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SupportforMotherTongueBased,MultilingualEducation
(MTB-MLE)forSchoolsinRuralandRemoteAreasofPapua
(ACDP023)
FINALREPORT
Dec1,2015
Preparedby
PT.TRANSINTRAASIA(TIA),INDONESIA
Inassociationwith
SILINTERNATIONAL
THEEDUCATIONSECTORANALYTICALANDCAPACITYDEVELOPMENTPARTNERSHIP
ii
Education Sector Analytical and Capacity Development Partnership (ACDP) Agency for Research and Development (BALITBANG), Ministry of Education and Culture
Building E, 19th Floor Jl. Jend. Sudirman, Senayan, Jakarta 10270
Tel. +62 21 5785 1100, Fax: +62 21 5785 1101 Website: www.acdp-indonesia.org
Secretariat email: [email protected]
The Government of Indonesia (represented by the Ministry of Education and Culture, the Ministry of Religious Affairs, and the Ministry of National Development Planning / BAPPENAS), the Government of Australia, through Australian Aid, the European Union (EU) and the Asian Development Bank (ADB) have established the Education Sector Analytical and Capacity Development Partnership (ACDP). ACDP is a facility to promote policy dialogue and facilitate institutional and organizational reform to underpin policy implementation and to help reduce disparities in education performance. The facility is an integral part of the Education Sector Support Program (ESSP). EU’s support to the ESSP also includes a sector budget support along with a Minimum Service Standards capacity development program. Australia’s support is through Australia’s Education Partnership with Indonesia. This report has been prepared with grant support provided by Australian Aid and the EU through ACDP.
The institution responsible for implementation of the study was Trans Intra Asia
THE CONSULTANTS WHO PREPARED THIS REPORT ARE:
1. Joost Pikkert, Team Leader/ Mother Tongue Based Multilingual Education Specialist 2. Novi Matulessy, Language and Community Planning Specialist 3. Joyce Briley, Specialist in MTB-MLE Research Design and Implementation 4. Rita G. Elgroth, Specialist in Curriculum and Teacher Development Related to MTB-MLE 5. Agustina Sarlince Sawi Language Community Planning Specialist 6. Telma Margareta Huka, Language and Culture Training Specialist 7. Luminda Belesima Tahapary Language and Culture Training Specialist 8. Hans Dortheis Imbiri, Communication Specialist 9. Rachfri Kirihio translator 10. Yeremia Fakdawer 11. Alice Eastwood, MTB-MLE Specialist 12. Cheryl Pikkert, MTB-MLE Specialist 13. Tara Huberty, MTB-MLE Specialist
iii
TableofContents
Introduction
I. Introduction………………………………………………………………………………………………. 1II. InceptionSurvey…………………………………………………………………………………………
a. SociolinguisticSurvey…………………………………………………………………………..b. EGRAReadingAssessment…………………………………………………………………..
III. CapacityNeedsAnalysisofKPGs,GovernmentandUNCEN………………………...IV. DraftRoadMapforMTB-MLE……………………………………………………………………..V. StudyTours…………………………………………………………………………………………………
a. VisittoThailand………………………………………………………………………………………b. StudyVisittoAmbon…………………………………………………………………………….c. LessonsfromtheStudyTour………………………………………………………………
VI. MTB-MLECommunicationStrategy……………………………………………………………VII. FourCapacityDevelopmentWorkshops
………………………………………………………………………………………VIII. TeacherTraining………………………………………………………………………………………
a. PreparationforTeacherTraining…………………………………………………………b. TeacherTraining…………………………………………………………………………………
IX. ParentalSchoolCommitteeDevelopment…………………………………………………X. CurriculumReview………………………………………………………………………………………XI. MTB-MLEPilotDesign…………………………………………………………………………………XII. MonitoringandEvaluationFramework……………………………………………………….XIII. SupportforMTB-MLEPilot………………………………………………………………………….XIV. GuidelinesforMTB-MLEDesignandMethodology……………………………………XV. PolicyBriefonMTB-MLE……………………………………………………………………………XVI. FinalWorkshop………………………………………………………………………………………..
Appendixes
Appendix1:ThailandStudyTourReport
Appendix2:AmbonStudyTourReport
Appendix3:
Appendix4:
1
I. Introduction
ThisfinalreporttrackstheactivitiesoutlinedintheInceptionReportandnotintheoriginalTermsofReference(TOR)Thereasonforthisisthatthegovernmentalteredcourseandmadesomedecisionsthataffectedtheoriginal(TOR)aftertheTORwasfinalized,andthisinturnaffectedthescopeandsequenceoftheactivitiesofthisproject.Thechangesnecessitatedbythegovernment’sdecisionareexplainedintheInceptionReport,andtherevisedscopeandsequencefromtheInceptionReportwillformthestructureofthisFinalReport.
AsclarifiedintheProposalSubmissionLetter(Jan.5,2015),TIAandSILforesawthisprojectasnecessitatinganextensionfrom11toatleast18monthstocoincidewiththeIndonesianschoolyear.However,dueto(a)thelatefinalizationofthecontractorforACDP023,and(b)havingtoworkonareducedtimelinebecausetheAnalyticalandCapacityDevelopmentPartnership(ACDP)wasunsureregardingtheirextension,theworkinthisprojectwasgivenjust9monthstocomplete.
Giventhesetwofactors,theneedforanextensioniscrucialifthefollowingistotakeplace:a)theformationsoftheKomiteSekolahs,(b)thetrainingofaLanicadreofMTB-MLEteachersbytheKPGandUNCENfaculty,(whichcanonlybedonewhenthegovernmentanditspartnersfinishthecompletecurriculum)and(c)theabilitytomonitorandevaluatetheMTB-MLEprograminLannyJaya.TheeventuallysecondEGRAtestmeanttomeasuresuccesswillonlycomeafterkidshavemovedallthewaythroughpreschooltograduatingfromthesecondgrade..Theanticipateddateforthecommencementoftheprogram,accordingtothegovernment’seducationalcalendar,isJuly2016.
AllsupportactivitiesnotdependentonthecompletionofthecurriculumassociatedwithACDP023havebeencompletedasexplainedinthisreport.
II. InceptionSurvey
The importance of the Inception Survey cannot be underestimated. It provided pivotal data in thefollowingthreeareas:
a. Pretestdatatoprovideabaselineforfutureevaluations.b. DatatoensuretheareachosenfortheMTB-MLEpilot interventionwasappropriategiventhe
parametersoutlinedintheACDP039Study.c. Validated thedrivingmotivationsof theACDP023 research: that rural and remote schools in
Papuaaredifferentthanthosenearurbancenters.d. That theexistingmethodofeducation for ruraland remoteschools inPapuamayneed tobe
adjustedtomeetnationalnorms.
Thesurveymeasuredlanguagevitality,theconditionoftheschools,schoolmanagementandsetthestageforchoosingthesitewheretheMTB-MLEpilotprojectwillbelocated.Finally,thecompileddatawillformthebackboneformonitoringandmeasuringtheefficacyofMTB-MLEinPapua.Inthefuture,whenthe2017-2018PAUDstudentsgraduatefrom2ndgrade,theycanberetestedandtheresultscomparedwith
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thepreteststudentswhowerepartofthecohortof2015. AssuchitprovidesthebaselinedatafromwhichtheframeworkforMLEevaluationandmonitoringcanbeconstructed.
Theteamthattrainedgovernment,universityandteacher’scollegepersonnelinsurveytechniqueswenttoWamenafromMay19–23,2015.Thefirsttwodayswerespentintrainingthetraineeswhilethenextthreedayswerespentinthefield.ThefinaldaywasspentreviewingthedataanddebriefingthetrainingtoensurethetraineeswillbeabletocollectsimilardatainthefuturewhenpostMTB-MLEpilotprojectdatawillneedtobecollected.
A. TheSample
Asampleof184studentswasrandomlyselectedfromchildreningrades2and3from10schoolslocatedin10villagesin5sub-districtsinLannyDistrictincentralPapua.Tables3and4givemoredetailonthemakeupofthebaselinesample.
Sub-districts Villages Number in Sample
Dimba Yugwa 10 Kuyawage Kuyawage 1, Kuyawage 2 36 Makki Kemiri 21 Poga Gipura 34
Tiom Bokon, Guninggame Longgalo, Name, Ninabua 83
Table1.Sub-districtsandvillagesincludedinthebaselinestudy.
Thesamplewasdrawnfromfiveseparatesub-districts.Inthreeoutoffivecases,onlyonevillage(andschool)wasselectedfromtherespectivesub-district.InthecaseoftheTiomsub-district(Kecamatan),fivedifferentvillages(andschools)wereincluded.TheimplicationisthattheTiomsub-districtislargerormoredenselypopulatedandisprobablymorelikeatownthanaruralvillage.
Table2givesadetailedbreakdownofthesampledrawnfromeachschoolbygradeandgender.
School Village Grade 2 Grade 3 Total Male Female Male Female SD Buapaka Longgalo -- -- 11 12 23 SD Inpres Gimbuk Ninabua 6 2 2 7 17 SD Inpres Kondename Name 8 2 3 5 18 SD Inpres Kuyawage 1 Kuyawage 1 4 4 8 0 16 SD Inpres Poga Gipura 8 8 12 6 34 SD Inpres Tiom Bokon 4 7 3 3 17 SD Negeri Kulugome Yugwa 2 1 1 6 10 SD Negeri Kuyawage 2 Kuyawage 2 9 1 7 3 20 SD YPPGI Inpres Gininggame 3 1 2 2 8 SD YPPGI Tobanapme Kemiri 5 3 3 10 21 49 29 52 54 184
Table2.Makeupofthesamplebyschool,village,grade,andgender.
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Thereissomethingofasamplinganomalyingrade2withalmosttwiceasmanymalestudentsselectedcomparedtogirls.Whetherthisreflectsthecompositionoftheenrollmentintheseschoolsisnotknownatthistime.Thegrade3sampledoesnotreflectthesamedistortionbygender.Inmuchoftheanalysis,nosignificantdifferenceinperformancewasfoundbygendersothisdisparityisnottakentobeasignificantissueintermsofadequatelyrepresentingschoolandgradelevelperformance.
B. SociolinguisticSurveyThedecisiontoallocatethepilotprojectinLannyJayaassumedthatstudentsinmoreisolatedregionsaremorelikelytospeakLani.LannyJayaasaregency(Kabupaten)waschosenasthebroadregionfromwhere,ultimately,thesampleschoolsforthescheduledMTB-MLEpilotprojectweretobedrawn.WhatisinterestingisthatevenwithinLannyJaya,akabupatenthatisisolatedbyprovincialstandards(nodirectroadstotheprovincialcapitalorthecoast,fewgoodroadsleadingin-and-outoftheareaandthefactthatalmostallnon-agriculturalgoodsneedtobeshippedbyplanetoeitherWamenaorTiomtobeaccessibletothelocalpopulation)avariationinlanguagevitalitywasfound.Theareasmoreremotefromthecapitalofthekabupaten(Tiom),provedtohaveadifferentdegreeoflanguagevitalitythanthoseclosertoTiom.
Figure1,drivestotheheartofourresearch:thatruralandremoteschoolsaredifferent.AssoonasonemovesoutsideoftheurbanareaofTiom,only1%ofthepopulationuseIndonesianastheirlanguageofcommunicationand90%useLani,with3.3%mixingthetwolanguages.Thisdatastronglysupportstheuseofthemothertongueespeciallyifone’seducationalparadigmismeanttobe“child-centered”.ThedataaboveindicatesthatoneoftheprimarydifferencesbetweenurbanandruralchildreninLannyJayaislanguageuse.
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BahasaLany
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mixedLanguageUse
Lani
Indonesian
Figure1:LanguageUseandDistancefromUrbanCenter
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Chi-SquareTests Value df Asymp.Sig.(2-sided)
PearsonChi-Square 55.962a 6 .000LikelihoodRatio 32.821 6 .000NofValidCases 92
Table3:CorrelationsbetweenRemotenessandUseoftheMotherTongue
Theassertionofarelationshipbetweendistancefromanurbancenterandlanguageuse,isfurtherprovenaboveinTable3.Table3indicatesanextremelystrongstatisticallysignificantcorrelationbetweendistancefromanurbancenterthatusesIndonesianandthedailyuseofLani.Thefurtheronemovesawayfromanurbancenter,thegreatertheroleLaniplaysinthelocallifeofchildren.IftheDepartmentofEducationiscommittedtoachild-centeredcurriculumforruralandremoteareas,theyneedtoconfronttherealitythatthereissignificantlanguageshiftbetweenruralandremoteareas.
Ultimately,ifonecommitstoachild-centeredapproach,oneneedstoknowiflanguageistrulyasignificantvariableintheself-perceptionofthestudentstounderstandthingsandperformwellinschool.Thismandatesthatweexaminewhichlanguagesstudentsperceivetobedifficultand/oreasy,whichlanguagesareusedinschoolbytheteachers,andifthereisasignificantstatisticalrelationshipbetweenthesevariables.
IfonelooksatFigure2,wecanclearlyseethat75%ofgrade2and3studentsinLannyJayafindIndonesianasalanguageforeducationdifficultand88%findLanieasy.Thefactthatmorethan3timesas
manystudentsfindLanieasyascomparedtoIndonesian,leavesuswiththeprobablehypothesisthatpossiblyonlyasmallfraction,possiblyonly13%,aretrulyfluentlybilingual.
IfweexamineinFigure3whichlanguageteacherstendtouseasthechoiceoflanguagefortheclassroom,astrikingreversaloftheabovegraphemerges.Almost65%ofteacherschoosetousealanguagethestudentsfinddifficultandonly20%usethelanguagethestudentsfindeasy.Again,morethanthreetimesasmanyteachersusealanguagethestudentsfinddifficult,leavinguswonderingaboutthechild-centeredphilosophyofeducationthatshouldbeundergirdingactivitiesintheclassroom.
