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2.4 Qualitative Research
In-depth interviews with children, parents, community leaders, teachers, and head teachers, along with education officers at provincial and district levels were conducted. Specific research
instruments were developed for each type of respondent. To gain insightful information during the in-depth interviews from non-education authority respondents, especially in capturing
specific barriers of education that have been faced by them, projective techniques were applied in the form of completion of statements and figure association. The idea behind this
technique is that people cannot, rather than will not, tell their real opinions, perceptions, or fears. This is not a matter of will or ability. By applying this technique, the interviewees were
encouraged to project their feelings and thoughts through pictures or a completion of statements. The number of in-depth interviews in this baseline survey is shown in Table 2.3.
Province District
Number of Students from Intervention
Schools: Model A Number of Students
from Intervention Schools: Model B
Number of Students from Control Schools
Papua Biak Numfor
200 200
200 Jayawijaya
200 200
200 Jayapura
200 200
200 Mimika
200 200
200 Papua Barat
Manokwari 200
200 200
Sorong 200
200 200
Total 1200
1200 1200
Province District
Number of Parents from Intervention
Schools: Model A Number of Parents
from Intervention Schools: Model B
Number of Parents from Control Schools
Papua Biak Numfor
200 200
200 Jayawijaya
200 200
200 Jayapura
200 200
200 Mimika
200 200
200 Papua Barat
Manokwari 200
200 200
Sorong 200
200 200
Total 1200
1200 1200
Province District
Number of Teacher Head Teacher from
Intervention Schools: Model A
Number of Teacher Head Teacher from
Intervention Schools: Model B
Number of Teacher and Head Teacher from
Control Schools Papua
Biak Numfor 30
30 30
Jayawijaya 30
30 30
Jayapura 30
30 30
Mimika 30
30 30
Papua Barat Manokwari
30 30
30 Sorong
30 30
30 Total
180 180
180
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Table 2.3: Number of In-depth Interviews
In addition to the above in-depth interviews, we also observed a few teachers while they were delivering Bahasa Indonesia lessons to their students. The observations were conducted by
recording the process in 2 x 25 minutes. The number of observations conducted is shown in Table 2.4. The records of the observation were analyzed separately by the
UNICEF’s Education Team.
Table 2.4: Number of Teaching Processes Recorded
Type of Respondents
Papua Papua Barat
Biak Numfor Jayawijaya
Jayapura Mimika
Manokwari Sorong
Children 5
5 5
5 5
5 Parents
5 5
5 5
5 5
Teacher 5
5 5
5 5
5 Head Teacher
5 5
5 5
5 5
Community Leaders 5
5 5
5 5
5 MOEC at District
Provincial Level 2
2 2
2 2
2 Grand Total
162
Province District
Number of Teaching Recording: Model A
Number of Teaching Recording: Model B
Number of Teaching Recording: Control
Schools Papua
Biak Numfor 3
3 3
Jayawijaya 3
3 3
Jayapura 3
3 3
Mimika 3
3 3
Papua Barat Manokwari
3 3
3 Sorong
3 3
3 Total
18 18
18
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2.5 Research Ethics on Vulnerable Populations and Children
All of the respondents’ rights in this survey were strictly protected. As this survey involved
children and adults living in rural areas with a relatively low level of education and low socio- economic conditions, ethics on vulnerable populations and children were applied.
For child respondents in this survey, their participation was protected according to the UNICEF
’s Guidelines 2002. The convention on the rights of the children’s participation in this research is:
1. All rights must be available to all children without discrimination of any kind. Equity and
non-discrimination should be emphasized. 2.
The best interests of the child must be a major factor in all actions concerning children. 3.
Children’s views must be considered and taken into account in all matters that affect them. They should not be used merely as data subjects of an investigation.
In addition, the children and other vulnerable populations in this survey were fully informed and had to understand the consequences and impact of expressing their opinions. They were
free to not participate and were not pressured. Their participation was a right, not an obligation.
Based on the guidelines, the followings were implemented during the data collection to ensure the respondents’ rights:
1. Ensured the confidentiality of the respondents: their names were not included in the
information to be collected. 2.
Informed the respondents: the respondents were informed about the purpose of the interviews and the general steps of the interviews. They could feel free to answer or to
express their opinions, they did not have to answer the questions if they did not want to, etc.
3. Consent was sought by asking for their oral agreement to participate in the study.
4. Equity and non-discrimination were strictly applied through the random selection of the
students, parents, and teachers. More specifically, the socio-economic conditions of the students and their parents were not barriers in selecting them.
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