Project Objective: Student learning achievement in core subjects improves over time

1. Tests took place in May 2004 for reading (grade 1), Bahasa Indonesia and Mathematics (grade 4) and Science (grade 5). The tests will be repeated next year to enable changes in student performance to be reported.

2. Student performance in lessons observed showed great changes in classroom behaviours over the baseline survey in 2003. Teachers were providing situations which allowed students to express themselves freely, work in groups and think of answers to questions rather than merely repeat memorized information. Children also talked freely among themselves, and were more relaxed with teachers and responsive to visitors.
   
   

   
   

3. The school and classroom climate are showing great improve-ments. They are on the whole neat, safe and clean places for children as well as being attractive due to displays of students' work and teaching aids. Furniture has been rearranged so that children can discuss problems or simply chat to each other.

4. Parents are being invited into schools in various roles, some even helping in lessons in six MBE primary schools. Others act as resource persons or have formed parents' class groups as a means of directly supporting teaching and learning, rather than just helping with homework.

Some recommendations

• The changes recorded here need to be consolidated so that they develop into sustainable practices. It is hoped that the intended expansion in a further 10 districts does not lead to a dilution of inputs or even a loss of some achievements as it becomes difficult for the project team to provide the necessary support.

• MBE needs to encourage school heads to sit inside classrooms more frequently and for longer periods. By doing so, school heads will be seen as actively supporting the work of their teachers.

• MBE needs to intensify its support to Teachers Working Groups (KKG and MGMP) by (i) inviting key teachers, who lead these meetings, to join its regular PAKEM teacher training programmes and (ii) devoting some of that training time to developing a semester programme for KKG and MGMP with key teachers.

• MBE needs to review its strategies regarding provision of in-classroom support to teachers so that district facilitators can visit classrooms more often to enable them to spend one full day every 3 months providing on-service support and follow-up to PAKEM training to each MBE trainee. This should include classroom observation followed by feedback.

• MBE teacher training needs to be on a more frequent basis, ideally once per semester.

• The length of that training needs extending to 5-6 days to provide sufficient time for simultaneous peer teaching (for all trainees) using a systematic/objective observation format (such as the one used for monitoring).

• MBE needs to provide more modelling of best classroom practices using videos, demonstration or real teaching so that trainees see, experience and discuss PAKEM teaching methods.

• MBE, Dinas Pendidikan and schools need to work out a system for replacing/substituting teachers who are absent from classes on non-teaching duties for the project or Dinas so that children are not neglected during this time.

• In order to achieve improvements student performance in Bahasa Indonesia, a daily 20-30 minute reading session needs to be introduced for all classes.

• A daily writing session needs to be introduced in all classes, for example, by keeping a diary. During these sessions teachers need to emphasise the use of good handwriting, suitable language, correct punctuation and spelling.

• To improve numeracy there needs to be a 30 minute daily maths session where children practice make up and answer number problems (soal cerita). There should be discussion of number problems with other students.

• Children need to be encouraged to correct their own mistakes after work has been checked (for both literacy and numeracy).

• SBM training needs to stress importance of students having a library session as part their timetable so that its importance is raised in students' (and teachers') minds. Junior secondary school students can use it for school work or doing homework together.
  
  

  
  

• Future PAKEM training needs to show teachers the several ways in which reading corners and libraries can be utilized to develop children's love of reading as well as being a quiet area for those students to read when they finish set tasks earlier.

• PAKEM training needs to consider once again the purposes and methods of selecting work for display, so that children will develop a sense of achievement and pride in a piece of work well done by being part of the selection process.