ANNEX: COMPENDIUM OF GOOD PRACTICES

ANNEX COMPENDIUM OF GOOD PRACTICES to support achievement of Sustainable Development Goals for Children in 2021

1 Holistic, Integrative Early Childhood Development - East Nusa 2 From Policy to Practice: An Approach That Works Tenggara 2 Modelling Inclusion and Participation of Children with South 6 Disabilities in a Decentralized Education System 3 Back-to-School Movement: Multi-stakeholder Initiative South & West 9 on Out-of-School Children in West and Sulawesi 4 Improving Early Grade Literacy in Rural and Remote Papua & West 13 Schools Papua 5 Role of Community Forums in Village Education and Central 17 Village Governments in Improving School Attendance

1Full publication can be accessed through: www.unicef.org/indonesia/reports/compendium-of-good-practices ANNEX: COMPENDIUM OF GOOD PRACTICES

Holistic, Integrative Early Childhood Development - From Policy to Practice: An Approach That Works General topic area: Early childhood education, development Location: East Nusa Tenggara ()

Baseline findings of a study conducted in early 2017 found that most early child education and development centres are community-based, under-funded and receive only limited operational support from either communities or governments. The baseline study revealed several challenges to achieving quality holistic, integrative early child development (HI-ECD) at each centre. Most centres lacked trained staff and basic teaching and learning materials. Also lacking were adequate water, sanitation and hygiene facilities, posing a health risk for young children. Safety and security measures for children were often unavailable or inadequate. Nutrition services were non-existent – no nutritious food was given to children and no information about child nutrition was given to parents. Coordination with health services was poor. Parents had limited access to parenting classes. Working with HI-ECD policymakers and regulators, 100 HI-ECD centres in rural and remote areas across all 24 sub-districts of Kupang District were targeted to improve the quality of HI-ECD service delivery. The programme developed a model mentoring system that strengthens teaching and learning and integrates health; nutrition; water, sanitation and hygiene; child protection; and parenting education. In addition to improvements in Summary HI-ECD quality and practices, the programme: improved learning environments, increased of the Approach both local government funding and support and community and parent involvement and developed tools and resources to support implementation and sustainability. HI-ECD services were strengthened as a result of several approaches: • Provision of resources and opportunities to increase learning and improve practice: teacher training/mentoring system • Teacher training: Training for both teachers and mentors focused on many topics, but the main emphasis for teachers was on the 2013 national early childhood education (ECE) curriculum, including achievement and development standards, building mentorships and classroom methodology. • Cluster meetings: One centre provided opportunities for HI-ECD teachers to gather together and plan activities, discuss issues, practice skills and gain new knowledge. • Mentoring system: Mentors worked directly with teachers, centre managers, village heads and communities to achieve programme results. The mentoring module developed through this programme can be used in a variety of ways.

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ECE supervisors can use it to strengthen their approach to supervision and build relationships with managers and teachers; cluster head teachers can use it to guide teacher discussions and build community in the clusters; managers can use it to build a community of learning with all teachers at their ECD centres; and if districts adopt the approach, they can use it for individual teacher mentoring. • Improving standards: Two processes were identified to help managers and teachers identify areas to be strengthened: self-assessment and standard operating procedures. To allow HI-ECD centres to understand what is required to have a quality HI-ECD centre, a self-assessment tool was created. • Parenting and community engagement: UNICEF supported HI-ECD centres to create school committees for coordination with management, as well as parent-teacher associations (PTA) allowing parents and teachers to plan together, discuss issues, and/or learn about topics of interest. Mentors were encouraged to participate in the village planning process of their HI-ECD centres and to work with managers and teachers to strengthen their ability to advocate for their centres. This multi-pronged approach helped increase communities’ sense of ownership and interest in HI-ECD centre activities and status (such as facilities or accreditation). • Resource development: 10 modules of the ECE curriculum were revised to make them more teacher/user- friendly in the local context, but also easily adaptable by other districts/provinces (e.g., by changing some pictures and specific examples) without the need to modify the content. Other resources developed for the programme included: a set of 30 children’s books written by mentors and ECD-centre teachers; guidelines for use of learning materials. including sample activities and how to adapt them for use with children with disabilities; and a module on implementing a “garden-canteen- cooperative” into the ECD-centre community and supporting character development (offering basic indicators for children, parents, and teachers).

