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Kamis, 01 Oktober 2020

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Dear Student,
Pursuant to the Abraham S. Fischler College of Education (FCE) Student Grievance
Procedure, the Grievance Form is for use in filing a grievance when a satisfactory
resolution is not achieved through a formal appeal. Please note that this form and any
supporting documentation must be properly completed, received, and on file in the
Office of Student Judicial Affairs (OSJA) within fifteen (15) days following receipt of
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Cardinal Station Newburg Center for Primary Care
215 Central Avenue, Suite 100 1941 Bishop Lane, Suite 900 215 Central Avenue, Suite 205
Louisville, KY 40208 Louisville, KY 40218 Louisville, Ky 40208
I:\FCM\Phyllis Harris\Forms\New Patient Pkg Components
UofL Department of Family & Geriatric Medicine
Dear New Patient,
Welcome to your University of Louisville Physicians Family practice! We
are offering patient-centered medical care and are enthusiastic about our
relationships with our patients. In order to better serve your needs, we are
enclosing several forms and ask that you completely fill each form out.
The first sheet will help us learn more about you; please completely fill out this
form about your family history. The next sheet is titled, "Authorization for the
use and/or Disclosure of Protected Health Information", and you will need to
completely fill that out for our doctors to treat you to the best of their ability; it
gives us permission to review your medical records from your previous primary
medical facilities.
Following, please completely fill out the Registration, Social Services & Consent
Form. Next, you will find our Privacy Notice, followed by an acknowledgement that
you have received and understand our Privacy Policies. Finally, the last form is the
Office Acknowledgements and Policies form. Please read carefully and sign
your name at the bottom of the letter.
Please make sure to bring all of these forms with you to your first office visit.
Do not mail them back to the office. Also, please remember to always
bring your picture ID, current insurance cards and your co-payment. If your
health insurance requires you to select a primary care doctor please do so prior to
your office visit. Please bring in any and all medication you take, in their
original bottles, to your appointment.
If the patient is under 18 years of age he or she must be accompanied by an
adult and will need to bring a copy of their current immunization certificate.
Please arrive 15 minutes ahead of your scheduled appointment time so that if
you have questions about these forms or we need more information, we can
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We look forward to seeing you!
University of Louisville Physicians
UofL Family and Geriatric Medicine

----YW8otCE9;DfUdUU Welcome Letter to ARSC 1201 "Step 1" Students Dear Students of ARSC 1201: We're your instructors for STEP 1: Inquiry Approaches to Teaching and are excited to soon meet you! This course is designed to interest math and science-related majors in the possibility of becoming secondary math or science teachers (grades 7-12), and we're glad you are interested in "trying out" math or science teaching! If you choose to continue in the UAteach program, you can earn a minor in secondary education while getting your degree in math or science, and you'll be ready to apply for your Arkansas teaching license. In addition to coming to class once a week, you and a partner will be assigned to a mentor teacher in a local middle school for a 'practicum' in a 4th, 5th, or 6th grade classroom. You may be thinking 'why middle school' when you are considering teaching secondary school! Well, the middle school audience turns out to be a terrific place to try out teaching for the first time! • Practicum: Students will make 5 visits throughout the semester (with a partner) to a math or science classroom at a local school to observe your assigned mentor teacher's class and to teach 3 lessons. If you don't have a car, we'll pair you with someone who is willing to drive! • Each visit requires a 2-2 ½ hour block of time in your schedule that matches your partner's and your mentor teacher's schedule. Under some circumstances, we might be able to schedule you for a lesser block of time. Travel will not exceed a ½ hour drive one way, and is included in our estimated block time. If your schedule is so tight that we cannot find a practicum placement for you, you will have to take Step 1 a different semester. Please bring your university schedule to class the first day so we can begin scheduling practicums! • Attendance is mandatory, including the first day of class. Points are deducted for absences. If you do not attend class on the first day, we may be unable to assign you a teaching team, and you may need to postpone your taking of STEP 1 to the following semester. Also, attendance at a 2 hour final exam period is worth 12% of the final grade – a student who does not attend the final will have a grade drop of one letter grade. • Communication with others is an important element of this course. Although you are given some class time to prepare for the 3 lessons that you will teach, you will need to stay in contact with your assigned teaching partner, and with your instructor and mentor teacher outside of class time to successfully plan the lessons. Students who have dropped the course partway through the semester tended to have communication problems and did not have adequate commitment to working with a partner. • Commitment to your mentor teacher's class is expected. You only go out to your assigned school 5 times throughout the semester, but we expect 100% commitment within that timeframe to learning from your mentor, getting