Survey of Childcare Needs, Time Use, and Children’s Wellbeing in Indonesia, The World Bank, October 2022 – February 2023.
The study employs a qualitative and quantitative face-to-face data collection technique using a national household survey. The survey was conducted with 3,000 households in urban, rural, and remote areas of Indonesia. The aim was to better understand the work-care nexus for women in Indonesia, with a particular focus on childcare needs, time use patterns, children’s wellbeing, and childcare provider conditions. The study was carried out in 16 randomly selected provinces, 40 districts, and 200 villages or Kelurahan.
Initial and Final Assessments on Book Provision for Schools in Four INOVASI Partner Province, INOVASI – Palladium, 2023.
There were two study designs, i.e.: initial assessment (August 2022 – February 2023) and final assessment (April – September 2023) on the initiative of book provision to schools by INOVASI. The initial assessment of this book provision initiatives was carried out in late 2022 aimed to understand how books are being used at the schools, how the books improve student’s access to suitable books and how teachers use the book in their learning process; and capture from Gender, Equity, Disability, and Social Inclusion (GEDSI) aspect. In April – September 2023, the final assessment was carried out. The final assessment highlights the following purposes (i) to assess the extent that the program contributed to the achievement of the program’s objective, and (ii) assess sustainability of the program, mapping out the scale out that have been implemented, mapping training delivery modes and identify good practices.
The study was conducted in North Kalimantan, East Nusa Tenggara, West Nusa Tenggara, and East Java Provinces in 150 selected primary schools with certain categorizations and criteria. The data was collected over survey and in-depth interviews with Dinas of Education officials, principals, classroom teachers, and students grades 1-3.
Evaluation Study for Inquiry-Based Learning (IBL) & Social-Emotional Skills (SES). Program by Bakti Pendidikan Djarum Foundation, Partnership of ACER Jakarta Office and REDI, June – October 2022.
This study aims to evaluate and measure the output and results of the Inquiry-based learning (IBL) and Social-emotional skills (SES) programs – two programs initiated by Djarum Foundation in Kabupaten Kudus, Central Java. This evaluation is expected to collect evidence about how the implementation of the two programs affects intervention schools (program participants) and the differences that emerge compared to non-intervention schools. The study employed quantitative and qualitative methods.
The quantitative data collection was carried out through self-assessments of the principals and teachers participating in the program. Apart from that, learning and class observations were also carried out on selected teachers participating in the program. The qualitative data collection was carried out through semi-structured interviews (SSIs) and focus group discussions (FGDs). The SSI addressed principals and selected teachers, while FGD invited students and their parents. The study collected data from 15 schools participating in IBL program and 5 non-participating schools; 40 schools participating in SES program and 17 non-participating schools.
Study on Assessment and Scalability of the 21st Century Skills Program, ACER Jakarta Office-UNICEF, March – July 2022.
The study was conducted in DKI Jakarta and Semarang City. ACER Indonesia partners with REDI for the data collection process. The programme focused on reaching girls and boys (aged 12-18 years old), to empower them with skills to fulfil their potential through increased access to high quality and relevant learning opportunities. The study applied remote data collection and complied with the child protection policy as the program beneficiaries are youth aged <18 years old. The data was collected from the following resources: program beneficiaries (students from DKI Jakarta and Kota Semarang), teachers, mentors, parents, national and local government officials, and private sectors.
Study of Childcare Availability, World Bank, July 2022 – November 2022.
The objectives of the study were to conduct two data collection exercises to shed light on available childcare services in Indonesia. The study employs a quantitative over phone calls data collection technique using a national childcare survey. The study aimed to profile the types of public and private childcare available in different areas in Indonesia, including childcare costs, hours of operation, type of services provided, indicators of the quality of care, indicators of the quality of customer service, intake capacity, to understand the characteristics of the parents who use childcare services, and the extent to which different types of childcare providers cater to different segments of the population.
Organization and school-level baseline for UNAIR and SAKB to implement Character Education Pilot in East Java (Lamongan and Sidoarjo) and NTT (West Sumba) and UMSIDA to Implement Responsive Gender Pilot, INOVASI-PT. Palladium, September 2021-January 2022.
