REDI Research | Our Sectors > Education
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Our Sectors > Education

Education

ACER, 2017 Asian Development Bank
ACDP 051: Effective Practices of Curriculum Reform in Indonesia, ADB-ACDP-ACER, 2017
Indonesia is in the process of revising and implementing a national curriculum for primary and secondary grades known as Curriculum 2013 or, K13, and the Centre for Curriculum and Textbooks (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, 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 Pangkal Pinang, Tarakan, Makassar, and Malang.
INOVASI SIPPI, 2016, The Palladium Group
Implementation of School and Community Baseline Survey in Cohort 1 Districts (2 in NTB), Innovation for Indonesia’s School Children (INOVASI) DFAT Australian Aid, 2016-2017
The baseline survey is implemented to 150 primary schools in Kabupaten Lombok Utara (75 SD in 5 Kecamatan) and Sumbawa (75 SD in 8 Kecamatan) . REDI team is responsible to: (i) conduct a survey to selected primary schools and surrounding communities; (ii). The data collected are: student learning assessment, teacher survey and test, principal survey, school supervisor survey, school committee survey, classroom teaching survey, teacher survey and tests in Math, Bahasa Indonesia and Raven’s test, and parent survey; (iii). Provide dataset gained from field that cleaned and compiled in agreed variables and statictical program by INOVASI team.
REDI is responsible to implement the survey from preparation, implementation, and reporting, that also include training for field team, piloting for 2 weeks in Kabuoaten Lombok Barat in West Nusa Tenggara, Monitoring, and reporting. REDI team is also responsible to be involved in finalizing the instruments, re-designed instrument layout, and data entry program in CSPro.
REDI assigns Core Staffs, consists of: 1 Team Leader, 1 Data Manager, 1 Survey Manager, 1 Training Manager, and 1 Administrative and Project Secretary. REDI assigns Field Staffs, consists of: 18 Supervisors, 18 Field Data Editors, 54 Enumerators, and 4 Data Cleaning Staffs.
The Overview of the Education Partnership and Component 1 Endline Evaluation: Field Survey, Australian Aid EP POM REDI, August 2015 January 2016
The evaluation focuses on answering some key research questions and the determined indicators. The key questions are covering: a). whether C1 has any impact to JSE enrolment rates by evaluate percentage of 12-15 year old children enrolled in SMP; b). Whether C1 activity impacts transition rates from primary education to JSE, and JSE to senior secondary education by evaluate percentage of children in appropriate age cohort transitioning from SD to SMP, and SMP to SMA/SMK; c). Whether C1 activity impacts JSE completion rates and number of years of JSE completed by evaluate percentage of children in appropriate age cohort completing Grade 9 and the average numbers of years completed in SMP; and d). How does C1 impact disadvantaged group with respect to these indicators: poor students, female students, students with parent with low educational attainment, student with disability, student from madrasah, and student from non-formal education.
The project is a continuation of the Overview of the Education Partnership and Component 1- Baseline Survey, AUSAID EP POM REDI, 2013. REDI was contracted by EP POM to conduct preparation phase (finalizing instrument, finalizing data entry program, piloting, field team recruitment), implementation (training, data collection, monev, data management), and final dataset submission to EP POM and final report writing. There were 2 instruments on the survey, i.e.: survey to principal of schools built under Component 1 project, and household survey. The survey was carried out at 23 provinces in Indonesia. There were 100 respondents of school principals and 5,000 household respondents.
Mid-Term Evaluation of Higher Education Leadership and Management (HELM), USAID IBTCI REDI, 2015
The purpose of this mid-term evaluation is to assess the progress and performance of the HELM project terms of: (1). Improving the knowledge and skills of higher education staff in the four core areas; (2). Supporting the partner HEIs in implementing their thematic action plans; and (3). Contributing to improved processes and systems at the institutional level.
The data collection methodology was implemented by mix methodologies of opinion survey and focus group discussion to targeted respondents of private and state university and/or community college of HELM participants. There were 198 respondents from Aceh, Padang, Medan, Makasar, Papua, Semarang, Tanjungpura, and Malang.
PRIORITAS Mid-Term Evaluation, USAID JBS International, 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.
REDI was responsible for district main data collection that was collected using 2 separate survey instrument.
The Data collection is done by CAPI (Computer Assist Personal Interview). Field team collected data from 7 provinces (Aceh, North Sumatera, Banten, West Java, Central Java, East Java, and South Sulawesi) across 43 districts.
The respondents are: District Education Officers, District MoRA, PRIORITAS Facilitators, and households of students currently studying at PRIORITAS’s school partner. In total there were 344 district respondents and 129 household respondents.
