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44The philanthropic landscapePrimary education dominates efforts A range of philanthropic organisations from multilateral institutions to social enterprises are already working to improve Indonesia™s education sector. Our analysis of Indonesia™s landscape of philanthropic interventions outlined the various initiatives underway across many themes in the education system. The study also showed, however, that many of these programmes currently have limited impact and very few reach the whole country. The philanthropic landscape PRIMARY EDUCATION DOMINATES EFFORTS From interviews, surveys, and independent analysis, our study collected data to map how philanthropists are distributing their efforts to support Indonesia™s education.91 Exhibit 10 provides a fiheatmapfl of philanthropic activities across the different drivers of Indonesia™s education system. More than three- quarters, 78 percent, of the philanthropists in our survey said they concentrate on primary school education (Exhibit 11). In contrast, despite the importance of early learning for a country™s social and economic progress and an urgent need in Indonesia, only 43 percent of the respondents said they focus on pre-school education. 92 91 – The data was collected from an online survey sent to philanthropists engaged in Indonesia™s education sector, which generated responses from 51 institutions. The survey was complemented by a literature review and interviews with representatives from more than 40 institutions. The appendix provides a philanthropic interventions in Indonesia™s education system. The mapping sought to provide an overview of philanthropic activities in Indonesia, but is not comprehensive. 92 – Note: multiple responses were allowed in the survey. © Save the Children
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Primary education dominates efforts The philanthropic landscape45Ancora Foundation Djarum Foundation Heatmap of philanthropic organisation focus in Indonesian education (1/3)Organisation type: Foundations Equitable enrolment Productive livelihood Student achievement Cross-cutting enablersSupply of infrastructure Supply of teachersFinancial-related factors Cultural and perception factors Teacher quality School leadership development Curriculum, content,and pedagogyInclusive and personalised learningEarly childhood educationand development Teaching and learning environment Career counseling and job matchingVocational education Adult educationBuilding entrepreneurship skills Technology School modelsSchool governance Supporting education reform Education research Presence No Presence Eka Tjipta Foundation Gerakan Kepedulian Indonesia Indonesia Heritage Foundation Irsyad Trust Ishk Tolaram Foundation JAPFA Foundation Rajawali Foundation ReachOut Foundation Surya Institute Tanoto Foundation Yayasan BPK Penabur Yayasan Dharma Bermakna Yayasan Dharma Bhakti Astra Yayasan Hati Suci Yayasan Pelita Harapan Yayasan Pemimpin Anak Bangsa Yayasan Pesantren Islam Al-Azhar Yayasan Tahija Yayasan Cinta Anak Bangsa (YCAB Foundation) InternationalAid DonorsAsian Development Bank (ADB) Australia DFAT European Union GIZ
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46The philanthropic landscapePrimary education dominates efforts Heatmap of philanthropic organisation focus in Indonesian education (2/3)Save the Children Presence No Presence Equitable enrolment Productive livelihood Student achievement Cross-cutting enablersSupply of infrastructure Supply of teachersFinancial-related factors Cultural and perception factors Teacher quality School leadership development Curriculum, content,and pedagogyInclusive and personalised learningEarly childhood educationand development Teaching and learning environment Career counseling and job matchingVocational education Adult educationBuilding entrepreneurship skills Technology School modelsSchool governance Supporting education reform Education research Edufor Papua Ikatan Guru Indonesia Indonesia Mengajar Muhammadiyah ProVisi PT Kuark International Millenium Challenge Corporation (MCC) Reach Out To Asia (ROTA) United NationsUSAID World Bank Analytical and Capacity Development Partnership (ACDP) Centre for Indonesian Policy Studies (CIPS)Indonesia Education Partnerships RTI International SmeruThink Tanks Social EnterprisesPutera Sampoerna Foundation SokolaTeach for Indonesia Taman Bacaan Pelangi Dompet Dhuafa
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47Primary education dominates efforts The philanthropic landscapeHeatmap of philanthropic organisation focus in Indonesian education (3/3)Presence No Presence Equitable enrolment Productive livelihood Student achievement Cross-cutting enablersSupply of infrastructure Supply of teachersFinancial-related factors Cultural and perception factors Teacher quality School leadership development Curriculum, content,and pedagogyInclusive and personalised learningEarly childhood educationand development Teaching and learning environment Career counseling and job matchingVocational education Adult educationBuilding entrepreneurship skills Technology School modelsSchool governance Supporting education reform Education research Bank of Central AsiaCISCO Facebook Google Intel Mayora Microsoft Oracle SAPBanuamentor Codemi Kelase Pesona Edu QuipperRuangguruSolve Education! Private sector CSR EdTech We the Teachers Turuntangan Yayasan Literasi Anak Indonesia (YLAI) Yayasan Usaha Mulia (YUM)
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The philanthropic landscapePrimary education dominates efforts philanthropic initiatives. More than a quarter of the respondents said they were active in Jakarta and In seven provinces, only one or two respondents were active, and two provinces, Central Kalimantan and West Sulawesi, were completely neglected. Less than half of philanthropists surveyed say they have a national focus, while 29 percent said they focused only on one or two provinces. 49EXHIBIT 12 :: Most philanthropic initiatives are currently focused on student achievement, but 83% are still on a micro or small scale © Edufor Papua 1 g 10-34 provinces.——-SOURCE: Philanthropist landscape analysisArea of focusPercent of interventionsScale of impact1Percent of interventions – Small – Micro – Cross- cutting – Equitable enrolment – Student achievement – Productive livelihood – Medium – LargeMain focus on student achievement (38%) through interventions to improve quality of education- – – – – – -Productive livelihoods emerging as a growing areaof interest (based on interviews)83% interventions are micro or small-scale(impacts <5% of target intervention group)
