Evaluation of the Indonesia University Partnerships Program: Phase Four – Partnerships 9-11

Total Page:16

File Type:pdf, Size:1020Kb

Evaluation of the Indonesia University Partnerships Program: Phase Four – Partnerships 9-11 EVALUATION OF THE INDONESIA UNIVERSITY PARTNERSHIPS PROGRAM: PHASE FOUR – PARTNERSHIPS 9-11 Final Report July 17, 2014 This report was independently produced for review by the United States Agency for International Development by International Business & Technical Consultants, Inc. (IBTCI) under Task Order AID-497-TO-12-00004 of the Evaluation Services IQC. The authors are Dr. Sean A. Tate, Dr. Dwatmadji, Mr. Mohammad Rum Ali, and Ms. Kusuma Wardani. The authors’ views expressed in this report do not necessarily reflect the views of the United States Agency for International Development or the United States Government. Photo Credit: UTEP-UNMUL, Field Visit from Kabo Jaya Village, East Kalamantan EVALUATION OF THE INDONESIA UNIVERSITY PARTNERSHIPS: PROGRAM: PHASE FOUR – PARTNERSHIPS 9-11 9. Smart Strategic Coalition for Sustainable Agricultural and Economic Development in Indonesia, 3/16/2012-3/31/2015. • Washington State University, Institut Pertanian Bogor, and Indonesian Institute of Sciences, Bogor. 10. Enhancing Behavior Change through Conservation- 03/15/2012- 03/31/2015. • University of Texas El Paso, Universitas Mulawarman, and Rare. 11. Climate Change Mitigation Capacity Program, 03/22/2012-03/31/2015. • Columbia University, University of Indonesia. FINAL REPORT July 17, 2014 Prepared by Sean A. Tate, Team Leader Dwatmadji Mohammad Rum Ali Kusuma Wardani DISCLAIMER: The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States government. IBTCI – Evaluation of Indonesia University Partnerships 9 - 11 TABLE OF CONTENTS TABLE OF CONTENTS .............................................................................................................................................I ACRONYMS AND ABBREVIATIONS ................................................................................................................. IV MAP OF PARTNERSHIP LOCATIONS ............................................................................................................... VI EXECUTIVE SUMMARY .......................................................................................................................................... 1 Project Background ............................................................................................................................................... 1 Objectives of the Evaluation ............................................................................................................................... 1 Evaluation Methodology and Limitations ......................................................................................................... 2 Overall Recommendations Across the Three Partnerships ........................................................................ 2 Partnership 9: Smart Strategic Coalition for Sustainable Agricultural and Economic Development in Indonesia ............................................................................................................................................................. 3 Partnership 10: Enhancing Behavior Change Through Conservation ....................................................... 4 Partnership 11: Climate Change Capacity Mitigation Program .................................................................. 5 I. INTRODUCTION ................................................................................................................................................. 7 Project Background ............................................................................................................................................... 7 Purposes of the Evaluation .................................................................................................................................. 7 Evaluation Methodology and Limitations ......................................................................................................... 8 Organization of the Report ................................................................................................................................. 9 II. PARTNERSHIP 9: SMART STRATEGIC COALITION FOR SUSTAINABLE AGRICULTURAL AND ECONOMIC DEVELOPMENT IN INDONESIA (SSCSAEDI) ......................................................................... 10 SSCSAEDI Overview .......................................................................................................................................... 10 Evaluation Question #1: Partnership Objectives Achieved ....................................................................... 11 Research Capacity Building and Training (Objective 1) ....................................................................... 11 Build sustainable capacity to create shared networks (Objective 2) ............................................... 12 Evaluation Question #2: Partnership Interventions and Practices ........................................................... 13 Contributions by Washington State University to Other IPB Partnership Practices such as Planning, Communication and Coordination, Implementation and Evaluation. .............................. 13 Evaluation Question #3: Unanticipated Partnership Results ..................................................................... 14 Unanticipated partnership results and Washington State university’s contributions to these results ............................................................................................................................................................... 14 Evaluation Question #4: Lessons Learned From Partnership Sustainability .......................................... 