More Effective Decentralized Education Management and Governance Quarterly Report No. 21
July 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. 21
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 Table of Contents ..................................................................................................................................... i List of Figures ......................................................................................................................................... iii List of Tables .......................................................................................................................................... iii Executive Summary ................................................................................................................................ v Ringkasan Eksekutif ............................................................................................................................. xvi 1. Project Management and Coordination .............................................................................................. 1 1.1 Project Coordination and Collaboration with Government and Stakeholders (Task 1) .......... 2 1.2 Monitoring, Evaluation, and Reporting (Task 2 and 3) ........................................................... 4 1.3 Project Data Management System (PDMS) (Task 4) ............................................................. 6 2. School and Community Programs ...................................................................................................... 8 2.1 Elementary School Level (Task 5).......................................................................................... 9 2.2 Junior Secondary School Level (Task 5) ..............................................................................11 2.3 School-Based Management Secretariat (MONE) (Task 5) ..................................................12 3. District Level Management and Governance/ Advocacy ..................................................................13 3.1 Education Governance (Task 6) ...........................................................................................13 3.2 Education Finance (Task 7) ..................................................................................................18 3.3 Education Planning and Management (Task 7) ...................................................................21 3.4 Management of District Education Personnel (SIMPTK/Sistem Informasi Manajemen Pendidik dan Tenaga Kependidikan), Supervision, and Assets Management Systems (Task 7) ...............................................................................................................................24 4. Aceh Expansion Program ..................................................................................................................34 4.1 Coordination with Provincial and other Donor Stakeholders ................................................34 4.2 Program Implementation ......................................................................................................35 5. EMIS/ICT/Data Management ............................................................................................................39 5.1 ICT Grants (Task 8) ..............................................................................................................39 5.2 EMIS Pilot (Task 8) ...............................................................................................................46 5.3 EMIS Pilot Dissemination .....................................................................................................50 5.4 DBE Website .......................................................................................................................55 6. Public-Private Alliance (Task 9) .........................................................................................................57 6.1 Outreach activities for PPA at National Level .......................................................................57 6.2 Gramedia Widiasarana Indonesia (Grasindo) ......................................................................57
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6.3 Sampoerna School of Education ..........................................................................................57 The Conoco Phillips Alliance: Central Java and Yogyakarta .....................................................58 7. Dissemination and Sustainability ......................................................................................................60 7.1. National Policy and Practice (Task 10)................................................................................61 7.2. Provincial Engagement (Task 11) .......................................................................................67 7.3. Disseminating DBE1 Programs (Task 12) ...........................................................................72 7.4 Documenting Good Practice (Task 13) ................................................................................77 7.5 Disseminating District Level Programs and Developing Service Providers (Task 14) .........78 7.6 Sustainability.........................................................................................................................83 Annex 1: Provincial Reports ..................................................................................................................86 Annex 2: Success Stories ................................................................................................................... 114 Annex 3: Training for Project Beneficiaries ......................................................................................... 116 Annex 4: Documents uploaded in the website .................................................................................... 119 Annex 5: Deliverables Status: June 30, 2010 .....................................................................................122 Annex 6: Status of project documents uploaded in USAID Development Experience Clearinghouse (DEC) .............................................................................................................126 Annex 7: Contribution of DBE1 in District Policy Development per June 2010 ..................................127 Annex 8: Abbreviations, Acronyms and Glossary ...............................................................................128
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List of Figures Page Figure 1.1: Project Implementation Tracking Presentation Organizations ............................................. 6 Figure 2.1: SDS Features ..................................................................................................................... 11 Figure 4.1: BOSP Results in East Aceh ................................................................................................ 35 Figure 5.1: Illustration of SD/MI Dispersion Location in Pidie and Aceh Tengah ................................. 49 Figure 5.2: Manual and Internet Data Flow Concept ............................................................................ 52 Figure 5.3: Website Hits ........................................................................................................................ 55 Figure 6.1: News of ERA Impact Study on DBE Website ..................................................................... 59
List of Tables Page Summary of Selected Achievements Cumulative through June 2010 .................................................. xv Ringkasan Pencapaian Hingga Juni 2010 ........................................................................................ xxviii Table 1.1: Monitoring, Evaluation and Reporting* .................................................................................. 5 Table 1.2: DBE1 Programs Organizations .............................................................................................. 6 Table 1.3: Progress in Managing PDMS* ............................................................................................... 7 Table 2.1: Targets for School-Based Management Program (Elementary) ........................................... 9 Table 2.2: Targets for School-Based Management Program (Junior-Secondary) ............................... 12 Table 3.1: Summary of Progress in District Governance* .................................................................... 14 Table 3.2: Progress in Education Finance* ........................................................................................... 18 Table 3.3: Summary of Education Planning Progress* ......................................................................... 21 Table 3.4: Summary of Progress in Personnel, Supervision and Asset Management* ....................... 24 Table 3.5: Persons participating in SIMA try-out, Purworejo, Feb-March 2010 .................................... 29 Table 3.6: SIMA rollout, April-June 2010 .............................................................................................. 30 Table 3.7: Planned Dissemination of SIMA .......................................................................................... 31 Table 4.1: Summary of Progress in Implementing Aceh Expansion program ...................................... 37 Table 5.1: Progress in ICT Grants Implementation .............................................................................. 39 Table 5.2: Progress in ICT Grants Completion ..................................................................................... 40 Table 5.3: Summary of Grants Awarded ............................................................................................... 41 Table 5.4: DigiSchool Dissemination Schedule .................................................................................... 44 Table 5.5: Pangkep Grant Cash Flow ................................................................................................... 45 Table 5.6: Progress with EMIS Pilot ..................................................................................................... 46 Table 5.7: Progress with EMIS Pilot Dissemination .............................................................................. 51
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Table 5.8: Top 10 Requests for Documents until the Last Quarter ...................................................... 56 Table 7.1: Facilitators to be certified, by Province and Gender ............................................................ 63 Table 7.2: Dissemination achievements (school level program) .......................................................... 72 Table 7.3: Number of schools implementing DBE1 programs under dissemination (at June 2010) .... 73 Table 7.4: Summary of Dissemination Effort to June 2010 .................................................................. 73 Table 7.5: Summary of DBE1 Dissemination Programs to end of June 2010 (Program Realization) .. 74 Table 7.6: Summary Budget of District Level Dissemination Programs to end of June 2010 .............. 78 Table 7.7: Progress of Service Provider program in new districts as at June 2010 ............................. 80 Table A3-1: Number of training activities from January to March 2010 .............................................. 116 Table A3-2: Summary of persons trained from January to March 2010 ............................................. 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) ......................... 126
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Executive Summary This report covers the twentieth first quarter of project implementation, from April through June 2010. This is the third quarter of implementation for the workplan covering the twelve months of project implementation for the DBE1 project from October 2009 through September 2010. This workplan incorporates revisions to the previous workplan (October 2008 until April 2010) and a modification made to extend DBE1 assistance in education management and governance to up to 18 additional districts in Aceh. The main objective of the workplan, which was approved during the previous quarter, 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 this focus, 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.
In line with these themes, a number of important meetings were held this quarter with counterparts at national and provincial levels as well as at district level. A workshop was held with representatives of the Secretariat, DBE1, and USAID at Bogor on 1-2 June 2010 to discuss facilitator certification and agree on the process and objectives of the certification program. DBE1 also attended a series of meetings with MONE, Directorate for Kindergarten and Elementary Schooling, Directorate for Junior Secondary Schooling, MORA, the AusAID-funded AIBEP, the World Bank and the national BOS team to discuss plans for national program of training for junior-secondary and elementary schools in all provinces on school-based management (MBS). DBE1 continued to meet with the AusAID-funded SEDIA management in Aceh to develop the cooperation between the two projects ensuring that programs are well coordinated in order to maximize the impact and sustainability of both. In June, DBE1 presented the School Database System++ (SDS++) at a national workshop conducted by the Education Statistics Center of MONE‟s Research and Development Body (PSP Balitbang Kemendiknas). Under the theme ‘Revitalizing Data Collection Management to Improve Quality of Education’, this meeting was attended by more than 100 participants from 33 provinces, 33 districts and 30 Education Quality Assurance Bodies from all over Indonesia.
Meetings continued this quarter with the East Java Provincial Regional Development Planning Body (Bappeda) and provincial education office (Dinas Pendidikan) focusing on three initiatives, collectively known as Inova: (1) a functional literacy and empowerment program; (2) the Total Education Delivery System (TEDS) and (3) aligning national, provincial and district strategic plans. DBE1 also met with senior officials of the Provincial Education Office in Kupang together with representatives of MONE (Directorate of Kindergarten and Elementary Schooling) and USAID in May. NTT Province has expressed interest in the work of DBE1 and in the certification of trainers for possibly use in provincial programs for school-based management. During this quarter province level workshops were conducted in all partner provinces to support the project‟s withdrawal from districts and to further strengthen the understanding and role of provinces in supporting implementation and dissemination of DBE1 programs. National, provincial and district stakeholders attended these workshops, which showcased the outcomes of DBE1 interventions in districts. Close out meetings were also held in all districts in which final reports were submitted on project achievements and plans for ongoing dissemination and sustainability were discussed. At school level, DBE1‟s focus across all provinces 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. As the RKS are four-year school development plans, schools and madrasah in Cohort 1 have implemented their plans. DBE1 has now assisted all schools to monitor and evaluate implementation and to prepare a new school development plan for the 20102014 period. While in 2005-6 DBE1 specialists and district coordinators provided the training, this time District Facilitators did so. DBE1 continues to consult with MONE‟s Directorate of Elementary Schooling (Direktorat Pembinaan TKSD). Attention this quarter focused on the certification of district facilitators. In was previously agreed with the Secretariat that the DBE1 materials for school-based management could be adopted by MONE as one model in elementary schools throughout the country. A target of 1,000 plus pengawas to implement school-based management dissemination programs was set in the workplan. Some 2,085 district facilitators have now been trained. This figure includes: (1) the original core group of five or six facilitators in each partner district plus additional pengawas who joined district forums supported by DBE1, (2) a further 1,003 facilitators in East Java, Central Java and Yogyakarta trained for dissemination programs, and (3) an additional 207 facilitators trained during this quarter in three new provinces: West Sumatra, South Sumatra and NTT. The target of 1,000 trained facilitators has thus been exceeded by a large
number through various dissemination programs. 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. Consequently, 230 facilitators are to be certified as fully competent facilitators in key components of the DBE1 school-based management package. The list of certified facilitators will be provided to MONE‟s Directorate for Kindergarten and Elementary Schooling, and other stakeholders. The majority are prepared to train schools in RKS preparation although many are also competent to provide training in school leadership, SDS and school committee strengthening. The great majority of these District Facilitators are pengawas or school supervisors either from the District Education Office or district branches of MORA. District level activity 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. In this period, DBE1 assisted development of four policies/instruments in partner districts, namely Tebing Tinggi, Jepara and Soppeng (some of which were begun and reported in the last quarter). Cumulatively, we have assisted in the development of 41 instruments/policies, of which 38 are considered completed. (An annex to this report provides a full description.) This quarter DBE1 also initiated training for DPRD members in six districts, and public consultations for inputs in plans and financial analysis continued to contribute substantially to DBE1 governance agenda. Capacity building activities for district education councils (Dewan Pendidikan) were completed this quarter in an additional six districts, achieving the target of 49 districts. Results of DBE1‟s district financial analysis (AKPK) were used to help participants understand the problem of underfunding in certain areas, in particular the very low allocation for teaching and learning processes and imbalances between the different levels of education. Education council members agreed to address these issues and to advocate for increases in budget allocation for teaching and learning. Further, they plan to promote the development of partnerships with the private sector with the aim of increasing financial resources for education development. Finally, they committed themselves to more actively monitor whether education provision is in compliance with local regulations and ordinances. During the quarter DBE1 also continued training or „policy briefing‟ for local parliament (DPRD) members in four provinces: North Sumatra, West Java, Banten and East Java. The majority of participants were newly-elected, had no specific education background and attended an education management capacity event for the first time. On the whole, they were very actively
involved in the workshop process. Among the issues and commitments arising from these workshops were the following: (1) the need to actively monitor the extent to which education provision in the district is in compliance with national education standards and minimum service standards; (2) the need to validate data used in education profiles; (3) special education; (4) budget allocations for teaching and learning, (5) the need for schools to have an RKS; (6) distribution of teachers; (7) funds to support children from low-income families to cover personal cost; and (8) budget priorities. Also this quarter, a draft local government regulation on Management and Provision of Education was completed in Jepara, Central Java. DBE1‟s legal advisor, together with the provincial team, provided extensive assistance to the district in identification of stakeholders, establishment of the preparation team, problem identification, preparation of an academic paper, and preparation of the draft regulation. By going through these stages, the district has been able to prepare a high-quality document. After revising the draft regulation on the basis of the inputs provided during the public consultation, the improved version will be officially submitted to Head of District for approval and further processing to DPRD. Work on district education finance (AKPK) was completed during the reporting period in the original DBE districts with the finalization of AKPK for Bogor. The target of 45 districts has been reached. Education finance work has continued in the Aceh expansion districts as well as in the three new districts where service providers are being trained. Similarly work on school unit cost analysis (BOSP) was completed in the previous quarter for the original partner districts and has been ongoing in new and expansion districts. Work continued this quarter on a personal cost survey in collaboration with MONE‟s Research and Development Agency. The aim is to estimate the cost borne by parents to send a child to school, including such items as transport and school uniforms. This information can then become the basis for district governments to provide financial assistance to those families who are not able to send their children to school. Or, in other words, the personal cost survey helps district governments to meet their obligations as required under Government Regulation No 19 of 2008 regarding Education Financing and supports achievement of universal nine-year basic education. 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. Work is now well advanced in all 18 districts, with most programs either completed or nearing completion in the majority of districts. Progress has been impressive in light of the tight timeframe and challenging logistics. The final and most demanding part of the program, completion of a district strategic plan (renstra) based on data analysis and public consultation, is nearly complete in three districts and at various stages of completion in a further 15. Financial analysis (BOSP) is now complete in
all 18 districts and AKPK in all but three, where it is nearly complete. The response of districts continues to be very positive and public consultations to share results of these financial analyses are providing very useful inputs into the policy and planning process in these districts. In the first year of the project, DBE1 awarded ICT innovation grants to consortia comprised of private sector and government institutions such as district education office, district library, and schools. The total anticipated value of 14 grants awarded increased from $287,884 to $292,901 as a result of an increase to the grant for Pangkep District in South Sulawesi due to damage to the new ICT tower caused by natural disaster. As of June 2010, $275,570, about 94%, has been disbursed to the grantees in the form of equipment and cash to cover activities including training expenses. Six grantees received disbursements during this quarter. Six grants were in the process of being finalized; three grants are fully completed and three more are in the final stage of preparing completion reports. We expect the remaining three grants to be completed in the next quarter. DBE1 monitors performance of this grants program by reviewing reports and direct observation in the field. An example of the practical outcomes of this grant program is as follows. A grant to a consortium led by PT ITS Kemitraan in Surabaya, East Java, has resulted in: (1) a district education portal that integrates all schools connected to DigiSchool and PadatiWeb, (2) a DigiSchool portal that records school data on academic, financial, human resources, inventory, communication forum, and teaching learning process, and (3) SMS management that provides information on students grade, daily students attendance, academic calendar, and meeting broadcast for parents via mobile phone. Equipment was provided by DBE1 and the District Communication and Information Office (Diskominfo) budgeted about Rp 260 million for DigiSchool dissemination for about 645 schools in Surabaya (SD, SMP, SMA, and SMK). Training and technical facilitation to support the initiative is scheduled to be finalized in August 2010. As an encouragement, Diskominfo will give awards to schools that enter complete data into DigiSchool Portal. 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 the flow of data from schools to districts within MONE‟s EMIS. Full scale implementation began in the last quarter. The pilot field work was completed during this quarter and a conference to present results took place at end of June 2010. Together with MONE‟s Education Statistics Center, in March – April DBE1 trained 252 stakeholders at school, sub-district, and district-level to improve and synchronize their data usage and management. By using SDS++, participating schools and madrasah can now develop their school plan, produce supporting documents for various purposes including meeting official reporting requirements. In addition, using a simple Personal Digital Assistant (PDA) with SDS++ supervisors can easily obtain data from schools and transfer this
information to sub-district and district education office. DBE1 continues to manage the project website for DBE123. As of June 2010, the DBE website received 2,002,625 hits since the website was launched in 2005. This quarter‟s total hits (253,002) is slightly lower than last quarter‟s total hits (260,779). The top ten requests for documents through the last quarter was dominated with requests for resource materials uploaded by DBE1 including related government legal documents such as ministerial decrees, laws, 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. During the quarter, DBE1 continued to explore the possibility of forming alliances with corporations to support DBE activities. Follow-up meetings with Gramedia Widiasarana Indonesia and the Sampoerna School of Education took place. It was decided that DBE1 would not pursue a PPA with Grasindo at this time as the proposal was not competitive. Meanwhile, it was agreed to support the Sampoerna School of Education by assigning a consultant to assist and work with the school team to develop a formal degree program at S1 and/or S2 level based on the DBE1 program. A small study was also conducted to determine the impact of the ConocoPhillips Alliance project on schools. All the sample schools indicated positive outcomes and impact after the reconstruction/ rehabilitation processes was completed. The respondents were very enthusiastic explaining about the outcome and the impact of the program. The community participation approach that DBE1 employed engendered high degrees of community ownership and satisfaction. 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. During this, the final period of project implementation, the focus has shifted to supporting increased dissemination and sustainability. During the first four to five 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 in this final year that these goals have taken 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. 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.
During this quarter, DBE1 completed close out in the original target districts. Notwithstanding this close-out, the scale and scope of dissemination programs has been increasing towards the end of the project. We know from experience that provinces and districts typically release funds for development towards the end of the calendar year. It is thus likely that after this quarter new dissemination programs will commence. It will be very strategic if USAID is able to continue to support the development and progress of dissemination as well as sustainability of core project interventions and outcomes after the completion of the current DBE1 contract period. Work continued on various impact studies and meta-analyses which are intended to ultimately inform policy development at national levels. The metaanalysis of data collected as part of the district interventions continued with international consultants working with members of the national DBE1 team. Preliminary results were presented to USAID and stakeholders in a workshop held in May. Using data collected from 25 districts (in five provinces) using the SIPPK and AKPK tools, the study explored the extent to which resources have been used effectively, efficiently and equitably in the education sector. In addition to funding and resource allocations, the database includes data on students, teachers, other staff, physical plant, equipment, materials, exam results and other features of over 11,000 elementary and about 2,400 junior secondary schools. The study describes a fairly well-funded, decentralizing education system in which the available resources are mostly consumed by day-to-day operations; the great majority of operating expenditures go to the salaries of teachers. The study also highlights inefficiencies in how education is financed, the most glaring example of which is that the system currently pays for more elementary and junior secondary teachers than it actually needs. Significant differences are evident in education spending from one district, sub-district or even school to the next. However, some schools in the low spending districts produce better outcomes than many schools in the high spending districts. Furthermore, schools with higher percentages of better educated teachers, or with more female teachers, tend to have higher average exam scores. In contrast, elementary schools with more teachers who have had pre-service teacher education actually have lower average exam scores. Schools where more students go to kindergarten, as well as schools in areas that have less poverty among the population also have higher average exam scores. Before finalizing the report, which raises policy implications for the Indonesian Government related to funding and resource allocation, initial findings based on computer generated correlations need further analysis. In the coming quarter this analysis will be conducted, and the report will be finalized, submitted to USAID and disseminated to national stakeholders. A study on the impact of district level interventions was also conducted in this quarter and is expected to be completed and published in the coming quarter. Further analysis is required. Preliminary results suggest that district and
provincial stakeholders from all regions are very appreciative of the outcomes and products resulting from DBE1 interventions at district level. In many cases, interventions such as BOSP and renstra have resulted in substantial improvements in district funding for basic education, more strategic planning and better targeted policies. There is also a consistent request from stakeholders for ongoing support from USAID and DBE1 to continue to develop management and governance of basic education in districts. Another study to determine the impact of school level dissemination programs was conducted this quarter and results incorporated into an updated version of the major Impact Study submitted in draft form to USAID at the end of the previous quarter. This study will be published and shared with stakeholders in the coming quarter. In brief, the new study shows that schools involved in dissemination programs produced good quality school development plans which are impacting in positive ways on schools. The majority also involved community stakeholders, mainly as school committee members, in the process although to a lesser extent than was typical in DBE1 target schools. The quality of the programs, although quite varied, is generally satisfactory. Furthermore, it is clear that the quality of the dissemination process improved between 2008 when the first dissemination survey was conducted and 2010 when the latest study was conducted. In 2010, more schools had completed preparation of school development plans and the quality of these was better than in 2008. More schools were implementing more varied programs, making the dissemination process more comprehensive. More schools received mentoring as follow-up to class-based training. The participation of school committees increased. It is also significant to note that 66% of comparison schools sampled in DBE1 target districts had replicated or were in the process of replicating one or more DBE1 program. Of these, 58% took part in district-funded dissemination activities, while the remaining 42% took part in dissemination programs initiated at the local level, often by active DBE1-trained facilitators, and funded by the schools themselves. In response to demand, in this quarter DBE1 trained 207 new district facilitators in the projects‟ school-based management methodologies in three non-target provinces: West Sumatra, South Sumatra and NTT. A series of two one-week workshops was conducted in each location, using experienced district facilitators from DBE1 partner districts to train their colleagues in the new provinces and districts. The program included school committee strengthening, leadership training, SDS, RKS and, in NTT and West Sumatra, BOSP. While Training of 60 Trainers in NTT was funded by DBE1 and coordinated by the Catholic school system, in South Sumatra it was coordinated and funded by the provincial MORA office and in West Sumatra by the districts. A high level of commitment, punctuality and very positive feedback from participants was evident. In South Sumatra, the Head of the Pengawas Working Group (Ketua Pokjawas) commented that: „In the first
phase of activities each participant paid a levy of Rp 100,000, while the second phase was funded entirely by the provincial office (MAPENDA), South Sumatra, and was attended by more participants.‟ All three provinces sent senior participants to attend the workshop conducted in Bogor with national MONE counterparts and USAID to discuss plans to certify district facilitators. All have indicated that they intend to begin disseminating the DBE1 school-based management program in schools early in the new school year (July-August 2010). During the quarter DBE1 also continued to provide a very limited form of assistance and monitoring to schools, district and provincial education offices (MONE and MORA) as well as other organizations to disseminate DBE1 programs in target provinces and districts. The original target for dissemination was 3,000 schools that disseminate at least one DBE1 program. The new target was exceeded already in 2009. Through the end of June 2010, Rp 15 billion, or approximately $1.67 million, has been allocated by our Indonesian partners for dissemination of DBE1 school-based management programs in 57 districts. In addition, approximately $26,000 has been expended for DBE1 district level programs, primarily BOSP, in 19 districts. This is an increase of around $200,000 since the end of the previous quarter (March 2010). Of this total amount, Rp 10.25 billion came from annual district budgets (APBD) and the remainder, Rp 4.75 billion, from a variety of non-APBD sources including MORA, school funds (predominately BOS), and the non-government sector (e.g. Muhammadiyah). As a result of this substantial commitment, some 10,703 schools, in addition to the 1,310 DBE1 target schools, have now prepared school-development plans and/or implemented other aspects of the DBE1 school-based management package such as strengthening school committees, improving leadership or implementing school database systems (SDS). This means that over 2,300,000 Indonesian children have benefited from the dissemination programs to date. This is in addition to the 340,000 children who have benefited from the program in target schools. These are all programs which were funded by schools, local governments and non-government agencies and have been budgeted, planned and implemented as a result of the DBE1 initiative. Although the first half of the year is typically not the time in which districts conduct development programs, a range of activities took place in this quarter. The quality and effectiveness of dissemination programs in general was assessed in an impact study conducted this quarter and mentioned above. While DBE1 is unable to monitor all activities, we do monitor a sample and continue to advocate for adherence to the DBE1 model. For district-level activity, higher level service providers are required from outside the districts. In order to increase sustainability and support dissemination, DBE1 developed a program to prepare service providers. There are three components to this program: (1) working with a group of universities
to prepare them to be able to implement DBE1 district level programs in new districts, (2) working with the private Sampoerna Foundation to enable this institution to implement DBE1 school-based management programs, and (3) collaborating with other international donors to enable them to adopt or adapt DBE1 methodologies for both school and district levels. Currently, we are working with three service providers in three provinces: Universitas Pendidikan Indonesia (West Java), Universitas Muhammadiyah Surakarta (Central Java) and Universitas Negeri Makassar (South Sulawesi). These service providers are working with DBE1 assistance in the following districts: Cimahi (West Java), Surakarta (Central Java) and Barru (South Sulawesi). Formal agreements were made with each of the districts in late 2009 and in the case of Surakarta, in May 2010. Progress in implementing the different DBE1 programs at the district level has been very satisfactory. In all districts all programs are ready for either internal or external consultation, except the AKPK program for Surakarta that will start in August and the renstra program for Cimahi where the financing plan remains to be prepared. During this quarter, DBE1 also completed a training program commenced in the previous quarter to enable the Sampoerna Foundation (SF) in Jakarta to make use of DBE1 school-based management materials in its in-service school development program. Training was provided on the overall DBE1 approach, leadership training, BOS reporting, school committee strengthening, SDS and school development planning (RKS). The response of participants and of the institution has been extremely enthusiastic. Strategies to increase sustainability are integrated into DBE1‟s approach across the program. The strategies and activities described above which are being implemented to support dissemination also support sustainability of project outcomes in very real and concrete ways. For example, by working with other donors and with service providers we support the dissemination of DBE1 approaches to new schools, districts and provinces. At the same time we prepare institutions and individuals to support the implementation of better management and governance of basic education in the future. 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 development and certification of district facilitators and service providers and the possible integration of DBE1 materials and manuals into curriculum for post-graduate studies in school management and governance are all sustainability mechanisms. Meanwhile developments at national level are a further support for sustainability. Provincial and district workshops were conducted in MayJune and provincial workshops in June. National stakeholders participated in these events to further support sustainability.
It will be very strategic if USAID is able to track the development and progress of dissemination along with the sustainability of core project interventions and outcomes after the completion of DBE1 in partner districts. Summary of Selected Achievements Cumulative through June 2010 Activity
Target
Achievement
Schools/madrasah assisted for producing annual plans and budgets
1,076 SD/MI and 196 SMP/MTs
1,076 SD/MI and 196 SMP/MTs.
District Officials trained and supported
N/A
1,878 plus 1,210 for dissemination
School Committees, parents, and community members trained and supported
N/A
3
Members of education governance related institutions trained and supported
N/A
197
Renstra Completed/Ongoing
45
42/3
AKPK Completed/Ongoing
45
45
BOSP Completed/Ongoing
49
62
SIPPK Completed/Ongoing
45
45
RENJA Completed/Ongoing
20
2
20
1
35
2
LAKIP Completed/Ongoing
34
District Policies Development Assisted by DBE1
N/A
41
ICT Grant Disbursed
$287,884 (IDR 2,669,599,451).
$292,901 (Rp 2,716,363,874)
Private sector funds leveraged through PPAs
$677,775
$1,547,000
Number of schools replicating or committed to replicate DBE1 programs
3,000
10,703
Government and non-government funding for replication of DBE1 programs
NA
$1,618,387 (Rp15,030,829,230)
Community contributions to school development attributed to DBE1 programs
N/A
$ 847,900 (IDR 8,055,056,676)
1
Compared to previous quarters, number of committees trained for this period is considerably lower because in this quarter DBE1 completed many of its school-level programs. For more information please refer to Annex 3. 2
New targeted activity
Ringkasan Eksekutif Laporan ini mencakup triwulan ke 21 yang berlangsung dari April hingga Juni 2010 dari pelaksanaan proyek yang telah berlangsung selama ini. Pelaksanaan kegiatan DBE1 ini merupakan pelaksanaan triwulan ke tiga dari rencana kerja 12 belas bulan yaitu dari Oktober 2009 hingga September 2010. Rencana kerja ini menyertakan perubahan-perubahan rencana untuk periode Oktober 2008 hingga April 2010 dan modifikasi yang dilakukan sesuai dengan keputusan USAID untuk memperpanjang dukungan DBE1 dalam manajemen dan tatalayanan pendidikan di 18 kabupaten/kota baru di Provinsi Aceh. Tujuan utama dari rencana kerja yang telah disetujui dalam triwulan lalu adalah untuk menggunakan perpanjangan dan penambahan program guna mendukung lebih jauh lagi upaya mendukung kesinambungan dan diseminasi program-program DBE1. Sehubungan dengan hal itu, kegiatan-kegiatan DBE1 terfokus kepada upaya-upaya sebagai berikut:
Melembagakan perubahan melalui pengembangan kebijakan
Memperdalam perubahan yang telah terjadi dengan mendukung peningkatan kapasitas lebih jauh, dan
Mendiseminasi praktik-praktik yang baik (good practice) dengan mengembangkan kapasitas dari service providers.
Sejalan dengan upaya-upaya ini, berbagai pertemuan penting telah dilakukan dengan pemangku kepentingan di tingkat nasional, provinsi, dan kabupaten/kota. Pada tanggal 1 dan 2 Juni yang lalu, USAID dan DBE1 bertemu dengan wakil dari Sekretariat Manajemen Berbasis Sekolah (MBS) Kementerian Pendidikan Nasional (Kemendiknas) untuk mendiskusikan mengenai sertifikasi fasilitator dan menyetujui mengenai tujuan dan proses yang akan dilakukan dalam sertifikasi tersebut. DBE1 juga ikut serta dalam beberapa pertemuan dengan Direktorat Pembinaan TK/SD dan Direktorak Pembinaan SMP, Kemendiknas, Kementerian Agama, proyek AIBEP yang dibiayai oleh AusAID, Bank Dunia, dan tim BOS nasional untuk mendiskusikan program nasional untuk melatih sekolah dasar dan sekolah menengah pertama di seluruh provinsi dalam Manajemen Berbasis Sekolah (MBS.) DBE1 juga terus bertemu dengan proyek SEDIA yang dibiayai oleh AusAID di Aceh untuk mengembangkan kerjasama agar program-program yang ada dapat dikordinasikan dengan baik dan dapat memaksimalkan dampak dan kesinambungan dari ke dua proyek ini. Pada bulan Juni, DBE1 memaparkan Sistem Database Sekolah++ (SDS++) dalam lokakarya nasional yang diselenggarakan oleh Pusat Statistik Pendidikan Badan Penelitian dan Pengembangan (PSP Balitbang) Kemendiknas. Bethemakan “Revitalisasi Kelembagaan Pendataan untuk Meningkatkan Kualitas Manajemen Pendidikan,” kegiatan ini dihadiri oleh lebih dari 100 peserta dari 33 provinsi, 33 kabupaten/kota dan 30 Lembaga
Penjamin Mutu Pendidikan (LPMP) dari seluruh Indonesia. Tim DBE1 juga bertemu dengan Badan Perencanaan Pembangunan Daerah dan Dinas Pendidikan Provinsi Jawa Timur untuk membicarakan mengenai kebijakan inovatif Pemerintah Provinsi Jawa Timur dalam meningkatkan pendidikan, yaitu (1) Keaksaraan Fungsional dan program pemberdayaan terkait, (2) Total Education Delivery System (TEDS,) dan sinkronisasi perencanaan pendidikan di tingkat kabupaten, provinsi, dan nasional. Pada bulan Mei, bersama-sama dengan wakil dari USAID dan Direktorat Pembinaan TK/SD, DBE1 juga bertemu dengan wakil senior dari Dinas Pendidikan Provinsi Nusa Tenggara Timur (NTT) di Kupang. Pertemuan ini dilakukan karena Pemerintah Provinsi NTT menyatakan ketertarikan yang tinggi untuk program DBE1 serta program sertifikasi kepada pelatih yang kemungkinan akan digunakan untuk mendukung program Pemerintah Provinsi NTT dalam mendukung MBS. Dalam periode ini, lokakarya tingkat provinsi juga dilakukan di beberapa provinsi dalam rangka keberakhiran program DBE1 di kabupaten/kota mitra. Lokakarya yang bertujuan untuk mendorong pemerintah provinsi untuk mendukung pelaksanaan dan diseminasi program DBE1 di daerahnya dihadiri oleh pemangku kepentingan dari tingkat kabupaten/kota, provinsi, dan nasional. Lokakarya yang sama untuk tingkat kabupaten/kota juga dilakukan di semua kabupaten/kota mitra. Dalam kesempatan ini, DBE1 menyerahkan Laporan Akhir yang berisikan pencapaian program dan juga mendiskusikan rencana kabupaten/kota mitra dalam mendukung diseminasi dan kesinambungan program DBE1 di masa yang akan datang. Di tingkat sekolah, kegiatan-kegiatan utama di tingkat sekolah dan masyarakat seperti pelatihan dan pendampingan pengembangan RKS/M dan pengembangan kapasitas Kepala Sekolah dan Komite Sekolah telah selesai beberapa waktu lalu. Saat ini, kegiatan DBE1 di kabupaten/kota mitra lebih banyak dilakukan dalam mendukung pelaksanaan, kesinambungan program, dan diseminasi program setelah DBE1F berakhir. Karena RKS adalah rencana pengembangan sekolah untuk jangka waktu empat tahun, sekolah dan madrasah dari Kohor 1 telah melaksanakan program-program mereka. DBE1 juga mendampingi sekolah dalam memonitor dan mengevaluasi pelaksanaan dari program-program yang ada dalam rencana sekolah dan dalam menyiapkan rencana baru untuk periode 2010-2014. Jika pada tahun 20052006 spesialis dan District Coordinator DBE1 yang melatih sekolah, maka kali ini hal tersebut dilakukan oleh District Facilitator. Pada periode April hingga Juni ini, DBE1 terus berkonsultasi dengan Direktorat Pembinaan TK/SD Kementerian Pendidikan Nasional. Kegiatan DBE1 pada periode ini terfokus kepada program sertifikasi District Facilitators. Salah satu persetujuan yang telah dicapai dengan Sekretariat MBS adalah Kemendiknas akan mengadopsi materi DBE1 dalam MBS sebagai model yang dapat digunakan di sekolah dasar di Indonesia. Lebih dari 1,000 pengawas telah ditargetkan untuk melaksanakan MBS dan hal ini telah
disertakan dalam rencana kerja DBE1. Saat ini telah ada 2,085 fasilitator kabupaten/kota yang telah dilatih oleh DBE1. Jumlah ini mencakup (1) kelompok inti yang terdiri dari lima atau enam fasilitator di setiap kabupaten/kota mitra DBE1 dan juga pengawas yang tergabung dalam Forum Fasilitator yang didukung oleh DBE1, (2) 1,003 fasilitator dari Jawa Timur, Jawa Tengah, dan Yogyakarta yang dilatih untuk mendukung kegiatan diseminasi, dan (3) 207 fasilitator yang dilatih di tiga provinsi yaitu Jawa Barat, Sumatera Selatan, dan Nusa Tenggara Timur. Dengan demikian, target untuk melatih 1,000 District Facilitator atau fasilitator kabupaten telah jauh terpenuhi melalui upaya diseminasi. Namun, adalah hal yang penting untuk tidak memperbesar angka ini atau mengikutsertakan mereka yang belum di latih secara penuh karena hal tersebut akan meningkatkan resiko dari adanya upaya diseminasi yang tidak memiliki mutu yang baik. Sehubungan dengan itu, 230 fasilitator telah di sertifikasi sebagai mereka yang memiliki kompetensi penuh dalam melaksanakan program-program utama DBE1 dalam mendukung MBS. Daftar dari fasilitator akan diberikan kepada Direktorat Pembinaan TK/SD Kemendiknas dan juga pemangku kepentingan lainnya. Sebagian besar dari fasilitator kabupaten ini telah siap untuk melatih sekolah dalam mengembangkan RKS walaupun mereka juga memiliki kompetensi dalam melaksanakan pelatihan dalam kepemimpinan, SDS, dan penguatan komite sekolah. Sebagian besar dari Fasilitator ini adalah pengawas dari Dinas Pendidikan atau Departemen Agama. Dalam triwulan ini, karena kegiatan utama di tingkat sekolah telah 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. DBE1 telah mendampingi pengembangan empat kebijakan/instrumen,yaitu kebijakan di i Tebing Tinggi, Jepara, dan Soppeng (beberapa dari pengembangan kebijakan telah diawali pengerjaannya dan dilaporkan dalam pelaporan triwulan lalu.) DBE1 telah mendampingi pengembangan 41 kebijakan/instrumen dan 38 diantaranya telah selesai. (Lampiran yang berisikan informasi rinci mengenai kegiatan DBE1 dalam mendampingi pengembangan kebijakan/instrumen di kabupaten/kota mitra dapat dilihat dibagian akhir laporan ini.) DBE1 juga telah melatih anggota DPRD di 6 kabupaten/kota, melakukan uji publik untuk memaparkan hasil analisis dari keuangan pendidikan, dan mendapatkan masukan dalam rencana strategis dinas pendidikan yang dapat dilakukan untuk mendukung kesinambungan dalam meningkatkan tatalayanan pendidikan.
