Trend Training and Development in the World

Trend Training and Development in the World Background According to Rozalena and Dewi (2017) Training is a series of activities that are arranged in a directed manner to improve skills, experience, expertise, additional knowledge and changes in the attitude of an individual (Nugroho, Y. A. B. (2019). The definition of development according to Rozalena and Dewi (2017) is the consequence of the results of education and training which is interpreted as preparing individuals to assume the responsibility of improving and increasing knowledge, abilities, attitudes and personality traits (Nugroho, Y. A. B. (2019). Training and development programs in organizations are no longer seen only as an obligation, but should be a necessity for every organization or educational institution in order to prepare quality and competent human resources. In the world of education, training and development is very important so that educators and students are able to improve their professionalism and abilities in order to achieve educational goals and realize better education in this country. There are many developed countries that implement and even require their educators to take part in training and development programs held within the country or outside the country. The aim is to improve the ability and professionalism and to know the training and development programs outside the country with the intention that the knowledge can be applied in the country. As will be discussed in this paper, namely about training and development in China, Australia and Malaysia. Training and development activities must be designed based on needs that have gone through a series of processes. The process in question by realizing and seeing the fact that there is a decline in the performance, professionalism and competence of educators. DISCUSSION A. Teacher Training and Development in China Education has a very strategic role in building a nation. Through education, a country can develop its people into an advanced society and nation. This is because education is able to develop the quality of human resources in accordance with the demands and needs of the global community. China is one of the countries that is currently considered successful in advancing its country almost parallel to developed countries thanks to education. In China, teachers or teachers get a very important place in the eyes of the community. Because in principle, teachers are a profession that spearheads education. So it can be said that the success of education comes from qualified teachers. The teaching profession is highly respected and occupies a good strata in the structure of society. Teacher education is one of the important elements of the socialist education system in China. Teacher education has been one of the backbones of educational progress in China over the past 50 years. More attention has been shown by the government in the form of policies as a form of seriousness in building the quality and quality of teachers of international standard. China has successfully built a mature education system at various levels and types for teacher education. The system is also very suitable for the situation and conditions of teachers in the country. Teacher education and training in China is divided into two parts: preservice education and in-service training. Within pre-service education, there are 4-year programs in teacher training institutions (including teacher training universities and institutes) and 3-year programs (including training colleges and secondary teacher training schools). These educational institutions provide appropriate training to teachers for the school levels of kindergarten, primary school, junior high school, senior high school, vocational high school, university, and college. and others. In-service training also provides specialized agencies for training teachers in school education. Teacher training programs also receive special attention from the government. The number of programs provided, such as: TV Programs, Night Classes, Online Exams and many more are the government's efforts to improve the quality and quality of teachers in China. 1. Pre-Service Education Pre-service education is the training required by the Chinese government for the training and selection process of teachers. The official institutions designated by the government to manage pre-service education programs in China are divided into two: teacher institutes or universities, and other official education agencies. Teacher institutes or universities are divided into two: higher teacher institutes and secondary teacher institutes. Higher education institutions include 4 institutions, namely: universities, institutes or colleges of education, vocational schools, specialist schools for vocational education and specialist schools for vocational education. Secondary education institutions are divided into two: general secondary education schools and special secondary education schools. Other official education institutions in China include two institutions: general vocational courses and vocational courses. 2. Education In-Service Training In-service training is mandatory for every teacher to maintain their career path. It is also through in-service education that new teachers can get promotions and salary increases. Therefore, the role played by the agency that takes care of in-service education is very large. In-service education is a program that teachers are required to take. However, whether teachers take part in the in-service education program or not, they still have to take the end-of-year evaluation to maintain their status as teachers. In-service education has several functions. These functions include: a. As a form of teacher evaluation every year and to maintain the qualifications of a teacher, b. As one of the means for teachers to get promoted, c. As one of the means of teachers to get a salary promotion, and d. To improve the quality of teachers in the government's efforts to improve the quality of teacher education in China. B. Teacher Training and Development in Australia Australia is a continent that is also the name of a country. Australia has 6 states and 2 territories that were constituted on January 1, 1901. Australia has a high quality of education, even the degree or diploma is internationally recognized. In addition, the cost of education in Australia is relatively cheap and affordable when compared to the UK or America, the government gives permission for students who come from outside Australia to work either fulltime or part-time to meet their education costs. Australia also offers a wide variety of study programs, both majors and levels. This makes it easier for students to find a school that suits their needs. Along with technological advances and the development of knowledge, teacher professionalism must also be improved. Various programs are conducted to improve the professionalism of teachers in Australia. One of the programs conducted by ALTC (Australian Learning and Teaching Council) is Teaching Preparations Programs (TPPs) aimed at teachers. This program has started in 39 universities. However, each state or territory of Australia has its own programs and ways to improve teacher professionalism. Some examples of programs from each state are as follows: a. The Professional Learning Calendar includes courses, services, and elearning programs. b. Teacher Scholarships include scholarships for teachers. c. Continuing Professional Development, which is support from the New South Wales Institute of Teachers to improve teacher professionalism. The focus of the development includes research, specific courses and programs, and so on. d. Professional Development for Teachers - The University of Sydney, professional development through The Faculty of Education and Social Work. e. Professional Learning and Leadership Development, a website for fremeworks and knowledge policies to support teacher learning, knowledge, leadership, and school administrative management. f. Professional Learning Framework, a website that provides various ways to develop teacher professionalism. g. Professional Learning Modules, which provide learning modules developed to support various aspects