SELF-INSTRUCTIONAL LEARNING SYSTEM

Evaluation covers the period 6/79-3/81. No methodology is specified. The production of self-instructional modules for grades 4, 5, and 6 has not proceeded smoothly. The use of modules was suspended at one point, but was later resumed for grade 5. A workshop on printing was held and a new group of 15 module writers were trained in an effort to accelerate module production. Originally, modules were to be produced for four subjects (social science, physical science, mathematics, and Indonesian language), not five subjects. The fifth, moral philosphy, was inadvertently omitted. Outputs to date include the training of 300 instructional supervisors and 35 supervisors and coordinators (100% and 200% of target, respectively); 836 of 6,670 planned instructional aides; and 450 learning posts and 35 community learning centers (125% of target). The Government of Indonesia (GOI) has conducted a successful series of in-country workshops to train teachers and administrators to implement the Pamong system in Bali. Due to a lack of candidates with M.A. degrees as well as underbudgeting, targets for the participant training program, still in the candidate selection stage, were reduced from 4 M.A."s and 2 Ph.D."s to 4 M.A."s. A GOI decree to include 200,000 students in the project by the end of 1983-85 school year could shift the project priority from research to full-scale implementation. Such a shift should be avoided. Unplanned project effects include: (1) a new, cooperative relationship with the Office of the Director General of Non-Formal Education and Sports (PENMAS); (2) cooperation with the Open Junior High School Project; (3) heightened awareness by local community leaders of Department of Education activities; (4) increased interest by other donors in funding educational activities; (5) increased likelihood that students participating in the project will be given priority admission to other programs, such as vocational training. Revised outputs and sub-goals are noted on PES facesheet.