With 42% of Indonesia’s population dwelling in rural areas, the lack of access to education and literacy programs for children is a pressing issue. According to UNICEF, in the remote Papua province, more than 50% of 5-year-old children have never attended school, and of those who are enrolled in education, only 6% of them can read. Another study that the Innovation for Indonesia’s School Children program (INOVASI) conducted revealed that 43% of Grade 2 students failed a basic literacy test. 

The Situation

There are numerous contributing factors to the high levels of child illiteracy in Indonesia. Teacher training is poor quality, with repeated absences of teachers and principals. The value of education and literacy is often overlooked, especially in rural areas where skilled jobs and higher levels of education are largely absent. This leads to a community culture that does not value reading which is compounded by the fact that children’s books are often expensive and inaccessible, with public library services only operating in urban areas. 

The effects of child illiteracy can reverberate long into adulthood, with fewer employment prospects available for those unable to read or write, as well as struggling to be independent due to the inability to make informed decisions based on reading material. Child illiteracy can also create generational patterns, as parents who grew up placing less emphasis on education and reading are more likely to prioritize education less for their own children. However, child illiteracy in Indonesia is now a well-recognized issue, with multiple initiatives in place working to improve literacy levels and the quality of education offered to children. 

Early Grade Literacy

UNICEF initiated the ‘Early Grade Literacy’ program in 2015. The objective of the EGL project is to enhance students’ reading and writing skills by educating teachers on how to provide an efficient, effective and creative educational environment. 

The teachers are trained in classroom admin, methods to develop literacy, positive discipline methods and how to manage libraries. Ibu Wanggai, a primary school teacher in Jayapura has seen a “remarkable” improvement in her students since working alongside the EGL program. After learning more creative methods to engage her students in learning, and creating a colorful “reading corner” in her classroom, her students are now much more able to make literacy advancements and spend more time reading. 

Since the project’s inception, more than 40 primary schools in the Supiori District have received a total of 18,000 books and learning modules, reaching more than 2,500 children across the province. 

Innovation for Indonesia’s School Children (INOVASI) Program

In collaboration with the Indonesian and Australian governments, INOVASI has been working to ameliorate child illiteracy in Indonesia since 2016. Following numerous surveys and analyses of the roots of the issue, the Indonesian Ministry of Education administered a list of books approved for early grades education, as well as new legislation that now makes it easier for authors to submit books for approval for early education. 

INOVASI is also working alongside the government to update textbooks used in schools, with a special focus on gender and inclusivity. It has also connected Australian authors and illustrators with the Indonesian industry to boost the diversity of literature available to children. In 2022 alone, the government was able to grant more than 12 million books to 7,609 remote primary schools across the country. 

Conclusion

The remoteness of many communities in Indonesia combined with the lower prioritization of reading and writing skills has meant that children in Indonesia are struggling in the classroom. Thanks to inspirational and effective initiatives such as the Early Grade Literacy program and INOVASI, efforts to combat child illiteracy are proving effective and bode well for the youth of the country. 

– Eleanor Moseley
Photo: Flickr