More Effective Decentralized Education Management and Governance Quarterly Report No. 19
January 2010 This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International.
More Effective Decentralized Education Management and Governance (DBE1) Quarterly Report No. 19 Contract 497-M-00-05-00029-00 October to December 2009
Prepared for USAID/Indonesia
Prepared by RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194
The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.
Table of Contents Page Executive Summary ............................................................................................................................... iii Ringkasan Eksekutif............................................................................................................................... xi 1. Project Management and Coordination ............................................................................................20 1.1. Project Coordination and Collaboration with Government and Stakeholders (Task 1) ....21 1.2. Monitoring, Evaluation, and Reporting (Task 2 and 3) .....................................................23 1.3 Project Data Management System (PDMS) (Task 4) ........................................................25 2. School and Community Programs ....................................................................................................28 2.1 Elementary School Level (Task 5) .....................................................................................29 2.2 Junior Secondary School Level (Task 5) ...........................................................................33 2.3 School-Based Management Secretariat (MONE) (Task 5)................................................35 3. District Level Management and Governance/ Advocacy ..................................................................37 3.1. Education Governance (Task 6) .......................................................................................37 3.2. Education Finance (Task 7) ..............................................................................................41 3.3. Education Planning and Management (Task 7)................................................................44 3.4. Management of District Education Personnel (SIMPTK/Sistem Informasi Manajemen Pendidik dan Tenaga Kependidikan), Supervision, and Assets Management Systems (Task 7) ........................................................................................................47 3.5. Implementation of District Annual Education Plans and Budgets .....................................50 4. Aceh Expansion Program..................................................................................................................52 4.1 Program Preparation ..........................................................................................................52 4.3 Program Implementation ....................................................................................................53 5. EMIS/ICT/Data Management ............................................................................................................55 5.1. ICT Grants (Task 8) ..........................................................................................................55 5.2. EMIS Pilot (Task 8) ...........................................................................................................59 5.3 DBE Website .....................................................................................................................63 6. Public-Private Alliance (Task 9).........................................................................................................65 Outreach activities ....................................................................................................................65 7. Dissemination and Sustainability ......................................................................................................67 7.1. National Policy and Practice (Task 10) .............................................................................68 7.2. Provincial Engagement (Task 11) .....................................................................................71 7.3. Disseminating DBE1 Programs (Task 12) ........................................................................72 7.3 Documenting Good Practice (Task 13) ..............................................................................80 7.4 Disseminating District Level Programs and Developing Service Providers (Task 14) ......81 7.5 Sustainability ......................................................................................................................82 Annex 1: Provincial Reports ..................................................................................................................84 Annex 2: Success Stories ................................................................................................................... 112 Annex 3: Training for Project Beneficiaries ......................................................................................... 116 Annex 4: Documents uploaded in the website ....................................................................................121 Annex 5: Deliverables Status: December 31, 2009* ...........................................................................123 Annex 6: Status of project documents uploaded in USAID Development Experience Clearinghouse (DEC) .............................................................................................................127 Annex 7: Contribution of DBE1 in District Policy Development ..........................................................128 Annex 8: Abbreviations, Acronyms and Glossary ...............................................................................131
More Effective Decentralized Education Management and Governance
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List of Figures Page Figure 5.1: Level of Readiness by School ............................................................................................ 62 Figure 5.2: Website Hits ........................................................................................................................ 63
List of Tables Page Summary of Selected Achievements Cumulative through December 2009 ........................................... x Table 1.1 Monitoring, Evaluation and Reporting* ................................................................................. 25 Table 1.2 Progress in Managing PDMS* .............................................................................................. 26 Table 2.1: Targets for School-Based Management Program (Elementary) ......................................... 29 Table 2.2 Progress in SDS Development* ............................................................................................ 32 Table 2.3: Targets for School-Based Management Program (Junior-Secondary) ............................... 33 Table 3.1 Summary of Progress in District Governance* ..................................................................... 38 Table 3.2 Progress in Education Finance*............................................................................................ 42 Table 3.3 Summary of Education Planning Progress* .......................................................................... 44 Table 3.4 Summary of Progress in Personnel, Supervision and Asset Management*......................... 47 Table 4.1 Summary of Progress in Implementing Aceh Expansion program ....................................... 53 Table 5.1 Progress in ICT Grants Implementation ............................................................................... 55 Table 5.2 Progress in ICT Grants Completion ...................................................................................... 56 Table 5.3 Summary of Grants Awarded ................................................................................................ 57 Table 5.4 Progress with EMIS Pilot ...................................................................................................... 59 ++ Table 5.5: SDS Training Topics by Group of Participants ................................................................. 61 Table 5.6: Level of Readiness by Districts ............................................................................................ 61 Tabel 5.7: Level of Readiness by KCD ................................................................................................. 62 Table 5.8: Top 10 Requests for Documents until the Last Quarter ...................................................... 63 Table 7.1 Dissemination achievements (school level program)* .......................................................... 72 Table 7.2 Summary of Expenditures for School Level Dissemination to end of December 2009 ........ 73 Table 7.3 Summary of Expenditures for District Level Dissemination to end of December 2009 ........ 73 Table 7.4 Number of schools implementing DBE1 programs under dissemination ............................. 74 Table 7.5 Summary of Districts Disseminating DBE1 Programs to end of December 2009 ................ 74 Table 7.6 Districts Disseminating DBE1 Programs to end of December 2009 ..................................... 75 Table 7.6 Dissemination achievements (school level program) ........................................................... 79 Table A3-1: Number of training activities from October to December 2009 ....................................... 116 Table A3-2: Summary of persons trained from October to December 2009 ...................................... 116 Table A3-3: Analysis of training beneficiaries by Institutions .............................................................. 117 Table A3-4: Analysis of training beneficiaries by activities ................................................................. 118 Status of Uploading Documents to Development Education Clearing House (DEC) ......................... 127
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More Effective Decentralized Education Management and Governance
Executive Summary This report covers the nineteenth quarter of project implementation, from October through December 2009. This quarter DBE1 commenced implementation of a draft new work plan. The new work plan covers the final twelve months of project implementation for the DBE1 project from October 2009 through September 2010. It incorporates revisions to the previous work plan (October 2008 until April 2010). The revised work plan incorporates new goals and activities associated with a six-month extension of the project until the end of September 2010. It also accommodates a modification made to extend DBE1 assistance in education management and governance to up to 18 additional districts in Aceh. The plan will be submitted after final contract modification. The main objective of the revised work plan is to make use of the extension and expansion of the program to further increase sustainability and support dissemination. The key underlying themes, which reinforce the focus above, are as follows: •
Institutionalize the changes through policy development
•
Deepen the change through further developing the capacity of the system, and
•
Disseminate good practice through developing the capacity of service providers.
A number of important meetings were held this quarter with counterparts at national and provincial levels as well as at district level. This includes a series of regional workshops organized by the Directorate of TK-SD which enabled us to introduce DBE1 school-based management materials to representatives from all provinces and districts in the country. A meeting with MONE’s School Based Management Secretariat, USAID and MORA was held to finalize formats for School Based Management materials. Publication of materials and follow up meetings with the Secretariat for distribution will take place in the next quarter. A number of meetings were also held with MONE’s BOS implementation team. Responding to a request from MONE, DBE1 made revisions to some BOS formats and drafted a technical implementation manual. Supporting software will be tested and finalized with MONE in the coming quarter. Consultations have also taken place with MORA. Meetings were held with MONE’s center for educational Statistics (PSP) on the EMIS pilot study in Aceh. Implementation will commence in the next quarter and results will be provided as inputs for MONE policy in July 2010. In December 2010 DBE1 joined DBE3 for a meeting with sub directors of the
Junior Secondary directorate (Dit SMP) of MONE to discuss relevant programs. During the quarter DBE1 also met with the Directorate General of Regional Development (Bangda), MOHA to discuss the role of district planning and review of government regulation 38/2007 which describes new functions for provinces and districts in managing education. The meeting concluded that the regulation should be revised in order to better clarify these roles and functions. DBE1 had a number of meetings with AusAID SEDIA project staff both in Aceh, and in Jakarta to coordinate and ensure sustainability of outcomes after the USAID project closes in Aceh. At province level, DBE1 had a number of follow up meetings with the East Java Provincial Regional Development Planning Body (Bappeda) and provincial education office (Dinas Pendidikan) to further discuss strategies to support the provincial government’s plans to improve the quality of education and the development of innovative education-sector policies. At school level, DBE1’s focus has shifted from training principals, strengthening school committees and school development planning (RKS/M preparation). This core activity at school and community level was completed some time ago. Focus is now on supporting implementation, sustainability and dissemination. The main strategy to support the implementation of school development plans (RKS/M) and other programs is to support the preparation and updating of school database systems (SDS), annual workplans and budgets (RKT and RKAS). In the first cohort of schools, whose original school development plans will conclude in 2010, we will also facilitate preparation of new RKS. Most of this work is now undertaken by district facilitators, who are generally school supervisors trained by DBE1. Workshops to update RKS took place in all districts in Central and East Java this quarter. Other areas will complete the program early in 2010 ahead of the new school year. SDS training was conducted this quarter for Cohort 1 schools. While previous training linked SDS to school annual plans (RKT), the updated second round of training will assist school to link SDS to the schools’ development plans (RKS). This training is being implemented mainly by facilitators (pengawas and teachers who have been trained by DBE1). District facilitators also offer the main means of disseminating the program to new schools and sub-districts, and for ensuring sustainability of outcomes. The target of 1,000 plus school supervisors to implement school-based management dissemination programs has not yet been reached. As at the end of December, 873 district facilitators have been trained. We anticipate achieving the target in the coming year. Monthly district forums for district facilitators were supported throughout the quarter and will continue in the coming year. It is hoped that they will be sponsored by districts into the future.
District level activity has continued to be the major focus, as activity at the level of school and community has decreased with the completion of core tasks. During the quarter DBE1 continued work to improve the capacity of district governments and other stakeholders in planning and financing education development, and increasing accountability and transparency by facilitating opportunities for parents, community members and other stakeholders to voice their concerns and aspiration for better quality education in the district. Governance activities this quarter included focus group discussions and training for education councils (dewan pendidikan) in a number of districts in all target provinces. Briefing sessions for newly installed parliamentarians (DPRD) will commence next quarter. A key strategy has been to involve local education sector stakeholders in activities such as renstra, BOSP and AKPK public consultation sessions. Activities of this sort took place in South Sulawesi and Aceh this quarter among others. Results have been most encouraging, as stakeholders appreciate the chance to be involved and most of all appreciate being presented with real data and useful analysis which can inform policy development and planning. To further strengthen this participation, we have commenced a round of training for education council members (this quarter in West Java, Banten, Central Java and South Sulawesi). Commencing next quarter we will begin training for newly elected (2009) district legislators (DPRD). This will provide information on policy development as well as review of district plans and budgets. As at the end of December 2009, DBE1 has contributed to the development of 32 formal policies such as a Head of Education Office Edict (Surat Keputusan Kepala Dinas) requiring schools to have their own RKS (Aceh Besar,) a Head of District Regulation (Peraturan Bupati) on free education (Jepara,) and a draft of a district regulation on education (Rancangan Peraturan Daerah) in Soppeng. DBE1 support varied from providing substantial input to full technical assistance throughout the whole process. Because policies such as Peraturan Daerah have legal implications and can be binding to education-sector actors such as schools and principals, this is a major sustainability strategy. These policies will mean that improvements to the management and governance of basic education will be institutionalized and are likely to continue after DBE1 ends in September 2010. We also continued work on implementing financial analysis methodologies throughout the quarter. Specifically this included District Education Finance Analysis (AKPK) and School Unit Cost Analysis (BOSP). AKPK results have proved to be very useful in preparing funds availability estimates which are needed for the preparation of the financing plans for strategic education plans (renstra). In a number of districts AKPK results have been used to reallocate funding. Meanwhile results of BOSP have been extremely useful for districts in calculating the actual costs of schooling to meet national standards, as
compared with funding provided by the national government through percapita school grants (BOS). Targets set in the previous work plan for both AKPK and BOSP have been exceeded and increased in the new work. While the target for both was 35, we have now completed some 42 AKPK and 46 BOSP, not including an additional 15 BOSP completed in non-DBE districts in East Java and four non-DBE districts in Central Java implemented under the dissemination program whereby the districts or province covers most of the cost for the activity. Two more AKPK and BOSP are currently underway. The new targets are 45 AKPK and 49 BOSP. Discussion of AKPK and BOSP results in stakeholder forums is resulting in many policy changes and increased budgets for schooling in some places. In Subang, for example, the latest BOSP calculation and analysis was presented during a public consultation session in October and to cover for operational costs for schools in the district, Subang District Government agreed to: •
Reallocate Rp. 17 billion of District Budget to schools operational cost
•
Allocate additional Rp. 128 million to support SD and SMP
•
Allow voluntary community contributions
In response to a request, during this quarter DBE1 also continued to assist National Education Standards Board (BSNP) to collect data for components of school unit cost in DBE1 districts in several provinces. This information is used by BSNP to develop price indices for all districts in the country in order to determine BOSP for individual districts. DBE1 also began work on the methodology for conducting the Personal Cost Survey/Study. This is a very strategic activity as it will assist BSNP in developing a national personal education cost index, which in turn will be useful in developing pro-poor policy. For example the index could be used by districts to help identify poor families where the risk of drop-out is high in order to target fee-relief or assistance schemes. During this quarter we completed assistance to produce another seven district strategic education plans (renstra) based on data analysis using the DBE1 methodology titled SIPPK and public consultations. This brings the total to 28. An additional 15 districts are in the process of completing renstra. Some 39 have already completed SIPPK. With the addition of three new districts added to support the Service Provider program (see below) we anticipate achieving the revised target of 45 renstra in 2010. These strategic plans are providing a policy basis for the development of annual district work-plans and budgets for the education sector. In order to facilitate this, DBE1 personnel have been working in various ways with district stakeholders including facilitating district stakeholder meetings to discuss the outcomes of financial analyses, data analysis and strategic planning. As described above, the district level renstra are also beginning to provide input into planning and policy development at provincial level in some areas.
During the quarter the DBE1 team in consultation with MONE drafted a technical guide for schools to help them meet BOS reporting requirements. The team also drafted a new reporting format that links BOS reporting to the school’s development plan (RKS). The team also drafted revision of a few existing reporting formats, including adding expenditure codes required by MOHA. DBE1 presented the draft revisions to MONE in a meeting at MONE in December 2009. MORA representatives attended as well as a representative from BSNP and USAID. Follow up revisions were made based on BSNP inputs. We expect MONE to incorporate all these DBE1 inputs in the 2010 BOS implementation manual. During the quarter after consultations with MONE we also developed software for schools that have computers. Two versions of the software were developed and field tested in Bogor and Sukabumi, West Java. A final version will be completed and tested in the next quarter. The manual and software will be transferred to MONE in the next quarter. In July 2009, the DBE1 task order was modified in order to extend district level services to all 18 districts in Aceh that have not received DBE support. The programs are limited to financial analysis, strategic planning and education governance. Activity commenced in the first six districts this quarter DBE1 Aceh staff and specialists from other projects began analytical work in the six initial districts during the quarter. By the end of the quarter, about 30% of BOSP work had been completed in all six districts. District officials were trained in SIPPK methodology and data input analysis had also started by the end of the quarter; about 40% of SIPPK was completed in six districts by the end of the quarter. AKPK also commenced in all six districts. In the first year of the project, DBE1 designed a competition to award grants to consortia comprised of private sector and government institutions such as district education office, district library, and schools. Fourteen grants were awarded and in the process of implementation. Two categories of grants awarded were: (1) ICT Innovation and Education Management Grants (EMG) to improve education management and (2) Education Hotspots grants that aimed to provide internet access to schools, education offices and community as a whole. The total anticipated value of 14 grants awarded increased from $277,740 (IDR 2,578,299,451) to $287,884 (IDR 2,669,599,451). The increase is a result of USAID approval to increase the grant for Pangkep, South Sulawesi. As of December 2009, $224,127 (IDR 2,084,959,731) has been disbursed to the grantees in the form of equipment and cash to cover grant main activities including training expenses. In the quarter, four grantees received disbursements. Two of the fourteen grants are now completed, one in Enrekang, South Sulawesi and one in Tuban, East Java. An EMIS Strengthening Pilot program is being implemented in two districts in Aceh: Aceh Tengah and Pidie. The main purpose of the pilot is to test new ways to improve flow of data from schools to districts within MONE’s EMIS.
During the quarter DBE1 completed software for schools to input, organize and prepare data for transfer. The system developed is modification/expansion of DBE1’s School Database System (SDS) which has been implemented in over 1,000 DBE target schools (and replicated by several other schools with non-DBE resources.) The modified system is called SDS++. During the quarter field testing was completed in the two Aceh pilot districts. Results were presented to local stakeholders. Pidie and Aceh Tengah DEO staff were very enthusiastic and the Head of Aceh Tengah District Education Office said that he was very keen to disseminate the program to all schools in the district; however, he would wait until field testing and program design is complete. DBE1 continues to manage the project website for DBE123. As of December 2009, the DBE website has received 1,488,844 hits since the website was launched in 2005. This quarter’s total hits (201,539) is higher than last quarter’s total hits (185,856). During the quarter we continued to upload information from DBE123 into various sections of the website. The most popular requests for documents during the quarter were resource materials uploaded by DBE1, especially ministerial decrees and government regulations. Also among the top ten downloads were DBE1 and DBE3 manuals. Public Private Alliances (PPAs) are a way for the strengths of the private and public sectors to complement each other. By joining forces, our assistance to the people of Indonesia can be significantly expanded. As part of USAID’s Global Development Alliance (GDA), which was created to join the efforts, resources, and capabilities of the public and private sectors to achieve a more effective impact on sustainable development activities, DBE1 was given a specific mandate to engage private sector firms to supplement the overall program impact and expand geographical reach. DBE1 set aside approximately $677,775 amounting to 15% of the program activity budget to support PPAs. Overall, DBE1 has leveraged 3:1 from the private sector. Earlier PPAs were completed in the previous quarter. During the quarter, DBE1 explored the possibility to form alliances with corporations to support DBE activities. Several meetings with major U.S. and Indonesian organizations such as Gramedia Widiasarana Indonesia, Indonesia Business Link, Sampoerna School of Education and ExxonMobil were held to initiate alliances. During this, the final year of project implementation, the focus is shifting more and more to supporting increased dissemination and sustainability. During the first four years DBE1 worked with partners to develop, pilot, finalize and begin to institutionalize methodologies designed to implement GOI policy in ways that support good practice in the management and governance of basic education. While sustainability and dissemination have been core goals since the commencement of DBE1 activity in 2005, it is now in the final year that these goals come to the fore.
Beyond achieving sustainability of project outcomes in target districts and supporting dissemination within and across districts, it is intended that this process will influence government policy, creating a much wider impact. Sustainability is an essential element in good practice. Dissemination is at the heart of the project’s strategic approach. Our main approach is to (1) develop good methodologies, good practice, and formalize these in practical manuals, (2) build the capacity of facilitators and service providers to use these, and (3) support policy development at district, provincial and national levels to institutionalize the good practice. Through the end of December 2009, nearly Rp.13 billion, or $1.365 million1, has been allocated for dissemination of DBE1 programs in 68 districts. This is an increase of $300,000 or 30% since the end of the previous quarter (September 2009). Of this total cumulative amount, about Rp10 billion came from annual district budgets (APBD) and the remainder, nearly Rp.3 billion, from a variety of non-APBD sources including MORA funds, school funds (predominately BOS) and non-government sector funds (e.g. Muhammadiyah). The total number of districts that have implemented at least one DBE1 program is now 68. Forty of these are original DBE1 target districts while 28 new non-DBE districts have recently begun dissemination. A wide range of dissemination activities is now taking place around the country as districts and other agencies take hold of the program and increase the scope of their efforts to implement school-based management using DBE1 approaches and materials and with their own funding. Approximately 8,400 schools have now participated in these dissemination programs. Districts are now placing confidence in their own personnel, especially school supervisors (pengawas) and others who have been trained as district facilitators by the project. Many of these initiatives are described in the report although they are now so many and varied that it is not possible to report on all. Throughout this quarter we continued to support district facilitators through monthly forums which will continue until the close of activity in districts mid-2010. Meanwhile for dissemination of programs at the district level a higher level of expertise is required. DBE1 has responded to this need by beginning to develop the capacity of service providers, particularly consultants and potential consultants from universities. Building on the ongoing collaboration with the National Education University (UPI) in West Java, in this quarter we established institutional agreements and selected consultants from consultations were held with the National University of Makassar, the University of Muhammadiyah Surakarta, in Central Java, the National University of Makassar, in South Sulawesi, and with the national-level NGO, PATTIRO (Pusat Telaah & Informasi Regional), with whom DBE1 has already conducted training. In the coming quarter these consultants will be trained and will commence on-the-job training with DBE1 specialists to 1
Using a nominal exchange rate of Rp9,500 = $1
implement the full DBE1 district level program of interventions in three new districts: Cimahi in West Java, Surakarta in Central Java and Barru in South Sulawesi, In addition, as described above, a number of districts have taken the step of drafting decrees and local regulations to support the institutionalization and dissemination of good practices developed by the project. DBE1 is providing ongoing support for this process. Summary of Selected Achievements Cumulative through December 2009 Activity
Target
Achievement
1,076 SD/MI and 196 SMP/MTs
1,076 SD/MI and 196 SMP/MTs.
District Officials trained and supported
N/A
845
School Committees, parents, and community members trained and supported
N/A
348
Members of education governance related institutions trained and supported
N/A
171
Renstra Completed/Ongoing
45
28/6
AKPK Completed/Ongoing
45
42/11
BOSP Completed/Ongoing
49
44/2
SIPPK Completed/Ongoing
45
39/4
$287,884
$224,127
(IDR 2,669,599,451).
(IDR 2,084,959,731)
Private sector funds leveraged through PPAs
$677,775
$1,547,000
Number of schools replicating or committed to replicate DBE1 programs
3,000
8,397
Government and non-government funding for replication of DBE1 programs
NA
Community contributions to school development attributed to DBE1 programs
N/A
Schools/madrasah assisted for producing annual plans and budgets
ICT Grant Disbursed
$1,340,111 (IDR12,731,062,180) $ 847,900 (IDR 8,055,056,676)
Ringkasan Eksekutif Laporan ini mencakup triwulan ke 19 dari pelaksanaan proyek yaitu periode Oktober hingga December 2009. Pada periode ini DBE1 memulai pelaksanaan dari draf rencana kerja yang baru. Rencana kerja yang baru ini mencakup dua belas bulan terakhir dari pelaksanaan DBE1 dari Oktober 2009 hingga September 2010. Perbaikan dari rencana kerja sebelumnya untuk periode Oktober 2008 hingga April 2010 juga tercantum dalam rencana kerja ini. Rencana kerja yang baru menyertakan tujuan baru dan berbagai kegiatan yang berhubungan dengan perpanjangan kerja proyek hingga akhir September 2010. Rencana kerja ini juga mengakomodir modifikasi yaitu perluasan dukungan DBE1 dalam manajemen dan tata layanan kepada 18 kabupaten/kota tambahan di Aceh. Rencana kerja ini akan diserahkan kepada USAID setelah modifikasi kontrak tahap final. Tujuan utama dari rencana kerja yang telah diperbaiki ini adalah untuk menggunakan perpanjangan dan perluasan program untuk meningkatkan kesinambungan dam mendukung upaya untuk diseminasi. Adapun berbagai thema penting yang mendukung focus yang disebutkan diatas adalah: •
Institusionalisasi perubahan-perubahan yang ada melalui pengembangan kebijakan
•
Memperdalam perubahan dengan meningkatkan kapasitas dari sistem yang ada, dan
•
Menyebarluaskan praktik-praktik yang baik melalui peningkatan kapasitas dari service providers.
DBE1 melakukan beberapa pertemuan penting dengan pihak yang berkepentingan di tingkat nasional, provinsi, dan kabupaten/kota. Salah satu kegiatan yang diikuti oleh DBE1 adalah beberapa lokakarya yang dilangsungkan oleh Direktorat TK-SD yang memberikan kesempatan kepada DBE1 untuk memperkenalkan materi yang selama ini telah dikembangkan dan digunakan kepada perwakilan dari berbagai provinsi dan kabupaten/kota di Indonesia. Selain itu, pertemuan dengan perwakilan Sekretariat MBS, USAID, dan juga Departemen Agama juga dilaksanakan untuk memfinalisasi format untuk pedoman-pedoman MBS yang ada. Publikasi dari pedoman-pedoman ini serta pertemuan-pertemuan selanjutnya dengan Sekretariat MBS akan dilakukan pada periode berikutnya.
Beberapa pertemuan juga telah dilakukan dengan anggota tim implementasi BOS dari Departemen Pendidikan Nasional. Menjawab permintaan dari Depdiknas, DBE1 membuat beberapa perbaikan dalam format BOS dan sedang menyiapkan petunjuk teknis pelaksanaan. Software yang akan
digunakan akan diujicoba dan difinalisasi bersama Depdiknas pada periode triwulan yang akan datang. DBE1 juga telah melakukan beberapa kali pertemuan dengan Departemen Agama. Selain itu, DBE1 juga telah bertemu beberapa kali dengan perwakilan dari Pusat Statistik Pendidikan (PSP) dalam rangka mempersiapkan studi ujicoba di Aceh. Pelaksanaan dari program ini akan dilangsungkan dalam triwulan yang akan datang dan hasil dari ujicoba akan digunakan sebagai masukan untuk kebijakan Depdiknas pada bulan Juli 2010. Pada bulan December 2010, DBE1 bersama dengan DBE3 bertemu dengan beberapa wakil dari Direktorat SMP Depdiknas untuk membicarakan hal-hal terkait.
DBE1 juga bertemu dengan wakil dari Direktorat Jenderal Pengembangan Daerah Departemen Dalam Negeri (Depdagri) untuk mendiskusikan mengenai peran dari perencanaan tingkat kabupaten dan juga untuk meriviu Peraturan Pemerintah 38 tahun 2007 yang menggambarkan fungsi baru pemerintah provinsi dan kabupaten/kota dalam mengelola pendidikan. Salah satu hasil dari pertemuan ini adalah kesimpulan bahwa Peraturan Pemerintah tsb harus diperbaiki agar tugas dan fungsi dari institusi terkait dapat diperjelas. Selain itu, DBE1 juga bertemu dengan staff AusAID SEDIA di Aceh dan di Jakarta. Berbagai pertemuan ini dilakukan untuk mendukung upaya koordinasi diantara ke dua lembaga donor dan berupaya untuk menjaga kesinambungan terutama pada saat DBE1 berakhir di Aceh dalam waktu dekat ini. Pada tingkat provinsi, DBE1 juga melakukan beberapa pertemuan tindak lanjut dengan Bappeda dan Dinas Pendidikan Jawa Timur untuk berdiskusi lebih jauh lagi mengenai upaya-upaya yang dilakukan untuk mendukung rencana pemerintah provinsi dalam meningkatkan mutu pendidikan dan pengembangan kebijakan inovatif sektor pendidikan. Untuk tingkat sekolah, kegiatan DBE1 telah beralih dari pelatihan kepala sekolah, penguatan kapasitas komite sekolah, dan mendukung sekolah dalam pengembangan Rencana Kerja Sekolahnya. Karena berbagai kegiatan pokok ini telah diselesaikan beberapa waktu lalu, fokus dari kegiatan DBE1 di tingkat sekolah dalam periode ini adalah mendukung implementasi, kesinambungan, dan diseminasi. Strategi utama untuk mendukung pelaksanaan dari rencana kerja sekolah dan program lainnya adalah memberikan dukungan kepada sekolah dalam menyiapkan dan memutakhirkan Sistem Database Sekolahnya, rencana kerja tahunan and rencana kerja anggaran sekolah. Di Kohor 1, dimana rencana kerja sekolah akan berakhir pada tahun 2010, DBE1 juga memberikan fasilitasi kepada sekolah untuk menyiapkan rencana kerja sekolah yang baru. Sebagian besar kegiatan ini dilaksanakan oleh fasilitator yang pada dasarnya adalah kepala sekolah atau pengawas sekolah yang telah dilatih dan ikut serta dalam kegiatan DBE1 sebelumnya. Di Jawa Tengah dan Jawa Timur, telah dilakukan lokakarya untuk pemutakhiran RKS di sekolah-sekolah sementara provinsi
lainnya akan menyelesaikan kegiatan ini di awal tahun 2010, sebelum dimulainya tahun ajaran 2010/2011. Selain itu, pelatihan SDS telah dilakukan dalam periode ini untuk sekolahsekolah yang termasuk dalam Kohor 1. Jika pelatihan yang dilakukan sebelumnya berupaya untuk menghubungkan rencana kerja tahunan sekolah dengan SDS, pelatihan untuk putaran ke dua akan menghubungkan rencana kerja sekolah dengan SDS. Seperti halnya pemutakhiran rencana kerja sekolah, proses ini juga dilaksanakan oleh fasilitator (kepala sekolah dan pengawas yang telah dilatih oleh DBE1.) Fasilitator kabupaten/kota juga menjadi bagian yang sangat penting dalam upaya menyebarluaskan program DBE1 ke sekolah dan kecamatan baru dan mendukung kesinambungan program-program tersebut. Target untuk mengikutsertakan lebih dari 1,000 pengawas untuk mendukung upaya diseminasi dan melaksanakan Manajemen Berbasis Sekolah (MBS) sampai saat ini belum tercapai. Hingga bulan December, 873 fasilitator telah dilatih dalam program-program DBE1. DBE1 mengantisipasi bahwa target yang disebutkan diatas dapat dicapai pada tahun 2010. DBE1 juga mendukung forum fasilitator yang dilaksanakan setiap bulan di berbagai kabupaten/kota. Selain itu, DBE1 juga berharap bahwa kabupaten/kota akan mendukung kegiatan forum ini dimasa yang akan datang. Pada periode ini, karena kegiatan utama di tingkat sekolah telah hampir selesai, kegiatan di tingkat kabupaten/kota menjadi fokus utama DBE1. DBE1 terus berupaya untuk mengembangan kapasitas pemerintah kabupaten/kota dan pemangku kepentingan lainnya dalam perencanaan dan pengganggaran sektor pendidikan serta dalam peningkatan akuntabilitas dan transparansi. Hal ini dilakukan dengan memberikan kesempatan kepada orang tua murid, anggota masyarakat, dan pemangku kepentingan lainnya untuk menyuarakan aspirasi dan kepentingan mereka dalam mendukung upaya peningkatan mutu pendidikan di kabupaten/kota masing-masing. Kegiatan governance pada triwulan ini mencakup kegiatan Focus Group Discussion dan pelatihan dewan pendidikan di beberapa kabupaten/kota di semua provinsi mitra. Selain itu, briefing untuk anggota DPRD yang baru akan dilakukan pada periode yang akan datang. Salah satu strategi utama yang dilakukan adalah mengikutsertakan pemangku kepentingan sektor pendidikan lokal dalam berbagai kegiatan uji publik renstra, BOSP, dan AKPK. Hal ini dilakukan di Sulawesi Selatan dan juga Aceh, selain provinsi mitra lainnya. Kegiatan ini menghasilkan hal yang cukup positif dimana pemangku kepentingan menjadi lebih terlibat dalam proses yang ada dan juga mengetahui lebih jauh pentingnya data yang terkini dan valid dan analisis yang mendukung yang kemudian membantu proses perencanaan dan pengembangan kebijakan, khususnya dalam sektor pendidikan.