of learning in schools. h. Professional Development, which is professional development for teachers that includes leadership and administrative programs. i. FUSE - Professional Learning, which is formal and informal professional development for teachers, trainers, administrators and other education staff. j. One of the development programs conducted for first-time teachers is an induction program. The program is aimed at first-time teachers. This program aims to prepare them for school activities and make them aware of the necessary procedures. It also allows novice teachers to engage in ongoing professional dialogue and learn from experienced colleagues/mentors. C. Teacher Training and Development in Malaysia Malaysia is ranked as the country with the second best education system in Southeast Asia. Malaysia's national education system covers education from pre-school to tertiary education. Pre- tertiary education (basic education) from pre-school to secondary education is under the responsibility of the Malaysian Ministry of Education, while tertiary education is also under the responsibility of the Malaysian Ministry of Higher Education. Teacher education in Malaysia is teacher training conducted to prepare teachers with the necessary knowledge, attitudes, behaviors and skills so that the teacher's duties in the classroom are carried out efficiently and effectively. Malaysian government programs in teacher education include: 1. Ensure 90% of teachers in secondary schools are bachelor's degree holders and 60% in primary schools are postgraduate teachers; 2. Plan, manage and organize the recruitment of qualified teacher candidates to teacher education institutions; organize and plan the implementation of the college training curriculum in accordance with national education needs; 3. Continuously improve the professionalism of teachers and maintain their quality; 4. Increase the number of trained teachers in rural and remote areas; 5. Increase the number of trained graduate teachers (professionalism); 6. Increase the number of trained teachers for essential subjects. College education and training designed around the Philosophy National Education and Philosophy of Teaching. Consistent efforts are made by the Malaysian government to provide trained teachers who are qualified and competent in the practical aspects of teacher professionalism values, knowledge and understanding as well as teaching and learning based on the Malaysian Teacher Standards. Several levels of education programs majoring in Teacher Education at the University or Institute of Teacher Education (IPG) in Malaysia include: Diploma, Bachelor (S1), Master (S2), Doctoral (S3), Certification: 2-8 months and Others, with a choice of specializations in Education and Teacher Training majors in Malaysia various specialization majors that vary so that you can have many choices of concentration / specialization majors that can be obtained in education and teacher training majors in Malaysia, including: Child Development, Early Childhood Education, Primary School, Junior Secondary Education, Senior Secondary Education, Adult Education, Special Needs Education, Physical and Spiritual Health Education, Science Education, Guidance and Counseling, Curriculum & Instruction and TESOL and TESL (English). In Malaysia, pre-service teacher training for either primary or secondary school teachers is mainly provided by 28 teacher training colleges under the Teacher Education Division of the Ministry of Education, of which there are 11 public universities. There are two main types of pre-service programs: Malaysian Teaching Diploma and Postgraduate Teaching Diploma. There are also twinning programs between local and overseas universities where selected students are trained to become teachers. On the other hand, inservice teacher training is divided into the following programs: Specialized Degree Programs (for non-teaching graduates), Specialized Teaching Certificates, and Professional Development Courses. In-service teachers who participate in training programs will usually be given full salary and training allowance (for Specialized Teaching Certificate Courses and Professional Development Courses) or half-pay leave (leave for which only half of the salary is paid). To create qualified teacher candidates, in Malaysia, there is a strict selection system, which includes administrative requirements, academic assessment based on final exam results (at the high school level), and special tests to determine personality, communication skills and interest in their studies. Even though they have good academic performance, if they fail the interview test, they will not be accepted. The interview test is conducted directly with prospective students who are centered in one university per state that is close to the student's domicile (such as zoning). With value education in Malaysia, teachers are expected to be able to practice pure values, be skillful in thinking and efficient in their work. utilizing technology. The pure values in question are the core values that are owned from the cultural values and scientific values that shape the soul and mentality of teachers in Malaysia. The welfare level of teachers in Malaysia is better than in Indonesia. For the past few years, Malaysia has experienced an increase in unemployment from graduate teacher candidates, for this reason the government regulates it by providing a number of teacher needs for each university. Thus the number of teachers is always fulfilled with good quality and will produce quality education. Summary Quality education will produce quality human resources. In an effort to improve human resources, Indonesia needs to develop a strategy to improve the quality of educators through training and development like other countries. Teacher training and development in other countries, for example, in China includes Pre-Service Education and In-Service Training Education or in Australia includes Professional Learning Calendar, Teacher Scholarships, Continuing Professional Development, Professional Development fo Teachers - The University of Sydney, Professional Learning and Leadership Development, Professional Learning Framework, Professional Learning Modules, Professional Development, FUSE - Professional Learning, and Internship Program (induction) or in Malaysia includes Special Degree Programs, Special Teaching Certificates, and Professional Development Courses. Improving human resources is not only done by improving the quality of educators through training and development but also needs to be followed by structuring education management that leads to improved educator performance through government optimization to provide a sense of comfort for educators in carrying out their duties. In addition, the optimization of upgrading activities must really touch the needs of educators to be useful for improving the quality of the teaching and learning process and the quality of student learning outcomes so that the training and development activities programmed are actually implemented not just a theory that currently occurs in Indonesia. Advice To carry out a good educational process, the government must participate in setting the curriculum and determining standards for teacher and lecturer education as well as the standards of universities that organize educational and teacher education programs. The government needs to study the differences in education with other countries to take lessons such as the implementation of teacher education in China, Australia and Malaysia, which clearly have a commitment to the education of their nation's children. The government needs to take an important role in the education of the nation better, not halfway, cleaner and more effective to achieve the vision of a smart and superior Indonesian education. This also needs to be built in the character of a teacher, for it needs to be prepared more carefully about value education that is more applied not just a theory that has been running and the results have proven that Indonesia is still low in its education index. Therefore, there needs to be awareness from the government to improve the quality of teachers in Indonesia so that the quality of education in Indonesia can develop for the better.