Democracy and Governance CLIN 6 - usaid prioritas

More Effective Decentralized Education Management and Governance Quarterly Report No. 20

April 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. 20 Contract 497-M-00-05-00029-00 October to December 2009

Prepared for USAID/Indonesia

Prepared by RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194

The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

Table of Contents Page Executive Summary ............................................................................................................................... iii Ringkasan Eksekutif ............................................................................................................................. xiii 1. Project Management and Coordination .............................................................................................. 1 1.1 Project Coordination and Collaboration with Government and Stakeholders (Task 1) ....... 1 1.2 Monitoring, Evaluation, and Reporting (Task 2 and 3) ........................................................ 3 1.3 Project Data Management System (PDMS) (Task 4) .......................................................... 5 2. School and Community Programs ...................................................................................................... 7 2.1 Elementary School Level (Task 5) ....................................................................................... 8 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) ...............................................................................................17 3.3 Education Planning and Management (Task 7) .................................................................19 3.4 Management of District Education Personnel (SIMPTK/Sistem Informasi Manajemen Pendidik dan Tenaga Kependidikan), Supervision, and Assets Management Systems (Task 7) ........................................................................................................22 4. Aceh Expansion Program ..................................................................................................................28 4.1 Coordination with Provincial and other Donor Stakeholders .............................................28 4.2 Program Implementation ....................................................................................................29 5. EMIS/ICT/Data Management ............................................................................................................32 5.1 ICT Grants (Task 8) ...........................................................................................................32 5.2 EMIS Pilot (Task 8) ............................................................................................................38 5.3 EMIS Pilot Dissemination ...................................................................................................46 5.4 DBE Website .....................................................................................................................48 6. Public-Private Alliance (Task 9) .........................................................................................................51 Outreach activities ....................................................................................................................51 7. Dissemination and Sustainability ......................................................................................................54 7.1 National Policy and Practice (Task 10) ..............................................................................55 7.2 Provincial Engagement (Task 11) ......................................................................................57 7.3 Disseminating DBE1 Programs (Task 12) .........................................................................59 7.4 Documenting Good Practice (Task 13) ..............................................................................67 7.5 Disseminating District Level Programs and Developing Service Providers (Task 14) ......68 7.6 Sustainability ......................................................................................................................72 Annex 1: Provincial Reports ..................................................................................................................75 Annex 2: Success Stories .....................................................................................................................96 Annex 3: Training for Project Beneficiaries .........................................................................................100 Annex 4: Documents uploaded in the website ....................................................................................104 Annex 5: Deliverables Status: March 31, 2010 ...................................................................................106 Annex 6: Status of project documents uploaded in USAID Development Experience Clearinghouse (DEC) ............................................................................................................. 110 Annex 7: Contribution of DBE1 in District Policy Development per March 2010 ................................ 111 Annex 8: Abbreviations, Acronyms and Glossary ............................................................................... 114

More Effective Decentralized Education Management and Governance

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List of Figures Page Figure 1.1: New Activities in Project Completion Status for District Level Activities (Sample: Central Java) ........................................................................................................................................ 5 Figure 5.1: Synergy of Data Supply, Demand, and Capacity for Education Managers and Decision Makers ................................................................................................................................... 39 ++ Figure 5.2: Four Custom Applications Software of SDS .................................................................... 40 ++ Figure 5.3: Input and Output of SDS for School ............................................................................... 40 Figure 5.4: BOS Reports Grouping ....................................................................................................... 41 ++ Figure 5.5.a: Input and Output of SDS Portable ............................................................................... 42 ++ Figure 5.5.b: Illustration of Input and Output of SDS Portable on PDA ............................................ 43 ++ Figure 5.6a: Input and Output of SDS for Kecamatan ...................................................................... 43 ++ Figure 5.6b: Illustration of Sub-district level data on SDS for Kecamatan ....................................... 44 Figure 5.7: EMIS Strengthening Mechanism for Dissemination ........................................................... 48 Figure 5.8: Website Hits ........................................................................................................................ 49

