Toolkit, step by step: an approach to heritage education

Toolkit,
step by step:
an approach
to heritage
education

2

Toolkit, step by step: an approach to heritage education
© Netherlands Institute for Heritage, September 2010

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Indonesian Heritage Trust
Jl. Veteran I No. 27 Jakarta 10110
Indonesia
T +62 21 703 06 222
F +62 21 351 1127
bppi@bppi-indonesianheritage.org
www.bppi-indonesianheritage.org

Texts
Cees Hageman
Astrid Weij
Hasti Tarekat

Translations
Balance
Hasti Tarekat

Final editing
Ellen Snoep
Aline Knip

Design
UNA designers, Amsterdam

3 Toolkit, step by step: an approach to heritage education

Foreword
in Indonesia, the teachers involved, and the staff of the BPPI,
under the inspiring leadership of Dr. Laretna T. Adishakti (Sita)
and Ir. Catrini Pratihari Kubontubuh, MArch (Ari).
I would also like to thank Elisabeth Wiessner, Cees Hageman,
Richard Hermans and Astrid Weij, who worked on the project from 2008 to 2010
Director Netherlands Institute for Heritage on behalf of the Netherlands Institute for Heritage, and Hasti
September 2010 Tarekat, who was indispensable to the collaboration. Finally,
I wish to thank the Indonesian Ministry of Education for its
enthusiastic support and the Dutch Ministry of Education,
Just what is heritage education and why is it interesting? Culture and Science, which made the project possible
Heritage education makes a link between pupils and their financially.
living environment and background, thus promoting
awareness of identity. Heritage education is education with and I recommend the Toolkit to all those involved in cultural
about historical monuments, landscapes and archaeological heritage and education. I hope you will find the Toolkit
finds, libraries, museums and archives, and the sum total of interesting, and I wish you every success with your heritage
customs, traditions, stories, rituals, and habits that is referred education project.
to as ‘intangible heritage’ or ‘living heritage’. The basis for
heritage education is to be found in cultural heritage, which
incorporates traces of various cultures from the past and
continues to be influenced in the present by new elements
within society. The strength of heritage education lies in
teaching children about their living environment, i.e. learning
within, from and about the setting in which one lives. Heritage
education and living environment education are closely linked
to geography and history, but they can also play a role in other
humanities subjects and the social sciences. Heritage education
involves both schools and heritage institutions. How does one
bring these together? That is the subject of this Toolkit, which
deals with the development process that is necessary for
setting up an effective heritage education project.

The Toolkit is one of the results of collaboration between
the Indonesian Heritage Trust (Badan Pelestarian Pusaka
Indonesia, BPPI) and the Netherlands Institute for Heritage
(Erfgoed Nederland). Between early 2008 and January 2010,
these two organisations collaborated on a heritage education
project in Yogyakarta and its surrounding area (Java,
Indonesia), focusing on local primary schools. The project was
a success. Long-term links were set up for collaboration with
the participating schools and a large body of materials and
activities also resulted. This was sufficient reason to make the
results available to others so that everyone can benefit from
the know-how generated. The experience gained in Indonesia
is illustrative in the context of this Toolkit. The main text
provides tips to assist interested parties that are considering
setting up a heritage education project. The step-by-step plan at
the back gives an overview of the various tips.

We look back fondly on the collaboration between the BPPI and
the Netherlands Institute for Heritage. We also look forward
to future initiatives that will allow the Institute to facilitate
international collaboration with a variety of partners, as
regards both heritage and education.

I would like to express our thanks to a number of people
involved in creating the Toolkit, in particular the design team


Toolkit, step by step:
an approach to heritage education
Introduction
This Toolkit for developing international heritage education projects offers
guidelines for heritage institutions and schools that wish to convert their
project ideas into an actual plan. The Toolkit sets out the development process
from the initial idea to the results. It is based on both theoretical principles for
project-based activities and the collaboration project Heritage Education for
Schools in Indonesia, which was implemented between 2008 and 2010 by the
Indonesian Heritage Trust (BPPI) and the Netherlands Institute for Heritage
(Erfgoed Nederland). The theory on which project-based activities are based is
derived from a large number of sources. In the present case, use was made of the
Guidelines for Project-based Work [Handleiding Projectmatig Werken] produced
by Leiden University’s Faculty of Humanities and the publication Beyond
Heritage à la Carte [Voorbij Erfgoed à la Carte].

The Toolkit covers the main steps to be followed in setting up projects in general
and heritage education projects in particular. The details of this process are
covered in general and summarised, with tips also being given. Under the
heading ‘Zoom in’, a brief account is given of the experience gained in Indonesia,
in particular working with the partners in and round Yogyakarta (Java).