14 Lessons learned that could affect sustainability ...................................................................................... 14 Conclusions ..................................................................................................................................................... 15 Evaluation Question #5: Partnership Strengths and Weaknesses ........................................................... 15 Strengths .......................................................................................................................................................... 15 Weaknesses .................................................................................................................................................... 15 Ratings .............................................................................................................................................................. 15 i IBTCI – Evaluation of Indonesia University Partnerships 9 - 11 Recommendations ............................................................................................................................................... 16 III. PARTNERSHIP 10: ENHANCING BEHAVIOR CHANGE THROUGH CONSERVATION ............ 17 Overview ............................................................................................................................................................... 17 Partnership Overview ......................................................................................................................................... 18 Evaluation Question #1: Partnership Objectives Achieved ....................................................................... 18 Collaborative capacity building (objective/component 1) .................................................................... 18 Technical capacity building (objective/component 2) ........................................................................... 18 Research (Objective/Component 3) ......................................................................................................... 19 Innovative Technology (Objective/Component 4) ................................................................................ 19 Conservation Campaigns (Objective/Component 5)............................................................................ 20 Project Management (Component Management) .................................................................................. 20 Conclusions ..................................................................................................................................................... 20 Evaluation Question #2: Partnership Interventions and Practices ........................................................... 21 University of Texas El Paso Contributions to Implementation of the Partnership Interventions and Practices ................................................................................................................................................... 21 University of Texas El Paso Contributions to Other Partnership Practices such as Planning, Communication/Coordination, Implementation and Evaluation ........................................................ 21 Evaluation Question #3: Unanticipated Partnership Results ..................................................................... 21 Unanticipated partnership results: ............................................................................................................. 21 Evaluation Question #4: Lessons Learned from Partnership Sustainability ........................................... 21 Lessons Learned that could Affect Sustainability ................................................................................... 22 Evaluation Question #5: Partnership Strengths and Weaknesses ..........................................................
Recommended publications
  • Understanding the Nusantara Thought and Local Wisdom As an Aspect of the Indonesian Education
    TAWARIKH: International Journal for Historical Studies, 2(2) 2011 Understanding the Nusantara Thought and Local Wisdom as an Aspect of the Indonesian Education Irmayanti Meliono ABSTRACT: This paper discusses of the Nusantara thought, local wisdom, and the Indonesian education. The complex, dynamic, and eclectic nature of the Indonesian cultures are based on the ethnics that have settled in Indonesia for some centuries and the foreign cultures of India, Arab, Dutch, China and others. The synthesis of these mixed cultures has caused the people of Nusantara then, now Indonesia, have a certain perception on a reality of life. It reϔlects the awareness of the people of Nusantara of their world-view and thoughts about values, symbols, and local wisdom. Therefore, the Nusantara thought, local wisdom, and multiculturalism are appropriate teaching material for the education of the Indonesian youth as they edify some values such as nationalism, harmony, and moral to build an identity. Finally, it is to institute an educational program in all levels such as teaching a cultural overview and a correct teaching method to present a teaching material using the Nusantara thought, local wisdom, and multiculturalism. This is a critical step to take as globalization has been fast in the ϔield of education, science, and technology. KEY WORDS: Culture of Indonesia, the Nusantara thought, local wisdom, multiculturalism, and education of the young generation. INTRODUCTION Education is one of the appropriate media that is accurate and effective to create a young generation who is able to generate an inquiring mind, wise, open-minded, and constructive attitude. The systemic education which contains the complimentary subsystems, distributed to the regions in the Indonesian archipelago, and to the different level of state and private educational institutions.
