4. In which ways is the initiative creative and innovative?
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The key factor in the development of Professional Sustainable Development Program in Learning House portal is the involvement of its users and stakeholders, from the its planning, development, socialization, human resources development, implementation, monitoring and evaluation.
In planning stage, the parties involved are the Ministry’s Information and Communication Technology Center and other agencies, Training Agencies of other ministries, local (provincial and city/regency) educational agencies and teacher’s community. It was developed further by the ICT Center with the identification of each unit’s needs and in this stage. It was identified that, among others, the units required flexibilities and accessibilities in modifying the features of the programs.
In piloting stage, 38 Public Officials were given an online training for the first time. The training was a precondition for their new administrative position. The initial training took 3 months to complete with 12 subjects. When the same training was held soon after, 240 officials were accommodated; and this time the program integrates a comprehensive test - a feature that was not given in the initial training. This piloting program is still running at this moment.
For the type of training that we held in piloting 1 and 2, its success were boosted by the fact that the competence given will increase the trainee’s ability for better job qualification.
From the perspective of training administrators, PSDP gives room for cost efficiency because conventional training would cost an average of IDR4,000,000 for each participants. Accumulatively, the saving is very significant.
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5. Who implemented the initiative and what is the size of the population affected by this initiative?
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The stakeholders in PSDP the internal parties in the Ministry of Education and Culture, other ministries in Indonesia, local governments and private partners such as PT. Telkom, Microsoft and Intel. Those stakeholders have common interest in the program and can be identified as follows:
• Educators and Educational Staffs can obtain easier access for competence development
• Local governments are benefited from the availability of information regarding the qualification of educators and educational staffs in their region
• Other ministries in Indonesia can utilize the existing system thus eliminating the need for their own investment
• The program is a useful tool for private companies to expand the coverage of their existing CSRs.
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6. How was the strategy implemented and what resources were mobilized?
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Funding for PSDP, as in the case of the Ministry’s Learning House can comes from: 1) National Annual Budget for the application’s design and planning; 2) National and Local Annual Budget as well as companies CSR funds for its socialization; 3) National and Local Annual Budget as well as companies CSR funds for the development of its human resources. The monitoring for its implementation has been integrated in local government’s annual programs.
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7. Who were the stakeholders involved in the design of the initiative and in its implementation?
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The outputs are:
1. Shortening the period of time needed to increase the competence of all educators and education staffs in Indonesia.
2. Facilitating every government units to develop their own human resource development scheme, through their active involvement in the design of the program
3. Providing a wider distribution of learning materials by allowing educators to contribute to the system and store the materials online
4. Increasing the overall qualification of Indonesia’s educators and educational staffs, which in the long term will eliminate the competence disparity and digital-divides of Indonesia’s education.
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8. What were the most successful outputs and why was the initiative effective?
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Training participant’s database, which contains their portfolio, achievements, durations of usage, and feedbacks can be used to monitor and evaluate the execution of the trainings in PSDP. Managers and supervisors in the trainings can actively monitor the trainings by accessing this database.
This program has certain management hierarchy with a manager who reports to the director of the training program and monitors the training real time. There is also a supervisor whose responsibility is to monitor instructor’s performance.
The application itself has several tools for monitoring and evaluating the trainings.
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9. What were the main obstacles encountered and how were they overcome?
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The main obstacle for the program is the limited Internet connection of the users. Not every one of the local agencies of Indonesian Ministry of Education and Culture has a reliable Internet connection in their disposal. Efforts are being made to increase the capacity of the networks in those agencies.
To open access for educators and educational staffs in remote areas, we modify the program so that it can be accessed through their respective local networks (intranets). In this modified system, learning materials are loaded to the nearest office. These offline materials are to be used in a localized training so it can still facilitate areas where direct connection to the program’s server is not possible. Synchronization of materials stored and distributed in these regional intranets with the ones in the main server is conducted periodically.
For certain area with no access to electricity, the Ministry has procured generators and solar panels as well as computers and its network (using Vsat). Information and Communication Technologies Center has even sent its personnel to remote areas where assistance and direct handling is needed.
Other challenge encountered by the program is the lack of awareness among decision makers in local governments. Public officers are rotated between positions too often in several areas and it hinders the continuity of the programs. In respond, our center frequently invites leaders from different localities to socialize the need for their active involvement in this program.
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