A. Objective

Improving the quality of students grades 1-3 learning outcomes in literacy and numeracy in 15 primary schools  in Kodi Bangedo district, Southwest Sumba.

B. Indicator

The impact of this program can be measured through following outcomes and outputs:

1.The Improvement of teacher’s teaching practices in literacy and numeracy.

• Strengthening the Teachers Working Group (KKG)  into a community of practitioners through workshops for KKG supervisors & administrators.
• Developing teacher skills through teacher workshops at KKG.
• Increasing teacher’s accountability through fulfilling teacher work promises (Janji Kerja) to improve student learning outcomes in  literacy & numeracy.

2. Improving the quality of School Principal’s practices in conducting academic supervision for teachers in the areas of literacy & numeracy.

• Strengthening School Principals Working Groups (K3S) into a community of practitioners through workshops on K3S supervisors & administrators.
• Strengthening the ability of school principals through School Principals workshops on K3S.
• Increasing the accountability of school principals through fulfilling School Principals’ promises to improve student learning outcomes in the areas of literacy and numeracy.

3. Increased support from the Dinas Pendidikan & government agencies to improve student learning outcomes in literacy and numeracy

• The approach taken to achieve these results is through the Problem Driven Iterative Adaptation (PDIA) approach and Regional Facilitator training.

C. Background

1. In Southwest Sumba, improving students’ literacy and numeracy skills clearly cannot only be done through teacher’s competency development. This is based on the fact that there are still 34% of elementary school teachers who do not meet the minimum educational qualifications of D4/S1, 83% of them are honorary/not yet certified, and there is a shortage of 688 elementary school teachers (Regional Education Balance Data, 2019). Therefore, the role of School Principals (as well as supervisors) nare also important to ensure that the learning process can be carried out optimally. Meanwhile, the lowest competence of school principals in Indonesia is academic supervision, which in fact, greatly influences the quality of school learning (evaluation by the Education Sector of Analytical and Capacity Development Partnership/ACDP, 2013).
2. The absence of a Community of Practice function (Community of Practitioners) from the Teacher Working Group (KKG) and School Principal Working Group (K3S) forums.
3. There is no school performance accountability system/mechanism on student learning outcomes (including literacy and numeracy).