Sementara itu, kegiatan peningkatan kapasitas Dewan Pendidikan juga telah dilakukan di enam kabupaten/kota mitra, sehingga saat ini DBE1 telah mencapai target yang telah ditetapkan sebelumnya yaitu 49 kabupaten/kota. Hasil Analisis Keuangan Pendidikan Kabupaten/Kota juga digunakan untuk membantu anggota Dewan Pendidikan untuk lebih mengerti permasalahan terkait keuangan pendidikan yang minim di beberapa daerah tertentu, terutama rendahnya alokasi dana untuk mendukung kegiatan belajar mengajar dan ketidaksetaraan dalam pengalokasian dana untuk jenjang-jenjang yang berbeda. Anggota Dewan Pendidikan setuju untuk bersama-sama membahas masalah-masalah terkait pendidikan dan mendukung penambahan dana untuk mendukung kegiatan belajar mengajar. Mereka juga berencana untuk mempromosikan program-program kerjasama dengan sektor swasta guna meningkatkan alokasi dana untuk mendukung perbaikan sektor pendidikan. Anggota Dewan Pendidikan juga menyatakan komitmen untuk melakukan kegiatan monitoring untuk melihat apakah kegiatan pendidikan dilakukan sesuai dengan peraturan dan kebijakan pemerintah lokal. DBE1 juga meneruskan kegiatan upaya penguatan kapasitas anggota Dewan Perwakilan Rakyat Daerah (DPRD) Kabupaten/Kota mitra di Sumatera Utara, Jawa Barat, dan Jawa Timur. Sebagian besar peserta kegiatan adalah mereka yang baru terpilih, tidak memiliki latar belakang bidang pendidikan, dan baru pertama kali ikut serta dalam acara penguatan kapasitas manajemen dan tatalayanan pendidikan. Dalam kegiatan ini, peserta mendiskusikan berbagai topik, diantaranya: (1) adanya kebutuhan untuk secara aktif mengadakan kegiatan monitoring agar kegiatan pendidikan di kabupaten/kota dilakukan sesuai dengan standar pendidikan nasional dan standar pelayanan minimal, (2) adanya kebutuhan untuk menggunakan data yang valid sebagai basis profil pendidikan, (3) pendidikan khusus, (4) alokasi dana yang cukup untuk kegiatan belajar mengajar, (5) kebutuhan sekolah untuk memiliki RKS, (6) distribusi guru, (7) adanya dana bantuan untuk anak-anak yang berasal dari keluarga berpenghasilan minim agar dapat membayarkan biaya pribadi yang harus dikeluarkan jika ingin bersekolah, dan (8) adanya prioritas dalam penentuan dan alokasi dana. Selain itu, Draft Rancangan Peraturan Daerah (Ranperda) dalam Pengelolaan dan Penyelengaraan Pendidikan telah diselesaikan di Jepara, Jawa Tengah. Legal advisor dari DBE1 bersama dengan tim DBE1 Jawa Tengah memberikan bantuan secara menyeluruh kepada pemangku kepentingan terkait di Kabupaten Jepara dalam mengindentifikasi pemangku kepentingan, menyiapkan tim pengembang Draft Ranperda, mengidentifikasi masalah, menyiapkan naskah akademik, dan menyiapkan peraturan-peraturan dalam Peraturan Daerah tersebut. Karena Draft Ranperda dikembangkan dengan melalui tahapan-tahapan yang disebutkan sebelumnya, tim pengembang mampu menghasilkan dokumen yang memiliki mutu yang cukup tinggi. Setelah memperbaiki Draft Ranperda tersebut berdasarkan masukan yang didapat pada saat uji publik, Draft Ranperda akan diserahkan kepada Bupati Jepara untuk disetujui dan diproses lebih lanjut oleh DPRD.
Pendampingan DBE1 kepada kabupaten/kota mitra dalam Analisis Keuangan Pendidikan Kabupaten/Kota telah diselesaikan dalam periode ini dan DBE1 berhasil memenuhi target untuk menyelesaikan AKPK di 45 kabupaten/kota. Sementara itu, kegiatan terkait keuangan pendidikan terus dilakukan di kabupaten/kota yang turut serta dalam perluasan program DBE1 di Aceh dan juga di tiga kabupaten/kota baru dimana DBE1 juga tengah melatih Service Providers. Untuk kegiatan Biaya Operasional Satuan Pendidikan, DBE1 juga telah menyelesaikan di kabupaten/kota mitra dan tengah melakukan pendampingan di kabupaten/kota perluasan program di Aceh maupun di Barru, Surakarta, dan Cimahi. DBE1 juga berkerja sama dengan Balitbang Kemendiknas dalam kegiatan survei biaya personal. Kegiatan ini bertujuan untuk memperhitungkan biayabiaya yang harus dikeluarkan oleh orang tua untuk mengirimkan anaknya ke sekolah, termasuk biaya-biaya seperti biaya seragam dan transportasi. Informasi ini kemudian dapat digunakan oleh pemerintah kabupaten/kota sebagai dasar dalam penghitungan bantuan keuangan yang diberikan kepada keluarga-keluarga yang tidak mampu untuk mengirimkan anaknya ke sekolah. Hasil survei dalam biaya personal ini dapat membantu pemerintah kabupaten/kota dalam memenuhi kewajibannya seperti yang tertera dalam Peraturan Pemerintah 19 Tahun 2008 yang membahas keuangan pendidikan dan juga untuk mendukung tercapainya program Wajib Belajar Sembilan Tahun. Pada bulan Juli 2009, task order DBE1 telah dimodifikasi untuk memperluas dukungan DBE1 kepada 18 kabupaten di Aceh yang selama ini belum termasuk dalam program awal. Dukungan yang diberikan kepada 18 kabupaten ini terbatas kepada kegiatan analisis keuangan, pengembangan rencana strategis, dan governance. Kegiatan DBE1 di 18 kabupaten/kota ini telah berjalan dengan baik dan hampir selesai. Perkembangan ini cukup membanggakan terlebih mengingat jadwal kerja yang sangat padat dan keadaan di lapangan yang cukup sulit. Kegiatan program yang paling akhir dan banyak memerlukan bantuan adalah finalisasi rencana strategis (renstra) dinas pendidikan yang berbasis data dan masukan dari peserta kegiatan uji publik hampir selesai di 3 kabupaten/kota dan akan selesai di 15 kabupaten/kota lainnya. Untuk BOSP, seluruh kabupaten/kota telah menyelesaikannya; untuk AKPK telah diselesaikan di tiga kabupaten/kota dan hampir selesai di kabupaten/kota lainnya. Tanggapan dari kabupaten/kota terhadap kegiatan-kegiatan ini sangat baik. Selain itu, masukan dari peserta kegiatan uji publik sangat bermanfaat dan dijadikan input dalam proses perencanaan pendidikan di kabupaten/kota 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. Jumlah total 14 hibah tersebut bertambah dari $287,884 menjadi $292,901. Penambahan jumlah ini disebabkan karena
USAID menyetujui penambahan jumlah hibah untuk Kabupaten Pangkep, Sulawesi Selatan, karena adanya bencana alam yang merusakkan menara TIK. Per Juni 2010, $275,570 atau sekitar 94% dari total hibah telah diserahkan kepada pihak penerima hibah dalam bentuk peralatan maupun tunai untuk mendukung kegiatan utama hibah, termasuk biaya pelatihan. Dalam triwulan ini, enam penerima hibah menerima pembayaran hibah tersebut. Dari 14 hibah yang ada, tiga hibah telah diselesaikan dan tiga hibah lagi sedang dalam proses penyiapan laporan. DBE1 berharap tiga hibah yang sedang dalam proses finalisasi bisa menyelesaikan segala sesuatunya pada triwulan depan. DBE1 juga melakukan pemantauan terhadap pelaksanaan hibah-hibah ini melalui laporan dan kunjungan langsung ke lapangan. Berikut adalah contohcontoh dari hal praktis yang dihasilkan oleh hibah. Hibah yang diberikan kepada konsorsium yang dipimpin oleh PT. ITS Kemitraan di Surabaya, Jawa Timur, menghasilkan: (1) portal pendidikan kota Surabaya yang menyambungkan semua sekolah ke DigiSchool dan PadatiWeb, (2) DigiSchool yang dapat digunakan dengan mudah untuk mengakses informasi setiap sekolah seperti kegiatan belajar mengajar, keuangan sekolah, SDM, inventori, dan kegiatan pembelajaran, (3) Manajemen SMS yang dapat memberikan berbagai informasi seperti nilai siswa, absensi harian siswa, kalender akademis, maupun rencana pertemuan yang dapat disebarluaskan ke handphone milik orang tua. Disamping peralatan yang disiapkan oleh DBE1, Kantor Dinas Komunikasi dan Informasi (Diskominfo) menyediakan dana sebesar Rp. 260 juta untuk diseminasi DigiSchool di 645 SD, SMP, SMA, dan SMK di Surabaya. Kegiatan pelatihan dan fasilitasi teknis untuk mendukung upaya diseminasi ini diharapkan akan selesai pada bulan Agustus 2010. Sebagai bentuk dukungan pemerintah Kota Surabaya, sekolah yang dapat mengisi data dan informasi dalam DigiSchool secara lengkap akan diberikan penghargaan. 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 Kemendiknas. Implementasi lengkap dari kegiatan ini telah dilaksanakan dalam periode yang lalu dan lokakarya untuk memaparkan hasil kerja telah dilakukan pada akhir Juni 2010. Bersama-sama dengan Pusat Statistik Pendidikan Kemendiknas, DBE1 melatih 252 pemangku kepentingan di tingkat sekolah, kecamatan, dan kabupaten/kota untuk memperbaiki dan mensinkronisasi pengunaaan dan manajemen data mereka. Dengan menggunakan SDS++, sekolah dan madrasah kini dapat mengembangkan rencana kerja sekolah/madrasahnya dan menghasilkan berbagai laporan yang dapat diserahkan kepada berbagai pihak, termasuk laporan-laporan wajib kepada Dinas Pendidikan. Selain itu, dengan menggunakan Personal Data Assistant (PDA,) pengawas dapat dengan mudah mendapatkan data dari sekolah dan memindahkan informasi ini secara
elektronik ke kantor Dinas Pendidikan tingkat kecamatan maupun kabupaten/kota. Seperti juga periode-periode sebelumnya, DBE1 mengelola situs DBE. Per Juni 2010, situs ini telah dikunjungi sebanyak 2,002,625 kali. Dalam triwulan ini, situs menerima kunjungan sebanyak 253,002 dan angka ini mengalami sedikit penuruan dari 260,779 kali kunjungan di periode sebelumnya. 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. Program kemitraan merupakan salah satu cara untuk memperkuat hubungan antara sektor publik dan swasta. Dengan menggabungkan ke dua sektor ini, masyarakat Indonesia dapat dibantu secara lebih baik lagi. Dari bulan April hingga Juni, DBE1 terus mempelajari kemungkinan untuk mengembangkan kerjasama dengan perusahaan-perusahaan swasta yang bisa mendukung kegiatan DBE1 dan melakukan beberapa pertemuan lanjutan dengan Gramedia Widiasarana Indonesia dan Sampoerna School of Education. Dengan Gramedia, DBE1 memutuskan untuk tidak bekerja sama dengan Grasindo karena proposal yang didapatkan kurang kompetitif. Sedangkan untuk Sampoerna School of Education, diputuskan untuk tetap bekerjasama dimana seorang konsultan membantu mengembangkan program pendidikan formal tingkat S1 atau S2 di Sampoerna School of Education dan program pendidikan formal tersebut berdasarkan program DBE1. Suatu penelitian kecil juga dilakukan untuk menentukan dampak dari program kemitraan yang telah dilakukan dengan ConocoPhillips dan semua sekolah yang didatangi menunjukkan hasil kerja dan dampak yang positif. Responden sangat antusias dalam menjelaskan hasil yang didapat serta dampak dari program kemitraan dimana DBE1 tidak hanya membantu membangun (rehabilitasi dan rekonstruksi) kembali sekolah yang rusak akibat gempa di Jawa Tengah dan Yogyakarta pada tahun 2006 namun juga mendukung partisipasi dan pemberdayaan orang tua dan masyarakat dalam proses tersebut. Salah satu strategi utama DBE1 adalah mengembangkan contoh-contoh dari good practice dalam manajemen dan tatalayanan di tingkat sekolah maupun kabupaten/kota. DBE1 juga berupaya untuk mendukung penyebarluasan contoh-contoh tersebut ke lebih banyak sekolah dan kabupaten/kota lainnya. Dalam tahun terakhir pelaksanaan program, DBE1 kini lebih terfokus dalam mendukung upaya diseminasi dan menjaga kesinambungan program. Dalam empat tahun pertama, DBE1 berkerja sama dengan pemangku kepentingan dalam mengembangkan good practices (contoh-contoh yang baik,) menyelesaikan, dan memulai melakukan pelembagaan untuk pendekatan yang selama ini telah dilakukan. Hal ini dilakukan untuk mendukung kebijakan Pemerintah Indonesia dalam meningkatkan 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 bisa memiliki hasil dengan jangkauan yang lebih luas lagi. 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. Dalam periode ini, DBE1 telah mengakhiri kegiatan di kabupaten/kota mitra. Walaupun demikian, skala dan lingkup dari upaya diseminasi program DBE1 terus meningkat walaupun proyek akan berakhir dalam waktu dekat. Belajar dari pengalaman yang telah ada, pemerintah provinsi dan kabupaten/kota biasanya mengeluarkan dana untuk pembangunan di akhir tahun kalendar. Dengan demikian, besar kemungkinan bahwa setelah triwulan ini kegiatankegiatan pendukung diseminasi program DBE1 akan mulai dilakukan. Adalah menjadi hal yang strategis jika USAID dapat terus mendukung perkembangan dan kemajuan dari upaya diseminasi dan menjaga kesinambungan dari program-program utama dan hasil-hasil yang ada setelah program-program DBE1 berakhir nanti. DBE1 juga melakukan kegiatan-kegiatan terkait bebeberapa studi dampak dan meta-analisis yang pada akhirnya bertujuan untuk memberikan masukan dalam proses pengembangan kebijakan di tingkat nasional. Meta-analisis dilakukan oleh beberapa konsultan internasional yang berkerjasama dengan tim DBE1 dengan menggunakan data yang dikumpulkan dari berbagai kegiatan DBE1 di tingkat kabupaten/kota. Hasil awal dari analisis ini telah dipaparkan kepada USAID dan pemangku kepentingan pada bulan Mei yang lalu. Dengan menggunakan data terkait SIPPK dan AKPK dari 25 kabupaten/kota dari lima provinsi, penelitian ini mempelajari apakah sumberdaya dalam sektor pendidikan telah digunakan secara efektif, efisien, dan bertanggung jawab. Selain mencakup informasi mengenai keuangan pendidikan dan alokasi dana, database yang ada juga menyimpan berbagai informasi misalnya informasi terkait siswa, guru, staff sekolah lainnya, peralatan, dan materi yang digunakan di sekolah. Informasi ini dikumpulkan dari lebih dari 11,000 sekolah dasar dan 2,400 sekolah menengah pertama. Penelitian ini menggambarkan sistem pendidikan desentral yang mendapatkan dana yang cukup dimana sebagian besar sumber daya di habiskan oleh kegiatan sehari-hari dan sebagian besar biaya operasional digunakan untuk pembayaran gaji guru. Penelitian juga mengungkapkan bagaimana sektor pendidikan tidak didanai secara efektif. Contoh yang paling jelas adalah guru sekolah dasar dan sekolah menengah pertama mendapatkan gaji yang jauh lebih besar dari jumlah yang mereka butuhkan. Juga terlihat adanya perbedaan yang nyata dalam belanja sektor pendidikan dari satu kabupaten, kecamatan,
maupun sekolah ke kabupaten, kecamatan, maupun sekolah lainnya. Namun demikian, sekolah yang berada di kabupaten yang memiliki dana minim bisa menghasilkan hasil yang lebih baik jika dibandingkan dengan sekolah yang ada di kabupaten yang memiliki dana tinggi. Selain itu, sekolah yang gurugurunya berpendidikan tinggi atau lebih banyak wanita, cenderung untuk memiliki hasil ujian yang lebih tinggi dari rata-rata. Namun demikian, sekolah dasar yang guru-gurunya telah mendapatkan pendidikan dasar guru ternyata memiliki hasil ujian yang lebih rendah dari rata-rata. Sekolah dimana muridnya telah menjadi murid TK sebelumnya dan sekolah yang berlokasi di daerah yang angka kemiskinannya rendah cenderung untuk memiliki nilai ujian yang lebih tinggi dari rata-rata. Karena hasil dari laporan ini akan diberikan sebagai masukan kepada pemerintah nasional dan akan memiliki implikasi dalam kebijakan terkait dengan pendanaan dan alokasi sumber daya, sebelum laporan meta-analisis ini selesai, hasil-hasil awal yang didapat berdasarkan analisis dan korelasi data perlu di analisis lebih jauh lagi. Kegiatan analisis tersebut akan dilakukan di triwulan depan. Berdasarkan informasi yang lebih lengkap, laporan akan di finalisasi, diserahkan kepada USAID, dan disebarluaskan kepada pemangku kepentingan tingkat nasional. DBE1 juga melakukan penelitian mengenai dampak dari kegiatan DBE1 di tingkat kabupaten/kota selama ini. Karena analisis lebih lanjut diperlukan untuk kelengkapan penelitian ini, diharapkan keseluruhan penelitian akan selesai dan di terbitkan pada triwulan depan. Hasil awal menunjukkan bahwa pemangku kepentingan di tingkat kabupaten/kota maupun provinsi sangat menghargai hasil dan produk yang telah ada karena kegiatan DBE1 ditingkat kabupaten/kota ini. Contoh-contoh di kabupaten/kota juga menunjukkan hasil pendampingan dalam BOSP maupun renstra telah mengakibatkan perubahan yang cukup berarti dalam pendanaan pendidikan dasar, perencanaan yang lebih baik dan strategis, serta kebijakan pendidikan yang memiliki tujuan yang lebih baik. Selain itu, pemangku kepentingan dari seluruh kabupaten/kota dan provinsi mitra juga meminta USAID untuk meneruskan dukungan dalam upaya memperbaiki manajemen dan tata layanan pendidikan dasar di daerah mereka. Dalam periode April hingga Juni ini DBE1 juga telah melakukan penelitian untuk melihat dampak dari pendampingan DBE1 di tingkat sekolah selama ini. Hasil dari penelitian tersebut telah disertakan dalam laporan Studi Dampak yang draftnya telah diserahkan kepada USAID pada akhir triwulan yang lalu. Penelitian ini akan di terbitkan dan disebarluaskan untuk pemangku kepentingan lainnya di triwulan depan. Penelitian ini juga menggambarkan bahwa sekolah yang terlibat dalam upaya diseminasi program DBE1 dapat menghasilkan rencana sekolah yang bermutu baik. Seperti yang terjadi di sekolah mitra DBE1, walaupun belum maksimal, sebagian besar sekolah juga melibatkan masyarakat sekitar atau komite sekolah dalam proses pengembangan rencana sekolahnya. Mutu dari program-program yang
tercantum dalam rencana sekolah, walaupun cukup bervariasi, dinilai cukup baik. Selain itu, berdasarkan survey diseminasi yang dilakukan pada tahun 2008 dan kemudian pada tahun 2010 yang lalu, ditemui bahwa mutu dari proses diseminasi telah banyak mengalami peningkatan. Jika dibandingkan dengan hasil survei tahun 2008, telah lebih banyak sekolah yang mengembangkan rencana sekolahnya dengan mutu yang juga lebih baik. Selain itu, lebih banyak sekolah melaksanakan program-program yang lebih bervariasi, lebih banyak sekolah juga mendapatkan pendampingan dan lebih banyak anggota komite sekolah yang terlibat. Karena itu, dapat dikatakan bahwa proses diseminasi yang dilakukan akhir-akhir ini sudah lebih menyeluruh jika dibandingkan dengan sebelumnya. Juga penting untuk diperhatikan bahwa 66% dari sekolah yang berada di kabupaten/kota mitra telah atau tengah mengadakan proses diseminasi dari program DBE1. Dari sekolah-sekolah ini, 58% turut serta dalam kegiatan diseminasi yang didanai oleh biaya APBD sedangkan 42% sisanya mengikuti program diseminasi yang dilakukan di tingkat lokal dimana kegiatan-kegiatain ini sering sekali dimulai oleh pengawas yang telah dilatih oleh DBE1 dan dibiayai oleh sekolah-sekolah itu sendiri. Menjawab berbagai permintaan yang ada, dalam periode ini DBE1 melatih 207 fasilitator yang baru dalam metodologi MBS dan fasilitator ini berasal dari tiga provinsi non-mitra yaitu Sumatera Barat, Sumatera Selatan, dan Nusa Tenggara Timur. DBE1 mengadakan dua lokakarya yang masing-masing berlangsung selama satu minggu di ke tiga provinsi ini. Dalam lokakarya ini, DBE1 menggunakan fasilitator dari kabupaten/kota mitra yang telah dilatih oleh DBE1 sebelumnya untuk melatih para fasilitator baru tersebut. Programprogram yang dilatihkan adalah penguatan komite sekolah, pelatihan kepemimpinan, SDS, RKS, dan juga BOSP untuk provinsi NTT dan Sumatera Barat. Di NTT, kegiatan ini dibiayai oleh DBE1 dan dikoordinasikan oleh sistem sekolah Katolik lokal disana. Di Sumatera Selatan, kegiatan di biayai dan dikoordinasikan oleh Kantor Departemen Agama Provinsi sementara di Sumatera Barat oleh kabupaten/kota peserta kegiatan. Dalam kegiatan di provinsi-provinsi ini, peserta memiliki komitmen yang tinggi dalam melaksanakan proses pelatihan dan hal ini terlihat dari tanggapan yang positif dan kehadiran mereka yang tepat waktu dalam kegiatan-kegiatan tersebut. Di Sulawesi Selatan, Ketua Kelompok Kerja Pengawas mengatakan bahwa,”Pada fase pertama, setiap peserta harus membayar biaya sebesar Rp. 100,000. Pada fase kedua, kegiatan dibiayai sepenuhnya oleh Mapenda Departemen Agama Sumatera Selatan dan kegiatan ini diikuti oleh lebih banyak peserta.” Ke tiga provinsi ini juga mengirimkan wakil senior untuk mengikuti lokakarya yang diselenggarakan di Bogor dengan Kemendiknas maupun USAID dalam rangka membicarakan rencana sertifikasi pengawas. Wakil dari Sumatera Selatan, Sumatera Barat, dan NTT telah menyatakan akan memulai diseminasi program MBS DBE1 pada awal tahun ajaran yang akan datang yaitu sekitar Juli-Agustus 2010.
Pada triwulan ini, DBE1 juga terus memberikan bantuan yang terbatas dan kegiatan monitoring kepada sekolah, Dinas Pendidikan dan Departemen Agama tingkat kabupaten/kota dan provinsi dan juga organisasi lainnya untuk mendiseminasikan program DBE1 di provinsi dan kabupaten/kota mitra. Pada awalnya, target yang ingin dicapai adalah 3,000 sekolah mendiseminasikan paling tidak satu program MBS DBE1. Target ini dan juga target yang baru telah terlewati pada tahun 2009 lalu. Hingga akhir Juni 2010, sekitar Rp. 15 milyar atau lebih kurang $1.67 juta telah dialokasikan oleh pihak mitra Indonesia untuk mendukung diseminasi program DBE1 dalam manajemen berbasis sekolah di 57 kabupaten/kota. Selain itu, sekitar $26,000 telah dibelanjakan untuk mendukung diseminasi program DBE1 di tingkat provinsi, terutama BOSP, di 19 kabupaten/kota. Jika dibandingkan dengan akhir triwulan lalu (Maret 2010,) hal ini merupakan penambahan sekitar $200,000. Dari jumlah total ini, Rp. 10.25 milyar berasal dari APBD dan sisanya yaitu Rp. 4.75 milyar dari berbagai sumber termasuk Departemen Agama, dana sekolah yang sebagian besar diambil dari dana BOS, dan sektor non pemerintah seperti Muhammadiyah. Sebagai hasil dari komitmen yang sangat penting ini, sejumlah 10,703 sekolah non-mitra, telah menyelesaikan rencana kerja sekolah dan/atau melaksanakan komponen lain dari paket MBS yang dikembangkan oleh DBE1 seperti penguatan komite sekolah, peningkatan kemampuan kepemimpinan untuk kepala sekolah, atau melaksanakan Sistem Database Sekolah (SDS.) Hal ini berarti, hingga saat ini, lebih dari 2,300,000 siswa Indonesia telah merasakan keuntungan dari program diseminasi ini. Jumlah ini merupakan tambahan dari 340,000 siswa dari sekolah mitra yang juga telah merasakan keuntungan program DBE1. Sebagai hasil dari inisiatif DBE1, program-program tersebut dibiayai oleh sekolah, pemerintah lokal dan institusi non pemerintah dan telah didanai, di rencanakan, dan dilaksanakan. Walaupun biasanya kabupaten/kota tidak merencanakan program pembangunan dan pendidikan dalam enam bulan pertama, berbagai kegiatan untuk mendukung perencanaan tetap dilaksanakan. Mutu dan tingkat keefektifan dari program diseminasi secara umum telah dinilai dalam studi dampak yang dilakukan di periode ini dan telah disebutkan diatas. Walaupun DBE1 tidak mampu untuk memonitor semua kegiatan, DBE1 tetap melakukan pemantauan dan beradvokasi agar sekolah-sekolah tetap mengacu kepada model dan metodologi yang telah dikembangkan oleh DBE1. Untuk kegiatan di tingkat kabupaten/kota, Service Providers dengan kemampuan yang memadai diperlukan dari luar kabupaten/kota mitra. Guna meningkatkan keberlanjutan program dan mendukung diseminasi, DBE1 mengembangkan program penyiapan Service Providers yang terdiri dari tiga komponen: (1) bekerjasama dengan beberapa universitas guna menyiapkan mereka dalam melaksanakan program DBE1 di kabupaten/kota baru, (2) bekerjasama dengan pihak swasta, Sampoerna Foundation, sehingga institusi ini dapat melaksanakan program MBS DBE1, dan (3) berkolaborasi dengan
lembaga donor internasional lainnya sehingga mereka dapat mengadopsi dan mengadaptasi metodologi yang telah dikembangkan oleh DBE1 untuk kegiatan di tingkat sekolah dan kabupaten/kota. Saat ini DBE1 tengah bekerja sama dengan tiga Service Providers di tiga provinsi: Universitas Pendidikan Indonesia di Jawa Barat, Universitas Muhammadiyah Surakarta di Jawa Tengah, dan Universitas Negeri Makassar di Sulawesi Selatan. Ke tiga Service Providers, dengan bantuan DBE1, memberikan pendampingan di Cimahi (Jawa Barat,) Surakarta (Jawa Tengah,) dan Barru (Sulawesi Selatan.) DBE1 telah menandatangani persetujuan kerjasama resmi dengan Cimahi dan Barru pada akhir 2009 dan dengan Surakarta pada bulan Mei 2010. Kemajuan dalam pelaksanaan program tingkat kabupaten/kota di ke tiga kabupaten/kota ini sangat baik. Semua kabupaten/kota saat ini sudah siap untuk mengadakan konsultasi baik internal ataupun external untuk program tingkat kabupaten/kota selain AKPK di Surakarta yang akan dimulai pada awal Agustus dan renstra di Cimahi yang saat ini sedang dalam tahap penyiapan perencanaan keuangan. Pada triwulan ini, DBE1 juga telah menyelesaikan program pelatihan bersama Sampoerna Foundation yang bertujuan agar Sampoerna Foundation dapat menggunakan materi MBS DBE1 pada program pengembangan sekolah (inservice school development program) mereka. DBE1 memberikan pelatihan dalam pendekatan DBE1 secara keseluruhan, pelatihan kepemimpinan, pelaporan BOS, SDS, dan pengembangan RKS. Tanggapan dari Sampoerna Foundation terhadap upaya-upaya ini sangat positif. Strategi untuk meningkatkan keberlanjutan program DBE1 diintegrasikan dalam pendekatan-pendekatan DBE1 di semua program. Berbagai strategi dan kegiatan yang disebutkan diatas yang tengah dilakukan untuk mendukung diseminasi juga dilakukan untuk mendukung keberlanjutan program. Strategi dan kegiatan ini dilakukan secara konkrit dan memiliki hasil yang sangat nyata. Misalnya, dengan bekerjasama dengan lembaga donor atau Service Providers lain, DBE1 mendukung penyebarluasan program-program DBE1 ke sekolah, kabupaten/kota, dan provinsi baru. Pada saat yang bersamaan DBE1 juga menyiapkan pihak lembaga dan perorangan untuk mendukung upaya pelaksanaan manajemen dan tatalayanan pendidikan dasar di masa yang akan datang. Pendekatan umum yang dilakukan pada saat akhir pelaksanaan kegiatankegiatan DBE1 adalah untuk memperdalam dan memperkuat dampak dari program DBE1 di semua jenjang dan mengembangkan kebijakan untuk perbaikan yang berkelanjutan yang berdasarkan pengalaman dan hasil dari analisis keuangan, manajemen data pendidikan, dan rencana strategis sektor pendidikan. Pengembangan dan sertifikasi dari fasilitator kabupaten/kota dan Service Providers dan kemungkinan disertakannya materi dan pedoman DBE1 kedalam kurikulum untuk program pasca-sarjana dalam bidang manajemen dan tatalayanan adalah mekanisme yang dilakukan untuk menjaga kesinambungan program.Selain itu, pengembangan kebijakan pada tingkat
nasional juga merupakan bentuk dukungan lebih jauh untuk mendukung keberlanjutan program. Dalam hubungan ini, lokakarya tingkat provinsi dan kabupaten/kota telah dilakukan dalam periode ini dan pemangku kepentingan tingkat nasional juga telah ambil bagian. Adalah menjadi hal yang strategis jika USAID dapat mengikuti perkembangan dan kemajuan dari diseminasi dan keberlanjutan dari program-program utama DBE1 serta hasil yang dicapai setelah kegiatan DBE1 di kabupaten/kota mitra berakhir. Ringkasan Pencapaian Hingga Juni 2010 Kegiatan
Target
Pencapaian
Schools/madrasah yang dibantu dalam mengembangkan rencana tahunan dan anggaran
1,076 SD/MI dan 196 SMP/MTs
1,076 SD/MI dan 196 SMP/MTs.
Jumlah wakil kabupaten/kota yang dilatih dan didukung
N/A
1,878 ditambah 1,210 untuk diseminasi
Komite Sekolah, orang tua, dan anggota masyarakat yang dilatih dan didukung
N/A
3
Anggota dari badan tata layanan yang dilatih dan didukung
N/A
197
Renstra yang telah selesai/Renstra yang sedang dalam proses penyelesaian
45
42/3
AKPK yang telah selesai
45
45
BOSP yang telah selesai
49
62
SIPPK yang telah selesai
45
45
3
4
35
RENJA yang telah selesai
20
LAKIP yang telah selesai
20
4
34
Kebijakan Kab/Kota yang pengembangannya di dukung oleh DBE1
N/A
41
Hibah ICT yang telah dibayarkan
$287,884 (IDR 2,669,599,451).
$292,901 (Rp 2,716,363,874)
Dana pihak swasta yang diperoleh melalui program kemitraan
$677,775
$1,547,000
Jumlah sekolah yang ikut serta atau telah memberikan komitmennya untuk ikut serta dalam diseminasi program DBE1.
