| National Literacy Goals |
| YEAR |
2005 |
2010 |
2015 |
| Total adult literacy
rate (%) |
... |
... |
... |
| Female adult literacy
rate (%) |
88.5 |
93 |
97 |
| Male adult literacy
rate (%) |
95.4 |
97 |
99 |
|
|
| Definition of a Literate Person |
|
Anybody who can read and write using the Roman alphabet, do simple
calculations and can function in Indonesian Language and basic general
knowledge.
Literacy programme implementation through a functional literacy approach
in the Illiteracy Eradication Programme is aimed at people who are 10-44
years old. Teaching-learning process tries to integrate basic knowledge
and vocational skill based on local content, local design, learners,
need and interest.
|
| Name of National Literacy Agency |
|
Directorate of Community Education, Directorate General of Out-of-School
Education and Youth
| "Literacy Facts and Figures" of Indonesia |
|
|
| Structure of National Literacy Agency |
 |
| Number of NGOs working in the field of literacy |
| 1. Province Aceh |
: 23 NGOs |
| 2. North Sumatera |
: 19 NGOs |
| 3. Jambi |
: 1 NGOs |
| 4. Lampung |
: 17 NGOs |
| 5. Bengkulu |
: 41 NGOs |
| 6. DKI Jakarta |
: 14 NGOs |
| 7. West Java |
: 140 NGOs |
| 8. East Java |
: 32 NGOs |
| 9. West Kalimantan |
: 2 NGOs |
| 10. East Kalimantan |
: 2 NGOs |
|
| Number of literacy classes in most recent
year |
| 1. Eradication phase |
: 2,077 group |
| 2. Guidance phase |
: 1,343 group |
|
| Number of classroom hours designated to achieve
basic literacy |
150 hours.
The programme is to be implemented for 6 months, in detail as
follows:
Meeting three times a week for two hours each time. |
|
| National Policies and Strategies |
| |
| National Policies on Literacy /
Non-formal Education in Latest Policy Document on Education |
|
Accelerating illiteracy eradication programme involves community,
NGOs, Government and other institutions.
|
|
| |
| Current Literacy / Non-formal Education
Objectives /Strategies |
| 1. |
Objective
Literacy (functional literacy): to expand the former programme,
which only focused on the eradication of illiteracy, into
a three-level programme for literacy development: basic skills,
guided learning, and self-learning. |
| 2. |
Strategies
Functional literacy aims to meet a wide range of learning
needs for a diversity of learners living in all parts of
Indonesia. The new approach aims to develop the capacity
f of local staff and organizer for designing and implementing
the programme.
Empowering: Out-of-school programmes
adapt and make use of technological development and are
tailored to suit community social condition. Out-of-school
educational institutions are managed by, for and from the
community themselves.
Positioning: The out-of-school programme
should lead to the creation of job opportunities. Meanwhile,
Out-of-School Programme must be diversified and substantively
related to income-generating.
Quality: Out-of-school education should be
oriented to the market sector and meaningful for daily life.
Decentralization: Referring to Article No.
22 of the constitution 1999 concerning autonomy, local government
and community should operate closely in implementing out
of school programmes.
|
|
|
| |
| Lessons Learned from
Past Literacy Programmes and Activities |
| 1. |
Good coordination between Ministry of Home
Affairs, Ministry of Religious Affairs, Ministry of National
Education and Ministry of Defense has made significant contributions
to the success of the literacy programmes. This coordination
is realized through a programme called Operasi Bakti Manunggal
Aksara (OBAMA). |
| 2. |
Illiteracy eradication programme with a functional
literacy approach should lay emphasis on learner-oriented
materials. Principally, the functional literacy programme
is based on local content, local design, participatory process
and action outcomes. |
| 3. |
Out-of-school education teaching/learning process
should be managed by the community and take place in a Community
Learning Centre (CLC).
|
|
|
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