This report has been prepared by Mark Fiorello of PT SOLIDARITAS Consultindo Abadi (SOLIDARITAS), the consultant contracted by the Education Partnership – Performance Oversight and Monitoring unit (EP-POM) on behalf of the Australian Department of Foreign Affairs and Trade (DFAT) to support Indonesia Mengajar (IM) to summarize the results of a “performance analysis and identification of relevant lessons from comparable organizations” (cumulatively, the “assignment” or the “review”).
This Executive Summary is intended primarily to provide IM with the key findings that have emerged over the course of the assignment. These findings, which are presented in greater detail in the main report, are intended to be used as a reference by IM for further developing and refining its overall strategy for the period 2016-2020 and beyond.
"Aide Memoire" - Indonesia Mengajar Performance ReflectionIndonesia Mengajar
Background & Context:
- DFAT has expressed interest to support IM as part of its emerging strategy to support “local solutions to local problems.”
- IM “Phase 1” (2010-2015): IM has compiled a significant amount of knowledge and experience, which it has used to iteratively adapt and improve its work over time
- IM leadership feels that there are a series of ‘unanswered’ questions about the organization’s overall strategy and performance.
Goals:
- Review, clarify, and (as necessary) further develop IM’s ‘theory of change’,
- Reflect on and – to the extent possible – conduct a more structured assessment of various aspects of IM’s strategy to date
- Identify other organizations which may be relevant for IM to learn from, and – to the extent possible – identify key lessons from those organizations that IM can use to further improve its effectiveness going forward
Towards Better Education in Rural Indonesia: Lesson Learned from Indonesia Me...Al Harkan
This Policy Analysis Exercise (PAE) seeks to analyze the policy problem of lack of synergy among education policy stakeholders, in rural area in Indonesia. The case generated from the Indonesia Mengajar (IM) for its Pengajar Muda (PM) Program. Policymakers from the following bureaucracies may find the report particularly relevant: Education Council in District Government, District Government, and Directorate General of Elementary Education Ministry of Education and Culture, The Republic of Indonesia.
Facilitated Reflection on the Performance of Indonesia Mengajar 2010-2015Al Harkan
This report has been prepared by Mark Fiorello of PT SOLIDARITAS Consultindo Abadi (SOLIDARITAS), the consultant contracted by the Education Partnership – Performance Oversight and Monitoring unit (EP-POM) on behalf of the Australian Department of Foreign Affairs and Trade (DFAT) to support Indonesia Mengajar (IM) to summarize the results of a “performance analysis and identification of relevant lessons from comparable organizations” (cumulatively, the “assignment” or the “review”). This is the final deliverable of the assignment.
This report is intended to provide IM with a summary of the key findings that have emerged over the course of the assignment. These findings are intended to be used as a reference by IM for further developing and refining its overall strategy for the period 2016-2021 and beyond. DFAT (and more specifically DFAT’s Education Unit at the Australian Embassy in Jakarta) is a potential secondary user of the information presented in this report.
The Indonesian Teaching Movement (Gerakan Indonesia Mengajar) and Its Knowled...Al Harkan
This report is a formative review of the teacher-training program, Ruang Berbagi Ilmu (RuBI), which translates to the “Knowledge-Sharing Platform.” The RuBI program, established in 2015, is an initiative of the non-governmental organization Gerakan Indonesia Mengajar (GIM), or the “Indonesia Teaching Movement.”
This report shows RuBI’s initial results and identifies the program’s strengths and opportunities for improvement. Using qualitative methods, this evaluation aims to provide GIM with detailed findings, observations, and recommendations about RuBI in order to further enable RuBI to move forward in an informed direction.
The research and evaluation of this project was undertaken by a team of six graduate students from Columbia University’s School of International and Public Affairs (SIPA), through SIPA’s Workshop in Development Practice program.
Assessment of Local Government Units (LGUS) of Bongabon in Manpower and Train...IJAEMSJORNAL
Development of human resources plays a tremendous role in prompting valuable programs for people’s needs in the community. The study used descriptive method. A total of 50 respondents composed of local government unit (LGU) constituents and members of the community. The researcher used a Likert-scale type questionnaire and analyzed it through statistical data treatment such as mean and weighted mean. Based on the findings, The Municipality of Bongabon are capable for manpower and training and development. But with regards to the perception of the respondents the local chief executives are not transparent to any program and any plan of their barangay. Moreover, it can be concluded that there is existing human resource program for the community that will help for the everyday used of the people. As well as for the revenue generations of the less fortunate who have no permanent work, and lastly, the study concluded that the local chief executive should open to the public all the plan and any program so that all people are well-informed.
"Issues and Challenges in Implementing the skill development initiatives,spec...koushik jois
It is the project about the skill development initiatives and their regular issues and challenges and how effective those Initiatives are. it also slightly focuses on the challenges which are facing by Skill India campaign.
"Aide Memoire" - Indonesia Mengajar Performance ReflectionIndonesia Mengajar
Background & Context:
- DFAT has expressed interest to support IM as part of its emerging strategy to support “local solutions to local problems.”
- IM “Phase 1” (2010-2015): IM has compiled a significant amount of knowledge and experience, which it has used to iteratively adapt and improve its work over time
- IM leadership feels that there are a series of ‘unanswered’ questions about the organization’s overall strategy and performance.
Goals:
- Review, clarify, and (as necessary) further develop IM’s ‘theory of change’,
- Reflect on and – to the extent possible – conduct a more structured assessment of various aspects of IM’s strategy to date
- Identify other organizations which may be relevant for IM to learn from, and – to the extent possible – identify key lessons from those organizations that IM can use to further improve its effectiveness going forward
Towards Better Education in Rural Indonesia: Lesson Learned from Indonesia Me...Al Harkan
This Policy Analysis Exercise (PAE) seeks to analyze the policy problem of lack of synergy among education policy stakeholders, in rural area in Indonesia. The case generated from the Indonesia Mengajar (IM) for its Pengajar Muda (PM) Program. Policymakers from the following bureaucracies may find the report particularly relevant: Education Council in District Government, District Government, and Directorate General of Elementary Education Ministry of Education and Culture, The Republic of Indonesia.
Facilitated Reflection on the Performance of Indonesia Mengajar 2010-2015Al Harkan
This report has been prepared by Mark Fiorello of PT SOLIDARITAS Consultindo Abadi (SOLIDARITAS), the consultant contracted by the Education Partnership – Performance Oversight and Monitoring unit (EP-POM) on behalf of the Australian Department of Foreign Affairs and Trade (DFAT) to support Indonesia Mengajar (IM) to summarize the results of a “performance analysis and identification of relevant lessons from comparable organizations” (cumulatively, the “assignment” or the “review”). This is the final deliverable of the assignment.
This report is intended to provide IM with a summary of the key findings that have emerged over the course of the assignment. These findings are intended to be used as a reference by IM for further developing and refining its overall strategy for the period 2016-2021 and beyond. DFAT (and more specifically DFAT’s Education Unit at the Australian Embassy in Jakarta) is a potential secondary user of the information presented in this report.
The Indonesian Teaching Movement (Gerakan Indonesia Mengajar) and Its Knowled...Al Harkan
This report is a formative review of the teacher-training program, Ruang Berbagi Ilmu (RuBI), which translates to the “Knowledge-Sharing Platform.” The RuBI program, established in 2015, is an initiative of the non-governmental organization Gerakan Indonesia Mengajar (GIM), or the “Indonesia Teaching Movement.”