Detailing of the projects was determined in part by such variables as working
conditions, the local colour as regards work, and the prevailing educational
culture. Details are not therefore given of the project in Indonesia; rather, the
Indonesian examples give colour to the Toolkit. The Toolkit concludes with
a practical step-by-step plan for setting up and implementing a project. This
provides a framework for project–based work and can be used by both heritage
institutions and schools.


Definitions
Before starting, we need to define three terms: project-based work, cultural heritage, and
heritage education/teaching.

Project-based work
The definition of project-based work that applies is ‘a project is a sum total of activities
carried out by specialised groups within a temporary collaborative partnership that
focuses on a clearly defined final result that must be achieved within a restricted period
with restricted means, and having a definable beginning, end, and capacity.’

A description of the process for this sum total of activities is of a general nature and can
be applied to all approaches to project-based work, for example heritage education. One
important basic principle is that the process described is applied in situations in which
a project-based approach to work is not a matter of course. The purpose of the Toolkit is
therefore – emphatically – to contribute to arriving at a line of thinking shared by the
persons involved in working out plans. A shared line of thinking is necessary because
cultural differences between the parties may play a major role in differing expectations
and results as regards a joint project. It is a useful exercise – precisely because of
cultural differences – to arrive at a shared line of thinking because it allows one to get to
know one’s future colleagues and their ideas regarding cultural heritage and education.

Cultural heritage The project is also a pilot for the
Besides reaching agreement on the approach to the project, it is important to consider introduction of heritage education in
Indonesia, given that heritage education
the various different views regarding the concept of heritage within a specific cultural
is as yet unknown in that country. It
context. It is necessary to gain a clear idea of what the collaborating parties understand is expected that the pilot project in
by ‘heritage’. What are their views on material heritage and intangible heritage? Yogyakarta will act as a model for heritage
Material heritage comprises museum collections, historical monuments, archives, education practice in Indonesia – in
terms of methods, structures, content,
etc., while intangible heritage concerns such things as stories, traditions, and customs.
and teaching approach – and also as
Intangible heritage often says something about material items. Does the project concern an encouragement for the Indonesian
a particular local heritage, or does it concern common or shared heritage? government to give heritage education a
place in the national policy and curriculum.
The collaboration project Heritage Education for Schools in Indonesia – which involved
the Indonesian Heritage Trust and the Netherlands Institute for Heritage was aimed
at raising awareness of cultural heritage. The intention was to raise awareness among
elementary school pupils and the project concentrated on local heritage. The question
is: what heritage and whose heritage should be on the agenda?

Heritage and education
When setting up international heritage education projects, it is extremely important
to clarify the local preconditions before being able – or even being permitted – to
develop plans for teaching/learning. This demands that a clear analysis be made of how
education is organised locally. That analysis provides answers to questions regarding
the target groups, the number of pupils concerned, accommodation, rules, powers, the
relevant lesson plans, and the place that can be allocated to heritage education within
the curriculum, the support for innovation and change, and such difficult to define
concepts as ‘educational culture’. All of these must be clarified in order to produce
a realistic estimate of aims and results. Clarifying matters in this way can prevent
disappointment, and it can also help create the network necessary for ensuring the
success of the project.


Phases
We distinguish between four different phases in the design of a project.
The various different phases are explained in greater detail below.

1 The start of the initiative, the creation of a basis of
support, and the elaboration of a project idea into
a project identity.

2 The design of the project, paying attention to the
project plan, the objectives, the collaborating
partners, the management, the communication, and
the tasks that are consequently specified.

3 Planning and financing.

4 Supervision of the process via monitoring and
outcomes.


Phase 1: The start
The BPPI is a community-based
organisation run entirely by volunteers. In
this case, the pilot project was initiated
from the bottom up because it was the
BPPI that introduced the initiative and
Initiative approached other parties to become
Always bear in mind who took the initiative for the project. Was it an interest group – involved, including government agencies
at all levels.
an authority or an NGO – that made the proposal on the basis of policy intentions, or
did the initiative arise from a specific need expressed by organisations working ‘in the
field’, for example schools or heritage institutions? This primarily determines the basic
principle of whether the project is demand-driven or supply-driven. Consideration
should also be given to who will deal with the results of the project in the long term.

