Grants:Programs/Wikimedia Alliances Fund/Promoting and Fostering the Use of Open Educational Resources in Indonesia /Final Report
Report Status: Accepted
Due date: 2023-09-30T00:00:00Z
Funding program: Wikimedia Alliances Fund
Report type: Final
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General information[edit]
This form is for organizations, groups, or individuals receiving Wikimedia Community Funds or Wikimedia Alliances Funds to report on their final results.
- Name of Organization: Creative Commons Indonesia
- Title of Proposal: Promoting and Fostering the Use of Open Educational Resources in Indonesia
- Amount awarded: 56949 USD, 770700000 IDR
- Amount spent: 785248563 IDR
Part 1 Understanding your work[edit]
1. Briefly describe how your proposed activities and strategies were implemented.
1st Stage We conducted baseline surveys involving 223 respondents, including 208 educators & 15 interviews with government & educational representatives from August to October 2022. This effort provided insights into Indonesia's OER landscape & awareness. Through this, we identified partners & tailored OER booklets for educators. Further, 3 discussions that were organized with partners led to the launching of the booklet series in Jan 2023, serving as essential references for OER promotion & training in the next stage.
2nd Stage We organized 7 workshops & 5 webinars focused on OER for educators. Collaborations spanned ministries, institutions, NGOs, & educator communities. These events were significant for showcasing our OER Booklets & promoting our OER Training initiative. Notably, we facilitated participants' access to our OER Booklets & encouraged contributions of photos reflecting digital learning on Wikimedia Commons. We raised OER awareness with 12 communication materials from our booklets. We provided voiceovers for 5 OER videos to Bahasa Indonesia & collaborated with Gimpscape for an infographic contest focused on 4 OER themes, which yielded 21 works. We uploaded all these media assets across the social media accounts of our partners.
3rd Stage The Training of Trainers was conducted for 2 days, inviting 7 trainers. We explained the division of tasks among trainers. The OER Module was also tested & officially launched in July 2023. The OER Training ran for 1 month using SEAMEO SEAMOLEC's learning management system. The training consists of 6 topics with videos, texts, discussion, quizzes, & assignments in each topic. From 960 applicants, 36 educators were enrolled, resulting in 36 collaborative works, 34 digital materials, & 6 Wikibooks. The top 3 participants disseminated their knowledge through workshops in their cities. Our project concluded with an end-line survey assessing (the increase in educators') awareness & implementation of OER.
2. Were there any strategies or approaches that you felt were effective in achieving your goals?
Collaboration with the right partners in every activity: We collaborated with the free open software community, including GIMP and Inkscape users, to create communication materials. Initially, our plan was to produce 12 communication works, but the design competitions led to a total of 21 infographics.
We conducted collaborative webinars and workshops with educational organizations, NGOs, educator communities, and local educators serving as champions in their cities. As a result, we attracted 689 participants, exceeding our initial goal of 316 participants. Partnering with an educational organization also allowed us to utilize their Learning Management System (LMS), greatly facilitating the design and implementation of our online OER training.
Fully utilizing the OER booklet: Our OER booklet serves as a crucial instrument for promoting and training in OER. It acts as a reference for developing our communication materials, offers topic guidance for our design competition, functions as a syllabus for OER trainers, and acts as a handbook for both trainers and participants of the OER training. Additionally, participants consulted it while they created open textbooks on Wikibooks. According to pageviews analysis on Wikimedia Commons, we have garnered 14,533 viewers for the OER Booklets since January 2023.
3. Would you say that your project had any innovations? Are there things that you did very differently than you have seen them done by others?
A personification of Indonesian educators in OER Booklet: We created Ani's comprehensive story. Ani personifies educators in Indonesia who encountered copyright issues while sharing their digital teaching materials. Ani's role is pivotal in aiding readers of the booklet to grasp copyright, CC Licenses, & OER through the lens of an educator in Indonesia. These three themes form integral chapters in the first series of the OER booklet. We illustrated Ani and Budi to elucidate the intricacies of the four CC license provisions, seamlessly incorporating these visuals into the slides of all our workshops and webinars. Ani's varied expressions were shared on Wikimedia Commons. OER training participants integrated Ani into their final assignments.
