Pre-service Teacher Training in Indonesia and Egypt: A

Comparative Study

Sofendi

Departmen of English Education, Universitas Sriwijaya Jalan Raya

Keywords: Pre-service teacher, teacher education, comparative study

Abstract: This study was aimed at comparing the implementation of pre-service teacher training programs at two

different institutions—the faculty of education of a public university in South Sumatera, Indonesia and the

faculty of education of a public university in Cairo, Egypt. The data were obtained through documentation

and interview. Documentation dealt with rules, regulations, and all related documents used in running the pre-

service teacher education of both institutions. Interviews were conducted to the lecturers and management of

the two institutions. Both data were analysed qualitatively using thematic analysis. Four main findings were

revealed. First, both institutions apply different recruitment methods in accepting prospective students by

considering minimum qualification required, recruitment process, entrance test, and terms and conditions of

acceptance. Second, both institutions run the pre-service training program differently in terms of period of

study, number of credits required, kind of curriculum applied, level of curriculum, lecturer qualification,

student grade point average, and grading system of subjects. Third, the graduates of both institutions qualify

to become teachers at both the primary education and secondary education. Last, both institutions encounter

problems in running the programs. The problems vary from student recruitment, process of educating,

training, and preparing student during their study timeline, and problem related to long job-waiting time and

number of vacancy provided.

1 INTRODUCTION

One of the objectives of the Indonesian independence

as stated in the UUD 1945 is to escalate the quality of

education of Indonesian people equally and justly.

Referring to this objective, the development of

national education is based on the paradigm of

developing whole Indonesian people who have the

capacity to actualize human potency optimally. In

order to develop whole Indonesian people who have

such a capacity, the provision of qualified teachers are

certainly required.

In responding to the demand of providing

qualified teachers, some serious efforts have been

taken by the Indonesian government. One of them is

the issuance of some laws and regulations related to

education, such as Law No 20/2003 about the System

of National Education; Law No 14/2005 about

Teacher and Lecturer; Government Regulation No

19/2005 about National Education Standard; and

Minister of National Education Regulation No

16/2007 about Teacher’s Competence and Academic

Qualification Standard. These laws and regulations

mandate that teachers play a strategic and crucial role

in fostering the quality of education in building the

national education. As the agent of change, teachers

need to be qualified and competent in their

disciplines. Qualification and competence can be

achieved through a stage of education process. A

teacher education is the place where such a process

takes place. It is a place where future teachers are

educated, trained, and prepared. So important is the

role of a teacher education that it needs to be planned,

organized, and managed seriously.

As one of the teacher education institutions in

South Sumatera province, Faculty of Teacher

Training and Education, Sriwijaya University

(FTTESU) aims at producing qualified and

professional teachers. This objective is in line with

the vision and mission of the faculty in providing

qualified pre-service teachers who are competent to

fulfil the national demand and are able to compete in

globalized world as well.

FTTESU has been operating since 1961. There

are more than two hundred certified lecturers

involved in educating both pre-service teachers at

Sofendi, .

Pre-service Teacher Training in Indonesia and Egypt: A Comparative Study.

DOI: 10.5220/0009994300002499

In Proceedings of the 3rd Sriwijaya University International Conference on Learning and Education (SULE-IC 2018), pages 30-37

ISBN: 978-989-758-575-3

 2023 by SCITEPRESS – Science and Technology Publications, Lda. Under CC license (CC BY-NC-ND 4.0)

undergraduate degree program and pre- and in-

service teachers at postgraduate degree program.

Besides, representative infrastructure and updated

facilities to support academic life are also provided.

In addition, FTTESU also builds academic

cooperation with other institutions, both public and

private, such as the Education Provincial Office of

South Sumatera Province and Bangka Belitung

Islands Province, South Sumatera Province Quality

Assurance Institute, Education and Culture

Palembang City Office, and other partner-schools in

primary, junior secondary, senior secondary and

vocational levels. This collaboration is meant to

involve the stakeholders to take part in assisting the

development of national education. Furthermore,

international collaboration in academic field with

other stakeholders overseas has also been initiated

and conducted in the last three years. The academic

collaborations are in terms of oversea student-

exchange program, inviting students from overseas to

study, and international collaborative research.

This study is focused on comparing the pre-

service teacher training programs at FTTESU in

Indonesia and the Faculty of Graduate Studies for

Education, Cairo University (FGSECU) in Egypt.