List of Tables Page Summary of Selected Achievements Cumulative through March 2010 ................................................ xi Table 1.1 Monitoring, Evaluation and Reporting* ................................................................................... 4 Table 1.2 Progress in Managing PDMS* ................................................................................................ 5 Table 2.1: Targets for School-Based Management Program (Elementary) ........................................... 8 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* ............................................................................................ 17 Table 3.3 Summary of Education Planning Progress* .......................................................................... 19 Table 3.4 Summary of Progress in Personnel, Supervision and Asset Management*......................... 23 Table 4.1 Summary of Progress in Implementing Aceh Expansion program ....................................... 30 Table 5.1 Progress in ICT Grants Implementation ............................................................................... 32 Table 5.2 Progress in ICT Grants Completion ...................................................................................... 33 Table 5.3 Summary of Grants Awarded ................................................................................................ 34 Table 5.4 Progress with EMIS Pilot ...................................................................................................... 38 Table 5.5: Training Participants by Participants Group and ICT Topic ................................................. 44 Table 5.6: Training Participants Grouped by Task ............................................................................... 45 Table 5.7: Progress with EMIS Pilot Dissemination .............................................................................. 46 Table 5.8: Top 10 Requests for Documents until the Last Quarter ...................................................... 49 Table 7.1 Dissemination achievements (school level program) ........................................................... 60 Table 7.2 Summary of School Level Dissemination Program Budgets to end of March 2010 ............. 61 Table 7.3 Summary of District Level Dissemination Program Budgets to end of March 2010 ............. 62 Table 7.4 Number of schools implementing DBE1 programs through dissemination programs .......... 63 Table 7.5 Number of Districts Disseminating DBE1 Programs to end of March 2010 ......................... 63 Table A3-1: Number of training activities from January to March 2010 .............................................. 100 Table A3-2: Summary of persons trained from January to March 2010 ............................................. 100 Table A3-3: Analysis of training beneficiaries by Institutions .............................................................. 101 Table A3-4: Analysis of training beneficiaries by activities ................................................................. 102 Status of Uploading Documents to Development Education Clearing House (DEC) ......................... 110

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More Effective Decentralized Education Management and Governance

Executive Summary This report covers the twentieth quarter of project implementation, from January through March 2010. This quarter DBE1 continued implementation of the new workplan, which was commenced in the previous quarter. This new workplan covers the final twelve months of project implementation for the DBE1 project from October 2009 through September 2010. It 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 new workplan, which was approved during this 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. DBE1 continued to meet with the MONE team that manages school block grant (BOS) implementation. As a result of this collaboration, a technical manual and software for BOS reporting prepared by DBE1 has now been adopted by MONE. In this regard DBE1 facilitated a meeting for national and district level stakeholders to gain clarity on BOS reporting. Participants at this meeting included high level officials from MONE‟s Inspectorate General and also from state auditing agencies. MONE‟s center for educational Statistics (PSP) continued to collaborate with DBE1 on a pilot study in Aceh to improve the flow of EMIS data from schools to districts using ICT. Work with PSP staff in January 2010 included software development and coordination of field work. Program implementation will commence in the next quarter. Results will be finalized as inputs for MONE policy in July 2010. During the quarter also DBE1 held additional meetings with MOHA‟s Directorate of Regional Finance Administration Development, and MONE‟s Education Infrastructure section, Directorate for Kindergarten and Elementary Schooling to discuss DBE1‟s program and software for managing education assets in the districts. Both agencies have agreed to collaborate with DBE1 as the programs are rolled out in the next quarter.

DBE1 continued to hold meetings with AusAID‟s SEDIA project in Aceh. Agreement was reached for the projects to coordinate in order to maximize the impact and sustainability of both. A number of follow up meetings were held with the East Java Regional Development Planning Body (Bappeda) and the provincial education office (Dinas Pendidikan) to further discuss strategies to support the provincial government‟s plans to improve the quality of education and the development of innovative education-sector policies. These meetings have resulted in an understanding of the priorities for education and the areas in which DBE1 can provide specific inputs in the policy formulation in this province. Work in this area will continue over the next two quarters. 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 RPS/RKS are four-year school development plans, schools and madrasah in Cohort 1 have implemented their plans and should be preparing new plans for the 2010-2013 period. To facilitate this process all Cohort 1 elementary schools and madrasah are being assisted to prepare a school data base (SDS) which will then provide the school profile required for preparation of a new school development plan. While in 2005-6 DBE1 specialists and district coordinators provided the training, this time District Facilitators have been providing the training. Of the 526 schools in Cohort 1, 84 (92%) have now prepared an SDS. A total of 117 schools have also completed preparation of new RKS. The remaining schools will complete the process in the coming quarter. In this quarter training was also 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. The schools established school teams which took part in the village development planning forums known as musrenbangdes and proposed school improvement programs for support. Most proposals addressed infrastructure needs. It was agreed that this is a good focus, as these programs cannot be funded by school BOS funds and are an appropriate use of village development funds. DBE1 continues to consult with MONE‟s Directorate of Elementary Schooling (Direktorat Pembinaan TKSD). Activity this quarter was confined to occasional contact and coordination. In the previous 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. In December 2009, DBE1 organized a meeting with members of MONE‟s School Based Management Secretariat to agree on formats for final drafts of

