Basic Education Programme in West Papua
2006 to 2013
Through the Basic Education Programme, our project team developed capacity to increase participation in basic numeracy and literacy in West Papua, Indonesia and to improve learning outcomes.
This work was an important element in BP’s Integrated Social Programme (ISP) for its Tangguh Project; a broader plan for education and social development activities that were taking place in the area.
The overarching purpose of the project was to contribute to the sustained economic and social development of the Regency of Bintuni Bay, in particular along with the wider geographical area of West Irian Jaya.
Our key priorities for this programme were to:
- assist local government in setting policies and establishing accountability in the education system
- improve the supply side of education in order to deliver higher learning outcomes
- raise the demand for education, to encourage household and community support and to counteract negative perceptions of the value of schooling
- work in co-ordination with other stakeholders supported by BP-ISP in the fields of governance, vocational training, health and community development and to establish links with other programmes in the area, funded from other sources.
We achieved these goals through policy work with local government and by improving standards in local schools. In particular, our approach included:
- carrying out strategic planning and co-ordinating with other stakeholders
- developing a scholarship programme for school age children
- encouraging household and community support for education
- supporting locally-affected schools by addressing teacher competency, student/teacher ratios and the provision of current curricula and textbooks.
There is evidence of positive impact particularly at school level.
- Through working with the district parliament and education council, budget transparency was improved.
- A robust Education Management Information System (EMIS) was introduced to enable evidence-based decision making.
- Educational minimum service standards were established and implemented to ensure quality improvement.
- Literacy rates in the villages increased from 65 per cent–94 per cent.
- School enrolment rates at all levels increased dramatically, as shown below.