This report shows RuBI’s initial results and identifies the program’s strengths and opportunities for improvement. Using qualitative methods, this evaluation aims to provide GIM with detailed findings, observations, and recommendations about RuBI in order to further enable RuBI to move forward in an informed direction.
The research and evaluation of this project was undertaken by a team of six graduate students from Columbia University’s School of International and Public Affairs (SIPA), through SIPA’s Workshop in Development Practice program.
Assessment of Local Government Units (LGUS) of Bongabon in Manpower and Train...IJAEMSJORNAL
Development of human resources plays a tremendous role in prompting valuable programs for people’s needs in the community. The study used descriptive method. A total of 50 respondents composed of local government unit (LGU) constituents and members of the community. The researcher used a Likert-scale type questionnaire and analyzed it through statistical data treatment such as mean and weighted mean. Based on the findings, The Municipality of Bongabon are capable for manpower and training and development. But with regards to the perception of the respondents the local chief executives are not transparent to any program and any plan of their barangay. Moreover, it can be concluded that there is existing human resource program for the community that will help for the everyday used of the people. As well as for the revenue generations of the less fortunate who have no permanent work, and lastly, the study concluded that the local chief executive should open to the public all the plan and any program so that all people are well-informed.
"Issues and Challenges in Implementing the skill development initiatives,spec...koushik jois
It is the project about the skill development initiatives and their regular issues and challenges and how effective those Initiatives are. it also slightly focuses on the challenges which are facing by Skill India campaign.
This study aims to discuss opportunities for developing the concept of Personal Prophetic Leadership
(Perpec-L) as an intrinsic character education model that can increase productivity. This study examines the
relationship between machiavellism, lecturer achievement index, prophet leadership and lecturer
productivity
IMPACT OF EMOTIONAL INTELLIGENCE AND ORGANIZATIONAL COMMITMENT: TESTING THE M...IAEME Publication
This study analyzed direct and indirect effects of emotional intelligence on job satisfaction, and organizational commitment. On the basis of previous studies, one exogenous variable (Emotional Intelligence) and two endogenous variables, i.e. job satisfaction, and organizational commitment were analyzed through structural model. The participants were 419 academic leaders in Tamil Nadu Universities. They were chosen through Stratified Purposive Random Sampling Method. The results of the study indicate that emotional intelligence direct and indirect effects on job satisfaction, and organizational commitment. Moreover, emotional intelligence not only has a direct effect on job satisfaction, it also has an indirect effect on organizational commitment. Job satisfaction has a strong direct positive effect on organizational commitment. The mediatory role of job satisfaction in the effect of emotional intelligence on organizational commitment is confirmed in the study.
Government of India have initiated and introduced number of entrepreneurial and technopreneurial events to promote business policy and induce the interest of the young generation of the nation to become an employment providers. Unique spirit of economic support is now moving the country and bringing changes. A sequence of motivated economic reforms targeted the universe and stimulating foreign share has moved India into the top rank of the rapidly growing country in Asia and Pacific region. Startup has released the hidden strengths of our peoples and transforming the nation with trigging force. India’s dynamic and highly competitive private sector has long been the backbone of its economic activity. Technology and entrepreneurship are becoming the slogans of the new millennium. In this study, we focussed on the enormous activities which are ongoing in research and development areas and platforms for new technologies and also resulting into the institutional background of innovating technologies.
This study is aiming to investigate influencing factor of entrepreneurship collaborative learning performances by using Partial Least Squares Structural Equation Modeling approach (PLS-SEM). A hypothetical conceptual model for improving entrepreneurship learning performance develop based on the previous study, which composed of four enablers called university’s vision and mission, entrepreneurial background lecturer, strong culture and rewards system.The methodology used to test the conceptual model was delivering the questionnaire survey to 72 (seventy two) lecturers in business field. The unit analysis of this study is the universities, both public and private universities in South of Tangerang. Sample was selected using simple random sampling. The questionnaires were developed from the past studies in similar area of entrepreneurship in higher education, before distributed to the respondents. The findings from this study provide insight to construction that the relationships of variable vision and mission to effectiveness have path coefficient value 0.195 and the lecture background is 0.040. Meanwhile, reward and culture shows stronger influence to Entrepreneurship collaborative Learning Effectiveness with the patch coefficient values are 0.296 and 0.335.
This paper investigated by virtue of assessment the very important place of acquiring both academic/formal and practical skilful education by any prospective or existing entrepreneur to be able to develop and sustain their operational activities at a geometric speed. Most prospective and existing entrepreneurs in a developing country like Nigeria, lack this understanding that acquiring both can develop and sustain their businesses as a going concern. Each education has its own unique transaction and training dynamics and when combined, gives better management results. Being a road side mechanic without academic/formal education or vis versa has no positive correlation effects with one with both education because the approaches to either businesses differs. Acquiring only one of these educational backgrounds has lesser advantage unlike acquiring both educational backgrounds from experienced people. Growing as an apprentice under tutelage with formal educational background is rewarding. Various reviews were made. The methodology adopted was secondary by ways of journals, publications, internet reviews, and personal indebt studies. Findings showed that acquiring both makes an entrepreneur sound, good judgmental, discipline, creative and efficient in resource management of the business. In conclusion, the training and transaction dynamics of both education in consideration of the training times, environment of studies, terminologies used and the structures put in place varies. Recommended among others is: whether after graduating from the four walls of a tertiary institution, becoming an apprentice under tutelage to acquire practical experience develops and sustains an entrepreneur.
A Unique Training Methodology of RUDSETIs in Promoting Self Employment among ...iosrjce
Training programs with emphasis on practical learning, targeted at the unemployed youth, who
make a proactive beginning to learn the chosen-skill, play a crucial role in their skills and economic
development. Such skill (technical) trainings, offered as a capsule, along with and adequate focus on
motivational, managerial and financial literacy inputs bring the desired change in the unemployed youth which
reflects in their taking up self-employment ventures for their own economic prosperity and their respective areas
as well. The very fact was proved beyond doubt by the establishment and spread of Rural Development and Self
Employment Training Institutes (RUDSETIs) in 1982 and thereafter in select locations across the country. The
success of the model culminated in replication of it with the name Rural Self Employment Training Institutes
(RSETIs) across India at the behest of Government of India with the support of respective State Governments.
This vividly tells that the qualitative short-term crash training courses (Entrepreneurship Development
Programs-EDPs) of these RUDSETIs, ranging from one week to six weeks’ duration, offered under a congenial
learning ambience leads to rich value-addition among the unemployed youth which results in their going back
to their respective areas after the training with high self-confidence and starting small business enterprises
either on their own or with some bank finance. While the paper examines, in general, the role being played by
the RUDSETIs with their unique training methodology in promoting self-employment among the unemployed
youth, it does so, in particular, to understand in detail the activities of one of its units located at Vetapalem (now
shifted to Ongole) in Prakasam District of Andhra Pradesh, India.
