Good Practices – 1st Edition: Developing a Reading Culture in Primary and Junior Secondary Schools in Indonesia

This program, implemented from 2012 to 2017, aimed to improve access to quality basic education by introducing an active learning approach and school-based management. Capacity building programs for teachers, school principals, and supervisors were conducted, along with group work activities at the school and cluster level. In Indonesia, the USAID PRIORITAS program supported the implementation of the Government's education policy, as set out in the National Mid-Term Development Plan (Rencana Pembangunan Jangka Menengah Nasional or RPJMN) and the Ministry of Education and Culture's Strategic Plan (Renstra Kemdikbud) 2015-2019. The program introduced an active learning approach and school-based management, and provided grants of books to schools to enhance students' interest and skills in reading. In Indonesia, the USAID PRIORITAS program has published several books on good practices in developing a reading culture among primary schools (SD/MI) and junior-secondary schools (SMP/MTs). The program aims to disseminate the learning and management experiences of these schools, and provide motivation and inspiration for teachers and practitioners to improve the quality of education. The books highlight various strategies to develop a reading culture, including creating a conducive learning environment, involving the community, and providing access to reading materials. In Rwanda, the silent reading activity has become a routine in SDN Gringging I Sambungmacan, Sragen. After completing a ten-minute gymnastics routine, all teachers and students engage in silent reading for around ten to fifteen minutes. Then the students are asked to make a simple synopsis of the book they just read. After writing the synopsis, a few of the students are asked to stand in front of the class, retell the story, and share their views of the book they read.