    [Show full text]
  • Data Collection Survey on Higher Education Development in Indonesia
    Directorate General of Higher Education Republic of Indonesia Data Collection Survey on Higher Education Development in Indonesia Final Report June 2011 JAPAN INTERNATIONAL COOPERATION AGENCY PADECO Co., Ltd. SAP JR 11-012 Directorate General of Higher Education Republic of Indonesia Data Collection Survey on Higher Education Development in Indonesia Final Report June 2011 JAPAN INTERNATIONAL COOPERATION AGENCY PADECO Co., Ltd. Data Collection Survey on Higher Education Development in Indonesia Final Report Contents 1. Introduction ................................................................................................................... 1 1.1 Background of the Survey ...................................................................................... 1 1.2 Objectives of the Survey ........................................................................................ 1 1.3 The Survey Area .................................................................................................... 2 1.4 Relevant Organizations .......................................................................................... 2 1.5 Survey Period and Team Members ......................................................................... 2 1.6 Reports .................................................................................................................. 3 2. Situation and Challenges of Higher Education in the Fields of Science, Engineering and Agriculture in Indonesia.................................................................... 4
    [Show full text]
  • Implementation of Educational Policy in Indonesia Sabungan Sibarani and Nomensen Sinamo
    IC-HEDS 2019 International Conference on Humanities, Education, and Social Sciences Volume 2020 Conference Paper Implementation of Educational Policy in Indonesia Sabungan Sibarani and Nomensen Sinamo 1Vocational Education Program, Law Faculty, University of Borobudur, Jakartra, Indonesia 2Vocational Education Program, Law Faculty, University of Bung Karno, Jakarta, Indonesia Abstract One of the goals of the state is to educate the nation. Education is the right of every Indonesian citizen regardless of social status, economic status, ethnicity, ethnicity, religion, and gender. ‘Education for all’ ensures educational services are provided for students who have physical or mental barriers, economic and social barriers or geographical barriers. In the era of regional autonomy the strategic policies adopted by the Directorate General of Primary and Secondary Education related to education policy are: (1) management of school-based quality improvement; (2) education based on community participation (community-based education); (3) using learning paradigms or learning paradigms; (4) the Government also plans education based on Broad Base Corresponding Author: Education System (BBE). The policy implementation process can only begin if the Sabungan Sibarani goals and objectives that were originally general in nature have been detailed, action [email protected] programs have been designed and a number of funds/ costs have been allocated to Published: 11 November 2020 realize these goals and objectives. Publishing services provided by Keywords: implementation, educational policy, Indonesia Knowledge E Sabungan Sibarani and Nomensen Sinamo. This article is distributed under the terms of the Creative Commons 1. Introduction Attribution License, which permits unrestricted use and redistribution provided that the In Law Number 25 of 2000 concerning the National Development Program (PROPE- original author and source are NAS), it is stated that there are three major challenges in the field of education in credited.
    [Show full text]
  • SECTOR ASSESSMENT (SUMMARY): EDUCATION SECTOR1 Sector Road Map 1
    Advanced Knowledge and Skills for Sustainable Growth Project (RRP INO 50395) SECTOR ASSESSMENT (SUMMARY): EDUCATION SECTOR1 Sector Road Map 1. Sector Performance, Problems, and Opportunities 1. As a middle-income country with the fourth largest higher-education system in the world in terms of the number of institutions and the sixth largest in terms of enrollment, Indonesia faces a distinctive set of challenges and opportunities not shared by smaller or wealthier systems. The huge size of the system allows for a rich level of diversity and necessitates atypical strategies and partnerships. It also makes governance, funding, and quality assurance difficult. 2. Characteristics of higher-education system. Indonesia’s higher-education system is characterized by diversification, scale, private provision, and an atypical governance system. Indonesia’s diversified higher-education system has five types of higher-education institutions; (HEIs) academies, polytechnics, Sekolah Tinggi (Schools of Higher Learning or colleges), institutes, and universities under a general and a religious stream. The general stream has an academic and a vocational sub-stream. The system offers 27,000 study programs at diploma or degree level. The Ministry of Research Technology and Higher Education (MORTHE) oversees the general and the Ministry of Religious Affairs the religious stream. Private providers enroll 73% of HEI students (the average for Asia is 35%) and manage 90% of HEIs (average for Asia: 60%). Table 1: Higher-Education System Students (1000s) Higher-Education Institutions Type MORA MORTHE Other MORA MORTHE Other Public Private Public Private Public Public Private Public Private Public Academies 0 0 45.1 271.1 21.2 0 0 03 1,019 84 Polytechnics 0 0 149.2 98.7 91.4 0 0 43 147 65 Collegesa 65.8 189.7 0 1,394.9 14.8 18 491 0 1,431 27 Institutes 142.6 53.8 91.1 178.9 ..
