the text information fits in with what happens in real life. • The index of control strategies was derived from students’ reports on how often they did the following statements: i) when I study, I start by figuring out what exactly I need to learn; ii) when I study, I check if I understand what I have read; iii) when I study, I try to figure out which concepts I still haven’t really understood; iv) when I study, I make sure that I remember the most important points in the text; and v) when I study and I don’t understand something, I look for additional information to clarify this. 25