Teacher Events

SSE STAFF BECAME A SPEAKER FOR ASEM CONFERENCE IN BERGISCH GLADBACH-GERMANY

This international conference with the theme “Teachers and Trainers in Adult Education and Lifelong Learning Professional Development in Asia and Europe” was held by the ASEM (Asia-Europe Meeting Educational and Research Hub for Lifelong Learning), an institution under the Asia-Europe Foundation, and the German Institute for Adult Education (DiE). One of the main focuses of the organization is the Professionalization of Lifelong Learning with a special emphasis on teacher training.

Raymond Setiawan, Psi. M.HRM, from the Sampoerna Foundation Teacher Institute (SFTI), a sub-division of Sampoerna School of Education, presented a paper titled “Effects of Teacher Training in Lifelong Learning: A Practice in Indonesia by Sampoerna Foundation Teacher Institute” in a Workshop focusing on the effects of teacher training.

The conference consisted of ten sub-themes:
• Competency -Models for Teachers and Trainers in Adult Education
• Teachers and Trainers: between Responsibility and Accountability
• Validation of Adult Educators’ Competences
• Effects of Teacher Training
• Pathways towards Professionalization
• Competence Development of Teachers and Trainers in Adult Education
• Challenges towards the Professionalization of Teachers and Trainers in Adult Education
• Key Competences of Teachers and Trainers in Adult Education
• Teachers and Trainers Roles and Activities in Adult Education
• Teachers and Trainers Competencies between State and Market

In total, there were seventeen countries participating in the conference, coming from Asia (seven countries) and Europe (ten countries). For Indonesia, this is the first time for a participant to present in the forum.

In addition, a poster presentation was also held during the conference. The topic for the poster presentation was “Professionalization in Adult Education-National Perspectives”

Logotherapy merupakan suatu pendekatan psikologis yang dikembangkan oleh Viktor E. Frankl, seorang neurolog dan psikiater yang pernah mendekan di kamp konsentrasi pada masa Nazi di tahun 40-an dan kehilangan istri dan banyak anggota keluarganya yang mati di kamp konsentrasi tersebut. . ‘Logos’ sendiri berasal dari bahasa Yunani yang berarti ‘makna’.

Saat ini penulis sedang berada di Kabuten Sukamara, Kalimantan Tengah dan sedang melakukan analisis kebutuhan peningkatan kualitas pendidikan di dua Kabupaten, Sukamara dan Kotawaringin Barat.

 Terlepas dari keinginan yang sungguh dari pemerintah daerah untuk memajukan dunia pendidikan dan cita-cita untuk meningkatkan kualitas pendidikan secara nasional, penulis berusaha melakukan analis pribadi terhadap daerah yang dikunjugi, berdasarkan observasi dan wawancara yang dilakukan sehubungan dengan tugas yang dilakukan sebagai staff dari Sampoerna Foundation Teacher Institute.

 Di satu sisi, berdasarkan bincang-bincang dengan Bupati dari kedua daerah tersebut, penulis dapat menyimpulkan bahwa ada keinginan yang sungguh untuk memajukan daerah masing-masing, termasuk memajukan sektor pendidikan di kabupaten masing-masing. Namun di sisi lain, penulis juga menemukan bahwa tantangan yang dihadapi untuk benar-benar memajukan sektor pendidikan menyangkut banyak faktor yang bersifat multi-dimensi dan saling terkait. Yang penulis maksud di sini adalah sektor fasilitas umum publik, administrasi pemerintah, kesempatan yang diberikan kepada para guru serta faktor non-teknis yang menyangkut budaya yang terkait dengan kepercayaan masyarakat lokal yang pada akhirnya mempengaruhi keefektifan praktek pendidikan di daerah tersebut.

Abstract:

The quality of education depends on the quality of the teachers. This axiom is very well known among educators, including in Indonesia. A lot of teacher professional development has been delivered all across the Indonesian archipelago. Hence, the delivery of the program is more into ‘hit and run’, where teachers’ professional development is conducted but not followed by proper monitoring and evaluation. Furthermore, the training delivered was usually not preceded by appropriate professional development needs analysis. Consequently, this approach raised issues of how well the trainings answered the teachers’ needs, and how effective those trainings to the teachers in doing their day to day activities .The conditions described earlier, brought the Sampoerna Foundation Teacher Institute (SFTI), a professional philanthropic organization that specializes in providing teachers and school leaders in Indonesia with pedagogical and school management professional development programs, into awareness of the importance of the well planned monitoring and evaluation programs to measure the effect of teacher training. This paper describes the condition of the teachers’ professional development through training programs in Indonesia and the practice by the SFTI.

For the complete text please visit: http://www.die-bonn.de/asem/asemconfpapers.pdf

This paper is presented at the  ”Teachers and Trainers in Adult Education and Lifelong Learning: Professional Development in Asia and Europe”. 29-30 June in Bergisch, Gladbach/Germany.

  

 

 

Bagaimana kita mengetahui ‘efektiitas’ dari pelatihan / training yang telah dilakukan?  Hal ini biasanya menjadi salah-satu pertanyaan krusial bagi para pendidik maupun para pelatih di berbagai bidang. Secara umum terdapat lima tahapan dari evaluasi suatu pelatihan.

Pertama, adalah melakukan evaluasi terhadap reaksi peserta pelatihan terhadap sesi pelatihan yang baru saja dilalui. Hal ini dapat dilakukan dengan menggunakan kuesioner guna mengetahui bagaimana pandangan / pendapat peserta mengenai topik, cara penyampaian, kompetensi fasilitator, maupun sarana-prasarana pelatihan. Evaluasi tahap pertama ini memang bersifat subjektif, namun tetap sangat bermanfaat untuk mengetahui apa yang dipersepsi oleh para peserta pelatihan.