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ANNEX 1: NATIONAL FACILITATORS FOR THE LIFE SKILLS TRAINING PROGRAM 2006 – 2008 .............................. 1

ANNEX 2: TRAINING FOR MGMP COORDINATORS ................................................................................................. 5

ANNEX 3: MATERIALS FOR TRAINING FACILITATORS ............................................................................................. 7

ANNEX 4: THE LIFE SKILLS TRAINING PROGRAM .................................................................................................... 9

ANNEX 5: TEACHERS FROM NON PARTNER SCHOOLS TRAINED USING LIFE SKILLS TRAINING PROGRAM .......... 13

ANNEX 6: THE LIFE SKILLS TOOLKITS .................................................................................................................... 15

ANNEX 7: NON CURRICULAR TOOLKITS BY PARTNER DISTRICTS ......................................................................... 17

ANNEX 8: THE SCHOOL RETENTION TOOLKIT ....................................................................................................... 19

ANNEX 9: THE VOCATIONAL TRAINING PROGRAMS SUPPORTED BY NON CASH GRANTS ................................. 21

ANNEX 10: THE WHOLE SCHOOL TRAINING PROGRAM ....................................................................................... 29

ANNEX 11: A SUMMARY OF CLASSROOM ACTION RESEARCH ............................................................................. 31

ANNEX 12: PARTICIPANTS IN THE DBE3 CLASSROOM ACTION RESEARCH PROGRAM ......................................... 37

ANNEX 13: PARTICIPANTS AT THE NATIONAL CLASSROOM ACTION RESEARCH SEMINAR.................................. 41

ANNEX 14: PARTNER SCHOOLS IN NORTH ACEH ................................................................................................. 45

ANNEX 15: DISTRICT FACILITATORS IN NORTH ACEH ........................................................................................... 47

ANNEX 16: TEACHING AND LEARNING RESOURCES FOR SCHOOLS IN NORTH ACEH ........................................... 49

ANNEX 17: DISSEMINATION SCHOOLS IN NORTH ACEH ...................................................................................... 55

ANNEX 18: NATIONAL EXAMINATION RESULTS FOR DBE3 PARTNER SCHOOLS IN NORTH ACEH ........................ 57

ANNEX 19: SCHOOLS PARTICIPATING IN THE DBE3 INTEL PROGRAM AND EQUIPMENT DISTRIBUTED .............. 59

ANNEX 20: CONTENTS OF THE “GETTING STARTED” TRAINING PROGRAM ......................................................... 63

ANNEX 21: DISTRIBUTION OF EQUIPMENT THROUGH ICT INIITIATIVES .............................................................. 65

ANNEX 22: SCHOOLS RECEIVING COMPUTERS THROUGH THE DBE3 ICT PROGRAM .......................................... 67

ANNEX 23: LOCATIONS OF REGISTERED USERS OF THE DBE3 E-MODULE BY PROVINCE AND DISTRICT ............ 71

ANNEX 24: REPORT ON GOOD PRACTICES INFORMATION NETWORK (GPIN) ..................................................... 73

ANNEX 25: DBE3 CRITERIA FOR PROJECT SUPPORTED DISSEMINATION ............................................................. 75

ANNEX 26: DBE3 PUBLICATIONS .......................................................................................................................... 77

ANNEX 27: MONITORING AND EVALUATION PLAN 2005 – 2008 ......................................................................... 81

ANNEX 28: MONITORING AND EVALUATION PLAN 2009 – 2011 ......................................................................... 87

ANNEX 29: DBE3 ORGANIZATIONAL STRUCTURE AND STAFFING ........................................................................ 95

ANNEX 30: LIST OF DBE3 REPORTS ..................................................................................................................... 101

ANNEX 31: BOOKS DISTRIBUTED BY DBE3 THROUGH THE BOOKS FOR ASIA PROGRAM ................................... 103

ANNEX 32: EMERGENCY KITS PROVIDED AS A RESPONSE TO EARTHQUAKE IN YOGYAKARTA IN 2006 ............ 109

ANNEX 33: DISTRIBUTION OF SCHOOLS KITS ..................................................................................................... 111

Decentralized Basic Education Three (DBE3) Relevant Education for Youth June 2005 – December 2011

FINAL PROJECT REPORT

VOLUME 3: ANNEXES

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ANNEX 1: NATIONAL FACILITATORS FOR THE LIFE SKILLS TRAINING PROGRAM 2006 – 2008

Name Module Location Position

Yufiarti BTL Jakarta University Lecturer

Rubinah BTL Jakarta PPPG Bahasa Staff

Supriyadi BTL East Java Teacher

Zainuri BTL East Java Teacher

Dewi Utama Faiza BTL Jakarta Mone Staff

Ricardo Silalahi S.Pd BTL North Sumatra School Principal

Drs. Osman Nadapdap BTL North Sumatra Supervisor

Romen Priyatno, S.Pd BTL North Sumatra Supervisor

Drs.H.Mulyono, MM, BTL Central Java Vice Principal

Eko Widyastuti , S.Pd BTL Central Java Teacher

M.Taufiq, S.Pd BTL Central Java School Principal

Ani Kadarwati, Mpd BTL East Java Dinas Office

Subandy Widjaya BTL East Java STKIP PGRI Bangkalan

Kamisun BTL East Java Teacher

Drs. Chaerul Rochman, M.Pd. BTL West Java Komp. Pemda

Qiqi Yulianti Zaqiah, M.Ag. BTL West Java Teacher

Drs. Asep Jamaludin, M.Ag. BTL West Java Teacher

St. Suriani D, S.Pd BTL South Sulawesi Teacher

Kamaruddin, S.Pd. BTL South Sulawesi Teacher

Hj. Awaliah, S.Pd BTL South Sulawesi Supervisor

Pak Wartanto LSE Central Java Head of BPPLSP

Yanti Kusumawardhani LSE West Java Consultant

Pak Kuswanto LSE East Java NGO

Ibu Fatimah LSE East Java Teacher

Pak Wilis LSE East Java Teacher

Syamsul Agus, S.Pd LSE North Sumatra Teacher

Gokman Pakpahan LSE North Sumatra Teacher

Amris Siahaan S.Pd LSE North Sumatra Teacher

Dra. Siti Zumaroh, M.Pd LSE Central Java Supervisor

Edi Budi Sulistiyono, S.Pd LSE Central Java Teacher

Indah Ekiyanti Listiyaningsih, S.Ag. M.Pd

LSE Central Java Teacher

Nihayah, SPd LSE East Java Teacher

Drs. Moch Ilyas LSE East Java Supervisor

Aris Samudra Rizal, SS LSE East Java MTs Nurul Jadid

Drs. Harun Harosid, M.Pd. LSE West Java Teacher

Trisno Sri Hartono LSE West Java Teacher

Drs. Awaludin Hamzah, M.Ag. LSE West Java Teacher

Jamaluddin, S.Pd LSE South Sulawesi Teacher

Drs.H.Yuddin, M.Pd. LSE Central Java Supervisor

Drs.Yohanis Toban LSE South Sulawesi Supervisor

Hisyam Ihsan ICT South Sulawesi University Lecturer

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Budi Haryono ICT Jakarta PPPG Kejuruan Staff

Fathur Rohim ICT Jakarta ICT Programme Manager

Siti Hasanah ICT West Java Teacher

Iqbal Fauzi Rahmat ICT West Java Teacher

M.Yus Efendi, S.Pd ICT North Sumatra Teacher

Ridwan Simatupang, S.Pd ICT North Sumatra Teacher

Purnawanto, S.Pd ICT North Sumatra Teacher

Drs. Andang Muhammad Endro Birowo, M.Hum

ICT Central Java School Principal

Drs. Sri Muladi ICT Central Java Teacher

Joko Hariyanto, ST ICT Central Java Teacher

Septin Wahyuni, SPd ICT East Java Teacher

Agus Iwan Kurnia, Kom ICT East Java Teacher

Kusyanto ICT East Java Teacher

Drs. Agus Supardi, M.Pd. ICT West Java Teacher

Ir. H. Budi Hartono, M.Sc. ICT West Java Teacher

Esti Dwi P. Oetami ICT West Java Teacher

Mansyur Eppe, S.Pd, M.Pd ICT South Sulawesi Teacher

Drs.M.Yuliawan ICT South Sulawesi Teacher

Drs. H. Mustafa ICT Jakarta Teacher

Sri Rejeki Urip BEF Central Java University Lecturer

Maria Taslin BEF East Java Teacher

Sugeng Prayogi BEF East Java Teacher

Heri Yanto BEF Central Java University Lecturer

Agus, S Pd, M Si BEF South Sulawesi Teacher

Asmawati, S.Pd BEF North Sumatra Teacher

Zulkarnain, S.Pd BEF North Sumatra Teacher

Drs.Giyanto BEF Central Java Teacher

F.Atok Dwiyono BEF Central Java Teacher

Sri Aswati BEF East Java Teacher

Evi Elyana BEF East Java Teacher

Drs. Yuyus Suherman, M.Si. BEF West Java Teacher

Ika Lestari Damayanti, S.Pd. MA BEF West Java Teacher

Dra. Harolina BEF South Sulawesi Teacher

Agus, S Pd, M Si BEF South Sulawesi Teacher

Suyono Math Central Java School Principal

Ali Maskur Math Central Java Teacher

Rodhi Math Central Java Teacher

Sabar Santoso Math Central Java Teacher

Haryanto Math Central Java Teacher

Sri Lestari Math Central Java Teacher

Drs. Nurdin Tawang Math South Sulawesi Teacher

Irwan, S.Si, M.Si Math South Sulawesi Lecturer

Pantja Nur Wahidin, S.Pd, M.Pd Math South Sulawesi Teacher

Hera Sri Mudzakir, M.Pd Math West Java Teacher

Asep Jihad, M.Pd Math West Java Lecturer

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Muntaryo, S.Pd Math West Java Teacher

Basyaria Lubis Math North Sumatra Teacher

Sabam Lumbantobing Math North Sumatra Teacher

Pujita SM Hutabarat Math North Sumatra Teacher

Suprapto Math East Java Teacher

Sulam Math East Java Teacher

Akhmad Arief Math East Java Teacher

Agus Adib Lutfi Eng Central Java Teacher

Supartinah Eng Central Java Teacher

Eka Pramana Eng Central Java Teacher

Aris Setiawan Eng East Java Teacher

Chusna Eng East Java Teacher

Soenaryono Eng East Java Supervisor

Karim Eng South Sulawesi Teacher

Lukman Eng South Sulawesi Teacher

Ratna Eng South Sulawesi Teacher

Endra Torida Eng North Sumatra Teacher

Wahidin Purba Eng North Sumatra Teacher

Susilowati Eng North Sumatra Teacher

Sajidin Eng West Java Lecturer

Esti Dwi P Oetami Eng West Java Teacher

Abdus Subhan Jayani Eng West Java Teacher

Muhammad Yusran, S.Pd, M.Hum Eng South Sulawesi Teacher

Syamsul Bahri, SS. Eng South Sulawesi Teacher

Suprapti, S.Pd Eng Central Java Teacher

Budi Murjiyanto,S.Pd Eng Central Java Teacher

Rewang Agus Susilo, S.Pd Eng Central Java Teacher

Drs. A. Luthfi Hamidi, M. Ag. PKN Central Java

Abd. Rasyid Masri, PKN South Sulawesi

Drs. Suklani, M. Pd. PKN West Java

Drs. H. Sakhira Zandi, M. Si. PKN North Sumatra

Drs. Haryono AP PKN East Java

Warsi'in, S. Pd. PKN North Sumatra

Maruli Hutauruk PKN North Sumatra

Drs. Akhiruddin Tanjung PKN North Sumatra

Abd. Basir, S. Pd. PKN South Sulawesi

Drs. Roket, M. Pd. PKN South Sulawesi Hamsah Abar, S. Pd. PKN South Sulawesi Khumaedah, S. Pd. PKN Central Java Drs. Gunawan PKN Central Java F. Atok Dwiyanto PKN Central Java Winuk Supiati, S. Pd. PKN East Java Dra. Hj. Pudjiati, MM PKN East Java Darmadi, S. Pd. PKN East Java Drs. Harwanto, M.H. PKN West Java

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ANNEX 2: TRAINING FOR MGMP COORDINATORS

DBE3 developed a training module to use with MGMP coordinators. The aim of the module is to train MGMP coordinators to plan and conduct useful and productive MGMP meetings and to enable them to find ways to sustain MGMP activities during and beyond the assistance being received by DBE3.

The MGMP training module explores the following:

• The ideal structure and purpose of the MGMP

• How to use the MGMP to improve Teachers’ Professionalism

• How to make MGMP sustainable

• Activity Log Book and MGMP Materials

• Problem Analysis and Preparation of MGMP Activity Proposals

• Keeping MGMP accounts

• Monitoring and Evaluation of MGMP activities

• Planning and managing MGMP meetings and activities

At the end of the training, MGMP coordinators are able to:

• Reflect on the role and function of the MGMP as a professional organization

• Reflect on the strengths and weaknesses of their MGMP as a professional organization

• Identify and prioritize the professional development needs of the MGMP and it’s members

• Write proposals to access funds from various sources to meet the prioritized needs of the members of their MGMP

• Implement the proposals using underlying principles of right quality, right budget, right time and right administration

• Monitor and evaluate the implementation of MGMP activities

• Maintain a MGMP logbook and journal of activities

• Keep accounts books and complete financial reports using underlying principles of transparency and accountability

• Plan and facilitate MGMP meetings and provide guidance and leadership to MGMP members

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ANNEX 3: MATERIALS FOR TRAINING FACILITATORS

DBE3 had a large training program and to support the implementation of the training, recruited a number of national and district facilitators. As a group of well trained and effective facilitators is the key to any learning program, DBE3 provided specific support to selected facilitators to assist them in undertaking their roles and responsibilities for the project. DBE3 viewed training as what happened in the workshops when participants acquire the skills and also what happened after the workshops when participants need to transfer the skills to their teaching. Therefore, DBE3 developed two tools to support trainers to deliver successful training and to provide effective mentoring support.

Becoming an Effective Facilitator: Training Module

In addition to supporting the district trainers to understand the content of the training, DBE3 conducted training so all Facilitators could understand and were able to apply the DBE3 approach to training and be aware of what they need to be and do to ensure that the adult participants successfully met the learning objectives. The Becoming an Effective Facilitator module looks at the differences between training adults and teaching children and provides trainers with a variety of adult appropriate training methods and approaches. During the module, trainers had the chance to design adult learning activities, engage in microteaching and receive feedback from their peers to improve their training methods. At the end of the module, facilitators improved their ability to act as effective facilitators of adult learners and their ability to design and deliver learning activities which met adult learning needs.

Beyond the Workshop: Guidelines for Conducting Follow-Up, Mentoring Activities

DBE3 wanted District Facilitators to conduct mentoring (follow up visits to teachers in partner schools and MGMP). Therefore, DBE3 developed a set of guidelines for District Facilitators conducting follow up activities after training that described the tasks related mentoring including, how to be a coach or mentor rather than a supervisor and monitor, planning, scheduling and preparing for follow up activities and competing follow up activity reports and a learning reflection journal. The guidelines include some structured resources and formats for the different types of activities that can be undertaken during follow up activities such as:

• Observation of teachers in the classroom:

• Conducting teachers meetings

• Problem solving activities

• Role modeling and demonstrations

• Conducting de-briefing meetings

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ANNEX 4: THE LIFE SKILLS TRAINING PROGRAM

DBE3 developed a Life Skills Training Program consisting of seven modules. The modules were used to train teachers in partner schools and districts to improve the quality and relevance of their teaching by integrating life skills education.

The contents and concepts of the training modules were guided by the National Standards for Education in Indonesia and subsequent regulations and were designed to support the changes to curriculum and classroom practice required by the national government.

The first three modules are foundational. These modules introduce some of the central principles and concepts of a quality and relevant education in the Indonesian context.

• Better Teaching and Learning

• Integrating Life Skills Education into Classroom Learning

• ICT for Life Skills Education The four subsequent modules build on the concepts, skills and knowledge developed in the first three and look in depth at how these can be applied in particular subjects. The subjects DBE3 chose to focus on were English, Civics and Mathematics (as requested by USAID) and there is one of the following modules for each subject. The first two modules in the subject specific series are designed to enable participants to acquire the knowledge and skills to develop life skills integrated syllabi for their subject areas and therefore will explore national requirements for curriculum and syllabi development.

• How the Community Can Be a Resource for Life Skills Education

• Integrating Life Skills into the National Standards The second two modules in the subject specific series are intended to support participants to develop the skills to implement the life skills integrated syllabi in the classroom and will therefore focus on national principles for pedagogy and assessment.

• Teaching and Learning for Life Skills Education

• Assessing Life Skills Development The following is a brief description of the contents and learning outcomes of each module Better Teaching and Learning One

The purpose of this module is to provide an overview of the current approaches to education from the Indonesian Ministry of National Education. The module explores what a quality and relevant education is in the Indonesian context through an analysis of the national standards for education (teachers, curriculum, pedagogy and assessment and the concept of quality youth education (see glossary). The module familiarizes teachers with the concepts and terminology used in the standards and examines the implication of the national standards for what teachers should be and do in their schools and classrooms. The module presents some key teaching and learning processes which support life skills education, such as activity based methods and contextual teaching and learning and introduces participants to some of the requirements of the teachers’ certification process. Through this module, participants learn to create a professional portfolio and learning reflection journal, which they will be expected to keep throughout the Life Skills Training Program.

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Integrating Life Skills Education into Classroom Learning

The national standards require that all teachers in Indonesia integrate life skills education (LSE) into their classroom teaching. Many teachers do not understand the concept of LSE and most equate LSE to a form of vocational training. As a result, teachers do not know how to integrate life skills education into routine teaching in their different subject areas. This module seeks to support teachers to understand the concept of LSE and explore the ways that teachers can integrate life skills into the classroom teaching. Some issues explored in the module include what life skills are, what life skills are needed in the workplace and how education can help young people develop life skills. The module helps teachers to understand that life skills can be developed simultaneously with the more academic skills they are used to through an interactive process of teaching and learning. At the end of the module, participants are expected to demonstrate all that they have learned through micro teaching. Participants are asked to prepare and teach a lesson which integrates life skills. ICT for Life Skills Education

Under the new curriculum standards, all teachers in Indonesia are expected to know how to use a variety of ICT and to be able to integrate these tools into teaching and learning. ICT is also introduced in the curriculum as a key life skill. This module introduces teachers to a range of ICT that schools may have access to that can be used to support learning in schools. The modules explores three central ideas what information and communication technologies are, the value of integrating ICT into education and how teachers can integrate the use of ICT into education. During the module, participants will consider whether ICT can and should play a role in learning and will design and develop a curriculum unit that facilitates understanding of the content area and integrates ICT. At the end of this module, teachers have some basic skills and confidence to both use some ICT tools and to integrate these resources into their teaching so that youth have more opportunities to learn about and use ICT and to improve learning. As few schools have access to ICT and connection to the Internet and teachers have few skills to use ICT, this module is linked to the overall DBE ICT and PPA strategy that is working to provide schools, teachers and students with increased level of access to technology and some further training on how to use them. How the Community Can Be a Resource for Life Skills Education

A good life skills education builds connections between the different contexts where young people learn and live. In this module, participants explore the different ways that the community can be used as a resource to enrich student learning and support the development of life skills. This includes both involving the community to participate in schools and sending students out to do activities in the community. This module introduces the concept of service learning and demonstrates how it can be used as part of the curriculum in schools to engage students in providing a service to their at the same time as developing their academic competencies and helping them to see a connection between what they are learning in school to life outside of school. Through this module, participants list a number of concrete ideas for school-community activities in their teaching, which they are expected to implement following the training. Integrating Life Skills into the National Standards

This module builds on the ideas introduced in the three foundation modules and helps Civics, English and Mathematics teachers better understand the national standards for the curriculum in their particular subject area and how life skills and ICT can be integrated and how and where working with the community can support them. During the module participants review the national standards for their subject area, develop a syllabi format and start to develop syllabi for their school/district which integrates life skills education and ICT and where possible include a service learning activity. Participants have time to create lesson plans that are based on the national standards and reflect local realities and integrate life and ICT skills.

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Teaching and Learning Methods for Life Skills Education

Topics covered in this module enable teachers to improve the teaching and learning process in the classroom to use interactive processes which support students to develop life skills. The module includes a review of the national standards for teachers and curriculum relating to pedagogy and looks more in depth at how activity based approaches and contextual teaching and learning can be used in the specific subjects. Participants have the opportunity to test out different teaching methods through developing activities together and micro-teaching in schools during the workshop. Participants are expected to develop a plan for a lesson they will teach within the month following the training.

Assessment of Life Skills Development

The Better Teaching and Learning module introduced teachers to some of the broad issues surrounding assessment in the context of the national standards and how assessment relates to school and national examinations. This module builds on these skills and looks in more detail at the subject specific issues related to the assessment of student development of life skills and student achievement in the specific subject areas. The module provides teachers with a few concrete examples of how to conduct authentic and continuous assessment (such as student portfolios and observation of group work) and use it as a tool to improve learning. Through this module, teachers will develop more confidence in trying out some methods of continuous assessment. The DBE3 team recognizes that teachers still face the challenge of meeting the needs of the national examination, which is based on multiple choice questions rather than using more pedagogically appropriate methods. The model therefore tries to equip teachers with the skills needed to develop and assess life skills competencies in students while preparing them for the national examination.

