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Annexes

Potential impact

Risk

Mitigation

High

Limited capacity at DIKPORA Papua results in poor planning and implementation

• Designate full time Program Director with day-to-day management responsibilities • Locate management within BPP to maximize current human capacity per request of DIKPORA Papua, if further assessment supports this decision • Assign consultants during pre-planning and Phase 1 to assist in program planning and management • Include T.A. and capacity building for management staff • Use remote monitoring to generate data on program metrics (computer uptime, email and Web traffic, etc.) • Develop program management and monitoring tools (e.g Database Management Information System [DBMS]) • Include DINAS district in management processes and communications as appropriate

Moderate

Lack of support and participation in DIKPORA PAPUA impedes program implementation

• Conduct outreach workshops and offer ICT-related professionaldevelopment opportunities provided by BPP

High

Lack of interest, understanding and participation by schools, school leadership and teachers limits program impacts

• Provide intensive coordination and support in schools via a network of trained local coordinators • Include appropriate incentives (e.g., financial, professional, etc.) for effective participation and high levels of performance

High

Resistance or non-support from head teachers reduces use of ICT installations, limits sustainability in schools or impedes teachers practicing new methods

• Reinforce program vision, objectives and overall importance to head teachers during “ICT Leadership” courses • Include school-level ICT-related processes in performance-review criteria and other professional assessments

Moderate

Limited human capacity impedes hiring of local coordinators

• Keep requirements for coordinators to a minimum during Phase 1 • Hire Phase 2 and Phase 3 coordinators from outstanding project personnel (e.g., ICT teachers, other teachers) •

Moderate

High turnover among coordinators in response to private-sector opportunities or other factors weakens management staff

• Include performance and length-of-service incentives, both financial and professional, in terms of employment • Continuously identify potential coordinators throughout the system • Generate ICT-literate teachers in pre-service teacher education

High

Change in current leadership • Establish Advisory Board with representation by all stakeholders and within DIKPORA Papua by other prominent Papuan citizens results in reduced support • Link program objectives to provincial and national policy goals for program. • Conduct regular outreach to other departments in Papuan government

Program Management

ICT in Education Strategy and Implementation Plan for Education in Papua

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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...

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