Since the two faculties are dealing with the provision

of prospective teachers, there may be some

similarities and differences in terms of policy and the

implementation of the program. Therefore it is worth

investigating to find out the typical characteristics of

each. One could learn from the expertise of the other

or vice versa. Therefore, each could benefit from the

other. In relation to that, this study is aimed at

investigating: (1) students recruitment procedures;

(2) implementations of curricula; (3) graduates’

academic and professional competencies; and (4)

problems in running the pre-service teacher training

programs at the two faculties from the perspectives of

the lecturers and students.

2 LITERATURE REVIEW

Given the fact that teachers play a crucial role in

achieving qualified education, how effective teacher

education program is managed in enabling pre-

service teachers to acquire the knowledge, skills, and

dispositions that will allow them to succeed, is

important to consider. In relation to this, issues such

as student recruitment, curriculum, and pre-service

teachers’ academic and professional competence

deserve attention as described below.

Concerning student recruitment, attending a state

university is what every high school graduates in

Indonesia aiming for. It is believed that a state

university has high legality. Public puts more trust on

state university than a private university. Besides, a

state university has relatively more qualified human

resources, especially the teaching staff as compared

to a private university. It is also true that a state

university offers a variety of majors and disciplines

for students to choose. In addition, a number of

scholarships are provided by the government and

private sectors to support eligible students’ study. In

other words, a state university offers more

opportunities and academic conveniences than a

private university. To enrol oneself in a state

university, students need to follow certain recruitment

procedures which are different from one university to

the others.

Curriculum is an educational program which

states (a) the educational purpose of the program (the

ends), (b) the content, teaching procedures and

learning experiences which will be necessary to

achieve this purpose (the means), and (c) some means

for assessing whether or not the educational ends

have been achieved (Richards et al, 1997). A teacher

education is fundamentally about educating and

preparing pre-service teachers. It follows that one of

the duties of the management is to prepare the

curriculum based on the need of the stakeholders.

This involves considering what lecturers teach and

what students learn, how learning is organized and

with what success. In order to be successful, aims and

objectives of what is intended to be learned, sequence

the objectives into a learning sequence, and choose

appropriate teaching, learning and assessment

methods need to be set. This is what curriculum

involves.

Pre-service teachers need to possess qualified

academic and professional competence because are

responsible for a noble duty in the process of

humanity, humanization, and the nation character

building. This strategic value is accommodated in the

acknowledgement of teachers’ job as a profession.

The issuance of Law No 14/2005 about teacher and

lecturer legalizes teachers’ job status as a profession.

A teacher is a professional educator whose

primary task is to educate, teach, guide, direct, coach,

assess, and evaluate students of formal education in

early childhood education, primary education, and

secondary education (Government Regulation No

19/2005). It is worth saying that teachers play a major

role in the development of education. Teachers also

determine the students’ success, particularly in

relation to teaching and learning. In addition, teachers

have great influence in shaping the outcome of the

education (Sembiring, 2002). Therefore, any attempt

Pre-service Teacher Training in Indonesia and Egypt: A Comparative Study

made to improve the quality of education would not

provide a meaningful contribution without the

support of professional and qualified teachers

(Baumgartner, Koerner, & Rust, 2002).

Nowadays teachers need to be able to do a

complex set of responsibilities in doing their job,

starting from planning, teaching, and evaluating

learning effectively. Teachers need to know how to

make students learn. In this case, they are required to

understand their students, aware of their spirit in

learning, and know how to nurture the spirit. They

also need to have skills in managing classroom

efficiently, communicating well, and making use of

technology to support teaching (Fullan, 1993). Back

to previous decades, teachers were expected to

organize minor ambitious intellectual work, whereas

as now they are demanded to be able to carry out lots

of responsibilities to make teaching successful. Given

the reality of 21

century schooling, a teacher

education program needs to consider what to offer to

support the kinds of learning prospective teachers

require to undertake successful teaching.

In order to contribute to qualified education,

teachers should meet the qualification prescribed.

Qualified teachers are needed to maximize efficient

role of education system and to improve the quality

of students’ learning. Qualified teachers are claimed

to be those who can provide optimal learning

outcomes for every learner in the classroom; an

outcome considered central to national development

(UNESCO, 2014). In line with this, Indonesian

government has stipulated the Decree of Ministry of

Education and Culture No 16/2007 about the

Academic Standard and Competency Qualification

that teachers have to fulfil the standard of academic

qualifications and competences.

