In almost 40 years of its operation as a higher education provider, UNJ has been performing its roles and functions with poor academic facilities, especially the campus buildings. They were built about 50 years ago and came to UNJ possession after the University of Indonesia moved its campus out of the city. This is contradictory to the fact that UNJ is located in the capital city of Indonesia, the DKI Jakarta province, which is claimed to be an international megapolitan. Therefore, with regards to its strong commitment for improving education quality in Indonesia and becoming the best place of lifelong learning for the community, UNJ shall be granted support for development and up grading of its premises and its entire facilities.

UNJ Master Plan (1996-2003) was originally intended to cover planning within an 80 -hectare piece of land located in Cikarang, outside Jakarta. Yet, due to some financial considerations concerning primarily with efforts to minimize costs of the Project and the risks of establishing a new campus area, it was then decided to keep the old campus in Rawamangun, within the city of Jakarta (11 hectares). Accordingly, total rebuilding of the old campus is inevitable. For this proposed project purposes, Revised Master Plan (2004-2010) has been prepared by a team of internal professionals.

The reason for reconstructing these old campuses is mainly to amplify the satisfactory performance UNJ has already achieved in its academic development. Such results of development have incurred a demand for UNJ to attempt modernization of all its teaching and learning programs and their entire related aspects. In fact, the structure all of UNJ building are limited capacity and oldest. It is now the best momentum for carrying out the reconstruction so that UNJ can offer better contribution to the society. UNJ achievement in academic development includes the following:

1. Being consistent in managing the existing 7 Faculties and the Graduate School of Education with a total of 34 departments and 84 study programs have led them to obtaining complete accreditation;
2. 59,534 graduates (Diploma, S1, S2 and S3) are now working in many organizations and are evidence of UNJ’s success in maintaining sound management and practices of the teaching and learning process;
3. UNJ is highly experienced in maintaining academic standards in educational field for almost 40 years,
4. UNJ has demonstrated its ability to organize all related academic activities including administration and management of the hundreds of personnel involved;
5. UNJ has demonstrated its ability to consistently employ qualified members of academic staff that consist of 911 personnel of Masters, PhD, Professors qualifications;
6. UNJ has consistently taken into account the national education policies as well as interests of students that the total number of students keeps on increasing — up to 16,575 students presently — some of whom are foreign students from South East Asian countries, Japan, South Korea, Turkey, and Italy;
7. UNJ has demonstrated its ability to self-support its operation, despite the decreasing amount of government subsidy, as is shown by its stable and even increasing operational income in contrast to the unfavorable inflation rate in the country;
8. UNJ has established academic collaboration with prominent domestic and overseas international institutions presented in the following table in annex - 12.

UNJ’s long-standing history, vast experience and involvement in Indonesian education with its broad academic coverage have made its further development is worth doing. It will help this university to be always consistent with its commitment for Indonesia better future. The proposed projects will provide a solid basis for this institution to perform the following efforts:

• To engage in the development of science and technology on the basis of respect towards religious values, humanism, and environment. This leads to its sustained commitment to working on the principles of justice, openness, transparency, fairness, honesty, trust, modesty, and perfection.
• To strive for constantly improved competence of the civitas academica in entrepreneurship and self-reliance, this would enable them to participate actively and competitively as members of the global society.
• To develop a conducive environment for the optimum development of individuals’ potentials, by empowering the civitas academica and the supporting staff and by encouraging them to engage in life-long and adaptive learning—to learn how to learn.
• To help the society to learn to achieve constantly improved conditions of life.
• To engage in entrepreneurship and to build mutually beneficial cooperation with other institutions in Indonesia and overseas, for the purpose of achieving a high standard in conducting the Tri Dharma services.
• To develop an information-and-technology based management system in order to keep up with the global demands for a high standard of information system, both in educational and non-educational fields. This is a basic need for the development of a modern institution (in all aspects, including the organization, the system, the mechanism and procedures, management and human resource).
• To develop an integrated model of education for all levels and types of education (i.e., general, vocational, and religion-affiliated educational institutions).

3.2.1. Academic Program

Presently, UNJ has 7 Faculties, a Postgraduate Program, 34 Departments and 84 study programs (2-D2, 14-D3, 54-S1, 8-S2, 7-S3). Courses on offer include a range of S1 (undergraduate) program, a number of S2 (Master) and S3 (Doctorate) programs. Besides, non-degree programs and diploma courses are also offered; for non-education graduates who want to work as teachers, certificate courses are available through AKTA program.