Better development outcomes for children: • Children attending the intervention schools showed clear improvement (according to a system for measuring early learning quality and outcomes) compared to children attending non-intervention schools and children not attending school.

Key Results Safer environment at ECD centres (100 intervention centres) Achieved • 93 per cent improved their playgrounds to meet safety standards • 100 per cent developed standard procedures on child safety • 83 per cent improved access clean water at their facilities • 93 per cent improved their sanitation facilities and provided accessible toilets, handwashing facilities and waste disposal systems.

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Improved management • 100 per cent of HI-ECD centres developed standard procedures to guide in school management and operations • 100 per cent of teachers prepares weekly development plans and daily lesson plans • 100 per cent of schools established a school committee and conduct routine parent- Key Results teacher meetings Achieved

Better engagement with parents and communities • Parent participation in parent-teacher conferences rose to 85 per cent • Communities have shown increased support to their ECD centres; more centres (82 per cent) were allocated funding through Village Funds.

• 5-day training for 140 ECD teachers & mentors: IDR 892 million (USD 61,000) • 2-day quarterly refresher training for ECD teachers: IDR 62.5 million (USD 4,300) • 2-day ECD managers training (for 125 persons): IDR 235 million (USD Cost 16,100) • Mentor salary (24 mentors): IDR 72.5 million/month (USD 5,000) • Monthly PTA meeting at each ECD centre: IDR 500 thousand (USD 34) / Replicability/ month up-scaling • Monthly HI-ECD task force meeting: IDR 9.5 million (USD 650) / month

• Planning Skills • Mentoring • Monitoring

• Directorate of Early Child Education, MoEC Stake- • Ministry of Foreign Affairs and Trade (MFAT), New Zealand holders • Yayasan Alpha Omega (YAO)

• The number of mentors required should be determined by the number of sub-districts and HI-ECD centres and the size of the sub-district (some may need more than one mentor). Mentors in Kupang had the most impact when they were living and working locally (i.e., not based at a DEO or commuting from a different location). • Each district should support the development of at least one “A” accredited HI-ECD Lessons centre that can serve as a hub for on-the-job professional training. A comprehensive Learned professional development experience for teachers should be developed, including guided classroom observation and afternoon workshops on key topics. • The MoEC could support districts to create and implement HI-ECD task forces. It could also facilitate links with PEO to create such task forces at the provincial level, although PEO cannot legally do so independently.

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• Some indicators of the programme self-assessment tool have already been incorporated into the national accreditation system (Sispena 2018). The tool is also a good way for HI-ECD communities to take a critical look at their own programmes. Mentors can share the tool at cluster meetings and support individual HI-ECD centres to apply it.

Resources available on the MoEC website “Ruang Guru PAUD” were developed based on this pilot programme: • ECE mentoring programme: https://s.id/ece-mentoring • Module: Mentoring Waikato https://s.id/modul-waikato • Replication guidelines PAUD HI-ECD Kupang: https://s.id/replikasi-kupang

Videos: • The mentoring system (4.46 minutes) www.youtube.com/watch?v=wquvSN20pFs&t=29s • The overall programme and advocacy (5 minutes) Further www.youtube.com/watch?v=1vt4OtZ1Bn0&t=47s readings and • HI-ECD programme from a teacher’s perspective (3 minutes) information www.youtube.com/watch?v=KE05Z_dn9Ew • HI-ECD programme from a child’s perspective (1.5 minutes) www.youtube.com/watch?v=_bFs4Ydm9MY&t=15s • STEAM (Science, Technology, Engineering, Art and Mathematic) Training for ECD Teachers in Kupang (5 minutes) www.youtube.com/watch?v=NjPUP473Z-c&feature=youtu.be

