SupportforMotherTongueBased,MultilingualEducation

(MTB-MLE)forSchoolsinRuralandRemoteAreasofPapua

(ACDP023)

FINALREPORT

Dec1,2015

Preparedby

PT.TRANSINTRAASIA(TIA),INDONESIA

Inassociationwith

SILINTERNATIONAL

THEEDUCATIONSECTORANALYTICALANDCAPACITYDEVELOPMENTPARTNERSHIP

ii

Education Sector Analytical and Capacity Development Partnership (ACDP) Agency for Research and Development (BALITBANG), Ministry of Education and Culture

Building E, 19th Floor Jl. Jend. Sudirman, Senayan, Jakarta 10270

Tel. +62 21 5785 1100, Fax: +62 21 5785 1101 Website: www.acdp-indonesia.org

Secretariat email: secretariat@acdp-indonesia.org

The Government of Indonesia (represented by the Ministry of Education and Culture, the Ministry of Religious Affairs, and the Ministry of National Development Planning / BAPPENAS), the Government of Australia, through Australian Aid, the European Union (EU) and the Asian Development Bank (ADB) have established the Education Sector Analytical and Capacity Development Partnership (ACDP). ACDP is a facility to promote policy dialogue and facilitate institutional and organizational reform to underpin policy implementation and to help reduce disparities in education performance. The facility is an integral part of the Education Sector Support Program (ESSP). EU’s support to the ESSP also includes a sector budget support along with a Minimum Service Standards capacity development program. Australia’s support is through Australia’s Education Partnership with Indonesia. This report has been prepared with grant support provided by Australian Aid and the EU through ACDP.

The institution responsible for implementation of the study was Trans Intra Asia

THE CONSULTANTS WHO PREPARED THIS REPORT ARE:

1. Joost Pikkert, Team Leader/ Mother Tongue Based Multilingual Education Specialist 2. Novi Matulessy, Language and Community Planning Specialist 3. Joyce Briley, Specialist in MTB-MLE Research Design and Implementation 4. Rita G. Elgroth, Specialist in Curriculum and Teacher Development Related to MTB-MLE 5. Agustina Sarlince Sawi Language Community Planning Specialist 6. Telma Margareta Huka, Language and Culture Training Specialist 7. Luminda Belesima Tahapary Language and Culture Training Specialist 8. Hans Dortheis Imbiri, Communication Specialist 9. Rachfri Kirihio translator 10. Yeremia Fakdawer 11. Alice Eastwood, MTB-MLE Specialist 12. Cheryl Pikkert, MTB-MLE Specialist 13. Tara Huberty, MTB-MLE Specialist

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TableofContents

Introduction

I. Introduction………………………………………………………………………………………………. 1II. InceptionSurvey…………………………………………………………………………………………

a. SociolinguisticSurvey…………………………………………………………………………..b. EGRAReadingAssessment…………………………………………………………………..

III. CapacityNeedsAnalysisofKPGs,GovernmentandUNCEN………………………...IV. DraftRoadMapforMTB-MLE……………………………………………………………………..V. StudyTours…………………………………………………………………………………………………

a. VisittoThailand………………………………………………………………………………………b. StudyVisittoAmbon…………………………………………………………………………….c. LessonsfromtheStudyTour………………………………………………………………

VI. MTB-MLECommunicationStrategy……………………………………………………………VII. FourCapacityDevelopmentWorkshops

………………………………………………………………………………………VIII. TeacherTraining………………………………………………………………………………………

a. PreparationforTeacherTraining…………………………………………………………b. TeacherTraining…………………………………………………………………………………

IX. ParentalSchoolCommitteeDevelopment…………………………………………………X. CurriculumReview………………………………………………………………………………………XI. MTB-MLEPilotDesign…………………………………………………………………………………XII. MonitoringandEvaluationFramework……………………………………………………….XIII. SupportforMTB-MLEPilot………………………………………………………………………….XIV. GuidelinesforMTB-MLEDesignandMethodology……………………………………XV. PolicyBriefonMTB-MLE……………………………………………………………………………XVI. FinalWorkshop………………………………………………………………………………………..

Appendixes

Appendix1:ThailandStudyTourReport

Appendix2:AmbonStudyTourReport

Appendix3:

Appendix4:

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I. Introduction

ThisfinalreporttrackstheactivitiesoutlinedintheInceptionReportandnotintheoriginalTermsofReference(TOR)Thereasonforthisisthatthegovernmentalteredcourseandmadesomedecisionsthataffectedtheoriginal(TOR)aftertheTORwasfinalized,andthisinturnaffectedthescopeandsequenceoftheactivitiesofthisproject.Thechangesnecessitatedbythegovernment’sdecisionareexplainedintheInceptionReport,andtherevisedscopeandsequencefromtheInceptionReportwillformthestructureofthisFinalReport.

AsclarifiedintheProposalSubmissionLetter(Jan.5,2015),TIAandSILforesawthisprojectasnecessitatinganextensionfrom11toatleast18monthstocoincidewiththeIndonesianschoolyear.However,dueto(a)thelatefinalizationofthecontractorforACDP023,and(b)havingtoworkonareducedtimelinebecausetheAnalyticalandCapacityDevelopmentPartnership(ACDP)wasunsureregardingtheirextension,theworkinthisprojectwasgivenjust9monthstocomplete.

Giventhesetwofactors,theneedforanextensioniscrucialifthefollowingistotakeplace:a)theformationsoftheKomiteSekolahs,(b)thetrainingofaLanicadreofMTB-MLEteachersbytheKPGandUNCENfaculty,(whichcanonlybedonewhenthegovernmentanditspartnersfinishthecompletecurriculum)and(c)theabilitytomonitorandevaluatetheMTB-MLEprograminLannyJaya.TheeventuallysecondEGRAtestmeanttomeasuresuccesswillonlycomeafterkidshavemovedallthewaythroughpreschooltograduatingfromthesecondgrade..Theanticipateddateforthecommencementoftheprogram,accordingtothegovernment’seducationalcalendar,isJuly2016.

AllsupportactivitiesnotdependentonthecompletionofthecurriculumassociatedwithACDP023havebeencompletedasexplainedinthisreport.

II. InceptionSurvey

The importance of the Inception Survey cannot be underestimated. It provided pivotal data in thefollowingthreeareas:

a. Pretestdatatoprovideabaselineforfutureevaluations.b. DatatoensuretheareachosenfortheMTB-MLEpilot interventionwasappropriategiventhe

parametersoutlinedintheACDP039Study.c. Validated thedrivingmotivationsof theACDP023 research: that rural and remote schools in

Papuaaredifferentthanthosenearurbancenters.d. That theexistingmethodofeducation for ruraland remoteschools inPapuamayneed tobe

adjustedtomeetnationalnorms.

Thesurveymeasuredlanguagevitality,theconditionoftheschools,schoolmanagementandsetthestageforchoosingthesitewheretheMTB-MLEpilotprojectwillbelocated.Finally,thecompileddatawillformthebackboneformonitoringandmeasuringtheefficacyofMTB-MLEinPapua.Inthefuture,whenthe2017-2018PAUDstudentsgraduatefrom2ndgrade,theycanberetestedandtheresultscomparedwith

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thepreteststudentswhowerepartofthecohortof2015. AssuchitprovidesthebaselinedatafromwhichtheframeworkforMLEevaluationandmonitoringcanbeconstructed.

Theteamthattrainedgovernment,universityandteacher’scollegepersonnelinsurveytechniqueswenttoWamenafromMay19–23,2015.Thefirsttwodayswerespentintrainingthetraineeswhilethenextthreedayswerespentinthefield.ThefinaldaywasspentreviewingthedataanddebriefingthetrainingtoensurethetraineeswillbeabletocollectsimilardatainthefuturewhenpostMTB-MLEpilotprojectdatawillneedtobecollected.

A. TheSample

Asampleof184studentswasrandomlyselectedfromchildreningrades2and3from10schoolslocatedin10villagesin5sub-districtsinLannyDistrictincentralPapua.Tables3and4givemoredetailonthemakeupofthebaselinesample.

Sub-districts Villages Number in Sample

Dimba Yugwa 10 Kuyawage Kuyawage 1, Kuyawage 2 36 Makki Kemiri 21 Poga Gipura 34

Tiom Bokon, Guninggame Longgalo, Name, Ninabua 83

Table1.Sub-districtsandvillagesincludedinthebaselinestudy.

Thesamplewasdrawnfromfiveseparatesub-districts.Inthreeoutoffivecases,onlyonevillage(andschool)wasselectedfromtherespectivesub-district.InthecaseoftheTiomsub-district(Kecamatan),fivedifferentvillages(andschools)wereincluded.TheimplicationisthattheTiomsub-districtislargerormoredenselypopulatedandisprobablymorelikeatownthanaruralvillage.

Table2givesadetailedbreakdownofthesampledrawnfromeachschoolbygradeandgender.

School Village Grade 2 Grade 3 Total Male Female Male Female SD Buapaka Longgalo -- -- 11 12 23 SD Inpres Gimbuk Ninabua 6 2 2 7 17 SD Inpres Kondename Name 8 2 3 5 18 SD Inpres Kuyawage 1 Kuyawage 1 4 4 8 0 16 SD Inpres Poga Gipura 8 8 12 6 34 SD Inpres Tiom Bokon 4 7 3 3 17 SD Negeri Kulugome Yugwa 2 1 1 6 10 SD Negeri Kuyawage 2 Kuyawage 2 9 1 7 3 20 SD YPPGI Inpres Gininggame 3 1 2 2 8 SD YPPGI Tobanapme Kemiri 5 3 3 10 21 49 29 52 54 184

Table2.Makeupofthesamplebyschool,village,grade,andgender.

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Thereissomethingofasamplinganomalyingrade2withalmosttwiceasmanymalestudentsselectedcomparedtogirls.Whetherthisreflectsthecompositionoftheenrollmentintheseschoolsisnotknownatthistime.Thegrade3sampledoesnotreflectthesamedistortionbygender.Inmuchoftheanalysis,nosignificantdifferenceinperformancewasfoundbygendersothisdisparityisnottakentobeasignificantissueintermsofadequatelyrepresentingschoolandgradelevelperformance.

B. SociolinguisticSurveyThedecisiontoallocatethepilotprojectinLannyJayaassumedthatstudentsinmoreisolatedregionsaremorelikelytospeakLani.LannyJayaasaregency(Kabupaten)waschosenasthebroadregionfromwhere,ultimately,thesampleschoolsforthescheduledMTB-MLEpilotprojectweretobedrawn.WhatisinterestingisthatevenwithinLannyJaya,akabupatenthatisisolatedbyprovincialstandards(nodirectroadstotheprovincialcapitalorthecoast,fewgoodroadsleadingin-and-outoftheareaandthefactthatalmostallnon-agriculturalgoodsneedtobeshippedbyplanetoeitherWamenaorTiomtobeaccessibletothelocalpopulation)avariationinlanguagevitalitywasfound.Theareasmoreremotefromthecapitalofthekabupaten(Tiom),provedtohaveadifferentdegreeoflanguagevitalitythanthoseclosertoTiom.

Figure1,drivestotheheartofourresearch:thatruralandremoteschoolsaredifferent.AssoonasonemovesoutsideoftheurbanareaofTiom,only1%ofthepopulationuseIndonesianastheirlanguageofcommunicationand90%useLani,with3.3%mixingthetwolanguages.Thisdatastronglysupportstheuseofthemothertongueespeciallyifone’seducationalparadigmismeanttobe“child-centered”.ThedataaboveindicatesthatoneoftheprimarydifferencesbetweenurbanandruralchildreninLannyJayaislanguageuse.

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Figure1:LanguageUseandDistancefromUrbanCenter

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Chi-SquareTests Value df Asymp.Sig.(2-sided)

PearsonChi-Square 55.962a 6 .000LikelihoodRatio 32.821 6 .000NofValidCases 92

Table3:CorrelationsbetweenRemotenessandUseoftheMotherTongue

Theassertionofarelationshipbetweendistancefromanurbancenterandlanguageuse,isfurtherprovenaboveinTable3.Table3indicatesanextremelystrongstatisticallysignificantcorrelationbetweendistancefromanurbancenterthatusesIndonesianandthedailyuseofLani.Thefurtheronemovesawayfromanurbancenter,thegreatertheroleLaniplaysinthelocallifeofchildren.IftheDepartmentofEducationiscommittedtoachild-centeredcurriculumforruralandremoteareas,theyneedtoconfronttherealitythatthereissignificantlanguageshiftbetweenruralandremoteareas.

Ultimately,ifonecommitstoachild-centeredapproach,oneneedstoknowiflanguageistrulyasignificantvariableintheself-perceptionofthestudentstounderstandthingsandperformwellinschool.Thismandatesthatweexaminewhichlanguagesstudentsperceivetobedifficultand/oreasy,whichlanguagesareusedinschoolbytheteachers,andifthereisasignificantstatisticalrelationshipbetweenthesevariables.

IfonelooksatFigure2,wecanclearlyseethat75%ofgrade2and3studentsinLannyJayafindIndonesianasalanguageforeducationdifficultand88%findLanieasy.Thefactthatmorethan3timesas

manystudentsfindLanieasyascomparedtoIndonesian,leavesuswiththeprobablehypothesisthatpossiblyonlyasmallfraction,possiblyonly13%,aretrulyfluentlybilingual.

IfweexamineinFigure3whichlanguageteacherstendtouseasthechoiceoflanguagefortheclassroom,astrikingreversaloftheabovegraphemerges.Almost65%ofteacherschoosetousealanguagethestudentsfinddifficultandonly20%usethelanguagethestudentsfindeasy.Again,morethanthreetimesasmanyteachersusealanguagethestudentsfinddifficult,leavinguswonderingaboutthechild-centeredphilosophyofeducationthatshouldbeundergirdingactivitiesintheclassroom.

