The document provides an end-term evaluation report of the "Rebuilding Aceh through Education for All" post-tsunami reconstruction program in Aceh Province, Indonesia. The key findings of the evaluation are:
1) The program achieved its main quantitative targets including reconstructing 35 school buildings and providing scholarships to over 3,500 students.
2) Training programs benefited over 1,300 teachers, exceeding original targets.
3) There were delays in implementation but the program was still cost-efficient, with savings of over $666,000.
4) The program had generally positive impacts, improving teaching methods and school management.
5) Long-term sustainability is a concern, as some rural schools face maintenance
The Andhra Pradesh Academy of Rural Development (APARD) has been working relentlessly for over 54 years in building capacities for sustainable development of the rural poor. APARD is an apex training institute in AP for capacity building of rural development officers and panchayat raj officials. We also consistently focus on research that helps us offer high quality consulting services in rural development.
THE K-12 SENIOR HIGH SCHOOL PROGRAM: THE CASE OF LABORATORY HIGH SCHOOL, COTA...tarhataguiamalon
Abstract
The implementation of the K-12 Senior High School program makes Filipino students competitive globally. On this premise, a study to assess the K-12 Senior High School program of Laboratory High School (LHS) of Cotabato City State Polytechnic College (CCSPC). Also, it explored the resources, teachers' instructional practices, the attainment of the objectives of the program, and the challenges encountered in the implementation. It employed descriptive-evaluative design. It administered survey questionnaires to 202 total number of respondents composed of 169 senior high school students who were chosen randomly and 30 teachers, including three staff, who were selected using Complete Total Enumeration. It was conducted last school year 2019-2020. Results revealed that services and resources evidently provided. The teachers of the LHS have evidently practiced the instructional practices in terms of teaching strategies, classroom management, and assessment of learning. Considering the findings it was concluded that Despite the big class size and with faculty possess degrees appropriate and relevant to the high school program and other qualifications, the LHS maintains its public image of excellence in both curricular and extracurricular activities in which have been a sign that instructional supervision of the Laboratory High School is of a high standard.
Keywords: Assessment, K-12 Senior High School, Instructional Practices, Resources
The Andhra Pradesh Academy of Rural Development (APARD) has been working relentlessly for over 54 years in building capacities for sustainable development of the rural poor. APARD is an apex training institute in AP for capacity building of rural development officers and panchayat raj officials. We also consistently focus on research that helps us offer high quality consulting services in rural development.
THE K-12 SENIOR HIGH SCHOOL PROGRAM: THE CASE OF LABORATORY HIGH SCHOOL, COTA...tarhataguiamalon
Abstract
The implementation of the K-12 Senior High School program makes Filipino students competitive globally. On this premise, a study to assess the K-12 Senior High School program of Laboratory High School (LHS) of Cotabato City State Polytechnic College (CCSPC). Also, it explored the resources, teachers' instructional practices, the attainment of the objectives of the program, and the challenges encountered in the implementation. It employed descriptive-evaluative design. It administered survey questionnaires to 202 total number of respondents composed of 169 senior high school students who were chosen randomly and 30 teachers, including three staff, who were selected using Complete Total Enumeration. It was conducted last school year 2019-2020. Results revealed that services and resources evidently provided. The teachers of the LHS have evidently practiced the instructional practices in terms of teaching strategies, classroom management, and assessment of learning. Considering the findings it was concluded that Despite the big class size and with faculty possess degrees appropriate and relevant to the high school program and other qualifications, the LHS maintains its public image of excellence in both curricular and extracurricular activities in which have been a sign that instructional supervision of the Laboratory High School is of a high standard.