Untuk meningkatkan partisipasi ini, pelatihan untuk peningkatan kapasitas dewan pendidikan telah dilakukan di Jawa Barat, Banten, Jawa Tengah, dan Sulawesi Selatan dalam periode ini. Untuk triwulan yang akan datang, DBE1 akan memulai pelatihan untuk anggota DPRD yang baru. Peserta pelatihan akan mendapatkan informasi mengenai pengembangan kebijakan dan juga riviu rencana dan anggaran kabupaten. Per December 2009, DBE1 telah mendukung pengembangan 32 kebijakan formal seperti misalnya Surat Keputusan Kepala Dinas yang mengharuskan skeolah untuk memiliki rencana kerja sekolah (Aceh Besar,) Peraturan Bupati untuk pendidikan gratis (Jepara,) dan Rancangan Peraturan Daerah untuk bidang pendidikan di Soppeng. Dukungan yang diberikan oleh DBE1 bervariasi
Pada akhir December 2009, DBE1 telah memberikan bantuan untuk pengembangan 32 kebijakan formal seperti Surat Keputusan Kepala Dinas yang mengharuskan setiap sekolah untuk memiliki rencana kerja sekolah (Aceh Besar,) Peraturan Bupati dalam pendidikan gratis (Jepara,) dan Rancangan Peraturan Daerah dalam bidang pendidikan (Soppeng.) Bentuk dukungan DBE1 dalam pengembangan kebijakan ini bervariasi, mulai dari memberikan masukan hingga bantuan teknis penuh. Karena kebijakan seperti Peraturan Daerah memiliki implikasi hukum dan dapat mengikat aktor sektor pendidikan seperti sekolah dan kepala sekolah, hal ini adalah salah satu strategi utama DBE1 untuk menjaga kesinambungan. Dengan adanya kebijakan seperti ini, upaya untuk meningkatkan manajemen dan tata layanan pendidikan dasar menjadi dilembagakan dan kemungkinan akan tetap berlanjut setelah DBE1 berakhir pada bulan September 2010. DBE1 juga melaksanakan kegiatan Analisis Keuangan Pendidikan Kabupaten (AKPK) dan analisis Biaya Operasional Satuan Pendidikan (BOSP.) Hasil AKPK sangat bermanfaat dalam menyiapkan perkiraan jumlah dana yang diperlukan maupun yang ada dan perkiraan ini digunakan dalam persiapan rencana strategis (renstra) dinas pendidikan. Di beberapa kabupaten mitra DBE1, hasil analisis APKP telah digunakan untuk menjadi masukan dalam realokasi anggaran. Hasil analisis dan penghitungan BOSP juga sangat bermanfaat bagi kabupaten dalam menghitung biaya operasional sekolah yang diperlukan sebenarnya dan sesuai dengan standar nasional. Hasil ini juga dapat dibandingkan dengan dana yang dialokasikan oleh pemerintah nasional melalui Bantuan Operasional Sekolah (BOS.) Target jumlah kabupaten yang melaksanakan AKPK dan BOSP dalam rencana kerja yang lama telah tercapai dan kini ditambahkan dalam rencana kerja baru. DBE1 saat ini telah menyelesaikan sekitar 42 AKPK dan 46 BOSP, tidak termasuk 15 BOSP tambahan di kabupaten non-mitra di Jawa Timur and 4 di Jawa Tengah. Kabupaten tambahan ini menyelesaikan BOSP sebagai bagian dari program diseminasi mereka dimana sebagian besar dana kegiatan
ditanggung oleh kabupaten. Dua kabupaten lainnya saat ini sedang melaksanakan AKPK dan BOSP. Target baru untuk AKPK adalah 45 dan 49 untuk BOSP. Diskusi mengenai hasil AKPK dan BOSP di forum pertemuan pemangku kepentingan selama ini membuahkan hasil yang cukup positif. Beberapa perubahan kebijakan dan peningkatan anggaran telah dilakukan oleh beberapa kabupaten dengan menggunakan hasil AKPK dan BOSP sebagai masukan. Di Subang, misalnya, pada saat hasil penghitungan dan analisis BOSP dipaparkan di forum uji publik, pemerintah kabupaten Subang menyetujui untuk: • Realokasi Rp. 17 milyar dari dana kabupaten untuk mendukung biaya operasional sekolah • Alokasi biaya tambahan Rp. 128 juta untuk mendukung SD dan SMP • Memperbolehkan kontribusi masyarakat DBE1 juga membantu Badan Standar Nasional Pendidikan (BSNP) mengumpulkan data yang digunakan dalam menghitung biaya komponen operasional pendidikan di kabupaten mitra DBE1. Kegiatan yang sangat strategis ini akan mendukung BSNP dalam mengembangkan index biaya pendidikan personal untuk tingkat nasional yang kemudian akan berguna dalam mengembangkan kebijakan pro-kemiskinan. Sebagai contoh, index ini akan digunakan oleh kabupaten dalam mengidentifikasi keluarga kurang mampu atau miskin yang memiliki risiko drop-out dari sekolah yang tinggi. Dengan adanya identifikasi ini, kabupaten dapat merencanakan skema bantuan atau pembebasan biaya pendidikan kepada keluarga-keluarga yang memerlukan tersebut. Dalam triwulan ini, DBE1 telah menyelesaikan dukungan kepada tujuh kabupaten dalam menyelesaikan rencana strategis dinas pendidikan yang berbasis data dan analisis yang juga telah dikembangkan oleh DBE1 (SIPPK.) Dengan penambahan tujuh kabupaten ini, jumlah total kabupaten yang telah didukung adalh 28. Selain itu, 15 kabupaten lainnya sedang dalam proses penyelesaian renstra. Untuk SIPPK, 39 kabupaten telah menyelesaikan. Dengan adanya kabupaten baru yang akan mendukung program Service Provider (lihat di bawah,) DBE1 mengantisipasi target renstra diselesaikan oleh 45 kabupaten dapat di dicapai pada tahun 2010. Rencana strategis ini memberikan informasi dan basis dalam pengembangan rencana kerja dan anggaran tahunan kabupaten untuk sektor pendidikan. Untuk memfasilitasi ini, DBE1 bekerja sama dengan pemangku kepentingan kabupaten terkait dalam mendiskusikan hasil dari analisis keuangan, analisis data, dan perencanaan strategis kabupaten. Dalam periode ini, DBE1 juga berkonsultasi dengan Depdiknas dalam mengembangkan petunjuk teknis untuk sekolah yang akan digunakan oleh sekolah dalam memenuhi persyaratan dalam pelaporan BOS. Tim juga telah menyiapkan format pelaporan yang menghubungkan BOS dengan rencana kerja sekolah. Selain itu, tim juga mereivisi beberapa bagian dari format yang
ada saat ini, termasuk menambahkan kode untuk pembiayaan seperti yang diharuskan oleh Departemen Dalam Negeri. Dalam pertemuan yang juga dihadiri oleh USAID dan BSNP, DBE1 telah memaparkan revisi-revisi tersebut kepada Departemen Pendidikan Nasional pada bulan December 2009. DBE1 berharap revisi-revisi tersebut akan disertakan oleh Depdiknas dalam manual implementasi BOS 2010 (yang terbaru.) Setelah berkonsultasi dengan Depdiknas, DBE1 juga telah mengembangkan software untuk sekolah-sekolah yang memiliki komputer. Dua versi software telah diujicoba di Bogor dan Sukabumi baru-baru ini. Versi final akan diselesaikan dan diujicoba pada periode yang akan datang. Manual dan software yang telah dikembangkan tersebut akan diserahkan kepada Depdiknas pada periode yang akan datang. Pada bulan Juli 2009, task order DBE1 telah dimodifikasi untuk menambahkan dukungan DBE1 kepada 18 kabupaten di Aceh yang selama ini belum termasuk dalam program. Dukungan yang diberikan kepada 18 kabupaten ini terbatas kepada kegiatan analisis keuangan, pengembangan rencana strategis, dan governance. Kegiatan-kegiatan tersebut telah dimulai di enam kabupaten dan didukung oleh staff DBE1 Aceh maupun dari provinsi mitra lainnya. Pada akhir triwulan ini, sekitar 30% dari kegiatan BOSP telah diselesaikan di enam kabupaten tersebut. Sekitar 40% dari kegiatan SIPPK telah selesai dilakukan di enam kabupaten sementara AKPK juga telah dimulai di enam kabupaten tersebut. Dalam tahun pertama pelaksanaan proyek, DBE1 merancang kompetisi ICT dimana hibah diberikan kepada pihak pemenang yang terdiri dari konsorsium atau gabungan sektor swasta dan pemerintah, seperti dinas pendidikan, perpustakaan daerah, dan sekolah. Empat belas hibah telah diberikan dan saat ini sedang dalam proses pelaksanaan. Hibah-hibah tersebut dibagi menjadi dua kategori: (1) ICT Innocation and Education Management Grants untuk memperbaiki manajemen pendidikan dan (2) Hibah Education Hotspots yang bertujuan untuk memberikan akses internet kepada sekolah, dinas pendidikan, dan masyarakat pada umumnya. Jumlah total 14 hibah tersebut bertambah dari $277,740 (IDR 2,578,299,451) menjadi $287,884 (IDR 2,669,599,451). Penambahan jumlah ini disebabkan karena USAID menyetujui penambahan jumlah hibah untuk Pangkep. Per December 2009, $224,127 (IDR 2,084,959,731) telah diserahkan kepada pihak penerima hibah dalam bentuk peralatan maupun tunai untuk mendukung kegiatan utama hibah, termasuk biaya pelatihan. Dalam triwulan ini, empat penerima hibah menerima pembayaran hibah tersebut. Dari 14 hibah, 2 hibah, yaitu di Enrekang dan Tuban, telah selesai. Program percontohan untuk penguatan EMIS telah dimulai di dua kabupaten/kota di Aceh, yaitu Aceh Tengah dan Pidie. Tujuan utama dari program percontohan ini adalah untuk mencoba cara baru dalam memperbaiki alur komunikasi data antara sekolah dan kabupaten yang menggunakan EMIS dari Depdiknas. Dalam periode ini, DBE1 telah menyelesaikan software untuk
sekolah dimana software tersebut digunakan untuk menginput, mengorganisasi dan menyiapkan data untuk di transfer. Sistem yang digunakan adalah sistem yang dimodifikasi dari Sistem Database Sekolah (SDS) yang telah dilaksanakan di lebih dari 1,000 sekolah mitra dan juga telah didiseminasi oleh sekolah lainnya. Sistem yang telah dimodifikasi ini disebut sebagai SDS++. Dalam periode ini, SDS++ telah diuji coba di Aceh Tengah dan Pidie dan hasilnya telah dipaparkan kepada pemangku kepentingan terkait. Staff Dinas Pendidikan Aceh Tengah sangat antusias dan Kepala Dinas Pendidikan Aceh Tengah mengatakan bahwa beliau sangat tertarik untuk mendiseminasikan program ini disemua sekolah di Kabupaten. Walaupun demikian, beliau akan menunggu hingga desain program dan ujicoba telah selesai dilaksanakan untuk penentuan langkah berikutnya. Seperti juga periode-periode sebelumnya, DBE1 mengelola situs DBE. Sejak diluncurkan pada tahun 2005, situs telah dikunjungi sebanyak 1,488,844 kali. Dalam triwulan ini, kunjungan berjumlah 201,539. Pada triwulan ini DBE1 juga terus mengunggah berbagai informasi dari DBE123 ke situs tersebut. Materi yang paling banyak diminati adalah materi yang di unggah oleh DBE1, terutama Peraturan Menteri dan Peraturan Pemerintah. Materi DBE1 dan DBE3 termasuk materi yang paling banyak diunduh. Sementara itu, program kemitraan merupakan salah satu cara untuk menguatkan hubungan antara sektor publik dan swasta. Dengan menggabungkan ke dua sektor ini, masyarakat Indonesia dapat dibantu dengan jauh lebih baik lagi. Sebagai bagian dari Global Development Alliance dari USAID yang didirikan untuk menggabungkan upaya, sumber daya, dan kemampuan dari sektor swasta dan publik untuk mencapai hasil yang efektif dalam kegiatan pembangunan yang berkesinambungan, DBE1 mendapatkan mandat khusus untuk bekerja sama dengan sektor swasta untuk meningkatkan pengaruh positif dari program DBE1 dan memperluas daerah jangkauan. DBE1 telah mengalokasikan sekitar $677,775 yang merupakan 15% dari anggaran kegiatan untuk mendukung program kemitraan ini. DBE1 mendapatkan dukungan dengan perbandingan 3:1 dari sektor swasta. Dalam periode ini, DBE1 telaj menjajaki kerja sama dengan berbagai organisasi Amerika maupun Indonesia seperti Gramedia Widiasarana Indonesia, Indonesia Business Link, Sampoerna School of Foundaiton, dan Exxon Mobil. Dalam tahun terakhir pelaksanaan program, DBE1 kini terfokus dalam mendukung upaya diseminasi dan menjaga kesinambungan program. Dalam empat tahun pertama, DBE1 berkerja sama dengan pemangku kepentingan dalam mengembangkan, membuat contoh-contoh yang baik, menyelesaikan, dan memulai melakukan pelembagaan pendekatan yang ada yang dirancang untuk melaksanakan kebijakan Pemerintah Indonesia dengan cara yang mendukung “good practice” dalam manajemen dan tata layanan pendidikan dasar. Walaupun hal ini merupakan salah satu tujuan utama dari DBE1 sejak tahun 2005, dalam tahun terakhir ini, hal ini menjadi fokus utama dari kegiatan DBE1.
Selain mencapai kesinambungan kegiatan di kabupaten/kota mitra dan mendukung diseminasi dalam dan di kabupaten/kota lainnya, DBE1 berupaya agar proses yang selama ini dijalani dapat mempengaruhi kebijakan pemerintah yang pada akhirnya dapat menghasilkan hasil dengan jangkauan lebih luas. Kesinambungan kegiatan merupakan bagian yang penting dalam “good practice”. Diseminasi juga merupakan titik pusat dari dari pendekatan strategis DBE1. Dalam hal ini, pendekatan DBE1 adalah (1) mengembangkan pendekatan yang baik, “good practice”, dan merumuskan hal ini dalam panduan, (2) meningkatkan kapasitas dari fasilitator dan service provider dalam menggunakan ini, dan (3) mendukung pengembangan kebijakan di tingkat kabupaten, provinsi, dan nasional dalam melembagakan “good practice.” Hingga akhir December 2009, lebih dari Rp.13 milyar, atau $1.365 juta2, telah dialokasikan oleh berbagai pihak untuk mendukung diseminasi program DBE1 di 68 kabupaten. Jumlah ini merupakan penambahan sebesar $30,000 atau 30% jika dibandingkan dengan periode yang lalu (Septmeber 2009.) Dari jumlah total kumulatif ini, sekitar Rp. 10 milyar berasasl dari APBD dan Rp. 3 milyar sisanya dari berbagai sumber seperti dana Departemen Agama, dana dari sekolah (sebagian besar diambil dari dana BOS) dan dana dari LSM seperti Muhammadiyah. Telah ada 68 kabupaten yang telah mendiseminasi paling sedikit satu program DBE1. Dari 68 kabupaten itu, 40 adalah kabupaten mitra DBE1, sedangkan 28 sisanya adalah kabupaten yang baru memulai program diseminasi. Berbagai kegiatan diseminasi telah berlangsung di banyak tempat, terutama dengan adanya kabupaten/kota dan lembaga lain yang mulai menggunakan pendekatan dan materi DBE1 guna mendukung upaya mereka dalam melaksanakan Manajemen Berbasis Sekolah. Kabupaten/kota dan lembaga tersebut melakukan hal ini dengan menggunakan dana masing-masing. Lebih dari 8,400 sekolah telah berpartisipasi dalam diseminasi program DBE1. Selain itu, kabupaten/kota secara bertahap lebih banyak menggunakan pengawas dan pihak lainnya yang telah dilatih oleh DBE1 sebagai fasilitator. Karena banyaknya kegiatan serupa yang terlaksana dalam periode Juli hingga September, tidak seluruh kegiatan dicantumkan dalam pelaporan ini. Dalam periode ini, DBE1 terus mendukung kegiatan fasilitator melalui Forum Fasilitator yang akan terus berlangsung hingga program di tingkat kabupaten berakhir pada pertengahan 2010. Namun demikian, diperlukan tingkat keahlian yang lebih tinggi untuk mendukung diseminasi program DBE1 di tingkat kabupaten/kota. Untuk memenuhi keperluan ini, DBE1 telah mulai berupaya untuk mengembangkan kapasitas service provider, terutama melalui konsultan dan calon konsultan dari perguruan tinggi. Berdasarkan kerja sama yang telah berjalan dengan 2
Menggunakan nilai tukar Rp9,500 = $1
Universitas Pendidikan Indonesia di Bandung, dalam periode ini DBE1 melaksanakan perjanjian kerja sama dan memilih beberapa konsultan dari Universitas Nasional Makassar di Sulawesi Selatan, Universitas Muhammadiyah Surakarta di Jawa Tengah, dan Universitas Nasional di Makassar, Sulawesi Selatan, dan juga dengan LSM nasional, Pattiro (Pusat Telaah dan Informasi Regional) dimana DBE1 telah melakukan pelatihan. Dalam triwulan kedepan, para konsultan ini akan dilatih dan memulai on-thejob training bersama-sama dengan specialis DBE1 dalam melaksanakan program tingkat kabupaten di tiga kabupaten baru: Cimahi di Jawa Barat, Surakarta di Jawa Tengah, dan Baruu di Sulawesi Selatan. Selain itu, seperti yang telah disebutkan diatas, beberapa kabupaten telah memulai langkah untuk merancang keputusan dan peraturan daerah untuk mendukung pelembagaan dan diseminasi dari good practice yang selama ini telah dikembangkan oleh DBE1. DBE1 memberikan bantuan dalam proses tersebut. Ringkasan Pencapaian Hingga December 2009 Kegiatan Schools/madrasah yang dibantu dalam mengembangkan rencana tahunan dan anggaran Jumlah wakil kabupaten/kota yang dilatih dan didukung Komite Sekolah, orang tua, dan anggota masyarakat yang dilatih dan didukung Anggota dari badan tata layanan yang dilatih dan didukung Renstra yang telah selesai/Renstra yang sedang dalam proses penyelesaian AKPK yang telah selesai/AKPK yang sedang dalam proses penyelesaian BOSP yang telah selesai/BOSP yang sedang dalam proses penyelesaian SIPPK yang telah selesai/SIPPK yang sedang dalam proses penyelesaian Hibah ICT yang telah dibayarkan
Target 1,076 SD/MI and 196 SMP/MTs
Pencapaian 1,076 SD/MI and 196 SMP/MTs.
N/A
845
N/A
348
N/A
171
35
28/6
35
42/11
35
44/2
35
39/4
$277,740
$224,127 (IDR 2,084,959,731)
Dana pihak swasta yang diperoleh melalui program kemitraan Jumlah sekolah yang ikut serta atau telah memberikan komitmennya untuk ikut serta dalam diseminasi program DBE1. Dana yang telah dijanjikan oleh pemerintah kabupaten/kota, sekolah, dan yayasan untuk ikut serta dalam diseminasi program DBE1. Jumlah kontributsi masyarakat yang berhubungan dengan program DBE1.
$667,775
$1,547,000
3,000
8,397
$1,340,111 N/A
N/A
(IDR12,731,062,180) $ 847,900 (IDR 8,055,056,676)
1. Project Management and Coordination Project management in the quarter was mainly concerned with ensuring the sustainability of outcomes. Routine internal coordination, planning and training meetings were held at provincial and national level to ensure that project management is responsive and timely at all levels. We held regular coordination meetings with district government partners to support the implementation of project programs and outcomes (including renstra), dissemination of school level programs and sustainability of outcomes. Coordination with our partners in USAID, DBE2 and DBE3 is ongoing at all levels. In order to support sustainability at the school and district levels and encourage take up (dissemination/replication) of DBE1 developed approaches at the national and provincial levels we will continued to maintain a high level of engagement with provincial and national stakeholders throughout the quarter. This was achieved in several ways, including: (1) conducting workshops to review and receive inputs of district draft plans, financial analyses and policies with stakeholders from provinces and the community, and (2) by continuing ongoing consultation with MONE and with other relevant national stakeholders including MORA, MOHA and other donors.
Project Management & Coordination Goals •
Ensure internal and external communication and coordination is timely and responsive
•
Revise PMP including indicators & targets
•
Continue routine M&E against performance indicators
•
Conduct special studies & produce policy papers
•
Conduct workshops & seminars with provincial, national & international
•
Stakeholders to review products & studies with view to support or adopt DBE1 programs
•
Continue to manage and improve Project Data Management System (PDMS)
During this quarter DBE1 continued preparation of a revised work plan to incorporate new goals and activities associated with a six-month extension of the project until the end of September 2010. The main point of the revised work plan is that we do not plan to do simply ‘more of the same’. The objective is to make use of the extension to further increase sustainability and support dissemination. Key underlying themes are as follows:
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•
Institutionalize the changes through policy development
•
Deepen the change through further developing the capacity of the system, and
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•
Disseminate good practice through developing the capacity of service providers.
The revised work plan will be submitted as soon as contract modification is official. 1.1. Project Coordination and Collaboration with Government and Stakeholders (Task 1) The following is a summary of some of the major meetings with counterparts that took place during the quarter. Technical aspects of these meetings and others are also described in subsequent sections of the report. Meetings with MONE Directorate of Kindergarten/Elementary Education to Disseminate MONE Programs to All Regions of the Country
In November 2009, DBE1 participated in the final of a series of regional workshops organized by the Directorate of TK-SD which took place, beginning in the previous quarter, in each of 10 regions, covering all provinces in the country3. During the quarter, three separate events were held for representative from the provinces of Nusa Tenggara Barat, Nusa Tenggara Timur, Jambi, Bangka Belitung, Sumatera Barat, Lampung, Kalimantan Barat and Kalimantan Tengah. Details of the workshops and outcomes are the same as those provided Quarterly Report 18 in the section 2.3 on cooperation with the School-Based Management Secretariat (MONE) under Chapter 2, School and Community Programs. As a result, DBE1 school based management materials have been introduced to representatives from all provinces and districts in the country. As follow up to the series of meetings in 10 regions to discuss MONE programs, including school based management, in November 2009, DBE1 participated in a two day workshop organized by MONE which was attended by 130 representatives from all provinces. Participants all expressed the importance of DBE1 materials especially RKS and SDS. They hope that the materials can be disseminated in the future. UNICEF also participated in the meeting. Meetings with MONE Directorate of Kindergarten/Elementary Education on production of DBE1 School Based Management Materials
In December 2009 DBE1 organized a meeting with members of MONE’s School Based Management Secretariat to agree on formats for final drafts of School Based Management materials. This was follow up to a previous meeting with the team in the previous quarter at which time the final editing was conducted. Procurement for final formatting and editing was made during the quarter. Publication of materials and follow up meetings with the Secretariat for distribution will take place in the next quarter. Meeting with MONE and MORA on BOS Reporting
DBE1 held several meetings with MONE’s team that manages BOS implementation. We found in our work on supervision management that stakeholders from school and 3
DBE1 was the only donor organization invited to participate in these workshops.
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district offices had great difficulty in understanding and compiling with BOS reporting guidelines. During the quarter DBE1 acting on a request from MONE made revisions to some BOS formats and drafted a technical implementation manual to supplement the directions for reporting contained in the BOS manual. We expect MONE to include the DBE1 in the 2010 version of the implementation manual. Further, MONE has requested our help to produce a computer based reporting format for schools. Work started on this during the quarter; the software will be tested and finalized with MONE in the coming quarter. MORA has its own separate mechanism for implementing the BOS program. Although there are some minor differences with MONE management, MORA indicated that the DBE1 inputs would be valuable for them as well. Meeting with MONE on EMIS
MONE’s center for educational Statistics (PSP) continued to meet with DBE1 to continue planning for implementing a pilot study in Aceh on improving the flow of EMIS data from schools to districts using ICT. Program implementation will commence in the next quarter. Results will be finalized as inputs for MONE policy in July 2010. Meetings with MONE on Junior Secondary
In December 2010 DBE1 joined DBE3 for a meeting with sub directors of the Junior Secondary directorate (Dit SMP) of MONE to discuss relevant programs. The officials who attended the meeting were not fully aware of DBE1 activities because our ongoing consultations were with officials from other offices within the directorate. Both DBE1 and DBE3 submitted materials which are kept within the directorate. The officials welcomed further coordination in the future. Meetings with Ministry of Home Affairs (MOHA) on Planning Procedures
During the quarter DBE1 had additional meetings with staff from the Directorate General of Regional Development (Bangda), MOHA to follow up meetings reported in the last report. The purpose of the meetings was to discuss the role of district planning and review of government regulation 38/2007 which describes new functions for provinces and districts in managing education. The meeting concluded that the regulation should be revised in order to better clarify these roles and functions. Meeting with AusAID on Aceh program
DBE1 had a number of meetings with AusAID SEDIA project staff both in Aceh, and in Jakarta. As a result of these meetings, agreement was reached for the projects to coordinate well in order to maximize the impact and sustainability of both. AusAID contractors will coordinate closely with DBE1 with the aim to help ensure sustainability after the USAID project closes.
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Provincial Meetings in East Java on Policy Innovations
DBE1 had a number of follow up meetings with the East Java Provincial Regional Development Planning Body (Bappeda) and provincial education office (Dinas Pendidikan) to further discuss strategies to support the provincial government’s plans to improve the quality of education and the development of innovative educationsector policies. These meetings have resulted in basic understanding of East Java provincial priorities for education and the areas in which DBE1 can provide specific inputs in the policy formulation. Work in this area will continue over the next two quarters. Provincial Level Dissemination Training for MONE and MORA
DBE1 trained 30 provincial facilitators in Banten for disseminating DBE1 programs. This was funded by Banten province budget. DBE1 also trained 74 provincial level facilitators for MORA provincial office (Kanwil) in Central Java and 33 facilitators for MORA Yogyakarta provincial office during the quarter; in each case the MORA provincial offices provided the budgets and will fund follow up training for madrasah in each province. Anticipated Next Steps
•
DBE1 will continue to work closely with the various GOI departments and non-government stakeholders in the coming quarter to strengthen implementation, dissemination and sustainability of core programs and support policy development at all levels
•
Coordination and collaboration at the provincial and district levels is becoming increasingly important as DBE1 efforts to support the policy development process and to promote sustainability and dissemination of good practices developed through the project are taking effect.
•
Manuals and publications for school based management will be finalized over the coming three months and after endorsement by MONE/MORA at least 1,500 sets of materials will be produced and distributed nationwide.
•
Ongoing efforts to promote donor harmonization and the adoption or adaptation of DBE1 programs and approaches by other donors will include further meetings with AusAID and multi-donor meetings.
1.2. Monitoring, Evaluation, and Reporting (Task 2 and 3) Over the past four years, DBE1 has completed eight routine monitoring reports (Baseline Edition 1 and 2 plus monitoring progress reports 1-6). The sixth monitoring began with collection of data for school level programs in January – February 2009; and district program data was collected in July-August 2009. The report was submitted to USAID in the first week of January 2010. This Report was based on the revised indicators in the updated PMP. Data collection for report 7 will begin in the next quarter.
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Special Studies Related to Deliverables
During the remainder period of project implementation, in addition to monitoring Project Performance Indicators, DBE1 will carry out a number of special studies to better determine the impact of DBE1 programs. These will include: (i) studies on impact of school level interventions (school development planning (RKS), annual planning and budgeting (RKT/RKAS), leadership and school committee training); (ii) study on the extent and quality of dissemination/replication of DBE1 interventions; and (iii) special studies on DBE1 district level planning and financial analyses to provide inputs for education policy at all levels of government. The study to assess the impact of DBE1 programs at the school and community level began several months ago. As reported in Quarterly Report 18, in order to enrich the study, eight volunteers were trained to gather qualitative data about school and community activities. During the quarter this data was analyzed using a special software called NVivo which is a qualitative data analysis package designed for deep analysis of complex text data. Second draft of the report was finalized; and feedback on the draft was received from a RTI evaluation expert. The final draft will be submitted to USAID in February 2010. An initial study on replication was submitted to USAID in October 2008. This first study aimed to inform DBE1 planning and practice for the remainder of the project implementation period in order to maximize the effort to replicate the RPS program and to enable DBE1 to better advice and guide counterpart governments and nongovernment institutions on replication. As reported in detail in Quarterly Report 16, the study was conducted during the period March-May 2008 at program and school levels. Since that study was conducted, it has informed DBE1 practice. A follow up study commenced during the previous quarter. The second study will focus on the quality of school/community level interventions and assess how the RPS programs have been implemented by schools. A final report will be prepared in the April – June 2010 quarter. During the quarter DBE1 commenced a meta analysis of data that the project has gathered through: DPISS/SIPPK, DEFA/AKPK and BOSP. These data analysis programs have been completed in about 40 districts. DBE1 has complied the results of all of the completed programs into a database. The data from these sources is very large; for example, some form of data exists for more than 20,000 schools. During the quarter consultants were contracted to “clean” the data (i.e., make all entries consistent in coding, etc.) and initial sets by province were sent to an international data analysis expert at RTI who has been contracted to review initial data sets and formulate research questions for the study. Intensive data analysis will take place during the next quarter. This will involve analysis at RTI and one trip by an RTI specialist to Indonesia in March to review results to date, seek inputs from USAID, and prepare for the final aspects of the study. The study will be completed by May 2010 and shared with GOI and other stakeholders.
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Table 1.1 Monitoring, Evaluation and Reporting* Activity
Target Volume
Target Date
Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
Revise PMP including Performance Indicators & targets in accordance with new SOW
1 doc
Nov 09
Completed
Completed
Revised if required by USAID
Routine monitoring reports
7 reports
Jan 10
6 reports
1
Special study on implementation & impact of DBE1 school development planning
1 report
Mar 10
In process
Special study on implementation & quality of dissemination programs
2 reports
Apr 10
1 report completed
Special study on implementation & impact of district level programs
1 report
May 10
SOW drafted
Implementation & impact of DBE1 ICT grants program
Annual
Jun 10
Routine
Second draft completed
Interim report commenced
Study completed
Interim report SOW was submitted for USAID approval during the previous quarter
Initial report drafted
Initial report completed
* New targets expected to be mandated in contract modification January 2010
Anticipated Next Steps
•
Begin collecting data for monitoring report 7.
•
Submit final draft of school/community impact study February 2010.
•
Begin second study on dissemination.
•
Intensive data analysis for meta-study on results of DBE1 data analysis interventions including meetings in Indonesia with RTI specialist.
•
Continue to monitor grant implementation and submit report to USAID in next quarter.
1.3 Project Data Management System (PDMS) (Task 4) Updating Routine Data Reporting
Data has been inputted to PDMS on a regular basis since the beginning of the project. DBE1 has continuous been working to improve the validity of data submitted and the organization of the data. The following modifications, updates and improves were made in PDMS during the quarter. •
Replication Data. Through December 2009, 8.397 schools in 50 districts had implemented some form of DBE1 replication. This data is being uploaded to the GIS section of PDMS.
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•
DBE 1 Project Implementation Tracking. This is a useful project management tool to track progress in achieving DBE1 targets by province and district. The following adjustments were made to the tool during the quarter.
Governance activities
This program has been evolving since the beginning of the project. Through the remaining of the project this program will track the following activities: DPRD training, Dewan pendidikan training, and DBE1 support in producing various types of district government regulations. Major governance activities as part of other programs such as public consultations on Renstra drafts are included as mile stones in reaching the targets for those programs. Aceh Expansion Program
To manage Aceh expansion activities, we constructed new milestone for the four major programs to be implemented in 18 new districts in Aceh (Renstra, SIPPK, AKPK, BOSP.) One of the milestones is completing public consultations, a governance related activity. Correlations
We have been trying to develop software for conducting correlations among different types of data in PDMS. However, we concluded that we cannot construct software to perform certain standard correlations. Therefore, this feature will not be included in the final users Guide which will be issued in the next quarter. Instead, the user’s Guide will state that DBE1 will enable authorized programmers to create correlation analysis software to test correlations of PDMS data to be determined on a case by case basis Table 1.2 Progress in Managing PDMS* Activity
Target Volume
Target Date
Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
Improve PDMS queries & correlations features
-
Sept 10
In process
In process
Finalize queries features. Discontinue correlation feature.
