Trainer/Technical Staff
Center for Development of Learning Activity(BPKB) Jayagiri, Lembang Bandung
Indonesia
A. Training on Capacity Building Team of PKBM-based NFE
1. Implementing agency
BPKB Jayagiri as Central UPT (Technical Executor Unit) has conducted integrated
training for stake holders of PKBM based NFE all over west java province. It’s intended
that Pamong Belajar (PB) SKB (technical staffs in District Learning Centre).
The objectives of the training were: (1) to up grade the managerial skills for NFE’s
stake holders that oriented of the implementation of NFE based PKBM and strengthening on
mechanism of NFE technical assistances (2) to improve NFE management skills (3) to
strengthen the system of partnership networking from village and sub district le vel.
Penilik PLS (NFE Supervisor in sub district) Managers PKBM, Managers program
and Tutors should have same perception and vision on the implementation of PKBM-based
NFE, as well as they could internalize their respective roles and tasks and enhance capacity
building team. The frame of thinking mentioned above could be represented the below
figure.
Remarks
: Role & Responsible
: Coordination &
collaboration
among them
SUPERVISOR
IN DISTRICT
TECHNICAL
STAFF
COMMUNITY
BASED PKBM
MANAGERS
OF PKBM
Page 2
Asia-Pacific Literacy Data Base http://www.accu.or.jp/litdbase
There are some reasons which confirm this training :
· Trainers are PB SKB, Penilik PLS, Managers of PKBM, Program Managers and
Tutor
· Training curriculum is designed based on learning needs and learning problems
which experienced by PB, Penilik, Managers of PKBM, Program Managers and
Tutor
· Teaching learning activities is conducted in the integrated learning setting where
PB, Penilik, Mana gers of PKBM, Program Manager & Tutor join together as a
teamwork to achieve the same understanding and to solve the problems deals
with PKBM-based NFE program activities. For specific materials, the class is
split due to the function and job description of each trainers group. Through
these processes, the some understanding will be achieved as well as a solid
teamwork.
· The training includes Praktek Kerja Lapangan (Field Work Experience) in
which trainers from the same district are assigned to assist a lab-site-PKBM.
During their process, every trainer share knowledge and experience to each
other since there are only two facilitators for each group as final reference.
· At the end of the training, PB, Penilik, Managers of PKBM, PLS program
managers and tutor from the same district are gather to design an RKTL (follow
up program) as a reference when they start to work after the training completed.
2. Fund sources
For running the training, regular budget from the government covered the expenditures
of this training about Rp 148.672.000,-
3. Types and duration
In service training for full-time managers of PKBM, tutors and Pamong Belajar SKB,
Penilik who are distinguished to be capable of serving as facilitators in PKBM. This
intended to up-grade their performance in implementing PKBM based NFE in Team for the
Village and Sub-District level. The training is held for about 20 days.
4. Organizing
BPKB Jayagiri invited representative of each district / municipality of PKBM’s
Manager, PB SKB and Penilik PLS to participate the training which located on selected
specific venue.
5. Contents
Reference to the mentioned objective above, the prepared contents for the training are as
follows:
· Life Skills
· PKBM
· PKBM - Based NFE
· Main tasks of PB, Penilik, Managers and Tutor in capacity building team at sub
district level
· Identification technique
Page 3
Asia-Pacific Literacy Data Base http://www.accu.or.jp/litdbase
· Analyzing technique
6. Training methodology and approach
In order to accommodate the contents in the learning process, the training methodology
be used were an andragogy participatory learning approach through both learning model of
structural experience circle and ATMAP (Analysis, Applied, Problem, Alternative and Role).
The andragogy participatory learning approach means adult learning activities assistance
based on participation and analytically.
Beneath are the steps to conduct learning model of structural experience circle:
· Experience and Internalization against any problem and program quality
improvement needs and facilitator ability related with participant perceive.
· Expressing problem and program quality improvement needs according with
participant perceive.
· Analyzing problem and program quality improvement needs administered by
participant and facilitator / person in charge.
· Solving problem and improvement needs fulfilment
· Quality improvement application towards program implementation.