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020406080100
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Indonesian Lani Mix
Teacher's LanguageUse intheClassroom
Figure3:LanguageUseintheClassroom
Figure2:LanguagesStudentsFindDifficult
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Ifmothertonguebasedmultilingualeducationprogramsaregoingtobeencouraged,teachersneedtobereceptivetotheidea.ThesociolinguisticsurveythereforeaskedtwoquestionsfromthestudentsinordertoascertaintheopennesstoLaniuseamongthestudentsbytheirteachers.ThefirstquestionaskediftheywereforbiddentouseLanionschoolpropertyandtheotheraskediftheywouldbephysicallypunishediftheydidnotobey.Figure4indicatesthatonaverage6.9%ofthestudentsareforbiddentousetheirlocallanguageontheschoolpremises.Whentheresearcherscomparedthisdatawiththetypeofschoolsrepresentedinthesample,itwasfoundthatboardingschoolsthatemployednon-Papuanteachers,liketheoneinPogo,weremuchmorelikelytoforbidtheirstudentsfromusingthelocallanguageascomparedtonon-boardingschoolsthathadpredominantlyPapuanteachers.
Thesecondquestiononwhetheraphysicalbeatingcouldresultfromusingone’slocallanguageonschoolpropertyonceagainmirroredtherelativedifferencesintheschooldistricts.AscanbeseenfromFigure5,Poga,theboardingschoolwithnon-Papuanteachersweremuchmorelikelytobeattheirstudentsforusingthelocallanguagethanwerestudentsfromtheotherschools.AtestlookingforstatisticalsignificancebetweenthelikelihoodthatdormingstudentswithNon-Papuanteachersweremorelikelytobebeatenforusingtheirmothertonguefoundstrongconfirmationofsucharelationship.
Thistrendisdisturbingsinceitmirrorsthesametypeofactivitythathastakenplaceindevelopednationswhocolonizedtheindigenouspeoplewithintheirterritories.WhetheronelooksatCanada,AustraliaortheU.S.,thelevelofchildabuseinthedormingfacilitieswasoftensignificant.ItremainstobeseenwhetherthistrendwillrepeatitselfinPapua,butthefirstwarningbellsappeartoberinginginthedatacollectedinthissurvey.
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Laki-Laki
Perempuan
boysgirls
Figure5:PercentofChildrenBeatenforUsingMotherTongue
Figure4:ChildrenForbiddenfromUsingtheirMotherTongue
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C. EGRASurveyTheEGRAsurveywasconductedsimultaneouslywiththesociolinguisticsurveyandthefullreportcanbeseenintheFrameworkforMTB-MLEEvaluationandMonitoringReportbutsomeofthesalientpointswillbementionedinthissection.TheinstrumentusedtoassessprogresstowardsliteracywastheIndonesianEGRA.Thisinstrument—adjustedforlocallinguisticrealities—hasbeenwidelyusedaroundtheworldinlowincomecountriesandthereforeithasreasonablywell-understoodcharacteristics.TheIndonesianEGRAwasdevelopedandimplementedbyRTIInternationalundercontracttoUSAID.Thereportoffindingsisdated2014.FindingsfromthisstudyprovidedaveryhelpfulframeofreferenceforinterpretingtheresultsofthebaselinesurveydoneinLannyDistrict.
AnovelfeatureoftheIndonesianEGRAistheinclusionofasetofsubtasksdesignedtoassessbasicproficiencyinBahasaIndonesia.TheinclusionofthisfeaturewashighlyrelevanttotheIndonesiancontextgiventheunusuallyhighleveloflinguisticdiversityfoundinthisfar-flungislandnation.Thiscomponentoftheinstrumentprovedinvaluableintheanalysisandinterpretationofresultsinthedistrict.
TheIndonesianstudyincludedasetoffiveadditionalinstrumentsreferredtocollectivelyasaSnapshotofSchoolManagementEffectiveness(SSME).Oneofthefivefocusesonarangeofsocial,economic,linguistic,andeducationalcharacteristicsofindividualchildrenratherthandealingwithschoolmanagementperse,butwasnonethelessmostusefultotheanalysis.Thesampleofstudentsincludedinthebaselineincluded184studentsfromgrades2and3in10differentschools.The10schoolsarelocatedin5differentsub-districts(kecamatan)inLannyJaya..
D. FindingsaboutprogressiontowardsliteracyThefindingsoftheIndonesiannationalEGRA,completedin2014,providedaveryusefulvantagepointforevaluatingtheliteracy-relatedassessmentscomingfromtheschoolsandstudentsofLannyDistrict.Thisdistrictisapartofthe“MNP”sectorofIndonesia(Maluku,NusaTenggara,Papua)whichcoverstheeastern-mostregionofthecountry.IngeneraltheliteracyassessmentsincludedintheIndonesianEGRAshowedMNP(EasternIndonesia)trailingthenationalnormsbyapproximately50percent.ThechildrenintheLannyJayabaselineperformedatalevelroughly50percentbelowtherestofEasternIndonesia.Inshort,theprogressofthesechildrentowardsfullliteracyinIndonesianisextremelylimited.Despitetheoveralllowlevelsofperformance,thedatadoshowconsistentprogressbeingmadefromonegradetoanother.
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Despitetheoveralllowlevelofperformance,thedatacontainalimitednumberofcasesofchildrenwhoaredoingextremelywell—uptoorevenabovenationalnorms.Whileitistemptingtoascribethishighlevelofperformancetoahighlevelofability—whichisverypossible—itisalsostrikingthatsuchchildrenalsodemonstrateahighlevelofproficiencyinIndonesian.Couldthesetwovariablesbecloselyrelatedandapartofthereasonwhyprogresstowardsliteracyisso
limitedingeneralinthebaselineregion?
E. FindingsaboutproficiencyinBahasaIndonesiaProficiencyinBahasaIndonesiawasmeasuredbymeansofalisteningcomprehensiontaskandthreeseparatevocabularyassessments.Ofthese,performanceonthelisteningcomprehensiontaskwasthelowestbeingabout30percentlowerthanthenormestablishedintheNationalEGRA.Performanceonthevocabularytasksrangedfrom10-15percentbelowthenationalnorms.
N Mean SD Q1 Median Q3 Oral Vocabulary – parts of the body
National 4,812 79.7 Grade 2 78 65.1 27.6 37.5 62.5 87.5 Grade 3 106 71.1 20.4 62.5 75.0 87.5
Oral Vocabulary – classroom terminology National 4,812 97.6 Grade 2 78 89.5 17.6 83.3 100.0 100.0 Grade 3 106 96.2 8.1 100.0 100.0 100.0
Oral Vocabulary – knowledge of prepositions in BI National 4,812 86.3 Grade 2 78 70.1 30.3 50.0 83.3 100.0 Grade 3 106 76.9 22.5 66.7 83.3 100.0
Table4:AssessmentoforalvocabularyinIndonesianbygrade
GiventhatBahasaIndonesiaisthelanguageofliteracyyetthereisamuchlargerdifferentialbetweenthebaselineperformanceandthatofthenationalnormonthismeasure,weareleftwithsomeobviousquestionstotrytoresolve.First,does/didtheassessmentofproficiencyofIndonesianintheEGRAinstrumentadequatelymeasurethelevelofproficiencyneededtosupportbasiceducation(andliteracy)
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ReadingFluency(wcpm) ReadingComprehension (percent)
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Figure6:ComparativeMeasuresofReadingSkillDevelopment
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inIndonesia?Second,coulditbethecasethatintheschoolsofthebaselinearea,toomuchinstructionaltimeisbeinginvestedindevelopingproficiencyinBIratherthaninliteracy?Third,aretherefundamentalcultural,geographic,economicorreligiousfeaturesofthebaselineareawhichmakeliteracyandeducationlessdesirableormoredifficultamongthelocalpopulation?Fourth,isitpossiblethattheentireeducationaldeliverysysteminPapuaismuchmorepoorlyresourcedthaninotherareassothatresultssufferaccordingly?Fifth,doeslanguageofinstructionreallyhavethatgreatofanegativeimpactonliteracydevelopment?
Figure7:Levelsoflisteningcomprehension(BI)inthebaselinesamplebygrade
Someofthesequestionsarenotanswerablewiththedatagatheredinthesurvey.Rather,onewouldhavetogatherdifferentdatafromdifferentsourcesandmethodstofindanswerstothosequestionswhichseemtobemorequalitativeinnature.
F. FindingsabouttherelationshipbetweenliteracyandBahasaIndonesiaThedatafromthesurveyshowclearlyastrongrelationshipbetweenproficiencyinBahasaIndonesiaandprogresstowardsliteracy.ThisistobeexpectedsinceBahasaIndonesiaisthelanguageofinstructionaswellasthelanguageofliteracy.However,ifmasteryofthislanguagebythechildissignificantlyorseriouslydeficient,normalprogressinmovingtowardsproficiencyinliteracyisnecessarilylimitedaswell.
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Figure8:RelationshipbetweenLiteracyandIndonesianLanguageAbility
ThedatasuggestseveraltendencieswithrespecttotheinterplaybetweenthetwovariablesofliteracyandproficiencyinBahasaIndonesia.First,thereissomeevidencethatteachersinsomeoftheschoolsmaybeputtingmoreinstructionaltimeinteachingBahasaIndonesiathaninteachingliteracy.Whilethisisentirelyunderstandable,theinevitableresultisreducedprogressindevelopingliteracy.
Second,itisclearthatthereishugevariationamongtheschoolsintermsofachievementineitheroftheseareas.Whetherthisisduetoissuesofaccessibility,morale,teachingcapacity,pooradministration,educationalsupport,orthedistributionofknowledgeofBahasainthelocalpopulation,somesortofchangeorinterventionisneededtoraisethequalityofverylowperformingschools.
Third,whilethereisastrongcorrelationattheschoollevelbetweenthetwovariables,andamoderatecorrelationbetweenthemattheindividuallevel,itisalsoclearthattheschooloneisastrongerpredictorofachievementinliteracythanisproficiencyinBahasaIndonesia.Possiblereasonsincludemajorschool-levelproblemsinprovidinggoodinstruction,lackofinterestinorevenresistancetolearningtoreadinBahasa(orevenlearningtoread,period),orpossiblyhighratesofabsenteeismonthepartofchildrenorteachers.
G. FindingsfromtheSSMEStudentQuestionnaire
Thisquestionnaireproducedseveralfindingsofinterestthoughnomajorsurprises.Thesewillbelistedwithonlybriefcommentary.First,itisclearthatBahasaIndonesiaisverymuchasecondarylanguageinthebaselinepopulationandaweakoneatthat.Lani/Daniisthefirstlanguageofalmostallofthechildrensomostareenteringschoolwith,atbest,veryrudimentaryproficiency.IfthereisnotmuchenvironmentalsupportforBahasaIndonesia(littleornomedia,fewnativespeakersinthearea,little
y=0.9852x- 22.295R²=0.8209r=.906
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InpresKuyawage
Tobanapme
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Indonesia
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availableliterature,littleornoinstitutionalsupportoutsideoftheschool),dependingontheschoolstodevelopadequateproficiencyinthelanguageinsupportofliteracyandsubsequenteducationisgoingtohaveverylimitedsuccess.
Second,itisclearthatthisareaisverytraditionalintermsofstandardsoflivingandeconomicdevelopment.School-basededucationinthiskindofasettinglacksthesamelevelofurgencyandimportanceseenintownsandcitieswhereeducationisimportanttosurvivalandjobsecurity.
Third,judgingbythetestdata,theexistingpreschoolsystemintheareaprovidesverylittlepreparationforliteracythoughitmayprovidesomeforBahasaIndonesia.
Fourth,theimpactofanumberofvariablesseentobesalientinwesterncontextssuchassocioeconomicstatus,parentalliteracy,attendanceatpreschools,beingreadtoathome,parentalinvolvementinthechild’sschoolwork,etc.appeartobeweaktoveryweakpredictorsofacademicsuccessintheschoolsofthebaselinearea.HouseholdwealthisthestrongestofthepredictorsthoughitsinfluenceseemstoapplymostlytoBahasaIndonesiaandnottoliteracy.
H. FindingsfromtheotherSSMEQuestionnaires
Severalobservationsarenoteworthy.First,onlyoneof14teachersappearedtobeanativespeakerofBahasaIndonesia.Thereisgrowingconcernworldwidethatdependenceonsecondlanguagespeakersofthelanguageofinstructionsignificantlyrestrictstheeffectivenessofsuchteachers.Thisissuehasyettobewell-researchedbutawarenessoftheproblemisgrowing.
Second,absenteeismappearstobeasignificantissue.Interestingly,highratesofabsenteeism(ofstudents)inlowqualityschoolsdoesnotseemtohaveasmuchnegativeimpactasitdoesinhigherperformingschools.Still,ifhighratesofabsenteeismarepresentamongmostorallstudentsinaschoolorclassroomratherthanjustafew,educationaloutcomesfortheentireschoolorclassroomaregoingtobereducedbecauseoftheabsenteeism.Iftherearehighratesofabsenteeismortardinessonthepartoftheteacher(s),theproblemiscompounded.
Third,itwasnotedthatabouthalfoftheteachersarelocalandabouthalfarefromoutsidethearea.Thisisalmostalwaysanissue(inanegativeway)intraditionalareas.
I. Conclusion
Thedatafromthebaselinemakeitveryclearthatachievementintheareaislow.Theratesofprogressobservedbetweengrades2and3suggestthattherateofskilldevelopmentinliteracywillnotreachnationalgrade2normsuntilgrade4or5(closerto5than4).Fromaneducationalperspective,itiseasytoconcludethatpresentmethodsandstrategiesofeducationaldeliveryarenotwellmatchedtothecultural,linguistic,andmaybeevengeographiccharacteristicsofthearea.Fromaculturalorethnographicperspective,interestingquestionsariseastojusthowoneshouldunderstandtheinterfacebetweenwestern-styleeducationandtraditionalculturalcommunities.