Keywords: Assessment, K-12 Senior High School, Instructional Practices, Resources
Improving the quality of Technology and Vocational Education (TVE) Work and S...iosrjce
National peace and security is a function of overall satisfaction of the citizenry of any nation in an
ideal situation. The satisfaction could be in the form of job-satisfaction, political stability, economic and social
stability or any combination of the above indicators and more. This paper studied the challenges facing the
Work and Study degree programme of the Technology and Vocational Education Department of Ebonyi State
University (EBSU) Abakaliki, with a view to enhancing or improving it for graduate employment and national
security. Survey design was used in the study. Two research questions that guided the study were administered
on a sample of forty (40) respondents and analyzed with frequency count and percentages. From the analysis,
six findings emerged, notable among which was the fact that the award of the WASP Degree Certificate gives
job satisfaction to the recipient. Based on the finding of the study, some recommendations were made to
enhance the WASP programme in Ebonyi State University, Abakaliki. These include; government and
management of the programme should ensure adequate funding of the programme by any means, staff should
also endeavour to update their competency through retraining, it is necessary that a monitoring or supervisory
committee be established to discourage several malpractices and corrupt practices. Where all these are not
attainable, the programme could be scrapped.
Funding On Provision and Maintenance of School Facilities in Senior Secondary...iosrjce
Over the years, there is a rampant cry by the general populance in the country on the issue of low
standard and students’ achievement more especially in senior secondary schools. Senior secondary education is
the education receive after primary and before the tertiary stage, the broad aims for secondary education are;
a. Useful living within the society, and
b. Preparation for higher education National Policy on Education (2008:18)
Consequently, there has been tremendous increase in establishment of senior secondary schools and
enrolment of students as well. This increase has necessitated a greater need for adequate funding of schools for
the provision and maintenance of school facilities. Unfortunately most of the senior secondary schools in Bauchi
state are poorly funded, these make it impossible for senior secondary schools organization to realize the aims
for which they have been established. Taiwo (2000) noted that the physical environment in most senior
secondary schools in African countries is literacy aggressive due to poor funding and maintenance of school
facilities. However, Nigerian secondary schools have undergone tremendous changes since independence in
1960. These include changes in a number of institutional programme due to the general changes of the entire
education system from 7-3-4, 7-3-5, 6-3-3-4 and now 9-3-4 system.
Review of the online learning and artificial intelligence education market A ...eraser Juan José Calderón
Review of the online learning and artificial intelligence education market.
A report for the Department of Education
July 2018 .
Ali Zaidi, Shane Beadle and Arthur
Hannah, ICF Consulting Services Ltd
Implementation Of the Revised 9-Year Basic Education Curriculum (BEC) In the ...iosrjce
This study was designed to monitor the Revised 9-Year Basic Education Curriculum (BEC) with the
aim of establishing the level of implementation in terms of the level of awareness, the accessibility to and the
training on the use of the 9-Year BEC and the Teachers’ Guide (TG). The study is of descriptive survey. One
Official each from the State Ministry of Education, (SMOE), and the State Universal Basic Education Board,
(SUBEB); and HeadTeachers of 8 Basic Education Schools in one Local Government Area each of the three
Senatorial Districts/Zones in Benue State were sampled for the study. From the findings of this study, it was
recommended among others that on-the-job trainings should be organized for the teachers of in the schools to
update their knowledge on the implementation of the Revised 9-Year BEC and there is need for adequate
provisions of the Curricula, TG and relevant textbooks
TCF - Sustainable giving to educate children and empower womenIspl ESap
- TCF’s vision is to remove barriers of class and privilege to make the citizens of Pakistan agents of positive change.
- Starting with 5 volunteer-run schools in 1995, grown to 1,000 schools in 100+ towns and cities
- Over 145,000 students nationwide, aged 4 to 17 years
- Focus on Woman empowerment, with close to 50% female students
Improving the quality of Technology and Vocational Education (TVE) Work and S...iosrjce
National peace and security is a function of overall satisfaction of the citizenry of any nation in an
ideal situation. The satisfaction could be in the form of job-satisfaction, political stability, economic and social
stability or any combination of the above indicators and more. This paper studied the challenges facing the
Work and Study degree programme of the Technology and Vocational Education Department of Ebonyi State
University (EBSU) Abakaliki, with a view to enhancing or improving it for graduate employment and national
security. Survey design was used in the study. Two research questions that guided the study were administered
on a sample of forty (40) respondents and analyzed with frequency count and percentages. From the analysis,
six findings emerged, notable among which was the fact that the award of the WASP Degree Certificate gives
job satisfaction to the recipient. Based on the finding of the study, some recommendations were made to
enhance the WASP programme in Ebonyi State University, Abakaliki. These include; government and
management of the programme should ensure adequate funding of the programme by any means, staff should
also endeavour to update their competency through retraining, it is necessary that a monitoring or supervisory
committee be established to discourage several malpractices and corrupt practices. Where all these are not
attainable, the programme could be scrapped.