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Figure3:LanguageUseintheClassroom

Figure2:LanguagesStudentsFindDifficult

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Ifmothertonguebasedmultilingualeducationprogramsaregoingtobeencouraged,teachersneedtobereceptivetotheidea.ThesociolinguisticsurveythereforeaskedtwoquestionsfromthestudentsinordertoascertaintheopennesstoLaniuseamongthestudentsbytheirteachers.ThefirstquestionaskediftheywereforbiddentouseLanionschoolpropertyandtheotheraskediftheywouldbephysicallypunishediftheydidnotobey.Figure4indicatesthatonaverage6.9%ofthestudentsareforbiddentousetheirlocallanguageontheschoolpremises.Whentheresearcherscomparedthisdatawiththetypeofschoolsrepresentedinthesample,itwasfoundthatboardingschoolsthatemployednon-Papuanteachers,liketheoneinPogo,weremuchmorelikelytoforbidtheirstudentsfromusingthelocallanguageascomparedtonon-boardingschoolsthathadpredominantlyPapuanteachers.

Thesecondquestiononwhetheraphysicalbeatingcouldresultfromusingone’slocallanguageonschoolpropertyonceagainmirroredtherelativedifferencesintheschooldistricts.AscanbeseenfromFigure5,Poga,theboardingschoolwithnon-Papuanteachersweremuchmorelikelytobeattheirstudentsforusingthelocallanguagethanwerestudentsfromtheotherschools.AtestlookingforstatisticalsignificancebetweenthelikelihoodthatdormingstudentswithNon-Papuanteachersweremorelikelytobebeatenforusingtheirmothertonguefoundstrongconfirmationofsucharelationship.

Thistrendisdisturbingsinceitmirrorsthesametypeofactivitythathastakenplaceindevelopednationswhocolonizedtheindigenouspeoplewithintheirterritories.WhetheronelooksatCanada,AustraliaortheU.S.,thelevelofchildabuseinthedormingfacilitieswasoftensignificant.ItremainstobeseenwhetherthistrendwillrepeatitselfinPapua,butthefirstwarningbellsappeartoberinginginthedatacollectedinthissurvey.

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Figure5:PercentofChildrenBeatenforUsingMotherTongue

Figure4:ChildrenForbiddenfromUsingtheirMotherTongue

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C. EGRASurveyTheEGRAsurveywasconductedsimultaneouslywiththesociolinguisticsurveyandthefullreportcanbeseenintheFrameworkforMTB-MLEEvaluationandMonitoringReportbutsomeofthesalientpointswillbementionedinthissection.TheinstrumentusedtoassessprogresstowardsliteracywastheIndonesianEGRA.Thisinstrument—adjustedforlocallinguisticrealities—hasbeenwidelyusedaroundtheworldinlowincomecountriesandthereforeithasreasonablywell-understoodcharacteristics.TheIndonesianEGRAwasdevelopedandimplementedbyRTIInternationalundercontracttoUSAID.Thereportoffindingsisdated2014.FindingsfromthisstudyprovidedaveryhelpfulframeofreferenceforinterpretingtheresultsofthebaselinesurveydoneinLannyDistrict.

AnovelfeatureoftheIndonesianEGRAistheinclusionofasetofsubtasksdesignedtoassessbasicproficiencyinBahasaIndonesia.TheinclusionofthisfeaturewashighlyrelevanttotheIndonesiancontextgiventheunusuallyhighleveloflinguisticdiversityfoundinthisfar-flungislandnation.Thiscomponentoftheinstrumentprovedinvaluableintheanalysisandinterpretationofresultsinthedistrict.

TheIndonesianstudyincludedasetoffiveadditionalinstrumentsreferredtocollectivelyasaSnapshotofSchoolManagementEffectiveness(SSME).Oneofthefivefocusesonarangeofsocial,economic,linguistic,andeducationalcharacteristicsofindividualchildrenratherthandealingwithschoolmanagementperse,butwasnonethelessmostusefultotheanalysis.Thesampleofstudentsincludedinthebaselineincluded184studentsfromgrades2and3in10differentschools.The10schoolsarelocatedin5differentsub-districts(kecamatan)inLannyJaya..

D. FindingsaboutprogressiontowardsliteracyThefindingsoftheIndonesiannationalEGRA,completedin2014,providedaveryusefulvantagepointforevaluatingtheliteracy-relatedassessmentscomingfromtheschoolsandstudentsofLannyDistrict.Thisdistrictisapartofthe“MNP”sectorofIndonesia(Maluku,NusaTenggara,Papua)whichcoverstheeastern-mostregionofthecountry.IngeneraltheliteracyassessmentsincludedintheIndonesianEGRAshowedMNP(EasternIndonesia)trailingthenationalnormsbyapproximately50percent.ThechildrenintheLannyJayabaselineperformedatalevelroughly50percentbelowtherestofEasternIndonesia.Inshort,theprogressofthesechildrentowardsfullliteracyinIndonesianisextremelylimited.Despitetheoveralllowlevelsofperformance,thedatadoshowconsistentprogressbeingmadefromonegradetoanother.

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Despitetheoveralllowlevelofperformance,thedatacontainalimitednumberofcasesofchildrenwhoaredoingextremelywell—uptoorevenabovenationalnorms.Whileitistemptingtoascribethishighlevelofperformancetoahighlevelofability—whichisverypossible—itisalsostrikingthatsuchchildrenalsodemonstrateahighlevelofproficiencyinIndonesian.Couldthesetwovariablesbecloselyrelatedandapartofthereasonwhyprogresstowardsliteracyisso

limitedingeneralinthebaselineregion?

E. FindingsaboutproficiencyinBahasaIndonesiaProficiencyinBahasaIndonesiawasmeasuredbymeansofalisteningcomprehensiontaskandthreeseparatevocabularyassessments.Ofthese,performanceonthelisteningcomprehensiontaskwasthelowestbeingabout30percentlowerthanthenormestablishedintheNationalEGRA.Performanceonthevocabularytasksrangedfrom10-15percentbelowthenationalnorms.

N Mean SD Q1 Median Q3 Oral Vocabulary – parts of the body

National 4,812 79.7 Grade 2 78 65.1 27.6 37.5 62.5 87.5 Grade 3 106 71.1 20.4 62.5 75.0 87.5

Oral Vocabulary – classroom terminology National 4,812 97.6 Grade 2 78 89.5 17.6 83.3 100.0 100.0 Grade 3 106 96.2 8.1 100.0 100.0 100.0

Oral Vocabulary – knowledge of prepositions in BI National 4,812 86.3 Grade 2 78 70.1 30.3 50.0 83.3 100.0 Grade 3 106 76.9 22.5 66.7 83.3 100.0

Table4:AssessmentoforalvocabularyinIndonesianbygrade

GiventhatBahasaIndonesiaisthelanguageofliteracyyetthereisamuchlargerdifferentialbetweenthebaselineperformanceandthatofthenationalnormonthismeasure,weareleftwithsomeobviousquestionstotrytoresolve.First,does/didtheassessmentofproficiencyofIndonesianintheEGRAinstrumentadequatelymeasurethelevelofproficiencyneededtosupportbasiceducation(andliteracy)

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Figure6:ComparativeMeasuresofReadingSkillDevelopment

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inIndonesia?Second,coulditbethecasethatintheschoolsofthebaselinearea,toomuchinstructionaltimeisbeinginvestedindevelopingproficiencyinBIratherthaninliteracy?Third,aretherefundamentalcultural,geographic,economicorreligiousfeaturesofthebaselineareawhichmakeliteracyandeducationlessdesirableormoredifficultamongthelocalpopulation?Fourth,isitpossiblethattheentireeducationaldeliverysysteminPapuaismuchmorepoorlyresourcedthaninotherareassothatresultssufferaccordingly?Fifth,doeslanguageofinstructionreallyhavethatgreatofanegativeimpactonliteracydevelopment?

Figure7:Levelsoflisteningcomprehension(BI)inthebaselinesamplebygrade

Someofthesequestionsarenotanswerablewiththedatagatheredinthesurvey.Rather,onewouldhavetogatherdifferentdatafromdifferentsourcesandmethodstofindanswerstothosequestionswhichseemtobemorequalitativeinnature.

F. FindingsabouttherelationshipbetweenliteracyandBahasaIndonesiaThedatafromthesurveyshowclearlyastrongrelationshipbetweenproficiencyinBahasaIndonesiaandprogresstowardsliteracy.ThisistobeexpectedsinceBahasaIndonesiaisthelanguageofinstructionaswellasthelanguageofliteracy.However,ifmasteryofthislanguagebythechildissignificantlyorseriouslydeficient,normalprogressinmovingtowardsproficiencyinliteracyisnecessarilylimitedaswell.

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Figure8:RelationshipbetweenLiteracyandIndonesianLanguageAbility

ThedatasuggestseveraltendencieswithrespecttotheinterplaybetweenthetwovariablesofliteracyandproficiencyinBahasaIndonesia.First,thereissomeevidencethatteachersinsomeoftheschoolsmaybeputtingmoreinstructionaltimeinteachingBahasaIndonesiathaninteachingliteracy.Whilethisisentirelyunderstandable,theinevitableresultisreducedprogressindevelopingliteracy.

Second,itisclearthatthereishugevariationamongtheschoolsintermsofachievementineitheroftheseareas.Whetherthisisduetoissuesofaccessibility,morale,teachingcapacity,pooradministration,educationalsupport,orthedistributionofknowledgeofBahasainthelocalpopulation,somesortofchangeorinterventionisneededtoraisethequalityofverylowperformingschools.

Third,whilethereisastrongcorrelationattheschoollevelbetweenthetwovariables,andamoderatecorrelationbetweenthemattheindividuallevel,itisalsoclearthattheschooloneisastrongerpredictorofachievementinliteracythanisproficiencyinBahasaIndonesia.Possiblereasonsincludemajorschool-levelproblemsinprovidinggoodinstruction,lackofinterestinorevenresistancetolearningtoreadinBahasa(orevenlearningtoread,period),orpossiblyhighratesofabsenteeismonthepartofchildrenorteachers.

G. FindingsfromtheSSMEStudentQuestionnaire

Thisquestionnaireproducedseveralfindingsofinterestthoughnomajorsurprises.Thesewillbelistedwithonlybriefcommentary.First,itisclearthatBahasaIndonesiaisverymuchasecondarylanguageinthebaselinepopulationandaweakoneatthat.Lani/Daniisthefirstlanguageofalmostallofthechildrensomostareenteringschoolwith,atbest,veryrudimentaryproficiency.IfthereisnotmuchenvironmentalsupportforBahasaIndonesia(littleornomedia,fewnativespeakersinthearea,little

y=0.9852x- 22.295R²=0.8209r=.906

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availableliterature,littleornoinstitutionalsupportoutsideoftheschool),dependingontheschoolstodevelopadequateproficiencyinthelanguageinsupportofliteracyandsubsequenteducationisgoingtohaveverylimitedsuccess.

Second,itisclearthatthisareaisverytraditionalintermsofstandardsoflivingandeconomicdevelopment.School-basededucationinthiskindofasettinglacksthesamelevelofurgencyandimportanceseenintownsandcitieswhereeducationisimportanttosurvivalandjobsecurity.

Third,judgingbythetestdata,theexistingpreschoolsystemintheareaprovidesverylittlepreparationforliteracythoughitmayprovidesomeforBahasaIndonesia.

Fourth,theimpactofanumberofvariablesseentobesalientinwesterncontextssuchassocioeconomicstatus,parentalliteracy,attendanceatpreschools,beingreadtoathome,parentalinvolvementinthechild’sschoolwork,etc.appeartobeweaktoveryweakpredictorsofacademicsuccessintheschoolsofthebaselinearea.HouseholdwealthisthestrongestofthepredictorsthoughitsinfluenceseemstoapplymostlytoBahasaIndonesiaandnottoliteracy.

H. FindingsfromtheotherSSMEQuestionnaires

Severalobservationsarenoteworthy.First,onlyoneof14teachersappearedtobeanativespeakerofBahasaIndonesia.Thereisgrowingconcernworldwidethatdependenceonsecondlanguagespeakersofthelanguageofinstructionsignificantlyrestrictstheeffectivenessofsuchteachers.Thisissuehasyettobewell-researchedbutawarenessoftheproblemisgrowing.

Second,absenteeismappearstobeasignificantissue.Interestingly,highratesofabsenteeism(ofstudents)inlowqualityschoolsdoesnotseemtohaveasmuchnegativeimpactasitdoesinhigherperformingschools.Still,ifhighratesofabsenteeismarepresentamongmostorallstudentsinaschoolorclassroomratherthanjustafew,educationaloutcomesfortheentireschoolorclassroomaregoingtobereducedbecauseoftheabsenteeism.Iftherearehighratesofabsenteeismortardinessonthepartoftheteacher(s),theproblemiscompounded.

Third,itwasnotedthatabouthalfoftheteachersarelocalandabouthalfarefromoutsidethearea.Thisisalmostalwaysanissue(inanegativeway)intraditionalareas.

I. Conclusion

Thedatafromthebaselinemakeitveryclearthatachievementintheareaislow.Theratesofprogressobservedbetweengrades2and3suggestthattherateofskilldevelopmentinliteracywillnotreachnationalgrade2normsuntilgrade4or5(closerto5than4).Fromaneducationalperspective,itiseasytoconcludethatpresentmethodsandstrategiesofeducationaldeliveryarenotwellmatchedtothecultural,linguistic,andmaybeevengeographiccharacteristicsofthearea.Fromaculturalorethnographicperspective,interestingquestionsariseastojusthowoneshouldunderstandtheinterfacebetweenwestern-styleeducationandtraditionalculturalcommunities.

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ThedataalsoleadsonetoconcludethattheKuyawagevalleymaybethebestplacetoinitiateapilotprojectinMTB-MLE.Itslanguageuseisverystrong,itisisolated,ithastworuralandisolatedschoolsthatarepartoftheGerbangMasprogram,theliteracyrateisoneofthelowestamongallthesamples,andtheabilityofthechildrentospeakIndonesianranksatnearthebottomofallthesamples.

