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USAID PRIORITAS: Mengutamakan Pembaharuan, Inovasi, dan Kesempatan

USAID PRIORITAS: Mengutamakan Pembaharuan, Inovasi, dan Kesempatan bagi Guru, Teanaga Kependidikan, dan Siswa. USAID PRIORITAS PROGRAM TO IMPROVE THE QUALITY OF BASIC EDUCATION.

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USAID PRIORITAS: Mengutamakan Pembaharuan, Inovasi, dan Kesempatan

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  1. USAID PRIORITAS: Mengutamakan Pembaharuan, Inovasi, dan Kesempatan bagi Guru, Teanaga Kependidikan, dan Siswa USAID PRIORITAS PROGRAM TO IMPROVE THE QUALITY OF BASIC EDUCATION

  2. USAID PRIORITAS is five year program developed by USAID and the Indonesian Government to improve access to quality education for children in Indonesia. • Project dates: Start 1 May 2012; Finish 30 September 2017 • PRIORITAS = Prioritizing Reform Innovation, and Opportunities for Reaching Indonesia’s Teachers, Administrators, and Students

  3. 9 Provinces 93 Districts 17 TTIs

  4. PRIORITAS Program Focus The PRIORITAS program focuses on: • Class level - Making teaching and learning in primary and junior secondary school more interesting, relevant and effective, especially in reading, math and science • School level - Making school management more participative, accountable and focused on improving teaching & learning • District level - Improving education management at district and province levels, especially in teacher management and education financing • TTI level - Improving pre- and in-service teacher education through a program more focused on practice Click video

  5. Focus of Change Focus of Change Changes supporting the implementation of the 2006 & 2013 curricula Changes in teaching and learning Role of the teacher as facilitator Improving the classroom environment Varied and practical student activities Focus on developing a reading culture Changes in management and community participation Participative school planning Increased support from the community for student teaching and learning Improved instructional leadership by principals Improved teacher professional development Teacher as facilitator Interesting class environment Solving problems

  6. Focus on Reading • Early Grade Reading, especially Leveled Reading Books • Developing a Reading Culture in Grades 1 - 9

  7. Based on Results of EGRALeveled Reading Booksdeveloped for early grade primary school classes

  8. Develoment of Leveled Readers: Partnership with YLAI YLAI: 75 titles of leveled Readers used in SD Dyatmika, Bali. USAID PRIORITAS did a comprehensive review of the YLAI books for use in project partner schools throughout the country.

  9. Review Process (Feb-May 2015) • Support from MOEC • Reviewers: MOEC/MORA technical staff, teachers, principals, supervisors, facilitators, TTI lecturers (B Indo), consultants • What to review: content, culture, language, names of characters, illustrations, presentation

  10. Review Outcome • No change (small number) • Minor revisions (majority) • Major revisions (rewriting or changing illustrations) – 15 books

  11. MOEC Approval

  12. Leveled reader set 75 titles X 8 copies 8 big books 6 teachers guide and student worksheets Distributed to +/- 13,000 schools

  13. Improving Students’ Reading through shared and guided reading Shared reading Guided reading

  14. Using a Big Book

  15. Developing a Reading Culture Class reading corners Daily Silent Reading Books in school corridor Books displayed on walls Library tranformed into a user friendly place Using the school garden for reading

  16. Working with district library Books donations by community Former students donate books Buying books chosen by students using school funds

  17. Implementing Reading Culture Activities SDN 1 Cilimus, Kuningan, Jabar SDN Sumbergondo 02, Kota Batu, Jatim SDN 1 Kassi, Maros, Sulsel MI Kalibenger, Jateng

  18. Implementing Reading Culture Activities Video SDN Kademangan, Tangerang SD Inpres Kiwi, Mansel, Papua Barat SDN 104242 Lubuk Pakam Deli Serdang, Sumut

  19. Results • About 1,450 primary and junior secondary schools trained directly • More than 29,000 schools trained with partial or full llocal government or school funding • Leveled reading books distributed to 1,000 partner and 12,000 non-partner schools and teachers and principals trained • Changes have occurred in • Role of teachers • Student’s attitudes and activities • Student performance in reading, writing, math and science • Interest in reading • School environment • School management and role of the local community These changes are documented in Good Practice Books, Videos and Website

  20. Impact on Cohort 1Partner Schools

  21. Sustainability Issues Minister requested continuation and dissemination of programs • Continuing dissemination based on district plans • Ensuring quality of dissemination • Empowering teachers working groups • Focus on lesson study & using videos to share ideas and build critical capacity • New modules • TTIs developing based on some existing materaisl • Low cost roll out through teachers working groups • Some external support still needed – will there be a follow-on project?

  22. USAID PRIORITAS Jakarta Office: Gedung Perkantoran Ratu Plaza, Lantai 25, Jl. Jenderal Sudirman Kav 9, Jakarta 10270 Phone: +6221-7227998, Fax: +6221-7227879 Mobile: +628113408575 Email: usaidprioritas@prioritas.or.id www.prioritaspendidikan.org

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