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Education Over Pandemic

Written by Nindy Silvia Anggraini, Content Writer Intern Project Child Indonesia

The level of the spread of Covid-19 which is increasingly fierce has made community activities seem to stop. The social distancing policy makes public places closed, including schools. The implementation of Pembelajaran Jarak Jauh (PJJ) policy is an alternative for all schools in Indonesia to be able to carry out teaching and learning activities. Various virtual learning features are developed and used by teachers and students to keep interacting and learning. But the government forgot that Indonesia is not a country with a population that has an equal economic status. There are still many who are less fortunate and cannot enjoy online learning facilities. Based on data from the Central Statistics Agency in 2019, internet penetration rates in rural areas are at an average of 51.91%, and in urban areas, they average 78.08%. The ownership of computers, which is an important medium for learning, is very low. In rural areas as much as 9.93%, while in urban areas as much as 28.43%. The Ministry of Education and Culture realizes that learning will not be optimal due to uneven facilities. The government has done this by providing PJJ broadcasts on TVRI and RRI, but that has not reached some regions yet. Their hopes in reaching knowledge seemed to bud because it was limited to learning facilities. Of course, this needs more attention from the Indonesian government

However, the problem is not an obstacle for teachers and students who are less fortunate with extraordinary enthusiasm. There is already a lot of information about teachers who go from house to house of their students who do not have access to online learning both television and the internet. They deliver learning materials following the curriculum to each student like a private course. Things like this need to be appreciated. Not just giving material to students, but there is a struggle and a burning passion there. Not to mention the distance between student homes that are not close is a big challenge. This is the picture of the educators needed by our nation today. Teachers become the second window of knowledge for students after books in the field of formal education. For those of us who are currently able to sit comfortably enjoying online learning facilities, shouldn’t we appreciate it with a higher enthusiasm for learning?

Reference

https://www.bbc.com/indonesia/maj alah-52642997

https://www.kompas.com/tren/read/2020/04/18/140342165/kisah-pak-guru-avan-mengajar-dari-rumah-ke-rumah-karena-siswa-tak-punya?page=all

Help the Teachers in Need

Story by Graciella Stephanie Ganadhi, Content Writer Intern Project Child Indonesia

It’s been three months since I am stuck at home, preferring not to go out rather than risking my health amids the coronavirus pandemic. I am very lucky to be able to stay home and continue my learning online. Since my university shut down its offline classes last March, online classes had been in full swing. My lecturers, although not many of them are internet savvy, have been able to conduct online classes without any difficulties.

Unfortunately, not all teachers, lecturers, and students are lucky. Many out there are unable to gain access to an electronic device, more or less accessing the internet. As students, it might be difficult to continue learning, but for teachers and lecturers, the inability to access the internet might cost them their life. There are many stories out there about teachers and lecturers that are not a permanent part of the educational institution. They work as contract workers, so there is not much compensation from the school or even the government if they lose their job.

These teachers are considered as public servants. They work to serve the public: students. Without them, many students would not be able to get an education at all. If children don’t get proper education, what will they become in the future? 

Teachers are vital to the education field, but also they are the ones who are hit the hardest during this pandemic. With the shift in learning methods and their situation of not being able to access the internet, there isn’t much hope for them. If they stop teaching, they immediately lose their source of income.

As privileged citizens, it is time for us to pay back our teachers. They volunteer to teach the future of our nations, it is only fair for us to support their efforts too. There are ways in which we can help:

  1. Write to the government

As individuals, we cannot do much to change the lives of those contract teachers. However, as an institution, the government surely can. We can always use our voice in this democratic nation to help increase the chance of livelihood for those teachers.

  1. Donate, donate, donate!

There’s always a chance for you to do good through donations. This is one of the open donations that you can donate your money to: https://kitabisa.com/campaign/santunanguruhonorer. No matter how much your donation is, it will always be useful and what’s wrong with sharing your blessings, right?