III.CapacityNeedsAnalysisofKPGs,GovernmentandUNCEN

Ifonerefersbacktothelastprogressreport,onenoticesthatmostoftheworkforthecapacityneedsanalysisrelatedtothedevelopmentofMTB-MLEintheprovincewascompletedbytheendofSeptember.ThepurposeofthisanalysiswastoensurekeygovernmentplayerswerewelleducatedregardingthebroadoutlinesofmothertonguebasedmultilingualeducationbeforespecificinstitutionalchangeswerediscussedastheyrelatedtoMTB-MLEandtheirspecificinstitutions.

InordertofacilitatecapacitydevelopmentdiscussionsthatwererootedinanunderstandingofwhatwasentailedinMTB-MLEamongmanyeducatorswhohaderroneousideasregardingMTB-MLE,allthekeyplayersweretakenonanInternationalStudyTourinApril,withthehopethatopinionsexpressedduringtheneedsanalysisoftheKolesePendidikanGurus(KPGs),theStateUniversityofCenderawasih,andtheDept.ofEducationandCulturewouldreflectamorematureunderstandingofMTB-MLE.Bytakingsomeofthesekeyplayersonthestudytourattheinceptionofthisproject,wewereabletousesomeoftheseofficialsaspresentersinotherkeyeventsastheprojecthasevolved.

Duringtheinternationalstudytourdiscussionswereheldregardingthecapacityneedstheparticipantsfeltneededtobeaddressedattheirrespectiveinstitutions(UNCEN,KPG,andGovernment).Severalparticipantscollaboratedonpositionpaperswhichtheysubmittedtothegovernment.AsynopsisoftheperceptionsofstudytourparticipantswascirculatedtoalltheinstitutionsandeachparticipantwasencouragedtoengageinfurtherdiscussionswiththeprimarystakeholdersoftheirrespectiveinstitutionsbeforetheACDP023focusgroupdiscussionswerescheduled.

StateUniversityofCenderawasih:

ItquicklybecameapparentinthefocusgroupdiscussionthattensionsbetweenUNCENandtheKPGs(TeachersColleges)hadalonghistory.AccordingtooneoftheparticipantswhohadbeenkeyinsettinguptheKPGsinthepast,moneysentfromtheKPGshadbeendivertedandtheKPGshadreceivedlittleornobenefitfromtheannualstudentfeestheyhadbeenrequiredtopayUNCEN.ThishistoricaltensionhadcloudedtheKPG-UNCENrelationshipandthefacultywithwhomweinteractedagreedthatchangeswereneeded.

TheUNCENfacultyalsoagreedthatthemissionandvisionoftheKPGswasintendedtobemorefocusedonpreparingruralandremoteteachersascomparedtothemissionofUNCEN.RegardingMTB-MLEdevelopmentatUNCEN,themembersofthefocusgroupemphasizedtheneedtoensuretheFKIPDeanbemoreactivelyinvolved(hehadbeeninvitedbuthadamorepressingengagement).Also,sincetheUNCENSchoolofEducation(FKIP)wasundergoingstructuralchanges,itwasstillunclearwhatthenewmissionandvisionofUNCENSchoolofEducationwasmeanttobeandwhetherthiswouldeventuallyincludethepreparationofMTB-MLEteachersfortheislandofPapua.

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Severalmonthsaftertheinitialdiscussions,andaftersomeofthefacultyparticipatedinseveralofthecapacitydevelopmentworkshopswiththeKPGparticipants,weonceagainbroachedthecapacityneedsoftheKPGsandhowtherelationshipbetweentheKPGsandUNCENcouldberevitalized.

AfterthetrainingtheyreceivedinThailand,Ambonandthroughtheworkshops,theUNCENfacultyperceivethemselvesgenerallyreadytocreateanddevelopMTB-MLEcurriculumandteachertrainingprograms.AsindicatedintheThailandStudyTourreport,UNCENdidindicatethatastheMTB-MLEprogramgoesforwardUNCENwillneedtotakeresponsibilityfor:

• creatinganMLEcoursefortrainingprimaryschoolteachers(PGSD),• creatinganMLEcoursefortrainingkindergartenteachers(PAUD)• creatinganMLEcoursefortraininglanguageandhumanityteachers(PBSFKIP)• andcreatinganMLEcoursefortheKPGs

TheywerechallengedbythegovernmenttotakeuptheSentanilanguageMTB-MLEprogramsinceUNCENislocatedwithintheSentanilanguagetraditionalterritory,makingiteasytofindnativespeakerswithwhomtowork.TheonlyconcernUNCENfacultyofferedwasthatbecausetheyarepartofalargeinstitution,thatactualimplementationwillbeveryslowandthatallocationofmoneytowardsMTB-MLEendeavorswouldbeslowincoming.

KPGNabire

NabirefacultywerepositiveinregardstoMTB-MLEdevelopmentattheteacherscollegebutdidnotfeelreadytodevelopMTB-MLEcurriculumandpreferredmoretraininginthisarea.Specifically,sinceoneofthefacultymembershaddoneextensivepostgraduateworkintheMe/Ekarilanguage,andsincetheyhadasizablenumberofstudentsfromthislanguagegroup,itwasfeltthatperhapsthislanguageshouldbeprioritizedinanylocalpushinMTB-MLE.

Facultyindicateditmaybenecessarytoinaugurateadifferentcategoryofteacher:the“PembantuGuru”orteacher’sassistant,specificallyinareaswhereMTB-MLEisdesperatelyneeded.ThePembantuGuruwouldfunctionastheMTB-MLEBridgeteacherandbedirectedbytheregularteacher(onethatmaynotspeakthelocallanguage).PembantuGurutrainingwouldbedirectedbytheKPGandgearedspecificallytowardsMTB-MLE.Twospecificcoursesweresuggested:(a)one,3creditcourseinMTB-MLEand(b)onecourseinSecondLanguageAcquisitionmeantforstudentsenteringareaswheretheydidnotspeakthelocallanguage.Thefacultyalsosuggestedtheywouldlikemorefinancialresourcestovisitremoteandruralschoolstobettermonitorstudentpracticums.

SeveralconcernscameupregardingtheKPGsrelationshiptoUNCEN.EveryonefeltthatthequotasystemlimitingthenumberofstudentstheKPGcouldaccept,andwhichhadbeenimposedbyUNCEN,wascounterproductivetoensuringthesuccessoftheirinstitutionsinceUNCENprovidedlittleornoassistance.Whenaskedregardingtheirpreferredfutureregardingstructuralrelationships,thefacultyeitherwantedaseparatedeantositontheUNCENpresident’scabinetofdeansortoformanindependentinstitutionofhighereducationalongwiththeotherKPGsandcredentialedtoofferS1degrees.

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KPGSorong:

TheKPGinSorongisinaseriousoperationalcrisis.EversincethedivisionofPapuaintotwoprovinces,PapuaandPapuaBarat,theKPGinSorongwasleftinpoliticalandfinanciallimbo.Theircampusbuildingprogramhasstalledsincetheinaugurationofthenewprovince.PresentlythecampusisbeingovergrownbythejungleandtheKPGismeetinginaprivateinstitutionthatgenerouslyopeneditsdoorstotheKPGstudents.Ideally,thecampuswillbefinishedandincludeacomputerlabandlibrary.

LikeotherKPGs,theaccreditationofKPGSorongiscontrolledbyUNCENinPapua,buttheSMA(secondaryschool)financesarecontrolledattheKabupateninPapuaBarat.Asaresulttheinstitutionhasseenlittleifanyfacultysalariestransferredtotheirinstitution.MostoftheKPGfacultyteachforfree,withthehopethatthiswillbequicklyresolved.Indiscussingtheirpreferredfuture,facultyindicateditmaybebettertoassociatewithUNIPA,theirprovincialstateuniversityandasaninstitutiontheywouldliketoofferS1degreessinceatthepresenttheirstudentscannotfindemploymentwithoutthem.

Thefacultyindicatedthenecessityofstudentsknowingthelanguagesinwhichtheywereteaching,andinpreparationforMTB-MLEteacherpreparationrequestedtheirstaffbeexpandedtoincludealinguistandsomeonetrainedinMTB-MLE.

KPGTimika

Inanironictwist,KPGTimikafelttherewasnoproblemintherelationshipwithUNCENbecausetheylargelyignoredUNCEN.TheyconsideredUNCENaweakpartnerinfightingforPapuanteacherissues,especiallyasUNCENlargelyignoresfactoringintheneedsofruralandremotePapuanchildrenintheirteacherpreparation.KPGTimika’sownobservationsinthefieldhaveledthemtobelievethataS1degreewasnotaguaranteeofensuringbetterteacherpreparationforremoteandruralcommunities.

ThefacultyatKPGTimikaindicatedthatthe“Kelas-kelasjauhUNCEN”(UNCENextensionclasses)werenoteffectiveinTimikabecauseofthelackofcollaborationwithKPGfacultyondesigningcurriculummeantforruralandremoteschools.TheUNCENextensionclassestendedtobetootheoreticalandrevealedanunawarenessofruralandremoteschoolingsituations.TheyperceivedtheywerejustbeingaskedtojumpthroughaccreditationhoopsdesignedbyUNCENthatdidlittleinpreparingtheirstudentsprepareforactualfieldrealities.

Asaninstitutiontheyfelttheywouldlikemoresupportinnurturingdoctoratesamongsttheirfaculty.Theyalsosawaloomingcrisesinregardstothegovernment’smandatethatallteachershaveaS1degree.Theywonderedwherealltheunderqualifiedteacherswouldgo,andwhatwouldhappentotheschoolsthatseeanexodusoftheirundereducatedteachers?

KPGTimikaindicatedthattheirlocalkabupatengovernmentwouldonlysupportstudentsfromthetwolargelanguagegroupsintheirarea,whichcreateddifficultiesinensuringsupportforstudentsfromlanguagegroupsinotherkabupatens.WhiletheyhadmadeeffortsatensuringotherkabupatenssupportedtheirstudentswhowerebeingeducatedattheKPG,thisprovedtobeahighlytime-consumingtask.Inanidealworld,theywouldpreferthatthecentralgovernmentwouldcoverallthecostofalltheirstudentsregardlessofwheretheyoriginatedintheprovince.

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OnechallengeKPGTimikafacedwasthenecessityofupgradingtheabilityoftheremoteandruralstudent’sreading,writingandmathematicsabilities.SpecialremedialcourseshadbeeninstitutedtodealwiththeeducationaldeficitthatremoteandruralschoolSMPgraduatesbroughttotheKPG.

WhenaskedaboutthequotasystemarticulatedbyUNCEN,thedirectorsaidshelargelyignoredthequotaof80studentsandacceptedmore,believingUNCENreceivedthestudentfeesandwerethereforeobligatedtoservicethem.

Regardingstructuralchangesneededtomovetheinstitutionforwardintheirpreferredfuture,thefacultyagreedtheywouldpreferthecreationofanumbrellaorganizationthatwouldcoveralltheKPGsandallowtheKPGstooffertheirowndegreessincetheyfelttheyneverreallyreceivedmuchassistancefromUNCEN.Atthepresent,theirstudentshadarigorousinternship,andideally,theywouldpreferofferingaS1degree(inkeepingwithnewgovernmentregulations)inwhicharuralandremotepracticumwouldplayasignificantrole.TheyalsoindicatedadesiretoexpandtheircurricularofferingstoincludeaMTB-MLEcomponent,especiallyasitrelatestothepreparationofpreschoolandkindergartenteachers(PAUDprogram).Thefacultyalsofeltitwasnecessarytoinstituteareadingandmathematicstestforteachersinordertoensureteachershadtheminimumservicestandardsinthesubjectstheywererequiredtoteach.

Inregardstomonitoringtheirstudentsinremoteandruralschools,thefacultyfeltitwouldbebetterifthevillagelevelKomiteSekolahwasseparatedfromanyinfluenceoftheschoolprincipal,sincemanyoftheproblemsrelatedtoteacherabsenteeismcentredonschoolprincipalsexercisingunduecontroloverthefinancialandhumanresourcesallocatedtothevillage.TheywerehoweverconcernedthattheKomiteSekolahwoulddemandmoneytositonamorerigorousKomiteSekolah.

LikeotherKPGs,thefacultyfeltitwasimportanttoevaluatethestudentson-site,butbecauseofalackofmoney,therewasnopossibilityforthefacultyevaluatorstogototheremotevillageswherethestudentsweredoingtheirpracticums.

TherewasastrongnegativereactiontotheSM3TprogramthatbroughtteachersfromoutsideofPapuatoteachinPapua.Theseteacherswereoftenunabletocommunicateinthelocallanguage,hadshortcontracts(afterwhichtheywentbacktotheirhomeprovinces),wereunawareoflocalculturalsituationsandtendedtotakejobsfromPapuanKPGandFKIPgraduates.ItwasfeltthatiflocalteacherswerepaidtheequivalentofSM3Tteachers,someoftheteacherabsenteeismproblemcouldbesolved.

InregardstoperceptionsofreadinessregardingMTB-MLEcurriculumdevelopmentandteachertraining,KPGTimikashowedminimalactivesupportfortheconcept.TheyonlysentonepersontoAmbonforthedomesticstudytourandneverparticipatedintheThailandStudyTour,ortwooftheworkshopstowhichtheywereinvited.ThiswasperceivedbytheteamaspossiblyindicatingalackofconvictionregardingtheefficacyofMTB-MLEforPapua.ItwasalsobelievedthatsincetheyneverpersonallyinteractedwiththequalityprogramsinThailandthattheymayhaveharbourederroneousperceptionsthroughouttheentiredurationthatwasnevertrulyrectified.

