UCSP PETA SCRIPT

Jaie: Good morning everyone! This is Group 4, the Quality Education group. I am here along
with Robb, Maya, Nijiha, Renka, Karen, Faris, and Ayu, Nanda, Rosya, and Alya. Today we will
report our problem and solution tree analysis regarding the low efficiency of education.
Slide 2
This is our problem tree analysis with the core problem Low Efficiency of Education. The gray
boxes correspond to the primary causes, while the ones below it are the secondary causes and the
ones on top are the effects. Anyway, without further ado, Let us now give it up for Alya and
Faris to explain the first primary cause, crowded classrooms.

Alya: (Crowded classrooms)

Population growth, teacher shortage, and lack of funding are all contributing factors to this issue,
which has increased class sizes. In an ideal world, class sizes would be limited to 15 to 20 pupils.
Regrettably, many classes now frequently have more than thirty students in them, and in some
cases, schools have more than forty students in a single class. (Hachem, 2019)

Faris: In the government education system, quantity has typically overcome quality. Many
teachers are forced to work multiple jobs in order to support their families because facilities are
so ill-equipped and incomes are so low. Only 51% of Indonesian teachers are qualified to teach,
and a third of them are frequently absent. In a nation where 57 million people attend school, just
a third of Indonesian students complete basic education, and the education system is afflicted by
poor teaching and corruption. (factsanddetails.com)

Now, Ayu will talk about the lack of technology.

Ayu: (Lack of Technology)

According to the National Literacy Trust's poll, 87% of teachers agree that technology can
motivate, captivate, and boost the confidence of students when it comes to reading, writing,
speaking, and listening.
Nevertheless, despite technology being an advantage, instructors claimed that the biggest
obstacle to supporting learning through technology is a lack of investment in hardware, software,
and wifi where two out of five students have access to a desktop computer, and less than half of
students have access to an iPad or a laptop.

Next, Maya, for the Lack of English Application in Japan.

Maya: (Lack of English Application)

Teachers in Japan have pointed to English classes’ strict correspondence to university entrance
examinations as a major culprit of their students’ poor proficiency. They argue that the focus on
exams leads to an over-emphasis on grammar as well as boring, memorization-oriented classes.

“I studied English in junior high school, high school, and university, and when I graduated
college I didn’t speak English at all,” said Norihiko Inoue, the regional sales and marketing
director at Education First Japan.
“Japanese students are actually very good at grammar and vocabulary, but they can’t
communicate very well because they’re afraid of making mistakes,”he said

Next, Nanda and Rosya, for the fourth primary cause.

Nanda: (Too much units/ subjects)

This year’s PISA test results are nothing new. Indonesian 15 year-olds have been at the bottom
of the international league tables for maths and science since the country began participating in
the tests in 2003. Education authorities in Jakarta decided that this was because Indonesian
students have too many subjects in school, so they never learn anything in any depth.

Rosya: Every day, students spend 7-9 hours at school. Students are also burdened by school
assignments and homework assignments. Often, tasks look unreasonable because of the
numerous amounts. In addition, students receive more than ten subjects and this makes
understanding unfocused because students know many things but are shallow.

For bullying, I’ll pass it on to Renka.

Renka: (Bullying)
Bullying harms quality of education and is not just "a thing kids do."

According to Chloë Fèvre, a senior violence prevention specialist at the World Bank, learning
would be impossible if there are children afraid of going to school because of the violence that
they are experiencing.

Karen:
Physical violence is the most frequent in most regions. Globally, 16.1 percent of children who
have been bullied say they have been hit, kicked, shoved around, or locked indoors.
Sexual bullying is the second most frequent in many regions. Globally, 11.2 percent of children
who are bullied report being made fun of with sexual jokes, comments, or gestures.

Nijiha will now talk about the effects that are on top of the tree analysis.

Nijiha: (Effects)
The effects of these primary and secondary causes are
First, unfocused students,
Second, learning gap among students
Third, students are incapable of understanding and communicating with others
Fourth, information overload
Lastly, suicide

Robb: Furthermore, this is now our solution tree analysis. The box in the middle corresponds to
the core objective. The gray represents the primary solutions and the ones below it are the
secondary solutions. Lastly, the effects are on top which are brown. Let us now discuss them.
Jaie, would you mind starting the discussion?

Jaie: No problem Robb! Okay, so for the first primary solution, we wanted to recommend
schools in Indonesia to improve their school resources and facilities. This is so that students will
be able to learn more comfortably and happily without hindering their focus on studies. In line
with this, schools should set a limit when accepting students to their school so that if they cannot
elevate or make their classes larger for larger quantities of students, the rooms wouldn't be so
crowded. In addition, there should be enough qualified teachers to guide these students, and they
should be paid according to their efforts. Of course, these wouldn't be possible without the
funding of the government.

Robb: I agree with you, Jaie. Next, for the lack of technology problem, the schools should
initiate to advance and keep up with new technology with the help of the government as well.
The authorities should have been ready even before going through the pandemic and allot funds
for this issue. This will not only help the students but the teachers as well as it will be more
convenient for them with the help of different online tools and applications in presenting lessons.
These, in turn, will help students transition easily to the new era of technology and online
learning and also improve the quality of education.

Maya: Next will be usage of english everyday. English education in Japan should not just focus
on vocabulary and grammar but its use in everyday life. We believe that this will help students
gain confidence when communicating with non-Japanese speakers.

Faris: Yes! I definitely agree with that solution. Now let us talk about the information overload
because of too many subjects in Indonesian schools. As students here, we would want the
solution of lessening the load of subjects or units in the curriculum so that students will have a
better mental health and they will have more focus and understanding of important and primary
subjects.
Karen: Lastly, we would want to resolve the problem with bullying by schools creating bylaws
that actually punish students that are proved to be bullying their schoolmates or even teachers.
As authorities, they would be the ones staying on top of these negative situations so that students
will become more comfortable with reporting bullies and not getting afraid of being targeted as
well.

Robb: That is it for the presentation of SDG 4, Quality education group. I hope that all of you
digested the contents we discussed. Should you have any questions, you may ask them now.
Thank you everyone for patiently listening.