to know your students, providing valuable lesson experiences for them, and exhibiting professional behavior. • For those of you interested in teaching math and science but have fewer than 5 semesters remaining before graduation, we can help you determine if the one-year "Master of Arts in Teaching" (MAT) program might be a better path toward teacher licensure for you than the undergraduate UAteach program. We still encourage you to take this introductory course as it satisfies a pre-req for the MAT! • If you decide this course is not for you, remember the drop date for any tuition refund is at the end of the first week of classes! We look forward to sharing many great teaching moments with you this semester and really think you will enjoy the class! Although we team-teach the Step 1 courses, Dr. McComas typically works with students on developing math lessons and Ms. Childress or Ms. Ward works with the science lessons! All of us are here to help you get interested and knowledgeable about teaching! There is a map to the UAteach 'house' (UTCH) on our website teach.uark.edu. The UAteach 'house' will be open the Friday before classes, 10:00-2:00, providing an opportunity to find our somewhat-hidden building, and meet our staff, before classes begin. Please, do not hesitate to e-mail us if you have any questions or concerns about the course, or would like more information about how the UAteach minor can fit into your degree! We are here to help get you interested in teaching math or science as a career option! Dr. Kim McComas kmccomas@uark.edu Ms. Michelle Childress mjc1219@uark.edu Ms. Peggy Ward pdward@uark.edu UAteach, University of Arkansas 946 W. Clinton Avenue, UAteach House (next door to the Clinton House) 479- 575-3280 ----AYX9bbnY;RucszR Dear Accepted Vet Tech Student, Congratulations on your acceptance to the VTC Veterinary Technology Program. Admissions standards are high and acceptance shows that we have confidence in your ability to complete the program and ultimately pass the Veterinary Technician National Exam (VTNE) and to be a valued member of the veterinary health care team I would like to take this opportunity to introduce myself, and a few animal friends here at the college. My name is Professor Craig Stalnaker, and I am the Department Chair of the Veterinary Technology Program. In addition to our normal population of cats, dogs, cattle, horses, rabbits and rodents, we have: a Ball Python and two turtles. Our student population is a range from recent high school graduates to nontraditional students seeking a career change. Many of our graduates do go directly from school to work in a clinical practice or related fields, while others decide to continue their education. One opportunity here at Vermont Tech for a Veterinary Technology student, is to stay an additional two years and earn a Bachelors degree in Business Technology and Management. Students, who complete this degree, would have additional marketable skills in the area of practice management. The Orientation Program during the summer months will be an excellent opportunity to explore our facilities, in addition to getting all of your important questions answered. More information will follow with the pertinent details of the mandatory orientation. At these sessions important topics will be discussed, including human rabies prophylactic vaccination and other expectations outlined in the Veterinary Technology Student Handbook. The handbook is full of very useful information on all program requirements. Our goal in providing all this information is to assist students in making a successful transition into the program. Before enrolling, it is important that each student consider the following regarding the academic and physical demands of the Veterinary Technology program. Academically, students are enrolled in a very challenging curriculum that is heavily science based, in as many as 18 credit hours per semester. During their two year program of study, students are expected to complete over 300 tasks required by the American Veterinary Medical Association accreditation standards, many of which are performed on live animals. In addition, other physical challenges include hands on care of the program owned animals, for at least 4 weeks each semester in the first year. This is accomplished through enrollment in VET 1051 and 1052, Animal Care 1 and 2. Students are partnered with a classmate and are supervised by second year students. Morning Animal care shifts begin at 6:00 a.m. and evening shifts start at 5:00 pm, with each shift lasting approximately 2 hours. Students are scheduled with only one shift per day when they are on the schedule. Thus the program is challenging in many ways. If a student is unsure about whether or not they have chosen the appropriate degree program, I strongly recommend that each student shadow a veterinary technician in a veterinary practice as a means of deciding on this as a career path. Most veterinary practices are very amenable to students coming in and the insight gained can be very valuable. I hope that you will take some time to think about all of the information I have provided and use it to help make a good decision about your academic future. I look forward to meeting you at orientation. If you have any questions at any time regarding the program curriculum or requirements, please feel free to contact me at any time. I can be reached via email, Cstalnaker@vtc.edu , or by phone, 802- 728-1309. Sincerely, Craig Stalnaker, CVT Department Chair Veterinary Technology ----37TTFdVc;NAFHmT ----PieJfUeW;GKZoSe

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I will be out of the office from Tuesday, February 18 through Friday, February 21. I will have access to email and will reply if necessary. All other emails will be returned on Monday, February 24. Thank you!