If you ever feel like you don’t have anything to do with the fate of those contract teachers, just remember the face of your favorite teacher. The one who helped you during your school years and educated you to be who you are today. Imagine if the fate of your favorite teacher is the same as those contract teachers, would you still be quiet about it? As a functioning member of society, you have received kindness that your teachers gave to you, now it is time for you to share those kindnesses.

Reference:

How to Help: Ending Child Labor

Written by Graciella Stephanie Ganadhi, Content Writer Intern Project Child Indonesia

Do you remember your childhood? Was it happy? Were you able to have fun with your friends and family, buy toys, and eat whatever you wish? If yes, then you are very very very lucky. You are most likely the only one among ten children to have the privilege to do so. In Africa and Asia, the other nine children have to work hard and are often exploited as a laborer. These children have to work to support their family instead of working on their dreams. Often, they also become the victim of human trafficking and sexual abuse.

The issue of child labor has been nagging on our society for years. Without the proper surveillance and laws, it will be impossible to end it. As citizens, we can urge the government to create better laws to fight this issue. However, having surveillance and better laws is the diplomatic way to end it. We have to use a personal approach as well. Laws and surveillance will not increase the children’s life quality, it will only help against their cases. We have to help in bettering their education so that they have higher chances to be successful in life. Material help such as money and food can’t last very long, but education can. Changing the mindset of these children will contribute a lot, not only for the children individually but for national development as well.

A simple way that you can do to help personally is volunteering. Every child deserves education and if you can help to provide them with it, why not? Volunteering for an organization or program that helps to provide education for children such as Project Child Indonesia’s Sekolah Sungai is a very noble action. You’ll help to give access to education for these children and you’ll play a role in helping them achieve their dreams. It might be a small help, but it will give impact to the children, no matter how small. 

You can help, no matter how. There will always be a way that you can help.

References:

HARDIKNAS: Saatnya Melawan Diri

Ditulis oleh Graciella Stephanie Ganadhi, Penulis Konten Project Child Indonesia

Pada 3 Juli 1922, tiga tahun setelah kembali ke tanah air dari pengasingannya di Belanda, Ki Hajar Dewantara mendirikan “National Onderwijs Institut Tamansiswa” (Sekolah Taman Siswa) di Yogyakarta. Sekolah ini merupakan sumbangsihnya terhadap pendidikan muda-mudi tanah air yang kala itu dibatasi oleh pemerintah Hindia Belanda untuk menuntut ilmu. Kala itu, orang yang berhak bersekolah hanyalah kalangan ningrat, orang peranakan, dan anak priyayi. Filosofinya yang paling dikenang dan dihidupi hingga sekarang adalah “Patrap Triloka” yang berbunyi: “Ing ngarsa sung tuladha, ing madya mangun karsa, tut wuri handayani (Di depan memberi contoh, di tengah memberi semangat, di belakang memberi dorongan).” Menurutnya, semua orang, terlepas dari latar belakang dan kemampuan ekonominya, berhak untuk mengenyam pendidikan yang dapat berperan dalam perbaikan hidupnya.

Setiap tahunnya, tanggal 2 Mei selalu diperingati sebagai Hari Pendidikan Nasional yang bertepatan dengan hari kelahiran Ki Hajar Dewantara. Sebagai muda-mudi Indonesia di jaman sekarang, semangat kita seharusnya sepadan dengan semangat yang dimiliki Ki Hajar Dewantara. Bapak Pendidikan kita di masa mudanya telah berjuang melawan pemerintah Hindia Belanda demi mewujudkan kesetaraan pendidikan bagi seluruh rakyat. Pada jaman sekarang, yang merupakan lawan kita mungkin bukan pemerintah Hindia Belanda, melainkan kemalasan kita sendiri yang dengan mudah bisa kita lawan. Sebelum adanya keputusan untuk pembelajaran daring, banyak dari kita yang acapkali mengeluh dan menyuarakan keinginan untuk belajar dari rumah karena kita sudah terlalu bergantung pada internet untuk segala kebutuhan kita. Namun, nyatanya, setelah diputuskan untuk melaksanakan pembelajaran melalui daring, banyak dari kita yang protes karena kesulitan. Memang, seperti yang dirasakan oleh Ki Hajar Dewantara, perubahan itu pasti menyulitkan, apalagi dengan banyaknya dari kita yang mungkin masih kurang paham tentang penggunaan pembelajaran daring. Tetapi, janganlah biarkan penghalang kecil bernama keengganan belajar dan kemalasan ini menghalangi langkah kita untuk menuntut ilmu. Jangan sia-siakan perjuangan Ki Hajar Dewantara yang berjuang untuk kesetaraan pendidikan kita semua. Ujian kita lebih mudah, jadi marilah kita sebagai muda-mudi Indonesia terus berjuang mengalahkan ego kita sendiri demi masa depan kita yang lebih cerah!