Publication: • “Holistic, Integrative Early Childhood Development (HI-ECD) Programme Kupang, NTT, Indonesia: From Policy to Practice: An Approach That Works” • Baseline and Endline Study on HI-ECD Programme in Kupang 2017 and 2020

• Yudhistira Yewangoe, Chief Field Office – Kupang ([email protected]) Contact • Nugroho Indera Warman, Education Specialist UNICEF ([email protected]) details • Imannuel Buan, Head of Education and Culture Agency (DEO) – Kupang District

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Modelling Inclusion and Participation of Children with Disabilities in a Decentralized Education System General topic area: Inclusive and equitable quality education Locations: South Sulawesi (Bone and Pangkajene Kepulauan)

UNICEF, with Helen Keller International Indonesia as implementing partner, supported the governments of Pangakajene Island (Pangkep) and Bone to pilot an inclusive education (IE) programme in elementary schools from 2018 to 2020. The objectives were to: (1) strengthen the role of district-level IE working groups in coordinating and implementing the programme and (2) build awareness and capacity of school management, teachers and stakeholders. The project targets 62 schools in Bone and Pangkep districts, consisting of 75 per cent public schools and 25 per cent religious-based schools. The South Sulawesi governor issued a decree on IE in 2011, followed by mayoral/district head decrees in some regions. To implement these decrees, multi-sectoral working groups were formed, consisting of representatives from various government offices who were tasked with developing an overall strategy to guide programme implementation. Nevertheless, it has proven challenging to ensure access to IE for every disabled child. Most children with disabilities (e.g., children with visual, hearing, intellectual or physical disabilities) are still enrolled in the few available special schools for the disabled. Mainstream schools are unlikely to admit them, mainly because teachers are not trained, and the schools lack the necessary facilities and curriculum. Summary of the When the project started in 2018 the two target districts were already at different stages Approach of progress. Pangkep had been declared as an inclusive district in 2014, while the Bone government had only issued a bylaw on fulfilling and protecting the rights of children with disabilities. UNICEF’s intervention sought to support the multi-sectoral working groups to address IE at target schools. To do so, three inter-linked strategies were devised: policy advocacy, capacity building and a public campaign. UNICEF and Helen Keller International supported the working group to strengthen coordination and advocacy for high-level support. Training of trainers was conducted to produce facilitators, who then trained teachers in target schools on IE implementation, including how to identify children with disabilities, understand their needs, communicate with them, manage their behaviour and select appropriate learning method for these students. IE working group is led by the development planning agency (Bappeda) and the members came from key partners such as offices on education, religious affairs, social affairs, statistics, women’s and children’s empowerment and village empowerment. The group held quarterly coordination meetings to discuss progress and implementation issues and developed an overall IE strategy to serve as an umbrella document for all agencies involved.

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The primary beneficiaries are schools and enrolled students. Pangkep District government, however, understands the importance of reaching those who are out of school and attempts to collect village-level data on school-aged children with disabilities. Assisted by NGOs and private partners, a joint team was dispatched to collect household level data in pilot villages. This ad hoc effort was successful in collecting the data, but coverage was limited, and the effort is not sustainable. In the two districts, campaign activities attracted participation from a wide range of stakeholders. In Pangkep a large-scale campaign and sporting event were held in 2019 involving around 200 students with disabilities. In Bone, the working group actively engaged religious leaders to promote IE.

• Training of trainers produced 18 facilitators, four provincial trainers and 14 district trainers. • 619 teachers received IE training, enabling them to identify forms of disability, develop appropriate teaching practices and manage classrooms. • Over 25,500 students (48.3 per cent female) benefitted from the adoption of inclusive teaching methods such as adaptive learning for students with special needs, the Key Results use of specific learning tools and the provision of disabled-friendly facilities, allowing Achieved students with disabilities to fully participate in learning, sports and social activities. • 549 elementary school students with disabilities identified by teachers at 66 schools were exposed to an inclusive culture through inclusive school policies and evolving inclusive practices. • The working group produced a comprehensive strategy for the four-year period 2017- 2020. The strategy facilitated inter-agency coordination, to ensure alignment and effectiveness of activities set out in Indonesia’s medium-term development plan.