3,000
10,703
Dana yang telah dijanjikan oleh pemerintah kabupaten/kota, sekolah, dan yayasan untuk ikut serta dalam diseminasi program DBE1.
NA
$1,618,387 (Rp15,030,829,230)
Jumlah kontributsi masyarakat yang berhubungan dengan program DBE1.
N/A
$ 847,900 (IDR 8,055,056,676)
3
Jika dibandingkan dengan periode-periode triwulan yang lalu, jumlah komite yang dilatih cukup rendah. Hal ini disebabkan karena pada periode ini DBE1 telah menyelsaikan sebagian besar kegiatan di tingkat sekolah. Informasi lebih lanjut bisa dilihat di Annex 3. 4
Aktifitas baru
1. Project Management and Coordination Project management in the quarter was mainly concerned with closing out the program in districts, ensuring the sustainability of outcomes and managing program implementation in the Aceh expansion districts. 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 approaches at the national and provincial levels we 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, (2) submitting final reports to stakeholders and conducting close-out workshops in all districts, (3) holding strategic workshops in all provinces to support sustainability and synergy between province and district planning, and (4) continuing ongoing consultation with MONE and with other relevant national stakeholders including MORA, MOHA and other donors. During this quarter, all district offices were closed and equipment handed over to local government partners. Contracts for district coordinators were completed and close-out workshops were held in all districts in which completion reports were submitted to the districts, outcomes of the program were discussed along with plans for ongoing development and sustaining improvements. Province level workshops were also conducted to enable districts to share the outcomes of the program and lobby for ongoing support and synergizing province plans with the districts. 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)
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During this quarter DBE1 also worked with USAID to plan for a proposed extension of the program through June 2011. 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 on certification of District Facilitators
Based on ongoing consultations, a workshop was held with representatives of the Secretariat, DBE1, and USAID at Bogor on 1-2 June 2010 to discuss facilitator certification and agree on the process and objectives of the certification program. Meeting with MONE and other donors on MBS training
DBE1 attended a series of meetings with MONE, Directorate for Kindergarten and Elementary Schooling, Directorate for Junior Secondary Schooling, MORA (MAPENDA), AIBEP, DBE1, AusAID, the World Bank and the national BOS team to discuss plans for national program of training for junior-secondary and elementary schools in all provinces on school-based management (MBS). Discussions will continue in the coming quarter. On April 1st a meeting was held to prepare for training in School Development Planning in the Context of the 2010, BOS Program. The meeting was attended by DBE1, the national BOS Team, the management team for the National Standard School and Candidate for International Standard (SSN / RSBI) program at JuniorSecondary level, the AusAID-funded AIBEP, and TRIMS (World Bank developed database for reporting Minimum Service Standards). Teams were formed for RKS, Finance, and Self-Evaluation. Each team consisted of representatives from the SSN / SBI program, DBE1, AIBEP, and Directorate for Junior Secondary Schooling. Each team was responsible for their respective tasks, such as the RKS team to develop guidelines for the preparation of RKS which can be used by schools of all sizes and levels. Meeting with MONE on EMIS
DBE1 presented the School Database System++ (SDS++) to participants at a national workshop conducted by the Education Statistics Center of the Research and Development Body of Ministry of National Education (PSP Balitbang Kemendiknas) in Jakarta from June 22 to 24. Taking the theme of "Revitalizing Data Collection Management to Improve Quality of Education," this meeting was attended by more than 100 participants from 33 provinces, 33 districts and 30 Education Quality Assurance Bodies from all over Indonesia. Meeting with AusAID on Aceh program
DBE1 continued to have meetings with AusAID SEDIA project staff both in Aceh.
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These meetings continue the cooperation between the two projects ensuring that programs are well coordinated in order to maximize the impact and sustainability of both. Provincial Meetings in East Java on Policy Innovations
Meetings with the East Java Provincial Regional Development Planning Body (Bappeda) and provincial education office (Dinas Pendidikan) continued this quarter to further develop strategies to support the provincial government‟s plans to improve the quality of education and the development of innovative education-sector policies. These meetings focused on three initiatives, collectively known as Inova: (1) a functional literacy and empowerment program; (2) the Total Education Delivery System (TEDS) and (3) aligning national, provincial and district strategic plans. Meeting with Provincial Education Office in NTT
DBE1 met with the Secretary and senior officials of the Provincial Education Office in Kupang together with representatives of MONE (Directorate of Kindergarten and Elementary Schooling) and USAID in May. The Secretary, standing in for the Head of the Office, expressed interest in the work of DBE1 and particularly in the certification of trainers for possibly use in provincial programs for school-based management. The Province sent a representative to attend the training on Flores. In NTT the program was coordinated by the Arch-Diocese of Ende and participants included pengawas and others from the government and Catholic education systems in three districts on the island of Flores: Ende, Nagekao and Ngada. Provincial Stakeholder Meetings
In this quarter DBE1 conducted reporting and planning meetings in all provinces with provincial stakeholders from the Education Office, Bappeda, MORA, Education Council (Dewan Pendidikan) and Education Commission from local parliament. National stakeholders, representing MONE, MORA and Menkokesra also attended these meetings. Although the approach and outcomes varied between provinces, in general these meetings resulted in improved understandings of DBE1 programs and outcomes in districts and the role of the province in helping to sustain these and support districts in improving the management and governance of basic education. District Close-Out Meetings
Close out meetings were also held in all districts this quarter in which final reports were submitted on project achievements and plans for ongoing dissemination and sustainability were discussed. 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
Ongoing efforts to promote donor harmonization and the adoption or adaptation of DBE1 programs and approaches by other donors will include further meetings with the World Bank, AusAID and multi-donor meetings.
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1.2 Monitoring, Evaluation, and Reporting (Task 2 and 3) DBE1 has completed eight routine monitoring reports during the five years of DBE1 assistance to the schools and districts (Baseline Edition 1 and 2 plus monitoring progress reports 1-6). The final report (the seventh monitoring progress report) will be submitted to USAID by the end of September 2010. Data collection for school level has been completed in the end of March 2010. The school level data consists of Measure 6 for Cohort 1 schools and Measure 5 Cohort 2 schools. Some of the district level data such as DPISS, Renstra, BOSP/AKPK, and GGSP have been collected in the period June-July 2010 and the rest of them (ICT, Asset, Supervision) will be collected in August 2010. Special Studies Related to Deliverables
During this quarter, in addition to monitoring Project Performance Indicators, DBE1 conducted a number of special studies to better determine the impact of DBE1 programs. This included: (i) studies on impact of school level interventions (school development planning (RKS), annual planning and budgeting (RKT/RKAS), leadership and school committee training); (ii) a study on the extent, quality and impact 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. An initial draft report on the impact study for school programs was completed and submitted to USAID towards the end of the previous quarter. During this quarter, the report was revised based on comments from USAID. DBE1 will discuss with USAID the means to disseminate the report once it is finalized. 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. A follow up study was completed during this quarter. This second study focused on the quality of school/community level interventions and the impact on dissemination schools. The report on this study along with a study of impact in comparison schools was integrated into the major impact study revised this quarter. This report will be finalized early in the coming quarter. In addition, based on the findings of these impact studies, a paper was drafted this quarter for submission to an international academic journal. It is expected that the paper will be finalized in the coming quarter. Data collection for the third study was carried out this semester. Two methods of data collection were applied: first, an instrument was used to gather stakeholder opinions (Dewan Pendidikan, DPRD, CSO, and Local Media) about DBE1‟s district level programs. Provincial Specialists used this instrument to gather information about the program such as the amount of funds allocated by districts and provinces (BOSDA or district/province school operational grant) as a result of BOSP (School Unit Cost Analysis). The instrument also asks who was involved in AKPK (District Education Financial Analysis), BOSP and Renstra. The second method was FGD (Focus Group
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Discussion). The FGD was conducted in two districts per province to explore in more depth the dynamics of implementation and impacts identified. Analysis of this data is currently being conducted and a report is scheduled for submission in September 2010. During the quarter DBE1 also continued the meta-analysis of data that the project has gathered through SIPPK, AKPK and BOSP. Data for analysis programs were collected in 25 districts. The results of all of the completed programs were compiled into a database. During this quarter initial findings were drafted and discussed with USAID. The study is expected be completed in the coming quarter and shared with GOI and other stakeholders. 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
-
Routine monitoring reports
9 reports
Sep 10
8 reports
-
Final report
Special study on implementation & impact of DBE1 school development planning
1 report
Mar 10
Completed
Completed
Final draft pending USAID feedback
Special study on implementation & quality of dissemination programs
2 reports
Apr 10
1 report completed
Interim report commenced
Final report
Special study on implementation & impact of district level programs
2 reports
May 10
Commenced
Commenced
First drafts
Implementation & impact of DBE1 ICT grants program
Annual
Jun 10
Routine
Initial report drafted
Initial report completed
* New targets expected to be mandated in contract modification January 2010
Anticipated Next Steps
Submit monitoring Report 7.
Complete revised school level impact study report, incorporating report on impact of dissemination, submit to USAID and discuss plan for dissemination to national stakeholders
Complete academic paper on impact study
Finalize initial report on data analysis for meta-study for review by USAID
Complete impact study on DBE1 district level interventions.
Continue to monitor grant implementation and submit report to USAID in next quarter.
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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 continuously been working to improve the validity of data submitted and the organization of the data. During the quarter the DBE1 Project Implementation Tracking was organized into regular programs and specific programs that apply to district or school levels (Figure 1.1). Regular programs are programs that are applicable to all DBE1 districts/schools while specific programs are programs that are applicable to selected DBE1 district/schools (Table 1.1). Figure 1.1: Project Implementation Tracking Presentation Organizations
Table 1.2: DBE1 Programs Organizations Regular Programs
6
Specific Programs
School Level
RPS, RKS/M, School Committee, Leadership, Forum DF, and SDS
Replication of RKS/M, School Committee, Leadership, and SDS
District Level
AKPK, BOSP, Renstra, DPISS, Dewan Pendidikan, Konferensi DPRD, Lakip, and Renja
ICT Grants, EMIS Aceh (SDS ), MSDM, Manajemen Aset, Aceh Expansion
++
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Table 1.3: Progress in Managing PDMS* Activity
Target Volume
Target Date
Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
Improve PDMS queries
-
Sept 10
Routine
Routine
Routine
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 mandated in contract modification January 2010
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. A target of 1,000 plus pengawas to implement school-based management dissemination programs has been set in the workplan. As reported in the previous quarterly report, some 1,878 district facilitators have now been trained. This figure includes the original core group of 5-6 facilitators in each target district plus additional pengawas who have joined district forums supported by DBE1 to support dissemination and sustainability and an additional 1,003 facilitators in East Java, Central Java and Yogyakarta to support dissemination. Also, as reported below in the section on dissemination, during this quarter a number of dissemination programs were conducted for new districts in non-target provinces. This resulted in the training of a further 207 pengawas and others as facilitators in three new provinces: West Sumatra, South Sumatra and NTT. The target of 1,000 trained facilitators has thus been exceeded by a large number through various dissemination programs. 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 explained in the Dissemination section of this report, below, 230 facilitators are to be certified as fully competent facilitators in key components of the DBE1 school-based management package. The list of certified facilitators will be provided to the national Directorate for Kindergarten and Elementary Schooling, and other stakeholders. The majority are trained to train schools in RKS preparation although many are also trained to provide training in school leadership, SDS and school committee strengthening. The great majority of these District Facilitators are pengawas or school supervisors either from the District Education Office or district branches of MORA. The routine district forums were phased out prior to closing out the program in target districts towards the end of this quarter. This activity was discussed with some districts as part of the close-out process. In some cases the forums are already
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institutionalized and will continue to be sponsored by districts or other sources into the future. For example, in Bojonegoro, East Java, a school based management development team (Tim Pengembangan MBS) has evolved out of the DBE1 district facilitator group and continues to meet regularly. 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
1,034
1,076
RKS
1,076
1,076
1,076
School Development Planning
All target schools and madrasah had completed their plans by the end of the previous year. RPS/RKS are four-year school development plans, while RKT are annual workplans which align to the school year (July-June) rather than the GOI financial year (January-December). 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 late 2009 all elementary schools and madrasah in all target districts (Cohort 1 and 2) were given assistance to prepare workplans. 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 2010-2014 period. To facilitate this process all Cohort 1 elementary schools and madrasah were assisted to prepare a school data base (SDS) which then provided the school profile required for preparation of a new school development plan. Previously these schools produced RPS in line with the current regulations at the time. They have now prepared 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 provided the training. The program has run well and District Facilitators proved to be quite capable of providing the support required to prepare school plans. By the end of this quarter all Cohort 1 elementary schools had completed preparation of new RKS. For example, all schools from Cohort 1 in North Sumatra completed their RKS/M for 2010-2014. These documents have been reviewed and sanctioned by respective Education Offices. The RKS/M development process was completed for a further 81 Cohort 1 SD/MI in East Java. All partner schools in Jepara, Kudus, Boyolali, Karanganyar, and Klaten were assisted to update their RKS/RKT and RKAS in this quarter. Amidst the their busy activities such as preparation of end-of-year examinations, accreditation, and rehabilitation of schools buildings, District More Effective Decentralized Education Management and Governance
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Facilitators met with schools three times to help them prepare their 2010-2013 plans. Anticipated next steps
Continue to provide limited monitoring to assess the sustainability of interventions in target schools and districts following project close out
School level impact study to be finalized and published next quarter
School Committee Strengthening
In the previous quarter training was completed for school committees and village officials to enable them to lobby for funding from village budgets for school development programs identified in RPS/RKS. Mentoring and assistance was provided to school committees and village officials to follow up on the training given in this and the previous quarter. Anticipated next steps
Continue to provide limited monitoring to assess the sustainability of interventions in target schools and districts following project close out
School level impact study to be finalized 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. Anticipated next steps
Continue to provide limited monitoring to assess the sustainability of interventions in target schools and districts following project close out
School level impact study to be finalized and published next quarter
School Database System (SDS)
First round of the School Database System (SDS) activities sessions is completed for almost all DBE1 schools/madrasah in 50 districts. This first round implementation was carried out starting from early 2008 up to mid 2009. In the mean time, second round implementation was carried out in almost all DBE1 schools/ madrasah in 30 districts starting from late 2009 up to early 2010.The second round of training was limited to Cohort 2 schools. Because the Cohort 2 schools were in the process of updating school data for RKS; therefore follow up training was provided to enable the schools to update school profile data using SDS.
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Figure 2.1: SDS Features RKS Profile
School Profile
School Program
SRC
School Database System (SDS)
BAN Accrediation Form
RKS Program
BOS Transaction
BOS Reports
INPUT
PROCESS
OUTPUT
A challenge was encountered after technical facilitation ended. DBE1‟s series of activities for SDS was aimed toward capacity building. However, we have found that most schools do not routinely update data in SDS because the schools do not have an administrative staff (tenaga administrasi sekolah – TAS) that is specifically assigned to handle school data. The lack of TAS is actually in contradiction to Permendiknas No. 24 Year 2008 (issued in June 11, 2008) regarding School/Madrasah Administrative Staff5. Anticipated Next Steps:
Arrange consultation with district education office, Bappeda, and DPRD regarding the importance of providing TAS for each and every school/madrasah because school management is a tedious, time consuming, and is a full time job.
2.2 Junior Secondary School Level (Task 5) The core programs of leadership training for principals, introductory training for school committees, and RKS were completed in all target schools and madrasah last year - 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 was conducted for these schools during the reporting period.
5
Pasal 2: Penyelenggara sekolah/madrasah dapat menetapkan perangkapan jabatan tenaga administrasi pada sekolah/madrasah yang diselenggarakannya. Pasal 3: Penyelenggara sekolah/madrasah wajib menerapkan standar tenaga administrasi sekolah/madrasah sebagaimana diatur dalam Peraturan Menteri ini, selambat-lambat 5 (lima) tahun setelah Peraturan Menteri ini ditetapkan.
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Table 2.2: 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
2.3 School-Based Management Secretariat (MONE) (Task 5) DBE1 continues to consult with MONE‟s Directorate of Elementary Schooling (Direktorat Pembinaan TKSD). The focus this quarter was on the certification of district facilitators, reported in the section below on Dissemination and Sustainability. In consultations last year it was agreed with the Secretariat that the DBE1 materials for school-based management could be adopted by MONE as one model in elementary schools throughout the country. Despite the efforts of the Secretariat, up until now it has not been possible to obtain the Director‟s signature for a forward to this set of manuals. Signed introductory statements have been obtained from Bpk Fuad, from Menkokesra and Bpk Firdaus from Mappenda, MORA. It was previously agreed that DBE1 will provide training in the materials to members of the MBS Secretariat once the signed introductory statement is finalized. The materials have been finalized, edited and formatted by the commercial printer, HaloHalo. Anticipated next steps
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Signed introductory statements (kata pengantar) to be obtained from the Director of the Direktorat Pembinaan TK dan SD for the manuals
Training in DBE1 MBS materials to be provided to the MONE Secretariat team.
Final published manuals to be disseminated to stakeholders
Complete work on preparing a list of certified DBE1 facilitators for the Directorate and other stakeholders
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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 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 mandated in contract modification January 2010
3.1 Education Governance (Task 6) Education Sector Good Governance and Stakeholder Forums
In this period, DBE1 assisted development of three policies/instruments in partner districts, namely Tebing Tinggi, Jepara and Soppeng (some of which were begun and reported in the last quarter). Cumulatively, we have assisted development of 41 instruments/policies, of which 38 are considered completed. (See Annex 7 for full description). DBE1 initiated training for DPRD members in 6 districts, and public consultations for inputs in plans and financial analysis continued to contribute substantially to Participants of workshop to develop Jepara DBE1 governance agenda. District Draft Regulation on Education
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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
49 completed
6
-
Complete training/facilitation for new elected (2009) district legislatures (DPRD) to review district planning and operational budgets**
49
June 2010
44
25
1
Facilitate education policy formulations at district and 1 province (Aceh)
15
Jun 10
41
3
2
Facilitate project close workshops for provinces & districts to advocate for provincial support for district programs
6
Jun 10
2
5
* New targets mandated in contract modification January 2010 ** New Targeted Activity
Capacity Building for Education Governance Stakeholders
During the quarter training for DPRD members continued in four provinces. In North Sumatra one major event was organized bringing together 35 DPRD members from six districts from 23-25 May. A special event was organized for DPRD members (8) of Binjai on 31 May. The majority of participants was newly-elected, had no specific education background and attended an education management capacity event for the first time. Participants were very actively involved in the workshop process and often interrupted presentations as they wanted to share their ideas. By the end of the workshop participants committed themselves to (i) actively monitor the extent to which education provision in the district is in compliance with national education standards and minimum service standards; (ii) be pro-active in validating data used in education profile preparation; (iii) promote the provision of special education; (iv) support a legislative agenda to institutionalize education innovations; and (v) support to increase the budget allocation for teaching and learning.
Community Participation Specialist explained how district strategic plan could benefit by including school plans
14
Two events took place in the West Java/Banten region. The first for West Java districts (12-14 April) with 27 participants out of 30 persons invited and the second for Banten districts (1416 April) with eleven participants out of 15 persons invited. On the basis of the presentations and the following discussions the following key issues emerged: (i) the need for schools to have a RKS; (ii) the unequal distribution of
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teachers; (iii) a confusion about provincial and national support; (iv) the amount needed to support children from low-income families to cover personal cost; and (v) budget priorities. By the end of the workshop participants recommended that the Head of the Education Office issue a regulation requiring all schools to prepare RKS and prepare a draft regulation to be issued by the Head of the District to address the issue of unequal teacher distribution. The relevant regulation issued by Sukabumi may serve as an example for this. Further attention is to be given to school rehabilitation and construction and the development of laboratories at SMP and SMA schools. Further, there should be a clear policy on the support to be provided to children from low-income families who are not able to cover personal expenditure. Finally, the participants agreed to establish a communication forum for DPRD members of all districts in West Java to advocate for changes in national policies that burden districts, such as teacher certification and the provision of grants that are not in accordance with district needs. In East Java two different events were organized. The first took place in Malang for 20 participants from for districts from 6-8 April and the second in Kediri for 17 participants from three DBE1 supported districts and one other district (Mojokerto district) from 6-8 May. To help DPRD members understand the real problems faced at the district and school level, two resource persons shared their experience during the workshop, namely the Secretary of the Education of Office Members of Education Committee of Bojonegoro and Mojokerto Districts of Tuban and a primary school supervisor also from Tuban. This initiative was very effective and helped to keep the discussions close to the reality on the ground. In addition, there was a third resource person, a member of the education committee of DPRD East Java, who was able to provide some useful guidance, in particular to the newly elected district DPRD members. Participants were impressed by the information-based approach in planning and financial analysis and strongly supported that this would be continued in the future. Also in East Java participants proposed the establishment of a forum for DPRD education committee members to improve the communication between the districts and the province. Mojokerto district, a non-DBE1 supported district participating in the second workshop, was very interested in the DBE1 information-based planning approach and hoped to get some technical support in the future. The last training program for education council members took place in North Sumatra in the period 6 to 30 April. The program was implemented at district level which made it possible to expose far more council members and other stakeholders to program achievements. On average 17 persons participated in four districts and 13 persons in the fifth district where the program was implemented. Total participation was 80 persons with 68 male and 12 female participants. AKPK results helped
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15
participants understand the problem of underfunding of certain expenditure categories, in particular the very low allocation for teaching and learning processes, and imbalances between the different levels of education. Education council members intend to address these issues and advocate for increases in budget allocation for teaching and learning. Further, they plan to promote the development of partnerships with the private sector with the aim of increasing financial resources for education development. Finally, they committed themselves to more actively monitor whether education provision is in compliance with local regulations and ordinances. Policy Development
The key event during the reporting period was the completion of the draft local government regulation on Management and Provision of Education of Jepara, Central Java. The DBE1 legal advisor, together with the provincial team, provided extensive assistance to the district in structuring the preparation process and in this way prevented that the district would opt for short-cuts to speed up the process. On the basis of her advice, the process comprised the following stages: identification of stakeholders, establishment of the preparation team, problem identification, preparation of academic paper, and preparation of the draft regulation. These are the proper stages in local government regulation preparation and by going through these stages, the district has been able to prepare a high-quality document. The process started in early January 2010 and cumulated in the public consultation that took place on May 25. Public participation was impressive in terms of number of persons (over 60 persons) and in terms of organizations represented which included DPRD, Bappeda, Finance Department, Ministry of Religious Affairs Office, education council, education foundations, higher education institutions, school principals from primary, junior and senior secondary schools, school supervisors, community learning centers, early childhood association, school committees, teacher association, NGO, media, private sector and community fishermen forum. It was stimulating to note that participants started to arrive from 7.30 a.m. onwards, which, it should be said, was a novelty for us. The local government preparation team took full responsibility for the public consultation and provided the general explanation on the draft regulation, moderated the process and provided all answers to the questions from the floor. The consultation was vibrant with wide opportunities for participants to ask questions ranging from school principals to higher education institutions to school foundation to community fishermen association. Frequently raised issues or concerns included the cost of education, teachers and education personnel, non-formal education, and child safety in schools. In general, the inputs were substance related and the preparation team was able to relate questions to the issues identified during the preparation process and the relevant articles addressing these issues. Participants stayed until the end of the public consultation, including DPRD members, which clearly illustrated their interest in the event. By the end of the public consultation the Head of the Education Committee of DPRD, Jepara expressed his appreciation to the preparation Team and stated the following: “The Team has
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More Effective Decentralized Education Management and Governance
prepared a draft regulation on the basis of sound research, which means that the DPRD can limit its work to assess the extent to which the regulation is implementable”. After the consultation was finished, some participants who did not get an opportunity to provide their comments during the consultation, provided them to the Team in writing, which is another indication of the high interest in education development in Jepara. After revising the draft regulation on the basis of the inputs provided during the public consultation, the improved version will be officially submitted to Head of District for approval and further processing to DPRD. Lessons learnt include the following:
Inclusion of non-government stakeholders in the preparation team has enriched the process and as a result the draft document does not only reflect the views of the provider of education services but also those of the users of the services.
Multi-stakeholder involvement in the preparation process has improved mutual understanding resulting in a kind of joint commitment to collective action. Prior to the preparation process the cooperation between the different stakeholders (for instance between Education Office and education council and NGOs) was rather rigid, which has fundamentally changed as a result of working together on a draft regulation.
Inclusion of some members who have the right networks with the Bupati and members of DPRD, has substantially enhanced the Team‟s effectiveness. Inclusion of at least one person having adequate legal drafting skills is necessary.
The availability of detailed information from SIPPK, Renstra, AKPK and BOSP has made the preparation of the academic paper much easier (naskah akademik).
In summary: Jepara has been able to prepare a high quality draft local government regulation in slightly over five months, which is a very reasonable period for the preparation of such a document. Anticipated Next Steps:
Complete training for new local legislatures (DPRD) on education policy development
Continue to provide technical assistance for the development of innovative policies and approaches for education development in East Java Province
Facilitate assistance in policy development in other districts that request the assistance.
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3.2 Education Finance (Task 7) District Education Finance Analysis (AKPK) and School Unit Cost Analysis (BOSP) School Operational Expenditure
It is positive to report that AKPK work has been completed during the reporting period in the original DBE districts with the finalization of AKPK for Bogor and that the target of 45 districts has been reached. Education finance work has continued in the Aceh expansion districts (see Section 4) as well as in the three new districts where service providers are being trained (see Section 7.) Table 3.2: Progress in Education Finance* Achievement this Quarter
Target next Quarter
45
1
-
Completed
Finalization
-
1
-
Target Volume
Target Date
Complete AKPK
45*
Mar 10
Final draft of AKPK manuals and software
1 set
Mar 10
Complete BOSP
49*
Mar 10
62
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
Status at end of Quarter (cumulative)
6
-
-
-
* New targets mandated in contract modification January 2010
On May 27 a public consultation was conducted in Bogor reviewing the AKPK and BOSP results. Participation was varied with representatives (26) from Education Office, District Finance Department, education council, teacher association, and school principals of SD/MI, SMP/MTs, SMA/MA/SMK. As to AKPK, recommendations included: (i) finance section of district Education Office should have complete information on education sector funding (APBD/Kota, APBD/Province, APBN (deconcentration funds, BOS and funding directly managed by MONE) to effectively evaluate education sector performance and plan and budget for the coming years; (ii) stakeholder participation in policy preparation should be increased; (iii) finance section of district Education Office should continue to conduct AKPK analyses for APBD 2010 actual expenditure and the budget for 2011 with a view to ensuring that the budgeting process is well informed; (iv) to reduce the share of personnel cost of APBD (87-89% in the period 2008/09) with the view of making more funds available for non-personnel expenditure such as investment and school operational expenditure. 6
Includes 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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More Effective Decentralized Education Management and Governance
As to BOSP, the following findings and recommendations came up. Since 2009, Bogor has been topping up BOS with annual contribution of Rp 100,000 per SDN student and Rp 120,000 per SMPN student. BOSP estimates (Rp 594,633 per SDN student per year and Rp 897,211 per SMPN student per year) show that this contribution is not enough to meet school operational needs. Because of budget constraints, however, Bogor is unable to increase its school funding. The reduction in financial assistance to SMA/MA students from low-income households from Rp 150,000 in 2009 to Rp 90,000 in 2010 is another example of the pressure on Bogor‟s budget. At the senior secondary level the picture of school funding is different as school revenue exceeds BOSP estimates. It is recommended that the surplus is used to increase teacher quality. Like in many other districts, schools have to pre-finance school expenditure because of late BOS transfers, forcing them to some form of financial acrobatics that certainly do not meet the principles of proper accounting and accountability. Personal Cost Survey
The personal cost survey aims to estimate the cost borne by parents to send a child to school. This information can then become the basis for district governments to provide financial assistance to those families who are not able to send their children to school. Or, in other words, the personal cost survey helps district governments to meet their obligations as required under Government Regulation No 19 of 2008 regarding Education Financing and supports achievement of universal 9-year basic education. The cost analysis study conducted by the Research and Development Agency of MONE in 2004, was used as the basis for selecting the cost components to be included in the DBE1 personal cost survey. However a number of cost components were added on the basis of DBE1 field experience. The following cost components were included in the survey. Writing pads
School uniform, including sport clothing
School books
School (bag, shoes and others)
Pens and pencils
Transportation to and from school
Student work sheets
Food and drinks at school
Supporting learning materials, exercise books
School outing
Practice materials, exercises, skill training, computer training
Globe
School fee
Dictionary
Student organization fee
Calculator
Extra-curricular activities
Other cost
Extra lessons, courses
Sample Frame
Respondents include parent (father or mother or the two parents) or the student‟s guardian. The sample of respondents is drawn in the following way.
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Survey at the SD level
In each district the number of SD included in the survey is six with five public primary schools and one private primary school or one public or private madrasah. Two out of the six SD are located in the district capital, two in a semi-urban area and two in a remote area. The number of respondents (parents) per school is eight with four parents of grade-1 learners and four parents of grade-6 learners. For each grade, two parents with middle to high income and two parents with low to middle income are selected. The income level is not absolute but school specific. The total number of respondents at the SD level is 48. Survey at the SMP level
In each district the number of SMP included in the survey is four with three public junior secondary schools and 1 private junior secondary school or one public or private madrasah. Two out of the four SMP are located in the district capital, one in a semi-urban area and one in a remote area. The number of respondents (parents) per school is eight with four parents of grade-1 learners and four parents of grade-3 learners. For each grade, two parents with middle to high income and two parents with low to middle income are selected. The income level is not absolute but school specific. The total number of respondents at the SMP level is 32. A pilot survey was conducted in Indramayu from 21 to 25 June. Schools to be included in the survey were selected by District Education Office Secretary and Head of the Planning Department. Further enumerators were selected from DBE1 district facilitators and Education Office staff. High integrity was an important selection criterion. Through its branch offices the District Education Office informed the schools to be included in the survey. Data collection took place during the last week of June and first week of July and survey results are currently being processed. The survey report will be available by mid-July. The following recommendations were made on the basis of the pilot: 1. Local language skills should become one of the criteria for enumerator selection as language problems occurred in the remote areas. 2. To distinguish between essential and non-essential components. The essential components are the ones the child must have to attend school. The nonessential ones are the ones the child may not have but s/he can still attend school. 3. The questionnaire should become more structured. 4. Coaching for enumerators should become two days instead of one day and should include a half-day field exercise 5. The sample size should be increased (number of schools and number of respondents per school) in view of respondents‟ heterogeneity. 6. Some additional information should be collected. For instance whether the child continues to the next grade or level.
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More Effective Decentralized Education Management and Governance
Anticipated Next Steps:
Finalize survey report for Indramayu
Update the methodology and sample frame and roll out the program to another three districts of three provinces
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). As reported previously, 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* Activity
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
42
7
3
Final draft of renstra manuals and software
1 set
May 10
Final draft
Final draft
-
Sanction of renstra manuals and software by MOHA
1 set
Jun 10
On-going support for DBE1 methodology by MOHA
-
-
Train and install SIPPK
45*
May 10
45
2
-
Final draft of SIPPK manuals and software
1 set
May 10
Final draft
Final draft
-
Complete RPK
13
Mar 09
12
-
-
Revise RPK manuals & materials with MONE/World Bank
1 set
Mar 09
DBE1 has provided inputs
-
-
Assist districts in annual performance appraisal (LAKIP)
20**
March 2010
34
6
-
Assist districts in annual planning and budgeting (Renja) in line with renstra
20**
June 2010
35
28
-
* New targets mandated in contract modification January 2010 ** New targeted activity
District Strategic Development Planning (Renstra)
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21
Education strategic planning has almost come to an end in the seven DBE1 supported project provinces with planning work completed in 42 districts and almost completed in five districts where internal and or external consultations and document finalization are the remaining tasks. Major education planning work was carried out in West Java/Banten region where the renstras for Bogor, Subang and Subang SIPPK team members Ciligong were completed. In Garut the document is currently being updated on the basis of the public consultation results. In South Sulawesi the renstra for Makassar was completed. After completion of the public consultations for the renstras of Tebing Tinggi and Tanjung Balai during the previous reporting period, document finalization is hampered by local elections disputes in Tebing Tinggi and investigations at the Education Office in Tanjung Balai. The public consultation on the renstra for Ciligon took place on 31 May with active participation of stakeholders. Some important recommendations were made requiring changes in priorities as the fund availability estimates remained unchanged. Bappeda showed interest in the working table used in the planning process as they think that it may be a good tool for renstra preparation by other district offices to help them ensure consistency in the planning process from Participants of Renstra public consultation session in Cilegon education profile to strategic issues to targets, programs and activities. In Bogor the renstra public consultation took place on 22 April and in Subang on 23 June. In Subang, participation in the public consultation was excellent with vice Head of District, district Secretary, and representatives from DPRD, education council, NGOs, media, Bappeda, and the District Finance Department, and school principals from primary to senior secondary education attending the event. The Vice-Head of the District was very appreciative of the planning work undertaken by the Education Office as the renstra 2010-2014 prepared by this office was the first planning document prepared on the basis of data and reviewed by stakeholders during a public consultation. He indicated that he hoped that this would inspire the other district offices to follow the Education Office‟s example. DPRD members expressed the hope that the planning document would effectively guide the annual planning and budgeting processes and would not become a document without meaning. Some interesting issues raised during the public consultation include the following: (i) the need to introduce performance-based
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More Effective Decentralized Education Management and Governance
remuneration for teachers; (ii) the need for improved monitoring and evaluation of teacher and school principal performance; and (iii) the need to recruit ICT qualified school supervisors. The public consultation in Subang was a good example of the usefulness of these events as stakeholders ideas enriched the planning document and, at the same time, put some more modern management approaches on the agenda. It is now up to the district Education Office to decide whether they are willing and able to follow up on these suggestions. Preparing Dinas Pendidikan Performance Accountability Report on Dinas Pendidikan Performance (LAKIP) and District Annual Planning and Budgeting
After successfully completing the multi-year planning work in almost all DBE1 supported districts, the focus during this quarter shifted towards capacity development for Renja preparation. Support was only provided to the districts that had already completed their multi-year plan. The number of districts trained in the reporting period was 5 with the following breakdown: North Sumatra (five districts), West Java (0 districts), Banten (0 districts), East Java (0 districts) and South Sulawesi (0 districts). Renja training for the districts in Aceh and Central Java was already completed in the previous reporting period, which brings the total number of districts participating in Renja training component to 35. Training duration was three days and the number of participants was five to six persons per districts. In all training in the different provinces much emphasis was given to the need to pay adequate attention to the different stages in the planning process, which are plan preparation, implementation, and monitoring and evaluation. All districts brought their LAKIP report prepared during the previous reporting period to the training program, which provided a useful picture of 2009 plan implementation. They also brought their draft Renja. A document review and experience during the training program shows the following:
Although districts are fully aware of the need to link annual to medium-term planning, it is difficult for them to keep a strategic focus during the planning process as there is a lot of pressure from the different departments and sections from within the Education Office to make sure that the activities important to them are included in the Renja. In this way the strategic planning focus is lost, resulting in a simple operational activity plan meeting the needs of the different parties concerned.