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ThedataalsoleadsonetoconcludethattheKuyawagevalleymaybethebestplacetoinitiateapilotprojectinMTB-MLE.Itslanguageuseisverystrong,itisisolated,ithastworuralandisolatedschoolsthatarepartoftheGerbangMasprogram,theliteracyrateisoneofthelowestamongallthesamples,andtheabilityofthechildrentospeakIndonesianranksatnearthebottomofallthesamples.
III.CapacityNeedsAnalysisofKPGs,GovernmentandUNCEN
Ifonerefersbacktothelastprogressreport,onenoticesthatmostoftheworkforthecapacityneedsanalysisrelatedtothedevelopmentofMTB-MLEintheprovincewascompletedbytheendofSeptember.ThepurposeofthisanalysiswastoensurekeygovernmentplayerswerewelleducatedregardingthebroadoutlinesofmothertonguebasedmultilingualeducationbeforespecificinstitutionalchangeswerediscussedastheyrelatedtoMTB-MLEandtheirspecificinstitutions.
InordertofacilitatecapacitydevelopmentdiscussionsthatwererootedinanunderstandingofwhatwasentailedinMTB-MLEamongmanyeducatorswhohaderroneousideasregardingMTB-MLE,allthekeyplayersweretakenonanInternationalStudyTourinApril,withthehopethatopinionsexpressedduringtheneedsanalysisoftheKolesePendidikanGurus(KPGs),theStateUniversityofCenderawasih,andtheDept.ofEducationandCulturewouldreflectamorematureunderstandingofMTB-MLE.Bytakingsomeofthesekeyplayersonthestudytourattheinceptionofthisproject,wewereabletousesomeoftheseofficialsaspresentersinotherkeyeventsastheprojecthasevolved.
Duringtheinternationalstudytourdiscussionswereheldregardingthecapacityneedstheparticipantsfeltneededtobeaddressedattheirrespectiveinstitutions(UNCEN,KPG,andGovernment).Severalparticipantscollaboratedonpositionpaperswhichtheysubmittedtothegovernment.AsynopsisoftheperceptionsofstudytourparticipantswascirculatedtoalltheinstitutionsandeachparticipantwasencouragedtoengageinfurtherdiscussionswiththeprimarystakeholdersoftheirrespectiveinstitutionsbeforetheACDP023focusgroupdiscussionswerescheduled.
StateUniversityofCenderawasih:
ItquicklybecameapparentinthefocusgroupdiscussionthattensionsbetweenUNCENandtheKPGs(TeachersColleges)hadalonghistory.AccordingtooneoftheparticipantswhohadbeenkeyinsettinguptheKPGsinthepast,moneysentfromtheKPGshadbeendivertedandtheKPGshadreceivedlittleornobenefitfromtheannualstudentfeestheyhadbeenrequiredtopayUNCEN.ThishistoricaltensionhadcloudedtheKPG-UNCENrelationshipandthefacultywithwhomweinteractedagreedthatchangeswereneeded.
TheUNCENfacultyalsoagreedthatthemissionandvisionoftheKPGswasintendedtobemorefocusedonpreparingruralandremoteteachersascomparedtothemissionofUNCEN.RegardingMTB-MLEdevelopmentatUNCEN,themembersofthefocusgroupemphasizedtheneedtoensuretheFKIPDeanbemoreactivelyinvolved(hehadbeeninvitedbuthadamorepressingengagement).Also,sincetheUNCENSchoolofEducation(FKIP)wasundergoingstructuralchanges,itwasstillunclearwhatthenewmissionandvisionofUNCENSchoolofEducationwasmeanttobeandwhetherthiswouldeventuallyincludethepreparationofMTB-MLEteachersfortheislandofPapua.
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Severalmonthsaftertheinitialdiscussions,andaftersomeofthefacultyparticipatedinseveralofthecapacitydevelopmentworkshopswiththeKPGparticipants,weonceagainbroachedthecapacityneedsoftheKPGsandhowtherelationshipbetweentheKPGsandUNCENcouldberevitalized.
AfterthetrainingtheyreceivedinThailand,Ambonandthroughtheworkshops,theUNCENfacultyperceivethemselvesgenerallyreadytocreateanddevelopMTB-MLEcurriculumandteachertrainingprograms.AsindicatedintheThailandStudyTourreport,UNCENdidindicatethatastheMTB-MLEprogramgoesforwardUNCENwillneedtotakeresponsibilityfor:
• creatinganMLEcoursefortrainingprimaryschoolteachers(PGSD),• creatinganMLEcoursefortrainingkindergartenteachers(PAUD)• creatinganMLEcoursefortraininglanguageandhumanityteachers(PBSFKIP)• andcreatinganMLEcoursefortheKPGs
TheywerechallengedbythegovernmenttotakeuptheSentanilanguageMTB-MLEprogramsinceUNCENislocatedwithintheSentanilanguagetraditionalterritory,makingiteasytofindnativespeakerswithwhomtowork.TheonlyconcernUNCENfacultyofferedwasthatbecausetheyarepartofalargeinstitution,thatactualimplementationwillbeveryslowandthatallocationofmoneytowardsMTB-MLEendeavorswouldbeslowincoming.
KPGNabire
NabirefacultywerepositiveinregardstoMTB-MLEdevelopmentattheteacherscollegebutdidnotfeelreadytodevelopMTB-MLEcurriculumandpreferredmoretraininginthisarea.Specifically,sinceoneofthefacultymembershaddoneextensivepostgraduateworkintheMe/Ekarilanguage,andsincetheyhadasizablenumberofstudentsfromthislanguagegroup,itwasfeltthatperhapsthislanguageshouldbeprioritizedinanylocalpushinMTB-MLE.
Facultyindicateditmaybenecessarytoinaugurateadifferentcategoryofteacher:the“PembantuGuru”orteacher’sassistant,specificallyinareaswhereMTB-MLEisdesperatelyneeded.ThePembantuGuruwouldfunctionastheMTB-MLEBridgeteacherandbedirectedbytheregularteacher(onethatmaynotspeakthelocallanguage).PembantuGurutrainingwouldbedirectedbytheKPGandgearedspecificallytowardsMTB-MLE.Twospecificcoursesweresuggested:(a)one,3creditcourseinMTB-MLEand(b)onecourseinSecondLanguageAcquisitionmeantforstudentsenteringareaswheretheydidnotspeakthelocallanguage.Thefacultyalsosuggestedtheywouldlikemorefinancialresourcestovisitremoteandruralschoolstobettermonitorstudentpracticums.
SeveralconcernscameupregardingtheKPGsrelationshiptoUNCEN.EveryonefeltthatthequotasystemlimitingthenumberofstudentstheKPGcouldaccept,andwhichhadbeenimposedbyUNCEN,wascounterproductivetoensuringthesuccessoftheirinstitutionsinceUNCENprovidedlittleornoassistance.Whenaskedregardingtheirpreferredfutureregardingstructuralrelationships,thefacultyeitherwantedaseparatedeantositontheUNCENpresident’scabinetofdeansortoformanindependentinstitutionofhighereducationalongwiththeotherKPGsandcredentialedtoofferS1degrees.
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KPGSorong:
TheKPGinSorongisinaseriousoperationalcrisis.EversincethedivisionofPapuaintotwoprovinces,PapuaandPapuaBarat,theKPGinSorongwasleftinpoliticalandfinanciallimbo.Theircampusbuildingprogramhasstalledsincetheinaugurationofthenewprovince.PresentlythecampusisbeingovergrownbythejungleandtheKPGismeetinginaprivateinstitutionthatgenerouslyopeneditsdoorstotheKPGstudents.Ideally,thecampuswillbefinishedandincludeacomputerlabandlibrary.
LikeotherKPGs,theaccreditationofKPGSorongiscontrolledbyUNCENinPapua,buttheSMA(secondaryschool)financesarecontrolledattheKabupateninPapuaBarat.Asaresulttheinstitutionhasseenlittleifanyfacultysalariestransferredtotheirinstitution.MostoftheKPGfacultyteachforfree,withthehopethatthiswillbequicklyresolved.Indiscussingtheirpreferredfuture,facultyindicateditmaybebettertoassociatewithUNIPA,theirprovincialstateuniversityandasaninstitutiontheywouldliketoofferS1degreessinceatthepresenttheirstudentscannotfindemploymentwithoutthem.
Thefacultyindicatedthenecessityofstudentsknowingthelanguagesinwhichtheywereteaching,andinpreparationforMTB-MLEteacherpreparationrequestedtheirstaffbeexpandedtoincludealinguistandsomeonetrainedinMTB-MLE.
KPGTimika
Inanironictwist,KPGTimikafelttherewasnoproblemintherelationshipwithUNCENbecausetheylargelyignoredUNCEN.TheyconsideredUNCENaweakpartnerinfightingforPapuanteacherissues,especiallyasUNCENlargelyignoresfactoringintheneedsofruralandremotePapuanchildrenintheirteacherpreparation.KPGTimika’sownobservationsinthefieldhaveledthemtobelievethataS1degreewasnotaguaranteeofensuringbetterteacherpreparationforremoteandruralcommunities.
ThefacultyatKPGTimikaindicatedthatthe“Kelas-kelasjauhUNCEN”(UNCENextensionclasses)werenoteffectiveinTimikabecauseofthelackofcollaborationwithKPGfacultyondesigningcurriculummeantforruralandremoteschools.TheUNCENextensionclassestendedtobetootheoreticalandrevealedanunawarenessofruralandremoteschoolingsituations.TheyperceivedtheywerejustbeingaskedtojumpthroughaccreditationhoopsdesignedbyUNCENthatdidlittleinpreparingtheirstudentsprepareforactualfieldrealities.
Asaninstitutiontheyfelttheywouldlikemoresupportinnurturingdoctoratesamongsttheirfaculty.Theyalsosawaloomingcrisesinregardstothegovernment’smandatethatallteachershaveaS1degree.Theywonderedwherealltheunderqualifiedteacherswouldgo,andwhatwouldhappentotheschoolsthatseeanexodusoftheirundereducatedteachers?
KPGTimikaindicatedthattheirlocalkabupatengovernmentwouldonlysupportstudentsfromthetwolargelanguagegroupsintheirarea,whichcreateddifficultiesinensuringsupportforstudentsfromlanguagegroupsinotherkabupatens.WhiletheyhadmadeeffortsatensuringotherkabupatenssupportedtheirstudentswhowerebeingeducatedattheKPG,thisprovedtobeahighlytime-consumingtask.Inanidealworld,theywouldpreferthatthecentralgovernmentwouldcoverallthecostofalltheirstudentsregardlessofwheretheyoriginatedintheprovince.
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OnechallengeKPGTimikafacedwasthenecessityofupgradingtheabilityoftheremoteandruralstudent’sreading,writingandmathematicsabilities.SpecialremedialcourseshadbeeninstitutedtodealwiththeeducationaldeficitthatremoteandruralschoolSMPgraduatesbroughttotheKPG.
WhenaskedaboutthequotasystemarticulatedbyUNCEN,thedirectorsaidshelargelyignoredthequotaof80studentsandacceptedmore,believingUNCENreceivedthestudentfeesandwerethereforeobligatedtoservicethem.
Regardingstructuralchangesneededtomovetheinstitutionforwardintheirpreferredfuture,thefacultyagreedtheywouldpreferthecreationofanumbrellaorganizationthatwouldcoveralltheKPGsandallowtheKPGstooffertheirowndegreessincetheyfelttheyneverreallyreceivedmuchassistancefromUNCEN.Atthepresent,theirstudentshadarigorousinternship,andideally,theywouldpreferofferingaS1degree(inkeepingwithnewgovernmentregulations)inwhicharuralandremotepracticumwouldplayasignificantrole.TheyalsoindicatedadesiretoexpandtheircurricularofferingstoincludeaMTB-MLEcomponent,especiallyasitrelatestothepreparationofpreschoolandkindergartenteachers(PAUDprogram).Thefacultyalsofeltitwasnecessarytoinstituteareadingandmathematicstestforteachersinordertoensureteachershadtheminimumservicestandardsinthesubjectstheywererequiredtoteach.
Inregardstomonitoringtheirstudentsinremoteandruralschools,thefacultyfeltitwouldbebetterifthevillagelevelKomiteSekolahwasseparatedfromanyinfluenceoftheschoolprincipal,sincemanyoftheproblemsrelatedtoteacherabsenteeismcentredonschoolprincipalsexercisingunduecontroloverthefinancialandhumanresourcesallocatedtothevillage.TheywerehoweverconcernedthattheKomiteSekolahwoulddemandmoneytositonamorerigorousKomiteSekolah.
LikeotherKPGs,thefacultyfeltitwasimportanttoevaluatethestudentson-site,butbecauseofalackofmoney,therewasnopossibilityforthefacultyevaluatorstogototheremotevillageswherethestudentsweredoingtheirpracticums.
TherewasastrongnegativereactiontotheSM3TprogramthatbroughtteachersfromoutsideofPapuatoteachinPapua.Theseteacherswereoftenunabletocommunicateinthelocallanguage,hadshortcontracts(afterwhichtheywentbacktotheirhomeprovinces),wereunawareoflocalculturalsituationsandtendedtotakejobsfromPapuanKPGandFKIPgraduates.ItwasfeltthatiflocalteacherswerepaidtheequivalentofSM3Tteachers,someoftheteacherabsenteeismproblemcouldbesolved.
InregardstoperceptionsofreadinessregardingMTB-MLEcurriculumdevelopmentandteachertraining,KPGTimikashowedminimalactivesupportfortheconcept.TheyonlysentonepersontoAmbonforthedomesticstudytourandneverparticipatedintheThailandStudyTour,ortwooftheworkshopstowhichtheywereinvited.ThiswasperceivedbytheteamaspossiblyindicatingalackofconvictionregardingtheefficacyofMTB-MLEforPapua.ItwasalsobelievedthatsincetheyneverpersonallyinteractedwiththequalityprogramsinThailandthattheymayhaveharbourederroneousperceptionsthroughouttheentiredurationthatwasnevertrulyrectified.
