Indonesia declared its independence in 1945. After sixty six years of independence, the Indonesian literacy rate is still a big problem. This study sought to find a literacy framework to be adopted in Indonesia to enhance the literacy rate. The Victorian-Australia Early Years Literacy Program was chosen as the focus of this study because of its recognized success in bringing about improvements in early years literacy. The study employed a qualitative interpretive methodology. Sixteen primary teachers from four primary schools, four early years literacy coordinators and four primary school principals were interviewed. The implications of such a program in the Indonesian context will be possible but problematic due to cultural factors, strong traditional pedagogies within schools in Indonesia and teacher preparedness.
|Keywords:||Early Literacy, School Improvement, Literacy Strategies, Pedagogies|
Lecturer, Early Childhood Education, Indonesia University of Education, Serang, Banten, Indonesia