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USAID PRIORITAS is a five year USAID-funded project designed to improve access to quality education for children in Indonesia. USAID PRIORITAS is part of an agreement between the Governments of the United States of American and the Republic of Indonesia. The project is working closely with national and local partners to:

  • Improve the quality and relevance of teaching and learning in schools through pre- and in-service training.
  • Develop better management and governance and governance in schools and districts.
  • Support better coordination within and between schools, teacher training institutions (TTIs) and government at all levels.


USAID PRIORITAS has a special focus on:

  • Improving pre- and in-service teacher education at TTIs through programs that emphasize improved practice
  • Making teaching and learning in primary and junior secondary schools more interesting, relevant and effective with an emphasis on Reading, Math and Science
  • Developing participatory and accountable school management focused on improving learning
  • Improving education resource management in the provinces and districts, with a focus on teacher deployment, teacher professional development, and educational funding.


  • 48 teacher training institutions to improve their capacity to deliver quality pre- and in-service training programs.
  • Over 29,000 primary and junior secondary schools in almost 100 districts in 9 provinces have been trained and are providing improved quality teaching and learning and improved school management, reaching over 171,400 teachers and school principals, and benefiting over 6.9 million  school students.
  • Over 90 regional governments to improve education governance and management.


USAID PRIORITAS is currently working in 93 partner districts in Aceh, North Sumatra, Banten, West Java, Central Java,  East Java, South Sulawesi, Papua and West Papua. 


USAID PRIORITAS has a special emphasis on developing reading both in the early grade classes and throughout the school including:

  • Developing curricula and training materials for teachers in early grade reading
  • Training lecturers, teachers and students in the teaching of reading, with a focus on  reading comprehension
  • Working with schools, communities and local governments to encourage students    to read
  • Working with publishers to improve the quality and supply of children's books
  • Supplying leveled reading books to schools and training teachers in their use.



Teacher Training Institutions:

USAID PRIORITAS is working with Teacher Training Institutes (TTIs) to improve their capacity to deliver pre- and in-service teacher education programs and to support districts to improve education management and governance. Key activities include

  • Training TTI staff on good practices in teaching and learning
  • Involving lecturers in training in districts and schools
  • Training TTI laboratory and selected TTI partner schools
  • Implementing classroom action research with lecturers, teachers and students
  • Helping TTIs  to develop and revise curricula for pre and in-service teacher education
  • Supporting the development of  TTIs as service providers for in-service education.
  • Assist TTIs in developing courses and teacher practicums to support the new teacher professional education program. 


USAID PRIORITAS is working to improve the quality of school management and instruction in schools in project partner districts. The main activities include building the capacity of district facilitators to train school supervisors, school principals and teachers in improved pedagogy, management and governance, through study visits, training, school cluster activities, and in-school mentoring.

USAID PRIORITAS is using a “whole school approach”, which means that all stakeholders of the school community are involved: teachers, principals, school committees, community members and students, in order to  develop good practices in teaching and management.


Based on monitoring of partner schools that was carried between 2012 and 2015, the percentage of teachers in partner schools demonstrating good teaching practices has increased from 21.5% (2012) to 71.5% (2015).  Active student learning behavior, including students completing their tasks independently and undertaking problem-solving and cooperative learning activities, has increased from 16.8% (2012) to 86% (2015).  The participation of parents and the communities in supporting teaching and learning and improving the school environment also increased from 27.2% (2012) to 91.3% (2015). The percentage of school managers who initiated of activities to create a school reading culture also increased signi?cantly from 24.8% (2012) to 87.3% (2015).


Local Governments:

USAID PRIORITAS is working with provincial and district governments to support the use of data and information for planning, budgeting and policy development and to improve linkages between schools, districts, provinces, teacher training institutions and national government and increase the role of civil society in governing education. Key activities include strengthening human resource management, especially teacher deployment based on needs, and developing teacher professionalism.

The table below shows the results of the teacher deployment program in the initial cohort of 40 districts. Currently 526 schools have been merged to become 262 schools. 105 schools have implemented multigrade teaching because the number of students is below the minimum service standards, and the schools cannot be merged. Additional policies include teacher transfers, reassigning teachers to new subjects, mobile teachers (who teach in more than one school) and the appointment of temporary teachers as civil servants, based on the results of the teacher deployment data analysis conducted with USAID PRIORITAS.


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