Development of CPD programme models for in-service primary and secondary English teachers in Indonesia

Conducted by the British Council in collaboration with the Ministry of Primary and Secondary Education (MoPSE), the study includes a needs analysis and an evaluation of two national CPD initiatives implemented in 2024.

Together, these studies demonstrate that inclusive, scalable, and context‑responsive CPD frameworks are essential for improving English language teaching in Indonesia. Sustained investment in teacher and teacher‑educator development will be critical to enhancing student outcomes and building a resilient national education system.

Abstract: Evaluation report

Using a mixed-methods design, the study assessed 486 English teachers and 34 teacher educators across diverse regions through surveys, language assessments, interviews, focus group discussions, and classroom observations.

The Teacher CPD Programme demonstrated positive outcomes in teacher engagement, confidence, and pedagogical innovation. Participants showed significant improvement in spoken English proficiency and increased adoption of student-centred and interactive approaches, such as gamification, project-based learning, and storytelling. Teachers also reported greater motivation and enhanced collaboration through Communities of Practice (CoPs). However, challenges persisted, particularly in rural and vocational contexts. These included limited internet access, time constraints, and the need for more locally relevant materials and flexible learning formats.

The Teacher Educator Capacity Development Programme strengthened professional skills in online facilitation, mentoring, and training design through the NILE E-Moderation Course and face-to-face workshops. Participants improved their capacity to manage remote learning and lead teacher development initiatives, although some reported a limited contextual fit and insufficient follow-up opportunities.

The evaluation concludes that both programmes made substantial contributions to professional growth and instructional quality. Key recommendations include expanding hybrid delivery models, providing offline access and vocationally tailored content, integrating formal certification, and strengthening CoPs to sustain professional collaboration.

Citation

Renandya, W. A., Triastuti, A., Haryanto, B., Arss, M. N. N. F., & Faradiena, F. (2025). Development of continuing professional development (CPD) programme models for in-service primary and secondary English language teachers in Indonesia. British Council. https://doi.org/10.57884/1BDS-2246

Abstract: Needs analysis

This study employed a mixed-methods approach, involving 334 teachers, 18 principals, education officers, professional development centre leaders, teacher communities, and parents, complemented by 18 classroom observations. Data was gathered across three regions—Western, Central, and Eastern Indonesia—through surveys, interviews, and focus group discussions.

The study identified persistent challenges in ensuring equitable access to CPD. Teachers in Western regions benefit from stronger infrastructure and digital connectivity, while those in rural and eastern areas face barriers such as limited internet access, scarce resources, and reliance on face-to-face training. Socio-economic disparities, administrative inefficiencies, gender-related responsibilities, and varying levels of digital literacy further impact participation. Motivation is also constrained by heavy workloads and insufficient incentives. Classroom observations revealed variations in subject knowledge, lesson management, ICT integration, inclusivity, and promotion of 21st-century skills, with many classrooms remaining teacher-centered and resource-limited.

Key recommendations include adopting a four-tiered CPD strategy spanning policy, provider, administrative, and teacher levels. The report proposes short-, medium-, and long-term measures such as strengthening regional CPD centres, expanding blended learning models, building ICT infrastructure, providing financial and career incentives, and fostering mentoring networks. A ten-year roadmap emphasises sustainable investment, collaboration across stakeholders, and alignment with national education priorities to bridge regional inequities and improve teaching quality.

Citation

Renandya, W. A., Triastuti, A., Haryanto, B., Arss, M. N. N. F., & Faradiena, F. (2025). Development of continuing professional development (CPD) programme models for in-service primary and secondary English language teachers in Indonesia: Needs analysis-finding and recommendations. British Council. https://doi.org/10.57884/J1DB-KA67