Reading Cards:

• 3.1a) Reading Cards_Level 1
• 3.1a) Reading Cards Level 2
• 3.1a) Reading Cards Level 3
• 3.1a) Reading Cards Level 4
• 3.1a) Reading Cards Level 5
• 3.1b) Reading Cards for Older Learners

Numeracy Cards:

• 3.1c) Numeracy cards 1-21
• 3.1d) Financial Literacy Cards

Teacher Guides:

• 3.2a) Primary Teacher Catch-Up Guide
• 3.2b) Secondary English Teacher Catch-Up Guide
• 3.2c) Secondary Mathematics Teacher Catch-Up Guide

Community Guide:

• 3.4) Catch-Up Community Learning Champion’s Guide

School Head’s Guide:

• School Head’s Guide

These resources were developed in line with the catch-up programme’s Implementation Framework, Plan for Teacher Development and Support, and Orientation and Support for School Heads.

This was developed alongside the catch-up programme’s Plan for Teacher Development and Support,  Orientation and Support for School Heads, and various resources and materials.

This was developed alongside the catch-up programme’s Implementation Framework,  Orientation and Support for School Heads, and various resources and materials.

This was developed alongside the catch-up programme’s Implementation Framework, Plan for Teacher Development and Support, and various resources and materials.

The Digital Access Programme (DAP) in Indonesia is designed to support digital inclusion in the country, including in the education sector. It aims to promote the development, validation, and roll-out of innovative and inclusive models of basic connectivity, digital skills, and locally relevant digital content and services for underserved communities. These priorities have become particularly relevant with the spread of the COVID-19 pandemic, which has highlighted the widening digital divide in Indonesia, as schools have increasingly adapted to online ways of learning.

The main objective of this study is to provide in-depth research, analytical support, and recommendations to the Ministry of Education, Culture, Research and Technology (MoECRT) and other key partners on the state of remote learning, connectivity, digital literacy, and local digital capacity in the country, in order to build digital inclusion across Indonesia’s regions. This study has two key interrelated components: Component A, which focuses on supporting MoECRT to develop a remote learning and digital skills strategy; and Component B, which is a review of DAP pilot projects involving community-based connectivity in two remote locations. Insights from the analysis of the national-level framework and strategies for remote learning conducted for this study can be applied to initiatives adopted by sub-national governments and the communities. Likewise, the good practices and lessons learned from the DAP pilot projects can also be used to inform policies at national and sub-national level.

Childhood development theories and theories of learning are extensive and cannot be adequately covered in this short desk-based review; neither is the purpose to do so. However, it is acknowledged that child development stages relating to physical, cognitive, emotional and social development have a profound impact on learning and are thus closely related to the development of a global outlook and understanding.

Some of the most important research on childhood development related to global learning has been undertaken by Rowan Oberman and her colleagues in Ireland (Oberman et al., 2014; Oberman et al., 2012; Ruane et al, 2010). Their research suggested that introducing a global perspective into early childhood education, using open-ended and active methodologies, supports the development of global citizenship skills, attitudes and understanding. The programme was developed through three phases of research. The first phase examined young children’s engagement with global justice issues; the second phase explored possible strategies for including global citizenship education in early childhood educational settings; and the third phase tested a draft global citizenship education programme.

However, as many children with disabilities are out of school, screening which takes place solely in schools may miss them. New and innovative screening technologies and tools are being developed, with the aim of overcoming some of the challenges faced in low and middle income countries. However, there appears to be very little evidence which looks at the impact of screening on education and learning outcomes of children with disabilities. A systematic review of education for children with disabilities in low and middle income finds that there is relatively little formal research which assesses strategies for ensuring quality education for children with disabilities, including in relation to impairment identification (Wapling, 2016, p. 3).

Screening involves the use of diagnostic tools/equipment to test for different impairments, to identify those at risk and in need of more in-depth assessment, so that appropriate help can be offered (Kuyini et al, 2015, p. 19). Teachers can provide first line screening for some impairments, although this requires other systems to be in place to take over subsequent follow up processes, including links with education and social development services (Bundy, 2011, p.119, 125).