School Based Management materials. Since then final editing and mock up of the materials has been completed, edited and formatted by the commercial printer, HaloHalo, and will be available for use early in the next quarter. We continued informal consultation with MONE on the state of the materials during the current quarter. Signed introductory statements have been obtained from Bapak Professor Fuad Abdul Hamied, Ph.D (Kementerian Koordinator Bidang Kesejahteraan Rakyat, Deputi Menteri Bidang Pendidikan, Agama dan Aparatur Negara) and Bapak Drs. H. Firdaus, M.Pd. (Kementerian Agama, Direktur Pendidikan pada Madrasah.) It has been agreed that DBE1 will provide training in the materials to members of the MBS Secretariat once the signed introductory statement from MONE is finalized. This is expected to take place in the coming quarter. Along with these materials, District Facilitators offer the main means of disseminating the school-based management program to new schools and subdistricts, and for ensuring sustainability of outcomes. A target of 1,000-plus school supervisors, (pengawas) to implement school-based management dissemination programs was set in the workplan. A total of 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, and a further 1,005 recently trained in East Java, Central Java and Yogyakarta through Training of Trainer (TOT) programs to support dissemination. Also during this quarter a number of dissemination programs were planned for new districts in non-target provinces. This will result in the training of a further 170 or more pengawas as facilitators in three new provinces: West Sumatra, South Sumatra and NTT in the next quarter. The target of 1,000 trained facilitators has thus been exceeded by a large number through various dissemination programs. Monthly district forums for district facilitators were supported throughout the quarter and will continue into the coming quarter, during which period they will be phased out. It is hoped that they will be sponsored by districts into the future. District level activity has continued to be the major focus, as activity at the level of school and community has decreased with the completion of core tasks. During the quarter DBE1 continued work to improve the capacity of district governments and other stakeholders in planning and financing education development, and increasing accountability and transparency by facilitating opportunities for parents, community members and other stakeholders to voice their concerns and aspiration for better quality education in the district. In this period, DBE1 assisted in the development of eight policies/instruments in partner districts (some of which were begun and reported in the last quarter). Cumulatively, we have assisted in the development of 39 instruments/policies, of which 34 are considered completed. DBE1 initiated training for DPRD members in 16 districts, and public consultations to share

the results of financial and education data analyses and to gain inputs into strategic planning continued to contribute substantially to DBE1 governance agenda. Capacity building activities for district education councils (Dewan Pendidikan) have now been completed in 43 of the 46 target districts. During the quarter DBE1 also began training or „policy briefing‟ for local parliament (DPRD) members in two provinces. In South Sulawesi representatives from eight of nine districts gathered for a two-day training event. In Central Java another two workshops were held. Topics covered in the workshops included: National Education Standards, Education Minimum Service Standards, the results of education financial analysis and calculation of school unit cost, district education strategic plans, budgeting for education sector, and evaluation of the work performance of government institutions (LAKIP), as well as DBE1 programs and achievements. Participants were encouraged to discuss issues related to education and establish recommendations to improve quality of education in their areas. This is the first training and breifing on education policy and contexts that most of these new parliamentarians have had and as such is a very significant activity. Similar activities are planned for other target provinces and districts in the coming quarter. District education finance analysis (AKPK) and school unit cost analysis (BOSP) activities continued throughout this quarter. AKPK results have proved to be very useful in preparing funds availability estimates which are needed for the preparation of the financing plans for renstras. Meanwhile BOSP reports have resulted in very significant policy and budgeting decisions in a number of provinces and districts. Original targets for both AKPK and BOSP have been exceeded; new targets set in accordance with the contract modification have been exceeded or are already nearing achievement. Some 61 districts have now completed BOSP, exceeding the revised target of 49 and 44 districts have completed AKPK, while the revised target is 45. One more AKPK is expected to be completed in the next quarter. Also in this quarter, work continued on a methodology for conducting the Personal Cost Survey/Study. Questionnaires will be used for data collection from individual households. Surveys will be carried out in Java, North Sumatra and South Sulawesi in the next quarter. The results of the study will be given to MONE as an input for determining BOS funding and also to BSNP for its consideration. This is designed to be a quick study to estimate the cost borne by parents to send a child to school, which then could become the basis for providing financial assistance to low-income families to send their children to school. 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. The second phase of district expansion in Aceh was