That learning model circle of structural experience can be representing the figure
below:
While the ATMAP represent the participant analytical role. This learning method
tends to become analytical ability improvement according participant consciousness towards
their role in order to support PKBM in the community. The ATMAP method implements
along with circle of structural experience consist of:
· Program and Task Direction. Program direction is related with objective,
activities, implementation and program evaluation belong to PKBM. While Task
direction connected with main task, activities in details and its process. Those
Experience/
Internalization
Expressing
Application
Conclusion Analyzing
Page 4
Asia-Pacific Literacy Data Base http://www.accu.or.jp/litdbase
learning method suitable are Direction Study, Cases Study, Brainstorming,
Explanation, question and answer and others.
· Program and Task Implementation has mean know-how to conduct some programs
along with stated direction, both realized or expect only. Therefore
implementation is connected with situation and local condition, venue and other
supporting matter. Those learning methods suitable are Brainstorming,
Explanation, Cases Study, Working Group and others.
· Program and Task Implementation Problem represent any current circumstances or
expected ones both internal and external. Cases study, Group Discussion,
Comparative Study, Field Study, Working group are the method sufficiently.
· Program and Task Problem Solving Alternatives consist of some kinds idea how to
improve facilitator aptitude internally both nowadays or forthcoming day. The
learning methods are suggested: case study, discussion, comparative study,
working group and some kinds.
· Facilitator role means role and capability requirement related program
implementation and problem solved nowadays or forthcoming. This learning
method focus on learning, practice and working through discussion, working
group and individual, simulation, role playing, and others are suitable.
7. Trainers
For running the training, BPKB Jayagiri involved Directorate of technical Personnel,
Pamong Belajar BPKB Jayagiri and University who has capability and experiences in NFE
8. Participation selection
Local government has selected participant on the bases of criteria provided by BPKB
Jayagiri. The criteria’s were as follows
· Manager’s of PKBM, manager’s of programs, tutors
· Penilik, PB who provides technical assistant to the PKBM in charge
· Active in PKBM
· No trained before
9. Usefulness and impact of training
a. Usefulness
· Trainee has capability professionally in conductive NFE programs
· Trainee has capability on NFE’s learning management
· Trainee has capability on mechanism of NFE implementation technique
b. Impact
The programs and activities of NFE are well organized
c. Performance of manager
Program manager, penilik, PB, improved.
Page 5
Asia-Pacific Literacy Data Base http://www.accu.or.jp/litdbase
II. Issues
Regarding to the strengthening of facilitators competency, the aspects below should be
strengthened.
A. Mastery of Contents
· PKBM covers: philosophy, PLS roles in NFE implementation, strengthening
needs
· Characteristic of CBT relating with field’s needs
· Characteristic of NFE implementation system in Village and sub district level.
· Comprehension on characteristic of task/duty, condition and problems took
place in the field.
B. Technical Skills
· Development of standard training curriculum that suitable for respective
characteristic in region
· Development of facilitation methodology which oriented on internalization of
Capacity Building Team (CBT) values
· Going the basis of the mentioned competencies above, the facilitators shouldn’t
only play their roles in teaching learning process organizing but also be able to
facilitate participant in respective to applications the training result.
III. Future Plans
In drawing-up work plan BPKB as Central UPT (Technical Executor Unit) Directorate
General of NFE and youth considered the national policy and regional needs. Beneath, the
strategic work plan could be carried out to support some action program de velopment and
training for NFE Program Officers:
Page 6
Asia-Pacific Literacy Data Base http://www.accu.or.jp/litdbase
No. Activities Objectives Target Group
1
Formulation on
action plan of
PKBM based
NFE
To determinate/decide – need and target
development and training for NFE educations
NFE’s decision
makers in BPKB
areas
2 Workshop on
curriculum
development of
CBT in villages
sub district level
To development curriculum and learning
methodology for CBT which oriented on:
a. PKBM roles as NFE execute
b. NFE system for government in village and sub
district level
c. Team builder competency in village and sub
district
· manager of
PKBM
· local officials in
village and sub
district level
· Pamong Belajar
3 Socialization on
action plan and
training
curriculum
a. to acquire policy endorsement for implement
program
b. to get input for development and training
activities
c. to bear action plan respective in BPKB zone
NFE’s decision
makers in province
district
/municipality
4. Training of
master trainers
To recruit facilitator training of trainers (TOT) Technical staff in
province level
5. Technical
assistance for
implementation
of program
To facilitate to stake holders on:
· technical of activities action
· development of competency
improvement needs for NFE’s educator
· TOT conducting
NFE stake holders in
district and province
level
1. Implementing agency
BPKB Jayagiri as Central UPT (Technical Executor Unit) has conducted integrated
training for stake holders of PKBM based NFE all over west java province. It’s intended
that Pamong Belajar (PB) SKB (technical staffs in District Learning Centre).
