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| 100 Kunjungan Terakhir |
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Stuart Weston, Our New CoP
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DBE 3 has a new Chief of Party (CoP). The new CoP is Stuart Weston who started work on November 1, 2008. Originally from the UK, Pak Stuart – that’s what people call him – has been working in the field of education in Indonesia for more than 17 years and, before that, was a teacher and school principal in England. So he is very much familiar with the system in Indonesia.
After meeting with the entire DBE3 staff in Indonesia in mid November, Pak Stuart has visited three provinces namely North Sumatera (Binjai district), Central Java (Demak) and East Java (Surabaya) to directly see what DBE3 is doing in those areas.
Facing the challenges ahead and the changes in the program explained below,
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Refocusing DBE3 on SMP and MTs
It has been agreed with USAID to refocus the DBE3 Project, which has so far worked in the areas of both non-formal and formal junior secondary education (on formal education DBE3 works with SMP and MTs).
This has been decided as a result of the mid-term evaluation of the DBE project which took place in early 2008.
The evaluation also recommended a more intensive intervention at school level to increase the impact of the project. As a result, DBE 3 will implement an extension program in some of the partner districts.
This program will involve training teachers in all the core curriculum subjects: Bahasa Indonesia, Mathematics, English, Science and Social Studies.
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Pak Stuart said that he is optimistic that DBE3 program will be carried out smoothly.
This is because DBE3 has a good team of people, who are highly committed to working in the education sector. In addition, someone with years of experience as our CoP surely gives us more motivation. Welcome aboard, Pak Stuart.
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Stuart Weston (left), DBE3 new CoP, giving presentation at DBE3 meeting in Jakarta
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These activities will also involve school principals and supervisors and local government personnel in order to develop a common vision and understanding of each others’ role in developing junior secondary education in their area.
Unfortunately, because of limited financial and other resources the extension program will be limited to 25 districts, which will be selected based on a number of criteria including their interest in the program, the results already achieved in partner schools and district commitment to develop DBE innovations in other non-partner schools.
Activities are already planned, including training of English and Civics teachers, leadership training for principals, and mentoring and support for dissemination of the DBE 3 program, will still be implemented in all 49 DBE partner districts.
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Dissemination of Earthquake Anticipation Pocket Book for Youth
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Students of SMPN 2 Jogonalan, Klaten, performing drama about disaster anticipation
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One of the activities conducted by DBE3 is collaborating with students in Junior High School to develop a hand book on earthquake anticipation. In this activity, which started on May 2008 and lasted on November 28, 2008, DBE3 team worked together with SMPN 2 Jogonalan in Klaten and Pusat Studi Bencana Universitas Gadjah Mada.
The purpose of this book is to give knowledge and information to young people about earthquakes.
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After reading the book it is hoped that they will be able to recognize the signs of an earthquake and know what to do when it happens. It is also expected that they will be able to help the community where they live in with the disaster preparedness efforts.
Students have been involved in this activity since the very beginning. They took part in deciding what material to be included in the hand book and they also participated in discussions related to the development of the book. After six months of preparation the first draft was done in November 2008. It was then presented to the audience by students in the form of a play.
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The workshop itself was held on December 2 and 4 in Semarang and Solo. This workshop which involved the Provincial and District Education Offices, MoRA, principals, teachers, school supervisors and students, aimed to introduce the handbook, give information how the book was prepared involving children, and encourage schools to use the book in lessons or for extra curricular activities at school.
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