Teacher regulation has emerged as one of the key issues in discussions surrounding the Draft Law on the National Education System (RUU Sisdiknas). From governance, competencies and qualifications, to teacher welfare, various proposed changes are expected to shape the future of the teaching profession as well as the quality of learning in Indonesia.

To explore these issues, the Center for Education and Policy Studies (PSPK) hosted BERANDA PSPK #43, titled “Teacher Regulation in the National Education System Bill.” The discussion brought together Chair of Commission X of the House of Representatives of Indonesia (DPR RI) Hetifah Sjaifudian, PSPK Expert Council Member Anindito Aditomo, National Coordinator of the Indonesian Education Monitoring Network (JPPI) Ubaid Matraji, as well as discussants from teacher professional organizations and academia. The forum provided an evidence-based space for dialogue, bringing together diverse perspectives on the direction of teacher regulation under the RUU Sisdiknas.

In its presentation, PSPK highlighted three key issues that require attention in the development of the regulation.

First is teacher governance. PSPK’s analysis emphasizes that changes to teacher governance, including proposals to centralize teacher management, should take into account the underlying problems they seek to address while ensuring a clear division of responsibilities between central and local governments.

The second issue concerns teacher competencies and qualifications. PSPK argues that regulations should continue to provide opportunities for graduates from diverse academic disciplines to enter the teaching profession, provided that they meet professional competency standards through appropriate mechanisms for professional education, competency assessment, and licensing. According to PSPK, a strong education system should be able to attract top talent while maintaining professional standards through credible recruitment and licensing processes.

Meanwhile, in terms of teacher welfare, the discussion highlighted that welfare is not solely about income levels, but also about working conditions that enable teachers to grow and perform their roles effectively. PSPK’s analysis also indicates that disparities in teacher welfare persist due to differences in employment status, certification, and local fiscal capacity. This calls for policies that provide greater certainty and protection for all teachers, including non-ASN teachers working in private schools.

The perspectives shared by the speakers demonstrate that governance, competencies, and welfare are closely interconnected. Therefore, teacher regulation under the RUU Sisdiknas needs to be designed comprehensively to strengthen the teaching profession while ensuring every child in Indonesia has the right to quality learning.

Interested in learning more about PSPK’s findings, supporting data, and the diverse perspectives shared by the speakers? Download and explore the BERANDA PSPK #43 presentation to gain deeper insights into the strategic issues surrounding teacher regulation under the RUU Sisdiknas and its implications for the future of education in Indonesia.