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Relevant Education for Youth

Aims
The Decentralized Basic Education Three (DBE3) project is a five year project developed by USAID Indonesia to support the improvement of quality and relevance of decentralized basic education in Indonesia. Since its launch in 2005, DBE3 has been working with national and local Government, the private sector, community groups and other stakeholders to improve the relevance of both formal and non-formal Junior Secondary Education. DBE3 prepares youth to take a full and successful role in the modern world by equipping them with the necessary skills, knowledge and values. DBE3 aims to;

  • Create a more supportive environment to improve and sustain the quality of youth education programs

  • Better prepare Junior secondary school students and out-of-school youth for lifelong learning, entrance into the workforce and participation in community development

DBE3 has delivered its programs in 98 sub districts in 44 districts in 6 provinces in Indonesia.

Non Formal Education
In Non Formal Education, DBE3 has worked with 2,252 tutors from 191 Non Formal Education providers to make the teaching and learning process more relevant. Three main activities on which DBE3 has focused in Non Formal Education are:

  • Building needs based, community driven non-formal education programs in community learning centers (PKBM), Government Non Formal Education Providers (SKB), Islamic Boarding Schools (Pondok Pesantren) and Non Government Organizations (LSM)

  • Training key personnel in Non Formal Education Providers to improve their capacity to deliver relevant education programs for youth

  • Providing technical assistance to MONE for the improvement of the Package B Equivalency program

In 2009 DBE3 will complete these activities with NFE providers and will focus its future efforts on formal junior secondary education.

Formal Education
Since 2005 DBE3 has trained over 7,000 teachers from 196 formal schools, focusing on developing student life skills. It has done this by:

  • Supporting teachers in formal Junior Secondary Education schools to improve the relevance of the teaching and learning process

  • Providing resources for teachers to implement life skills education such as toolkits for work related learning and learning aids to support learning process

  • Providing support to national GOI teacher training system to deliver better quality and more practical in and pre service courses.

Whole School Development Program
From the beginning of 2009 DBE3 has been focusing primarily on a more intensive program in formal junior secondary school, SMP and MTs in 25 selected districts, which have shown commitment and willingess to change during the project to date. The program includes:

  • An increase in the number of directly supported schools in each of the extension districts from four to ten in order to create a greater presence and critical mass;

  • The development of a school training program based on a “whole school integrated approach” to quality improvement which involves training teachers of all core subjects, school principals and other senior management staff in target schools.

Building Ownership and Supporting Dissemination of Innovations
DBE3 is supporting the sustainability and intensifying the impact of the whole school program by developing local ownership of the program and its innovations at all levels and capacity to develop the program. This includes:

  • Selecting and training a team of district facilitators to train teachers in the core subjects in both the target schools and to disseminate district-wide;

  • Involving local government in the development and management of the program and working with school principals and supervisors to increase their role in supporting development and change;

  • Involving the provincial quality assurance institutes (LPMP), teacher training universities and national subject training centers (P4TK) in the program at province, district and school levels in order to build up understanding of the program and capacity to support its sustainability and wider dissemination.

  • Implementing strategies to identify and disseminate innovations between schools and districts and encourage their adoption a national level by the use of a dedicated newsletter, interactive website and provincial, and central showcase meetings involving relevant GOI institutions from MONE and MORA