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Support for Mother Tongue Based, Multilingual Education (MTB-MLE) for Schools in Rural and Remote Areas of Papua

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Support for Mother Tongue Based, Multilingual Education (MTB-MLE) for Schools in Rural and Remote Areas of Papua Support for Mother Tongue Based, Multilingual Education (MTB-MLE) for Schools in Rural and Remote Areas of Papua ` THE EDUCATION SECTOR ANALYTICAL AND CAPACITY DEVELOPMENT PARTNERSHIP (ACDP) i Mother Tongue Based Multilingual Education in Papua Support for Mother Tongue Based, Multilingual Education (MTB-MLE) for Schools in Rural and Remote Areas of Papua Diterbitkan oleh: Education Sector Analytical and Capacity Development Partnership (ACDP) Badan Penelitian dan Pengembanga (Balitbang), Kementerian Pendidikan dan Kebudayaan Gedung E, Langai 19 Jl. Jendral Sudirman, Senyayan, Jakarta 10270 Tel: +62-21-5785 1101 Website ww.acdp-indonesia.org Email Sekretariat: [email protected] Dicetak pada bulan Desember 2015 Pemerintah Republik Indonesia (diwakili oleh Kementrian Pendidikan dan Kebudayaan, Kementerian Agama dan Kementerian Perencanaan Pembangunan Nasional/BAPPENAS), Pemerintah Australia (melalui Austrialian Aid), Uni Eropa (UE), dan Bank Pembangunan Asia (ADB), telah membentuk Kemitraan Pengembangan Analisis dan Kapasitas Sektor Pendidikan (Education Sector Analytical and Capacity Development Partnership/ACDP). ACDP adalah sebuah program peningkatan dialog mengenai kebijakan dan reformasi kelembagaan dan organisasi di bidang pendidikan untk mendukung penerapan kebujakan dan membantu mengurangi kesenjangan mutu pendidikan di tingkat provinsi dan kabupaten. Program ini adalah bagian yang tidak terpisahkan dan Program Dukungan Sektor Pendidikan (Education Sector Support Program /ESSP). Dukungan UE terhadap ESSP juga mencakkup dukungan anggaran sector bersama dengan program pengembangan kapasitas Standar Layanan Minimal. Dukungan Pemerintah Australia diberikan melalui Kemitraan Pendidikan Australia dengan Indonesia. Laporan ini disusun atas bantuan hibah yang diberikan oleh Department of Foreign Affairs and Trade (DFAT) dan UE melalui ACDP. Lembaga-lembaga yang bertanggung jawab atas pelaksanaan studi adalah ACDP, Trans Intra Asia, dan Summer Institute of Linguistics International (SIL) Anggota tim studi yang menyusun laporan ini adalah: ACDP: Dr. David C. Harding, Basilius Bengoteku, Muhammad Yusuf Summer Institute of Linguistics International (SIL) Dr. Joost Pikkert, Telma Huka, Rita Eltgroth, Joyce Briley, Agustina Sawi, Novi Matulessy, Alice Eastwood, Tara Huberty, Cheryl Pikkert, Hans Imbiri, Veni Setiawati, Luminda Belesima Tahapary, Jeremy Fakdawer, Rachfri Kirihio Pendapat yang disampaikan dalam publikasi ini sepunuhnya merupakan tanggung jawab para penulisnya dan tidak serta mertaq mewakili pandangan Pemerintah Republik Indonesia, Pemerintah Australia, Uni Eropa atau Bank Pembangunan Asia. ii Mother Tongue Based Multilingual Education in Papua Mother Tongue Based Multilingual Education in Papua Table of Contents Thank You List of Abbreviations: Executive Summary Introduction I. Introduction …………………………………………………………………………………………………………………. 1 II. Why Mother Tongue Based Multilingual Education in Papua? …………………………………….. III. Inception Survey …………………………………………………………………………………………………………….. a. Sociolinguistic Survey ……………………………………………………………………………………………. b. EGRA Reading Assessment ……………………………………………………………………………………. c. Control EGRA and SSME Survey in the Balingga Regency ………………………………………. IV. Capacity Needs Analysis of KPGs, Government and UNCEN …………………………………………. V. Draft Road Map for MTB-MLE ……………………………………………………………………………………… VI. Study Tours …………………………………………………………………………………………………………………. VII. MTB-MLE Communication Strategy …………………………………………………………………………….. VIII. Four Capacity Development Workshops for Regencies Policy Makers ………. ………………… IX. Teacher Training ………………………………………………………………………………………………………….. X. Parental School Committee Development ………………………………………………… ………………… XI. Curriculum Review and Development…………………………………………………………………………… XII. MTB-MLE Pilot Design ………………………………………………………………………………………………….. XIII. Monitoring and Evaluation Framework ………………………………………………………………………… XIV. Support for MTB-MLE Pilot ……………………………………………………………………………………………. XV. Manuals Supporting and Development of MTB-MLE Policy Design and Implementation… XVI. Policy Brief on MTB-MLE ……………………………………………………………………………………………….. XVII. Emerging Policy Options ………………………………………………………………………………………………… XVIII. Next Steps ……………………………………………………………………………………………………………………... XIX. Conclusion …………………………………………………………………………………………………………………….. Figures Figure 1: Language Choice among Lani Children …………………………………………………………. Figure 2: Language use and Distance in hours from an Urban Center …………………………. Figure 3: Languages Students Find Difficult ………………………………………………………………… Figure 4: Language Use in the Classroom …………………………………………………………………… Figure 5: Children