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School Mapping and Data Collection
Up-to-date and well organised data is an essential tool for the good management of education. This data, if it is well ordered, can easily be accessed for other needs such as analysing school financing needs and taking other decisions.
School Mapping and Data Collection has taken place in the two target sub-districts in each project district. The process started with the training of 15 personnel from each district in data collection. The training took place from 20 – 22 October in Banyuwangi for East Java and from 24 – 26 October in Batang for Central Java.
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Several participants in the school mapping training in Batang practising data collection in SD Karanganyar.
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The collection of data took place during November and December and was analysed at a workshop in Surabaya in January 2004.
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Participants in the data analysis workshop examining the data they have collected (left) Analysis of surpluses and shortages of teachers and plans for teacher redeployment.
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The results of the analysis will be accompanied by plans from each sub-district to raise the efficiency of basic education, including merging inefficient schools, forming small or multi-grade schools and deploying teachers more efficiently. These recommendations will be discussed with district authorities including the Bupati and Bappeda.
The school mapping is reported more fully on pages 2 – 4.
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School and Community Training
The principal, two or three community members and one or two teachers from the 20 target schools in each district were trained during December in School Based Management (SBM), Community Participation (CP) and Active, Creative, Joyful and Effective Learning (usually known by its Indonesian acronym: PAKEM). The participants were trained for three days by the twelve district trainers who had previously been trained in October in Probolinggo. They were supported by our national trainers.
The activities were focused on analysing school needs and developing ideas to fulfil those needs. The participants also visited a number of schools in their area during the training in order to observe the real conditions.
The training will be followed up with school level activities including disseminating the results of the training to the other members of the school committee and other teachers, as well as making a School Development Plan which is realistic and focused on improving the quality of education. In February and March the teachers and principal from each school will be trained further in PAKEM (or Contextual Learning as it is called in Junior Secondary Schools).
The Impact of the SBM Program
The principals, school committee members and teachers have only recently been trained, but already a number of schools in each district are beginning to introduce changes. In some cases schools have made study visits to other SBM schools using their own resources. The changes are which most frequently visible include:
- The School Budget has been drawn up together with the school committee and is displayed on the wall;
- The seating arrangement of the students has changed so that more cooperative work takes place;
- Students’ work is displayed inside and outside the classroom.
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The children of class 6 SD, Ploso 1, Pacitan have already started to work cooperatively, and their teacher, Ibu Sutarmi often acts more as a facilitator (left); The school budget at SD Baleharjo 1, Pacitan was drawn up by the school and the committee together and is displayed in the school office (above).
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Developments in a number of schools are reported in more detail on pages 5 – 10
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