Leveraging Wikimedia Commons (WC): Wikimedia Commons was seamlessly integrated into all project activities. This involved uploading all communication media we generated and the contributions from the workshop & training participants. WC serves as an essential archive for Project Adicita's accomplishments. Furthermore, we urged training participants to maximize the benefits of WC files as raw material for their digital teaching materials, with the results being uploaded back to WC.
Beyond as a repository, we introduced WC through workshops & webinars, promoting it as an ad-free, free-to-use OER repository. Participants verified this by downloading our OER Booklet, highlighting OER's 5R principles. To raise copyright and CC license awareness, participants shared work using CC licenses on WC, promoting legal sharing & mindful licensing.
Wikibooks Participants in the training were guided to contribute to Wikibooks through group assignments. Wikibooks aims to involve participants in the practical creation of instructional materials by applying the 5R principles & encourages them to share knowledge gained during the training with fellow educators.
4. Please describe how different communities participated and/or were informed about your work.
We actively collaborate with various entities, including organizations, NGOs, Ministry of Education, communities, and schools. Our efforts span across different scales, ranging from the national level to individual interactions within cities, all driven by a shared commitment to enhance education in Indonesia.
This collaboration involves a diverse range of activities: from participating in surveys to creating OER booklets with integrated video explanations, conducting webinars/workshop, taking part in OER graphic design competitions, crafting OER communication materials, producing informative training videos, and contributing to the development and testing of OER training modules. People who collaborate with them are exposed to our OER project through this holistic approach.
5. Documentation of your impact. Please use the two spaces below to share files and links that help tell your story and impact. This can be documentation that shows your results through testimonies, videos, sound files, images (photos and infographics, etc.) social media posts, dashboards, etc.
- Upload Documents and Files
- Here is an additional field to type in URLs.
- Here is the supporting document to respond to questions 5b and 12a: https://docs.google.com/document/d/1rXgFsoes3v5bLRLSwEZx__KPkHJ7tVPThzyqPwGm5nE/edit?usp=sharing
6. To what extent do you agree with the following statements regarding the work carried out with the support of this Fund? You can choose “not applicable” if your work does not relate to these goals.
| A. Bring in participants from underrepresented groups | Agree |
| B. Create a more inclusive and connected culture in our community | Agree |
| C. Develop content about underrepresented topics/groups | Agree |
| D. Develop content from underrepresented perspectives | Strongly agree |
| E. Encourage the retention of editors | Agree |
| F. Encourage the retention of organizers | Agree |
| G. Increased participants' feelings of belonging and connection to the movement. | Agree |
7. Is there anything else you would like to share about how your efforts helped to bring in participants and/or build out content, particularly for underrepresented groups?
Indonesia, being an archipelago and a vast country, has the majority of its population residing on Java Island. Educators on Java Island enjoy benefits like advanced infrastructure, widespread internet access, and abundant workshop opportunities, among other advantages. In contrast, educators outside Java Island face challenges such as limited access to workshops that enhance their skills, especially in areas like digital teaching and learning. Therefore, we were intensifying efforts to proactively involve educators from regions beyond Java Island. Our target participants encompass a broader definition of educators, including anyone engaged in teaching activities—whether in informal, formal, or nonformal education—and individuals with experience in creating digital teaching materials.
To enhance inclusivity, we've progressed by organizing workshops in North Sumatra and East Kalimantan. Additionally, we held an exclusive OER webinar designed specifically for educators from North Kalimantan, North Maluku, and South Sulawesi. These regions are categorized as remote areas in Indonesia. Furthermore, we've increased inclusivity by incorporating subtitles into our video content.