Tip 1 Zoom in
Top-down or bottom-up

Determine whether the project has been The initiative for the Heritage Education for
proposed on a top-down or a bottom-up Schools in Indonesia project came about more
basis. This is an important consideration for or less by chance. The relationship between
implementing project plans as regards gaining the Netherlands Institute for Heritage (Erfgoed
support for an idea. Set out this commitment Nederland) and the Indonesian Heritage
in a collaboration agreement signed by all the Trust (BPPI) arose from a contact between
interested parties. an employee of the Netherlands Institute for
Heritage and a representative of the BPPI
who lives and works in the Netherlands.
That contact led to the idea of international
collaboration. Part of the Institute’s subsidy is
intended to fund plans for heritage education
for elementary schools in Indonesia. This
meant that Netherlands Institute for Heritage
could draw on experience gained when
working on network projects for heritage
education in the Netherlands. A jointly
developed project plan was the basis for closer
contacts between the Institute and the BPPI in
Indonesia. In December 2007, it was decided
to arrange for collaboration between the two
institutions. That collaboration took the form
of definitive adoption of the project plan,
arrangements for exchanges, a draft budget,
and a collaboration agreement between
the two organisations: a Memorandum of
Understanding (MoU). The idea for the project
derived from the desire, specifically on the
part of the BPPI, to implement a project to raise
awareness regarding heritage education for
elementary schools in Indonesia.


Phase 1: The start The BPPI carried out an internal study in
Indonesia to determine which schools
might be interested in the pilot project.
Ultimately, twelve elementary schools
were chosen in Yogyakarta and the
Basis of support surrounding areas which represented
The idea for a project can only produce the intended result if it enjoys sufficient support various types of schools, for example:

on the part of the interested parties. The main question is whether the idea will help
1 A private school in the city centre attended
meet a need or contribute to solving a problem. Is the situation concerned a unique one
mainly by children from the middle and
or has an answer to the question already been sought and found in a different situation; upper classes;
is it possible to acquire information about other initiatives; and can the experience 2 A state school in the city centre which is
gained from previous initiatives contribute to developing the proposed project? It is subsidised by the government;
3 Schools with a religious approach, for
useful to consider which parties and potential partners can contribute to the ultimate
example Islamic or Christian;
success of the project, for example teachers, school heads, pupils, employees of heritage 4 State schools in the suburbs attended
institutions, and perhaps the authorities? These partners already need to be involved mainly by children from the lower classes.
from the initiative phase so as to ensure that the project is a success.
The BPPI visited each school and
conducted intensive discussions with the
directors and teachers in order to reach
Tip 2 Zoom in agreement on their involvement in the pilot
Preliminary study project, how the pilot project should be
implemented, and what the responsibilities
would be of each party involved.
Determine the demand that forms the basis Fruitful collaboration between diverse
for the project idea. Determine whether there partners can only come about if they know The second phase was training for the
have been any comparable initiatives. This can one another and are aware of similarities teachers involved. This was given by the
BPPI, Netherlands Institute for Heritage,
be done partly by means of desk research and and differences in their cultures (specifically
and the government agencies responsible
partly through interviews with participants their educational cultures). This process of for elementary education. The training
in similar projects. It can take the form of a getting to know one another and exploring sessions were conducted at the beginning
baseline survey. the options for collaboration was effectuated and in the middle of the pilot project. The
training at the beginning mainly involved
during an initial working visit to Indonesia by
an introduction to what heritage education
Determine who the possible parties/partners representatives of the Netherlands Institute actually is, how to implement it at schools,
may be for developing the project. for Heritage. The point of the visit was to get and how to prepare the heritage education
to know the BPPI, the government bodies teaching materials.

Organise an exploratory meeting with the involved, and those responsible in Indonesia
The BPPI also identified and involved other
aim of presenting the initiative and allowing for education and culture; it also focused on stakeholders:
potential collaboration partners to comment involving the relevant partners with a view
on it. to implementing the idea for the project and 1 The government agencies responsible
getting to know the educational situation. Both for elementary education in the city
(Yogyakarta), the province (DI Yogyakarta),
Based on the results of that meeting, set up a partners presented their aims and working
and at national level (Indonesia) especially
steering committee and/or advisory group; this methods. The collaboration agreement was the Centre of Curriculum Development at
should be a critical, active, and representative worked out, a budget was drawn up, and there the Department of National Education and
group of people. were meetings between representatives of the Department of Culture and Tourism.
2 The press, in this case local and national
the ministry of education and the ministry
newspapers;
of culture. There were also visits to heritage 3 Local universities;
institutions such as the National Museum and 4 Local institutions such as the Netherlands
the National Archive of Indonesia. Cultural Centre;
5 UNESCO’s Jakarta office;
6 Government agencies from outside
The collaboration agreement (i.e. the MoU) was Yogyakarta that are interested in
formally signed at the Dutch embassy in the replicating the heritage education project
presence of the press. Finally, there was a visit in their areas.

to Yogyakarta in order to get to know the BPPI
team and the project coordinators, the schools,
and the local partners, including universities.