The Learning Resource Box

The Learning Resource Box is a box containing a range of Learning Resources. The box is for teachers who have been trained in the DBE3 (Decentralized Basic Education) life skills training program. The purpose of the Learning Resource Box is to provide a range of items that teachers and students can select and use in the classroom to enhance students’ achievement of subject competencies and life skills. There are 33 resources in the box.

• Microphone • Scrabble game • Power Point self-study guide

• Calculator • English-Indonesian dictionary • Internet self-study guide

• World Map • English-Indonesian Situational Picture dictionary

• Stethoscope

• Rope • Pictures of endangered animals • Australia culture and geography book

• Scissors • Youth Speak Magazines • Anatomy chart

• Ruler • First aid kit • Whiteboard markers

• Geometric Tools • Encyclopedia • Whiteboard Eraser

• Stopwatch • Global Warming book • Imported goods

• Origami • Excellent English games • Role-playing accessories

• Science goggles • Wooden craft design kit • Storage containers

• Map of Indonesian volcanoes

• Pictures of architecture • Pictures of pet store animals

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These resources were selected because they were;

• Sustainable Resources (non consumable and not easily damaged

• Practical Resources (locally available and replaceable and cost little or no money)

• Flexible Resources (Adaptable to many activities and games, relate to several areas of the curriculum, can be used to support the development of a range of life skills competencies and can be used by individual students, small groups or the whole class

There is also a Teacher’s Learning Resource Booklet and Student Workbook in the box, which provides examples and suggestions on how to use the items in the box for developing different competencies in different areas of the curriculum) to help teachers to start using the items in the box.

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ANNEX 5: TEACHERS FROM NON PARTNER SCHOOLS TRAINED USING LIFE SKILLS TRAINING PROGRAM

Province District SMP MTs Total

Male Female Total Male Female Total Male Female Total

Sumatera Utara Deli Serdang 39 130 169 10 16 26 49 146 195

Tapanuli Utara 16 45 61 24 44 68 40 89 129

Binjai 27 89 116 5 23 28 32 112 144

Sibolga 14 56 70 0 12 12 14 68 82

Tebing Tinggi 56 144 200 7 16 23 63 160 223

Dairi 8 22 30 4 8 12 12 30 42

Tapanuli Utara 41 69 110 0 0 0 41 69 110

Tanjung Balai 33 72 105 28 51 79 61 123 184

Banten Lebak 24 16 40 11 4 15 35 20 55

Cilegon 7 21 28 6 8 14 13 29 42

Tangerang 7 13 20 2 1 3 9 14 23

Jawa Barat Indramayu 39 30 69 14 15 29 53 45 98

Karawang 30 85 115 6 9 15 36 94 130

Sukabumi 17 5 22 13 0 13 30 5 35

Jawa Tengah Boyolali 70 58 128 8 6 14 78 64 142

Jepara 21 20 41 27 24 51 48 44 92

Karanganyar 28 37 65 5 6 11 33 43 76

Klaten 63 105 168 0 5 5 63 110 173

Kudus 5 11 16 10 12 22 15 23 38

Blora 224 192 416 118 56 174 342 248 590

Demak 30 120 150 66 36 102 96 156 252

Grobogan 306 245 551 74 142 216 380 387 767

Klaten 469 468 937 41 62 103 510 530 1,040

Purworejo 137 417 554 43 47 90 180 464 644

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Province District SMP MTs Total

Male Female Total Male Female Total Male Female Total

Jawa Timur Sidoarjo 34 44 78 3 5 8 37 49 86

Tuban 5 11 16 6 5 11 11 16 27

Mojokerto 50 88 138 1 4 5 51 92 143

Surabaya 65 131 196 5 10 15 70 141 211

Bangkalan 33 54 87 36 18 54 69 72 141

Bojonegoro 89 59 148 84 68 152 173 127 300

Nganjuk 35 69 104 44 68 112 79 137 216

Pasuruan 40 50 90 100 136 236 140 186 326

Sulawesi Selatan Jeneponto 32 41 73 8 19 27 40 60 100

Soppeng 12 20 32 30 26 56 42 46 88

Pangkep 12 13 25 9 12 21 21 25 46

Sidenreng Rappang 22 41 63 10 32 42 32 73 105

Makassar 32 28 60 12 18 30 44 46 90

Total 2172 3119 5291 870 1024 1894 3042 4143 7185

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ANNEX 6: THE LIFE SKILLS TOOLKITS DBE3 developed five Life Skills oriented toolkits to provide information and resources so schools could implement activities outside of lessons that reinforce life skills. The toolkits are as follows:

• Student Governance

• Peer Mediation

• Opportunities for Life, Learning and Work

• English for Life, Learning and Work

• ICT for Life, Learning and Work The toolkits are self contained resources which requires minimal on ongoing training and support. A description of each of the toolkits follows: Student Governance

The aim of this toolkit is to support teachers, administrators and students to increase meaningful student participation in the community and provide hands-on experience in the democratic process. The toolkit contains five units which include practical activities teachers can conduct with OSIS leaders and other students to help them to put into practice the concepts and procedures of democratic governance and hands-on experience of how democracy works. The units are: (1) Constructive Controversy, which explores democratic debate (2) Leadership and Democracy looking at the concept of leadership and the role of a leader (3) Social Service Learning, Crafts and Arts, which includes activities designed to link students to their community (4) Rights and Responsibilities, which looks at rights of young people and Citizens and (5) Unity which looks at the concept of Citizenship and includes activities to promotes tolerance. Through participating in activities in this toolkit, students learn about rights and responsibilities, and develop trust, civility, respect and tolerance through democratic practice as well as critical thinking skills, negotiation skills, effective communication skills, responsibility and self-esteem and the ability to participate in making decisions which affect them. This toolkit is strongly linked to Civic education activities in the curriculum and will help build students cognitive knowledge and participatory skills and build character traits necessary to promote and maintain democratic practices.

Peer Mediation

The aim of this toolkit was to provide activities which can be used to prepare students to better handle and negotiate conflict through peaceful means. The toolkit is divided into five units: (1) Understanding Conflict (2) Understanding and Respecting Difference (3) Effective Communication (4) Creating Solutions and (5) Understanding Mediation and includes a wide range of practical activities such as role play, problem solving activities and cooperative learning activities which set up different examples of potential or real conflict or controversial situations. In the activities students will actively help other students and their classmates identify the problems behind the conflicts and to find solutions. Through participating in activities included in the toolkits students are guided towards developing and applying critical life skills such as effective communication, listening and negotiation skills and the ability to understand problems from a range of perspectives. Students learn that it is not about finding who is right or wrong but rather about how to move beyond the immediate conflict and learn how to get along with each Opportunities for Life, Learning and Work

The Opportunities for Life, Learning and Work toolkit provides ideas for schools and teachers to develop and implement activities to support young people in Junior Secondary schools to investigate the full range of education, skills development, employment and self employment opportunities available to them at the end of basic education – and the ways that these first steps beyond basic education are linked to a range of multi-step pathways to longer term sustainable livelihood and

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personal development activities. Activities and ideas in the toolkit are divided into four main units, each reflecting rights and options that young people have (1) Know: Including activities on personal and community resource mapping which supports young people to know what their strengths and weaknesses, likes and dislikes, rights and options are and where they can access further information and support in their broader community (2) Learn: Focusing on the options available for young people to continue to learn in formal, non formal and work based settings after they complete Junior Secondary School (3) Train: Activities exploring the specific kinds of vocational and/or work skills students might need to develop in order to succeed in any field of work they might wish to pursue and (4) Earn: Looking at the opportunities for students to earn an income that can be used to help pay for continuing education and skills development priorities-- while at the same time addressing immediate family economic survival needs. Through participating in toolkit activities, some of the knowledge, understanding and skills young people acquire are the ability to undertake a realistic self assessment of their achievements, qualities, aptitudes and abilities, set goals and create action plans, compare options critically, make informed decisions and know where to go to get help and how to get help English for Life, Learning and Work

The English for Life, Learning and Work toolkit provides activities and ideas to support young people to develop practical and usable English language skills which relate specifically to the world of work. The toolkit is divided into the following units (1) English for General Life Skills which introduces some basic skills for young people need to function in the workplace (2) English for the Hospitality Industry which supports young people to learn the type of English they may need if they are planning to work in hospitality such as in a hotel (3) English for Tourism, which provides real life situations where young people may interact with English speaking tourists (4) English for the Domestic service industry, which explores English needed for domestic work (5) English for Business which includes activities to introduce English needed in the office and (6) English for Commerce which looks at English used in the world of trade. Through participating in activities included in the toolkit, students have the opportunity to develop skills to function effectively in a work environment where they need to be able to communicate in English. The English language capability of many junior secondary teachers may not be adequate to teach very technical English therefore the toolkits provides resources to support teachers and also include ideas in how to access additional resources to support them ICT for Life, Learning and Work

The ICT for Life, Learning and Work toolkit provides ideas for teachers in target schools to create learning projects that will enable students to develop ICT and workplace skills. The toolkit is divided into the following four (1) Community and Environmental activities such as environmental clean up (2) School to career activities, which includes students creating an inventory of local businesses and a local survey of employability skills (3) Communication and Language including activities on creating a school/community newsletter and photographic library (4) Internet and Computer including projects for developing an individual and school web site. The projects and activities in the toolkit are very varied and demand different types of technology so there are options for well resourced schools and less well resourced schools. The toolkit provides teachers with ideas for establishing ICT clubs where students can develop and sharpen their ICT skills and creatively apply their skills to prepare themselves for the world of work. These clubs may be created in partnership with local companies that may sponsor club activities on the weekends so that youth will have access to computers and the Internet.

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ANNEX 7: NON CURRICULAR TOOLKITS BY PARTNER DISTRICTS

Province District Toolkit 1 Toolkt 2

North Sumatra Binjai ICT for Life, Learning and Work English for Life, Learning and Work

Deli Serdang English for Life, Learning and Work Student Governance

Tebing Tinggi English for Life, Learning and Work Peer Mediation

North Tapanuli 1 Opportunities for Life, Learning and Work Peer Mediation

Sibolga ICT for Life, Learning and Work Student Governance

Dairi Opportunities for Life, Learning and Work English for Life, Learning and Work

South Tapanuli English for Life, Learning and Work Peer Mediation

North Tapanuli 2 Opportunities for Life, Learning and Work Peer Mediation

Tanjung Balai Peer Mediation English for Life, Learning and Work

Banten Lebak Student Governance Opportunities for Life, Learning and Work

Tangerang English for Life, Learning and Work ICT for Life, Learning and Work

Cilegon Peer Mediation English for Life, Learning and Work

West Java Karawang 1 English for Life, Learning and Work ICT for Life, Learning and Work

Indramayu 1 Opportunities for Life, Learning and Work Peer Mediation

Sukabumi English for Life, Learning and Work ICT for Life, Learning and Work

Garut English for Life, Learning and Work ICT for Life, Learning and Work

Subang English for Life, Learning and Work ICT for Life, Learning and Work

Bogor English for Life, Learning and Work Student Governance

Indramayu 2 English for Life, Learning and Work Peer Mediation

Karawang 2 Opportunities for Life, Learning and Work English for Life, Learning and Work

Central Java Jepara ICT for Life, Learning and Work English for Life, Learning and Work

Kudus ICT for Life, Learning and Work Peer Mediation

Karangangyar Peer Mediation Student Governance

Klaten 1 ICT for Life, Learning and Work English for Life, Learning and Work

Boyolali Opportunities for Life, Learning and Work Peer Mediation

Blora Student Governance Opportunities for Life, Learning and Work

18

Province District Toolkit 1 Toolkt 2

Grobogan Student Governance ICT for Life, Learning and Work

Demak ICT for Life, Learning and Work English for Life, Learning and Work

Klaten 2 Opportunities for Life, Learning and Work English for Life, Learning and Work

Purworejo English for Life, Learning and Work Opportunities for Life, Learning and Work

East Java Sidoarjo Opportunities for Life, Learning and Work English for Life, Learning and Work

Mojokerto English for Life, Learning and Work ICT for Life, Learning and Work

Bangkalan ICT for Life, Learning and Work Peer Mediation

Surabaya ICT for Life, Learning and Work Opportunities for Life, Learning and Work

Tuban 1 Opportunities for Life, Learning and Work Student Governance

Pasuruan English for Life, Learning and Work ICT for Life, Learning and Work

Bojonegoro Student Governance English for Life, Learning and Work

Nganjuk Student Governance English for Life, Learning and Work

Tuban 2 ICT for Life, Learning and Work English for Life, Learning and Work

Sampang Student Governance Peer Mediation

South Sulawesi Jeneponto English for Life, Learning and Work Peer Mediation

Soppeng English for Life, Learning and Work Opportunities for Life, Learning and Work

Palopo Student Governance Opportunities for Life, Learning and Work

Enrekang Peer Mediation Student Governance

Pangkep ICT for Life, Learning and Work English for Life, Learning and Work

Makassar ICT for Life, Learning and Work English for Life, Learning and Work

Pinrang ICT for Life, Learning and Work English for Life, Learning and Work

Sidenrap Rappang ICT for Life, Learning and Work English for Life, Learning and Work

Luwu ICT for Life, Learning and Work English for Life, Learning and Work

19

ANNEX 8: THE SCHOOL RETENTION TOOLKIT

The general content of the toolkit is as follows:

• A methodology to support schools and communities to identify youth at risk of dropping out. This methodology is different in each province.

• A variety of activities youth and teachers can do which involves schools, communities and local government to support youth identified as at risk of dropping out to remain and stay in schools. There are at least one and at most three key activities relating to key causes of drop out according to data from the youth consultations. None of these replicate existing government programs on drop out prevention. These include:

- Leveraging resources for scholarships if economic factors were found to be a major issue.

- Providing community-based transport if travel, distance or safety were found to be a main cause of dropout.

- Setting up examination support activities if the national examination was found to be a main cause of drop out

• A School Brief including suggestions for school managers on how they can collect quality data on youth participation in education and drop out and how they can involve the community more in supporting youth to remain in school

• A Parent Brief providing information on the importance of basic education and what parents and the community can effectively do to support their children to remain in school. Young people, teachers or parents can use this with other youth, parents and the community. The involvement of the family and community is one of the most important contributors to school completion and success but many young people and parents do not value education.

• Information on existing Government strategies and activities directed at supporting youth to remain in and complete basic education. Often schools do not access these programs as they are unaware of them.

21

ANNEX 9: THE VOCATIONAL TRAINING PROGRAMS SUPPORTED BY NON CASH GRANTS

District NFEP Program Closeout Date

East Java

Tuban PP Assamarqondi Sewing/tailoring 31-Dec-08

Tuban PKBM Wilis Jaya Computer operation and sewing 31-Dec-08

Tuban PP Widya Pantura Computer operation and sewing 31-Dec-08

Tuban PP Salaf Al Alamin Computer operation and sewing 31-Dec-08

Tuban PP Al Hidayah Computer operation 31-Dec-08

Tuban PKBM DungIreng Computer Operation 30-Nov-09

Tuban PKBM Tunas Bangsa Computer Operation 31-May-09

Tuban PP Al Huda Computer Operation and Silk Screening 31-Oct-09

Tuban PP Al Husain Computer Operation 30-Nov-09

Pasuruan PP Nurul Badri Computer Operation 31-May-09

Pasuruan Paket B Nusantara Computer Operation 31-May-09

Pasuruan PP Al Ayubi Computer Operation 31-May-09

Pasuruan PKBM Miftahul Huda Computer Operation 31-May-09

Sampang PP Tahfidzil Quran Computer Operation 28-Feb-09

Sampang PP Salafiyah Nurul Yakin Sewing 30-Jun-09

Sampang PKBM Harapan Bangsa Sewing 30-Jun-09

Sampang PKBM Al. Hidayah Computer Operation 31-May-09

Nganjuk PP. Tri Bakti Computer Operation 31-May-09

Nganjuk PP. Riyadlotul Muttaqien Computer Operation and Sewing 30-Apr-09

Nganjuk PKBM Budi Utomo Computer Operation 31-May-09

Bojonegoro PKBM Lestari Egg Hatching 28-Feb-09

Bojonegoro PKBM Handayani Banana Stem Handycraft 31-May-09

Bojonegoro PKBM Adnan Al Charish Sewing 28-Feb-09

Bojonegoro PP Abu Dzarin Al Ridwan Computer Operation 31-Dec-08

Bojonegoro PP Abu Dzarin Al Ma’ruf Sewing 28-Feb-09

22


Bangkalan PP Al Bakriyah Computer operation 31-Dec-08

Bangkalan PKBM Trunojoyo Computer operation 31-Dec-08

Bangkalan PP Al Kholiliyah An Nuoniyah Computer operation 31-Dec-08

Bangkalan PP Syaichonah Moch. Kholil Computer operation 31-Dec-08

Bangkalan PKBM Ababiel Computer operation 31-Dec-08

Mojokerto PP As Sholikhiyah Computer operation 31-Dec-08

Mojokerto PP Sabilul Muttaqin Computer operation 31-Dec-08

Mojokerto PKBM Bina Insan Sejahtera Computer operation and graphic design 31-Dec-08

Mojokerto PKBM Mojopahit Computer operation 30-Sep-08

Sidoarjo PKBM Sumber Ilmu Computer operation 31-Dec-08

Sidoarjo PKBM Edelweis Fabrication and sewing/tailoring 31-Dec-08

Surabaya PKBM Taman Belajar Computer and internet 31-Dec-08

Surabaya PP Darut Tauhid Computer operation 31-Dec-08

Surabaya PP Al Fitrah Home industry and fabrics 31-Dec-08

Surabaya PKBM Wipra Computer operation 31-Dec-08

Central Java

Karangangyar SKB Karanganyar Sewing Training Feb-08

Karangangyar PP. Al Muhlisin Sewing Training Jul-08

Karangangyar PKBM Bimma Computer Training May-08

Karangangyar TPQ. Darun Najah Computer Training May-08

Klaten PP. Urwatul Wutsqo Computer Training May-08

Klaten PKBM Marsudi Karya Sewing Training Apr-08

Klaten PP. al Anwar Muhammadiyah Computer Training May-08

Klaten PKBM Marsudi Kawruh Computer Operation Mar-09

Klaten PKBM Karsa Mandiri Sewing Feb-09

Klaten PP Roudlotuzzahidin Silk Screening Process Jan-09

Klaten PKBM Al. Karomah Computer Operation Jan-09

Klaten PP Nurudh Dholam IV Culinary Training Nov-08

23


Boyolali PKBM Tunas Mulia Internet Training Jun-08

Boyolali PP. Nurul Ula Livestock Training (Cow) Jun-08

Kudus LPTM Wanabakti Manunggal Computer and Hand Phone Techinician Training Jun-08

Kudus PP. Al furqon Sewing Training Jun-08

Kudus PKBM Utomo Sewing Training Jun-08

Kudus PP. Al Qudsiyah Computer Training Jun-08

Jepara KPB Nurul Muhtadin Silk Screening, Computer and Sewing Training Jun-08

Jepara PP. Nurul Huda Mantingan Computer and Sewing Training Jun-08

Jepara PP. Nurul Huda Tegal Sambi Computer Training Jun-08

Jepara PKBM Krida Wiyata Computer Training Jun-08

Jepara PP. Raudhatul Mubtadiin Sewing Training Jun-08

Grobogan PP At Tadzkir Kaliaren Computer Operation Dec-08

Grobogan PKBM Ngudi Luhur Wood-Lathe and Sewing Jun-09

Grobogan PP Al Hidayah Paving Block Making Mar-09

Demak PKBM Handayani Computer Operation Feb-09

Demak PP Mifthahul Ulum Sewing Dec-08

Demak PP Sirojul Ulum Sewing Jan-09

Demak PP Subulussalam “Salsabila” Reading Club Jan-09

Purworejo PKBM Rahayu Electrical Welding Feb-09

Purworejo PP Assya’roni Computer Operation and Sewing Mar-09

Purworejo PP Salafiyah Al Amin Computer Operation Jun-09

Purworejo PKBM Tunas Muda Sewing Feb-09

Blora PP Al Ikhlas Computer Operation Jan-09

Blora PP Mambaussurur Biogas Jun-09

Blora PKBM Wirorejo Sewing Mar-09

Banten

Cilegon Melati Computer operation 1-Jun-09

Cilegon Al-Insyirah Electrical welding 1-Jun-09

Cilegon Widya Bina Karya Electrical welding 1-Jun-09

24


Tangerang Pancakarya Process of silk-screening 1-Jun-09

Tangerang Bina Insani Sewing/tailoring 1-Jun-09

Tangerang Istimewa Lapas Computer operation 1-Jun-09

Tangerang Merdeka Sewing/tailoring 1-Jun-09

West Java

Indramayu Jaka Anom Motor cycle service 25-Jan-10

Indramayu Istiqomah Computer operation 25-Jan-10

Indramayu Darun Nahwi Motor cycle service 25-Jan-10

Indramayu Tunas Warga Toy creation 25-Jan-10

Indramayu Al-Fattah Motor cycle service 25-Jan-10

Indramayu PKBM Tunas Harapan Motorcycle Service 25-Jan-10

Indramayu PKBM Melati Motorcycle Service 25-Jan-10

Indramayu PKBM Tirta Ayu Motorcycle Service 25-Jan-10

Indramayu PKBM Jagantaka Motorcycle Service 25-Jan-10

Karawang Cepat Tepat Mechanics of motor cycle 21-Oct-09

Karawang Aditya Motor cycle service 21-Oct-09

Karawang Warnasari Plaited chair and desk 21-Oct-09

Karawang PKBM Nurul Islam Motorcycle Service 21-Oct-09

Karawang PP Salafiyah Al Istianah Sewing 21-Oct-09

Karawang PKBM Nurul Furqon Sewing 21-Oct-09

Karawang PP Hikmatul Mujahirin Computer Operation 21-Oct-09

Garut PKBM Syifaush Shupur Computer Operation N/A

Garut PP Nurul Fatah Sewing N/A

Garut PKBM Tarbiyatul Aulad Embroidery and Electone N/A

Garut PP Darusalam Embroidery and Electone N/A

Bogor PKBM Cemerlang Computer Operation 15-Jan-10

Bogor PKBM Matahari Computer Operation 15-Jan-10

Bogor PKBM Damai Mekar Computer Operation 15-Jan-10

25


Subang PKBM Nusa Indah Computer Operation N/A

Subang PKBM Nurul Ishlah Computer Operation N/A

Subang PKBm Cempaka Sari Computer Operation N/A

Subang PKBM Bina Warga Computer Operation N/A

North Sumatra

Tebing Tinggi Paket B Harapan 2 Sewing and computer operation 19-Jan-09

Tebing Tinggi Paket B Harapan 3 Sewing/tailoring 15-Jan-09

Tebing Tinggi PKBM Taqwa Computer operation 16-Feb-09

Tebing Tinggi Paket B Cendana Melati Beauty salon and computer operation 15-Jan-09

