Self-instructional learning system

Project systems are operating routinely in Gianyar, Bali, and Central Kalimantan. Over 400 school drop-outs have earned primary school certificates in Gianyar; over 750 Patjar participants have passed the primary school equivalency examination. Supervision systems are being tested with primary school supervisors in Gianyar, where a community structure to promote universal primary education has also been pioneered; project teachers and administrators have received frequent training and improved training systems/materials are being prepared. Programmed teaching and learning materials have been produced for core subjects and are being used in five schools. Implementation guides are being finalized. The capacity of Sebelas Maret University (UNS) to provide technical assistance for Pamong development has been enhanced by on-the-job and formal training, staff reorganization, and regional and national seminars on self-directed learning. Although designed as a mainstream alternative to primary schooling for disadvantaged youth in remote rural areas, Pamong has now assumed the more modest task of filling gaps left by the primary schools. Key reasons for this shift include: an improved economic situation which has allowed Indonesia to plan for universal primary education; the difficulty of recruiting volunteers and the desire to have nonvolunteer professional teachers; conflicting roles vis a vis other community education programs; doubts whether Pamong modules can substitute for regular textbooks; and leadership and organizational problems within the Department of Education and UNS. Implementation was also hindered by weaknesses and conflicts within the learning system itself, insufficient prior planning, a weak reporting system, the variable effectiveness of short-term consultants, a lack of crosscultural understanding; and the small number of participant trainees. Recommendations for future development and reports on the in- and out-of-school components are included.