A Comparative Study of Certain Administrative and Academic Aspects of Minorit...IOSR Journals
Abstract: The last three decades or so, it is found that there have certain disputes arising out of functioning of
such institutions established by the Minorities. Some of these disputes are even taken to the courts of law and
adjunction arising out of these disputes have had some impact. In this view it appears important to take stock of
situation in a dispassionate manner. This therefore appears to be good researchable problem as to how minority
Institutions are properly using or misusing the immunities guarented to them by legislation under the
constitutional provision and also adjucations pronounced in their favour to interpret their immunities and
benefits.
A Study on Identification of the Employability Skills Level among Arts and Sc...inventionjournals
This study analyses the employability skills and its implication in the Arts and Science college students. The major objective of the study is to find the relationship between employability skills and Parents Education. This study also gives suggestion for the appropriation of the employability skill among the college students. The sample respondents taken from Arts and Science College students from different institution in and around Namakkal district of Tamil Nadu. SEM Model has been applied for the study. Employability skills of the parents can set out the key choices and decisions which young people face in their employment and provides the suggestions on research methods and explore their options for developing the employability skills required for success.
Development of Instructional Model Based on Indonesian National Qualification...IJAEMSJORNAL
This study aims to develop a learning model based on the framework of Indonesia's national qualifications in an effort to improve students' vocational high school soft skills in North Sumatra Province. In particular, this study aims to (1) find soft skills that are in accordance with the needs of the world of work through needs analysis from various sources (stakeholders) and library studies, (2) find the basis of KKNI-based learning models through design based on the results of needs analysis and library studies. (3) finding the effectiveness of the learning model through testing the learning model on a limited and broad scale, (4) and disseminating the developed learning model to the teachers of Technology Vocational Schools in North Sumatra Province. This research uses development research methods, carried out directly with descriptive data collection that processes and analyzes inductive data. To produce operational products, namely the Indonesian National Qualification Framework (KKNI) based learning model, a cycle of research and development was carried out known as "the R & D cycle" which was carried out in stages over a period of three years. In the first year research, survey methods were used through needs analysis. The second year, the trial method was used through expert review procedures, one-on-one trials, small group trials, and field trials (first class). In the third year using a quasi-experimental method with the design of "Pretest-Posttest Control Group Design", for a broader scale and method of dissemination. The population of this research is the State Technology Vocational School students in the field of technology and engineering expertise in North Sumatra Province. The research sample was taken by area randomly. Data collection techniques used in this study were non-test techniques and test techniques. The non-test techniques used were questionnaire techniques, interviews, and documentation. The test technique used is the appearance test technique (performance test). The data analysis techniques used are (1) descriptive analysis to describe the data analysis of the needs and results of the trial data, and (2) One Way Anova test to determine the differences in the effectiveness of the teaching materials tested.
Advice for Foreign Universities Entering IndiaZENeSYS
Recently Government of India relaxed the regulations for foreign universities to operate in India. What will be the challenges and opportunities? ZENeSYS trained consultants launch a study and offer this advice to foreign universities.
Facilitated Reflection on the Performance of Indonesia Mengajar 2010-2015Indonesia Mengajar
This report has been prepared by Mark Fiorello of PT SOLIDARITAS Consultindo Abadi (SOLIDARITAS), the consultant contracted by the Education Partnership – Performance Oversight and Monitoring unit (EP-POM) on behalf of the Australian Department of Foreign Affairs and Trade (DFAT) to support Indonesia Mengajar (IM) to summarize the results of a “performance analysis and identification of relevant lessons from comparable organizations” (cumulatively, the “assignment” or the “review”). This is the final deliverable of the assignment.
This report is intended to provide IM with a summary of the key findings that have emerged over the course of the assignment. These findings are intended to be used as a reference by IM for further developing and refining its overall strategy for the period 2016-2021 and beyond. DFAT (and more specifically DFAT’s Education Unit at the Australian Embassy in Jakarta) is a potential secondary user of the information presented in this report.
Facilitated Reflection on the Performance of Indonesia Mengajar 2010-2015 (Fa...Indonesia Mengajar
This report has been prepared by Mark Fiorello of PT SOLIDARITAS Consultindo Abadi (SOLIDARITAS), the consultant contracted by the Education Partnership – Performance Oversight and Monitoring unit (EP-POM) on behalf of the Australian Department of Foreign Affairs and Trade (DFAT) to support Indonesia Mengajar (IM) to summarize the results of a “performance analysis and identification of relevant lessons from comparable organizations” (cumulatively, the “assignment” or the “review”). This is the final deliverable of the assignment. This report is intended to provide IM with a summary of the key findings that have emerged over the course of the assignment. These findings are intended to be used as a reference by IM for further developing and refining its overall strategy for the period 2016-2021 and beyond. DFAT (and more specifically DFAT’s Education Unit at the Australian Embassy in Jakarta) is a potential secondary user of the information presented in this report.
This study aims to discuss opportunities for developing the concept of Personal Prophetic Leadership
(Perpec-L) as an intrinsic character education model that can increase productivity. This study examines the
relationship between machiavellism, lecturer achievement index, prophet leadership and lecturer
productivity
IMPACT OF EMOTIONAL INTELLIGENCE AND ORGANIZATIONAL COMMITMENT: TESTING THE M...IAEME Publication
This study analyzed direct and indirect effects of emotional intelligence on job satisfaction, and organizational commitment. On the basis of previous studies, one exogenous variable (Emotional Intelligence) and two endogenous variables, i.e. job satisfaction, and organizational commitment were analyzed through structural model. The participants were 419 academic leaders in Tamil Nadu Universities. They were chosen through Stratified Purposive Random Sampling Method. The results of the study indicate that emotional intelligence direct and indirect effects on job satisfaction, and organizational commitment. Moreover, emotional intelligence not only has a direct effect on job satisfaction, it also has an indirect effect on organizational commitment. Job satisfaction has a strong direct positive effect on organizational commitment. The mediatory role of job satisfaction in the effect of emotional intelligence on organizational commitment is confirmed in the study.
Government of India have initiated and introduced number of entrepreneurial and technopreneurial events to promote business policy and induce the interest of the young generation of the nation to become an employment providers. Unique spirit of economic support is now moving the country and bringing changes. A sequence of motivated economic reforms targeted the universe and stimulating foreign share has moved India into the top rank of the rapidly growing country in Asia and Pacific region. Startup has released the hidden strengths of our peoples and transforming the nation with trigging force. India’s dynamic and highly competitive private sector has long been the backbone of its economic activity. Technology and entrepreneurship are becoming the slogans of the new millennium. In this study, we focussed on the enormous activities which are ongoing in research and development areas and platforms for new technologies and also resulting into the institutional background of innovating technologies.
This study is aiming to investigate influencing factor of entrepreneurship collaborative learning performances by using Partial Least Squares Structural Equation Modeling approach (PLS-SEM). A hypothetical conceptual model for improving entrepreneurship learning performance develop based on the previous study, which composed of four enablers called university’s vision and mission, entrepreneurial background lecturer, strong culture and rewards system.The methodology used to test the conceptual model was delivering the questionnaire survey to 72 (seventy two) lecturers in business field. The unit analysis of this study is the universities, both public and private universities in South of Tangerang. Sample was selected using simple random sampling. The questionnaires were developed from the past studies in similar area of entrepreneurship in higher education, before distributed to the respondents. The findings from this study provide insight to construction that the relationships of variable vision and mission to effectiveness have path coefficient value 0.195 and the lecture background is 0.040. Meanwhile, reward and culture shows stronger influence to Entrepreneurship collaborative Learning Effectiveness with the patch coefficient values are 0.296 and 0.335.