Phase 1: The start

Project identity
The project plan is always worked out on the basis of an original idea. Creative input
means that ideas for projects have a tendency to expand to such an extent that the
original idea is lost sight of. It is therefore valuable to continually check the project
against the original idea during the course of the development process. The parties
involved can make it easier to identify with the project by clarifying, from the very
beginning, the need that the project is meant to meet and by highlighting that in the
working title for the project.

Tip 3 Zoom in
A specific name

The name or working title of the project must The BPPI organised several meetings,
indicate what the project is actually about. concluding that the most appropriate name
It is worth taking the necessary time and for the project would be ‘Heritage Education
trouble to decide on a clear working title – for Schools in Indonesia.’ Although the pilot
one acceptable to all parties – at the earliest project focused on elementary schools,
possible stage. The title should be chosen with this was not mentioned in the title because
the expert assistance of various parties – the the BPPI hopes that at a later date heritage
ministry, local government bodies, etc. – that education can also be implemented at high
are not directly involved in the project by schools and in higher education. Yogyakarta
asking them ‘What do you think of when you is not mentioned either because it is expected
hear…?’ that this initiative will also be implemented
in other areas of Indonesia. The chosen
name is the most appropriate as regards the
continuation of heritage education in the
country. After the period of collaboration
with the Netherlands Institute for Heritage
(2008–2010) is over, the BPPI will continue the
heritage education programme in other areas
with support from other parties but will still
use the original name.


Phase 2: Elaboration
Designing the project
The project plan is of great importance when designing the project. It clarifies the need
that the project is meant to meet, whether it is supported and by which partners, what
the aims and benefits are, and which partners will help develop it on the basis of what
expertise. When writing project plans, there is a risk of providing too much detail. There
should be a summary setting out as specifically as possible what the plan includes
and what results it will achieve. Working out the project planning in detail is of course
important, but the main outline (the process) should remain clear.

Tip 4 Zoom in
Formulate clearly

The design of the project should be formulated In the course of working out the idea for the
clearly, from the start to completion. The project together with the members of the BPPI
main outline should be kept in mind. Make a working party in Yogyakarta, it became clear
summary and include it in the project plan as that the ambitions exceeded the feasibility of
a preamble. the objectives. The BPPI team was made up of
professionals who contributed voluntarily to
working out the project on the basis of their
own particular background. Voluntary efforts
based on specific expertise lead in many cases
to an expansion as regards the actual content
of the project. That would not really seem to
be a problem, but it immediately brings one up
against the limits of what is actually possible
from the point of view of quantity and quality.
After some discussion, it was decided that a
manual for the teachers involved should be
slimmed down.


Phase 2: Elaboration The BPPI decided to concentrate only
on children in classes aged 9 to 10. This
decision was based on the consideration
that children at this age have basic writing
and reading skills and are not yet busy
The objectives preparing for their final exams. At the
One important element in working out a project plan is to formulate the objectives for final stage, the BPPI decided and was able
to produce a manual for teachers and 21
the project. These should be as specific as possible in terms of the intended benefits.
modules for children; these were prepared
Objectives are too often set out in the form of intentions. In fact, they should specify jointly by the teachers and the BPPI’s
the intended benefits. The acronym ‘SMART’ is often used in this context: an objective volunteers.
should be specific, measurable, achievable, realistic, and time-bound.

Tip 5 Zoom in
Specific objectives

Formulate objectives as specific results. The BPPI team had in mind not only a learning
Rather than saying ‘We intend working on pathway for heritage education with the
the heritage education learning pathways for associated heritage lessons; it also wanted to
elementary school pupils’ it is better to say increase teachers’ knowledge of their local
‘In two years time, there will be a heritage heritage. A manual was therefore developed
education learning pathway for pupils aged for the teachers but this did not yet include
6 to 12.’ the further didactic step of setting out specific
guidelines for teaching/learning activities.
In fact, the project had a double objective: an
educational design (teaching materials) for
actual educational practice and in-service
training for teachers (background information
about local heritage). The potential risk is that
the project as a whole will be felt to be top-
heavy. The challenge was therefore to design
the detailed version of the project (the process)
in such a way as to achieve both the objectives
(lessons and in-service training) within a
programme acceptable to the target group.



Restriction
Adopting the SMART approach leads to realistically formulated objectives for the
project, with ‘realistic’ being a synonym for ‘restricted’. Trying to do too much all at
the same time leads to frustration among both those commissioning the project and
those implementing it. Restricting the objectives ensures that the steps envisaged are
clear and that they can definitely contribute to more distant goals derived from more
extensive programmes.

Tip 6 Zoom in
Not too much

Do not try to achieve too much all in one go It took a while for the BPPI to realise that a
and do not hesitate to adjust objectives in period of two years for the pilot project was
the course of the project on the basis of the relatively short if all the goals that were
experience gained. originally envisaged were to be achieved. The
BPPI was very enthusiastic about introducing
heritage education in Indonesia and therefore
set goals that were not actually feasible given
the available resources (time, money, labour).
During the pilot project, the goals were
adjusted in consultation with all stakeholders.