Referensi:

  • https://id.wikipedia.org/wiki/Sekolah_Taman_Siswa
  • https://id.wikipedia.org/wiki/Ki_Hadjar_Dewantara
  • https://id.wikipedia.org/wiki/Hari_Pendidikan_Nasional

Online Learning, Is It Just for Our Vulnerable Community?

Written By : Intan Realista Zanta Avhisa – Sekolah Sungai Program Manager

The contagious virus, COVID-19, had struck severely almost every country without exception. The major sectors to support basic human life could not be avoided to get impacted significantly since the appearance of the outbreak in the end of the year 2019. Education is definitely the sector that encounter unprecedented challenges throughout the pandemic. The UN Educational, Scientific and Cultural Organization (UNESCO) announced that more than 850 million students around the world, or about half of all students, have been forced to stay at home. The students are deprived of education due to the prolonged widespread cases. 

The first positive case confirmed on March 2, 2020 in Indonesia led to the changes on the education system afterwards, as a respond to stop the spread of the pandemic. The Ministry of Education had declared some adjustments on face to face into online learning. The policy was also highlighting the cancellation of the national and semester exams and its possible substitution. The teacher and school are proposed to present the education on the awareness on the coronavirus among the students for the nonce. It was such an ideal answer to fight against the pandemic for education sector so that it was not stopped at all. Though the online learning continues the existence of education, it also reveals our inability to protect vulnerable community maximally and emboldens the social gaps at the moment.

Well-established schools located in urban area may adjust to the online learning quickly without meaningful obstacle since it becomes one of their daily approach to support the learning. Meanwhile, schools with minimum facilities located in rural area surely struggle to inform and conduct the shift from face to face into online learning. The accessibility of the online learning is also questionable though the Indonesia’s Internet users is in the fifth rank worldwide. There are still students who could not access online learning to catch up with the current education system out there. The parents who work as blue collar worker that were fired because of the pandemic obviously choose to buy food for their family’s survivability than credits for the children to follow the online learning.  This becomes a huge problem, since in this pandemic, they do not have their face to face learning as one and only accessible way to pursue education. Students are forced to stay at home and lost their opportunity to get appropriate education. For some students, online learning is a perfect solution while other students could not even enjoy the solution given due to their unfortunate conditions. 

The difficulties also occurred on the practice of the online learning. Online learning had been applied for quite a long time ago, but the challenges now lay on immense implementations throughout the country. It is used in all schools, all subjects and all-day. Many complaints from the students and parents to the unbearable tasks, deadline, and schedules are expressed every day. This shows the unpreparedness of Indonesia’s curriculum to be shifted into online learning. Some of the students were not accustomed to an independent learning process which becomes the important key of the online learning. The process of the learning is way more difficult for the student to develop in the current situation. Teachers and schools are also struggling to give the best contribution to the online learning through limited trainings and capacity.

The assistance of the schools and teachers in the learning is absence, which requires the replacement of the roles to the parents or guardian to ensure the process of the online learning. However, in the condition of the pandemic, this should be really analyzed on any possible scenario where the parents and guardian could be absence too. The parents may be busy to fulfil basic necessity to survive than accompanying their children to study. Some students may live with their grandparents which too old to utilize technology. In addition, not all students especially primary students are in the capacity to be an independent learner and able to operate the tool to access online learning by themselves. These circumstances are possibly to be happened and they become the most vulnerable victim of the situation. 

