PACITAN: Managing PAKEM in Tulakan Sub-District
As an MBE target area, Tulakan sub-district has realized that receiving assistance from outside sources was not going to continue forever. This applies to the MBE program with its development of PAKEM. The important issue is how can the main ideas of the program can be understood and implemented properly.
Moreover PAKEM methods do not teach separately intellectual and social skills. A crucial issue is that trainees are not always ready to take action when they return to their schools and communities. Bpk Sulistyo, S. Pd, Head of Sub-Dinas Tulakan (photo above) proposed the following steps to support the management of the MBE program, especially in relation to PAKEM in order to ensure that the ideas are institutionalized:
Creating facilitators in the sub-district. In Tulakan sub-district there are 9 facilitators, 4 original and 5 second level facilitators. They are linked to the five core subject areas. These facilitators have been providing PAKEM training in the non-target schools.
Making use of school supervisors: Supervisors are always involved in all training activities in order to make sure that their supervision is in line with the program and they are able to give appropriate advice.
Using MBE materials: MBE material has been adopted and will be modified as necessary and other relevant materials will be used.
Using school operational funds (BOS) and other funds effectively to motivate schools into conducting their own training. These funds can be allocated to improving quality. This can be used for funding training programs for teachers. The result has been that 78 schools have implemented training on their own.
Working in partnership with the NGO, PLAN (a number of schools are located in PLAN target villages). Cooperation between MBE and PLAN is going well especially in the education sector. 20 schools have been implementing training that has been jointly managed.
Making best use of Teacher Working Groups as a forum to work out solutions to problems encountered in teaching by using the resources of the MBE facilitators.
Drawing up indicators of success together with the supervisors. This is important as an instrument to measure whether activities have achieved the anticipated target outcomes.
Using these approaches all 49 SD, 23 MI, and 6 SMP non-target schools have implemented the training. Indeed 90% of them have conducted two rounds of training.