The partners
Planning a successful project requires efforts on the part of a variety of partners, for
example schools, cultural institutions, funding organisations, and authorities. Partners
can be involved in various phases of the project – the initiative, elaboration, monitoring
and evaluation – but also for management, advice, finances, and maintaining networks.

Getting parties interested in the idea for a project often starts on the basis of specific
motives regarding actual content. In the case of heritage education, it is ultimately a
question of the teachers who will work with materials and activities with their pupils,
based on the idea for the project. Their concern will be the actual content. Just as
important, or even more so, is the involvement of the school management.

Successfully working out a project depends mainly on having a clear structure that
indicates which parties will carry out which tasks and who will be responsible. This
means that the project coordinators must guide the process and monitor progress, but
that they must also keep track of how the actual content is worked out. Depending
on the scale for the project – whether it is for a particular city, region, or country – a
decision must be taken on whether one or more persons will be responsible.

Participation in a project and application of the results can only really be successful if
schools are behind the idea ‘across the board’. The party concerned here – the school
management – will be motivated not only by educational arguments but above all by the
opportunities for school development.


It is also advisable to involve partners in the project who are responsible for the The Netherlands Institute for Heritage
structure and quality of teaching at administrative level. This may mean administrative (Erfgoed Nederland) provided financial
support and expertise for the pilot project
organisations but also those bearing final responsibility at municipal, regional, or even
while the BPPI worked to determine the
national level. best methods and materials for heritage
education in the Indonesian context.
Besides involving partners on the basis of the necessary content-related expertise Although this was a very challenging task,
it was important for the BPPI to go through
(education and heritage), it is important to involve partners that can deal with
all the processes because only in this way
evaluation and implementation of the project and the products that it generates. could the BPPI gain the necessary first-
hand experience and knowledge to ensure
the sustainability of heritage education.

Tip 7 Zoom in
The BPPI and the schools agreed that a
Collaboration agreement number of tasks would be delegated to the
schools. The BPPI has a role as a resource
Conclude a collaboration agreement with The Netherlands Institute for Heritage and the institution for networking amongst
schools, assisting in writing materials,
all the parties at management level. The BPPI worked out the follow-up steps jointly
and in the evaluation process. The task
agreement should set out all the reciprocal with a view to keeping a finger on the pulse of the schools is to identify the subjects
expectations and obligations. The actual so as to convert project aims into manageable to be taught, to prepare the materials if
conclusion of the agreement should take programmes for those implementing the necessary, and to utilise them in class.

the form of an official, ceremonial event. project and for teachers. In the summer of
Collaboration also needs to be ‘maintained’. 2008, representatives of Erfgoed Nederland
In addition to the development of materials paid a working visit to the BPPI. In Yogyakarta,
and their incorporation into the curriculum, the two organisations worked jointly on
make sure that the progress of the project is the plan for in-service training for teachers,
monitored; do this by appointing a monitor planning for the project at school level, and
for the development process. This can involve increasing the level of support for the project
ensuring that there are regular meetings for at the level of local interested parties and
the parties but also by visiting the schools with those bearing responsibility in the context
the same frequency (see also phase 4). of elementary education in Yogyakarta. This
created the basis for a five-day conference
towards the end of the year for the twelve
schools that had become involved. A
programme for the conference was drawn
up, visits were paid to the twelve schools,
and there were discussions with school
managers and the civil servants responsible
for education in Yogyakarta. Presentations
were also given for interested parties within
the BPPI’s local network at Fort Vredeburg
and for groups of archaeology students at
the university (Faculty of Cultural Sciences,
Gadjah Mada University).



Communication
In order to involve all the parties and to keep track of the progress of the project,
it is advisable to decide at the very beginning what form internal and external
communication should take. In addition to organising conferences, working visits, and
school visits during which the parties meet one another, it is a good idea to regularly
send out an electronic newsletter describing the progress of the project. A newsletter of
this kind is a classic communication tool, and utilising social media and websites is also
an obvious thing to do.

Tip 8 Zoom in
Regular communication

Make sure that there is a regular medium – a A number of publications were produced
newsletter, a functional website, a forum, during the course of the heritage education
articles in magazines – describing experience pilot project:
with projects.
1 The BPPI collaborated with a local
cultural magazine (GONG) which
published two supplements about the
development of the pilot project; these
were in both Indonesian and English.
2 The BPPI also published the pilot
project on its website in both
Indonesian and English.
3 In collaboration with the Netherlands
Cultural Centre (Karta Pustaka) in
Yogyakarta, the BPPI organised an
exhibition and demonstration of
heritage education which was open to
the public.