Regarding OER Training, we ensured that participants hailed from the eastern regions of Indonesia too. This approach yielded positive results, attracting participants not only from Java Island but also from places like Maluku, Sulawesi, and Kalimantan.
Part 2: Your main learning[edit]
8. In your application, you outlined your learning priorities. What did you learn about these areas during this period?
Intervention Effectiveness: Participants who attended workshops or webinars improved their copyright knowledge by about 10%, CC license understanding by 4%, and open educational resources knowledge by 15% compared to those who didn't. Intensive training had a more positive impact, likely because it required more time and effort (13 hours of synchronous classes, 18 hours of asynchronous, and 10 hours of tasks) compared to shorter workshops or webinars (2 to 2.5 hours).
The Wikimedia project has significant potential for educators: Wikimedia Commons offers valuable learning materials with clear copyright statuses. During training, participants successfully demonstrated using Wikimedia Commons files as raw materials for creating their Open Educational Resources (OERs). They also observed that other participants were using their uploaded files. However, limited content is available for subjects such as math and technology. Additionally, most search terms are in English.
As for Wikibooks, participants succeeded in sharing their points of view while campaigning about OERs on the platform. However, editing Wikibooks can be challenging for participants, and they often require facilitator assistance.
Influence on Partners: Our partners' OER projects are inactive but open to collaborating with us. We encourage them to use our booklets for design references, training materials, handbooks, and content creation.
9. Did anything unexpected or surprising happen when implementing your activities?
An administrative glitch led to 2-month timeline extension, necessitating innovative solutions. Initially, our plan to showcase the best participants from OER Training at the WikiNusantara conference was hindered by timing conflicts, but we pivoted to sharing local insights. Despite issues with the end-line survey, social media and volunteers from Wikimedia Indonesia expanded participation.
Collaborating with Gimpscape for the infographic competition diversified our participant base and raised awareness about OER. Astonishingly, 960 applicants that registered in OER Training far exceeded our goal of 36 participants. UNESCO invited us to present at their LLL conference, and a public university invited us to share our project. Education organizations sought collaboration, sharing learning management system (LMS) access, and promoting the training journey. Beyond our initial plan, we created 17 videos for our OER Training to enhance the appeal and engagement of our OER Training for participants. Our story showcases resilience and adaptability in the face of the unexpected, resulting in remarkable achievements and new prospects. We have been invited by educators from a public university to collaboratively write a research paper about OER Canvas, drawing from our experiences during the project implementation.
10. How do you hope to use this learning? For instance, do you have any new priorities, ideas for activities, or goals for the future?
- Strengthen the OER Training Team by welcoming former participants from 2020 and 2023 OER Training as trainers. With new trainers, we will organize collaborative webinars or workshops with both existing and new partners. "Launch" the OER Training cycle with larger groups and concentrate on specific topics.
- Add more content to Wikimedia Commons that matches what teachers need to make digital teaching materials for specific subjects like Math, Computer Science, and others. We figured this out from surveys with teachers and partners. To do this, we can design projects where people work together to design things related to teaching, or we can create special pictures that teachers can use to improve their digital teaching stuff better.
- Enhance and sustain collaborations with our partners. Additionally, we broaden our network of collaborators.
- Advocate partners to strengthen their OER infrastructure (repositories).
- Insights from our social media encourage us to prioritize more infographic information in the future. We also intend to organize more workshops and the OER training to accommodate participants who did not get the previous opportunities. We have a plan to enhance the learning management system and enhance our OER Training to accommodate more participants in the future.
11. If you were sitting with a friend to tell them one thing about your work during this fund, what would it be (think of inspiring or fascinating moments, tough challenges, interesting anecdotes, or anything that feels important to you)?
Throughout the project, we observed that today's educators became more aware and motivated to enhance their digital skills. They actively participated in local and national groups that aided in the creation of educational materials and stayed updated with the latest technology trends.
During the project, we encountered many educators with prior experience with copyright issues related to using or sharing educational materials. They greatly appreciated learning about the fundamentals of copyright, which further supported our campaign to promote Open Educational Resources (OER) as a solution to their challenges.