KPGMerauke
ItwasrefreshingtodiscusstheroleofteacherpreparationforMTB-MLEwiththefacultyatKPGMerauke.Theinteractionwiththestaffindicatedanawarenessoftheissues.Thefacultyhadexaminedthelanguagevitalitymapsandrealizedthatmanyoftheirstudentsnolongeroriginatedfromareasthat
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wereremoteandrural.Inresponse,facultyindicatedtheremaybeanecessitytoensuretheydidnotlosetheiroriginalmissionandvisionofpreparingstudentsforremoteandruralschools.Therewasacalltocontactsomeofthekabupatenswithlargeremoteandruralpopulationsinordertoensuremorestudentswereattractedtotheirinstitutionfromtheseforgottenareas.
ThefacultywasveryopentoincludingcoursesinMTB-MLE,especiallyforthoseanticipatingacareerinruralandremoteschools.LikeKPGNabire,thefacultywantedclarificationonthestatusof“GuruBantu”intheclassroomiftheyadoptedtheThaimodelofMTB-MLEwheretheprimaryclassroomteachersmaynotspeakthelocallanguageofthecommunitybutareassistedbyGuruBantuteachersintheactualteaching.TheyimaginedtheassistantteacherswouldneedtohaveaD1butclarificationwasneededonwhowouldpayfortheirsalaryasa“gurubantu”oncetheygraduated.InanticipatingagreaterroleforMTB-MLE,thefacultywantedtrainingtoprepare“MasterTrainers”inMTB-MLE.
SimilartootherKPGs,Meraukealsofoundtheyneededaspecialupgradingprogramtoteachsomeofthestudentsfromisolatedregionstohavefunctionalreading,writingandmathematicsskills.Theyfeltanupgradedcomputerlab,betterdormingfacilitiesandabetterlibrarywouldbebeneficialfortheentireeducationalprogram.
StructurallythefacultywantedmoreclarificationonplacementproceduresforthosewhograduatedfromtheKPG.Thefacultyalsofelttheywerestuckinlimbosincetheywerenotrecognizedasuniversityfacultybythenationalgovernmentandthedirectorfeltsuchrecognitionwouldbebeneficialsinceitcouldengendergreaterfacultystability.AsaninstitutiontheywouldalsoliketobecomeanindependentinstitutionofferingtheirownS1degrees,butwereveryopentoworkingunderanumbrellaorganizationofKPGs,distinctandseparatefromUNCEN,fromwhomtheyreceivedlittleornosupport.
AfterthefinalworkshoponeoftheirfacultyembracedthechallengetodevelopcurriculumfortheMarindlanguageintheareawheretheKPGislocated.ThefactthatthisfacultymemberhadwrittenaMarind-IndonesiandictionaryandthathewasfromthislanguagegrouplefttheACDP023teamfeelingthatapplicationoftheMTB-MLEdesigntechniqueswasembracedbythisKPGforthisparticularlanguage.Whatappearstobeneededisencouragementandfollow-upbythegovernmentashemovesaheadwiththisproject.
ConclusiononKPGRevitalization
ThetentativeconclusionsofthefocusgroupdiscussionshaveledtheresearcherstorealizefurtherdiscussionisneededwithUNCENandthegovernmentiffullrevitalizationoftheKPGisgoingtotakeplace.ThetablebelowcompiledtheprioritizedresultsofthestructuralchangesrequestedbytheKPGs.
Institution Become an Independent
Institution of higher education
Band together with the other KPGs and form one institution granting S1 degrees.
Ensure we have a separate dean
representing the KPGs at UNCEN (no
longer just a separate body under UNCEN’s Faculty of Education)
KPG Nabire 3rd choice 2nd choice 1st choice KPG Sorong 3rd choice 2nd choice 1st choice KPG Timika 2nd choice 1st choice 3rd choice
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KPG Merauke 1st choice 2nd choice 3rd choice Overall Rating 3rd choice 1st choice 2nd choice
Table5:StructuralChangesRequestedbytheKPGs
Giventheaboveresults,theresearchersareleaningtosuggestingthedevelopmentofanewumbrellainstitutionunderwhichthefourKPGswouldfunctionasoneinstitutionofhighereducationwithfourcampusesfreetoofferfullyaccreditedS1degreesinelementaryandPAUD/TKeducation.TheboardofthisinstitutionwouldbesituatedinthePapuaProvincialDept.ofEducationandCulturetoensureitsmissionandvisionremainsthepreparationofruralandremoteteachersforPapua.TheaimofthisnewumbrellainstitutionwouldsatisfythegovernmentandKPGdesiretoofferBachelordegrees(whichispresentlyarequirementforteachers)butalsotogivethemgreaterflexibilitytoembracetheirmandateofeducatingteachersforruralandremotecommunitieswithouthavingtheircurricularneedscontrolledbyUNCEN,whosevisionisdrivenmorebynationalcurricularconcerns.
Besidesthisimportantstructuralchange,itissuggestedthatthefollowingchangesareimplemented:
1. DevelopmentofMTB-MLEMasterTrainersateachKPG.2. InclusionofatleastonecourseinMTB-MLEinthecurriculumwiththepossibilityofacoursein
SecondLanguageAcquisition.3. Thedevelopmentofa1yearMTB-MLETeacherAssistantProgram(D1)meanttoprepareSMA
graduatesfromruralandremoteareastofunctionasbridgeteachersinMTB-MLEprograms(BridgingfromIndonesiantothelocallanguage).
4. ExpansionoftheKPGscourseofferingstoincludeteacherpreparationforpreschoolandkindergarten.
5. ClarifyingthereportingandfinancialsupportmechanismneededtosupportKPGSorong(campusandprogramownershipandresponsibility).
6. DevelopingamechanismforKPGfaculty,whopossessthenecessaryqualifications,toberecognizedasfacultyofhighereducationbythenationalgovernment
7. ContinueupgradingthecredentialsofKPGfaculty.8. DiscardtheSM3TprogramandensurePapuanteachersreceivethesamekindofcontracts
enjoyedbySM3Tpersonnel.9. AlloweachKPGtonegotiateitsownquotaofstudentenrolmentwiththeprovincial
governmentandwithoutUNCENinterference.10. Includeasummativefinalexamforallpotentialteachereducationgraduatesthatwillevaluate
allbasicskillsneeded(minimallytoincludereading,writingandmathematicsskills)11. Providegreaterprovincialfinancialsupportto:
a. Ensurefacultycantraveltoremoteandruralschoolstoevaluatetheirstudentteachers.b. Addupgradingclassesforunder-performingstudentsfromremoteandruralschools.c. Upgradecomputerlabs,libraries.
PapuanMinistryofEducationandCulture
ThePapuanMinistryofEducationandCulturehasbeenverysupportiveinengaginginallthedimensionsthatthisprojecthastaken.FromtheinitialresearchinACDP039tolaunchingACDP023,theProvincialMinistryofEducationandCulturehasbeenamajordrivingforce.TheprovincialgovernmentwouldliketomovefasterinMTB-MLEthantheirpresentcapacityallows,andtheywouldliketocontractwithoutsideNGO’stospeeduptheprocessforruralandremotelanguages.Theyhave
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goodcooperationbetweentheACDPteamandtheleadershipofthisnewdepartmentandtheACDP023team.
ThereisanobjectiverealityamonggovernmentleadersdrivingforwardtheMTB-MLEcurriculumthatnurturingachangeinthesub-departmentresponsibleforcurriculumdevelopment(fromjustbuyinganddistributingthenationalcurriculumtodevelopingMTB-MLEcurriculum)isahurdlethatwillneedoutsidehelp.Assuch,theyhavedevelopedtheunderstandingastowhatisneeded,whattheyneedtomanage,andwhatwillneedtobefunded,butarerelyingonUNCEN,theKPGsandpossiblyoutsideNGO’stodeliverthebooksandteacherguidesnecessaryforeachlanguage.ItremainstobeseenwhetherthisapproachwillbeabletodeliverthenecessaryeducationalproductthatunderliesMTB-MLEforPapua.
FundingforMTB-MLEhasbeenallocatedwithintheprovincialbudgetandseveralprioritylanguageshavebeenidentifiedbythegovernmentforMTB-MLEprograms.TheresponsibilityforthedevelopmentofeachoneoftheselanguageshasbeendelegatedtoallthosewhohavebeeninvolvedinallthefacetsofACDP023andcanbebrokendownasfollows:
Language Primary Responsibility Geographic Location Sentani UNCEN North Coast Me/Ekari KPG Nabire Eastern Papua Marind KPG Merauke South Coast Lani/Dani SIL Central Highlands
Table6:GovernmentPrioritiesforMTB-MLELanguageDevelopment
ThegovernmenthasaskedSILtoworktogetherwiththegovernmentasitslowlyrollsouttheseprogramsoverthenextfewyears.SILhasnotsignedanyMOUsinthisregard,andwillconsultwiththeotherpartiesbeforeanydecisionsaremade.SomeoftheotherconcernsraisedbythePapuanMinistryofEducationandCultureincludedthefollowing:
1. MOUwithSIL2. MLEprogrammeconsultant3. MLEsamplematerials4. Fundingforawarenessraising5. Fieldresearch/surveyinstrument,personnelandsupport6. Fundingforfieldresearch/surveypersonnel
AdditionalMLEprogrammesupportneeds:
1. Schoolcommitteeswillneedtohaveastrategicroletostrengthenparent-teacherrelations2. GrapplingwiththenewconceptofMLEincontinuingdiscussionswithNGOsactiveinPapua3. Holdawarenessraising/coordinationmeetingswithkeygovernmentagenciessuchasDPR,MRP,
district(kabupaten)levelofficialsandscholars4. CreateMLEmonitoringcommitteeatprovincialandkabupatenlevel
Conclusion
Theresultsofthestudytours,workshopsandtraininghaveleftthestakeholdersintheMTB-MLEinitiativemoreempowered,buttheirperceptionofreadinesstoembracethetotalityofthechallengeis
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notuniformacrossallstakeholders.ItisthereforefortunatethattheinitialforayintoMTB-MLEbyACDP023wasmeanttogoslowandbeginwithapilotprojectinonelargelanguage(Lani).Iftheotherstakeholdersareencouragedtointegrateintotheroll-outoftheLaniMTB-MLEprojectsothatallpartiescan“learnbydoing”andthusfinetunetheirownapproachesbasedonfieldrealities.
ThegovernmenthasencouragedthedevelopmentofafieldschoolinMTB-MLEinthepilotprojectareaandhasinvitedalltheKPGsandUNCEN,tobecomeactiveparticipantsasthisproject.SuchanapproachwillhopefullynotonlycontributetotheirunderstandingofwhatitmeanstoexpandintootherareasofMTB-MLE,butalsocontributetothesynergyneededamongsttheseinstitutionsastheyarestructurallymandatedtoworktogetherinthefieldofPapuaneducationaldevelopment.
IV.DraftRoadMapforMTB-MLEThesurveyandcommunityinteractionintheareawheretheMTB-MLEpilotprojectistobeinitiatedhasindicatedastrongdesireonthepartofthecommunityforatrilingualeducationalparadigm.ThismeansthatwhiletheinitialdraftforMTB-MLEroadmaphasnotchangedsinceitwasfirstproposedattheInceptionReport,itmayneedtobeadjustedamongthedifferentcommunitieswhereanattemptismadetoimplementthecurriculum.AttheInceptionReporttheSecretaryoftheProv.MinistryofEducationandCulture,insistedonbeginningtheMTB-MLEprograminpreschoolinsteadoffirstgrade.ThisnecessitatedthechangethatresultedbetweentheoriginalTORandtheInceptionReportsincegovernmentpolicynowmandatedwebeginourcurriculumdevelopmentatthepreschoollevel.ThedraftroadmapbeginswiththeMotherTongueinpreschoolandgraduallytransitionstothenationallanguage(Indonesian)aseachgradebuildsonthenext,withallbutoneclassinIndonesianbythirdgrade(below).
Language Preschool Kindergarten Grade 1 Grade 2 Grade 3-6
Local Language
Oral mother tongue for introducing pre-reading, and pre-writing in the mother tongue
Oral and written mother tongue to introduce reading and writing in the mother tongue
Mother tongue (MT) for reading, writing, mathematics. Possibly adapt Buku Paket Kontekstual to Bahasa Lani.
Mother tongue for reading, writing, mathematics. One class that uses a bilingual reader to cover science and, social studies
All classes in Indonesian except for Muatan Lokal
Indonesian Oral Indonesian for introducing pre-reading and pre-writing in Indonesian
Oral and written introduction to Indonesian to introduce reading and writing and numbers in Indonesian
Oral and written introduction to Indonesian as a second language (consider using revised Indonesian Buku Paket Kontekstual Papua)
Oral and written introduction to Indonesian. Use curriculum Buku Paket Kontekstual Papua; Bilingual Reader to cover other material
All subjects in Indonesian except for “Muatan Lokal”
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English none none none none Decision of Community
Language of Instruction
Mother Tongue
Mother Tongue Mother Tongue Mother Tongue and Indonesian
Indonesian
Table7:DraftMTB-MLERoadMap
However,inKuyawage,LannyJayathelocationwheretheMTB-MLEprojectistobeimplemented,thecommunitywasveryinsistentthatthegovernmentincludethreelanguagesladderedintothecurriculum.TheywanttobeginwithLani,addIndonesianandincludeEnglishaschildrenprogressthroughtheirelementarytosecondaryschooleducation.AsfarasACDP023isconcerned,theinclusionofEnglishwillnecessitateadecisiononthepartofthePapuanProvincialMinistryofEducationandCulture.
V.StudyToursTheprimarypurposesofthestudytourswastojump-starttheeducationalprocessamongkeystakeholdersregardingwhatwasincludedinacomprehensiveMTB-MLEprogramandwhatwasneededtobeabletoimplementsuchaprogram.ByexposingprofessorsfromUNCEN,theKPGsandtheMinistryofEducationandCulturetowelldevelopedandwell-runprogramsinThailandandAmbon,aswellasexposingthemtotheinternationalUNICEFconferenceonMTB-MLE,wewereabletoachievethispurpose.
