Education Assessments

Education Needs Assessments IRD Indonesia has a rich history of conducting educational needs assessments, case studies, and labor market analyses for new project design. We actively engage local partners and beneficiaries in all assessments and work with both public and private counterparts to build new programs to address identified needs.

 

 

 

The IRD Approach

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    IRD assessments are conducted by international and local IRD technical experts and local consultants who possess cultural knowledge and working experience in the targeted area.
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    Respecting government and tribal hierarchies, IRD generally begins dialogues with top government officials (bupati, governor, mayor, regional planning, and sector department heads) and community leaders to understand national and provincial government priorities and local needs, and then cross-references the findings through interviews with district governments, local NGOs and community members.
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    IRD organizes forums through existing NGOs communities, or teacher networks to reach a broad and diverse audience.
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    IRD identifies key stakeholders from the business community willing to participate in the project by serving as members of curriculum review boards or guest speakers in the classroom. IRD also establishes partnerships with businesses interested in contributing to the project by hosting interns, providing scholarships, or improving school resources and facilities to promote long-term sustainability of education quality improvements.
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    IRD carefully selects districts for assessments that will provide the greatest understanding of rural and urban contexts and identify best practices and resources that can be transferred to underserved areas.

 

Papua Basic Education Needs Assessment

In 2007 IRD conducted a Basic Education Needs Assessmet in Papua to idntify educational needs and determine how IRD’s extensive background in education and its ongoing projects could be of assistance to Papua.  IRD received an overwhelmingly positive response from the Papuan people and request for technical assistance in each of its sectors.

Papua Multi-Sector Needs Assessment

Later in 2007 IRD executed a follow-up needs assessment to determine the priority sector for engagement and develop a project concept paper. The assessment confirmed primary education as a top priority and key driver of economic development, further evidenced by a government commitment to co-fund an education project that incorporates teacher-training, school-based management, and community participation. IRD designed the project concept with participation from key government and international NGO stakeholders.

Aceh Vocational Education Needs Assessment and Labor Market Analysis

IRD carried out a Vocational Education Needs Assessment in Aceh to identify implementing partners, government counterpart contributions, emerging labor market needs, and links to existing programs for the development of a polytechnic university funded under a USAID-Chevron public-private partnership.  The IRD Education Advisor and former Ministry of Education vocational education consultant established partnerships with leading polytechnics in Surabaya, Solo, and Bandung for transferring best practices and conducting teacher exchanges. The team also identified business networks and key members of investment and trade associations to form a curriculum review board and apprenticeship training program.

Life Skills Training Program Evaluation

Between November 2007 and January 2008, IRD carried out an assessment of the life skills training component of the USAID Decentralized Basic Education project. Thirty-eight junior high schools were surveyed in East Java, West Java, Central Java, North Sumatra, and South Sulawesi. Interviews with 533 teachers, principals, and students showed that teachers lacked resources needed to fulfill the objectives of the program. To respond to this crucial need, IRD developed a life skills learning resource box and supplementary teaching and training materials.
 

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