This paper investigated by virtue of assessment the very important place of acquiring both academic/formal and practical skilful education by any prospective or existing entrepreneur to be able to develop and sustain their operational activities at a geometric speed. Most prospective and existing entrepreneurs in a developing country like Nigeria, lack this understanding that acquiring both can develop and sustain their businesses as a going concern. Each education has its own unique transaction and training dynamics and when combined, gives better management results. Being a road side mechanic without academic/formal education or vis versa has no positive correlation effects with one with both education because the approaches to either businesses differs. Acquiring only one of these educational backgrounds has lesser advantage unlike acquiring both educational backgrounds from experienced people. Growing as an apprentice under tutelage with formal educational background is rewarding. Various reviews were made. The methodology adopted was secondary by ways of journals, publications, internet reviews, and personal indebt studies. Findings showed that acquiring both makes an entrepreneur sound, good judgmental, discipline, creative and efficient in resource management of the business. In conclusion, the training and transaction dynamics of both education in consideration of the training times, environment of studies, terminologies used and the structures put in place varies. Recommended among others is: whether after graduating from the four walls of a tertiary institution, becoming an apprentice under tutelage to acquire practical experience develops and sustains an entrepreneur.
A Unique Training Methodology of RUDSETIs in Promoting Self Employment among ...iosrjce
Training programs with emphasis on practical learning, targeted at the unemployed youth, who
make a proactive beginning to learn the chosen-skill, play a crucial role in their skills and economic
development. Such skill (technical) trainings, offered as a capsule, along with and adequate focus on
motivational, managerial and financial literacy inputs bring the desired change in the unemployed youth which
reflects in their taking up self-employment ventures for their own economic prosperity and their respective areas
as well. The very fact was proved beyond doubt by the establishment and spread of Rural Development and Self
Employment Training Institutes (RUDSETIs) in 1982 and thereafter in select locations across the country. The
success of the model culminated in replication of it with the name Rural Self Employment Training Institutes
(RSETIs) across India at the behest of Government of India with the support of respective State Governments.
This vividly tells that the qualitative short-term crash training courses (Entrepreneurship Development
Programs-EDPs) of these RUDSETIs, ranging from one week to six weeks’ duration, offered under a congenial
learning ambience leads to rich value-addition among the unemployed youth which results in their going back
to their respective areas after the training with high self-confidence and starting small business enterprises
either on their own or with some bank finance. While the paper examines, in general, the role being played by
the RUDSETIs with their unique training methodology in promoting self-employment among the unemployed
youth, it does so, in particular, to understand in detail the activities of one of its units located at Vetapalem (now
shifted to Ongole) in Prakasam District of Andhra Pradesh, India.
A Comparative Study of Certain Administrative and Academic Aspects of Minorit...IOSR Journals
Abstract: The last three decades or so, it is found that there have certain disputes arising out of functioning of
such institutions established by the Minorities. Some of these disputes are even taken to the courts of law and
adjunction arising out of these disputes have had some impact. In this view it appears important to take stock of
situation in a dispassionate manner. This therefore appears to be good researchable problem as to how minority
Institutions are properly using or misusing the immunities guarented to them by legislation under the
constitutional provision and also adjucations pronounced in their favour to interpret their immunities and
benefits.
A Study on Identification of the Employability Skills Level among Arts and Sc...inventionjournals
This study analyses the employability skills and its implication in the Arts and Science college students. The major objective of the study is to find the relationship between employability skills and Parents Education. This study also gives suggestion for the appropriation of the employability skill among the college students. The sample respondents taken from Arts and Science College students from different institution in and around Namakkal district of Tamil Nadu. SEM Model has been applied for the study. Employability skills of the parents can set out the key choices and decisions which young people face in their employment and provides the suggestions on research methods and explore their options for developing the employability skills required for success.
Development of Instructional Model Based on Indonesian National Qualification...IJAEMSJORNAL
This study aims to develop a learning model based on the framework of Indonesia's national qualifications in an effort to improve students' vocational high school soft skills in North Sumatra Province. In particular, this study aims to (1) find soft skills that are in accordance with the needs of the world of work through needs analysis from various sources (stakeholders) and library studies, (2) find the basis of KKNI-based learning models through design based on the results of needs analysis and library studies. (3) finding the effectiveness of the learning model through testing the learning model on a limited and broad scale, (4) and disseminating the developed learning model to the teachers of Technology Vocational Schools in North Sumatra Province. This research uses development research methods, carried out directly with descriptive data collection that processes and analyzes inductive data. To produce operational products, namely the Indonesian National Qualification Framework (KKNI) based learning model, a cycle of research and development was carried out known as "the R & D cycle" which was carried out in stages over a period of three years. In the first year research, survey methods were used through needs analysis. The second year, the trial method was used through expert review procedures, one-on-one trials, small group trials, and field trials (first class). In the third year using a quasi-experimental method with the design of "Pretest-Posttest Control Group Design", for a broader scale and method of dissemination. The population of this research is the State Technology Vocational School students in the field of technology and engineering expertise in North Sumatra Province. The research sample was taken by area randomly. Data collection techniques used in this study were non-test techniques and test techniques. The non-test techniques used were questionnaire techniques, interviews, and documentation. The test technique used is the appearance test technique (performance test). The data analysis techniques used are (1) descriptive analysis to describe the data analysis of the needs and results of the trial data, and (2) One Way Anova test to determine the differences in the effectiveness of the teaching materials tested.
Advice for Foreign Universities Entering IndiaZENeSYS
Recently Government of India relaxed the regulations for foreign universities to operate in India. What will be the challenges and opportunities? ZENeSYS trained consultants launch a study and offer this advice to foreign universities.
Facilitated Reflection on the Performance of Indonesia Mengajar 2010-2015Indonesia Mengajar
This report has been prepared by Mark Fiorello of PT SOLIDARITAS Consultindo Abadi (SOLIDARITAS), the consultant contracted by the Education Partnership – Performance Oversight and Monitoring unit (EP-POM) on behalf of the Australian Department of Foreign Affairs and Trade (DFAT) to support Indonesia Mengajar (IM) to summarize the results of a “performance analysis and identification of relevant lessons from comparable organizations” (cumulatively, the “assignment” or the “review”). This is the final deliverable of the assignment.
This report is intended to provide IM with a summary of the key findings that have emerged over the course of the assignment. These findings are intended to be used as a reference by IM for further developing and refining its overall strategy for the period 2016-2021 and beyond. DFAT (and more specifically DFAT’s Education Unit at the Australian Embassy in Jakarta) is a potential secondary user of the information presented in this report.
Facilitated Reflection on the Performance of Indonesia Mengajar 2010-2015 (Fa...Indonesia Mengajar
This report has been prepared by Mark Fiorello of PT SOLIDARITAS Consultindo Abadi (SOLIDARITAS), the consultant contracted by the Education Partnership – Performance Oversight and Monitoring unit (EP-POM) on behalf of the Australian Department of Foreign Affairs and Trade (DFAT) to support Indonesia Mengajar (IM) to summarize the results of a “performance analysis and identification of relevant lessons from comparable organizations” (cumulatively, the “assignment” or the “review”). This is the final deliverable of the assignment. This report is intended to provide IM with a summary of the key findings that have emerged over the course of the assignment. These findings are intended to be used as a reference by IM for further developing and refining its overall strategy for the period 2016-2021 and beyond. DFAT (and more specifically DFAT’s Education Unit at the Australian Embassy in Jakarta) is a potential secondary user of the information presented in this report.