Finalize & distribute PDMS User Guide
-
Sept 10
In process
In process
Guide finalized
Monthly
Sept 10
Routine
Routine
Routine
Data input, update, and cleaning Finalize & distribute PDMS User Guide
Sept 10
Print and distribute
Update replication data
Quarterly
Sept 10
Routine
Routine
Routine
Update selected project implementation data
Quarterly
Sept 10
Routine
Routine
Routine
* New targets expected to be mandated in contract modification January 2010
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Anticipated Next Steps
•
Improve data quality through accurate data input, update and cleaning process in a timely manner.
•
Continuous improvement on PDMS functionalities and features.
•
Enhance province ICT team productivity in school and district level data management.
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2. School and Community Programs DBE1 works at both school / community and at district levels to improve the management and governance of basic education. At the school and community level the program includes school development planning (Rencana Kerja Sekolah or RKS) supported by a computer-based school data-base (SDS), and strengthening of the role of school committees and principals as school leaders. School & Community Program Goals • Complete implementation of school based management programs in 1,272 DBE elementary & junior secondary schools •
Strengthen 1,000+ pengawas to implement DBE1 school programs
•
Finalize & sanction school level implementation manuals & training materials
The core activity at school and community level was completed some time ago. Focus is now on supporting implementation, sustainability and dissemination. The target of 1,000 plus pengawas to implement school-based management dissemination programs has not yet been reached. As at the end of December, 873 district facilitators have been trained. This includes the original core group of 4-5 facilitators in each target district plus additional pengawas who have joined district forums supported by DBE1 and others who have been trained in dissemination programs. The routine district forums will continue this year and it is hoped will be sponsored by districts into the future. We anticipate achieving the target of 1,000 trained facilitators through various dissemination programs this year. However it is important not to overstate the figure or include individuals who have not been fully trained as this will increase the risk of poor quality dissemination efforts. As reported below, the process of finalizing and sanctioning school level implementation manuals and training materials is now in the final stage.
Participant of Facilitators Forum in Kudus
28
Community Participation Specialist DBE1 Aceh provided info during Facilitators Forum in Banda Aceh
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2.1 Elementary School Level (Task 5) Table 2.1: Targets for School-Based Management Program (Elementary) Target
Completed
Expected achievement
Leadership
1,076
1,076
1,076
School Committee Strengthening
1,076
1,076
1,076
SDS
1,076
694
1,076
RKS
1,076
1,076
1,076
School Development Planning
All target schools and madrasah completed their plans earlier in the year. RPS/RKS are four-year school development plans, while RKT are annual work-plans which align to the school year (July-June) rather than the GOI financial year (JanuaryDecember). During 2009, the focus for support shifted from RKS preparation to implementation. The main strategy was to facilitate the preparation of annual work-plans (RKT) and budgets in schools which translate the priorities identified in school development plans into operational annual plans. In the previous quarter all elementary schools and madrasah in all target districts (Cohort 1 and 2) were given assistance to prepare workplans. Activities to support the updating of RKS took place in a number of districts this quarter. Updating RKS / RKT for the 2009/2010 school year was completed in Central Java, so that all schools have RKT. There is one exception, which is SD Kedungloteng in Purworejo District; a school which did not complete an RKS / RKT. After the RKT / RKAS documents are completed, the school will prepare an RKS. Progress in this school was constrained by the fact that the school principal was unwilling to prepare an RKS even though the Office of Education, the Head of the sub-district office (UPTD), and the school community all wanted the school to prepare an RKS. However, following further consultations, the principal now reportedly understands the benefits of RKS / RKT. Workshops to update RKS / M and formulate RKT for Cohort 2 schools were also held in Indramayu and Lebak. The completion of RKT 2009/2010 workshops in East Java at the end of August 2009 was followed by intensive mentoring by the DC and DF. In November 2009 all the schools supported by DBE1 (179 SD / MI in Cohort 1 & 2 in the nine districts) completed RKT documents as a guide for the school year ahead. As the RPS/RKS are four-year school development plans, schools and madrasah in Cohort 1 should have implemented their plans and should be preparing new plans for the 2010-2013 period. To facilitate this process we plan to assist all Cohort 1 elementary schools and madrasah to prepare a school data base (SDS) which will then More Effective Decentralized Education Management and Governance
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provide the school profile required for preparation of a new school development plan. Whilst initially these schools produced RPS in line with the current regulations at the time, they will now be able to prepare RKS in line with the latest manual and newer regulations. While in 2005-6 DBE1 specialists and district coordinators provided the training, this time district facilitators, most of whom are school supervisors under the local education office, will provide the training. Anticipated next steps
•
Assist all Cohort 1 elementary schools and madrasah to prepare a school data base (SDS).
•
Facilitate preparation of new school development plans, based on SDS, in Cohort 1 elementary schools and madrasah in time for the new academic year.
•
Continue to support school mentoring by district facilitators (pengawas) in all schools and madrasah.
•
Continue to support district facilitators and school supervisors in this role through monthly forums.
School Committee Strengthening
In this quarter a second round of training was provided to school committees and village officials to enable them to lobby for funding from village budgets for school development programs identified in RPS/RKS. Workshops were held in all districts this quarter, with the exception of several districts in Aceh. Most villages in Aceh (as well as in Papua and East Kalimantan) have not been participating in the musrembang process. For this Participants from school, committee members, and local community in Tapanuli reason we intended not to hold Utara musrenbang training in Aceh. However, 10 schools in Aceh Tengah asked to be trained because they intend to lobby village and district authorities to hold musrembang this year. The program designed to train school committee on musrenbang has increased awareness among school committees and village officials of the need to conduct musrenbang. For example, in North Sumatra participants learned about the types of programs which can be funded by the Village Budget (Alokasi Dana Desa or ADD) or other sources. Participants also established school teams Musrenbangdes training in Jepara
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to take part in musrenbangdes and determine programs to be suggested in this village forum. In Tanjungbalai, during the session to determine programs to be discussed in the upcoming musrenbangdes, representatives of schools worked together with those of the village (kelurahan). Working together in this way should significantly increase the possibility of these programs being subsequently approved by the village during musrenbangdes. Anticipated next steps
•
Follow-up mentoring for musrenbang to be provided next quarter, to support school committees participate in the musrenbang process at village level.
•
School level impact study to be completed and published next quarter.
Leadership Training
No major activity took place this quarter. Delivery of two one-day training sessions designed to strengthen the leadership capacity of school principals was completed in all districts early in the year. The focus was on developing understandings and skills for participative management to support the involvement of community, school committees and teachers in the preparation and implementation of school development plans, workplans and budgets. The impact of this training was assessed in a special small study conducted in one district, which will be reported in the Impact Study to be released next quarter. Anticipated next steps
•
School level impact study to be completed and published next quarter.
School Database System (SDS)
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D Participants eagerly learned more about Aceh Besar SDS training session B SDS in Demak E 1 conducted a first round of SDS training for all Cohort 2 elementary schools (SD/MI)4 and Cohort 1 elementary schools in East Java and South Sulawesi. The training materials were evaluated and revised in early 2009. During this quarter, a second round of training commenced for Cohort 1 schools that had not been trained in Round 1 and also began refresher training for schools that had been trained previously. The first round of training linked SDS to school annual plans (RKT), while the updated second round of training will assist school to link SDS to the schools’ development plans (RKS). During the quarter 145 schools completed the second round of training. The remaining schools will complete the training by end of the next quarter so that by March 2010 all SD/MI both Cohorts 1 and 2 will have completed and updated SDS that are linked to the schools’ 4-year development plans. The second round of training is being implemented primarily by facilitators (pengawas and teachers who have been trained by DBE1). DBE1 staff monitors the training and provide support to the facilitators. Table 2.2 Progress in SDS Development* Activity Complete SDS training for trainers
Target Volume
Target Date
Status at end of Quarter
Achievement this Quarter
Target Next Quarter
100 SDS facilitators
April 09
100 facilitators trained
None
None
550 cohort-2 + 152 cohort- (Jatim & SulSel)
Jun 09
702 schools
None
Refresher SDS
Evaluate SDS implementation & training program; revise materials
1 set
July 09
Completed
None
Final review after Second Round of Training
Revise SDS SD/MI and
2 sets
May 09
SD/MI
None
Work with
First Round SDS Completed
4
Initially DBE2 and DBE1 agreed that DBE2 would roll out School Report Card (SRC) in Cohort 1 while DBE1 would roll out SDS (which contains SRC) in Cohort 2. Subsequently DBE1and2 agreed that SDS should be applied in Cohort 1 as well. After SDS was implemented for some junior secondary schools we agreed with MONE not to continue this further since MONE had its own database system for schools at this level. See further Section 2.2 below
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Activity
Target Volume
Target Date
SDS SMP/MTs
Status at end of Quarter
Achievement this Quarter
completed
SMP/MTs discontinued
SDS SMP/MTs Partially completed Second Round SDS Completed
1,076
Mar 10
145
SDS for Aceh EMIS strengthening Pilot
2 districts 10 sub-districts 52 schools
Apr 10
Phase 1 completed
Target Next Quarter
145 Phase 2 partially completed
931 schools Finalized phase 2
* New targets expected to be mandated in contract modification January 2010
Anticipated Next Steps:
•
Complete second round SDS for 931 schools.
•
Monitor and evaluate implementation and finalize all manuals and training materials.
2.2 Junior Secondary School Level (Task 5) DBE1 and DBE3 attended a meeting at the Junior Secondary Directorate on 11th December. Two of the Sub-Directors, Ibu Yeny (Management) and Ibu Mujim (Teaching and Learning) attended from MONE. DBE1 & 3 training materials had been provided n preparation for the meeting and we had let them know the names and locations of our partner schools. We were surprised and pleased to hear that the Directorate had invited a total of 10 teachers from two partner schools, SMPN 8 Bogor and MTs Al Ahiya, Karawang to MONE the previous day to gather their opinions of the DBE program. The feedback we received was totally positive. The schools felt that both the school management and governance activities and the teacher training activities were very useful to them. Since the group consisted of teachers, most of the specific feedback concerned the teacher training program and the resulting changes in the schools. Discussions also took place concerning the BOSP unit costing activities of DBE1, which MONE also values highly. The Directorate feels that DBE1 & 3 are supporting GOI's plans and are keen to continue the cooperation and use our materials more extensively. Table 2.3: Targets for School-Based Management Program (Junior-Secondary) Target
Completed
Anticipated achievement
Leadership
203
203
203
RKS
203
202
202
School Committee Strengthening
203
203
203
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School Development Planning
All target schools and madrasah have now completed the core programs of leadership training for principals, introductory training for school committees, and RKS – with the exception of one school which did not complete RKS as this school was required to use a different format provided by MONE for schools designated by the Ministry as ‘national standard’. No further activity is planned for these schools and madrasah. District Facilitators will be supported in monthly forums through until the end of June 2010. Anticipated next steps
•
Ongoing support should be provided by district facilitators, funded by the districts.
•
No further activities are planned.
School Database System (SDS)
It was decided not to proceed with implementing SDS in junior-secondary schools at this time as MONE has developed its own system. Anticipated Next Steps:
•
Ongoing support should be provided by district facilitators, funded by the districts.
•
No further activities are planned.
School Committee Strengthening
Training of school committees in target junior secondary schools was completed early in the year. This consisted of a one-off introductory training event to clarify the role and function of school committees. Anticipated next steps
•
Ongoing support should be provided by district facilitators, funded by the districts.
•
No further activities are planned.
Leadership Training
Leadership training in target junior secondary schools and madrasah was completed early in the year. This consisted of a one-off leadership training event, delivered to groups of school heads and supervisors (pengawas). Anticipated next steps:
34
•
Ongoing support should be provided by district facilitators and local government.
•
No further activities are planned.
More Effective Decentralized Education Management and Governance
2.3 School-Based Management Secretariat (MONE) (Task 5) DBE1 continued to consult with MONE’s Directorate of Elementary Schooling (Direktorat Pembinaan TKSD) this quarter. The DBE1 materials for school-based management are to be adopted by MONE for use in all elementary schools throughout the country. Following a series of earlier meetings, a final meeting was held between DBE1, USAID, MONE and MORA at Cipanas in West Java on 22-23 December 2009. As a result of this meeting, Bpk Palogo, from the Secretariat for School-Based Management, under the Directorate for Kindergarten and Elementary Schooling, MONE, will carry a letter from DBE1 formally requesting approval to the Director in January 2010. It was also agreed to revise the wording of the introductory statement by the Director of Religious Affairs. Bpk Nanang of Religious Affairs will bring the new wording to MORA’s Director of Madrasah Education in January. The Department of Education will prepare a team to monitor and support the use of the DBE1 school-based management materials. To support this, it was agreed that DBE1 will provide training for 20 MONE staff in February on the DBE1 MBS materials, especially those whose names are included in the documents to be published. During the meeting Bpk Palogo gave a brief overview of the history of the development of the materials. According to Bpk Palogo, the first version of the DBE1 RKS manual was not well aligned with the capacity of some schools because it was too advanced and too rigid. Based on these field findings, the RKS manual was revised together with the Directorate. The revised manual was then implemented in schools. Monitoring of schools by the Directorate shows that schools have received guidance and training in the preparation of RKS. This observation also showed that RKS is applied in schools as a tool for school improvement. Results of the MONE team’s monitoring were subsequently reported by Bpk Utju to the Director. In essence, the Director has agreed to provide the preface. As a result, the preface will be signed when it is ready to print. It was agreed that the preface should also highlight that this package is not the only one. It is one of several references that can be used by schools. Another finding from the monitoring of the Directorate, reported by Bpk Palogo, was that the school-development planning in RKS is somewhat separated from the learning process. As a result of this separation, School Work Plans do not always align directly with learning activities. For example, some schools just copy the RPP (Learning Plan) from the example given by the Department of Education. As a result, the Directorate recommends that the preparation of RKS should not be separate from the work of learning. Bpk Palogo also advised that the newly installed Minister of National Education has issued new policy directives. One of the policy priorities is to strengthen the capacity of school principals and school supervisors (pengawas), while also strengthening the implementation of active learning (PAKEM). Each province now has a KTSP More Effective Decentralized Education Management and Governance
35
implementation team already arranged by the Directorate. Donors are requested not to form their own development teams. The existing teams should be used to promote the use of the DBE1 material. DBE1 was also requested to provide a list of local facilitators, who can assist in implementation, to the Directorate. Anticipated next steps
36
•
Introductory statements (kata pengantar) for each manual to be revised and a mock-up of the final manuals to be prepared so that the introductions can be signed by the Director of the Direktorat Pembinaan TK dan SD for each manual in January. Bpk Utju will take the final documents to the Director for signing.
•
Revised wording for the MORA introductory statement to be prepared and signed in January (Bpk Nandang from MORA to follow up).
•
Training in DBE1 MBS materials to be provided to the MONE Secretariat team in February.
•
Final publication should be complete by end of March.
•
Continue work on preparing a list of DBE1 trained facilitators for the Directorate.
More Effective Decentralized Education Management and Governance
3. District Level Management and Governance/ Advocacy This program component intends to improve the capacity of district governments and other stakeholders in planning and financing education development, and increasing accountability and transparency by facilitating opportunities for parents, community members and other stakeholders to voice their concerns and aspiration for better quality education in the district. During the quarter, the major activities implemented were primarily in the areas of governance, education finance and education development planning. These activities are described next.
District Level Program Goals •
Assist 45 districts to produce 5 year strategic education development plans (Renstra) and financial analyses (AKPK)*
•
Assist 49 districts to compete operational cost analyses (BOSP)*
•
Assist 20 districts to make annual plans & budgets in line with strategic plan*
•
Assist 49 new elected (2009) district legislatures (DPRD)to review district planning and operational budgets *
•
Assist up to 10 districts to produce education policies
•
Assist 5 districts to implement computer based personnel, supervision & assets management systems
•
Finalize & sanction manuals & training materials for the above
* New targets expected to be mandated in contract modification January 2010
3.1. Education Governance (Task 6) Education Sector Good Governance and Stakeholder Forums
In this period, DBE1 facilitated a multi-stakeholder workshop in Banda Aceh and GGSP Forum in Tanjungbalai. Through these Fora, stakeholders from different institutions such as district parliament, media, NGOs, and education council have the chance to meet and start to work together to improve education-related issues in respective districts. Target dates set in early 2009 have not yet been achieved. The major reason for the slippage is due to other priorities that emerged including diversion of resources for the Aceh expansion. However, the project is on track to achieve the targets in the coming months.
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Table 3.1 Summary of Progress in District Governance* Activity
Target Volume
Target Date
Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
Complete training/facilitation on roles and functions for district education boards (Dewan Pendidikan)
49
Mar 10
43 completed
12
6
Complete training/facilitation for new elected (2009) district legislatures (DPRD) to review district planning and operational budgets**
49
June 2010
-
-
30
Facilitate education policy formulations at district and 1 province (Aceh)
15
Jun 10
32
-
-
Facilitate workshops for provinces & districts to review plans & budgets and advocate for district support
6
Jun 10
2
2
4
5
6
* New targets expected to be mandated in contract modification January 2010 ** New Targeted Activity
Capacity Building for Education Governance Stakeholders
As part of DBE1 effort to encourage involvement from more stakeholders in education sector’s planning and financing decision making process and to take advantage of implementation of many DBE1 district level programs in this period, more representatives of education council are involved in activities such as BOSP and AKPK public consultation sessions. In South Sulawesi, for example, Luau Education Council members participated in a joint public consultation session to discuss district’s renstra, AKPK and BOSP In Tanjungbalai, North Sumatra, Education Council members provided input to District’s renstra in particular to Head of Municipality plan of ”Tanjungbalai Cerdas 2015” (Smart Tanjungbalai by 2015.) . With this participation, it is hoped that education council members become more aware of issues related to education, provide Education Council members from several input on decision making process, and take districts in Central Java met to discuss issues related to education. active part in monitoring implementation of programs. 5 In some provinces Dewan Pendidikan training has been replaced or supplemented with Multi-stakeholder forums in which DBE1 facilitates inputs and reviews of draft plans, financial analyses and policies as a means to promote better governance in education. 43 such forums had been completed through the quarter.
6
During a meeting between DBE1 Provincial Governance Specialists and National Education Planning and Management Advisor, it was reported that DBE1 has contributed to development of 32 policies. Details of contribution could be seen in Annex 7.
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More Effective Decentralized Education Management and Governance
Also, to encourage this participation further, several DBE1 provinces (West Java, Banten, Central Java and South Sulawesi) also conducted education council workshops. In West Java, Education Council from six partner districts took part in a workshop “Education Council Roles and Functions in Pro-Children Policy Making Process.” The workshop was held by DBE1 to provide Education Council members with opportunity to learn topics such as impact of BOS to education sector as well as each district’s finance and education situation. In addition to Education Council members, participants included representatives of districts’ Bappeda and Education Office. In Central Java, DBE1 facilitated partner districts’ Education Council workshop on council’s roles and functions in supporting district’s education-sector policy and funding. Beginning in the next quarter DBE1 will begin training for new elected (2009) district legislators (DPRD) that will include information on policy development as well as review of district plans and budgets. So far, results of these workshops are very positive. Not only do participants have a better understanding on their roles and functions, as well they know what they can do to support education-districts, they are encouraged to put their knowledge into real actions: •
In Purworejo, Education Council members were involved directly in establishing Head of District Decree on formal and non-formal education.
•
In Blora, Education Council members used education sector data such as ratio of teachers/students and teachers’ distribution as input in district’s renstra development process.
•
In Grobogan, Education Council held a workshop for 65 private SMP/MTs principals and committees. This workshop aimed to improve roles and functions of committee members and included discussion topics such as education’s legal umbrella and management of teaching and learning activities.
•
In Karanganyar, a workshop was held by Education Council to develop work plan for 2010. In this workshop, other stakeholders from various institutions such as District Parliament, Education Office, Bappeda, School Committee Communication Forum, and NGO were invited.
•
In Enrekang, as one of the next step of the Education Council workshop held in December, District’s Bappeda will work together with Education Council to analyze Education Office plan and budget while Education Office will provide 2010 budget plan as well as its renstra for Education Council.
Policy Development
In December, a workshop for all DBE1 Governance Specialists was held in Surabaya to provide them with information on policy development. In this workshop, DBE1 provided details on policy development process such as functions of academic draft in district regulation on education and importance of having legal baseline as reference to policies development.
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DBE1 South Sulawesi also shared experience with other DBE1 specialists in assisting Soppeng stakeholders in developing their draft of district regulation on education (Rancangan Peraturan Daerah or Ranperda.) The decision to develop Ranperda on education was based on Soppeng Education Council recommendations back in May 2009 and District Parliament and Education Office comparative visit to Bandung and Gresik Team members of Soppeng Ranperda earlier. The process started in mid August development team and, as of beginning of December, had completed the academic draft portion of the document. One of the lessons learned so far was the importance of involvement of stakeholders aside from Education Office’s such as Bappeda, Teachers Association, and Office of Religious Affairs. Another interesting fact from Soppeng was the upcoming head of district election in 2010 and local political situation that affected policy development process positively. As Annex 7 shows, until December 2009, DBE1 has contributed to development of 32 policies such as head of education office letter of decision (Surat Keputusan Kepala Dinas) requesting schools to have their own RKS (Aceh Besar,) head of district regulation (Peraturan Bupati) on free education (Jepara,) and draft of district regulation on education (Rancangan Peraturan Daerah) in Soppeng. Level of contribution also varied from providing substantial input to the process to full technical assistance throughout the whole process. Because policies such as Peraturan Daerah have its own legal implications and could be binding to education-sector actors such as schools and principals, it is hoped that efforts to improve management and governance of education sector could be continued even after the program ends in September 2010, institutionalizing DBE1 work so far. From October to December period, some of DBE1 contributions to districts’ policy development were:
40
•
Deli Serdang: DBE1 facilitated discussions between Education Office and Education Committee of Parliament on establishment of Draft of District Regulation on budget allocation to support schools operational costs. For 2010 fiscal year, Education Office had suggested Rp. 30 billion to be allocated from district budget to cover operational costs of SDN, SMPN, and SMAN.
•
Tuban: DBE1 assisted facilitation of District Draft of Regulations on Education (Peraturan Daerah or Perda.) Focus Group Discussion was also held to find issues related to education in formal and non-formal sectors that need to be included in the Draft. A subsequent meeting was held to discuss development of academic draft as basis of the Draft.
•
Soppeng: DBE1 has been facilitating Soppeng to develop academic draft of its District Draft of Regulations on Education (Peraturan Daerah or Perda.) More Effective Decentralized Education Management and Governance
After public consultation to discuss the academic draft in November, the team has now started discussing and writing up the main parts of the Perda. During the quarter DBE1 continued to assist the provincial government of East Java to develop new education policy innovations. DBE1 staff had a number of meetings with representatives from Bappeda, Education Office (dinas pendidikan provinsi) and other provincial stakeholders. During these meetings DBE1 was able to fully understand the governor’s policy on education especially his policy for assisting Islamic schools that follow a special Participant from East Java Bappeda explained provincial policies regarding free curriculum (diniyah). DBE1’s role in education assisting in policy development such as developing a methodology to map the entire education system including boarding schools and literacy programs was further defined. We expect to continue to provide until through June 2010. Anticipated Next Steps:
•
Continued capacity building for dewan pendidikan, including organization of briefing sessions on education planning, and education financial analysis
•
Training for new local legislatures (DPRD) on education policy development
•
Continued facilitation of public hearings on draft district plans, financial analyses and policy development through multi-stakeholders events
•
Continue to provide technical assistance for the development of innovative policies and approaches for education development in East Java Province
•
Facilitate finalization of education regulation in Soppeng and continue or commence such assistance in policy development in other districts that request the assistance.
3.2. Education Finance (Task 7) Two major activities continued to be implemented during the quarter: district education finance (AKPK) and School Unit Cost Analysis (BOSP). AKPK results have proved to be very useful in preparing funds availability estimates which are needed for the preparation of the financing plans for renstras. Original targets for both AKPK and BOSP have been exceeded; new targets recently set to anticipate contract modification are already nearing achievement (see Table 3.2). The actual number of BOSP completed is much higher than reported in the table below because 15 non-DBE districts in East Java and four non-DBE districts in Central Java have completed BOSP under the dissemination program whereby the districts or province cover most of the cost for the activity.
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Table 3.2 Progress in Education Finance* Target Volume
Target Date
Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
45*
Mar 10
42
-
4
1 set
Mar 10
Initial draft
Ongoing
To be completed by June 2010
49*
Mar 10
46
-
-
Final draft of BOSP manuals and software
1 set
Mar 10
Completed
Sanction of BOSP materials by MONE (BSNP)
1 set
Jun 10
BSNP fully supports DBE1 methodology; however, official sanction has not been made
Activity
Complete AKPK Final draft of AKPK manuals and software
Complete BOSP
7
-
-
* New targets expected to be mandated in contract modification January 2010
District Education Finance Analysis (AKPK)
Throughout this October to December period, workshops and consultations were carried out in Aceh, West Java, Banten, and South Sulawesi. In addition to assisting districts with knowledge and skills to analyze their education-sector budgeting and financial condition, workshops and public consultation sessions are used to provide opportunities to other stakeholders to learn about those topics too, often in combination with other DBE1 programs (BOSP and Renstra.) These efforts have somehow influenced budget allocation and decision making process in some districts. In Aceh Tengah, the AKPK analysis and report was presented by Head of Education Office to other stakeholders. As a result of this presentation, members of Parliament requested Education Office to provide more information regarding the required additional amount for Parliament’s further consideration. Meanwhile, in Sidrap, results of AKPK were presented together with District’s renstra on October 14. Similar to the response in Aceh Tengah, members of Sidrap parliament requested the information to be presented again in front of Parliament’s Education and Budget Committee so that more discussions could take place and Parliament members can obtain more information on the subject. Experience during 2009 has shown that AKPK results have influenced the budgeting process as a number of districts have taken initiatives to change their fund allocation patterns. For instance in Indramayu and Sukabumi, West Java the Education Offices proposed substantial increases in allocations for school operational expenditure and investments in teaching and learning processes. However, because of budget 7
In addition 15 additional districts completed BOSP under dissemination strategy where districts and province covered most of the cost and DBE1 provided technical assistance.
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constraints resulting from an increase in salary expenditure, budget proposals were reduced in some places or rejected in others. For instance, in Sukabumi the proposal to provide additional support to junior secondary schools for operational expenditure was reduced from Rp 70,000 per student per year to Rp. 26,000 per student per year. AKPK results also helped to highlight the low financial support for senior secondary schools, resulting in increases in financial support in for instance Karawang, West Java and Pinrang, South Sulawesi (Rp 7 billion). School Unit Cost Analysis (BOSP) School Operational Expenditure
For BOSP, the process has been completed in most of the provinces, except in West Java (Garut, Bogor, and Subang) and in South Sulawesi (Pinrang.) As in other districts, results of BOSP calculation and analysis continued to provide insights to stakeholders regarding actual need of district’s budget allocation to cover schools operational fully. In Subang, for example, latest BOSP calculation and analysis was presented during public consultation session in October and to cover for operational costs for schools in the district, Subang District Government agreed to: •
Reallocate Rp. 17 billion of District Budget originally planned to support villages (Bantuan Keuangan Untuk Desa/Kelurahan) to schools operational cost (Rp. 45 million/school/village.)
•
Allocate additional Rp. 128 million to support SD and SMP
•
Allow voluntary community contribution
In this quarter, DBE1 also continued to assist National Education Standards Board (BSNP) to collect data for components of school unit cost in DBE1 districts in several provinces (Aceh, North Sumatra, Central Java, and South Sulawesi.) The data collection sessions are attended by representatives of Education Office, schools (SD, SDLB, SMP, SMA, and SMK,) where they complete different forms with information related to unit costs for each education level. This information is used by BSNP which has been developing price indices for all districts in the country to determine BOSP for individual districts.
Workshop to collect data for school unit cost components in Tebing Tinggi
Personal Cost
DBE1 began work on the methodology for conducting the Personal Cost Survey/Study. We expect the methodology to complete and pilot tested in Indramayu, West Java during the next quarter and then applied in another six districts. The results of the study will be delivered to MONE as potential policy inputs for calculating BOS funding and also to BSNP for consideration as additions to operating cost standards.
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The following is a summary of the description of the study presented in Quarterly report 18. This is designed to be a quick study to estimate the cost borne by parents to send a child to school, which then could become the basis for providing financial assistance to low-income families to send their children to school.DBE1 will use Peraturan Pemerintah/PP (Government Regulation) Number 19 of 2005 as reference, which defines personal cost as being education cost that have to be incurred by each student in order to be able to follow learning process in a regular and sustainable manner. Examples of personal costs provided in the elucidation of this PP include clothing, transport, text books, consumption, accommodation, and other private costs. Anticipated Next Steps:
•
Compete SKPK and BOSP in target districts
•
Assist BSNP to collect information on the unit price of BOSP components in DBE1 districts.
•
Begin meta-analysis of data-sets including financial analyses and prepare policy paper.
•
Finalize methodology for personal cost, pilot test and implement in six additional districts
•
Present results of personal cost to MONE and BSNP as potential policy inputs.
3.3. Education Planning and Management (Task 7) Three major activities to improve districts’ capacity in education development planning and management are: district strategic development planning (renstra) planning to improve capacity of district staff to manage education (RPK/rencana pengembangan kapasitas), and computerized data processing system to support planning (SIPPK). The table below indicates that renstra is slightly behind the target date but the project is on track to exceed the target within the next few months. The original target for SIPPK has been exceeded; the new target has not been reached but should be achieved in the next quarter. RPK will fall short of target by one district. The reason is that we had planned to conduct RPK in Nganjuk district, East Java, but before the work was to be taken up there several months ago, MONE/World Bank announced that it wished to conduct a pilot capacity development planning methodology in that district. DBE1 decided to provide support to MONE and not conduct the RPK in that district. Table 3.3 Summary of Education Planning Progress* Target Volume
Target Date
Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
Complete renstra and sanction by districts
45*
May 10
28
6
10
Final draft of renstra manuals and software
1 set
May 10
Initial draft
Ongoing
Ongoing
Sanction of renstra
1 set
Jun 10
On-going
-
-
Activity
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More Effective Decentralized Education Management and Governance
manuals and software by MOHA
support for DBE1 methodology by MOHA
Train and install SIPPK
45*
May 10
39
2
6
Final draft of SIPPK manuals and software
1 set
May 10
Second draft completed
Second draft completed
Third and final draft
13
Mar 09
12
-
-
Revise RPK manuals & materials with MONE/World Bank
1 set
Mar 09
DBE1 has provided inputs
DBE1 inputs completed
-
Assist districts in annual planning and budgeting (LAKIP and Renja) in line with renstra
20**
June 2010
2 districts
2 districts
10 districts
Complete RPK
* New targets expected to be mandated in contract modification January 2010 ** New targeted activity
District Strategic Development Planning (Renstra)
DBE1 assisted development of renstra in 18 districts in all partner provinces this period and continued to involve district stakeholders in workshops and public consultation sessions to encourage renstra development process that is participative and accountable. In several districts in South Sulawesi, district’s renstra was presented together with results of AKPK and/or BOSP to provide stakeholders with a more comprehensive look into district’s education-sector current condition as well its’ planning and budgeting process. So far, these efforts have brought positive outcomes and significantly impacted districts’ education office in planning for their activities and programs. In Boyolali, for example, as a direct result of renstra public consultation session, participants decided to add two more members to the document development team from external organization (Education Council) to ensure that stakeholders’ inputs were included in the revised document. In Blora and Karanganyar, both districts’ Bappeda requested DBE1 to facilitate
More Effective Decentralized Education Management and Governance
Lively discussion among renstra development team members in Tanjungbalai.