UNJ offers diploma programs in addition to degree programs. The diploma programs include D2 Elementary School and Kindergarten Teacher Education while D3 ones are Polytechnic in nature. They are the Electronic Engineering, Mechanical Engineering, Civil Engineering, Sea Transportation and Port Management, Accounting, Secretary, Marketing Management, Food and Nutrition, Fashion Design, and Health and Beauty study programs.

The degree programs are available at S-1, S-2, and S-3 levels. S-1 program offers Bachelor degree in Education, Natural Sciences, Literatures and Arts, Sports, Social Sciences, and Engineering. Degree programs in Education (Bachelor, Master and PhD) are offered to (prospective) education practitioners in sub-sequent areas of the study: school curriculum, school counselor, school administrator, coach, consultant, evaluator, curriculum developer, non-formal education specialist, specialist in handicapped and gifted education, as well as test and measurement.

In the future, when UNJ has successfully developed with support of the IDB Loan, more new programs will be developed. Consequently, curriculum of those new programs and faculty should also be developed. Since curriculum development process generally takes quite a long time, then, such efforts need to be started as early as the first month of the year 2004/2005. As stated in UNJ platform, curriculum to be developed includes the following academic programs:

D3 programs:

1. French Language;
2. Germany Language;
3. Graphic Design;
4. Spa;
5. Nursing;
6. International Marketing;
7. Industrial Management;
8. Visual Communication.

S-1, S-2, and S-3 programs:

1. Management;
2. Accounting;
3. Economics (Syariah Economics);
4. Arabic Language;
5. Law;
6. Communication Science;
7. Psychology;
8. Computer Science;
9. Information Technology Education;
10. Medical Program;
11. Hospitality Management.

3.2.2. Curriculum Development

Curriculum development is one of priority for academic development at the proposed project. Curriculum development in higher education has been influenced in recent years by challenges to reconsider how learning environments and processes are viewed, on how learning is affected by student traits, and on how new technologies can be utilized effectively to enhance learning. An important suggestion for curriculum reform is to make a shift from traditional pedagogies that are instructor centered to a social constructivist paradigm where students are encouraged to not only work individually to solve relevant problems in the academic disciplines, but also to work collaboratively with their peers in their. Instructional practices encouraging student-centered learning in which students take a more active role in the creation of their own knowledge are emerging in higher education classrooms.

With regard to the curriculum for teacher education, there is always a recurrent issue on the question of which one is more important: mastery of the content of subject matter or mastery of teaching methodology, but rarely has the issue on the question on the importance of understanding and knowing the learners. In developing their curriculum, teacher education institutions should answer the issue on the importance of teacher understanding and knowing the students. It is to respond the fact that in the context of mass education of Indonesia education systems the condition of learners is very heterogeneous. Teachers should aware that all students come from different socio-economic-cultural background as well as diversified in their basic cognitive abilities. Each of them has various rate of learning, learning capability, learning habits, and learning style. Thus, teacher education institution must develop the curriculum by considering on the following aspects:

1. The learners: its characteristics in accordance with stage of development and socio-cultural background;
2. Scientific disciplines: as a body of knowledge and as a way of knowing;
3. Learning theories: general theory of learning and specified related to subject matter and stage of student development;
4. Teaching learning strategies: general teaching learning methodology, specified teaching methodology related to the specified subject matter;
5. Evaluation systems: test construction, evaluation strategy, evaluation of the evaluation, and interpreting evaluation result for diagnosis and improvement of learning program;
6. Developing teaching learning program: including evaluation program; and
7. Management of teaching learning program.

By focusing the aforementioned seven clusters of knowledge and competencies, by considering its mission to produce qualified professional teachers, and by reconsidering the existing curriculum which is already obsolete and irrelevant with the societal changes, UNJ needs to develop:

1)  A sound curriculum that includes essential contents of:

• Knowledge about learners,
• Knowledge about scientific disciplines as body of knowledge and as a way of knowing,
• Knowledge about theories generally and specifically,
• Knowledge about learning strategies,
• Knowledge about evaluation systems,
• Competence in the management of teaching learning program, and
• The capability of developing teaching-learning program.

2)    A sound implementation of curriculum that can make the teacher candidates has experiences in dealing with students and practicing all knowledge and competencies in real teaching-learning situation, and developing and managing teaching-learning programs with its evaluation systems.