Tebing Tinggi Paket B Melati Tunas Computer operation, silk screening and calligraphy 15-Jan-09

Tebing Tinggi Paket B Laskar Nurul Electrical welding and computer operation Items were taken back 7 Mar 2009

Binjai PKBM Budi Utomo Computer operation 16-Jan-09

Binjai PKBM Asuhan Ayah Bunda Process of silk-screening 16-Jan-09

Binjai Yayasan Karang Event organizing 19-Jan-09

Deli Serdang KPB Pintar Sewing/tailoring 13-Feb-09

Deli Serdang Yayasan Lembaga Pemberdayaan Masyarakat Marginal (YLPMM)

Sewing 12-Jan-09

Deli Serdang Ponpes Al-Amin Process of silk-screening N/A

Deli Serdang KPB Semangat Computer operation and graphic design 28-Jan-09

Deli Serdang Yayasan Madya Insani Community Radio training N/A - Cancelled

Sibolga PKBM Cerdas Hair & make-up beauty salon 24-Jan-09

Tapanuli Utara Paket B Mapan Hair & make-up and automotive/tire repair 29-Jan-09

Tapanuli Selatan SKB Tapsel Computer Operation, Paving Block and Nata De Coco Making 28-Feb-09

Tapanuli Selatan Paket B Permata Hati Computer Operation 28-Feb-09

Tanjung Balai PKBM Perwira Sewing, Flower Board making, Entrepreneurship 30-Apr-09

Tanjung Balai PKBM Datuk Bandar Sewing, Flower Board making, Entrepreneurship 30-Apr-09

26


South Sulawesi

Palopo PKBM Wallacea Honey Bee cultivation, Rattan handicrafts 31-Oct-08

Palopo PKBM Wisata Indah Honey Bee cultivation, Rattan handicrafts 31-Oct-08

Palopo PKBM Melati Honey Bee cultivation training, fern handicrafts training 31-Oct-08

Palopo PKBM Paradigma Fish and duck seeding/cultivation, English course, Computer training 31-Oct-08

Enrekang PKBM Sofi Ganesha Computer training, ewing/tailoring 31-Dec-08

Enrekang LSM Sulawesi Baru Computer training 31-Dec-08

Enrekang PKBM Bambapuang Computer and English training 31-Dec-08

Enrekang PKBM Melati Computer training 31-Dec-08

Jeneponto PKBM Permata Jaya Bridal make-up training 31-Oct-08

Jeneponto Pesantren Madaniyah School library construction 31-Oct-08

Jeneponto PKBM Sejati Automotive mechanic training 31-Oct-08

Jeneponto PKBM Nur Alif Community Library 31-Oct-08

Jeneponto YPPLS Community library and computer procurement 31-Oct-08

Pangkajene PP DDI Baru-Baru Tangnga Computer operation 31-Dec-08

Pangkajene PKBM Tunas Muda Community Library 31-Dec-08

Pangkajene PKBM Sempurna Community Library 31-Oct-08

Soppeng LSM Yayasan Sumpunglolo English language training 31-Oct-08

Soppeng LSM Yayasan Padi Increasing organization and tutorial capacity 31-Oct-08

Soppeng PKBM Lompengeng Community Library 31-Oct-08

Soppeng PKBM Harmonis Community library 31-Oct-08

Pinrang PKBM Padaidi Mechanical Welding 31-May-09

Pinrang Sipatokkong Sewing 31-May-09

Sidrap PKBM 45 Uniform Sewing 31-Mar-09

Sidrap PKBM Arya Uniform Sewing 31-Mar-09

Sidrap PKBM PP Nurul Haq Islamic Preaching 31-Jan-09

Sidrap PKBM Kharisma Uniform Sewing 31-Mar-09

27


Makassar PKBM Yasinal Computer Operation 31-Mar-09

Makassar PPs Islam Al Irsyad Computer Operation 31-May-09

Luwu PKBM Sawerigading Uniform Sewing 31-Mar-09

Pinrang PPS ”Ittihadul Usrati Wai Jama’ah” DDI

Computer Operation 31-May-09

ANNEX 10: THE WHOLE SCHOOL TRAINING PROGRAM BETTER TEACHING & LEARNING 1

• Qualities required of Teachers in the Indonesian context

• Understanding and motivating youth to learn

• Developing individual potential in youth

• Understanding learning

• Effective Teaching & Learning Strategies & methods

• Life Skills Education

• Medium (Syllabus) & short term (lesson) planning

• Formative assessment & assessment instruments

• Professional Development Opportunities for Teachers

• Teaching Practice

BETTER TEACHING & LEARNING 2

• Teaching Life Skills: such as asking challenging questions, problem solving & cooperative Learning

• Creating a Better Classroom Environment

• Empowering the MGMP

• Effective Mentoring & Facilitating

• The Role of the School Principal & the Supervisor in Raising the Quality of Education


• Developing Challenging Worksheets/Tasks

• Students using low cost media

• Assessment of student’s work using a rubric

• Making & implementing medium term teaching programs based on BTL principles

• Encouraging Change in the Classroom (for principals & supervisors)


• Reinforcing teacher professional development

• Planning & preparing lessons at the MGMP

• Supporting teachers in class

• Analyzing & improving teacher performance

HOW TO USE ICT IN BETTER TEACHING & LEARNING (MODULE AND

TOOLKIT)

• How ICT can be used main curriculum subjects;

• Developing and implementing a lesson in the curriculum subject involving computers;

• Reviewing lessons and making follow-up plans

• How to procure, secure, maintain and sustain ICT equipment in schools

INCREASING THE CAPACITY OF SCHOOL PRINCIPALS AND

SUPERVISORS

• How to plan and budget for supporting teaching and learning

• Success and difficulty in implementing the DBE3 programs and how to address the difficulties;

• Hearing success stories from school principals who have successfully implemented change

31

ANNEX 11: A SUMMARY OF CLASSROOM ACTION RESEARCH

Province Team Classroom Challenge Action Research

No

rth

Su

matr

a

English Students are often passive in class and reluctant to speak in English

Improving students English Speaking Skills through using jigsaw activities

Indonesian Not all students are able to complete assignments to a reasonable level of competence

Using a Guided Learning Enquiry Strategy to develop students mastery of language concepts

Mathematics Students are reluctant to ask questions to express ideas or engage in discussions in class

Improving student participation through implementing a co-operative learning strategy

Natural Science Students generally have a low mastery of science concepts and are often unsuccessful at solving science problems

Using a Guided Enquiry Learning Strategy to develop students skills in Science

Social Science Students generally think that IPS is a boring subject and therefore, are not always motivated to learn well.

Improving students interest in Social Science through using the environment as a learning resource

Notes:

• Guided Enquiry: is an approach or methodology which allows students to seek and engage with a variety of ideas to increase their understanding in pursuit of knowledge and greater awareness. Guided inquiry is a planned, supervised and targeted intervention into developing information literacy and enhancing learning. This approach or methodology to learning provides a means by which teachers are able to tailor learning experiences and opportunities, resources and processes to the needs and abilities of each student according to intended curriculum learning outcomes

• Jigsaw: A co-operative learning technique where students in a group are given a lesson to study but it has been broken down into sections. Each member of the group has a different section to work on. Members of different teams who have studied the same material work in an expert group. Then students return to their teams to teach their teammates about their sections. Since the only way that students can learn about sections other than their own is to listen carefully to their team mates they are motivated to listen and ask questions.

32


So

uth

Su

law

esi

English Students are not able to write in English using their own sentences and ideas. They are too dependent on the teacher to give them guidance on what to write

Using a reading-writing-connection technique to develop students independence and creativity in writing in English

Indonesian Students find it challenging to write in the narrative genre, their work is usually short, disorganized and with limited vocabulary

Using a 2-2-4 co-operative learning strategy to improve students’ interaction and improve their ability to write in the narrative format.

Mathematics Students are not active in class and most of the time do not work in groups on assignments

Improving students cooperative skills through using the “Numbered Heads Together” strategy

Natural Science Most students are not active during group work Improving students active participation through using the STAD approach

Social Science Students learn IPS by rote, they are not active and are not able to express their own ideas when asking or answering questions

Using the STAD approach to encourage students to become more active participants in their own learning

Notes

• STAD: Student Teams-Achievement Divisions A cooperative learning method for mixed-ability groupings involving team recognition and group responsibility for individual learning. Students are divided into four member learning teams that are mixed in performance, gender and ethnicity. The teacher presents a lesson and then the students work within their teams to make sure that all members of the team have mastered the lesson. Finally all students take individual quizzes on the lesson at which time they may not help each other.

• Numbered Heads Together: A cooperative learning strategy that holds each student accountable for learning the material. Students are placed in groups and each person is given a number (from one to the maximum number in each group). The teacher poses a question and students "put their heads together" to figure out the answer. The teacher calls a specific number to respond as spokesperson for the group. By having students work together in a group, this strategy ensures that each member knows the answer to problems or questions asked by the teacher. Because no one knows which number will be called, all team members must be prepared.

33


East

Java

English Students are not able to express their opinions fluently in English Improving students ability to express their ideas in English using Information gap activities

Indonesian Students find report writing boring and therefore, often do not try hard. As a result quality of reports is low and few students write their opinions and ideas in a logical and structured way.

Using APIK model to develop students ability to write reports in Indonesian language

Mathematics Not all students participate in group work. Most of the time 1 or 2 students dominate and therefore, some students achievement is low

Improving all students active participation in group work through using the STAD approach

Natural Science Students are not used to solving problems by themselves in Natural Science.

Using a Guided Enquiry Learning Strategy to develop students ability to solve problems in Natural Science

Social Science IPS has the image of a subject that has to be learned through reading and by rote. Therefore, students are often passive by learning.

Using a Guided Enquiry Learning Strategy to develop students participation and skills in Social Science

Notes:

• APIK: Observe, Map, Inform, Develop

• Information Gap: Activities in which students exchange information in order to complete a required lesson plan activity.

34


Cen

tral Ja

va

English Students are often passive in class and reluctant to speak in English

Improving students’ confidence in Speaking English through the use of ‘spotting the difference” activities.

Indonesian Students often have difficulty in expressing their ideas in written narrative form

Using pictures as a learning media to develop students ability to produce narrative writings

Mathematics Students find it difficult to learn Mathematics Using student worksheets to develop students Mathematics skills

Natural Science Students motivation is low because teachers generally use poor teaching and learning models

Developing students interest in learning Science through using an SBTR model

Social Science Students do not respond well to Social Science Lessons Using PRAMEX model to improve students interest in Social Science

Notes:

• Spotting the Difference: Activities where students are asked to identify differences in information they are given such as pictures, data, reading etc

• SBTR: Survey, Read, Ask, Discuss and Review. A reading comprehension method

• PRAMEX: Active, Effective and Contextual Learning

35

Province Team Classroom Challenge Action Research W

est

Java / B

an

ten

English Students are not creative in writing. They usually just copy what they have read before

Using the modeling technique to develop students creativity

Indonesian Students do not have good writing skills Using learning community and constructivism models to improve students writing skills

Mathematics Students find it difficult to solve Mathematics word problems Improving students ability to solve mathematical word problems through transformation into numerical problems

Natural Science Students have difficulty in developing scientific processing skills (observe, analyze, predict, organize, communicate)

Using a modeling technique to develop students ability to process information scientifically

Social Science Students have difficulty in learning to read maps because it is usually taught only through lecture and memorization

Using Edu-games to develop students ability to read maps

Notes: Edu-games: Interactive Educational Games

37

ANNEX 12: PARTICIPANTS IN THE DBE3 CLASSROOM ACTION RESEARCH PROGRAM

No Name Institution

South Sulawesi

Science

1* Nurfaidah, S.Pd. Guru, SMPN 4 Palopo

2 Rahmawati, MA. S.Pd. Guru, SMPN 4 Palopo

3 Hj. Nurhayati, M.Si. Dosen Jur. Fisika-MIPA

Social Studies

1* Hasmawati, S.Pd Guru, SMPN 33 Makassar

2 Nuherah, S.Pd. Guru, SMPN 33 Makassar

3 Dra. Sitti Hajerah Hasyim, M.Si. Dosen, UNM

Mathematics

1* Drs. Mustafa Guru MTs. Negeri Takalala

2 Anaruddin Guru MTsN Takala,

3 Drs. Baharuddin, M.Pd. Widyaiswara, LPMP Sulsel

Indonesian Language

1* Santosa Budi Sulistiyo, S.Pd. Guru, SMPN 5 Pinrang

2 Abdul Rasyid H, S.Pd. Guru, SMPN 5 Pinrang

3 Nensilianti, S.Pd., M.Hum. Dosen, Fak. Bahasa dan Sastra (FBS) - UNM,

English

1* Muhammad Natsir Ede, S.Pd. Guru/DF, SMPN 1 Pangkajene

2 H. Sudirman, S.Pd. Guru, SMPN 1 Pangkajene

3 Indrawaty Asfah, S.Pd. M.Ed. TESOL-Int Dosen, UNM Kampus UNM

East Java

Science

1* Endang Wahyuningsih, S.Pd. Guru, SMPN 2 Baureno

2 Drs. Hantoro Guru,

3 Dra. Sifak Indana, M.Pd. Dosen, FMIPA UNESA, Surabaya

Social Studies

1* Drs. Tirto Adi, M.Pd Kepala Sekolah, SMPN 1 Tarik, Sidoarjo,

2 Marsiti, S.Pd. Guru, SMPN 1 Tarik, Sidoarjo,

3 Dra. Oksiana Jatiningsih, M.Si. PMP-Kn/FIS/UNESA,

Mathematics

1* Dra.Endang Sulistiyah Guru, SMPN 1 Purwosari

2 Noer Imamah ,S.P Guru, (Idem atas)

3 Guntur Sumilih,M.App.Sc. LPMP Jatim,

38

No Name Institution

Indonesian Language

1* Sutarno, M.Pd. Guru, SMPN 2 Semanding,

2 Suyanto, M.Pd. Guru, SMPN 2 Semanding,

3 Titik Indarti, M.Pd. Dosen, FBS UNESA, Surabaya

English

1* Arif Mustopa, S.Pd. Guru, SMP 2 Tanjunganom

2 Mudayat S.Pd. Guru, (Idem atas)

3 Ismukoco, M.Pd. Widyaiswara, LPMP Jatim, Jl

Central Java

Science

1* Triastuti Evawani, S.Pd. Guru, SMPN 2 Undaan Kudus,

2 Yusro, S.Pd. Guru, SMPN 2 Undaan Kudus,

3 Dr. Ani Rusilowati, M.Pd. Dosen, FMIPA-UNNES

Social Studies

1* Kusnan Kadari,S.Pd Guru, SMPN 15 Purworejo

2 Dra. Nikmatur Rohmah Guru, SMPN 15 Purworejo

3 Muh. Sholeh, S.Pd, M. Pd. Dosen, Geografi/Fakultas Ilmu Sosial UNNES

Mathematics

1* Muhammad Amin, S.Pd. Guru MTs Negeri Cepogo,

2 Lukitanto Guru, MTs Negeri Cepogo

3 Ardhi Prabowo, S.Pd., M.Pd. Dosen, MIPA/Matematika

Indonesian Language

1* Sulasdi, S.Pd., M.M. Guru, SMPN 3 Karanganyar,

2 Dra. Risyani, M.Pd. Guru, SMPN 3 Karanganyar,

3 Rahayu Pristiwati, S.Pd.,M.Pd. Dosen, FBS UNNES,

English

1* Titiek Soertirahajoe, S.Pd. Guru, SMPN 1 Grobogan,

2 Maria Diyah Anggraeny M., S.Pd. Guru, SMPN 1 Grobogan,

3 Widhiyanto, S.Pd., M.Pd. Dosen, FBS UNNES

39

No Name Institution

West Java/Banten

Science

1* Rukmana, M.Pd. Guru, SMPN 1 Telukjambe Barat

2 Devi Sri Nurani Pujiati, S.Pd. Guru, SMPN 1 Telukjambe Barat

3 Drs. Dadang Machmudin, M.Si. Dosen UPI Bandung,

Social Studies

1* Drs. Jalalludin, M.A. Guru MTsN Lohbener,

2 Dra. Usnati Guru MTsN Lohbener,

3 Nurjaman, SE., MM Dosen IPS - UNWIR

Mathematics

1* Eneng Erliani, S.Pd. Guru, SMPN 4 Tarogong Kidul,

2 Eli Rohmatullaeli, S.Pd. Guru, SMPN 4 Tarogong Kidul

3 Dr. Nanang Dosen STKIP Garut

Indonesian Language

1* Sri Hartati, M.Pd. Guru SMPN 8 Bogor

2 Popon Rohaeti, S.Pd. Guru SMPN 8 Bogor

3 H. E. Kosasih, M.Pd. Dosen UPI Bandung

English

1* Rohbiyah, S.Pd. Teachers, SMPN 2 Cilegon,

2 Alhadad, S.Pd. SMPN 2, SMPN 2 Cilegon,

3 Naf’an Tarihoran, M.Hum Dosen IAIN Serang, Banten

North Sumatra

Science

1* Lia Windari S.Pd. Guru, MTs N Binjai

2 Mahpuzah Nasution, S.Pd. Guru, MTs N Binjai

3 Dra. Melva Silitonga, M.S. Dosen, UNIMED

Social Studies

1* Rosmawati, S.Pd. Guru, SMP Negeri 1 Angkola Barat

2 Purnama Dewi, S.Pd Guru, SMP Negeri 1 Angkola Barat

3 Hj. Yulhefi, M.Pd Widyaiswara, LPMP Sumatera Utara

Mathematics

1* Sabam Lumbantobing Guru, SMP Negeri 1 Tarutung

2 Cesilia Sitinjak Guru, SMP Negeri 1 Tarutung

3 Muhammad Yakub Widyaiswara, LPMP

Indonesian Language

1* Elida R, S.Pd. Guru, SMPN 1 Tanjungbalai

2 Hirmawati Gurning, S.Pd. Guru, SMPN 1 Tanjungbalai

3 Suprakisno, S.Pd., M.Pd. Dosen UNIMED,

40

No Name Institution

English

1* Bartimeus Sinuraya, S.Pd. Ing. Guru, SMPN 3 Sidikalang

2 Hiras Hutagaol Guru, SMPN 3 Sidikalang

3 Drs. Bachtiar, M.Pd. Dosen, UNIMED

* Denotes Research Team Leader (DBE3 District Facilitator)