Funding On Provision and Maintenance of School Facilities in Senior Secondary...iosrjce
Over the years, there is a rampant cry by the general populance in the country on the issue of low
standard and students’ achievement more especially in senior secondary schools. Senior secondary education is
the education receive after primary and before the tertiary stage, the broad aims for secondary education are;
a. Useful living within the society, and
b. Preparation for higher education National Policy on Education (2008:18)
Consequently, there has been tremendous increase in establishment of senior secondary schools and
enrolment of students as well. This increase has necessitated a greater need for adequate funding of schools for
the provision and maintenance of school facilities. Unfortunately most of the senior secondary schools in Bauchi
state are poorly funded, these make it impossible for senior secondary schools organization to realize the aims
for which they have been established. Taiwo (2000) noted that the physical environment in most senior
secondary schools in African countries is literacy aggressive due to poor funding and maintenance of school
facilities. However, Nigerian secondary schools have undergone tremendous changes since independence in
1960. These include changes in a number of institutional programme due to the general changes of the entire
education system from 7-3-4, 7-3-5, 6-3-3-4 and now 9-3-4 system.
Review of the online learning and artificial intelligence education market A ...eraser Juan José Calderón
Review of the online learning and artificial intelligence education market.
A report for the Department of Education
July 2018 .
Ali Zaidi, Shane Beadle and Arthur
Hannah, ICF Consulting Services Ltd
Implementation Of the Revised 9-Year Basic Education Curriculum (BEC) In the ...iosrjce
This study was designed to monitor the Revised 9-Year Basic Education Curriculum (BEC) with the
aim of establishing the level of implementation in terms of the level of awareness, the accessibility to and the
training on the use of the 9-Year BEC and the Teachers’ Guide (TG). The study is of descriptive survey. One
Official each from the State Ministry of Education, (SMOE), and the State Universal Basic Education Board,
(SUBEB); and HeadTeachers of 8 Basic Education Schools in one Local Government Area each of the three
Senatorial Districts/Zones in Benue State were sampled for the study. From the findings of this study, it was
recommended among others that on-the-job trainings should be organized for the teachers of in the schools to
update their knowledge on the implementation of the Revised 9-Year BEC and there is need for adequate
provisions of the Curricula, TG and relevant textbooks
TCF - Sustainable giving to educate children and empower womenIspl ESap
- TCF’s vision is to remove barriers of class and privilege to make the citizens of Pakistan agents of positive change.
- Starting with 5 volunteer-run schools in 1995, grown to 1,000 schools in 100+ towns and cities
- Over 145,000 students nationwide, aged 4 to 17 years
- Focus on Woman empowerment, with close to 50% female students
Mari Ross-Russell from the Office of HIV Planning shared a sampler of Delaware County Social Determinants maps at the December 2014 Philadelphia Ryan White Part A Planning Council meeting.
Audioghid-ul este un aparat audio portabil capabil sa stocheze un numar mare de informatii si este folosit precum un ghid personal. Avantajale acestor sisteme de ghidare turisti: ofera o experienta placuta pentru vizitatori, aglomeratia din jurul unui obiectiv este evitata, vizitatorul isi planifica singur vizita si alege ce obiective sa priveasca singur, deruleaza inainte si inapoi informatiile in functie de propriile nevoi, extrem de util la anumite obiective turistice, precum lacase de cult istorice, unde nu se poate vorbi cu voce tare.