3)    A sound evaluation system that really can become a reinforcement strategy to develop professional teachers including the ethics and personally of teachers.

The task to develop a sound curriculum will be carried out by a team called the curriculum development team in UNJ. The team is established at the University, faculty and department level. The team of each level has its own responsibility in developing particular aspect of the curriculum. The team at the university level is officially chaired by Deputy Rector for Academic Affairs and supports by the Educational Development Unit (UPT P2P).

The task of the reconstruction curriculum team at University level is to develop aims, principles, model, academic rules related to the aims and characteristics of the proposed curriculum. The development of those aspects takes into account the result of evaluation study of the existing and projected demands, of the view of academic staff, and the state of arts of curriculum theory and models. The task of the curriculum development at the faculty level is to coordinate the development of curriculum for each level academic program. The task of the department curriculum development team is to coordinate the academic staff to develop courses, syllabi, lesson plans, and teaching materials. In developing the courses, they should consider the contribution of courses to the curriculum aims, the workload of each course in terms of semester credit hours, and the distribution of courses in every semester.

The proposed expenses to reconstruction of UNJ curriculum development is totally US$ 2,700,000 with estimated development for 84 study programs. The estimated reconstruction of UNJ curriculum is USD 32,142.86 per study program to cover (i) Curriculum Review  and  Evaluation, (ii) Designing  new Curriculum  for 84  academic departments, (iii) Curriculum Implementation and (iv) Textbooks writing   and printing.

The provision of cost for works on curriculum development of each study program is outlined below:

Thus, the total cost of works on curriculum development for all the above-mentioned study programs comes to 84 programs and the estimated curriculum development only 84 program conduct for purposed approximately US$ 2,700,000 (five hundreds and fifty thousands US dollars).  In addition, for its upgrading purposes, UNJ must also develop curriculum for the new academic programs. Thus, for its curriculum development, UNJ needs to allocate funding amounting to as much as US$ 1,374,960 (one millions three hundred seventy four thousand nine hundred sixty US dollars).

3.2.3.  Recruitment and Employment of Teaching Staff

The existing and new study programs require new teaching staff. For the existing study programs, UNJ needs replacing a number of teaching staff who will be retired promptly. Recruitment of these new teaching staff should follow some basic procedures. For example, announcement of open positions should be made publicly by means of mass media, criterion should be explicitly informed, selection should be made on the basis of those criterions, and results of the selection activities should also be made publicly and followed by official appointment and assignment of newly recruited staff. This means that existing financial consequences need to be taken into account and adequate budget allocation need to be allocated. Judging from experience before wider mandate IKIP to UNJ, while as IKIP total study program 71 and become to UNJ added 14 new study programs. The cost for recruitment of new teaching staff comes to as high as US$ 30,857 for average new academic program. Therefore, for the 14 new study programs, UNJ has to provide funding to US$ 30,857 x 14 equivalent US$ 432,000 (four hundreds and thirty-two thousands US dollars).

3.2.4. Further Education for Staff Members

The National Policy states that university teaching staff members should hold at least a master degree or, preferably, doctorate degree. Although UNJ has nearly 50% of teaching staff hold master and doctorate educational background, the number is still not adequate to meet the advancement of sciences and technology. As a consequence, for the existing and new study programs, UNJ should also provide opportunities for teaching staff with S-1 degree to continue their study for a master degree and those holding master degree to study for a doctorate degree. Presently, there are 72 members of the teaching staff who needs to undertake master study and another 48 of them who should undertake doctorate study.

For the staffs who want to continue their study in overseas such as the United State or Australia, the overall budget breaks down into several expenses. The tuition fee for a master study is US$ 11,200 while the cost of books and related academic activities and cost of research study for thesis purposes approximately that are US$ 16,800 in value includes providing the staff with living allowance to support them during their study. This is about US$ 28,000 per person per year. In total, the cost of assigning one teaching staff member to undertake a two-year master study will be US$ 56,000.  Based on this estimation, the total budget allocation that UNJ needs to provide for the 72 teaching staff members’ (17.95% from total Bachelor/S-1 qualification is 401 lectures) master study is US$ 4,032,000.

