Learning where children live: community-based literacy hubs and educational recovery in underserved Indonesian villages
DOI:
https://doi.org/10.67490/ijac.v1i3.1058Keywords:
Community literacy, Educational recovery, Literacy hubs, Participatory evaluation, Rural educationAbstract
Background: Tapak Gedung Village faced limited documented access to sustained supplementary literacy services, while Tebat Karai District contained 15,163 residents across 14 villages and urban wards, making neighborhood-based provision socially relevant. Objective: This community engagement program aimed to strengthen reading practice, engagement, and local learning governance among 60 children aged 7–12 years. Method: A participatory planning–implementation–monitoring-evaluation design combined baseline and endline literacy tests, caregiver surveys, attendance sheets, portfolio rubrics, observation checklists, focus groups, and institutional-readiness indicators. Results: Planning produced three coordination meetings, a mapped cohort of 60 children, four stakeholder groups, five instrument sets, and a sixteen-week implementation schedule. Implementation organized three literacy hubs, 32 sessions per child, 96 hub-session records, mentoring by 12 facilitators, and a planned corpus of 240 core literacy products. Monitoring-evaluation established benchmarks of 75% mean attendance, 70% adequate dosage and product completion, 20% literacy-score improvement, 15% engagement improvement, one validation forum, and one twelve-month continuation plan, although these thresholds were not treated as confirmed final effects. Novelty: This program lies in integrating distributed neighborhood hubs, culturally situated mentoring, child-level measurement, participatory interpretation, and institutional readiness within a data-grounded model of educational recovery and community ownership that links learning evidence with durable, locally governed post-program continuity mechanisms.
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Copyright (c) 2026 Noval Maliki (Author)
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