41

ANNEX 13: PARTICIPANTS AT THE NATIONAL CLASSROOM ACTION RESEARCH SEMINAR

No Name Position Institution

East Java

1 Arip Mustopa, S.Pd. Teacher SMPN 2 Tanjunganom

2 Mudayat, S.Pd Teacher SMPN 2 Tanjunganom

3 Ismukoco, M.Pd. Widyaiswara LPMP

4 Endang Wahyuningsih, S.Pd. Teacher SMPN 2 Baureno

5 Drs. Hantoro Teacher SMPN 2 Baureno Jatim

6 Drs. Tirto Adi, M.Pd School Principal SMPN 1 Tarik Sidoarjo

7 Dra.Oksiana Jatiningsih, M.Si.

Lecturer UNESA

8 Dra. Endang Sulistiyah Teacher SMPN 1 Purwosari

9 Noer Imamah, S.P. Teacher SMPN 1 Purwosari

10 Guntur Sumilih, M.App.Sc. Widyaiswara LPMP

11 Sutarno, M.Pd. Teacher SMPN 2 Semanding

12 Suyanto, M/Pd. Teacher SMPN 2 Semanding

13 Prof. DR. Bambang Yulianto Lecturer UNESA

14 DR. Junaedi, M.Ag. Lecturer IAIN Sunan Ampel

15 Prof. DR. Achmad Fatchan Lecturer UM

16 DR. Madrikan Syam Widyaiswara LPMP

17 I. Wayan Dasu Lecturer UM

18 DR. Nur Hamim, MA. Lecturer UNESA

19 DR. M.Syaifuddin Lecturer UM

West Java/Banten

20 Eneng Erliani, S.Pd Teacher SMPN 4 Tarogog Kidul

21 Eli Rohmatullaeli, S.Pd Teacher SMPN 4 Tarogog Kidul

22 Dra. Hj. Renny Sofiraeni, M.Pd

Lecturer LPMP

23 Drs. Tatang Sunendar, M.Si Lecturer LPMP

24 Lela Foni Sulistiyowati Lecturer LPMP

25 Yayan Sopian, S.Pd Lecturer LPMP

26 Dr. Ahmad Yani Lecturer UPI

27 Dra. Yulia Rahmawati, M.Pd Lecturer UPI

28 Hasbullah, S.Pd., M.T. Lecturer UPI

29 Siti Nurbayani, M.Si. Lecturer UPI

30 Shobri Lecturer Banten

31 M. Rifqi Rizal Lecturer Banten

South Sulawesi

32 Drs. Mustafa Teacher MTsN. Takalala

33 Yusnani, S.Pd. Teacher SMP Muh. Lajoa

34 Santosa Budi Sulistiyo, S.Pd. Teacher SMPN 5 Pinrang

35 Abdul Rasyid H, S.Pd. Teacher SMPN 5 Pinrang

42


36 Nensilianti, S.Pd., M.Hum. Lecturer UNM

37 Nurfaidah, S.Pd. Teacher SMPN 4 Palopo

38 Drs. H. Abdullah Pandang Lecturer UNM

39 Drs. H. Bernard, M.Pd. Lecturer UNM

40 Dr.H. Bahrun Amin, M.Hum Lecturer UNISMUH

41 Dr.H. Irwan Akib, M.Pd. Lecturer UNISMUH

42 Dr. Hj. Mardyawati, M.Ag Lecturer UIM

43 Drs. Mulyadi, M.Pd. Lecturer UIM

44 Dr. H. Syahruddin Usman Lecturer UIN Alauddin

45 Dr.Hamzah Hasan Khaeriyah

Lecturer UIN Alauddin

46 Drs. H.Muhammad Asmin, M.Pd.

Lecturer PGRI Sulsel

47 Dr. H. Muhlis Madani, M.Si. Lecturer PGRI Sulsel

48 Prof. DR.H.A. Qashas Rahman

Lecturer LPMP

49 Drs. Syamsu Alam, M.Pd. Lecturer LPMP

North Sumatra

50 Rosmawati, S.Pd. Teacher SMPN 1 Angkola Barat

51 Purnama Dewi, S.Pd Teacher SMPN 1 Angkola Barat

52 Drs. Ulung Napitu, M.Si Lecturer USI P. Siantar

53 Drs. Hisarma Saragih, M. Hum

Lecturer USI P. Siantar

54 Drs. Simon Panjaitan, M.Pd Lecturer Universitas HKBP Nomensen

55 Drs. Muktar Panjaitan, M.Pd Lecturer Universitas HKBP Nomensen

56 Drs. Bambang Winarji, MPd Head LPMP

57 Drs. Muhamad Yakub, M.Pd Lecturer LPMP

58 Drs. Irwan Nasution, M.Sc Lecturer IAIN

59 Dra. Farida Jaya, M.Pd Lecturer IAIN

60 Prof. Dr. Abdul Hamid K.M.Pd

Lecturer UNIMED

61 Prof. Dr. M. Badiran M.Pd Lecturer UNIMED

Others

62 Ode Abdurrachman SH.I., MPd.I.

Lecturer Univ. Darussalam Ambon

63 Ignatius Sentitit, S.Sos., M.Si. Lecturer STIA Trinitas Ambon

64 Samuel Patra Ritiauw Lecturer Univ. Pattimura Ambon

65 Drs.H. Sri Buwono, M.Si. Lecturer FKIP Universitas Tanjungpura, Pontianak

66 DR. H. Hermansyah Pembantu Ketua III STAIN Pontianak

67 Aliwanto, S.Pd. Lecturer STKIP Pontianak

68 Iman Sayogyo Staff - Pendidikan Tinggi Agama Islam Kemenag

69 Prof. DR. Andreas Priyono Staff - Direktur Jenderal Pendidikan Tinggi

Kemendiknas: Dikti

70 Ali Wibawa Staff - Direktur Pembinaan SMP Kemendiknas, Dikdas

43


71 Eva Dilaila Staff - Biro Kerjasama Teknis Luar Negeri

SEKNEG

72 Yane Widayanti Staff - Biro Kerjasama Teknis Luar Negeri

SEKNEG

73 Ibu Mery Noviyanti Lecturer FKIP Open University

74 Ibu Nunung Supratmi Lecturer Open University

75 Ibu PV. Sriyani Wikarta Lecturer Atma Jaya University

76 Ibu Luciana Lecturer Atma Jaya University

77 Ibu Dora Angelina Arwan Lecturer Open University

78 Ibu Clara Ika Sari B. Lecturer Open University

79 Zidal huda Staff MORA

80 Prima Setiawan Staff USAID KINERJA

45

ANNEX 14: PARTNER SCHOOLS IN NORTH ACEH

# School Sub District Type Teachers Students

1 SMPN 1 Lhoksukon Lhoksukon Public 48 672






7 SMPS Muhammadyah Lhoksukon Private 18 144

8 MTs Al-Muslimun Lhoksukon Private 13 463

9 MTs Petoe Lhoksukon Private 34 41

10 MTs Roudhatul Abrar Nibong Private 22 67

11 MTsN Lhoksukon Lhoksukon Public 43 709

12 MTsN Nibong Nibong Public 25 357

13 SMP Harapan Blang Juruen Tanah Luas Private 16 108

14 SMP Ruhul Islam Tanah Luas Private 22 200

15 SMPN 1 Pirak Timu/Meurah Mulia

Meurah Mulia Public 17 146

16 SMPN 1 Matangkuli Matangkuli Public 46 788

17 SMPN 1 Meurah Mulia Meurah Mulia Public 31 409

18 SMPN 2 Meurah Mulia Meurah Mulia Public 32 420

19 SMPN 1 Syamtalira Aron Syamtalira Aron Public 42 542

20 SMPN 2 Syamtalira Aron Syamtalira Aron Public 19 251

21 SMPN 1 Tanah Luas Tanah Luas Public 49 576

22 SMPN 2 Tanah Luas Tanah Luas Public 27 244

23 MTs Nudi Meurah Mulia Meurah Mulia Private 21 62

24 MTs Simpang Mulieng Syamtalira Aron Private 26 101

25 MTsN Matangkuli Matangkuli Public 29 409

Total 707 8041

47

ANNEX 15: DISTRICT FACILITATORS IN NORTH ACEH

# Name Sex Place of Work Job Module

1 Mukhlis M SMA 1 Seunoddon Teacher Foundation Modules

2 Muhammad M SMA 3 Lhoksukon Teacher Foundation Modules

3 Erlinawati F SMA 3 Lhoksukon Teacher Foundation Modules

4 Drs. Hamdan A. Jalil M MI Panton Labu Teacher Foundation Modules

5 Drs. A. Rahman M MTsN Tanah Jambo Aye Teacher Foundation Modules

6 Irhamni M SMA 3 Lhoksukon Vice Principal Foundation Modules

7 Hamdani M SMA 1 Meurah Mulia Teacher Foundation Modules

8 Munzir M MTsN Dewantara Teacher Foundation Modules

9 Zulkarnain M MTs Al Muslimun Principal Foundation Modules

10 Syarifuddin M SMA 1 Lhoksukon Teacher Foundation Modules

11 Jalaluddin M SMA 3 Lhoksukon Teacher Foundation Modules

12 Jafaruddin. M SMPN 1 Matang Kuli Teacher Foundation Modules

13 Aiyub, S.Ag M MI Panteu Breuh Principal Foundation Modules

14 Drs. Syahkubat M MI Seunuddon Teacher Foundation Modules

15 Drs. Samsuar M SMPN 1 Banda Baro Teacher BTL2 – Social Studies

16 Sri Ummamah F SMPN 2 Tanah Luas Teacher BTL2 – English

17 Rakhman Dalimunte, M SMPN 1 Lhoksukon Teacher BTL2 – English

18 Drs. Munzir, M MTsN Dewantara Teacher BTL2- Mathematics

19 Jamaluddin, M SMPN4 Citra Bangsa T.J. Aye

Teacher BTL2 - Indonesian

20 Zulkifli Syamaun M SMP Per Nisam Teacher BTL2 – English

21 Uria M SMPN 1 Syamtalira Arun Teacher BTL2 – Social Studies

22 Aisyah F SMPN 2 Sawang Teacher BTL2 – Social Studies

23 Mutia Zakiyanti F MTsN Lhoksukon Teacher BTL2 - Indonesian

24 Mufriza F SMPN 1 Matang Kuli Teacher BTL2 – Science

25 Tihajar F SMPN 1 Tanah Luas Teacher BTL2 – Science

26 Husaini M SMPN 1 Tanah Luas Teacher BTL2- Mathematics

27 Drs. H. Abdul Kadir M District Education Office Supervisor BTL2 – Science

28 M. Arif Mahmud M District Education Office Supervisor BTL2- Mathematics

29 Drs. Syafii M District Education Office Supervisor BTL2 - Indonesian

49

ANNEX 16: TEACHING AND LEARNING RESOURCES FOR SCHOOLS IN NORTH ACEH

School Equipment

SMPN5 Lhoksukon Computer Operation and English

SMPN1 Lhoksukon Computer Operation

SMPN6 Lhoksukon Computer Operation and English

MTsS Peutho Lhoksukon English and Arabic Improvement

MTs Al-Muslimun Intermediate Arabic and English

SMPN3 Lhoksukon ICTLearning

SMPN2 Lhoksukon ICT Learning Improvement

MTs Raudhatul Abrar Foreign Language (Arabic & English)

SMP Muhammadiyah Lhoksukon MS Word Operation and Sewing

SMP4 Lhoksukon Computer Operation and English

MTsN Lhoksukon Computer Operation

SMPN 1 Matang Kuli

Massive Space Figure Models

Circle Fraction Block

Basic – Advance Arithmetic (Dasar Hitung Maju)

52 hour system with Cassette1,2,3

Fun Learning English 4 Elementary Sistem 52 W Dengan 2 VCD/ Jilid 1,2,3

English Conversation For Student Dg VCD

English Conversation 4 SLTP Dg VCD

English Conversation 4 SLTP Dg VCD

English Easy Mode

Easy Steps to English Vocabulary for beginners

Sport Mattress

Badminton Racket

Volley Ball

Soccer Ball

Volley Net

SMPN 1 Syamtalira Arun

English Dictionary: Hasan Sadily

Book: ”Buku Pintar Bhs Inggris” (Various Authors)

English Book: 52 Jam Jilid 1,2,3: Herpinus S

English Book: "English Conversation Plus"

Book: Folk Stories 2 : Little Serambi

Science Dictionary (Various Authors)

Thermometer Celcius

Logarithm Graph

Scientific Calculator: Casio

Divider calliperss

Indonesia and World Atlas

Paint brush No 6

Water colour

Pallete

50

School Equipment

SMPS Ruhul Islam



English Idioms Dictionary

English Antonym/Synonym Dictionary

Scrabble

Book: Folk Stories 2, Indonesian: Little Serambi


Transparent Space Figure models

Space Figure frames

1 dozen of Protractors

Divider callipers


Two-function Torso 90cm

Human Skeleton Poster

SMPN 1 Pirak Timu




Scrabble

English Story Book


Space Figure frames


Divider callipers

Science Kit: Hot Hydrostatic

MTsN Matang Kuli English Dictionary: Hasan Sadily

Electrical toolkit

SMPN 2 Tanah Luas

English - Indonesian Dictionary: Hasan Sadily



Scrabble


English Book: "English Conversation Plus"


Indonesian Dictionary: Kamus Besar Bahasa Indonesia (any author)

Indonesian Idioms Dictionary

Indonesian Antonym/Synonym Dictionary

Short story books (any title/author)

Graphic Folk Story Books (any author)


Space Figure frames

Scientific Calculator: Karce


Divider callipers

51

School Equipment

SMPS Harapan Blangjreun




Scrabble

English poster: Alphabeth

English poster: Animal

English poster: Numbers

English poster: Fruit

English poster: Flowers

English poster: Transportation

Langkah Mudah English Vocabulary Exercise For Beginner




Divider callipers

Vernier callipers


Microscope

Basic Learning: Electric (AVO Meter)

Two-function Torso 90cm

Human Skeleton poster

SMPN 1 Tanah Luas

English Conversation For Student with VCD


Learning English with cards: Jack & Jaky


Scrabble


Tambourine with drum head

Tambourine without drum head

Large Rebana

Maracas

Costume for rebana group

Physics Interactive CD

Magic Card Physics

SMPN 1 Meurah Mulia


Circle fraction block

Massive calculation basics


Book: Buku Pintar Bahasa Inggris (Karangan Bebas)

Microscope

Thermometer

Takraw Foot Ball

Badminton racket

Sports mattress

52

School Equipment

MTsS Simpang Muling





Divider callipers

Wooden ruler

Mathematics Magic Card

Stopwatch/ Whistle / Compass

Vernier callipers

Small stick magnet

Physics Magic Card

Microscope

Poster: Human Skeleton

Poster: Nerves

Poster: Human digestion

Poster: blood circulation

SMPN 2 Syamtalira Arun




Vocabulary flash card

Alphabetical flash card

Objects flash card

Acehnese costumes by: Sufenir Murah Raseuki

Paint brush

Water colour

Palette

33 provinces Geography lesson CD

Indonesia and World atlas (small HVS)

Globe Diameter 30 Cm

Badminton cock

Badminton net

Volley ball

Volley ball net

SMPN 2 Meurah Mulia




Massive calculation basics

English lesson CD


Basic English Grammar


English Magic Card

33 Province Geography Lesson CD

Indonesia and World atlas (large HVS)

Globe: Diameter 30 Cm

Takraw Football

Badminton Racket

Sports Mattress

Ping Pong table

53

School Equipment

MTsS Nudi



Book: Buku Pintar Bahasa Inggris

Vocabulary Exercise For Beginner

English Magic Card

Book: English Reader (The Ugly Duckling)

Book: English Reader (The Brave Tin Soldier)

Bilingual story book, by Little Serambi (any title)


Poster: Solar System

Globe Diameter 30 Cm

Indonesia and World atlas (large HVS)

Microscope 500x

Thermometer Celsius

Magnifier

Poster: Human Skeleton

Physics Magic Card

Stop Watch/Whistles /Compass

Small Magnet Stick

Book: Petualangan IPA / Science Adventure

Basic electricity lesson book

55

ANNEX 17: DISSEMINATION SCHOOLS IN NORTH ACEH

Non Partner Dissemination Schools

# School Teachers Participating Program Disseminated

1 MTsN Tanah Jambo Aye 29 BTL1 & Foundation Modules

2 MTsS TGk Chik Ditunong 2 Foundation Modules

3 MTsS Langkahan 1 Foundation Modules

4 MTsS Senoddon 26 BTL1 & Foundation Modules

5 MTsN Sampoynit 3 Foundation Modules

6 MTsS Baktiya 1 Foundation Modules

7 MTsS Al-Azhar 1 Foundation Modules

8 MTsS Sulthan malikussaleh 3 Foundation Modules

9 MTsS Malikussaleh 1 Foundation Modules

10 MTsS Samudera 3 Foundation Modules

11 MTsS Alue Ie Mudek 1 Foundation Modules

12 MTsS Baitul Yatama 3 Foundation Modules

13 MTsS Mns Drang 1 Foundation Modules

14 MTsN Kuta makmur 1 Foundation Modules

15 MTsS Syamsuddhuha 2 Foundation Modules

16 MTsS Jabal Nur Palda 1 Foundation Modules

17 MTsS KD SP IV 1 Foundation Modules

18 MTsS Sp Keuramat 2 Foundation Modules

19 MTsS Ulee Tutue 2 Foundation Modules

20 MTsN Gp. Teungoh 30 BTL1& Foundation Modules

21 MTsN Dewantara 36 BTL1& Foundation Modules

22 MTsS Laga Baro 2 Foundation Modules

23 MTsS Ulee Nyee 1 Foundation Modules

24 MTsS Darul Falah 1 Foundation Modules

25 MTsS Hidayatulla 1 Foundation Modules

26 MTs Nisam 1 Foundation Modules

27 SMPN 1 Muara Batu 30 BTL1

28 SMPN 2 Muara Batu 30 BTL1

29 SMPN 1 Nibong 20 BTL1

30 SMPN 1 Banda Baro 27 BTL1

31 SMPN 2 Banda Baro 25 BTL1

32 SMPN 3 Sawang 10 BTL1

34 SMPN 1 Dewantara 60 BTL1

34 SMPN 1 Tanah Jambo Aye 49 BTL1

35 SMPN 2 Tanah Jambo Aye 28 BTL1



Total 486

56

Partner Schools Conducting Dissemination

# School Teachers Participating Program Disseminated

1 SMPN 1 Tanah Luas 8 BTL2

2 SMPN 1 Matang Kuli 9 BTL2

3 SMPN 1 Syamtalira Arun 10 BTL2

4 SMPN 2 Meurah Mulia 8 BTL2

5 MTsN Matang Kuli 3 BTL2

6 SMPN 1 Lhoksukon 8 BTL2



9 SMPS Muhammadiyah 7 BTL2

10 MTsN Lhoksukon 8 BTL2

Total 78

57

ANNEX 18: NATIONAL EXAMINATION RESULTS FOR DBE3 PARTNER SCHOOLS IN NORTH ACEH

Partner School Name

SM

PN

1 T

an

ah

Lu

as

SM

PN

2 T

an

ah

Lu

as

SM

PN

4 L

ho

ksu

ko

n

SM

PN

5 L

ho

ksu

ko

n

SM

PN

6 L

ho

ksu

ko

n

SM

PS

Mu

ham

mad

iyah

MT

sS R

au

dh

atu

l A

bra

r

MT

sS P

eu

toe

SM

PN

1 P

irak T

imu

MT

sS N

ud

i

SM

PS

Hara

pan

Bla

ng J

reu

n

SM

PS

Ru

hu

l Is

lam

MT

sS S

imp

an

g M

ulin

g

Data UAN

Indonesian Language 2007 - 08 Average Score 6.82 6.35 5.06 6.58 6.28 6.45 5.19 5.32 6.03 7.4 4.69 6.89 6.46

2008 - 09 Average Score 7.77 6.74 6.64 8.24 7.59 6.65 6.25 7.13 7.98 5.87 6.91 7.28 7.79

Mathematics 2007 - 08 Average Score 7.4 6.53 5.37 7.09 6.73 7.05 7.07 6.1 8.5 9.75 5.54 7.95 7.36

2008 - 09 Average Score 8.93 7.32 7.81 8.08 7.16 8.02 7.59 7.56 8.17 6.75 7.98 8.66 8.18

English 2007 - 08 Average Score 8.17 7.15 7.34 7.9 8.35 7.02 5.69 8.2 7.96 9 6.96 7.97 7.62

2008 - 09 Average Score 9.28 6.82 6.85 8.96 8.58 6.59 7.35 6.92 7 6.15 8.27 9.03 8.26

Science 2007 - 08 Average Score 8.28 6.92 6.49 6.28 8.27 6.83 7.21 7.47 8.35 9.25 7.06 9 6.6

2008 - 09 Average Score 8.52 6.98 6.48 6.38 6.59 6.44 6.81 5.73 8.17 7.22 8.64 8.59 7.73

58

School

SM

PN

1 L

ho

ksu

ko

n

SM

PN

2 L

ho

ksu

ko

n

SM

P 3

Lh

ok

suko

n

MT

sS A

l -

Mu

slim

un

MT

sN L

ho

ksu

ko

n

MT

sN N

ibo

ng

SM

PN

2 S

yam

talira

Aro

n

SM

PN

1 S

yam

talira

Aro

n

MT

sN M

ata

ng K

uli

SM

PN

1 M

ata

ng K

uli

SM

PN

1 M

eu

rah

Mu

lia

SM

PN

2 M

eu

rah

Mu

lia

Indonesian Language

Mathematics

English

Science

2007 - 08

2008 - 09

Average Score 7.43 7.28 6.88 7.02 6.1 5.5 7.12 6.74 6.1 6.83 5.68 6.08

Average Score 7.62 7.2 7.28 7.72 6.45 6.35 8.06 6.74 7.58 7.81 6.9 7.34

2007 - 08

2008 - 09

Average Score 6.38 6.38 6.84 7.2 7.49 7.32 7.8 7.98 7.49 7.69 6.19 6.86

Average Score 8.23 7.37 8.6 8.88 5.59 8.82 9.11 7.98 8.46 8.14 8.47 8.63

2007 - 08

2008 - 09

Average Score 8.8 6.69 7.3 8.79 8.44 7.44 7.8 7.73 8.44 7.54 6.68 7.07

Average Score 8.3 7.8 7.98 8.38 5.35 8.5 9.74 7.73 9.16 8.78 8.73 9.04

2007 - 08

2008 - 09

Average Score 7.92 6.98 8.29 8.35 7.44 7.81 8.15 8.15 7.44 7.89 6.95 7.82

Average Score 6.66 7.37 6.39 7 5.71 8.13 8.96 8.15 8.34 8.34 7.39 7.68

59

ANNEX 19: SCHOOLS PARTICIPATING IN THE DBE3 INTEL PROGRAM AND EQUIPMENT DISTRIBUTED

Functional Computer

Software (XP licensed &

Microsoft Office 2003/2007)

