QUALITY ASSURANCE forEARLY CHILDHOOD EDUCATION (QAECE)

Asia-Pacific Statement on Education Beyond 2015:

Quality and Teachers:....Quality in education will be supported also by learning environment that are safe,

healthy, gender-sensitive, inclusive and conducive to learning, mother

tongue based multilingual education, and comprehensive monitoring and

quality assurance systems.

ICTs for education : the effective and responsible use of ICTs in education is crucial to enable

learners and teachers to adequately respond to the world of change.

NAWA CITA: CHANGE OF EDUCATION

• Build the independence, attitude, and character through

quality assurance, to begin with Early Childhood Education

• Utilizing the demographic bonus could be enjoyed by Indonesia in

2020 - 2030 will become the engine of growth that will drive

economic growth in Indonesia

GOVERNMENT REGULATION NO. 19/2005concerning National Education Standard

Chapter XV: Quality Assurance, Article 91

• Each education unit in formal and non-formal education have to conduct quality assurance.• Educational Quality assurance referred to

paragraph (1) aims to meet the National Education Standard.

• Educational Quality assurance referred to paragraph (1) shall be gradual, systematic and

planned in quality assurance program that has a target and a clear time frame.

SUCCESSFULL PRACTICES DISSEMINATION

SHARING EXPERIENCE

BUILDING QUALITY CULTURE & MOVEMENT APPROACH

CONTINUOUS IMPROVEMENT (NO LABELLING)

BUILDING SPIRIT & MOTIVATION

5

4

3

2

1

QAECE PRINCIPLES:

ECE PRIMARY EDU J S SCHOOL S S SCHOOL HIGHER EDU1000

21000

41000

61000

81000

101000

121000

141000

161000

181000

174141148084

35605 20957 3178

Series 2

Linear (Series 2)

Numb

er o

f sc

hool

s

THE NUMBER OF SCHOOLS IN INDONESIA IS ONE OF THE MAJOR CONSTRAINTS THAT AFFECT THE COMPLEXITY OF THE

IMPLEMENTATION OF QUALITY ASSURANCE

SOURCE: DAPODIK 2014

under bachelor bachelor and furthe...

Kindergartens10000

30000

50000

70000

90000

110000

130000

150000

142692

111694

60012

Series 2Linear (Series 2)Linear (Series 2)

Numb

er o

f sc

hool

s

The number of KG teachers based on academic qualification Y 2013

SOURCE: PADAMUNEGERI 2014

PPMP’s output FY 2014: QAECE Program (4-6 age) KGs

application

for freedownloadIP – PAUD& network

system

54.766 teachers/HTs 14.161 KGs 17.540 teacher

assistants936.574 pupilsACTIVE INVOLVED QAECE

CAPACITY BUILDING

QA OFFICERS: 35 NATIONAL316 JATENG 60 NTB 20 NTT

GUIDE LINES,HAND

BOOKS &INSTRUMENT

TARGET setting:Central JAVA,

NTB, NTT

Coordination among stakeholders

ECEQA GRADE:

1

3

4

2

UNDERDEVELOPED

(inadequate)

BEGIN TO DEVELOPED(satisfactory)

DEVELOPEDACCORDING TO EXPECTATIONS(good)

DEVELOPEDVERY WELL(outstanding)

HAVE NOT BEEN SHOWN / SHOWN UP AT ALL(TP 1)APPEAR EVENTHOUGH ONLY ONCE (TP 2)

ALWAYS APPEAR (TP 3)

ALWAYS APPEARS AND SHOWS ABOVE AVERAGE ACHIEVEMENTS OF THE AGE (TP 4)

1

2

3

4

JAWA

TENGA

HSTANDAR TINGKAT PENCAPAIAN PERKEMBANGAN

TP1TP2

TP3TP4

Data TK A TK BGuru 12437 19571Guru Muda 4099 5918Siswa 20115

9346960

Rasio Guru 1:16 1:18Rasio Guru Muda

1:49 1:59

Data JumlahSatuan Pendidikan 12841Pengisian Data Terpenuhi

10806

Pengisian Tidak Terpenuhi

2035

Kelompok TK A 4079Kelompok TK B 6727

NUSA

TEN

GGARA

BARAT

STANDAR TINGKAT PENCAPAIAN PERKEMBANGAN

TP1TP2

TP3TP4

Data TK A TK BGuru 1748 1928Guru Muda 734 750Siswa 30336 33621Rasio Guru 1:17 1:17Rasio Guru Muda

