Project de Iskola
Sadi village located in East Tasifeto district is chosen as the project beneficiary due to demographic and geographic factors, such as the potentials of indigineous fabrics and land management, socioeconomic issues irrigation problems, lack of nourishment, and educational issues.
East Tasifeto is considered impoverished district in Belu regency. There are many refugees who reside in Sadi village as it directly borders with the neighbouring country, East Timor.
The economic state in Sadi village is considered fragile, where the average income of the villagers can only fulfill daily necessities. The struggle to find jobs which is significantly affected by poor human resource quality becomes the reason as to why it is difficult for villagers of Sadi to compete with others in and outside the island.
One of the factors that greatly impacts the quality of human resources would be the lack of educational facilities. It is known that there are 382 people who dropped out or have not finished primary school. Meanwhile, there are 772 people who only completed primary school education, 120 people only reached secondary school, and 91 people have graduated from high school. Additionally, there are in total of 39 people who have associate and bachelor's degree. Meanwhile, 99 people of Sadi are remain uneducated.
The educational facilities in Sadi village consists of one kindergarten, one elementary school, one secondary school, and one high school. Despite having all basic educational facilities, the current ones are indecent to support learning activities. The educational issues in Sadi village are quite complex, starting from teacher payroll which is below threshold. Moreover, there are several broken classrooms and the absence of laboratory along with its equipment in secondary school. Meanwhile, the kindergartners have not gotten their school uniforms yet.
Aside from above-mentioned issues, there are other issues that also disturb the overall learning activities, such as the absence of public bathing, washing, toilet facilities, and fences which lead animals to enter the school yard.
Related to reading culture in Sadi village, there are inadequate public libraries in Sadi village which causes the villagers to have to have low literacy due to limited access to books that hinders their knowledge development.
After thorough discussion, survey conduction, budget calculation and planning with the representatives of Sadi village, it can be concluded that the lack of educational facilities becomes one of the causes of low quality education in the village. The proposed solutions are to provide libraries, maintain the school facilities to support learning activities for the youths, and provide school uniforms for kindergartners.Project Description
Title: The Providence of Educational Facilities in Sadi Vilage
Types: Multi-Purpose Room, Laboratory, Building Maintenance, and Uniform
1. Library establishment
- Reading activities
- Children learning activities
- Other activities for education purposes
Location: Sadi village, East Tasifeto district, Belu Regency, East Nusa Tenggara
2. Maintenance and Addition of Educational Facilities
- Maintenance of classrooms
- Laboratory establishment and addition of the laboratory equipment
- Providence of school uniforms for kindergartners
- Providence of learning equipment
- Low quality of human resources of Sadi village due to the lack of educational facilities which eventually leads to tough competition with others.
- Inadequate school facilities and public libraries to support learning activities.
- School facilities
- The children are willing to attend kindergarten.
- The students could learn new things from the laboratory.
- The students could rest assured to learn in school without worrying about the facilities.
- The youths could learn about their cultures and science when they gather.
- The locals would have access to public library so that they could obtain new knowledge.
- The long-term impact would be the quality improvement of human resources in Sadi village.
- Broken school facilities.
- The absence of school uniforms for kindergartners.
- The lack of learning equipment and playground in Kindergarten.
- The absence of community center to maintain and develop the indigenous traditions.
- Inadequate public libraries.
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