O IRIS (Melhoria através da Investigação na Escola Inclusiva) é um Projecto
Comenius Europeu com o foco na Inclusão e nos progressos escolares,
abrangendo todas as crianças numa escola para todos. O Projecto IRIS
iniciou-se no fim de 2006 e termina em 1 de Outubro de 2009. A Áustria e
a Bélgica coordenam as actividades do Projecto. A equipa Projecto IRIS é
composta por 7 parceiros a trabalhar em grupos temáticos e os membros
do grupo têm mudado, bem como os sistemas evoluído. Toda a equipa
do Projecto se reúne de 6 em 6 meses para partilhar informação sobre o
desenvolvimento, como um todo colaborativo.
A Management Approach of an E-Tutoring Program for High School StudentsIJMIT JOURNAL
The inclusion of e-tutoring programs to support secondary school students is an international practice that is reinforced by both the education policies of the Ministries of Education and the potential of technology. The operation and management of the relevant programs is a challenging process, as the goal is to effectively support students and improve their learning. In the present work, the management approach of an e-tutoring program that operates from the school year 2012-2013 is presented. The approach includes a) the presentation of the processes through which the e-tutoring program is carried out, b) the information systems for monitoring the progress of its operation, such as students’ participation, the duration of their participation, their learning needs, the correlation with their performance and c) the etutors’ training procedures. In addition, practices are emerging that offer a comprehensive monitoring framework, which favors the proper functioning and further development, as well as the increasing participation of students.
A MANAGEMENT APPROACH OF AN E-TUTORING PROGRAM FOR HIGH SCHOOL STUDENTSIJMIT JOURNAL
The inclusion of e-tutoring programs to support secondary school students is an international practice that is reinforced by both the education policies of the Ministries of Education and the potential of technology. The operation and management of the relevant programs is a challenging process, as the goal is to effectively support students and improve their learning. In the present work, the management approach of an e-tutoring program that operates from the school year 2012-2013 is presented. The approach includes a) the presentation of the processes through which the e-tutoring program is carried out, b) the information systems for monitoring the progress of its operation, such as students’ participation, the duration of their participation, their learning needs, the correlation with their performance and c) the etutors’ training procedures. In addition, practices are emerging that offer a comprehensive monitoring framework, which favors the proper functioning and further development, as well as the increasing participation of students.
Challenges Affecting the Implementation of £50 Million In-Service Training Pr...Mohammad Mosiur Rahman
Numerous donor-sponsored in-service training programs have been operated in Bangladesh for English language teachers. EIA was the last donor-funded project that incorporated school-based training. It claimed to acquaint teachers with technology coupled with a lot of interactive activities to be incorporated in the classroom. The aim of the study was to identify the challenges faced by the secondary-school English language teachers in incorporating the elements learned in EIA training into their classroom practices and to identify the solutions to overcome the challenges. The present study undertook reflective theory developed by Wallace (1991). To conduct this study, semi-structured interview with the teachers and semi-structured classroom observation were carried out. Teachers reported some issues that potentially precluded them from employing different activities in their classrooms. In addition, teachers elicited suggestions to overcome the challenges. The interview data were organized thematically. This study was intended as an eye opener for the policy makers in the small states.
Factors Influencing Effective Implementation of Free Secondary Education Proj...irjes
This study examined the implementation of free primary education resulted in substantial growth in
enrollment. Accordingly, the implementation of Free Secondary Education project was bound to create
additional challenges. It was informed by the fact that implementation of free primary education could face
several challenges as it was a new approach in Kenya. The purpose of this research was to investigate factors
influencing effective implementation of FSE project. Literature review focused on what other researchers and
authors had pointed out concerning effective implementation of FSE project. The study was conducted using
descriptive survey. Questionnaire that targeted 25 secondary school principals was used to collect the data.