In addition to pressure from within the Education Office, there is also pressure from outside the office, in particular from politicians high-ranking district government officials who have the tendency to promote their own agenda.
A number of districts still have difficulties in moving towards results-oriented planning, often resulting in targets formulated at activity level. For instance, the target has been formulated in terms of the number of classrooms to be constructed, which should be to increase student participation with the activity classroom construction. Once the target is formulated at activity level it is difficult to formulate the related outcome indicators in the Renja.
Experience during the different training programs shows that there is often not
More Effective Decentralized Education Management and Governance
23
a standard format for Renja preparation, resulting in different formats used in the province.
A number of districts have committed themselves to upgrade their Renjas on the basis of what was learnt during the training and in-service support program.
Anticipated Next Steps:
Follow up with MOHA regarding sanction of renstra manuals and software
Continued support for renstra finalization in remaining districts
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 asset 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 previous 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). However, work on personnel management resumed in the current quarter and will be completed by August 2010. During the quarter no further work was carried out on supervision management draft instruments developed earlier, because as will be explained below, the supervision development team spent most of their time completing DBE1 inputs for the national BOS program. We expect to complete development and testing supervision materials in the next quarter. Considerable progress was made in finalizing assets/preventive maintenance software and training materials drafted in previously. Table 3.4: Summary of Progress in Personnel, Supervision and Asset Management* Activity
Target Volume
Target Date
Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
Develop computerized personnel management & tracking system (SIMPTK)
1 set
March 09
pilot conducted and software drafted
Further development of software and manuals
Finalize software and training materials
Install SIMPTK & train data operators & district decision makers
6 districts
Jul 10
-
-
Implementation in 6 districts
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Activity
Target Volume
Target Date
Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
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
Complete instruments and training materials
Train district staff & supervisors on supervision management
6 district
Apr 10
Not yet
-
Implementation in 6 districts -
Develop software & manuals for districts to track asset management and maintenance
1 set
July 09
Draft manuals, training materials and software final
-
Finalization
Install system & train districts to use asset management tracking system
6 districts
Jun 10
Completed
Rollout in 6 districts
-
* New targets to reflect FY 2010 contract modification
Personnel Management System (SIMPTK)
Development of Personnel Management System has continued during the reporting period. A first and key step was the development of a new form for data collection. The format builds upon the format used for data collection under NUPTK but is more detailed and slightly more structured. For instance, as to information on training attended the format distinguishes between promotion, subject, teaching and learning process related training which was not the case under the NUPTK system. Teacher data can be collected with the help of e-based format or manually. Further the application for data processing was developed, which is similar to the SIPPK application as it uses Excel formats for data entry, then Access for data processing and once again Excel outputs for presenting outputs. The application is individual teacher based, which will make it possible to conduct very detailed analyses resulting in major improvements in education planning. To motivate teachers to complete the formats, a number of special features was built into the application, namely to (i) calculate credit points related to writing and publication of professional papers, presentations at and participation in of seminars and training programs; (ii) update the teacher‟s portfolio on the basis of participation in for instance training programs; and (iii) to produce updated curriculum vitae for each individual teachers. The application was piloted in Kota Mojokerto (East Java) starting from 18 May 2010 and in Purworejo (Central Java) from 24 May. In Mojokerto all SD/MI and SMP/MTs in the municipality were involved in the pilot with a total of over 1,700 teachers who completed the data collection. In Purworejo the pilot was conducted in all SD/MI and SMP/MTs in two sub-districts with a total of 800 teachers. In both districts all teaching staff were involved in the pilot (civil servants and non-civil servant teachers and teaching support staff). In all schools data was collected through e-forms which More Effective Decentralized Education Management and Governance
25
made data processing easy. The teachers were happy with the credit points and portfolio features and in some cases a bit over-enthusiastic as they included too many irrelevant courses with the aim of obtaining more credit-points or an improved portfolio. The application outputs are currently being developed. This will include a set of the standardized tables and a feature to prepare customized outputs to address specific local personnel planning and management needs. Further, the application includes a feature to simulate policy effects by using different sets of filters and staff ranking mechanism. In the future the application can be linked to the SIPPK application using the school name as the common identifier, as we know for each teacher where s/he works. Anticipated Next Steps:
Complete Personnel Management application, finalize the manual and related training program
Roll out the system to five additional districts.
School Supervision Management System
MONE plans to implement a major program for the development of school-based management (SBM) capacity for all SD/MI and SMP/MTs in the country (around 235,000 schools). The number of participants in the program is three per school: (school principal, treasurer and school committee) and program implementation is scheduled for 2011. The program will cover such areas as school self evaluation, school planning, both medium-term (RKS) and annual planning (RKT), and financial administration at the school level. Since 2009, the ministry has been promoting a new set of minimum service standards (MSS) specifying the standards to be met at the school as well as the district level. The new MSS differ from the old ones as they have a stronger input related focus. It is clear that school related MSS should guide the planning work at the school level, which may require changes in school planning approaches used until now. There should also be a strong link between the financial administration system at the school level and school planning as the system should report on plan achievements. Further, the ministry intends to introduce a process of school self evaluation, the results of which should be used by the school team to formulate a school profile indicating the gaps between existing school conditions and those required based on MSS and/or National Education Standards. Over the past years different units within MONE and different groups of consultants/donors have developed approaches and methodologies for the development of School Based Management (SBM) capacity. This, however, has been done in a rather uncoordinated manner resulting in a wide variety of training materials that are not always mutually consistent, and a pool of SBM trainers who do not always convey the same message. MONE has recognized this problem and taken the initiative to address this issue by bringing together the different groups in SBM development. These include MSS team
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More Effective Decentralized Education Management and Governance
(ADB), AIBEP (AUSAID), the World Bank, DBE1 (USAID), the different teams within MONE involved in development of National Standard Schools (SNN), International Standard Pilot-Project Schools (RSBI), government officials from the Planning Bureau, Directorates of Primary and Junior Secondary Education, and the national BOS team. Agreement was reached to establish a team tasked with the development of a uniform approach and set of training materials for SBM development. The team has three sub-teams each of which involved in one of the following areas: school self-evaluation, school development planning (RKS) and school financial management. Bpk Nandang, DBE-1‟s school level interventions coordinator, was asked to coordinate the school development planning sub-team and Bpk Robert Soeharno, DBE1‟s planning and management specialist, joined the school financial management sub-team. The overall scope of work for training materials development is wide and includes: school self-evaluation and the link with school profile and RKS; medium-term and annual school planning and budgeting; organization, roles and responsibilities for financial management, including accounting, financial reporting and controlling. In principle, it was agreed to use the DBE1 developed application (BOS Software) as the basis for financial management at the school level. In view the high priority given by MONE to the implementation of the SBM training program, a lot of pressure has been put on the different sub-teams to streamline approaches and methodologies developed by the different partners and to develop the related training modules. This has taken up the greater part of the time of the two DBE1 specialists involved and has resulted in some delays in other development work, in particular for the development of the Human Resource Information Support System (HRISS). By the end of June 2010, each of the three sub-teams has produced a complete set of training modules. Anticipated Next Steps
The schedule for completion of the preparation for training program implementation is as follows:
July 12-14: Finalization of draft materials (internal)
July Week 3: Materials revision and preparation of the sets for field testing
August Week 1: Piloting/Field testing for schools
August Week 2: Revision of training modules based on piloting results and recruitment and selection of trainers –
September Week 4 through October: Training of Trainers (TOT) at Central, Provincial and District level
January 2010: Start with training of school teams.
It is safe to assume that DBE1 specialists will continue to play an important role in the preparation of the SBM training program, scheduled to be implemented in 2011, in the months to come.
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Asset/Preventive Maintenance Management System for SD/MI
The District Education Office typically has among the largest number of assets of all district units, because of the large number of schools. To manage these assets effectively, DBE1 has been developed an asset management system that will: 1. Assist schools to properly record their assets, which include land, building, class- and other rooms, and equipment. Properly recording means having detailed information on when the assets were acquired, at what cost, including from which source of funding, and where the assets are located (for details see Permendagri 17 of 2007 regarding technical guidance on district-owned assets); 2. Assist schools to have up-to-date information on land size adequacy, number of class- and other rooms, adequacy and condition of each room (roof, wall, floor, electricity and sanitation), and the extent to which rooms and equipment meet the national standards; 3. Enable districts to have a complete picture of their assets at school level and the extent to which school conditions in the district are in compliance with national standards (for details see Permendiknas 24 of 2007 regarding national standards for infrastructure and equipment). 4. All of this information is essential to meet auditing requirements, prepare preventive maintenance plans, and prepare a medium-term plan detailing how the district plans to meet national education standards for infrastructure and equipment. DBE1 has developed a special application (SIMA = Asset Management Information National stakeholders took part in Asset System) to process all the Management Training of Trainers in Nganjuk information from the school to sub-district and district level. Furthermore, a comprehensive set of guidelines and manuals was prepared comprising: (i) introduction to school asset management; (ii) school-based asset management (data collection, asset condition assessment, and maintenance management process); (iii) districtbased asset management (district-wide asset configuration); and (iv) how to use the SIMA application. System Try-out
The system try-out took place in Purworejo, Central Java during the period 19 February to 23 March 2010. The software application helped to meet and integrate the requirements set out in the Decree of the Minister of National Education regarding National Standards for School Infrastructure and Equipment and the Decree of the
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Minister of Home Affairs regarding Guidelines for District Assets Recording. The cost of implementing the program in the try-out was Rp 1.5 million per school. The following table shows the people trained and the number of people participating in the public consultations for each of the stage of the try-out. Table 3.5: Persons participating in SIMA try-out, Purworejo, Feb-March 2010 Total District and Activity
Training Participants Introdu District School ct-ion (2 days) (2 days) (1 day)
8 days
TOT (2 days)
Public Consultation (1 day)
District Education Office staff
13
1
1
4
6
1
Head of Sub-district Technical Unit/UPTD
47
0
1
16
17
13
School supervisor
69
10
12
18
18
11
Head of Section
13
1
4
2
5
1
Principal
39
0
0
0
32
7
Teacher
32
0
0
0
32
0
Others: Bappeda, DPRD, Dewan Pendidikan.
14
0
0
0
2
12
DPPKAD
5
0
0
0
4
1
232
12
18
40
116
46
PURWOREJO:
TOTAL
The try-out of the system was conducted in 28 SD and 4 MI - public and private within two sub-districts (Kec. Gebang and Bener) and was completed in April 2010. A total of16 primary school supervisors and 16 assistants for asset supervision (one from each of the 16 sub-districts in Purworejo) have now been trained as facilitators. Following this initial training they facilitated training for 74 schools principles and 74 classroom teachers. After the training, the schools were assisted in completing the eform for asset recording. Data were recorded and processed at the school level so that each school is able to see its position relative to national standards for school facilities. After completion of the work at the school level, school-based data and results were first aggregated at the branch office/UPTD level and then at the district level, resulting in a complete picture of assets owned by the district and the extent to which the district meets national education standards. As to ownership, Purworejo District now knows that 83% of the SD/MI were built on desa-owned land, 12% on privately-owned land and only 5% on district-owned land, which may create difficulties in the future as for instance a desa may ask for a financial contribution for the use of its land. It was positive to note that the majority of class- and other rooms were in good/reasonable condition and that only a small number of rooms required major rehabilitation. As to the extent of meeting the national education standards, the data showed amongst others that 60% of the classrooms are too small (< 56m2), and that there is still a need for principal rooms in 61 schools, school health facilities (58 UKS) and school libraries (50 units).
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System Rollout
After successful completion of the try-out in Purworejo, the asset management system was introduced in another five DBE1 districts and in Purworejo itself in the period April to June 2010. Staff from Purworejo were actively involved in the rollout. The districts, number of SD/MI, dissemination and completion dates are as follows: Table 3.6: SIMA rollout, April-June 2010 District/Province
SD
MI
Explanation
Purworejo, Central Java
33
9
In 2 districts, completed on June 17
Aceh Tengah, Aceh
20
0
In 2 sub-districts, completed on June 19
Tebing Tinggi, North Sumatra
20
Karawang, West Java
86
5
Dissemination in 68 in 3 sub-districts, completed on June 23
Nganjuk, East Java
15
5
In 2 sub-districts, completed on June 28
Soppeng, South Sulawesi
18
1
In 3 sub-districts, completed on June 15
Total SD/MI = 212
192
20
In 2 sub-districts, completed on June 4
In Purworejo, 18 school supervisors, 5 district education staff, 16 education asset managers, 74 school principals and another 74 school teachers were trained in how to utilize the SIMA application. The Education Office of Purworejo plans to introduce the system in SMP/MTs, starting with a pilot for five schools in July 2010. The system was also introduced in MI and private SD. Since the SIMA has a feature to identify the asset owner, privately-owned assets are not included in the picture of publicly-owned assets at the district level. Furthermore, the benefit of the system for MI and private schools is that it provides an asset profile for each school showing the extent to which the school assets meet national standards. SIMA also helps he Dinas identify schools that have rooms requiring minor repairs and to facilitate them to carry out maintenance work at an early stage so that the quality of the facility does not deteriorate. Dissemination
The introduction in Purworejo, Central Java Province, was so successful that the Provincial Education Office decided to introduce the system in eleven BEC supported districts. Agreement was reached that BEC funds would be used for the introduction of the asset management system. An initial program familiarization event will take place in Salatiga from July 15 to 16. The Head of the Education Office of Purworejo, his staff and school principals will act as facilitators and share their experience with the new system. In Karawang, West Java, at the initiative of Head of Education Branch Office the system was successfully introduced in 15 SD in Karawang Timur sub-district. The cost was Rp 600,000 per school and system introduction was completed. In Soppeng, South Sulawesi, the system is currently being introduced in 203 SD. Three district facilitators and one ex-district coordinator working on a voluntary basis, facilitate the
30
More Effective Decentralized Education Management and Governance
introduction. They are supported by two non-permanent teachers having the skills to use SIMA and the cost per school is Rp 300,000. It is planned that the work will be completed by the end of July. Table 3.7: Planned Dissemination of SIMA No
District
Dissemination Target
Status
1
Central Java: Purworejo and another ten districts
All remaining schools in the district
The Bupati of Purworejo has decided that the system will be implemented in all schools in the district. (Funding from the Basic Education Capacity (BEC) MONE-World Bank, starting from July or August 2010, and expected to be completed by the end of 2010. The Provincial Education Office of Central Java has initiated a meeting with ten districts to promote the introduction of SIMA. DBE1 has been requested to facilitate the meeting. It is planned to use BEC/World Bank funds to support system introduction in the ten districts and throughout Purworejo, once funds have become available.
2
Aceh Besar, Aceh
All schools
Waiting for BEC fund disbursement – targeted in 2011. At the request of Kasubdin Pendidikan Dasar Aceh to DBE1 Aceh.
3
Province of West Java
Introduction in 50 schools providing special education, in all schools providing education meeting international standards, and at 4 training centers
The Secretary of provincial Education Office of West Java requested DBE1 to support and stated that his office has the required funding to support system introduction
4
Nganjuk
All schools in 18 sub-districts
The Head of Education Office plans to use 2011 funding for dissemination to all schools in 18 sub-districts. The Head of the Education Commission, DPRD, Nganjuk stated that he will ensure that DPRD will support the budget for this program.
Stakeholders’ Comments on the suitability of SIMA for asset management at the district level. Bupati/Walikota:
SOPPENG: instructed the Head of the District Education Office to complete the asset recording activity in the District Education Office.
PURWOREJO: indicated that he wants to replicate the asset management program in all SD and SMP in the district.
TEBING TINGGI: Indicated that he hopes that the District Education Office will disseminate the program to other schools in the district
Head of District Education Office:
ACEH TENGAH: instructed Head of Asset Division and Asset Supervisors to ensure that schools periodically continue data collection and asset reporting through the DBE1 e-form and gradually disseminate the system to other schools in the cluster.
PURWOREJO: stated that the program has assisted the District Education
More Effective Decentralized Education Management and Governance
31
Office to record education assets, which was a difficult exercise in the past. Further, he requested DBE1 support when meeting with officials from the Ministry of Home Affairs for technical consultations. He says he is committed to introduce asset management in 14 other sub-districts using funds from BEC (Basic Education Capacity Program) and World Bank/MONE. He further requested that a special asset management application be developed for use at Sub-District Education Office, District Education Office, senior high schools and vocational schools.
TEBING TINGGI: the high turnover of school principals has caused major difficulties as school principals often take asset track records home after completion of their assignments. This is the reason why schools often have only very recent data on school assets and rehabilitation/ construction.
Education Council:
SOPPENG: requests the Head of Soppeng District Education Office to replicate asset management in all primary schools, which is then to be continued to the junior and senior secondary level.
DPPKAD
SOPPENG: schools should have their land certificated. Indicated that the district plans to provide funding for land certification for 100 schools for 2010.
PURWOREJO: requests that the District Education Office asset management application be synchronized/integrated with SIMDA Asset of DPPKAD.
TEBING TINGGI: SIMA is very helpful in conducting a census of districtowned assets, as the system provides easy access to codes and names for the different asset categories. The concept of preventive maintenance is well received by the District Property Administration Division, because it clearly establishes the link between asset damage as a result of poor maintenance work and the high cost of major maintenance. Photos showing how assets gradually deteriorate as a result of a lack of maintenance are very informative. Preventive maintenance to be carried out together with community at an early stage is very appropriate for implementation in schools/madrasah.
On the basis of the above, it is safe to conclude that the introduction of the asset management system has been very successful as we have moved from piloting to rollout to dissemination in a three month period, which is a first for a new DBE1 program. Anticipated Next Steps:
32
Support community-based preventive maintenance.
Finalization of the following manuals
School Asset Management to Meet National Education Standards;
School Assets Data and Analysis for the District Education Office;
Community Based Preventive Maintenance for School Equipment and
More Effective Decentralized Education Management and Governance
Infrastructure; and
Glossary and References for School Asset Management.
As a new decree has been issued by Minister of National Education on the Minimum Service Standards for basic education at both the district and school level (Permendiknas 15/2010), update SIMA so that the system will also show district performance against MSS.
More Effective Decentralized Education Management and Governance
33
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 20087. Work commenced in the final quarter of 2009. 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 Coordination with Provincial and other Donor Stakeholders DBE1 maintained consultations with provincial officials and other donors, particularly AusAID SEDIA Project. Coordination with SEDIA has continued to be very good since the beginning of program preparation. In late 2010, the provincial education office appointed three staff to work closely with DBE1 to monitor program implementation and in consulting with district officials. The provincial education office asked DBE1 to assist in creating a province-wide database along the lines of the district level database to support strategic planning (SIPPK); DBE1 has been undertaking this activity. DBE1 has been sharing results of results of the project‟s financial analysis work with the provincial level working group that is working on an equity strategy to better allocate provincial funds to districts. This includes provincial government, the AusAID-funded SEDIA project, DBE1 and other donors. DBE1 will continue to support these province level working groups in the coming months. DBE1 participated in a meeting with this working group in Banda Aceh on 29 June bringing together the different donor/consultant groups with the aim to rationalizing assistance. As a result of the meeting, the World Bank committed to support DBE1 programs and to adjust its programs to the needs on the ground. It appeared that the AusAID-funded LOGIC 2 project might involve some duplication of DBE1 work on finance, but we have discussed the situation with AusSAID contractors who agreed that they will not duplicate work done by DBE1 but will in fact try to learn from our experiences.
7
“Report on Assessment of the Feasibility of Expanding the DBE1 Program in Aceh”, August 2008.
34
More Effective Decentralized Education Management and Governance
4.2 Program Implementation Work is now well underway in all 18 districts, with most programs either completed or nearing completion in the majority of districts. Progress has been impressive in light of the tight timeframe and challenging logistics. The final and most demanding part of the program, completion of a district strategic plan (renstra) based on data analysis and public consultation is nearly complete in three districts and at various stages of completion in a further 15. Financial analyses (BOSP) is now complete in all 18 districts and AKPK in all but three, where it is nearly complete. The response of districts continues to be very positive and public consultations to share results of these financial analyses are providing very useful inputs into the policy and planning process in these districts. In order to manage this demanding program and achieve objectives within the limited time frame remaining to the project, DBE1 established three teams, each under the management of an experienced regional coordinator: West Aceh, Central Aceh and East Aceh. As at the end of the quarter, five districts in the West Aceh region have completed BOSP analysis. In addition, Kabupaten Simeulue has completed the first two workshops but not yet the final analysis or consultations. In East Aceh the process is complete in five districts. Kabupaten Aceh Tenggara and Kabupaten Gayo Lues are currently conducting final analyses. BOSP analysis is complete in three districts in the Central Aceh region, Kabupaten Pidie Jaya, Bireuen and Kota Sabang. In these districts BOSP results are now being fed into the policy making process. The process in the remaining three districts in Central region is almost complete. As an example, the following graph illustrates the results of BOSP in the East Aceh region: Figure 4.1: BOSP Results in East Aceh
More Effective Decentralized Education Management and Governance
35
Work on the district financial analysis, AKPK, is now complete in 15 districts, six in Central Aceh, four in West Aceh and five in East Aceh. In these districts the process of public consultation is ongoing. The remaining three districts are at various stages of completing the process and are expected to complete in the coming quarter. In general the response has been very positive. In Lhoksemawe, for example, 40 people attended the public consultation event held on 15-16 June. Representatives of the local legislature (DPRK) indicated that they would use the results of BOSP and AKPK to lobby for increased support for education in parliament. The Head of the Education Office indicated that he was very pleased with the BOSP and AKPK results. Prior to the DBE1 program, he commented, budget proposals did not have a strong basis and the process was typically based only on thinking and estimations, and in consequence did not get strong support from the local parliament. He went on to explain that he will advise the Legal Bureau (Biro Hukum) to prepare a local regulation (perda) which can become a local law (qanun) to ensure that future budgeting and spending on basic education will be based on these financial analyses. District officials were trained in SIPPK methodology and data input and analysis commenced in six districts late last year. Work continued in the first quarter of 2010 and in the April-June quarter SIPPK was completed in all districts with the following exceptions. In Kabupaten Aceh Tenggara and Gayo Lues data collection and analysis is still in process. Data inputting is around 50% complete. Kota Sabang is also still compiling population and poverty data. In Simeuleu the process is in the final stages. District strategic planning (renstra) has been a major focus this quarter. Using the results of SIPPK, renstra preparation is now in process in almost all districts. In Kabupaten Aceh Utara, Bireuen, and Bener Meriah in the Central Aceh region the process is 50% complete. The first two workshops were conducted along with follow up mentoring to identify strategic issues based on the data analysis (SIPPK) completed in the previous quarter. The process also commenced with initial workshops in Kota Sabang, Kota Lhoksemawe and Pidie Jaya in Central Aceh. In East Aceh, the focus has been on Aceh Tamiang, Aceh Timur, and Kota Langsa, where renstra is in the final stages of public consultation, and in Aceh Singkil and Kota Subulussalam where initial workshops and data collection on education service are underway. The remaining two districts in this region, Aceh Tenggara and Gayo Lues, are still completing preparation of SIPPK and have not yet commenced the planning workshops. In West Aceh, preparation of a draft renstra document has been completed in Aceh Barat, Nagan Raya and Aceh Barat Daya districts in preparation for public consultation events scheduled for the coming quarter. In Kabupaten Aceh Jaya workshops on education service provision have been completed along with the initial workshop to identify vision, mission and strategic issues. In Simeulue the planning process commenced in June. While it was previously agreed that renstra preparation in Subulussalam would be facilitated by GTZ, a formal letter from Dinas Pendidikan Kota Subulussalam this quarter requested support from DBE1.
36
More Effective Decentralized Education Management and Governance
Implementation is proceeding smoothly as the DBE1 specialists are experienced in providing the technical assistance and conducting training for these programs. In general, the commitment of both the province and the districts remains very high and the participants have been serious in their attendance and participation in DBE1 activities. Among the challenges, our teams have found that district officials typically lack skills and experience required for this level of analysis and strategic planning. DBE1 has been addressing this issue by providing close supervision, ongoing training and mentoring. In order to proceed with the very heavy demands of this program and the short timeline provided, DBE1 has drawn on the pool of experienced specialists from other target provinces and much of the training and mentoring has been conducted in district clusters. 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
Launch program and sign agreements with 18 districts
18
March 2010
18 (completed last quarter)
-
-
8 staff & 1 supplemental office
September 2009
Completed last quarter
-
-
Complete BOSP
18
March 2010
Commenced in all 18 districts. Completed in 13 districts
Completed in 9 additional districts. Commenced in 9 more districts
Completed in all 18 districts.
Complete AKPK
18
March 2010
Commenced in all 18 districts. Completed in 15 districts
Completed in 15 districts. Commenced in 3 more districts.
Completed in all 18 districts
Complete SIPPK & renstra
18
August 2010
Commenced in all 18 districts SIPPK completed in 12 districts Renstra almost complete in 3 districts
Commenced in 12 more districts
SIPPK completed in all 18 districts Renstra completed in as many districts as possible
Facilitate workshops for district governance related stakeholders to review plans
18
August 2010
Not yet
Not yet
Commenced in 9 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
Commenced in 9 districts
Establish offices and contract and train new staff
More Effective Decentralized Education Management and Governance
Target next Quarter
37
Anticipated Next Steps:
38
Continue to attend coordination meetings with Aceh provincial stakeholders and other donors
Complete AKPK in all 18 districts
Complete SIPPK in all 18 districts
Complete renstra in 6 districts
Conduct governance events and public consultations in as districts where renstra is complete
Continue to coordinate closely with SEDIA (AusAID) and the World Bank on use of DBE1 materials and results.
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. 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, kandepag, district library, district planning board, and schools. Fourteen grants were awarded, eleven grants are completed, and remaining three grants are 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)
Complete grant awards
14
Mar 09
14 awarded
-
-
Complete disbursement of funds/procurement
14
Dec 09
11 grants completed, 3 grants ongoing
3 grants completed
3 grants
Complete grant implementation
14
Jun 10
11
6
3
Compliance monitoring & reporting Jun 2010
3
Sep 10
Continuous based on milestones
Up to date
As per milestones
Final evaluation & publication (mid 2010)
14
Sep 10
SOW for final evaluation drafted
SOW for final evaluation submitted
Conduct final evaluation
Activity
More Effective Decentralized Education Management and Governance
Target next Quarter
Achievement this Quarter
39
Six grants were being finalized this quarter; three grants fully completed (Table 5.2, denoted as „C‟) and three grants are in the final progress report writing process (denoted as „C*‟). We expect the remaining three grants to be completed in the next quarter (Table 5.2, denoted as „P‟). In general, almost all grantee are highly dependent on DIS technical assistant in progress report writing; on the condition DIS are highly occupied then report writing is delayed. In other cases, grantee highly occupied with other activities resulting in postponing ICT grant implementation activities. Table 5.2: Progress in ICT Grants Completion LOCAL GOVERNMENT COMPLETION STATUS
Completed
On Going
√
√
√
-
-
-
-
-
√
√
√
√
√
P
√
√
√
-
-
-
-
-
√
√
√
√
√
C
√
√
√
-
-
-
-
-
√
√
√
√
√
C*
SMK Eductaion
Launching
Procurement
Process Grant Award
ICT Center Pre Award
Board Dinas Infokom
LEAD CONSORTIUM
Bappeda University/
CATEGORY
Kandepag
DISTRICT
Dinas
No
Pendidikan Perpusda
CONSORTIUM MEMBER
CENTRAL JAVA 1
2 3
Kab. Karanganyar
Tier-2 EMG
PT
Indomaya
Wira
Sejahtera
Kab. Klaten
Tier-2 EMG
CV Cosmo Jaya
Kab.
Tier-1
PT
Karanganyar
Hotspot
Sejahtera
Tier-2 EMG
PT ITS Kemitraan
√
-
-
-
-
-
-
-
√
√
√
√
√
C*
PT Tridata Cakrawala
√
√
-
-
-
-
-
-
√
√
√
√
√
C
Tier-1 EMG
PT ITS Kemitraan
√
-
-
-
-
-
-
-
√
√
-
√
√
C
Tier-2 EMG
Web Media
√
-
√
-
-
-
-
-
√
√
√
√
√
C
Tier-2 EMG
YPK Amanah
√
-
√
-
-
-
-
-
√
√
√
√
√
C*
Indo Komputer
√
√
-
-
-
-
-
-
√
√
√
-
√
C
√
-
√
-
-
-
√
-
√
√
-
√
√
C
-
-
√
-
-
-
-
-
√
√
√
-
√
C
Indomaya
Wira
EAST JAVA 4
5
6
Kota Surabaya Kab. Tuban Kota Surabaya
Tier-1 Hotspot
NORTH SUMATRA 7
Kab. Tapanuli Utara
SOUTH SULAWESI 8
Kab. Pangkep
9
Kab. Soppeng
10
11
40
Tier-1 Hotspot
Kab.
Tier-1
PT. Rekayasa Teknologi
Engrekang
Hotspot
Informasi
Kab.
Tier-1 EMG
Turatea Computer Centre
More Effective Decentralized Education Management and Governance
LOCAL GOVERNMENT COMPLETION STATUS
Completed
On Going
√
√
√
√
-
-
-
-
√
√
√
√
√
P
Tier-2 EMG
CV Trisatya Pratama*
√
-
√
√
√
√
-
-
√
√
√
√
√
P
Kab.
Tier-1
Yayasan
Sukabumi
Hotspot
Islamiyah (YASTI)*
√
√
-
-
-
-
-
√
√
√
√
√
√
C
SMK Eductaion
CV Almagada Jaya*
Kandepag
Launching
Procurement
Process Grant Award
ICT Center Pre Award
LEAD CONSORTIUM
Board Dinas Infokom
CATEGORY
Bappeda University/
DISTRICT
Dinas
No
Pendidikan Perpusda
CONSORTIUM MEMBER
Jeneponto
BANTEN 12
Kota
Tier-2
Tangerang
Hotspot
WEST JAVA 13
14
Kab. Karawang
Tarbiyah
The total anticipated value of 14 grants awarded increased from $287,884 (IDR 2,669,599,451) to $292,901 (IDR 2,714,749,451). The increase is a result of USAID approval to increase the grant for Pankep, South Sulawesi (see below) due to natural disaster that broke ICT tower. As of June 2010, $275,570 (IDR 2,559,365,872), about 94%, has been disbursed to the grantees in the form of equipment and cash to cover grant main activities including training expenses. In the quarter, six grantees received disbursements (Table 5.3, denoted by bold blue color font). In addition, although grant activities have been completed, three grantees have not received final disbursement pending final progress report; and one grantee was in the process of closing procedure (denoted in red color font). Table 5.3: Summary of Grants Awarded Progress No.
Grant Amount (Rp.)
Grantee
a.
ICT INNOVATIONS & EMG
a.1.*
Pangkajene
Kepulauan,
Jeneponto,
South
Sulawesi
-
551.602.500
524.983.907
26.618.593
25.252.500
24.902.500
350.000
292.518.451
258.146.415
34.372.036
PT
Turatea Computer Center a.3.
Obligation Amount (Rp.)
South
Sulawesi - YPK Amanah a.2.*
Cummulative Realization (Rp)
Karawang, West Java - CV Trisatya Pratama
More Effective Decentralized Education Management and Governance
41
Progress No.
a.4.
Grant Amount (Rp.)
Grantee
Karanganyar,
Central
Java
-
a.6.*
Surabaya,
East Java
- PT
Surabaya,
East
Java
-
PT
b. EDUCATION HOTSPOT
b.1.*
Soppeng, South Sulawesi - Indo Komputer Sukabumi, West Java
Tuban,
East
Java
-
PT
Enrekang,
South
Sulawesi
-
50.184.000
50.184.000
-
311.557.100
322.536.000
(10.978.900)
361.742.000
364.475.600
(2.733.600)
31.243.000
30.755.000
488.000
60.670.400
61.142.500
(472.100)
69.754.000
69.788.000
(34.000)
25.925.000
25.925.000
-
300.930.000
249.777.250
51.152.750
27.377.000
22.567.700
4.809.300
2.714.749.451
2.559.365.872
155.383.579
292.901
275.570
17.331
PT
Rekayasa Teknologi Informasi Tangerang, Banten - CV Almagada Jaya b.6.*
-
Tridata
Cakrawala*
b.5.
347.461.000
- Yayasan
Tarbiyah Islamiah (YASTI)
b.4.*
347.461.000
North Tapanuli, North Sumatra – PT
b.
b.3.*
51.811.500
ITS
Webmedia
b.2.*
206.721.000
ITS
Kemitraan [Tier-2] a.8.*
258.532.500
Klaten, Central Java - CV Cosmo Jaya
Kemitraan [Tier-1] a.7.*
Obligation Amount (Rp.)
PT
Indomaya Wira Sejahtera [Tier-2] a.5.*
Cummulative Realization (Rp)
Karanganyar, Central Java - PT Indomaya Wira Sejahtera [Tier-1]
Grand Total (Rp.)
Grand Total (USD=9,000 IDR) * Grants completed
(xxx) denoted negative obligated amount due to increase of US$ rate to IDR during procurement process. This is DBE1 responsibility because almost all procurement was carried out by DBE1
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.