The objectives of the training were: (1) to up grade the managerial skills for NFE’s
stake holders that oriented of the implementation of NFE based PKBM and strengthening on
mechanism of NFE technical assistances (2) to improve NFE management skills (3) to
strengthen the system of partnership networking from village and sub district le vel.
Penilik PLS (NFE Supervisor in sub district) Managers PKBM, Managers program
and Tutors should have same perception and vision on the implementation of PKBM-based
NFE, as well as they could internalize their respective roles and tasks and enhance capacity
building team. The frame of thinking mentioned above could be represented the below
figure.
Remarks
: Role & Responsible
: Coordination &
collaboration
among them
SUPERVISOR
IN DISTRICT
TECHNICAL
STAFF
COMMUNITY
BASED PKBM
MANAGERS
OF PKBM
Page 2
Asia-Pacific Literacy Data Base http://www.accu.or.jp/litdbase
There are some reasons which confirm this training :
· Trainers are PB SKB, Penilik PLS, Managers of PKBM, Program Managers and
Tutor
· Training curriculum is designed based on learning needs and learning problems
which experienced by PB, Penilik, Managers of PKBM, Program Managers and
Tutor
· Teaching learning activities is conducted in the integrated learning setting where
PB, Penilik, Mana gers of PKBM, Program Manager & Tutor join together as a
teamwork to achieve the same understanding and to solve the problems deals
with PKBM-based NFE program activities. For specific materials, the class is
split due to the function and job description of each trainers group. Through
these processes, the some understanding will be achieved as well as a solid
teamwork.
· The training includes Praktek Kerja Lapangan (Field Work Experience) in
which trainers from the same district are assigned to assist a lab-site-PKBM.
During their process, every trainer share knowledge and experience to each
other since there are only two facilitators for each group as final reference.
· At the end of the training, PB, Penilik, Managers of PKBM, PLS program
managers and tutor from the same district are gather to design an RKTL (follow
up program) as a reference when they start to work after the training completed.
2. Fund sources
For running the training, regular budget from the government covered the expenditures
of this training about Rp 148.672.000,-
3. Types and duration
In service training for full-time managers of PKBM, tutors and Pamong Belajar SKB,
Penilik who are distinguished to be capable of serving as facilitators in PKBM. This
intended to up-grade their performance in implementing PKBM based NFE in Team for the
Village and Sub-District level. The training is held for about 20 days.
4. Organizing
BPKB Jayagiri invited representative of each district / municipality of PKBM’s
Manager, PB SKB and Penilik PLS to participate the training which located on selected
specific venue.
5. Contents
Reference to the mentioned objective above, the prepared contents for the training are as
follows:
· Life Skills
· PKBM
· PKBM - Based NFE
· Main tasks of PB, Penilik, Managers and Tutor in capacity building team at sub
district level
· Identification technique
Page 3
Asia-Pacific Literacy Data Base http://www.accu.or.jp/litdbase
· Analyzing technique
6. Training methodology and approach
In order to accommodate the contents in the learning process, the training methodology
be used were an andragogy participatory learning approach through both learning model of
structural experience circle and ATMAP (Analysis, Applied, Problem, Alternative and Role).
The andragogy participatory learning approach means adult learning activities assistance
based on participation and analytically.
Beneath are the steps to conduct learning model of structural experience circle:
· Experience and Internalization against any problem and program quality
improvement needs and facilitator ability related with participant perceive.
· Expressing problem and program quality improvement needs according with
participant perceive.
· Analyzing problem and program quality improvement needs administered by
participant and facilitator / person in charge.
· Solving problem and improvement needs fulfilment
· Quality improvement application towards program implementation.