TNA Workshop for IM Course Documentationnewmobility
An Inclusive Mobility Training Course Design is accepted as an Executive Education Course offering by the Ateneo School of Government
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A STUDY ON FACTORS DETERMINING PRESENT EDUCATION SYSTEM IN SELF FINANCING COL...IAEME Publication
Training is entering into the computerized period where having the option to peruse and compose is essentially insufficient. Individuals additionally need data proficiency which is the ability to understand data and information. School and understudies need to figure out how to see the world from alternate points of view through different sorts of assets, while additionally having the option to acknowledge various perspectives. They additionally must probably pick the right answer from the 20,000 outcomes offered by Google. The substance of school instruction could be viewed as a little box, wherein we are attempting to fit however much data as could reasonably be expected. Along these lines, in many nations, the profundity of instruction is falling, while its 'width' is developing. Thus, younger students may successfully duplicate information or data, yet they are not ready to think as specialists, investigate procedures and realities, or do tests. In all nations, family riches is a decent indicator of a tyke's instruction level. Simultaneously, kids are immensely extraordinary as far as the nature of their training, contingent upon where they go to class. At most schools today, educational plans is structured some place from outside and instructors should then train this to kids. Nonetheless, this model isn't sufficient. In contemporary society, instructors ought not exclusively be free, yet should likewise gain from their best companions. By 2035, instruction will be 'freed' on a worldwide scale. At the end of the day, nations ought to abrogate the foundational supervision of educators' work. Simultaneously, the requirement for appraisals of the nature of educators' work, and above all, their abilities, is still there. Likewise, educators ought to be definitely keen on selfimprovement and proceeding with instruction, since the advancement of longseparation training can guarantee better outcomes in a base measure of time. In general, specialists don't endorse a similar drug for all patients. So also, educators ought to customize their instructive methodology relying upon every tyke's needs. For this reason, courses ought to be structured in an unexpected way, while instructors themselves shouldn't be required to pursue brought together benchmarks and actualize obviously institutionalized methodologies. A venture approach as opposed to a subjectcentered methodology ought to be sought after more regularly in the learning procedure. With this foundation the specialist has taken this theme to break down the variables deciding the present training arrangement of self-account schools in Thanjavur District.
Towards Better Education in Rural Indonesia: Lesson Learned from Indonesia Me...Indonesia Mengajar
This Policy Analysis Exercise (PAE) seeks to analyze the policy problem of lack of synergy among education policy stakeholders, in rural area in Indonesia. The case generated from the Indonesia Mengajar (IM) for its Pengajar Muda (PM) Program. Policymakers from the following bureaucracies may find the report particularly relevant: Education Council in District Government, District Government, and Directorate General of Elementary Education Ministry of Education and Culture, The Republic of Indonesia.
Draft Artikel Jurnal Internasional Financial Literacy Development for Increas...iosrjce
The purposes of this research are (1) identifying factor, actor that influences the character
learning for elementary school (2) identifying the influence factors for student in manage their money; (3)
finding the effective financial literacy learning models; (4) measuring financial literacy learning models
effectivity to create entrepreneurship and non consumerist character; (5) Formulate the effective financial
literacy learning models. ( Hanya sampai no 3, ini kan penelitian sampai no 3 saja)
Using the R & D methods this research conducting in 2 years. The first years to find out the purpose 1 up to 3,
the second years to find out the effectively of the models. The research object at Elementary School in
Kabupaten Kudus (Kudus Municipality). Model pembelajaran finacial literacy terdiri infut, proses, out put
Role of Entrepreneurship Education in Development and Promotion of Entreprene...Dr. Amarjeet Singh
Education in the area of entrepreneurship plays a significant role in the development of entrepreneurial skills in the individuals. It may help youth to develop skill, ability of decision making, risk taking ability, manage any situation, and proper acquisition of knowledge which could benefit them for starting, organizing and managing their own enterprises and became helpful in economic development. The target population is 417 graduates or post graduates students from the Entrepreneurship Development Cells (EDC) of premier institutions (two government and two private institutions) in which 136 were selected randomly as a sample for study. Descriptive and inferential statistics were used for analyzing the data with the help of SPSS 22.0 software. Present study evidences the role of EDCs in the skill development of male and female is equal in all components like ability of taking decisions, creativity, Research, Development and Innovation, taking initiatives and so on. Entrepreneur development cells of any institutions, programs and their faculties haven’t made any difference on the basic of gender. Their all programs are equal for all.
Role of Entrepreneurship Education in Development and Promotion of Entreprene...Dr. Amarjeet Singh
Education in the area of entrepreneurship plays a significant role in the development of entrepreneurial skills in the individuals. It may help youth to develop skill, ability of decision making, risk taking ability, manage any situation, and proper acquisition of knowledge which could benefit them for starting, organizing and managing their own enterprises and became helpful in economic development. The target population is 417 graduates or post graduates students from the Entrepreneurship Development Cells (EDC) of premier institutions (two government and two private institutions) in which 136 were selected randomly as a sample for study. Descriptive and inferential statistics were used for analyzing the data with the help of SPSS 22.0 software. Present study evidences the role of EDCs in the skill development of male and female is equal in all components like ability of taking decisions, creativity, Research, Development and Innovation, taking initiatives and so on. Entrepreneur development cells of any institutions, programs and their faculties haven’t made any difference on the basic of gender. Their all programs are equal for all.
IMilestone mengajak kita semua melihat kembali satu tahun ke belakang, merefleksikan apa yang sudah bersama-sama kita usahakan. Melihat hal-hal baik yang telah dikerjakan bersama-sama, oleh relawan, Pengajar Muda dan alumni, mitra korporasi, hingga masyarakat di penjuru nusantara. Kami mengapresiasi setiap hati yang tergerak bekerja bagi pendidikan Indonesia. Pekerjaan ini belum selesai, 2018 telah menanti kita untuk saling bekerja sama menciptakan dampak yang lebih besar, demi masa depan bagi Pendidikan di Indonesia.
Refleksi terhadap Kinerja Indonesia Mengajar Tahun 2010-2015Indonesia Mengajar
Laporan ini dipersiapkan oleh Mark Fiorello dari PT SOLIDARITAS Consultindo Abadi (SOLIDARITAS), yaitu seorang konsultan yang dipekerjakan oleh Education Partnership – Performance Oversight and Monitoring (EP-POM). EP-POM sendiri mewakili Departemen Luar Negeri dan Perdagangan Australia (Department of Foreign Affairs and Trade, DFAT) untuk mendukung Indonesia Mengajar (IM) dalam pelaksanaan “analisis kinerja dan identifikasi pembelajaran yang terkait dari sejumlah lembaga/organisasi yang bisa diperbandingkan” (secara kumulatif disebut sebagai “penugasan” atau “pengkajian”). Laporan ini merupakan hasil akhir dari penugasan tersebut.