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Dear Prospective Ed.D., Higher Education Strand Applicant:
We are very pleased that you are interested in the Higher Education Strand of CCSU's Doctor of
Education (Ed.D.) in Educational Leadership, designed for current higher education professionals
who aspire to leadership positions on college or university campuses. We look forward to receiving
your application.
As you complete your application, keep in mind the following admission criteria:
1. Master's degree from an accredited institution of higher education in a discipline or
professional field that is relevant to the Ed.D. in Educational Leadership.
2. A 3.00 or higher cumulative average (GPA) in all graduate coursework.
3. Two or more letters of reference from leaders in postsecondary education familiar with
your work. Ask your references to use the form on the next page.
4. Résumé that illustrates important work-related experiences with an emphasis on yo ur
work as a leader at postsecondary institutions of higher education.
5. Acceptable scores on the General Test of the Graduate Record Examination (GRE) taken
within five years of your application.
6. A personal statement covering six important topics:
• Career goals
• Intended area of individual specialization
• Reasons for pursuing a doctorate
• Commitment to residency requirements (one three-day weekend in the first spring
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• Commitment to enrolling in two cohort courses each spring and fall semester
• Commitment to summer enrollment during each 8-week summer session
7. If selected as a finalist, a satisfactory interview with the admissions committee.
We accept new students in alternate years only. Applications are due by October 1, 2017.
Admission standards are rigorous, and not everyone who meets our standards wil l be accepted.
Please note that the admission process calls for submission of materials to two locations. The last
page of this packet is a checklist of the various steps. Submit your Graduate Application and $50
application fee online. Transcripts from every college you have attended as an undergraduate and
graduate student should be submitted to Graduate Admissions in 102 Barnard Hall. In addition you
must send the following materials directly to the Ed.D. Program (attention Rouzan Kheranian) in 320
Barnard Hall:
1. Two letters of recommendation from educational leaders. Use the Reference Form (page
2 of this packet).
2. Your personal statement attached to the form on page 3 of this packet.
3. Your résumé.
4. Your GRE scores. When requesting that scores be sent, use GRE reporting code 3143 to
assure that the Ed.D. office receives your scores.
Cordially,
Peter F. Troiano, Ph.D.
Ed.D. Program Direct or, Higher Education Strand

----lgdjObQ6;JoDoFa - Hello, everyone. I think there is confusion over the near-homonyms "apologize" (American spelling), "apologise" (British spelling), and "apologies" (universal spelling). It is informal, but grammatically correct to say "Apologies for the delay in responding." This is a truncation of the more formal "Please accept my apologies for the delay in responding." "Apology" (and its plural, "apologies") is a noun, whereas "apologise" or "apologize" (e.g., "I apologize for the delay in responding") is the verb form of the word. Homonyms are, of course, the most confounding part of the English language, and the words apologies/apologize are frequently confused in writing even by native speakers =) ----GSbzSyyE;GVBHpY lSRPtMhJRR.edu bThANZAZQe.edu VUoxewoMwT.edu xKQABTcNve.edu eCvxYsOUqW.edu jKCThtIPvm.edu PaYOoixGMO.edu IVZtmVDuUf.edu HTMWqriccw.edu NjidgnMYYc.edu SLmiMIsbWg.edu AUhirjmBLc.edu GbDoKCnzuB.edu kCznahWQme.edu xtFHizRuYb.edu ZsQvKWtkZw.edu MYJtHbWRHd.edu nnxfVVcuzw.edu OHghVLVYdz.edu DzNNsNRQbA.edu hbcmdfNPdg.edu IrOVjdPCJG.edu sllDcgtTsR.edu psabfoccQr.edu YmVJmydDDC.edu zzzGESLqoo.edu LcTiYoFzXC.edu uerkrUzciQ.edu PEBJNSUItz.edu WzUunYebrP.edu YyMhtZiCAA.edu eCEyQbfYBd.edu UpOVMiKaHp.edu ZMskSUJFUD.edu ooaHEwRzsd.edu mJjoYRhlJo.edu vKtpAsmqnB.edu vGXZpHARwF.edu udDdMOJPvD.edu DIDShvDtoo.edu EoSoyuAQMV.edu yfgMlspNwg.edu swtJdRqvJs.edu ygfHpqrBKo.edu wKDyuivCin.edu AREYHFJrAy.edu MarlzjjSFr.edu tNIPCYEGnZ.edu JxyzGtxtqL.edu QDaSfYwwQN.edu ahunfBltkT.edu lzxEHKgEFK.edu mPoNSvjOro.edu oIFUMuOYCh.edu lIrIBzLvSB.edu SmvJrSKJrr.edu qeFqkolKpg.edu uvyZOWAVAT.edu WJtONgFwWE.edu HTpYsEvtVC.edu jfHyxrhICt.edu ExMCkrJZGl.edu YOnXpStVJu.edu KeFGIUBGUc.edu majcelaHow.edu iQBwLZPHdi.edu IOvNrnvpAv.edu MfCPZqfOOq.edu YTqRJnvtym.edu LcLEfPhdPH.edu wzbtqQiJrY.edu SpPSdqzEnt.edu NEubOcerib.edu HmSXlQlToZ.edu BKUpfQXKjK.edu KFWDYIkAQD.edu UTVruCltbl.edu wWNJeoXySR.edu WlWpdcGDhE.edu MynKCnIAPG.edu ----iylj8WpY;QmhIuJ June 22, 2020 Dear Transfer Students, On behalf of my colleagues in the Office of Academic Advancement, it is our pleasure to welcome you to Wesleyan University. We are happy that you have decided to attend Wesleyan and we are looking forward to the start of fall classes on August 31, 2020. As you may already know, the Office of Academic Advancement at Wesleyan is staffed by professionals