Competence is an underlying characteristic of a

person which enables him to deliver superior

performance in a given job, role or situation

(Marshall, 1996). In other words, competence means

a skill and a standard of performance. Teacher

competences have been investigated to increase the

quality of teaching and teacher education. Studies

(Arikan, Tager & Sarac-Suzer, 2008; Darling-

Hammond, 2006) indicate that teacher competence

correlated with the students’ success.

According to Indonesian Government Regulation

No 19/2005 about the Standard of National

Education, teachers have to possess four basic

competences, viz: professional competence,

pedagogical competence, personal competence, and

social competence. Professional competence is

related to their mastery of the subject matter.

Pedagogical competence is associated with their

knowledge of instructional design and teaching

practices. Personal competence is linked to the

teachers’ personality in carrying out their profession

as teachers. Social competence is concerned with

their ability to socialize with the schools and

stakeholders.

3 RESEARCH METHOD

This was a comparative study. It compared the

implementation of pre-service teacher training at

FTTESU in Indonesia and FGSECU in Egypt. The

data of this study were obtained through

documentation and interview. Documentation was

related to the rules, regulations and all related

documents in implementing pre-service teacher

education at both institutions. Interviews were

conducted to eight respondents consisting of lecturers

and management of the two teacher education

programs of the two institutions (4 respondents from

each institution) to find out possible problems in

running the pre-service teacher training programs.

Then, the data obtained were analysed qualitatively

using thematic analysis.

4 RESULT AND DISCUSSION

The findings are presented following the objectives of

the study. In relation to the first objective—students’

recruitment procedures, it was found that the

recruitment was classified into four aspects: (1) the

minimum qualification required, (2) recruitment

process, (3) entrance test, and (4) terms and

conditions of acceptance.

Both FTTESU and FGSECU apply different

minimum qualification required for a student to be

accepted. At FTTESU, a high school graduate or

equivalent is eligible to enrol as a student as long as

he or she passes the entry test; on the other hand,

someone needs to finish an undergraduate degree first

before he or she is admitted at the FGSECU. In

relation to the recruitment process, there are three

lines on recruitment applied at FTTESU, namely (1)

national entrance test to state university (SNMPTN or

Invitation track), (2) joint selection entrance to state

university (SBMPTN), and (3) local entrance test

(USM); whereas FGSECU only applies one line of

recruitment that is local entrance test. Of total

acceptance in a state university, sixty percent is

allocated for those recruited through SNMPTN,

twenty percent for SBMPTN, and another twenty

SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education

percent for USM respectively (Ministry of National

Education Regulation No 34/2013). This scheme is

based on some considerations. First, more chance is

given to students who have continuous and consistent

achievement during their study in senior secondary

school. It is believed that such a success is better than

the one which is merely based on the result of the final

test prior leaving the school. Second, more

opportunity is also given to fresh graduates of the year

to be accepted than those who graduated in the

previous years. Third, to trigger more schools to have

better accreditation status so that they will have more

quotas of graduates accepted in state universities. In

relation to this, FTTESU does not recruit the students

itself; rather Sriwijaya University does the

recruitment. Once students are admitted, they will be

sent to the faculty and majors they applied based on

their interest. Since there are various study programs

in the undergraduate degree, students majoring in a

study program will be educated and trained in the

program until they graduate.

Regarding the entrance test, FTTESU requires

every candidate to take a written test consisting of

mathematics, science or social, English, Indonesian

language, and aptitude test. In addition, a

performance test is compulsory if a candidate choses

a major which requires him or her to have

performance skill such as the one who chooses to

study physical education discipline. However,

FGSECU requires every candidate to take a written

test covering proficiency English and Arabic test,

psychology test, and computer application test.

Specific terms and conditions are applied in

recruiting prospective students at the two faculties.

Every candidate can apply to study at FTTESU only

if he or she graduates from high school within two

years, on the other hand there is no such prerequisite

applied at FGSECU.

In relation to the student recruitment at FTTESU,

one respondent revealed that more portions are

allocated to the students selected through invitation

track, as cited below.

… as has been implemented in the last three

years of the student recruitment … sixty

percent is allocated for students admitted

trough invitation track or SNMPTN line … the

other forty percent is for those accepted

through joint selection entrance to state

university or SBMPTN and local entrance test

or USM lines…. (Participant 1)

These lines of selecting students applied at

FTTESU do not apply at FGSECU. Rather, it applies

only one way of student recruitment, as informed by

one respondent as follows.