Findings indicated 100% of principals felt the need for the government should increase the current funding in
order to promote FSE project. The findings also revealed that 72% of principals explained the urgent need for
hiring more teachers to cope with student enrollment. Depending on the scale of a project, M&E can be an
involved process for which you may need support. Good M&E starts during the project design. The researcher
recommends that the government should increase the funding of FSE project and employ timely disbursement of
funds. In future a comparative research can be done on effective implementation of FSE project in day and
boarding schools as well as research on quality of secondary education since implementation of FSE project.
Perspective chapter-peer observation of teaching in phygital communities of i...AyshaAlShamsi11
The disruptions caused by the COVID-19 pandemic have affected many aspects
of teacher training programs, which are crucial for informing research in higher
education, including reflective peer observation of teaching (POT). The higher education community has adapted to this new normal and begun using phygital (blended
physical and digital) spaces effectively. This requires practitioners to adapt new methodologies and hybrid approaches, which pave the way for a new future of learning in
a new phygital environment. This chapter describes the implementation of a phygital
community of inquiry (CoI) by preservice teachers in an undergraduate early-years
education program in the United Arab Emirates. This chapter presents the authors’
observations of preservice teachers’ practices during their internship to describe them
against the experience of higher education in the United Arab Emirates. Incorporating
the principles of POT and CoI requires strong institutional support if creative technologies are adopted to react to the current state of practices. Specifically, the POT
principles involved in CoI should expand the phygital approach to improve the reflective practices of preservice teachers. Moreover, models relevant to specific programs
should provide adequate instructional support, materials, and training for preservice
teachers to allow their optimal investment of POT in phygital spaces.
his study is an assessment of the implementation of Lower Basic Education curriculum in Idah Education zone of Kogi State. The expost facto design study was guided by seven research questions and 5 hypotheses. A sample of 376 (208 from public schools and 168 from private schools) Lower Basic Education (LBE) teachers were used from Idah Education Zone comprising of Ibaji, Idah and Igalamela-Odolu LGAs. Two instruments were used in this study are (a) Availability and Adequacy of Infrastructural Facility Scale (AAIFS) and (b) Basic Education Implementation Variables Questionnaire (BEIVQ). The reliability coefficient of the AAIFS is 0.88 for availability and 0.91 for adequacy while that of the BEIVQ is 0.83. The hypotheses were tested at 0.05 level of significance. Following data analysis the following findings were made: (1). It was found that only three infrastructural facilities out of 20 listed were available and they are play field, teachers’ book and First Aid Box. Those that were not available include Class Rooms, Admin blocks, Science corner/mini Lab, Wall charts, Staff Offices, Audio aids (eg radio, TV), Motion aids, Stores, Desks and chairs, Projector, Library, Computer/Lap tops, Internet facility, Source of Electricity, Studios, Toilet facilities and Water source. (2). It was also found that teacher preparation for implementation of LBE in Idah education zone of Kogi State is adequate. Specifically it was found that qualified teachers are engaged and adequate in number; teachers go on seminars and workshops regularly though mostly through self efforts, newly recruited teachers are mentored by older teachers at an informal level and recruitment of teachers is through rigorous interview. Teachers are motivated and evaluation for promotion of teachers involves some practical observation in class. (3).
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Executive summary rebuilding aceh through education for all
1. REBUILDING ACEH
through
EDUCATION FOR ALL
End-term Evaluation Report
of Post-Tsunami Reconstruction Program
in Aceh Province, Indonesia
carried out by Education International
co-financed by OXFAM International and OXFAM-NOVIB
Evaluation Team:
AHMAD MAHMUDI
ROEM TOPATIMASANG
JOENI HARTANTO
(YPRI-INSIST, Yogyakarta, Indonesia)
The Hague, July 2009
2. EXECUTIVE SUMMARY
As part of the OXFAM International Tsunami Response Programme, Oxfam Novib was the managing
affiliate for a project named 'Rebuilding Aceh through Education for All' in Aceh Province, Indonesia. The
project has been implemented –in two consecutive phases (2005-2007 and 2008-2009) - by Education
International (EI) based in Brussels, Belgium, through its Regional Office for Asia-Pacific based in Kuala
Lumpur, Malaysia, and its Field Coordination Office based in Banda Aceh, Indonesia.
