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Indonesia
Useful approaches to
building child participation in
education
A Participatory Learning of Action (PLA)
exercise was conducted with 216 students of
seven primary schools and two secondary
schools. It showed that students support the
new approach and are interested in the
process. Students reported that they respond
better to teachers who teach “with a sense
of humour”, and dislike subjects where the
teachers are “cruel”.
This feedback from the PLA indicates that
it is useful to support schools with training
that can improve teaching methods and
creativity in teaching. For example, students
indicated that they were happier and more
engaged in learning when teachers applied
the Quantum Teaching method.
The ESN team plans to conduct other
creative activities to promote greater
satisfaction at school, and to provide
advocacy support to address students’ issues
of concern which may be a barrier to them
attending school. It is also planned to conduct
a PLA for parents to involve them in solving
their children’s study problems, some of
which were connected with child protection
concerns.
Teachers also support the approach, with
69.8% of training participants finding it “very
useful”. The approaches were linked to
introducing discussions on child rights into
the classroom. Improvement has been noted
in management, understanding of child
development, knowledge of theory and
practice of child’s rights and the CRC, and
access to teaching resources.
Parents have been willing to see the school
as having input on the needs of their children,
problems and how to move towards
solutions. These solutions need to consider
the distinct roles of children, parents,
teachers and government. This approach
helps stimulate discussion on a range of
action in the interest of the child.
Barriers
• Barriers have been experienced in gaining
sufficient support from educational
institutions.
• Engagement with educational institutions
and policies in the best interests of children
has proved testing at times, as issues the
ESN program seeks to address cover a
wide area. World Vision’s expertise has
needed to be complemented through
partnership, so networking with other
NGOs and with universities has been
crucial in the development and operation of
the program.
• Initial resistance to the inclusion of
information on the CRC can be overcome.
The project has advocated the application
of the CRC in training of teachers in all
covered schools. Many people besides
direct project beneficiaries now have
access to it.
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