Media Kit Office UPS Anti Virus

South Sulawesi

1 SMPN 2 Pangkajene 0 10 1 10 1

2 MTsN Ma'arang 10 10 1 10 1

3 MTs Darussalam 9 10 1 10 1

4 SMPN 1 Ma'arang 5 10 1 10 1

5 MTsN Pinrang 9 9 1 - 1

6 SMPN 5 Pinrang 9 9 1 - 1

7 SMPN 1 Mattiro Bulu 9 9 1 - 1

8 SMPN 11 Makassar 9 9 1 - 1

9 SMP YPPGRI 9 9 1 - 1

10 SMPN 4 Dua Pitue 9 9 1 - 1

11 MTs DDI Ma'had 9 9 1 - 1

12 SMPN 1 Bajo 9 9 1 - 1

East Java

1 SMPN 15 Kenjeran 0 10 1 10 1

2 SMPN 31 Kenjeran 10 10 1 10 1

3 MTs Nurul Hikmah 10 10 1 10 1

4 SMP Daniswara Gubeng 10 10 1 10 1

5 MTs Salafiah Merakurak 10 10 1 - 1

6 SMP 2 Semanding 10 10 1 - 1

7 Al Rasyid Dander 10 10 1 - 1

8 SMP 2 Baureno 10 10 1 - 1

9 SMP 1 Camplong 10 10 1 - 1

60

Functional Computer




10 MTs Sunan Ampel 10 10 1 - 1

11 MTsN Nglawak 10 10 1 - 1

12 MTsN Tanjung Anom 10 10 1 - 1

Central Java

1 SMPN 1 Gebog Kudus 0 10 1 10 1

2 SMPN 1 Kaliwungu Kudus 10 10 1 10 1

3 MTsN 1 Kaliwungu Kudus 10 10 1 10 1

4 MTS NU Al Hidayah Kudus 10 10 1 10 1

5 SMP N 5 Demak 5 5 1 4 1

6 MTs NU Demak 6 6 1 5 1

7 SMP N 1 Wonosalam 3 3 1 1 1

8 MTs NU Jogoloyo 4 4 1 3 1

9 SMP N 1 Grobogan 3 3 1 - 1

10 MTs Yarobi 3 3 1 2 1

11 SMP N 2 Tawangharjo 3 3 1 1 1

12 MTs Nuril Huda 6 6 1 5 1

13 SMP N 5 Blora 3 3 1 1 1

14 MTs Maarif 2 Blora 7 7 1 6 1

15 SMP N 1 Banjarejo 3 3 1 1 1

16 MTs Miftakhul Ilmiyah 7 7 1 7 1

17 SMP N 4 Karanganom 3 3 1 1 1

18 MTs Al Muttaqien P.S. 8 8 1 7 1

19 SMP N 1 Banjarejo 3 3 1 1 1

20 MTs Miftakhul Ilmiyah 7 7 1 7 1

21 SMP N 4 Karanganom 3 3 1 1 1

22 MTs Al Muttaqien P.S. 8 8 1 7 1

61

Functional Computer




23 SMP N 1 Ceper 3 3 1 - 1

24 SMP Pancasila Ceper 3 3 1 2 1

25 SMP N 22 Purworejo 3 3 1 2 1

26 MTs An Nawawi Gebang 2 2 1 1 1

27 SMP N 19 Purworejo 3 3 1 2 1

28 MTs Maarif Sidomukti 8 8 1 7 1

North Sumatra

1 SMPN 8 Binjai 10 10 1 10 1

2 SMPN 6 Binjai 10 10 1 10 1

3 SMP Tunas Pelita, Binjai 10 10 1 10 1

4 MTsN 1 Binjai 10 10 1 10 1

5 SMPN 2 Batang Angkola Barat 9 9 1 - 1

6 SMPN 1 Padang Sidempuan Barat 9 9 1 - 1

7 SMPN 1 Tanjung Balai 9 9 1 - 1

8 SMPN 5 Tanjung Balai 9 9 1 - 1

9 SMPN 2 Pangaribuan 9 9 1 - 1

10 SMPN 3 Pangaribuan 9 9 1 - 1

11 SMPN 1 Sumbul 9 9 1 - 1

12 SMPN 3 Sidikalang 9 9 1 - 1

West Java/Banten

1 MTsN 1 Tangerang 0 10 1 10 1

2 SMPN 4 Tangerang 0 10 1 10 1

3 SMP Nusa Putra Banten 10 10 1 10 1

4 MTs Darul Irfan Tangerang 3 10 1 10 1

5 MTsN Garut 8 8 1 - 1

6 SMPN 2 Jatibarang 8 8 1 3 1

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Functional Computer




7 SMPN 2 Balongan 8 8 1 2 1

8 SMPN 3 Jalancagak 8 8 1 4 1

9 SMPN 1 Telagasari 8 8 1 - 1

10 SMPN 2 Kota Baru 8 8 1 4 1

11 SMPN 7 Bogor 8 8 1 - 1

12 MTs Al-Ghozali 8 8 1 5 1

Total 532 595 76 292 76

63

ANNEX 20: CONTENTS OF THE “GETTING STARTED” TRAINING PROGRAM

Module 1: Developing 21st Century Skills

• Exercise 1: Identifying Essential Skills

• Exercise 2: Comparing Classrooms of Today versus Classrooms of Tomorrow

• Exercise 3: Learning about the Course

• Exercise 4: Introducing Yourself

• Take-Home Exercise- Reflecting on Module 1 Module 2; Learning Computer Basics and the Internet

• Pair and Share: Reflecting on Module 1

• Exercise 1: Naming the Parts and Moving the Mouse

• Exercise 2: Working with Windows

• Exercise 3: Searching the Internet

• Exercise 4: Using the Help Guide

• Take-Home Exercise- Reflecting on Module 2 Module 3: Fostering Critical Thinking and Collaboration

• Pair and Share- Reflecting on Module 2

• Exercise 1: Engaging in Higher-Order Thinking

• Exercise 2: Promoting Collaboration

• Exercise 3: Planning, Doing, Reviewing, and Sharing

• Take-Home Exercise- Reflecting on Module 3 Module 4: Discovering Word Processing


• Exercise 1: Exploring Word Processing Software

• Exercise 2: Discussing Word Processing Skills

• Exercise 3: Identifying Word Processing Resources

• Exercise 4: Using Word Processing Skills

• Take-Home Exercise- Reflecting on Module 4 Module 5: Applying Word Processing


• Exercise 1: Creating Word Processing Productivity Tools

• Exercise 2: Being a Critical Friend

• Exercise 3: Showcasing Word Processing Productivity Tools

• Take-Home Exercise- Reflecting on Module 5 Module 6: Discovering Multimedia


• Exercise 1: Exploring Multimedia Software

• Exercise 2: Discussing Multimedia Skills

• Exercise 3: Identifying Multimedia Resources

• Exercise 4: Using Multimedia Skills

• Take-Home Exercise- Reflecting on Module 6 Module 7: Applying Multimedia


• Exercise 1: Creating Multimedia Productivity Tools

• Exercise 2: Showcasing Multimedia Productivity Tools

• Take-Home Exercise- Reflecting on Module 7

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Module 8: Discovering Spreadsheets


• Exercise 1: Exploring Spreadsheets Software

• Exercise 2: Discussing Spreadsheets Skills

• Exercise 3: Identifying Spreadsheets Resources

• Exercise 4: Using Spreadsheets Skills

• Take-Home Exercise- Reflecting on Module 8 Module 9: Applying Spreadsheets


• Exercise 1: Creating Spreadsheets Productivity Tools

• Exercise 2: Showcasing Spreadsheets Productivity Tools


• Module 9 Summary Module 10: Developing 21st Century Approaches


• Exercise 1:Facilitating Learning

• Exercise 2: Accepting Change

• Exercise 3: Promoting Key Skills


• Module 10 Summary

65

ANNEX 21: DISTRIBUTION OF EQUIPMENT THROUGH ICT INIITIATIVES

District School Name Type of ICT Equipment Amount

Boyolali SMPN 2 Cepogo Handy Cam 1

Boyolali MTsN Cepogo Handy Cam 1

Boyolali SMPN 2 Ngemplak Scanner, DVD Player 1

Boyolali MTsN Ngemplak Handy Cam 1

Klaten SMPN 2 Jogonalan Handy Cam 1

Klaten SMP Muhammadiyah 11 Handy Cam 1

Klaten MTsN Klaten Handy Cam 1

Klaten SMPN 6 Klaten Utara Handy Cam 1

Karanganyar SMPN 2 Jatipuro Camera Digital 1

Karanganyar MTs Sudirman Jatipuro Camera Digital 1

Karanganyar SMPN 3 Karanganyar Handy Cam 1

Karanganyar MTsN Karanganyar Handy Cam 1

Jepara SMP NU As Salam Nalumsari Handy Cam 1

Jepara MTs Ismailiyah Handy Cam 1

Jepara SMPN 1 Tahunan Stabilizer, Printer HP Laser 1

Jepara MTs Masalikil Huda Handy Cam 1

Palopo SMPN 3 Palopo Camera Digital 1

Palopo MTsN Model Palopo Camera Digital 1

Palopo SMPN 4 Palopo Scanner 1

Palopo SMPN 9 Palopo Printer HP 1

Soppeng SMPN 1 Watansoppeng Camera Digital 1

Soppeng MTs PP Yasrib Lapajung Camera Digital 1

Soppeng SMP Muh Watansoppeng Mesin Fax 1

Soppeng SMPN 1 Lilirilau Camera Digital 1

Jeneponto MTs Negeri Binamu Camera Digital 1

Jeneponto SMPN 1 Bangkala Camera Digital 1

Jeneponto SMPN 1 Binamu Camera Digital 1

Jeneponto MTs Negeri Bangkala Printer HP 1

Enrekang SMPN 1 Anggeraja Camera Digital 1

Enrekang MTs DDI Enrekang Camera Digital 1

Enrekang SMPN 1 Enrekang Printer HP 1

Enrekang SMPN 2 Enrekang Camera Digital 1

67

ANNEX 22: SCHOOLS RECEIVING COMPUTERS THROUGH THE DBE3 ICT PROGRAM

District School # Computers

South Sulawesi

Makassar

SMPN 33 Makassar 4

SMPN 36 Makassar 3

SMPN 1 Makassar 3

SMPN 26 Makassar 3

MTsN Biringkanayya 3

Pinrang

SMPN 4 Pinrang 4

SMPN 1 Mattirosompe 3

SMPN 4 Cempa 3

MTs DDI Patobong 3

SMPN 2 Mattirobulu 3

Sidrap

SMPN 2 Baranti 4

SMPN 1 Tellulimpoe 3

SMPN 1 Pancarijang 3

MTs DDI Amparita 3

MTsN Baranti 3

Palopo

SMPN 5 Palopo 4

SMPN 10 Palopo 3

SMPN 4 Palopo 3

SMPN 9 Palopo 3

SMPN 2 Palopo 3

Soppeng

MTsN Takalala 3

MTs Ganra 4

MTs Yasrib Lapajung 3

SMP Muhammadiyah Lajoa 3

SMPN 1 Liliriaja 3

North Sumatra

Tapanuli Selatan SMPN 1 Sayur Matinggi 5

MTsN Batang Angkola 7

Deli Serdang SMPN 2 Lubuk Pakam 5

Binjai SMPN 11 Binjai 6

SMPN 2 Binjai 6

Tapanuli Utara

MTsN Peanornor 6

SMPN 1 Tarutung 7

SMPN 1 Siborong-borong 7

Tanjung Balai SMPN 4 Tanjung Balai 6

MTsN Tanjung Balai 6

68


Dairi

SMP Bukit Cahaya Sumbul 5

SMPN 2 Sumbul 7

SMPN 3 Sumbul 7

West Java/Banten

Karawang

MTsN Karawang, 4

SMP Islam Rengasdengklok 4

SMPN 1 Telukjambe Barat 4

MTsN Rawamerta 4

Indramayu

SMPN 1 Indramayu 4

SMPN 3 Sliyeg 4

MTsN Jatibarang 4

MTsN Lohbener 4

Garut

SMPN 2 Cikajang 4

SMPN 5 Garut 4

MTs Al-Rohmah 4

MTs At-Ta’awun 4

Bogor

SMPN 8 Bogor 4

MTs Tarbiyatusshibyah 4

SMPN 3 Bogor 4

MTsN Kota Bogor 4

Cilegon

SMPN 2 Cilegon 4

SMPN 7 Cilegon 4

MTsN Cilegon 4

MTsN Ciwandan 4

East Java

Bojonegoro

SMPN 3 Bjn 5

MTs DU Pasinan 5

SMPN Trucuk 5

Sidoarjo

SMPN2 Sedati 5

SMPN 2 Wonoayu 5

MTs Nurul Huda 5

Pasuruan

SMP 1 Rejoso 5

SMP 1 Purwosari 5

MTs MMP Darul Ulum 5

Nganjuk

SMPN 2 Tanjunganom 5

SMPN 3 Kertosono 5

MTsN Berbek 5

Tuban

SMPN 1 Merakurak 5

MTsN Rengel 5

MTs Manbailfutuh 5

69


Bangkalan SMPN 4 Bangkalan 2

MTsN Bangkalan 3

Central Java

Karanganyar

MTs N Jumapolo 5

SMP N 2 Karangpandan 5

SMP N 2 Jatipuro 4

MTs N Karangmojo 4

Boyolali

SMP N 2 Cepogo 5

SMP N 2 Musuk 5

MTs N Cepogo 4

MTs N Nogosari 4

Purworejo

MTs N Bener 4

SMP N 15 Purworejo 3



Kudus

MTs Hasyim Asyari 03 4

SMP N 2 Jekulo 4

MTs N 2 Mejobo 4

SMP N 2 Undaan 5

Grobogan

SMP N 2 Kradenan 6

SMP N 2 Karangrayung 4

MTs N Jeketro 4

22 Districts 94 Schools 400 Computers

71

ANNEX 23: LOCATIONS OF REGISTERED USERS OF THE DBE3 E-MODULE BY PROVINCE AND DISTRICT

Province Percentage of Registered Users

Aceh 2.54%

Bali 0.25%

Banten 1.02%

Bengkulu 0.25%

Daerah Istimewa Yogyakarta 2.04%

Daerah Khusus Ibukota Jakarta 5.60%

Gorontalo 0.25%

Jambi 1.02%

Jawa Barat 20.87%

Jawa Tengah 21.88%

Jawa Timur 10.94%

Kalimantan Barat 0.51%

Kalimantan Selatan 0.25%

Kalimantan Tengah 1.02%

Kalimantan Timur 2.54%

Kepulauan Bangka Belitung 0.25%

Kepulauan Riau 0.51%

Lampung 2.54%

Maluku 1.02%

Nusa Tenggara Barat 2.29%

Nusa Tenggara Timur 1.27%

Papua 1.02%

Riau 0.51%

Sulawesi Selatan 9.41%

Sulawesi Tengah 0.25%

Sulawesi Tenggara 1.27%

Sulawesi Utara 1.53%

Sumatera Barat 1.27%

Sumatera Selatan 1.78%

Sumatera Utara 3.05%

Lain-lain 1.02%

72

Partner Districts Non Partner Districts

Garut, West Java Bandung, West Java Lumajang, East Java Pati, Central Java

Kota Bogor, West Java Semarang, Central Java Solok, West Sumatra* Tarakan, East Kalimantan

Karawang, West Java Sragen, East Java Lampung Tengah, South Sumatra Way Kanan, Lampung

Kudus, Central Java Jakarta Selatan, DKI* Situbondo, East Java Samosir, North Sumatra

Indramayu, West Java Jakarta, DKI* Pekanbaru, Riau* Kota Bandar Lampung, Lampung

Pasuruan, East Java Jakarta Timur, DKI* Jambi, Jambi* Ciamis, West Java

Sidrap, South Sulawesi Bogor, West Java Ciamis, West Java Maja, West Java

Dairi, North Sumatra Tangerang Selatan, Banten Kediri, East Java Rembang, Central Java

Grobogan, Central Java Magelang, Central Java Kendal, South Sulawesi Majalengka, West Java

Kota Tangerang, Banten Bondowoso, East Java Gresik, East Java Manggarai, NTT

Nganjuk, East Java Samarinda, East Kalimantan* Lubuk Linggau, North Sumatra Denpasar, Bali*

Binjai, North Sumatra Tulung Bawang, South Sumatra* Paser, East Kalimantan Bontang, East Kalimantan

Surabaya, East Java Metro, Lampung * Pekalongan, Central Java Gowa, South Sulawesi

Makassar, South Sulawesi Depok, West Java Bekasi, Jakarta Limapuluhkota, West Sumatra

Karangangyar, Central Java Malang, East Java Jombang, East Java Brebes, Central Java

Aceh Utara, Aceh Tapaktuan, South Aceh* Mesuji, Lampung Solo, Central Java

Blora, Central Java DKI Jakarta* Purbalingga, East Java Maros, South Sulawesi

Bojonegoro, East Java Salatiga, Central Java Probolinggo, East Java Singkawang, West Kalimantan

Pangkep, South Sulawesi Lombok Timur, Lombok* Cilacap, Central Java Kolaka Utara, Central Sulawesi

Cilegon, Banten Palembang, South Sumatra Lubuklinggau, North Sumatra Takalar – Sulawesi Selatan

Subang, West Java Lamogan, East Java Maumere, NTT Tabalong – Kalimantan Selatan

Sukabumi, West Java Banjarnegara, Central Java Tasikmalaya, West Java Ende – Nusa Tenggara Timu

Sidoarjo, East Java Banggai, South East Sulawesi* Purwokerto, Central Java Barru – Sulawesi Selata

Jakarta Utara, DKI* Dompu, NTB* Sungai Penuh – Jambi

Kendari, South East Sulawesi* Baolemo, Gorontalo* Ngada – Nusa Tenggara Timur

Sleman, DIY Kutai Timur, East Kalimantan Labuhan Batu – North Sumatra

Ende, NTT Flores* Balikpapan, East Kalimantan

23 districts 80 districts

73

ANNEX 24: REPORT ON GOOD PRACTICES INFORMATION NETWORK (GPIN)

WAHANA INFORMASI PRAKTIK YANG BAIK (WAPIK)

1. Overview of the WAPIK

Many educational initiatives to develop good practices have been successfully implemented and resource materials have been developed at school, cluster and district / city levels. WAPIK has been developed so that good practices like this can be identified, sustained, shared, adapted and mainstreamed throughout Indonesia.

WAPIK is an internet based interactive multimedia website which contains a collection of good practice in education, from kindergarten level to junior secondary school, at class, school, cluster and district levels. WAPIK is intended to maximize the use of resources, to help accelerate the process of education reform and improve the education system to make it more effective. In addition, WAPIK promotes networking among the initiators and users of good practices which ultimately aim to improve access to and the quality of education in Indonesia.

WAPIK can be accessed through www.dit-plp.go.id/bec/gpin or www.wapikweb.org

2. Objectives of the WAPIK

The purpose of the web site is to create a community of good practice in the education sector that can learn from, encourage and inspire each other through the sharing of practical experiences which are innovative, flexible, relevant, effective and workable and adapted to the local context.

3. Team Involved of the WAPIK

WAPIK is coordinated by the World Bank in collaboration with the Ministry of Education and Culture, Ministry of Religious Affairs, and involves several programs that are active in the field of education, such as MGPBE, BEC-TF, DBE and AusAID projects.

WAPIK is managed by a team of administrators who are supported a technical team and a group of moderators. DBE 3 provides assistance by sending consultants as moderators in charge of setting standards of quality of writing such a script editing, video editing, and verifying that practices meet the standards that have been identified, and responding to questions from users of the site.

4. Evaluation Reports of the WAPIK

a. Usage of the WAPIK

The good practices and innovations collected are categorized according to their content such as learning in the classroom, management and community participation for school level, and governance, management and quality assurance at the district level. Training modules for schools and local government levels as well as learning reference materials are also available. There is also a directory of schools and district offices ready to share their experiences with education stakeholders who wish to visit or just want to get further information.

Benefits that can be accessed through WAPIK include:

• Good practices information written by students, teachers, principals, education officers and other local government staff.

• Identifying good practices in accordance with agreed criteria

• Visiting schools / offices to learn a good practice

• Getting more information about a good practice through a moderator or directly from the author.

• Sharing experiences of innovations or good practices that have been implemented.

74

b. Challenge of the WAPIK

The WAPIK website contains writing or video of the good practical experiences of several education support programs active in educational development. After these programs are complete, the experience of the good practices will still be able to be accessed through the WAPIK so that sustainability can continue.

Looking ahead, WAPIK will be managed by the Ministry of Education and Culture and the content of the site will have been obtained directly from practitioners of education such as teachers, principals, students and education offices. It is not easy to encourage the recording of good practices that have been implementend by teachers, principals, and other education stakeholders. The WAPIK moderator has to help them record and document them in the form of photographs videos and written descriptions of good practices. As a result, it takes considerable time and effort to build WAPIK order to effectively support the dissemination of good practice. To date the largest contribution on the site is from the DBE 3 program, which has worked specifically on good practices documentation.

c. Development Strategy

Challenges faced include the need to:

• Conduct workshops under WAPIK to help and encourage education practitioners who are involved in educational development programs to write and share their experiences of good practices that they have implemented or experienced;

• Inform educational donors (UNICEF, AusAID, USAID, WVI, etc) and the programs they support and the relevant directorates at the Ministries of Education and Culture and Religious Affiars about the dissemination of good practices through WAPIK;

• Work with local education offices to encourage them to designate a member of staff who will integrate their work with the WAPIK program so as to encourage and facilitate education stakeholders in their area who wish to submit their written experiences of good practices.

75

ANNEX 25: DBE3 CRITERIA FOR PROJECT SUPPORTED DISSEMINATION

DBE3 provided a modest level of resources to support dissemination. This included technical assistance and materials for workshops and support for developing dissemination budgets and plans.

Local adopters covered all other costs.