Replication was discussed with the South Sulawesi government and three districts (Talakar, Maros, Bulukumba) were nominated as targets in 2021.

• Training of trainers: IDR 12 million (USD 820)/ training • Training for teachers: IDR 12 million (USD 820) /training Cost • Working Group coordination meetings (APBD): IDR 1 million (USD 68)/ meeting Replicability/ • Application of training modules up-scaling Skills • Application of inclusive learning methods

• District development planning board • District education offices Stake- • Provincial religious affairs office holders • School management (headmasters, officials, teachers) • Schools supervisors/inspectors

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• Improved coordination between provincial and district levels has resulted in a smooth replication process. Had school inspectors engaged at an earlier stage of project implementation, coordination would have been stronger. • There is a need to develop a monitoring and evaluation framework for the overall Lessons strategy. Currently, it consists primarily of activities that are planned, funded, and Learned conducted independently by each respective agency. • A systematic, rather than ad hoc, approach can be more effective to collect data on school-aged children with disabilities at village or household level. The approach should consider data collection using a reliable data platform and involving village officials in a sustainable manner.

UNICEF media features: • https://www.instagram.com/p/CEUCykkBcfb/?igshid=ybylqbhgeazv Further • https://www.facebook.com/172180876204559/ readings and posts/3232562166833066/?vh=e&extid=OhYitHPrg8lKo3FN&d=n information • https://www.youtube.com/watch?v=gwj_Mxb1hrk Local media features: • https://www.facebook.com/PangkepTelevisi/videos/321194165738224/

• Henky Widjaja, Chief Field Office – ([email protected]) • Anissa Elok Budiyani, Adolescent Development Officer ([email protected]) Contact details • H. Mukhlis Mansur, S. T. – Head of Sub-Directorate Programme and Evaluation – Directorate of Special Education and Community Learning (PMPK), Ministry of Education, Research, and Culture ([email protected])

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Back-to-School Movement: Multi-stakeholder Initiative on Out-of-School Children General topic area: Out-of-school children Locations: South Sulawesi (Bone and Takalar), (Mamuju)

Nationally, over 4 million (7.9 per cent) of Indonesia’s school age children do not attend school, according to 2019 data. Figures in South and West Sulawesi were higher, 9.2 per cent and 11.1 per cent, respectively, mostly for children of upper secondary school age (16-18 years). The out-of-school children (OOSC) programme aims to ensure that children gain an education, either through formal, non-formal (i.e. community learning centres (PKBM) or informal channels. The programme adopted a comprehensive approach to engage district and village governments, as well as communities, private sector, and CSOs to provide second learning opportunities for OOSC. In South Sulawesi, Bone and Takalar were selected as target districts for the programme implementation. Bone had the fifth-highest number of OOSC (18,600 or 11.4 per cent of eligible students), while Takalar ranked seventh with 6,400 OOSC (10.4 per cent). In West Sulawesi the capital district of Mamuju, where 10.3 per cent of children were not in school, was selected. When UNICEF launched the programme, authorities in these districts already considered out-of-school children as an important issue, acknowledging its far-reaching implications on child well-being and human development. By 2016, OOSC had been included in medium-term planning documents and policies of Mamuju District. The district head Summary issued decrees stipulating the formation of technical teams, development of action plans, of the Approach budget allocations and participation by sub-district and village governments to address OOSC. Similar initiative took place in Bone and Takalar in 2018 and 2019 respectively. These districts had also already launched the ‘Back-to-School Movement’, a flagship programme that attracted participation by a wide range of stakeholders (e.g., school leaders, village governments, community leaders, and women’s and community organizations). As a follow-up to the regulations, a district action plan was devised consisting of activities to be implemented by relevant agencies and coordination and monitoring measures to ensure their effectiveness and alignment with the district government development plans. District heads also issued decrees related to village information systems, obliging village governments to adopt a community-based development information system (Sistem Informasi Pembangunan Berbasis Masyarakat or SIPBM) as an integrated data platform and to allocate funds accordingly. Despite this strong commitment, targeting OOSC remained challenging. Identifying who and where the children were was not easy, especially for hard-to-reach groups. The SIPBM played a crucial role in this regard. Target districts adopted SIPBM as a data management platform, and UNICEF helped to optimize its use for targeting OOSC. The availability of real-time data has enabled accurate target-setting and effective interventions.

