Indonesia

The USAID Leading Through Learning Global Platform (LTLGP) and USAID Improving Learning Outcomes for Asia (ILOA) presented a panel at the 2024 CIES Conference on what each project has been learning about establishing and implementing learning networks. Presentations from three USAID learning networks (HELN, GRN, ECCN) and one regional hub managed by LTLGP along with a presentation from ILOA discuss how each learning network utilizes collaboration, learning, and adapting (CLA) to assess how well their networks are reaching and meeting the needs of their members and how they have adapted and adjusted their networks based on CLA fedback.

The United States Agency for International Development's (USAID's) Bureau for Asia conducted a strategic review to examine the depth and breadth of USAID higher education (HE) programming in Asia over the five-year period from 2016 through 2021. The review highlights ways in which USAID's HE programming has been a vehicle for all sectors, not only education, to achieve USAID development objectives. The review's findings and recommendations should inform continued USAID HE investment in Asia. USAID investments in HE support the 2022 lndo-Pacific Strategy (IPS). Within USAID and the interagency, there is a growing interest in HE programming opportunities. This recognition of the role of HE in driving economic development is reflected in its inclusion in the lndo-Pacific Strategy of the United States (White House, 2022), which highlights education as key to regional economic prosperity and security, as well as regional resilience to transnational threats. Unlike in previous strategies, HE is now explicitly noted in the 2022 version of the strategy as a vehicle to advance the United States Government's (USG's) vision for a "free and open lndo-Pacific" (p. 6). This review details examples of how USAID HE investments could support the IPS by countering malign influence, strengthening democratic systems, conducting cutting-edge research to fight the COVID-19 pandemic, and building diverse and equitable partnerships between U.S. and Asian partners. USAID is forging lasting transpacific partnerships through HE investments. In 2021, this engagement included partnerships among 270 higher education institutions (HEls) from across the region and with more than 20 HEls from across the U.S. Programs are aligned with USAID's Education Policy and achieving outcomes in all USAID sectors by "advancing knowledge and research; providing quality and relevant education and workforce training; and engaging and strengthening networks and communities" (Dockser et al., 2020, p. 5) in food security and agriculture; democracy, governance, and human rights; peace and security; economic growth and workforce development; and global health. These investments are advancing locally led development, producing the next generation of leaders, laying the groundwork for more resilient economies and future trade partners, and sustainably advancing American values in a region wary of malign influence.

The purpose of this formal group panel presentation is to hold an in-depth discussion on USAID’s investments into system strengthening across Asia over the past decade and how these efforts are situated within the broader global move to focus more intentionally and coherently on education system strengthening. The panel will discuss a 2022 empirical research study (the USAID System Strengthening Review, hereafter “the Review”) conducted by two international research organizations for the USAID Asia Bureau which reviews USAID system strengthening work in 11 Asian countries. This Review offers a qualitative evidence-based analysis relevant to the field of comparative and international education (CIE) and analyzes new data collected from a desk review of relevant project documents, reports, and evaluations, key informant interviews, multi-stakeholder survey, and three deep-dive case studies in Nepal, Cambodia, and the Philippines. The group panel will include three presentations on different aspects of the Review and include discussant commentary and critique to elicit group and audience discussion. The first panel presentation discusses a theoretical framework drawn from the RISE Programme (Pritchett 2015 and Spivak 2021) and recent analysis from the Brookings Institution’s Center for Universal Education. The Review’s central research questions are guided by these broader global trends, as well as its own analysis framework developed specifically for this study, discussed in Presentation 3. Conclusions are drawn based on this framework, and the overall discussion in Presentations 2 and 3 considers the context of USAID programming in Asia and how new knowledge provides new insights.

