Page 46

Expected Outcomes

indirect outcomes of these capacities, decisionmakers and education leadership will be able to: Improve school administration and humanresource management Improve financial management and budget forecasting Allocate and manage expenditures on needed facilities upgrades Eliminate redundancies and gaps in management via communication with DINAS personnel within district Develop system-wide (and therefore equitable) distribution of learning resources, curricula and test-preparation materials Develop initiatives to benefit specific populations or local cultures Education leadership will, as a more broad result of proposed activities, be better positioned to guide future development of education in Papua.

C. Program Impact The director of DIKPORA Papua has set “pedagogical transformation” as an overarching goal for the deployment of ICT in education in Papua. Strong advocacy of this position within the provincial government is essential if the activities described here are to return value equal to the investment of money and time required for their success. While no ICT initiative can in and of itself transform an education system, the comprehensive program described in this report is designed to support real change in teaching and learning over a term longer even than the proposed five-year implementation time-frame. A foundation for change. Three components—the establishment of ICT infrastructure, provision of ICT-focused teacher professional development, and intensive local coordination—are designed to work together to create a foundation of access, capacity and support. This “ICT foundation” will enable dynamic responses to challenges to the education system overall, challenges in specific schools and to the needs of individual teachers and students. This foundation will enable students and teachers to act

44

independently at the local level, and will improve management and decision-making at the provincial level. The ICT-related foundation is also intended to support and increase the effectiveness of a wide range of programs and activities leading to change. Within the strategy, these activities include: Management of financial and education information Access to and effective use of digital learning resources Participation in training in ICT integration These “change oriented” components exemplify the transformative activities that can take place once the foundation of infrastructure, capacity and support is established. Impact on management and decisionmaking. Improved management is central to the strategies and activities proposed in the Provincial Government’s RENSTRA. At present, however, reporting and communication are crippled by schools’ isolation and lack of communication, and by limited capacity within DINAS District. Activities proposed by the ICT in Education Strategy will: Enable informed, accurate, “real-time” decision making at the provincial and central levels Support decreased absenteeism, more efficient and transparent access to funding in schools and improved conditions for students Lay the groundwork for contemporary oneto-one and one-to-many management practices Based on DIKPORA Papua’s express commitment to education transformation, ICT-enabled management will lead to improvements in quality and relevance of education for students. Impact on competiveness. ICT infrastructure, TPD and support for learning resources will improve the academic competitiveness of Papua in relation to Indonesia as a whole and to international-

ICT in Education Strategy and Implementation Plan for Education in Papua

ICT in Education Strategy and Implementation Plan for Education in Papua  

This information and communication technologies (ICT) in education strategy and implementation plan has four goals, to use information and c...

ICT in Education Strategy and Implementation Plan for Education in Papua  

This information and communication technologies (ICT) in education strategy and implementation plan has four goals, to use information and c...

Advertisement