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Project Activities

Background

In Indonesia, low quality of teachers has been a big issue in the quality of junior secondary education in Indonesia. Improving the quality of teachers is one of three important issues in the Strategic Plan (RENSTRA) 2005-2009. For junior secondary level, 36.36% (approximately 227,000 teachers) of teachers still do not have the minimum qualification requiring bachelor or 4 year college program (D-IV) in line with the Teacher and Lecturers Law 2005. The PISA ranking in 2006 shows that Indonesia took 50th place in scientific literacy, 48th in reading literacy and 50th in mathematical literacy out of 57 countries. Compared to the result of PISA in 2003, it cannot be said that the quality of education in Indonesia has improved.

In this context, JICA has supported in the field of the quality of education, especially improving science and mathematics education early on through the Program for Strengthening In-service Teacher Training for Science and Mathematics (SISTTEMS, 2006-2008). SISTTEMS targeted all junior secondary science and mathematics teachers in three districts and restructured the district level in-service teacher training by introducing Lesson Study(LS). It made a significant result within 2 years. The Ministry of National Education highly admired the achievement. At the same time, there was another program implemented, called REDIP (the Regional Education Development and Improvement Program (REDIP Phase1, REDIP Phase2 and REDIP)), in which JICA has supported in the field of Participatory School-based Management (PSBM) from 1999 to 2008. This program takes advantage of results and experiences of the previous projects and programs, and aims to disseminate PSBM and LS models extensively in the nation.

Figure 1
Figure 1 Program Formulation

What is Lesson Study?

Lesson study was started in Japan around the 1870s. This is a method of case analysis on the practice of lessons, aiming to aid the professional development of teachers and to let them learn from each other based on real practices at classroom levels. Lesson study is divided into three parts: planning, observation and reflection (Figure 2). In the planning part, either one or group of teachers plan a lesson; one teacher conducts a lesson based on the plan and colleagues observe the lesson; and they reflect on the observed lesson together.

Figure 2
Figure 2 Steps of Lesson Study

What is PSBM (Participatory School Based Management)?

PSBM is development of school-based management with community participation. There are mainly three principles: (1) Adapting bottom up school planning with school committee and community, (2) Showing accountability and transparency regarding school activities and budget, and (3) School committee and community participation in school activities and development. Some examples of PSBM activities are:

  • School makes a annual school plan with the school committee members.
  • School implements educational events cooperating with parents and community.
  • School carries out educational socialization for parents.
  • School receives donation, materials and others from community.
  • School reports its activities to parents and school committee members.
  • School reports its income and expenditure to parents and school committee members.

Figure 3
Figure 3 School Committee Organization

Figure 3 shows one example of school committee organization. Some of the members can be parents, a village head, a religious leader, a business person.

This program aims that the capacity of national as well as local education administration and schools are strengthened in order to disseminate and implement participatory school-based management (PSBM) and lesson study (LS) whose roles are vital to enhancement of quality of education.

Duration

This program will be implemented for about four years from March 2009 to February 2013.

Counterpart

Ministry of National Education

  • General Directorate for Quality Improvement of Teachers and Education Personnel, MONE(DGQITEP)
  • General Directorate for Management of Primary and Secondary Education, MONE (DGPSEM)
  • General Directorate for Higher Education, MONE (DGHE)

Ministry of Religious Affairs

  • General Directorate of Islamic Institutions, Ministry of Religious Affairs (MORA) (DGIE)
  • Research, Development, Training and Education Institute (RDETI)

Coverage

This program will be implemented in six districts (kabupaten) and three cities (kota) chosen from seven provinces. The program will deal with the junior secondary level in these kabupaten and kota. Below figure shows the coverage sites.

Figure 4
Figure 4 Target Sites for PSBM and LS

Table 1 shows these kabupaten/kota and the numbers of target schools.

Table 1 Target Kabupaten/Kota and Schools
ProvinceKabupaten/KotaSMPMTsTotalActivities
BantenKab. Serang146142288Participatory school-based management
Kota Serang603595
Kab. Pandeglang119125244
West Java Kab. Sumedang9245137Lesson study
Yogyakarta Kab. Bantul8317100
East Java Kab. Pasuruan116107223
West Sumatra Kota Padang811899New sites disseminating lesson study
South Kalimantan Kota Banjarbaru17825
North Sulawesi Kab.North Minahasa64266
Total7784991,277 

*Kota Serang is a new city divided from Kabupaten Serang. The numbers of target schools in Kota Serang is included in the numbers of target schools in Kabupaten Serang. Source: Ministry of National Education, http://nisn.diknas.go.id/cont/data_statistik/index.php

JICA Expert Team

The JICA Expert Team is comprised of eight members of the International Development Center of Japan (IDCJ) as listed in Table 2:

Table 2 JICA Expert Team Members
Expert NameAssignment
Koji SatoTeam Leader/Education Planning
Naomi TakasawaEducation Administration 1/Education Development Partner Coordination
Norimichi ToyomaneTeacher Training Management 1(Participatory School Based Management)
Yoko TakimotoEducation Administration 2 / Teacher Training Management 2 (Lesson Study)
Masaaki SatoSchool Management 1
Yoshitaka TanakaLesson Study 1
Izumi NishitaniLesson Study 2
Shuhei OguchiEducation Evaluation / School Management 2

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