… at the Faculty of Education, here in Cairo

University, we only accept students through

local test. So, every prospective student

applying to study here… has to take the entry

test… err … the test is about English and

Arabic proficiency test, psychology test, and

computer application test …. (Participant 5)

In addition, student recruitment at FTTESU limits

only those graduated from senior high school within

the last two years if they want to join national

entrance test to state university (SNMPTN or

Invitation track) and joint selection entrance to state

university (SBMPTN). Those who graduated their

undergraduate degree more than two years are only

allowed to enrol by taking local entrance test (USM).

Different scheme is applied at FGSECU. Candidate

can be admitted at the teacher education program as

long as they have finished undergraduate degree, no

matter how long they have graduated.

In relation to the second objective—

implementations of curricula, the curriculum were

classified into seven aspects: (1) period of study, (2)

number of credits required, (3) kind of curriculum

applied, (4) level of curriculum, (5) lecturer

qualification, (6) student grade point average, and (7)

grading system of subjects.

A student of FTTESU is required to finish his or

her study within the period of 4 to 5 years (8-10

semesters). It is possible if a student is able to finish

his or her study less than 4 years (around 7 semesters)

but it is not possible to finish more than 10 semesters.

If a student could not finish his or her study during 5

years, he or she will drop out from this teacher

education program. Different length of study is

needed at the FGSECU. A student is given only one

year to complete his or her study. This is with the

consideration that this institution only prepares

student to have both knowledge and skills in

pedagogical aspect. In other words, this faculty only

trains every student to be a knowledgeable and skilful

teacher of any disciplines a student comes from.

There is also different number of credits a student

requires to take at the two faculties. At FTTESU, a

student needs to complete 140-144 credits during his

or her candidature consisting of a group of subjects

related to: (1) personal development (MPK), (2)

knowledge and skills (MKK), (3) major study

(MKB), (4) attitude building (MPB), and (5)

community interaction (MBB). The total number of

credits every student has to take is between 144-146

Pre-service Teacher Training in Indonesia and Egypt: A Comparative Study

credits. MPK is offered from 6-8 credits, MKK 15-17

credits, MKB 96-99 credits, MPB 22-23 credits, and

MBB 6 credits respectively (Minister of National

Education Regulations No 232/2000, No 45/U/2002;

Presidential Regulation No 8/2012). It means that he

or she has to attend 48 hours meeting a week, whereas

at the FGSECU, a student has to take 36 credits

during one year study or 12 hours meeting a week.

This number is only one-fourth compared to the

number of hours a student has to take at FTTESU.

However, this is reasonable considering different year

span of the two places of study.

Concerning the curriculum applied, FTTESU

applies the Indonesian National Qualification

Framework (KKNI) as mandated in the Minister of

National Education Regulations No 232/2000, No

45/U/2002, and Presidential Regulation No 8/2012.

This curriculum has been developed to prepare the

graduates to have professional competence in their

majors, pedagogical competence in teaching, as well

as personal competence and social competence as

educators. Through this curriculum, from the

commencement of their study, students have been

introduced to professional duties of a teacher.

FGSECU curriculum, on the other hand, focuses on

the pedagogical competence of the prospective

teacher only. It does not train students to have

professional competence since they have already had

this competence in their previous study. Regarding

the level of curriculum, FTTESU Sriwijaya

University combines both national and local

(institution-based) content. Eighty percent of the

curriculum is devoted to local content and the other

twenty percent is for the national content. FGSECU

also accommodates local and national contents in its

curriculum. More percentage is allocated for the

national content (80%) than the local content (20%).

In relation to the lecturers’ qualification,

FGSECU is more demanding than FTTESU. Only

those who have doctoral degree are eligible to teach

at the faculty, whereas at the FTTESU although

doctorate degree holders are preferred, those who

have master’s degree qualification are still allowed to

teach at the undergraduate program. Not only

lecturers have such a rule, students also have to fulfil

required achievement in order to complete their

study. At the FTTESU, a student has to have at least

2.00 great point average (GPA, in the scale of 0-4) in

order to complete his or her study. The same terms

and conditions also apply to FGSECU. Similarly,

grading system of subjects uses the scale E to A at

both faculties.