I am not saying Indonesia should stop the online learning due to some inefficiency of this policy. The policy should be appreciated as a direct respond to the pandemic. This is more to be a reminder for everyone in the education sector to keep looking for comprehensive solutions for the vulnerable communities to get access on education in the current condition. Students should learn how to be an independent learners, teacher must equip themselves to more online teaching strategy and government should be aware of the impact of each policy especially to the vulnerable communities. Knowing the fact that the similar situation possibly happens and it could force the students to stay at home anymore, therefore, our struggle does not stop when the pandemic is over.

Raising Awareness on Climate Change Issues Through Education

Written by Sekar Ningtyas Kinasih, Content Writer
Project Child Indonesia


Many scientists have stated if our future generations will face severe issues about climate change, where human beings play the role in rising temperatures around the world. The worse thing is that climate change turns out to be a threat to a child’s opportunity to live, survive and thrive. We often witness that extreme weather such as heat waves rise in frequency and severity, then it threatens children’s lives in several chronic diseases such as renal disease, respiratory disease, fever, and electrolyte imbalance. Floods effects poor water and sanitation facilities, then cause cholera while the children are vulnerable to it. Crop failure caused by the changing of rainfall season and aridity, leading to the rise of food prices that make a lower class economy society would be hard to obtain adequate nutrition that can have lifelong impacts on their health.

Over these cases, we know if climate change has become an urgent issue requiring a global movement, one of which is through education. According to UNESCO, education is a critical tool to help the populations in understanding the impacts of climate change and encourage them to transform behavior to practice more sustainable lifestyles, participate in decision making and take action as soon as possible. They also promote Climate Change Education (ECC) to support the Global Action Programme on Education for Sustainable Development (ESD). UNESCO provides guidelines on how to introduce “climate literacy” that becomes government responsibility to involve climate change education towards all levels and components of the education system. It requires strong coordination, support and many resources such as establish curriculum and build teaching methods in schools.

Based on the World Values Survey in 2005-2008 of 47 countries, the people who possess a higher level of education tend to express more concern for the environment. Besides, when in the 2010-2012 World Values Survey asked the participants to choose between protecting the environment versus boosting the economy, the results showed that secondary education preferred the environment more than those with less than secondary education. In separate semi-arid areas of China, farmers who have an adequate educational background are likely to use rainwater harvesting and supplementary irrigation technology to relieve water scarcity. Likewise in the Netherlands and Spain, the more educated people the more they consider to use less energy at home, save much water and control their consumption with environmental harm limitation.

Since it becomes very clear that human actions seriously affect environmental disrepute and climate issues, education should be a limelight to get sharpened and tap their potential. And yet, we do know that it’s really hard to change our attitudes on the preservation of the environment overnight, as well as to complete education courses through formal to informal that going to takes time. But still, the various threats that are not trivial by these issues have assumed an unprecedented pressing to which we are all responsible to do something.

Sources:

  • https://eacea.ec.europa.eu/national-policies/eurydice/content/how-can-education-contribute-awareness-and-action-climate-change_en
  • https://gemreportunesco.wordpress.com/2015/12/08/education-increases-awareness-and-concern-for-the-environment/

How Digital Literacy Can Be Teached on Children

Written by : Mochamad Novritsa Zulfikar

The advancement of technology nowadays surely really influence educational sector. Various things in life that relate with education, like interaction model, literacy model, ability of understanding, and psychological aspect are the things that change since the development of technology. Thus, the change of view or educational method should be done either. Kai-Fu-Lee, on his Tedx seminar about “How AI Can Save Our Humanity”, said that Artificial Intelligence only disrupts on jobs that don’t need creativity and compassion. Both things will make us as the real “human”. Therefore, it is considerable if educational way should be also focused on both. That does not mean we only clear all the courses that already available, but also change the method of lessons and system that can increase their literacy ability.