42
More Effective Decentralized Education Management and Governance
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. Surabaya, East Java. The grant to the consortium led by PT ITS Kemitraan produces results such as: (i) District education portal that integrates all schools connected to DigiSchool and PadatiWeb, (ii) DigiSchool portal that records school data on academic, financial, human resources, inventory, communication forum, and teaching learning process, and (iii) SMS management that provides information on students grade, daily students attendance, academic calendar, and meeting broadcast for parents via mobile phone. Equipment was provided by DBE1 to enable such features as: (i) District Education Office: computer server, access point, and GSM modem, (ii) UPTD Gubeng and Kenjeran: one set of computer each including modem for Internet connection, and (iii) Thirteen DBE schools in Gubeng and Kenjeran: one set of computer each including its modem for Internet connection. Further, District Communication and Information Office (Diskominfo) budgeted about Rp.260 million for DigiSchool dissemination for about 645 schools in Surabaya (SD, SMP, SMA, and SMK). A meeting regarding DigiSchool dissemination was carried out on April 23, 2010 attended by Kepala Diskominfo Kota Surabaya Bapak Ir. Chalid Buhari, Kepala Bidang Aplikasi dan Telematika Bapak Irvan Dani Ananda, Pak Khakim (lead grantee), and national and provincial DBE1staff. The dissemination training activities were carried out mid May to end June 2010 (Table 5.4), and conducted in four different training locations, i.e. Diskominfo office, Golden City Mall, BLC Telkom Taman Flora, and BLC Telkom Margoyoso. Remaining 87 schools (out of 645 schools) received on site training due to limited training location. Following training sessions, each school received one day on site technical facilitation (by 20 ITS facilitators, meaning 20 schools per day). The technical facilitation is scheduled to be finalized in August 2010. As an encouragement, Diskominfo will give awards to schools that enter complete data into DigiSchool Portal. In addition, Education Office of Surabaya also has been supporting implementation of DigiSchool by:
Issuing circular letter requesting all DBE1-partner schools to establish school‟s ICT team that consists of three teachers who are responsible for DigiSchool implementation.
Providing a special room that hosts the System‟s computer server and other equipment.
Providing Internet bandwith so DigiSchool can be accessed by schools and sub-district education offices.
Providing meeting rooms that can be used for DigiSchool training.
Inviting principals and sub-district education office heads to discuss implementation of DigiSchool
Supporting Diskominfo in disseminating DigiSchool as mentioned above.
More Effective Decentralized Education Management and Governance
43
From Education Office viewpoint, DigiSchool allows the Office to obtain up-to-date and accurate information from schools such as number of students, schools‟ employees, or equipment condition easily. With such accessibility Education Office can establish plans to improve schools‟ conditions based on latest school data. Also, because DigiSchool enables teaching/learning activities through Internet, the Education Office can use this facility to try to improve the quality of education in its schools. In terms of sustainability, in addition to dissemination efforts mentioned above, Surabaya Education Office which is responsible for the system maintenance is also planning to continue working with PT ITS Kemitraan to develop more programs for DigiSchool. As for other districts, DBE1 believes that when implemented at school, sub-district, and district levels, DigiSchool provides up-to-date school information that can easily be used by District Education Office. Similar principles can also be used at province and national level. In terms of system mainenance, servers can be placed at district level for schools, sub-district, and District Education Offices to access.
DigiSchool Dissemination Meeting
Table 5.4: DigiSchool Dissemination Schedule Region
Training Schedule
SD/MI
Number of Schools SMP/MTs SMA/MA/SMK
Wilayah Barat
18 May - 4 June 2010
124
Wilayah Selatan
18 May - 3 June 2010
111
Wilayah Pusat-1
18 May - 10 June 2010
167
3
Wilayah Pusat-2
18 May - 9 June 2010
85
42
26
487
45
26
Total by Level Grand Total
558
Pangkep, South Sulawesi. The grant to the consortium led by YPK Amanah carries out activities as follows: (i) provide internet service provider (ISP) services, (ii) Internet Café, (iii) introducing ICT to remote locations (pulau Salemo), and (iv) provide training on local area network, internet, and computer technicians. ICT Grant for Pangkep is the only simplified cost reimbursement (SIG) type of grant. This means that grantee disbursement is dependent on its achievement. Further, any changes in grant amount is allowable (because it is not fixed grant) providing memo of justification is issued and approved. For instance, additional grant amount is given 44
More Effective Decentralized Education Management and Governance
to purchase a new sturdier 4-leg tower to replace the original 3-leg tower that was broken due to natural disaster. The tower is essential for ISP operation. Instillation was completed in April 2010. Even though cash generated by the ISP component is not as much as expected, other grant component activities do generate sufficient cash to maintain/sustain the program (see cash flow, Figure 5.5 below). Grantee‟s biggest expenses is for bandwidth fees. Howver, this is now not a really a problem because grantee uses Jardiknas bandwidth for ISP bandwidth in return for Jardiknas use of DBE1 tower. Therefore, it appears that the program will be sustained after the grant officially closes.
New 4-Leg Tower
Table 5.5: Pangkep Grant Cash Flow URAIAN Saldo Awal
Nop 2009 -
Des 2009 12.465.000
Jan 2010 12.825.000
Feb 2010 9.855.000
Mar 2010 6.967.500
Apr 2010 9.327.500
Mei 2010 11.952.500
TOTAL
Tambahan Dana dari DBE1
-
-
-
-
14.400.000
38.380.645
45.150.000
97.930.645
Dana dari Konsorsium/ Cost Sharing
-
-
-
-
-
-
-
-
4.050.000
4.050.000
4.050.000
-
-
-
-
12.150.000
Pemasukan ( Cash In )
Pendapatan Sewa Bandwidth Untuk Client Pendapatan Warnet (AmanahNet)
5.600.000
6.850.000
2.475.000
1.800.000
4.100.000
4.700.000
5.200.000
30.725.000
Pendapatan Training Publik
3.300.000
2.750.000
4.125.000
5.500.000
5.225.000
6.875.000
6.875.000
34.650.000
Pendapatan Training Privat
900.000
600.000
300.000
900.000
1.500.000
2.100.000
4.200.000
10.500.000
-
-
-
-
-
-
-
-
13.850.000
14.250.000
10.950.000
8.200.000
25.225.000
52.055.645
61.425.000
185.955.645
Biaya Sewa Bandwidth Telkom
-
-
-
-
38.380.645
-
38.380.645
Biaya Sewa Telkom Spedy
-
-
-
412.500
825.000
825.000
825.000
2.887.500
-
-
-
-
14.400.000
-
45.150.000
59.550.000
Pendapatan Training In House Total Cash In Pengeluaran ( Cash Out )
Equipment (Server & Tower Recontruction) Operasional Cost
-
-
-
-
-
-
-
-
1.385.000
1.425.000
1.095.000
820.000
672.500
897.500
1.107.500
7.402.500
Honor Instruktur Training Publik
990.000
825.000
1.237.500
1.650.000
1.567.500
2.062.500
2.062.500
10.395.000
Honor Instruktur Training Privat
270.000
180.000
90.000
270.000
450.000
630.000
1.260.000
3.150.000
-
-
-
-
-
-
-
-
1.385.000
1.425.000
1.095.000
1.232.500
15.897.500
40.103.145
47.082.500
108.220.645
12.465.000
12.825.000
9.855.000
6.967.500
9.327.500
11.952.500
14.342.500
77.735.000
Maintenance Cost
Honor Instruktur Training In House Total Cash Out Saldo Akhir per Bulan
Anticipated Next Steps
Assist grantees in grant final reporting process.
Continue compliance monitoring by reviewing each grantee‟s progress reports for completeness and compliance of general reporting requirements.
Conduct impact evaluation and reporting.
More Effective Decentralized Education Management and Governance
45
5.2 EMIS Pilot (Task 8) The EMIS Strengthening Pilot program is being carried out in two selected districts in Aceh: Aceh Tengah and Pidie. The program has two phases: preparation and implementation phases. Preparation phase was completed in 2009. Full scale implementation began in the last quarter. The pilot field work was completed during this quarter and a conference to present result took place at end of June 2010. Table 5.6: 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 Phase1 completed, Phase-2 in progress
Work Plan Phase2 completed
Work Plan Phase-2 fully implemented
Procure equipment district, sub district and school
62 computers, 52 printers, 20 Smart Phones
Jan 10
Printers, Desktop Computers, and Smartphone‟s completed
Procurement of equipment completed
none
Conduct resource assessment district, sub district, and schools
52 SD/MI, 2 UPTD/KCD, 2 DEO and Kandepag
Oct 09
Resource Assessment completed and implemented
Resource Assessment Report submitted to USAID
none
Train district, sub district, and schools
Train in ICT Strengthening and EMIS Strengthening using SDS++
Apr 10
ICT Strengthening trainings completed
ICT training materials submitted to USAID
none
EMIS Strengthening training is near completion
EMIS Strengthening training completed
none
Monitoring and evaluation** (initial, measure-1, and measure-2)
52 SD/MI, 5 UPTD/KCD, 2 DEO
May 10
Initial and measure-1 completed
Measure-1 completed; Measure-2 initially begun
Measure-2 completed
Evaluate and disseminate results for MONE policy on data flows
National workshop
Jun 10
Full scale implementation near completion
TOT for SDS++ Dissemination completed National Workshop for MONE completed
Final Report submitted
* 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
46
More Effective Decentralized Education Management and Governance
Full Scale Implementation
After successfully testing the School Database System++ (SDS++) program at the end of 2009, DBE1 continued with program implementation in Pidie and Aceh Tengah Districts. Together with the Ministry of National Education (MONE) Education Statistics Center, throughout March and April 2010 DBE1 trained stakeholders at school, sub-district, and district-level to improve and synchronize their data usage and management. In these two months DBE1 trained a total of 252 people consisting of principals, administrative staff and teachers of 52 partner schools, supervisors of kindergarten and elementary schools, Islamic school supervisors, and representatives of the Office of Religious Affairs and District Education Office of both districts. By using SDS++, participating schools and madrasah can now develop their school plan, produce supporting documents for various purposes such as the Elementary School Individual Report (Laporan Individu-Sekolah Dasar –LI-SD/M) and BOS usage report, as well as their own school report card. In addition, with SDS++ and using a simple Personal Digital Assistant (PDA,) supervisors can easily obtain data from schools and transfer this information to sub-district and district education office. Transfer of information can also be done between sub-district and the district education office. In addition to uploading more valid data to the MONE EMIS (Padatiweb), district and sub-district education office personnel can also use the PDA to display aggregated school data such as academic performance in the sub-district.
Ibu Nurazizah from SDN Bambong dan Ibu Marliah from MIN Reubee, Pidie, were in the process of linking their PDA with their desktop to synchronize data. Using the PDA enables school data to be easily transferred to the subdistrict and district education office
Ibu Sitti Aisyah from SDN 3 Aree, Pidie, inputting BOS transactions information into the System
The Head of Pidie Education Office responded positively to DBE‟s support in implementing the SDS++ program in his district. He explained that the Education Office plans to expand this program to other schools, pending a review of the implementation result. Furthermore, the Education Office will issue a Decision Letter requesting each school to establish its own ICT team to support the implementation of SDS++ in more sub-districts. Participants were also very enthusiastic about this program. Ibu Nursiah, the Principal of SDN Pangge Pilok, Pidie, mentioned that, rather than filling out forms manually, the school uses SDS++ to produce school‟s monthly report digitally and send the report to Education Office.
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47
Meanwhile, in Aceh Tengah, a representative of MONE Education Statistics Center visited schools in order to directly observe the training sessions. He indicated that he hopes that with EMIS/ICT strengthening efforts in these two districts more effective and efficient data management can be achieved and stakeholders at school, sub-district, and district level can be encouraged to use data that is valid and up-to-date. The Head of the Education Office of Aceh Ibu Sitti Aisyah from SDN 3 Aree, Pidie, inputting BOS transactions information into the Tengah said he hopes that participating System principals, school personnel, teachers and supervisors can disseminate the knowledge and skills to others. A representative of the Aceh Tengah Parliament encouraged those who were trained to continue using the system in their respective places. Bapak Bardan also indicated that he hopes this effort will help improve the quality of human resources in Aceh Tengah. Monitoring and Evaluation
Monitoring and evaluation (M&E) was carried out in the period April - July 2010. Two measures of success were taken: the first was completed and the second is ongoing. While the first measure aims to assess whether schools/madrasahs, UPTD/KCD, and district education office (DEO) installed SDS++ in their sites following series of training sessions, the second assesses whether (i) school/madrasah update, verify, and validate their data, and (ii) sub-district and district offices synchronized school/madrasah data using PDA. Each school and madrasah was provided with a computer and printer, each sub-district office (UPTD/KCD) was provided with a computer and PDA, and the district offices in both districts was provided with a PDA. The assessment of SDS++ installation at schools and madrasah took longer than expected. April, May, and June turned out not to be an ideal time for additional activities in schools and madrasah. Notwithstanding the regulation (Permendiknas No. 24, 2008) regarding School/Madrasah Administrative Staff8, schools do not typically have school administrative staff (tenaga administrasi sekolah – TAS) that are assigned full time to handle school data. During this period, in addition to the regular 24 - 35 hours per week teaching learning process, schools were busy with final exams and new school enrollment.
8
Pasal 2: Penyelenggara sekolah/madrasah dapat menetapkan perangkapan jabatan tenaga administrasi pada sekolah/madrasah yang diselenggarakannya. Pasal 3: Penyelenggara sekolah/madrasah wajib menerapkan standar tenaga administrasi sekolah/madrasah sebagaimana diatur dalam Peraturan Menteri ini, selambat-lambat 5 (lima) tahun setelah Peraturan Menteri ini ditetapkan.
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More Effective Decentralized Education Management and Governance
Figure 5.1: Illustration of SD/MI Dispersion Location in Pidie and Aceh Tengah
The implementation of SDS++ in schools required a lot of technical assistance from the DBE1 ICT team. In the assessment, the DBE1 team found out that almost all schools and madrasah had commenced installation of the software but awaited further technical assistance to complete the process. In addition, about six schools did not start installation at all even though they had been provided with a computer at the school. The team also found out that several computers were stored at the principal‟s house for security reasons. The same circumstances applied for sub-district offices (UPTD/KCD). As a result, the DBE1 ICT team assisted each and every school, madrasah and sub-district office in the installation processes including asking the principal to provide a secure location to enable computer use at the school/madrasah. MONE National Workshop
From June 22 to 24 in Jakarta, the Education Statistics Center of Research and Development Body of Ministry of National Education (PSP Balitbang Kemendiknas) conducted a meeting aimed to inform participants on the Center‟s nationwide efforts to collect education-based data as well as implement different applications to support such efforts. Taking the theme of "Revitalizing Data Collection EMIS & ICT Specialist, Ibu Tita Rachmaniah Management to Improve Quality of (second from left), presented the SDS++ Education," this meeting was attended Program by more than 100 participants from 33 provinces, 33 districts and 30 Education Quality Assurance Body from all over Indonesia.
More Effective Decentralized Education Management and Governance
49
In this meeting DBE1 presented the School Database System++ (SDS++) to the participants. Collaborating with the Education Statistics Center, DBE1 developed SDS++ to support schools, sub-district, and district education office in the management of school and education-based data. Besides aiming to support schools to manage their data and information efficiently and in accordance to their needs, another purpose of SDS++ is to facilitate a digital exchange of data and information between schools, sub-district and district education office. So far, DBE1 has tried-out the SDS++ Program in districts of Aceh Tengah and Pidie. DBE1 has also conducted Training of Trainers in Purworejo, Jepara, Tuban, Bojonegoro, and Enrekang districts. Local governments in these districts have given a commitment to disseminate and implement this program in their regions. In general, the SDS++ Program is in line with the Education Statistics Center‟s priority. Since 2010, the Center has been collecting data for its Web-Based Education Data and Information Portal using digital means such as electronic questionnaires. In the meantime, one of the SDS++ outputs is the standard SD/MI Individual Sheet (LI-SD/MI) which can be electronically exported to the portal. DBE1 also demonstrate how to use the SDS++ application and a Personal Data Assistant (PDA) as a tool for data and information digital transfer. DBE1 efforts received positive feedback from the participants as representatives from 21 provinces, districts, or Education Quality Assurance Body requested more information about the SDS++ program.
Guided by DBE1 staff, one of the participants tries out the SDS++ application on a PDA
Anticipated Next Steps
Monitor and evaluate SDS++ usage at the school/madrasah, sub-district offices, and District Education Offices and district MORA offices (Measure-2).
5.3 EMIS Pilot Dissemination DBE1 contracted modification dated 2010 tasked DBE1 to disseminate EMIS Strengthening Pilot program in five districts in addition to Aceh Tengah and Pidie districts. By the second week of February 2010 two districts requested DBE1 technical assistance for the EMIS Strengthening program. The districts are Tuban and Bojonegoro of East Java province. Further, the following districts expressed their interest to disseminate the program before the project ends in September 2010: Sukabumi – West Java; Jepara and Purworejo – Central Java; and Enrekang – South Sulawesi. For final program implementation, each district have provided funds to cover the costs while DBE1 will provide technical assistance as necessary. To follow up, DBE1 apply the following steps: (i) provide training of trainers (TOT) for the six districts, (ii) provide district and school level trainings (together with trainers from the
50
More Effective Decentralized Education Management and Governance
first step), and (iii) provide technical assistance (as requested) on district final program implementation. In addition, prior to dissemination DBE1 national ICT team carried out training for province ICT team (DIS/JDIS/DIA). Step one and step two were concluded while step three will follow. Table 5.7: Progress with EMIS Pilot Dissemination Activity
Target Volume
Target Date
Status at end of Quarter (cumulative)
Achievement this Quarter
Target next Quarter
Socialization of EMIS Pilot Program for candidate five districts
6 districts
May 2010
2 districts conducted
2 districts conducted
4 districts receive socialization
Train DBE1 staff at targeted province and districts
DIA, JDIS, DIS, and SDS Facilitators
Jun 2010
completed
DBE1 staffs and SDS Facilitators trained
None
Provide Training for Trainers
6 districts
Jun 2010
completed
6 districts receive training of trainers
None
Provide Technical Assistance for Dissemination
6 districts
Sep 2010
Not yet
Not yet
Not yet
Monitoring & Evaluation
6 districts
Aug 2010
Not yet
Not yet
Not yet
Introduction and Planning on EMIS Strengthening Workshop using SDS++
The workshop was conducted on 10 -12 May 2010 in Yogyakarta and was attended by USAID CTO Ibu Mimy Santika, DBE1 COP Bapak Dan Moulton, Head of PSP Balitbang Kemendiknas Bapak Ade Cahyana, and Join Team of PSP and DBE1. The participants of the workshop were heads/staff of provincial education offices of South Sulawesi, West Java, East Java, Central Java, and DI Yogyakarta. Other participants were heads/staff of district education offices of Enrekang, Sukabumi, Jepara, Purworejo, Tuban, and Bojonegoro. During the workshop Ibu Mimy Santika emphasized that EMIS Strengthening using SDS++ is a continuation of DBE1 EMIS Assessment activity that was carried out in 2007. The purpose of EMIS Strengthening is to help school/madrasah, UPTD/KCD, and district education office/Kandepag providing multiple outputs, including LI-SD/MI electronic questionnaire, from a single application software. Further, Ibu Mimy reminded that quality data and information is a synergy of supply of quality data, demand for quality data, and capacity to produce quality data.
More Effective Decentralized Education Management and Governance
51
Various Activities during SDS++ Introduction and Planning Workshop
Figure 5.2: Manual and Internet Data Flow Concept
Pusat Statistik Pendidikan BALITBANG
LPMP LPMP
JARDIKNAS UNIT UNIT –– UNIT UNIT KERJA KERJA
$
Dinas Dinas Pendidikan Pendidikan Provinsi Provinsi
SEKOLAH Dinas Pendidikan Kabupaten / Kota
Manual Data Flow (Kab./Kota → Sekolah) InternetData Flow(Kab./Kota → PSP)
Internet Data Flow (PSP→ LPMP) Internet Query Data Flow (LPMP → Propinsi) Internet Query Data Flow (PSP→ Unit2 Kerja)
In the mean time, Pak Ade Cahyana gave concept regarding education data flow starting from school/madrasah up to PSP Balitbang. At present data flow from the school/madrasah level are carry out manually to district education office, by passing sub-district education office, while data flow from district education office is carry out via internet (Jardiknas) into Padatiweb. He also mentioned that data collected from
52
More Effective Decentralized Education Management and Governance
schools/madrasah were not satisfactorily yet and that data publication is still one year behind. DBE1 model of electronic data flow using SDS++ is expected to provide solutions for such a problems. In between the workshop sessions Join Team of PSP-DBE1 carried out a meeting discussing LI-SD/MI new establishment. The discussion was attended by DBE1 national ICT team and PSP team: Retno Wibowo, Ade Nasrun, Hopman Nababan, Sudarwati, Agus Purwadi, Fuad, and Adil. Here PSP team notify that LI-SD/MI 2009 (discussed and agrred on February 2009) was improved into LI-SD/MI 2010/2011 (established in May 2010) and look forward that DBE1 will follow this new establishment. The new establishment covers: (i) class-based curriculum is changed into school-based curriculum (kurikulum menurut kelas diubah menjadi kurikulum menurut sekolah), (ii) add data on internet connection availability at school, (iii) omit/delete data on students who also attended madrasah after school hours, (iv) enrich school category from three categories into six categories: SPM (standar pelayanan minimal – lowest category), RSSN (rintisan sekolah standar nasional), SSN (sekolah standar nasional), RSBI (rintisan sekolah berstandar international), SBI (sekolah berstandar international), and SD SMP Satu Atap., (v) add Penjaskes course (health and sport) into course composition, (vi) delete grade average courses, (vii) record only the latest school final exams grade, (viii) add school accreditation value with „not accredited‟, and (ix) add age range of teachers into 50 – 59 years of age. Training on Trainers (TOT) for District and School Levels
After successful workshop in Yogya, each districts set schedule for district and school level TOT. The TOT was TOT Schedule Tim Nasional Kab./Kota No. Sub-District & carried out starting from 24 Diseminasi School Level Wali Padatiweb District Level USAID - DBE1 (3 days) Terkait (2 days) May to 18 June 2010. 1. Enrekang – 24 -25 May 26, 27, 29 Hopman Nababan Rianti South 2010 May 2010 Tita M. Rachmaniah However, DBE1 team Sulawesi Hamdan Hadenan mentioned that for the training 2. Bojonegoro 25 -26 May 27 – 29 May Dirga Prahadi Agus Purwadi – East Java 2010 2010 Budi Setiawan implementation, districts have 3. Jepara – 31 Mei – 1 June 2 – 4 June Ade Nasrun Rianti to wait until DBE1 ICT team Central 2010 2010 Tita M. Rachmaniah Java Anton Gerhana finalized software revision as 4. Tuban – 31 Mei – 1 June 2 – 4 June Agus Purwadi Dirga Prahadi East Java 2010 2010 Budi Setiawan requested by PSP i.e. LI5. Purworejo 7 – 8 June 2010 9 – 11 June Fuad Panji Wasmana - Central 2010 Sigit Masanto SD/MI 2010. 6.
In total, participants of School level SDS++ TOT comprised of 103 participants (16 Dinas Pendidikan, 26 KCD/UPTD, and 61 school/madrasah).
Java Sukabumi – West Java
Total partipants on District level SDS++ TOT consist of 86 participants (Bappeda, Dinas Pendidikan, DP2KJAD, DPRD. KCD/UPTD, Manajer BOS, Sekolah, and Tim BOS Kabupaten).
14 – 15 Juni 2010
16 – 18 Juni 2010
Panji Wasmana Rudi Sopiana
70
Sudarwati
61
60
50 40
26
30
16
20 10 0
Dinas Pendidikan
More Effective Decentralized Education Management and Governance
KCD/UPTD
Sekolah
53
40
38
36 35
30
25
20
15
10
5
4
3 1
1
2
1
0
BAPPEDA
Dinas DP2KAD Pendidikan
++
SDS
++
SDS
DPRD
KCD/UPTD Manajer BOS
Sekolah
Tim BOS Kabupaten
TOT at Bojonegoro & Tuban
TOT at Purworejo & Sukabumi
SDS++ TOT at Jepara & Enrekang
54
More Effective Decentralized Education Management and Governance
Anticipated Next Steps
Revise SDS++ software to fulfill LI – SD/MI 2010 requirements
Provide technical assistance for six districts that disseminate EMIS strengthening.
5.4 DBE Website 9 As of June 2010, the DBE website received 2,002,625 hits since the website was launched in 2005. This quarter‟s total hits (253,002) is slightly lower than last quarter‟s total hits (260,779). After an increase of website hits in April 2010 to May 2010 (81,898 to 102,926), DBE website hits decreased to only 68,178 hits in June 2010 (see right side of Figure 5.3). This quarter‟s weekly average hits is 18,671 with the highest hits recorded at 3rd week of May (26,581 hits) and the lowest hits at the 4th week of June (6,750 hits). (see left side of Figure 5.3) Figure 5.3: Website Hits
During the quarter, DBE1 continued to upload information from DBE123 into various sections of the Website, primarily: News and Resource Materials. 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, law, and government regulations. Also among the top ten downloads were DBE1 and DBE3 manuals (see Table 5.8 below).
9
http://www.dbe-usaid.org/
More Effective Decentralized Education Management and Governance
55
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
How to Fill SD/MI Profile Instruments Manual
8.718
1-Jul-09
359
24.28
Republic of Indonesia Government Regulation number 32 year 2008 regarding Guideline for District Annual Budget (APBD) compilation Year 2009
10.726
28-Jul-08
692
15.50
Bantuan Operasional Sekolah (BOS) 2009 Manual Book
6.885
11-Feb-09
499
13.80
Law number 14 year 2005 regarding Teachers and University Lecturers
13.974
15-Aug-07
1,035
13.50
Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan
15.236
31-Jul-06
1,410
10.81
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
9.629
27-Nov-07
933
10.32
District Education Board Strategic Planning Preparation Manual
3.402
1-Jul-09
359
9.48
National Education Minister Regulation number 50 year 2007 regarding Education Management Standard by Local Government
4.692
23-Jan-09
517
9.08
National Education Minister Regulation number 34 year 2007 regarding National Exam Year 2007-2008
8.465
27-Nov-07
933
9.07
Minister of National Education Regulation number 39 Year 2009 regarding Teachers and School Supervisors Workload
2.358
7-Oct-09
263
8.97
Resource Materials
Anticipated Next Steps
56
Continuous improvement, maintenance, and update on website content.
Continuous update on 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.
Convert DBE website to Drupal CMS (Content Management System) and move the hosting to a local webhosting service
More Effective Decentralized Education Management and Governance
6. Public-Private Alliance (Task 9) Private Public Alliances (PPA) Program Goals
Explore the possibility to form alliances with corporations
6.1 Outreach activities for PPA at National Level During the quarter, DBE1 has been exploring the possibility to form alliances with corporations to support DBE activities. Follow up meetings with Indonesian organizations such as Gramedia Widiasarana Indonesia and Sampoerna School of Education have been conducted to initiate alliances. The following meetings are highlighted: 6.2 Gramedia Widiasarana Indonesia (Grasindo) Follow up meetings took place with Gramedia Widiasarana Indonesia (Grasindo) during the quarter. The final mock up of the DBE1 MBS package was presented to Grasindo in mid April, so that Grasindo could calculate their contributions to the partnership. To ensure that the partnership with Grasindo is a good deal, DBE1 seek pricing from three other vendors as a comparison to the Grasindo contributions. After receiving information from other vendors, it was decided that because of Grasindo contributions were not competitive enough and because of the limitation of time to renegotiate with Grasindo, that DBE1 would not pursue a PPA with Grasindo. 6.3 Sampoerna School of Education Sampoerna School of Education (SSE) prepared a draft proposal and submitted to DBE1 and USAID at the end of March. Follow up meetings with SSE took place during the quarter. It was decided that because of the complexity of the program proposed by SSE and because of the limitation of time, that DBE1 would not pursue a PPA at this, but DBE1 would continue to offer limited support for SSE initiatives. SSE requested DBE1 technical assistant in developing a credit earning program within SSE based on the existing DBE1 modules and materials. DBE1 agreed to support SSE by assigning DBE1 Provincial Coordinator for West Java & Banten to assist and work with the SSE Team to plan for and develop a foundation for design conversion mechanism of the DBE1 program into a credit earning program which is integrated into a formal degree program of S1 and/or S2 level in SSE. The timeframe for this collaboration is between May and September 2010.
More Effective Decentralized Education Management and Governance
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The Conoco Phillips Alliance: Central Java and Yogyakarta Impact Study
From 31 May to 3 June 2010, DBE1 conducted a small study to see the impact of this project on the schools. The study was carried out in a sample of 15 schools or 43% of total schools. The schools for the sample were randomly selected and it covered all of districts and type of schools (SD-MI, SMP-MTs, public-private and PKBM). The respondents were principals, teachers and students. Data was collected through interviews. All the sample schools indicated positive outcome and impact after the reconstruction/rehabilitation processes was completed. The respondents were very enthusiastic explaining about the outcome and the impact of the school reconstruction/rehabilitation. Almost all sample schools visited indicated that the classroom atmosphere is now more comfortable and teachers are also enjoying teaching in the new classroom because it is safe, clean and has better air circulation. Students are also much happier and can have better concentration in the classroom. Some schools mentioned that since the school library now has new books, students often come to the library and enjoy reading much more. Almost all respondents said that they are proud of the new building. Students are more diligently studying and come to school on time. Some schools (10 out of 15 schools) said that the new student enrollment increased; one school, SMP PGRI in Bantul district, experienced a 112% increase and they are now planning to build additional two classrooms to anticipate the 2010/2011 new school year. Some schools (2 out of 15) said that it is static; and some schools (3 out of 15) said that enrollment decreased. All madrasah indicated that the new student enrollment is increased significantly. Beside the new student enrollment, some schools (8 out of 15 schools) said that the final exam result (UASBN) is also increased. Some schools (3 out of 15) said that it is static; and some schools (4 out of 15) said that it decreased. The community participation approach that DBE1 employed engendered high degrees of community ownership and satisfaction. Some schools mentioned that the surrounding communities often come to school to see the building condition or use the school hall for village activities, like pengajian (praying) or community regular meeting. We also found that all school buildings are well maintained - all schools said that they use BOS fund for the school building preventive maintenance. News of the above-mentioned study (as shown in Figure 6.1 below) was forwarded to ConocoPhillips Indonesia as well.
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Figure 6.1: News of ERA Impact Study on DBE Website
Rehabilitation of SDN Kledokan, Sleman was completed in November 2008. After one and half years, the building is well maintained.
Classroom condition at SDN 01 Jurangjero, Klaten
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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 period of project implementation, the focus has shifted to supporting increased dissemination and sustainability. During the first four to five 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 in this final year that these goals have taken 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. During this quarter, DBE1 completed close out in the original target districts. Notwithstanding this close-out, the scale and scope of dissemination programs has been increasing dramatically towards the end of the project. We know from experience that provinces and districts typically release funds for development towards the end of the calendar year. It is thus likely that after this quarter, many new dissemination programs will be commencing. It will be very strategic if USAID is able to continue to support the development and progress of dissemination as well as sustainability of core project interventions and outcomes after the completion of the current DBE1 contract period.
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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), with the Directorate for Junior Secondary Schooling, and with other donors has been influential in the development of national policy and practice in relation to school-based management. Certification of facilitators
In response to a request from MONE‟s Director of Kindergarten and Elementary Schooling, a major focus this quarter was on certification of district facilitators. Following earlier consultations, a workshop was held with representatives of the Secretariat, DBE1, and USAID at Bogor on 1-2 June 2010 to discuss facilitator certification and agree on the process and objectives of the certification program.
DBE1 meeting with MONE to discuss certification of facilitators
The purpose of certifying a group of facilitators who have been trained by DBE1 is to ensure the quality of training in specified fields for which the facilitator is certified. The areas in question are: school development planning (RKS), school committee strengthening, school leadership, school database system (SDS), and financial management of school support funds; BOS 2010. It was also proposed that facilitators for Asset Management and Human Resource Management be given certificates. It was agreed at the workshop that the process and criteria developed by DBE1 for
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certification are appropriate. Prior to the workshop, all district facilitators were assessed against the agreed criteria by a team comprised of local counterparts, school representatives and DBE1 coordinators. Following the workshop, a validation process was undertakan to confirm the candidates nominated by the province. It was further agreed that a DBE1 team together with the Secretariat will conduct random validation in early July 2010. It was also agreed that a gender balance should be sought in the certification process. The workshop decided that certificates will be issued by DBE1 in the first instance. Consultations are underway with the Directorate with the aim of getting agreement for the certificate to be formerly acknowledged by the Director. During this quarter, as described later in this section, DBE1 also facilitated dissemination programs in three new provinces in response to requests: South Sumatra, West Sumatra and East Nusa Tenggara (NTT). The Director particulary requested that facilitators be certified from NTT in order that training could be provided in the future from the eastern to western provinces of Indonesia. It was thus agreed that an Padang Panjang District Secretary tried to use initial assessment would be made for SDS certifying facilitators in these provinces. Once these provisionally certified participants have had the opportunity to conduct training, late August or early September, their certification will be confirmed through a field validation process as part of monitoring to be coordinated by DBE1 in each province. It is anticipated that the MBS Secretariat will disseminate the final list of facilitators who have been certified by DBE1. The following parties will be given a list of facilitators: 1. Provincial and District Education Offices, 2. National and Regional Offices of Religious Affairs 3. Other donors 4. Foundations and non-government education providers 5. Service Providers 6. The Archdiocese of Ende Excluding the group from NTT and other dissemination provinces, a total of 230 are expected to be certified. As shown in the figure below, of these 195 are men and 35 women.
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Table 7.1: Facilitators to be certified, by Province and Gender Province
Male
Female
Total
Aceh
7
4
11
North Sumatra
17
3
20
West Java & Banten
31
6
37
Central Java
44
8
52
East Java
65
8
73
South Sulawesi
31
6
37
Total
195
35
230
Collaboration with MONE and other donors
In the previous quarter DBE1 commenced collaboration with MONE and other donors to develop an integrated training program to support the implementation of school-based management policies. The program continued in this quarter. The first workshop was held on February 19, 2010 at Hotel Century. This workshop identified the types of training program materials developed by donors so far: RKS, school financial management, and school self-evaluation. Participants included representatives of the Directorate of Kindergarten and Elementary Schooling, the Directorate of Junior Secondary Schooling, MORA (MAPENDA), AIBEP, DBE1, USAID, AusAID, the World Bank and the national BOS team. This workshop was funded by the Indonesian state budget. In the second workshop, conducted on 1 April 2010 at the Century Hotel, a number of sub-topics to be followed up in national training materials for SD/MI and SMP/MTs were agreed on. This workshop, attended by the same participants, was funded by the World Bank. Subsequently a third workshop, also funded by the World Bank was held on May 20 to 21 at the Sultan Hotel. At this workshop, participants from the Directorate of Junior Secondary Schooling, MORA (MAPENDA), AIBEP, DBE1, AusAID, the World Bank and the national BOS team commenced preparation of draft modules for RKS, school financial management, and school self-evaluation. A fourth workshop, held on 12-14 July at the Novotel Hotel in Bogor, reviewed the draft training modules. Discussion focused on the overall flow of the modules. As a result, draft modules were completed for RKS, school financial management and school self evaluation. Documentation of the meeting proceedings was also completed. Participants included representatives of the Directorate of Junior Secondary Schooling, the Minimum Service Standards (SPM) team, DBE1, the World Bank, and the national BOS team. This workshop was funded by the World Bank. The following activities were agreed as follow-up to these workshops:
Piloting of the modules will be conducted late in September 2010 in one district in Yogyakarta province (funded by World Bank).