StudyTourtoThailandTheparticipantsfortheInternationalStudyTourincludedkeyofficialsfromtheDept.ofEducationandCulture,theTeachersColleges(KPGs),andtheStateUniversityofCenderawasih(UNCEN).Theyweregivenpre-readingmaterialaswellashomeworkassignmentspriortothetourandthetourwastailoredtotheirprimaryresponsibilities.ThosefromthegovernmentandUNCENinteractedwithkeyMTB-MLEexpertsattheUNESCOconferenceonMTB-MLEissuesthatspecificallyaddressedMTB-MLEpolicy,budgeting,planningandevaluation.TheeducatorsfromtheKPGsinteractedwitheducatorsfromuniversitiesandNGO’sinvolvedinthetrainingofteachersandthedevelopmentofMTB-MLEprograms.AllparticipantspersonallyinteractedwithteacherandparentswhosechildrenwereinvolvedinMTB-MLEprograms.
ResponsesfromalltheparticipantswasverypositivetowardstheneedtonurtureMTB-MLEinPapua.SeveralpolicyshiftsthatparticipantssuggestedincludedtheneedtoaddressminimumstandardqualificationsforMTB-MLEteachers.TheirexposuretoseveralASEANcountriesusinglocalpeoplewithjustahighschooleducationasearlygradesMTB-MLEteachersoras“bridge”teachers(teacherswhofunctionastranslatorsorimplementers,andwhoworkunderaheadteacherpossessinghigheracademiccredentials)madethemrealizetheneedforgreaterflexibilityinMTB-MLEteachercredentialing.
LessonsLearnedfromtheThailandStudyTour
• Ageneralsensethattheproblemlieswiththeimplementation.Theybelievethatthey(andothersinofficialpositions)knowthetheoryofMTB-MLE.However,theydonotyetfeelcapable
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ofrunninganMTB-MLEprojectwithoutfurtherinformation,capacitydevelopmentandconsultanthelp(seebelowforfurthercommentsoncapacitydevelopment);
• Lackofconsensusoverhowmuchtodependonthegovernment.Somehadexperienceofgovernmentfundingbeingsuddenlycutinthemiddleofaproject.Thispersonmentionedthattherulesforthegovernmentbudgetlists(‘daftaranggaran’)areverystrict.Thismoneymaynot,forinstance,beusedbyforeigners;
• Consensusthatthereneedstobestrongerandclearergovernmentalsupport.Thegroupfeltthattheyshouldputpressureontheprovincialparliament(MRP)andhavemothertongueeducationputintoa‘Perdasi’(provincialarealaw).TheyfeltthatsupportfromJakartawasnotnecessary,aslongastheGovernorofPapuamadeaformalstatementofagreement;
• ThatastrongMLEprogrammeinPapuawouldhavesupportfrommanysides–thecentralparliament(althoughseeabove–nottotallynecessary),UNCENuniversity,theprovincialDepartmentofEducationandCulture,thelocalcommunitiesandothers;
• Theydonotcurrentlyhaveenoughinformationaboutthelanguagesituationintheirareas(SILstaffdirectedthemtoreadwww.ethnologue.com),ortheattitudesoflocallanguagespeakers.Theyfeltthatafirststepwouldbetodoasurveytotargetareas;
• Lackofclarityaboutwhetheritisbettertostartaprojectatkindergartenlevelorprimaryschoollevel;(thisconcernwaslaidtorestbythegovernment’sMTB-MLEpolicydecisiontobegininpreschool)
• Thatitwouldbebest,goingforward,forgovernmentpersonneltocontinuetofocusonpolicymakingandprofessorsonthetechnicalitiesofcurriculumdevelopmentandteachertraining;
• Itwasagreedthateveryoneshouldgobacktotheirrespectiveinstitutionsandtalktoothersaboutwhattheyhadlearnt;
• Theteachers’salariesshouldbepaidviatheheadofdistrictsinceheisacivilservantandhasaccesstothetowns;
• Theheadofcultureshouldbeenlistedtohelpenforceteacherattendance,andgivenanincentivetodosoifnecessary.Inseveralareas,thishasalreadybeendone.(N.B.Itwasalsonotedthattheheadofcultureusuallysitsontheschoolcommitteeanyway,andifheisn’tonitinaparticularvillage,heshouldbe);
• SometeachersareMuslim,sothechurchwouldhavenoauthorityoverthem,buttheheadofcultureholdsconsiderableauthority,evenovernewcomerstoanarea;
• Teacherswholeaveforthetownmustbefired;• The‘satuatap’system,wherebythereareonly3gradesinthevillages-Grades4-6areinthe
smalltownsandchildrenboard–isagoodone;• Itisdoubtfulwhethermovingfroma2-termsystemtoa4-termsystemwithlongerschooldays
inordertogivetheteachersabreakwouldwork;• Inthepast,therewasasystemwherebyapackagecontainingessentialitems(‘kebutuhan
pokok’)fortheteacherwouldbedroppedatthevillageevery1-3months.Thiswasagoodsystem;
• Thereisacommunicationproblem–thereneedstobemoremobilephoneand/orradiocoverageinremoteareas.
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StudyTourtoAmbonInordertoincreasestakeholdercapacitytoimplementmothertonguebasedmultilingualeducation(MTB-MLE)programs,afieldvisittoaprogramwhichservespreschoolsinaneighboringprovincewasconductedinAmbon,Maluku.TheSulinamaFoundation,alocalfoundation,isinitssixthyearofimplementingamothertonguebasedpreschoolprogram(PAUD-B2S)andcontinuesteachertrainingandmonitoringstudentandteacherachievement.
ThemaingoalofthisfieldvisitwastolearnfromalocalorganizationthepracticalaspectsofimplementingamothertonguebasedprograminIndonesia.Throughpresentations,preschoolvisits,discussionsandreviewingresearchresults,participantsdirectlyobservedthebenefitofmothertonguebasededucationintheIndonesiancontext.ParticipantsbenefitedadditionallythroughnetworkingwithstakeholdersintheneighboringprovinceofMaluku.
TheSulinamaFoundation’sPAUD-B2Spreschoolprogrampartnerswith31preschoolsonAmbonandothernearbyislands.SulinamaprovidesAmboneseMalaymothertonguebasedcurriculumandteachingmaterialsfortheirpartnerschoolsaswellasmonthlyteachertraining,schoolmonitoring,andparentsupport.Asmallhonorariumisalsoprovidedtoschoolsmonthlytoassistwithschoolsupplies,photocopiesandteacherpay.
Overthecourseoftwopreschoolvisitsandmeetingswithstakeholdersandstaff,participantswereabletoobservekeycomponentsinthePAUD-B2Sprogramthatpositivelyinfluencethesuccessofthisprogram.Thesecomponentsaretheuseofthemothertongue,strongdevelopmentallyappropriatecurriculum,on-goingteachertraining,parentinvolvement,andfrequentschoolmonitoringbytrainedSulinamastaff.Additionally,themostsuccessfulpreschoolsarestaffedbyteacherswithhighinternalmotivationtoservetheircommunityregardlessofexternalincentive.ItwasclearforparticipantstoseethatforthePAUD-B2Sprogramtobetrulysustainable,greatergovernmentsupportisnecessary.
LessonsLearnedfromtheAmbonStudyTour
Asthestudytourdebriefedduringsessionsfollowingmeetingsandpreschoolvisits,thefollowingwasnotedbyparticipantsasbeingimportanttothedevelopmentofmothertonguebasedmultilingualeducation(MTB-MLE)inPapua.
• Governmentsupportiscrucialforthesuccessofamothertonguebasedmultilingualeducationprogram.
• LawsandregulationsforanMTB-MLEprogramwillincreasesustainability.• ThePAUD-B2SprograminMalukucannotbesustainableiftheyhavetocontinuallyfindoutside
fundingtosupportteachers.• Papuadoesnothaveadifficultywithprovidingsalariesfortheirkindergartenteachers,but
comparedwiththeteachersinAmbon,theAmboneseteachersservetheirstudentswithgreatercommitmentandmotivationeventhoughtheirincomeismuchless.Teachingwithinternalmotivationtoserveone’scommunityisakeytosuccess.
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• ParticipantsagreedthatMTB-MLEinruralandremoteareasisagoodidea,andhavebeguntheprocessforgettinglawsandregulationsinplacetosupportandfundMTB-MLEinpreschoolandprimaryschool.
• ThePapuanMinistryofEducationandCulturehasbegunplanningandconductingfiveTrainerofTrainers(TOT)workshopsforanintegratedprograminfiveareas:FunctionalLiteracy,PreschoolManagement,PreschoolTutorInternship,Parenting,andMotherTongueBasedPreschoolCurriculumDevelopment.
• ItwouldbebeneficialtoworktogetherwithNGOpartnerssuchasWahanaVisiIndonesia(WVI),SIL,SekolahKampung(runbyJohnRahel),andothers.
• SekolahKampungcouldbeagoodresourcebecauseitisaschoolbasedonthelocalculture,howeveritisonlyintheSarmiKabupaten.Ithasn’tspreadacrossPapuayet.
• The“BundaPAUD”(EarlyChildhoodEducationMother–thewifeofthekabupatenleaderorgovernor)couldbeanadvocateforMTB-MLEinPapua.
• Itwouldbegoodifthepreschoolteachers’network(HIMPAUDNI)couldfunctionasacenterforprofessionaldevelopmentandsupportforteachers.TheHIMPAUDNIandkindergartenteacher’sgroup(IGTK)inAmbonservemainlyasaplacetodiscussadministrativeissues,thereislittleopportunityforprofessionaldevelopmentorsupport.
• TheCulturalSectorandtheEducationSectorofthePapuanMinistryofEducationandCultureshouldworktogethersothatthisprogramstrengthensthelocallanguageandculture.
• ItwouldbegoodforPapuanteacherstoparticipateinaninternshipinAmbon,liketeachersfromLembagaPemberdayaanMasyarakatAmungkeKamoro(LPMAK)inTimika,Papuahavepreviouslydone.ItwouldalsobepossiblefortheSulinamaFoundationstafftogotoPapuatohostanintensiveteacherworkshopwithpracticeteaching.
• Trainingteachersisnotjustaone-timething,butratherteachersneedtobetrainedcontinually.Knowledgeandsupportcontinuethroughworkshops,practiceteaching,learning-by-doing,routinemeetings,evaluationandupgradingskills.
• Parentsshouldbeinvolvedinobservingpreschoolsandattendingtrainingssothatastrongeducationalfoundationcancontinueathome.
• ThereisanagreementthatMTB-MLEwouldbeagoodchoiceforPapua’sruralandremoteareas.
VI.CommunicationStrategyOneofthechallengesinchangingthePapuaneducationalparadigmfrommonolingualeducationtomultilingualeducationhasbeencommunicatingtheresearchthathasproventhatruralandremoteminoritypeoplesgreatlybenefitfrommultilingualeducation;thatthisapproachproducesbetterresultsthanthetraditionalmonolingualapproach.Erroneousviewshavepersistedastheprogramhasevolvedsincekeystakeholders,oncetheyunderstandandsupportthenewparadigm,areoftenmovedtonewpositionsofleadershipandreplacedbypeoplewhohavenottakenthetimetounderstandthebackgroundresearchundergirdingMTB-MLE.Thischallengeremains.
InordertocountererroneousperceptionsregardingMTB-MLE,andsincethesuccessofthisprojectdemandsamultiplicityofstakeholdersassentandsupport,amultiprongedapproachhasbeenattempted.
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Stakeholder Approach RationalforApproachSubdistrictLevel(KecamatanKuyawage)
Personalcontactwithlocalpeople;metwithalltheschoolteachers,communityleadersandincludedtheminthedevelopmentofthecurriculummaterial.
SinceKuyawageistheareawheretheproposedpilotprojectistobedeveloped,itwasimperativetheywereincludedinthediscussions.TheKuyawageKecamatanisveryisolatedandsotheonlywaytocommunicateisthroughimmediate,personalcontact.
DistrictLevel(Kabupaten)
• PersonalcontactwasestablishedattheinceptionoftheprojectattheKabupatenlevelofgovernment
• StudyTours• WorkshopsandSeminars• PersonalCorrespondence
ThereislittleifnointernetaccessintheKabupaten,andcellphonecoverageisminimalandoftenonlyoperativeafter6p.m.(whenthegeneratorsgoon).BecauseKabupatenLannyJayaisconsideredoneofthemoreisolatedregionsofPapua,andbecausemostofthedecisionsarebasedonface-to-faceencounters,amultiplicityofpersonal,face-to-faceapproacheswasdeemedmostsuitable.
ProvincialLevel
• PersonalContact• PressConferences• RadioInterviews• TelevisionInterviews• Newspapercoverage• StudyTours• WorkshopandSeminars
Attheprovincialleveltherearemanymoreinfluencesshapingeducationalpolicy,andpublicperceptionsarelessalignedwithMTB-MLEbecausetheuseofthemothertonguehasallbutdisappearedaroundtheprovincialcapitalofJayapura.ThishasmandatedengagingabroadersegmentofcommunityinordertoensurethemovementofMTB-MLEforruralandremoteregionsisnotunderminedbyerroneousurbanperceptionsregardingtherealityofruralandremoteregions.Asaresultagreaternumberofmediachoiceswereengaged.
NationalLevel
• RoundTableDiscussions• Pressreleases• Publications• Radioprograms• Inclusioninworkshops
UltimatecurricularpolicyisformulatedinJakartaandthesupportofIndonesia’sMinistryofEducationandCultureinapplyingnationaleducationalindicatorsbyusingamultilingualapproachwasimperativeiftheprogramisgoingtointegrateandreceivesupportfromthenationalgovernment.
Table8:CommunicationStrategy
EvaluationoftheCommunicationStrategy
Evaluatingone’scommunicationstrategyisdifficultsinceitrequiressomepre-determinedbenchmarks.However,ifoneevaluatesthesupporttheprojecthasreceivedfromthepeopleinthesub-district(kacamatan)wheretheMTB-MLEprojectistobeimplemented,thelevelofsupportisverygood.RegularphonecallstotheACDP023Teamleaderbythegovernmentcoordinatorofthepreschool
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programrequestingupdateshasindicatedanexcitementamongthetargetpreschoolsinthepilotproject.