KPGMerauke

ItwasrefreshingtodiscusstheroleofteacherpreparationforMTB-MLEwiththefacultyatKPGMerauke.Theinteractionwiththestaffindicatedanawarenessoftheissues.Thefacultyhadexaminedthelanguagevitalitymapsandrealizedthatmanyoftheirstudentsnolongeroriginatedfromareasthat

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wereremoteandrural.Inresponse,facultyindicatedtheremaybeanecessitytoensuretheydidnotlosetheiroriginalmissionandvisionofpreparingstudentsforremoteandruralschools.Therewasacalltocontactsomeofthekabupatenswithlargeremoteandruralpopulationsinordertoensuremorestudentswereattractedtotheirinstitutionfromtheseforgottenareas.

ThefacultywasveryopentoincludingcoursesinMTB-MLE,especiallyforthoseanticipatingacareerinruralandremoteschools.LikeKPGNabire,thefacultywantedclarificationonthestatusof“GuruBantu”intheclassroomiftheyadoptedtheThaimodelofMTB-MLEwheretheprimaryclassroomteachersmaynotspeakthelocallanguageofthecommunitybutareassistedbyGuruBantuteachersintheactualteaching.TheyimaginedtheassistantteacherswouldneedtohaveaD1butclarificationwasneededonwhowouldpayfortheirsalaryasa“gurubantu”oncetheygraduated.InanticipatingagreaterroleforMTB-MLE,thefacultywantedtrainingtoprepare“MasterTrainers”inMTB-MLE.

SimilartootherKPGs,Meraukealsofoundtheyneededaspecialupgradingprogramtoteachsomeofthestudentsfromisolatedregionstohavefunctionalreading,writingandmathematicsskills.Theyfeltanupgradedcomputerlab,betterdormingfacilitiesandabetterlibrarywouldbebeneficialfortheentireeducationalprogram.

StructurallythefacultywantedmoreclarificationonplacementproceduresforthosewhograduatedfromtheKPG.Thefacultyalsofelttheywerestuckinlimbosincetheywerenotrecognizedasuniversityfacultybythenationalgovernmentandthedirectorfeltsuchrecognitionwouldbebeneficialsinceitcouldengendergreaterfacultystability.AsaninstitutiontheywouldalsoliketobecomeanindependentinstitutionofferingtheirownS1degrees,butwereveryopentoworkingunderanumbrellaorganizationofKPGs,distinctandseparatefromUNCEN,fromwhomtheyreceivedlittleornosupport.

AfterthefinalworkshoponeoftheirfacultyembracedthechallengetodevelopcurriculumfortheMarindlanguageintheareawheretheKPGislocated.ThefactthatthisfacultymemberhadwrittenaMarind-IndonesiandictionaryandthathewasfromthislanguagegrouplefttheACDP023teamfeelingthatapplicationoftheMTB-MLEdesigntechniqueswasembracedbythisKPGforthisparticularlanguage.Whatappearstobeneededisencouragementandfollow-upbythegovernmentashemovesaheadwiththisproject.

ConclusiononKPGRevitalization

ThetentativeconclusionsofthefocusgroupdiscussionshaveledtheresearcherstorealizefurtherdiscussionisneededwithUNCENandthegovernmentiffullrevitalizationoftheKPGisgoingtotakeplace.ThetablebelowcompiledtheprioritizedresultsofthestructuralchangesrequestedbytheKPGs.

Institution Become an Independent

Institution of higher education

Band together with the other KPGs and form one institution granting S1 degrees.

Ensure we have a separate dean

representing the KPGs at UNCEN (no

longer just a separate body under UNCEN’s Faculty of Education)

KPG Nabire 3rd choice 2nd choice 1st choice KPG Sorong 3rd choice 2nd choice 1st choice KPG Timika 2nd choice 1st choice 3rd choice

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KPG Merauke 1st choice 2nd choice 3rd choice Overall Rating 3rd choice 1st choice 2nd choice

Table5:StructuralChangesRequestedbytheKPGs

Giventheaboveresults,theresearchersareleaningtosuggestingthedevelopmentofanewumbrellainstitutionunderwhichthefourKPGswouldfunctionasoneinstitutionofhighereducationwithfourcampusesfreetoofferfullyaccreditedS1degreesinelementaryandPAUD/TKeducation.TheboardofthisinstitutionwouldbesituatedinthePapuaProvincialDept.ofEducationandCulturetoensureitsmissionandvisionremainsthepreparationofruralandremoteteachersforPapua.TheaimofthisnewumbrellainstitutionwouldsatisfythegovernmentandKPGdesiretoofferBachelordegrees(whichispresentlyarequirementforteachers)butalsotogivethemgreaterflexibilitytoembracetheirmandateofeducatingteachersforruralandremotecommunitieswithouthavingtheircurricularneedscontrolledbyUNCEN,whosevisionisdrivenmorebynationalcurricularconcerns.

Besidesthisimportantstructuralchange,itissuggestedthatthefollowingchangesareimplemented:

1. DevelopmentofMTB-MLEMasterTrainersateachKPG.2. InclusionofatleastonecourseinMTB-MLEinthecurriculumwiththepossibilityofacoursein

SecondLanguageAcquisition.3. Thedevelopmentofa1yearMTB-MLETeacherAssistantProgram(D1)meanttoprepareSMA

graduatesfromruralandremoteareastofunctionasbridgeteachersinMTB-MLEprograms(BridgingfromIndonesiantothelocallanguage).

4. ExpansionoftheKPGscourseofferingstoincludeteacherpreparationforpreschoolandkindergarten.

5. ClarifyingthereportingandfinancialsupportmechanismneededtosupportKPGSorong(campusandprogramownershipandresponsibility).

6. DevelopingamechanismforKPGfaculty,whopossessthenecessaryqualifications,toberecognizedasfacultyofhighereducationbythenationalgovernment

7. ContinueupgradingthecredentialsofKPGfaculty.8. DiscardtheSM3TprogramandensurePapuanteachersreceivethesamekindofcontracts

enjoyedbySM3Tpersonnel.9. AlloweachKPGtonegotiateitsownquotaofstudentenrolmentwiththeprovincial

governmentandwithoutUNCENinterference.10. Includeasummativefinalexamforallpotentialteachereducationgraduatesthatwillevaluate

allbasicskillsneeded(minimallytoincludereading,writingandmathematicsskills)11. Providegreaterprovincialfinancialsupportto:

a. Ensurefacultycantraveltoremoteandruralschoolstoevaluatetheirstudentteachers.b. Addupgradingclassesforunder-performingstudentsfromremoteandruralschools.c. Upgradecomputerlabs,libraries.

PapuanMinistryofEducationandCulture

ThePapuanMinistryofEducationandCulturehasbeenverysupportiveinengaginginallthedimensionsthatthisprojecthastaken.FromtheinitialresearchinACDP039tolaunchingACDP023,theProvincialMinistryofEducationandCulturehasbeenamajordrivingforce.TheprovincialgovernmentwouldliketomovefasterinMTB-MLEthantheirpresentcapacityallows,andtheywouldliketocontractwithoutsideNGO’stospeeduptheprocessforruralandremotelanguages.Theyhave

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goodcooperationbetweentheACDPteamandtheleadershipofthisnewdepartmentandtheACDP023team.

ThereisanobjectiverealityamonggovernmentleadersdrivingforwardtheMTB-MLEcurriculumthatnurturingachangeinthesub-departmentresponsibleforcurriculumdevelopment(fromjustbuyinganddistributingthenationalcurriculumtodevelopingMTB-MLEcurriculum)isahurdlethatwillneedoutsidehelp.Assuch,theyhavedevelopedtheunderstandingastowhatisneeded,whattheyneedtomanage,andwhatwillneedtobefunded,butarerelyingonUNCEN,theKPGsandpossiblyoutsideNGO’stodeliverthebooksandteacherguidesnecessaryforeachlanguage.ItremainstobeseenwhetherthisapproachwillbeabletodeliverthenecessaryeducationalproductthatunderliesMTB-MLEforPapua.

FundingforMTB-MLEhasbeenallocatedwithintheprovincialbudgetandseveralprioritylanguageshavebeenidentifiedbythegovernmentforMTB-MLEprograms.TheresponsibilityforthedevelopmentofeachoneoftheselanguageshasbeendelegatedtoallthosewhohavebeeninvolvedinallthefacetsofACDP023andcanbebrokendownasfollows:

Language Primary Responsibility Geographic Location Sentani UNCEN North Coast Me/Ekari KPG Nabire Eastern Papua Marind KPG Merauke South Coast Lani/Dani SIL Central Highlands

Table6:GovernmentPrioritiesforMTB-MLELanguageDevelopment

ThegovernmenthasaskedSILtoworktogetherwiththegovernmentasitslowlyrollsouttheseprogramsoverthenextfewyears.SILhasnotsignedanyMOUsinthisregard,andwillconsultwiththeotherpartiesbeforeanydecisionsaremade.SomeoftheotherconcernsraisedbythePapuanMinistryofEducationandCultureincludedthefollowing:

1. MOUwithSIL2. MLEprogrammeconsultant3. MLEsamplematerials4. Fundingforawarenessraising5. Fieldresearch/surveyinstrument,personnelandsupport6. Fundingforfieldresearch/surveypersonnel

AdditionalMLEprogrammesupportneeds:

1. Schoolcommitteeswillneedtohaveastrategicroletostrengthenparent-teacherrelations2. GrapplingwiththenewconceptofMLEincontinuingdiscussionswithNGOsactiveinPapua3. Holdawarenessraising/coordinationmeetingswithkeygovernmentagenciessuchasDPR,MRP,

district(kabupaten)levelofficialsandscholars4. CreateMLEmonitoringcommitteeatprovincialandkabupatenlevel

Conclusion

Theresultsofthestudytours,workshopsandtraininghaveleftthestakeholdersintheMTB-MLEinitiativemoreempowered,buttheirperceptionofreadinesstoembracethetotalityofthechallengeis

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notuniformacrossallstakeholders.ItisthereforefortunatethattheinitialforayintoMTB-MLEbyACDP023wasmeanttogoslowandbeginwithapilotprojectinonelargelanguage(Lani).Iftheotherstakeholdersareencouragedtointegrateintotheroll-outoftheLaniMTB-MLEprojectsothatallpartiescan“learnbydoing”andthusfinetunetheirownapproachesbasedonfieldrealities.

ThegovernmenthasencouragedthedevelopmentofafieldschoolinMTB-MLEinthepilotprojectareaandhasinvitedalltheKPGsandUNCEN,tobecomeactiveparticipantsasthisproject.SuchanapproachwillhopefullynotonlycontributetotheirunderstandingofwhatitmeanstoexpandintootherareasofMTB-MLE,butalsocontributetothesynergyneededamongsttheseinstitutionsastheyarestructurallymandatedtoworktogetherinthefieldofPapuaneducationaldevelopment.

IV.DraftRoadMapforMTB-MLEThesurveyandcommunityinteractionintheareawheretheMTB-MLEpilotprojectistobeinitiatedhasindicatedastrongdesireonthepartofthecommunityforatrilingualeducationalparadigm.ThismeansthatwhiletheinitialdraftforMTB-MLEroadmaphasnotchangedsinceitwasfirstproposedattheInceptionReport,itmayneedtobeadjustedamongthedifferentcommunitieswhereanattemptismadetoimplementthecurriculum.AttheInceptionReporttheSecretaryoftheProv.MinistryofEducationandCulture,insistedonbeginningtheMTB-MLEprograminpreschoolinsteadoffirstgrade.ThisnecessitatedthechangethatresultedbetweentheoriginalTORandtheInceptionReportsincegovernmentpolicynowmandatedwebeginourcurriculumdevelopmentatthepreschoollevel.ThedraftroadmapbeginswiththeMotherTongueinpreschoolandgraduallytransitionstothenationallanguage(Indonesian)aseachgradebuildsonthenext,withallbutoneclassinIndonesianbythirdgrade(below).

Language Preschool Kindergarten Grade 1 Grade 2 Grade 3-6

Local Language

Oral mother tongue for introducing pre-reading, and pre-writing in the mother tongue

Oral and written mother tongue to introduce reading and writing in the mother tongue

Mother tongue (MT) for reading, writing, mathematics. Possibly adapt Buku Paket Kontekstual to Bahasa Lani.

Mother tongue for reading, writing, mathematics. One class that uses a bilingual reader to cover science and, social studies

All classes in Indonesian except for Muatan Lokal

Indonesian Oral Indonesian for introducing pre-reading and pre-writing in Indonesian

Oral and written introduction to Indonesian to introduce reading and writing and numbers in Indonesian

Oral and written introduction to Indonesian as a second language (consider using revised Indonesian Buku Paket Kontekstual Papua)

Oral and written introduction to Indonesian. Use curriculum Buku Paket Kontekstual Papua; Bilingual Reader to cover other material

All subjects in Indonesian except for “Muatan Lokal”

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English none none none none Decision of Community

Language of Instruction

Mother Tongue

Mother Tongue Mother Tongue Mother Tongue and Indonesian

Indonesian

Table7:DraftMTB-MLERoadMap

However,inKuyawage,LannyJayathelocationwheretheMTB-MLEprojectistobeimplemented,thecommunitywasveryinsistentthatthegovernmentincludethreelanguagesladderedintothecurriculum.TheywanttobeginwithLani,addIndonesianandincludeEnglishaschildrenprogressthroughtheirelementarytosecondaryschooleducation.AsfarasACDP023isconcerned,theinclusionofEnglishwillnecessitateadecisiononthepartofthePapuanProvincialMinistryofEducationandCulture.

V.StudyToursTheprimarypurposesofthestudytourswastojump-starttheeducationalprocessamongkeystakeholdersregardingwhatwasincludedinacomprehensiveMTB-MLEprogramandwhatwasneededtobeabletoimplementsuchaprogram.ByexposingprofessorsfromUNCEN,theKPGsandtheMinistryofEducationandCulturetowelldevelopedandwell-runprogramsinThailandandAmbon,aswellasexposingthemtotheinternationalUNICEFconferenceonMTB-MLE,wewereabletoachievethispurpose.