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UNICEF facilitated the adoption of SIPBM into local systems through a series of capacity building and mentoring sessions for officials and operators. Targeted village governments contributed by allocating funds for training, procuring servers and administrative costs. Officials from target villages (six villages in Bone and four each in Mamuju and Talakar) were trained to operate SIPBM and analyse the data. SIPBM records detailed information on individuals (e.g., name, address, reasons for school drop-out, and family socio- economic background). It also collected information on vulnerable groups at risk of discontinuing their education, such as children with disabilities or involved in child labour, victims of abuse, bullying, natural disasters or child marriage and children from poor families. Following advocacy efforts in target villages, village regulations and village head decrees were issued stipulating the allocation of Village Funds to help the identified OOSC to enrol back in formal or non-formal school, and in some cases to manage community schools or other relevant learning activities. A village education team was established in each village to verify and validate the SIPBM data, design and implement Back-to-School campaign and outreach activities and conduct monitoring. The overall advocacy strategy aims not only to help out-of-school children, but to prevent children in high-risk groups from dropping out of school, especially after completion of primary or junior secondary school. Using up-to-date SIPBM data, village governments were able to design a variety of programmes for OOSC. In Welado Village, for example, school attendance was made a condition for receipt of funds from social assistance programmes. The government of Dungkait Village allocated funds to establish and manage its own PKBM. Local governments also formed partnerships with religious-based charitable organizations, the private sector, state-owned companies and different units of the national police or armed forces that were willing to provide cash or in-kind contributions.

• SIPBM was adopted as the sole platform for data collection, updating and targeting out-of-school children. It was installed in all target villages and is connected to a server run by district authorities. • The number of school returnees has increased. In Bone approximately 3,000 children Key Results returned to school per year. In Takalar, the number ranged between 1,789 (2018) and Achieved 1,659 (2019), while in Mamuju 7,000 out of 9,725 OOSC returned to school, mostly to PKBM (2019). • Non-government organizations and the private sector are engaged in the programme through contribution of various types of assistance for OOSC, either directly or through local governments.

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Replication is underway in South Sulawesi. UNICEF facilitated the development of a provincial action plan to guide up-scaling the programme in all districts. The document (Action Plan for the Acceleration of Out-of-School Children Reduction in South Sulawesi 2020-2023) has been enacted through Governor Decree Number 71/2020. The target is that 75 per cent of districts in South Sulawesi adopt the OOSC action plan by 2023.

• SIPBM training and data collection • Procurement of server Cost • Workshop to develop district and village action plans • Mentoring for village stakeholders on universal education • Monitoring and supervision

Replicability/ • SIPBM data collection using Android-based application up-scaling • Management of SIPBM data platform Skills • Campaign and outreach • Establishment of relevant learning activities • Stakeholder management to engage partners

• District government, to ensure regulatory framework, action plan and adequate budget allocation • Village governments, to adopt and operate SIPBM and allocate Village Stake- Funds for education access for OOSC holders • PKBM and school management • Community leaders, to validate information and support the campaign • Private sector, to contribute and to address child labour.

• Targeting is key to reaching out-of-school children, SIPBM can play a crucial role in data collection and targeting. • There is huge potential for private-sector buy-in and contributions to this programme. Engagement with the private sector must be done systematically. Lessons Learned • Consultation with local communities is important for identifying potential solutions they may undertake to address OOSC problem in their areas. • PKBM are often located far from the target villages or in the subdistrict capital, and this has created new barriers for OOSC who have decided to return to school through non-formal channels.