This series of reports was produced by Omidyar Network’s Education initiative, whose mission is to unlock human potential through learning by catalyzing people, ideas, and systems – so every individual thrives and contributes in a changing and interdependent world. The Omidyar Network team included Eliza Erikson, Erin Simmons, Rebecca Hankin, and Eshanthi Ranasinghe. The data underpinning this report come from interviews, surveys, site visits, and desk research by a team of researchers and EdTech practitioners led by RTI International, drawing on local expertise in each of the case study countries. The team conducted more than 100 interviews with teachers, school principals, education administrators, policymakers, and EdTech experts. This study sought to understand the conditions that have thus far enabled EdTech initiatives to scale in Indonesia. Focusing on K–12 education, and drawing on interviews with 22 practitioners in the field, we found that Indonesia is paving the way for modern learning using digital and connected technology. As Indonesia overcomes the challenge of access to EdTech, the near future will require greater attention to its impact through research, evaluation, and evidence-based product design.

Modul Perkuliahan Membaca dan Menulis Kelas Awal untuk LPTK. Modul yang dikembangkan atas kerja sama Florida State University dan Universitas Negeri Semarang ini berisi: Unit 1: Pengantar perkembangan literasi di kelas awal sekolah dasar Unit 2: Pondasi dasar membaca dan menulis: Bahasa lisan dan pemahaman menyimak Unit 3: Langkah pertama dalam belajar membaca dan menulis: Mengembangkan kesadaran bunyi (kesadaran fonologi) Unit 4: Keterampilan pra-membaca dan menulis: konsep-konsep tulisan dan kesadaran alfabet Unit 5: Transisi ke teks: Belajar membaca kata Unit 6: Mendukung pengembangan keterampilan membaca kata: SAS Minggu 7: Peer teaching/lesson study, berdasarkan konsep-konsep yang dibahas dalam unit 1 - 6 Minggu 8: Ujian, berdasarkan konsep-konsep yang dibahas dalam unit 1 - 6 Unit 9: Mendukung pemahaman: Mengembangkan kelancaran membaca anak Unit 10: Mendukung pemahaman: Mengembangkan keterampilan kosakata anak Unit 11: Menggabungkan semuanya: Mengembangkan pemahaman membaca anak Unit 12: Mengembangkan budaya membaca: Mendorong membaca perorangan dan mandiri Unit 13: Peranan menulis di kelas-kelas awal sekolah dasar Unit 14: Mengembangkan keterampilan literasi dalam pendekatan tematik Minggu 15: Peer teaching/lesson study, berdasarkan konsep-konsep yang dibahas dalam unit 9 - 14 Minggu 16: Ujian, berdasarkan konsep-konsep yang dibahas dalam unit 9 – 14. // The module, developed in collaboration with Florida State University and Semarang State University, contains: Unit 1: Introduction to the development of literacy in the early grades of primary school Unit 2: Basic foundations of reading and writing: Oral language and listening comprehension Unit 3: The first step in learning to read and write: Develop sound awareness (phonological awareness) Unit 4: Pre-reading and writing skills: written concepts and alphabet awareness Unit 5: Transition to text: Learn to read words Unit 6: Supports the development of word reading skills: SAS Week 7: Peer teaching / lesson study, based on concepts discussed in units 1-6 Week 8: Exams, based on concepts discussed in units 1-6 Unit 9: Support understanding: Develop children's reading fluency Unit 10: Supporting understanding: Developing children's vocabulary skills Unit 11: Combine everything: Develop children's reading comprehension Unit 12: Develop a reading culture: Encourage individual and independent reading Unit 13: The role of writing in the early grades of elementary school Unit 14: Develop literacy skills in a thematic approach Week 15: Peer teaching / lesson study, based on concepts discussed in units 9-14 Week 16: Exams, based on concepts discussed in units 9-14.

Buku ini berisi materi literasi di sekolah dasar, tetapi juga berisi ide-ide tentang bagaimana dosen dapat menggunakannya dalam kuliah. Ide-ide praktis dilengkapi dengan referensi teori terbaru, foto-foto hasil kerja siswa dan contoh-contoh kegiatan di kelas untuk membantu pengguna memahami lebih lanjut tentang melek huruf di sekolah dasar. | | | This book contains literacy material in elementary schools, but also contains ideas about how lecturers can use it in lectures. Practical ideas are supplemented by reference to the latest theories, photographs of students' work and examples of activities in class to help users understand more about literacy in elementary school.