whose main focus is the support and monitoring of students to reach their academic goal of earning their undergraduate degree. Class Deans are assigned to cohorts of students based on anticipated graduation term. Here is the class dean contact information for the classes to which transfer students are assigned: • Renee Thornton, Dean for the Class of 2022 (juniors), rjohnson01@wesleyan.edu, Appointmnt Sign-up Link • Jennifer Wood, Dean for the Class of 2023 (sophomores), jpwood@wesleyan.edu Appointment Sign-up Link As Class Deans, we are looking forward to assisting you in your transition to Wesleyan and we will continue to serve as a general point of contact for you throughout your time at Wesleyan. Although we recognize that you are transferring to Wesleyan University, already equipped with prior experiences in higher education and a set of expectations for your new college life, we have developed and identified a set of activities and resources to make your transition to Wesleyan a smooth, effective, and enjoyable experience. Certainly, you are welcome to participate in any of the New Student Orientation activities, however, next month we will send an email directing you to the Transfer Orientation Program for students (TOPs) website, designed exclusively to build upon the familiarity and experience you may be bringing from your prior 2- or 4-year collegiate academic setting. TOPs will provide opportunities for you to meet members of the university to learn about academic offerings, expectations, regulations, policies, and procedures to facilitate effective living and learning within a community of care. We have identified resources, including social media sites, for you to meet other new transfer students and members of earlier cohorts through a range of Transfer Community Activities. We hope you will engage with potential friendship circles to meet students whose shared experiences as transfers may offer valuable insights and friendships while you get to know the larger student body. 2 There are some important resources you will need to consult as you start planning your academic program. 1. WesMaps is Wesleyan's online course catalog, which provides scheduling information and course descriptions for classes that will be offered in the Fall 2020 semester. WesMaps can be accessed via the web at http://www.wesleyan.edu/course. You will be able to begin 'bookmarking' your courses in July. 2. Your WesPortal is used to access information related to your academic record as well as to check your email and review your student account bill. You also enroll in the University and register for courses through your WesPortal. You should have already received instructions about activating your Wesleyan email and username to log into your WesPortal account. Please contact your class dean (see above) if you require assistance. Your Wesleyan email account should be used for all university related coorespondances and we strongly encourage you to check regularly your Wesleyan email account as this is the official way in which we will communicate important information. 3. Read the Placement Test information with care. Placement tests for mathematics and music theory and for the following languages--Chinese, French, German, Hebrew, Italian, Japanese, Russian, and Spanish—are administered online through your portfolio. These placement tests are required, if you are planning to continue to study in the listed areas and will be used to enable enrollment in the appropriate course level in July. In certain cases, you may be able to use AP scores for a placement recommendation. About your Transfer Credits: 1. Secure a link to the course catalog from each college or university from which you have submitted a transcript, since it is essential to the credit transfer process. Your class dean will work with you on any outstanding issues concerning transfer credits, including the evaluation of credits for courses that were in progress when you applied to Wesleyan. No matter how many transfer credits you post to your Wesleyan transcript, you will need to earn a minimum of 16.00 Wesleyan credits to meet one of Wesleyan's graduation requirements. 2. A maximum of 2.00 credits per summer in which you earn a C- or above may be counted toward your degree. If you are taking classes this summer and intend to transfer these credits to Wesleyan, upon completion of your coursework be sure to have an official transcript sent by email to your class dean (listed above) or by US Mail to: Office of Academic Advancement – Office of Class Deans, Wesleyan University, 237 High St., Middletown, CT 06459. Please email your class dean (see above) if you have questions or concerns. 3. Pre-matriculant credit (2.00 credits maximum) may be earned by students who have received high scores in Advanced Placement, International Baccalaureate, and A-Level
