Lenguajes de programación:

As part of the monitoring and evaluation process, CLCs are required to become accredited by an inde- pendent accreditation board, made up of government officials coordi- nated by the Community Education Directorate. The accreditation process for the natural disaster literacy programme is based on evaluation against eight national education standards: content, process (teaching and learning), graduate competency, personnel, facility, governance, finance, and evaluation standards. At the outset of the accreditation process, CLCs fill out a form, which is reviewed by the accreditation board. Board members also visit CLCs as part of the accreditation process and interview local programme facilita- tors. The board holds in a plenary meeting to decide which CLCs are to be accredited.

The programme administrators track outcomes through anecdotal evi-

dence with the aim of improving the curriculum over time. The Centre for the Development of Early Childhood, Non-formal and Informal Education interviews particpants, teachers and members of local communities to as- certain the effect of the programme on learners. Learners do not have to complete an exam at the end of the programme.

Facilitators

The programme employs volunteer and paid facilitators. Each facilitators teaches between 10 and 15 learners. Paid volunteers receive a salary of USD 1 per hour. The Centre for the Development of Early Childhood, Non-formal and Informal Education provides training for facilitators. The most competent facilitators are invited by the centre to become trainers for future facilitators.

IMPACT AND

ACHIEVEMENTS

The natural disaster literacy programme served 43,449 people between 2008 and 2013. In addition, its two partner programmes, in basic literacy and entrepreneurship skills training, reached 371,000 and 102,000 people respectively over the same period. The basic literacy and entreprenuership skills training programmes are similar to the natural disaster literacy programme in their aim to improve the literacy skills of learners. However, these programmes do not focus on natural disaster mit- igation techniques in their teaching content. Participants benefit from the literacy training, while, through the entrepreneurship programme, they gain life skills, which increases their chances of earning a decent income in the future. The programme helps communities to be better prepared for natural disasters and it assists families in the process of recovery following a natural disaster.

LESSONS LEARNED

To make the natural disaster literacy programme successful, facilitators need to make sure that learners are fully acquainted with the programme

as it takes time for learners to warm to new content.

Support from local leaders is necessary to effectively implement a programme, because it maintains the motivation of learners and prevents conflicts among facilitators. It is necessary to maintain learners’ motivation during periods when they are not affected by natural disasters so that they can continue to learn and be prepared. That is why new programmes should be delivered. The micro finance unit programme, for example, established a mini bank, which participants joined in order to save money and lend it at very small rates of interest. At the end of the year, the organization distributes the benefits of the micro finance unit to each member, based on the sum of the saving and loans.

People who have lived through a natural disaster need to be treated with respect and be given time to cope before new elements of the programme are introduced. They tend to have reservations about new programmes as their immediate concern is often their own physical circumstance.

Indications that a programme is running well include:

■ Learners are more actively partic-

ipating;

■ Learners show enthusiasm in learn-

ing new things;

■ Stakeholders are supportive of the

programme.

CHALLENGES

The facilitators face a number of challenges in implementing the programme:

■ Not all programme personnel have

the full range of required competen- cies;

■ Limited infrastructure and facilities

to support the natural literacy disaster programme, which requires commu- nities to help by providing facilities;

■ Limited funding for literacy

programmes in general and for the natural disaster literacy programme in particular;

■ Difficulty in raising awareness of

the programme in villages, including in recruiting volunteers and tutors for the programme in rural areas;

■ Challenging to use ICTs with limit-

ed funding;

■ Learners tend to leave the basic

literacy component of programme once they are able to read and write as they prefer to learn other skills such as planting, cooking and making natural fertilizers;

■ Local leaders’ strong commitment

towards their communities can lead to conflict that can negatively affect the implementation of programmes.

SUSTAINABILITY

The community learning centres are central to the sustainability of the programme since they provide learners with long-term access to training and learning materials. In terms of financial sustainability, the programme is supported by local government. Further financial support comes from local businesses, which donate money to the programme. The programme’s approach and focus on natural disaster recovery also supports the sustainability of the programme as the model applies to many other areas in Indonesia with similar natural disaster problems.

SOURCES

■ UNDP (United Nations Develop-

ment Programme). We Can End Pov- erty. Millennium Development Goals and Beyond 2015

■ World Bank. 2012. Country

Partnership Strategy for Indonesia, FY2013–2015, pp. 3–4 & 26–28

CONTACT

Dr Ade Kusmiadi

Centre for the Development of Early Childhood, Non-formal and Informal Education Regional 2, Directorate General of Early Childhood, Non- formal and Informal Education, Ministry of Education and Culture, Republic of Indonesia

Diponegoro Street, No. 250 Ungaran, Semarang

Central Java, Indonesia 50511

66

INDONESIA