AttheKabupatenlevel,thesupporthasbeenmoredifficulttogauge.Kabupatenlevelofficialshavebeendiligentinattendingseminarsandworkshops,andtheSecretaryDaerah(#2intheKabupaten)haspubliclyvoicedsupportfortheprogramandpromisedtoincludeitinhisbudget.SincetheactualimplementationistocommenceinJulyof2016,itremainstobeseenwhetherthishasallbeenrhetoricoranactualcommitmenttoensuringtheMTB-MLEpilotprojectwillbeadequatelysupported.
TheProvincialMinistryofEducationandCulturehasbeenverysupportiveofMTB-MLE.Theyhaveensuredtheirpeoplehaveparticipatedatalllevelsoftheproject.Theyinauguratedasub-departmentofLetters,senttheirpeopletoThailandandAmbon,andpaidforothersoftheirstafftojoininsomeoftheseeventsaswell.Theyhavevisitedourworkshopsaroundtheprovince,andarticulatedsupportatworkshops,conferencesandinthepress.
Finally,sincetheACDPTeamspentverylittletimeinJakarta,theheavyliftingfornurturingsupportintheMinistryofEducationandCultureinJakartawasdonebytheACDPJakartastaff.TheyarrangedformeetingsbetweentheMinisterofEducationandCultureandNGO’sinvolvedinMTB-MLE.TheywereeffectiveinensuringthepresswroteaccuratestoriesreflectingthenatureofMTB-MLE,arrangedforradioandtelevisionspotsandheldroundtablediscussionswithintheMinistryofEducationandCulture.
WhileundoubtedlyperceptionshavebeenchangedregardingMTB-MLEatalllevelsofthepoliticalspectrumthereremainsomeoutstandingmisperceptionsregardingtheMTB-MLE.Atalllevelsthequestionofcostarises.ItispresumedthatMTB-MLEwillbetoocostprohibitivetoeverimplementonalargescale.Partofthemisperceptionliesinthefactthatgovernmentofficialshavenotaccuratelytabulatedthedrainontheirbudgetsthatthepresentapproachhashadingraduatinglargenumbersofruralandremotechildrenwhoareilliterate.Itwouldbeeffectiveifthiskindofcomparisonwasundertakeninordertoprovideevidence-basedresearchaddressingthisquestion.
VII.FourCapacityDevelopmentWorkshops
KabupatenLevelWorkshops
ThepurposeofthefourcapacitydevelopmentworkshopswastoexpandtheunderstandingamongkeyMTB-MLEstakeholdersinordertonurturetheirsupportforMTB-MLEprogramsattheKabupatenlevel.SincethefinancialcontrolofschoolinginIndonesiaislargelycontrolledattheKabupaten/Regencylevel,threeoftheseworkshopstargeting17kabupatenswithlargenumbersofremoteandruralpopulationsweredelivered.Thethreeworkshopsbroughttogetherkeyofficialsfromdifferentgovernmentdepartmentsengagedineducation(HeadoftheDept.ofEducationandCulture,ThePlanningBureau,PreschoolEducationandElementaryEducationaswellaspeoplefromthenearbyteacherscollegesoruniversity)andattemptedtocreateasenseofsynergybetweenthekabupateneducationaladministratorsandtheinstitutionsofhighereducationwithwhomtheywouldnaturallyworktodevelopcurriculumandtrainteachers.
Thelocationoftheworkshopsandinvitedregenciescanbeseeninthetablebelow:
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WorkshopLocation RegencyInvitedWamena Tolikara Yalimo PegenunganBintang Yahukimo LannyJaya Nduga PuncakJaya Nabire Paniai Dogiai Deiyai IntanJaya Nabire Jayapura Sarmi MemberamoRaya MemberamoTengah(Hulu) Keerom Jayapura
Table9:KabupatenP&KLeadersWorkshopLocations
Theworkshopcoveredthefollowingtopics:
´ SessionI:Opening:PakLobya,Secretary,ProvincialMinistryofEducationandCulture
´ SessionII:Language,languagevitality,languagemapping,MTB-MLEtheoryandhowitrelatestoraisingthequalityofeducation
´ SessionIII:MTB-MLEtheoryandpractice;(includestestimonyfromstudytourparticipants)
´ SessionIV:LessonsonRuralandRemoteEducationfromaroundtheworld
´ SessionV:Workingwithdataandplanning:compilingdatanecessaryforMTB-MLEdecisions;howtoprioritizelanguagesforMTB-MLEetc.
Oneeyeopeningexerciseformostofthegovernmentofficialswasanexerciseguidingparticipantsthroughabudgetingexerciseonthecostofgraduatingchildrenfromelementaryschoolwhowerestillilliterate.Mostparticipantshadneverlookedatthewastedmoniesintheirbudgetsbynotensuringbasicmathematicsandreadingskillswereachievedbygraduatingelementaryschoolchildren.
Differentlevelsofprogressweremadewithdifferentkabupatensdependingontheirexistingprioritiesandplans.Fourofthekabupatens,alongwithfacultyfromoneofthelocalTeachersCollegesinvitedtotheNabireworkshopdecidedtobandtogetheranddeveloptheMe/Ekarilanguage.ThiswasaverysignificantbreakthroughastheirchoiceoflanguageindicatedagoodunderstandingoftheseminarmaterialandtheirdecisionindicatedanabilitytoanalyzeMTB-MLEdatatablesfoundationalformakingstrategicMTB-MLEprogrammaticdecisions.
AfourthcapacitydevelopmentworkshopincurriculumdevelopmentwasimplementedfromOct.19-24,2015.Extensiveworkwentintothepreparationofthisworkshop,sinceitformedthebackboneoffuturecurriculumdesigninMTB-MLE.AttendeesincludedmembersfromtheNationalMinistryofEducationandCultureCurriculumDepartment,UNCEN,Prov.MinistryofEducationandCulture,KPGs,aswellasLannyJayaeducationalpersonnel.Theworkshopreviewedthenationaleducationalindicatorsandwalkedpeoplethroughthecomponentsnecessarytoadaptandcreatebooks,teachingaidsandteacherguidesforminoritylanguagesinlinewiththenationalindicators.Theworkshopboth
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taughttheconceptsbehindMTB-MLEcurriculumwhileworkingtowardsdevelopingMTB-MLEcurriculumforruralandremotecontexts.Someoftheoutputsincludethefollowing:
´ Severalchildren’sbooksinLani;teachingpatterns;questioningtechniques
´ PapuanstorieswereadaptedintoLani
´ Teachingaidsweredeveloped(geoboards,patterningwheels,tangrams,lacingcards,shapematchingcards,stickswithVelcro,puzzlesmadefromsticks,paintedsticks,shapematchingsticks,bingogame,spandukbooks)
´ UnderstandingtheroleofTraditionalsongs,freeplay,listeningstories,finemotorskillscurriculum,Lanialphabetchartetc.
´ Firstgrademathematicsindicatorsandhowonecouldadaptthefirstseveralweeksofcurriculum
´ Firstgradereadingcurriculumindicatorsandhowonecouldadaptthefirstseveralweeksofcurriculum.
OneoftheprimaryoutcomesoftheworkshopswassignificantmovementtowardstheexpansionofMTB-MLEwithintheprovince.Fourkabupatenshavecommittedtoplacemoneyintheirbudgetsforthedevelopmentofspecificlanguageswithintheirboundaries.UNCENandtheTeachersCollegeshavecommittedtodevelopingthreelanguagesinthegeographicallocationsfromwheretheydrawtheirstudentsandwhichoverlapswithexpertisewithintheirfaculty.ItisthesekindofcollaborativecommitmentsbylocalgovernmentsandinstitutionsofhighereducationthatnurturehopeformothertonguebasedmultilingualeducationinPapua.
OneoftheweaknessesoftheMTB-MLEcurriculumdevelopmentprocesswasthatthekeypeopleinvitedtoparticipatewereoftenexchangedbyotherpeoplewho,whileperhapsinterestedinthesubject,wouldnotbeexpectedtodevelopcurriculuminthefuture.Anotherweaknesswasthatthedifficulttaskofworkingthroughthelinguistic,orthographicanddialecticalissueswasdifficulttocoversincemostpeopledidnothavetherudimentarylinguisticknowledgetoaddresstheseissuesdemanded
VII.TeacherTraining
Preparationforteachertraininghasbeenongoing.TheGuidelinesMTB-MLEDevelopmentisahandbookmeanttobeusedbyallthosewhowillbeinvolvedinMTB-MLEdevelopment.Thehandbookwillincludeinformationoncurriculumdevelopment,trainingteachers,anddevelopinggradedreadersandprinciplesofbridgingtoIndonesian.Thematerialsareenvisionedtobeusedinongoingteachertraining.
DuringtheCurriculumDevelopmentandTeacherTrainingWorkshop,trainersoftrainers(TOTs)weretaughthowtonotonlycreateMTB-MLEcurriculum,buttimewasalsosetasidetopracticeusingthematerialsproducedintheworkshop.TheexpectationisthatallthosefromtheTeacherCollegesandUNCENthatattendedtheworkshopwillusetheirtrainingtofurthertrainteachersinMTB-MLE.
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ItisexpectedthatLanipreschoolsteacherswillbetrainedinMayandJuneof2016byagroupofUNCENandKPGpersonnel.Duetothefactthatinsufficienttimewasscheduledinthisprojecttocompleteanentireyearofcurriculum,theLaniteachertrainingwillthereforeneedtotakeplacejustbeforeimplementationinJuly2016(newschoolyear).Thisteachertrainingwillbelimitedtothepreschoolcurriculumsincethegovernmenthasdirectedtheprogramtobegininpreschool,withtheunderstandingthatoneyearofMTB-MLEprogrammingwillbeaddedeveryyear.Preparationsforsuchteachertraininghavebegun,withthedevelopmentofthecurriculum.
IX.ParentalSchoolCommitteeDevelopment
ParentalschoolcommitteeshavealonghistoryinIndonesia,andthegovernmenthasalawontheroleandresponsibilitiesforparentalschoolcommittees(KEPUTUSANMENTERIPENDIDIKANNASIONALNOMOR044/U/2002TENTANGDEWANPENDIDIKANDANKOMITESEKOLAH).Thechallengeforruralandremoteparentalschoolcommitteesisthatoftentheparentsarefunctionallyilliterateandthushavedifficultyactualizingtherolestheyareexpectedtoadoptbecausetheycannotwriteorreadreports.TheyalsohavenoideaofthelegalframeworkoftheKomiteSekolahandwhattheirrightsandprivilegesareasacommunity.Thisinformationneedstobeconveyedtothecommunityiftheyaregoingtoensurethehopesanddreamstheyhavefortheirchildrenaretobeactualizedintheirschools.
InreviewingexistingresearchoncommunityschooldevelopmenttheACDP023teamcontactedtheresearchersimplementingaresearchprojectoncommunityschooldevelopmentmeanttoreduceteacherabsenteeism(TNP2K)inPapua.TheinnovativeapproachbytheresearchteammirroredtheapproachusedbyeducatorsinThailandandafteronsitevisitstotheexperimentalsite,manyoftheideaswereincorporatedbytheACDP023Teaminhowtheeducationdepartmentandlocalcommunitiescanplayacomplementaryroleinnurturingcommunity-ownedschools(sekolahKampung).TheACDP023Teamwroteasmallhandbook(PedomanPelaksanaanDiskusiMasyarakatuntukMembinaSekolahKampung)outliningaworkshopwith6sessionsthatguidethecommunityinanalyzingcommunityresources,educationalgoalsandpriorities,howtheymightwanttoevaluatetheircommunityschool,andfinally,totheselectionoftheCommunitySchoolCommittee(ifthereisnone).Thepurposeofthehandbookwastoprovideastep-by-stepdiscussionguideforcommunityfacilitatorsengagedinleadingruralandremotecommunitiestounderstandwhatitmeanstobeacommunitybasedschoolandhowtheKomiteSekolahcanworktofacilitatethisendeavor.
Thecommunityoutcomesexpectedattheendofthesecommunitydiscussionsasdevelopedinthehandbookincludethefollowing:
• Peoplewillhavedescribedtheirlocalcontext,hopes,dreamsandresourcesaswellastheirchallengesinliteracy/educationintheirlanguagecommunities
• Preparedanimpactstatementfortheireducationalprogram• Setconcrete,attainablegoalsfortheirschool,includingwhatroletheirlocallanguagewillplay
insupportingthesegoals• Developaseriesofmonitoringtoolstoassistthecommunityinevaluatingtheprogresstheyare
makingasaschoolregardingtheirdesiredoutcomes.• ProvidethenecessarycommunitydiscussionforelectinganeffectiveKomiteSekolah
ThebasicoutlineadoptedbyACDP023follows6communityimpactsessions:
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Session1:MappingOurCommunityandExploringtheCausesofEducationalShortcomings
Session2:MappingOurFutureCommunityandExploringtheNeedstoAttainthisFuture
Session3:WhatdoesitmeantobeaCommunitySchool?
Session4:DefiningourShortandLongTermEducationalGoals
Session5:PlanningforDocumentationandEvaluation
Session6:ElectingtheKomiteSekolah
Themethodologychosentoattaintheabovementionedgoalsthroughthesixcommunityimpactsessionsismeanttobeinclusiveandparticipatory.Bydrawingmaps,pictures,cause-and-affectdiagrams,andensureilliteratepeoplecanparticipatefullyinthediscussionsanapproachhasbeenattemptedtoensuretheresultingoutcomesarecommunitydriven.However,sincetheMOECdemandswrittenreportsregardingmonitoringandevaluationprotocols,thefinalchoiceofwhowillbechosenastheKomiteSekolahchairpersonwillnecessitateanabilitytoread/write.