StudyTourtoThailandTheparticipantsfortheInternationalStudyTourincludedkeyofficialsfromtheDept.ofEducationandCulture,theTeachersColleges(KPGs),andtheStateUniversityofCenderawasih(UNCEN).Theyweregivenpre-readingmaterialaswellashomeworkassignmentspriortothetourandthetourwastailoredtotheirprimaryresponsibilities.ThosefromthegovernmentandUNCENinteractedwithkeyMTB-MLEexpertsattheUNESCOconferenceonMTB-MLEissuesthatspecificallyaddressedMTB-MLEpolicy,budgeting,planningandevaluation.TheeducatorsfromtheKPGsinteractedwitheducatorsfromuniversitiesandNGO’sinvolvedinthetrainingofteachersandthedevelopmentofMTB-MLEprograms.AllparticipantspersonallyinteractedwithteacherandparentswhosechildrenwereinvolvedinMTB-MLEprograms.

ResponsesfromalltheparticipantswasverypositivetowardstheneedtonurtureMTB-MLEinPapua.SeveralpolicyshiftsthatparticipantssuggestedincludedtheneedtoaddressminimumstandardqualificationsforMTB-MLEteachers.TheirexposuretoseveralASEANcountriesusinglocalpeoplewithjustahighschooleducationasearlygradesMTB-MLEteachersoras“bridge”teachers(teacherswhofunctionastranslatorsorimplementers,andwhoworkunderaheadteacherpossessinghigheracademiccredentials)madethemrealizetheneedforgreaterflexibilityinMTB-MLEteachercredentialing.

LessonsLearnedfromtheThailandStudyTour

• Ageneralsensethattheproblemlieswiththeimplementation.Theybelievethatthey(andothersinofficialpositions)knowthetheoryofMTB-MLE.However,theydonotyetfeelcapable

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ofrunninganMTB-MLEprojectwithoutfurtherinformation,capacitydevelopmentandconsultanthelp(seebelowforfurthercommentsoncapacitydevelopment);

• Lackofconsensusoverhowmuchtodependonthegovernment.Somehadexperienceofgovernmentfundingbeingsuddenlycutinthemiddleofaproject.Thispersonmentionedthattherulesforthegovernmentbudgetlists(‘daftaranggaran’)areverystrict.Thismoneymaynot,forinstance,beusedbyforeigners;

• Consensusthatthereneedstobestrongerandclearergovernmentalsupport.Thegroupfeltthattheyshouldputpressureontheprovincialparliament(MRP)andhavemothertongueeducationputintoa‘Perdasi’(provincialarealaw).TheyfeltthatsupportfromJakartawasnotnecessary,aslongastheGovernorofPapuamadeaformalstatementofagreement;

• ThatastrongMLEprogrammeinPapuawouldhavesupportfrommanysides–thecentralparliament(althoughseeabove–nottotallynecessary),UNCENuniversity,theprovincialDepartmentofEducationandCulture,thelocalcommunitiesandothers;

• Theydonotcurrentlyhaveenoughinformationaboutthelanguagesituationintheirareas(SILstaffdirectedthemtoreadwww.ethnologue.com),ortheattitudesoflocallanguagespeakers.Theyfeltthatafirststepwouldbetodoasurveytotargetareas;

• Lackofclarityaboutwhetheritisbettertostartaprojectatkindergartenlevelorprimaryschoollevel;(thisconcernwaslaidtorestbythegovernment’sMTB-MLEpolicydecisiontobegininpreschool)

• Thatitwouldbebest,goingforward,forgovernmentpersonneltocontinuetofocusonpolicymakingandprofessorsonthetechnicalitiesofcurriculumdevelopmentandteachertraining;

• Itwasagreedthateveryoneshouldgobacktotheirrespectiveinstitutionsandtalktoothersaboutwhattheyhadlearnt;

• Theteachers’salariesshouldbepaidviatheheadofdistrictsinceheisacivilservantandhasaccesstothetowns;

• Theheadofcultureshouldbeenlistedtohelpenforceteacherattendance,andgivenanincentivetodosoifnecessary.Inseveralareas,thishasalreadybeendone.(N.B.Itwasalsonotedthattheheadofcultureusuallysitsontheschoolcommitteeanyway,andifheisn’tonitinaparticularvillage,heshouldbe);

• SometeachersareMuslim,sothechurchwouldhavenoauthorityoverthem,buttheheadofcultureholdsconsiderableauthority,evenovernewcomerstoanarea;

• Teacherswholeaveforthetownmustbefired;• The‘satuatap’system,wherebythereareonly3gradesinthevillages-Grades4-6areinthe

smalltownsandchildrenboard–isagoodone;• Itisdoubtfulwhethermovingfroma2-termsystemtoa4-termsystemwithlongerschooldays

inordertogivetheteachersabreakwouldwork;• Inthepast,therewasasystemwherebyapackagecontainingessentialitems(‘kebutuhan

pokok’)fortheteacherwouldbedroppedatthevillageevery1-3months.Thiswasagoodsystem;

• Thereisacommunicationproblem–thereneedstobemoremobilephoneand/orradiocoverageinremoteareas.

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StudyTourtoAmbonInordertoincreasestakeholdercapacitytoimplementmothertonguebasedmultilingualeducation(MTB-MLE)programs,afieldvisittoaprogramwhichservespreschoolsinaneighboringprovincewasconductedinAmbon,Maluku.TheSulinamaFoundation,alocalfoundation,isinitssixthyearofimplementingamothertonguebasedpreschoolprogram(PAUD-B2S)andcontinuesteachertrainingandmonitoringstudentandteacherachievement.

ThemaingoalofthisfieldvisitwastolearnfromalocalorganizationthepracticalaspectsofimplementingamothertonguebasedprograminIndonesia.Throughpresentations,preschoolvisits,discussionsandreviewingresearchresults,participantsdirectlyobservedthebenefitofmothertonguebasededucationintheIndonesiancontext.ParticipantsbenefitedadditionallythroughnetworkingwithstakeholdersintheneighboringprovinceofMaluku.

TheSulinamaFoundation’sPAUD-B2Spreschoolprogrampartnerswith31preschoolsonAmbonandothernearbyislands.SulinamaprovidesAmboneseMalaymothertonguebasedcurriculumandteachingmaterialsfortheirpartnerschoolsaswellasmonthlyteachertraining,schoolmonitoring,andparentsupport.Asmallhonorariumisalsoprovidedtoschoolsmonthlytoassistwithschoolsupplies,photocopiesandteacherpay.

Overthecourseoftwopreschoolvisitsandmeetingswithstakeholdersandstaff,participantswereabletoobservekeycomponentsinthePAUD-B2Sprogramthatpositivelyinfluencethesuccessofthisprogram.Thesecomponentsaretheuseofthemothertongue,strongdevelopmentallyappropriatecurriculum,on-goingteachertraining,parentinvolvement,andfrequentschoolmonitoringbytrainedSulinamastaff.Additionally,themostsuccessfulpreschoolsarestaffedbyteacherswithhighinternalmotivationtoservetheircommunityregardlessofexternalincentive.ItwasclearforparticipantstoseethatforthePAUD-B2Sprogramtobetrulysustainable,greatergovernmentsupportisnecessary.

LessonsLearnedfromtheAmbonStudyTour

Asthestudytourdebriefedduringsessionsfollowingmeetingsandpreschoolvisits,thefollowingwasnotedbyparticipantsasbeingimportanttothedevelopmentofmothertonguebasedmultilingualeducation(MTB-MLE)inPapua.

• Governmentsupportiscrucialforthesuccessofamothertonguebasedmultilingualeducationprogram.

• LawsandregulationsforanMTB-MLEprogramwillincreasesustainability.• ThePAUD-B2SprograminMalukucannotbesustainableiftheyhavetocontinuallyfindoutside

fundingtosupportteachers.• Papuadoesnothaveadifficultywithprovidingsalariesfortheirkindergartenteachers,but

comparedwiththeteachersinAmbon,theAmboneseteachersservetheirstudentswithgreatercommitmentandmotivationeventhoughtheirincomeismuchless.Teachingwithinternalmotivationtoserveone’scommunityisakeytosuccess.

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• ParticipantsagreedthatMTB-MLEinruralandremoteareasisagoodidea,andhavebeguntheprocessforgettinglawsandregulationsinplacetosupportandfundMTB-MLEinpreschoolandprimaryschool.

• ThePapuanMinistryofEducationandCulturehasbegunplanningandconductingfiveTrainerofTrainers(TOT)workshopsforanintegratedprograminfiveareas:FunctionalLiteracy,PreschoolManagement,PreschoolTutorInternship,Parenting,andMotherTongueBasedPreschoolCurriculumDevelopment.

• ItwouldbebeneficialtoworktogetherwithNGOpartnerssuchasWahanaVisiIndonesia(WVI),SIL,SekolahKampung(runbyJohnRahel),andothers.

• SekolahKampungcouldbeagoodresourcebecauseitisaschoolbasedonthelocalculture,howeveritisonlyintheSarmiKabupaten.Ithasn’tspreadacrossPapuayet.

• The“BundaPAUD”(EarlyChildhoodEducationMother–thewifeofthekabupatenleaderorgovernor)couldbeanadvocateforMTB-MLEinPapua.

• Itwouldbegoodifthepreschoolteachers’network(HIMPAUDNI)couldfunctionasacenterforprofessionaldevelopmentandsupportforteachers.TheHIMPAUDNIandkindergartenteacher’sgroup(IGTK)inAmbonservemainlyasaplacetodiscussadministrativeissues,thereislittleopportunityforprofessionaldevelopmentorsupport.

• TheCulturalSectorandtheEducationSectorofthePapuanMinistryofEducationandCultureshouldworktogethersothatthisprogramstrengthensthelocallanguageandculture.

• ItwouldbegoodforPapuanteacherstoparticipateinaninternshipinAmbon,liketeachersfromLembagaPemberdayaanMasyarakatAmungkeKamoro(LPMAK)inTimika,Papuahavepreviouslydone.ItwouldalsobepossiblefortheSulinamaFoundationstafftogotoPapuatohostanintensiveteacherworkshopwithpracticeteaching.

• Trainingteachersisnotjustaone-timething,butratherteachersneedtobetrainedcontinually.Knowledgeandsupportcontinuethroughworkshops,practiceteaching,learning-by-doing,routinemeetings,evaluationandupgradingskills.

• Parentsshouldbeinvolvedinobservingpreschoolsandattendingtrainingssothatastrongeducationalfoundationcancontinueathome.

• ThereisanagreementthatMTB-MLEwouldbeagoodchoiceforPapua’sruralandremoteareas.

VI.CommunicationStrategyOneofthechallengesinchangingthePapuaneducationalparadigmfrommonolingualeducationtomultilingualeducationhasbeencommunicatingtheresearchthathasproventhatruralandremoteminoritypeoplesgreatlybenefitfrommultilingualeducation;thatthisapproachproducesbetterresultsthanthetraditionalmonolingualapproach.Erroneousviewshavepersistedastheprogramhasevolvedsincekeystakeholders,oncetheyunderstandandsupportthenewparadigm,areoftenmovedtonewpositionsofleadershipandreplacedbypeoplewhohavenottakenthetimetounderstandthebackgroundresearchundergirdingMTB-MLE.Thischallengeremains.

InordertocountererroneousperceptionsregardingMTB-MLE,andsincethesuccessofthisprojectdemandsamultiplicityofstakeholdersassentandsupport,amultiprongedapproachhasbeenattempted.

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Stakeholder Approach RationalforApproachSubdistrictLevel(KecamatanKuyawage)

Personalcontactwithlocalpeople;metwithalltheschoolteachers,communityleadersandincludedtheminthedevelopmentofthecurriculummaterial.

SinceKuyawageistheareawheretheproposedpilotprojectistobedeveloped,itwasimperativetheywereincludedinthediscussions.TheKuyawageKecamatanisveryisolatedandsotheonlywaytocommunicateisthroughimmediate,personalcontact.

DistrictLevel(Kabupaten)

• PersonalcontactwasestablishedattheinceptionoftheprojectattheKabupatenlevelofgovernment

• StudyTours• WorkshopsandSeminars• PersonalCorrespondence

ThereislittleifnointernetaccessintheKabupaten,andcellphonecoverageisminimalandoftenonlyoperativeafter6p.m.(whenthegeneratorsgoon).BecauseKabupatenLannyJayaisconsideredoneofthemoreisolatedregionsofPapua,andbecausemostofthedecisionsarebasedonface-to-faceencounters,amultiplicityofpersonal,face-to-faceapproacheswasdeemedmostsuitable.

ProvincialLevel

• PersonalContact• PressConferences• RadioInterviews• TelevisionInterviews• Newspapercoverage• StudyTours• WorkshopandSeminars

Attheprovincialleveltherearemanymoreinfluencesshapingeducationalpolicy,andpublicperceptionsarelessalignedwithMTB-MLEbecausetheuseofthemothertonguehasallbutdisappearedaroundtheprovincialcapitalofJayapura.ThishasmandatedengagingabroadersegmentofcommunityinordertoensurethemovementofMTB-MLEforruralandremoteregionsisnotunderminedbyerroneousurbanperceptionsregardingtherealityofruralandremoteregions.Asaresultagreaternumberofmediachoiceswereengaged.

NationalLevel

• RoundTableDiscussions• Pressreleases• Publications• Radioprograms• Inclusioninworkshops

UltimatecurricularpolicyisformulatedinJakartaandthesupportofIndonesia’sMinistryofEducationandCultureinapplyingnationaleducationalindicatorsbyusingamultilingualapproachwasimperativeiftheprogramisgoingtointegrateandreceivesupportfromthenationalgovernment.

Table8:CommunicationStrategy

EvaluationoftheCommunicationStrategy

Evaluatingone’scommunicationstrategyisdifficultsinceitrequiressomepre-determinedbenchmarks.However,ifoneevaluatesthesupporttheprojecthasreceivedfromthepeopleinthesub-district(kacamatan)wheretheMTB-MLEprojectistobeimplemented,thelevelofsupportisverygood.RegularphonecallstotheACDP023Teamleaderbythegovernmentcoordinatorofthepreschool

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programrequestingupdateshasindicatedanexcitementamongthetargetpreschoolsinthepilotproject.