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The philanthropic landscapeStudent achievement leads focus; efforts generally small 50 STUDENT ACHIEVEMENT LEADS FOCUS; EFFORTS GENERALLY SMALL on student achievement, especially in the areas of teacher quality, curriculum, and the teaching and learning environment (Exhibit 12). Equitable enrolment was the target for 23 percent of the interventions, leaning strongly toward scholarship schemes and infrastructure programmes, particularly buildings. Interventions focused on productive livelihood, especially vocational education, accounted for 16 percent of those reported. International donors are the major players in this space, accounting for 44 percent of interventions, followed by private sector, 31 percent, and foundations, 25 percent. Cross-cutting programmes make up the remaining 23 percent of the interventions captured, and in this area educational technology was dominant.While the interventions studied covered a wide range of themes, the vast majority affected less than 5 percent of the targeted groups. In part, these small Indonesian education system. Indeed, the majority in scale, touching less than 1 percent of their target group. For example, a teaching-quality initiative that affected fewer than 36,000 of Indonesia™s 3.6 million teachers would be considered a micro initiative. Of course, small and micro initiatives are valuable in reaching smaller localities, especially those that may be overlooked by larger programmes, and allowing in-depth tailoring to context. In the next phase of their development, however, many such programmes should be expanded to deliver a truly national impact on education outcomes. © Yayasan Literasi Anak Indonesia
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The philanthropic landscapeStudent achievement leads focus; efforts generally small 51Djarum Foundation uses a teaching factory model to deliver its vocational education programmes in Kudus in Central Java. Under this model, SMKs operate school-based production units in which students, guided by teachers, produce goods and services that are sold to consumers or other businesses in the industries they study. For example, mechanical engineering students manufacture parts for nearby factories, animation students produce movies for TV fashion students create collections sold in This way, students build practical skills, gather work experience, and create professional portfolios, all crucial to winning competitive job offers and starting a career. At the same time, revenues from the sales go toward supporting the programme. For example, these funds can offset the operational costs of running and maintaining high-quality, industry-standard facilities and augment incentive schemes designed to attract and retain talented, competent teachers.A critical element of success of the programme has been to choose partners strategically. For example, schools chosen as partners must have principals who demonstrate a strong vision and commitment to the school and its students. Also, rather than concentrating on a single industry or a narrow set, the foundation picks industry partners based on their sectors™ alignment with national economic priorities and where there is a shortfall of highly demanded skills. Targeted sectors include maritime services, tourism, energy, and creative industries, such as fashion design and animation.The programme has chalked up a series of successes. For example, in mechanical engineering, one of the earliest sectors pursued, 87 percent of the graduates at top-performing schools received job offers at least two months ahead of graduation, with a median starting monthly salary of 5.5 million rupiah (about US$420). In some industries, such as maritime services, starting monthly salaries for graduates are expected to reach 12 million to 15 million rupiah (US$900-US$1,125).BOX 5 Djarum Foundation™s vocational school programmes © Djarum Foundation
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The Yayasan Cinta Anak Bangsa (YCAB) foundation runs education and economic empowerment programmes as part of its mission to help underprivileged youths become self-reliant. The range of programmes offered includes healthy lifestyles, soft skills, basic education, digital inclusion, English literacy, vocational education, employment, and entrepreneurship. These are provided at 56 learning centres and through partnerships with Ruangguru is an Indonesian education technology start-up that supports students and teachers with a range of services including an online marketplace for private tutors, a mock exam platform, and on-demand private consultation service with tutors. Since established in 2013, Ruangguru has reached more than 3 million students in Indonesia and attracted a national network of more than 180,000 tutors and teachers.local schools in 78 cities in 27 provinces in Indonesia. YCAB also operates two online platforms, Generasi Bisa and Do Something Indonesia, which are related to job recruitment and to creating an online movement to encourage youths to participate in positive change. Location has been a critical factor for success, especially in the vocational education programmes. For example, graduates often look for and prioritise jobs that are close to home to minimise the costs of commuting or relocating. Training centres near industrial hubs and their trainees™ homes can help improve employment rates. support for the programme, help design the curriculum design, and offer jobs to graduates. BOX 6 BOX 7 Yayasan Cinta Anak Bangsa's youth empowerment programme Ruangguru's online learning platform The philanthropic landscapeStudent achievement leads focus; efforts generally small 52© Ruangguru
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