Improving education in Papua Pegunungan (Highland Papua) requires more than putting children in classrooms. It also means ensuring that teachers have the skills, learning materials and practical methods to help young students understand what they read, recognise language sounds and develop the ability to reason with numbers. That is the focus of a collaboration between UNICEF Indonesia and Yayasan Nusantara Sejati (YNS), which has supported foundational education in two regencies through a programme running from 2024 to 2026.
The initiative, implemented in Yalimo and Mamberamo Tengah, has focused on strengthening literacy and numeracy among children in early childhood education centres and primary schools. Funded by the Australian Government, the programme forms part of a broader effort to improve the implementation of gender-sensitive and inclusive foundational learning across Papua Pegunungan.
The latest phase of the initiative was marked by a dissemination meeting in Jayapura on November 2, 2026, where programme representatives presented the approaches introduced during the three-year implementation period and discussed the lessons that could inform future education policies. The meeting brought together the programme’s implementing partners and provided an opportunity to communicate its methods and challenges to local government representatives.
For Papua Pegunungan, where geographical conditions and access to basic services can complicate education delivery, the programme highlights an important principle: improving learning outcomes depends not only on school attendance but also on the quality of teaching that children receive from their earliest years.
A Three-Year Partnership Focused on Foundational Learning
The collaboration between UNICEF Indonesia’s Papua office and YNS was designed to strengthen the capacity of teachers working in early childhood education centres, commonly known as PAUD, and primary schools in Yalimo and Mamberamo Tengah.
Between 2024 and 2026, the partners provided teacher support aimed at improving literacy and numeracy instruction. Rather than treating reading, writing and mathematics simply as subjects to be completed in the classroom, the programme emphasised the foundational abilities children need to understand language and develop logical thinking.
The initiative formed part of the Programme for Supporting Improved Implementation of Gender-Sensitive and Inclusive Foundational Learning in Early Childhood Education and Primary Schools in Papua Pegunungan. Its funding came from the Australian Government, reflecting international cooperation in support of education development in Indonesia’s easternmost region.
UNICEF’s broader work in Papua has also involved partnerships with civil society organisations to improve teaching and learning materials and strengthen early-grade literacy. Its Rural and Remote Education Initiative, supported by Australia’s Department of Foreign Affairs and Trade, has worked with Indonesian government institutions and local partners to address education challenges in remote areas.
The YNS partnership in Yalimo and Mamberamo Tengah therefore represents a practical effort to bring foundational learning approaches closer to schools and teachers in Papua Pegunungan.
Why Literacy and Numeracy Need a Different Approach
At the November 2 dissemination meeting, YNS Executive Director Eka Simanjuntak explained that weaknesses in literacy and numeracy are not problems limited to Papua. They are part of a wider national education challenge that requires stronger attention to the foundations of learning.
Eka pointed out that primary school subjects are generally organised around Bahasa Indonesia and Mathematics, while specific foundational skills in literacy and numeracy may not always receive sufficient attention as distinct learning competencies.
One example is phonological awareness, or the ability to recognise and work with the sounds that make up spoken language. According to Eka, children need to understand how sounds function before they can develop strong reading skills.
She illustrated the issue through the process of teaching children to read simple syllables. In her view, instruction should help students recognise and pronounce the sounds that form words, rather than relying exclusively on memorising letter names and combinations.
The distinction matters because reading is not simply a matter of recognising written symbols. Children must also connect those symbols with sounds and meaning. When these foundations are introduced clearly, they can provide a stronger basis for developing reading fluency and comprehension.
Eka’s explanation highlights why teacher training needs to address the way children learn, not just the material they are expected to complete. A student may be able to repeat a sequence of letters or syllables without fully understanding how the sounds combine to form spoken language.
The programme’s emphasis on foundational literacy is intended to help teachers recognise this difference and use classroom activities that develop children’s understanding step by step.
Making Mathematics Concrete and Meaningful
Numeracy was another central component of the programme
Eka observed that young students are sometimes taught to memorise numbers from one to ten without necessarily understanding what those numbers represent. A child may be able to recite the sequence correctly but still struggle to compare quantities or explain why one group contains more objects than another.