AttheKabupatenlevel,thesupporthasbeenmoredifficulttogauge.Kabupatenlevelofficialshavebeendiligentinattendingseminarsandworkshops,andtheSecretaryDaerah(#2intheKabupaten)haspubliclyvoicedsupportfortheprogramandpromisedtoincludeitinhisbudget.SincetheactualimplementationistocommenceinJulyof2016,itremainstobeseenwhetherthishasallbeenrhetoricoranactualcommitmenttoensuringtheMTB-MLEpilotprojectwillbeadequatelysupported.

TheProvincialMinistryofEducationandCulturehasbeenverysupportiveofMTB-MLE.Theyhaveensuredtheirpeoplehaveparticipatedatalllevelsoftheproject.Theyinauguratedasub-departmentofLetters,senttheirpeopletoThailandandAmbon,andpaidforothersoftheirstafftojoininsomeoftheseeventsaswell.Theyhavevisitedourworkshopsaroundtheprovince,andarticulatedsupportatworkshops,conferencesandinthepress.

Finally,sincetheACDPTeamspentverylittletimeinJakarta,theheavyliftingfornurturingsupportintheMinistryofEducationandCultureinJakartawasdonebytheACDPJakartastaff.TheyarrangedformeetingsbetweentheMinisterofEducationandCultureandNGO’sinvolvedinMTB-MLE.TheywereeffectiveinensuringthepresswroteaccuratestoriesreflectingthenatureofMTB-MLE,arrangedforradioandtelevisionspotsandheldroundtablediscussionswithintheMinistryofEducationandCulture.

WhileundoubtedlyperceptionshavebeenchangedregardingMTB-MLEatalllevelsofthepoliticalspectrumthereremainsomeoutstandingmisperceptionsregardingtheMTB-MLE.Atalllevelsthequestionofcostarises.ItispresumedthatMTB-MLEwillbetoocostprohibitivetoeverimplementonalargescale.Partofthemisperceptionliesinthefactthatgovernmentofficialshavenotaccuratelytabulatedthedrainontheirbudgetsthatthepresentapproachhashadingraduatinglargenumbersofruralandremotechildrenwhoareilliterate.Itwouldbeeffectiveifthiskindofcomparisonwasundertakeninordertoprovideevidence-basedresearchaddressingthisquestion.

VII.FourCapacityDevelopmentWorkshops

KabupatenLevelWorkshops

ThepurposeofthefourcapacitydevelopmentworkshopswastoexpandtheunderstandingamongkeyMTB-MLEstakeholdersinordertonurturetheirsupportforMTB-MLEprogramsattheKabupatenlevel.SincethefinancialcontrolofschoolinginIndonesiaislargelycontrolledattheKabupaten/Regencylevel,threeoftheseworkshopstargeting17kabupatenswithlargenumbersofremoteandruralpopulationsweredelivered.Thethreeworkshopsbroughttogetherkeyofficialsfromdifferentgovernmentdepartmentsengagedineducation(HeadoftheDept.ofEducationandCulture,ThePlanningBureau,PreschoolEducationandElementaryEducationaswellaspeoplefromthenearbyteacherscollegesoruniversity)andattemptedtocreateasenseofsynergybetweenthekabupateneducationaladministratorsandtheinstitutionsofhighereducationwithwhomtheywouldnaturallyworktodevelopcurriculumandtrainteachers.

Thelocationoftheworkshopsandinvitedregenciescanbeseeninthetablebelow:

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WorkshopLocation RegencyInvitedWamena Tolikara Yalimo PegenunganBintang Yahukimo LannyJaya Nduga PuncakJaya Nabire Paniai Dogiai Deiyai IntanJaya Nabire Jayapura Sarmi MemberamoRaya MemberamoTengah(Hulu) Keerom Jayapura

Table9:KabupatenP&KLeadersWorkshopLocations

Theworkshopcoveredthefollowingtopics:

´ SessionI:Opening:PakLobya,Secretary,ProvincialMinistryofEducationandCulture

´ SessionII:Language,languagevitality,languagemapping,MTB-MLEtheoryandhowitrelatestoraisingthequalityofeducation

´ SessionIII:MTB-MLEtheoryandpractice;(includestestimonyfromstudytourparticipants)

´ SessionIV:LessonsonRuralandRemoteEducationfromaroundtheworld

´ SessionV:Workingwithdataandplanning:compilingdatanecessaryforMTB-MLEdecisions;howtoprioritizelanguagesforMTB-MLEetc.

Oneeyeopeningexerciseformostofthegovernmentofficialswasanexerciseguidingparticipantsthroughabudgetingexerciseonthecostofgraduatingchildrenfromelementaryschoolwhowerestillilliterate.Mostparticipantshadneverlookedatthewastedmoniesintheirbudgetsbynotensuringbasicmathematicsandreadingskillswereachievedbygraduatingelementaryschoolchildren.

Differentlevelsofprogressweremadewithdifferentkabupatensdependingontheirexistingprioritiesandplans.Fourofthekabupatens,alongwithfacultyfromoneofthelocalTeachersCollegesinvitedtotheNabireworkshopdecidedtobandtogetheranddeveloptheMe/Ekarilanguage.ThiswasaverysignificantbreakthroughastheirchoiceoflanguageindicatedagoodunderstandingoftheseminarmaterialandtheirdecisionindicatedanabilitytoanalyzeMTB-MLEdatatablesfoundationalformakingstrategicMTB-MLEprogrammaticdecisions.

AfourthcapacitydevelopmentworkshopincurriculumdevelopmentwasimplementedfromOct.19-24,2015.Extensiveworkwentintothepreparationofthisworkshop,sinceitformedthebackboneoffuturecurriculumdesigninMTB-MLE.AttendeesincludedmembersfromtheNationalMinistryofEducationandCultureCurriculumDepartment,UNCEN,Prov.MinistryofEducationandCulture,KPGs,aswellasLannyJayaeducationalpersonnel.Theworkshopreviewedthenationaleducationalindicatorsandwalkedpeoplethroughthecomponentsnecessarytoadaptandcreatebooks,teachingaidsandteacherguidesforminoritylanguagesinlinewiththenationalindicators.Theworkshopboth

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taughttheconceptsbehindMTB-MLEcurriculumwhileworkingtowardsdevelopingMTB-MLEcurriculumforruralandremotecontexts.Someoftheoutputsincludethefollowing:

´ Severalchildren’sbooksinLani;teachingpatterns;questioningtechniques

´ PapuanstorieswereadaptedintoLani

´ Teachingaidsweredeveloped(geoboards,patterningwheels,tangrams,lacingcards,shapematchingcards,stickswithVelcro,puzzlesmadefromsticks,paintedsticks,shapematchingsticks,bingogame,spandukbooks)

´ UnderstandingtheroleofTraditionalsongs,freeplay,listeningstories,finemotorskillscurriculum,Lanialphabetchartetc.

´ Firstgrademathematicsindicatorsandhowonecouldadaptthefirstseveralweeksofcurriculum

´ Firstgradereadingcurriculumindicatorsandhowonecouldadaptthefirstseveralweeksofcurriculum.

OneoftheprimaryoutcomesoftheworkshopswassignificantmovementtowardstheexpansionofMTB-MLEwithintheprovince.Fourkabupatenshavecommittedtoplacemoneyintheirbudgetsforthedevelopmentofspecificlanguageswithintheirboundaries.UNCENandtheTeachersCollegeshavecommittedtodevelopingthreelanguagesinthegeographicallocationsfromwheretheydrawtheirstudentsandwhichoverlapswithexpertisewithintheirfaculty.ItisthesekindofcollaborativecommitmentsbylocalgovernmentsandinstitutionsofhighereducationthatnurturehopeformothertonguebasedmultilingualeducationinPapua.

OneoftheweaknessesoftheMTB-MLEcurriculumdevelopmentprocesswasthatthekeypeopleinvitedtoparticipatewereoftenexchangedbyotherpeoplewho,whileperhapsinterestedinthesubject,wouldnotbeexpectedtodevelopcurriculuminthefuture.Anotherweaknesswasthatthedifficulttaskofworkingthroughthelinguistic,orthographicanddialecticalissueswasdifficulttocoversincemostpeopledidnothavetherudimentarylinguisticknowledgetoaddresstheseissuesdemanded

VII.TeacherTraining

Preparationforteachertraininghasbeenongoing.TheGuidelinesMTB-MLEDevelopmentisahandbookmeanttobeusedbyallthosewhowillbeinvolvedinMTB-MLEdevelopment.Thehandbookwillincludeinformationoncurriculumdevelopment,trainingteachers,anddevelopinggradedreadersandprinciplesofbridgingtoIndonesian.Thematerialsareenvisionedtobeusedinongoingteachertraining.

DuringtheCurriculumDevelopmentandTeacherTrainingWorkshop,trainersoftrainers(TOTs)weretaughthowtonotonlycreateMTB-MLEcurriculum,buttimewasalsosetasidetopracticeusingthematerialsproducedintheworkshop.TheexpectationisthatallthosefromtheTeacherCollegesandUNCENthatattendedtheworkshopwillusetheirtrainingtofurthertrainteachersinMTB-MLE.

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ItisexpectedthatLanipreschoolsteacherswillbetrainedinMayandJuneof2016byagroupofUNCENandKPGpersonnel.Duetothefactthatinsufficienttimewasscheduledinthisprojecttocompleteanentireyearofcurriculum,theLaniteachertrainingwillthereforeneedtotakeplacejustbeforeimplementationinJuly2016(newschoolyear).Thisteachertrainingwillbelimitedtothepreschoolcurriculumsincethegovernmenthasdirectedtheprogramtobegininpreschool,withtheunderstandingthatoneyearofMTB-MLEprogrammingwillbeaddedeveryyear.Preparationsforsuchteachertraininghavebegun,withthedevelopmentofthecurriculum.

IX.ParentalSchoolCommitteeDevelopment

ParentalschoolcommitteeshavealonghistoryinIndonesia,andthegovernmenthasalawontheroleandresponsibilitiesforparentalschoolcommittees(KEPUTUSANMENTERIPENDIDIKANNASIONALNOMOR044/U/2002TENTANGDEWANPENDIDIKANDANKOMITESEKOLAH).Thechallengeforruralandremoteparentalschoolcommitteesisthatoftentheparentsarefunctionallyilliterateandthushavedifficultyactualizingtherolestheyareexpectedtoadoptbecausetheycannotwriteorreadreports.TheyalsohavenoideaofthelegalframeworkoftheKomiteSekolahandwhattheirrightsandprivilegesareasacommunity.Thisinformationneedstobeconveyedtothecommunityiftheyaregoingtoensurethehopesanddreamstheyhavefortheirchildrenaretobeactualizedintheirschools.

InreviewingexistingresearchoncommunityschooldevelopmenttheACDP023teamcontactedtheresearchersimplementingaresearchprojectoncommunityschooldevelopmentmeanttoreduceteacherabsenteeism(TNP2K)inPapua.TheinnovativeapproachbytheresearchteammirroredtheapproachusedbyeducatorsinThailandandafteronsitevisitstotheexperimentalsite,manyoftheideaswereincorporatedbytheACDP023Teaminhowtheeducationdepartmentandlocalcommunitiescanplayacomplementaryroleinnurturingcommunity-ownedschools(sekolahKampung).TheACDP023Teamwroteasmallhandbook(PedomanPelaksanaanDiskusiMasyarakatuntukMembinaSekolahKampung)outliningaworkshopwith6sessionsthatguidethecommunityinanalyzingcommunityresources,educationalgoalsandpriorities,howtheymightwanttoevaluatetheircommunityschool,andfinally,totheselectionoftheCommunitySchoolCommittee(ifthereisnone).Thepurposeofthehandbookwastoprovideastep-by-stepdiscussionguideforcommunityfacilitatorsengagedinleadingruralandremotecommunitiestounderstandwhatitmeanstobeacommunitybasedschoolandhowtheKomiteSekolahcanworktofacilitatethisendeavor.

Thecommunityoutcomesexpectedattheendofthesecommunitydiscussionsasdevelopedinthehandbookincludethefollowing:

• Peoplewillhavedescribedtheirlocalcontext,hopes,dreamsandresourcesaswellastheirchallengesinliteracy/educationintheirlanguagecommunities

• Preparedanimpactstatementfortheireducationalprogram• Setconcrete,attainablegoalsfortheirschool,includingwhatroletheirlocallanguagewillplay

insupportingthesegoals• Developaseriesofmonitoringtoolstoassistthecommunityinevaluatingtheprogresstheyare

makingasaschoolregardingtheirdesiredoutcomes.• ProvidethenecessarycommunitydiscussionforelectinganeffectiveKomiteSekolah

ThebasicoutlineadoptedbyACDP023follows6communityimpactsessions:

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Session1:MappingOurCommunityandExploringtheCausesofEducationalShortcomings

Session2:MappingOurFutureCommunityandExploringtheNeedstoAttainthisFuture

Session3:WhatdoesitmeantobeaCommunitySchool?

Session4:DefiningourShortandLongTermEducationalGoals

Session5:PlanningforDocumentationandEvaluation

Session6:ElectingtheKomiteSekolah

Themethodologychosentoattaintheabovementionedgoalsthroughthesixcommunityimpactsessionsismeanttobeinclusiveandparticipatory.Bydrawingmaps,pictures,cause-and-affectdiagrams,andensureilliteratepeoplecanparticipatefullyinthediscussionsanapproachhasbeenattemptedtoensuretheresultingoutcomesarecommunitydriven.However,sincetheMOECdemandswrittenreportsregardingmonitoringandevaluationprotocols,thefinalchoiceofwhowillbechosenastheKomiteSekolahchairpersonwillnecessitateanabilitytoread/write.