The main point is, on taking the advantage of the technology advancement, we need a revolution in education that is not to meet the needs of the industry side, but to provide valuable experience to students, educators, or even parents, which is useful in dealing with after-school or real life. The availability of the internet can be both making a good thing or a bad thing for students. We Are Social and Hootsuites, on their report (Digital 2019 Global Overview) on how the internet users around the world (one of them is Indonesia) are growing, reported that the average of people in Indonesia spend their time on internet is 8 hours and 36 minutes a day. Moreover, for only social media activities, they spend for 3 hours 26 minutes a day, with 48% of them is around 13 – 24 years old. Since they already use internet for most of their life activities, we, as an older people than them, should make some actions to control. However, providing regulations or restrictions on children in using the internet is not a wise and effective solution. More fundamentally, giving them an understanding of how to use a good internet is the key. Or, it can be said, invites them to become independent learners based on the internet, in order to improve their literacy skills in seeing every things. That is often referred to as digital literacy.

Utilizing children’s curiosity can turn them into independent learners. Children are natural learners. But, how we can trigger children’s curiosity?

Increasing digital literacy is indeed not an easy thing, especially for children who still often use the internet only as a means of entertainment, not as a means of satisfying their curiosity. In fact, according to Sir Ken Robinson, also on his Tedx seminar about “How to Escape Education’s Death Valley”, He said that the teacher, in the context of education, is a determinant of success in the learning process. Teaching, is a creative profession, not only as a process of passing on information. So, in addition to only digitizing each learning method, students also need to be given an understanding of how to use the internet wisely and optimally. Maybe they, who still think of the internet as merely entertainment, just don’t understand if there is more that they can explore. Therefore, it should be our duty as an educated people to tell and teach them how.

References :

  • How AI can Save Our Humanity | Kai-Fu-Lee https://www.youtube.com/watch?v=ajGgd9Ld-Wc&t=63s
  • We Are Social and Hootsuites “Digital 2019 Global Overview Reports”
  • How to Escape Education’s Death Valley | Sir Ken Robinson https://www.youtube.com/watch?v=wX78iKhInsc


“Transforming Education” – As the Theme of International Youth Day 2019

Written by Sekar Ningtyas Kinasih, Content Writer
Project Child Indonesia


International Youth Day has become an annual celebration that designated for young women and men around the world– trusted to be the essential partners in encouraging human rights and development. The notion of the commemoration created on 12 August 1999 in Lisbon, when the United Nations General Assembly adopted the World Programme of Action for Youth (WPAY)– known as a strategic framework of guidelines for supporting, empowering and improving every hardship that faced by the world’s youth. The program also incites to raise the awareness that young people are counted as a powerful agent to represent a better world: both today and the future. The statement strengthened by Irina Bokova, Director-General of UNESCO in one of her writings that state “Young people are not only our future, they are our present. They are the most connected, the most outspoken and the most open-minded generation the world has ever seen”. 

Each year, International Youth Day (IYD) relies upon a new theme as a conceptual plan that communicates the chances, guidances and explicit objectives for every individual to take action. This year, 2019– IYD comes up with a theme of “Transforming Education” as a highlight goal to make education more universal and approachable for all the young people, involved the youth themselves– where it also refers to Goal 4 of the 2030 Agenda for Sustainable Development (SDG) to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.’’ It also derives from the global statistic results which revealed that there are just 10% of people in low-income countries who complete upper secondary school, 40% of the population in the world who never taught or completely understand their mother tongue and over 75% of secondary school refugees are out of school. 

On top of that, in 2015 the Program for International Student Assessment (PISA) research showed that 42% of Indonesian students failed in reaching the minimum standards and performed at lower levels in science, reading and mathematics defeated by students in neighboring Malaysia, Vietnam and Thailand. In further analyses that were conducted by some of the international organizations, the struggle in improving Indonesia education system typically caused by insufficient funding, the inadequacy of human resources, poor incentive system and management. For more than a decade, Indonesia Ministry of Education and Culture have generated strategic plans to build smart and competitive individuals so they are capable to be successfully for jobs and many greater opportunities as it helps in raising the economic competitiveness. 