To illustrate a more practical method, she described using ordinary stones as classroom learning materials.
Instead of asking children simply to memorise that three is greater than one, teachers can place one stone beside a group of three stones and ask students to compare them. By seeing and handling the objects, children can begin to understand quantity through direct experience.
This approach makes mathematical concepts more accessible, particularly for young learners who are still developing their ability to think abstractly.
Eka stressed that mathematics should not be reduced to memorising numbers and formulas. It is also a way to develop logical thinking, comparison and reasoning.
The use of familiar objects can help teachers connect classroom lessons with children’s everyday experiences. In schools where access to specialised teaching equipment may be limited, locally available materials can provide practical alternatives for introducing basic mathematical concepts.
The broader lesson is that effective numeracy education begins with understanding. Children should be encouraged to explain what they observe, compare quantities and develop their own reasoning, rather than merely repeat answers provided by their teachers.
UNICEF Highlights the Challenges Facing Teachers
While the programme introduced new approaches to classroom instruction, its implementation also encountered practical difficulties.
Pria Santri Beringin, an education specialist with UNICEF Indonesia’s Papua office, identified teacher transfers and absenteeism as two recurring challenges. When teachers move to different schools, facilitators may find it difficult to continue providing consistent support to the same classrooms.
Teacher attendance is another important issue. According to Pria, the absence of teachers has been a long-standing challenge in some locations, influenced by several factors.
He noted that structural conditions can contribute to the problem, particularly in places where schools lack reliable internet access, electricity and clean water.
These observations underline the relationship between education quality and the wider conditions in which schools operate. Teachers need more than training materials and professional guidance. They also require a working environment that enables them to attend school regularly, prepare lessons and maintain communication with education facilitators.
In remote communities, limited infrastructure can affect both the delivery of education and the continuity of programmes designed to improve teaching quality.
Teacher rotation also raises an important question about sustainability. When a trained teacher moves to another school, the knowledge gained through a programme may not automatically remain in the original classroom. This makes it important to strengthen school-level systems, encourage knowledge-sharing among teachers and ensure that new staff can access similar training.
The challenges identified by UNICEF show why education improvement requires coordination between programme partners, school management and local authorities. Training can introduce better teaching practices, but long-term results depend on whether schools have the conditions to apply them consistently.
Measuring Early Childhood Learning and Development
One of the approaches introduced during the programme was the use of MELQO-MELE for early childhood education.
MELQO stands for Measuring Early Learning Quality and Outcomes. The framework is designed to help assess the quality of early learning environments and children’s development.
Pria explained that the approach provides information about changes in how young children learn and develop, particularly those under six years of age. It also helps identify the results achieved and the challenges that remain.
The importance of such measurement lies in its ability to provide educators and decision-makers a clearer picture of early childhood learning. Instead of assessing progress only through attendance or the completion of classroom activities, schools can pay closer attention to children’s development and the quality of their learning experiences.
For local education authorities, this information can help identify areas requiring additional support. It can also provide a reference for evaluating whether teaching methods are helping children develop the skills expected at their age.
Early childhood education is particularly important because it establishes the foundation for later learning. Children who receive appropriate support in language, communication, social interaction and basic reasoning are better prepared to engage with more complex subjects as they enter primary school.
Introducing a structured assessment approach therefore represents an effort to make education improvement more evidence-based. It can help teachers and policymakers understand not only what activities are being delivered but also what children are learning and where further intervention may be needed.
From Programme Results to Local Government Ownership
The November 2 dissemination meeting was an important part of the programme’s transition from implementation towards broader institutional learning.
UNICEF and YNS used the event to share information about the education models and teaching methods introduced during the programme with local government representatives. The intention was to encourage authorities to consider adopting relevant approaches and supporting their continued use.
Pria expressed hope that local governments would take up the methods introduced through the initiative so that the work could continue beyond the programme period.
This issue of local ownership is essential. External funding and technical assistance can help introduce new approaches, but lasting improvements require local institutions to incorporate effective practices into their own education planning and teacher development systems.
Local authorities have an important role in ensuring that training opportunities remain available, teacher support continues and schools receive the resources needed to maintain improved classroom practices.
For Yalimo and Mamberamo Tengah, the next stage will therefore involve translating lessons from the programme into practical arrangements that can be sustained by schools and education authorities.
This may include strengthening teacher mentoring, supporting cooperation between schools, improving the continuity of classroom assistance and using learning assessments to guide future interventions.
The dissemination meeting also provides an opportunity for education stakeholders to discuss which methods are most suitable for local conditions. An approach that works in one school may need adjustment before being introduced elsewhere, particularly when schools differ in their resources, language environments and access to infrastructure.
Inclusive Education and Papua’s Development Priorities
The programme’s focus on gender-sensitive and inclusive foundational learning is also significant for Papua’s broader human resource development.
Education systems must create opportunities for all children to participate in learning, regardless of gender, location or individual circumstances. This requires teaching methods and classroom environments that recognise differences among students and provide appropriate support.
In Papua Pegunungan, improving foundational learning is closely connected to the wider objective of strengthening human capital. Literacy and numeracy are essential skills for further education, participation in economic life and access to information.
Children who develop strong reading and reasoning abilities at an early age are better equipped to understand lessons in science, social studies and other subjects as they progress through school. These competencies can also support their ability to participate in community activities and make informed decisions later in life.
The collaboration between UNICEF and YNS demonstrates how partnerships involving international organisations, local foundations and government institutions can contribute to education development. It also highlights the importance of ensuring that programme knowledge is transferred to local educators and institutions.
For Indonesia, improving the quality of education in Papua is part of a broader development agenda that places human resource development alongside infrastructure, public services and economic opportunity.
However, progress should be assessed through measurable improvements in children’s learning, stronger teacher capacity and the continuity of education services. The number of training activities alone cannot fully demonstrate whether students are developing better literacy and numeracy skills.
The programme’s dissemination process is therefore an opportunity to turn experience into practical recommendations and establish a clearer basis for future evaluation.
Building a Sustainable Foundation for Future Generations
The collaboration between UNICEF Indonesia and Yayasan Nusantara Sejati in Papua Pegunungan offers an important example of how foundational education can be strengthened through practical teacher support, innovative classroom methods and cooperation among development partners.
Implemented from 2024 to 2026 in Yalimo and Mamberamo Tengah, the initiative has placed literacy, numeracy, inclusive learning and early childhood development at the centre of its work. The November 2 dissemination meeting in Jayapura marked an opportunity to share the approaches introduced and encourage local authorities to consider their continuation.
The statements from Eka Simanjuntak and Pria Santri Beringin also show that improving education requires attention to both classroom methods and the conditions in which teachers work. Practical learning activities can help children understand language and mathematics, but consistent teacher attendance, adequate infrastructure and sustained institutional support remain equally important.
Ultimately, the value of this collaboration will be measured by whether its lessons become part of everyday teaching and produce lasting improvements in children’s learning. If local education authorities, schools and development partners continue working together, the programme can contribute to a stronger foundation for literacy, numeracy and inclusive education in Papua Pegunungan.
For the children of Yalimo, Mamberamo Tengah and other communities across the province, better foundational learning is more than an educational objective. It is an investment in their ability to pursue further education, participate in society and shape the future of their communities.
Conclusion
The collaboration between UNICEF and Yayasan Nusantara Sejati represents a meaningful contribution to strengthening the quality of education in Papua Pegunungan. Through teacher training, innovative classroom methods and inclusive approaches to literacy and numeracy, the programme has helped promote a stronger foundation for children’s learning in Yalimo and Mamberamo Tengah. However, its long-term impact will depend on sustained support from local governments, consistent teacher participation and the integration of effective practices into the regional education system. Ultimately, investing in foundational education is an investment in Papua’s future, empowering the next generation with the knowledge, skills and confidence needed to pursue greater opportunities and contribute to the development of their communities.
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