12. Please share resources that would be useful to share with other Wikimedia organizations so that they can learn from, adapt or build upon your work. For instance, guides, training material, presentations, work processes, or any other material the team has created to document and transfer knowledge about your work and can be useful for others. Please share any specific resources that you are creating, adapting/contextualizing in ways that are unique to your context (i.e. training material).
- Upload Documents and Files
- Here is an additional field to type in URLs.
- Here is the supporting document to respond to questions 5b and 12a: https://docs.google.com/document/d/1rXgFsoes3v5bLRLSwEZx__KPkHJ7tVPThzyqPwGm5nE/edit?usp=sharing
Part 3: Metrics[edit]
13a. Open and additional metrics data
| Open Metrics | Description | Target | Results | Comments | Methodology |
|---|---|---|---|---|---|
| N/A | N/A | N/A | N/A | N/A | N/A |
| N/A | N/A | N/A | N/A | N/A | N/A |
| N/A | N/A | N/A | N/A | N/A | N/A |
| N/A | N/A | N/A | N/A | N/A | N/A |
| N/A | N/A | N/A | N/A | N/A | N/A |
| Additional Metrics | Description | Target | Results | Comments | Methodology |
|---|---|---|---|---|---|
| Number of editors that continue to participate/retained after activities | N/A | N/A | N/A | N/A | N/A |
| Number of organizers that continue to participate/retained after activities | N/A | N/A | N/A | N/A | N/A |
| Number of strategic partnerships that contribute to longer term growth, diversity and sustainability | N/A | N/A | N/A | N/A | N/A |
| Feedback from participants on effective strategies for attracting and retaining contributors | N/A | N/A | N/A | N/A | N/A |
| Diversity of participants brought in by grantees | N/A | N/A | N/A | N/A | N/A |
| Number of people reached through social media publications | N/A | N/A | N/A | N/A | N/A |
| Number of activities developed | N/A | N/A | N/A | N/A | N/A |
| Number of volunteer hours | N/A | N/A | N/A | N/A | N/A |
13b. Additional core metrics data.
| Core metrics | Description | Target | Results | Comments | Methodology |
|---|---|---|---|---|---|
| Number of participants | First Stage: 10 participants for Open discussion, second stage: 210 (90 online + 120 offline OER Workshop), third stage: 30 (OER Training participants) + 60 (participants from three-best winners that have to create their OER Training on their own)
Returning participant Third Stage: 6 OER Training participants from Wikimedia Indonesia community members and contributors |
316 | 689 | First stage: 38 (1st discussion: 10, 2nd discussion: 13, final discussion: 15)
Second stage: 551 (Offline OER Workshops: 122, Online webinars: 429) Third stage: 100 (OER Training Participants: 36, Dissemination workshop: 64) |
Manual count, Event Metrics, and data from SEAMOLEC |
| Number of editors | Second Stage: 120 (offline OER workshops), Third Stage: 30 (OER Training participants) | 150 | 223 | Second stage
Offline OER Workshops: 122 (116 new editors and 6 returning editors) Third stage OER Training participants: 37 (32 new editor and 5 returning editors) Dissemination workshop: 64 (63 new editors and 1 returning editor) |
Event Metrics |
| Number of organizers | 1 Project Manager
1 Deputy Project Manager 1 Finance and admin staff 1 OER consultant 1 OER Survey coordinator 3 facilitators and 5 speakers for OER Training 3 speakers for OER Training of Trainers 1 Social media services 1 Graphic designer 1 Editor for booklets and module 1 Website consultant |
20 | 34 | 1 Project Manager, 1 Deputy Project Manager, 1 Finance and admin staff, 1 OER Consultant, 4 survey coordinators, 6 facilitators and 3 speakers for OER Training, 1 survey data analyst, 1 photographer, 1 videographer, 1 OER video translator, 1 OER video dubber, 1 data collector assistant, 2 OER Training juries, 1 Social media services, 1 graphic designer, 2 editor for booklets and module, 1 layouter for booklets and module, 2 web consultants, 2 moderators for open discussion and webinar. | manual count |
| Wikimedia Project | Description | Target | Results | Comments | Methodology |
|---|---|---|---|---|---|
| Wikimedia Commons | Second Stage: 12 (social media content) + 120 (uploaded photos from offline OER Workshop participants), third stage: 120 (uploaded photos and works from OER Training participants) | 252 | 402 | Results: 402.