The baseline data is used to measure future changes after the two INOVASI program interventions were implemented in the corresponding schools, i.e.: the character education pilot and the responsive gender pilot. The baseline study for character education pilot was carried out in 19 target schools of Universitas Airlangga and Sekolah Abdi Kasih Bangsa (SAKB) partners, baseline data was at the school level which focus on the current situation in teacher, student, and school-level knowledge, awareness, perception, practice, and policy related to positive characters that are expected in Profil Pelajar Pancasila and Keterampilan Abad 21. Meanwhile, the gender responsive learning pilot was carried out in 10 target schools of Universitas Muhammdiyah Sidoarjo (UMSIDA) partner, the baseline data was at the school level and focus on the current situation in teacher, student, and parent-level knowledge, awareness, perception, practice, and policy related to gender sensitive learning environment.
Baseline data for UMSIDA responsive gender pilot collected data from 10 schools, comprised of 10 principal surveys, 30 teacher surveys, 150 student surveys, and three learning observations. The character education pilot UNAIR collected data from 13 schools, comprised of 13 principal surveys, 39 teacher surveys, 195 student surveys, and three learning observations. Meanwhile, the character education pilot SAKB collected data from 6 schools, comprised of 6 principal surveys, 18 teacher surveys, 90 student surveys, and three learning observations. The learning observations were carried out by selecting three learning processes from selected teacher respondents for the gender-responsive school pilot in Sidoarjo District, East Java. Observations were carried out by video recording, taking photos of the learning process and the school environment, as well as several documents including school vision and mission documents, selected teacher lesson plans documents for learning, and positive class protocols.
Organization and School-level Baseline (for Muhammadiyah and Ma’arif NU) in Scaling-Out INOVASI Literacy and Numeracy Approach, INOVASI – Palladium, August – October 2021.
The study aims to find out the current systems, policies, and practices at the institutional and school/madrasah levels to support programs to improve students’ basic literacy and numeracy skills, to know the practice of learning literacy and numeracy and to know students’ literacy and numeracy abilities. Baseline data collection activities were carried out in 28 SD/MI Muhammadiyah in four districts/cities in East Java Province, namely Gresik, Lamongan, Malang Raya, and Ponorogo. For LP Ma’arif NU the baseline data collection was carried out in 20 elementary schools/madrasahs at the LP Ma’arif NU East Java in four districts in East Java Province, namely: Kabupaten Mojokerto, Kabupaten Lamongan, Kota Malang, and Kabupaten Jombang. The baseline study applied quantitative and qualitative methods over surveys, key informant interviews, and observations to schools’ facility and classrooms.
Data Collection for the Situational Analysis of Learning Gaps and Effect of COVID-19 on Participation in Schooling in Indonesia during 2020/2021 Academic Year, INOVASI – Palladium, April – June 2021.
The objectives are to provide INOVASI’s partner districts with data that identify gaps between current attainment and expected attainment, with the goal of ensuring that end of grade expectations are met at the end of the year (minimizing potential disruption to grade progression); as well as to re-engage the students who have been dropped out of school, to prevent current students from dropping out, and to bring the children who have not enrolled in the first year of intake for the school year 2020/21 to school. A particular focus of this study is also the gender and disability-related aspects of COVID-19 impact on education. REDI conducted the baseline survey including the preparation and implementation phases and implementation report writing and clean data set submissions.
The study data took place in eight provinces, i.e.: Jambi, East Java, North Kalimantan, South Kalimantan, North Maluku, West Nusa Tenggara, East Nusa Tenggara, and Southeast Sulawesi) from a total sample of primary schools under 20 districts of INOVASI, both under Ministry of Education and Culture (MoEC) and Ministry of Religious Affairs (MoRA).In a school site, the number of the targeted respondents is about 40.000 persons including: the principal, the classroom/subject teacher, the student, and their parents. The data collection techniques were survey/interview, administering student’s learning test on Mathematics and Bahasa Indonesia, respondent’s self-assessments, and collecting supporting documents (lesson plans, school’s personnel data, etc.).
INOVASI: School and Community Baseline and Endline Survey, INOVASI – Palladium, 2016 – 2020.