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----pC;ooul;wcf isbn 978-92-64-23074-3 91 2015 09 1 P Reviews of n ati onal Policies for Education Education in i ndon esia Rising to th E Ch all E ng E Having made impressive progress in widening access to basic education, Indonesia must now consolidate these gains and develop an education system to support the needs of t he economy in its transition towards high-income status. This report highlights three main policy directions which, pursued together, would help Indonesia advance on the p ath towards stronger growth and more inclusive and sustainable development. The fi rst priority is to raise the quality of education and ensure that all learners acquire the s kills they need to succeed in life and work. The second goal is to widen participation, requiring a concerted effort to improve access for disadvantaged groups and expand provision beyond the basic level. The final challenge is to increase efficiency, with a more data - dr iven approach to resource allocation, better tailoring of provision to local needs, and stronger performance management. This report was financed by a grant provided by the Analytical and Capacity Development Partnership, a facility supported by the Government of Indonesia, the Government of Australia, through Australian Aid, the European Union (EU) and the Asian Development Bank. Additional in-kind support was provided by the Care Inspectorate, Scotland and the Is lamic Development Bank (IDB). Contents Executive summary Assessment and recommendations Chapter 1. The Indonesian education system in context Part 1. Education sub-sector opportunities and challenges Chapter 2. Early childhood education in Indonesia Chapter 3. Basic education in Indonesia Chapter 4. Senior secondary education in Indonesia Chapter 5. Initial vocational education and training in Indonesia Chapter 6. Tertiary education in Indonesia Part i i . C ross-cutting opportunities and challenges Chapter 7. Education for life, work and further learning in Indonesia Chapter 8. Teaching and educational leadership in Indonesia Chapter 9. Appropriate educational assessment in Indonesia Education in i ndonesia Rising to th E C hall E ng E Reviews of n ational Policies for Education 9HSTCQE*cdahed+ Reviews of n at ional Policies for Education Education in i ndon esia Rising to th E Ch all E ng E Consult this publication on line at http://dx.doi.org/10.1787/9789264230750-en. This work is published on the OECD iLibrary, which gathers all OECD books, periodicals and statistical databases. Visit www.oecd-ilibrary.org for more information. Reviews of National Policies for Education Education in Indonesia RISING TO THE CHALLENGE This work is published under the responsibility of the Secretary-General of the OECD. The opinions expressed and arguments employed herein do not necessarily reflect the official views of OECD member countries or those of ADB or its Board of Directors or the governments they represent. This document and any map included herein are without prejudice to the status of or sovereignty over any territory, to the delimitation of international frontiers and boundaries and to the name of any territory, city or area. The names of countries and territories used in this joint publication follow the practice of the OECD. ADB recognizes "Korea", "South Korea", or "Korea, Rep." as the Republic of Korea. ISBN 978-92-64-23074-3 (print) ISBN 978-92-64-23075-0 (PDF) Series: Reviews of National Policies for Education ISSN 1563-4914 (print) ISSN 1990-0198 (online) The statistical data for Israel are supplied by and under the responsibility of the relevant Israeli authorities. The use of such data by the OECD is without prejudice to the status of the Golan Heights, East Jerusalem and Israeli settlements in the West Bank under the terms of international law. Photo credits: Cover © Anton Andronov/Fotolia.com. Corrigenda to OECD publications may be found on line at: www.oecd.org/about/publishing/corrigenda.htm. © OECD/ADB 2015 This work is available under the Creative Commons Attribution-NonCommercial-NoDerivatives 3.0 IGO license (CC BY-NC-ND 3.0 IGO) http://creativecommons.org/licenses/by-nc-nd/3.0/igo/deed.en , you are free to copy and redistribute the material, provided the use is for non-commercial purposes, under the following conditions: Attribution - Please cite the work as follows: OECD, ADB (2015), Education in Indonesia: Rising to the Challenge, OECD Publishing. http://dx.doi.org/10.1787/9789264230750-en . Creative Commons Attribution CC BY-NC-ND 3.0 IGO.Third-party content - The OECD or the ADB do not necessarily own each component of the content contained within the work. Therefore, neither the OECD, nor the ADB warrant that the use of any third-party owned individual component or part contained in the work will not infringe on the rights of those third parties. The risk of claims resulting from such infringement rests solely with you. If you wish to re-use a component of the work, it is your responsibility to determine whether permission is needed for that re-use and to obtain permission from the copyright owner. Examples of components can include, but are not limited to, tables, figures, or images. All requests for commercial use or queries on rights and licenses should be addressed to OECD e-mail: rights@oecd.org Please cite this publication as: OECD/Asian