Sustaining Peace through Improved Access to Quality Basic Education (SPACE) for Children
Basic Project Information
Wahana Visi used a combination of rights education, facilitated dialogue, and joint action by citizens and local authorities in order to find ways to improve primary education quality in Indonesia.
Methodology / Approach
Improve the quality of primary education
- Raise community awareness about rights and education policy
- Promote dialogue between citizens and local authorities on education issues
- Increase school and local authority capacity to deliver quality primary education
Wahana Visi combined multiple social accountability approaches to improve primary education quality in selected districts across Indonesia. The project used World Vision International’s Citizen Voice and Action approach, which involves community education about their rights and the services to which they are entitled, collaborative government-civil society efforts to identify gaps between promised service quality and what is actually delivered, and advocacy efforts to address those gaps. The SPACE program adapted this methodology to the education sector and included three main activities:
- Capacity building for students and parents about their rights and existing education policies
- Promoting dialogue between students and families, and service providers
- Strengthening local authorities’ capacity to provide primary education
These steps uncovered multiple problems, including a lack of training and capability among teachers, supervisors’ inability to assist and support teachers effectively, and an overall lack of monitoring and supervision in the school system. The dialogue phase included forums for students and their families to work directly with school officials to explore these problems and develop solutions. On the basis of that dialogue, schools and local authorities designed and implemented a series of measures (trainings and joint monitoring activities) to enhance teaching methodologies, improve school governance, and strengthen district officials’ capacity to implement education policies. This often took the form of additional training and joint monitoring activities to ensure that reforms were sustained.
Use of Information Communication Technology
24,615 people in assisted villages, and 1,579 students, 307 teachers, 41 Headmasters, 28 school committees, 5 Local Parliament Members, and 61 District Education Department Staffs across 2 districts.
An external consultant used the “concurrent embedded” methodology, including both quantitative and qualitative data from surveys, focus groups, key informant interviews, and document analysis.