Bone District official media feature: Further • www.bone.go.id/2020/10/03/wakil-bupati-bone-advokasi-gerakan-lisu-massikola- readings and information paimeng-untuk-raih-rekor-muri/ • www.sipbm.kemendesa.go.id/portal

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• Siti Eliza Mufti, Education Specialist UNICEF ([email protected]) • Suhaeni Kudus, Education Specialist UNICEF ([email protected]) • District officials: − Bone: Hj. Samsidar, SPi., MSi - Secretary of Bappeda ([email protected]) − Takalar: Drs. Rahmansyah Lantara, MSi. – Head of Bappelitbangda (ancha_ [email protected]) Contact details − Mamuju: DR. Hj. Khatmah Ahmad, SPi., MSi. – Head of Bappepan ([email protected]) • Vivi Andriani – Directorate of Religion, Education, and Culture of Bappenas ([email protected]) • Ir. Eppy Lugiarti, MP – Directorate of Social and Cultural Development of the MoV ([email protected])

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Improving Early Grade Literacy in Rural and Remote Schools General topic area: Foundational learning skills Locations: Papua (Biak Numfor, , Jayawijaya and Mimika) West Papua ( and Sorong)

In support of the Indonesian government’s efforts to address the education gap in Papua and West Papua provinces, UNICEF with support from the Australian Government’s Department of Foreign Affairs and Trade implemented an education programme initiative for remote and rural areas in Papua and West Papua Provinces. Aiming to test approaches for improving learning outcomes in early grade literacy in rural and remote areas, the pilot targeted 120 schools in six districts and compared them with a control group. Two models were tested. Model A, for rural and remote schools, combined cluster training with school-based support and supervision by mobile training teams. Model B, for remote and isolated schools, provided on-the-job training (OJT) in schools. The programme structure was based on two pillars: • Pillar 1 (school level): to address challenges to quality teaching and learning due to Summary the low capacity of teachers and the scarcity of reading material. As identified in a of the baseline study, around half of all teachers in target districts never received training Approach to teach reading. Similarly, half of the teachers did not develop or use lesson plans for their teaching. The programme set out to improve the quality of teaching, design and delivery of a range of culturally relevant learning materials; introduce a system for assessing student progress in reading; raise awareness through community campaigns and initiatives and support school principals and school committees to prepare school plans, including guidance on planning and utilization of the schools’ operational funds. • Pillar 2 (government and system level): to raise awareness among parliamentarians and education officials; disseminate evidence about the effectiveness of the models; and provide technical support for the inclusion of early grade reading in district planning and budgeting. The goal is to promote planning and budgeting decisions that would increase the quality of basic education.

1. Changes in teacher behaviour and classroom practices: Improved classroom environment; shift from teacher-centred to student-centred approaches; more structured and well-targeted processes of teaching and learning, using lesson plans and student assessment; increased teacher motivation. Specifically: Key Results Achieved • Sharp improvement in the classroom environment using reading corners and learning materials displayed on bulletin boards, correlating positively with improvements in students’ reading ability. The mid-line study showed that 75 per cent of the classrooms had reading corners as compared to just 20 per cent in the baseline.

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• Significant shift from teacher-centred to student-centred approaches, such as greater use of positive discipline increased student agency in learning. • The use of lesson plans in intervention schools increased from 53 per cent to 88 per cent in Model A schools and 49 per cent to 87 per cent in Model B. In contrast, use of lesson plans in control schools declined from 76 per cent to 69 per cent. • 75 per cent of teachers were able to conduct student assessments regularly and Key Results systematically to check skill levels and inform literacy activities due to the training Achieved they had received. 2. Improved reading and comprehension skills for grade 2 and 3 students in all intervention schools compared with non-intervention schools: Percentage of non- readers dropped from 62 to 26 per cent; oral fluency increased from 5.6 to 12-13 words per minute; reading comprehension increased from 6 to 18 per cent. 3. Governments in target districts used programme evidence and implemented strategies to improve early grade literacy: Dissemination of the mid-line evaluation findings created substantial interest in replicating the programme.

