Policy Formation And Implementation Of Non Formal Education In Indonesia

Project report comprising a project evaluation of a nonformal education development project in Indonesia - discusses the objectives, project management, institutional framework, technical cooperation, trainee characteristics, community education and vocational training training programmes, teaching and training material development, teacher training, study abroad, impact on rural area illiteracy reduction, etc., and includes educational policy suggestions, a glossary and questionnaire. Map, photographs and references.

This report provides guidance on how Indonesia can consolidate gains in access to basic education and develop an education system that will support an economy in transition towards high-income status.

Development theory, case studies, nonformal education, popular participation, community participation, Indonesia, Thailand - community development, workers self management, civic education, educational development. Bibliography.

Conference paper on the development of nonformal education in the context of rural development in Indonesia - includes a preliminary project evaluation of a project carried out in two poverty-stricken rural communitys. Diagrams. Conference held in East lansing 1976 September 26 to October 3.

The book features an analysis of teacher reform in Indonesia, which entailed a doubling of teacher salaries upon certification. It describes the political economy context in which the reform was developed and implemented, and analyzes the impact of the reform on teacher knowledge, skills, and student outcomes.

Each volume developed under the direction of Andreas Schleicher, Yuri Belfali and others.

Since the early 2000s, Indonesia has taken a number of steps to prioritize early childhood development - ranging from the inclusion of Early Childhood Development (ECD) in the National Education System Law No. 20 in 2003 to a Presidential Declaration on Holistic and Integrated ECD and the launch of the country's first ever ECD Census in 2011. These policy milestones have occurred in parallel with sustained progress on outcomes included in the Millennium Development Goals, including for child malnutrition, child mortality and universal basic education. Additional progress could be achieved by strengthening ECD policies further. This report presents findings from an assessment of ECD policies and programs in Indonesia based on two World Bank tools: the ECD module of the Systems Approach for Better Education Results (SABER) and a guide on essential interventions for investing in young children. Results from the application of both tools to Indonesia are used to suggest a number of policy options for consideration.