The objectives of the baseline and endline studies are to capture student learning outcomes, classroom observations, and school practices, as well as contextual practices before-during and after the implementation of INOVASI pilot interventions. More specifically, the end-line studies collect data to measure the changes at teacher, student, and school levels following the pilots’ completion and will allow us to generate learning of which pilots work to improve learning outcomes.
The Innovation for Indonesia’s School Children (INOVASI) baseline and endline data collections were carried out at primary schools and Madrasahs in INOVASI districts, and potentially neighboring districts, inclusing West Nusa Tenggara (Kabupaten Lombok Utara, Lombok Timur, Sumbawa Barat, Sumbawa, Bima, and Dompu), North Kalimantan (Kabupaten Bulungan and Malinau), East Nusa Tenggara (Kabupaten Sumba Barat, Sumba Barat Daya, Sumba Temgah, and Sumba Timur) and East Java (Kabupaten Sumenep, Sidoarjo, Probolinggo, Malang Raya, Pasuruan, Jember, and others).
Education Situation Analysis Study in Disaster Prone Areas of North Lombok, INOVASI-PT. Palladium International-DFAT-AustralianAid, 2019
The Education Situation Analysis Study in the North Lombok Disaster Prone Area aims to explore the condition of education, especially stakeholders in schools during the recovery period and analyze the capacity and readiness of North Lombok Regency stakeholders in implementing disaster management with inclusive disaster risk reduction and a gender perspective. This study applied mixed methods (quantitative and qualitative approaches) through surveys, interviews and FGDs to produce a more in-depth analysis. The study included 25 GB schools, 25 GL schools, and 25 control schools, while the qualitative data was collected from selected 25 schools of the 75 participating schools for quantitative ones.
ACDP 051: Effective Practices of Curriculum Reform in Indonesia, Asian Development Bank-ACDP, and ACER, January – April 2017.
Indonesia is in the process of revising and implementing a national curriculum for primary and secondary grades known as Curriculum 2013 or K-13, and the Centre for Curriculum and Textbooks (Pusat Kurikulum dan Perbukuan or Puskurbuk) is leading the process. The curriculum is reformed since it is a highly visible, public document that prescribes the goals, standards, learning objectives, and instructional practices used in schools every day. Together with Australian Council for Educational Research (ACER), REDI undertook the monitoring and evaluation by conducting qualitative studies to find the lessons that are valuable for Indonesian educators and policymakers. A strong curriculum framework that supports a shared vision for education allows a team of experts to work together to implement changes. Monitoring, evaluating, and revising the changes are critical steps to continuous improvement. The challenges, scope, and scale of educational reforms in Indonesia are large, but the benefits to millions of students will be enormous. The pilot project was conducted at Tanjung Pinang, Tarakan, Makassar, and Malang.
USAID-PRIORITAS Mid Term Evaluation, JBS International – USAID Jakarta Office, January – April 2015
The main objective of the study is to measure achievement of PRIORITAS’ effectiveness, relevance, and efficiency to date, thereby providing stakeholders with information as the basis for refinements in project design as necessary to guide PRIORITAS to successful achievement of project goals. PRORITAS continues USAID education programmatic focus in Indonesia on strengthening teaching and learning processes in basic education reading, math, and science and strengthening capacity for education management and governance across the system for improved education delivery at the school and district levels.
Analytical Capacity Development Partnership-ACDP 042: Evaluation of Principal Preparation Program, Analytical and Capacity Development Partnership/ACDP 042, ACER, UNS Solo, and REDI, June 2014 – June 2015
The main objective of the evaluation is to measure the effectiveness of the Principal Preparation Program or Program Penyiapan Calon Kepala Sekolah or PPCKS – carried out by Lembaga Pengembangan dan Pemberdayaan Kepala Sekolah or LPPKS, Solo-in order to improve the program in preparing existing and future principals. The quality and competence of future principals will be dependent to a considerable extent on the effectiveness of PPP and the principal Continuing Professional Development (CPD) in which they will participate after appointment. Findings in these areas will provide important information to the Ministry of Education and Culture (MoEC) on how to prepare teachers for the principal role, how to improve the effectiveness of PPP. It will provide information to guide policy development in relation to the selection, appointment, licensing and professional development of principals and school quality improvement.