Training of facilitators will be conducted late 2010. Technical details are still under discussed (funded by World Bank).
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School level training (principals, school treasurers, and school committees) will be conducted in early 2011.
The length of the school level training is proposed as follows: two days for schools that are advanced, three days for average standard schools, and four days for schools that are judged to be less advanced.
School level training will be funded by the AusAID (under a grant agreement with the government of Australia) at an estimated cost of AUD 20 million.
Meta-analysis
During the quarter DBE1 continued work on various impact studies and metaanalyses which are intended to ultimately inform policy development at national levels. The meta-analysis of data collected as part of the district interventions continued with international consultants working with members of the national DBE1 team. A draft report, entitled Efficiency, Effectiveness and Equity in Indonesian Decentralized Basic Education, was prepared this quarter. Preliminary results were presented to USAID and stakeholders in a workshop held in May. To determine the extent to which resources have been used effectively and efficiently in the education sector, this study drew on data gathered by 25 districts (in five provinces). It also examined whether and to what extent the current mechanisms for financing education promote greater equity. The initial analysis relies on two tools developed and used by DBE1. The first is the District Planning Information Support System (SIPPK), which generates a database containing the results of the official annual school census. It includes data on students, teachers, other staff, physical plant, equipment, materials, exam results and other features of over 11,000 elementary and about 2,400 junior secondary schools. The analysis also draws on the District Education Finance Analysis (AKPK) tool, developed and used by DBE1 to assist in evaluating the allocation and use of resources by districts. The AKPK contains data on the national, provincial and district resources budgeted for and expended on education in 25 districts. Together these data sets tell a story of a fairly well-funded, decentralizing education system in which the available resources are mostly consumed by day-to-day operations. For example, the great majority of operating expenditures go to the salaries of teachers. Furthermore, there are great inefficiencies in how education is financed, the most glaring example of which is that the system currently pays for more elementary and junior secondary teachers than it actually needs. In addition, because districts develop and manage their own budgets, there are pronounced differences in what is spent on education from one district, sub-district or even school to the next. In the districts for which DBE have data, some spend less than Rp 1,000,000 per elementary school student, while others spend almost Rp 2,500,000. And some schools in the low spending districts produce better outcomes than many schools in the high spending districts. While per pupil expenditure is not a determinant of student performance on examinations in elementary or junior secondary school, analysis of school characteristics does reveal other factors that do have relationships with student
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outcomes. For example, schools with higher percentages of better educated teachers, or with more female teachers, have higher average exam scores. In contrast, elementary schools with more teachers who have had pre-service teacher education, actually have lower average exam scores. Schools where more students go to kindergarten, as well as schools in areas that have less poverty among the population also have higher average exam scores. Before finalizing the report, which raises policy implications for the Indonesian Government related to funding and resource allocation, initial findings based on computer generated correlations need further analysis. In the coming quarter this analysis will be conducted, and the report will be finalized, submitted to USAID and disseminated to national stakeholders. Impact studies
A study on the impact of district level interventions was conducted in this quarter and is expected to be completed and published in the coming quarter. Further analysis is required. However, preliminary results from the field are consistent in that district and provincial stakeholders from all regions are very appreciative of the outcomes and products resulting from DBE1 interventions at district level. In a significant number of cases, interventions such as BOSP and renstra have resulted in substantial improvements in district funding for basic education, more strategic planning and better targeted policies. There is also a consistent request from stakeholders for ongoing support from USAID and DBE1 to continue to develop management and governance of basic education in districts. A study to determine the impact of school level dissemination programs was also conducted this quarter and results incorporated into an updated version of the major Impact Study submitted in draft form to USAID at the end of the previous quarter. This study will be published and shared with stakeholders in the coming quarter. In brief, the new study investigated the impact of dissemination on non-target schools by surveying two groups: (1) 89 schools which were surveyed in a 2008 study of dissemination and (2) a sample of 105 comparison schools in clusters adjacent to target school clusters within target districts. The latter group has been monitored routinely since a baseline survey was conducted in 2006. On the basis of these studies we can say with confidence that schools involved in dissemination programs followed to varying extent the DBE1 methodology and produced good quality school development plans. The majority also involved community stakeholders, mainly as school committee members, in the process although to a lesser extent than was typical in DBE1 target schools. The studies demonstrate that the quality of the programs, although quite varied, is generally satisfactory. Furthermore, it is clear that the quality of the dissemination process improved between 2008 when the first survey was conducted and 2010 when the second two surveys were conducted. In 2010, more schools had completed preparation of school development plans and the quality of these was better than in 2008. More schools were implementing more varied programs, making the dissemination process more comprehensive. More schools received mentoring as More Effective Decentralized Education Management and Governance
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follow-up to class-based training. The participation of school committees increased. Although varied in terms of process and impact, in general these dissemination programs are resulting in improved management and governance of schools. From the two studies conducted in this quarter it is clear that in the view of the majority of school principals, the dissemination of DBE1 programs has had a positive impact on their schools. Some 90% of principals in the sample dissemination schools identified concrete impacts along with 88% of those from sample non-target schools which replicated one or more DBE1 program. In most cases, those principals from both groups who felt there was no significant impact had not completed the program. When we compare the condition of these schools with those in the baseline survey conducted in these same districts in 2005, it is clear that the impact of non-project funded dissemination programs on non-target schools is profound. The baseline survey found that only 2% of the target schools had good quality development plans. None had plans which conformed to government requirements. Where there were plans, these were typically based on a given budget and not on identifying school needs through data-analysis and proposing plans for improvement. Many were „cut and paste‟ and did not adequately reflect the local school context. School budgets were typically prepared by school management to meet administrative requirements. Parents and community played no significant role. School committees were unaware of their role and responsibilities. School plans were often not implemented and were generally not monitored. After participating in dissemination programs, in 2010, 69% of the sample schools10 had completed preparation of a good quality school development plan and around 70% of planned programs had been implemented. (The completion rate for comparison schools which joined RKS dissemination programs was somewhat lower at 59% as was the implementation rate at 41%.) Many schools from both samples had implemented more than one DBE1 program. As a result, many school committees are becoming more active, school principals are adopting more open and participative management practices and schools are learning to manage data using SDS software. Implementation of school plans is resulting in better managed resources, better targeted budgets, and activities which improve the quality of the school in a range of ways. It is also significant to note that 66% of the non-target schools sampled in DBE1 target districts had replicated or were in the process of replicating one or more DBE1 program. Of these, 58% took part in district-funded dissemination activities, while the remaining 42% took part in dissemination programs initiated at the local level, often by active DBE1-trained facilitators, and funded by the schools themselves. Anticipated Next Steps
10
Follow-up with the aim of finalizing the forward, and obtaining signature of MONE Director TK-SD for the school-based management manuals.
This figure excludes sample schools in Klaten where the dissemination program stalled after „socialization‟.
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Conduct follow-up training with MONE on school-based management materials
Publish and disseminate reports on district level impact study, meta-analysis and school-level impact study to national stakeholders
7.2. Provincial Engagement (Task 11) In regions where the response of provinces has been favourable we continue to develop 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 funding 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. Collaboration with MORA at province level has also been a strong feature in Central Java, Yogyakarta and East Java. Provincial Workshops
During this quarter province level workshops were conducted in all provinces to support the project‟s withdrawal from districts and to further strengthen the understanding and role of provinces in supporting implementation and dissemination of DBE1 programs. These workshops showcased the outcomes of DBE1 interventions in districts. The purpose was 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, DBE1 continues to coordinate with provinces to support provincial policy improvements. Although we attempt to work with all, demand and readiness varies somewhat between provinces. Some examples of ways in which DBE1 has supported provincial policy development during this quarter are as follows:
Left: Partner districts in Central Java took part in discussion with Provincial Education Office on linking education issues between districts and the province. Right: DBE1 symbolically presented products to South Sulawesi Provincial Bappeda
In Central Java, the Head of the provincial Education Office reportedly agreed to disseminate the DBE1 BOS reporting program to all districts in the province. To this end he sent all his program staff to attend the DBE1 training on June 3rd.
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In the provincial workshop in South Sulawesi, DBE1 partners reported on achievements of the program and discussed ways to synchronize the programs of districts with those of province. A number of recommendations were made, couched in the language of government policy, linked to current policy and including activities for implementation. These included: 1. Province and district governments to support the implementation of DBE1 programs in all schools in South Sulawesi. 2. The development of education-sector planning and policy should be based on up-to-date and valid data and information. 3. To support stakeholders at province and district level to establish regulations on education. 4. To use school-based management to improve quality of education. 5. School Committee and Education Council to bridge and voice community and schools aspirations to district and provincial government. 6. To continue use facilitators who have been trained by DBE1 to support improvement of education management and governance. Inova in East Java
In East Java, a set of three initiatives, collectively known as Inova, has become the focus of collaboration between DBE1 and the provincial Bappeda: (1) a functional literacy and empowerment program; (2) the Total Education Delivery System (TEDS) and (3) aligning national, provincial and district strategic plans. In June, DBE1 conducted a series of parallel workshops to address each of these initatives in cooperation with the East Java Provincial Bappeda at the Purnama Hotel Batu in East Java. DBE1 jointly conducted a study with UM, BPNFI and UNESA to assess and map levels of literacy as a basis for developing a Learn to Read and Write program which, according to initial planning, can be completed in ten lessons. In line with the request from Bappeda, in addition to the eradication of illiteracy and development of functional literacy, the proposed strategy will also address the economic empowerment of learners, especially the poor, so that hopefully their economic situation can improve after they become literate. One of the approaches is an activity that has been developed by the local NGO, YPASEM Lamongan. This will be linked with other empowerment activities are also being developed by the government. In order to better plan and manage the provision of basic education in this province, DBE1 has assisted in the development of a data collection instrument for a Total Education Delivery System (TEDS). The instrument is designed for data collection in formal education institutions, non-formal courses and Islamic religious studies schools (madrasah diniyah). To support the preparation of the instrument, Bappeda provided three resource persons from teacher training institutions (Surabaya State University, the University of Tri-Buana Tungga Dewi and Trunojoyo University). It is expected that this instrument will enable the collation of complete information on basic education services, whether formal, non-formal or religious. The instrument was
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finalized in the workshop, ready for piloting. Following the Batu workshop, the instrument was piloted in a workshop on June 24th at the education office in Pasuruan, attended by representatives of five madrasah diniyah, three training (short course) institutions, schools and the District Educational Office. It was found that the instrument needs to be improved with the inclusion of a questionnaire for madrasah diniyah and training institutions, and incorporating school data from SIPPK. It is planned to continue this process, revising and verifying the instrument in the coming quarter. DBE1 also supported a study of education indicators in national, provincial and district renstra in East Java. The study aimed to compare indicators used in the national Medium Term Development Plan for Education, the Provincial Medium Term Development Plan and District Strategic Plans (Renstra). It involved seven districts which worked as partners with DBE1 to develop renstra. DBE1 collaborated with Bappeda, the Department of Education and Religious Affairs, and Education Offices in each district to complete the study. The Batu workshop produced a formula to synergize these indicators, and, based on the data, identified indicators that have been achieved and not yet achieved at each level. On 11th June 2010, DBE1 met with the Head of Bappeda and Head of Bappeda’s Community Education section. It was agreed that the collaboration will continue through December 2010. Furthermore it was agreed that that the methods for the eradication of illiteracy and development of functional literacy require further testing. In this context, the Head of Bappeda proposed a budget of Rp 500 million for the trial. Dissemination in South Sumatra, West Sumatra and NTT
In January 2010, USAID received a letter from the Governor of NTT requesting assistance. As a result and in response to demand from local government and non-government agencies in NTT and also in Sumatra, DBE1 conducted an ambitious program this quarter to train 207 new district facilitators in the projects‟ school-based management methodologies in three non-target provinces: West Sumatra, South Sumatra and NTT.11
Participants of dissemination workshop in South Sumatra
A series of two one-week workshops was conducted in each location, using experienced district facilitators from DBE1 partner districts to train their colleagues in the new provinces and districts. The program included school committee strengthening, leadership training, SDS, RKS and, in NTT and West Sumatra, BOSP. 11
This included a total of 89 in South Sumatra, 42 in West Sumatra and 76 in NTT
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While Training of 60 trainers in NTT was funded by DBE1 and coordinated by the Catholic school system, in South Sumatra the program was coordinated and funded by the provincial MORA office and in West Sumatra by the districts. In Solok (West Sumatra) Bappeda took the lead while in Padang Panjang (West Sumatra) the local Education Office coordinated the program. A local NGO with previous experience with the USAID-funded LGSP also took a lead in coordinating the program in West Sumatra. In NTT the program was coordinated by the Arch-Diocese of Ende and participants included pengawas and others from the government and Catholic education systems in three districts on the island of Flores: Ende, Nagekao and Ngada. In Kupang, DBE1 together with representatives of MONE (Directorate of Kindergarten and Elementary Schooling) and USAID met with the Secretary and senior officials of the the Provincial Education Office. The Secretary was interested in the work of DBE1 and particularly in the certification of trainers for possibly use in provincial programs for school-based management. The Province sent a representative to attend the training on Flores. The training in NTT ran very well. A high level of commitment, punctuality and very positive feedback from participants was evident. Many of the 76 participants in NTT have extensive prior experience with AusAID and UNICEF -funded projects NTT PEP, IABEP and CLCC. As a result, the learning was relatively fast and in general participants could rapidly appreciate the practical aspects of the DBE1 methodologies presented. Some indicated that they prefer the DBE1 model of RKS to previous models as it is clearer, more logical and targeted. In NTT a pre-selection process for certifying DF was conducted by senior officials from each of the three districts together with representatives of MONE, USAID and DBE1 Jakarta. Consideration was given to the experience of participants in previous projects (both as trainee and trainer) as well as performance in the DBE1 training. Following the initial training, participants had already commenced implementing SDS in neighboring schools in Nagekeo in order to provide data for use in the RKS training in the second session. In addition, in Ngada initial training has already been provided to 30 elementary schools and 10 juniorsecondary schools using the DBE1 materials. At the closing of the second workshop, participants were able to give SDS training in NTT a presentation on RKS and BOSP to the Bupati and Deputy Head of Parliament from Nagekeo. The officials indicated that they fully support the program, and the Bupati indicated his appreciation and support by committing to provide 20 laptops for participants from Nagekeo District. He also indicated that he expects the DBE1 program will not be limited to just the participants but should be disseminated to other schools and personnel. The local coordinators of
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the training requested that USAID-DBE1 provide further assistance in training for Asset Management, Personnel Management, and DPRD briefing. In South Sumatra, the program took place over April-May under the auspices of the provincial office of MORA. A group of 60 MORA school supervisors (pengawas) attended the first and second sessions. This comprised 39 men and 21 women from 14 districts in South Sumatra region with the largest group of participants, some 27 supervisors, from Palembang City. The commitment of these participants was evident in their full attendance of the program and active participation in the workshops. Separately the Head of the Pengawas Working Group (Ketua Pokjawas) commented on the commitment and support of supervisors: „In the first phase of activities each participant payed a levy of Rp 100,000, while the second phase was funded entirely by the provincial office (MAPENDA), South Sumatra, and was attended by more participants.‟ At the request of the MORA provincial coordinators, the second session was also attended by an additional 26 participants. The two districts in West Sumatra conducted the training independently in order to keep costs down. Both districts are small cities, both have prioritized education and both aim to develop their capacities and reputations as centres of education within their respective regions. Consultations in Padang Panjang took place with the Mayor, District Secretary, Kepala Dinas, Bappeda and a local NGO. It was explained that Padang Panjang City had previously tried to conduct a simple BOSP analysis independently and using their own methodology, with the aim of influencing government policy on funding. Last year the district adopted two significant policies: (1) free schooling (for residents) combined with (2) compulsory education until the end of senior high school (SMA3). The two are linked as they feel it is not realistic to require 12 years of schooling without funding it to enable students to participate. However the independent BOSP was reportedly unsuccessful in convincing legislators (DPRD) and other decision makers of how much funding is required. Consequently the policy has not yet been well implemented. The district is thus very keen on having a BOSP analysis well done, including consultations with policy makers. For this reason, BOSP was included in the dissemination program. A total of 22 participants attended in Padang Panjang, and 20 in Solok, drawn in both places from school supervisors, school principals and officials from the Education Offices. Responses from both formal and informal program evaluation were very positive. The response of participants and local coordinators in all provinces was very positive. In all cases, the performance of district facilitators, for the most part pengawas, from DBE1 partner districts was exemplary. All three provinces sent senior participants to attend the workshop conducted in Bogor with national MONE counterparts and USAID to discuss plans to certify district facilitators. All have indicated that they intend to begin disseminating the DBE1 school-based management program in schools early in the new school year (July-August 2010). DBE1 will continue to support and monitor this development in the coming quarter.
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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
Support provincial governments to develop policy in response to demand and opportunity
Monitor and support dissemination programs in NTT, South Sumatra and West Sumatra and complete district facilitator certification process in these locations
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 monitor 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 was revised in accordance with the modification of DBE1 task order. The new target was exceeded already in 2009. Table 7.2: Dissemination achievements (school level program) Target Volume
Target Date
Status at end of Quarter (cumulative)
7,000 schools
Dec 09
10,703
Provide TOT, materials masters, supervision
50 districts
Dec 09
50
Conduct Pengawas Forums to include DF & replication facilitators
9 days x 50
June 10
Approx. 3 x 50
50 + districts
March 10
Complete
Activity School based management programs disseminated
Revise and distribute “Dissemination Manual for Districts” based on MONE inputs
Achievement this Quarter
Target next Quarter
1,111
Ongoing
All districts received complete set of materials
Complete
ongoing
Complete
All districts received complete set of materials
Complete
Through the end of June 2010, Rp 15 billion, or approximately $1.67 million12, has been allocated for dissemination of DBE1 school-based management programs in 57 districts. In addition, approximately $26,000 has been expended for DBE1 district level programs, primarily BOSP, in 19 districts.13 This is an increase of around $200,000 since the end of the previous quarter (March 2010). 12
Using a nominal exchange rate of Rp9,000 = $1
13
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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Of this amount, Rp 10.25 billion came from annual district budgets (APBD) and the remainder, Rp 4.75 billion, from a variety of non-APBD sources including the Ministry of Religious Affairs (MORA), school funds (predominately BOS), and the non-government sector (e.g. Muhammadiyah). DBE1 school-based management programs have now been disseminated in 57 districts. Table 7.3, below, indicates the number of schools which have participated in dissemination programs to implement DBE1 methodologies using funds from APBD and other sources. Table 7.3: Number of schools implementing DBE1 programs under dissemination (at June 2010) SD/MI (Elementary)
SMP/MTs (Junior Sec.)
SMA/MA (Senior Sec.)
Total
Aceh
157
5
2
164
North Sumatra
294
24
318
Banten
113
542
655
West Java
485
40
525
Central Java
3,654
225
6
3,885
East Java
4,097
381
85
4,563
578
15
9,378
1,232
Province
South Sulawesi Total
593 93
10,703
Table 7.4 below provides a summary of dissemination funding and programs to date. Based on project data available at this time, and using the assumption that on average four participants per school attended training activities, it can be projected that some 42,812 persons have been trained in dissemination programs. These are all programs which were funded by schools, local governments and non-government agencies and have been budgeted, planned and implemented as a result of the DBE1 initiative. Table 7.4: Summary of Dissemination Effort to June 2010 Period Oct 2006 - June 2010
Schools 10,703
Cumulative Number of Districts Budget (Rp) 57
15,030,829,230
Participants
14
42,812
As a result of this substantial effort, these 10,703 schools, in addition to the 1,310 DBE1 target schools, have now prepared school-development plans and/or implemented other aspects of the DBE1 school-based management package such as strengthening school committees, improving leadership or implementing school database systems (SDS). In many cases these schools have also participated in the dissemination of programs
14
Assuming four participants per school.
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to improve quality of teaching and learning (DBE2 or DBE3 programs). While it is not possible to say with certainty on the basis of this quantitative data alone, it is reasonable to suggest that this dissemination effort is contributing in a significant way to the improvement of schooling for many. This means that over 2,300,000 Indonesian children have benefited from the dissemination programs to date.15 This is in addition to the 340,000 children who have benefited from the program in target schools.16 The table below shows the level of commitment from counterpart funding agencies to dissemination in each year in each province, 2006 to 2010. There are two categories of dissemination identified: district-funded (APBD) and non-district funded dissemination programs. The first of these covers all programs planned and funded under the district budget (APBD). The second category includes dissemination programs funded by non-government school networks such as the Islamic organization, Muhammadiyah, together with programs for madrasah funded by the Department of Religious Affairs, and programs funded by the schools themselves, often working together in school clusters (gugus) under the leadership of local subdistrict education officials. Table 7.5: Summary of DBE1 Dissemination Programs to end of June 2010 (Program Realization) Funding Sources and Number of Schools Province
Number of Districts
District budgets (APBD) Rp
No. of schools
Other funds (BOS .nongovernment foundations. MORA etc) No. of Rp schools
2006 South Sulawesi
1
129,000,000
12
National Total 2006
1
129,000,000
12
North Sumatra
4
462,000,000
58
West Java
1
100,000,000
28
Central Java
2
300,000,000
124
East Java
4
408,000,000
67
South Sulawesi
2
144,000,000
49
National Total 2007
13
1,414,000,000
326
1
50,000,000
19
0
0
2007 3,000,000
30
31,000,000
67
34,000,000
97
2008 Aceh
15
Extrapolating from the number of schools which have participated in dissemination programs we can say that approximately 2,311,848 students attend schools which have participated in dissemination programs. This figure is conservative as it assumes an average enrolment of 216 children per school, based on the actual average enrolment in DBE1 target elementary schools. Since some of the schools in dissemination programs are junior- and senior-secondary level the real figure should be somewhat higher. 16
DBE1 currently works in 1,076 elementary schools and madrasah, and 196 junior secondary schools and madrasah; a total of 1,272. The total number of students enrolled in these schools is 346,432; of whom 234,480 are enrolled in elementary and 112,423 in junior secondary schools and madrasah.
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Funding Sources and Number of Schools Province
Number of Districts
District budgets (APBD) Rp
North Sumatra
4
328,786,000
Banten
3
West Java
4
Central Java
No. of schools
Other funds (BOS .nongovernment foundations. MORA etc) No. of Rp schools
45
8,200,000
180,000,000
40
17,500,000
5
359,470,000
117
22,850,000
74
6
1,348,000,000
446
80,463,478
151
East Java
6
633,000,000
344
194,000,000
126
South Sulawesi
6
864,785,000
264
8,400,000
15
National Total 2008
30
3,764,041,000
331,413,478
378
1,275
7
2009 Aceh
2
769,000,000
125
North Sumatra
6
330,975,000
95
33,900,000
44
Banten
8
770,000,000
572
25,800,000
24
West Java
4
679,920,000
185
40,200,000
148
Central Java
12
182,000,000
649,229,522
1,677
East Java
9
2,170,689,700
1,496,850,000
1,870
South Sulawesi
6
530,203,480
National Total 2009
47
4,663,788,180
165 2,847 180 4,044
66,450,000 3,081,429,522
73 3,961
2010 Aceh
1
20,925,000
20
North Sumatra
2
12,640,000
46
Banten West Java
1
9,000,000
14
1
20,250,000
27
Central Java
13
78,125,000
123
531,119,050
1,504
East Java
8
101,652,000
234
739,446,000
762
National Total 2010
26
279,777,000
Grand Total
57
10,250,606,180
377
1,333,380,050
2,373
5,610
4,780,223,050
6,654
100,000,000
20
As the above tables and the following examples of dissemination activities conducting during this quarter show, dissemination has taken off in many districts. 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 examples below illustrate the depth and breadth of dissemination taking place across the country. The first half of the year is typically not the time in which districts conduct development programs. Notwithstanding this, as shown below, a range of activities has taken place with funding from schools and madrasah, from APBD (district budgets) and from DIPA (Daftar Isian Pelaksanaan Anggaran, generally MORA budgets).
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Aceh: From April 19 to 23, ten Facilitators from Aceh Besar were trained to develop RKS/M in SMP/MTs and to use the School Database System (SDS) in their district. The aim was to prepare Facilitators to support the dissemination of DBE1 programs in their districts in the future. In Banda Aceh, supervisors were trained on how to conduct effective monitoring and evaluation of RKS/M programs implementation, while in Aceh Besar participants learned to develop school profiles based on relevant school and community data. North Sumatra: In this reporting period, a total of 48 schools from two sub-districts in Deli Serdang took part in training to develop RKS. Participating schools used available funds from BOS (Rp 12,700,000) to finance the activity. West Java / Banten: Facilitator Forums were held in Sukabumi and Tangerang for supervisors of non-partner schools. Participants learned about the RKS development process and facilitation techniques. In Tangerang, training was provided to support the district‟s plan to disseminate the RKS development process to schools in all subdistricts. Central Java: From April 25 to 27, all SD/MI supervisors (60 people) from Sragen District were trained in the RKS/M development process. East Java: The following dissemination activities took place in districts in East Java:
Bangkalan, 12-15 April: RKS development process for 55 schools from Galih sub-district. Activity was funded by schools.
Sampang, 12-15 April: RKS/M training for principals, treasurer and committee members of 18 schools
Tuban, 15-17 April: RKM training for 21 MI and 9 MTs from three subdistricts.
Sampang, 16-19 April: RKS development process for 40 SDN.
Tuban, 19-22 April: RKS training for 20 SMA from Tuban district. Participants included principals, committe members, and teachers.
South Sulawesi: During this period facilitator forums were held in Luwu, Pinrang, and Palopo. Supervisors from schools took part and learned about RKS development process as well as budget development for schools annual plan. The quality and effectiveness of dissemination programs in general was assessed in an impact study conducted this quarter and reported above. 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 impact study, in order to be effective, dissemination programs should include all aspects of the program – especially including on-site mentoring or pendampingan, and should also include all components of the school community including school committee representatives.
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Anticipated Next Steps:
Continue to monitor dissemination activities in target districts and provinces
Monitor and support dissemination of school level programs in three new provinces: South Sumatra, West Sumatra and NTT – new facilitators who were trained this quarter will commence introducing the programs in a number of new districts in these provinces.
7.4 Documenting Good Practice (Task 13) During this quarter, DBE1 finalized a substantial report based on a major study into the impact of school-based management programs including dissemination programs. As a result of this study we are able to say with confidence that DBE1 has impacted in significant ways on large numbers of schools. The study also enables us to identify factors associated with success (and conversely, of failure) in efforts to disseminate DBE1 programs. Key factors associated with maximum impact are identified as follows: 1. The program is firmly and explicitly based on government policy. 2. Stakeholder ownership is strong. 3. Institutional and human capacity is built. 4. Technical assistance rather than funding is provided. 5. The program is manageable and affordable for local partners. 6. Scope and geographical focus is limited. 7. A complete and integrated school-based management program, including onsite mentoring (pendampingan) is provided. 8. Commitment is built at provincial and district level. The final version of this report, which is due to be published in the coming quarter, confirms the impact of dissemination programs on schools and madrasah and recommends that USAID provide ongoing support in the basic education sector to continue the development, implementation and dissemination of good practices in the management and governance of Indonesian schools. Meanwhile a small team is preparing a paper for publication in an international academic journal based on the findings of the Impact Study. According to an independent consultant working with the team on this paper, the depth and breadth of the Impact Study stands out, there is a scarcity of thorough or independent research into the impact of development projects in education in Indonesia.
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Perubahan Sebagai Benih Sukses Di Masa Depan
77
In addition, a book entitled Perubahan Sebagai Benih Sukses di Masa Depan (Change as the Seed of Future Success) was finalized for publication this quarter. The book is a collection of stories from the field illustrating project success at the level of individual, school and districts. The authors are specialists and district coordinators from DBE1. A forward was contributed by Abdul Malik Fadjar, former Minister of Education and Coordinator of the national team for education reform. It is expected that the book will be published and disseminated early in the coming quarter. Anticipated Next Steps:
Final draft of the Impact Study to be produced and disseminated to stakeholders
Publish and disseminate Perubahan Sebagai Benih Sukses di Masa Depan (Change as the Seed of Future Success)
An academic paper, based on the Impact Study, to be finalized and submitted for publication in an appropriate development research journal.
7.5 Disseminating District Level Programs and Developing Service Providers (Task 14) The main district level program replicated with non-DBE1 funding has been the school unit-cost analysis (BOSP). So far, 19 non-target districts have conducted the BOSP analysis with funding as shown in Table 7.6, below. All of this activity occurred in 2009. The most significant funding was Rp207,750,000 from the East Java district budget. Table 7.6: Summary Budget of District Level Dissemination Programs to end of June 2010
Province
District
District & Provincial budgets (APBD) Rp
Central Java
4
3,000,000
East Java
15
204,750,000
Total
19
207,750,000
Other funds (BOS,nongovernment foundations, MORA etc) Rp 26,500,000
26,500,000
DBE1
Total
Rp
Rp
9,850,000
39,350,000
100,850,000
305,600,000
110,700,000
344,950,000
For district-level activity, higher level service providers are required from outside the districts. In order to increase sustainability and support dissemination, DBE1 developed a program to prepare service providers. There are three components to this program: (1) working with a group of universities and one NGO to prepare them to be able to implement DBE1 district level programs in new districts, (2) working with the private Sampoerna Foundation to enable this institution to implement DBE1 schoolbased management programs, and (3) collaborating with other international donors to enable them to adopt or adapt DBE1 methodologies for both school and district levels. Each of these is discussed below.