Second stage: 147 (Social media content: 12, OER Workshop: 135) Third stage: 255 (OER Training participants: 188, Dissemination workshop: 67) |
We use Event Metrics to collect data |
| Wikibooks | 6 Wikibooks from OER Training | 6 | 6 | From OER Training | Manual count |
| N/A | N/A | N/A | N/A | N/A | N/A |
| N/A | N/A | N/A | N/A | N/A | N/A |
| N/A | N/A | N/A | N/A | N/A | N/A |
14. Were there any metrics in your proposal that you could not collect or that you had to change?
No
15. If you have any difficulties collecting data to measure your results, please describe and add any recommendations on how to address them in the future.
To address common misconceptions on copyright and open licenses, we made an endline survey at the end of this program. We met obstacles when many participants that attended our workshops and webinars didn’t fill out the endline survey. This is because the gap between the workshops/webinars and the endline survey was too long.
Our data analyst suggested that we have to conduct the survey directly before-and-after the workshops/webinars and also adding more respondent to get better results.
16. Use this space to link or upload any additional documents that would be useful to understand your data collection (e.g., dashboards, surveys you have carried out, communications material, training material, etc).
- Upload Documents and Files
- Here is an additional field to type in URLs.
- N/A
Part 4: Organizational capacities & partnerships[edit]
17. Organizational Capacity
| A. Financial capacity and management | This has grown over the last year, the capacity is high |
| B. Conflict management or transformation | This capacity has grown but it should be further developed |
| C. Leadership (i.e growing in potential leaders, leadership that fit organizational needs and values) | This capacity has grown but it should be further developed |
| D. Partnership building | This has grown over the last year, the capacity is high |
| E. Strategic planning | This capacity has grown but it should be further developed |
| F. Program design, implementation, and management | This capacity has grown but it should be further developed |
| G. Scoping and testing new approaches, innovation | This has grown over the last year, the capacity is high |
| H. Recruiting new contributors (volunteer) | This has grown over the last year, the capacity is high |
| I. Support and growth path for different types of contributors (volunteers) | This capacity has grown but it should be further developed |
| J. Governance | This capacity has grown but it should be further developed |
| K. Communications, marketing, and social media | This capacity is low, and we should prioritise developing it |
| L. Staffing - hiring, monitoring, supporting in the areas needed for program implementation and sustainability | This capacity is low, and we should prioritise developing it |
| M. On-wiki technical skills | This has grown over the last year, the capacity is high |
| N. Accessing and using data | This capacity has grown but it should be further developed |
| O. Evaluating and learning from our work | This capacity is low, and we should prioritise developing it |
| P. Communicating and sharing what we learn with our peers and other stakeholders | This capacity has grown but it should be further developed |
| N/A | |
| N/A |
17a. Which of the following factors most helped you to build capacities? Please pick a MAXIMUM of the three most relevant factors.
Formal training provided by a Wikimedia Movement organizing group (i.e., Affiliates, Grantees, Regional or Thematic Hub, etc.), Peer to peer learning with other community members in conferences/events, Using capacity building/training resources onlinee from sources OUTSIDE the Wikimedia Movement
17b. Which of the following factors hindered your ability to build capacities? Please pick a MAXIMUM of the three most relevant factors.
Lack of awareness of capacity building needs, Lack of staff time to participate in capacity building/training, Lack of financial resources
18. Is there anything else you would like to share about how your organizational capacity has grown, and areas where you require support?