Buku ini merupakan buku sumber yang memberikan konsep, ide dan contoh praktis dalam pembelajaran literasi di kelas awal dan kegiatan literasi terutama di kelas awal. Isi Buku Sumber untuk Dosen LPTK: Pembelajaran Literasi di Kelas Awal di LPTK sebagai berikut: • Apa dan Mengapa Literasi di Kelas Awal • Menciptakan Lingkungan Kelas yang Literat • Media Literasi di Kelas Awal • Penilaian • Pemodelan Membaca dan Menulis • Membaca dan Menulis Terbimbing • Membaca dan Menulis Bersama • Membaca dan Menulis Interaktif • Membaca dan Menulis Mandiri • Membaca dan Menulis Permulaan • Membaca Pemahaman • Menulis Kreatif | | | | This book is a source book that provides concepts, ideas and practical examples in learning literacy in early grades and literacy activities especially in early grades. The contents of the Resource Book for LPTK Lecturers: Literacy Learning in Early Classes in LPTK as follows: • What and Why Literacy in Early Classes • Creating a Literal Classroom Environment • Media Literacy in Early Classes • Assessment • Reading and Writing Modeling • Guided Reading and Writing • Reading and Writing Together • Interactive Reading and Writing • Independent reading and writing • Reading and Writing Beginning • Reading Comprehension • Creative Writing

Unit 1 Gambaran Umum Monitoring Program USAID PRIORITAS Unit 2 Kaji Ulang Kemajuan Sekolah (Dampak Pelatihan Modul Kedua) Unit 3 Pengelolaan Program Budaya Baca Unit 4 Mendengar Aktif Unit 5 Supervisi MBWA (Peran Kepala Sekolah/Pengawas) Unit 6 Penilaian dan Pengembangan Profesi Guru Unit 7 Peran Komite Sekolah dalam Upaya Mendukung Peningkatan Mutu Pembelajaran di Sekolah Unit 8 Sikap dan Tindakan Pemangku Kewajiban Terhadap Peningkatan Mutu Sekolah Unit 9 Rencana Tindak Lanjut | | | | | Unit 1 Overview of USAID PRIORITAS Program Monitoring Unit 2 Review School Progress (Second Module Training Impact) Unit 3 Management of the Reading Culture Program Unit 4 Active Listening Unit 5 Supervision of MBWA (Role of School Principals / Supervisors) Unit 6 Teacher Professional Assessment and Development Unit 7 The Role of School Committees in Efforts to Support Quality Improvement of Learning in Schools Unit 8: Attitudes and Actions of Stakeholders towards School Quality Improvement Unit 9 Follow-up Plan

Unit 1 Balanced Reading Program Unit 1 Program Membaca Berimbang Unit 2 Merancang Program Membaca Berimbang Unit 3 Pengelolaan Buku Bacaan Berjenjang Unit 4 Persiapan dan Praktik Mengajar Unit 5 Portofolio Unit 6 Penyusunan Rencana Tindak Lanjut – Pembelajaran | | | | Unit 2 Designing a Balanced Reading Program Unit 3 Management of Tiered Reading Books Unit 4 Teaching Preparation and Practice Unit 5 Portfolios Unit 6 Preparation of Follow Up Plans - Learning

Bahan Rujukan bagi LPTK: Praktik yang Baik dalam Manajemen Berbasis Sekolah di SMP/MTs ini memperkuat implementasi MBS yang diadaptasi dari Modul II yang disesuaikan untuk digunakan dalam pelatihan bagi dosen LPTK. | | | | Reference Material for LPTK: Good Practices in School Based Management in SMP / MTs reinforces the implementation of SBM adapted from Module II which is adapted for use in training for LPTK lecturers.