Laporan ini ditujukan untuk menyajikan kepada IM temuan-temuan pokok yang timbul selama masa penugasan. Temuan ini kemudian dipergunakan oleh IM sebagai acuan untuk mengembangkan dan menyempurnakan strategi umumnya selama periode 2016-2020 dan ke depannya. DFAT (terutama Unit Pendidikan di Kedutaan Australia di Jakarta) merupakan salah satu pengguna sekunder dari informasi yang dijabarkan dalam laporan ini.
Refleksi terhadap Kinerja Indonesia Mengajar Tahun 2010-2015 (Ringkasan Eksek...Indonesia Mengajar
Laporan ini dipersiapkan oleh Mark Fiorello dari PT SOLIDARITAS Consultindo Abadi (SOLIDARITAS), yaitu seorang konsultan yang dipekerjakan oleh Education Partnership – Performance Oversight and Monitoring unit (EP-POM), di mana EP-POM mewakili Departemen Luar Negeri dan Perdagangan Australia (Department of Foreign Affairs and Trade - DFAT) untuk mendukung Indonesia Mengajar (IM). Laporan ini meringkas hasil dari proses “analisis kinerja dan identifikasi pelajaran yang terkait dari sejumlah badan/ organisasi yang dianggap relevan” (secara kumulatif disebut sebagai “penugasan” atau “hasil kajian”).
Ringkasan Eksekutif ini utamanya ditujukan untuk menyajikan temuan-temuan pokok yang dijumpai selama masa penugasan. Temuan tersebut, yang dipaparkan secara terperinci dalam laporan utama, bertujuan untuk dipergunakan IM sebagai bahan acuan untuk mengembangkan dan menyempurnakan strategi umumnya selama periode 2016-2020 dan ke depannya.
The Indonesian Teaching Movement (Gerakan Indonesia Mengajar) and Its Knowled...Indonesia Mengajar
This report is a formative review of the teacher-training program, Ruang Berbagi Ilmu (RuBI), which translates to the “Knowledge-Sharing Platform.” The RuBI program, established in 2015, is an initiative of the non-governmental organization Gerakan Indonesia Mengajar (GIM), or the “Indonesia Teaching Movement.”
This report shows RuBI’s initial results and identifies the program’s strengths and opportunities for improvement. Using qualitative methods, this evaluation aims to provide GIM with detailed findings, observations, and recommendations about RuBI in order to further enable RuBI to move forward in an informed direction.
The research and evaluation of this project was undertaken by a team of six graduate students from Columbia University’s School of International and Public Affairs (SIPA), through SIPA’s Workshop in Development Practice program.
Visualisasi database alumni Pengajar Muda Gerakan Indonesia Mengajar. Pemetaan alumni ini bertujuan sebagai bank data untuk berjejaring, rekomendasi program kerja yang lebih efektif melalui evidence-base support. Data yang dikurasi meliputi persebaran geografis alumni Pengajar Muda, karir alumni di berbagai bidang, ragam keahlian, serta komunitas antar alumni berdasarkan minat yang saat ini digeluti.
Collaborate to Search Our Future Leaders with Indonesia MengajarIndonesia Mengajar
With global competence and grassroots understanding, Indonesia will be able to stand up and serve her national interest in the world stage, in order to fulfill all the promises of independence for her people. Let's collaborate to search for our nation's future leaders!
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.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Model Attribute Check Company Auto PropertyCeline George
In Odoo, the multi-company feature allows you to manage multiple companies within a single Odoo database instance. Each company can have its own configurations while still sharing common resources such as products, customers, and suppliers.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
Facilitated Reflection on the Performance of Indonesia Mengajar 2010-2015 (Executive Summary)
1. EXECUTIVE SUMMARY
FACILITATED REFLECTION ON THE
PERFORMANCE OF INDONESIA MENGAJAR
2010-2015
Australian Aid—managed by the Palladium Group on behalf of the Australian Government
2. Reflection on the Performance of Indonesia Mengajar 2010-2015 i
Table of Content
Table of Content ..............................................................................................................i
1. Introduction .............................................................................................................1
2. Background & Context...............................................................................................1
3. IM’s Program Logic....................................................................................................1
3.1. IM’s Goals ..........................................................................................................1
3.2. IM’s Outcome Areas ...........................................................................................2
4. Key Results of the Performance Reflection.................................................................3
4.1. Areas of Strong Performance ..............................................................................3
4.2. Areas of Uncertain Performance.........................................................................3
4.3. Areas of Potential Improvement.........................................................................4
Note: the Concept of ‘Adhocracy’ is Key to Understanding IM’s Performance............6
5. Potential Lessons Learned from Other Organizations .................................................6
6. Items for Consideration.............................................................................................6
3.
4. Reflection on the Performance of Indonesia Mengajar 2010-2015 1
1. Introduction
This report has been prepared by Mark Fiorello of PT SOLIDARITAS Consultindo Abadi (SOLIDARITAS),
the consultant contracted by the Education Partnership – Performance Oversight and Monitoring
unit (EP-POM) on behalf of the Australian Department of Foreign Affairs and Trade (DFAT) to support
Indonesia Mengajar (IM) to summarize the results of a “performance analysis and identification of
relevant lessons from comparable organizations” (cumulatively, the “assignment” or the “review”).
This Executive Summary is intended primarily to provide IM with the key findings that have emerged
over the course of the assignment. These findings, which are presented in greater detail in the main
report, are intended to be used as a reference by IM for further developing and refining its overall
strategy for the period 2016-2020 and beyond.
2. Background & Context
Over the first 5 years of its existence (2010-2015), IM has compiled a significant amount of
knowledge and experience, which it has used to iteratively adapt and improve its work over time.
Now, as IM prepares to enter into its second phase of existence (2016-2021), IM’s leadership feels
that there are a series of unanswered questions about the organization’s overall strategy and
performance. With support from DFAT – through EP-POM – between February and April 2016 IM
has undertaken a facilitated process to:
Review, clarify, and (as necessary) further develop IM’s ‘theory of change’,
Reflect on and – to the extent possible – conduct a more structured assessment of various
aspects of IM’s strategy to date, and
Identify other organizations which may be relevant for IM to learn from and identify key
lessons from those organizations that IM can use to further improve its effectiveness
going forward.
3. IM’s Program Logic
One major focus of this assignment was to clarify and further develop IM’s program logic (logika
perubahan). This has been done by clarifying IM’s overall goals, the outcomes it hopes to achieve at
the end of each phase, the main “change pathways” through which those outcomes will be
achieved, and the key activities that IM will undertake in pursuit of its targeted outcomes.
3.1. IM’s Goals
IM is that has two separate but equal goals.
IM’s first goal is around the provision of education in Indonesia. IM sees an “intelligent nation”
(bangsa Indonesia hidup cerdas) as an overarching goal, and an overall reason for its existence. The
achievement of this overaching goal will be achieved through two subsidiary goals: the effective
provision of primary education (pendidikan dasar terselenggara dengan efektif), and the creation of
5. Reflection on the Performance of Indonesia Mengajar 2010-2015 2
a dynamic educational ecosystem in all locations and at all levels, that is conducive to the effective
provision of education (ekosistem pendidikan di setiap tempat kondusif dan dinamis).