X.CurriculumReview

Thecurriculumreviewprocesshasprovedtobemuchmoredifficultthaninitiallyanticipated.ThepresuppositionwasthatsincetheBiblehadbeentranslatedintoLani,therewouldbeasignificantnumberofpeopletodrawfromindevelopingreading,writingandcurricularmaterial.Thisprovedtobeawrongpresupposition.WhileLanipastorsandparishionersmaybeabletoreadtheBible,veryfew,ifanyLanispeakershavebeentrainedtowriteLani,whichhasnecessitatedalargeamountofextrawork.

SomeofthechallengesinnurturingLaniwritersandtranslatorsneededtodevelopLanibooksandteachingguidesincludedthefollowingchallenges:

1.Dialect:LanihasseveraldialectsandtheteamwasfortunateinchoosingKuyawageasthesitefortheMTB-MLEprojectbecauseitissituatedinthecentralLanidialectusedintheBible,thestandardrequestedbythepeopleintheKuyawagevalley.

2.Confusioninvowelsounds:Lanihasa7vowelsystembutsinceIndonesianiswrittenwith5vowels.Aftercheckingwithlinguistsandfieldtestingsomewritingsamples,afive-vowelwritingsystemwasadopted.

3.Loanwords:Therearemanyconceptsthatneededtobeincludedintheteachersguidesmeanttomeetgovernmentoutcomes,butmanyofthewordsinthesegovernmentmandatedoutcomesorconceptsarenotinLani(i.e.psycho-motor,squares,triangles,cognitive,sphere,circleetc.).Thetranslationoftheseconceptswereaddressedonaone-by-onebasis.

4.Targetaudience:Thestyleoflanguageneededtobeadaptedtotheaudience,andsincethebaselinesurveyindicatedaverylowliteracylevel,andsincepersonalvisitswithteachersindicatedsomehadtroublespeakingfluentIndonesian,effortwastakentosimplifymuchofthecurriculum.

CurriculumReviewChallenges

ThecurriculumdevelopmentprocessbeganwithareviewofthenationaleducationalindicatorsandareviewofIndonesianPAUDcurriculum.ThedecisionwasmadethatthebestPAUDcurriculumwasthat

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developedbyYayasanSulinamainAmbon,buttheculturalandlinguisticfeatureswouldneedtobeadaptedtoLani.ThebestcontextualPapuanearlyelementaryschoolcurriculumwasBukuPaketKontekstualPapuaandtheprimarycontextualizationprocesswouldincludeadaptingittoLani.

TheadaptationprocessincludedformingateamofLanitranslatorsandillustratorsandhavingthemworkwiththecurriculumdesignspecialists.Thereviewofthecurriculumresultedinthefollowingchanges:

1. Changesfroma5daytoa4daycurriculumsinceLanipreschoolsmeet4days/week2. Simplifyingthecurriculumfrom3agegroupstotwoagegroupsduetolesshumanresources

beingavailableintheclassroom3. ReworkingsomeentirethemessincetheMalukupeopleareislandpeopleandtheLani’slivein

thehighlandsofPapua(thechildrenhaveneverseenboats,oceans,bigwaves,volcanoesetc.)4. Thestorieswereadaptedtotheculture5. Theillustrationswereadaptedtotheculture6. ThestoriesweretranslatedintoLani7. Teachingaidswereadaptedtobelessdependentonstoreboughtitemsanddrivenmoreby

whatisavailablelocally.

Theprocessofformingacurriculumdevelopmentteamthatneededtoworkthroughlinguistic,artistic,curricular,educationalandcontextualizationissuesprovedtobeabigchallengeanditshouldbenotedthatthistookmuchmoretimethananticipated,especiallywiththechangeindirectionbythegovernmenttoprioritizepreschoolcurriculumoverelementaryschoolcurriculum.

Thedraftingoftheinitialcurriculumwasafluideffortwhereallmembersoftheteaminteractedindevelopingthebooks,teacherguidesandlearningaids.Aftertheinitialbooksweredrafted,theywerecheckedonsitewithteachersandLanileadersinthetargetarea,whosuggestedmanychanges.TwoofthelinguistswhoinitiallyputtheLanilanguageintowritingwereconsultedwherenecessary.Afterthefinalchangesfromthecommunitywereeditedintothecurriculum,colourwasaddedtothepicturesandpreparedforprinting.

XI.MTB-MLEPilotDesignandSupportforImplementation

TheMTB-MLEPilotdesignwasinitiallydrivenbytheeducationalparametersgivenbythegovernment:ithadtobeinLannyJaya,bepartoftheGerbangMasdesignatedschools,havestrongmothertonguelanguagevitality,besupportedbythelocalgovernmentandtheconceptofMTB-MLEhadtobeembracedbythelocalcommunity.

FurtherdiscussionswiththeProvincialDepartmentofEducation,theStateUniversityofCenderawasihandthePapuanTeacherCollegesledtothedecisionthatfuturetrainingofteachersinMTB-MLEandfutureresearchcouldbenefitfromafieldsitewherestudentscoulddopracticumsandfacultycouldengageinresearch.Thismandatedthatalocationneededtobeselectedthatwouldbelargeenoughtoaccommodatestudentsandresearcherswhilestillaccommodatingalltheinitialparameterssetbythegovernment.

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Giventheaboveparameters,theteambeganbeevaluatingthefactorsdiscoveredintheinitialsurveyandanotherteamwentandvisitedallthepotentialsiteswheretheGerbangMasSchoolsweresituated.Thecommunitywasengaged,teacherswereinterviewed,schoolswereobservedinthedifferentplacesandwhileseveralplacesinLannyJayacouldhavebeenchosen,thetopographyledustochoosetheKuyawageValley.Thereasonsbehindthischoiceincludedalltheaboveeducational,linguisticandtrainingreasons,plusthefactthatwhileitisatwodayhikefromtheLannyJayaRegencycapital,itisonlyanhourflightfromJayapura,thehomeofUNCEN,theProvincialMinistryofEducationandsincethevalleyhasanairstrip,itiseasilyaccessiblefortheotherTeacherCollegesintheprovince.Whilearoadisplannedtoconnectthisareatoabroaderroadsystem,thefactthatnocarscanreachthisdestinationwillhopefullykeeptheresearchfrombeingtooaffectedbyothereasilyaccessiblesocialinfluences.TheKuyawageValleyhas13activepreschools,4elementaryschools,twoJuniorHighSchoolsandoneSecondarySchool.Thiswillallowforlong-termresearchtrackingthestudentswhoengageinMTB-MLEastheymovethroughtheeducationalsysteminthevalley.Thekabupatenhasindicateditmaybuildanothertwoschoolsinthevalley,andthesewoujldthenbringthesampleto6elementaryschools.

AsthechoiceoftheMTB-MLEsitewaschosen,furtherdiscussionsensuedwiththelocalpeoplewhodesiredatrilingualapproachfortheirchildren(begininLani,addIndonesianandthenEnglishinJuniorHighorSecondarySchool).

InconjunctionwiththeProvincialMinistryofEducation,afouryearplanhasbeendevelopedtoimplementtheMTB-MLEpilotproject.EveryyearonemoreyearofMTB-MLEschoolingwillbeaddedtothecurriculumandimplementedinschool,withthefinalgoalbeingthatMTB-MLEmaterialwillbeusedfromPreschool-Grade2.

ThefullimplementationoftheMTB-MLEpilotdesignwillmandatesignificantamountsofworkbythegovernmentandanypartneringorganizations.Schoolsneedtoberehabilitated(roofsarefallingdown,pornographyneedstoberemovedfromthewalls,desksneedtoberepaired),chronicteacherabsenteeismwillneedtobeaddressed(95%teacherabsenteeism),principalswillneedtobecontactedand/orreplaced(100%principalabsenteeismwasrecordedwhentheKuyawageValleywassurveyedthesecondtime),andtheallottedfoodsuppliesforpreschoolsneedtobedelivered.Atthetimethisreportwaswritten,aseverefrosthadkilledallthecrops(withtheexceptionofthecabbagesandpeas),andchildrenhaddifficultywalkingtoschoolifthewalkwasmorethananhourduetolackofenergy.

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Table10:PotentialTimelineforImplementation:

Dec.2015-July2016

Aug.2016-July2017

Aug.2017-July2018

Aug.2018-July2019

Preparation PAUD/TKLaunched

SD1Launched

SD2Launched

Preparation BaselineDataCollection

PAUD/TK FinishPAUD/TKCurriculum

CheckCurriculum

PrepareFieldSite

Count#ofActiveTeachers

Count#ofStudents

OrderSufficientEducationalSupplies

WorkwithCommunitiestoCreateKomiteSekolahforPAUD

TeacherTrainingforPAUD/TK

ImplementationofPAUD/TKprogram

ProvideMonthlyTraining/MonitoringIntroducingEachTheme

WritersWorkshopandLanguageCommitteeFormation

SD1 FinishSD1andSD2Curriculum

CheckSD1andSD2Curriculum

PrepareFieldSite

Rehab/BuildSDGerbangMasSchools

RehabdesksRepairCeilings

BuildandStockLibrary

OrderBooks,suppliesetc.

Countthe#ofSDstudents

Countthe#ofActiveteachers

WorkwithCommunitiestoCreateKomiteSekolahforSD

OrderStudentsupplies(textbooks,alatperaga)

TeacherTrainingforSD1

ImplementationofSD1

Monthlyfollowup(sameteamasabove)

SD2 TeacherTrainingSD2

ImplementationofSD2

Monthlyfollowup

CollectcomparativeEGRAdatafromGrade2graduates

Writeupfinalstudy.

ConferenceonMTB-MLEandLessonslearned

PrimaryResponsibilityACDP/SIL/P&K

P&K/P&PLannyJaya/UNCEN/SIL/KPG/NGO

P&PLannyJaya;P&KPropinsi

TimeFrame

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Budgetimplications

TheimplementationoftheMTB-MLEpilotprojectforthenextthreeyearswillrequireasupportingbudget.This3yearbudgetcanbebrokendownasfollows:

Costs Description Value

MaterialCosts Costsforcurriculumdevelopment,printingoftexts,teachingaidsandworkshops

1,259,045,000.00

HumanResourceCosts

MonthlyMonitoringandprofessionaldevelopmentforallteachersintheprogramfor36months,5workshops

942,775,000

TrainingResources 4professionalsfor3yearstoassistinthedevelopmentofthisproject

720,000,000

Total 2,921,820,000Building/RenovatingSchools

Manyoftheschoolsareinpoorconditionandthegovernmenthasindicateditwillbuild2GerbangMasschools,

Unknown

Table11:BudgetImplications

AstheACDP023consultantteamhasinteractedwiththePapuanMinistryofEducationandCulture,therehavebeendiscussionsthatindicatethegovernmentmayworkcontractuallywithanoutsideorganizationtoprovidesomeofthetrainingresourcesneededtoimplementthisprogramoverthenextthreeyears.ThissuggestionoriginatedfromthekeypersonnelwhowentontheStudyTourtoThailandandAmbon,andwhowereabletointeractandobservethepublic/privatepartnershipinMTB-MLEdesignandimplementationinThailandandMyanmar.

TheSekretariDaerahresponsibleforLannyJayahasbeennotifiedofthebuildingandrenovationchallengesinKuyawageandhasagreedtoundertakethenecessarybuildingprogramtomeetthecommitmentsoftheGerbangMasprogramaswellasbringingtheexistingschoolsuptominimumservicestandards.SincethesecostsareverydependentonexistingcontractsthattheLannyJayagovernmentmayhavewithlocalcontractors,theyhavenotbeenfactoredintothebudgetabove.

XII.MonitoringandEvaluationFramework

BaselineFramework

ThebaselinedatacollectedduringthesurveywillformthebasistomeasureanyimpactofMTB-MLEamongsttheliteracyskillsofLannyJayastudents.Thebaselineframework,alongwithallthebaselinestatisticshasbeenwrittenupintheFrameworkforMonitoringandEvaluation.Thisdocumentisthereforekeyastheprojectunfoldsandwillplayakeyrolefromwhichcomparativestatisticswillbegeneratedin4-5years.

StructureforRegularMonitoringandProfessionalDevelopment

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IntheinterimthegovernmentneedstosetupamonitoringandevaluationsysteminordertoensuretheactualimplementationoftheMTB-MLEprojectandtoensurebestpracticesarefollowedasitunfoldstoverifyanyimpactfromMTB-MLEinthefuture.ThisactualonsitemonitoringandevaluationsystemmeanttoensurebestpracticesarefollowedisalludedtointhesectionentitledMTB-MLEPilotDesign.

WithintheMTB-MLEPilotDesignFrameworkamonthlytrainingandmonitoringtimeofapproximatelyoneweekisscheduled.Basedoninteractioninthefield,itappearsthebestuseofthistimewillbeasfollows:

Day Time Activity

Friday(OnFridaysthereisnopreschoolorkindergarten)

16:00–20:00

16:00p.m.ProfessionalDevelopmentandDebriefing

Saturday 8:00–14:00

Introducethenextthemeandlessonplans;practiceteaching;reviewanynewcontent

15;00–20:00

Attendeesreturntotheircommunities

Sunday 8:00–20:00

Timetojoininworshiporvisit

Monday 8:00-16:00

Onsiteprofessionaldevelopmentandmonitoringinschools

Tuesday 8:00-16:00

Onsiteprofessionaldevelopmentandmonitoringinschools.

Wednesday Trainersgohome

Table12:ScheduleofMonitoringandEvaluation

MonitoringandEvaluatingGeneralSchoolPerformance

Sincethepurposeofthisprogramistobecommunitybased,itisanticipatedthattheevaluationframework,apartfrommeasuringactualEGRAoutcomes,willbedevelopedduringthediscussionsmeanttoflushoutthecommunity’sgoalsandhopesfortheircommunityschool.Itisexpectedthateventually,themonitoringwillbetakenoverbytheKomiteSekolah,andtheactualinstrumentsforfuturemonitoringwillbedevelopedduringthecommunityschooldiscussions.ForafulldescriptionofwhatthesecommunityschooldiscussionentailseetheHandbookonCommitteeSchoolDevelopment.SincethecommunitydiscussionsarescheduledtotakeplaceduringthemonthofJulybeforeschoolbeings,itisprematuretoofferanyconcreteevaluationformsinthisreport.

