Monitoring, Evaluation and Learning
This research seeks to understand how a curriculum reform that emphasizes student-centered learning influences classroom instruction. The new curriculum is designed by the government of Indonesia to grant autonomy to teachers in re-emphasizing learning according to the student’s needs and local context.
Twenty years after the implementation of the Special Autonomy Law (UU Otsus) No. 21 of 2001, Papua and West Papua remain the two provinces with the highest poverty rates and the lowest human development indices in Indonesia. Despite the affirmative policies mandated by UU Otsus for indigenous Papuans (OAP), disparities persist between OAP and non-OAP communities in various dimensions.
The economic growth of Kabupaten (District of) Kayong Utara (KKU), albeit quite high, has not exactly translated into inclusive economic development. Its relatively low Inclusive Economic Development Index (IEDI) score has put KKU in the 9th place among the 12 kabupaten in West Kalimantan Province.
For the 2011–2021 period, the Inclusive Economic Development Index (IEDI) of Kabupaten (District of) Ketapang was lower than Indonesia’s national average. Its economic growth rate, which was higher than both the national average and province, was not followed proportionally by a decrease in its poverty rate.
SMERU assesses and evaluates the Bakti BCA programs to improve these programs.