Development Bank (2015), Education in Indonesia: Rising to the Challenge , OECD Publishing, Paris. http://dx.doi.org/10.1787/9789264230750-en REVIEWS OF NATIONAL POLICIES FOR EDUCATION: EDUCATION IN INDONESIA – RISING TO THE CHALLENGE © OECD/ADB 2015 FOREWORD – 3 Foreword Indonesia is one of the major economies of Southeast Asia and the government has set itself ambitious goals for its social and economic development, for which human capital development is crucial. Despite great regional divergences which limit access to quality education for many, Indonesia has made impressive progress on many fronts in the education sector since the 1997-98 Asian crisis such as coverage of basic education. Many challenges remain including expanding enrolment in secondary and tertiary education, increasing quality and relevance and making governance and finance more responsive. This report covers the full range of education from early childhood through to tertiary education, including aspects of non-formal education, across both the system of the Ministry of Education and Culture and the Islamic system of the Ministry of Religious Affairs. It uses information from the Country Background Report prepared by the Education Sector Analytical and Capacity Development Partnership (ACDP) at the request of the Indonesian authorities, as well as information supplied in the course of site visits to Jakarta, East Kalimantan, South Sulawesi, South Sumatra and West Java. This review offers an in-depth study and recommendations on the structure and scale of provision, student access and inclusion, student progression, teaching and learning, standards and accreditation, financing, and governance of the pre-primary, basic, secondary, vocational and higher education sectors. Other recommendations cover assessment, education and skills formation and the changing labour market, relevance, the transition from education to work, and adult learning. This review of education policy was undertaken within the framework of the programme of work of the OECD Directorate for Education and Skills. Grant financing for the review was provided by the Analytical and Capacity Development Partnership, a facility supported by the Government of Indonesia, the Government of Australia, through Australian Aid, the European Union (EU) and the Asian Development Bank (ADB). Additional in-kind support was provided by the Care Inspectorate, Scotland and the Islamic Development Bank (IDB). 412014042_003-332.indb 3 3/13/2015 6:27:49 PM REVIEWS OF NATIONAL POLICIES FOR EDUCATION: EDUCATION IN INDONESIA – RISING TO THE CHALLENGE © OECD/ADB 2015 4 – FOREWORD The team leaders were: Ian Whitman (OECD), former Head of the OECD Programme with Non-Member Economies and Yuri Belfali, Senior Analyst, Directorate for Education and Skills, OECD. Review team members were: Michael Gallagher (Australia), Rapporteur, Executive Director of the Group of Eight Universities in Australia; Abdimajid Moalin Abdullahi, Human Development Department, Islamic Development Bank; Angela Arnott (South Africa), Team Leader of Working Group on Education Management and Policy Support, Association for the Development of Education in Africa (ADEA); Annette Bruton (Scotland), Chief Executive, Care Inspectorate, Dundee, and former Chief Inspector of Education; Eduardo Cascallar (USA), Managing Director for Assessment Group International, and Guest Professor, Catholic University of Leuven; Mary Chamberlain (New Zealand), Consultant, Evaluation Associates, Auckland, former senior manager for curriculum and assessment, Ministry of Education; Torben Kornbech Rasmussen (Denmark), Educational Consultant, former Director for Higher Education, Ministry of Education, Copenhagen and former Chair, Education Policy Committee, OECD; Maria Slowey (Ireland), Director of Higher Education Research and Development, and former Vice President, Dublin City University; and, El iza beth Fordham, Senior Analyst for Global Relations, Directorate for Education and Skills, OECD. The team was assisted in Indonesia by Alan Prouty, John Virtue and Devi Suryani (ACDP) and by Louise Binns and Rachel Linden (OECD). The team would like to acknowledge the invaluable support and guidance provided by Mohammad Nuh, former Minister of Education and Culture; Ainun Na'im, Secretary General of the Ministry of Education and Culture; Taufik Hanafi, Minister's Advisor for Social and Economics of Education; and, Ananto Kusuma Seta, Head of the Bureau for Planning and International Affairs of the Ministry of Education and Culture. The team also wishes every success to Minister Anies Baswedan and his team for the implementation of the recommendations and providing the best education possible for all Indonesians. This volume is published on the responsibility of the Secretary-General of the OECD. Andreas Schleicher Director for Education and Skills OECD 412014042_003-332.indb 4 3/13/2015 6:27:49 PM REVIEWS OF NATIONAL POLICIES FOR EDUCATION: EDUCATION IN INDONESIA – RISING TO THE CHALLENGE © OECD/ADB 2015 TABLE OF CONTENTS – 5 Table of contents List of acronyms 23 Chapter 1. The Indonesian education system in context . . . . . . . . . . . . . . . . . . 