Summary of "🔴LIVE Tingkatkan Kesejahteraan Pendidik, Baleg DPR RI, Menag & Mendikdasmen Bahas RUU Guru (19/11)"

Evaluation and Improvement of Indonesia’s Law No. 14 of 2005 on Teachers and Lecturers

The live discussion focused on evaluating and improving the implementation of Indonesia’s Law No. 14 of 2005 concerning teachers and lecturers. Particular attention was given to the welfare, certification, management, and professional recognition of educators, especially those in private madrasahs and the religious education sectors. The meeting involved the Baleg DPR RI (Legislative Body), the Ministry of Religion, and the Ministry of Primary and Secondary Education.

Key Points and Issues Discussed

1. Role of Ministries and Implementation Challenges

The Ministries of Education and Culture and Religion are key implementers of the law in their respective sectors.
There is a need for updated implementing regulations aligned with the law’s mandate, especially regarding private madrasah teachers and lecturers at private Islamic universities.
Monitoring revealed obstacles such as:
- Dualism in teacher management between central and regional governments.
- Contradictory policies on teacher appointments.
- Issues with honorary teachers and P3K (government employee with work agreement) status.

2. Legal and Regulatory Concerns

The current law is rigid and outdated; teacher governance should be regulated by government regulations rather than the law itself to allow flexibility.
There is a conflict between the teaching profession’s status and the ASN (civil servant) regime, leading to administrative burdens that detract from professional duties.
Fragmentation between central and regional governments causes inefficiencies in recruitment, placement, competency development, and teacher redistribution.

3. Teacher Certification and Academic Qualifications

Certification is often viewed as a procedural requirement for benefits rather than a tool to improve professionalism.
Efforts have been made to provide in-service and pre-service certification and to recognize prior learning experiences, but many teachers, especially in madrasahs, remain uncertified.
The government plans to integrate certification with recruitment and ensure all teachers have at least a bachelor’s degree by 2028.

4. Teacher Welfare and Professional Allowances

Significant disparities exist between state and private teachers, particularly madrasah teachers, many of whom receive very low salaries (as low as Rp 300,000/month).
Professional allowances are currently certificate-based, not performance-based, which does not incentivize quality improvements.
Proposals include:
- Aligning teacher income schemes with ASN salaries.
- Providing performance-based allowances.
- Establishing minimum salary standards for private teachers.

5. Madrasah Teachers’ Specific Issues

Madrasahs operate differently from formal schools, with flexible learning times and spiritual educational philosophies not fully recognized in the law.
There is a lack of legal recognition and welfare parity for madrasah teachers, who constitute a large portion of religious educators but receive minimal support and facilities.
The Ministry of Religion emphasized the need to redefine teacher and school definitions to include madrasah educators and ensure their inclusion in state responsibility.

6. Governance and Authority

Teacher management authority is fragmented:
- The Ministry of Religion manages religious teachers centrally.
- The Ministry of Education’s authority is decentralized to regional governments.
This fragmentation causes coordination problems.
There is a call to clarify and possibly centralize teacher management to improve distribution, recruitment, and career development, especially to address teacher shortages in remote areas (3T regions).
Concerns were raised about political interference in teacher appointments and transfers, which affect teacher stability and quality.

7. Teacher Protection and Professionalism

Teachers face challenges including criminalization, political pressure, and violence, with inadequate legal protection.
Proposals include:
- Stronger legal protection.
- Performance-based recognition.
- Restoring the dignity and respect of the teaching profession akin to other respected professions like doctors and advocates.

8. Future Legislative and Policy Directions

Commission 10 is drafting amendments to the National Education System Law, incorporating improvements to teacher and lecturer laws, higher education, and regional government laws.
The revision aims to:
- Address current gaps.
- Clarify authorities.
- Improve welfare, certification, and career development.
- Ensure equitable treatment of all educators, including those in private and religious institutions.
Emphasis on social justice and equitable resource distribution to prevent discrimination against madrasah teachers and other private educators.

Presenters and Contributors

Deputy Minister of Primary and Secondary Education (Kemendikdasmen)
Director General of Teachers and Education Personnel, Prof. Nunuk
Minister of Religion
Representatives from the Ministry of Manpower (Kemenpan RB)
Members of Baleg DPR RI
Representatives from Commission 8 and Commission 10 of DPR RI
Various legislators including Mr. Husni, Mr. Beni, Mr. Edi, Mr. Sugiat, Mr. Longki, Mr. Muslim, and others

Summary

The meeting highlighted the complexity of teacher governance in Indonesia, underscored the need for legal and regulatory reforms, and emphasized the urgency of improving teacher welfare and professional standards. Particular focus was placed on private madrasah teachers, who have long faced discrimination and inadequate support. The discussions pointed toward a more integrated, equitable, and professional approach to managing and supporting educators across all sectors.