Facilitation session during renstra development process in Sampang
45
renstra development of other Offices. Furthermore, some of the participating districts in Central Java decided to use their renstra as Education Office input to district’s midterm plan. Throughout the facilitation and development process, the biggest challenge faced by renstra development and DBE1 teams were high level of difficulty in finding time for all team members to work together. Therefore, the method of putting the development team members in “isolation” over a certain period of time to allow them to discuss and develop the document with limited interruptions was very helpful. Data Processing System to Support Planning (SIPPK8)
Subang SIPPK team members learned to enter related data to System.
Because of the extensive use of data as basis of renstra development, stakeholders become more aware of the importance of using valid and up-to-date data in developing district’s education planning. In Subang, for example, Head of Education Office agreed that, although district already had its own renstra, the current document needed to be revised and based more on data and information such as the one provided in other districts’ SIPPK.
District Annual Planning and Budgeting
In the coming quarters DBE1 will implement a new intervention to build district capacity in planning and budgeting. During the first half of 2010 we will help districts to improve accountability and develop policy and annual budgets which reflect their renstra. Workshops will be held in the districts where renstra has already been completed by the end of 2009 to support the LAKIP accountability process in February 2010 and to assist districts to better link annual workplans (known as renja) and renstra in April 2010. This process will help ensure that the renstra informs annual planning and budgeting. During the current quarter DBE1 had already assisted two districts in Aceh (Pidie and Aceh Tengah) in producing renja. The efforts were much appreciated. In the quarter the Aceh experience will be shared with specialists from other provinces to prepare them for providing such assistance in other target districts. Such technical assistance will be provided to the remaining three target districts in Aceh in the next quarter. Anticipated Next Steps:
•
Continued support for renstra preparation
•
Conduct SIPPK training for districts that have not yet completed data inputs
8
Formerly referred to as District Information Planning System (DPISS). Henceforth the Indonesian term will be: Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota or SIPPK
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More Effective Decentralized Education Management and Governance
•
Assist districts still in process to sharpen data analysis
•
Final drafts of SIPPK manual and software
•
Continue support for lakip and renja
•
Invite MOHA to attend training in the field.
3.4. Management of District Education Personnel (SIMPTK/Sistem Informasi Manajemen Pendidik dan Tenaga Kependidikan), Supervision, and Assets Management Systems (Task 7) Personnel, supervision and assets management systems are the last programs to be developed in the project. We began to develop personnel management in late 2007 and found it to be a complex process because it involves vast numbers of civil servants and highly political ramifications related to salaries, financial rewards and promotions. Work was suspended during the quarter because the DBE1 team working on personnel management was also responsible for supervision; supervision work required unanticipated urgent action based on strong request from MONE (see below). Progress was made on supervision management, but as will be explained below, an unanticipated supplemental activity was undertaken to both satisfy a request from MONE and also to support the overall supervision program. The first draft of materials to support assets/preventive maintenance programs completed during the previous quarter was revised during the current quarter. Table 3.4 Summary of Progress in Personnel, Supervision and Asset Management* Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
pilot conducted and software drafted
No progress
Finalize software and training program
Jul 10
-
-
Begin in 3 districts
6 districts
Jun 10
-
-
-
Develop manual & training program for school management supervision
6 districts
April 09
1 pilot
In process. Supplemental activity to produce supplemental BOS reporting manual for MONE
In process
Train district staff & supervisors
6 district
Apr 10
Not yet
-
-
Facilitate workshops to inform supervision policy development
6 districts
Jul 10
Not yet
-
-
Target Volume
Target Date
1 set
March 09
Install SIMPTK & train data operators & district decision makers
6 district
Facilitate workshops to inform personnel policy development
Activity
Develop computerized personnel management & tracking system (SIMPTK)
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Target Volume
Target Date
Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
Develop software & manuals for districts to track asset management and maintenance
1 set
July 09
Manual drafted
Manual drafted
Complete software development
Install system & train districts to use asset management tracking system
6 districts
Jun 10
Not yet
-
Begin implementation in 3 districts
Activity
* New targets to reflect FY 2010 contract modification
Personnel Management System (SIMPTK)
No further progress was made on personnel manage during the quarter because the DBE1 handling this program concentrated on asset management and supervision management as reported below. We expect these programs will be developed and tested in the coming quarter and then the team focus attention on completing personnel management program development. As reported previously, the first version of the required software has been developed and tested. Revisions will be made in the next quarter and a second test will be carried out before the materials are finalized and ready for roll out in the April –June 2010 quarter. School Supervision Management System
Detailed work on this program began in early 2009 and has been reported previous. As explained in previous reports and summarized below in order to develop this program, a number of issues related to uses and reporting of BOS had to be addressed. The efforts of the DBE1 team developing supervision management (the same team is also developing personnel management as reported above) was devoted almost exclusively to the BOS program both in the previous and current quarters. As reported in the previous quarter our current intense collaboration with MONE on the BOS program began as a result of results of field begun in about April 2009. Some of the conclusion/findings of the field work related to BOS were as follows:
9
•
School Annual Financial Plan (RKAS) was not consistently linked with School Development Plan (RKS) and Annual School Plan (RKT)9, and consequently the school financial plan is not a program oriented plan as required by BOS Guidelines, issued by Central BOS Management.
•
All BOS based financial reports were not multi-funding source, as required by BOS Guidelines.
•
Too many reports (BOS-K1 to BOS-K6 plus attachment of all original receipts/kwitansi – resulting in a report of more than 100 pages) were required by district authorities as compared to only one simple/comprehensive report (a two page report) required by BOS Guidelines. These reporting requirements resulted in an exhaustive, time effort consuming effort for elementary schools (SD/MI) which do not have administrative assistants for this purpose.
However, this link was made in several DBE assisted schools.
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•
Different interpretation of account names and line items result in confusion which among others inhibits the use of computerized information such as that being attempted by SDS
•
Different account codes were used for the same type of expenditure in different districts.
The above issues were partly due to the absence of detailed explanation on how to apply BOS guidelines, and partly on the method of training/socialization provided by Provincial BOS Management teams. DBE1 reported the above findings to MONE BOS Program. MONE agreed that these findings indicate the urgent need for more detailed guidelines (Juknis) on how to implement Buku Panduan BOS 2009 and buku Pelatihan Program BOS Tahun 2009. Further in discussions with DBE1 MONE asked that the new guidelines focus on: •
Selection of “multi-funding” formats.
•
Modification of the multi-funding formats.
•
Detailed procedures on how to translate/link school annual plans and budgets (RKT and RKAS) to BOS based budget plan (BOS-K1), including standardization of account names, account classifications, and account code numbering.
MONE asked DBE1 to produce these guidelines which will become a supplement to MONE BOS Implementation manuals. Because this was considered an urgent need affecting the quality of the largest school support program in the country, DBE1 agreed to take on the work. During the quarter the DBE1 team in consultation with MONE drafted a technical guide for schools to help them meet BOS reporting requirements. The team also drafted a new reporting format that links BOS reporting to the school’s development plan (RKS). The team also drafted revision of a few existing reporting formats, including adding expenditure codes required by MOHA. DBE1 presented the draft revisions to MONE in a meeting at MONE on December 15, 2009. MORA representatives attended as well as a representative from BSNP and USAID. Follow up revisions were made based on BSNP inputs. We expect MONE to incorporate all these DBE1 inputs in the 2010 BOS implementation manual. During the quarter after consultations with MONE we also developed software for schools that have computers10. Two versions of the software were developed and field tested in Bogor and Sukabumi, West Java. A final version will be
Draft preliminary test in Klaten recently
10
MONE expects that in 2010 nearly all junior secondary schools will have computers, at least 50% public schools and about 35% madrasah will have computers.
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49
completed and tested in the next quarter. The manual and software will be transferred to MONE in the next quarter. The software will also be incorporated into the SDS++ software that DBE1 is developing for the EMIS pilot in Aceh (see Section 5 below.) We also expect to facilitate further improvements in BOS policy in the coming months. Although these interventions were not originally planned we believe that our efforts to help improvement management of this approximately Rp 12 trillion ($1.2 billion) annual program will contribute to better management of the program, better use of funds and result in quality improvements in basic education in the future. Assets/Preventive Maintenance Management System
Work on manuals and software drafted in the previous quarters was continued during the current quarter. The materials will be finalized in January 2010 and tested in Sukabumi, West Java in February. If the testing requires revisions, this will be completed in February and roll out to an additional five districts will begin in March 2010. The program will includes technical directions for schools to record data on preventive maintenance and regular reporting on the status of school assets to district education offices. The district education offices will have a database to accommodate school reports. The software designed by DBE1 will allow districts to analyze asset data and help to provide a maintenance schedule for schools that will greatly assist in district and school level maintenance planning. Anticipated Next Steps:
•
Complete Personnel Management (SIMPTK) software development and implementation manual and field test.
•
Instruments already drafted for financial management supervision for school principals and supervisors to be further tested and finalized.
•
Facilitate inputs to MONE to improve BOS policy.
•
Finalize and field test software for BOS reporting and present results to MONE.
•
Pilot test manual for asset management and completed software development.
•
Roll out assets management program beginning in three districts in the next quarter.
3.5. Implementation of District Annual Education Plans and Budgets In the coming quarters DBE1 will implement a new intervention to build district capacity in planning and budgeting. During the first half of 2010 we will help districts to improve accountability and develop policy and annual budgets which reflect their renstra. Workshops will be held in the districts where renstra has already been completed by the end of 2009 to support the LAKIP accountability process in February 2010 and to assist districts to better link annual workplans (known as renja) and renstra in April 2010. This process will help ensure that the renstra informs annual planning and budgeting.
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More Effective Decentralized Education Management and Governance
During the current quarter DBE1 had already assisted two districts in Aceh (Pidie and Aceh Tengah) in producing renja. The efforts were much appreciated. In the quarter the Aceh experience will be shared with specialists from other provinces to prepare them for providing such assistance in other target districts. Such technical assistance will be provided to the remaining three target districts in Aceh in the next quarter. Anticipated Next Steps:
•
Continued support for renstra preparation
•
Conduct SIPPK training for districts that have not yet completed data inputs
•
Assist districts still in process to sharpen data analysis
•
Final drafts of SIPPK manual and software
•
Continue support for lakip and renja
•
Invite MOHA to attend training in the field
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51
4. Aceh Expansion Program DBE1’s task order was modified in July 2009 in order to extend district level services to all 18 districts in Aceh that have not received DBE support. The programs are limited to financial analysis, strategic planning and education governance; school level programs in these 18 districts were not mandated. The contract modification in part was based on an assessment of the feasibility for expanding the DBE1 program in Aceh that was carried out in 200811. Beginning with the previous report (Quarterly Report 18) implementation in Aceh will be reported in a separate chapter. District Level Program Goals •
Initiate in 18 new districts in Aceh and complete in as many districts as possible School Unit Cost Analysis, District Education Finance Analysis, District Strategic Plans, and Governance for Education
4.1 Program Preparation During the quarter SOWs for new staff were finalized and recruiting begun. By the end of the quarter interviews had been conducted for potential staff and preparations for submission for USAID concurrence were made. A lease for a supplemental office in Banda Aceh, close to the current DBE office, was signed and arrangements were made for sharing the space with DBE2. Needs were assessed for additional space and facilities in the DBE Medan office to accommodate DBE1 staff to be assigned to the Southern districts of Aceh. DBE1 staff began procurement of computers and other equipment during the quarter. 4.2 Coordination with Provincial and other Donor Stakeholders DBE1 maintained consultations with provincial officials and other donors, particularly AusAID SEDIA Project. Coordination with SEDIA has been very good since the beginning of program preparation. Preliminary review of GTZ work also took place. GTZ has assisted about five districts to produce strategic plans. Before beginning planning work in these districts DBE1 will consult with GTZ and district officials about ways to most effectively coordinate inputs. The provincial education office appointed two staff to work closely with DBE1 to monitor program implementation and in consulting with district officials. The provincial education office has asked DBE1 to assist in creating a province-wide database along the lines of the district level database to support strategic planning (SIPPK); DBE1 will undertake this activity in the coming months.
11
“Report on Assessment of the Feasibility of Expanding the DBE1 Program in Aceh”, August 2008.
52
More Effective Decentralized Education Management and Governance
4.3 Program Implementation DBE1Aceh staff and specialists from other projects began analytical work in the six initial districts during the quarter. By the end of the quarter, about 30% of BOSP work had been completed in all six districts. District officials were trained in SIPPK methodology and data input analysis had also started by the end of the quarter; about 40% of SIPPK was completed in six districts by the end of the quarter. AKPK also commenced in all six districts. Implementation to date has been smooth because DBE1 specialists are experienced in providing the technical assistance and conducting training for these programs and because of the enthusiasm and support from district stakeholders as well as excellent support from provincial stakeholders.
Central Java Provincial Specialist assisted stakeholders in Aceh to develop their BOSP.
Head of Aceh Tamiang Education Office in BOSP finalization workshop.
Table 4.1 Summary of Progress in Implementing Aceh Expansion program Activity
Target Volume
Target Date
Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
Launch program and sign agreements with 18 districts
18
March 2010
6 districts
6 districts
12 districts
8 staff & 1 supplemental office
September 2009
4 staff recruited
4 staff recruited
4 new staff contracted and trained
18
March 2010
Begun in 6 districts
Completed in 6 districts
Establish offices and contract and train new staff
Complete BOSP
1 office lease signed Begun in 6 districts
Commenced in 12 districts Complete AKPK
18
March 2010
Begun in 6 districts
Begun in 6 districts
Completed in 6 districts Commenced in 12 districts
Complete renstra
18
August
Not yet
More Effective Decentralized Education Management and Governance
Not yet
Commenced
53
2010
in 12 districts
Facilitate workshops for district governance related stakeholders to review plans
18
August 2010
Not yet
Not yet
Commenced in 6 districts
Facilitate workshops for district to present plans & budgets to provincial stakeholders and advocate for district support
3 workshops (6 districts/workshop)
August 2010
Not yet
Not yet
0
Anticipated Next Steps:
54
•
Complete contracting and training new staff
•
Complete procuring equipment and supplemental office operations
•
Attend coordination meetings with Aceh provincial stakeholders and other donors
•
Complete BOSP and AKPK and begin SIPPK and Renstra first cluster of 6 districts
•
Begin BOSP and AKPK in second cluster of 12 districts
•
Identify and sign agreements with an additional 12 districts and hold launching.
More Effective Decentralized Education Management and Governance
5. EMIS/ICT/Data Management DBE1’s Task Order mandates a number of ICT related activities. These include an assessment of MONE’s Education Management and Information system (EMIS,) developing and maintaining a project web site and Project Data Management System (PDMS,) (reported in Section1), and development of innovative solutions for data transfer and management including programs to enable the wider community and private business to access information through various media. All of the above activities have been or are in the process of being implemented and are described below. In this quarter, DBE1’s ICT team continued to develop School Database System (SDS) as part of effort to reach schools and communities described above. ICT Related Program Goals •
Complete implementation of 14 ICT grants
•
Complete pilot to test use of ICT to improve data flow for MONE EMIS in two selected districts in Aceh (Pidie and Aceh Tengah)
•
Continue to manage DBE website which will be handed over when project ends in 2010 5.1. ICT Grants (Task 8) In the first year of the project, DBE1 designed a competition to award grants to consortia comprised of private sector and government institutions such as district education office, district library, and schools. Fourteen grants were awarded and in the process of implementation. Two categories of grants awarded were: (1) ICT Innovation and Education Management Grants (EMG) to improve education management and (2) Education Hotspots grants that aimed to provide internet access to schools, education offices and community as a whole. Table 5.1 Progress in ICT Grants Implementation Target Volume
Target Date
Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
Complete grant awards
14
Mar 09
14 awarded
-
-
Complete disbursement of funds/procurement
14
Dec 09
ongoing
Ongoing
-
Complete grant implementation
14
Mar 10
2
2
4
Compliance monitoring & reporting end 2009
14
Dec 09
Continue based on milestones
Up to date
As per milestones
Final evaluation & publication (mid 2010)
14
Jun 10
Not yet
Not yet
Not yet
Activity
More Effective Decentralized Education Management and Governance
55
Two grants that were completed in last quarter (Table 5.2, denoted as ‘C’). No grants were completed in the current quarter. Four grants that were targeted to be completed in this quarter are still ongoing (Table 5.2, denoted as ‘T’); however, because some outstanding reports remain to be processed, we expect these grants will be completed in the next quarter. In addition we expect four additional grants to be completed in the next quarter (Table 5.2, denoted as ‘P’) which will make a total of 10 completed grants. The remaining four grants will be completed by June 2010. Table 5.2 Progress in ICT Grants Completion LOCAL GOVERNMENT
Bappeda
Dinas Infokom
ICT Center
Pre Award Process
Grant Award
Procurement
Launching
On Going
PT Indomaya Wira Sejahtera
√
√
√
-
-
-
-
-
√
√
√
√
√
LEAD CONSORTIUM
University/ SMK Education Board
Kandepag
CATEGORY
Perpusda
DISTRICT
Dinas Pendidikan
No
Completed
COMPLETION STATUS
CONSORTIUM MEMBER
CENTRAL JAVA 1
Kab. Karanganyar
Tier-2 EMG
2
Kab. Klaten
Tier-2 EMG
CV Cosmo Jaya
√
√
√
-
-
-
-
-
√
√
√
√
√
P
3
Kab. Karanganyar
Tier-1 Hotspot
PT Indomaya Wira Sejahtera
√
√
√
-
-
-
-
-
√
√
√
√
√
P
√
P
EAST JAVA 4
Kota Surabaya
Tier-2 EMG
PT ITS Kemitraan
√
-
-
-
-
-
-
-
√
√
√
√
5
Kab. Tuban
Tier-1 Hotspot
PT Tridata Cakrawala
√
√
-
-
-
-
-
-
√
√
√
√
6
Kota Surabaya
Tier-1 EMG
PT ITS Kemitraan
√
-
-
-
-
-
-
-
√
√
Tier-2 EMG
Web Media
√
-
√
-
-
-
-
-
√
√
Tier-2 EMG
YPK Amanah
√
-
√
-
-
-
-
-
√
Indo Komputer
√
√
-
-
-
-
-
-
PT. Rekayasa Teknologi Informasi
√
-
√
-
-
-
√
Tier-1 EMG
Turatea Computer Centre
-
-
√
-
-
-
Tier-2 Hotspot
CV Almagada Jaya*
√
√
√
√
-
Tier-2 EMG
CV Trisatya Pratama*
√
-
√
√
Tier-1 Hotspot
Yayasan Tarbiyah Islamiyah (YASTI)*
√
√
-
-
C
√
√
T
√
√
√
P
√
√
√
√
√
√
√
-
√
√
-
-
√
√
√
-
-
-
√
√
√
√
√
-
-
√
√
√
-
-
-
√
√
√
√
NORTH SUMATRA
7
Kab. Tapanuli Utara
SOUTH SULAWESI
8 9 10 11
Kab. Pangkep Kab. Soppeng Kab. Engrekang Kab. Jeneponto
Tier-1 Hotspot Tier-1 Hotspot
√
√
T
√
C
√
T
BANTEN 12
Kota Tangerang
√
√
WEST JAVA 13 14
Kab. Karawang Kab. Sukabumi
√ √
The total anticipated value of 14 grants awarded increased from $277,740 (IDR 2,578,299,451) to $287,884 (IDR 2,669,599,451). The increase is a result of USAID approval to increase the grant for Pankep, South Sulawesi (see below). As of December 2009, $224,127 (IDR 2,084,959,731) has been disbursed to the grantees in the form of equipment and cash to cover grant main activities including training
56
More Effective Decentralized Education Management and Governance
√
T
expenses. In the quarter, four grantees received disbursements (Table 5.3, denoted by bold blue color font). Table 5.3 Summary of Grants Awarded No.
Obligated Amount (Rp.)
Balanced to be Disbursed (Rp.)
a.
ICT INNOVATIONS & EMG
a.1.
Pangkajene Kepulauan, South Sulawesi - YPK Amanah
506,452,000
370,311,875
136,140,625
Jeneponto, South Sulawesi - PT Turatea Computer Center
25,252,500
22,100,000
3,152,500
Karawang, West Java - CV Trisatya Pratama
292,518,451
193,416,756
99,101,695
Karanganyar, Central Java - PT Indomaya Wira Sejahtera [Tier-2]
258,532,500
129,003,750
129,528,750
a.5.
Klaten, Central Java - CV Cosmo Jaya
347,461,000
280,840,000
66,621,000
a.6.
Surabaya, East Java - PT ITS Kemitraan [Tier-1]
50,184,000
41,716,500
8,467,500
Surabaya, East Java - PT ITS Kemitraan [Tier-2]
311,557,100
304,710,000
6,847,100
North Tapanuli, North Sumatra – PT Webmedia
361,742,000
311,975,600
49,766,400
a.2. a.3. a.4.
a.7. a.8. b.
b. EDUCATION HOTSPOT
b.1.
Soppeng, South Sulawesi - Indo Komputer
31,243,000
21,730,000
9,513,000
Sukabumi, West Java - Yayasan Tarbiyah Islamiah (YASTI)
60,670,400
56,303,500
4,366,900
Tuban, East Java - PT Tridata Cakrawala*
69,754,000
69,788,000
(34,000)
Enrekang, South Sulawesi - PT Rekayasa Teknologi Informasi (Rekti)*
25,925,000
25,925,000
-
300,930,000
237,777,250
63,152,750
Karanganyar, Central Java - PT Indomaya Wira Sejahtera [Tier-1]
27,377,000
19,361,500
8,015,500
Grand Total (Rp.)
2,669,599,451
2,084,959,731
584,639,720
Grand Total (USD=9,000 IDR)
287,884
224,127
63,758
b.2. b.3. b.4. b.5. b.6.
*
Grantee
Progress Cumulative Realization (Rp)
Tangerang, Banten - CV Almagada Jaya
Grants completed
Monitoring
DBE1 monitors performance of the grants program by reviewing reports of achieving certain milestones and by direct observation in the field on a regular basis. Toward the end of the project DBE1 will carry out an impact assessment with the assistance of an international specialist.
More Effective Decentralized Education Management and Governance
57
Most grantees have been submitting reports and documents as required (although some are late), and disbursements have been made against these milestones. In addition to compliance monitoring, DBE1 staff continue to monitor implementation in the field. Some highlights of monitoring of two grants are as follows. North Tapanuli, North Sumatera. The grant to the consortium lead by PT Webmedia Internusa Tata Utama was awarded much later that the other grants. Over the past several months the consortium has been very diligent. Through December 2009 they trained over 700 participants. They also carried out intensive communication with stakeholders on ways to ensure the program will be sustained. Pangkep, South Sulawesi. As a result of monitoring in the previous quarter DBE1 concluded that the consortium was meeting its obligation in training teachers, education staff and community as required by the grant, but because of changes in internet costs and commitments from stakeholders and community to continue the internet service, DBE1 concluded that the consortium’s sustainable business plan must be revised and updated. Therefore, $10,145 (Rp.93 million) was added to the grant obligation and the time period extended until June 2010 to allow the consortium to update its sustainability plan. DBE1 provided technical advice to the consortium by a member of a high performing grantee from Klaten, Central Java. DBE1 will continue to closely monitor the implementation of the new business plan to ensure the program is sustained after the grant period is completed.
Training Series Carried Out at Tarutung Cyber Learning Center Located at District Public Library
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More Effective Decentralized Education Management and Governance
Anticipated Next Steps
•
Conduct special monitoring for grantees that have not shown significant progress so far.
•
Assist grantees in grant reporting process.
•
Continue compliance monitoring by reviewing each grantee’s progress reports for completeness and compliance of general reporting requirements.
•
Plan for impact evaluation and reporting.
5.2. EMIS Pilot (Task 8) The EMIS Strengthening Pilot program is being implemented in two selected districts in Aceh: Aceh Tengah and Pidie. The project has two major phases of implementation. The preparation phase has been concluded, while implementation phase is ongoing. The main purpose of the pilot is to test new ways to improve flow of data from schools to districts within MONE’s EMIS. During the quarter DBE1 completed software for schools to input, organize and prepare data for transfer. The system developed is a modification//expansion of DBE1’s School Database System which has been implemented in over 1,000 DBE target schools (and replicated by several other schools with non-DBE resources.) The modified system is called SDS++. During the quarter field testing and presenting resource assessment results to stakeholders were completed and follow up activities planned on the basis of the results of the field testing. Table 5.4 Progress with EMIS Pilot Activity
Target Volume
Target Date
Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
Finalize work plan & baseline For EMIS pilot with MONE (PSP team)
Implement Work Plan Phase-2
Oct 09
Work Plan Phase-1 completed, Phase-2 in progress
Work Plan Phase-2 completed
Work Plan Phase-2 fully implemented
Procure equipment district, sub district and school
62 computers, 52 printers, 20 Smart Phones
Jan 10
Printers waiting USAID approval
Desktop Computers and Smartphone’s completed
Procurement of equipment completed
Conduct resource assessment district, sub district, and schools
52 SD/MI, 2 UPTD/KCD, 2 DEO and Kandepag
Oct 09
Assessment conducted, Analyzing and presenting results
Resource Assessment Report completed
Results of Resource Assessment implemented
Train district, sub district, and schools
Train in ICT capacity and use of SDS++ strengthening
Apr 10
ICT training materials developed SDS++ software revision in progress
ICT capacity training materials established
ICT capacity training begun
52 SD/MI, 5 UPTD/KCD, 2 DEO
May 10
Initial completed
Measure-1 Not yet
Monitoring and evaluation** (initial, measure-1, and measure-2)
More Effective Decentralized Education Management and Governance
++
SDS Development completed and training begun Measure-1 completed; Measure-2 begun
59
Target Volume
Activity Evaluate and disseminate results for MONE policy on data flows
National workshop
Target Date Jun 10
Status at end of Quarter (cumulative) Not yet
Achievement this Quarter Not yet
Target next Quarter Not yet
*
SDS++ is further development of School Database System (SDS) which has been piloted in over 1000 schools. SDS++ will include two additional features: Monthly Report and Laporan Individu Sekolah/Madrasah (LI-SD of Padatiweb) which directly relates to MONE’s EMIS.
**
Monitoring and evaluation utilizes Resource Assessment Instruments
SDS++ field testing was conducted through workshops in each district in the first week of October 2009. Pidie and Aceh Tengah District Education Office (DEO) staff, DEO sub district (UPTD/KCD) staff, school/madrasah principals, and school supervisors participated in the workshops. Pidie and Aceh Tengah DEO staff was very enthusiastic with the program and stayed until the end of the training program. Head of Aceh Tengah DEO said that he was very keen to disseminate the program to all schools in the district; however, he would wait until field testing and program design is complete.
60
Aceh Tengah and Pidie Head of DEO uses SDS++ Portable (PDA)
Aceh Tengah and Pidie Head of UPTD/KCD uses SDS++ Portable (PDA)
SDS++ Field Testing Posed Prior to Workshop Closing
School Head uses School Level SDS++ while PSP Balitbang Reps Observed
More Effective Decentralized Education Management and Governance
Table 5.5: SDS++ Training Topics by Group of Participants
Ka UPTD
Staff UPTD
Pengawas Sekolah*
Kepala Sekolah
Guru
Tenaga Adm. Sekolah
1
TOPICS
Staff Disdik (KK DataDik
No.
KaDis/ Kakandepag
PARTICIPANTS
√ √
√ √
√ √
√ √
√ √
√ √
√ √
√ √
SDS++ Architecture: a. SDS++ Desktop b. SDS++ Portable
2
Installation of SDS++: a. SDS++ School Level Installation
√
b. SDS++ UPTD/KCD(Sub-District) Installation
√
√
√
√
√
52
52
52
√
√
c. SDS++ District Level Installation 3
√
√
SDS++ Implementation and Usage: a. School Level b. UPTD/KCD (Sub-District) Level c. District Level
Jumlah peserta
√
√
4
10
√
√
√
5
5
66
In addition to field testing software during the quarter a survey on resource assessment was carried out by DBE1 national and provincial staff together with MONE/PSP team members. (The results of the survey were documented in a separate report.) The objective of the survey was to assess readiness on: (i) human resources (the brainware), (ii) equipment and its infrastructure (hardware and software), and (iii) organizational support (organoware). A total of 52 persons responded to the survey, comprised of 22 school principals, 10 madrasah principals, two vice principals, 11 teachers, and seven support staff. Results are depicted in Tables 5.6 and 5.7 and Figure 5.1. Note that for Tables 5.6 and 5.7 the number of stars denotes level of readiness, while Figure R3 average score indicates level of readiness. Table 5.6: Level of Readiness by Districts Category
Aceh Tengah
Pidie
1. Human Resources: 1.1. Knowledge about DBE1 ICT program 1.2. ICT Capacity 2. Equipment and Infrastructure: 2.1. Hardware and Netware 2.2. Software 3. Organizational Support
More Effective Decentralized Education Management and Governance
61
Tabel 5.7: Level of Readiness by KCD KCD GrongGrong
Kategori
KCD Silih Nara
KCD Bies
KCD Bebesan
KCD Lut Tawar
1. Human Resources: 1.1. Knowledge about DBE1 ICT program 1.2. ICT Capacity 2. Equipment and Infrastructure: 2.1. Hardware and Netware 2.2. Software 3. Organizational Support
Figure 5.1: Level of Readiness by School
In general, resource assessment results indicate that prior to SDS++ training participants’ ICT capacities were very low. Anticipated Next Steps
62
•
Conduct ICT training to improve ICT capacity in general followed by specific SDS++ training
•
Implement and roll out ICT capacity strengthening and SDS++ as stated in the work plan
•
Monitor and evaluate SDS++ roll out.
•
Carry out evaluation on related training activities.
More Effective Decentralized Education Management and Governance
•
Prepare dissemination plan with MONE.
5.3 DBE Website 12 As of December 2009, the DBE website received 1,488,844 hits since the website was launched in 2005. This quarter’s total hits (201,539) are higher than last quarter’s total hits (185,856). DBE website hits increased from 60,961 hits in October to 74,113 hits in November, but then decreased to 66,465 hits in December (see right side of Figure 5.2). This quarter’s weekly average hits are 14,890 with a relatively steady hits for each week. The lowest weekly hits recorded for this quarter is at 9,464 on the 3rd week of October while the highest weekly hits is at 20,912 on the 4th week of November (see left side of Figure 5.2). Figure 5.2: Website Hits
During the quarter, DBE1 continued to upload information from DBE123 into various sections of the Website, primarily: News, Resource Materials, and Good Practices. Annex 4 contains a list and description of uploaded information. The top ten requests for documents up until the last quarter were dominated with resource materials uploaded by DBE1 related government legal documents which are ministerial decrees, laws, and government regulations. Also among the top ten downloads were DBE1 and DBE3 manuals (see Table 5.8 below). Table 5.8: Top 10 Requests for Documents until the Last Quarter Download Frequency
Date Upload (mm-dd-yy)
Duration since upload date (days)
Daily Download Frequency
Law number 14 year 2005 regarding Teachers and University Lecturers
12,076
15-Aug-07
856
14.11
Minister of National Education Regulation number 39 Year 2009 regarding Teachers and School
1,018
7-Oct-09
84
12.12
Resource Materials
12
http://www.dbe-usaid.org/
More Effective Decentralized Education Management and Governance
63
Download Frequency
Date Upload (mm-dd-yy)
Duration since upload date (days)
Daily Download Frequency
Attachment for BSNP regulation No.No.984-BSNP-XI-2007 regarding SOP for SMP, MTs, SMPLB, SMA, MA, SMALB, DAN SMK National Exam year 2007/2008
8,636
27-Nov-07
754
11.45
Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan
13,984
31-Jul-06
1,230
11.37
How to Fill SD/MI Profile Instruments Manual
1,985
1-Jul-09
180
11.03
National Education Minister Regulation number 34 year 2007 regarding National Exam Year 2007-2008
7,068
27-Nov-07
754
9.37
Republic of Indonesia Government Regulation number 32 year 2008 regarding Guideline for District Annual Budget (APBD) compilation Year 2009
4,337
28-Jul-08
513
8.45
Bantuan Operasional Sekolah (BOS) 2009 Manual Book
2,656
11-Feb-09
320
8.30
National Education Minister Regulation number 12 year 2007 regarding School Supervisor Standard
4,932
28-Apr-08
603
8.18
School Committee: Simple Accounting Methods
5,978
17-Sep-07
824
7.25
Resource Materials
Supervisors Workload
Anticipated Next Steps
64
•
Continuous improvement, maintenance, and updating of website content.