Annual tuition fee for a doctorate study is US$ 14,400 while the cost for books and other academic activities is US$ 21,600, including the cost for research study for dissertation purposes also and living allowance to support them during their study. In total, the cost of assigning one teaching staff member to undertake a three-year doctoral study will be as much as US$ 108,000.  Based on this estimation, the total budget allocation that UNJ need to provide for the 48 teaching staff members’ (11.65% from total Master/S-2 qualification is 412 lectures) doctoral study is US$ 5,184,000.

Alternatively, for the staff assigned to take study within the country the cost is more moderate. Tuition fee for master degree is Rp. 9.000.000,- (US$ 978) per year. The cost for living, book, and research purpose is Rp. 19.500.000,- (US$ 2,120) per year. Thus, total cost for staff taking domestic master degree is approximately Rp. 28.500.000,- or US$ 3,098. For two years master degree program is Rp. 57.000.000,- or US$ 6,196. The figures are based on the regulation issued by the Directorate General of Higher Education by BPPS (BPPS is a scholarship program provided by DGHE). Meanwhile, tuition fee for doctorate degree is approximately Rp. 9.500.000,- (US$ 1.033) annually. Living allowance, cost of book and dissertation is approximately Rp. 21.604.000,- (US$ 2,348) per year. Therefore, total cost for doctoral degree is Rp. 31.104.000,- or US$ 3,381 per-year. For three year doctoral degree program is Rp. 93.312.000,- or US$ 10,143.

3.2.5.  Training for Staff Members

To provide academic staff members with better academic skills and experience, UNJ encourages them to attend seminars and trainings that are organized by UNJ or other institutions. Each year, UNJ allocates funding for teaching staff participation in seminars and trainings. Every faculty member is eligible for the support provided that they show their invitation to the particular seminar s/he will attend or their copy of application form to the event.

By the time the new study programs and faculties along with the new equipment and learning facilities are ready for operation, then, it is imperative for the newly recruited and already existing staff to undertake some forms of training. The kinds of training are as follow:

1. Trainings for academic and administrative staff to operate and maintain the new equipment. Consequently, UNJ has to allocate some funding for the training and other related cost. There are 236 academic and administrative staff members to undertake the trainings. The average training cost is Rp 2,500,000/package or US$ 272. In total, the training cost will come to Rp 590.000,000 or US$ 64,130.
2. Training of English for academic staff to prepare them for the master and doctorate studies. Every academic staff member is to follow three to six months of English language training. The cost of the training is Rp. 500.000 or US$ 54,35 per person. In total, the cost for training 236 administration staff and S-1/S2 lecturer (813 persons) will be US$ 57,010.
3. Trainings in teaching methodology and materials development. Members of UNJ teaching staff should have sound mastery of teaching methodology and materials development. The cost for training them in these areas is US$ 272 per person. In total, the cost for training the 813 members of teaching staff is US$ 220,924 to sum up, the total amount of cost for the three kinds of   trainings is US$ 662,772.

3.2.6.  Establishing Centers for Academic Development

In realizing its commitment to support the society’s demand for greater role and function in the development of national education, UNJ will establish at least three additional academic centers. The fact that the competitiveness advantage of UNJ is laid on three educational programs; that is Economics Education, Language Education and Vocational Education, drives the University focusing on the development of these fields. In addition to the fact, UNJ is located in the capital city of Indonesia, DKI Jakarta which is well-known as an industrial city. The market demand of graduates from the three programs is very high. The followings are the three new academic centers will be opened.

The 1997 economic crisis in Indonesia has significantly affected all aspects of our national condition. It has posed an important question on how to redesign our macro and micro economy grand strategy.  We believe that the best way to prevent similar crisis from occurring in the future is by increasing economic literacy of our people through empowerment of Economics education at primary, secondary and tertiary education levels.

The need for better economic literacy has led UNJ, one prominent teacher training institution in Indonesia, to establishing the Indonesian Center for Economics Education (ICEE), which is affiliated and fully supported by the National Council on Economics Education, Washington DC - USA. Through collaboration with other teacher training institutions, universities, government bodies, and firms association, ICEE will develop curriculum, methodology, teaching and learning materials, short course training, national and international workshop and seminar on Economics Education. The following programs will be run by the center;

Collaborating with other teacher-training institutions representing 11 important provinces throughout Indonesia. They are located in: (1) Medan (North Sumatera), (2) Padang (West Sumatera), (3) Jakarta, (4) Bandung (West Java), (5) Semarang (Central Java), (6) Yogyakarta, (7) Surabaya (East Java), (8) Malang (East Java), (9) Bali, (10) Nusa Tenggara Barat, (11) Manado (North Sulawesi), and (12) Makasar (South Sulawesi). Each institution will be encouraged to establish its own provincial center for Economics Education.

