Managing Basic Education MBE Project Online Supported by USAID
 


BAHASA INDONESIA

Come on let's support the Managing Basic Education Project

What's Happening In Trenggalek?
continued ...

As part of the education management program at the district level, MBE has run activities to analyze the data collected during school mapping. This will then be used for making planning recommendations within the education sector. The data was taken from the Education Office’s questionnaires and was supported by school mapping survey data from a vocational education program conducted by SMK Islam Durenan.

Data analysis was carried out by the MBE district mapping team, assisted by consultants. The results will be reviewed in a workshop with local policy makers, education practitioners and related institutions on 25 January 2005 in order to draw up recommendations for district education planning.

To provide support in implementing School Based Management (SBM) and PAKEM in schools, the district MBE team regularly goes into the field to monitor the follow-up plans made by individual schools, to identify problems, and supervise the program. In fact the monitoring activities conducted by the district team has had a positive impact by increasing the motivation of schools and their stakeholders to develop SBM and PAKEM.

The response from basic education practitioners in Trenggalek district to SBM and PAKEM within the MBE program has been good. This was shown by a number of schools in a non-target sub-district (Karangan sub-district) which made their own study visit to several MBE target schools in Blitar district. When the district MBE team together with the facilitators and district coordinator went to see them teaching in their schools the results were amazing!!! There was no great difference between these schools and the MBE target schools even though only one person per school had been trained. It appears that the PAKEM virus quickly infects other teachers!







  1. Focus Group Discussionas part of the selection of MBE district facilitators in Trenggalek.

  2. Analysis of the school mapping data by the MBE school mapping team in Trenggalek; 27-28 Dec ’05.

  3. Monitoring MBE district team and facilitators gives a sense of motivation and pride.

  4. Bpk H.Soeharto, the new Bupati of Trenggalek, Bpk. Mahsun Ismail, his deputy, Bpk. Husni Tahir-head of Committee D of the local parliament commented, “ MBE is very good. OK we will support it 100%.”

PACITAN: Managing PAKEM in Tulakan Sub-District

As an MBE target area, Tulakan sub-district has realized that receiving assistance from outside sources was not going to continue forever. This applies to the MBE program with its development of PAKEM. The important issue is how can the main ideas of the program can be understood and implemented properly.

Moreover PAKEM methods do not teach separately intellectual and social skills. A crucial issue is that trainees are not always ready to take action when they return to their schools and communities. Bpk Sulistyo, S. Pd, Head of Sub-Dinas Tulakan (photo above) proposed the following steps to support the management of the MBE program, especially in relation to PAKEM in order to ensure that the ideas are institutionalized:




  1. Creating facilitators in the sub-district. In Tulakan sub-district there are 9 facilitators, 4 original and 5 second level facilitators. They are linked to the five core subject areas. These facilitators have been providing PAKEM training in the non-target schools.

  2. Making use of school supervisors: Supervisors are always involved in all training activities in order to make sure that their supervision is in line with the program and they are able to give appropriate advice.

  3. Using MBE materials: MBE material has been adopted and will be modified as necessary and other relevant materials will be used.

  4. Using school operational funds (BOS) and other funds effectively to motivate schools into conducting their own training. These funds can be allocated to improving quality. This can be used for funding training programs for teachers. The result has been that 78 schools have implemented training on their own.

  5. Working in partnership with the NGO, PLAN (a number of schools are located in PLAN target villages). Cooperation between MBE and PLAN is going well especially in the education sector. 20 schools have been implementing training that has been jointly managed.

  6. Making best use of Teacher Working Groups as a forum to work out solutions to problems encountered in teaching by using the resources of the MBE facilitators.

  7. Drawing up indicators of success together with the supervisors. This is important as an instrument to measure whether activities have achieved the anticipated target outcomes.

Using these approaches all 49 SD, 23 MI, and 6 SMP non-target schools have implemented the training. Indeed 90% of them have conducted two rounds of training.

RTI INTERNATIONAL Managing Basic Education (MBE) USAID