•
Continuous updating of website links to PDMS Geographic Information System (GIS).
•
Event list improvement to display calendar activities filtered by province or by DBE components.
•
Add new feature called photo gallery to depict various DBE activities.
•
Add search engine facility to help website users retrieve information.
More Effective Decentralized Education Management and Governance
6. Public-Private Alliance (Task 9) The last PPA activity—a partnership with BP Company to support capacity development for three districts in Papua Barat—was completed in the previous quarter. Our PPA activities in the current quarter focused on investigating new opportunities for PPAs in Aceh and other places. About $110,000 PPA set aside funds to leverage private sector supports through PPAs remains in the DBE1 budget13. Private Public Alliances (PPA) Program Goals • Complete current PPA (BP in W. Papua) • Investigate and report on new PPA opportunities
Outreach activities During the quarter, DBE1 explored the possibility to form alliances with corporations to support DBE activities. Several meetings with major U.S. and Indonesian organizations such as Gramedia Widiasarana Indonesia, Indonesia Business Link, Sampoerna School of Education and ExxonMobil were held to initiate alliances. The following meetings are highlighted. Meetings with PT Gramedia Widiasarana Indonesia (Grasindo)
Several meetings and discussions between DBE1 program and Grasindo representatives took place during the quarter to explore complimentary areas of interest. DBE1 is interested to explore a partnership with Grasindo to support the DBE1 activity to print the School Based Management package. As a result of the last meeting held in December 2009, it was agreed that DBE1 and Grasindo would pursue possible potential collaboration. It will take several more meetings and discussions to develop more accurate and detailed Terms of Reference for this alliance. Due diligence on Grasindo will be conducted in the next quarter to see that the company fit the partner profile required by USAID. It is anticipated that the alliance with Grasindo will be finalized in the first quarter 2010. Meetings with Indonesia Business Links
In December DBE1 Jakarta contacted Indonesia Business Links (IBL), an organization established in 1998 to promote corporate social responsibility, which organized an “Implementing PPA in DBE Workshop” in September 2005 to form alliances with their corporate contacts to support DBE1 activities. Further discussions will continue next quarter.
13
$350,000 for PPAs noted in Contract Modification for Aceh, January 31, 2006 has been incorporated in other budget line items because private sector funds had been allocated to tsunami efforts; thus, there was no interest in forming alliances with DBE1.
More Effective Decentralized Education Management and Governance
65
Meetings with Sampoerna Foundation
Meetings with Sampoerna Foundation took place to discuss the possibility to form an alliance. Sampoerna Foundation through Sampoerna School of Education (SSE) has indicated an interest in integrating DBE1 initiatives into SSE by expanding the preservice teacher training curriculum to include elementary and junior high school levels. The alliance is intended to develop a pre-service curriculum for school-based management. Due diligence on Sampoerna Foundation and detailed Terms of Reference are anticipated to be completed in the first quarter of 2010. Meetings with ExxonMobil
In December DBE1 Aceh Team met with ExxonMobil Aceh Team during the DBE3 Workshop in Lhoksumawe to seek its support for expanding DBE1 activity in Aceh. After the meeting, DBE1 Aceh Team was informed that ExxonMobil has been allocated budget for their CSR program in Aceh, but they suggested DBE1 to contact ExxonMobil Jakarta’s CSR Department. In the next quarter, DBE1 Jakarta will contact the CSR Team in ExxonMobil Jakarta to explore the possibility to form a partnership in Aceh and Bojonegoro. Anticipated Next Steps
66
•
Follow up with contacts made during the quarter and finalize PPAs that may result before the end of the next quarter.
•
Submit semi annual PPA reports in January and July 2010.
•
Discuss with USAID use of any remaining PPA set aside funds in DBE1 budget that will not be obligated to a PPA by end March 2010.
More Effective Decentralized Education Management and Governance
7. Dissemination and Sustainability DBE1’s core strategy is to develop exemplars of good practice in management and governance, both at school and at district level, and to support the dissemination of these to other schools and districts. Singling out good practice requires an agreement on what is meant by the term ‘good practice’ and how we can identity it. Good practice in DBE1 is defined through reference to international research, reports on previous and concurrent projects in Indonesia and lessons learned through our own project experience and systems for monitoring and evaluation. With the various definitions found in recent MONE policy documents in mind, DBE1 defines good practices as those which meet stakeholder needs and help implement current policy which improves basic education in efficient and effective ways. During this, the final year of project implementation, the focus is shifting more and more to supporting increased dissemination and sustainability. During the first four years DBE1 worked with partners to develop, pilot, finalize and begin to institutionalize methodologies designed to implement GOI policy in ways that support good practice in the management and governance of basic education. While sustainability and dissemination have been core goals since the commencement of DBE1 activity in 2005, it is now in the final year that these goals take center stage. Beyond achieving sustainability of project outcomes in target districts and supporting dissemination within and across districts, it is intended that this process will influence government policy, creating a much wider impact. Sustainability is an essential element in good practice. Dissemination is at the heart of the project’s strategic approach. Our main approach is to (1) develop good methodologies, good practice, and formalize these in practical manuals, (2) build the capacity of facilitators and service providers to use these, and (3) support policy development at district, provincial and national levels to institutionalize the good practice.
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Dissemination and Sustainability Program Goals •
Provide transitional assistance to districts, schools & other institutions to implement DBE1 school level programs with their own funds
•
Provide assistance to districts, schools & other institutions to plan, budget & manage DBE1 school level programs
•
Finalize, sanction and disseminate manuals for planning, budgeting & managing implementation of DBE1 school level programs
•
Identify, organize and train service providers to provide technical assistance to districts to implement DBE1 programs
7.1. National Policy and Practice (Task 10) DBE1 continued to work closely with national counterparts throughout this quarter with the aim of mainstreaming the good practice developed through the project and influencing national policy and practice. Our ongoing work with the MONE Secretariat for School Based Management (Directorate for Kindergarten and Elementary Schooling) has been central to the development of national policy and practice in relation to school-based management. As reported above, a two-day meeting was held with members of the Secretariat in Bogor with representatives of USAID and MORA. The meeting finalized agreements to publish DBE1 school-based management materials with government logos and forwards signed by Directors from MONE and MORA. As a result, the materials will be finalized in the next quarter. The Secretariat has also requested DBE1 to (1) provide training for members of the Secretariat in the use of all the materials and (2) provide a list of qualified district facilitators available from the districts to support dissemination and implementation of school-based management using the DBE1 materials. The process of publishing DBE1 school-based management manuals with MONE and MORA and Menkokesra logos and endorsements is thus almost complete. Workshops conducted in the previous quarters reconfirmed MONE’s approval for all of DBE1’s school and community program materials. The process has proved to be rather lengthy, a fact which should not suggest that it has been problematic; rather, it has been thorough. Building on the ongoing collaboration with MONE’s Secretariat for School Based Management, in the Directorate for Kindergarten and Elementary Schooling, DBE1 participated in the last of a series of regional workshops conducted by the Directorate across Indonesia. This consisted of regional KTSP workshops in Mataram on 6 - 7 November, Bandung on 9-10 November and on 20th November in Jakarta. The workshops provided an opportunity to disseminate school-based management materials to province and district level personnel. Materials focused on the introducing DBE1’s RKS/M approach at level SD/MI level, along with a glimpse of the SDS.
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Some 130 participants came to the Mataram workshop from the provinces of Bali, West Nusa Tenggara Barat (NTB), and East Nusa Tenggara (NTT). In Bandung, 83 people attended from the provinces of Jambi, Bangka Belitung, and West Sumatra. The Jakarta workshop was attended by 96 participants from the provinces of Lampung, West Kalimantan and Central Kalimantan. Participants consisted of provincial Education Department Officers, province level staff in charge of curriculum (Subdin SD) and Provincial Level Curriculum Development Teams. Each district was represented by the District Education Office staff, Curriculum Development Team, Supervisors, Principals and Teachers. As a result of the discussions, participants now understand the importance of RKS and SDS, but they realize the limitations of the school owned primarily in the field of human resources, for which they expect facilitation from DBE1. Unlike previous regional workshops, in which more discussion was dominated by the principal and teachers, this time the discussion was dominated by supervisors and staff of the education offices, especially those who never participated in programs from other NGOs or donors, such as AusAID. Participants asked about the sustainability of the program, coordination between NGOs, issues at the school level which have not been responded to by the districts, and so on. In Bandung and Jakarta, participants commented that they realize the RKS and SDS are important, but they also aware of limitations in the capacity of school, especially in human resources. As in Mataram, in Bandung MBS discussion were dominated by the education office staff, especially related to difficulties in RKS preparation due to limited human resources and lack of technical support. In Jakarta the school level participants tended to dominate the discussion. The issues however were similar. Other school-level issues that arose were related to funding. It was agreed that schools, especially in the village areas, are in desperate need of BOS funds, but they are also very troubled by reports on the BOS funds must be made by the schools. They complain because (1) lack of school administrative personnel, and (2) lack of places to ask if they have difficulties in understanding the guidelines of BOS. Schools were also confused by the contents of the official BOS Implementation Guide as there was no agreement among the auditors. On 21-22 November DBE1 participated in a follow-up workshop with the MONE SBM Secretariat (Directorate of Kindergarten and Elementary Schooling). This workshop aimed to design the SBM Development Program as a follow-up to the regional workshops described above. The workshop participants divided into ten groups with ten subjects as follows: (1) National Strategy for Development of SBM, (2) Implementation of SBM at the provincial level, district / city, clusters, and schools, (3) Review indicator conceptual implementation of SBM in schools, (4) Socialization and Consolidation Pattern SBM, (5) Management and Leadership, (6) Curriculum Development and Learning, (7) Development of Community Participation, (8) System for Monitoring and Evaluation Program, (9) Instruments Self -Assessment, and (10) Financing and Supporting Aspects Implementation of SBM.
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DBE1 was invited to provide feedback about SBM dissemination activities that have been taking place during the project. An allocation of 120 minutes was made for the two presenters (panel discussion). Presenters were also invited from: UNICEF, MGPP, South Sulawesi Education Department, Education Department of Sukabumi, the Head SDN Purwantoro 1 Malang (TKT task winners, national level in 2009), the Head of SDN Kampung Dalem 1 Tulung Agung, East Java, and the Head of SD Muhammadiyah Condong Catur, Depok, Sleman Jogjakarta. Some 130 people came from all provinces in Indonesia, and participants from each province, consisting of: Section Heads of the Provincial Education Curriculum section, District Education Office Curriculum Heads, Supervisors, and Principals. Participants from each province amounted to four people. The discussion covered various topics, but the relevant points are: •
The DBE1 programs are regarded as very effective in supporting the implementation of the MBS program. DBE1 was requested to provide support and program facilitation to non-partner regions.
•
DBE1 was requested to not only develop managerial supervision but also academic supervision. Reportedly, this is desperately needed by schools.
•
The SBM dissemination model developed by DBE1 is regarded as quite interesting and promising. The meeting concluded that information on the DBE1 approach needs to be disseminated.
During the quarter, DBE1 continued work on various impact studies and metaanalyses which are intended to ultimately inform policy development at national levels. DBE1 also continued on-going consultations with the national education standards board (BSNP) regarding our cooperation on school operation costs. DBE1 has been supporting BSNP to develop a national education cost index primarily for technical high schools (SMK). Although senior high school is outside the perview of basic education, we have agreed to respond to BSNP request for assistance in this area since the work relates directly to reinforcing DBE1 BOSP methodology and hence is another means of informing MONE policy. Anticipated Next Steps
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•
Complete follow-up steps to finalize forwards, signed by MONE and MORA directors
•
Conduct training with MONE on school-based management materials
•
Submit school-based management impact study, publish report and disseminate to stakeholders.
•
Commence work on district level studies and meta-analysis
•
Follow up on consultations with the BSNP on developing an education cost index.
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7.2. Provincial Engagement (Task 11) In regions where the response of provinces has been favorable we are developing shared approaches to support dissemination and sustainability. In East Java, for example this includes developing a team of provincial facilitators. In Central and East Java, the province is also beginning to fund dissemination of programs such as RKS and BOSP. Some of the activities relating to provincial engagement have been reported above in the section on district level programs. During the coming year we also plan to run a series of province level workshops to further strengthen the understanding and role of provinces in supporting implementation and dissemination of DBE1 programs. The workshops will showcase the outcomes of DBE1 interventions in districts. The purpose is to enable provincial and district governments and stakeholders to learn more about the program and to encourage them to invest in programs to disseminate and sustain good practice approaches such as school-based management, district planning, data management and policy development. In addition, we will endeavor to intensify coordination with all provinces in the remaining year of the project in order to provide support for provincial policy improvements. Although we will attempt to work with all, we anticipate that demand and readiness may be less in some provinces. Some examples of ways in which we anticipate supporting provincial policy development are as follows: •
Aceh: Strengthening coordination between district and provincial strategic planning (renstra)and developing a province-wide database based on SIPPK
•
North Sumatra: No significant developments anticipated at this time.
•
West Java: Developing a policy to provide additional school operation funds, based on BOSP results.
•
Banten: Assisting the provincial MORA office to make school-based management a provincial priority.
•
Central Java: Developing a policy to provide additional school operation funds, based on BOSP results. Assisting the provincial MORA office to make school-based management a provincial priority in both Central Java and Yogyakarta (DIY)
•
East Java: Supporting Bappeda and the Education Office in mapping a complete educational delivery system including public, private dyniah (pesantren), literacy development and adjusting provincial targets to achieve national targets.
•
South Sulawesi: providing inputs to provincial policy on ‘free education’ based on BOSP.
Anticipated Next Steps
•
Continue to develop programs with provincial administrations to support dissemination and sustainability of DBE1 programs including school-based management, renstra implementation and other district level programs
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•
Support provincial governments to develop policy in response to demand and opportunity
•
Conduct provincial workshops to support this.
7.3. Disseminating DBE1 Programs (Task 12) During the quarter DBE1 continued to assist schools, district and provincial education offices (MONE and MORA) as well as other organizations to disseminate DBE1 programs. DBE1 staff monitors dissemination closely and report regularly on plans for dissemination as well as actual dissemination. The data reported below is actual implementation, not planning data (tracked separately in PDMS). The original target for dissemination was 3,000 schools that disseminate at least one DBE1 program. In the table below that target has been revised in expectation as a new target to be set in the upcoming modification of DBE1 task order. The expected new target has already been exceeded. Table 7.1 Dissemination achievements (school level program)* Activity
Target Volume
Target Date
Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
School based management programs disseminated
7,000 schools
Sep 10
8,397
1,227
Ongoing
Provide TOT, materials masters, supervision
50 districts
Sep 10
50
8
Ongoing
Conduct Pengawas Forums to include DF & replication facilitators
9 days x 50
June 10
Approx. 3 x 50
ongoing
Ongoing
Revise and distribute “Dissemination Manual for Districts” based on MONE inputs
50 + districts
March 10
First draft to 49 districts
Manual approved by MONE
Complete publication
* New targets expected to be mandated in contract modification January 2010
Through the end of December 2009, nearly Rp.13 billion, or $1.365 million14, has been allocated for dissemination of DBE1 programs in 68 districts. Of this amount, approximately $25,000 was expended for DBE1 district level programs, primarily BOSP; the remainder has been used for school based management programs.15 This is an increase of $300,000 or 30% since the end of the previous quarter (September 2009). Of this total cumulative amount, about Rp10 billion came from annual district budgets (APBD) and the remainder, nearly Rp.3 billion, from a variety of non-APBD sources including MORA funds, school funds (predominately BOS) and nongovernment sector funds (e.g. Muhammadiyah). Tables 7.2 and 7.3 below provide a detailed breakdown of dissemination funding and programs to date. 14
Using a nominal exchange rate of Rp9,500 = $1
15
This amount of expenditure does not include funds already expended for implementing the first of the dissemination activities, i.e., training of Trainers (TOT). For example, the Provincial Religious Affairs Offices (Kanwil Agama) of Central Java and Yogyakarta provinces funded TOT in the quarter for their school supervisors and other officials, but those trainers have not yet trained schools (expected in the next quarter). Because the program has not been disseminated in schools, the total amount for that activity (Rp.323 million) is not reported as expenditure for dissemination.
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Table 7.2 Summary of Expenditures for School Level Dissemination to end of December 2009 Province
District budget (APBD) Rp
Year 2006 Sulawesi Selatan Total for 2006
Other funds (BOS,nongovernment foundations, MORA etc) Rp
129,000,000 129,000,000
0
487,000,000
3,000,000 17,500,000 22,500,000 100,000,000 24,000,000
Total Rp
129,000,000 129,000,000
Year 2007 Aceh Sumatera Utara Banten Jawa Barat Jawa Tengah Jawa Timur Sulawesi Selatan Total for 2007
150,000,000 500,000,000 436,000,000 164,000,000 1,737,000,000
Year 2008 Aceh Sumatera Utara Banten Jawa Barat Jawa Tengah Jawa Timur Sulawesi Selatan Total for 2008
50,000,000 328,786,000 180,000,000 409,470,000 1,293,000,000 633,000,000 853,180,000 3,747,436,000
185,000,000 75,650,000 268,850,000
330,975,000 620,000,000
347,000,000 33,900,000 16,800,000
219,500,000 2,160,689,700 1,040,491,480 4,371,656,180
328,020,000 1,477,050,000 107,350,000 2,310,120,000
347,000,000 364,875,000 636,800,000 0 547,520,000 3,637,739,700 1,147,841,480 6,681,776,180
9,985,092,180
2,745,970,000
12,731,062,180
Year 2009 Aceh Sumatera Utara Banten Jawa Barat Jawa Tengah Jawa Timur Sulawesi Selatan Total for 2009 Grand Total Budget of School Level Dissemination
167,000,000
8,200,000
0 490,000,000 17,500,000 172,500,000 600,000,000 460,000,000 164,000,000 1,904,000,000
50,000,000 336,986,000 180,000,000 409,470,000 1,293,000,000 818,000,000 928,830,000 4,016,286,000
Table 7.3 Summary of Expenditures for District Level Dissemination to end of December 2009 Province
District budgets (APBD) Rp
Year 2009 Jawa Tengah Jawa Timur Total Nasional 2009 Grand Total Budget of District Level Dissemination
Other funds (BOS,nongovernment foundations, MORA etc) Rp
Total Rp
3,000,000 204,750,000
36,350,000
39,350,000 204,750,000
207,750,000
36,350,000
244,100,000
207,750,000
36,350,000
244,100,000
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Table 7.4, below, indicates the number of schools and madrasah which, up until now, have participated in dissemination programs to implement DBE1 methodologies using funds from APBD and other sources. The total of 8,397 is an increase of 1,227 on the previous quarter total. For every one target school in which the program has been fully funded by DBE1, another six or seven schools have implemented aspects of the program with independent funding. Table 7.4 Number of schools implementing DBE1 programs under dissemination Province
# of School
Aceh
79
Sumatera Utara
257
Banten
642
Jawa Barat
525
Jawa Tengah
2,794
Jawa Timur
3,429
Sulawesi Selatan
671
Grand Total
8,397
NOTE: Total schools for Jawa Tengah (Central Java) includes 15 schools from DYI (Yogyakarta) province
These 8,397 schools and madrasah have implemented programs to disseminate DBE1 school-based management practices, particularly school development planning (RKS) in non-target schools. As core activity fully-funded by DBE1 at school level is now almost completed, DBE1 personnel are now more able to focus on supporting the planning, implementation and monitoring of these activities. The total number of districts that have implemented at least one DBE1 program is now 68. Forty of these are original DBE1 target districts while 28 new non-DBE districts have recently begun dissemination (Table 7.5). Further analysis (Table 7.6) shows that 50 districts have disseminated school based management programs and 19 disseminated district level programs; one district (Kota Tegal) has disseminated both district and school level programs and so is counted twice in this analysis. Table 7.5 Summary of Districts Disseminating DBE1 Programs to end of December 2009
74
At School Level
At District Level
50
17
At School & District Level 1
Total 68
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Table 7.6 Districts Disseminating DBE1 Programs to end of December 2009 DBE 1 Target District 2006- September 2009
Province
District
School Level
Aceh
Aceh Bes ar
Y
Sumatera Utara
Tapanul i Uta ra Kota Si bol ga Kota Tebi ng Ti nggi Deli Serda ng Kota Bi njai
Y Y Y Y Y
Ba nten
Leba k Kota Ci l egon Kota Ta ngera ng
Y Y Y
Jawa Ba rat
Suka bumi Indra mayu Kara wa ng Kota Bogor Ga rut
Y Y Y Y Y
Jawa Tengah
Kudus Boyol al i Kl aten Kara nga nya r Grobogan Bl ora Jepa ra Demak Purworejo
Y Y Y Y Y Y Y Y Y
Jawa Ti mur
Pas urua n Tuban Nga njuk Kota Surabaya Si doarjo Kota Mojokerto Bojonegoro Bangka l an
Y Y Y Y Y Y Y Y
Sul a wes i Sela tan Soppeng Pangka jene Kepul auan Si denreng rappa ng Pi nrang Enrekang Luwu Kota Ma ka s s a r
Total
DBE 1 Non Target District October - December 2009
District Level
District
Tapanul i Sel a tan
Sampang
2006- September 2009
School District Level Level
District
October - December 2009
School District Level Level
Y
Y
Ta ngerang Sera ng Pa ndegl a ng Kota Sera ng Kota Tangera ng Sel ata n
Y Y Y Y Y
Kota Tegal Ka bupaten Pekal ongan Kota Sal a ti ga Kota Pekal onga n
Y
Kota Batu Kota Bl i tar Kota Madiun Kota Kedi ri Kota Probol i nggo Ka b. Ma l ang Ka b. Jomba ng Ka b. La monga n Ka b. Kediri Ka b. Tul unga gung Ka b. Ponorogo Ka b. Ma geta n Ka b. Jember Ka b. Bondowos o Ka b. Mojokerto
Y Y Y Y
School District Level Level
District
Pa da ng La was Pa da ng La was Utara
Y Y
Kota Yogya Purba l ingga
Y Y
Y Y Y Y Y Y Y Y Y Y Y Y Y Y Y
Y Y Y Y Y Y Y
38
0
2
0
6
19
4
NOTE: Dissemination budgets data for Central Java 2009 includes one district from DYI(Yogyakarta) province
As the above tables and the following examples of dissemination activities conducting during this quarter show, dissemination has taken off around the country. In many areas, district governments, MORA, and the schools themselves are implementing training programs, developed by DBE1 with their own funding and using facilitators trained by the project. The following examples show well the depth and breadth of dissemination taking place across the country. Aceh:
Training of Trainers for Aceh Utara SMP/MTs facilitators was held. The workshop was attended by three principals and 24 teachers. The districts allocated Rp.
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0
52,860,000 to support this activity. To help participants understand the need to use supporting data as basis to prepare a school profile, DBE1 provided samples of profiles from other schools. DBE1 also encouraged participants to learn from each other by discussing the results of their work. As a result of this exercise, participants became more aware of school’s budget sources and management. DBE1 also suggested to participants that schools should include more teachers in their planning and budget allocation process. Meanwhile in November, Training of Trainers for District Facilitators and supervisors of SD/MI in Aceh Utara was conducted in November. This training session was held in response to a request from the Head of Aceh Utara Education Office to support the district’s dissemination team. Because some participants’ understanding on RKS/M was low and they had difficulty in establishing school profiles, DBE1 provided samples of school profiles and shared the results of participants work to obtain input and feedback. DBE1 also suggested that the Education Office involve supervisors in schools’ activities, in particular teaching-learning and management. In Aceh Besar, DBE1, World Vision, and the District Education Office worked together to hold Leadership training for 25 principals from four clusters. Also in November, Training of Trainers was conducted for a total of nine principals and nine teachers from Aceh Utara. This training session aimed to provide information and skills for facilitators to assist RKS/M updating process in schools. A budget of Rp. 22,400,000 was allocated by the District Education Office for this activity. The Education Office requested these facilitators to assist RKS/M development process in their own schools first, prior to facilitating other schools. In Aceh Besar, DBE1, together with Education Office, facilitated the formation of KK-RKS in 35 schools. The budget for this activity (Rp. 5,600,000) came from the Special Autonomy Budget (Dana Otonomi Khusus). The process commenced in December with a cluster-level workshop to provide more information to schools regarding the RKS/M development process and to discuss facilitation schedule. It was agreed that schools will be facilitated to develop their plan until February 2010. North Sumatra:
In North Sumatra, several dissemination activities were supported by district education offices. In Sibolga a total of 15 SD/MI took part. Each school sent four people as members of KKRKS. Participants were divided into two clusters and trained over six days. In Deli Serdang the principals of 60 elementary schools attended training. These sessions were the implemented Training of Trainers for principals in Deli Serdang under the Head of Education Office Decision Letter requiring all schools in Deli Serdang to have their own RKS/M. However, because the budget for both districts was ready only in October and the
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document must be completed by mid-December, most training and facilitation sessions were carried out hastily. A number of activities were also conducted by the Office of Religious Affairs. In Tapanuli Selatan, a total of 18 MIN took part in RKM training. These training sessions were paid for by funds from BOS and DIPA (Daftar Isian Pelaksanaan Anggaran or Budget Implementation List.) West Java and Banten:
RKS/M development workshop for SMP held in Pelabuhan Ratu recently.
In West Java and Banten, increased attention is being paid to the development of RKS in junior secondary schools (SMP). As the next step in a plan to train 600 Tangerang junior secondary principals in July, the Education Office asked DBE1 to train 30 supervisors as facilitators for the RKS development process in these schools. The training sessions were held in October and funded by Tangerang Budget.
In Sukabumi, training for schools to develop RKS was conducted in October. This activity was based on a West Java Education Office letter requiring all SMP in Sukabumi to have their own RKS. DBE1-trained facilitators took turn in explaining development process and assisting participants to develop their school profile. Meanwhile RKS Development Process for SD continued in Karawang, where Rp. 75 million was allocated from the District Budget for 26 schools. Also in Cilegon, some Rp. 60 million was allocated from the District Budget to support the introduction of RKS to 160 SD Principals and 9 MI. In Indramayu, dissemination of RKS took place in 31 SDN and SDS in 62 schools. After taking part in DBE123 Best Practice Workshop in July, Cirebon Municipality, which is a non-DBE1 target district, invited DBE1 to introduce RKS development process to 300 SD/MI, SMP/MTs, and SMA/MA principals. Central Java:
During this quarter, dissemination programs to facilitate the RKT/RKAS and RKS/M processes have been taking place across Central Java. This included programs in Blora, Karanganyar, Grobogan, Klaten, Demak, Jepara, and Purworejo. In Yogyakarta City, 15 Training to develop RKS/M for SD/MI in Jepara MI/MTs/MA took part in a program with Rp. 11,500,000 funding from the Religious Affairs Ministry Office’s
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Budget. Also with funding from the Purbalingga Office of Religious Affairs, 178 madrasah were trained. In total, RKS/M dissemination covered eight districts, 519 SD, MI, and MTs, with budget of Rp. 202,870,000. Some of the challenges faced by participating schools and sub-districts were: (a) inactive school committees, (b) insufficient number of supervisors, and (c) participating supervisors’ lack of knowledge on RKS/M development process. To overcome these challenges, DBE1 has recommended the following: (a) to use Teachers Working Group (Kelompok Kerja Guru or KKG) meetings and Facilitator Forum to train supervisors, (b) to involve more supervisors as co-facilitators of the dissemination process. DBE1 also conducted Training of Trainers for 74 supervisors from the Office of Religious Affairs in Central Java and 33 from Yogyakarta. Together with both districts’ Office of Religious Affairs, DBE1 will monitor implementation on the field in January 2010. This program was to prepare the supervisors of madrasah to support implementation of RKM/RKT and RKAM in madrasah. East Java
In East Java, dissemination of the RKS/M Development Process for SD/MI took place in Bangkalan Sidoarjo Tuban Sampang Pasuruan Bojonegoro and Mojokerto districts. Dissemination programs to facilitate the RKS Development Process for SMP/MTs took place in Tuban, Surabaya Municipality. Funding was from district budgets and the schools themselves. In Pasuruan, a Training of Trainers was conducted for ten MTs and eight supervisors. The budget of Rp. 368 million was funded by Office of Religious Affairs, Education Office, and the schools. In Bangkalan, training was conducted for school committee representatives of 78 SD/MI from 18 sub-districts. Each SD/MI sent principal and head of committee. The budget of Rp. 50,000,000 was covered by the district. In Pasuruan, training was provided for 58 TK/SD and 27 Islamic schools supervisors with district funding. Meanwhile in Tuban a total of 120 main schools were trained on SDS in October. The budget of Rp. 100,000,000 was from District. South Sulawesi:
Dissemination activities were reported in five districts in South Sulawesi this quarter. In Soppeng, the district disseminated the whole package of DBE1 programs. Starting with comparative visit to DBE1 partner schools in Soppeng, the process continued with leadership and school committee training. A total of 20 SD/MI and 10 SMP/MTs took part in this process. Throughout October and November, participants were trained in SD/MI RKS/M development process. A total of 80 members of RKS working group took part. A similar process also took place for participating SMP/MTs. To support these activities, the Soppeng District allocated Rp. 110,750,000 from its budget.
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In Sidrap, Training of Trainers was held for six days for 39 supervisors on the RKS/M development process. Also, a total of 24 schools took part in RKS/M development process which took place from November 18 to December 3. Meanwhile, a total of 93 principals participated in Leadership training and committee members from 44 schools in capacity building for school committees. In November in Pinrang, RKS/M development training was carried out for 41 schools from two sub-districts. Activities were funded by District budget. In Enrekang, a total of 33 schools took part in RKS/M development training. At the beginning of the process, DBE1 assisted with facilitation. However, as the process went on, facilitation was gradually taken over by facilitators and supervisors. In Makassar, 20 SD replicated SDS in Makassar. These schools were those that took part in RKS/M dissemination process earlier and were interested to learn more about DBE1 programs. They were very enthusiastic with the process and output as some schools immediately posted their School Report Cards in their school. National Level:
Head of Makassar Education Office officially opened training to support dissemination recently
In addition, during this quarter, DBE1 participated in a series of meetings with USAID, DBE23 and the Sampoerna Foundation (SF) in Jakarta with the aim of negotiating a joint program to take place in the coming year to enable SF to make use of DBE1 school-based management materials in its in-service school development program and also possibly in pre-service teacher training. It is anticipated that this program will commence early in the coming quarter. The quality and effectiveness of these dissemination programs is continually under review. While DBE1 is unable to monitor all activities, we do monitor a sample and continue to advocate for adherence to the DBE1 model based on the results of the monitoring and evaluation conducted last year, which showed that in order to be effective, dissemination programs should include all aspects of the program – especially including on-site mentoring, and should also include all components of the school community including school committee representatives. A second study of dissemination, which will focus more on the impact as well as process of dissemination, is planned for mid-2010. Table 7.6 Dissemination achievements (school level program) Activity
Target Volume
Target Date
Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
School based management programs disseminated
5,000 schools
Dec 09
8,397
1,227
Ongoing
Provide TOT, materials masters, supervision
50 districts
Dec 09
50
8
Ongoing
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Conduct Pengawas Forums to include DF & replication facilitators
9 days x 50
June 10
Approx. 3 x 50
ongoing
Ongoing
Revise and distribute “Dissemination Manual for Districts” based on MONE inputs
50 + districts
March 10
First draft to 49 districts
Manual approved by MONE
Complete publication
Anticipated Next Steps:
•
The focus on promoting and supporting dissemination of school-based management will continue in all provinces and districts in the next quarter.