The pilot project was covered sufficiently by
the mass media, both in Indonesia (locally and
nationally) and in the Netherlands. Journalists
were present at the training sessions for the
teachers, the exhibition, and the international
seminar at the end of the pilot project.


Phase 3: Planning and funding
Scheduling
Developing and implementing heritage education projects takes a great deal of time.
It is essential to have a realistic schedule and to stick to it. When schools and heritage
institutions collaborate, significant differences become apparent as regards organisation
and the work rhythm of the partners. If other parties are also involved, collaboration
becomes even more complex and the importance of a schedule that is clear to all
concerned becomes even more important. When developing heritage education projects
for schools, it is the schools’ annual timetable that forms the basis. Activities such as
organising working party meetings, holding evaluation discussions, and trying out draft
materials must fit in with the school’s schedule so as to prevent too high demands and
ultimately overloading.

Tip 9 Zoom in
Calendar for the year

The important thing is not to attempt too much Like all schools, the participating schools in
and not to go too fast. Draw up a calendar for Indonesia must stick to a tight schedule in
the year showing the project activities. Make order to achieve their curriculum targets.
clear who will be engaged in what activities at Heritage education was therefore incorporated
what time. This will make clear whether the into the existing curriculum rather than being
objectives are being met or whether changes given as an independent subject. Teachers
need to be made. and the BPPI together decided which subjects
were appropriate for the inclusion of heritage
education. The BPPI also assisted the teachers
with the preparation of some materials. The
teachers wrote the texts, which were then
edited and printed by the BPPI.


Phase 3: Planning and funding

Funding
The costs involved in developing products and encouraging the process always give
rise to concern. What sources of funding are available? What can be done to interest
potential funding organisations? Besides a substantive project plan, it will be necessary
to produce a clear picture of the costs for the various components of the plan. Make
a clear distinction between costs that concern the process – coordination, meetings,
evaluation, and communication – and production costs (for designing and printing
materials). An indication should also be given of the investment made by project
partners in developing the project in the form of their own particular efforts. It should
be noted that acquiring funds for a project is in fact pretty much a field for specialists.

Tip 10 Zoom in
Realistic budget

Drawing up a realistic budget for the project The fact that the Netherlands Institute for
costs and finding the money form a separate Heritage provided financial support was
assignment and should be specified separately a boost to starting the heritage education
in the project plan. It is important to remember pilot project for a period of two years. After
that all work in the form of hours can also be the conclusion of the project, it will be up to
expressed in monetary terms and that a great the BPPI to secure the necessary funding to
deal can be achieved by means of individual continue the initiative. Fortunately, the project
efforts, even with only a small budget for itself and the results achieved led to a number
materials. of parties being interested in collaborating
with a view to continuing the initiative.
These are UNESCO’s Jakarta office, a private
company, and local government bodies.


Phase 4: Monitoring
Monitoring and evaluation
If the process of project development is to be successful, there needs to be regular
monitoring of progress by a monitor. The monitor constantly tracks progress, notes
significant problems, and makes proposals to the project coordinators for solving those
problems. Regular contact between the monitor and the various parties involved in the
development process allows developments to be adjusted in good time.

Having a monitor also makes it possible to plan evaluations at fixed points during the
development process. It is important to consider how developments will in fact be
evaluated in cooperation with the various parties, for example by means of interviews,
group discussions, or in writing. It is advisable to make the results available to the
relevant parties as quickly as possible. The monitor and the evaluation are not
objectives per se. Their purpose is to ensure progress in the development process; they
must not become an additional burden on the collaborating partners.

Monitoring and evaluation are not intended to control matters; they keep track
of developments in an atmosphere of interest and they contribute to continuing
involvement in the development process on the part of all parties.

Tip 11 Zoom in
Interim reporting

The experience generated by monitoring The project management in Yogyakarta
should be published regularly in the form of a made one person available throughout the
report that is made available to all the partners development process to stay in contact
(see also tip 8). This will ensure that those with the schools. Representatives of the
concerned remain involved with the project; participating schools were regularly brought
it also makes it possible to learn from one together for meetings and there were also
another’s experience. visits to the individual schools. The aim of all
this was to ensure continuing commitment to
the overall project, to pool experience, and to
adjust the aims of the project where necessary.
For the individual contacts with the schools
and the discussions that were conducted there
with the teachers and management, use was
made of a standardised list of points to be
considered; this was based on the approach
during similar network projects in the
Netherlands.


