Learning Assistance Programme for Islamic Schools (LAPIS) aims to strengthen systems, institutions and groups to improve the quality of education in the Islamic basic education sector in Indonesia. The organisation was the result of an agreement between AUSaid and the Ministry of Religious Affairs of Indonesia with the goal of poverty reduction through improved basic education in these schools. It works with other organisations to provide educational programmes for Islamic schools. To implement Aflatoun, LAPIS translated and contextualised all eight workbooks as well as the children’s activity book into Bahasa
Indonesian. The programme is being implementing by one of its local organisations LEKDIS in 3 provinces.

Enterprise appealed as a theme because it allowed students to experiment with managing their own activities. Children developed different products, sold them, and donated the money to the school. A positive by-product of the enterprises was increased community support of the programme. The types of enterprises could be divided into three groupings based on the amount of work required by the organisation. Ultimately, they had mixed opinions about enterprise as a result of the effort and resources that were required by some enterprises.

Some enterprises required low amounts of involvement like a junior school that created self-made brooms and plates. This initiative involved 20-30 students who used local material and coconuts to produce brooms and plates and sell them to parents and neighbours. The raw materials needed usually came at no cost and the skills to make brooms were well known. On average, about 10-15 brooms were made in a week and sold at 3000-5000< rupiahs each (EUR 0.26-0.43).

Another initiative required the organisation to purchase supplies to start and sustain the enterprise. Here, children were involved in a Salted Egg Project, which is a common project for children in Asia. They brought in their own eggs from home, salted them and processed them during their free time in school. They sold
them to other children, parents and neighbours. The ingredients needed for salting and processing (salt and soil) were bought with seed funds provided by the organisation.

A final project, which was resource intensive, was in East Java where batik processing was introduced to the junior high school students. This required the full coordination and support of the organisation. Students were taught techniques in making batik and were allowed to sell their products to people in the
community. While costs were reduced by making and selling paper bags from recycled materials, this project was labour and money intensive. While the results were positive, it could not be expanded due to the resources that it required from the organisation.