2014 AIBEP Schools’ Survey Data Collection and Cleaning, Education Partnership – Performance Oversight & Monitoring (EP POM), Australian Aid – The Palladium, August – December 2014.
The Australia-Indonesia Basic Education Program is a partnership program in basic education. The Australian Government supports the Government of Indonesia to achieve the educational objectives regarding access, quality, and management of basic education (defined as basic and secondary education). REDI was carried out to identify possible implications for the current Education Partnership investment, specifically about possible high-order results (e.g. in terms of enrolment and participation) and the operation and maintenance of schools and madrasah (in terms of the quality of physical infrastructure; the presence of teaching staff); and to identify lessons and recommendations for current and future programming. The REDI team interviewed and visited 612 sites (schools and madrasahs) in 20 provinces and 196 districts in Indonesia (Maluku, North Maluku, Southeast Sulawesi, South Sulawesi, West Sulawesi, Central Sulawesi, North Sulawesi, Gorontalo, South Kalimantan, Central Kalimantan, West Kalimantan, NTT, NTB, Bali, East Java, West Java, Banten, Lampung, South Sumatera).
Evaluation of Opportunities for Vulnerable Children (OVC) Program, USAID – GRM International – REDI, 2013.
This evaluation study was carried out by a team from GRM International on behalf of the United States Agency for International Development (USAID) and the Government of Indonesia (GoI). The study was conducted in Aceh, Central Java, East Java, and DKI Jakarta. The study applied quantitative surveys, self-assessments, and key informant interviews with Helen Keller staff, government officials, and education personnel at the district and school levels.
Survey for the Evaluation of the Education Partnership and Component 1 (School Construction) Baseline and Endline Surveys, EP-POM – Australian Aid, 2013
The assignment occurred in baseline and endline surveys which was carried out by the REDI team in May – September 2013 (the baseline survey) and May – October 2015 (the endline survey). Education Partnership (EP) Component 1 seeks to improve children’s access to junior secondary school via the construction of new schools in districts with low enrolment rates (GER<90%). The assignment was carried out in 23 provinces in Indonesia, i.e.: Maluku, Southeast Sulawesi, South Sulawesi, West Sulawesi, Central Sulawesi, North Sulawesi, South Kalimantan, Central Kalimantan, West Kalimantan, NTT, NTB, Bali, East Java, West Java, Banten, Lampung, South Sumatera, Kepulauan Riau, Riau, Jambi, West Sumatera, North Sumatera, and Aceh.
The data was collected over quantitative surveys, in-depth interviews, and school observations and were carried out at the household and school levels. The household survey was carried out to 5,000 households; the school survey (conducted by in-depth interview with the principal, teachers, and UPTD Dinas Officials and school observations) was carried out in 100 school sites. For the end line survey, REDI applied tracking procedure to track and interview respondents of its baseline survey in 2013.
Teacher Certification Policy Verification Case Studies: Cycle 1, Contractor Strategic Advisory Services (CSAS), through AusAID, April 2008 – January 2009.
In 2006 the Government of Indonesia implemented a major initiative aimed at certifying all of Indonesia’s teachers by 2015. The program aims to improve the quality of education, enhance teachers’ competence and welfare, and assist with professionalising teaching. The initiative is being implemented in a staged manner with a quota of eligible teachers from each district and province being selected to participate in the certification process each year.
The aim of the project is to understand how teachers and schools are experiencing the teacher certification process by obtaining a picture of how stakeholders and schools are affected by the new certification policy, and how the school is measuring any improvements in the quality of teaching and learning processes.
Program Review: Non-formal Education Programs, The World Bank, 2007
The purpose of the review/assessment is providing information regarding the equivalency program’s (Paket A and B) effectiveness in meeting its stated objectives and intended outputs/outcomes, including identifying factors that may affect achievement of the outputs (eg. areas of strengths and weakness in program implementation/operation). The review examines program implementation in 2007. The study applied qualitative method using semi-structured interviews (SSIs) and focus group discussions (FGDs) and took place in 3 districts in East Java, 2 districts in Banten, 1 each in Lampung and South Sumatra, 2 in West Kalimantan, 1 in West Sulawesi, and three provincial capitals, such as Surabaya, Pontianak and Palembang.