This support for dissemination was provided based on whether certain criteria1 were met. These criteria aimed to ensure that the dissemination was as efficient and effective as possible in order to achieve maximum impact. The criteria were as follows:

• The Training must be based on the DBE3 innovations or programs

• If the dissemination involves the Teacher Training program, the order in which the modules are used in individual schools must be in accordance with DBE3 guidelines where all schools must receive training in either BTL1 or BTL2 before proceeding to use individual specialist modules such as LSE, Mathematics or ICT.

• The training modules must be implemented in full and as described in the modules; at least 75% of the module should be used

• Training must be implemented by qualified DBE3 trainers (DBE3 trained District Facilitators)

• Sufficient numbers of participants from a single institution must be involved in the training in order to make it likely that critical mass is attained and impact achieved.

The project estimated that this level of support would cover a maximum of 25% of the budget needed for a dissemination activity. The remaining 75% would be provided by the local adopter.

1 The criteria were agreed jointly with DBE1 and DBE2

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ANNEX 26: DBE3 PUBLICATIONS

Title Author

Date Completed

Languages

Training Modules and Materials

Better Teaching & Learning 1 Lorna Power 19/09/2007 English & Indonesian

Better Teaching & Learning 2 Various Contributors 09/04/2009 English & Indonesian



Integrating Life Skills into Classroom Practice Riddhi Bargon, Yanti K & Lorna Power 19/09/2007 English & Indonesian

ICT for Life Skills Education Iqbal Rakhmat, Eric Rusten & Margie Joyce 19/09/2007 English & Indonesian

Civics for Life, Learning & Work Center for Teaching & Learning Development 18/02/2008 English & Indonesian

Mathematics for Life, Learning & Work Mansyur Eppe & Kadir 18/02/2008 Indonesian

English for Life, Learning & Work Esti Utami & Yanti Kusumawardhani 18/02/2008 Indonesian

Integrating Life Skills into National Standards for Civics Center for Teaching & Learning Development 18/02/2008 English & Indonesian

Integrating Life Skills into National Standards: Mathematics Mansyur Eppe & Kadir 18/02/2008 Indonesian

Integrating Life Skills into National Standards: English Esti Utami & Yanti Kusumawardhani 18/02/2008 Indonesian

Teaching & Learning for Life Skills Education: Civics Center for Teaching & Learning Development 28/08/2008 English & Indonesian

Teaching & Learning for Life Skills Education: Mathematics Mansyur Eppe & Kadir 30/10/2008 Indonesian

Teaching & Learning for Life Skills Education: English Esti Utami & Yanti Kusumawardhani 30/10/2008 Indonesian

Assessing Life Skills Education: Civics Center for Teaching & Learning Development 28/08/2008 English & Indonesian

Assessing Life Skills Education: Mathematics Mansyur Eppe & Kadir 30/10/2008 Indonesian

Assessing Life Skills Education: English Esti Utami & Yanti Kusumawardhani 30/10/2008 Indonesian

Management of Non Formal Education Various Contributors 01/03/2008 Indonesian

Teaching & Learning in Non Formal Education Various Contributors 01/03/2008 Indonesian

Becoming an Effective Facilitator Heriyanto, Rifki Rosyad & Lorna Power 19/09/2007 English & Indonesian

Using Teacher Networks for Continuing Professional Development Lorna Power & Heriyanto 01/10/2007 English & Indonesian

Beyond the Workshop: Guideline for School Based Mentoring Activities Lorna Power & Riddhi Bargon 10/11/2008 English & Indonesian

Beyond the Workshop: Training for School Based Mentoring Activities Lorna Power & Riddhi Bargon 10/11/2008 English & Indonesian

78

Title

Author

Date Completed

Languages


Establishing Partnerships (Local PPA) Mira Renata 01/08/2008 Indonesian

Integrating ICT into Learning Across the Curriculum: Module Various Contributors 17/04/2010 Indonesian

Training for School Supervisors Various Contributors 01/02/2011 Indonesian

Training for School Principals Various Contributors 23/06/2011 Indonesian

Refresher Training for District Facilitators Various Contributors 23/06/2011 Indonesian

Teaching and Learning Resources and Toolkits

ICT for Life, Learning & Work Iqbal Rakhmat & Eric Rusten 12/01/2007 English & Indonesian

English for Life, Learning & Work Riddhi Bargon & Yanti Kusumawardhani 12/01/2007 English & Indonesian

Opportunities for Life, Learning & Work Lorna Power & 12/01/2007 English & Indonesian

Peer Mediation Lorna Power & Brenda Sinclair 12/01/2007 Indonesian

Student Governance Indonesian Center for Civic Education 12/01/2007 Indonesian

Life Skills Student Activity Book for Non Formal Education A. Hamid & Adrian Coen 01/10/2007 Indonesian

Teachers Learning Resource Booklet (Learning Resource Box) Paulus Diartoko, Bayu Rahman & Brenda Sinclair 01/10/2008 English & Indonesian

Student Work Book (Learning Resource Box) Paulus Diartoko, Bayu Rahman & Brenda Sinclair 01/10/2008 English & Indonesian

Earthquake Preparedness Pocket Guide (Siaga Gempa) Joned Suryatmoko & Paulus Diartoko 01/08/2008 English & Indonesian

Not One Less: Helping Youth to Finsh School: North Sumatra Various Contributors 01/12/2007 English & Indonesian

Not One Less: Helping Youth to Finsh School: South Sulawesi Various Contributors 01/12/2007 Indonesian

Not One Less: Helping Youth to Finish School: East Java Various Contributors 01/12/2007 Indonesian

Not One Less: Helping Youth to Finish School: West Java Various Contributors 01/12/2007 Indonesian

Not One Less: Helping Youth to Finish School: Central Java Various Contributors 01/12/2007 Indonesian

Integrating ICT into Learning Across the Curriculum: Toolkit Various Contributors 10/10/2009 Indonesian

How to Train Teachers to do Classroom Action Research: Experience DBE3 Supriyono Koes, Ujang Sukandi & Lorna Power 14/09/2011 Indonesian

ICT Systems Sustainability Toolkit Eric Rusten and DBE3 AED Staff 12/12/2010 English & Indonesian

79

Title

Author

Date Completed

Languages


Program Evaluations

Evaluation of the DBE3-Intel Getting Started Program: Phase 1 Lorna Power & Harry Kuswara 10/03/2010 English

Evaluation of the DBE3- Intel Getting Started Program Phase 2 Lorna Power & Iqbal Rakhmat 01/11/2010 English

School ICT Readiness Assessment for the Intel Getting Started Program Phase 2 Steven Rynecki and Fathur Rohim 10/09/2007 English

School ICT Readiness Assessment the Intel Getting Started Program Phase 2 Steven Rynecki and Fathur Rohim 10/12/2009 English

Review and Evaluation of the Non Cash Grants Program for Non Formal Education Theresa Wikaningtyas & Lorna Power 20/01/2011 English

Review and Evaluation of the DBE3 Public Private Alliances Lorna Power and Harry Kuswara 08/04/2010 English

Review and Evaluation of Project Dissemination Lorna Power & Wasmiyati 31/12/11 English

Good Practices

Inovasi Pendidikan Volume 1 Various Contributors Jan 2009 English and Indonesian

Inovasi Pendidikan Volume 2 Various Contributors Apr 2009 English and Indonesian

Inovasi Pendidikan Volume 3 Various Contributors Aug 2009 English and Indonesian

Inovasi Pendidikan Volume 4 Various Contributors Nov 2009 English and Indonesian

Inovasi Pendidikan Volume 5 Various Contributors Feb 2010 English and Indonesian

Inovasi Pendidikan Volume 6 Various Contributors May 2010 English and Indonesian

Inovasi Pendidikan Volume 7 Various Contributors Aug 2010 English and Indonesian

Inovasi Pendidikan Volume 8 Various Contributors Nov 2010 English and Indonesian

Inovasi Pendidikan Volume 9 Various Contributors Feb 2011 English and Indonesian

Inovasi Pendidikan Volume 10 Various Contributors May 2011 English and Indonesian

Inovasi Pendidikan Volume 11 Various Contributors Sept 2011 English and Indonesian

Classroom Action Research Journal Various Contributors 15/02/2011 English and Indonesian

How to Train Teachers to do Classroom Action Research: Experience from DBE3 Supriyono Koes & Lorna Power 14/09/2011 Indonesian

Good Practices in Teaching and Learning; Social Science Various Contributors 21/08/2011 Indonesian

Good Practices in Teaching and Learning; Natural Science Various Contributors 21/08/2011 Indonesian

Good Practices in Teaching and Learning; English Various Contributors 21/08/2011 Indonesian

80

Title

Author

Date Completed

Languages


Good Practices in Teaching and Learning; Indonesian Various Contributors 21/08/2011 Indonesian

Good Practices in Teaching and Learning; Mathematics Various Contributors 21/08/2011 Indonesian

Supporting Change in the Classroom Various Contributors 21/08/2011 Indonesian

Research and Policy Documents

Analysis of the Current Situation of Formal Education Lorna Power 15/12/2005 English

Analysis of the Current Situation of Non Formal Education Sri Kana & Dan Hunt 30/01/2007 English

Analysis of the situation of Islamic Formal Junior Secondary Education in Indonesia Atiq Susilo & Dan Hunt 15/07/2007 English

Gender Related Issues: Current Situation in Junior Secondary Education in Project Areas Yustina Rostiawati 15/07/2007 English

Competency-Based Education and Training Delivery: Status and Recommendations Lorna Power & Joe Cohen 30/11/2005 English

Analysis of ICT use in Junior Secondary Schools and Non Formal Education Providers Eric Rusten & Barbra Fillip 30/01/2007 English

What is Being Done to Ensure all Young People can complete basic education Lorna Power & Yufiarti 30/01/2007 English & Indonesian

An Overview of Teacher Networks (MGMP) in Junior Secondary Education in Indonesia IDCJ & Lorna Power 05/05/2006 English & Indonesian

A Monitoring and Evaluation Framework and Guidance notes for Equivalency Education Stephen Baines 15/07/2007 English

Current Practices of the Testing and Certification System in Equivalency Education Lucille Gregorio 30/07/2007 English

The Multiple Entry Transfer Implementation Guide for Equivalency Education Various Contributors 01/11/2007 English

Why some youth do not stay in schools: Youth Consultations in North Sumatra Agus Marwan, Paulus Diartoko & Lorna Power 01/01/2007 English & Indonesian

Why some youth do not stay in schools: Youth Consultations in West Java & Banten Rifki Rosyad & Paulus Diartoko 01/01/2007 English & Indonesian

Why some youth do not stay in schools: Youth Consultations in East Java Kuswanto & Paulus Diartoko 01/01/2007 English & Indonesian

Why some youth do not stay in schools: Youth Consultations in Central Java Wasmiyati & Paulis Diartoko 01/01/2007 English & Indonesian

Why some youth do not stay in schools: Youth Consultations in South Sulawesi Abdul Latif, Paulus Diartoko & Lorna Power 01/01/2007 English & Indonesian

A Review of the Implementation of Nine Years Universal Basic Education Stuart Weston 15/09/2008 English

Transition to and Participation in Junior Secondary Schools DBE3 Project 09/07/2009 English

An Exploratory Study of the Ujian Nasional Bob Canon and Rina Arlianti 12/05/2009 English

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ANNEX 27: MONITORING AND EVALUATION PLAN 2005 – 2008

# Performance Indicator Precise Definition Baseline 2006 2007 2008

Target Actual Target Actual Target Actual

INTERMEDIATE RESULT 1: More Supportive Environment to improve and sustain the quality of youth education programs

1.1 Knowledge and Skills built within the education system to expand quality youth education programs

1.2 Target Districts adopt measures that promote the sustainability of DBE3 Initiatives

1.3 Alliances/partnerships between communities, government and the private sector to increase resources for and the quality of youth life skills development

1.1 Number of public - private alliances initiated centrally to improve and sustain the quality of youth education programs

Number of public private alliances initiated centrally to improve and sustain quality youth education programs

0 0 0 2 2 1 1

1.2 MoNE/MoRA and/or other institution use DBE3 NFE materials in non-target districts and provinces

Number of non-target districts in target provinces or districts in non-target provinces that use DBE3-assisted life skills materials in NFE (such as training materials, toolkits, Paket B Student Activity Book, or materials/support related to Paket B multi-entry system or monitoring and evaluation

0 0 0 1 0 1 0

1.1.1 Number of non-target districts in target provinces that report using DBE3 formal junior secondary training modules and/or toolkits

Total number of non-target districts in target provinces that report training teachers using DBE3 formal education training modules and/or giving toolkits to schools

0 0 0 0 1 5 5

1.1.2 Number of DBE3-trained core trainers with knowledge and skills to replicate/disseminate DBE3-related training for life skills across the formal junior secondary curriculum

Number of DBE3 core junior secondary teacher trainers who successfully carry out at least one DBE3-assisted training workshop of district trainers on developing life-skills-integrated syllabi that meets predetermined set of success criteria (award of certificate, Cohort 1 CTs and Cohort 2 CTs only)

0 18 17 56 30 56 47

1.1.3 Number of DBE3-produced Paket B student activity books and CD-ROMs distributed by DEE throughout the country

Total number of Paket B activity books/CD-ROMs distributed to Paket B providers throughout the country

0 0 0 100 0 150 250

1.1.4 Number of national-level DEE and MoRA staff trained on innovations to strengthen assessment and certification of Paket B

Total number of national-level DEE and MoRA staff trained to a) apply DBE3 developed tools and techniques that support performance-based assessment and b) apply tools and techniques for certification of the life skills component of Paket B

0 0 0 5 0 0 0

82



1.1.5 Number of national-level DEE and MoRA staff trained on innovations to strengthen the monitoring and evaluation of Paket B

Total number of national level DEE and MoRA staff trained to a) apply DBE3 developed tools and techniques to strengthen the district-level monitoring and evaluation of Paket B life skills implementation at the NFE provider level.and b) apply tools and techniques to strengthen the monitoring and evaluation of district-level government support for Paket B life skills component

0 0 0 0 0 5 0

1.2.1 Number of target districts that undertake new activities to support quality youth education programs that build life skills

The total number of target districts that undertake new activities during the year to support quality youth education programs that build life skills (such as allocating budget or other resources to scale up DBE3 training, creating PPA to support youth education programs)

-0 0 0

5

12

7

15

1.2.2 Number of DBE3 District NFE Facilitators trained to train target NFE providers in management and life skills teaching and learning

Total number of District NFE Facilitators participating in a 3- or 4-day TOT on DBE3-developed management and life skills teaching and leaning

0 0 0 50 59 46 123

1.2.3 Number of DBE3 District NFE Facilitators that provide follow-up support to target NFE providers

Number of NFE District Facilitators who successfully provide at least 4 follow-up visits to NFE providers per year that meet a pre-determined set of success criteria

0 0

0 20

11

C1 = 35

C2= 42

C1= 56

C2=62

1.2.4 Number of non-targeted junior secondary schools in targeted districts that are implementing youth life skills toolkits (USAID Indicator 3.5)

Total number of non-target schools in target districts that report using activities from at least one of six DBE3 youth life skills toolkits

-0 0 0 5 0 10 773

1.2.5 Number of teachers in non-targeted schools in target districts trained to provide opportunities for youth to develop life skills (USAID Indicator 3.7)

Total number of teachers participating in DBE3 life skills training program minus the number of teachers participating in life skills training program from target schools = total number of teachers from non-target schools trained

0 0 0

1,783 1,626

C1 =879 C2 = 1173

Total = 2,052

C1=2,519

C2=5,814

Total = 8,333

83



1.3.1 Number of target schools and NFE providers that implement activities to help youth learn about work/career opportunities in their areas (Other EDU Indicators)

The combined total of target schools and target NFE providers that implement at least one activity (e.g., from toolkit) to help youth learn about future opportunities

0 C1 =15 Schools 5 NFEP

0 C1= 50 Schools 60 NFEP

C2 =15 Schools 10 NFEP

Total = 135

C1= 54 schools 70 NFEP

C2= 0 schools,0

NFEP

Total = 124

C1- 40 Schools 45 NFEP

C2 - 64 Schools 60 NFEP

Total = 209

C1- 57 Schools 67 NFEP

C2 -47 schools 43 NFEP

Total = 214

1.3.2 Number of target schools and NFE providers that conduct follow-up activity with the private sector as a result of DBE3 training

The total number of DBE3-trained schools and NFE providers that follow up alliance plans developed as a result of DBE3 training, for example by finalizing the PPA Plan, by making external contacts with the private sector

0 0 0 C1 = 10 Schools 10 NFEP ,

C2 = 5 Schools 5 NFEP

Total = 30

C1 - 32 schools 51 NFEP

C2 =0 schools 0 NFEP

Total = 83

C1=26 Schools 29 NFEP

C2= 9 Schools 8 NFEP

Total= 72

C1=53 Schools 49 NFEP

C2= 25 schools 38 NFEP

Total= 165

1.3.3 Value of cash and in-kind contributions from profit and nonprofit organizations and individuals to support youth education programs (USAID Indicator 3.2)

The total dollar amount of contributions, including monetized in-kind contributions that are mobilized through central, regional, and local PPA activities to support youth education programs in DBE3 target schools and NFE providers. Youth education programs include all activities at all targeted nonformal education providers and support generated for life skills-oriented activities at targeted junior secondary schools. 2006-2010 $1,250,000

0 $0 $0 $226,000 $348,656 $512,000 $204,625

INTERMEDIATE RESULT 2: Junior Secondary School Students are better prepared for lifelong learning, entrance into the work force and participation in Community Development

2.1. Strengthened ability of Junior Secondary Schools to provide opportunities for youth to develop life skills through the curriculum

2.2. Expanded Opportunities for students to apply life skills through non curricular activities

2.3. More Youth make the transition into and remain in Junior Secondary School

2.1 Number of students enrolled in target junior secondary schools who access DBE3-assisted life skills education (Other EDU Indicators)

Number of students enrolled in DBE3 target schools

0 C1= 59,430

C1 = 59,430

C1 = 59,430

C2= 43,756

Total 103,186

C1= 62,128

C2= 53,756

Total = 115,884

C1 = 59,430

C2= 43,756 Total = 103,186

C1 = 60,142

C2= 47,088

Total = 107,230

84



2.2 Percentage of junior secondary school students in target schools who have satisfactorily developed a predetermined set of life skill competencies

Percentage of a sample of junior secondary school students in target schools who satisfactorily pass (23 out of 36) the life skills performance assessment. The percentage is to be calculated as the number of students passing the test divided by total number of students assessed.

0 0% 0% 0% 0% 50% 93.3%

2.3 Decrease in junior secondary school dropout rates in targeted schools. (USAID Indicator 3.1)

The percentage of target schools in which dropout decreases from initial data collection (beginning of Y1) through end of Y2.

Baseline is rate collected at beginning of Y1 (for prior year)

0% 0% 0% 0% 50% 71%

2.1.1 Percentage of teachers in target schools who employ activity-based learning approaches to build life skills through the curriculum

Percentage of sampled teachers in target schools scoring 65% on DBE3 teacher observation form

0 0% 0% 80% 96% 85% 85.8%

2.1.2 Number of target teacher networks that develop life skills materials for youth (USAID Indicator 3.6)

The number of target MGMP that produce life-skills-integrated syllabi, lesson plans and/or related materials

0 0 0 0 0 31 86

2.1.3 Number of teachers in target schools participating in DBE3-supported training

Number of teachers in target schools who have attended DBE3 training activities

0 0 0 2,496 3,047 2,208 7,175

2.1.4 Increase in the percentage of youth in target schools who report being satisfied with their classroom experience (Other Common Agency Indicators)

Increase in the proportion of sampled students who are satisfied with a lesson

Collect cohort

baseline early in each cohort

0 0 0 0 60% 25%

2.2.1 Number of target schools that use DBE3-related toolkit activities in non-core-curricular activities

Total number of target schools which use at least 3 different activities from any of the six non-curricular toolkits in any non-core-curricular activity (local content curriculum, personal development or extracurricular activities)

0 0 0

C1= 62

C2= 27

Total =89

C1=9

C= 0

Total =9

C1= 62

C2= 55

Total =117

C1= 32

C2= 30

Total = 62

85



2.2.2 Percentage of youth in target schools that reports satisfaction with activities based on the non-curricular toolkits

Percentage of youth in target schools reporting satisfaction with activities based on non-curricular toolkits. Satisfaction is defined as finding the activities "enjoyable and relevant". Percentage is calculated as number of youth who find the activities enjoyable and relevant over the total number of youth surveyed

0 0 0 0 0 75% 63%

2.3.1 Number of target junior secondary schools using DBE3-assisted approaches to support youth to stay in school

Number of target junior secondary schools who use resources in the Not One Less dropout prevention toolkit to help young people stay in school

0 0 0 0 0 83 30

INTERMEDIATE RESULT 3: Out of School Youth are Better Prepared for lifelong learning, entrance into the workforce and participation in community development

3.1. Improved Institutional Capacity of non formal education providers to deliver youth centered programs that improve life skills

3.2. Improved Quality of learning and teaching of life skills for youth in non formal education

3.1 Number of target NFE providers using DBE3 materials to support youth to develop life skills

The number of target NFE providers that use any of the DBE3-related materials (such as Paket B student activity book, management toolkit and instructional toolkit) to support youth to develop life skills during the year

0 0 0

C1 =74

C1 =48

C1=114

C2 = 55

Total = 169

C1=26

C2 = 32

Total = 58

3.2 Number of target NFE providers which actively involve youth in assessing life skill training needs, opportunities and program design.

Number of target NFE providers that conduct at least 2 meetings with 50% of all youth learners ages 12-18 to identify needs and opportunities as well as to evaluate program.