National level support for the development of a policy framework for adoption of the early grade literacy model led to the issuance of Ministry of Home Affairs’ (MoHA) circular letters in 2018, encouraging provincial and district governments to implement education literacy. A replication guideline was developed and shared with district education offices. By 2020, replications were ongoing in Supiori and Mamberamo Tengah districts as well as more new schools in intervention districts.

The costing was based on whether Model A, B, or mixed model would be implemented. Following is a tabulated estimation of the annual costing per 5 schools and a calculation of per-school and per-student costs.

Estimated Cost in IDR Activity Model A Model B Replicability/ Training of trainers (2) 70,400,000 75,200,000 up-scaling In-house teacher training 124,000,000 163,000,000 Bi-weekly teacher working group meetings 118,000,000 126,000,000 Training for school committees (2) 30,800,000 48,800,000 Cost Quarterly training of principals working group 37,200,000 64,200,000 Mentoring 27,000,000 148,500,000 Campaign activities (2) 20,000,000 20,000,000 Establishing reading corners 30,000,000 30,000,000 Subtotal 458,200,000 675,700,000 Per school without reading materials 91,640,000 135,140,000 Reading materials per school 10,401.215 10,401.215 Per school with reading materials 102,041,000 145,541,000 Cost per student (assuming 100 students per 1,020,410 1,455,410 school)

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• Training facilitation Skills • Planning and budgeting

• District Education Office • Village Empowerment Office • District Planning Board (Bappeda) Stake- • District Library Office holders • Parliamentarians • Village heads • School supervisors • School principals and teachers

Technical lessons: • Teaching literacy is most effective and sustainable if implemented across all primary grades, not only the early grades. • Regular nationwide assessment on literacy is needed to provide data on students’ literacy achievements and undertake advocacy to district governments. • Ongoing engagement with curriculum development at the national level is essential to ensuring that pre-literacy skills are built into the earliest moments of primary education.

Political lessons: • Providing high-quality evidence of the potential for learning is critical to developing ownership among parliamentarians • Demonstrating the practical details of implementation in the most challenging Lessons context enables policy influence; Learned • Recognizing and designing a distinctive approach for the context of Papua was critical to success in that province. • Analysis of the causal chain linking various determinants of the high rate of absenteeism with specific policy and policy implementation gaps is needed to enable the development and pursuit of targeted policy recommendations.

Management lessons: • Partnerships with CSOs are critical and transformative, changing government views about what is needed to implement change in isolated remote and rural areas. • Costing for replication needs to be built in at an early stage so that governments know what is required for planning and budgets. • The pathway from pilot to scale depends on sound design, generation of evidence on a priority issue and provision for replication if the pilot is successful.

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• Programme site: www.unicef.org/indonesia/documents/rural-and-remote-education-initiative Further • Mid-line Study for Rural and Remote Education Initiative for Papua Province : www. readings and information dfat.gov.au/sites/default/files/australia-unicef-rural-and-remote-education-initiative-for- papuan-provinces-midline-study.pdf • Video of the programme : www.youtube.com/watch?v=dAXef9OJ1YU

• Aminuddin Ramdan, Chief of Field Office - Jayapura ([email protected]) • Abdullah Modhesh, Education Specialist UNICEF ([email protected]) Contact details • Prostasius Lobya, Secretary of Provincial Education Office Papua Province ([email protected]) • Amelia Ibo, Secretary of District Education Office Jayapura

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Role of Community Forums in Village Education and Village Governments in Improving School Attendance General topic area: Inclusive education, out-of-school children Location: Central Java (Brebes)

