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Development of Youth Leadership and Local Engagement in Education through deployment of young teachers in remote areas


Indonesia, East Asia and Pacific  Show on interactive map

Active from:

Jan 2010

Implementing organisation(s):

Indonesia Teaching Movement (Gerakan Indonesia Mengajar)


national and private companies, individuals (donation)

Contact persons:

Nia Kurnianingtyas


Indonesia Mengajar recruits, trains, deploys and facilitates fresh and best graduates to be Young Teacher in remote village/elementary school. The Young Teacher tasks are to be elementary school teacher and facilitator/community organizer to develop collaboration of stakeholders in education.
The Indonesia Mengajar team also engages local champions build from Young Teachers intervention to work together for sustainability plan

Objectives of the intervention:

Our visions:
1. Indonesia would be a country with the involvement of society in education, especially in basic education, we dream of local government and community support each other to strengthen education in their region.
2. Indonesia Mengajar wants to contribute to the development of Indonesia future leaders network who have leadership quality and grass root understanding

Intervention objectives:
1. To develop leadership skill and understanding of grass root of best/fresh college graduates: adaptive, good and wise communication, build positive relationship and gain other's commitment, high initiating action, resilient, good management skill, trained at decision making, learn and applying the learning, and having great impact in the community

2. Stakeholders in local community (student, teacher, pricipal, parent, local government, local community) have mutual strengthening positive behaviors:
- students: have high learning spirit to fulfill their potential and achievement, have positive behavior appreciated by parents and supported by teacher and principal; awareness of being part of indonesia
- teacher: conduct teaching with students as the center of learning, encourage and support students achievement both academic and non academic, eager and self relience in improving their teaching capacity
- principal: managing school and apply student centered teaching-learning, facilitate students and teachers achievement, conduct good administrative and financial management
- active involvement of parents in their children education and school activities, active support from the community for the school activities; and local government (education bureau) conduct communication and coordination up to local level

Why was OM chosen?

Indonesia Mengajar and OM have the same spirit, in searching and learning for better results in development issues, and the limit of an intervention control.

In early stage we seriously searched how best we build and develop the program. The starter team had quite long experience in development projects in Indonesia. The fundamental learning of the team were:
1. target should be at the level of (behavior) change or outcome, instead of only output
2. the effort to achieve the target sometimes difficult because the donors/sponsors traditionally want quick and easy way to see results.
3. various development program/project in Indonesia usually uniformed or typical as they don't make a serious consideration on local context, thus it's far for sustain

Then we learned about OM, which has beautiful feature: focus on actors and their behavior changes as well as its belief in the limit of an intervention control. It was a quick learning and we agree to use it.

How was OM used?

(1) Planning: using Intentional Design with 2 level of boundary partners.
Level 1: Young Teacher;
Level 2: student, teacher, principal, other stakeholders (parent, local government and community)
(2) Monitoring: outcome/progress markers journals, strategy journals
(3) On going process to use it for (final) evaluation

What was the experience of using OM?

OM provides strong guidance for the program intervention/approach. The Intentional Design itself has been shaping our program and results. We also experience in our program implementation how the OM embrace complexity and as well provide logic for grading our influence toward target.

The most valuable experience using OM is the continuous learning framework for improvement of annual work plan. Even though we still struggle for collecting and analyzing the journal, but the open questions (description of changes, actors, factors, unexpected changes) that OM provides can capture what is actually happen and not happen and learn from it.



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