    [Show full text]
  • Curriculum Reform in Indonesia: Moving from an Exclusive to Inclusive Curriculum
    c e p s Journal | Vol.9 | No2 | Year 2019 53 doi:10.26529/cepsj.543 Curriculum Reform in Indonesia: Moving from an Exclusive to Inclusive Curriculum Amirul Mukminin*1, Akhmad Habibi1, Lantip Diat Prasojo2, Abdullah Idi3 and Afreni Hamidah1 • The goal of education is to foster all students’ intellectual, social, and per- sonal potential to their highest level by providing them with an equitable and equal education irrespective of their characteristics (e.g., ethnicity, so- cial class, language use, religion, and other human differences). Different students and communities should not be excluded in terms of curriculum. At the micro-level classroom, student engagement is central. Teachers should go beyond the prescribed curriculum by working with their stu- dents and by including their voices. However, how can students be success- ful academically and socially if the school curriculum is anchored in the mainstream curriculum, primarily promoting the dominant groups? For example, given that the books, curriculum, and standardised testing are centralised in Indonesia, the content is, of course, generalised for all stu- dents. Teachers and schools throughout the country should use the same materials for all students. However, for the disadvantaged children com- ing from poor, rural, and remote areas, such policies lead them to trouble. They learn the books and materials that are similar to those that the afflu- ent schools and students use in cities, but their values and perspectives are excluded. Also, how can students who are racially, culturally, and linguisti- cally marginalised and low-income families succeed if the curriculum is organised exclusively to maintain the current social structure? The purpose of this paper is to explore the need to move from an exclusive to inclusive curriculum in Indonesia so that all students can succeed academically and socially.
    [Show full text]
  • Legal Education Reform: a Case of Indonesia
    IALS Conference Learning from Each Other: Enriching the Law School Curriculum in an Interrelated World ___________________________________________________________________________________ LEGAL EDUCATION REFORM: A CASE OF INDONESIA By I Nyoman Nurjaya Faculty of Law Brawijaya University Indonesia Legal education in Indonesia has historically been generated since the time of Dutch colonization. It was originally started by the establishment of a Senior High School namely Rechtsschool in 1908. In 1924, the status of Rechtsschool was formalized and improved into the higher education of law which was named Rechtshoogeschool. Those law students who graduated in law from the school awarded an academic title of Mister in de Rechten (Mr.). It is, therefore, in the coming October, 2007 it has historically been a 83 years of higher legal education establishment of Indonesia.1 In the era of colonization it was noted that Dutch government established legal education in Hindia Belanda (to mention Indonesia in the time of colonization) in order to fulfill an administrative need namely to fill legal bureaucratic positions from the rank of indigenous citizens that would become judges of the landraad (indigenous citizens court) or legal officials of the Dutch colonial government.2 In other words, the objective of legal education in this period was mainly to produce legal bureaucrats or rechtsambtenaaren. Hence, the curriculum of that time was designed with the primary goal of ensuring that once students graduated, they had a significant impact on key pieces of legislation. It means that the successful graduates of this curriculum were very legalistic one in their knowledge of the law, and those graduates were not usually concerned with the empirical realities experienced by those in the field.
    [Show full text]
  • Priorities of Education Quality Service with Higher Education for Sustainable Development (HESD) Dimensions
    REVIEW OF INTERNATIONAL GEOGRAPHICAL EDUCATION ISSN: 2146-0353 ● © RIGEO ● 11(4), WINTER, 2021 www.rigeo.org Research Article Priorities of Education Quality Service with Higher Education for Sustainable Development (HESD) Dimensions Masmira Kurniawati1 Febriana Wurjaningrum2 Faculty of Economics and Business, Universitas Faculty of Economics and Business, Universitas Airlangga, Indonesia Airlangga, Indonesia Zahroh Naimah3 Faculty of Economics and Business, Universitas Airlangga, Indonesia 1Corresponding Author: Email: [email protected] Abstract One indicator of good quality of community life is when people have a good level of education. University is one of the institutions that carry this mission. With the enactment of ASEAN economic community and also global market, the demand to become a world class university is getting bigger. It is therefore important to discover the current performance of university to find out how it can make improvements in order to improve its performance. As one of the major university in Indonesia, Universitas Airlangga has made much effort to achieve that goal. This research aims to raise the issue of efforts and strategies of Universitas Airlangga in improving its performance for the achievement of international standard quality. This study identifies awareness about sustainability and students’ perceptions of the Higher Education for Sustainable Development (HESD) dimensional. Four hundred and eight respondents in this study are chosen by using purposive sampling method. The results of the study reveal that the Sustainable Environment Program is still considered weak in implementation while the dimension that is considered the best in its implementation is the Research and Development Program. Managerial implications and suggestions for future research then are delivered.