1. Collaborating with the Vocational Education Development Center (VEDC) or Pusat Penataran Guru Kejuruan Bidang Bisnis dan Pariwisata under the Directorate General of Primary and Secondary Education, Ministry of National Education.
2. Translating NCEE’s materials on Economics and disseminating the concepts onto other Teacher Training Institutions that have already set up a center for Economics education and VEDC, as well as through national workshop.
3. Training qualified Economics teachers to workshops specifically designed for the translation of Economics textbooks and workshop materials for effective upgrading and capability building of ICEE translators.
4. Sending qualified candidates to Training of Trainers (TOT) conducted by NCEE yearly. ICEE will nominate best candidates from 12 teacher training institutions and VEDC.
5. Sending best candidates to participate in NCEE international conference every year.
6. Training Indonesian Economics teachers in Economics to master NCEE materials. However, this training is subject to the availability of funding that ICEE budget allocate for the respective fiscal year.
7. Pioneering the establishment of a regional Economics Education networking among Asian developing countries such as India, Bangladesh, Pakistan, the Philippines, and Thailand.
8. Establishing cooperation and mutual collaboration with relevant firms and corporations under the supervision of the Indonesian Chamber of Trade on curriculum development and sponsorship schemes.

2)   Center for Language Education Development (CLED)

Language education programs in Indonesia must be carefully and systematically designed and taught by qualified teachers with the support of proper and sufficient resources and teaching aids. However, the number and quality of such programs, teachers, resources, and teaching aids are still far below expectation. The Indonesian government recognizes the importance of language education development that is directed towards better quality and ability of Indonesian human resources in communication that should lead them to be able to cope with latest development in science, technology and culture as well as to establish social relationships with other Indonesians and members of the international society. Such quality and ability are considered important to accelerate national development. Such rational has led UNJ to plan the establishment of the Center for Language Development (CLED). CLED will focus on the development of the following:

1. English Language Education;
2. Arabic Language Education;
3. French Language Education;
4. Germany Language Education;
5. Indonesian Language Education;
6. Korean Language Study;
7. Italian Language Study.

Objectives of CLED include:

1. Promoting quality language education practices in Indonesia through the development of quality programs, teachers, methods of delivery, and teaching-learning media and resources;
2. Establishing the Center for Language Education Studies;
3. Assisting the Ministry of National Education (MONE) in the development of language education in Indonesia;
4. Assisting primary and secondary schools, universities and other learning institutions in developing quality language education curriculum, programs and materials that suit their particular needs;
5. Becoming the principal national agency for international cooperation in the field of language education.

CLED activities will include the following:

1. Construction of CLED educational building that consists of classrooms, meeting rooms, offices, language and language teaching laboratories, teaching-learning resource center, multi-media computer installation, and other supporting facilities;
2. Procurement of equipment for classrooms, meeting rooms, offices, language and language teaching laboratories, teaching-learning resource center, multi-media computer installation, and other supporting facilities;
3. Provision of research and studies on language education;
4. Provision of communication forum for language education professionals;
5. Provision of education and training in language skills and language methodology;
6. Establishment of a Language Learning and Teaching Resource Center;
7. Development of language programs, teaching materials, evaluation instruments, and other language teaching and learning related materials;
8. Establishment of a Language Testing Center;
9. Provision of education and training for CLED staff;
10. Establishment and maintenance of cooperation and networking in language education field with national and international institutions/agencies.

3)   Inter-university Center for Vocational Education (ICVE)

In line with its present status, UNJ has developed and offered various Vocational Educations at three-year Diploma. Currently, UNJ is offering Marketing Management, Accounting, Secretarial, Tourism, Sea and Port Transportation Management, Electronic Engineering, Mechanical Engineering, Civil Engineering, Food and Nutrition, Fashion Design, Health and Beauty. In the near future, UNJ will also be opening International Marketing, Industrial Management, Spa, Nursing Education, and Graphic Design. The rationale underlying the development of such study programs is to meet the increasing demand of labor market for qualified graduates especially those to cater the industry. In the long run, the graduates should play a significant role in our national economic development.