We've achieved robust financial management, exemplified by the 98% spending rate. Our partnerships, particularly with education-focused groups & open movements, have flourished, bolstering our impact. Innovations in booklets, OER Training & outreach have effectively connected educators through collaborations with NGOs, communities, & ministries. Volunteer-led workshops in multiple cities have further enhanced our reach.
Our social media efforts, led by a specialist for 3 months, have yielded considerable outcomes. However, we still seek support to amplify our social media presence through a dedicated member, aiming for greater influence. Moreover, to ensure the continuous enhancement of our programs, we recognize the need for additional staff in the monitoring and evaluation.
19. Partnerships over the funding period.
| A. We built strategic partnerships with other institutions or groups that will help us grow in the medium term (3 year time frame) | Strongly agree |
| B. The partnerships we built with other institutions or groups helped to bring in more contributors from underrepresented groups | Strongly agree |
| C. The partnerships we built with other institutions or groups helped to build out more content on underrepresented topics/groups | Strongly agree |
19a. Which of the following factors most helped you to build partnerships? Please pick a MAXIMUM of the three most relevant factors.
Staff hired through the fund, Volunteers from our communities, Partners proactive interest
19b. Which of the following factors hindered your ability to build partnerships? Please pick a MAXIMUM of the three most relevant factors.
Local policies or other legal factors, Lack of staff to conduct outreach to new strategic partners, Limited funding period
20. Please share your learning about strategies to build partnerships with other institutions and groups and any other learning about working with partners?
We have built extensive partnerships with institutions, groups, and individuals ranging from local to national levels, rather than just one party. Direct face-to-face approach with potential partners has proven vital in identifying potential collaboration opportunities. In the context of the OER project, we meticulously monitor trends and developments in educators to enhance their skills. Furthermore, through intensive discussions with educators from various organizations and communities, we gather suitable partner recommendations.
Initial surveys and interviews play a significant role in determining appropriate partners for these activities. We ensure that partnerships are mutually beneficial and remain open to innovation and input to enhance collaborative project implementation.
Part 5: Sense of belonging and collaboration[edit]
21. What would it mean for your organization to feel a sense of belonging to the Wikimedia or free knowledge movement?
Creative Commons Indonesia is an integral participant in the free knowledge movement. Through our project, we encourage educators to harness the advantages of CC-licensed content while also contributing to the commons. Our CC-licensed workshops consistently spotlight Wikimedia projects as a platform that extensively employs CC licenses, effectively promoting CC-licensed content tailored to Indonesia's distinctive themes. Both Wikimedia and Creative Commons are integral with our mission.
We actively endorse Wikimedia Commons to our participants, utilizing it as a repository for our communication materials related to OER and CC-licensed content, which are meticulously curated within the framework of our project.
22. How has your (for individual grantees) or your group/organization’s (for organizational grantees) sense of belonging to the Wikimedia or free knowledge movement changed over the fund period?
Increased significantly
23. If you would like to, please share why it has changed in this way.
Our sense of belonging has existed for a long time, reinforced by this project where we integrate the entire project series with Wikimedia initiatives such as Wikimedia Commons and Wikibooks. We introduce Wikimedia projects through booklets, workshops, module, and collaborate with Wikimedia Indonesia to produce videos explaining Wikimedia Commons and Wikibooks for educators. Furthermore, we invite workshop participants, trainees, and our partners to contribute to Wikimedia Commons projects.
24. How has your group/organization’s sense of personal investment in the Wikimedia or free knowledge movement changed over the fund period?
Increased significantly
25. If you would like to, please share why it has changed in this way.
We are deeply engaged in the Wikimedia Indonesia community, leading Wikipedia workshops and discussions on upcoming initiatives. We also assist another grantee in workshops focused on contributing to Wikimedia Commons, Wikidata, and Wikisource. Our expertise in the workshop covers copyright, public domain, and CC licenses. Notably, our contributions to Wikimedia Commons have grown, with one member achieving auto patrol status.