That learning model circle of structural experience can be representing the figure
below:
While the ATMAP represent the participant analytical role. This learning method
tends to become analytical ability improvement according participant consciousness towards
their role in order to support PKBM in the community. The ATMAP method implements
along with circle of structural experience consist of:
· Program and Task Direction. Program direction is related with objective,
activities, implementation and program evaluation belong to PKBM. While Task
direction connected with main task, activities in details and its process. Those
Experience/
Internalization
Expressing
Application
Conclusion Analyzing
Page 4
Asia-Pacific Literacy Data Base http://www.accu.or.jp/litdbase
learning method suitable are Direction Study, Cases Study, Brainstorming,
Explanation, question and answer and others.
· Program and Task Implementation has mean know-how to conduct some programs
along with stated direction, both realized or expect only. Therefore
implementation is connected with situation and local condition, venue and other
supporting matter. Those learning methods suitable are Brainstorming,
Explanation, Cases Study, Working Group and others.
· Program and Task Implementation Problem represent any current circumstances or
expected ones both internal and external. Cases study, Group Discussion,
Comparative Study, Field Study, Working group are the method sufficiently.
· Program and Task Problem Solving Alternatives consist of some kinds idea how to
improve facilitator aptitude internally both nowadays or forthcoming day. The
learning methods are suggested: case study, discussion, comparative study,
working group and some kinds.
· Facilitator role means role and capability requirement related program
implementation and problem solved nowadays or forthcoming. This learning
method focus on learning, practice and working through discussion, working
group and individual, simulation, role playing, and others are suitable.
7. Trainers
For running the training, BPKB Jayagiri involved Directorate of technical Personnel,
Pamong Belajar BPKB Jayagiri and University who has capability and experiences in NFE
8. Participation selection
Local government has selected participant on the bases of criteria provided by BPKB
Jayagiri. The criteria’s were as follows
· Manager’s of PKBM, manager’s of programs, tutors
· Penilik, PB who provides technical assistant to the PKBM in charge
· Active in PKBM
· No trained before
9. Usefulness and impact of training
a. Usefulness
· Trainee has capability professionally in conductive NFE programs
· Trainee has capability on NFE’s learning management
· Trainee has capability on mechanism of NFE implementation technique
b. Impact
The programs and activities of NFE are well organized
c. Performance of manager
Program manager, penilik, PB, improved.
Page 5
Asia-Pacific Literacy Data Base http://www.accu.or.jp/litdbase
II. Issues
Regarding to the strengthening of facilitators competency, the aspects below should be
strengthened.
A. Mastery of Contents
· PKBM covers: philosophy, PLS roles in NFE implementation, strengthening
needs
· Characteristic of CBT relating with field’s needs
· Characteristic of NFE implementation system in Village and sub district level.
· Comprehension on characteristic of task/duty, condition and problems took
place in the field.
B. Technical Skills
· Development of standard training curriculum that suitable for respective
characteristic in region
· Development of facilitation methodology which oriented on internalization of
Capacity Building Team (CBT) values
· Going the basis of the mentioned competencies above, the facilitators shouldn’t
only play their roles in teaching learning process organizing but also be able to
facilitate participant in respective to applications the training result.
III. Future Plans
In drawing-up work plan BPKB as Central UPT (Technical Executor Unit) Directorate
General of NFE and youth considered the national policy and regional needs. Beneath, the
strategic work plan could be carried out to support some action program de velopment and
training for NFE Program Officers:
Page 6
Asia-Pacific Literacy Data Base http://www.accu.or.jp/litdbase
No. Activities Objectives Target Group
1
Formulation on
action plan of
PKBM based
NFE
To determinate/decide – need and target
development and training for NFE educations
NFE’s decision
makers in BPKB
areas
2 Workshop on
curriculum
development of
CBT in villages
sub district level
To development curriculum and learning
methodology for CBT which oriented on:
a. PKBM roles as NFE execute
b. NFE system for government in village and sub
district level
c. Team builder competency in village and sub
district
· manager of
PKBM
· local officials in
village and sub
district level
· Pamong Belajar
3 Socialization on
action plan and
training
curriculum
a. to acquire policy endorsement for implement
program
b. to get input for development and training
activities
c. to bear action plan respective in BPKB zone
NFE’s decision
makers in province
district
/municipality
4. Training of
master trainers
To recruit facilitator training of trainers (TOT) Technical staff in
province level
5. Technical
assistance for
implementation
of program
To facilitate to stake holders on:
· technical of activities action
· development of competency
improvement needs for NFE’s educator
· TOT conducting
NFE stake holders in
district and province
level
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