51 Indonesia in the world ............................................ 52 Historical trajectory ............................................. 53 Government .................................................... 55 Population composition, distribution and growth ....................... 56 Human development ............................................. 58 Economy ...................................................... 60 Labour market .................................................. 64 Development future .............................................. 65 Education system ............................................... 69 Part A Education sub-sector opportunities and challenges Chapter 2. Early childhood education in Indonesia . . . . . . . . . . . . . . . . . . . . . 83 Specific contextual factors ........................................ 84 Structure and scale of provision .................................... 85 Student access and inclusion ....................................... 86 Student progression .............................................. 90 Teaching and learning ............................................ 91 Standards and accreditation ....................................... 91 Financing ...................................................... 92 Governance .................................................... 93 412014042_003-332.indb 5 3/13/2015 6:27:49 PM REVIEWS OF NATIONAL POLICIES FOR EDUCATION: EDUCATION IN INDONESIA – RISING TO THE CHALLENGE © OECD/ADB 2015 6 – TABLE OF CONTENTS Issues and options ............................................... 93 Observations and recommendations ................................. 94 Recommendations ............................................... 95 Chapter 3. Basic education in Indonesia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101 Specific contextual factors ........................................ 102 Structure and scale of provision .................................... 102 Student access and inclusion ....................................... 105 Student progression .............................................. 108 Teaching and learning ............................................ 111 Standards and accreditation ....................................... 114 Financing ...................................................... 115 Observations and recommendations ................................. 122 Recommendations ............................................... 124 Chapter 4. Senior secondary education in Indonesia . . . . . . . . . . . . . . . . . . . . 131 Specific contextual factors ........................................ 132 Structure and scale of provision .................................... 132 Student access and inclusion ....................................... 135 Student progression .............................................. 138 Teaching and learning ............................................ 139 Standards and accreditation ....................................... 142 Financing ...................................................... 143 Governance and quality assurance .................................. 149 Observations and recommendations ................................. 150 Recommendations ............................................... 151 Chapter 5. Initial vocational education and training in Indonesia . . . . . . . . . 155 Specific contextual factors ........................................ 156 Structure and scale of provision .................................... 157 Student access and inclusion ....................................... 160 Student progression .............................................. 163 Teaching and learning ............................................ 16 4 Standards and accreditation ........................................ 168 Financing ...................................................... 168 Governance .................................................... 174 Observations and recommendations ................................. 174 Recommendations ............................................... 176 Chapter 6. Tertiary education in Indonesia . . . . . . . . . . . . . . . . . . . . . . . . . . . . 183 Specific contextual factors ........................................ 184 Structure and scale of provision .................................... 185 412014042_003-332.indb 6 3/13/2015 6:27:49 PM REVIEWS OF NATIONAL POLICIES FOR EDUCATION: EDUCATION IN INDONESIA – RISING TO THE CHALLENGE © OECD/ADB 2015 TABLE OF CONTENTS – 7 Student access and inclusion ....................................... 191 Student progression .............................................. 194 Teaching and learning ............................................ 195 Standards and accreditation ....................................... 203 Financing ...................................................... 205 Governance .................................................... 211 Observations and recommendations ................................. 213 Recommendations ............................................... 