The project comprises of six components that were designed as part of a comprehensive and integrated
intervention approach with the aim to restore the local education system. The components are:
reconstruction of destroyed school buildings; training for school teachers and headmasters; training for
local school committees; training for local members of teachers union; provision of scholarships for local
students; and an health education awareness campaign and trauma counselling services.
In June 2009, YPRI (Yayasan Pendidikan Rakyat Indonesia – Indonesian Foundation for Popular
Education) based in Yogyakarta, Indonesia, was invited to carry out an evaluation of the project. The
evaluation is aimed principally for learning and accountability. The focus of the evaluation is to assess
mainly the outcomes (results and impacts), cost efficiency, effectiveness, and the prospect of
sustainability of the program; to draw out some important lessons learned; and to recommend some
possible follow-up actions.
OVERALL FINDINGS
(1) Quantitatively, the main targets of the program have been impressively achieved. The infrastructure
reconstruction component has successfully built 35 school compounds in seven districts affected by
earthquake and tsunami in December 2004. Today, these schools are enrolling a total of 3,570 1 local
schoolchildren, while a total of 3,655 primary school's students –, including students of other schools not
built by the program - have received a monthly scholarship fees totalling IDR 1,200,000 (about € 86.0)
per student per year. The training for local school teachers and headmasters have benefited 1,388
participants, almost three times more than initially planned 2 . The training for local school committees
have reached 131 participants; training for local members of teachers unions (PGRI) have reached 260
participants; and training for local teachers in trauma counselling and health awareness campaign have
reached totally 389 beneficiaries. 3
1
Just less 45 from the target in proposal
2
582 participants only
3
Exceeded the target (210 participants) as explained later through email, 30 June 2009, by EI Coordinator.
If it is added with the total of 511 participants of trainings funded by JTU, the total amount becomes 940
Oxfam Novib-EI, Rebuilding Aceh through Education for All, End-term Evaluation Report
1
3. (2) The gender proportion among the direct beneficiaries is relatively balanced. Although the number of
female beneficiaries is fewer, the gap is relatively small, with the difference averaging 10% in total. The
number of female beneficiaries of training for local school principals and teachers in trauma counselling
is larger with more than 60% and 70% respective beneficiaries. In contrast, an extreme gender
imbalance has been found among the local members of school committees and, especially, the PGRI.
This is contradictory to the fact that the majority (more than 60%) of school teachers in Aceh –and
Indonesia as a whole- are women. This is mainly because of PGRI is still a male-dominated
organisation. It seems there could have been an opportunity within the program to insist an 'affirmative
action' on PGRI to seriously take this mater into account. As one of its founding members, EI may
actually be able to employ such a policy to PGRI.
(3) There were several delays experienced in all of the program's components, which in turn resulted in
the program being carried over until the end of June 2009, six months over the planned date (the end of
December 2008) in the contract (initial proposal); it even exceeded the limitation of project time which
was supposed to complete in the end of May 2009. 4 . Within the uncertain context of post-tsunami Aceh,
especially in the first two years after the disaster where local infrastructures and institutions had not fully
recovered, the delay is understandable. All of organisations working in Aceh at that time have a similar
experience. Despite the delay, the program was able to achieve a certain level of cost efficiency,
particularly in school reconstruction, by saving a relatively large amount of money up to IDR 9.3 billion
(about € 666,100) without diminishing its construction standard and quality. Some of other components
are relatively less efficient but the most serious underspent was in the components of the training for
teachers in health education and trauma counselling which is retaining almost half (48.8%), the training
for local school teachers which is retaining almost quarter (21.1%), and the scholarships which is
retaining almost one-fifth (16.2%) of their respective allocated budget.