Concerning the third objective—graduates’

academic and professional competencies, students

were taught and trained to possess academic and

professional competencies for teaching at the primary

education (kindergarten and primary school) and

secondary education (junior and senior high school as

well as vocational school). This is in line with Law

No 20/2003 about the System of National Education,

Law No 14/2005 about Teacher and Lecturer, and

Government Regulation No 19/2005 about National

Education Standard. These law and regulation

stipulate that teacher has to have at least

undergraduate degree or diploma IV academic

qualification in order to teach at primary and

secondary education. Certainly he or she is illegible

to teach a subject that is in line with his or her major

such as a subject teacher is only allowed to teach the

subject of his major either in junior high school,

senior high school or senior vocational school, while

a class teacher is only permitted to teach at primary

school. All of these are meant to empower teachers

according to their competence and to maintain the

quality of Indonesian education. Similarly, FGSECU

also prepares the graduates to teach at both primary

and secondary education.

Concerning the fourth objective—problems in

running the pre-service teacher training programs, it

was revealed that the problems occurred in three

stages: (1) problems in student recruitment, (2)

problems encountered during student study timeline,

and (3) problems encountered after student

graduation.

In general, both FTTESU and FGSECU

encountered problems related to student recruitment.

FTTESU faces difficulty in picking the most

interested and talented candidate from the applicant.

For those who are recruited through invitation track,

it is difficult to know their actual competence related

to the program they choose and their potential to be

prospective teachers. It is due to non-test recruitment

which was merely based on the record of the students’

previous academic achievement. This phenomenon is

highlighted in the responses of the interview with the

participants as cited below.

…err… what I and other colleagues

experienced so far, since the invitation track

line was applied in the last four years, it

seemed that the input (the students I mean)…

was different from the previous students

selected through the national test… I felt that

… in general … their competence was not that

good! (Participant 2)

I don’t know what matters with most of the

students nowadays… they seem okay, but their

SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education

academic ability, I felt…somewhat different

from the former students. I guess the input was

different. I learn that many of them were

admitted through invitation track

recruitment… I believed that’s the cause…

compared to some students accepted through

the test, those students have lower ability in

general… May be I’m wrong…but that’s what

I felt…sorry… (Participant 4)

In many cases, their academic achievement was

weaker than those selected through university

entrance test (joint selection entrance to state

university (SBMPTN) and local entrance test (USM).

Similarly, FGSECU also encounters difficulty in

selecting most appropriate prospective students who

apply to study at the faculty. Since all students are

from non-teaching background, it was not easy to

select candidate whose main interest in teaching

profession. They may be competent in their majors

but lack of knowledge and skills about pedagogy.

Moreover, they come from many disciplines while

the programs offered are limited. As a result, not

every candidate students’ expectation can be met, as

mentioned by one of the participants below.

You know… preparing pre-service teachers in

a year program is not that easy to carry out.

They… come from various disciplines, while

not all of what they require is provided in this

teacher education program. Sometimes they

took a program that is not in line with their

previous education background (Participant

… err… another difficulty we have related to

candidate students’ interest and talent. At the

beginning it is commonly difficult to find out

whether have such an interest and talent for

becoming teachers… we sometimes think that

they choose to continue to this program

because they did not find a job related to their

majors so that they decided to become

teachers… may be I’m wrong but… that’s

what I am thinking… (Participant 6)

The problems encountered by the two faculties do

not end in the student recruitment only. The two

faculties also encountered problems related to

process of educating, training, and preparing student

during their study timeline. FTTESU commonly

encountered problem related to students’ stable

motivation during four-year study. There are usually

up and down in students’ motivation as young adults.

In addition, applying consecutive curriculum results

in the sequence of subjects students have to take.

Offering both professional subjects and pedagogical

subjects during the four-year program divides the

students’ focus to both directions. On the one side

they have not mastered the content knowledge of their

majors, on the other side they have to learn how to

teach those contents to students. This is certainly not

easy to manage by students. These facts are admitted

by some participants in the interview, as cited below.

What I saw, often students’ motivation drops

in the middle of the program, may be they are

tired or bored, but when it comes to the end of

their study usually they were motivated again.

