\n<\/p>\n
JAKARTA, INDONESIA –\u00a0Media OutReach<\/a>\u00a0–\u00a01
The increase reflected Tanoto Foundation’s concerns over the social
Dr. J. Satrijo Tanudjojo, Global CEO, Tanoto Foundation, stated that the Foundation
“We were encouraged by the generosity of the Tanoto family, who guided
Combatting the COVID-19
Tanoto Foundation collaborated with government and private sector
Collaboration on stunting
Tanoto Foundation continued to actively support the Indonesian
Basic Education: Supporting the shift in distance learning <\/b><\/p>\n
The COVID-19 pandemic also disrupted basic education. The Government
The survey found only a third of schools in urban areas were
\u00a0 \u00a0 \u00a0\u00a0\u00a0a.\u00a0Students
\u00a0 \u00a0 \u00a0 \u00a0b.\u00a0Parents
\u00a0 \u00a0 \u00a0 \u00a0c.\u00a0The
Following the survey, the PINTAR Program facilitators developed plans
Developing future leaders in
Amidst the pandemic, the recruitment process of the TELADAN scholarship
\nApril 2021 –\u00a0Tanoto Foundation<\/a>, an independent family philanthropy organization
\nfounded by Sukanto Tanoto and Tinah Bingei Tanoto in 1981, contributed a total
\nIDR157 Billion (US$11.1M) to support a diverse range of education and human
\ncapital development programs in 2020, an increase from 2019’s IDR155 billion
\n(US$ 10.9M). This is detailed in the Tanoto
\nFoundation Annual Report 2020<\/a>, published today. <\/p>\n
\n
<\/p>\n
\nimpact of the COVID-19 pandemic on communities. The funds were allocated to
\nfinance a number of sustainable programs, in the following areas: <\/p>\n
\n
<\/p>\n\n
\ndevelopment and education, including prevention of stunting;<\/li>\n
\ntrainees, principals, school supervisors);<\/li>\n
\nfuture leaders (scholarship scheme);<\/li>\n
\n
<\/p>\n
\nremains committed to achieving its programs’ impact goals, while helping the
\ncommunities affected by the COVID-19 pandemic.<\/p>\n
\n
<\/p>\n
\nus as we maintained continuity in our programs to improve lives and quality of
\neducation for our beneficiaries, with a number of adjustments made due to the
\npandemic,” said Satrijo.\u00a0\u00a0 <\/p>\n
\n
<\/p>\n
\npandemic\u00a0 <\/b><\/p>\n
\n
<\/p>\n
\norganizations to support areas that required more attention and intervention.
\nIn the early stages, the efforts were focused on supporting medical workers in
\nthe frontline, while in the later stages the focus shifted to supporting the
\nincrease of COVID-19 testing capacity \u2013 the Foundation’s collaboration
\nwith Temasek Foundation International and GSI lab<\/a> being one example. The
\ntotal tally of the donation in COVID-19
\nassistance<\/a>\u00a0 amounted to 1.3 million
\nmasks, 1 million pairs of gloves, 100,000 protective gowns, 3,020 goggles,
\n20,200 PCR test kits and 1 set of testing machines. <\/p>\n
\n
\n
\n
<\/p>\n
\nprevention<\/b><\/p>\n
\n
<\/p>\n
\nGovernment’s stunting reduction goals and improve learning standards in early
\nchildhood development and education, with key highlights as follows:<\/p>\n
\n
<\/p>\n\n
\ncentres, trained 154 teachers, reaching 824 children;<\/li>\n
\nwith the Bill & Melinda Gates Foundation<\/a>; committed a total of US$2
\nmillion to the World Bank’s Multi Donor Trust Fund in support of training
\n72,636 human development cadres recruited by the Indonesian government;<\/span><\/li>\n
\na US$200,000 grant to UNICEF Indonesia<\/a> to translate and adapt the measurement
\ninstruments for the Early Childhood Development Instrument (ECDI) and the
\nCaregiver-Reported Early Development Index (CREDI) in Indonesia.<\/span><\/li>\n<\/ul>\n
\n
<\/p>\n
\n
<\/p>\n
\nswiftly implemented distance learning to ensure the continuation of educational
\nactivities by leveraging technology and creative teaching methods. To support
\nour beneficiaries in this process, Tanoto Foundation’s PINTAR Program surveyed
\nover 450 partner primary and secondary schools across 21 districts.<\/p>\n
\n
<\/p>\n
\ndistance-learning ready, while only one in 10 schools were distance-learning
\nready in rural and semi-urban areas. It also discovered the challenges that
\nteachers and principals were facing in the shift to distance learning,
\nrepresented in three major areas:<\/p>\n
\n
<\/p>\n\n
\nStudents and teachers had limited access to internet and adequate devices.<\/li>\n
\ntechnology and digital media to assess the students’ understanding of study
\nmaterials and track their progress.<\/li>\n
\nreadiness:<\/li>\n<\/ul>\n
\n
<\/p>\n
\nstruggled to embrace a different learning method.<\/p>\n
\n
<\/p>\n
\nwere unprepared to take a more active role in the learning process.<\/p>\n
\n
<\/p>\n
\nGovernment needed time to adapt to the changes in the education sector<\/p>\n
\n
<\/p>\n
\nthat focused on equipping educators with the necessary competencies and
\nfacilities to effectively use technology for distance learning. Efforts
\nincluded the launch of an e-teacher training platform aimed at familiarizing
\nteachers with learning management systems and simple collaboration tools. The
\nprogram also combined online individual learning and exchange of best practices
\nthrough the formation of teacher working groups. To achieve scale and
\nsustainability, we rerouted expenditure on brick-and-mortar infrastructure to
\nclassroom and out of classroom technologies.<\/p>\n
\n
\n
\n
<\/p>\n
\nthe higher learning segment<\/b><\/p>\n
\n
<\/p>\n
\nrecipients (scholars) class of 2021 was for the first time held entirely
\nonline. The processes included online registration, three-step preliminary
\nselection (included gamified and written tests) to final round of selection
\n(online leaderless group discussion, gamification, and online interviews) to
\nensure the quality of shortlisted scholars. The Foundation selected 172 TELADAN
\nScholars from a total 10,895 applicants.<\/p>\n
\n
<\/p>\n