In Brebes the back-to-school movement (Gerakan Kembali Bersekolah or GKB) is a community -based effort that originated with a small Facebook community concerned about the large number of school-age children who are not in school. The government eventually strengthened the movement and transformed it into a district-level community forum for education (FMPP). While the immediate goal was to address out-of-school children (OOSC), in the long run the movement is intended to help improve the human development index and tackle inter-generational poverty. In 2018 OOSC in Brebes numbered approximately 17,000, an average of 993 in each sub- district, comprised of: • Elementary school dropouts (15 per cent) • Failure to transition to junior high school (32 per cent) • Junior high school dropouts (13 per cent) • Failure to transition to senior high school (36 per cent) • Senior high school dropouts (4 per cent)

Several factors were identified as drivers behind these statistics: the need to work to help Summary parents or to migrate, inability to pay school fees, enrolment in Islamic boarding schools, of the Approach illness, marriage, having a disability or simply lack of motivation. In 2016 the District Head issued a decree aimed at addressing the issue of OOSC, calling for: coordination among district government agencies; establishment of FMPP, using a bottom-up approach; policy development; and budget allocation. Collaboration with UNICEF on OOSC began in 2017 in four pilot villages, where FMPP were formed and collaborated with village governments. UNICEF used community-based development information systems (SIPBM) to collect real-time data as the basis for developing community action plans. These community forums have been effective because of their ability to map out and reach OOSC, even at the neighbourhood level. Collaboration between FMPPs and village governments works well because interventions are developed based on valid data. The role of village governments is also crucial for securing financial support from the Village Fund. Village and district government officials select FMPP management. FMPP members are chosen by the community and consist of representatives from community leaders, youth leaders, religious leaders, women leaders and local residents. Community participation in FMPP activities has contributed to improved targeting.

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FMPPs are involved in preparing annual village plans, collecting OOSC data and formulating activities to address OOSC. The aim is to advocate for commitment by village governments to ensure that all children in the village can complete high school education or the equivalent, either in formal or non-formal education institutions, with financial support from Village Funds, the private sector or donors.

• 12,212 (of a total approximately 17,000) OOSC, had returned to formal or non-formal education as of 2016. • In the four pilot villages all OOSC returned to school (81 children in Parereja, 221 in Key Results Cenang, 18 in Benda, eight in Pepedan). Achieved • Villages developed innovative strategies to encourage children and adolescents to become learners. • Village development plans were created, and Village Funds allocated to handle OOSC.

The four pilot villages have become models for addressing OOSC at the village level. Replication to other villages in the district can be facilitated by the local district government, involving four activities: 1. One-day workshop (on the Return-to-School Movement) 2.` Apprenticeship in a pilot village 3. Data reconfirmation 4. Mentoring These activities are carried out after the village seeking to replicate has collected data using the SIPBM application. Replicability/ • FMPP capacity development IDR 20 million (USD 1,500) / village up-scaling Cost • District level replication IDR 900 million (USD 61,500) / year

• Mastery of SIPBM application Skills • Mentoring and capacity building

• FMPP and GKB teams in districts, sub districts, villages • District Regional Planning Agency Stake- • District Community Empowerment Office holders • District Education Office • District Social Affairs Office • District Religious Affairs Office

• Newly formed FMPP teams will require some assistance. Lessons • Policies and regulations are needed to strengthen the role of FMPP. Learned • Resource mobilization innovations are needed, e.g., through collaboration between FMPP and Islamic boarding schools.

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• Community-Based Information System of Brebes District (sipbm.brebeskab.go.id/)

Further • Back to School Website of Brebes District (gkb.brebeskab.go.id/) readings and • Back to School Website of Parereja Village (parereja.desabrebes.id/) information • Back to School Website of Cenang Village (cenang.desabrebes.id/) • Community Forum Website on Back to School Movement (fmppbrebeskab.com/)

• Suhaeni Kudus, Education Specialist UNICEF ([email protected]) Contact • Rela Rahayuningsih, S.Sos, M.Si; Planning, Research and Development Agency details (Bappelitbangda) Brebes ([email protected]) • Bahrul Ulum, SE, M.Si; Community forum for education ([email protected])

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