Mr. Syafiq Hasyim (Deputy Director of ICIP) opened the workshop by recapping some of the monitoring undertaken by ICIP to date. He said that from the monitoring process it became clear that each pesantren needs to assess its own computer and internet capabilities. Different areas have varying degrees of access to services such as broadband internet, and this will affect what tools will be required to effectively set up the distance education system in a particular pesantren.
In the first session, Muhammad Lukman recapped how the Open and Distance Learning (ODL) method could make education more accessible, interactive and interesting for students. The flexibility of ODL is one of its main advantages as it allows students the freedom to study in an environment and time of their choosing with access to a wide range of materials not limited by traditional resource centers such as physical libraries. However with this flexibility there come certain restraints, in that this type of education is more suited to mature students who have the ability to effectively manage their time and study habits as well as digest complex information without constant guidance from a teacher or supervisor. Some participants expressed concerns about the monitoring of materials and student progress, to which Mr. Lukman replied that any ODL program should be backed up with basic student services where if students need direct assistance with materials they are able to get into contact with someone. Ultimately however for this kind of system to be effective, there must be a change in learning culture so that students are able to shed their dependency on teachers and think and learn more independently.
The second session featured a presentation by Khalid Mustafa from the Ministry of Education's JARDIKNAS (National Education Network) Program. This program, he said, was aimed at levelling the playing field for schools based in rural areas of Java or outside of Java all together, as the standard of education in Jakarta and cities in Java compared to other areas were in stark contrast to one another. To this stage, JARDIKNAS has reached 441 cities and districts, totalling 9500 schools throughout 33 provinces. He also explained the process for applying for this program and the technical requirements for it. Participants were keenly interested in this program, however some found that at the moment technological contraints in their regions were holding back their ability to immediately access the program, particularly with regard to broadband internet connections and a link to the JARDIKNAS network. Nevertheless this provides ICIP's program with an opportunity to bridge this gap as Mr Mustafa said that JARDIKNAS would be acting as a moderator, facilitating schools under ICIP's program to access the network for non-commercial purposes.
In the third session, Ahmad Zayadi of the Ministry for Religious Affairs explained his Ministry's education program for pesantren in particular. This program is more focused on ensuring that pesantren can achieve an equivalent educational status to national schools without having to take curriculum duties completely out of the hands of pesantren. In this regard, the Ministry only requires that pesantren teach the three main obligatory subjects of Indonesian, English and Mathematics. Outside of these subjects, pesantren are free to choose what subjects are taught. For the specific program being offered by ICIP at the moment, he said that the Ministry will be able to provide auxilliary support in organising approval for aspects of the project. When asked about what the Ministry could do to help pesantren develop more independent education rather than just one which seeks to provide formal qualifications and certificates, Mr. Zayadi answered that pesantren themselves in fact have a strong basis for development. Citing three important aspects of a quality education - civic-sense, knowledge and morality - Mr. Zayadi claimed that pesantren already have strong elements of civic-sense and morality, and that developing knowledge through programs such as this will serve to make them more independent and complete.
The fourth session on life skills featured a presentation by Nurcholsih, the developer of the web portal Endonesia. His presentation showed the participants how easy it was to develop basic web sites and even how it was possible to make a living out of them. As someone from a simple background himself he claimed that there was no reason why pesantren should not be able to do this as well.
On the following day of the workshop, more focus was placed on the actual contents of the three additional subjects being offered in ICIP's distance learning program: critical education, civic education, and humanism. In the first session, Mr. Syafiq Hasyim discussed critical education and humanism, and offered a potential set of topics to discuss in a curriculum based on these themes. In particular, some of the topics to be discussed should include globalisation, social movements, Islam and gender, local wisdom and Islam and modernity. Some participants however questioned whether or not people who are just managing to take part in and study equivalent education packages such as Paket B & C would be able to comprehend these complex and sometimes confusing concepts. To this Mr. Hasyim replied that these materials would not be necessary for those applying for equivalent education packets, but instead would be offered as optional subjects for those focusing more on gaining life skills than formal qualifications. Other participants also raised concerns about the specific content of any critical education, saying that the kiais (religious leaders) in their pesantren or the local community might object to it. With regards to this, Mr. Hasyim said that in the end it was up to the participants as to what exact materials would be included, and that regardless of what materials would be chosen they may have to deal with resistance from some parties in their regions.
Dede Rosyda then discussed civic education, which he claimed is necessary as part of Indonesia's character as a democracy. This civic education focuses on teaching students to, in effect, be good citizens of the state they are a part of by respecting others and being able to work together with others in order to achieve a common goal of prosperity for all. For this, pesantren communities in particular must be willing to develop a democratic ethos which respects human rights and freedom and which instills in their santri the initiative to work for national development without depending on the government. In actual fact, pesantren are well placed to do this as santri have a strong tradition of study and integrity, not restricted by class or status. However pesantren would also have to overcome a culture which only has a limited degree of critical thinking due to the influence and central position of the kiai. Pesantren also must develop their education system such that it is more complete, not just including rote-learning, but stages of research and review.
After these presentations, participants were given the chance to digest the information acquired and begin to think about how prepared their respective pesantren were to take part in the distance learning project as well as what items would be included in the option life skills curriculum. Regarding pesantren readiness, several were already ready to go having access to broadband internet and the JARDIKNAS network, while others said they would require relay stations to connect them to the network. Following from these observations, participants made 4 reccommendations: 1. those with access to broadband connections would be immediately ready to go; 2. those which do not have direct access to broadband should install relay stations or form their own sub-ICT center; 3. ICIP should help pesantren connect to the JARDIKNAS network; 4. after the workshop pesantren should begin to open communication channels with the Ministry for Education and JARDIKNAS at the local level.
On the final day of the workshop, participants discussed the basic framework for curriculum covering the themes of critical education, civic education and life skills. Participants debated over specific understandings and concepts which will be discussed under these themes and their presentations can be found for download at the bottom of this page.
In closing the workshop, participants organised a basic work plan for when they return to their respective pesantren. Participants were asked to take an inventory of the computers and internet capabilities they currently possess so ICIP can begin to arrange which pesantren require what tools and technical expertise.