•
Monthly forums for pengawas and district facilitators will continue, with the focus on improving skills and understandings to enable the districts to disseminate school-based management without further assistance from DBE1.
7.3 Documenting Good Practice (Task 13) In this final year of project intervention it is vital that increased focus be given to documenting good practice. Given the large geographic spread, the diversity of location and the vast numbers of schools, madrasah, teachers, and communities involved in the DBE1 program over the course of five to six years, we know that there are a great many untold stories out there; stories of good practice in improving the governance and management of basic education at both school and district level, stories of ordinary people doing innovative and extraordinary things to improve schooling for their children. We aim to capture as many of these stories as we can and to publish and disseminate them in reader-friendly formats. For principals, teachers, committee members, and community members from other schools, these stories are an effective tool to show them changes they can achieve by themselves. For stakeholders at higher levels (district and province,) these stories can illustrate the kind of approaches that DBE1 uses, how these methods were accepted and implemented by schools, and how they could be replicated. Meanwhile, districts responses to DBE1 programs for district level (district financial analysis, unit cost analysis, and support to develop district strategic plan on education) have been mainly very positive. There is the need to capture the momentum of all these dynamic activities and encouraging responses from districts. When polished, these stories can then be used as supporting tools to show and convince other districts to use the good practices developed under the project. When DBE1 ends in 2010, these stories will be disseminated to other districts. DBE1 hired a writer as Short-Term Technical Assistant to write stories illustrating good practices from the field. The writer’s Scope of Work was approved by USAID and World Education and the writer’s contract was finalized in October. The writer will prepare a total of five print-ready good practices and success stories consisting of in-depth stories concerning DBE1 activities at school and district levels (stories to be written in both English and Indonesian). These stories will contain
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specific local examples as well as broader impact. The products will consist of 2-3 stories that may be published in national or provincial newspapers and 1-2 major stand-alone publications for national and international audiences. Themes for each product will be approved by DBE1 management. Accompanying photographs, quotations and illustrations (e.g. samples from school development plans) will be included as appropriate. Anticipated Next Steps:
•
Provide ongoing encouragement and further workshops to DBE1 personnel to document good practice.
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Allocate resources at central level to collecting, editing, polishing and compiling good practice stories.
7.4 Disseminating District Level Programs and Developing Service Providers (Task 14) For the district-level activity, higher level service providers are required from outside the districts. Throughout the project DBE1 has been piloting a small program to develop academic staff from selected universities as service providers. A more major program was recently conducted in the Indonesian University of Education (UPI) in Bandung. Based on these pilots, in the final year, we will provide an intensive program to develop the capacity of three additional service providers. We need to implement the full district level program to be effective in training new service providers as this will enable the new personnel to gain practical experience and learn the entire program from beginning to end. We will thus work in three new districts with service providers in South Sulawesi, Central Java and West Java/Banten. In this quarter working agreements were signed with these new districts and with three new institutions as service providers: the National University of Makassar (UNM), the NGO, Center for Regional Studies and Information (PATTIRO),16 and the private University of Muhammadiyah, Surakarta (UMS). We also prepared and signed an extension to the working agreement with the National Education University (UPI) in Bandung, West Java. We also jointly select 16 individuals from the service provider institutions in a meritbased selection process. Induction training will be conducted in the next quarter followed up by a second training activity one month later. We expect that both resource persons from MONE and MOHA will attend the second training. After this, the trainees will join experienced DBE1 staff to implement the program in the new districts as on-the-job training or ‘professional apprenticeship’. Towards the end of this period, DBE1 will discuss with MONE and MOHA possible mechanisms for certifying the service providers and disseminating the information to stakeholders throughout the country.
16
Pusat Telaah dan Informasi Regional
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Anticipated Next Steps:
•
Commence training of new service West Java, Central Java, and South Sulawesi, to develop a cadre of professionals to provide services to assist and improve capacities of local governments in education finance analysis and education development planning and policy development
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Assist with linking DBE1 certified Service Providers to potential clients for Service Provider services.
7.5 Sustainability Strategies to increase sustainability are integrated into DBE1’s approach across the program. Most of the strategies described above which are being implemented to support dissemination also support sustainability of project outcomes. The broad approach in this, the final phase of project implementation, is to deepen and strengthen the impact of programs at all levels by supporting districts and schools to implement plans and develop policies for ongoing improvement based on the experience and outcomes of financial analysis, educational data management and strategic planning. The new project work plan for this final period, currently being updated and revised following input from USAID, aims to strengthen both sustainability and dissemination. DBE1 has completed implementation of all core programs at school/community level and most programs at district level. The focus is now more on deepening impact, institutionalizing good practices, supporting widespread dissemination and a broad field based policy agenda at district, province and national levels. One sustainability mechanism for school-level programs is the monthly facilitator forum being held for school supervisors in each district followed up with school visits to monitor and support implementation of school development plans (RKS). These monthly forums are designed to provide ongoing professional development and to help keep the facilitators motivated. Ongoing monthly forum activities have taken place in all districts this quarter. As reported in the section on Dissemination above, we are now beginning to see new facilitators trained through these forums taking up a role as trainers in dissemination programs in a number of districts. In the coming period, all Cohort 1 schools will be assisted to develop new school development plans (RKS), further institutionalizing the process. The training will be prepared and delivered fully by district facilitators with only minimum back-up from DBE1 personnel. For district-level programs, sustainability of outcomes is being achieved in a similar way by supporting districts to develop annual work-plans and district budgets based on strategic plans and to support the development of policy informed by DBE1 supported analysis of educational finance and data management. Engagement with province-level administrations will also greatly strengthen sustainability, as described above. The development of service providers and possible integration of DBE1 materials and manuals into curriculum for post-graduate studies in school management and governance is another sustainability mechanism. 82
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Negotiations are underway with USAID and the Sampoerna Foundation (SF) for a Public Private Alliance to enable DBE1 to assist SF to adapt DBE1 school-based management materials for use in pre-service training. Meanwhile developments at national level are a further support for sustainability, particularly the work described earlier in this report with MONE’s Secretariat for School Based Management under the Directorate for Kindergarten and Elementary Schooling, and work on BOS reporting. Anticipated Next Steps:
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Continue to provide monthly forums for facilitators and to support school visits for mentoring and supporting implementation of school-based management including RKS.
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Lobbying and consultation with provinces and districts to influence the development of annual work-plans and budgets to align with renstra.
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Annex 1: Provincial Reports Aceh DBE1 activity
October - December 2009 School-level programs School Plan updating for Cohort 1 and 2 SD/MI
School planning (RPS/RKS/RKT)
In this period, schools in Pidie completed their school plan updating process while schools in Bireuen and Aceh Tengah were in near completion.
In this quarter, all Cohort 1 schools in Banda Aceh finalized their School Database System (SDS.) Using SDS, schools were able to input related data from the past three years. At the beginning of this process, six of the 19 schools did not have complete data. Also, some schools had a new principal or treasurer, making the data input process more difficult since they were not familiar with the System. To assist these schools and principals/teachers, DBE1 provided additional facilitation. School Database System (SDS)
Similar process was carried out in Aceh Besar and Bireuen. In Aceh Besar, 95% of schools in Neuheun cluster have completed their SDS finalization process. The challenges of this process include schools incomplete data (three out of 17 schools) and loss of data due to virus attacks. To address these problems, the DBE1 team trained the schools in basic computer skills. District Facilitators also provided additional facilitation sessions to complete the required data. After taking part in the process, most schools now understand that SDS offers the benefit of more effective data management. District-level programs
District Education Governance
District Education Planning and Capacity Assessment
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On November 10, DBE1 held the second multi-stakeholder workshop in Banda Aceh to discuss recommendations for the district education sector budget allocation. However, because representatives of Parliament and Bappeda were not present, stakeholders’ inputs were not comprehensive. As a next step, DBE1 team will present the results to Parliament members to obtain their input as well.
District Education Planning (Renstra) or District Education Work Plan (Rencana Kerja or Renja.) After completing their district’s renstra earlier, a renja workshop was held in Aceh Tengah and in Pidie to develop draft yearly work plan and More Effective Decentralized Education Management and Governance
DBE1 activity
October - December 2009 budget of both districts’ education office. In these sessions, participants had difficulties trying to allocate budget if based on realized 2010 amount. DBE1 assisted participants to analyzed Education Office realized budget closely and, accordingly, determine programs and activities to be included in the planning document. DBE1 also suggested for participants to use budget of 2009 as guideline.
District Education Finance Analysis (Analisis Keuangan Pendidikan Kabupaten/Kota or AKPK) A District Education Finance Analysis (DEFA) workshop was conducted on October 15 in Aceh Besar and attended by the Head of Aceh Besar District, Head of Education Office, and other stakeholders. In this workshop, the Head of the District advised that, because of budget limitation, 69% of district’s budget (Rp. 386.4 billion) was allocated for salary while 31% (Rp. 173.6 billion) was for supporting other programs. The Head of the District also recommended that the DEFA document could be further used as a supporting document for policy development as well as to inform other stakeholders about the district’s financial situation to improve their understanding on the subject. District Education Finance
In Aceh Tengah, on October 24, the workshop was attended by the Head of the Education Office, Budget Committee members of Aceh Tengah Parliament, representatives from schools (principals and committee members,) supervisors, and Kobar (Koalisi Barisan Guru Bersatu or the United Teachers Coalition), an NGO. The DEFA analysis and report were presented by the Head of Education Office to other stakeholders. As a result of this presentation, Parliament members became aware that the education sector still needs additional budget support for its programs and activities. The Parliament representatives requested the Education Office to provide more information regarding the additional amount required for Parliament’s further consideration. In Banda Aceh, on November 10, a workshop was held to discuss results of the analysis. Although no members of Parliament attended the session, other stakeholders still provided information and feedback. As next step, DBE1 encouraged Education Office to present AKPK results to others such as Head of Municipality. DBE1 team also presented results of AKPK to newly appointed Parliament members. Dissemination
District Dissemination Activities
Training of Trainers for District Facilitators and supervisors of SD/MI in Aceh Utara was conducted on November 11 and 12. This training session was held in response to a request from the Head of Aceh Utara Education Office to support the district’s dissemination team. Because
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DBE1 activity
October - December 2009 some participants’ understanding on RKS/M was low and they had difficulty in establishing school profiles, DBE1 provided samples of school profiles and shared the results of participants work to obtain input and feedback. DBE1 also suggested that the Education Office involve supervisors in schools’ activities, in particular teaching-learning and management. In Aceh Besar, DBE1, World Vision, and the District Education Office worked together to hold Leadership training for 25 principals from four clusters. Meanwhile, from October 5 to 9, Training of Trainers for Aceh Utara SMP/MTs facilitators was held. The workshop was attended by three principals and 24 teachers. The District allocated Rp. 52,860,000 to support this activity. To help participants understand the need to use supporting data as basis to prepare a school profile, DBE1 provided samples of profiles from other schools. DBE1 also encouraged participants to learn from each other by discussing the results of their work. As a result of this exercise, participants became more aware of school’s budget sources and management. DBE1 also suggested to participants that schools should include more teachers in their planning and budget allocation process. From November 13 to 14, Training of Trainers was carried out for a total of nine principals and nine teachers from Aceh Utara. This training session aimed to provide information and skills for facilitators to assist RKS/M updating process in schools. A budget of Rp. 22,400,000 was allocated by the District Education Office for this activity. The Education Office requested these facilitators to assist RKS/M development process in their own schools first, prior to facilitating other schools.
In Aceh Besar, DBE1, together with Education Office, facilitated the formation of KK-RKS in 35 schools. The budget for this activity (Rp. 5,600,000) came from the Special Autonomy Budget (Dana Otonomi Khusus) The process took place from December 3 to 13 with a clusterlevel workshop to provide more information to schools regarding the RKS/M development process and to discuss facilitation schedule. It was agreed that schools will be facilitated to develop their plan until February 2010. In addition, 35 SD/MI principals received leadership training on December 22 and 23 while committee members from the same SD/MI were trained on December 30 and 31. In Banda Aceh, Forum was established on December 9. Members included supervisors of Education Office, Office of Religious Affairs Supervisors and and DBE1-trained facilitators. Because some of participants also were District Facilitators Forum involved in World Bank’s BERMUTU program, members appointed a coordinator to arrange meeting time. They also agreed that members should adhere to Forum meetings schedule.
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DBE1 activity
October - December 2009 ICT & Data Management
Aceh EMIS Pilot
To support the Aceh EMIS Pilot project, a total of 13 and 44 computers were provided to District of Pidie and Aceh Tengah, respectively. The participating schools were very excited to take part in the project; a few installed the computers immediately.
Partnerships On December 29, DBE1 took part in Banda Aceh Technical and Supervisory Team meeting to discuss efforts to support dissemination. In this event, Principal and committee member of MIN Rukoh took part to talk about positive impact of DBE on the madrasah. Head of Banda Aceh Education Office supported dissemination of DBE1 programs and agreed to issue some kind of regulation requesting all schools to have their own RKS. On December 17, together with Provincial Education Office, Education Council, Office of Religious Affairs, UNICEF, and others, DBE1 Aceh took part in a SEDIA workshop to discuss achievements of indicators included in province’s renstra. A similar meeting will be held on January 6 to discuss the matter further. With DBE1 assistance, BSNP continued to collect data on unit costs for BOSP components from schools in Aceh Tengah. This activity was attended by representatives of SD, SMP, SMP, SMK, SDLB and SMPLB.
Engaging District, Province On December 14, the DBE1 Banda Aceh Coordinator met with the Stakeholders Secretary of the Education Office. Results of the meeting included a plan for the Education Office to issue a circular letter requiring all SD in Banda Aceh Municipality to have an RKS. The Education Office will also allocate part of the “BERMUTU” budget to improve capacity of supervisors. DBE1 took part in Mid-Term Review of implementation of the Aceh Provincial Strategic Plan (renstra) for the Education Sector. Facilitated by AusAID’s SEDIA, the meeting was also attended by representatives of UNICEF, the Provincial Education Office, Bappeda, the Special Autonomy and Oil and Gas Revenue Team, and Office of Religious Affairs. At the meeting participants reviewed achievements against indicators included in the plan. Discussions were rather interesting because some indicators were established three years ago with limited supporting data. Because participants were not able to review all indicators, the discussion will continue in the near future. On November 30, the District Coordinator met with the Head and members of Committee D of Banda Aceh Parliament. The meeting was More Effective Decentralized Education Management and Governance
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DBE1 activity
October - December 2009 held to provide information about DBE1 programs to newly-elected Parliament members and to prepare for future meetings with Technical and Advisory teams of Banda Aceh. On November 17, DBE1’s District Coordinator in Bireuen met with representatives of the Education Office to discuss dissemination. Using funds from P2DTK, the Education Office will determine the number of schools and the period of dissemination for the RKS/M development process. The Education Office requested DBE1 to provide related information for further review. On November 16, DBE1 met with representatives of the Education Office and principals of disseminating schools at Gani and Ateuk clusters in Aceh Besar. It was agreed that schools will complete their RKS/M documents at the beginning of December. To support this aim, District Facilitators will conduct additional facilitation sessions. DBE1 will also continue to support the Education Office because at this time the capacity of the Office’s personnel is still not adequate to complete the tasks. At the same time, most of the participating schools still did not own a computer to support the RKS development process. DBE1 also recommended that the Education Office meet with schools regularly to assist them in completing their RKS/M. In Aceh Besar, on October 22, the Head of the Education Office signed a circular letter requiring all schools to have four-year plan and conduct annual review of plan. DBE1 met with the Acting Head of the Education Office of Aceh Province to introduce current programs and future expansion plans. The Acting Head of the Education Office mentioned that, until the new Head of Education Office is appointed by the Governor, one of Office priorities will be to improve transparency and the quality of work of the Office’s personnel. DBE1 met with district stakeholders as well as principals from schools in Sibreh cluster in Aceh Besar to discuss ways to improve quality of education in the region. From the meeting, participants realized the reasons for low quality so far were lack of discipline among principals and teachers, lack of transparency in education management, and lack of capable personnel. Stakeholders agreed that they should work together to improve the situation.
Public Private Partnership
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DBE1 met with Exxon Aceh operational representatives to discuss about possibility of PPA in Aceh. Exxon explained that although they have allocated budget for 2010, they requested DBE1 to provide more information and draft Terms of Reference for possible cooperation.
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North Sumatra DBE1 activity
October – December 2009 School-level programs Training and facilitation sessions for Cohort 1 schools
School Database System (SDS)
Training and facilitation sessions for Cohort 1 schools as well as refresher training for Cohort 2 SD/MI in North Sumatra were completed in this reporting period. Throughout the training sessions for Cohort 1 schools in Sibolga, some challenges that DBE1 faced were some participants’ tendency to come late to the training sessions and reluctance to use SDS manual. This situation caused delay in the training process and, as a result, the DBE1 team was able to check quality of schools’ work only after the training sessions. In addition, because of lack of supporting data, only 85% of the participating schools were able to finalize their SDS with complete data. However, despite these limitations, participants were very eager to learn about completing the process for BOS report. This was because prior to this training, in most schools, such information was only available to principals. Training for Cohort 2 schools For Cohort 2 schools in Tapanuli Selatan, Tapanuli Utara, and Tanjungbalai, the whole process went relatively smoothly although DBE1 had to spend additional time to train some participants who were new to the process. Also, in Tapanuli Utara, some schools were not able to complete inputting their BOS-related information because the school principals had changed and data was not transferred properly from the old to new heads of schools. School Committee Training
From December 8 to 22, all committees from Cohort 1 and 2 schools took part in training sessions to support the participation of committee members in musrenbangdes during January and February 2010 period. In these sessions, participants learned about the types of programs which can be Strengthening funded by the Village Budget (Alokasi Dana Desa or ADD) or other sources. Participants also established school teams to take part in musrenbangdes and School determine programs to be suggested in this village forum. Committees In Tanjungbalai, during the session to determine programs to be discussed in the upcoming musrenbangdes, representatives of schools worked together with those of the village (kelurahan). Working together in this way should significantly increase the possibility of these programs being subsequently approved by the village during musrenbangdes.
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DBE1 activity
October – December 2009 District-level programs In Tanjungbalai, from December 15 to 17, DBE1 met with the Education Office to discuss a plan to issue a Head of Municipality or Education Office Decree to allocate part of the Municipality budget to support schools operational costs. This was based on BOSP results and the subsequent discussion in which Education Office had suggested a budget allocation of Rp. 500,000 per student per year for SMA, MA, and SMK students.
District Education Governance
Meanwhile, in Deli Serdang, DBE1 facilitated discussions between the Education Office and Education Committee of the Parliament on the formulation of a draft District Regulation on budget allocation to support school operational costs. For the 2010 fiscal year, the Education Office had suggested Rp. 30 billion to be allocated from the district budget to cover operational costs of SDN, SMPN, and SMAN. On October 20, the Multi-Stakeholder Forum of Tanjungbalai met to discuss the Forum’s work plan. Participants agreed to conduct monthly meetings to discuss education-sector issues in the district such as the ratio of students and class rooms and recruitment mechanism of principals and supervisors.
District Education Planning (Renstra) From October to December, DBE1 North Sumatra assisted Tanjungbalai and Tebing Tinggi Education Office to develop their strategic plan.
District Education Planning and Capacity Assessment
In Tanjungbalai, based on discussion with Head of Education Office, to support the Head of Municipality plan for ”Tanjungbalai Cerdas 2015” (Smart Tanjungbalai by 2015) the district’s renstra period was from 2011 to 2015. After going through various workshops and facilitation sessions, a public consultation was held on December 17. Key points from this session were: •
Education Council: Supported programs listed in the document, in particular efforts to meet the 32 students per class room requirement and usage of ICT to support teaching and learning activities.
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Bappeda: To include programs for private schools as well.
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District Parliament: Requested planning of programs to be based on available budget.
Similar to Tanjungbalai, DBE1 continued its support for renstra development in Tebing Tinggi. In this reporting period, the effort culminated with an Internal Workshop which was held on December 28 and 29. Officially opened by Head of Education Office, the meeting was attended by members of the renstra development team, other representatives of the Education Office, and supervisors. Based on inputs from participants, the
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DBE1 activity
October – December 2009 document was revised and will be presented in a public consultation session planned to take place on January 20, 2010.
Dissemination RKS/M Development Process Activities supported by District Education Office
District Dissemination Activities
•
Sibolga: A total of 15 SD/MI took part. Each school sent 4 people as members of KKRKS. Participants were divided into two clusters and trained in six days.
•
Deli Serdang: Training sessions from November 3 to 6 were attended by principals of 60 SDN. These sessions were the implementation of the Head of Education Office Decision Letter requesting all schools in Deli Serdang to have their own RKS/M.
•
However, because the budget for both districts was ready only in October and the document must be completed by mid-December, most training and facilitation sessions were carried out hastily.
Activities supported by Office of Religious Affairs •
Tapanuli Selatan: As a result of Tapanuli Selatan’s division into two districts, a total of 18 MIN took part in RKM training with the following details: - 3 from Tapanuli Selatan - 8 from Padang Lawas Utara - 7 from Padang Lawas
•
These training sessions were paid for by funds from BOS and DIPA (Daftar Isian Pelaksanaan Anggaran or Budget Implementation List.)
During the November to December period, Supervisor Forums were held in all districts in North Sumatra (Tapanuli Selatan, Tapanuli Utara, Binjai, Tanjungbalai, Dairi, Sibolga, Deli Serdang and Tebing Tinggi.) Supervisors and District Facilitators Forum
In these Forums, supervisors and facilitators were provided with information about DBE1 school-level programs and trained to have a better understanding of these programs. For example, in Tebing Tinggi, after learning about the RKS/M development process, supervisors and facilitators were requested to fill out school profile information based on real information of local schools. They were then asked to present their work results to others. In general, participation was high and the response was positive.
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DBE1 activity
October – December 2009 ICT & Data Management Tapanuli Utara ICT Grant As of December 15, out of the target of 1,000 participants, a total of 702 people have been trained in topics such as blogging and use of the Internet. Other activities included:
ICT/Hotspots and Grants
• Establishment of an Education Office website (http://www.disdiktaput.net/) • Training in basic computer and Internet skills for staff of District Public Library • Establishment of a Library Information System Partnerships
Engaging District, Province stakeholders
Throughout November, DBE1 assisted the Education National Standards Board (Badan Standar Nasional Pendidikan or BSNP) to collect data for components of school unit cost in Tebing Tinggi, Tapanuli Utara, Binjai, Sibolga, and Tanjungbalai. In these sessions, representatives of the Education Office, schools (SD, SDLB, SMP, SMA, and SMK,) and BSNP filled out different forms with unit costs for each education level. This information will then be used by BSNP as basis to establish index for education-sector costs.
West Java & Banten DBE1 activity
October - December 2009 School-level programs School Plan updating for Cohort 2 SD/MI
In Lebak, schools were trained on October 22 and 29. Prior to the School Annual Plan (Rencana Kerja Tahunan or RKT) development process, School planning working group members agreed to revise their schools’ objectives, (RPS/RKS/RKT) program, and other related information so that the yearly plan could be developed accordingly. Meanwhile, in Indramayu, DBE1 provided additional facilitation time so that working groups would be able to understand the RKT development process better and therefore develop a sound document.
School Database System (SDS)
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Training and facilitation sessions for Cohort 1 schools From October 19 to 29, schools in Lebak were trained to use the School Database System. In Rangkasbitung cluster, the training encouraged
More Effective Decentralized Education Management and Governance
DBE1 activity
October - December 2009 schools to update and manage their data regularly. These sessions were also covered by local media, Fajar Banten. In the meantime, in Bayah cluster, SDN 2 Suwakan and SDN 6 Bayah Barat, which are not DBE1 schools, used their own funds to take part in the three-day training session. Training for Cohort 2 schools Cohort 2 schools in Karawang, Garut, and Indramayu were trained throughout November and December period. In Indramayu, participants understood the importance of maintaining and managing valid and up-todate information to schools. This understanding subsequently pushed participants to update their school plan as a valid basis on which to develop SDS. In Talagasari cluster, Karawang, Head of Sub-District Education Office attended the training and was encouraged to use the System in more schools. In Tarogong cluster, committee members of SDN Haurpanggung decided to purchase a computer so that the school could take part in the training uninterruptedly. School Committee Training
Strengthening School Committees
In Karawang, training sessions for committee members on participation in musrenbangdes were carried out on December 8 and 9. The attendance of the head of one of the villages was very helpful to committee members because he provided information on matters such as the policies of village and kecamatan in providing budget and support for schools. Similar training was also held on December 29 and 30 for committee members of Karawang Cohort 2 schools. Because this training was attended by three heads of villages, participants were able to learn a lot about village programs and policies. These village heads were very responsive to committee members questions and encouraged the latter’s participation in musrenbangdes. In Sukabumi, pre-workshops were held from December 11 and 12 to committee members. In these pre-workshop sessions, participants learned about the importance of participation of schools and committee members in musrenbangdes. They were also given the opportunity to look back and reflect on their involvement in 2009 musrenbangdes. From their participation in last year’s musrenbangdes, committee members learned the village forum was more focused on establishment of village’s priority of activities and how these activities would be funded by the sub-district forum (musrenbang kecamatan.) From these pre-workshops, participants started to identify programs which could be included in musrenbangdes discussions in the near future.
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DBE1 activity
October - December 2009 District-level programs
District Education Governance
From November 23 to 25, Education Councils from six partner districts took part in a workshop “Education Council Roles and Functions in ProChildren Policy Making Process.” The workshop was held by DBE1 to provide Education Council members with the opportunity to learn about topics such as the impact of BOS on the education sector as well as each district’s finance and education situation. In addition to Education Council members, participants included representatives of districts’ Bappeda and Education Office. A representative of West Java Provincial Education Office also attended this workshop and presented provincial policies on education. As one of the results of this workshop, participants listed issues related to education and plans to improve the education sector in each district. From December 21 to 23, a similar workshop was held for Education Councils of partner districts in Banten. One of the workshop’s results was suggestion for regular meetings with Banten Provincial Education Council. Council members would also like to use DBE1 School Committee Modules and other manuals for capacity building efforts. District Education Planning (Renstra) In the October to December period, the renstra development process was started for Bogor, Cilegon, and Subang. Activities related to data and information preparation for SIPPK can be found in the section below.
District Education Planning and Capacity Assessment
For Bogor and Cilegon districts, the document development process was conducted simultaneously. On November 25 and 26, Focus Group Discussions were held for Cilegon and Bogor Education Offices respectively, to determine issues and real conditions related to the education sector in each district. Participants included representatives of Education Office, Parliament, and principals of SD, SMP, and SMA. Throughout the process, renstra development team members learned to use SIPPK as basis for analysis and description of the districts’ education-sector condition. Challenges in the process included team members’ lack of ability to produce solid analysis and the busy schedule of leaders that hampered efforts to control the quality of documentation. In Cilegon, DBE1 requested the involvement of the Education Office Secretary so that team leader involvement in the quality control process could be improved. DBE1 then continued the process on December 22 and 23 by reviewing team members’ work results so far. This occasion was also used by DBE1 to review the data required for analysis of Bogor’s education finance which will be conducted in the near future. In Subang, Head of Education Office agreed that, although district already had its own renstra, district will develop a new one and the new document will be based on SIPPK data and information.
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DBE1 activity
October - December 2009 Support to Renstra: SIPPK/Sistem Pendidikan Kabupaten/Kota (DPISS)
Informasi
Perencanaan
Throughout October and November, the DBE1 team assisted Bogor and Cilegon SIPPK team members. In Bogor, the Head of the Planning SubDivision of the Education Office decided to use validated and verified data from 2008/2009 as a basis to develop the district’s renstra. This was because the Education Office realized the importance of having valid and up-to-date data as basis for the district’s planning and found out that data prior to 2008/2009 was less than reliable. In Cilegon, the SIPPK team started the process by visiting all sub-districts to ensure that district’s population data covered all regions. The activities then were continued with training for the SIPPK team on November 10 to 13. Meanwhile, in Garut, DBE1 met with representatives of Garut Education Office on October 14 and 15 to discuss about required data to support renstra. As a result of this meeting, the Head of the Data and Information Section agreed to speed up the data collection process and requested the 43 sub-districts to provide the necessary information. Based on another meeting on November 30, the Education Office agreed that by the end of December all data for all levels would be collected. SIPPK training will then be conducted by DBE1 during the first or second week of January 2010. In Subang, a workshop was held from December 8 to 10 to gather all data. At the end of the third day, the district’s SIPPK team was able to complete inputting of the required data for all education levels (TK/RA, SD/MI, SMP/MTs, SMA/MA/SMK) into the System. As a next step, the district’s SIPPK team will continue to verify and validate data.
The District Education Finance Pendidikan Kabupaten/Kota (AKPK)
District Education Finance
Analysis/Analisis
Keuangan
The AKPK process took part in Garut, Cilegon, and Subang in this period. In Garut, during a public consultation session on October 7, participants learned that 42.3% of 2008 District Budget was allocated for Education Office. However, 11% of this budget was allocated to support schools’ infrastructure and facilities, only 3.55% for teaching/learning activities and 1.43% for operational costs. In this consultation session, representative of Bappeda also mentioned that although Garut is the poorest district in the province, efforts to improve education must still be maintained. Some of the recommendations of this session were improvement of access for education for all, more efforts to improve quality of graduates, and more budget allocation for education sector. In Cilegon, after lack of progress for five months due to the unavailability of the district budget, the AKPK process was restarted again with
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October - December 2009 workshops and internal consultation from October to December. From December 14 to 16, DBE1 facilitated preparation of AKPK report. Although team members planned to finish the report in the near future so public consultation could be held, this could not be accomplished because currently draft report was still far from complete. Team members then agreed to revise the draft together with other representatives of Education Office. Subang team members participated in workshop sessions to conduct their analysis. During one of the workshops held from December 29 to 30, participants learned that some supporting data from the District Secretary Office for 2007 could not be collected because 90% of the Office’s personnel were transferred to different offices or divisions. Despite of this setback, team members were still eager to continue the calculation and analysis and prepare for public consultation session.
School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP) BOSP teams in the districts of Garut, Bogor and Subang continued to calculate their schools’ unit costs in this October to December period. In Garut, a public consultation was held on October 7 and informed participants that there is an operational cost difference of Rp. 41,646 per SD/MI student per year and Rp. 63,288 per SMP/MTs student per year that still needs to be covered by the district budget. The District Government agreed to gradually achieve these goals. The District Government also informed participants that it would involve ICW (Indonesia Corruption Watch) and GGW (Garut Government Watch) in developing district annual budget. In Bogor, DBE1 continued to facilitate calculations with BOSP team members. However, during calculation at the SMP/MTs level, discussion between DBE1 and Education Office became very difficult as the Education Office insisted on using its own figures. Based on actual BOSP calculation, the current amount allocated for SMP/MTs was already in surplus. However, the Education Office insisted on using a different amount so that additional fund for SMP/MTs would still be needed. Finally, the Education Office figures were used as a recommended amount for SMP/MTs during an internal consultation session on October 8. For SD/MI and SMP/MTs level, the District Government must allocate Rp. 980 million and Rp. 4 billion to cover operational costs for both levels, respectively. BOSP team members will revise calculations and analysis based on inputs of this session and will prepare for public consultation. In Subang, results of the latest BOSP calculation and analysis were presented during a public consultation session on October 16. To cover
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October - December 2009 operational costs for schools in the district, the Subang District Government agreed to: • Reallocate Rp. 17 billion of District Budget originally planned to support villages (Bantuan Keuangan Untuk Desa/Kelurahan) to schools operational cost (Rp. 45 million/school/village.) • Additional Rp. 128 million to support SD and SMP • Allow voluntary community contribution • Encourage private companies to fulfill their CSR responsibilities • Encourage high schools to hold activities that will generate income for the school. Dissemination
Training of Trainers for facilitators of SMP RKS development process As a follow-up to the training of 600 Tangerang SMP Principals in July, the Education Office requested DBE1 to train 30 supervisors to facilitate these SMP in the RKS development process. The training sessions were held from October 5 to 10 and funded by the Tangerang Budget. RKS Development Process for SMP
District Dissemination Activities
In Sukabumi, training of junior secondary schools to develop RKS was carried out on October 6 to 8. This activity was based on a West Java Education Office letter requesting all SMP in Sukabumi to have their own RKS. DBE1-trained facilitators took turn in explaining development process and assisting participants to develop their school profile. RKS Development Process for SD • • •
Karawang: Rp. 75 million from District Budget was allocated for 26 schools. Cilegon: Rp. 60 million from District Budget to support introduction of RKS to 160 SD Principals and 9 MI. Indramayu: Dissemination of RKS in 31 SDN and SDS in 62 schools.