Maintaining quality of the vocational education is part of UNJ strategic planning. It has led UNJ to set up the Pusat Antar Universitas Kependidikan Vokasional (Inter-university for Vocational Education or IUVE). The center will establish a networking with other universities in Indonesia that also organize vocational education. The objective is to set up a set of national standard related to all aspects of vocational education.
The center aims at the following:

(a)    Assisting the Ministry of National Education (MONE) in setting up national standard of competence of vocational education;
(b)    Establishing standards of vocational curriculum, teaching methodology and text books;
(c)    Training vocational teachers at all levels of education;
(d)    Fostering networking with national business entities, professional associations and governmental bodies;
(e)    Providing better learning and teaching facilities to support vocational teachers in their work;
(f)    Conducting inter-university collaborative studies that focus on vocational education; development;
(g)    Conducting workshops and seminars regularly.

4)  Center for Early-Childhood Education Development (CECED)

UNJ has a strong commitment to boost the quality of Early Childhood development through the establishment of Early Childhood Education Study Program under the Faculty of Educational Sciences. UNJ has also the study program at graduate level. To fruitful the various programs offered, the study program is planning to establish the Center for Early-Childhood Education Development (CECED). The aim is to provide a comprehensive program for educational innovation, research, and dissemination in the area of early childhood education. The major role of the center is to provide educational experiences and resources for teachers and parents that reflect the most current understanding of the social, emotional, physical, and cognitive development of children from birth through age eight.

The CECED strives to provide a healthy, safe, nurturing, and inclusive environment that encourages young children's natural growth and development.  Such mission will be implemented through various programs which will be designed to foster each child's social-emotional, cognitive, language, and motor development through child-centered activities that are developmentally appropriate.  The rationales behind the designed programs are;

1. Early childhood education should excite curiosity, stimulate creativity, encourage the development of problem-solving skills, create and expand cognitive, language, and motor skills, and help each child to better understand himself/herself and the world in which he/she lives.  Early childhood education "happens" everywhere!  Spontaneous learning takes place through guided play and through interaction with others.  Children learn how to live harmoniously with adults and with their peers while also learning how to become more independent and self-reliant;
2. Families are the primary decision-makers for their children.  The programs encourage parents to visit with their child's teacher about classroom daily schedules, planned activities, their child's special needs, their goals for their child's early childhood education and care, etc.   The programs also encourage parents to share their talents and interests and take an active role in their child’s classroom whenever possible; 
3. Based on research which vigorously supports the value of nurturing touch, this program will provide a warm, nurturing atmosphere in which children will be hugged, held, and supported when needed. 

The CECED programs are;

1. Constructing the Early Childhood Education Laboratory;
2. Establishing Pre-school at university level which opens to all community level;
3. Conducting educational programs for disadvantage children;
4. Conducting various seminar and workshop for parents and teachers both local and national level;
5. Conducting research activities to improve quality of delivery systems in early childhood education;

5)  Center for Islamic Education Development (CIED)

The fact that Indonesia is a majority Moslem country drives UNJ to offer Islamic education as part of its academic services. Currently, UNJ has three study programs related to the matter.  The first one is Study Program of Arabic Language Education (S1 level). The second one is Study Program of Arabic Language and Literature (D3 level). These two study programs are managed by the Faculty of Literature and arts. The third one is Study Program of Islamic Education (S1 level) under the Faculty of Social Sciences. In the near future, the Faculty of Economics plans to offer “Syariah” Economics as a concentration of the Study Program of Economics. With the faculties offers such programs, UNJ plans to establish the Center for Islamic Education Development (CIED). The aim of CIED is to strengthen quality of Islamic Education in this country through teaching and learning, research activities and community services.

The CIED will develop below programs;

1. Establishing the Islamic Education Laboratory;
2. Developing the national Islamic Education Curriculum for basic and secondary education;
3. Providing pre- and in service training for teachers at Diniyah, Madrasah, Tsanawiyah and Aliyah;
4. Providing certification service for the Diniyah, Madrasah, Tsanawiyah and Aliyah teachers;
5. Conducting national and international seminars and workshops focusing on the quality of Islamic Education;
6. Networking with a number of Diniyah, Madrasah, Tsanawiyah, and Aliyah in DKI Jakarta and other provinces;
7. Conducting a number of action research in class to improve delivery systems in the Islamic Education.

3.2.7. Total Cost of Academic Development Program
         The total cost for the aforementioned activities is outlined below: