{"id":18999,"date":"2025-11-26T15:52:41","date_gmt":"2025-11-26T08:52:41","guid":{"rendered":"https:\/\/www.inovasi.or.id\/knowledge-nugget-ifi-book-vol-1-p3\/"},"modified":"2026-01-25T16:57:39","modified_gmt":"2026-01-25T09:57:39","slug":"knowledge-nugget-ifi-book-vol-1-p3","status":"publish","type":"page","link":"https:\/\/www.inovasi.or.id\/en\/knowledge-nugget-ifi-book-vol-1-p3\/","title":{"rendered":"Knowledge Nugget IFI Book Vol 1 – P3"},"content":{"rendered":"\n
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Knowledge Nugget IFI Book Vol 1 ( Part 3 )<\/h2>\n\n\n\n

Home \\ Publication \\ Publication \\ Knowledge Nugget IFI Book Vol 1<\/strong> \\ Part 3<\/p>\n<\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n

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READ\/DOWNLOAD PDF<\/strong><\/a><\/div>\n<\/div>\n\n\n\n
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Part 1<\/strong><\/a><\/div>\n\n\n\n
Part 2<\/strong><\/a><\/div>\n\n\n\n
Part 3<\/strong><\/a><\/div>\n<\/div>\n\n\n\n

Building Local Strength: Enhancing Capability for Change<\/strong><\/p>\n\n\n\n

Indonesia\u2019s education reform isn\u2019t just about new policies \u2013 it\u2019s about building the capacity of schools, districts, and educators to create lasting change. INOVASI \u2018s approach to problem-solving is explored through two key strategies: <\/a>Problem-Driven Iterative Adaptation (PDIA) <\/a>[MH1]<\/a> [MH2]<\/a> and <\/a>Thinking and Working Politically (TWP). <\/a>[MH3]<\/a> [MH4]<\/a> These methods focus on empowering local stakeholders to innovate, learn from experience, and drive improvements that fit their unique challenges.<\/p>\n\n\n\n

A New Paradigm for Change<\/strong><\/p>\n\n\n\n

Traditional reform methods often fall short when applied to diverse, complex systems like Indonesia\u2019s education system. Instead of imposing one-size<\/a>\u2011fits\u2011all solutions[JI5]<\/a> , INOVASI embraced a dynamic approach that puts local needs at the centre. This article <\/a>[MH6]<\/a> outlines how PDIA and TWP work together to develop the capacity of local education systems \u2013 transforming abstract policies into practical actions that make a real difference in the classroom. <\/p>\n\n\n\n

Hard Fact: Over its eight-year journey, INOVASI Phase 1 and 2 engaged 17 partner districts, demonstrating that local capacity can be significantly enhanced when stakeholders are empowered to identify and solve problems on their own (Andrews, Pritchett & Woolcott, 2017). <\/p>\n\n\n\n

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Problem-Driven Iterative Adaptation (PDIA): Learning by Doing<\/strong><\/p>\n\n\n\n

PDIA is all about starting with real challenges and working step-by-step to find solutions that fit the local context. Rather than waiting for a perfect plan<\/a>[JI7]<\/a> , PDIA encourages local educators and policymakers to experiment, learn from failures, and iterate their approaches. This method fosters a culture where mistakes are seen as learning opportunities \u2013 leading to more effective, sustainable improvements. <\/p>\n\n\n\n

These approaches were also employed internally within the program. Continuous analytics, six-monthly team reflections on monitoring data, and iterative strategy testing, supported implementation teams to maintain a relentless focus on program goals and adapt strategies and approaches in response to evidence on successes and failures (Teskey and Tyrell 2021: 11-12). <\/a>[JI8]<\/a> <\/p>\n\n\n\n

Hard Fact: Research suggests that iterative, locally driven solutions can improve policy outcomes by 15\u201320% in settings similar to Indonesia (Andrews et al., 2017). <\/a>[JI9]<\/a> <\/p>\n\n\n\n

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By actively engaging those who understand local challenges best, PDIA transforms reform from a top\u2011down mandate into a collaborative, adaptive process.<\/p>\n\n\n\n

Thinking and Working Politically (TWP): Navigating Local Realities<\/strong><\/p>\n\n\n\n

Complementing PDIA, the TWP approach focuses on the local political and social dynamics that influence how policies are implemented. After all, the test of policy performance is in implementation. TWP is about understanding the \u201cwho,\u201d \u201cwhy,\u201d and \u201chow\u201d behind decision-making. It encourages stakeholders to build alliances and secure the necessary buy-in from community leaders and government officials, ensuring that new ideas are both accepted and sustained in schools and classrooms. <\/p>\n\n\n\n

Hard Fact: Evidence from similar initiatives shows that when political analysis and coalition-building are integrated into reform processes, the likelihood of successful implementation increases dramatically (Marquette, 2018). <\/p>\n\n\n\n

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TWP ensures that reforms are not only technically sound but also politically feasible, bridging the gap between local innovations, contexts and capacities <\/a>[JI10]<\/a> and national policy agendas. At a practical level this meant acting as a \u201ccritical friend\u201d: helping officials take policy in the direction they wanted to go by supporting their understanding of processes that assist effective action in the policy environment; and facilitating their access to other systems\u2019 experience of the consequences of different options available to them. <\/p>\n\n\n\n

Dynamic Interaction with Local Contexts<\/strong><\/p>\n\n\n\n

Indonesia\u2019s vast and varied regions mean that what works in one district might not work in another. The beauty of the PDIA and TWP combination is its inherent flexibility. As local conditions evolve \u2013 whether due to economic shifts, demographic changes, or even the disruptions of the COVID\u201119 pandemic \u2013 these approaches adapt, ensuring that solutions remain relevant and effective. <\/p>\n\n\n\n

Local pilot projects under INOVASI have provided valuable feedback loops, allowing for quick adjustments and continuous improvement. This adaptive process has enabled districts to fine-tune strategies in real time, resulting in tangible improvements in policy implementation and classroom practices. Lessons from these pilots were fed into national policy making to bridge policy-implementation gaps. <\/p>\n\n\n\n

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Building Sustainable Systems for the Future<\/strong><\/p>\n\n\n\n

This is a call to invest in local capability. Equipping educators and administrators with the tools and strategies needed to solve problems independently was the groundwork for a resilient, sustainable education system. This isn\u2019t about one-off fixes \u2013 it\u2019s about creating a culture of continuous improvement that will endure long after the initial reforms. <\/p>\n\n\n\n

Key elements include:<\/p>\n\n\n\n