Introduction of RKS Development Process in non-partner district After taking part in DBE123 Best Practice Workshop in July, Cirebon Municipality invited DBE1 to introduce the RKS development process to 300 SD/MI, SMP/MTs, and SMA/MA principals. Supervisors and District
Forums were held in Sukabumi, Indramayu, Karawang and Lebak. In Sukabumi, the forum was held to prepare facilitators prior to
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DBE1 activity Facilitators Forum
October - December 2009 dissemination of DBE1 programs in madrasah planned to take place during the first 2010 quarter. One of the meetings in Sukabumi also discussed the impact of a DBE1-trained supervisor’s recent appointment as the new Head of a Sub-District Education Office on plans of dissemination in the region. In Lebak, participants discussed different strategies so that all SD could have RKS by 2010 as requested by the Education Office while still meeting the budget limitation of Rp. 200 million.
ICT & Data Management
ICT/Hotspots and Grants
DBE1 continued to assist grantees in Karawang, Tangerang and Sukabumi. Challenges faced by grantees varied greatly. For example, in Karawang, grantees continued to find ways to implement training sessions while in Sukabumi, DBE1 assisted grantees to complete their fourth report. Partnerships
Collaboration with DBE23
From November 8 to 13, DBE123 took part in 2009 West Java Education and Technology Expo and exhibited products of three components. The Expo was also attended by education offices from all districts in West Java.
Central Java DBE1 activity
October – December 2009 School-level programs School Development Planning (RKS) SD-MI dan SMP-MTS in Cohort 1-2
In Central Java, the updating process for Cohort 1 and 2 SD/MI and SMP/MTs 2009/2010 RKS was completed this quarter. Out of a total of 202 partner schools, only one school, SD Kedungloteng located in School planning Purworejo District, did not take part in the process. This was because Principal of the school did not want to do so, despite requests from (RPS/RKS/RKT Education Office, Sub-District Education Office, and community members. The next step is training for Cohort 1 schools to develop their 2010/2013 school plan in January 2010. These schools will use outputs from School Database System (SDS) as basis to develop their school profile.
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October – December 2009 Training and facilitation sessions for Cohort 1 schools A three-day workshop was carried out for 105 Cohort 1 SD/MI in this reporting period. Using computers in secondary or vocational schools’ computer labs, participants were able to input their school’s data into the System. These schools plan to use the information as a basis to develop their 2010-2013 school plans. As of the middle of December, a total of 57 SD/MI in Boyolali, Jepara, and Klaten have been facilitated by DBE1 in using the System. Training for Cohort 2 schools
School Database System (SDS)
Refresher courses for Cohort 2 schools were conducted for 97 SD/MI in five districts. As of the middle of December, 34 SD/MI in the districts of Blora, Klaten, and Purworejo had received facilitation to use SDS further. Although some of these schools were very busy with other activities, they planned to complete the process by January 2010. This SDS training and facilitation sessions posed several challenges such as the lack of computers in some schools (7 schools in Grobogan, 3 in Demak, 2 in Klaten, and 1 in Karanganyar) and the inability of participants to use computers and the software application smoothly. As a consequence, participants were trained in local Cluster Learning Centers and given additional time to familiarize themselves with the hardware and software. Also, schools had to manage their time carefully because SDS training and facilitation was held at the same period as semester one examinations. In addition, schools in several districts were unable to use the SDS BOS reporting mechanism because these districts use a different BOS reporting form than that of SDS. To solve this, DBE1 attempted to convince the Education Office to use the SDS BOS reports, but to no avail. District-level programs
From October 13 to 15 and November 3 to 5, DBE1 Central Java facilitated partner districts’ Education Council workshops on the councils’ roles and functions in supporting district education-sector policy and funding. Participants included representatives of Education Councils, Education Offices, and Bappeda. Also taking part in these District Education workshops were the Head of the Provincial Education Office and school Governance committee members. In addition to making Education Council members more aware of how they can support their district in improving the quality of education, members were encouraged to put their knowledge into real action: • In Purworejo, Education Council members were involved directly in establishing a Head of District Decree on formal and More Effective Decentralized Education Management and Governance
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DBE1 activity • •
•
October – December 2009 non-formal education. In Blora, Education Council members used education sector data such as the ratio of teachers/students and teachers’ distribution as input in district’s renstra development process. In Grobogan, the Education Council held a workshop for 65 private SMP/MTs principals and committees. This workshop aimed to improve the roles and functions of committee members and included discussion topics such as the legal umbrella for education and the management of teaching and learning activities. In Karanganyar, a workshop was held by the Education Council to develop a work plan for 2010. In this workshop, other stakeholders from various institutions such as the District Parliament, Education Office, Bappeda, School Committee Communication Forum, and NGOs were invited. The workshop also invited an education expert from Universitas Sebelas Maret to discuss issues of education.
District Education Planning (Renstra) During the October to December period, DBE1 Central Java facilitated renstra development in Blora, Purworejo, Kudus, Demak, Grobogan, and Boyolali. In Blora and Purworejo, public consultations were held on November 10-11 and 13-14, respectively. In Kudus, meanwhile, after facilitation on November 19 and 20, the DBE1 team found out that the document was still not completed after having been developed for more than three months. The delay apparently occurred because the team did not complete calculation of the budget and funding section. After discussing the matter with the Head of the Planning Sub-Division, the calculation was completed in two days. In Demak and Grobogan, public consultation sessions were held on December 2 and 9, District Education respectively. On December 22, public consultation was also held in Boyolali and attended by education-sector stakeholders. One interesting Planning and result of this consultation session was the decision to add two more Capacity members to the renstra development team from an external organization Assessment (The Education Council) to ensure that stakeholders’ inputs were included in the revised document. The Renstra of three districts, Kudus, Purworejo, and Blora were completed and signed by respective Heads of Education Offices. Renstra of Demak, Grobogan, and Boyolali have also been completed and are still waiting for approval from Education Office. The process in Boyolali is scheduled to conclude in January and Klaten in May 2010. Throughout the facilitation and development process, the biggest challenge faced by renstra development and DBE1 teams was the real difficulty in finding time for all team members to work together. On the other hand, renstra were used in these districts as Education Office input to the Head of the District in developing the district’s mid-term 100
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October – December 2009 plan. Also, Bappeda of Blora and Karanganyar requested DBE1 to facilitate renstra development for other Offices. Dissemination RKT/RKAS Development Process • Blora: Kradenan sub-district, 36 schools, budget: Rp. 4,000,000
RKS/M Development Process • Karanganyar: Karanganyar sub-district with 23 MTs and budget of Rp. 16,500,000 and Tawangmangu sub-district with 29 schools and budget of Rp. 11,650,000. • Blora: Tunjungan sub-district, 34 schools with budget of Rp. 11,650,000 from schools, Bogorejo 22 schools Rp. 4,620,000. • Grobogan: Gubug, 49 schools, Rp. 26,800,000 and Tawangharjo 28 schools with a budget of Rp. 16,000,000 • Klaten: Jogonalan, 22 schools, Rp. 10,000,000 • Demak: Bonang, 43 schools, Rp. 20,000,000 • Jepara: Pecangaan, 45 schools, Rp. 20,600,000 • Purworejo: Kaligesing, 31 schools, Rp. 9,500,000 from schools’ budgets. • Yogyakarta Office of Religious Affairs: 15 MI/MTs/MA, Rp. 11,500,000 from the Office’s Budget. District/Provincial • Purbalingga Office of Religious Affairs: 178 madrasah, Rp. Dissemination 45,000,000 from the Office’s Budget. Activities In total, RKS/M dissemination covered eight districts in this quarter; 519 SD, MI, and MTs, with a budget of Rp. 202,870,000. Throughout the dissemination process, the DBE1 Central Java team observed that some of the challenges faced by participating schools and sub-districts were: (a) inactive school committee, (b) insufficient number of supervisors, and (c) participating supervisors’ lack of knowledge on RKS/M development process. To overcome these challenges, DBE1 suggested the following: (a) to use Teachers Working Group (Kelompok Kerja Guru or KKG) meetings and Facilitator Forum to train supervisors, (b) to involve more supervisors as co-facilitators of the dissemination process. Training of Trainers for Central Java and Yogyakarta Office of Religious Affairs DBE1 Central Java team also conducted Training of Trainers on RKM/RKT and RKAM for 74 supervisors of Central Java and 33 of Yogyakarta Office of Religious Affairs. Together with both districts’ Office of Religious Affairs, DBE1 will monitor implementation on the field in January 2010.
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Supervisors and District Facilitators Forum
October – December 2009 During this reporting period, Forums were held in Demak, Jepara, Kudus, Boyolali, Grobogan, and Purworejo. Topics of discussion included RKS/M and RKT development and monitoring. Participants consisted of supervisors, members of Principals Working Group (KKKS), and officials from the planning departments of education offices. However, although supervisors received information about ways to improve their capacity as well as to support better school planning, some of them were still reluctant to implement the new knowledge in their schools. One of the possible solutions was to approach the Head of Sub-District Education Office to discuss dissemination and to encourage these supervisors to be involved closely in the process. ICT & Data Management
In Karanganyar, the Tier 1 program (Digital Library) is being implemented in this quarter. The grantee trained two personnel from Karanganyar District Library to support this program. For the Tier 2 program, the Office of Karanganyar and Jatipuro Sub-District Education Office are now connected through the Internet and Wide Area Network. With this facility, personnel can communicate and send data easily. The District Office of Religious Affairs is also connected via Internet. The ICT/Hotspots and portal www.karanganyar-cyber.org is currently being developed and it is Grants planned to use this facility to provide information on the Karanganyar education sector. In Klaten, an Internet Cafe is currently in operation. However, the available technology is still not fully utilized by Education Office personnel as they are apparently more comfortable doing things manually. In addition, due to electricity power limitation, not all computers could be used to access the Internet. Partnerships District Coordination DBE1 met with the Education Office of Boyolali to coordinate monitoring and evaluation of the RKS development process in each subEngaging District, district. This was done to support implementation of the Head of Education Office Letter requiring all schools in the district to have Province RKS/RKT. Because eight sub-districts have not completed their RKS, stakeholders district facilitators will assist these schools in the process. On November 23, DBE1 met with the Education Office of Sukoharjo District to discuss the district’s plan to take part in renstra, AKPK, and BOSP dissemination. In this meeting, the Education Office confirmed
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October – December 2009 that the district’s data is ready to be used for the above programs. On November 24, a meeting was held with Universitas Muhammadiyah Surakarta to further discuss details of becoming a Service Provider. The meeting discussed selection of possible candidates as wells as preparation of Work Cooperation Guidelines (Kerangka Acuan Kerjasama.) Meanwhile, four lecturers from Universitas Muhammadiyah Surakarta and two from Pattiro Solo have been selected to be trained as Service Providers. Training is planned to take place at the end of January 2010. Provincial Coordination On December 14, DBE1 Central Java took part in a workshop to review affordable and good quality education program in the province. Results of Unnes showed that BOSP for SD was Rp. 558,000/year/child and SMP Rp. 662,000/year/child. This was good input for the provincial government because it has planned to provide additional funding of Rp. 30,000 per SDN and Rp. 50,000 for SMPN.
Collaboration with DBE23
Other collaboration
DBE1 invited DBE2 and 3 to present their progress and work results to stakeholders during partner districts’ Education Council workshop on council’s roles and functions in supporting district’s education-sector policy and funding in October and November.
In addition to assisting Jepara in the last quarter, DBE1 Central Java assisted the Education National Standards Board (Badan Standar Nasional Pendidikan or BSNP) to collect data for components of school unit cost in
Boyolali, Blora, Klaten, Purworejo, and Karanganyar.
East Java DBE1 activity
October – December 2009 School-level programs
School planning (RPS/RKS/RKT
School Plan updating for Cohort 1 and 2 SD/MI After the RKT development workshop in August and subsequent facility sessions, all Cohort 1 and 2 partner schools in East Java (179 SD/MI) now have their own school annual plans.
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October – December 2009 District-level programs
In Tuban, DBE1 assisted facilitation of a draft District Regulation on Education (Peraturan Daerah or Perda.) The process commenced with the selection of 11 people to be members of development team. Focus Group Discussion was also held to identify issues related to education in formal and non-formal sectors that need to be addressed in the draft. On December 16, DBE1 held a meeting to discuss the development of an academic draft as basis of the draft regulation. This meeting was District Education attended by the Secretary of the Education Office, several SMP and SMA Principals, and DBE1. Governance Also, as part of the Bangkalan District Government decision to increase transparency and accountability, it published a list of schools which received Special Allocated Funds (Dana Alokasi Khusus or DAK) in the Radar Madura daily. The Head of the Education Office requested community members and NGOs to monitor the implementation of these funds (Rp. 250,000,000.) District Education Planning (Renstra) After assisting the Sampang renstra development team in the past quarter, the draft document was presented to the Head of District on October 16. In the meeting that was attended by related stakeholders, the Head of District learned about the analysis and recommendations based on SIPPK data and information, and provided input to the document. Afterwards, the process continued with facilitation sessions in November and December. Finally, a public consultation was held in Bangkalan and attended by a total of 55 participants consisting of the District Education Head of District, Head of Committee D of Parliament, Education Planning and Council, CSO, Indonesian Teachers Association, and others. Capacity Representatives of USAID Education Office as well as MOHA also Assessment attended. Currently the document has already been revised and is awaiting final approval by the Head of the Education Office. In Pasuruan, DBE1 assisted document development throughout the October and November period. On November 13, results of work were presented to members of Committee D of Parliament to obtain their inputs. Meanwhile, after being revised many times, Bojonegoro’s renstra was approved by Head of Education Office on October 28.
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October – December 2009 Dissemination RKS/M Development Process for SD/MI District Bangkalan
Activity Training of 64 supervisors and 36 principals from 18 sub-districts. Training of Trainers for 18 MI from 18 sub-districts. These MIs are from Ma’arif Foundation.
Budget District: Rp. 60,000,000 Paid by school: Rp. 15,000.000
Tuban
Training for: 63 SDN from 2 subdistricts and 7 MI from 1 subdistrict.
Paid by school: Rp. 62,100,000
Sampang
• Training for 63 SD from 2 subdistricts. • Training of Trainers for 42 supervisors, 14 main schools, and 14 UPTD.
• Paid by school: Rp. 40,550,000 • District: Rp. 12,000,000
Sidoarjo
• Training for 125 SD/MI. • District: • Training of Trainers for 85 TK/SD Rp.429.267.000 and Islamic supervisors. • N/A Bojonegoro Training for 320 SD/MI from 25 District: sub-districts. Rp.367.422.700 Pasuruan
District/Provincial Dissemination Activities
Mojokerto District
Training of Trainers for 14 Principals of main schools and 78 TK/SD supervisors from 12 subdistricts.
N/A
RKS Development Process for SMP/MTs • Tuban : 28 SMPN from District. Budget: Rp. 70,000,000 from BOSDA. • Surabaya Municipality: 4 MTsN in Surabaya and 3 MIN from Jambangan and Rungkut sub-districts. Budget: paid by schools, Rp. 3.200.000 • Pasuruan : Training of Trainers for 10 MTs and 8 supervisors. Budget: Rp. 368 million which will be supported by Office of Religious Affairs, Education Office, and schools. School Committee Capacity Building • Bangkalan: Training for representatives of 78 SD/MI from 18 sub-districts. Each SD/MI sent principal and head of committee. Budget: Rp. 50,000,000 from district. • Pasuruan: Training for 58 TK/SD and 27 Islamic schools More Effective Decentralized Education Management and Governance
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October – December 2009 supervisors. Budget: Rp. 17,000,000 from district. School Database System • Tuban: A total of 120 main schools were trained on SDS from October 12 to 24. Budget of Rp. 100,000,000 was from District.
In Bangkalan, Bojonegoro, Sampang, Nganjuk, and Pasuruan, supervisors used actual schools’ RKS to learn about the development Supervisors and and monitoring processes. These documents were also used to link District Facilitators schools’ budgets and BOS. In Mojokerto and Sidoarjo, participants Forum focused more on capacity building for principals because their districts’ dissemination activities will place more emphasis on training on leadership. Partnerships Workshop to build innovative policies for madrasah, religiousbased education, and pondok pesantren in East Java. From September 9 to 10, DBE1 together with the East Java Provincial Bappeda held a workshop to obtain information on religious education in madrasah and pondok pesantren. Also taking part in the meeting were representatives from modern and traditional pondok pesantren and from Universitas Islam Negeri Malang and the Institut Agama Islam Negeri Sunan Ampel Surabaya. It was intended that this information will be used as input for provincial education policy. As a next step, further discussions will be held on support for madrasah diniyah through the 2010 Provincial budget. Engaging District, Province stakeholders
Workshop on innovative strategies to reduce illiteracy rate in East Java Province. DBE1 East Java, together with other related stakeholders took part in workshops on October 21 and 22 and November 10 and 11 to discuss strategies to reduce illiteracy rate in the province. As these workshops were preliminary in nature, issues will be discussed further in the future. Nganjuk • Collaboration with BEC to develop RKS/M On October 9, DBE1 met with Nganjuk Education Office and BEC facilitator. As part of the BEC program, it was decided that the DBE1 RKS process would be followed. However, minor modifications would be made in the types of profile data to be included in RKS in order to better meet BEC needs. It was also decided that schools which already have completed their RKS development process through DBE1 dissemination activities do not need to develop another school plan. The Education Office
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October – December 2009 also agreed to issue standards that schools must fulfill in developing their RKS/M. •
Reference District Workshop On 27 October, a workshop to prepare Nganjuk as DBE1 reference district in East Java was held and attended by Head of Nganjuk Education Office, principals of DBE1 schools, members of BOSP and Renstra teams, and DBE1. As a next step, DBE1 will conduct refresher training on BOSP and renstra. Two reference schools will be selected.
Coordination with Mojokerto Municipality Government In Mojokerto, after DBE1 met with representatives of the Education Office to discuss the legal umbrella to support implementation of the district’s BOSP, the District Government agreed to formulate a Mojokerto Municipality Decree. However, to ensure that the Decree is based on the latest and most valid data, BOSP team members reviewed current data and information and revised the analysis based on BOSKO (Bantuan Operasional Sekolah dari Walikota.) On December 7, DBE1 also took part in the presentation of the analysis to Head of Municipality and Bappeko. Other Tuban Education Expo Other activities (not in Work Plan)
From November 9 to 14, DBE1 together with the Tuban Education Office took part in an exhibition in commemoration of Tuban District’s establishment. DBE1 exhibited results of work so far as well as photos of activities at school and district levels.
South Sulawesi DBE1 activity
October – December 2009 School-level programs SDS related data completion for Cohort 1 SD/MI
School Database System (SDS)
Training to prepare Cohort 1 SD/MI in SDS commenced in Soppeng on November 17 and 18 and continued in Pangkep on November 19 and 20. In Jeneponto, it was carried out on December 3 and 4, in Enrekang from December 7 to 9, and in Palopo from December 15 to 16. These training sessions were generally attended by the principal and one teacher from each school and aimed to help schools complete their data prior to SDS data entry workshop in the near future.
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October – December 2009 District-level programs District Education Planning (Renstra)
District Education Planning and Capacity Assessment
A combined public consultation session for Sidrap renstra and AKPK was carried out on October 14. In this session, the Head of Education Office presented the results of the work of the renstra development team. Parliament members who were present at the consultation requested DBE1 to specifically present the renstra document and AKPK analysis to other members of Parliament. This information will then be used by Parliament members as input for budget allocation to support Education Office programs. In Luwu, a similar combined public consultation was also held, but this time including presentation of BOSP calculation and analysis. Officially opened by the Head of Luwu District, the event was attended by representatives of the District Government, Education Office, schools, and NGOs. After these public consultation sessions, DBE1 continued to assist finalization of the documents. Renstra team members indicated that they believe in the importance of valid and up-to-date data as a basis for this document and requested that the finalization process be conducted thoroughly and carefully. They also plan to use this renstra document as a guideline for work when Education Office is audited.
On December 21 to 23, the Education Councils of Sidrap, Enrekang, Soppeng, Luwu, and Palopo participated in a workshop to support planning and monitoring of the education sector. Results of the workshop included recommendations such as: (1) to involve Education Councils in the education sector planning and budgeting process, (2) to improve communication among education stakeholders, and (3) to integrate school plans and actions into district planning. District Education In Enrekang, the district government responded positively to these initiatives. For example, Bappeda will work together with the Governance Education Council to analyze the Education Office plan and budget while the Education Office will provide a 2010 budget plan as well as its renstra to the Education Council. Meanwhile, DBE1 has been facilitating Soppeng District to develop an academic draft for its draft District Regulation on Education (Peraturan Daerah or Perda.) During a public consultation session for the draft conducted on November 17, the Head of the District indicated that he hopes that the development team will stay committed and continue in the development process. The team has now started discussing and writing up the main parts of the Perda.
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October – December 2009 District Education Finance Analysis/Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK) As mentioned in the District Education Planning and Capacity Assessment section above, in Sidrap, results of AKPK were presented together with the District’s renstra on October 14. One significant aspect of this event is the Head of the Education Office’s statement that development of the District’s renstra was based on AKPK results. DBE1 was also requested by District Parliament to re-present the information in front of the Education and Budget Committee of Parliament to obtain more inputs.
District Education Finance
In Luwu, presentation of AKPK results was conducted on October 15 and 16. Participants agreed that more should be allocated to support teaching and learning activities of schools and with a total educationsector budget of Rp. 1.2 billion, it would be difficult for Luwu to be in the top three of the province in terms of district growth and development. School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP) Together with the presentation of AKPK results as mentioned above, Luwu BOSP results were also presented on October 15 and 16. Through this informative session, participants became aware of the fact that the current budget for the education sector would not be sufficient to cover for operational costs for all schools in the district. In this reporting period, DBE1 also facilitated calculation and analysis of BOSP in Pinrang. Dissemination
District/Provincial Dissemination Activities
• Soppeng: This district disseminated the whole package of DBE1 programs. Starting with a comparative visit to DBE1 partner schools in Soppeng, the process continued with Leadership and School committee training. A total of 20 SD/MI and 10 SMP/MTs participated in this process. Throughout October and November, participants were trained in SD/MI RKS/M development process. A total of 80 members of the RKS working group took part. A similar process was also carried out for participating SMP/MTs. To support these activities, Soppeng District allocated Rp. 110,750,000 from its budget. • Sidrap: Training of Trainers for 39 supervisors on the RKS/M development process was held for six days. Also, a total of 24 schools took part in the RKS/M development process which took place from November 18 to December 3. Meanwhile, a total of 93
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DBE1 activity
October – December 2009 principals participated in Leadership training and committee members from 44 schools in capacity building for school committees. • Pinrang: In November, RKS/M development training was conducted for 41 schools from two sub-districts. Activities were funded by District budget. • In Enrekang, a total of 33 schools took part in RKS/M development training. At the beginning of the process, DBE1 assisted with facilitation. However, as the process went on, facilitation was gradually taken over by district facilitators and supervisors. • Makassar: 20 SD replicated SDS in Makassar. These schools were the ones who took part in RKS/M dissemination process earlier and were apparently interested to learn more about DBE1 programs. They were very enthusiastic with the process and output as some schools immediately posted the new School Report Card in their school. ICT & Data Management In Enrekang, on October 16, discussions about the closing out of the program took place between the lead grantee, PT. Rekti, Education Office, Information and Communications Office, District Library, Office of Religious Affairs, and others. The meeting was also held to review results of Interactive Learning for 21 teachers as part of the grant implementation. As a next step, details and results of the training were presented to grantees and other related stakeholders so that this information could be used by other schools as well.
ICT/Hotspots and Grants
In Pangkep, after a meeting between consortium members and the Head of the District, the latter requested that the consortium develop a work plan so that this ICT program could be included in District’s next year’s budget. Heads of Sub-District Education Office are also regularly updated on progress of program implementation. In Soppeng, training for science teachers started on November 11. As agreed by grantees, the training will be conducted for a minimum of 5 teachers to help them make ICT-based teaching programs. The main challenge of this effort is black outs that often take place during training sessions.
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DBE1 activity
October – December 2009 Partnerships Assistance to Education National Standard Board On December 3, DBE1 South Sulawesi assisted the Education National Standards Board (Badan Standar Nasional Pendidikan or BSNP) to collect data for components of school unit cost in Sidrap and Luwu. As in other provinces, representatives of the Education Office, schools (SD, SDLB, SMP, SMA, and SMK,) and BSNP filled out different forms with unit costs for each education level. Service Provider Collaboration with Barru District.
Engaging District, Province stakeholders
DBE1 met with the Head of the Education Office of Barru District to provide information about DBE1 and discuss options to develop Service Providers. The District Government of Barru and its Education Office were very responsive and will support implementation of DBE1 district-level programs in Barru. Visit of Pinrang Parliament members to DBE South Sulawesi Office On December 9, five members of the Education Committee of Pinrang Parliament visited DBE office in South Sulawesi. They came to get information about programs of DBE123 and were met with the Provincial Coordinators. From this visit, they also learned about dissemination of DBE1 programs as well as importance of facilitator in dissemination process.
Joint Field Visit (JFV) Helen Keller Indonesia Other
Together with BakTI (Bursa Kawasan Timur Indonesia,) Helen Keller Indonesia carried out a Joint Field Visit (JFV) on October 28 to DBE. Since HKI programs in Makassar ended in November, HKI hoped that DBE1 could encourage the Makassar Education Office to include programs for disabled children in the district’s renstra.
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Annex 2: Success Stories Boyolali Education Office Issued a Decree to support synchronized planning of schools and district. Decentralized Basic Education 1 (DBE1) is implemented to improve quality of basic education through education management and governance at school, sub-district, and district level. At school level, DBE1 carries out capacity building training for schools principals and committee members. DBE1 also assists schools to develop their work plan which is based on information such as the school’s latest profile, real condition and situation, and related stakeholders’ hopes and aspirations. Schools will then use this document to determine their activities and allocate budget accordingly. At district level, DBE1 activities are focused to improve district stakeholders’ capacity to produce better informed education sector plans and policies. This effort is implemented through programs such as School Unit Cost Analysis (SUCA,) District Education Finance Analysis (DEFA,) and assisting districts to develop their education sector strategic plan. While taking part in these programs, stakeholders are encouraged to use valid and up-to-date data and information as basis of their analysis. DBE1 hopes that by providing support to stakeholders at school and district education sector, stakeholders at these levels could work together to plan and formulate the education sector’s policy. However, results of DBE1 monitoring and evaluation in seven provinces show that there is still the need to synchronize planning and formulation at these levels. Government of Boyolali district, Central Java also had the same view. Having been a part of DBE1 programs since 2005, representatives of Boyolali District and its Education Office realize the importance of integrated planning between the district and schools. At the beginning of 2009, Boyolali Education Office together with DBE1 conducted a research on education planning mechanism. The results clearly indicated that currently in Boyolali there was no mechanism that required schools, Education Office Technical Implementation Unit, and District Education Office to plan and implement education policies together. As part of the current planning procedure, technical data was collected from schools by the Unit and processed by Planning Division of the Education Office. As a result, it was difficult for schools to have programs listed in their School Development Plan included in Education Office work plan and subsequent budget allocation. Boyolali Education Office realizes that many schools that have been taking part in DBE1 programs actually have good School Development Plan or Annual Work Plan but are not able to implement these programs due to the afore-mentioned circumstance. Based on these results, Education Office recognizes the need for district education planning system that will accommodate implementation of school programs and accordingly decided to develop an Education Office decree. On May 28, such Decree was produced by Education Office. On July 27, during a public consultation session,
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the document was presented to other stakeholders for their input and suggestions. Representatives of District Parliament, District Development Planning Board, Education Council, Office of Religious Affairs, Indonesia Teachers Association, Non Governmental Organizations, Association of School Principals, as well as Technical Implementation Unit and other units/sub-divisions of the Education Office took part. Based on participants inputs, the Decree will be revised and is planned to be implemented during 2010-2011 budget year. In addition, as part of the effort to support the Decree implementation, from 25 to 27 August, Heads of Technical Implementation Unit and supervisors from Boyolali District were trained on the school planning process. “This is a good breakthrough so that education planning can be included in planning of the district,” was said by Bapak Sri Muljanto, Governor of Boyolali when the Decree was issued recently. Other positive responses were expressed by other stakeholders. Representative of Boyolali District Parliament mentioned that because schools are where education activities take place, education sector policy must start from schools.
Tenacity, consistency, and a lot of hard work: stories of two District Facilitators. When DBE1 was implemented in 2005, DBE1 requested partner Education Offices to select principals and school supervisors to be trained and become facilitators of DBE1 school level programs. Through training in programs such as school plan development and capacity building for committees and principals, these facilitators became immersed in DBE1 approaches and methodologies. They were also provided with skills and knowledge on proper facilitation techniques. Together with DBE1 team members, these District Facilitators then carried out the programs throughout training and mentoring sessions. For school development process, for example, after each training sessions, District Facilitators visited schools at least four times to make sure that the school development working group complete their work according to DBE1 standards. With this approach, district facilitators are hoped to know firsthand the ins and outs of efforts to improve school stakeholders’ capacity building and will continue their work in school long after DBE1 ends. The stories below, of Bapak Zulfahmi Rambe of Tapanuli Selatan, North Sumatra, and Bapak E. Saepudin of Karawang, West Java, talks about their experience as District Facilitators of DBE1 programs. Bapak Zulfahmi Rambe was born in 1954 in Tapanuli Selatan, North Sumatra. After graduating from Muhammadiyah Economics High School in Medan, because Bapak Rambe’s parents had to support his nine other siblings, he was not able to continue his study and had to sell “salak” fruit to pay for his living expenses in Medan. Afterwards, he was able to go back to his home town in Sidimpuan and continued his higher education. Later on he started his career in education as a teacher and became SMP 1 Halonggoan principal. In 2006, Bapak Rambe was appointed to be supervisor
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for SMP/SMA and in July 2009 was promoted to be the Supervisors Coordinator for all SMP/SMA of Tapanuli Selatan District Education Office. Throughout his tenure as an educator, he somewhat felt ambivalent about the way schools were managed. To a large extent, his questions were answered when he learned about DBE1 programs in improving quality of education through better school management and governance. According to Bapak Rambe, DBE1 training sessions were interesting to follow because participants were encouraged to take active part in activities such as Question and Answer or group sessions. Also, through DBE1 programs, supervisors learned more about supervision and how to assist schools in Bapak Zulfahmi Rambe, Coordinator of school plan development and improving Tapanuli Selatan Education Office stakeholders’ capacity. On the other hand, he SMP/SMA District supervisors said, because schools were given clear goals and objectives as well as adequate level of assistance throughout the actual development process, school stakeholders learned to complete the whole process independently. Although Bapak Rambe feels that the effort to improve quality of education require a great deal of effort, tenacity, and consistency, he believes that all the hard work has gradually started to bear fruit. According to him, when schools in Tapanuli Selatan were accredited in 2009, DBE1-partner schools got B+ while others got C. He believes that if more schools in Tapanuli Selatan adopt DBE1 methodologies, the district’s goal to improve quality of education will be easier to achieve. Similar view was also expressed by Bapak E. Saepudin, principal of SDN Tanjung Mekar 3 in Karawang, West Java, who is also DBE1 District Facilitator. Situated not too far from Karawang busy and noisy public transportation hub, the exterior of SDN Tanjung Mekar 3 is unassuming and simple. However, when a visitor enters the school complex, from the welcoming attitude of teachers, students, and parents Bapak E. Saepudin (third from left,) alike to the lively teaching and learning teachers, committee members of SDN Tanjung Mekar 3, Karawang. activities in class rooms, it is obvious that the school itself is a vibrant place of learning. According to Bapak E. Saepudin, this was not always the case. Prior to implementation of DBE1 programs, the school
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was not really seen and treated as a place of learning by the surrounding community members. During day time, some people used to let their animals run around the school yard. At night, the school was often used by young people for some unlawful activities. Further, Bapak Saepudin added, because most parents came from low to middle income background and were not highly educated, it was an accepted norm among them not to be involved in their children school activities. However, things changed rather significantly when the school, its teachers, and parents started to take part in DBE1 programs. Helped by DBE1-trained District Facilitators such as Bapak Saepudin, they learned about the importance of school plan and took approximately six months to complete one. They also learned about the benefits of having a principal who is also EMASLIME (Educator, Manager, Administrator, Supervisor, Leader, One of many happy faces at SDN Tanjung Innovator, Motivator, and Entrepreneur.) Mekar 3, Karawang. Through school committee members’ capacity building training, they learned about their roles and functions as well as topics such as simple accounting methods that they can use to support the school. Nowadays, Bapak Saepudin proudly informed, most committee members and parents of SDN Tanjung Mekar 3 feel that they are part of the school and often are involved actively in school’s activities. For example, parents and committee members now are the ones who actively prepare for end of school year celebration, relieving Bapak Saepudin and the teachers to concentrate on the teaching and learning activities. It is Bapak Saepudin hope that capacity building efforts such as those will continue in his school and other schools in Karawang even though DBE1 will end its programs in 2010.