0 0 0

C1= 28 C1=78

C1 = 68

C2= 55

Total= 123

C1 = 65

C2= 39

Total= 104

3.3 Number of out-of-school youth who access DBE3-assisted life skills training

The number of out-of-school youth age 12-18 enrolled in target NFE providers.

0 C1 = 0 C1= 0

C1= 5,358 C1= 6,170

C1= 5,358

C2= 3,995

Total = 9,353

C1= 5,756

C2= 4,846

Total =10.602

3.4 Number of out-of-school youth who enroll in DBE3-assisted Paket B programs (Other Common Agency Indicators)

The number of out-of-school youth age 12-18 enrolled in Paket B courses in target NFE providers

0 0

0

C1= 3,420 C1=4,542

C1 =3,420

C2= 2,250

Total = 5,670

C1 =3,942

C2= 3,587 Total = 7,529

86



3.1.1 Number of target NFE providers that produce center and/or organizational development plans as a result of DBE3 training

Number of target NFE providers that develop center and/or organizational development plans as a follow-up to DBE3 training.

0 0 0

C1=57 C1 - 65

C1=79

C2=42

Total= 121

C1=48

C2=28

Total = 76

3.1.2 Number of target NFE provider managers who use DBE3 NFE management toolkits

Number of target NFE provider managers who use DBE3-produced management toolkits

0 0 0

C1 = 100

C1= 18

C1= 102

C2=-76

Total = 178

C1= 13

C2=-11 Total = 24

3.1.3 Number of target NFE providers that use DBE3 small sub-grants/resources

Number of target NFE providers that prepare proposals and use DBE3 small sub-grants to support expanded services for youth such as new youth life skills activities.

0 0 0

C1= 0 C1 = 0

C1=102 C2 = 42

Total = 144

C1=96 C2 = 0

Total = 96

3.2.1 Number of target NFE providers that use DBE3-produced Paket B student activity book

Number of target NFE providers implementing Paket B in which at least one Paket B tutor uses DBE3-produced activity books at least twice a month.

0 0 0

C1 =40 C1=107

C1=1

C2= 72

Total = 73

C1=4

C2= 14

Total = 18

3.2.2 Number of non formal education learners using USAID-produced junior secondary equivalency education materials (USAID Indicator 3.8)

Total number of learners in Paket B classes in target NFE providers whose tutors use DBE3-produced student activity books.

0 0 0

C1= 2,736

C1 = 1,581

C1= 2,736

C2 =1,800

Total = 4,536

C1= 157

C2 =502

Total 659

3.2.3 Number of target NFE provider tutors trained (Other Common Agency Indicators)

Number of target NFE provider tutors trained on improved Paket B instruction, better teaching and learning and/or in other DBE3 provided trainings

0 208 208 C1=342 C1 =293 C2 - 255 C2=172

87

ANNEX 28: MONITORING AND EVALUATION PLAN 2009 – 2011

Area of Intervention Indicator Detailed Indicator Collection Method

Frequency Target 2009 Actual 2009 Target 2010 Actual 2010 Target 2011 Actual 2011

INTERMEDIATE RESULT 1: Quality of Junior Secondary Education providers in target districts increased.

1.1: Performance of key personnel in target junior secondary education providers improved.

1.2 Capacity of target districts to support quality improvement of teaching and learning in junior secondary education providers strengthened

1.1 ACTIVITY INDICATORS

1.1.A1 Selection and Training of Training Team

Teams of Trainers for core curriculum subjects selected and trained

# of trainers for core curriculum trained Project Records Ongoing 375 trainers selected ad trained

363 trainers selected and trained



668 trainers trained

577 trainers trained

1.1.A2 School Training in teaching and learning

Teachers and principals in partner schools and other associated educators trained

# of teachers, principals and other education management staff trained in improved teaching and learning

Project Records Ongoing 3750 persons trained

3855 persons trained




5,550 persons trained

1.1.A3 Training in instructional leadership

Principals/other senior management staff in partner schools and supervisors trained in instructional leadership

# of principals/other senior management staff in partner schools and supervisors trained in instructional leadership

Project Records Ongoing 350 school principals and supervisors trained

358 school principals and supervisors trained

430 principals /other senior management staff and supervisors trained



1,056 principals /other senior management staff and supervisors trained

1.1 RESULTS INDICATORS

1.1.R1 School Principal leadership School Principals in partner schools provide professional and instructional leadership to teachers

% of schools where school principals and/or other senior management staff in partner schools provide professional and instructional leadership to teachers in all the following criteria:

• Hold meetings with teachers to discuss curricular matters at least once per month

• Make regular monitoring visits to class to observe teaching and learning

• Are implementing school level professional development activities

Visit to schools by project and district staff using questionnaire

Annually Principals provided leadership in 10% of schools

12% of principals provided leadership

Principals provided leadership in 40% of schools

Principals provided leadership in 62.8% of schools

Principals provided leadership in 70% of schools

Ext. Dist:

72.8% of principals2

Core Dist: 69.3% of principals provided leadership

2 The targets in the table refer to the extension districts and should, therefore, be measured against the results from those districts. However, the results from the core districts are also included for comparison

88



*1.1.R2 Teacher Behaviour Teachers demonstrate improved teaching behaviours in class

% of teachers observed demonstrating improved teaching behaviours in class in three of the following criteria:

• Teachers use group/pairs work in class

• Teachers ask non-recall questions and allow students time to answer.

• Teachers use varied learning approaches (other than lecturing and text book) including giving open ended tasks, using the environment and using learning aids

• Teacher monitor and assist students individually in completing their tasks (formative assessment) during the observed lesson

Classroom observation by project staff and district facilitators

Annually 30% of teachers show improved teaching behaviours

50.5% of teachers show improved teaching behaviour

60% of teachers show improved teaching behaviours

90.9% of teachers show improved teaching behaviour

90% of teachers show improved teaching behaviours

Ext. Dist.:

91.0% of teachers

Core Dist.:

88.5% of teachers show improved teaching behaviours

*1.1.R3 Classroom environment The classroom environment is improved to support student learning

% of classroom with an improved classroom learning environment which makes it more interesting for students to learn by fulfilling 2 of the following criteria:

• The classroom is organised to encourage student interaction

• Students’ work is displayed inside and/or outside the classroom

• Appropriate teaching aids are used during the lesson


Annually 30% of classrooms show improved teaching environment

35.5% of classrooms show improved teaching environment

60% of classrooms show improved teaching environment

91.1% of classrooms show improved teaching environment

90% of classrooms show improved teaching environment

Ext. Dist.: 89.2% of classrooms

Core Dist.: 91.3% of show improved teaching environment

1.1.R4 School Libraries School library are organised and used to support student learning in class

% of schools where libraries are organized and used to support student learning during lessons

Interviews with school staff and classroom observation

Annually 40% of school libraries are well organized and books used to support learning during lessons

61.8% of school libraries are well organized and books used to support learning during lessons

70% of school libraries are well organized and books used to support learning during lessons

84.7% of school libraries are well organized and books used to support learning during lessons

80% of school libraries are well organized and books used to support learning during lessons

Ext. Dist: 82.1% of libraries

Core Dist: 80.6# of libraries are well organized and used

89



*1.1.R5 Student behaviour Students demonstrate new learning behaviours in class

% of classes where students demonstrate at least three of the following learning behaviours in class:

• Students demonstrate life skills in the areas of personal, social and academic development (according to MONE guidelines) including:

o working in a group

o problem solving

• students’ work is the result of their own thinking (i.e. written in their own words)

• students use local learning resources are used (local environment for outside activities or local resources such as people and materials)

• students express their feelings, experiences and opinions during lessons

• students participate actively in experiments and/or discussion


Annually Students in 30% of classes demonstrate improved learning behaviours

Students in 47.5% of classes demonstrate improved learning behaviours

Students in 60% of classes demonstrate improved learning behaviours

Students in 94.2% of classes demonstrate improved learning behaviours

Students in 90% of classes demonstrate improved learning behaviours

Ext. Dist: Students in 90.4% of classrooms

Core Dist: Students in 88.2% of classrooms demonstrate improved learning behaviours

**1.1.R6a Student performance Student performance improves in the GOI tests

% average improved performance as measured by results of GOI tests in the five core subjects: B. Indonesia, Mathematics, English, Science and Social Studies

School records Annually after score become available

Average scores on the five tested subjects increase by at least 3%

Average scores on the five tested subjects increased by 4.96%


Average scores on the five tested subjects increased by 1.3%


Data for 2011 will be included if available before project closure

**1.1.R6 Student performance Students show improved mastery of selected life skills

% of students in partner schools who have satisfactorily developed a predetermined set of life skills competencies3

Classroom observation by project staff

Annually 60% of students demonstrate predetermined life skills

95% of students demonstrate predetermined life skills

80% of students demonstrate predetermined life skills

98.6% of students demonstrate predetermined life skills

Indicator to be dis-continued

Indicator was discontinued

*1.1.R6 Student performance Student performance improves in several core subject areas on tests designed to measure improvement in life skills

% average improved student performance by subject as measured by specially designed tests in B. Indonesia, English and Mathematics

Student testing by project and district staff

Annually administration of test (pre- and post-test)

Initial data collection (pre-test)

Pre-test conducted, data analysed and reported

5% average improvement of test scores on all three tests (post-test)

B. Indonesia rose by +13.2%

Math + 30.3%

English +28.1%

3% average improvement of test scores on all three tests (post-test)

B. Indonesia rose by +4.8%

Math + 13.7%

English fell -5.8%


3 This indicator was discontinued as schools in the core districts will be monitored in 2011 using the same indicators as the extension district schools.

90



1.2.A1 District planning Workshops are held with district education managers to support program implementation and replication

# of district education managers and other officials4 taking part in national planning and coordination workshops to support program implementation and replication

Project Records Ongoing 75 managers take part in workshops

75 district education managers have taken part in workshops

At least 75 managers take part in workshops (average 3 per district)


At least 220 managers/ officials take part in workshops (average 5 per district)



*1.2.R1 District Government Districts are involved in the planning, implementation, monitoring of DBE 3 activities

% of extension and core districts5 involved in planning, implementation, monitoring of DBE 3 activities according the the following criteria:

• Dinas Pendidikan and MORA have attended meetings to plan DBE 3 activities

• Dinas Pendidikan and MORA have been involved in managing and implementing DBE 3 activities

• Dinas Pendidikan and MORA acted as members of the teams (with DBE 3 staff) to monitor the impact of DBE 3

Project records Ongoing 100% (25 extension districts)

100% (This indicator has been fulfilled in all 25 extension districts)

100% (25 extension districts)

100% (25 extension districts)

100% (44 extension and core districts)

100% (44 extension and coire districts)

1.2.R2 Replication / dissemination of innovations

The DBE 3 program is disseminated/ replicated in target and non-target districts

# of schools where DBE 3 activities have been disseminated/replicated as defined by the following criteria:

• Minimum of one complete project training unit is disseminated in its intended timeframe

• It is disseminated to schools in target or non-target sub- districts or in non-target districts

• Training is implemented by DBE3 trained personnel or DBE3 staff

• Participant costs are covered by non-DBE 3 sources of funding

• Involves at least 10 teachers from a single school

By district coordinators

Ongoing Dissemination has occurred in at least 1000 schools

Dissemination has occurred in at least 1436 schools in 44 target districts and 8 non-target districts

Dissemination has occurred in at least 2000 schools in 44 target and 12 non-target districts

Dissemination has occurred in 3169 schools in 33 target districts and 16 non-target districts

Dissemin-ation has occurred in at least 2000 schools in 44 target and 12 non-target districts

Dissemin-ation has occurred in 1,583 schools in 35 partner districts and 1 non partner district

1.2. R2 Replication / Dissemination of innovations

Both DBE1 and DBE3 Programs are replicated in the same schools

# of schools replicating both DBE1 and DBE3 program according to agreed criteria for each project (see above for DBE3 criteria) 6

By District coordinators

Ongoing 50 schools 3 schools 250 schools 0 schools This indicator will be dis-continued

Indiicator was discontinued

4 From October 2010 DBE3 included other officials such as DPRD, Province in this indicator

5 As the Whole School Program has now been expanded to the core districts, from October 2010 DBE3 will include these districts

6 This indicator was removed from the final M&E plan as DBE1 were unable to offer the support required to carry out dissemination with DBE3

91



1.2. R2 Replication / Dissemination of innovations

Non US Government expenditure used to support /Disseminate DBE3 Programs

Total amount of Government of Indonesian funds (in US$) used to support/disseminate DBE3 programs GOI funds defined as money from Government sources including

• District Budgets (APBD)

• Ministry of Education (District DINAS/BOS)

• Ministry of Religious Affairs)7

By District coordinators

Ongoing and recorded quarterly

120,000 US$ 161,111 US$ 170,000 US$ 155,325 US$8 200,000 US$ 116,049

US$

INTERMEDIATE RESULT 2: Support to the National GOI In-Service Teacher Training System Provided

2.1: Increased quality and relevance of in service teacher training programs at national, provincial and district level

2.2: Access to quality in service teacher training programs increased


2.1.A1 Training in Professional Development

District facilitators, supervisors and principals are trained to organise and run professional development programs through the MGMP

# of district facilitators, supervisors and principals trained to organise and run professional development programs through the MGMP

Project Records Ongoing 675 district facilitators, supervisors and prince-pals trained

721 persons trained

900 district facilitators, supervisors and principals trained

1159 district facilitators, supervisors and prince-pals trained

900 district facilitators, supervisors and principals trained

1,349 district facilitators, supervisors and prince-pals trained

2.1.A2 Support for MGMP activities Support is given to MGMP activities

% of subject MGMP in extension and core districts 9 assisted through activities such as facilitation by district facilitators, provision of resource persons or training materials

Project Records Ongoing 30% of MGMP assisted

100% of MGMP assisted





2.1.A3: Introducing DBE 3 innovations to teacher training institutions

Teacher training universities and LPMP in each province and P4TK staff take part in DBE 3 training activities

# of staff taking part in training activities Project Records Ongoing 75 persons taking part

69 persons taking part

75 persons trained (ave.15 per province)

81 persons taking part

75 persons trained (ave.15 per province)

148 staff members from 8 partner Universities and 6 LPMP trained

2.1.A4 Supporting the wider adoption of DBE 3 materials

Workshops and other activities held to support adoption and adaptation of DBE 3 materials for distance, e-learning and direct learning

# of activities held, number of institutions taking part and number of participants

Project Records Ongoing 1 series of workshops

1 series of workshops held

1 series of workshops held

4 workshops held

1 workshops held

4 workshops; 27 Insti-tutions and 147 partici-pants


7 This indicator replaced the indicator above in 2010

8 January to September 2010

9 As the whole School Training program has been expanded to the core districts, this indicator will include MGMP in these districts also

92



2.1.R1 Professional Development System (MGMP)

The MGMP meeting is effective in meeting the professional development needs of teachers

% of schools where subject MGMPs which are effective in meeting the professional development needs of teachers fulfilling the following three criteria:

• MGMP meetings held at least once per month

• At least 50% of teachers in the core subjects regularly attend MGMP meeting.

• Evidence that activities developed/discussed at MGMP have been applied in at least one of the classrooms in each school monitored

Interviews at school level with subject teachers using questionnaire and lesson observation.

Random monitoring of MGMP meetings (planned for FY 2011)

Annually 15% of schools fulfil all criteria

15.9% of schools fulfil all criteria

30% of schools fulfil all criteria

28.7% of schools fulfil all criteria

40% of schools fulfil all criteria

Ext. Dist: 39.6% of schools

Core Dist: 25% of schools fulfil all criteria

2.2.R1 Wider adoption and use of DBE3 materials

Wider use of DBE3 materials and methods

DBE 3 training materials are used by other institutions and programs

# of teacher training institutions and LPMP using DBE 3 materials10

Questionnaire administered by Provincial Offices

Ongoing 5 institutions (approx. 50%)

data not collected

7 institutions (approx. 70%)

13 institutions 13 insti-tutions (100%)

13 institutions

INTERMEDIATE RESULT 3: GOI better positioned to respond to the needs of Junior Secondary Education sector

3.1: Knowledge and Information collected and shared

3.2 Advocacy and Policy Dialogue Conducted

3.1 & 3.2 ACTIVITY INDICATORS

3.1/2.A1 Sharing and Advocacy Workshops

District and Provincial workshops are held to disseminate good practices in JSE from DBE 3 schools and districts

# of District, Provincial and National workshops held

Project Records Ongoing One workshop held in each province

One workshop held in each province

Workshops held in all districts and provinces and at national level

Workshops held in 25 districts and 5 provinces and at national level

Workshops held in all districts (44) and provinces (6) and at national level (1)

A total of 51 workshops were held (44 at distri level,6 at Provincial and 1 at nationa level

3.1/2.A2 Newsletters for Good Practices

Provincial and national newsletters produced and distributed to stakeholders

# and frequency of newsletters distributed Project Records Ongoing Newsletters distributed at least once in all provinces and three times nationally

Between 1 and 4 editions per province Jan-Sept, 3 editions nationally

Newsletters produced 4 x year nationally and in each province

Newsletters produced 4 x nationally &

6 – 11 x per province

Newsletters produced 3 x nationally and in each province

4 national and 19 provincial newsletters produced

3.1/2.A3 Website of Good Practices Good practices in JSE are recorded on a website linked to both GOI and DBE websites

Website is set up and regularly updated Project Records Ongoing Website set up and updated regularly

Website set up and updated regularly

Website updated regularly and fully linked to GOI and DBE website

Achieved Website updated regularly and fully linked to GOI and DBE website

Achieved


10 This includes the number of universities and LPMPs using DBE 3 materials in their training activities as well as other organisations and donors.

93



3.1/2.R1 Increased government access to information about good practices in JSE

GOI at central, provincial and district levels has access to information about good practices in JSE

GOI at central, provincial and district levels has access to information about good practices in JSE through:

• Receiving quarterly newsletters at province and national level

• Taking part in half yearly district, provincial and national showcase events

• A regularly updated website recording good practices in JSE

Project Records Ongoing GOI staff at central, provincial and district levels receive newsletters and take part in showcase events

Achieved GOI staff at central, provincial and district levels receive newsletters and take part in showcase events

Achieved GOI staff at central, provincial and district levels receive newsletters and take part in showcase events

Achieved

95

ANNEX 29: DBE3 ORGANIZATIONAL STRUCTURE AND STAFFING

Chief of Party

Sr. Operation

Manager Deputy Chief of Party

Receptionist

Admin

Officer

Admin & Logistic

Assistant

Accountant

Finance

Assistant

Office

Support

Driver

M&E Specialist Teacher Training

Adviser

Program

Assistant

Senior School

Development Advisor

Communication

Specialist

PPA & Program Support

Officer

DBE3 Jakarta Organizational Structure

96

Provincial

Coordinator

Advocacy & Communication

Officer

Sr. Education

Officer

Program

Assistant (2)

District

Coordinator (5)