Phase 4: Monitoring

Outcomes and result
A project will ultimately lead to actual products. In the case of heritage education,
these will be teaching/learning resources, guidelines for teachers, learning pathways
that demonstrate a heritage education programme for a school, and ultimately – on
the basis of monitoring and evaluation – a complete overview of the products, the
programme, and the process. For heritage institutions, the project will lead to a scenario
for developing heritage education projects. The actual results and products can be
presented to all concerned at a final meeting to round off the project.

Tip 12 Zoom in
Organise celebrations

Achieving interim objectives and the final The project in Yogyakarta concluded with
results are highlights within a project. That an international conference to which
fact should not be forgotten, and meetings representatives of national and local
should be organised not only for those directly government were invited, together with
involved but also for other interested parties potentially interested parties, participants,
such as funding organisations, representatives representatives from UNESCO’s Jakarta
of the authorities, and other potentially office, and representatives of the Netherlands
interested parties with a view to follow-ups or Institute for Heritage. Prior to the conference
further implementation. – which involved celebrations around the
presentation of the results – the project
was evaluated with the participants, local
educators, and interested parties from other
parts of Indonesia, in particular West Sumatra,
Bali, and Ternate. Subsequently, there was
a large exhibition at the Indonesian-Dutch
cultural centre in Yogyakarta showing the
results of the project for a broader public from
the education sector. Regular workshops took
place during the exhibition dealing with topics
included in the heritage project.


Step-by-step plan
for a heritage
education project


Step 1: Determine Step 3: Decide on an
where the demand interesting working
comes from. title or name for the
Determine whether the project has been proposed on the project.
basis of a top-down approach or a bottom-up request. This is
an important consideration for implementing project plans as The name or working title of the project must indicate what the
regards gaining support for an idea. Set out this commitment in project is actually about. It is worth taking the necessary time
a collaboration agreement signed by all the interested parties. and trouble to decide on a clear working title – one acceptable
You should specifically aim for support (awareness raising) to all parties – at the earliest possible stage. The title should
among those who will ultimately implement the project (in be chosen with the expert assistance of parties that are not
this case teachers) and methods by which the intended result directly involved in the project by asking them ‘What do you
can be achieved (capacity building). Do those involved actually think of when you hear…?’
want the project and can they implement it?

Step 2: Determine what Step 4: Determine
need is to be provided a clear line of
for by the project development.
initiative. The design of the project should be formulated clearly, from
the start to completion. Make a summary and include it in the
Determine the demand that forms the basis for the project idea. project plan as a preamble.
Determine whether there have been any comparable
initiatives. This can be done partly by means of desk research
and partly through interviews with participants in similar
projects. It can take the form of a baseline survey.

Determine who the possible parties/partners may be for
developing the project.

Organise an exploratory meeting with the aim of presenting
the initiative and allowing the potential collaboration partners/
parties to comment on it.

Based on the results of that meeting, set up a steering
committee and/or advisory group; this should be a critical,
active, and representative group of people.


Step 5: Determine Step 7: Determine
the intended specific the level at which
results of the project. collaboration
Formulate objectives as specific results. agreements need to be
concluded and with
Rather than saying ‘We intend working on the heritage
education learning pathways for elementary school pupils’

whom.
it is better to say ‘In two years time, there will be a heritage
education learning pathway for pupils aged 6 to 12.’

Conclude a collaboration agreement with all the parties
concerned at management level. The agreement should set
out all the reciprocal expectations and obligations. The actual
conclusion of the agreement should take the form of an official,
ceremonial event. This should be a separate event involving
all those concerned (see also step 12). Collaboration also needs
to be ‘maintained’. In addition to the development of materials
and their incorporation into the curriculum, make sure that
the progress of the project is monitored; do this by appointing a
monitor for the development process. This can involve ensuring
that there are regular meetings for the parties but also visits to
the schools with the same frequency (see also phase 4).

Step 6: Determine who Step 8: Determine how
will carry out interim progress on the project
evaluation and when. will be communicated.
Do not try to achieve too much all in one go and do not hesitate Make sure that there is a regular medium – a newsletter, a
to adjust objectives in the course of the project on the basis of functional website, a digital forum, articles in magazines –
the experience gained. Make sure you have a specific contact describing experience with projects.
person, i.e. the person who will carry out the evaluation. That
person plays a crucial role in the project, and should be one of
the project coordinators.


Step 9: Determine Step 11: Determine
how the progress of what means of
the project is to be communication will be
monitored. used so as to provide
The important thing is not to attempt too much and not to go regular information
about the project for all
too fast. Draw up a calendar for the year showing the project
activities. Make clear who will be engaged in what activities

concerned.
at what time. This will allow you to determine whether the
objectives are being met or whether changes need to be made.

The experience generated by monitoring should be published
regularly in the form of a report that is made available to all
the partners. This will ensure that those concerned remain
involved with the project; it also makes it possible to share and
learn from one another’s experience.