(4) Concerning on the impacts on the direct beneficiaries, the effectiveness of the program is
satisfactory. All of the beneficiaries noted that the program has brought some positive influences for
them. In fact, all of local schoolchildren have enrolled in all of those schools built by the project. All of
the local teachers and headmasters are now active in their respective roles and duties. They said that
they are highly motivated with their new and beautiful school buildings and especially, with the trainings
of EI which have been very helpful and useful to improve their professional competencies according to
the basic requirements of the new school curricula of 2004. The teachers are now implementing various
creative methods of teaching and student-centred methods of learning. The headmasters are now
starting to apply standard operation procedures in their daily management of their own school, including
basic practices of transparency and accountability. In the school's financial affairs for instance, school's
regular (monthly) financial reports are clearly recorded on the walls to be read and inspected by parents
and the surrounding community.
(5) Particular attention should be paid to two components of the program, i.e. the provision of
scholarships and the trauma counselling training. It is still difficult to evaluate the effectiveness of these
components in the long term. As related to the objective to get local schoolchildren 'back to school', the
scholarships have proven to work with only minor cases of misuse in the early months after its initiation
participants, four times higher than target.
4
There are two different versions on the extention period of the project. Clarification from Oxfam Novib
stated May 2009 (Joop Perboom’s email, 9 July 2009); meanwhile additional explanation from EI Coordinator in
Aceh stated June 2009 (Jerome Fernandez’ email, 30 June 2009)
Oxfam Novib-EI, Rebuilding Aceh through Education for All, End-term Evaluation Report
2
4. in 2006. The EI Office in Aceh have been able to learn from these mistakes and gradually developed an
appropriate scheme through direct bank transfers to the personal accounts of the respective students.
However, a more in-depth assessment may be needed to study a better scheme in the future since the
economic conditions of the parents may not have fully recovered in the next few years. The program
has not planned any concrete actions for this purpose, especially to draw out some possibilities to
develop successive scholarships scheme based on potential local resources.
(6) Similar findings are with the component of trauma counselling. The training of EI has successfully
prepared local teachers and some parents, as 'barefoot counsellors', to provide very elementary
counselling services for their students and children. Since the trauma of a huge disaster like the tsunami
of 2004 will remaining in long term, a more comprehensive healing or treatment by professionals is
needed. The program established a Children’s Center in one of EI-schools in Banda Aceh involving
some professional counsellors. Unfortunately, the Center only implemented one activity during a week
to serve students of EI schools in Banda Aceh. In fact, as planned in the proposal, the most needed is
the establishment of a permanent Centre in one of EI-Schools in Banda Aceh (SD 95 Gampong Baro).
Up to the evaluation was performed (July 2009), the plan had not been realized.
(7) Above all, the greatest concern is how to guarantee the continuity or sustainability of the program.
Some of the reconstructed schools, particularly those in rural areas, are very poorly maintained and
very dirty; with one school being found to be heavily damaged and partly abandoned. Attention to
maintenance, safety, and cleanliness has not been found to be commonplace among the schools in
urban areas. Improvements could have been made in efforts to activate the functioning of the local
school committees. In fact, local government budget allocated for operational costs for school
maintenance is still very limited. The amount each school receives is calculated according to the
number of students in the school. The schools in rural areas have smaller number of students and will,
consequently, suffer a serious lack of operational budget for the maintenance of their big compounds
and facilities. The evaluators feel the program has not carefully considered this issue from its initiation
and has not logically made a clear differential design between the schools for rural and urban areas.
(8) To certain extent, the program has influenced some significant changes in the internal structure of
local PGRI, especially in four districts, i.e. Aceh Tenggara, Aceh Selatan, Langsa, and Aceh Besar. All of
positions of the board's members of those PGRI are now fully occupied by the local teachers
themselves. No more bureaucrats or politicians who are not teachers or have no background as
teachers, as was the case before. The changes, in turn, have significantly influenced some policies of
local government in education sector, especially in the Aceh Besar District. The officials of the District
Office of Education and the Bupati of Aceh Besar himself have confessed that the program’s
comprehensive approach has motivated them to change and reform some policies of the system of
recruitment, placing, distributing, enforcing discipline, improving professional competencies and welfare
of local teachers. Thanks to the conference on 'Improving the Quality of Education in Aceh' organized by
EI they have been provided them with some ideas to initiate a draft for a new district regulation to put an
additional budget allocation for operational costs of schools in rural areas where there are fewer
students.