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Service Providers for District Level Programs
Throughout the project DBE1 piloted a small program to develop academic staff from selected universities as service providers. A more major program was conducted mid2009 with the Indonesian University of Education (UPI) in Bandung. Based on these pilots, DBE1 designed an intensive program to develop the capacity of three additional service providers in the final period of implementation. This program aims to enhance the sustainability of DBE1 programs by developing the capacity of service providers. Currently, we are working with three service providers in three provinces: Universitas Pendidikan Indonesia (West Java), Universitas Muhammadiyah Surakarat (Central Java) and Universitas Negeri Makassar (South Sulawesi). In each province we work with four professional university staff, two specializing in education finance related DBE1 programs (AKPK and BOSP) and two specializing in education planning related programs (Renstra and Renja). The participants were jointly selected from the service provider institutions in a meritbased selection process in late 2009. In the reporting period the service providers continued their field work in the following districts: Cimahi (West Java), Surakarta (Central Java) and Barru (South Sulawesi). Formal agreements were made with each of these districts in late 2009 and in the case of Surakarta, in May 2010. After an introductory training on DBE1 programs that took place in Bogor in February 2010, the focus of the program moved from the national to the provincial level. In each province additional training was provided by DBE1 provincial specialists before providing technical assistance to the district planning and education finance teams. For instance, in Central Java preparatory training was conducted one week before the actual work at the district level. The two-day training covered training strategy at the district level, steps in the training process and training substance. Also in South Sulawesi, preparatory training activities for service providers were organized at DBE1 provincial office. In West Java, also a number of preparatory training events were organized. After the off-the-job training at DBE1 provincial offices, the service providers, together with DBE1 specialists, commenced the capacity development work for district officials. In Central Java, DBE1 provincial specialists had to play a dominant role in conducting data analysis (SIPPK) as the service providers lacked the necessary computer skills. Once the data analysis stage was completed, service providers and DBE1 provincial specialists shared the task of providing technical support to the district planning team on an equal basis. In summary, service providers‟ capacity is adequate to provide BOSP and education planning support, but major work remains to be done to develop their computer skills. The AKPK component remains to be implemented. In South Sulawesi, the service providers were the key actors in facilitating the BOSP and AKPK components with DBE1 provincial specialists only providing technical back-stopping after facilitation at the district level. The service providers facilitated the last stages of the BOSP preparation process by themselves as well as in-service
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support for AKPK preparation. They also prepared the presentation materials for the internal consultation completely independently. Also in South Sulawesi, during the initial stages of the renstra preparation process, service providers played a minor role in district facilitation. However, during the process their role gradually increased and they played a central role in the last two workshops in the planning process. In West Java, a similar development took place with limited role of service providers in the earlier stages of the renstra which gradually increased during the planning process. Service providers played a much more important role during the in-service support. As to the AKPK and BOSP components, service providers were the key actors in the facilitation process from the very beginning and consequently DBE1 provincial specialists only provided some technical back-up support. Progress in implementing the different DBE1 programs at the district level has been very satisfactory. In all districts all programs are ready for either internal or external consultation, except the AKPK program for Surakarta that will start in August and the renstra program for Cimahi where the financing plan remains to be prepared. In particular in Surakarta and Barru, district commitment to education planning work was high as the districts are in the process of preparing their Medium-term Regional Development Plan (RPJMD) requiring technical inputs from the different district offices, including the Education Office. In Surakarta, the Head of the Education Office showed his strong commitment to the education planning work by actively participating on a fulltime basis in the first Renstra training program. Further, the Education Office provided extra funding to expand the planning team from 13 to 20 members. The same happened in Cimahi where the district Education Office supported additional district staff to participate in internal consultations. In Barru agreement was reached between Education Office and service providers to conduct workshops and provide in-service support on Saturday and Sunday which made it easier to harmonize routine activities at the office with education development work. The strong commitment in Surakarta has resulted in a draft renstra successfully prepared in slightly over one month, which is an „absolute record‟ for DBE1. The following table provides a summary of activities from each location: Table 7.7: Progress of Service Provider program in new districts as at June 2010 Province-District West Java - Kota Cimahi
Central Java - Kota Surakarta
South Sulawesi Kabupaten Barru
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Activity
Progress
AKPK
The result is ready for public consultation
BOSP
The result is ready for public consultation
Renstra
Ready for workshop # 3 on financing
AKPK
Will commence in August 2010
BOSP
The result is ready for internal consultation
Renstra
The result is ready for internal consultation
AKPK
The result is ready for public consultation
BOSP
The result is ready for public consultation
Renstra
The result is ready for internal consultation
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Notwithstanding this satisfactory progress, it should be said that it has been a major challenge to harmonize the agendas of the three parties involved in service provider capacity development because of the work load at each of the three home organizations, namely the university, district Education Office, or DBE1 commitments to other districts. This, at some times, has resulted in a situation whereby the education development work at the district level had to be implemented without active involvement of some or all service providers. Despite these constraints it can be safely concluded that service providers have become skilled in delivering DBE1 education programs, although additional capacity development work remains to be done in the months to come. The enthusiasm of the institutions and individuals participating in the program has been generally high, linked to an awareness of the demand for service provision. An example of this is in South Sulawesi where the service provider representatives have discussed the potential to use their new capacity in assisting districts to develop renstra after the election of new district heads later in the year. With this in mind, a workshop will be held after each district completes the program to jointly evaluate the program, assess the capacity of each institution as a service provider and plan follow up activity. This activity should involve provincial counterparts. The role of PATTIRO, 17 an NGO included in the original service provider training proved problematic in Surakarta City, where the individual specialists from PATTIRO were to provide training to government officials. It appears that as a result of PATTIRO‟s previous activity as a „watchdog‟ on government, the district was unwilling to work with the group as a service provider. In order to continue the program it was necessary to withdraw the PATTIRO personnel. This may be regarded as a lesson learnt for the future. Colllaboration with the Sampoerna Foundation
During this quarter, DBE1 also completed the training program commenced in the previous quarter to enable the Sampoerna Foundation (SF) in Jakarta to make use of DBE1 schoolbased management materials in its inservice school development program and also possibly in pre-service teacher training. Training was provided on the overall DBE1 approach, Leadership training, BOS reporting, school committee strengthening, SDS and SDS Training with Sampoerna Foundation school development planning (RKS). The response of participants and of the institution has been extremely enthusiastic. 17
Pusat Telaah dan Informasi Regional
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The Sampoerna Foundation has an impressive profile with a new teacher training institute and a history of implementing corporate-social responsibility programs for private companies in basic education sector. While the managers and field trainers from the Sampoerna Foundation have built strong experience in the delivery of programs to improve teaching and learning and, to some extent, to help implement school-based management, it is clear that they do not have the experience in linking these programs to government policy and systems – especially given the current dynamic context. It is this perspective which DBE1 has been able to bring to the Sampoerna Foundation, potentially resulting in significant improvements and enhancing their approach. A workshop is planned for the coming quarter to conduct joint evaluation and facilitate planning for follow-up activities. Collaboration with other International Donors
DBE1 continued throughout this quarter to encourage coordination with other donors, with the aim of supporting both dissemination and sustainability of outcomes and sharing lessons learnt. MONE‟s BEC (Basic Education Capacity) program, supported through a World Bank Trust Fund (BEC-TF), aims to help the Government of Indonesia (GOI) to achieve the Millennium Development and Education for All Goals by supporting good governance in education. BEC-TF plans to assist local government partners to increase their skills in using information in the planning, management, and monitoring of educational governance and service delivery. Fifty local government partners will each receive a Local Basic Education Capacity (L-BEC) grant totaling Rp 2,5 billion over three years to help them implement their Capacity Development Plan (CDP) for the Education Sector. However, due to difficulties encountered in the regulations governing fund disbursement through the MOF, grants have not yet been disbursed. DBE1 has been in discussion with the World Bank since before the project commenced and we have continued to dialogue and share experience since BEC-TF began. A number of cases were described in the previous quarterly report, in which districts in consultation with World Bank consultants have indicated that they plan to use BEC funds to implement DBE1 methodologies. These include SDS, RKS and RKAS, developing the capacity of pengawas for supervision, leadership, and school committee workplanning. However as the funds have not yet been disbursed, no plans have been implemented at this stage. According to the World Bank, district governments will themselves determine how they intend to use the funds. It seems likely that some may go down the path of delivering DBE1 style programs or deepen the work already conducted by DBE. The grant-funds have a relatively high degree of flexibility as long as district‟s stay within the general boundaries of improving capacity, as measured by the BEC Local Governance Capacity Assessment (LGCA) tool, across at least one of the five strategic areas of BEC-TF: (1) Management Control Systems; (2) Information Management Systems; (3) Efficient Resource Use; (4) Transparency and Accountability; and (5) Education Service Provision Standards.
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In Aceh, DBE1 has also been in close consultation with the AusAID-funded SEDIA project since it commenced in 2009. The SEDIA project has shown great interest in DBE1 approaches and materials as well as the resource of consultants and district facilitators developed through the project. When the DBE1 expansion program closes out in September 2010 it is likely that SEDIA will re-employ some consultants and continue to support districts in the development and implementation of governance and management programs initiated by DBE1. Anticipated Next Steps:
Continue on-the-job training of new service providers in West Java, Central Java, and South Sulawesi, to complete development of resntra and 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
Conduct a workshop in each of the three service-provider districts to evaluate the program, assess the capacity of partner institutions to act as service providers for DBE1 district level interventions and to plan a possible followon program to further develop capacity
Meet with PATTIRO to discuss the possibility of a revised MOU and depending on outcomes design and commence a new program with PATTIRO
Conducte final workshop for evaluation and discussion of follow up with the Sampoerna Foundation
Assist with linking DBE1 certified Service Providers to potential clients for Service Provider services.
7.6 Sustainability Strategies to increase sustainability are integrated into DBE1‟s approach across the program. The strategies and activities described above which are being implemented to support dissemination also support sustainability of project outcomes in very real and concrete ways. For example, by working with service providers we support the dissemination of DBE1 approaches to new schools, districts and provinces. At the same time we prepare instititutions and individuals to support the implementation of better management and governance of basic education in the future. 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. 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 facilitator forum activities took place in
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most districts this quarter. As reported in the section on Dissemination above, for some time now new facilitators trained through these forums have successfully conducted training in dissemination programs in a number of districts. As reported in the section on School and Community programs, DBE1 has now trained some 1,878 facilitators, including core facilitators, additional members of facilitator forums and around 1,000 more who have been part of the larger dissemination programs in Central Java, Yogyakarta and East Java. This represents a significant resource for both sustainability and further dissemination of school-based management using DBE1 Facilitators and supervisors from Tapanuli Utara reviewed school plans methodologies. A further 207 have taken part in dissemination programs in NTT, West Sumatra and South Sumatra, taking the total to over 3,000. Of this total group, some 230 have been selected to be certified as fully competent, independent facilitators in key components of the DBE1 schoolbased management package. It is intended to add a small group of certified facilitators from NTT, West Sumatra and South Sumatra once they have had the opportunity to implement the program in August to this group. The list of certified facilitators will be provided to the national Directorate for Kindergarten and Elementary Schooling, along with MORA, service providers, non-government agencies, provinces, districts and other donors. During this reporting period, the process of assisting all Cohort 1 schools to develop new school development plans (RKS) was completed, further institutionalizing the process. This training was 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 accountability statements (LAKIP), 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. Close out workshops at district level and workshops in provinces to share information and strengthen program sustainability were conducted this quarter. For example DBE1 Aceh conducted district close out workshops in May. As in other regions, district stakeholders responded positively to the presentations on DBE1 programs and achievements. In Banda Aceh, for example, the Education Council representative described significant change in the management and governance of schools now that they have become more transparent, accountable, and responsive to community inputs. In Aceh Besar, stakeholders reiterated that the Head of Education Office Circular Letter will be used as a basis to request all schools to prepare their own RKS/M using the DBE1 approach and methodology. In Aceh Tengah and Pidie, the District Education Office agreed to continue using DBE1-trained supervisors to
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facilitate and encourage schools to develop their RKS/M as well as to build capacity of school committees and principals. In Bireuen, participants recommended to the District Education Office to conduct SDS training for all schools in the region. Engagement with province-level administrations also strengthens 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. Meanwhile developments at national level are a further support for sustainability. District workshops were conducted in May-June and procincial workshops in June. National stakeholders participated in these events to further support sustainability. As suggested, it will be very strategic if USAID is able to track the development and progress of dissemination along with the sustainability of core project interventions and outcomes after the completion of DBE1 in partner distrticts. Anticipated Next Steps:
Pending finalization of program extension, negotiate ongoing collaboration with provinces to support sustainability of project outcomes and dissemination to new districts.
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Annex 1: Provincial Reports Aceh DBE1 activity
April – June 2010 District-level programs
District Education Planning and Capacity Assessment
HRD (Personnel) Management, Asset Management, and School Supervision System Asset Management System On June 19, DBE1 held workshop to train schools on the asset management system. As the next step in this training, schools agreed to continue to use the DBE1-developed e-form to assist their asset management and regularly update their asset information. The Education Office agreed to monitor and evaluate the condition of schools‟ assets, and principals will issue a decision letter as a basis for schools to establish their own asset team in charge of management and monitoring. Dissemination
Supervisors District Facilitators Forum
Training of Trainers for Aceh Besar Facilitators of RKS/M Development Process. From April 19 to 23, ten Facilitators from Aceh Besar were trained to develop RKS/M in SMP/MTs and to use the School Database System (SDS) in their district. This training was conducted to prepare Facilitators to support and dissemination of DBE1 programs in their districts in the future. Facilitators Forum in Banda Aceh and Aceh Besar. In Banda Aceh, supervisors were trained on how to conduct proper monitoring and evaluation of implementation of RKS/M programs while in Aceh Besar, participants learned to develop school profile based on schools‟ related data.
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DBE1 activity
April – June 2010 Education Management Information System District, Sub-District, and School-Level SDS++ Workshop
Aceh EMIS Pilot
SDS++ workshop in Pidie and Aceh Tengah. From April 1 to 7, DBE1 trained supervisors and representatives of the Pidie Office of Religious Affairs as well as representatives of the Pidie Education Office while from April 2 to 13 principals, supervisors, head of sub-district education offices, the Head of District Education Office from Aceh Tengah, and others were also trained. In Pidie, DBE1 had to allocate additional training time because most supervisors were nearing retirement and some experienced difficulty in learning ICT. In Aceh Tengah, participants indicated that they hope the District Government will provide more support so more schools can use SDS++. Partnerships Meeting of Technical and Supervisory Team of Banda Aceh On April 9, DBE1 together with the Mayor and Head of Banda Aceh Parliament took part in a meeting of the Technical and Supervisory Team of Banda Aceh. Among other issues discussed, participants agreed to use DBE1-collected and developed data as basis for action.
Provincial Education Council Workshop On April 7, a „sharing of experience‟ workshop took place in Aceh, attended Engaging District, by Education Council representatives from 18 districts, the Provincial Province Education Council, Office of Religious Affairs, Provincial Supervisors Stakeholders Coordinating Body, and others. One of the agreements made at this meeting was for the Provincial Education Council to encourage the Provincial Government to use the results of DBE1 analysis in AKPK, BOSP, and SIPPK as a basis for the Government‟s decision making process. Aceh Education Office and International Donors Meeting. On June 29, DBE1 together with other international donors such as the World Bank‟s BEC-TF, HKI, and AusAID‟s Logica2, met with Provincial Education Office to reduce the chance of program duplication in target districts or schools. In this meeting, DBE1 also presented the results of
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AKPK and BOSP financial analyses. The Education Office also advised that the results of BOSP have become one basis for calculating the distribution of education-sector budget for district education offices.
District Close Out Workshop DBE1 Aceh conducted district close out workshops in May. District stakeholders responded positively to the presentation on DBE1 programs and achievements. In Banda Aceh, for example, the Education Council indicated that they saw significant change in the management and governance of schools now that they are more transparent, accountable, and responsive to community inputs. In Aceh Besar, stakeholders reiterated that the Head of Education Office Circular Letter will be used as a basis to request all schools to prepare their own RKS/M and use the DBE1-approach and methodology. In Aceh Tengah and Pidie, the District Education Office agreed to continue using DBE1-trained supervisors to facilitate and encourage schools to develop their RKS/M as well as to build capacity of school committees and principals. In Bireuen, participants recommended to the District Education Office to conduct SDS training for all schools in the region.
North Sumatra DBE1 activity
April – June 2010 School-level programs School Planning 2010-2014 for Cohort 1 SD/MI
School planning All schools from Cohort 1 have completed their RKS/M for 2010-2014. These (RPS/RKS/RKT) documents have been reviewed and sanctioned by respective Education Offices. District-level programs Capacity Building for Partner District Education Councils District Education Governance
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Prior to the Education Council workshop, several heads of Education Councils in DBE1 partner districts acknowledged that their Council‟s level of participation in planning, budgeting, and monitoring of education-sector financing is still very low. To provide them with the necessary information,
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DBE1 conducted Education Council workshops for five districts in the period of April 6 to 30. These meetings aimed to provide members of Education Council with knowledge related to education sector planning at both school and district levels, financing and analyzing of education finance, school operational costs, and how to develop better work-plan. Members of councils also learned about the importance of monitoring education-sector related outputs as well as advocacy to support education policy in their districts. A total of 79 participants attended from Tapanuli Selatan, Sibolga, Tapanuli Utara, Tebing Tinggi, and Deli Serdang districts. In Tapanuli Selatan, for example, as a result of the Council Workshop, participants agreed to conduct the following:
Advocacy: To support an increase of the teaching-learning activity budget to 10% in 2010 District Budget
Monitoring: To monitor the implementation of several district policies such as Decree 10 Year 2008 which required students to have the ability to read and write in Arabic.
Capacity Building: To encourage all school committees in the district to know more about their roles and functions.
In Deli Serdang, Council members agreed to monitor the implementation of several education-sector financial related activities such as 2010 DAK, 2010 BOS, and 2010 financial support for poor students. Also, council members agreed to monitor implementation of a decree (Decision Letter) of the Head of the Education Office requiring all SD, SMP, and SMA to prepare an RKS. The last monitoring activity was helpful in supporting the sustainability of the DBE1 program at school level because the issuance of such a letter by the Education Office was also assisted by DBE1. Meanwhile, in Tapanuli Utara, Education Council members indicated that they hope DBE1 will assist with the development of Draft of Decree on Education.
Capacity Building for Members of Partner District Parliaments DBE1 also conducted workshops for members of parliament in Deli Serdang, Dairi, Tanjungbalai, Tapanuli Utara, Tapanuli Selatan, Sibolga, and Binjai. In these events, parliament members were introduced to topics such as national education standards, minimum service standards for education,
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synchronization of school and district levels planning, and the importance of having district decree on education. A total of 43 participants from these districts‟ parliament education committee appreciated the informative sessions because most of them were newly elected and had very little knowledge about the sector. Further, participants learned about district past budget allocation which is still very low for teachinglearning activities, became aware that their involvement in education sector planning process is low as well, and learned that valid and up-to-date data is essential to support proper policy making process. As a result, they established plans in accordance to their functions (legislative, budgeting, and monitoring) to produce policies that will try to answer strategic issues of education in the long run. They also were aware of the possibility that these policies would not be implemented and need further support from the parliament members. Most of them also expressed their hope that DBE1 would continue to assist them in the future.
District Education Planning (Renstra - LAKIP - Renja)
District Education Office Strategic Plan (Rencana Strategis or Renstra) After completing public consultation sessions for stakeholders in Tanjungbalai and Tebing Tinggi during last quarter, DBE1 continued to assist both districts‟ renstra development team members to finalize their strategic plans. District Education Planning and Capacity Assessment
Development of a Report on Accountability and Performance of Government Institutions or LAKIP (Laporan Akuntabilitas Kinerja Instansi Pemerintah.) From May 19 to 20, DBE1 held a workshop to review LAKIP of Tapanuli Utara, Deli Serdang, Sibolga, Tanjungbalai, and Tebing Tinggi districts. Because all participating districts had already completed preparation of LAKIP prior to the workshop, the meeting was held to enable districts representatives to share their experience in developing the document and review the results of their work. In this meeting, participants reported similar experiences:
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Inconsistencies in flow of reporting requested by Bappeda.
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Report is not supported by up-to-date, complete, or accurate supporting data
Document development team members change from one year to another
These members often are not equipped with the capacity or knowledge to complete the documents properly
Further review of the documents found that although all districts attempted to complete their LAKIP in accordance to the standards set in edict (Decision Letter) of the Head of the State Administrative Body (Lembaga Administrasi Negara or LAN,) the quality of work was still not satisfactory. For example, all districts provided quantitative information regarding evaluation of institution‟s work performance. However, no qualitative analysis regarding or comprehensive strategy as response to the situation was given in the document. To improve the quality of their document in the future, participants agreed to do the following:
Better coordination with Bappeda
Improve the capacity of LAKIP development team members
Develop a mechanism in each district to support a better data collection effort
District Office Yearly Plan (Rencana Kerja or Renja) Subsequent to the above-mentioned LAKIP workshop, stakeholders from the same districts (Tapanuli Utara, Deli Serdang, Sibolga, Tanjungbalai, and Tebing Tinggi) attended review of their Renja. Because all of these districts have completed their yearly plan, the activity was more focused toward improving participants ability to prepare a good plan. Through discussions and group work, participants learned the link between Renja and Renstra as well as Renja and LAKIP. They also understood the importance of having accurate supporting data and information such as goals to be achieved, supporting activities, and indicators in preparation of document. District Education Planning and Capacity Assessment
HRD (Personnel) Supervision
Management,
Asset
Management,
and
School
Asset Management
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In North Sumatra, DBE1 efforts to improve District Education Office asset management was conducted in Tebing Tinggi. The activities were carried out from April to June and attended by a total of 147 people. Detail of activities are as follow:
Activities
Date
Training of Trainers
27-28 April
Training at school level
18-19 May
Facilitating schools to complete E-Forms
20-25 May
Training at district level
31 May -1 June
Facilitation at district level
2 June
Final workshop
4 June
As a result of facilitation at school level, participants were able to analyze, identify, and document situations and problems related to schools‟ assets. They also learned to link between the schools‟ asset real condition and determining priority for preventive maintenance or different types of repair work. For example, for infrastructure, 80% of school assets were in good condition, 15% were slightly damaged, and 5% were moderately damaged. To solve this situation, school recommends district to allocate budget for preventive maintenance while use funds from BOS to repair assets that were slightly damaged. Some of the outcomes of this training in Asset Management in Tebing Tinggi are as followst:
District Education Office, principals, and staff in charge of schools‟ assets now can easily obtain information regarding school assets and whether or not the situation is in accordance with the national Government requirements as stated in Permendiknas 24/2007 and Permendagri 17/2007
Schools can easily obtain relevant information such as the status of land on which the school is located as well as the condition of buildings and classrooms
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Data and information is kept by the school, not principal
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Synchronization of reporting between the Education Office and the District Asset Administration Section
Schools understand the importance of valid data to support data collection and usage process
District Education Office appreciated DBE1 assistance and planned to disseminate the programs to all schools in Tebing Tinggi. Dissemination
District Dissemination Activities
In this reporting period, a total of 48 schools from two sub-districts in Deli Serdang took part in training to develop RKS. Participating schools used available funds from BOS (Rp. 12,700,000) to finance the activity.
ICT & Data Management
ICT/Hotspots and Grants
As the implementation of the ICT Grant in Tapanuli Utara was completed last quarter, the grantee spent most of the time in this period completing the Final Report. The results of work as well as supporting equipment from this program will be officially handed over to Tapanuli Utara District Government in July.
Monitoring and Evaluation
Routine Monitoring
From April to June, monitoring and evaluation activities that took place in North Sumatra included data collection related to BOSP, AKPK, Renstra, and Governance programs in Tebing Tinggi. Team members also started to collect data for DBE1 impact study.
Partnerships District Close Out Workshop Engaging District,
From June 9 to 17, District Close Out Workshops were conducted for all
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partner districts of DBE1. Participants included stakeholders from school and district level. In Tebing Tinggi, the workshop was officially opened by the Mayor of the Municipality while in others by the Assistant to the Head of the District or Mayor. In all districts, stakeholders expressed appreciation for DBE1 assistance and indicated that they hope that the programs will be extended in the future.
West Java & Banten DBE1 activity
January– March 2010 District-level programs Capacity Building for Members of Partner Districts Parliaments DBE1 West Java/Banten held two separate workshops for members of Parliaments from both provinces. In West Java, the event was carried out from April 12 to 14 and attended by a total of 27 people from all partner districts (Sukabumi, Karawang, Indramayu, Garut, Subang, and Bogor.) The workshop in Banten took place from April 14 to 16. Eleven representatives of partner district parliaments (Tangerang, Cilegon, and Lebak) took part.
District Education Governance
In the workshop for West Java parliament members, stakeholders presented relevant materials to ensure that participants received first-hand information. For example, a former member of parliament from Sukabumi and the current Head of Sukabumi Education Council presented the information on functions and roles of Parliament members. The presentation on planning and budgeting of education sector finance was given by the Secretary of Cilegon District of Education. The Principal of SDN Sukasari 4 Tangerang, who is also a DBE1trained Facilitator, gave a presentation on efforts to improve management and governance at school level. Participants responded positively to the information provided and used the sessions to share experiences related to education sector. Most districts representatives agreed that lack of involvement of Parliament members in the policy decision making process in general is often caused by their limited knowledge of education and relevant issues. In Sukabumi, for example, of the 123 existing District Regulations, only three were the result of Parliament initiatives. Representatives from Subang also acknowledged that there was
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January– March 2010 very little reliable data available that could be used as a basis for their decision making process. As a result of these discussions and presentations, participants agreed to establish a communication forum for education committee members of parliament from districts in West Java. Through this forum, members will be able to provide input to district education office or other district institutions in the executive branch on matters related to education. Representatives from participating districts also made recommendations to their district education offices. Members of parliament will recommend that the Bogor Education Office issue a Head of Education Office Decision letter requiring all SD and SMP in the district to prepare an RKS. Members of parliament in Garut requested that the management of education in the district be done in accordance to Permendiknas 19 Year 2007. In a similar workshop for representatives of Banten partner districts, participants recommendations to respective district education office or district government included: Cilegon: The need to have a Decree on Education to regulate implementation of free education in the region. Lebak: To support the preparation of education-related policies. District Education Planning (Renstra - LAKIP - Renja) District Education Office Strategic Plan (Rencana Strategis or Renstra)
District Education Planning and Capacity Assessment
In West Java and Banten, DBE1 assisted in renstra development for Subang, Garut, Bogor, and Cilegon districts. During a public consultation session in Bogor, the Mayor of the municipality requested that other district offices prepare a similar strategic planning document to that of the Education Office. Participants also agreed to monitor implementation of Education Office‟s renstra together. During a similar session in Cilegon a representative of Bappeda requested that the Cilegon District Education Office share information on its document with other district offices. In this period, DBE1 also assisted renstra team members from the new district Cimahi in validating its SIPPK data. District Office Yearly Plan (Rencana Kerja or Renja)
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January– March 2010 In this period DBE1 held a workshop for partner districts to review their latest Renja. In the meeting it was found that most districts did not use their Renstra as basis to develop the Renja. Instead, they included regular activities or the results of musrenbang as input for the yearly plan. The format for reporting was not consistent from one district to another as district offices followed instructions from respective Bappeda as guidelines. With the information sessions from DBE1, participants were able to synchronize their Renstra and Renja documents and revise their Renja documents accordingly. It is hoped that district representatives will use the same approach when preparing Renja documents in the future. HRD (Personnel) Management, Asset Management, and School Supervision Asset Management DBE1 assisted stakeholders in Karawang in asset management in this period. The activity commenced with district level training of trainers which was then followed with cluster-level training sessions. During the sessions at cluster level, participants discussed issues related to their assets such as the unclear status of lands where school buildings are located and the current practice of building rehabilitation which is typically not in accordance with requirements stated in current regulations. Afterwards, participants took part in a workshop in which data was aggregated for review at sub-district and district levels. They also agreed that similar asset management efforts should be conducted in 32 schools in Talagasari subdistricts, 35 in Rengasdengklok, and 31 in Karawang Timur. Meanwhile, during a public consultation session held on June 23, the Head of the District stated that asset management is one of Karawang‟s priorities and requested the process to be disseminated to 27 sub-districts. He also indicated that he hopes that the results of DBE1‟s work with the district will enable the district to provide complete and accurate information as required by the National Audit Body. Other stakeholders, including the Head of Bappeda, the Head of Education Committee of Parliament, the Education Council Head and other representatives of the Education Office responded positively to DBE1‟s assistance and expressed appreciation for the results of this work.
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January– March 2010
District Education Finance Analysis/Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK) and School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP) In the April to June period, DBE1 assisted stakeholders in Cimahi and Bogor to analyze the state of their district education finance and unit costs. In Cimahi, after analyzing the results of their school unit cost calculation, participants agreed that school needs should be used as the basis for adding or subtracting components listed in the calculation. It was also agreed that a separate team will be established to further study results of the calculation for SMP and SMA. In Bogor, during a public consultation to discuss SIPPK and BOSP results, a District Education Finance
number of recommendations were made by participants, including the following:
The Education Office Finance Division should have education-related finance data not only from the Education Office but also from other Offices and sources (the Province Budget, National Budget, BOS, etc.) This comprehensive data can then be used as input to plan, budget, and monitor the education sector in the future.
Legal documents that are related to efforts to improve the quality of education, i.e., MOU between Education Office and donor organization, should be shared with District Parliament and the public.
To gradually increase the budget for activities related to teaching and learning and education quality improvement efforts. Dissemination
Supervisors and District Facilitators Forum
Facilitators Forums were held in Sukabumi and Tangerang for supervisors of non-partner schools. In these meetings, participants learned about the RKS development process and facilitation techniques. In Tangerang, training was provided to support the district‟s plan to disseminate the RKS development process to schools in all sub-districts.
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January– March 2010 Education Management Information System
School Database System (SDS++)
District, Sub-District, and School-Level SDS++ Workshop ++ An SDS workshop was held from July 14 to 15 for school, sub-district, and district-level stakeholders in Sukabumi. Participants, which included representatives of Education Office in charge of ICT and data, staff of subdistrict education office, and BOS managers, responded positively to the sessions. They indicated that they believe that SDS++ simplifies the exchange of data among schools, sub-district and district education office. Furthermore, participants indicated that they feel the usage of a PDA enables them to carry and transfer data in a safer and easier manner. During the training at school level, one of the supervisors mentioned that the system should be disseminated to other schools. ICT & Data Management The total number of training sessions conducted in West Java up until June is 761 and in Banten 320 sessions, resulting in total of 1,081 events. As for the total number of training activities for the period of April to June, there were 26 training sessions in West Java and three in Banten.
PDMS
Up until the end of June, some 9,594 participants attended from West Java, while the number from Banten was 3,102. For the period of January to March, a total of 355 people from West Java and 172 people from Banten were trained.
ICT/Hotspots and Grants
In this reporting period, DBE1 assisted grantees in Karawang and Tangerang to complete their sixth and fifth report, respectively. Monitoring and Evaluation
Monitoring and Evaluation
From April to June, DBE1 collected monitoring and evaluation data for the following: An impact study of Renstra, AKPK, and BOSP programs A review of stakeholders opinion on DBE1 programs at district level Data and information from non-partner schools on school level activities Partnerships
Engaging District, Province stakeholders
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District Close Out Workshop In West Java and Banten, closing out workshops was conducted from June 21 to July 1. Responses from stakeholders were very positive and included the More Effective Decentralized Education Management and Governance
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January– March 2010 following:
Districts appreciated DBE1 efforts to improve education-sector management and governance
Districts plan to build the capacity of facilitators, principals, school committee members, RKS working group members, as well as those who were involved in DBE1 district level activities
Districts plan to continue use DBE1 developed modules and materials
Participants also expressed the need to synchronize programs of work between district education office with that of province.
Central Java DBE1 activity
April – June 2010 School-level programs School Development Planning for 2010-2014 period for Cohort 1 schools In this period, all partner schools in Jepara, Kudus, Boyolali, Karanganyar, and Klaten were facilitated by District Facilitators to update their RKS/RKT and
RKAS. Amidst schools‟ busy activities such as preparation of end-of-year examinations, accreditation, and rehabilitation of schools buildings, Facilitators School planning met with schools three times to help them prepare their 2010-2013 plans. As a (RPS/RKS/RKT) result, 95 schools were able to complete the process while nine schools (five in Boyolali, one in Klaten, two in Jepara, and one in Karanganyar,) were still in the process of doing so. For schools that have not completed the RKS/RKT and RKAS update, Facilitators would continue to monitor this activity as well as remind schools of the importance of documents. District-level programs
District Education Governance
Facilitation of Jepara District Regulation Draft on Education With assistance from DBE1 Central Java, the Jepara District Government finalized its District Regulation Draft on Education in this reporting period. During a public consultation session which was held on May 25 at the Office of the Jepara District Secretary, participants expressed their hope that regulations included in the document will be used to help District Government
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to improve education situation in Jepara. On this occasion, the Head of the Education Committee of Jepara Parliament also mentioned that the draft should be sent immediately to the Legal Department and further reviewed by Parliament for approval consideration. This statement was a positive encouragement for those in the draft development team who at the beginning of the process were not sure about response of law makers to this document. After the public consultation, the draft was finalized and officially presented to the Head of the District on June 17. Some lessons learned from this process were: Because draft development team membership consisted of representatives of district government as well as non-government institutions, consensus tends to take a long time. However, as a result of team composition as well as these long discussions, regulations included in the document were not only to assist service providers but also service users. Document development process was accelerated by usage of district‟s data and information from other DBE1 activities such as SIPPK, Renstra, AKPK, and BOSP. Team members met and developed the document after office hours allowing them to work without significant interruption. Involvement from different stakeholders in the draft development process could act as catalyst for better communications among related institutions in the district. Such good communications and corporations will be needed to ensure that Decree on Education was implemented properly and effectively. The biggest challenge that DBE1 Central Java faced was to initially link stakeholders from different institutions and encourage them to work together. Representatives of the Education Office, for example, tend to be pragmatic in approaching the tasks while those of Education Council and NGOs tend to be the opposite. However, through persuasion and discussions, team members could work together well.
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April – June 2010 HRD (Personnel) Management, Supervision System
Asset
Management,
and
School
Human Resource Development (Personnel) Management System DBE1 Central Java worked together with Purworejo stakeholders to improve their Personnel Management system. As a first step, DBE1 trained participants in using an e-form to enter data related to Teachers and Teaching Staff (Pendidik dan Tenaga Kependidikan.) These participants then trained others in
District Education Planning and Capacity Assessment
their schools to fill out the e-forms while DBE1 facilitated the e-form completion process. At the end of June, participants had entered data for 900 Teachers and Teaching Staff. However, further verification showed that 607 teachers from 70 SD and SMP still need to provide more information. Some of the challenges that DBE1 team members found were a lack of ability program‟s amongst participants (teachers) to train their colleagues properly which resulted in work results that were incomplete or below expectation. Second, Education Office and related stakeholders still do not have a clear plan on how to further manage the compiled data. This affects participants‟ motivation in completing the whole process. Asset Management System In this reporting period, DBE1 carried out Training of Trainers, facilitated eform completion process, and conducted a public consultation session. The ToT was held for all DBE1 Data Information Specialists (DIS) and Junior DIS and aimed to provide them with necessary information to be used when completing the process in their provinces. For Central Java, the process took place in Purworejo. As a result, a total of 74 SD/MI from Gebang and Bener sub-districts were able to complete their asset management-related data and present the aggregated information during the public consultation session in June. From this exercise, District Education Office found that 12 of the DBE1 partner schools were moderately damaged and decided to provide assistance in repair and maintenance. The main challenges that schools faced were: Lack of capacity to correctly determine level of damage in their schools‟ assets leads to incorrect reporting. Results of BPK survey often do not portray the school‟s real condition.
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Schools have too many items to be recorded, resulting in incomplete reporting. To try to solve these problems, more school supervisors need to be trained so they can assist schools in managing and maintaining their assets properly. School Supervision Management System In Central Java, a program to improve the school supervision management system was also conducted in Purworejo. Because DBE1 became aware of problems in the implementation of BOS programs at school and district levels, our efforts were concentrated upon providing assistance to schools and district stakeholders to better administer funds received from 2010 BOS. In this connection, a workshop to build a shared understanding of the 2010 BOS implementation procedure was held on May 11. The workshop‟s goal was to introduce DBE1-developed Technical Guidelines on how to administer BOS funds. A subsequent training session was held to prepare principals and members of District BOS team as trainers. These trainers then disseminated the knowledge by training principals, BOS treasurer, and computer operators to use DBE1-developed software in administering the funds and reporting the implementation as well. District Education Office Strategic Plan (Rencana Strategis or Renstra) In Surakarta, the district renstra was developed rapidly. This was because the District Education Office was very interested to have its document completed. This was obvious in the continuous support of the Head of District Education Office throughout the whole process. Support for Renstra: District Planning Information Support System (Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota or SIPPK.) In Surakarta City, the renstra development process started with verification of supporting data and training of three representatives of Surakarta Education Office as SIPPK team members. This activity also included two representatives from University of Muhammadiyah Surakarta as Service Providers. The trained Service Providers were able to use this opportunity to
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April – June 2010 understand SIPPK and renstra development process better.
District Education Finance
School Unit Cost Analysis (Biaya Operasional Satuan Pendidikan/ BOSP) Together with Service Providers from University of Muhammadiyah, Surakarta, DBE1 assisted Surakarta stakeholders to calculate and analyze their schools unit costs for SD/MI, SMP/MTs, and SMA/MA. Some of the challenges were: (a) some vice principals who attended the process did not want to take the responsibility as decisions makers, (b) participants from NGOs tend not to provide inputs, (c) representatives from the Education Council tend to agree with inputs from schools. To overcome these challenges, facilitators of the process encouraged all participants to provide as much input as possible. DBE1 also learned that to enable Service Providers to perform their functions as a facilitator well, ample preparation time is needed. Dissemination
District Dissemination Activities
From April 25 to 27, all SD/MI supervisors (60 people) from Sragen District were trained in the RKS/M development process. Education Management Information System
School Database System (SDS++)
District, Sub-District, and School-Level SDS++ Workshop In Central Java, an SDS++ activity took place in Jepara and Purworejo. The main challenge of the process was the cost of PDA that was considered to be rather expensive by both the Education Offices from both districts. ICT & Data Management
ICT/Hotspots and Grants
In Klaten, the following grant programs have been complete: development of an Internet Café in the District Library and ICT-based training for representatives of Education Office, Office of Religious Affairs, and District Library and Archive Office. All assets related to this grant implementation have been handed over to the grantees. CV Cosmo Jaya and other grantees have also agreed to continue implementation of the programs after DBE1 ends in July.