X.CurriculumReview
Thecurriculumreviewprocesshasprovedtobemuchmoredifficultthaninitiallyanticipated.ThepresuppositionwasthatsincetheBiblehadbeentranslatedintoLani,therewouldbeasignificantnumberofpeopletodrawfromindevelopingreading,writingandcurricularmaterial.Thisprovedtobeawrongpresupposition.WhileLanipastorsandparishionersmaybeabletoreadtheBible,veryfew,ifanyLanispeakershavebeentrainedtowriteLani,whichhasnecessitatedalargeamountofextrawork.
SomeofthechallengesinnurturingLaniwritersandtranslatorsneededtodevelopLanibooksandteachingguidesincludedthefollowingchallenges:
1.Dialect:LanihasseveraldialectsandtheteamwasfortunateinchoosingKuyawageasthesitefortheMTB-MLEprojectbecauseitissituatedinthecentralLanidialectusedintheBible,thestandardrequestedbythepeopleintheKuyawagevalley.
2.Confusioninvowelsounds:Lanihasa7vowelsystembutsinceIndonesianiswrittenwith5vowels.Aftercheckingwithlinguistsandfieldtestingsomewritingsamples,afive-vowelwritingsystemwasadopted.
3.Loanwords:Therearemanyconceptsthatneededtobeincludedintheteachersguidesmeanttomeetgovernmentoutcomes,butmanyofthewordsinthesegovernmentmandatedoutcomesorconceptsarenotinLani(i.e.psycho-motor,squares,triangles,cognitive,sphere,circleetc.).Thetranslationoftheseconceptswereaddressedonaone-by-onebasis.
4.Targetaudience:Thestyleoflanguageneededtobeadaptedtotheaudience,andsincethebaselinesurveyindicatedaverylowliteracylevel,andsincepersonalvisitswithteachersindicatedsomehadtroublespeakingfluentIndonesian,effortwastakentosimplifymuchofthecurriculum.
CurriculumReviewChallenges
ThecurriculumdevelopmentprocessbeganwithareviewofthenationaleducationalindicatorsandareviewofIndonesianPAUDcurriculum.ThedecisionwasmadethatthebestPAUDcurriculumwasthat
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developedbyYayasanSulinamainAmbon,buttheculturalandlinguisticfeatureswouldneedtobeadaptedtoLani.ThebestcontextualPapuanearlyelementaryschoolcurriculumwasBukuPaketKontekstualPapuaandtheprimarycontextualizationprocesswouldincludeadaptingittoLani.
TheadaptationprocessincludedformingateamofLanitranslatorsandillustratorsandhavingthemworkwiththecurriculumdesignspecialists.Thereviewofthecurriculumresultedinthefollowingchanges:
1. Changesfroma5daytoa4daycurriculumsinceLanipreschoolsmeet4days/week2. Simplifyingthecurriculumfrom3agegroupstotwoagegroupsduetolesshumanresources
beingavailableintheclassroom3. ReworkingsomeentirethemessincetheMalukupeopleareislandpeopleandtheLani’slivein
thehighlandsofPapua(thechildrenhaveneverseenboats,oceans,bigwaves,volcanoesetc.)4. Thestorieswereadaptedtotheculture5. Theillustrationswereadaptedtotheculture6. ThestoriesweretranslatedintoLani7. Teachingaidswereadaptedtobelessdependentonstoreboughtitemsanddrivenmoreby
whatisavailablelocally.
Theprocessofformingacurriculumdevelopmentteamthatneededtoworkthroughlinguistic,artistic,curricular,educationalandcontextualizationissuesprovedtobeabigchallengeanditshouldbenotedthatthistookmuchmoretimethananticipated,especiallywiththechangeindirectionbythegovernmenttoprioritizepreschoolcurriculumoverelementaryschoolcurriculum.
Thedraftingoftheinitialcurriculumwasafluideffortwhereallmembersoftheteaminteractedindevelopingthebooks,teacherguidesandlearningaids.Aftertheinitialbooksweredrafted,theywerecheckedonsitewithteachersandLanileadersinthetargetarea,whosuggestedmanychanges.TwoofthelinguistswhoinitiallyputtheLanilanguageintowritingwereconsultedwherenecessary.Afterthefinalchangesfromthecommunitywereeditedintothecurriculum,colourwasaddedtothepicturesandpreparedforprinting.
XI.MTB-MLEPilotDesignandSupportforImplementation
TheMTB-MLEPilotdesignwasinitiallydrivenbytheeducationalparametersgivenbythegovernment:ithadtobeinLannyJaya,bepartoftheGerbangMasdesignatedschools,havestrongmothertonguelanguagevitality,besupportedbythelocalgovernmentandtheconceptofMTB-MLEhadtobeembracedbythelocalcommunity.
FurtherdiscussionswiththeProvincialDepartmentofEducation,theStateUniversityofCenderawasihandthePapuanTeacherCollegesledtothedecisionthatfuturetrainingofteachersinMTB-MLEandfutureresearchcouldbenefitfromafieldsitewherestudentscoulddopracticumsandfacultycouldengageinresearch.Thismandatedthatalocationneededtobeselectedthatwouldbelargeenoughtoaccommodatestudentsandresearcherswhilestillaccommodatingalltheinitialparameterssetbythegovernment.
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Giventheaboveparameters,theteambeganbeevaluatingthefactorsdiscoveredintheinitialsurveyandanotherteamwentandvisitedallthepotentialsiteswheretheGerbangMasSchoolsweresituated.Thecommunitywasengaged,teacherswereinterviewed,schoolswereobservedinthedifferentplacesandwhileseveralplacesinLannyJayacouldhavebeenchosen,thetopographyledustochoosetheKuyawageValley.Thereasonsbehindthischoiceincludedalltheaboveeducational,linguisticandtrainingreasons,plusthefactthatwhileitisatwodayhikefromtheLannyJayaRegencycapital,itisonlyanhourflightfromJayapura,thehomeofUNCEN,theProvincialMinistryofEducationandsincethevalleyhasanairstrip,itiseasilyaccessiblefortheotherTeacherCollegesintheprovince.Whilearoadisplannedtoconnectthisareatoabroaderroadsystem,thefactthatnocarscanreachthisdestinationwillhopefullykeeptheresearchfrombeingtooaffectedbyothereasilyaccessiblesocialinfluences.TheKuyawageValleyhas13activepreschools,4elementaryschools,twoJuniorHighSchoolsandoneSecondarySchool.Thiswillallowforlong-termresearchtrackingthestudentswhoengageinMTB-MLEastheymovethroughtheeducationalsysteminthevalley.Thekabupatenhasindicateditmaybuildanothertwoschoolsinthevalley,andthesewoujldthenbringthesampleto6elementaryschools.
AsthechoiceoftheMTB-MLEsitewaschosen,furtherdiscussionsensuedwiththelocalpeoplewhodesiredatrilingualapproachfortheirchildren(begininLani,addIndonesianandthenEnglishinJuniorHighorSecondarySchool).
InconjunctionwiththeProvincialMinistryofEducation,afouryearplanhasbeendevelopedtoimplementtheMTB-MLEpilotproject.EveryyearonemoreyearofMTB-MLEschoolingwillbeaddedtothecurriculumandimplementedinschool,withthefinalgoalbeingthatMTB-MLEmaterialwillbeusedfromPreschool-Grade2.
ThefullimplementationoftheMTB-MLEpilotdesignwillmandatesignificantamountsofworkbythegovernmentandanypartneringorganizations.Schoolsneedtoberehabilitated(roofsarefallingdown,pornographyneedstoberemovedfromthewalls,desksneedtoberepaired),chronicteacherabsenteeismwillneedtobeaddressed(95%teacherabsenteeism),principalswillneedtobecontactedand/orreplaced(100%principalabsenteeismwasrecordedwhentheKuyawageValleywassurveyedthesecondtime),andtheallottedfoodsuppliesforpreschoolsneedtobedelivered.Atthetimethisreportwaswritten,aseverefrosthadkilledallthecrops(withtheexceptionofthecabbagesandpeas),andchildrenhaddifficultywalkingtoschoolifthewalkwasmorethananhourduetolackofenergy.
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Table10:PotentialTimelineforImplementation:
Dec.2015-July2016
Aug.2016-July2017
Aug.2017-July2018
Aug.2018-July2019
Preparation PAUD/TKLaunched
SD1Launched
SD2Launched
Preparation BaselineDataCollection
PAUD/TK FinishPAUD/TKCurriculum
CheckCurriculum
PrepareFieldSite
Count#ofActiveTeachers
Count#ofStudents
OrderSufficientEducationalSupplies
WorkwithCommunitiestoCreateKomiteSekolahforPAUD
TeacherTrainingforPAUD/TK
ImplementationofPAUD/TKprogram
ProvideMonthlyTraining/MonitoringIntroducingEachTheme
WritersWorkshopandLanguageCommitteeFormation
SD1 FinishSD1andSD2Curriculum
CheckSD1andSD2Curriculum
PrepareFieldSite
Rehab/BuildSDGerbangMasSchools
RehabdesksRepairCeilings
BuildandStockLibrary
OrderBooks,suppliesetc.
Countthe#ofSDstudents
Countthe#ofActiveteachers
WorkwithCommunitiestoCreateKomiteSekolahforSD
OrderStudentsupplies(textbooks,alatperaga)
TeacherTrainingforSD1
ImplementationofSD1
Monthlyfollowup(sameteamasabove)
SD2 TeacherTrainingSD2
ImplementationofSD2
Monthlyfollowup
CollectcomparativeEGRAdatafromGrade2graduates
Writeupfinalstudy.
ConferenceonMTB-MLEandLessonslearned
PrimaryResponsibilityACDP/SIL/P&K
P&K/P&PLannyJaya/UNCEN/SIL/KPG/NGO
P&PLannyJaya;P&KPropinsi
TimeFrame
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Budgetimplications
TheimplementationoftheMTB-MLEpilotprojectforthenextthreeyearswillrequireasupportingbudget.This3yearbudgetcanbebrokendownasfollows:
Costs Description Value
MaterialCosts Costsforcurriculumdevelopment,printingoftexts,teachingaidsandworkshops
1,259,045,000.00
HumanResourceCosts
MonthlyMonitoringandprofessionaldevelopmentforallteachersintheprogramfor36months,5workshops
942,775,000
TrainingResources 4professionalsfor3yearstoassistinthedevelopmentofthisproject
720,000,000
Total 2,921,820,000Building/RenovatingSchools
Manyoftheschoolsareinpoorconditionandthegovernmenthasindicateditwillbuild2GerbangMasschools,
Unknown
Table11:BudgetImplications
AstheACDP023consultantteamhasinteractedwiththePapuanMinistryofEducationandCulture,therehavebeendiscussionsthatindicatethegovernmentmayworkcontractuallywithanoutsideorganizationtoprovidesomeofthetrainingresourcesneededtoimplementthisprogramoverthenextthreeyears.ThissuggestionoriginatedfromthekeypersonnelwhowentontheStudyTourtoThailandandAmbon,andwhowereabletointeractandobservethepublic/privatepartnershipinMTB-MLEdesignandimplementationinThailandandMyanmar.
TheSekretariDaerahresponsibleforLannyJayahasbeennotifiedofthebuildingandrenovationchallengesinKuyawageandhasagreedtoundertakethenecessarybuildingprogramtomeetthecommitmentsoftheGerbangMasprogramaswellasbringingtheexistingschoolsuptominimumservicestandards.SincethesecostsareverydependentonexistingcontractsthattheLannyJayagovernmentmayhavewithlocalcontractors,theyhavenotbeenfactoredintothebudgetabove.
XII.MonitoringandEvaluationFramework
BaselineFramework
ThebaselinedatacollectedduringthesurveywillformthebasistomeasureanyimpactofMTB-MLEamongsttheliteracyskillsofLannyJayastudents.Thebaselineframework,alongwithallthebaselinestatisticshasbeenwrittenupintheFrameworkforMonitoringandEvaluation.Thisdocumentisthereforekeyastheprojectunfoldsandwillplayakeyrolefromwhichcomparativestatisticswillbegeneratedin4-5years.
StructureforRegularMonitoringandProfessionalDevelopment
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IntheinterimthegovernmentneedstosetupamonitoringandevaluationsysteminordertoensuretheactualimplementationoftheMTB-MLEprojectandtoensurebestpracticesarefollowedasitunfoldstoverifyanyimpactfromMTB-MLEinthefuture.ThisactualonsitemonitoringandevaluationsystemmeanttoensurebestpracticesarefollowedisalludedtointhesectionentitledMTB-MLEPilotDesign.
WithintheMTB-MLEPilotDesignFrameworkamonthlytrainingandmonitoringtimeofapproximatelyoneweekisscheduled.Basedoninteractioninthefield,itappearsthebestuseofthistimewillbeasfollows:
Day Time Activity
Friday(OnFridaysthereisnopreschoolorkindergarten)
16:00–20:00
16:00p.m.ProfessionalDevelopmentandDebriefing
Saturday 8:00–14:00
Introducethenextthemeandlessonplans;practiceteaching;reviewanynewcontent
15;00–20:00
Attendeesreturntotheircommunities
Sunday 8:00–20:00
Timetojoininworshiporvisit
Monday 8:00-16:00
Onsiteprofessionaldevelopmentandmonitoringinschools
Tuesday 8:00-16:00
Onsiteprofessionaldevelopmentandmonitoringinschools.
Wednesday Trainersgohome
Table12:ScheduleofMonitoringandEvaluation
MonitoringandEvaluatingGeneralSchoolPerformance
Sincethepurposeofthisprogramistobecommunitybased,itisanticipatedthattheevaluationframework,apartfrommeasuringactualEGRAoutcomes,willbedevelopedduringthediscussionsmeanttoflushoutthecommunity’sgoalsandhopesfortheircommunityschool.Itisexpectedthateventually,themonitoringwillbetakenoverbytheKomiteSekolah,andtheactualinstrumentsforfuturemonitoringwillbedevelopedduringthecommunityschooldiscussions.ForafulldescriptionofwhatthesecommunityschooldiscussionentailseetheHandbookonCommitteeSchoolDevelopment.SincethecommunitydiscussionsarescheduledtotakeplaceduringthemonthofJulybeforeschoolbeings,itisprematuretoofferanyconcreteevaluationformsinthisreport.