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Annex 3: Training for Project Beneficiaries From October to December period, a total of 256 training sessions were conducted and 3,441 people were trained. This number of people trained was up by more than 600 people if compared to the period of July to September. Out of 3,441 people, district-level stakeholders (District Education Office, Office of Religious Affairs, Education Council, Parliament, and others) made up 845 of the number. Also, because DBE1 conducted SDS training and refresher courses in this period (school-level program,) the number of principals and teachers trained was also high (1,478 people.) (Please see Tables A3-1 and A3-2 on number of training activities and persons trained below for more details.) Table A3-1: Number of training activities from October to December 2009 Month Province Total Oct Nov Dec Aceh 3 11 5 19 Sumatera Utara 31 14 28 73 Banten 10 5 4 19 Jawa Barat 11 8 15 34 Jawa Tengah 10 19 17 46 Jawa Timur 8 16 13 37 Sulawesi Selatan 11 8 9 28 Total 84 81 91 256
Table A3-2: Summary of persons trained from October to December 2009 Component District Facilitator School Principal/Vise School Committee School teacher District Education Staff MORA District Staff Local Government Parent (non School Committee) CSO DPRD Education Board Supervisor Other Total
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Male 115 432 282 356 417 24 88
Female 36 284 66 406 117 10 18
Total 151 716 348 762 534 34 106
4 12 100 335 161 2,326
1 3 5 1 92 76 1,115
1 7 17 101 427 237 3,441
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Table A3-3 below shows analysis of training beneficiaries by institutions. Table A3-4, shows analysis of training beneficiaries by activities. Table A3-3: Analysis of training beneficiaries by Institutions17 Component
Male
Female
Total
DBE DBE1
44
30
74
DBE2
3
1
4
DBE3
2
2 49
31
80
MONE Kantor Cabang Dinas
35
7
42
Kepala Bidang
44
4
48
Kepala Dinas
19
1
20
Kepala Seksi-KCD-UPTD
80
27
107
Kepala Unit
108
36
144
Staff
131
42
173
417
117
534
MORA Kepala Kantor
1
2
3
Kepala Seksi
10
3
13
Kepala Unit
3
Staff
10
3 5 24
15 10
34
SCHOOL COMMITTEE Lainnya
168
39
207
Orang Tua Murid
62
15
77
Paguyuban Kelas
8
9
17
Tokoh Masyarakat
44
3
47
282
66
348
LOCAL GOVERNMENT Bapedda
34
8
42
Dinas Terkait
30
8
38
Kantor Pemda
24
2
26
88
18
106
SCHOOL Guru
17
The number of beneficiaries reported here does not meet USAID reporting requirements which define a training beneficiary as one who receives 24 hours of training and who can only be counted once in a year
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117
356
406
762
Kepala Sekolah
432
284
716
Lainnya
30
16
46
818
706
1,524
SERVICE PROVIDER District Facilitator
115
36
151
Lainnya
6
4
10
Pengawas
335
92
427
456
132
588
SERVICE USER CSO
4
3
7
Dewan Pendidikan
100
1
101
DPRD
12
5
17
Lainnya
5
4
9
LSM/NGO
16
3
19
Media
15
2
17
1
1
Orang Tua Murid 152
19
171
Unclassified Tokoh Masyarakat
20
7
27
Other
20
9
29
40 Grand Total
16
2,326
56
1,115
3,441
Table A3-4: Analysis of training beneficiaries by activities AKPK Internal consultation
17
3
20
Presentasi untuk stakeholder
112
19
131
Workshop #3
10
2
12
Workshop #4
2
4
6
141
28
169
BOSP Finalisasi Laporan
6
3
9
Presentasi Stakeholder
87
21
108
Other
67
23
90
160
118
47
207
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FORUM DF Pendampingan 1
11
5
16
Pendampingan 6
16
Pendampingan 7
16
10
26
Pendampingan 8
46
14
60
Pendampingan 9
102
42
144
Pendampingan 10
30
23
53
Pendampingan 11
98
23
121
16
319
117
436
GGSP Fasilitasi Konsultasi Publik
79
27
106
Konferensi Dewan Pendidikan
120
12
132
Pendampingan Forum SKPD dan Musrenbang
8
5
13
Penyusunan Raperda
85
28
113
292
72
364
ICTGRANT T2 (EMG) Progress Report 3
6
2 6
8 2
8
SCHOOL COMMITTES KS (SD/MI)-Musrenbang Desa
345
152
497
KS (SMP/MTS)-Musrenbang Desa
36
22
58
381
174
555
RENSTRA FGD Renstra
15
3
18
Internal Workshop
46
17
63
Pelatihan DPISS
23
3
26
Pelatihan Renstra
32
3
35
Pendampingan Ws.#1
34
6
40
Pendampingan Ws.#2,3
9
4
13
Persiapan Data
8
Pertemuan Forum SKPD
56
18
74
Revisi & Finalisasi
26
5
31
Ws. Uji Publik
229
70
299
Ws.#2 Visi, Misi, Tata Nilai
13
2
15
Ws.#3 Visi sp. Kegiatan
10
Ws.#7 Finalisasi Dokumen Other-Renstra
8
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8
10 4
12
119
119
30 628
149 165
793
REPLICATION RKS/M-TOT Tk. Provinsi
102
23
125
RKS/M-Workshop
211
86
297
313
109
422
SDS (SD/MI) Pendampingan Finalisasi SDS (Pendampingan SDS I) SDS (SD/MI)-Pendampingan Finalisasi SDS (Pendampingan SDS II)
32
49
81
9
13
22
SDS (SD/MI)-Workshop Tk. Gugus
466
364
830
507
426
933
SDS Refresher Fasilitasi
24
60
84
Training SDS Refresher
67
39
106
91
99
190
RKS/M Update RKS/M (SD/MI) 2009-Workshop Updating RKT S/M
11
14
25
Other
3
1
4
14
15
29
Other Training Activities Coordination Meeting
61
36
97
Other Training Activity
305
193
498
366 Grand Total
120
3,218
229 1,483
595 4,701
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Annex 4: Documents uploaded in the website News update: Boyolali Education Office Issued a Decree to support synchronized planning of schools and district December 28, 2009 DBE1 trained Daerah Istimewa Yogyakarta Islamic Schools Supervisors to develop Madrasah Work Plan December 17, 2009 Stakeholders from Sorong dan Manokwari District Attended Disaster Preparedness Management Workshop in Yogyakarta November 25, 2009 DBE1 South Sulawesi supports integration of Nine Partner-Districts Education Sector Strategic Plans into Province’s October 30, 2009 DBE1 assists the National Education Standard Board (Badan Standar Nasional Pendidikan) to calculate unit costs for school operational components October 30, 2009 DBE1 Activities in September 2009 ARRO Report October 19, 2009 Jepara News Articles Highlight Efforts of Jepara District Government, Parliament, and School to Improve Quality of Education October 13, 2009
Resource Materials update: Improving the Management and Governance of Islamic Schools and Madrasah December 9, 2009 DBE Training Modules and Description of Programs October 19, 2009
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Good Practices update: The Art of School Principal Leadership: Creating a Quality School Nov 25, 2009
Top 10 downloaded documents: Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan (13,984 downloads) Law number 14 year 2005 regarding Teachers and University Lecturers (12,076 downloads) Attachment for BSNP regulation No.No.984-BSNP-XI-2007 regarding SOP for SMP, MTs, SMPLB, SMA, MA, SMALB, DAN SMK National Exam year 2007/2008 (8,636 downloads) National Education Minister Regulation number 34 year 2007 regarding National Exam Year 2007-2008 (7,068 downloads) Letter of Directorate General of Basic Education Management No. 643/C/KU/2007 regarding Implementation Guidelines for 2007 Fiscal Year 2007 Specific Allocation Funds (6,050 downloads) School Committee: Simple Accounting Methods (5,978 downloads) Integrasi Kecakapan Hidup dalam Pembelajaran (5,412 downloads) panduan Penghitungan Biaya Operasional Satuan Pendidikan dan Penyusunan Kebijakan (DRAFT-Agustus 2007) (5,080 downloads) National Education Minister Regulation number 12 year 2007 regarding School Supervisor Standard (4,932 downloads) School Committee: Organization (4,902 downloads)
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Annex 5: Deliverables Status: December 31, 2009* Deliverables
Due
Status
Deliverable 1: Prepare indicative work plans for the reminder of the project annually for submission to USAID.
Due: Annual work plan submission in subsequent years remains the same.
COMPLETED
Deliverable 2: Modify staff scope of work and estimated person/month to meet the needs for the remainder of the project
Due: During the third year of the project implementation.
COMPLETED
Deliverable 3: Update Performance Monitoring Plan and a Results Framework specifying indicators, baseline data and targets – to measure progress at both activity and Project Objective level. Data will be used as inputs to USAID’s Annual Report to AID/W.
Due: Annual report submitted to USAID.
COMPLETED
Deliverable 4: Conduct a selection of new sub-districts and schools for replication in collaboration with local governments. USAID anticipates the number of schools to be targeted for replication to be approximately 7,000, and the contractor must have USAID approval on the selection criteria and the total number of schools and sub-districts to be selected. Where practical, the selection of new sub-districts and schools would be coordinated with other DBE partners.
Due: During the fifth year of the project implementation.
COMPLETED
Selection of any new districts in Aceh will use the same approach, but after the completion of the 2008 assessment (see Deliverable 22).
Due: During the fifth year of the project implementation.
COMPLETED
Deliverable 5: Modify scope of work (SOW) of District Coordinators to include replication and to meet local government and project’s priorities in the remaining period of the project. In expanded areas in Aceh, District Coordinators hired and trained to work with local governments, school committees and schools on planning, budgeting and management to support improved basic education.
Due: During the fifth year of the project implementation [completed].
COMPLETED
Deliverable 6: Assessment of Education Management Information System (EMIS) in Indonesia [Completed].
Due: During the first year of program implementation.
COMPLETED
Deliverable 7: Update and maintain Project Data Management System (PDMS) regularly and provide periodic and ad hoc analyses to USAID.
Due: Continue on regular basis.
ONGOING UNTIL END OF PROJECT
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Documents Work plan
Submitted October 2008. Revised plan to be submitted January 2010 Included in Work plan
Submitted November 2008 Annual Report
Submitted October 2008
By end of fourth year more than 7,000 schools are implementing at least one DBE1 program under the dissemination program
18 districts mandated in Aceh modification signed by USAID July 2009
Updated in quarterly reports
RTI proposals for Aceh modification
Revised SOW for DC
Approved by USAID June 2, 2008
Report
Submitted April 2007 Updated Users Guide to be published in next quarter
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Deliverable 8:To support institutionalization and replication, the contractor will design and deliver a workshop in each province for the project districts and project staff to highlight best practices. The workshop will be delivered in coordination and conjunction with DBE 2 and 3.
Due: Before end of March 2009.
COMPLETED
Deliverable 9: Develop medium term education sector development plans (renstra) for at least 45 project district governments; and prepare at least 20 annual plan and budget (Renja) using developed Renstras
Due: By the end of the fifth year of assistance to each local government.
Underway
Deliverable 10: Develop education finance plans and budgets (AKPK = District Education Finance Analysis, and BOSP = School Unit Cost Analysis) respectively in at least in 45 and 49 project districts to support education sector development plans.
Due: By the end of the fifth year of assistance to local government.
Partially COMPLETED 42 AKPK completed 44 BOSP completed
District finance reports (in Bahasa Indonesia)
Deliverable 11: Complete a second report describing progress and recommendations to implement greater democratic participation, transparency, and accountability in the education sector.
Due: During the fourth year of the project implementation.
COMPLETED
Report.
Deliverable 12: Summary of materials on local government education planning, management and governance, as well as participatory community school management practices. The report will help DBE1 refines its replication strategy to meet efficient and effective dissemination of best practices.
Due: Eighteen months from contract award, with comprehensive updates at the end of year three and end of activity.
Partially COMPLETED
Deliverable 13: Document outcomes highlighting DBE1 best practices, how they were developed, tested, and the extent of successful replication. The report will inform MONE and MORA the implementation of national policy at the lower level (districts and schools) and the recommendations for national policy dialogues.
Due: Comprehensive updates at the end of year three and year four.
Deliverable 14: For each PPA (Public Private Alliance), prepare a report describing summary of the contributions of the parties, including the amount of leverage brought by the contractor; a description of private resources and level of innovations; and a summary of how the interests and objectives of each partner converge. PPA initiatives in the remaining period of the program depend on directions from USAID/Office of Education.
Due: On semi-annual basis.
Deliverable 15: Monitor and report ongoing ICT-based small grants. Following the Mid-Term Review, USAID does not plan to initiate new education hotspots or associated small grants.
Due: Continue on a regular basis.
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No
Agreement with USAID to conduct workshops between July 27 and August 6,2009 in conjunction with DBE23
28 plans completed 15 plans in process.
District strategic plans (in Bahasa Indonesia)
Draft approved by USAID December 2009. Final formatting and translation underway
#2 submitted May 2009
Report. Report #2 Includes Deliverables12,13 and 23.
#3 due April 2010 Partially COMPLETED #2 submitted May 2009 #3 due January 2010
Partially COMPLETED
Report. Report #2 Includes Deliverables12, 13 and 23.Report #3 will be submitted separately
Report
#3 submitted September 2008 #4 submitted July 2009
Report
#5 to be submitted January 2010 Underway
Reports included in quarterly project reports
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Deliverable 16: Prepare special reports/analyses occasionally requested, including input to planned mid-term and final evaluations in 2008 and 2009.
Due: Upon request with delivery as agreed by the CTO.
Pending USAID requests
Occasional reports as requested
Deliverable 17: Develop a complete program for disseminating school-based management activities to other schools/areas. (a) Planning for replication: Designate contact people with project; develop key materials; to the extent possible, incorporate planning materials, especially DBE2 and 3.
Due: December 2008, to be revised December 2009.
COMPLETED
Integrated replication packet
(b) Implementation of replication: Provide technical assistance to help strategically target for replication school based management. . .USAID anticipates number of schools to be targeted for replication to be approximately 7,000 at primary and junior secondary levels. . .
Due: Selection and implementation completed in year five
COMPLETED
Deliverable 18: With written concurrence from MONE and USAID, place staff at MONE’s School Based Management secretariat to provide the networking and liaison between MONE, USAID, and DBE 123.
Due: During the fourth year of program implementation.
COMPLETED
Deliverable 19: Assist central and local government institutions as well as donors, in identification, training, and standardsetting for certification of service provider(s) in education management and governance that can implement DBE1 programs throughout the country.
Due: During the fourth and fifth years of the program implementation.
Under way
Deliverable 20: Update materials for training on local governance to improve communication and coordination within and between education stakeholders (legislative members, education council, local media, non-governmental organizations) promoting transparency and accountability in education sector.
Due: During the third and fourth years of the project implementation.
Partially COMPLETED
The training and other activities will be conducted with local governments and civil society organizations. In the fifth year of the project new installed legislatures will be trained to increase knowledge in education sector particularly in reviewing education planning and budget.
Due: Year five
The begin in March – April 2010
Deliverable 21: Design expansion or replication of DBE1 program in Aceh, to be implemented in Aceh with contributions from the Aceh provincial government, and dependent on funding and approval from USAID. Recommendations are derived from an assessment conducted by the contractor in the third year of the contract.
Due: Design due during the third year of the project implementation, and subject to the availability of additional funds, implementation during fourth and fifth years.
COMPLETED
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Dissemination management and revision of key materials completed and approved by MONE June 2009
Over 8,000 schools have replicated DBE1 programs as of December 31, 2009
No
Assignment began October 2008 with USAID approval
No
.
Governance materials
Draft materials have been produce. Integrate package will be prepared by June 2010
Feasibility study submitted August 2008
Design document and work plan
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Deliverable 22: Complete pilot data collection and maintenance activity in Aceh in collaboration with MONE (Pusat Statistik Pendidikan or Center for Education Statistics). Results of the pilot activity submitted to GOI to improve MONE’s Education Management Information System (EMIS).
Due: During the fifth year of the project implementation.
Underway
Technical assistance will be provided in response to requests from MONE and/or local governments.
Due: During the fifth year of the project implementation.
Response for technical assistance expected to begin next quarter
Deliverable 23: Produce a periodic report describing the institutionalization and transfer of DBE1 products (training materials, manuals, reports regarding local government and school education planning, management, and governance, as well as community participation in management practices) to MONE and MORA.
Due: During the fourth and fifth years of project implementation
Partially COMPLETED
Deliverable 24:The contractor will conduct a Bos Impact Assessment to report on the impact of BOS on expenditure patterns at some DBE-supported schools.
Due: During the fourth year of implementation
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Report submitted May 2009 Next report to be submitted January 2010. Underway
Completion report
Report. May 2009 report includes Deliverables 12, 13 and 23. Next report will be presented separately.
Report
Request extension to March 2010
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Annex 6: Status of project documents uploaded in USAID Development Experience Clearinghouse (DEC) Status of Uploading Documents to Development Education Clearing House (DEC) Report
Date uploaded to DEC
Monitoring Progress Report 1 dated September, 2006
09-28-2009
Monitoring Progress Report 2 dated September , 2007
09-28-2009
Monitoring Progress Report 3 dated November, 2007
09-28-2009
Monitoring Progress Report 4 dated June, 2008
09-28-2009
USAID Chevron Vocational Training Monitoring and Evaluation (final report DBE1 special report) dated September 2007
09-28-2009
Annual Report III Oct 2007 – Sep 2008
03-31-2009
Study of Legal Framework/Summary of Laws of Regulations (2007)
03-05-2009
Replication of DBE1 School Dev Planning Oct 2008
03-05-2009
Public Private Alliance Sept 2008 –Year 3
03-05-2009
Public Private Alliance Sept 2007 – Year 2
03-05-2009
Public Private Alliance – Year 1 dated 14 August 2006
03-05-2009
School Reconstruction Central Java Monitoring Progress Rpt 1 August 2008
03-05-2009
District Ed. Finance Analysis (DEFA) Oct 2007
03-05-2009
EMIS Assessment June 2007
03-05-2009
ICT Grants Sept 2006 DBE1 ICT Grants Report
03-05-2009
Review of Materials on Education Planning, Management and Governance June 2007
03-05-2009
More Effective Decentralized Education Management and Governance Oct06_Sept07 Annual Report Year 2
03-05-2009
More Effective Decentralized Education Management and Governance April 05_Sept06 Annual Report Year 1
03-05-2009
Policy Reform in Education Planning Oct 2007
03-05-2009
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Annex 7: Contribution of DBE1 in District Policy Development No. 1
Province Aceh
District Aceh Besar
Policy
Status
DBE1 Contribution
Circular letter of Head of Education Office requesting schools to have RKS/M and integrating of school plan into district’s.
Complete
Full Technical Assistance
Revision of Qanun no. 23/2002 to 5/2008 on education.
Complete
Provided input
Deli Serdang
Decision letter of Head of Education Office requesting SD, SMP, and SMA to have RKS.
Complete
Full Technical Assistance, Education Office developed document.
4
Deli Serdang
Draft District Regulation to fulfill schools’ operational costs through BOSDA.
In Process
5
Tanjung Balai
Decision to allocate budget for poor students
Complete
Karawang
Head of District Decision on fulfilling schools’ operational costs through BOSDA
Complete
Full Technical Assistance, Education Office developed document.
7
Province
Head of Province Decision on fulfilling schools’ operational costs through Provincial BOS
Complete
Based on presentation of Karawang Head of District to Governor.
8
Tangerang
Head of Municipality Decision on fulfilling schools’ operational costs through BOSDA
Complete
Full Technical Assistance, Education Office developed document.
9
Sukabumi
Head of District Decision on fulfilling schools’ operational costs through BOSDA
Complete
Full Technical Assistance, Education Office developed document.
Head of Education Office Decision Letter requesting SD and SMP to develop RKS
Complete
Full Technical Assistance, Education Office developed document.
Boyolali
Head of Education Office Decision Letter on planning mechanism.
Complete
Full Technical Assistance
Boyolali
District Regulation on Education
Complete
District Parliament member who was involved in DBE1
2 3
6
North Sumatra
West Java
10
Banten
11
Central Java
12
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activities, suggested to include RKS/M in the Perda. 13
Jepara
Head of District Regulation on Free Education
Complete
Provided input to the process
14
Jepara
Head of District Regulation on fulfilling of school operational costs through BOS (90%)
Complete
Full Technical Assistance, Education Office developed document.
15
Kudus
Head of District Regulation on educationsector human resource
Complete
Full Technical Assistance
16
Kudus
Head of District Decision Letter on District BOS
In Process (awaiting approval from Sekda)
Full Technical Assistance, Education Office developed document.
Tuban
Head of Education Office Decision on 2009 Technical Guidance to implement BOSDA.
Complete
BOSP results were used as basis of decision
Tuban
District draft regulation on education
In Process
Full Technical Assistant
17 18
East Java
Cost sharing 19
East Java Provincial Education Office and Bappeda
Final report on BOSP calculation for 2009 in accordance to BSNP for 24 districts.
Complete
20
Mojokerto
District draft regulation on education
Complete
Provided substances of Perda
21
Sampang
District draft regulation on education
Complete
Provided substances of Perda
22
Bangkalan
District draft regulation on education
In Process
Provided susbstance of Perda
23
Sidoarjo
Head of District Regulation on expenses of education for poor students.
Complete
Provided substance
24
Sampang
Head of Education Office decision letter requiring schools to have RKTS/RKAS.
Complete
Provided substance
25
Mojokerto
Head of District decision on implementation of BOSDA SD/MI and SMP/MTs for 2009
Complete
Provided substance
26
Tuban
Head of Education Office decision letter requesting schools to have RKS
Complete
Full Technical Assistance
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Full Technical Assistant Cost Sharing
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27
Mojokerto
Head of Education Office decision letter requesting schools to have RKS.
Complete
Full Technical Assistance
28
Surabaya
Head of Education Office decision letter requesting schools to have RKS.
Complete
Provided substance
29
Nganjuk
Head of Education Office decision letter requesting schools to have RKS.
Complete
Full Technical Assistance
Soppeng
District draft regulation on education
In Process
Full Technical Assistance
31
Sidrap
District draft regulation on free education
Provided input on Draft
32
Enrekang
District draft regulation on education
BOSP results were used as basis of development
30
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South Sulawesi
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Annex 8: Abbreviations, Acronyms and Glossary Abbreviations & Acronyms ADD APBD APBN AusAID Balitbang Bappeda Bappenas BIA BOP BOS BOSP BP BRR BSNP CA CLCC COP CSO DAU DBE DBE1 DBE2 DBE3 DEFA DPISS DPRD DSC DTT EMIS ESP GDA GDP GGSP GOI IAPBE ICT
Alokasi Dana Desa [Village Budget Allocation] Anggaran Pendapatan dan Belanja Daerah [District Government Annual Budget] Anggaran Pendapatan dan Belanja Negara [National Government Annual Budget] Australian Agency for International Development Badan Penelitian dan Pengembangan [Research and Development Body] Perencanaan Pembangunan Daerah [Regional Development Planning Agency] Perencanaan Pembangunan Nasional [National Development Planning Agency] BOS (Bantuan Operational Sekolah) Impact Analysis Bantuan Operasional Pendidikan [Education Operational Grants] Bantuan Operational Sekolah [school grants] Biaya Operasional Satuan Pendidikan [School Unit Cost] British Petroleum Bureau for Reconstruction and Rehabilitation (Aceh and Nias) Badan Standar Nasional Pendidikan [National Education Standard Board] Capacity Assessment Creating Learning Communities for Children Chief of Party Civil Society Organization Dana Alokasi Umum [general budget allocation from central government to local governments] USAID Decentralized Basic Education Project Decentralized Basic Education Project Management and Governance Decentralized Basic Education Project Teaching and Learning Decentralized Basic Education Project Improving Work and Life Skills District Education Finance Analysis District Planning Information Support System Dewan Perwakilan Rakyat Daerah [district parliament] District Steering Committee District Technical Team Education Management Information Systems Environmental Services Program [USAID project] Global Development Alliance Gross Domestic Product Good Governance Sektor Pendidikan (Good Governance in The Education Sector) Government of Indonesia Indonesia-Australia Partnership in Basic Education [AusAID project] Information and Communication Technology
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ILO Jardiknas KADIN Kandepag
International Labor Organization Jaringan pendidikan nasional – national education network Indonesian Chamber of Commerce Kantor Departemen Agama [District Religious Affairs Office]
KKG KKRPS KTSP
Kelompok Kerja Guru [teachers’ working group] Kelompok Kerja RPS [school RPS team] Kurikulum Tingkat Satuan Pendidikan [School Unit Curriculum]
LG LGSP LOE LPMP
Local government Local Governance Support Program [USAID project] Level of Effort Lembaga Penjamin Mutu Pendidikan [Education Quality Assurance Body] M&E Monitoring and Evaluation MAPENDA Madrasah dan Pendidikan Agama [Religious and Madrasah Education] MBE Managing Basic Education [USAID project] MBS Manajemen Berbasis Sekolah (SBM=School Based Management) MCA Millennium Challenge Account MGMP Musyawarah Guru Mata Pelajaran [Subject-based Teachers Association] MI Madrasah Ibtidaiyah [Islamic primary school] MIS Madrasah Ibtidaiyah Swasta [private madrasah; MIN State Madrasah] MOU Memoranda of Understanding MSS Minimum Service Standards MTs Madrasah Tsanawiyah [Islamic junior secondary school] Musrenbangdes Musyawarah Perencanaan Pembangunan Desa [Village Development Planning Forum] NGO Non Governmental Organization P4TK Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan [Center for Educators and Education-Related Personnel Capacity Building] PAG Provincial Advisory Group PAKEM Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan [AJEL: Active, Creative, Joyful, and Effective Learning] PADATIWEB Pangkalan Data dan Informasi berbasis WEB. MONE database system PCR Politeknik Caltex Riau, Pekanbaru PDIP Pusat Data dan Informasi Pendidikan [Education Data and Information Center] PDMS Project Data Management System Permendiknas Peraturan Menteri Pendidikan Nasional [Minister of National Education Regulation] PKBM Pusat Kegiatan Belajar Mengajar [Teaching and Learning Center] PMP Performance Monitoring Plan PMTK Peningkatan Mutu dan Tenaga Kependidikan [Quality Improvement of Education and Education Staff] PPA Public-private alliances Ranperda Rancangan Peraturan Daerah [Draft of District Regulations] RAPBS Rencana Anggaran, Pendapatan, dan Belanja Sekolah [School Budget Plan] Rembuk National meeting Nasional
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RKAS
Rencana Kegiatan dan Anggaran Sekolah [School Activities and Budget Plan] Rencana Kerja Sekolah [School Work Plan] Rencana Kerja Tahunan [Annual Work Plan]
RKS RKT RKTL RPJMD RPK RPPK
Rencana Kerja Tindak Lanjut [Future Action Plan] Rencana Pengembangan Jangka Menengah Daerah [District Mid-Term Development Plan] Rencana Pengembangan Kapasitas [Capacity Development Plan]
SMP SNP
Rencana Pengembangan Pendidikan Kabupaten/Kota [District Education Development Plan] Rencana Pengembangan Sekolah [School Development Plan] RTI International School-based management (see MBS) Sekolah Dasar [primary school] Sistem Informasi Manajemen - Nomor Unik Pendidik dan Tenaga Kependidikan (Management Information System of Unique Number of Educator and Education Staff) Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota [District Planning Information Support System] Sekolah Menengah Pertama [junior secondary school] Standar Nasional Pendidikan [National Standards for Education]
SOAG SOTK SPM STTA SUCA TraiNet UPTD USAID WIB
Strategic Objective Agreement [USAID and Menko Kesra] Struktur Organisasi dan Tata Kerja [Organizational and Work Structure] Standard Pelayanan Minimum [Minimum Service Standard] Short-Term Technical Assistance School Unit Cost Analysis TraiNet Administrator & Training [USAID reporting system] Unit Pelaksana Teknis Dinas [Technical Implementation Unit] United States Agency for International Development Waktu Indonesia Barat [Western Indonesian Standard Time]
RPS RTI SBM SD SIMNUPTK
SIPPK
Glossary Badan Kepegawaian Daerah
District Personnel Board
Bupati
Head of a district
Departemen Agama
Ministry of Religious Affairs
Departemen Keuangan
Department of Finance
Departemen Pendidikan Nasional
Ministry of National Education
Dewan Perwakilan Rakyat Daerah
District Parliament (DPRD)
Dinas
Provincial, district, or city office with sectoral responsibility
Dinas Pendidikan dan Kebudayaan (Dinas P&K)
Provincial or district educational office
Gugus
School cluster
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Kabupaten
District (administrative unit), also referred to as a regency
Kanwil Agama
Provincial Religious Affairs Office
Kecamatan
Sub-district
Kepala Dinas Pendidikan
Head of provincial or district education office
Kepala Sekolah
School principal
Komisi
Committee in national or local legislatures
Komite sekolah
School committee
Kota
City (administrative unit)
Madrasah Ibtidaiyah
Islamic primary school (MI; MIS Swasta; MIN Negeri)
Madrasah Tsanawiyah
Islamic junior secondary school (MT)
Madrasah Pendidikan dan Agama Department of Religious Affairs directorate for Islamic religious schools (Mapenda) Menko Kesra
Coordinating Ministry for People’s Welfare
Pengawas
School inspector
Renstra Satuan Kerja Perangkat Daerah (Renstra SKPD)
Strategic Plan for local government work unit (e.g. District Education Development Plan)
Sekolah Dasar
primary school (SD)
Sekolah Menengah Pertama
junior secondary school (SMP)
Surat Keputusan
Decree/defining conditions, outcomes of a decision
Wali Kota
Mayor
Widyaiswara
Trainer
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