I think it’s a four-year program where they

have to learn many subjects and doing

teaching practice concurrently…(Participant

… based on my experience in teaching and

guiding students doing practice, … not easy to

make students knowledgeable in their major

and skilful in pedagogical matters. You

know… at FTTESU and many other teacher

educations in Indonesia, students follow

consecutive curriculum … they have to take

subjects related to their majors and

pedagogical knowledge and skills at relatively

the same time during the four-year program…

(Participant 2)

Studying and practicing teaching at the same

time is difficult to do I think… in one side,

students are not skilful yet, but they have to

take teaching practice… For me, it’s better

finishing all the subjects in their major first,

then practice teaching afterwards…

(Participant 3)

Unlikely, FGSECU experiences problem related

to short timeline the students have to take. During this

one-year program, there are many pedagogical

knowledge and skills that students have to master and

practice. On the one side, they need to really master

the knowledge which is certainly scaffolded; on the

other side, they need to have sufficient practice in

learning how to teach well. These two needs require

sufficient attention over a period of time in order to

make professional teacher, as acknowledged by

participant 8 below.

Pre-service Teacher Training in Indonesia and Egypt: A Comparative Study

…you know… one year pre-service teacher

education is very short actually, during this

time, students have to master both

pedagogical knowledge and skills, even it is

possible but it’s very demanding. What I saw,

students still lack of having teaching

practice… (Participant 8)

The above interview excerpts indicate that it is

imperative to give students sufficient time to do

teaching practice. By having adequate teaching

practice, it would give them a lot of opportunities to

experience teaching and doing education tasks as

teachers. Hopefully once they already become

teachers, they will be professional in doing their job

as teachers. Both FTTESU and FGSECU need to

consider this need.

After the student graduation, problem which is

usually encountered by both faculties are the long

job-waiting time and number of vacancy available.

Although it is relatively not very long time spent for

the graduates to get a job in line with their major, not

many positions are available for every graduate of

FTTESU, especially position of permanent public

servant teacher. Some of them tried to grab other

possible jobs available such as teachers of English at

English courses or Math and Science courses in many

supplementary education institutions. Still some

others tend to choose other professions apart from

being teachers such as working in private sectors like

working in a bank, insurance company, department

stores, etc. These chosen professions are certainly not

related to education sectors where they were educated

and trained. Ironically many graduates involve in this

business. Similar problems are likely encountered by

the graduates of FGSECU, as well. The following

interview quotes narrate this phenomenon.

…usually it takes some times for the graduates

to get job as a teacher, it’s not easy you now!

They need to wait … sometimes years to get a

permanent job as a teacher in a school…due

to so many pre-service teachers graduated

from other teacher education institutions

queuing for similar job… (Participant 3)

… what we learn from our graduates, err…

they sometimes cannot stand for waiting for

jobs once they graduated…so they just took

whatever available from the market… though

not related to their educational background,

such jobs as working in a bank, insurance

company, department stores, or even at

automobile dealers as marketing sales …

(Participant 4)

… I think in many places, teacher education

may face similar problem… dealing with

graduates, like here in our university, it’s not

quite easy to get a job as a teacher directly

after graduation…errr…they usually have to

wait months or years to get a job as permanent

teachers, in the meantime, they usually get

some temporary jobs…not related to their

education or qualification… (Participant 6)

The above excerpts of interview data reveal that

both teacher education institutions are likely to

encounter problems related to the graduates’

opportunity in finding for the jobs after graduation.

Although the percentage of the graduates’ long

waiting time for employment is not that many but it

happens. This certainly needs the efforts from the two

institutions to take further plan in managing schooling

at the teacher education programs.

5 CONCLUSIONS

There are some conclusions that can be drawn from

the study. Firstly, both FTTESU and FGSECU apply

different recruitment methods in accepting their

prospective students by considering minimum

qualification required, recruitment process, entrance

test, and terms and conditions of acceptance.

Secondly, the two faculties also run the pre-service

training program differently in terms of period of

study, number of credits required, kind of curriculum

applied, level of curriculum, lecturer qualification,

student grade point average, and grading system of

subjects. Thirdly, the graduates of both faculties have

the qualification to become teachers at both the

primary education (kindergarten and primary school)

and secondary education (junior and senior high

school as well as vocational school). Lastly, both

FTTESU and FGSECU encounter problems in

running the pre-service teacher training program. The

problems vary from student recruitment, process of

educating, training, and preparing student during their

study timeline, and problem related to long job-

waiting time and number of vacancy provided.

Since the two faculties are teacher education

institutions which deal with the provision of

prospective teachers. Certainly there are some

similarities and differences in terms of policy and the

implementation of the program. Therefore it is worth

learning the typical characteristics of each. One could

SULE-IC 2018 - 3rd Sriwijaya University International Conference on Learning and Education

learn from the expertise of the other or vice versa.

Therefore, each could benefit from the other.

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