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EvaluationFrameworkwithintheMTB-MLECurriculum
DifferenttypesofevaluationmechanismsareintegratedintotheMTB-MLEcurriculum.ForthePreschool-Kindergartencurriculum,aquarterlywrittenevaluationisintegratedthatwillmeasureprogressinthefollowingareas:
1. NewContent2. EmotionalDevelopment3. MotorskillsDevelopment4. CognitiveDevelopment5. ArtisticDevelopment
Anevaluationmechanismisalsointegratedwithintheelementaryschoolcurriculum.Attheendofevery10lessonsthereisaquizmeasuringtheabilityofstudentsontheprevioustenlessons.Thisstructureismeanttorepeatitselfthroughoutthecurriculum,toculminateeverysemesterwithatestmeanttomeasureprogressmadeduringthesemester.ThisfinaltestislooselystructuredaftertheEGRAtestinordertoallowoutsideevaluatorsabenchmarktomeasureprogresswhileavoidinggivingtheEGRAtesteverysemesterandtherebyreducingthereliabilityoftheEGRAtestasthebasisofmeasurementafter4–5yearsofMTB-MLEschooling.
XIII.SupportforMTB-MLEPilot
TheabilitytocommentonsupportfortheimplementationoftheMTB-MLEPilotprojectpresupposestwothings:
a. Thataprimaryimplementerhasbeenidentified.ThepresuppositionisthatthiswillbethegovernmentsincetheyaretheonlyeducationalproviderintheKuyawageValleyinLaniJaya.However,thegovernmenthasindicateditmayfindaneducationalNGOwhohasgreaterexpertiseintheareaofMTB-MLEandworkinpartnershiptoimplementthepilotproject
b. Thatthereisaprojectimplementedthatneedssupport
DiscussionswiththegovernmentindicatethatthecommencementoftheprogramwillbeinAugustof2016.ThegovernmenthasindicateditmayworkwithalocalNGO(YABN)whohasexperienceinMTB-MLEandotherpartnershavealsobeensuggested(UNICEF,WVI).WhilenoMOUhasbeensigned,thepossibilitythatthisInitialdiscussionswithYABNmayleadtoapartnershipwiththegovernment,UNICEF,andWorldVision,allofwhomareinvolvedinincreasingthecapacityofeducationinthisprovinceamongruralandremotepeoples,isadistinctpossibility.
Atthepresent,ACDP023hasputinplacesupportsystems,whichincludethetrainingofteachertrainers,examplecurriculum,andevaluationmechanisms.Shouldanextensionbegrantedthatcoverstheperiodoftheimplementation(andbeyond)oftheMTB-MLEcurriculuminthe13PAUDschoolsintheKuyawagesub-district,directandongoingsupportfromACDP023maycommence.Thegovernmenthasgivenstrongindicationsoftheplannedimplementation,butduetothefactthatthisprojecthasyettobenotifiedonwhetheritwillbeextendedpastDecember2015hasmadeanyconcreteplanstosupportfurtherimplementationpremature.
MappingofSchoolsandLanguages
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PreviousresearchbyACDPhasindicatedthatforthegovernmenttomoveaheadwithaMTB-MLEapproachaseriesofmapsneedstobeconstructedindicatingthepositionofruralandremoteschoolsandinwhichlanguagestheseruralandremoteschoolsarelocated.Specifically,schoolsincertainselectedruralKabupatensweretobemappedinordertoassistthegovernmentincalculatingthedistancebetweenschoolsandthedistancechildrenhadtotraveltoattendtheirlocalschool.BesidestraininggovernmentanduniversityemployeesinhowtocollectGPScoordinatesformappingexercises,progressregardingtheschoolmappingcomponentoftheprojectcanbeseeninthetablebelow:
Table2:SchoolMappingProgress
Regency/KabupatenMap InProgress CompletedTolikara X Yalimo XLannyJaya XYahukimo XNduga XPaniai XDeiyai XSarmi X MemberamoTengah XIntanJaya XMemberamoRaya X Keerom X Dogiai XNabire XPuncakJaya X Puncak XPegenunganBintang X
Table13:MapsCompleted
Themakingofthemapscombinedseveralsourcesofdata:(a)standardtopographicaldatafromtheARGIS10.1software;(b)SILlanguageboundarydata;(c)PapuanBureauofStatisticsdataonkabupatenboundariesandruralandremotevillagelocationsand(c),schoolandvillagedatafromthePapuanMOEC.ThemappingprocessbeganwiththeARGISsoftwareandthenaddedalltheSILlanguagedata,(whichincludedtheGPScoordinatesofmanyruralandremotecommunities).TothislayerwasaddedthedatafromtheBureauofStatisticsthatfiledloutthekabupatenandkecamatanboundariesaswellasthevillagelocationsnotsuppliedbySIL.Finally,theschoollocationswereadded.
DevelopingMTB-MLELanguageCommittees
Sincemostlanguagecommunitiesdonothavelanguagecommittees,sincethePilotProjectareaalsodoesnothaveanyfunctioningKomiteSekolahs,theACDP023teamroledoffunctionoftheMTB-MLELanguageCommitteeintotheKomiteSekolah.Itwasfeltthatbyintroducingtoomanycommunitygroupsinruralandremoteschoolsatonce,wewouldactuallyincreasetheineffectivenessoftheschoolsystem.Therefore,aspecificpersonwassuggestedtobeelectedandsitontheKomiteSekolah,whoseprimaryresponsibilitywastosupportandliaisewiththecommunityaboutMTB-MLEmattersandtocallthecommunitytogetherwhentherewasaneedtodiscussissuesrelatedtolanguage(whowould
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participateinawritersworkshop,beeditors,adaptfuturelanguagematerial,discussorthographyissuesetc.).
ShouldaseparatecommitteebeneededtofacilitatefurtherMTB-MLEdevelopment,itisanticipatedthatasub-committeeintheKomiteSekolahcouldbeformedthatwouldreportbacktothechairpersonoftheKomiteSekolah.Ifthisprovesunwieldy,aseparatecommitteecanbeformed.
XIV.GuidelinesforMTB-MLEDesignandMethodology
AhandbookentitledGuidelinesforMotherTongueBasedMultilingualEducationhasbeendevelopedasaresourceforothersworkinginthefieldofMTB-MLEprimarilyTrainersofTrainers(TOT).Thehandbookcoversmaterialsomeofthefollowingsubjects:
a. QuestionsmeanttoguidetheplanningofMTB-MLEcurriculumandinstructionalmaterialsb. InstructionalandReadingMaterialsforMTB-MLEc. CreatingGradedReadingMaterialinMTB-MLEd. PrinciplesforBridgingtoIndonesiane. DevelopingMotherTongueOrthographies/AlphabetDevelopment
Itisalsoanticipatedthattheexpansionoftheprogramtootherlanguageswillnecessitatetheinclusionoflocallinguiststoworkthroughpotentialorthographyissuesthatmayarise.ThiscanbeachievedthroughtheinclusionofUNCENlinguisticprofessors.
XV.PolicyBriefonMTB-MLE
The275linguisticandculturalgroupsthatdotthisislandareuniqueanddifferentfromtherestofIndonesia.ThelegalrecognitionofthisfactisenshrinedintheOTSUSlawsofIndonesiaandaccordingtoUU21/2001,Papuaistoensureitslanguagesaredeveloped,preservedandusedintheclassroomwhereappropriate(UU21/2001Pasal58).IfPapuaisgoingtomaintainitsuniqueculturalidentity,theprovinceneedstoensurethelanguagesandculturesofthisislanddon’tdisappear.IftheculturesandlanguagesofthePapuanpeoplesdisappear,theonlyuniquethingseparatingPapuansfromtherestofIndonesiawillbetheircurlyhair.Ifthathappens,theneedforanylegislationlikeOTSUSwillnolongerbenecessary.
ThefoundersofIndonesiarecognizedthenecessityofapproachingeachculturalgroupasuniqueandthiswasenshrinedinthenationalmotto:UnityinDiversity.InIndonesia’sConstitution,ChapterXIII,Paragraph32wereadthatIndonesiaasanationiscommittedtohonoringandprotectingitslanguagesandcultures.InthelawsrelatingtoOtonomiKhususBagiProvinsiPapua(UU21/2001)Papuahasbeengrantedpolicycontrolregardingcurricularmatters(Pasal56)andhavebeengrantedtherightandresponsibilitytoengageinmothertonguebasedmultilingualeducationincommunitiesthatmaynotspeakmuchIndonesian.
MothertonguebasedmultilingualeducationfulfillsthePapuanOTSUSlawsthatencouragetheuseofthemothertongue,IndonesianandEnglish.Scientificresearchinmothertonguebasedmultilingualeducationhasproventhatthisapproachnurturesmorecreativeandcriticalthinkingstudentswhoarelesslikelytodropout,repeatclassesordegenerateintopassivememorizersoffactstheymaynot
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understand.Thepay-offcomesinsecondaryschool,whereinternationalstudieshaveshownthatamultilingualapproachtoeducationismoreeffectiveinnurturingskillsinmathematics,chemistry,physicsandbiologyascomparedtostudentswhobegantheireducationinalanguagedifferentthantheonetheyknewbestasachild.
Oneofthedriverstomothertonguebasedmultilingualeducationforisolatedcommunitiesiscost.RecentresearchbyUNICEFandSILregardingtheabilityofPapuanelementaryschoolstudent’sabilitytoread,writeanddosimplemathematicshasproventhatPapuaisinvestingalotofmoneyineducationbutobtainingverypoorresults.Papuanstudents’literacyscoresareabout25%oftheIndonesiannationalaverage.Ifwecomparethecostsofmothertonguebasedmultilingualeducationtotheexistingcostsofbuildingschools,payingteachersandprovidingcurriculumcostsforruralandremotestudentswho,aftertheygraduate,arestillfunctionallyilliterate,Papuaiswastinghugeamountsofmoney.Achangeneedstobeexploredifthegovernmentwantstoensuretaxpayerdollarsareusedwiselyandthatstudentswhograduatefromourelementaryschoolscanfluentlyread,writeanddobasicmathematics.Forthisreasonthegovernmenthasrequestedtheexperimentinmothertonguebasedmultilingualeducationtopaycloseattentiontoacost/benefitanalysisascomparedtotheexistingapproach.
ThepushtomothertonguebasedmultilingualeducationisnotmeanttoincorporateallthelanguagesofPapua.UnfortunatelymanyPapuanlanguagesaredyingandthechildrennolongerspeakthelanguagesoftheirparentsandgrandparents.TheirmothertongueisIndonesian.SchoolinginthesecommunitieswillbedoneinIndonesian,withtheoptionofincludingamuatanlocalclassmeanttopreservethelanguagesthatoriginateinthisprovince.
OtherlanguagesaresmallandwecallonthemanyreligiousorganizationsinvolvedintranslatingtheBibleforthesecommunitiestoworkwiththeeducationdepartmenttoensurethepeoplesofoursmallerlanguagegroupswillnotonlyhaveBibleintheirownlanguage,butwillalsobeabletoreadtheBibleintheirownlanguage.Allthesereligiousorganizationscametothisprovincetoserve,andtheserviceneededincludesacommitmenttocreatereading,writingandbasicmathematicscurriculumforPapuanpeoples.
Toimplementthechallengeofmothertonguebasedmultilingualeducationforruralandremotepeoplesweneedtoworknotonlywithourforeignreligiouspersonnel,butalsowiththelinguistsandeducatorsinourinstitutionsofhighereducation.Weneedthelinguiststodeveloplinguisticallysoundalphabetsandgrammaticalgroundedwritingsystems.Weneedbilingualdictionariesandanthropologicaldescriptionsofeverypeoplesgroupinthisprovince.Papuanschoolsofeducationneedtodevelopeducationallysoundmultilingualeducationcurriculum,andourKabupatensneedtoallocatemoneytoensureourchildrencanenjoyaneducationalsystemthatspringsfromtheculturalsoilofthisprovince.ThatPapua’suniqueculturalandlinguisticheritagewillbepreservedfordecadestocome.
Thisisnotataskthatwillbedoneinaweek,orayearorfiveyears.ThisisataskthatneedstocontinueforaslongasPapuansidentifythemselvesasPapuans.
XVII. ConclusionTheACDP023InceptionReportoutcomeshaveallbeenmettothedegreethattheIndonesianschoolcalendarwouldallow.AsthegovernmentnowmovestowardsimplementingthePilotMTB-MLEproject
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inKuyawage,LannyJaya,itcandrawonacadreoftrainedtrainers,equippedwithexamplecurriculumandaframeworkformonitoringandevaluationtohelpthemascertaintheefficacyofMTB-MLEforruralandremoteschoolsinPapua.Thisinturnwillhelpthemastheycontinuetoformulateeducationalpolicy.
InordertoensurecontinuedsynergyisdevelopedamongUNCEN,theKPGsandtheMOEC,afieldsitehasbeenidentifiedinwhichalltheseinstitutionscanexperimentandcollaborateinbothtrainingandresearch.Finally,aseriesofhandbookshavebeencreatedthatcanbeusedtotrainteachersandcommunitiestolaunchnewMTB-MLEprojectsortoexpandexistingones.Itisthisexperimentationthatwillgivethegovernmenttheneededdatatocontinuetosharpenitsapproachinruralandremoteschooling.
Itisexpectedthatthisprojectwillbecomeaprogramsupportedbythegovernmentandthatthenewlydevelopedsub-departmentofLetterswithintheDepartmentofCulturewillbethedrivingforceforfuturedevelopment.Itisalsoexpectedthatthegovernmentwillseekoutotherinternationalorganizationstoworkalongsidethisnewendeavorastogethertheyexpandtheexistingeducationalparadigmtomakeitmorefriendlyforruralandremotechildren.