1:41 1:45

Data JumlahSatuan Pendidikan 1243Pengisian Data Terpenuhi

1019

Pengisian Tidak Terpenuhi

224

Kelompok TK A 376Kelompok TK B 643

NUSA

TEN

GGARA

TIMUR

(KAB

UPATEN

SIKKA

)STANDAR TINGKAT PENCAPAIAN PERKEMBANGAN

TP1TP2

TP3TP4

Data JumlahSatuan Pendidikan 70Pengisian Data Terpenuhi

66

Pengisian Tidak Terpenuhi

4

Kelompok TK A 26Kelompok TK B 40Data TK A TK BGuru 89 123Guru Muda 30 32Siswa 950 1659Rasio Guru 1:11 1:13Rasio Guru Muda

1:32 1:52

BENEFITS:

QAECEPROGRAM

Headteachers & Teachers Performance & management measures

Movement approach Value added (ICT, diagnostic, analysis)

Schools Competitive awareness

Shared goals Well documented

Stakeholders Mapping & analysing Advocating Supporting the making policy and program

Parents Monitoring children dev

Sense of awareness More involve

"Printing book report becomes more practical and efficient so that the evaluation results of the child's development is easier to read and quicker in process. In addition, it helps teachers / principals / institutions to archieve reports more valid and safe. " (Uli Ulyana, S.Pd.I, guru TK Alhidayah, Kec. Gebog, Kabupaten Kudus, Jawa Tengah, 12-11-2014)

Helping teachers to monitor students' progress from the beginning until the end of the learning process. Teachers’ behavior is more controlled and motivated to constantly improve the quality of learning.”(Umianah, Guru TK Negeri Pembina, Kec. Belik, Kab. Pemalang, Jawa Tengah)

.

Teachers and Institutions have realised the weaknesses and shortcomings as well as solutions how to overcome standards for early childhood education. ( Amin hadiartini, S. Pd, M. Pd., UPT Disdikpora Kec.Cilacap, Jawa Tengah)

"IP-PAUD application could be used as a reference in describing the real condition of the institution and as a standard in improving the performance of institutions. In addition, it could assist teachers in finding appropriate solutions to the problems encountered in the learning process“(Fataruddin, S.Pd., M.Pd, pengawas TK Kabupaten Sumbawa, 6-11-2014)

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3

2

1

TESTIMONY: INVOLVED TEACHERS AT QAECE

Policy &

Strategy

Capacity Building

SuccessfulPracticesDisseminati

on

1

2

3 4

567

QAECE STRATEGY:

8

ECEQA STRATEGY :1. Policy and Strategy: this activity purposes to determine norms,

standard, procedure and criterion for education quality assurance facilitation; Strategy for Learning Quality Improvement

2. Capacity Building: is conducted to improve the quality of QA team (diagnostic and analysis skill).

3. Working Group (fact finding): QA team that has been prepared in advance will visit the locations that have been determined to be the target

4. Implementation (reflection): learning implementation plan is implemented by one of the teachers at the school. This activity can be attended by colleagues in his/her group, teachers at his school, headteachers, supervisors, LPMP, BP-PAUDNI, PP-PAUDNI and QA team.

5. Clinical Supervision: Team will visit targeted school for implementation (such as learning process, documenting the entire learning process, and final discussion)

6. Analysing and Reporting: The material collected on the implementation of activities, supervision and evaluation will be reviewed and developed into a learning module or a package at particular subject and semester.

7. Successfull practices dissemination: The results of the quality assurance facilitation are disseminated in some form of activity, such as: workshop for dissemination of the results of quality assurance; sharing experience; benchmarking.

8. Information and Communication System Development: to support all processes is carried out in the facilitation of education quality assurance.