26. Are there other movements besides the Wikimedia or free knowledge movement that play a central role in your motivation to contribute to Wikimedia projects? (for example, Black Lives Matter, Feminist movement, Climate Justice, or other activism spaces) If so, please describe it below.
In alignment with the Open Source movement, we engage in proactive collaboration with the free open-source community, resulting in its members becoming prominent contributors to Wikimedia Commons. Remarkably, one of these contributors presented an impactful poster in person at Wikimania 2023, showcasing the potential of the open source community in elevating educational graphic resources on Wikimedia Commons.
Supporting Peer Learning and Collaboration[edit]
We are interested in better supporting peer learning and collaboration in the movement.
27. Have you shared these results with Wikimedia affiliates or community members?
Yes
27a. Please describe how you have already shared them. Would you like to do more sharing, and if so how?
We distributed our OER booklet to Wikimedia communities in different cities and encouraged them to take part in surveys, enabling us to collect valuable feedback. Additionally, we maintain regular one-on-one conversations with Wikimedia Indonesia, sharing each milestone of our achievements and engaging in discussions whenever necessary.
28. How often do you currently share what you have learned with other Wikimedia Foundation grantees, and learn from them?
We do this regularly (at least once a month)
29. How does your organization currently share mutual learning with other grantees?
We maintain consistent communication with Wikimedia ID, fostering a reciprocal learning environment. For instance, we gain valuable insights into effective financial and administrative project practices from them. In return, Wikimedia ID benefits from our experiences gained through the execution of our competition, facilitating knowledge exchange. Our partnership also involves networking efforts, where we facilitate introductions to diverse projects and organizations, and vice versa. Moreover, we mutually support each other's projects with other grantees, thus strengthening the synergy of our partnership.
We share our experiences at Wikimania 2023 and on Diff https://diff.wikimedia.org/2023/08/10/utilizing-wikimedia-commons-as-a-repository-for-open-educational-resources-in-indonesia/
Part 6: Financial reporting and compliance[edit]
30. Please state the total amount spent in your local currency.
785248563
31. Local currency type
IDR
32. Please report the funds received and spending in the currency of your fund.
- Upload Documents, Templates, and Files.
- Report funds received and spent, if template not used.
33. If you have not already done so in your budget report, please provide information on changes in the budget in relation to your original proposal.
We have provided detailed information about budget changes in the budget report.
34. Do you have any unspent funds from the Fund?
34a. Please list the amount and currency you did not use and explain why.
The unspent amount is Rp 14.681.012 (US$~1003). The unspent funds was planned to cover spendings in the OER training and the workshop in the last stage, but we overly estimate the amount.
34b. What are you planning to do with the underspent funds?
B. Propose to use them to partially or fully fund a new/future grant request with PO approval
34c. Please provide details of hope to spend these funds.
We hope we can use the unspent funds to cover the team's capacity building. For example, we would like to learn about Project Management. We feel that knowledge related to project management is critical so that the program can be managed in a more professional manner and in accordance with the expected objectives. Second, we would like to use the budget to take a session about monitoring and evaluation. This is important to do to assess whether the activities we are carrying out are in accordance with the initial plan.
35. Are you in compliance with the terms outlined in the fund agreement?
As required in the fund agreement, please report any deviations from your fund proposal here. Note that, among other things, any changes must be consistent with our WMF mission, must be for charitable purposes as defined in the grant agreement, and must otherwise comply with the grant agreement.
36. Are you in compliance with all applicable laws and regulations as outlined in the grant agreement?
Yes
37. Are you in compliance with provisions of the United States Internal Revenue Code (“Code”), and with relevant tax laws and regulations restricting the use of the Funds as outlined in the grant agreement? In summary, this is to confirm that the funds were used in alignment with the WMF mission and for charitable/nonprofit/educational purposes.
Yes
38. If you have additional recommendations or reflections that don’t fit into the above sections, please write them here.