Project News

C/P training participants with students at Saidaiji junior high school

The counterpart training of PELITA 2nd year was held in Japan from June 12th to 26th. The purposes were; 1) to learn from Japanese education administration offices about educational strategies and school management, 2) to understand the importance of LS with its historical and cultural backgrounds and from educational theoretical point of view, and 3) to understand how to implement a LS activity and what impact it has brought on educational quality through observation of LS in Japan. 21 participants, namely principals, regional administration officials, teachers and instructors chosen from the six target sites, DGQITEP officials and MORA officials joined the training.

During these 2 weeks, participants received lectures on Japan's education system, differences between Lesson Study in Japan and Indonesia, how Lesson Study is implemented in Japan, and so on. They also visited education administration offices to have discussion on the educational administration system and had school visit to elementary, junior high, and high schools to observe lessons.

Discussion with Prof. Manabu Sato at Tokyo University

Participants of this year have enough experience of Lesson Study activities in Indonesia before being invited to Japan, and they had already deeply understood what Lesson Study is and what their problems are in Indonesia or at their own school. Thus, discussion was deep enough as some teachers questioned about concrete flow and design of lessons to actually conduct a good lesson. For example, at one of the schools visited, Saidaiji Junior High School in Okayama prefecture, Mr Tahak, the principal from Pasuruan district asked the question such as "Are there any teachers who are against open class? Is there a problem of boredom? If so, how do you deal with it?" The principals of Saidaiji Junior High School replied that although some teachers still did not understand clearly how to implement Lesson Study, but nobody were against Lesson Study itself, and they did not have a problem of boredom. He said that collegiality among teachers mitigated the difficulty, and it was important to open daily classes instead of having open classes as big events. By observing Japanese lessons and Lesson Study activities, the participants gained ideas of how to conduct reflection and how to improve Lesson Study activities, and returned to Indonesia with a great satisfaction.

All the participants who went back to their home ground actively coordinate among facilitators, principals, universities and Dinas P&K.  They are the key persons for smooth implementation of the program.  JICA Expert Team expects their further efforts.