IM’s second goal is around leadership. IM is built on a fundamental criticism of current Indonesian
leadership, namely that leaders frequently do not have a genuine understanding of conditions in
more remote areas and at the grassroots level, which causes them to make decisions and enact
policies which are not necessarily in the best interests of remote areas and Indonesia as a whole.
The second overall goal of IM’s existence is “Indonesian leaders lead ‘intelligently’” (pemimpin
Indonesia memimpin dengan ‘cerdas’), where “intelligently” includes based on a nuanced view and a
sensitive understanding of how government (and other sectors) can contribute to the equitable
development of Indonesia. A subsidiary goal is that Indonesian leaders understand and are
sensitive toward the realities of Indonesia (in all their variety and complexity) all the way down to
the grassroots level (Pemimpin Indonesia memahami dan peka terhadap realitas sampai di tingkat
akar rumput).
3.2. IM’s Outcome Areas
This assignment has identified four main outcome areas for IM and has proposed the addition of a
fifth outcome area going forward. These are described as follows:
Outcome Area 1 - education provision in “in service” schools.
This outcome area is about the implementation of school-based management by school principals,
the use of student-centered learning methods by teachers, and parents’ active participation in the
education and development of their children. Students are positioned as an entry point for such
change, since positive changes in student enthusiasm and performance have the potential to
generate attention and motivation for change among both teachers and parents.
Outcome Area 2 - community involvement in “in service” communities and districts.
This outcome area is about community members at both the village and district level participating
more actively in education.
Outcome Area 3 - the emergence and growth of local initiatives.
This outcome area is about the existence and actions of penggerak (local level actors who help to
lead the development and implementation of local initiatives), including to enlist the support of
community members and corporate partners. Pegiat (defined by IM as activists from outside “in
service” districts that contribute to and help to manage a variety of IM initiatives) provide key
support to the development and implementation of initiatives at the local level.
Outcome Area 4 - the development of future leaders.
This outcome area is about the contributions of alumni of the IM network (defined as former
Pengajar Muda (PMs), IM staff, and penggerak) in ways that demonstrates their grassroots
understanding and sensitivity, and also continues to develop their leadership capacity.
6. Reflection on the Performance of Indonesia Mengajar 2010-2015 3
Proposed Additional Outcome Area – the identification of systemic problems and the
development of strategies to address them.
This outcome area, which is proposed as a new addition based on the results of this review, is about
involving decision-makers and people who have the ability to influence them to acknowledge and
take action to address more systemic barriers to the effective provision of education.
4. Key Results of the Performance Reflection
4.1. Areas of Strong Performance
This review has identified several areas of IM’s program logic where available evidence suggests that
targeted outcomes are being achieved. These areas of strong performance include:
1. INCREASED INTEREST, ENTHUSIASM, AND MOMENTUM AROUND EDUCATION IN IM
SCHOOLS. IM has clearly been effective in building momentum for positive change at both
the school and district levels. This momentum starts in the classroom, from PMs’
interactions with students. There is also a variety of evidence to suggest that because of
their observations of changes among the students taught by PMs, some teachers and
parents have begun to change their own behavior. These changes are also the result of PMs’
positive and encouraging interactions with other teachers and with parents.
2. THE EMERGENCE OF NEW LOCAL INITIATIVES. A wide variety of new initiatives have
emerged throughout the IM network, and many of these initiatives are explicitly or implicitly
filling gaps left by poor government performance in terms of education delivery or
management. The number and diversity of local initiatives provides a strong indication that
IM has found a successful formula to develop a wide variety of ideas that have the potential
to bring about positive change in education, and also to involve non-government actors in
translating these ideas into action.
3. PROVIDING FUTURE LEADERS WITH FORMATIVE GRASSROOTS EXPERIENCES. It is clear
that their year of service leaves a very strong impression on PMs, and one which will
continue to influence them throughout their careers. This review found strong indications
that alumni remain committed to the idea of IM and many remain actively engaged with
the IM network in a variety of ways: not only by continuing to be involved with IM and
contribute to IM initiatives, but also maintaining informal communication with other
alumni and with PMs and other local actors in the schools, communities, and districts
where they served.
4.2. Areas of Uncertain Performance
In addition to the areas of strong performance above, this review has identified two significant areas
of uncertain performance:
1. RELATED TO THE SUSTAINABILITY OF CHANGES ENCOURAGED BY IM AT THE LOCAL LEVEL
EVEN AFTER IM NO LONGER HAS A PHYSICAL PRESENCE IN A PARTICULAR DISTRICT. A
major question – as yet unanswered – is whether the behavioral change IM has successfully
7. Reflection on the Performance of Indonesia Mengajar 2010-2015 4
created among key actors at the school, community and district levels will remain sustained
over the longer term in the absence of direct encouragement and support by PMs. A second
major question is the extent to which the local initiatives that have emerged over time will
continue to be sustained in the light of potential resource and capacity constraints. Going
forward, IM’s ability to provide effective support to these initiatives from afar will be a
critical determinant of the extent to which IM succeeds in contributing to longer term
changes in local education.
2. RELATED TO CHANGES IN STUDENT LEARNING. There is very little evidence regarding the
extent to which the increased enthusiasm around and attention to education generated by
IM has resulted or will result in the achievement of “more effective education provision” and
a “more intelligent nation.” As acknowledged by IM leadership, the extent of PMs’ and local
initiatives’ contributions to positive changes in learning outcomes remains largely an
unanswered question.
4.3. Areas of Potential Improvement
This has also identified several areas of IM’s performance which offer potential opportunities for
improvement in the future:
1. FOCUSING ON THE GOAL OF IMPROVED LEARNING OUTCOMES. IM’s goals around
education are broad and open to interpretation. IM does not yet seem to have a common
language about learning outcomes, or a way to assess the strategic value of initiatives in
terms of their potential to overcome problems with learning outcomes. Collecting data
and/or introducing simple ways to measure to learning outcomes could be one way to
channel the positive energy generated by IM on more specific goals.
2. CLARIFYING WHAT IS MEANT BY A “DYNAMIC AND CONDUCIVE” EDUCATION ECOSYSTEM,
AND CONSIDERING HOW TO ENCOURAGE AND SUPPORT INTERVENTIONS TO DRIVE
POSITIVE CHANGE IN LOCAL EDUCATION GOVERNANCE. This review has uncovered very
little information to support the fact that IM has focused on – let alone made meaningful
contributions to – more systemic problems such as endemic corruption of funds intended to
benefit schools and students, a lack of support and oversight for principals and teachers, and
fundamental problems with human resource management including the politicization of the
education bureaucracy and a lack of focus on basic competencies for teachers and
principals. Without working to addressing these more fundamental problems, there are
significant risks that IM’s school-level interventions may not produce lasting change.
3. PROMOTING THE INTENTIONAL AND CONSISTENT IMPLEMENTATION OF SCHOOL-BASED
MANAGEMENT. The area of IM’s program logic which was almost universally acknowledged
as an area of underperformance was that related to school principals and the
implementation of school-based management at the school level. This review uncovered no
evidence that IM has had any significant impact on school-based management, or on school
principal behavior. IM’s experience over its initial 5 years shows that the same strategy
which has largely succeeded in influencing teacher behavior (providing information and
examples, connecting like-minded teachers, providing opportunities for self-development) is
8. Reflection on the Performance of Indonesia Mengajar 2010-2015 5
not well suited for school principals. A different approach is needed to influence school
principals to implement school based management.