QAECE STRATEGY: (at district level)Working group

(fact finding): QA Team that has been prepared in advance will visit the locations that have been determined to be the target

QAECE STRATEGY: (at schools)

Learning implementation plan is implemented by one of the teachers at the school (reflection). This activity can be attended by colleagues in her group, teachers at her school, headteachers, supervisors, LPMP, BP-PAUDNI, PP-PAUDNI, and QA team (teachers’ lab).

QAECE STRATEGY: (at schools)

Team will visit targeted school for implementation (such as learning process, documenting the entire learning process, and final discussion). Using the IPPAUD to do clinical supervision and to be documented

QAECE STRATEGY: (at districts)The material collected on the implementation of activities, supervision and evaluation will be reviewed and developed into a learning module or a package at particular subject and semester.

DATE: SIGNATURE:

TO SUPPORT ALL PROCESSES IS CARRIED OUT IN THE QUALITY ASSURANCE FOR

EARLY CHILDHOOD EDUCATION FACILITATION.

QAECETHIS IPPAUD IS PRESENTED TO:

Y o u r D a t e H e r e

TAHAPAN PROGRAM(PENINGKATAN MUTU BERKELANJUTAN)

BUDAYA MUTU PADA SETIAP

SATUAN PENDIDIKAN

SISTEM PENJAMINAN MUTU PAUD TINGKAT

KABUPATEN/KOTA

2015

2016

2017

2018

2019

2020

Fasilitasi Penjaminan Mutu Tingkat Satuan Pendidikan

Fasilitasi Penjaminan Mutu Tingkat Kabupaten/ Kota

MELAKUKAN

DENGAN BENAR

DAN IKHLAS (MANDIRI)

MELAKUKAN

DENGAN BENAR

MELAKUKAN

DAN IKHLAS (MANDIRI)

DENGAN BENAR

MELAKUKAN

BERKE-LANJUTAN

DAN IKHLAS (MANDIRI)

DENGAN BENAR

MELAKUKAN

BERKE-LANJUTAN

BERBAGI

TAHAP KE-1 TAHAP KE-2 TAHAP KE-3 TAHAP KE-4 TAHAP KE-5

TAHAPAN

PENINGKA

TAN MUTU

SECARA

BERKELAN

JUTAN

AZAS MANFAAT

STRATEGY and TACTICS:

MODEL

2016

2015

strengtheni

ng

Build prototype, coordination, and mastering teachers

autonomy

SUSTAI

NABLIT

Y AND

MAINTA

NANCE

pionerring

QAECE FORMAL:Kindergantens Y 4-6

QAECE NON-FORMAL:Play group, Child care, SPS (under 4)

QAECE IN FORMAL :courses

SUSTAINABLE DEV(innovation):

parenting, enterpreneurship

, APE

1

2 3

4

QUALITY ASSURANCE FOR EARLY CHILDHOOD EDUCATION

(QAECE)

TARGETED 2014: CENTRAL JAVA, NTB, NTT (SIKKA)

34 PROVINCES IN INDONESIA

54.766 teachers/HTs 14.161 KGs 17.540 teacher

assistants936.574 pupilsACTIVE INVOLVED QAECE

ACDP’s Target: Lampung, West Java, and NTT

28

LEA

• ECEs• ECEs• ECEs• ECEs

LEA

• ECEs• ECEs• ECEs• ECEs

LEA

• ECEs• ECEs• ECEs• ECEs

PROVINCE

Note:LEA = local edu. authorityECEs= early childhood educations

COMPONENTS:1. Strengthening

policy & strategy

2. Capacity building

3. ICT

PROGRAM 2014 2015 2016 2017 2018 2019

QAECEKGs

QAECE MODEL

QAECE(NON FORMAL)

QAECE(INFORMAL)

QAECE(SD &

innovation)

(Central java, NTB, NTT )

PPMP

Timeline :

NORTH JKT

ACDP

IF WHAT YOU DO DOES NOT BRING ABOUT IMPROVEMENTS FOR TEACHERS,PLEASE DO NOT DO IT (Wright, 2007)

THANK YOU