Forbidden from Using their Mother Tongue …………………………………… Figure 6: Students who were beaten for using their Mother Tongue ………………………….. Figure 7: Comparative Measures of Reading Skill Development ………………………………….. Figure 8: Levels of Listening Comprehension in the baseline sample by grade ……………. Figure 9: Relationship between Literacy and Indonesian Language Ability ………………….. Figure 10. Performance by item on the Letter Identification Task……………………………….. Figure 11. Distribution of Oral Reading Proficiency (speed) in the text reading task……. Figure 12. Distribution of performance on the reading comprehension task………………. Figure 13. Distribution of skill on the listening comprehension task by grade …………….. Figure 14. Balingga Correlation between proficiency in BI and Reading Score…………….. iv Mother Tongue Based Multilingual Education in Papua Maps Map 1: Experimental and Control Areas for MTB-MLE …………………………………………………… Map 2: Kabupaten Lanny Jaya: Language, PAUD and SD ……………………………………………….. Tables Table 1: Research Methodologies …………………………………………………………………………………… Table 2: Responsibilities for Strengthening MTB-MLE Foundations ………………………………… Table 3: Support Provided and Beneficiaries …………………………………………………………………… Table 4: Policy Options …………………………………………………………………………………………………… Table 5: Activities Included in MTB-MLE Development …………………………………………………… Table 6: Sub-Districts and Villages included in the Baseline Study …………………………………. Table 7: Makeup of the sample by school, village, grade and gender …………………………… Table 8: Correlation between Remoteness and Use of the Mother Tongue …………………… Table 9: Assessment of oral vocabulary in Indonesian by Grade …………………………………….. Table 10. The sample Balingga population …………………………………………………………………….. Table 11. Summary Balingga statistics by grade……………………………………………………………… Table 12. Performance on the Nonword Reading task by grade ……………………………………. Table 13. Reading comprehension by grade………………………………………………………………….. Table 14. Listening comprehension (of Bahasa Indonesia) by grade………………………………. Table 15. Comparison of Balingga and National samples on the vocabulary tasks………… Table 16: Performance by Grade ………………………………………………………………………………….. Table 17: Correlation Between Study Tour Participants and Support for MTB-MLE ………. Table 18: Options for Interface between the Secondary and the Tertiary Section ……….. Table 19: Government Priorities for MTB-MLE Language Development ……………………….. Table 20: Draft Road Map for MTB-MLE ……………………………………………………………………….. Table 21: Communication Strategy ………………………………………………………………………………. Table 22: Kabupaten and P&K Leaders Workshop Locations ………………………………………… Table 23: Schools Represented in Teacher Training ……………………………………………………… Table 24: Potential Timeline for Implementation …………………………………………………………. Table 25: Budget Implications ……………………………………………………………………………………… Table 26: Schedule for Monitoring and Evaluation ………………………………………………………. Table 27: Experimental Schools …………………………………………………………………………………… Table 28: Control School ……………………………………………………………………………………………… Table 29: School Maps Completed ………………………………………………………………………………. Table 30: Tool Kit Outline for MTB-MLE Policy and Implementation ……………………………. Table 31: Rural and Remote Policy Impact Matrix ………………………………………………………… Appendixes ……………………………………………………………………………………………………………………. Appendix 1: Terms of Reference ACDP-023 Support for Mother-Tongue Based, Multi-…. Lingual Educationa (MTB-MLE) for Schools in Rural and Remote Areas of Papua Appendix 2: Terms of Reference ACDP -023 Extension ………………………………………………….. Appendix 3: Executive Summary of the Framework for Monitoring and Evaluating the … Mother Tongue Based Multilingual Education Program inLanny Jaya, Papua Appendix 4: Example Curriculum …………………………………………………………………………………… Appendix 5: Thailand Study Tour, UNICEF Multilingual Education Conference & ………….. Pattani Malay MTB-MLE Program Appendix 6: Ambon Study Tour of Mother Tongue Based Multilingual Preschool …………. Appendix 7: Media Broadcasters who have Reported on ACDP-023 ……………………………… Appendix 8: A Plan for the Development of Papuan Teacher Colleges …………………………... Mother Tongue Based Multilingual Education in Papua Appendix 9: A Plan for Capacity Development in MTB-MLE for UNCEN Lecturers …………. Appendix 10: Example Kabupaten Language/School Maps …………………………………………… Bibliography ……………………………………………………………………………………………………………………………….. vi Mother Tongue Based Multilingual Education in Papua Thank You The researchers of this report on mother tongue based multilingual education (MTB-MLE) commissioned by ACDP at the initiative of the Governments of Indonesia, Australia, the European Union and the Asian Development Bank are grateful for the support they received during this research project. Certain officials proved to be very supportive as the research needed quick answers or clear direction and for this we want to thank Dr. David Harding, Mr. Basilius Bengoteku, Mr. Protasius Lobya and Mr. Yusuf
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