4. DEVELOPMENT AND ONGOING SUPPORT FOR PMS, ESPECIALLY IN TERMS OF THEIR
ABILITY TO ‘THINK SYSTEMICALLY AND WORK POLITICALLY’. Although IM has recently
begun to consider ‘high-level engagement’ as a key competency for PMs, the training for
PMs is still predominantly focused on their role as a teacher (Pengajar Muda) rather than as
a community organizer (Penggerak Muda). The main skills developed during training are
teaching, facilitation, and coaching; there is comparatively little emphasis on helping PMs to
better understand the systemic nature of certain problems, or how to work within local
education and political systems.
5. PROFILING, SELECTION, AND DEVELOPMENT OF OFFICERS AND MANAGERS FOR GALUH. A
key component of success for IM is the ability of “support staff” (Galuh Officers and
Managers) to function independently and collaborate effectively with all members of the IM
network. Although IM has devoted significant attention to the selection and development of
PMs, it has not yet devoted the same degree of attention to the selection and development
of Galuh Officers and Managers. There is a need to rethink the “success profile” of Galuh
staff, both in terms of their core competencies and in terms of fit with the specific nature of
IM. With a more clearly defined success profile, IM should be able to leverage its experience
in training PMs to develop a stronger development program for both Officers and Managers.
6. KNOWLEDGE MANAGEMENT AND INTERMEDIATION. IM is undoubtedly an organization
that actively learns and applies that learning: reflection processes are encouraged for key
activities, and IM actors and volunteers at all levels are enabled and encouraged to innovate
and improve based on emerging experience. However, much of the rich knowledge that IM
has accumulated through experience remains tacit, in other words ‘in the heads’ of
individual IM actors and not yet available to other actors within or outside the IM network.
There does not yet seem to be a culture of documenting key lessons learned for future use
or use in other contexts. This is compounded by IM’s organizational positivity, which seems
to create a barrier to documenting negative experiences, even as a basis for internal learning
and improvement. Furthermore, this review revealed that the majority of IM’s “body of
knowledge” is based mainly on its own experience and the experience of its broader
network; there is relatively little reference to external concepts or experience.
7. STRATEGIC EVALUATION AND REFLECTION. IM’s monitoring and evaluation efforts are
predominantly at the operational level. There is little to no strategic evaluation or
documentation of (a) the process of developing and implementing key initiatives or (b) the
results of those key initiatives. This means that IM leadership’s questions related to the
appropriateness and effectiveness of the organization’s strategy in reaching its targeted
outcomes remain largely unanswered.
8. IMPROVING ALIGNMENT BY COMMUNICATING “WHAT IS INDONESIA MENGAJAR”. Over
the course of this review, many different people expressed questions and even fundamental
misunderstandings about what IM is doing and what it is attempting to accomplish. These
questions are natural, since as a young decentralized organization, IM’s strategy – and even
identity – continues to evolve as it learns iteratively about what is effective and what is not.
9. Reflection on the Performance of Indonesia Mengajar 2010-2015 6
However, these questions also indicate the potential for improvement in how IM
communicates its overall goals and encourages alignment with those goals across the
diverse groups of actors that exist within the IM movement.
Note: the Concept of ‘Adhocracy’ is Key to Understanding IM’s Performance
IM cannot be easily defined or described using a conventional understanding of organizational
management and organizational structure, which assumes that authority must be centralized and
strategy must be clearly defined. IM is more appropriately understood as a relatively organic structure
with little formalization of behavior and a high degree of decentralization within the organization – this
is sometimes referred to in the organizational development literature an “adhocracy”. IM’s
“adhocratic” nature is a key component of IM’s identity, and also a key factor in its success. This is
because adhocracies are generally best suited to dynamic and complex environments which
demand high degrees of innovation. Based on the results of this review, it would seem that IM’s
“organic” structure and high degree of decentralization are vital to its ability to generate creative
solutions in a variety of local environments at both the school level and district level.
5. Potential Lessons Learned from Other Organizations
This review identified two organizations seem to be a valuable as a source of learning for IM, as
follows:
Pratham (www.pratham.org) is one of the largest NGOs in India, which focuses on “high-quality, low-
cost, replicable interventions” intended to improve the quality of education in India. Pratham has
also worked with international academics to conduct rigorous evaluations of various programs,
which over time has contributed to a robust body of evidence about what has been effective in
improving education. These evaluations have also contributed to Pratham’s reputation for
innovation, quality, and research. This review suggests the initiation of communication between
Pratham and IM to further explore similarities and potential opportunities for collaboration.
KINERJA (www.kinerja.or.id) is a USAID-funded project focusing on the governance aspects of public
service delivery in the health and education sectors, both from the supply side (i.e., government)
and the demand side (i.e., service users and communities). Kinerja has developed an innovative
approach to involving parents, students, and other stakeholders in school management.
SOLIDARITAS facilitated a sharing discussion between the KINERJA team and IM, the results of which
could be used by IM to develop a more effective strategy for promoting improved management at
the school level.
6. Items for Consideration
Based on the above, this review has identified 10 “items for consideration” which could improve
IM’s overall organizational performance in the future.
10. Reflection on the Performance of Indonesia Mengajar 2010-2015 7
1. Identify simple but reliable assessments of learning outcomes and incorporate them into
IM’s interventions at the school and/or district level, as a way of focusing attention and
rallying community support around learning outcomes.
2. Define “Progress Markers” in relation to the projected 5-year lifecycle of change at both the
school and district level, and explicitly acknowledge that there is a shift in the role of PMs
over time, both from the school level to the district level, as well as from their role as a
Pengajar Muda to a Penggerak Muda.
3. Adopt a more structured approach to improving school management by incorporating key
ideas from KINERJA to actively create a “safe space” where the school principal, school
committee, and parents/community members can discuss problems, agree on actions, and
monitor progress.
4. Establish an internal evaluation and reflection unit which could implement and/or manage
strategic evaluation work, including in collaboration with a network of external researchers.
5. Expand the concept of training and support for PMs beyond pedagogy, facilitation, and
coaching to include concepts from the institutional reform literature, facilitation tools for
analyzing problems, and tools for planning for strategic stakeholder engagement and
advocacy. IM should also compile a set of additional reference materials (bahan
pengayaan) on a variety of topics and make them available to PMs and other actors in the
IM network online.
6. Develop competency profiles for Galuh Officers and Managers and apply rigorous
recruitment and selection processes for vacancies in Galuh.
7. Strengthen knowledge management practices, including by experimenting with conducting
exit interviews and “After Action Reviews.”
8. Encourage the development of a “Knowledge Bank” for the IM network by actively
encouraging Galuh Officers (and other actors within the IM network) to review and
summarize relevant content related to key topics.
9. Acknowledge that optimism – although important – can also potentially act as a barrier to
learning, and work to actively cultivate a culture that encourages honest but positive
exchanges of information.
10. Explore collaboration with the DFAT-funded INOVASI program, for example by proposing a
partnership for the evaluation of promising local initiatives (e.g. Gerakan Bima Mengajar or
RUBI Bima).
11. Australia’s Education Partnership with Indonesia
Education Partnership Performance Oversight and Monitoring
EP-POM
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T: 021 720 6616
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