215 Part B Cross-cutting opportunities and challenges Chapter 7. Education for life, work and further learning in Indonesia ..... 225 The dual structure of the Indonesian economy ......................... 226 Education and skills formation and the changing labour market ........... 230 Labour market absorption of school leavers and graduates of tertiary education ........................................... . 2 32 Employer views about the relevance of schooling and the employability of graduates .................................................. 233 Improving transitions from education to work ......................... 237 Adult learning .................................................. 238 The challenges of a lifelong learning approach ......................... 242 Literacy programmes for adults ..................................... 246 Observations and recommendations ................................. 254 Recommendations ............................................... 255 Chapter 8. Teaching and educational leadership in Indonesia . . . . . . . . . . . . 261 The importance of teachers and leaders .............................. 262 Pre-service teacher education ...................................... 264 The accreditation of teachers ...................................... 267 Implications of the 2013 curriculum ................................. 268 The allocation of teachers ......................................... 271 Financing teacher costs ........................................... 272 The utilisation of teachers ......................................... 275 Teacher performance management .................................. 277 Continuing professional development of teachers and leaders ............. 278 Qualifications of higher education personnel .......................... 283 Qualifications of vocational education and training personnel ............ 286 Observations and recommendations ................................. 287 Recommendations ............................................... 288 412014042_003-332.indb 7 3/13/2015 6:27:49 PM REVIEWS OF NATIONAL POLICIES FOR EDUCATION: EDUCATION IN INDONESIA – RISING TO THE CHALLENGE © OECD/ADB 2015 8 – TABLE OF CONTENTS Chapter 9. Appropriate educational assessment in Indonesia . . . . . . . . . . . . . 293 The various purposes and forms of educational assessment .............. 294 The elements of a coherent national assessment framework .............. 295 The assessment of student learning in Indonesia ....................... 310 Observations and recommendations ................................. 320 Recommendations ............................................... 325 Figures Figure 1.1. In donesian population by ethnicity ........................ 56 Figure 2.1. Th e gap between supply and demand in early childhood education, Indonesia, 2013 ............................... 87 Figure 2.2. Gros s enrolment ratio in pre-primary education, by gender, Indonesia, 2004-12 ............................ 88 Figure 2.3. Sc hool attendance of pre-primary age children by socio-economic quintile, Indonesia, 2011 ................. 89 Figure 3.1. Gro wth of student enrolments/numbers of teachers, primary and junior secondary, 2004/05-2012/13 .............. 104 Figure 3.2. To tal net enrolment rate in primary and lower secondary schools, 2012 or latest year available ....................... 106 Figure 3.3. Pr imary out-of-school rate by per capita expenditure (PCE) quintiles ............................................. 109 Figure 3.4. Pe rcentage of children dropping out ....................... 110 Figure 3.5. Re lationship of minimum service standards to National Education Standards ................................... 115 Figure 4.1. Ge nder parity indices in senior secondary schooling .......... 136 Figure 5.1. Gros s enrolment rate of senior secondary learners 2005/06 to 2011/12 ............................................ 159 Figure 5.2. En rolment in SMKs as a percentage of total senior secondary enrolment, by province (2013) .............. 161 Figure 5.3. Ma in weaknesses of SMKs as perceived by employees ......... 166 Figure 6.1. Map o f government plans for institutional expansion .......... 190 Figure 6.2. Gros s enrolment rates across provinces, 2011/12 .............. 194 Figure 6.3. Re search and development expenditures in ASEAN countries, 2002 and latest available years ............................ 198 Figure 6.4. Dis tribution of researchers in the higher education sector by field of science, 2011 (or most recent year available) ... 201 Figure 6.5. Pub lic and private spending on tertiary education as percentage of total GDP ...................... 207 Figure 6 .6. So urce of financing of tertiary education ................... 207 Figure 6.7. Hi gher education budget by directorate and source of financing ........................................... 208 Figure 6.8. St udent financial aid as a share of total public financing of tertiary education ...................... 211 412014042_003-332.indb 8 3/13/2015 6:27:49 PM https://www.adb.org/sites/default/files/publication/156821/education-indonesia-rising-challenge
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