Admin Finance

Officer

Admin Assistant

Driver

Finance Assistant

DBE3 Provincial Offices Organizational Structure

97

DBE3 Staffing in Central Jakarta Office

Position Name of Staff Date of

Hire Date of

Departure

Jakarta Project Office

Chief of Party Lisa Laumann 17/5/05 10/2/08

Chief of Party Donald Graybill 5/2/08 31/8/08

Chief of Party Stuart Weston* 11/1/2008 31/12/11

Deputy Chief of Party Chris Batchelor 22/8/05 31/12/05

Deputy Chief of Party Dan Hunt 19/04/06 20/8/07

Deputy Chief of Party Joanne Hashim 12/11/07 31/9/08

Deputy Chief of Party Lorna Power* 11/1/08 31/12/11

Formal Education Adviser Lorna Power 19/10/05 11/1/08

Youth Development Specialist Paulus Diartoko 12/9/06 31/12/08

Islamic Education Specialist Atiq Susilo 9/1/06 9/1/07

Non Formal Education Specialist Sri Kana 01/02/06 10/9/7

Non Formal Education Specialist Arief Hermawan 28/01/08 27/6/08

PPA and Communication Specialist Mira Renata Tanujaya 02/01/06 16/06/08

Public Private Alliance Officer Harry Kuswara 15/8/07 4/6/10

Communication Specialist Tony Achri Hutabarat* 13/10/08 31/12/11

ICT in Education Specialist Iqbal Rakhmat 1/12/07 1/12/08

Teacher Training Specialist Ujang Sukandi* 1/5/9 31/12/11

Whole School Development Specialist Abdur Rahman As’ari* 1/5/9 31/10/11

Driver Asril Latif Dermawan* 25/7/05 31/12/11

Receptionist Ilham Lahiya 05/10/05 19/8/08

Operations Manager Debby Ferdiany 10/10/05 31/7/11

Senior Operations Manager Zenal Arifin* 1/8/11 31/12/11

Executive Assistant Ira Yuliastuti 17/10/05 18/8/10

Program Assistant Harry Kuswara 3/9/06 15/8/07

Program Assistant Bayu Rahman 3/9/06 15/7/8

Program Assistant Theresa Wikaningtyas 24/7/09 29/7/11

Senior Program Officer Wasmiyati* 1/8/11 31/12/11

Monitoring & Evaluation Specialist Endang Maliki 7/9/05 31/10/08

Monitoring & Evaluation Specialist Eko Ganiarto 3/1/08 30/11/09

Monitoring & Evaluation Specialist* Wahyu Daryono* 1/12/09 31/12/11

Accountant Octavianus Saputra 28/01/07 5/10/08

Accountant M. Rizky Suud 11/9/09 31/07/11

Accountant Senior Officer M. Rizky Suud* 1/8/11 31/12/11

Administrative and Logistic Assistant Mustika Ariyani 27/06/08 20/9/09

Administrative and Logistic Assistant Dewi Rosanna Siagian* 21/9/09 31/12/11

Administrative and Logistic Assistant Ilham Lahiya* 19/08/08 31/12/11

Finance Assistant M. Rizky Suud 6/10/08 11/9/09

98

Position Name of Staff Date of

Hire Date of

Departure

Finance Assistant Edi Chandra 1/5/07 09/8/08

Finance Assistant Christopher Wijaya 15/9/09 31/3/10

Finance Assistant Wiyono Adi Nugroho* 14/04/10 31/12/11

Administrative Assistant Yuliana Soetandang 5/10/05 5/2/07

Administrative Assistant Dian Anggraeni 20/03/07 13/12/08

Grant Compliance Coordinator Budi Widyantara 7/11/05 28/12/06

Program Admin Assistant Prawita Tasya Karissa* 1/8/11 31/12/11

Program Admin Assistant Elly Yusnawati* 1/8/11 31/12/11

* Denotes staff working in the Jakarta Office at the end of the project

99

List of Key Consultants

Name Scope of Work

Paul Parker Monitoring and Evaluation

Iqbal Rakhmat ICT in Education

Wendy Gaylord English

Siti Wachidah English

Sri Sumarni English

Kadir Mathematics

Mansyur Eppe Mathematics

Esti Dwi P Oetami English

Yanti Kusumawardhani English & Life Skills

Richard Mullaney Life Skills & Mathematics

Riddhi Bargon English

A. Hamid Non Formal Education

Adrian Coen Non Formal Education

Fathur Rohim ICT

Yustina Rostiawati Gender

Stephen Baines Non Formal Education

Lucille Gregorio Non Formal Education

Yusufhadi Miarso ICT

Bernard Doran Monitoring and Evaluation

Kissumi Dwiyana Ningsih Technical Consultant

Catherina Murni Wahyanti Technical Consultant

Muhammad Najid Technical Consultant

Ferdy Rondonuwu Technical Consultant

Supriyono Koes Technical Consultant

Arifin Rahman Technical Consultant

Furaidah Technical Consultant

Anwar Kholil Technical Consultant

Wahyu Daryono Monitoring and Evaluation Consultant

Roy Amien Faowzie, S.Kom Monitoring and Evaluation Consultant

Robert Cannon DBE3 Studies Consultant

Rina Arlianti Setiabasa DBE3 Studies Consultant

Yanti Kusumawardhani English Consultant

Iriawan Cahyadi Graphic Designer

Phillip Murray Rekdale Website Design Consultant

101

ANNEX 30: LIST OF DBE3 REPORTS

Title of Project Report Author Date Completed

Exxon Mobil Indonesia Annual Report 2008 Lorna Power and Harry Kuswara Dec-08

Exxon Mobil Indonesia Annual Report 2009 Lorna Power and Harry Kuswara 30/5/2009

Exxon Mobil Indonesia Annual Report 2010 Lorna Power and Harry Kuswara Apr-10

Exxon Mobil Indonesia Final Report 2007 - 2010 Lorna Power and Harry Kuswara Apr-10

Exxon Mobil Indonesia Year 1 Monitoring Report Lorna Power and Harry Kuswara May-08

Exxon Mobil Indonesia Year 2 Monitoring Report Lorna Power and Harry Kuswara May-09

Conoco Phillips Final Report Lorna Power and Harry Kuswara Dec 2008

Quarter 1 Report Various Contributors Sept 2005

Quarter 2 Report Various Contributors Dec 2005

Quarter 3 Report Various Contributors March 2006

Quarter 4 Report Various Contributors June 2006












Quarter 16 Report COP & DCOP June 2009

Quarter 17 Report COP & DCOP Sept 2009

Quarter 18 Report COP & DCOP Dec 2009

102

Title of Project Report Author Date Completed

Quarter 19 Report COP & DCOP March 2010



Quarter 22 Report COP & DCOP Dec 2010

Quarter 23 Report COP & DCOP March 2011



Year 1 Annual Report 2005/6 Various Contributors Oct 2006

Year 2 Annual Report 2006/7 Various Contributors Oct 2007

Year 3 Annual Report 2007/8 DCOP Mar 2008

Year 4 Annual Report 2008/9 COP & DCOP Oct 2009

Year 5 Annual Report 2009/10 COP & DCOP Oct 2010

Year 6 Annual Report 2010/11 COP & DCOP Nov 2011

Final Project Report COP & DCOP Nov 2011

Monitoring Report 2006 Various Contributors Oct 2006

Monitoring Report 2007 Various Contributors Oct 2007

Monitoring Report 2008 COP & DCOP Mar 2008

Assessing the Impact of the DBE3 Program on Student Performance (Baseline) COP & DCOP March 2009

Assessing the Impact of the DBE3 Program on Student Performance COP & DCOP March 2010

Assessing the Impact of the DBE3 Program on Student Performance COP & DCOP March 2011

Monitoring Report 2009 COP & DCOP April 2009

Supplementary Monitoring Report 2009 (Monitoring of additional school sample) COP & DCOP June 2009

Monitoring Report on the Comparison Schools COP & DCOP March 2010

Monitoring Report 2010 COP & DCOP June 2010

Monitoring Report 2011 COP & DCOP June 2011

103

ANNEX 31: BOOKS DISTRIBUTED BY DBE3 THROUGH THE BOOKS FOR ASIA PROGRAM

Title of Book Central Java East Java

North Sumatra

West Java

South Sulawesi

Total

Advanture In Time And Place Advanture Book: Animals Of 25 25 24 25 24 123

Advanture In Time And Place Advanture Book: Hello 50 50 50 50 50 250

Advanture In Time And Place Advanture Book: The Sun And 25 25 25 25 25 125

ATAP ADV BK Tutankhamen 67 66 67 67 67 334

Julia Morgan, Master Architect (Paperback) 46 47 46 46 46 231

World History: The Human Experience (Hardcover) 21 21 22 21 22 107

American Odyssey (Hardcover) 24 24 24 24 24 120

Consumer Education and Economics: Annotated (Hardcover) 6 7 7 6 7 33

Gregg College Keyboarding & Document Processing (GDP), 34 33 33 34 33 167

Invitation to Language for Middle School Students 16 16 17 16 17 82

Beginning to Read, Write and Listen Pupil Kit 1 (Paperback) 4 4 3 4 3 18

BRWL TOUCH & TRACE ALPHA CARDS 8 8 9 8 9 42

Communities: Adventures in Time and Place [TEACHER'S 9 8 8 9 8 42

Glencoe Science: From Bacteria to Plants Student Edition 23 25 23 23 23 117

GR 1 Math In My World TE Set 14 14 14 14 14 70

Gr 2 Unit 3 Theme Big Book 12 12 12 12 12 60

GR 4 ATP National Desk Maps 15 15 15 15 15 75

GR 4 Math In My World TX TE Vol. 2 7 6 7 7 7 34

GR 5 MATH ASSMNT GD TE CA ED 11 11 12 11 12 57

GR 5/6 ATAP NTN GROWS TE VOL 1 9 9 8 9 8 43

GR 5/6 ATAP NTN GROWS TE VOL 2 8 8 8 8 8 40

GR 5-6 Leaping LVL Practice Kit 10 11 11 10 11 53

GR 6 Math In My World TX TE Vol. 2 7 7 6 7 6 33

GR 6 Math Prob O/T/DAY FLP CHART 11 12 11 11 11 56

GR K- 1 BRWL BOOSTER PACK 14 13 13 14 13 67

GR K- 1 BRWL PUPIL KIT 2 4 5 5 4 5 23

GR5 Math CHPTR File FLDR CA Ed. 17 16 16 17 16 82

104


North Sumatra

West Java

South Sulawesi

Total

GR5 MH Math CA TE Vol 2 16 16 16 16 16 80

Here I Am Adventures in Time and Place Grade K (Social 16 16 16 16 16 80

Here I Am: Adventures in Time and Place : Project Book 17 18 17 17 17 86

K-6 Math In My World Prof Handbook 40 40 40 40 40 200

M/MHSS GR 2 HLDY SCTN THEME BG BK 16 17 17 16 17 83

M/MHSS GR 2 UN 1 THEME BG BK 12 12 12 12 12 60



Math In My World (Developing Problem Solvers) (McGraw- 3 4 3 3 3 16

Math In My World (Mc Graw Hill Mathematics, Gr 3 Part 1) 4 4 3 4 3 18

Math in My World (McGraw-Hill Mathematics, Grade 6: 6 7 7 6 7 33

MATH IN MY WORLD Developing Problem Solvers 4 3 3 4 3 17

Math In My World Grade 3 Part 2 TE (McGraw Hill 7 7 8 7 8 37

McGraw Hill Mathematics (Hardcover) 24 24 24 24 24 120

McGraw Hill Social Studies (Paperback) 27 26 27 27 27 134

Mcgraw-hill Mathematics(transition Handbook Teacher Guide 14 14 14 14 14 70

McGraw-Hill Mathematics: Assessment Guide: Teacher Guide 10 11 11 10 11 53

Our Country's Regions (Hardcover) 14 14 14 14 14 70

Our Nation - Teacher's Edition - Volume 1 (Volume 1) (Spiral- 12 12 12 12 12 60

Our Nation (Mcgraw-Hill Social Studies) (Hardcover) 17 16 17 17 17 84

Our Nation Grade 5 (Teacher's Edtion, Volume 1) 9 10 9 9 9 46

Social Stud National TE GR 3 11 11 11 11 11 55

Social Studies Desk Map GR 3 17 16 17 17 17 84

Social Studies Floor Map GR 3 15 15 15 15 15 75

Social Studies Inflatable Globe 17 16 17 17 17 84

SSO3 GR 2 NC WE LIVE TOGETHER TE 7 6 7 7 7 34

Texas World Atlas Primary K-2 147 147 146 147 146 733

United States Teacher's Multimedia Edition Volume 2 10 10 10 10 10 50

Earth Science (Library Binding) 33 33 34 33 34 167

105


North Sumatra

West Java

South Sulawesi

Total

Advanced Mathematics Concepts (Hardcover) 40 40 40 40 40 200

Bailey04! Glencoe Math: Applications & Concepts C-2 SE 67 66 67 67 67 334

Balch98! Math APPL & CONN.Course 1 PKG B/TCR 5 0 0 5 0 10

Foster98! Algebra 1 In Two Years Teacher's PKG B/TCR 3 3 4 3 4 17

Mathematics Applications and Connections Course 1 Teacher's 3 4 3 3 3 16

South-Western Geometry : An Integrated Approach 17 16 17 17 17 84

Biggs00! Biology: The Dynamics Of Life North Carolina TWE 3 4 3 3 3 16

Biology : An Everyday Experience, 1999 [CLV] (Hardcover) 5 5 6 5 6 27

Today's Moral Issues: Classic and Contemporary Perspectives 7 7 6 7 6 33

World Almanac & Bk of Facts 2005-PR (Paperback) 7 6 7 7 7 34

The World Almanac and Book of Facts 2003 (Paperback) 6 7 7 6 7 33

World Almanac and Book of Facts 2004 (Paperback) 8 9 9 8 9 43

Cilla's Fun 8 8 8 8 8 40

ATAP ADV BK Grandpa Told A ST 34 33 33 34 33 167

Framework for Effective Teaching - Teacher's Guide, Grade 5 2 2 1 2 1 8

GWM/DISCUSS BK/GR-K/BB 9 9 9 9 9 45

History under their feet (Unknown Binding) 62 63 63 62 63 313

Joyce writes a good story (Open Court Reading) (Unknown 29 29 29 29 29 145

Julia Morgan, Master Architect (Paperback) 18 18 19 18 19 92

Letter Clustr Bk/Foun/SC/30+TG 14 13 13 14 13 67

MIDNIGHT FEAST 17 16 17 17 17 84

Student Toolbox, Grade 5 (Paperback) 0 0 2 0 2 4

Teacher's Toolbox, Grade 5 (Paperback) 1 2 2 1 2 8

The baby (Collections for young scholars) (Unknown 14 13 13 14 13 67

THIS IS LEV K 13 14 13 13 13 66

World History: The Human Experience (Hardcover) 9 10 10 9 10 48



Eyes on the President: George Bush : History in Essays & 20 20 20 20 20 100

106


North Sumatra

West Java

South Sulawesi

Total

Akhenaten: Egypt's False Prophet (Hardcover) 3 4 3 3 3 16

Art Connect Big Books Level 1 0 4 0 0 0 4

Art Connect Student Edition 2 16 16 16 16 16 80

Art Connection Student Edition 1 16 15 15 16 15 77

Art Connection Teacher Edition 1 0 2 0 0 0 2



Art Connections 4 (Hardcover) 12 12 12 12 12 60

Art Connections 5 (Hardcover) 12 12 12 12 12 60

Break Code Teacher Resource PK 4 3 3 4 3 17

Breaking the Code Student Notebook (Unknown Binding) 10 10 10 10 10 50

Framework for Effective Teaching - Teacher Guide, Grade 3: 1 1 1 1 1 5



Framework for Effective Teaching: Teacher's Guide, Grade 2 0 0 2 0 2 4

Framework for Effective Teaching: Teacher's Guide, Grade 3 0 0 3 0 3 6

Here I Am Adventures in Time and Place Grade K (Social 9 10 10 9 10 48

Here I Am: Adventures in Time and Place : Project Book 5 0 5 5 5 20

McGraw Hill Mathematics (Hardcover) 20 20 20 20 20 100

Mcgraw-hill Mathematics(transition Handbook Teacher Guide 14 14 14 14 14 70

McGraw-Hill Mathematics: Assessment Guide: Teacher Guide 10 11 11 10 11 53

Our Nation - Teacher's Edition - Volume 1 (Volume 1) (Spiral- 6 6 6 6 6 30

Our Nation Grade 5 (Teacher's Edtion, Volume 1) 5 5 4 5 4 23

Practicing Math Appl/Lvl 8 25 25 25 25 25 125

Practicing Math Appl/Tchr Gd 2 2 2 2 2 10

Rainbow Bridge Teacher Guide (Paperback) 2 1 2 2 2 9

Social Stud National TE GR 3 7 7 8 7 8 37

Social Studies Outline Maps GR 6 6 5 5 6 5 27

Spectrum Math Level 2 Student Edition 6 6 6 6 6 30

107


North Sumatra

West Java

South Sulawesi

Total

Spectrum Math Orange Bk Lv 4 Student 16 17 17 16 17 83

Spectrum Mathematics - Orange Book Level 4 Teacher's 5 4 5 5 5 24

Spectrum Mathematics - Yellow Book, Level 5 - Teacher's 1 1 1 1 1 5

SSO3 GR 2 NC WE LIVE TOGETHER TE 3 3 4 3 4 17






United States Teacher's Multimedia Edition Volume 2 4 3 3 4 3 17

Anatomy & Physiology Laboratory Textbook, Intermediate 16 16 16 16 16 80

Advanced Mathematics Concepts (Hardcover) 20 20 20 20 20 100

Balch98! Math APPL & CONN.Course 1 PKG B/TCR 0 0 2 0 2 4

Calculus 5 5 6 5 6 27

How Humans Evolved, Third Edition (Paperback) 6 6 6 6 6 30

MP: Hole's Human Anatomy & Physiology with OLC bind-in 3 2 2 3 2 12

Geo United States SE 16 16 16 16 16 80

Geography States SE 10 10 10 10 10 50

Geography States TE 5 0 0 5 0 10

Mosaic 1 Writing Student Book 12 12 12 12 12 60

Mosaic 1: Listening/Speaking Skills (Paperback) 14 14 15 14 15 72

The Gregg Reference Manual (Spiral w/Flap) 4 4 4 4 4 20

Writer's Choice, G6, SE 14 14 14 14 14 70

Writers Choice: Grammar and Composition Texas Edition 19 19 19 19 19 95

Beginning to Read, Write and Listen Pupil Kit 1 (Paperback) 19 18 19 19 19 94

Collections for Young Scholars (Collections for Young 0 0 3 0 3 6

Collections for Young Scholars (Hardcover) 15 14 15 15 15 74

Collections for Young Scholars: Volume 3 Book 1 (Hardcover) 30 29 29 30 29 147

Collections for Young Scholars: Volume 3 Book 2 (Hardcover) 15 14 15 15 15 74

108


North Sumatra

West Java

South Sulawesi

Total

Communities: Adventures in Time and Place [TEACHER'S 8 8 8 8 8 40

Bob Thought 1 0 0 1 0 2

Quint and Kit 1 0 0 1 0 2

Computing Essentials: 2004 Introductory Edition 15 14 15 15 15 74

Our Nation: Teacher's Edition, Volume 2 3 2 3 3 3 14

Gregg Glencoe, Technology, College Keyboarding & Document Processing 4 4 4 4 4 20

Don't Eat the Stick 10 10 10 10 10 50

People Together: Unit 4 9 8 8 9 8 42

Total 2037 2037 2037 2037 2037 10185

109

ANNEX 32: EMERGENCY KITS PROVIDED AS A RESPONSE TO EARTHQUAKE IN YOGYAKARTA IN 2006

Items Received Unit Quantity

Advance White Toothpaste Cases 150

Arrid Deodorant Stick Cases 276

Care Kit* Kits 1,000

Children's Motrin Ibuprofen Cases 10

Extra Strength Tylenol Adult Cases 10

Floxin Cases 42

Pedialyte Cases 10

School Kits** Kits 774

Tylenol Cough and Sore Throat Cases 10

Tylenol Regular Strength Cases 10

Ultramax Deodorant Cases 30

*Contents of Care Kits

Wash Cloth 1

Comb 1

Shampoo 1

Toothbrush 1

Toothpaste 10

Adhesive Bandages 1

Soap 1

Plastic Bag

** Contents of School Kits

Blunt Scissors 1

Ruler 1

Pencil 12

Pen 2

Large Eraser 1

Glue Stick 1

Crayons 1 Box (24)

Colored Pencils 1 Box (24)

Sharpener 1

Notebook 1

Composition Book 1

110

Recipients by District

District #

Bantul 19,444

Gunung Kidul 3030

Klaten 15,139

Kulon Progo 212

Sleman 2,800

Yogyakarta 1731

42,356

Recipient Institutions

Recipient Institutions

Posko Bakulan, Jetis Puskesmas Dlingo 11

Posko Ketandan, Patalan, Jetis RS Darma Wonosari

Dukuh X11 Sidorejo, Ngestiharjo, Kasihan Pusekesmas Imogiri 11

Posko Kesehatan AAL, Sumbre Agumg, Jetis, Bantul

RS 45, Wirabrajan

Camp of Refugees Slanggen, Timbulharjo, Sewon Fakultas Kedoktoran, UGM

Jaringan Relawan Kemanusiaan, Yogyakarta Prenggan Kotagede

Posko Drs Trimulyo Posko Warungboto, Umbulharjo

RSI PDHI, Kalasan Posko Purwokinjati, Juninahan

Posko Piyngan RS PKU Muh

Posko Kesehatan Pathuk & Gedangsari, GK LPTP Prambanan

Posko Ds. Candi Srihardono, Pudong Posko Hidayatullah Peduli

Posko Palbapang, Patalan, Pendowo SD Titang, DS Titang, Jogonalan

Posko Kecamatan Pundong SMP2 Jogonalan

Malteser International MI Tangkisan, Pos, Jogonalan

Puskesmas Panggang SMP2 Muh 11, Ngendo, Jogonalan

Puskesmas Jetis 1 Puskesmas Gulang, Wunglu, Trucuk

Posko SD Temuwuh 1, Dlingo Posko FrontUmat Islam

Posko SD Tangkil, Dlingo YAKKUM, Jl Kaliurang

Posko SD Suruh, Dlingo Posko SD Temiurang 11, Panggang

Posko SD Sukorame, Dlingo Posko SD Gireskar, Panggang

RS Prof Oetomo, Imogiri Posko SD Legundi

Posko Kepek 11 Timbulharjo, Sewon Posko Dsn Pudak, Giriwungu, Panggang

Posko Argorejo Mirisewu, Ngentakrejo

Pusekesmas Jetis 1Imogiri RS Sentolo

Pusekesmas Dlingo 1

111

ANNEX 33: DISTRIBUTION OF SCHOOLS KITS DBE3 distributed School kits to students in partner schools as follows:

Province School Kits Date Received

Number Value

East Java 2,631 34,937 December 4

West Java & Banten 4,500 59,755 November 26

North Sumatera 4,500 59,755 December 1-10

South Sulawesi 4,500 59,755 December 3-17

Total 16,131 214,200

The schools kits were provided to DBE3 by one of the consortium partners, International Relief and Development as part of their cost share to the project.

The school kits included:

Although some of the items in the school kit were considered useful by teachers and students, overall, both DBE3 staff and beneficiaries were quite disappointed with the materials provided suggesting that most of the materials could have been purchased locally and that the quality of the cloth bag was not really suitable for students in schools. Teachers and Students recommended that international contributions such as equipment for Science lessons (such as microscopes) or Mathematics lessons (geometry kits) or even books for the school library would be more useful. DBE3 suggests that USAID review the guidelines for cost share for the next project.

Following feedback from beneficiaries and discussions with USAID, DBE3 decided not to accept and distribute the remaining 6,000 school kits.

• 3 spiral notebooks

• 1 pair blunt scissors

• 1 30-centimeter ruler

• 1 pencil sharpener

• 6 new pencils with erasers

• 1 eraser

• 12 sheets of construction paper

• 1 box of crayons • 1 Cloth bag