    [Show full text]
  • Art (Music) Education in Indonesia: a Great Potential but a Dilemmatic Situation
    Dieter Mack Art (Music) Education in Indonesia: A Great Potential but a Dilemmatic Situation Dieter Mack Musikhochschule Lübeck, Germany ABSTRAK Sejak didirikannya sistem pendidikan, pendidikan seni di Indonesia, khususnya musik, menghadapi beberapa halangan dilematis. Kenyataan ini semakin fatal mengingat bahwa potensi seni di Indonesia luar biasa, baik dilihat dari segi kevariatifan (etnis serta individual) maupun dilihat dari sudut mutunya yang tinggi. Dilema lama ini berkaitan dengan beberapa faktor historis, di antaranya (a) peran para misionaris Belanda serta pemerintah penjajah Belanda sendiri dalam rangka perkembangan pendidikan, (b) kekeliruan terhadap makna lagu-lagu wajib, (c) kesalahpahaman tentang globalisasi dan kepentingan internasional dalam bidang seni, (d) alienasi masyarakat Indonesia sendiri dengan mengimpor gramatik musik Barat yang bahkan di situ marjinal; (e) kecenderungan menghafal istilah teoretis saja, dan (f) ketiadaan metodologi mengajar yang sesuai dengan pengembangan kompetensi seni, khusus musik, dalam arti murni. Walaupun demikian, mulai beberapa tahun akhir ini dua proyek PSN (swasta) dan P4ST (UPI Bandung) dengan bantuan dari Ford Foundation sedang berusaha memperbaiki situasinya. Semoga kekayaan seni di Indonesia tetap menjadi aset bangsa Indonesia sendiri yang dikagumi di seluruh dunia. Kata kunci: pendidikan musik, musik Barat, musik tradisi Indonesia, P4ST or most insiders it is no big news that nowadays the German magazine DER SPIEGEL (1995 edition Fart education, especially music education, No. 2: 160): seems to be degraded almost in all educational Listening to pop music the whole day, as it systems over the world. Priorities in most countries is done by a lot of people, or to operettas as it is executed by my neighbour is an attitude range from technology via sciences, economics similar to neglecting fantasy.
    [Show full text]
  • Multi-Cultural Experiential Learning: a Computer Simulation in Indonesia
    Developments In Business Simulation & Experiential Exercises, Volume 19, 1992 MULTI-CULTURAL EXPERIENTIAL LEARNING: A COMPUTER SIMULATION IN INDONESIA Robert W. Hornaday, The University of North Carolina at Charlotte ABSTRACT continue teaching must hold three or four teaching positions at different universities to maintain their standard of living. Faculty This paper describes the introduction of a management simulation research and curricula development efforts drop to near zero. A in an Indonesian Master of Management (MM) program during the third difficulty is that Indonesian graduate education is designed to Spring of 1991. Cultural and language differences presented special produce teachers, not practitioners. Like teacher education in the problems. Positive results included an enthusiastic student U.S. most of the graduate students are of very low quality. response, reevaluation of pedagogy by faculty members, and the permanent inclusion of the simulation in the curriculum. All this means that the Indonesian educational system must make a large capital investment in management education to secure the BACKGROUND facilities, libraries, computer equipment, staff, and most important, the faculty that can bring about find guide an evolution in Indonesia contains the famous “wealth of the Indies. It is one of the management training. Curricula changes must be aimed at most important countries in the world. With a population of 180 providing graduate students with the tools they need to become million souls, it is the fifth largest country in the world. Its strate practitioners, not teachers. Use of the case method of instruction, gic location astride the trade routes between Europe and the Far computer simulations, and emphasis on student production of East, fertile soil, and major petroleum and mineral deposits make completed reports, plans, and proposals are examples of possible Indonesia a potential economic and political power.