Step 10: Determine how Step 12: Determine
the project financing when and how results
is to be expressed in will be presented
hours and costs. (both internally and
Drawing up a realistic budget for the project costs and finding externally).
the money form a separate assignment and should be specified
separately in the project plan. It is important to remember that Organise celebrations! Achieving interim objectives and the
all work in the form of hours also means money and that a final results are highlights within a project. That fact should
great deal can be achieved by means of individual efforts, even not be forgotten, and meetings should be organised not
with only a small budget for materials. only for those directly involved but also for other interested
parties such as funding organisations, representatives of the
authorities, and other potentially interested parties with a view
to follow-ups or further implementation.

Toolkit, step by step:
an approach to heritage education

Phases Steps
1 The start of the initiative, the creation of a basis of 1 Determine where the demand comes from.
support, and the elaboration of a project idea into a
project identity. 2 Determine what need is to be provided for by the project
initiative.
2 The design of the project, paying attention to the project
plan, the objectives, the collaborating partners, the 3 Decide on an interesting working title or name for the
management, the communication, and the tasks that are project.
consequently specified.
4 Determine a clear line of development.
3 Planning and financing.
5 Determine the intended specific results of the project.
4 Supervision of the process via monitoring and outcomes.
6 Determine who will carry out interim evaluation and
when.

7 Determine the level at which collaboration agreements
need to be concluded and with whom.

8 Determine how progress on the project will be
communicated.

9 Determine how the progress of the project is to be
monitored.

10 Determine how the project financing is to be expressed in
hours and costs.

11 Determine what means of communication will be used so
as to provide regular information about the project for all
concerned.

12 Determine when and how results will be presented
(both internally and externally).

Tips
9 Calendar for the year
The important thing is not to attempt too much and not to go too fast.
Draw up a calendar for the year showing the project activities. Make clear
who will be engaged in what activities at what time. This will make clear
1 Top-down or bottom-up whether the objectives are being met or whether changes need to be made.
Determine whether the project has been proposed on a top-down or a
bottom-up basis. This is an important consideration for implementing 10 Realistic budget
project plans as regards gaining support for an idea. Set out this Drawing up a realistic budget for the project costs and finding the money
commitment in a collaboration agreement signed by all the interested form a separate assignment and should be specified separately in the
parties. project plan. It is important to remember that all work in the form of hours
can also be expressed in monetary terms and that a great deal can be
2 Preliminary study achieved by means of individual efforts, even with only a small budget for
Determine the demand that forms the basis for the project idea. Determine materials.
whether there have been any comparable initiatives. This can be done
partly by means of desk research and partly through interviews with 11 Interim reporting
participants in similar projects. It can take the form of a baseline survey. The experience generated by monitoring should be published regularly in
the form of a report that is made available to all the partners (see also tip 8).
3 A specific name This will ensure that those concerned remain involved with the project; it
The name or working title of the project must indicate what the project is also makes it possible to learn from one another’s experience.
actually about. It is worth taking the necessary time and trouble to decide
on a clear working title – one acceptable to all parties – at the earliest 12 Organise celebrations
possible stage. The title should be chosen with the expert assistance of Achieving interim objectives and the final results are highlights within a
various parties – the ministry, local government bodies, etc. – that are not project. That fact should not be forgotten, and meetings should be organised
directly involved in the project by asking them ‘What do you think of when not only for those directly involved but also for other interested parties
you hear…?’ such as funding organisations, representatives of the authorities, and
other potentially interested parties with a view to follow-ups or further
4 Formulate clearly implementation.
The design of the project should be formulated clearly, from the start to
completion. The main outline should be kept in mind. Make a summary and
include it in the project plan as a preamble.

5 Specific objectives
Formulate objectives as specific results. Rather than saying ‘We intend
working on the heritage education learning pathways for elementary
school pupils’ it is better to say ‘In two years time, there will be a heritage
education learning pathway for pupils aged 6 to 12.’

6 Not too much
Do not try to achieve too much all in one go and do not hesitate to adjust
objectives in the course of the project on the basis of the experience gained.

7 Collaboration agreement
Conclude a collaboration agreement with all the parties at management
level. The agreement should set out all the reciprocal expectations and
obligations. The actual conclusion of the agreement should take the form
of an official, ceremonial event. Collaboration also needs to be ‘maintained’.
In addition to the development of materials and their incorporation into
the curriculum, make sure that the progress of the project is monitored; do
this by appointing a monitor for the development process. This can involve
ensuring that there are regular meetings for the parties but also by visiting
the schools with the same frequency (see also phase 4).

8 Regular communication
Make sure that there is a regular medium – a newsletter, a functional
website, a forum, articles in magazines – describing experience with
projects.

Toolkit, step by step: an approach to heritage education

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