However, facing the battle of inferior Indonesia education quality has been rooted in politics and power affairs which affecting to the lack of financial, human resources and administrative requirements for a high quality education system. Therefore, referring back to the new theme of International Youth Day’s current year that transforming the education system to be more equitable and inclusive are needed big part’s role; including the youth themselves as often being the “knowers” and “actors” in educational change-makers. The governments have to stay responsible and persistent in building a powerful education system for society at all levels and backgrounds. Citizens have to stay engaged with the governments liable– but the young people must take bigger parts through conjoined with other parties such as NGOs, business players, social enterprises and more platforms to transfer quality education as to form a safe and better future.

Gut aufgestellt für das Zeitalter der Disruption

Written by: Ega Kusuma Ahimsa- Teaching-Learning Assessor Intern



What I try to focus on is not to try to stop the march of technological progress. Instead, I try to run faster. If Amazon knows you better than you know yourself, then the game is up.

Yuval Noah Harari

Ob Wissenschaft, Forschung oder Technologie – unser heutiger Stand geht inzwischen weit über das hinaus, was vor Jahrzehnten noch nicht einmal in Ansätzen vorstellbar war. Dieser rasante Fortschritt verändert unsere Welt nachhaltig und läutet eine neue Ära: Das Zeitalter der Disruption. Neue Technologien, wie Roboter, künstliche Intelligenz und Gentechnik in der Biotechnologie nehmen Einfluss auf nahezu alle Bereiche und Aspekte unseres Lebens. Eines der besten Beispiele dieser tiefgreifenden Veränderungsprozesse ist das Internet, das Menschen heute weltweit vernetzt und unbegrenzten Austausch von Wissen, unterschiedlichen Lebens- und Arbeitsweisen sowie Kulturen ermöglicht. Das britische Magazine The Economist beschreibt mit ihrem Begriff “techlash” die Zeit, in der die Technologie die Oberhand über unser Leben übernimmt und daraus resultierende ökonomische, aber auch soziale, politische und kulturelle Folgen.

Neben vielen Vorteilen birgt das neue Zeitalter jedoch auch negative Auswirkungen. Es steht außer Frage, dass Technologie dazu gedacht ist, den Menschen zu unterstützen. Dennoch sorgt sie durch ihren Eingriff in unser gewohntes, gesellschaftliches Leben für tiefgreifende Veränderungen und Umbrüche, sogenannte Disruptionen. Auch Indonesien sieht sich aktuell mit diesen konfrontiert und ist in vielen Bereichen noch nicht ausreichend gut aufgestellt, um diese zu bewältigen, wie Ergebnisse des vom Weltwirtschaftsforum (WEF) veröffentlichen Global Competitiveness Reports zeigen.  Das WEF erhebt mit dem Global Competitiveness Index (GCI) eine Kennzahl, die die Wettbewerbsfähigkeit einzelner Nationen bewertet. Dazu werden die drei Bereiche “Grundvoraussetzungen”, darunter Infrastruktur, Gesundheitswesen und Bildung, “Effizienzsteigernde Faktoren”, wie der technologischer Reifegrad und die Hochschulbildung sowie “Innovationsfaktoren” betrachtet. In der Auswertung aus den Jahren 2017/ 2018 belegt Indonesien unter 137 Ländern den 36. Platz. Im Vergleich zur vorhergehenden Auswertung konnte sich Indonesien um 5 Plätze verbessern, liegt aber dennoch hinter seinen Nachbarländern Thailand (32. Platz), Malaysia (23. Platz) und Singapur (3. Platz). Die Hauptursachen für das schlechte Abschneiden im nationalen Vergleich sind auf Schwächen im Gesundheits- und Grundschulwesen zurückzuführen, Grundvoraussetzungen gesellschaftlichen Wohlergehens. Vor allem im Bereich Lebenserwartung (Platz 101) und in Hinblick auf die Einschulungsraten (Platz 106) belegt Indonesien hintere Ränge. Auch die Qualität der Grundschulbildung wird mit Platz 47 schwach bewertet.