    [Show full text]
  • USAID Report Template
    FINAL REPORT THE FIVE YEAR JOURNEY OF USAID HELM: WORKING TOGETHER TO STRENGTHEN HIGHER EDUCATION IN INDONESIA November 11, 2016 This publication was produced for review by the United States Agency for International Development. It was prepared by Chemonics International Inc. FINAL REPORT THE FIVE YEAR JOURNEY OF USAID HELM: WORKING TOGETHER TO STRENGTHEN HIGHER EDUCATION IN INDONESIA Contract No. AID-497-C-12-00001 Cover photo: Participants strategize on entrepreneurship development at a HELM training in AK Kolaka. The entrepreneurial model was developed as a result of HELM’s work with the Akademi Komunitas and serves as an important part in building future programs. (Credit: Communications Team, Chemonics International) DISCLAIMER The authors’ views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States government. CONTENTS Acronyms ................................................................................................................... iii Executive Summary................................................................................................... 1 General Administration and Leadership ................................................................. 6 Strengthening Akademi Komunitas ............................................................................................ 8 Graduate Education Strengthening ............................................................................................ 9 Financial Management ...........................................................................................
    [Show full text]
  • Education Reform in Indonesia: Limits of Neoliberalism in a Weak State
    EDUCATION REFORM IN INDONESIA: LIMITS OF NEOLIBERALISM IN A WEAK STATE A DISSERTATION SUBMITTED TO THE GRADUATE DIVISION OF THE UNIVERSITY OF HAWAI‘I AT MĀNOA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN SOCIOLOGY MAY 2014 By Sulaiman Mappiasse Dissertation Committee: Hagen Koo, Chairperson Patricia Steinhoff Sun-Ki Chai Hirohisa Saito Barbara Watson Andaya Keywords: Neoliberalism, Education, Reform, Indonesia ABSTRACT This is a study about the recent neoliberal education reform in Indonesia. With the strong support of the people, Indonesia has undertaken a large-scale education reform since the late 1990s. The government was highly confident that this would make Indonesia’s education more efficient and competitive. After more than a decade, however, Indonesia’s education has not significantly improved. Contrary to expectations, the series of policies that was introduced has made Indonesia’s governance less effective and has deepened the existing inequality of educational opportunities. This study examines how and why this reform ended up with these unsatisfactory outcomes. The argument is that Indonesia’s domestic politics and history have interfered with the implementation of the neoliberal policies and led to a distortion of the reform processes. Although neoliberal globalization was a powerful force shaping the process of the reform, domestic conditions played a more important role, especially the weakening of the state’s capacity caused by the crisis that hit Indonesia in 1997/1998. In the process of decentralization, the new configuration of relations between the state, business groups and classes and the emergence of new local leaders brought about unintended consequences.
    [Show full text]
  • Batik Nusantara Exploration Through the Application of Multicultural Education Based on Local Wisdom in Elementary School
    Multicultural Education ISSN: 10683844 Volume 6, Issue 4, 2020 _______________________________________________________________________________________ Batik Nusantara Exploration Through The Application Of Multicultural Education Based On Local Wisdom In Elementary School Desy Safitri1, Rossi Iskandar2, Arifin Maksum3, Arita Marini4 Article Info Abstract Article History The purpose of this research is to explore the local batik Nusantara Received: area at the level of primary school education as the initial foundation of September 28, 2020 multicultural attitude planting through formal education integrated into learning activities. Indonesia is a multicultural country with a variety Accepted: of tribes, cultures, customs, languages, and religions. With such November 18, 2020 diversity, we must tie with a sense of nationalism over the ownership of the Unitary State of the Republic of Indonesia. Facing these Keywords multicultural realities, of course, the educational process must be able to optimize integrating force in the midst of the current life of Education, globalization. However, educators and education in Indonesia, related Multicultural, to multicultural matters are considered as culturally sensitive. One of Local Wisdom, the efforts that can be made to improve the understanding of Batik multiculturalism is to develop a medium that can be used as an integrating force in the life of the Indonesian nation. The most possible DOI: medium for this is batik. Batik was chosen as a media integrating force 10.5281/zenodo.4279541 because batik has many symbols that are closely related to the local wisdom, nature, and history typical of every region in the archipelago. Introduction Cultural diversity is a key feature of the 21st century, Indonesia is a multi-cultural compound society.
    [Show full text]