Evaluation of Opportunities for Vulnerable Children (OVC) Program, USAID GRM International REDI, 2013
The purpose of this final performance evaluation is to assess the performance of the Opportunities for Vulnerable Children (OVC) and New Opportunities for Vulnerable Children (N-OVC) programs (both implemented by Helen Keller International) to support the government in their efforts to build an enabling inclusive environment in primary schools in Indonesia. This evaluation measured the degree to which the program goals have been met, and the contributing factors that have been responsible for or detracted from the achievement of these goals. In addition, this evaluation should provide an initial assessment of the sustainability of program achievements and the factors that have contributed to or detracted from the sustainability of program achievements. This evaluation is intended to provide USAID, and the Indonesian government at national, provincial, and district levels with an assessment of program performance and lessons learned to inform possible future activities that promote an inclusive environment for children with special needs. Thus, any lessons that can be gleaned from the OVC programs may be able to contribute to the success of USAID PRIORITAS and provide useful information to MOEC, MORA and the broader community concerned about inclusive education in Indonesia.
REDI was contracted by the GRM International to present evaluation findings to substantiate answers to these evaluation questions; findings that are based on facts, evidence, data, review and observation. Findings that specific, concise, and supported by quantitative and qualitative information that is reliable, valid, and generalizable. There also requested to present recommendations that action-oriented, practical and specific, include specific actions that the program should undertake to reduce gender inequalities. The project was implemented at 6 provinces of Indonesia (DKI Jakarta, Aceh, East Java, West Java, South Sulawesi, and Central Java/DIY.
Data was collected by 2 techniques, i.e.: school assessment and Focus Group Discussion to principal, teacher, district dinas office, district personel board, and school supervisor. There were 307 FGD participants and 33 OVC school partners.
Field Survey Education Governance National Partnerships for Education Study ACDP 044, Asian Development Bank Trans International Asia REDI, 2013
The Deputy Minister of the Ministry for National Development Planning (BAPPENAS) has requested technical support to review the structural inconsistency between governance and management / financing. The study will provide options for a strengthened partnership in education governance to improve the coordination between management and spending between levels of government, schools and communities. The ultimate purpose is to contribute towards improving equity and learning outcomes. One of the study activities is a mapping of current governance and financing arrangements for the education system.
The field survey will contribute to the mapping exercise by providing primary data on the budgeting process, with specific focus on decision points and information (inputs and outputs). The survey will cover provincial and district / municipality Education Service Offices (dinas) and provincial and district MORA office (Kanwilag and Kandepag).
The survey will also cover all types of education providers at all levels: MOEC (schools) and MORA (madrasah); government and private; early childhood, kindergarten, primary, junior secondary, senior secondary, tertiary and non-formal. The field work is intended to generate qualitative descriptions of processes. The data collection method implemented interviews with key informants and/or focus group discussions, depending upon whether the respondents are individuals or groups/teams who are responsible for the annual budgeting process. The selected locations are Kota Surabaya (East Java province), Kabupaten Musi Banyuasin (South Sumatera), and Kota Gorontalo (Gorontalo Province).
Program Review for Non Formal Education Equivalency Program Paket A/B, The World Bank, 2009
This review/assessment is to provide information regarding the equivalency program’s (paket A and B) effectiveness in meeting its stated objectives and intended output, including identifies factors that may affect achievement of the outputs. REDI conducted the assessment in 10 districts by interviewing stake holder and related parties to this program such provider of the program, education section, Religious department, pondok pesantren, students, parents, tutor, teacher, etc. REDI, World Bank, and the hired consultant make discussion about questioner guidance, preparing team, training the field team and field test to improve the questioner, preparing for field, field work, preliminary of main finding, preparing of draft report, and revision and submission of final report. Data was collected by Focus Group Discussion to Paket A and B provider.
Case Study of Teacher Certification in Bengkulu, Central Kalimantan and NTT CSAS, AUSAID ACER REDI, 2008
This project assessed Teacher Certification program in meeting its stated objectives and intended output. This study also analyzes the impact of the certification program to study process and the impact to improve student capacity. REDI conducted the assessment in 3 provinces by interviewing stake holder and related parties to this program such education section on local government, students, parents, teacher, etc.
Data was collected by survey, in-class assessment, and Focus Group Discussion (FGD) to principals and/or teachers commenced to teacher certification, assessor, candidate of teacher certification participants, and student. The data was collected in 3 batches and REDI was responsible to finalize the instruments, facilitate the FGD, data entry, and final report writing.