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EvaluationFrameworkwithintheMTB-MLECurriculum

DifferenttypesofevaluationmechanismsareintegratedintotheMTB-MLEcurriculum.ForthePreschool-Kindergartencurriculum,aquarterlywrittenevaluationisintegratedthatwillmeasureprogressinthefollowingareas:

1. NewContent2. EmotionalDevelopment3. MotorskillsDevelopment4. CognitiveDevelopment5. ArtisticDevelopment

Anevaluationmechanismisalsointegratedwithintheelementaryschoolcurriculum.Attheendofevery10lessonsthereisaquizmeasuringtheabilityofstudentsontheprevioustenlessons.Thisstructureismeanttorepeatitselfthroughoutthecurriculum,toculminateeverysemesterwithatestmeanttomeasureprogressmadeduringthesemester.ThisfinaltestislooselystructuredaftertheEGRAtestinordertoallowoutsideevaluatorsabenchmarktomeasureprogresswhileavoidinggivingtheEGRAtesteverysemesterandtherebyreducingthereliabilityoftheEGRAtestasthebasisofmeasurementafter4–5yearsofMTB-MLEschooling.

XIII.SupportforMTB-MLEPilot

TheabilitytocommentonsupportfortheimplementationoftheMTB-MLEPilotprojectpresupposestwothings:

a. Thataprimaryimplementerhasbeenidentified.ThepresuppositionisthatthiswillbethegovernmentsincetheyaretheonlyeducationalproviderintheKuyawageValleyinLaniJaya.However,thegovernmenthasindicateditmayfindaneducationalNGOwhohasgreaterexpertiseintheareaofMTB-MLEandworkinpartnershiptoimplementthepilotproject

b. Thatthereisaprojectimplementedthatneedssupport

DiscussionswiththegovernmentindicatethatthecommencementoftheprogramwillbeinAugustof2016.ThegovernmenthasindicateditmayworkwithalocalNGO(YABN)whohasexperienceinMTB-MLEandotherpartnershavealsobeensuggested(UNICEF,WVI).WhilenoMOUhasbeensigned,thepossibilitythatthisInitialdiscussionswithYABNmayleadtoapartnershipwiththegovernment,UNICEF,andWorldVision,allofwhomareinvolvedinincreasingthecapacityofeducationinthisprovinceamongruralandremotepeoples,isadistinctpossibility.

Atthepresent,ACDP023hasputinplacesupportsystems,whichincludethetrainingofteachertrainers,examplecurriculum,andevaluationmechanisms.Shouldanextensionbegrantedthatcoverstheperiodoftheimplementation(andbeyond)oftheMTB-MLEcurriculuminthe13PAUDschoolsintheKuyawagesub-district,directandongoingsupportfromACDP023maycommence.Thegovernmenthasgivenstrongindicationsoftheplannedimplementation,butduetothefactthatthisprojecthasyettobenotifiedonwhetheritwillbeextendedpastDecember2015hasmadeanyconcreteplanstosupportfurtherimplementationpremature.

MappingofSchoolsandLanguages

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PreviousresearchbyACDPhasindicatedthatforthegovernmenttomoveaheadwithaMTB-MLEapproachaseriesofmapsneedstobeconstructedindicatingthepositionofruralandremoteschoolsandinwhichlanguagestheseruralandremoteschoolsarelocated.Specifically,schoolsincertainselectedruralKabupatensweretobemappedinordertoassistthegovernmentincalculatingthedistancebetweenschoolsandthedistancechildrenhadtotraveltoattendtheirlocalschool.BesidestraininggovernmentanduniversityemployeesinhowtocollectGPScoordinatesformappingexercises,progressregardingtheschoolmappingcomponentoftheprojectcanbeseeninthetablebelow:

Table2:SchoolMappingProgress

Regency/KabupatenMap InProgress CompletedTolikara X Yalimo XLannyJaya XYahukimo XNduga XPaniai XDeiyai XSarmi X MemberamoTengah XIntanJaya XMemberamoRaya X Keerom X Dogiai XNabire XPuncakJaya X Puncak XPegenunganBintang X

Table13:MapsCompleted

Themakingofthemapscombinedseveralsourcesofdata:(a)standardtopographicaldatafromtheARGIS10.1software;(b)SILlanguageboundarydata;(c)PapuanBureauofStatisticsdataonkabupatenboundariesandruralandremotevillagelocationsand(c),schoolandvillagedatafromthePapuanMOEC.ThemappingprocessbeganwiththeARGISsoftwareandthenaddedalltheSILlanguagedata,(whichincludedtheGPScoordinatesofmanyruralandremotecommunities).TothislayerwasaddedthedatafromtheBureauofStatisticsthatfiledloutthekabupatenandkecamatanboundariesaswellasthevillagelocationsnotsuppliedbySIL.Finally,theschoollocationswereadded.

DevelopingMTB-MLELanguageCommittees

Sincemostlanguagecommunitiesdonothavelanguagecommittees,sincethePilotProjectareaalsodoesnothaveanyfunctioningKomiteSekolahs,theACDP023teamroledoffunctionoftheMTB-MLELanguageCommitteeintotheKomiteSekolah.Itwasfeltthatbyintroducingtoomanycommunitygroupsinruralandremoteschoolsatonce,wewouldactuallyincreasetheineffectivenessoftheschoolsystem.Therefore,aspecificpersonwassuggestedtobeelectedandsitontheKomiteSekolah,whoseprimaryresponsibilitywastosupportandliaisewiththecommunityaboutMTB-MLEmattersandtocallthecommunitytogetherwhentherewasaneedtodiscussissuesrelatedtolanguage(whowould

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participateinawritersworkshop,beeditors,adaptfuturelanguagematerial,discussorthographyissuesetc.).

ShouldaseparatecommitteebeneededtofacilitatefurtherMTB-MLEdevelopment,itisanticipatedthatasub-committeeintheKomiteSekolahcouldbeformedthatwouldreportbacktothechairpersonoftheKomiteSekolah.Ifthisprovesunwieldy,aseparatecommitteecanbeformed.

XIV.GuidelinesforMTB-MLEDesignandMethodology

AhandbookentitledGuidelinesforMotherTongueBasedMultilingualEducationhasbeendevelopedasaresourceforothersworkinginthefieldofMTB-MLEprimarilyTrainersofTrainers(TOT).Thehandbookcoversmaterialsomeofthefollowingsubjects:

a. QuestionsmeanttoguidetheplanningofMTB-MLEcurriculumandinstructionalmaterialsb. InstructionalandReadingMaterialsforMTB-MLEc. CreatingGradedReadingMaterialinMTB-MLEd. PrinciplesforBridgingtoIndonesiane. DevelopingMotherTongueOrthographies/AlphabetDevelopment

Itisalsoanticipatedthattheexpansionoftheprogramtootherlanguageswillnecessitatetheinclusionoflocallinguiststoworkthroughpotentialorthographyissuesthatmayarise.ThiscanbeachievedthroughtheinclusionofUNCENlinguisticprofessors.

XV.PolicyBriefonMTB-MLE

The275linguisticandculturalgroupsthatdotthisislandareuniqueanddifferentfromtherestofIndonesia.ThelegalrecognitionofthisfactisenshrinedintheOTSUSlawsofIndonesiaandaccordingtoUU21/2001,Papuaistoensureitslanguagesaredeveloped,preservedandusedintheclassroomwhereappropriate(UU21/2001Pasal58).IfPapuaisgoingtomaintainitsuniqueculturalidentity,theprovinceneedstoensurethelanguagesandculturesofthisislanddon’tdisappear.IftheculturesandlanguagesofthePapuanpeoplesdisappear,theonlyuniquethingseparatingPapuansfromtherestofIndonesiawillbetheircurlyhair.Ifthathappens,theneedforanylegislationlikeOTSUSwillnolongerbenecessary.

ThefoundersofIndonesiarecognizedthenecessityofapproachingeachculturalgroupasuniqueandthiswasenshrinedinthenationalmotto:UnityinDiversity.InIndonesia’sConstitution,ChapterXIII,Paragraph32wereadthatIndonesiaasanationiscommittedtohonoringandprotectingitslanguagesandcultures.InthelawsrelatingtoOtonomiKhususBagiProvinsiPapua(UU21/2001)Papuahasbeengrantedpolicycontrolregardingcurricularmatters(Pasal56)andhavebeengrantedtherightandresponsibilitytoengageinmothertonguebasedmultilingualeducationincommunitiesthatmaynotspeakmuchIndonesian.

MothertonguebasedmultilingualeducationfulfillsthePapuanOTSUSlawsthatencouragetheuseofthemothertongue,IndonesianandEnglish.Scientificresearchinmothertonguebasedmultilingualeducationhasproventhatthisapproachnurturesmorecreativeandcriticalthinkingstudentswhoarelesslikelytodropout,repeatclassesordegenerateintopassivememorizersoffactstheymaynot

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understand.Thepay-offcomesinsecondaryschool,whereinternationalstudieshaveshownthatamultilingualapproachtoeducationismoreeffectiveinnurturingskillsinmathematics,chemistry,physicsandbiologyascomparedtostudentswhobegantheireducationinalanguagedifferentthantheonetheyknewbestasachild.

Oneofthedriverstomothertonguebasedmultilingualeducationforisolatedcommunitiesiscost.RecentresearchbyUNICEFandSILregardingtheabilityofPapuanelementaryschoolstudent’sabilitytoread,writeanddosimplemathematicshasproventhatPapuaisinvestingalotofmoneyineducationbutobtainingverypoorresults.Papuanstudents’literacyscoresareabout25%oftheIndonesiannationalaverage.Ifwecomparethecostsofmothertonguebasedmultilingualeducationtotheexistingcostsofbuildingschools,payingteachersandprovidingcurriculumcostsforruralandremotestudentswho,aftertheygraduate,arestillfunctionallyilliterate,Papuaiswastinghugeamountsofmoney.Achangeneedstobeexploredifthegovernmentwantstoensuretaxpayerdollarsareusedwiselyandthatstudentswhograduatefromourelementaryschoolscanfluentlyread,writeanddobasicmathematics.Forthisreasonthegovernmenthasrequestedtheexperimentinmothertonguebasedmultilingualeducationtopaycloseattentiontoacost/benefitanalysisascomparedtotheexistingapproach.

ThepushtomothertonguebasedmultilingualeducationisnotmeanttoincorporateallthelanguagesofPapua.UnfortunatelymanyPapuanlanguagesaredyingandthechildrennolongerspeakthelanguagesoftheirparentsandgrandparents.TheirmothertongueisIndonesian.SchoolinginthesecommunitieswillbedoneinIndonesian,withtheoptionofincludingamuatanlocalclassmeanttopreservethelanguagesthatoriginateinthisprovince.

OtherlanguagesaresmallandwecallonthemanyreligiousorganizationsinvolvedintranslatingtheBibleforthesecommunitiestoworkwiththeeducationdepartmenttoensurethepeoplesofoursmallerlanguagegroupswillnotonlyhaveBibleintheirownlanguage,butwillalsobeabletoreadtheBibleintheirownlanguage.Allthesereligiousorganizationscametothisprovincetoserve,andtheserviceneededincludesacommitmenttocreatereading,writingandbasicmathematicscurriculumforPapuanpeoples.

Toimplementthechallengeofmothertonguebasedmultilingualeducationforruralandremotepeoplesweneedtoworknotonlywithourforeignreligiouspersonnel,butalsowiththelinguistsandeducatorsinourinstitutionsofhighereducation.Weneedthelinguiststodeveloplinguisticallysoundalphabetsandgrammaticalgroundedwritingsystems.Weneedbilingualdictionariesandanthropologicaldescriptionsofeverypeoplesgroupinthisprovince.Papuanschoolsofeducationneedtodevelopeducationallysoundmultilingualeducationcurriculum,andourKabupatensneedtoallocatemoneytoensureourchildrencanenjoyaneducationalsystemthatspringsfromtheculturalsoilofthisprovince.ThatPapua’suniqueculturalandlinguisticheritagewillbepreservedfordecadestocome.

Thisisnotataskthatwillbedoneinaweek,orayearorfiveyears.ThisisataskthatneedstocontinueforaslongasPapuansidentifythemselvesasPapuans.

XVII. ConclusionTheACDP023InceptionReportoutcomeshaveallbeenmettothedegreethattheIndonesianschoolcalendarwouldallow.AsthegovernmentnowmovestowardsimplementingthePilotMTB-MLEproject

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inKuyawage,LannyJaya,itcandrawonacadreoftrainedtrainers,equippedwithexamplecurriculumandaframeworkformonitoringandevaluationtohelpthemascertaintheefficacyofMTB-MLEforruralandremoteschoolsinPapua.Thisinturnwillhelpthemastheycontinuetoformulateeducationalpolicy.

InordertoensurecontinuedsynergyisdevelopedamongUNCEN,theKPGsandtheMOEC,afieldsitehasbeenidentifiedinwhichalltheseinstitutionscanexperimentandcollaborateinbothtrainingandresearch.Finally,aseriesofhandbookshavebeencreatedthatcanbeusedtotrainteachersandcommunitiestolaunchnewMTB-MLEprojectsortoexpandexistingones.Itisthisexperimentationthatwillgivethegovernmenttheneededdatatocontinuetosharpenitsapproachinruralandremoteschooling.

Itisexpectedthatthisprojectwillbecomeaprogramsupportedbythegovernmentandthatthenewlydevelopedsub-departmentofLetterswithintheDepartmentofCulturewillbethedrivingforceforfuturedevelopment.Itisalsoexpectedthatthegovernmentwillseekoutotherinternationalorganizationstoworkalongsidethisnewendeavorastogethertheyexpandtheexistingeducationalparadigmtomakeitmorefriendlyforruralandremotechildren.