WVI for Education
“Education is not only about delivering knowledge, but also sharpening moral attitude and creating a work for the benefit of mankind.” – Ki Hajar Dewantara
WVI runs an educational program that is related to improve access to quality education. It has focused on Early Care and Development (ECCD); contextual life skills and character education; and non-formal education (6-11 years old). There are total 50,853 children aged 6-11 years old benefit the educational programs ran in 2017.
1. Early Childhood Care and Development (ECCD)
Young children need to be supported in the development of physical, mental and social abilities that will enable them to thrive. Understanding how a child develops and why the early years of a child's life are important is critical for understanding the concept of ECCD. Through this program, in 2017 there were 794 children under 6 years of age who attended an ECCD center and 146 (of 529) ECCD tutors trained.
2. Contextual Character Education (CCE) Project (6-11 Years Old)
The goal of the CCE Project is to improve children’s learning outcomes – read, write, and counting competencies – as well as to develop behaviors and attitudes from the constructive local value (moral education). The contextual character building motivates teachers to participate more and to be more interactive in teaching so that the local wisdom values can be well-delivered to the students and change their character. In relation to progress in children reading with comprehension, 786 teachers from 264 schools were trained and 31 schools replicated the model of CCE during 2017.
3. Non Formal Education (Children Group 6-11 Years Old)
Non-formal education is an approach that is carried out to develop a child’s life skills (psychosocial abilities for adaptive and positive behavior) through talent and interest activities. These activities are done outside school time and accommodated by the community. In 2017, WVI accompanied 187 children clubs/groups. Moreover, WVI supported village government regarding pro-child policies issued to improve quality education. In the same year, there were 22 village regulations were formulated.
4. Literacy Project
Literacy Project is a literacy program located in 6 areas of WVI that aims to improve reading comprehension and skills for students in the early grades through intervention in school, after school hours and at home.
This approach to improving reading skills focuses on improving the five basic abilities of students including the introduction of reading, letter recognition, word pronunciation, reading fluently, words and reading comprehension. The core components of this model are:
- Reading Assessment
Baseline and end line for reading assessments determine children's reading levels, evaluate their learning needs and help schools and education ministries to measure student progress. - Teacher Training
Teachers learn to combine reading skills into the curriculum and receive ongoing guidance. Teachers learn to create an attractive environment in their classrooms and ensure that children stay motivated while learning to read. - Community Action
Mobilize parents and communities to support their children in learning to read through reading camps outside school regular activity. - Teaching & Learning Materials
Making relevant and quality local reading material that contains ways children learn to read and how teachers and parents can help and create a reading culture: in schools, homes, and communities.
5. Safe School
The safe school program aims to create safe schools that are in line with the Child-Friendly School policy so that children in school are safe and free from all forms of crime. This program is implemented through several projects such as SIGAP in Jakarta which focus on disaster risk reduction, Education in Disaster in Central Sulawesi for two years through the CENTRE project that responded to the earthquake and tsunami disaster in Palu and Education in Emergency project in Lombok that responded to the earthquake disaster. The implementation is carried out through the establishment and monitoring of Temporary Learning Schools, distribution of school equipment packages, capacity building on psychosocial skills, emergency education and disaster risk reduction.