Ergänzend zum GCI veröffentlichte das WEF 2018 den Report “Future of Job”, in welchem zukünftig benötigte Fertig- und Fähigkeiten identifiziert wurden: komplexes Problemlösen, kritisches Denken, Kreativität, Personalführung, Gruppenarbeit, emotionale Intelligenz, Service-orientiertes Denken, Verhandlungsfähigkeit, kognitive Flexibilität, Urteilsvermögen und Entscheidungsfindung. Diese sollten frühzeitig in das Bildungssystem integriert werden, was jedoch in Indonesien derzeit nur in Teilen umgesetzt werden kann.  

Als Reaktion auf die Herausforderungen und gewachsenen Anforderungen im Bildungsbereich hat Project Child Indonesia (PCI) als Non-Government Organisation 2011 das Programm “Sekolah Sungai” (Schule am Fluss) initiiert. PCI nimmt sich dabei den Schwächen des aktuellen indonesischen Bildungsprogramms an. Idee hinter dem Konzept ist es, die Bildungsinfrastruktur sowie die Qualität der Lehre zu verbessern und den Lehrplan zu aktualisieren. Die bestehende, formelle Bildung soll ausgebaut und auf heutige Anforderungen ausgerichtet werden. In der “Sekolah Sungai” bietet PCI Kindern aus den in Flussnähe lebenden Gemeinden Kricak, Gadjah Wong und Code in Yogyakarta die Möglichkeit, wöchentliche am Unterricht teilzunehmen. Dabei setzt PCI die Methode des projektbasierten Lernens (PBL) ein, das an die lokalen Voraussetzungen der Gemeinden am Fluss angepasst wurde. Die Methodik soll Schüler auf die Herausforderungen des 21. Jahrhundert vorbereiten, indem am Beispiel realer Probleme durch analytische und praktische Fähigkeiten Lösungen erarbeitet werden. In der Regel ist ein konkretes Produkt oder eine Präsentation das Ergebnis des Projekts, an dem die Kinder unter Anleitung in einem zuvor definierten Zeitrahmen arbeiten. Darüber hinaus stärkt PBL den angebotenen Gemeinschaftsunterricht, indem alternative Bildung in Form  kritischen Denkens, Kreativität und Kommunikationsfähigkeiten ergänzend zum bestehenden Lehrplan vermittelt wird.

Die Sekolah Sungai in Gadjah Wong, kurz “SS Gadjah Wong”, gehört zu einer dieser Schulen am Fluss. Der Zugang zu Bildung über formelle Wege ist hier immer noch stark eingeschränkt, so auch die Lesefähigkeit und das Interesse an Literatur. Hinzu kommen schlechte sozial-ökonomische Bedingungen, was es den Menschen dort erschwert, grundlegende Fähigkeiten wie kritisches Denken, Kreativität und kognitive Flexibilität als Antwort auf die gestiegenen Anforderungen des 21. Jahrhunderts zu entwickeln.

Im Rahmen des insgesamt 10 wöchigen Programms wurden hintereinander die beiden Projekte “Public Places in Your Neighborhood”  sowie “Literacy Project” mit Schülern im Alter zwischen 6 und 14 Jahren umgesetzt. Unterstützt wurden die Kinder dabei von Sekolah Sungai Volontären. Der PBL-Ansatz zeigte bei beiden Projekten positive Auswirkungen auf die Entwicklung der Schüler. Diese wurden mutiger darin, sich selbst auszudrücken, kreativer und besser in der Zusammenarbeit mit anderen.