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In Karanganyar, the lead grantee conducted monitoring and evaluation activities and used the result as input for the final report. The grantee also verified equipment to be handed over to stakeholders: Karanganyar and Jatipuro Sub-District Education Offices, District Archive and Public Library, and Office of Religious Affairs.
Monitoring and Evaluation The following monitoring and evaluation activities took place in Central Java in this period:
Measure 3 for 20 non-target schools in Cohort 1 districts (Jepara, Kudus, Boyolali, Karanganyar, and Klaten.) Out of 20 schools surveyed, it was found that 16 have already developed an RKS/M with
Routine Monitoring
their own funds while four used funds from the District Budget.
Monitoring of governance activities in Kudus, Boyolali, Klaten, and Karanganyar.
Impact Study data collection for SIPPK, BOSP, AKPK, and Renstra as well as a survey of stakeholder opinion in nine districts and FGD in Jepara and Boyolali.
Partnerships Signed Cooperation Guidelines (Kerangka Acuan Kerjasama or KAK) with Surakarta Municipality Government
Engaging District, Province stakeholders
DBE1 signed Cooperation Guidelines Number 014/KAK/DBE1/I/2010 with Surakarta Education Office in May. The agreement covered DBE1 assistance to develop Surakarta‟s renstra, AKPK and BOSP and Service Providers for these activities are lecturers from the University of Muhammadiyah, Surakarta.
District Close Out Workshop District close-out workshops were held for all nine partner districts in Central Java. In these workshops, principals, members of school committees, education
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April – June 2010 council representatives and/or members of parliament gave presentations on the impact of DBE1 programs so far. Participants of these events included the Head of District, Head of Bappeda, Head of the Education Office, representatives from NGOs, and schools. All partner districts expressed their hope that DBE1 will continue their assistance in the future. Sharing Experience Workshop with Provincial Government On May 24, DBE1 hosted a workshop to share experience and achievements with representatives of Central Java Provincial Government as well as partner districts. In this occasion, DBE1 informed that although assistance to districts has been completed, DBE1 will continue to assist the Provincial Government until June 2011. The event was also attended by a representative of Coordinating Ministry for People‟s Welfare and Ministry of Religious Affairs.
East Java DBE1 activity
April – Juni 2010 School-level programs
School planning (RPS/RKS/RKT)
School Development Planning for 2010-2014 period for Cohort 1 schools By June, DBE1 East Java completed facilitation of RKS/M development process for 81 Cohort 1 SD/MI. District-level programs Capacity Building for Members of Partner Districts Parliaments Two workshops for members of DBE1 East Java partner-district parliaments were held during this quarter to provide information related to budgeting and analyzing education sector finance and efforts to improve quality of education.
District Education Governance
The first workshop was held from April 6 to 8 and attended by members of Mojokerto, Bangkalan, Sampang and Pasuruan Parliaments. The Secretary of Tuban Education Office, one SD Principal from Tuban, and one member of Education Committee of East Java Parliament also took part to talk about impact of DBE1 programs so far. As a result of this workshop, participants agreed to use SIPPK as tool to obtain and manage data related to education and to establish East Java Education Committee Forum to enhance communication
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among Parliament members on education issues. The second event was carried out from May 6 to 8 and attended by representatives of Nganjuk, Bojonegoro, and Tuban District Parliaments. In addition, representatives from non-partner Mojokerto District also participated and requested DBE1 facilitation to develop its‟ Education Office renstra.
District Education Planning (Renstra - LAKIP - Renja) Development of a Report on Accountability and Performance of Government Institutions or LAKIP (Laporan Akuntabilitas Kinerja Instansi Pemerintah.) DBE1 facilitated the development of LAKIP in Bangkalan, Sampang, Nganjuk, Mojokerto, Bojonegoro, Tuban, and Pasuruan. Participants indicated that they felt that this assistance was very helpful to improve the transparency and accountability of participating Education Offices.
District Office Yearly Plan (Rencana Kerja or Renja) A Renja development workshop was held from March 30 to April 1 in Kediri District Education Planning and Capacity Assessment
for stakeholders from Nganjuk, Bangkalan, Sampang, Tuban, Mojokerto, Pasuruan and Bojonegoro. As a next step, DBE1 facilitated development of Renja in each district. HRD (Personnel) Management, Supervision System
Asset
Management,
and
School
Human Resource Development (Personnel) Management System DBE1‟s Personnel Management System software was tested by three SD and three SMP teachers from Mojokerto on April 29 and 30. The District Education Office responded positively to the test results and supported a subsequent Personnel Management System workshop held for representatives of 86 SD/MI and SMP/MTs (principal, teacher, and administrative staff) on May 19 to 21. The workshop aimed to train these personnel on the system so that they can then train others in their schools. Personnel data inputted in the system will then compiled and aggregated for further analysis at District level.
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DBE1 activity
Asset Management System A series of Asset Management workshops was held throughout May to June for stakeholders from schools and two sub-districts in Nganjuk. During a public consultation session on July 7, the Head of the District Education Office expressed his appreciation for DBE1 assistance. He also informed the meeting that the Asset Management System will be disseminated to all schools in the other 18 sub-districts in Nganjuk. Parliament Education Committee Head stated that the Parliament will approve budget request for this activity. Dissemination The following dissemination activities took place in several districts in East Java:
Bangkalan, 12-15 April: RKS development process for 55 schools from Galih sub-district. Activity was funded by schools.
District Dissemination Activities
Sampang, 12-15 April: RKS/M training for principals, treasurer and committee members of 18 schools
Tuban, 15-17 April: RKM training for 21 MI and 9 MTs from three sub-districts.
Sampang, 16-19 April: RKS development process for 40 SDN.
Tuban, 19-22 April: RKS training for 20 SMA from Tuban district. Participants included principals, committe members, and teachers.
Education Management Information System District, Sub-District, and School-Level SDS++ Workshop In East Java, Training of Trainers for SDS++ was carried out in Tuban and
School Database System (SDS++)
Bojonegoro. In Bojonegoro, a training session was held from May 25 to 29 and attended by 11 participants from schools and 18 from Sub-District/District Education Office. In Tuban, a similar activity was carried out from May 31 to June 4. A total of 28 people from both schools and Education Office took part. As the next step, Bojonegoro will disseminate the System in all SD/MI in Dander and Baureno sub-districts while Tuban will do same in Jenu, Merakurak, and Semanding sub-districts.
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ICT/Hotspots and Grants
On April 23, DBE1 held a meeting with the Information and Communication Office (Dinas Infokom) of Surabaya Municipality and the lead grantee of the ICT Grant program in Surabaya (ITS Kemitraan.) The meeting was held because Dinas Infokom plans to disseminate the DigiSchool program to all 645 schools in Surabaya (SD, SMP, SMA, and SMK). Participants agreed that the training session to support this plan will be held from May 17 to 18 June. Monitoring and Evaluation From April to June, DBE1 East Java conducted the following:
Monitoring and Evaluation
Monitoring and Evaluation from non-partner schools in Cohort 1 districts
Impact Study and Stakeholders opinion gathering
Partnerships Development of East Java Provincial Innovative Education Policy From June 8 to 10, DBE1 met with stakeholders from the East Java Provincial
Engaging District, Province stakeholders
Bappeda. The goal of the tmeeting was to discuss further: (1) mapping and data management system to support illiteracy eradication program, (2) he development of a Total Education Delivery System instruments, and (3) a review of education indicatators listed in the Province‟s and Districts‟ strategic planning documents. Also present in this meeting were representatives from several universities (Universitas Malang and Universitas Surabaya.) Total Education Delivery System Instrument Try Out As next step to the above mentioned meeting, a pilot of the Total Education Delivery System Instrument was conducted in Pasuruan on June 24. Participants at this activity were representatives of five Madrasah Diniyah, three vocational institutes, and religious-based school of Education Office (Perguruan Agama Dinas Pendidikan.) As as result of this try out, the questionnaire used in data collection will need to be revised. Further, training of enumerators will be conducted on July 20.
District Close Out Workshop
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DBE1 activity
DBE1 East Java carried out district close-out workshops from June 1 to 24. Similar to other provinces, stakeholders from all partner districts indicated that they would like to see the DBE1 programs continued.
Other
Other activities (not in Work Plan)
USAID Visit to Pasuruan Education Office and schools and East Java Bappeda. The new USAID Education Office Director visited schools in Pasuruan and met with stakeholders from Pasuruan District as well as the East Java Province. When visiting schools, the new Director learned first hand about school-level management and governance as well as teaching and learning activities. During her meetings with the district stakeholders, she was given information on DBE123 activities and achievements in Pasuruan. Discussions at the meeting with East Java Bappeda addressed DBE1‟s support in developing East Java‟s innovative efforts to improve quality of education in the province.
South Sulawesi DBE1 activity
April – Juni 2010 School-level programs
School planning (RPS/RKS/RKT)
School Development Planning for 2010-2014 period for Cohort 1 schools DBE1 South Sulawesi assisted Cohort 1 schools in South Sulawesi partner districts to finalize their latest RKS/M and RKT. District-level programs District Education Planning (Renstra - LAKIP - Renja)
District Education Planning and Capacity Assessment
District Education Office Strategic Plan (Rencana Strategis or Renstra) DBE1 South Sulawesi held a renstra workshop for Makassar and Barru districts from April 13 to 16. In addition to representatives from the Education Offices of South Sulawesi Province and both districts, the workshop was
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April – Juni 2010
DBE1 activity
attended by the DBE1 Chief of Party and Central Java Provincial Coordinator. The representative of South Sulawesi Education Office took this occasion to mention that province‟s renstra was developed in a participative manner and in accordance to MONE‟s Renstra as well as the Province‟s Mid-Term Plan. However, he also mentioned that because of lack of information, there was no confirmation if province budget allocation to support free-education program was already in accordance to the agreed split of 60% of budget shouldered by province and 40% by district. The event also provided an opportunity for the DBE1 Central Java Provincial Coordinator to share experiences from facilitating the renstra process in nine partner-districts in Central Java. Participants learned that the commitment of the district education office, the role of facilitators, and the availability of upto-date and valid SIPPK data all played an important role in a successful renstra process. DBE1 facilitated renstra document development throughout May and July in Barru District. A public consultation session will be held after the inauguration of the new Head of District and the issuing of a new District Mid-Term Plan.
S similar facilitation process was also conducted with stakeholders from Makassar District. After a public consultation event held on the 10th of June, the document was finalized and is now ready to be printed out.
District Office Yearly Plan (Rencana Kerja or Renja) From March 31 to April 2, DBE1 assistend in the development of Renja in seven partner-districts. A total of 21 people took part in the process, all representatives of the districts‟ education offices. DBE1 did not facilitate the process in the sense of taking the lead. Rather, participants were grouped according to their divisions and tasked to review issues such as ways to establish indicators and monitor the achievement of those indicators. The aim is for all district renja development teams to produce documents that are in
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DBE1 activity
accordance with standards and expectations.
HRD
(Personnel)
Management,
Asset
Management,
and
School
Supervision System
Asset Management System As a follow up to the Training of Trainers that was held from April 22 to 23 for 15 representatives from Soppeng Education Office and three from Office of Asset and Finance Management and Recording (Dinas Pencatatan Pengeleloaan Keuangan dan Aset Daerah), DBE1 conducted further training for representatives from 20 SD. District-level training was conducted from May 31 to June 2 for representatives of eight Sub-District Education Offices. The participants reviewed data and information that had previously been inputted by schools. Participants were also able to use the School Asset Data Aggregator (SADA) which enabled them to aggregate data from schools at the levels of sub-district and district. This type of information enables education officials to compare each sub-district‟s asset management results. One lesson learned from this effort concerned the need for all levels and divisions of the Education Office to agree on similar recording procedures to be used in accordance to national regulations. Results of this work were presented to district stakeholders at a workshop on June 15.
District Education Finance Analysis/Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK) and School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP) District Education Finance
Integrated AKPK and BOSP Consultation Session From July 11 to 12, DBE1 facilitated an internal consultation session to discuss AKPK and BOSP results with stakeholders of Barru District. A total of 21 people from the Education Office, the District Asset Finance Management Body (Badan Pengelola Keuangan Aset Daerah,) and schools. One of the results of this workshop was that participants agreed on the urgent need for a regulation on the allocation of school operational costs, in particular to specify
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DBE1 activity
April – Juni 2010 the minimum cost requirements for components that support teaching and learning activities. Review of an analysis of Barru District education finance showed that although budget allocated for teaching and learning was still below the expected 20%, it increased from 1.8% in 2009 to 11.3% in 2010. Dissemination
Supervisors and District Facilitators Forum
During this period supervisor forums were held in Luwu, Pinrang, and Palopo. Supervisors from schools took part and learned about RKS development process as well as budget development for schools annual plan. Education Management Information System
School Database System (SDS++)
District, Sub-District, and School-Level SDS++ Workshop A Training of Trainers session was held at sub-district and district level from May 24 to 25 and attended by 16 people from the Enrekang Education Office, Parliament, and Bappeda while a similar meeting for schools was held on May 26 to 28. These sessions aimed to improve the flow of information and data from schools to sub-district and district education offices. With the SDS++ System, schools are able to update their data and information easily while subdistrict and district education offices can get aggregated data and have it updated regularly.
ICT/Hotspots and Grants
In Soppeng, DBE1 assisted the ICT grantee to finalize implementation of its grant program. Although the original trainer for the program did not perform as expected and had to be changed, in the end participants were able to complete the required task of producing a science-based multi media teaching/learning kit in English. DBE1 is currently assisting the grantee to finalize its report and preparing for equipment hand over to district stakeholders. Partnerships
Engaging District, Province stakeholders
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District Close Out Workshop Close out workshops for partner-districts in South Sulawesi were held from More Effective Decentralized Education Management and Governance
DBE1 activity
April – Juni 2010 May 25 to July 18. In these workshops, participants reviewed the achievements of DBE1 programs as well as shared experience obtained in the process. Stakeholders from all districts expressed their hope that DBE1 programs would be extended longer. Province End of Program Workshop Meanwhile, DBE1 also hosted workshop to report achievements of programs as well as to try to synchronize programs of districts with those of province. Several recommendations of the participants were: 1. Province and district governments to support implementation of DBE1 programs in all schools in South Sulawesi. 2. The development of education-sector planning and policy should be based on up-to-date and valid data and information. 3. To support stakeholders at province and district level to establish regulations on education. 4. To use school-based management to improve quality of education. 5. School Committee and Education Council to bridge and voice community and schools aspirations to district and provincial government. 6. To continue use those who have been trained by DBE1 to support improvement of education management and governance.
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Annex 2: Success Stories RKS Dissemination in Cirebon City As a result of their participation in the best practice workshop held by DBE in the Province of West Java / Banten Bogor some time ago, the Education Office in Cirebon City ran an RKS dissemination program on December 9th 2009. The program aimed to help the Office achieve its plan to make education in the city better and more effective. The socialization activity was attended by approximately 300 school principals (SD /MI, SMP/MTs, SMA/MA/SMK) and a number of education stakeholders from the city. The response of participants to the material presented by DBE1 was very enthusiastic and positive. Although the time allocated to DBE1 was initially only two hours, in the event the presentation extended well beyond this limit. This was as a result of the number of questions and comments made by participants, especially focussing on a desire to see the socialization followed by training and guidance for schools in how to prepare an RKS. In addition, many participants indicated that they want the manual and materials delivered by DBE1 to be copied and distributed to the participants. Cirebon City Education Department has not yet given a definite response to the proposals and the expectations communicated by the participants. At the conclusion of the socialization event, about 300 flash disks / USB were piled on the specialists‟ laptops indicating the demand for copies of the material presented. Coordinators suggested that the guidelines and manuals on RKS preparation could be copied and taken for use by all principals and school committees in the Cirebon district who were present at the time. Many participants also requested hard copies of RKS Guidelines from the specialists. According to comments made by many participants, the RKS materials presented by DBE1 seemed very logical and easy to understand. The RKS training strategies adopted by DBE1 were thought to be more effective in producing a higher quality RKS than other alternatives. Since this socialization event and up until now, the process of RKS dissemination in Cirebon City continues to unfold. Many principals, especially from SD / MI, (about 57%) have independently prepared RKS using the DBE1 version and approach. Furthermore, some have also tried a distance learning approach via email with the DBE1 specialists in order to get guidance in preparing RKS. According to information received from several pengawas and school principals, some schools have complained about the verification of RKS conducted by the Education Department as a result of a policy that requires schools to have RKS if they need
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assistance from APBD II. This is, in turn, is the result a lack of Education Office personnel in the past who understood how schools should prepare an RKS in accordance with the guidelines published by DBE1 (Permendiknas No. 19/2007) in terms of standard of content, process and outcomes. In addition there is still an assumption that DBE1 will close in June 2010. While on the other hand, according to the Head of Planning at the Education Office in Cirebon City, RKS will be reinforced in a local regulation (perda) in the city of Cirebon to be known as the „Law on RKAS, RKS and financial management in schools‟ which is currently being developed in several stages.
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Annex 3: Training for Project Beneficiaries From the period of April to June, DBE1 conducted a total of 107 training sessions. The number of training sessions decreased from last period (256 sessions) because DBE1 was finalizing its activities at both school and district levels. The total number of people trained also was reduced rather significantly from 3,486 people in the January to March period to 1,334 people in this quarter. DBE1 focused most of its activities at assisting Cohort 1 schools to complete their 2010-2014 plans and this could be seen from the high number of principals, teachers, and others from schools (477 people) that took part in DBE1 training sessions. (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 January to March 2010 No.
Province
2010 Apr
May
June
Total
1 Aceh
4
1
0
5
2 Sumatera Utara 3 Banten
5 2
13 0
3 1
21 3
14
8
4
26
5
4
13
22
6 Jawa Timur
10
10
4
24
7 Sulawesi Selatan
3 43
3 39
0 25
6 107
4 Jawa Barat 5 Jawa Tengah
Total
Table A3-2: Summary of persons trained from January to March 2010 Component District Facilitator School Principal/Vise School Committee School teacher District Education Staf MORA District Staf Local Government Parent (non School Committee) CSO DPRD Education Board Supervisor Other Total
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Male Female 13 3 101 78 3 95 91 295 84 9 1 10 7 4 109 13 51 8 116 20 117 106 923 411
Total 16 179 3 186 379 10 17 4 122 59 136 223 1,334
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In addition to the high number of participants from schools, a high number of representatives of MONE and MORA (389 people in total) also constituted to the total number of people trained for the April to June period. In addition, a total of 358 Service Providers and Service Users also took part in DBE1 activities. These numbers indicate that for programs at school and district levels, representatives of MONE and MORA continued to be involved. Table A3-3 below shows analysis of training beneficiaries by institutions while table A3-4, shows analysis of training beneficiaries by activities.
Table A3-3: Analysis of training beneficiaries by Institutions18 No
Component
Male
Female
Total
DBE 1 DBE1 2 DBE2
65 1 66
24 24
89 1 90
1 2 10 27 44 84
10 19 13 40 111 186 379
1 7 1 9
1 1
1 7 2 10
3 3
-
3 3
2 5 3 10
2 1 4 7
4 6 7 17
95 101 34 230
91 78 78 247
186 179 112 477
13 116 8 137
3 20 1 24
16 136 9 161
MONE 1 2 3 4 5 6
Kantor Cabang Dinas Kepala Bidang Kepala Dinas Kepala Seksi-KCD-UPTD Kepala Unit Staf
10 18 11 30 84 142 295 MORA
1 Kepala Seksi 2 Kepala Unit 3 Staf SCHOOL COMMITTEE 1 Tokoh Masyarakat LOCAL GOVERNMENT 1 Bapedda 2 Dinas Terkait 3 Kantor Pemda SCHOOL 1 Guru 2 Kepala Sekolah 3 Lainnya SERVICE PROVIDER 1 District Facilitator 3 Pengawas 2 Lainnya SERVICE USER 1 2 3 4 5 6
CSO Dewan Pendidikan DPRD Lainnya LSM/NGO Media Grand Total
4 51 109 2 4 3 173 923
8 13 1 2 24 411
4 59 122 3 6 3 197 1,334
18
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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Table A3-4: Analysis of training beneficiaries by activities No
Activities Name Aceh Expansion (DPISS)
1 Data Completion 2 Data Processing 3 Workshop DPISS
Male
Female
Total
2 2 2 6
1 1 1 3
3 3 3 9
5 5
1 1
6 6
26 15 27 68
12 8 9 29
38 23 36 97
16 19 16 45 96
2 3 2 4 11
18 22 18 49 107
44 33 96 38 211
8 5 18 10 41
52 38 114 48 252
59 59
16 16
75 75
34 48 66 43 32 38 78 339
32 5 12 39 12 26 14 140
66 53 78 82 44 64 92 479
122 122
177 177
299 299
93 93
42 42
135 135
83 83
25 25
108 108
26 46 20 8 22 7 4 14 13 21 181
3 10 1 8 3 2 4 5 10 46
29 56 21 8 30 10 6 18 18 31 227
29 18 47 1,310
12 8 20 551
41 26 67 1,861
AKPK 1 Workshop #2 BOSP 1 Workshop # 1 2 Workshop # 2 3 Workshop #3 Tk. Gugus FORUM DF 1 2 3 4
Pendampingan 6 Pendampingan 7 Pendampingan 10 Pendampingan 11
1 2 3 4
Fasilitasi Dewan Pendidikan Fasilitasi DPRD Konferensi DPRD Other
GGSP
LAKIP 1 Workshops
1 2 3 4 5 6 7
Manajemen Asset Konsultasi publik di Kab/Kota Output Dinas Pendidikan Pelatihan agregasi data dan hasil dari SD/MI ke UPTD, dan dari UPTD ke Dinas Pendidikan Pelatihan Manajemen Asset di UPTD Pendampingan ke UPTD dan Dinas Pendidikan Pendampingan SD/MI TOT Manajemen Sarpras MSDM
1 Supervision, Personnel, and Asset Other Training Activitiy 1 Other Training Activity RENJA 1 Stakeholder Workshops RENSTRA 1 2 3 4 5 6 7 8 9 10
Pelatihan DPISS Pelatihan Renstra Pendampingan Entry Data Pendampingan Ws.#1 Pendampingan Ws.#2,3 Pertemuan Forum SKPD Ws.#1 Analisis Layanan Ws.#3 Visi sp. Kegiatan Ws.#4 Tujuan Strategis Other SDS
1 SDS (SD/MI)-Workshop Tk. Gugus 2 SDS (SMP/MTs)-Workshop Tk. Gugus Grand Total
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Annex 4: Documents uploaded in the website News update: DBE1 Introduced School Database System++ (SDS+ +) during Coordination Meeting of Education Statistics Center of Research and Development Body of Ministry of National Education June 26, 2010 Dissemination of Management and Governance Program in East Nusa Tenggara Province June 4, 2010 Education Stakeholders from Lembata District, Nusa Tenggara Timur, visited Bojonegoro District, East Java May 2, 2010 DBE1 implemented School Data Base System++ (SDS++) program as part of EMIS/ICT strengthening effort in Pidie and Aceh Tengah, Aceh April 15, 2010
Resource Materials update: Good Practice in Implementing Indonesian Decentralized Basic Education Policies June 24, 2010 Minister of National Education Regulation number 24 Year 2008 regarding School/Madrasah Administrative Staff Standards June 9, 2010 Government
Regulation
Number
19
Year
2010
regarding
Implementation
Procedures of Duty, Authority, and Financial Position of Governor as representative of The Government in the Province May 20, 2010 DBE1 Quarterly Report 19 May 6, 2010
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DBE1 Quarterly Report 18 May 6, 2010 DBE1 Quarterly Report 17 May 6, 2010
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Top 10 downloaded documents: Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan (15,236 downloads) Law number 14 year 2005 regarding Teachers and University Lecturers (13,974 downloads) Republic of Indonesia Government Regulation number 32 year 2008 regarding Guideline for District Annual Budget (APBD) compilation Year 2009 (10,726 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 (9,629 downloads) How to Fill SD/MI Profile Instruments Manual (8,718 downloads) National Education Minister Regulation number 34 year 2007 regarding National Exam Year 2007-2008 (8,465 downloads) Attachment to Republic of Indonesia Government Regulation No. 38 Year 2007 regarding Division of Government Matters among Central, Province, and District level Government (8,380 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 (8,014 downloads) School Committee: Organization (7,801 downloads) School Committee: Simple Accounting Methods (7,633 downloads)
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Annex 5: Deliverables Status: June 30, 2010 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 Submitted October 2008. Revised plan to be submitted Oct 2009
Workplan
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 Submitted November 2008
Included in Workplan
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 Submitted October 2008
Annual Report
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 3,000, 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 fourth year of the project implementation.
COMPLETED By end of fourth year more than 7,000 schools are implementing at least one DBE1 program under the dissemination program
Updated in quarterly reports
COMPLETED 18 districts mandated in Aceh modification signed by USAID July 2009
RTI proposals for Aceh modification
Selection of any new districts in Aceh will use the same approach, but after the completion of the 2008 assessment (see Deliverable 22).
Documents
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 third year of the project implementation.
COMPLETED Approved by USAID June 2, 2008
Revised SOW for DC
Deliverable 6: Assessment of Education Management Information System (EMIS) in Indonesia [Completed].
Due: During the first year of program implementation.
COMPLETED Submitted April 2007
Report
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
Updated Users Guide to be published in next quarter
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 Agreement with USAID to conduct workshops between July 27 and August 6,2009 in conjunction with DBE23
No
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Deliverables
Due
Status
Documents
Deliverable 9: Develop medium term education sector development plans (renstra) for at least 35 project district governments.
Due: By the end of the fourth year of assistance to each local government.
COMPLETED 35 plans completed 9 plans in process.
District strategic plans (in Bahasa Indonesia)
Deliverable 10: Develop education finance plans and budgets (AKPK = District Education Finance Analysis, and BOSP = School Unit Cost Analysis) at least in 35 project districts to support education sector development plans.
Due: By the end of the fourth year of assistance to local government.
COMPLETED 44 AKPK completed 61 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 Draft approved by USAID December 2009. Final formatting and translation underway
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.
COMPLETED #2 submitted May 2009 #3 submitted May 2010
Report 2 Includes Deliverables12,13 and 23.
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.
COMPLETED #2 submitted May 2009
Report# 2 Includes Deliverables12, 13 and 23.
#3 datedJanuary 2010. Approved by USAID
Report# Includes Deliverables 13 and 23.
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.
COMPLETED #3 submitted September 2008 #4 submitted July 2009 #5 submitted January 2010 #6 Final submitted June 2010
Report
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.
Underway Final report to be submitted August 2010.
Reports included in quarterly project reports
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
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Deliverables
Due
Status
Documents
Deliverable 17: Develop a complete program for disseminating school-based management activities to other schools/areas. To the extent possible, incorporate Active Learning into schoolbased management in DBE1 activities for elementary schools. School-based management packages will be provided to DBE3 for junior secondary schools.
Due: Beginning of year four of project implementation.
Underway Materials including module on Pakem has been approved by MONE/MORA. Final printing of 1,500 copies to be distributed to every province in the next quarter
Integrated replication packet
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 Assignment began October 2008 with USAID approval
No
Deliverable 19: Assist central and local government institutions as well as donors,in identification, training, and standard-setting for certification of service provider(s) in education management and governance that can implement DBE1 programs throughout the country.
Due: During the fourth year of the program implementation.
PARTIALY COMPLETED Criteria for certifying school based management facilitators agreed with MONE April 2010
No
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. The training and other activities will be conducted with local governments and civil society organizations.
Due: During the third and fourth years of the project implementation.
Underway Report to be submitted July 2010.
Governance materials
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 Feasibility study submitted August 2008
Design document and workplan
Deliverable 22: Carry out 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 fourth year of the project.
Underway Results continuously shared with MONE. Final report to be submitted August 2010
Completion report
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Deliverables
Due
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: Semi-annually for the remaining of the program period.
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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Status
Documents
Partially COMPLETED Report #1 submitted May 2009 Second dated January 2010. Approved by USAID. Third and final report to be submitted July 2010 .
Report 1 Includes Deliverables 12, 13 and 23
Underway Report to be submitted July 2010
Report
Report 2 Includes Deliverables 13 and 23
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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
Report on “Good Practices in Implementing Indonesian Decentralized Basic Education Policies”
06-22-2010
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
Annual Report IV Oct 2008 – Sep 2009
03-31-2010
Study of Legal Framework/Summary of Laws of Regulations (2007)
03-05-2009
Study of Legal Framework/Summary of Laws of Regulations (2009)
02-16-2010
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 per June 2010 No
Province
District
Policy
Status
DBE1 Contribution
1
DBE1 National
Technical Guideline on School Finance Management Based on 2010 BOS Manual
Complete
Full Technical Assistance
2
Aceh
Aceh Besar
Circular letter of Head of Educaction Office requesting schools to have RKS/M and integrating of school plan into district‟s.
Complete
Full Technical Assistance
3
Aceh Besar
Revision of Qanun no. 23/2002 to 5/2008 on education.
Complete
Provided input
4
Banda Aceh
Circular letter of Head of Education Office requesting SD, SMP, SMA, and SMK to have RKS/RKT/RKAS and SD to take part in SDS
Complete
Full Technical Assistance
5
Aceh Tengah
Circular letter of Head of Education Office requesting SD, SMP, SMA, and SMK to have RKS
Complete
Full Technical Assistance
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.
7
Tanjung Balai
Decision to allocate budget for poor students
Complete
Full Technical Assistance
8
Tapanuli Selatan
Circular letter of Head of Education Office requesting SD, SMP, SMA, SMK and private schools to have RKS and RKT
Complete
Full Technical Assistance
9
Dairi
Circular letter of Head of Education Office requesting schools to have RKS
Complete
Full Technical Assistance
10
Tebing Tinggi*
Circular letter of Head of Education Office requesting schools to have RKS, RKT and RKJM using DBE1-developed methodology.
Complete
Full Technical Assistance
6
North Sumatra
From April to June, DBE1 assisted three districts (Tebing Tinggi, Jepara, and Soppeng) in finalizing their policy-related documents. These districts and policies are marked with *
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Annex 8: Abbreviations, Acronyms and Glossary Abbreviations & Acronyms ADD APBD
AusAID
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
Balitbang
Badan Penelitian dan Pengembangan [Research and Development Body]
Bappeda
BIA BOP
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]
BOS BOSP
Bantuan Operational Sekolah [school grants] Biaya Operasional Satuan Pendidikan [School Unit Cost]
BP BRR BSNP
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]
APBN
Bappenas
CA CLCC COP CSO DAU DBE DBE1 DBE2 DBE3 DEFA
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
DPISS DPRD DSC
District Planning Information Support System Dewan Perwakilan Rakyat Daerah [district parliament] District Steering Committee
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DTT
District Technical Team
EMIS ESP GDA GDP GGSP GOI IAPBE ICT ILO
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 International Labor Organization
Jardiknas KADIN Kandepag
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
Local government Local Governance Support Program [USAID project] Level of Effort
LPMP
Lembaga Penjamin Mutu Pendidikan [Education Quality Assurance Body] Monitoring and Evaluation Madrasah dan Pendidikan Agama [Religious and Madrasah Education] Managing Basic Education [USAID project] Manajemen Berbasis Sekolah (SBM=School Based Management) Millennium Challenge Account Musyawarah Guru Mata Pelajaran [Subject-based Teachers Association] Madrasah Ibtidaiyah [Islamic primary school] Madrasah Ibtidaiyah Swasta [private madrasah; MIN State Madrasah]
M&E MAPENDA MBE MBS MCA MGMP MI MIS MOU MSS MTs Musrenbangdes NGO P4TK
Memoranda of Understanding Minimum Service Standards Madrasah Tsanawiyah [Islamic junior secondary school] Musyawarah Perencanaan Pembangunan Desa [Village Development Planning Forum] Non Governmental Organization Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan [Center for Educators and Education-Related Personnel
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Capacity Building] PAG PAKEM PADATIWEB PCR PDIP PDMS Permendiknas PKBM PMP PMTK PPA Ranperda RAPBS Rembuk Nasional RKAS RKS RKT RKTL RPJMD
Provincial Advisory Group Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan [AJEL: Active, Creative, Joyful, and Effective Learning] Pangkalan Data dan Informasi berbasis WEB. MONE database system Politeknik Caltex Riau, Pekanbaru Pusat Data dan Informasi Pendidikan [Education Data and Information Center] Project Data Management System Peraturan Menteri Pendidikan Nasional [Minister of National Education Regulation] Pusat Kegiatan Belajar Mengajar [Teaching and Learning Center] Performance Monitoring Plan Peningkatan Mutu dan Tenaga Kependidikan [Quality Improvement of Education and Education Staff] Public-private alliances Rancangan Peraturan Daerah [Draft of District Regulations] Rencana Anggaran, Pendapatan, dan Belanja Sekolah [School Budget Plan] National meeting
Rencana Kegiatan dan Anggaran Sekolah [School Activities and Budget Plan] Rencana Kerja Sekolah [School Work Plan] Rencana Kerja Tahunan [Annual Work Plan]
RPK
Rencana Kerja Tindak Lanjut [Future Action Plan] Rencana Pengembangan Jangka Menengah Daerah [District Mid-Term Development Plan] Rencana Pengembangan Kapasitas [Capacity Development Plan]
RPPK
Rencana Pengembangan Pendidikan Kabupaten/Kota [District Education
RPS RTI SBM SD SIMNUPTK
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
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Educator and Education Staff) SIPPK SMP SNP
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
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 UPTD USAID WIB
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]
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 Daerah
Perwakilan
Dinas Dinas
Rakyat District Parliament (DPRD)
Provincial, district, or city office with sectoral responsibility Pendidikan
dan Provincial or district educational office
Kebudayaan (Dinas P&K) Gugus
School cluster
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
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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 Strategic Plan for local government Daerah (Renstra SKPD) (e.g. District Education Development Plan)
work
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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unit
