Teaching & Learning Activities (TLA)

We believe that improving the quality of Teaching and Learning Activities (TLA) is the most important issue related to achieving quality education in Indonesia. However, before we discuss specific TLA issues we need to discuss some general issues and define some specific issues that determine the quality of education.

Is the objective of Teaching and Learning Activities to deliver/transfer some specific information or knowledge, or to teach a specific skill or competency to the learner? Or are there broader objectives to be achieved?

We can still remember when Competency-Based Curriculum (CBC) emerged formally in Indonesia. Many teachers in the field were quite confused. This was due to a number of issues including the fact that many competencies itemized in the curriculum were not clear competencies, and they would be very difficult to assess. Another reason for the confusion was that teachers didn't believe that they would have enough time to teach and assess each of the competencies, as there were so many of them.

However, this is not a problem because we don't need to teach each of the competencies individually. In one lesson we can teach and assess many competencies simultaneously.

In fact in every class we are obliged to teach as many competencies as we can whether we use CBC or not.

What is Quality Education?

There are many definitions for quality education but we feel that this definition from UNICEF (below) is complete enough:

  • Learners who are healthy, well-nourished and ready to participate and learn, and supported in learning by their families and communities;

  • Environments that are healthy, safe, protective and gender-sensitive, and provide adequate resources and facilities;

  • Content that is reflected in relevant curricula and materials for the acquisition of basic skills, especially in the areas of literacy, numeracy and skills for life, and knowledge in such areas as gender, health, nutrition, HIV/AIDS prevention and peace;

  • Processes through which trained teachers use child-centred teaching approaches in well-managed classrooms and schools and skilful assessment to facilitate learning and reduce disparities;

  • Outcomes that encompass knowledge, skills and attitudes, and are linked to national goals for education and positive participation in society.

How can we implement quality education in Indonesia?