GENERAL CONCLUSIONS
Generally, this evaluation concludes that the program has achieved almost all of its objectives in a
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5. relatively efficient, effective manner relevant to the present local demands. Although its volume and
scale is relatively small compared to the real needs for the recovery of local education system in Aceh
as a whole, the results and impacts of program have contributed to the ideas of 'education for all' as part
of global efforts of MDGs at the micro level of local schools and formal education system.
The impressive achievements of this program were made possible in the first place by support from an
extensive network of labour movements of which EI is part. The helpful assistance from ILO and PGRI,
especially in the most crucial time of preparatory phase and the initial planning stage of implementation,
have enabled EI to find trusted and capable local partners, particularly in school reconstruction which is
the most complicated and largest component of the program. In the final stance, the most determinant
factor is the capability of EI Office in Aceh itself to make many necessary adjustments according to the
real situation in the field. To some extent, the strong commitment, long experiences, adequate
knowledge on local environment and community, good communication skills, tough leadership style, and
personal background as a teacher and unionist of the project manager himself, the Coordinator of EI in
Aceh, have also contributed to those achievements.
The comprehensive approach of the program has made its local stakeholders could understand better
the whole ideas and objectives which is, in turn, very helpful to involve their active participation and
appreciation. Unfortunately, in its implementation, that comprehensive conceptualization of project's
design has not been supported with a strong database and information system which made it difficult to
further analyse some specific aspects of the program. The project design did not carefully consider a lot
of differences between rural and urban areas which is crucial to the questions on the sustainability of
the program in the long term.
GENERAL RECOMMENDATIONS
Since the main guarantee of the sustainability of the program primarily depends on the local
government capacities and policies, the most important recommendation is to take some strategic
interventions to effectively influence local policies, especially on the allocation of public expenditures for
the maintenance of school's infrastructures and facilities; for the improvement of school's management,
professional competencies and welfare of school's teachers; and for the more active involvement of
local communities, especially within the school committees.
As a union in education sector, PGRI should take a determinant role to influence local government
policies. In fact, this organisation has not been fully transformed from its past misconduct as a
patriarchal 'pseudo union' dominated by vested interests of bureaucrats and politicians. Internal reform
and strengthening of the PGRI, as well as local school committees, need to be continued in a more
systematic and programmatic approach to make them an integrated part of civil society movement to
enable more effective influencing of local government policies in education sector.
Besides the recommendation for long-term strategic interventions, there are some practical follow up
actions which can be immediately applied. These are: [a] continuing cooperation with some professional
agencies –such as local office of LPMP- to provide regular monitoring, technical assistance, and further
capacity building of local school teachers and headmasters; [b] realizing the plan to establish a Children
Center in one of EI's school in Banda Aceh and, if possible, expanding the idea for two more Centers in
two districts outside Banda Aceh City, i.e. Aceh Besar and Aceh Jaya; [c] continuing to assist all of EI's
schools to develop their own inter-school network for exchanging experiences and best practices in
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6. improving the quality of their educational processes and school management to enable mutual support
for solving their problems given the lack of operational funds; and for mobilizing potential local
resources to develop an alternative scheme of cross-scholarships for their students; and [d] rebuild and
relocate two of badly damaged and poorly located schools (SD Umong Siribee and SD Glee Breuk)
using the present remaining project's fund.
There have been some interesting and unique lessons learned on how to implement humanitarian work
in a post-disaster context, particularly in the reconstruction of education sector in a comprehensive
approach. The evaluators feel it is important to compile them into a book and publish it for the benefits
of concerned individuals and organizations.
Based on those valuable lessons, post-disaster strategic intervention in education sector in Aceh in the
future needs to be more developed and enlarged, not only in infrastructure and in improvement of
micro-pedagogy and micro-management of formal schooling system but also in term to be more
integrated with the need to develop a local community welfare and resiliency system in facing several
hazards potentials.
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