Im ersten Teil des Programms wurde die Aufmerksamkeit der Kinder auf die eigene Nachbarschaft und dort bestehenden Probleme gelenkt. Gemeinsam mit den Volontären machten die Schüler Beobachtungen an öffentlichen Plätzen, um Informationen über bestehende Probleme zu sammeln. Darauf basierend wurden mögliche Lösungen gemeinschaftlich entwickelt und diskutiert. Auch das “Literacy Project” wurde mit PBL umgesetzt. Ziel war es, das Interesse der Kinder in Bücher, Magazine und Comics zu stärken. Darüber hinaus wurde die eigene Kreativität geschult, indem gemeinsam mit Volontären eine Handlungsrahmen für eine eigene Geschichte entwickelt wurde, auf Basis dessen anschließend Kurzgeschichten, Comics und Bildergeschichten entstanden.

Beide Projekte haben gezeigt, dass PBL einen Ansatz darstellen kann, bestehende Lehrpläne auf die Anforderungen des Zeitalters der Disruption auszurichten und so das indonesische Bildungssystem langfristig und nachhaltig zu verbessern.


Bibliography

https://www.economist.com/news/2013/11/18/the-coming-tech-lash

https://www.quora.com/What-does-the-techlash-mean

https://www.weforum.org/reports/the-future-of-jobs-report-2018

https://www.weforum.org/reports/the-global-competitiveness-report-2017-2018

Commemorating the First-ever International Day of Education: Indonesia and the World to Take Bigger Steps to Achieve Educational Equality

Education is a human right, a public good and a public responsibility.”
Chief of UNESCO at the Inauguration of the International Day of Education


Education has played a crucial role in the efforts of achieving all of the 17 Sustainable Development Goals (SDGs); therefore, its importance could not unquestionably be overlooked. The establishment of the International Day of Education by the United Nations indicates further awareness and commitments of the international community to embody the 4th SDGs, which is quality education. The UN chief emphasized during the inaugural day, that the world could not afford a youth generation who have inadequate necessary skills to compete in the 21st century economy. He stated so as there are still at least 262 million children, adolescents, and youth who are out of school, in which most of them are girls; millions who attend the school are not mastering the basics.  It could be seen that unequal access to education has become a major obstacle for most countries in achieving inclusive growth, and therefore, should be taken into account by all layers of the society.

Each country has different levels of educational disparities within it, regardless of whether it is a developed or developing, a poor or rich nation. The United Kingdom, despite its position as the world’s 5th largest economy, is ranked 23th in the world in primary school inequalities, according to UNICEF’s report, An Unfair Start. The driving factors of the inequalities might be due to unequal income distribution, as well as low quality education.This also happens in Australia, where educational inequality has largely taken place, with the discrepancy of socioeconomic status and parents’ education as the main influencing factors, which also have contributed to the widening gap between rich and poor. Aside from those aforementioned factors, the conduct of discriminatory practices might also be the cause, either based on race, religion, gender, and so forth.

Indonesia is no different compared to the aforementioned countries; it is also experiencing high educational disparities. While a child in Jakarta could pursue 11 years of schooling, a child in Papua could only be expected to complete 6 years of education in schools. It could be seen that the access to education in rural areas is still highly limited. To add further, the significant discrepancy of income in Indonesia has made the problem becomes worse; high-quality education remains inaccessible for those who come from poor families. Only those who come from financially-capable families who would be able to choose between private or public schools. Students with disabilities also experience educational inequality and inaccessibility, as according to the research carried out by the University of Indonesia, almost 70% of disabled children do not go to school, and 66.8% of them even only have the chance to pursue their education until the primary school level.  Those cases indicate how inclusive education still remains a challenge that Indonesian government and society should strive for it harder to make it into the reality.

Currently, education has increasingly mattered more than ever, as people could pursue better opportunities and live better lives if they are sufficiently educated. Nonetheless, the increasing educational inequalities in the world has made achieving inclusive and quality education becomes a challenge that should be resolved by the international community. Universal access to education should be guaranteed through collaborations among government, civil society, non-governmental organizations, and other relevant stakeholders in order to make sure that the “No One Left Behind” tagline is not merely a talk, but also an act.

written by Felice Valeria – Content Writer Project Child Indonesia