launched on January 13 at an event attended by the Head of the provincial Education Office and representatives of twelve additional districts. Work is now underway in all 18 districts, including the initial six districts which commenced in the previous quarter. 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. By the end of the quarter, BOSP analysis had commenced and was mostly completed in eight districts. Meanwhile, two districts (Singkil and Kota Subulussalam) have completed BOSP, and the results now offer a reference for policy makers. Work on the district financial analysis, AKPK, has now commenced in eight districts, three in West Aceh and five in East Aceh, where the process is nearing completion. During this quarter, development of the district education planning information system (SIPPK) was completed in the ten districts. The remaining districts are expected to complete the process next quarter. Using the results of SIPPK, strategic planning (renstra) workshops have now commenced in Aceh Barat, Nagan Raya and Aceh Barat Daya. The process has already reached the stage of identifying programs, activities and associated budgets. Renstra workshops have also commenced in Aceh Tamiang, Aceh Timur and Kota Langsa. These districts have already identified policy and planning issues through detailed analysis of quantitative data. Issues were also identified through a qualitative process involving focus-group discussions with key stakeholder groups. Other districts are still completing preparations for renstra development – including finalizing SIPPK. Implementation continues to run smoothly as the DBE1 coordinators and specialists are experienced in providing technical assistance and conducting training for these programs. In general, the commitment of both the province and the districts is very high and the participants have been serious in their attendance and participation in DBE1 activities. 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 the 14 grants awarded increased from $287,884 (IDR 2,669,599,451) to $292,901 (IDR 2,714,749,451). This increase is a result of USAID approval to increase the grant for Pangkep, South Sulawesi due to a natural disaster that broke the ICT tower. As of March 2010, $259,876 (IDR 2,418,116,626) has been disbursed to the grantees in the form of equipment and cash to cover grant main activities including training expenses. In the quarter, seven grantees received disbursements. Five grants have been completed; of these three were completed during the quarter. 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 took place during the quarter. The pilot field work will be completed in April 2010 with final reporting and a conference to discuss result to take place in the April – June 2010 quarter. Some of the features of the software package being implemented in the pilot schools in Aceh are: (i) School Monthly Report (Lembar Bulanan Sekolah LBS), (ii) School Individual Report (LI-SD/MI) of PadatiWeb, and (iii) BOS Reports, while RKT and RKAS/M, School Profile for RKS/M, and SRC outputs are similar to regular SDS. In addition use of PDAs to record and validate school data by supervisors (pengawas) and transfer this data to MONE‟s EMIS (Padatiweb) at the sub-district and district levels is expected to improve data flow in the EMIS and also substantially help schools and districts to use easily updated data for planning purposes. DBE1 continues to manage the project website for DBE123. As of March 2010, the DBE website received 1,749,623 hits since the website was launched in 2005. This quarter‟s total hits (260,779) is higher than last quarter‟s total hits (201,539). 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. As part of USAID‟s Global Development Alliance (GDA), which was created to join the efforts, resources, and capabilities of the public and private sectors to achieve a more effective impact on sustainable development activities, DBE1 was given a specific mandate to engage private sector firms to supplement the overall program impact and expand geographical reach. During the quarter, DBE1 explored the possibility of forming alliances with corporations to support the improvement of management and governance in basic education. In this context, a visit was made to Aceh to meet with private sector representatives in this province. The objective of these meetings was to determine the readiness, capacity and interest in forming a PPA and to negotiate next steps. The institutions involved present a very diverse set of conditions, capacity and needs. Meetings with major U.S. and Indonesian organizations held during the quarter included Gramedia Widiasarana Indonesia and the Sampoerna School of Education in Jakarta, and, in Aceh: the Aceh Chamber of Commerce, Aceh Investment & Promotion Board, Indonesia Business Link, Exxon Mobil, PT Semen Andalas Indonesia, Pertamina, Telkom and PLN. During this, the final year of project implementation, the focus is shifting more and more to supporting increased dissemination and sustainability. During the first four and a half years DBE1 worked with partners to develop, pilot,

finalize and begin to institutionalize methodologies designed to implement GOI policy in ways that support good practice in the management and governance of basic education. While sustainability and dissemination have been core goals since the commencement of DBE1 activity in 2005, it is now in the final year that these goals come to the fore. Beyond achieving sustainability of project outcomes in target districts and supporting dissemination within and across districts, it is intended that this process will influence government policy, creating a much wider impact. Sustainability is an essential element in good practice. Dissemination is at the heart of the project‟s strategic approach. Our main approach is to (1) develop good methodologies, good practice, and formalize these in practical manuals, (2) build the capacity of facilitators and service providers to use these, and (3) support policy development at district, provincial and national levels to institutionalize the good practice. DBE1 will withdraw from provinces and districts at the end of the next quarter. Meanwhile the scale and scope of dissemination programs is 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 just at the time DBE1 closes out in the provinces and districts and begins to close out nationally, many new dissemination programs will be commencing. It would be very strategic if USAID were able to track the development and progress of dissemination after the completion of DBE1, as well as sustainability of core project interventions and outcomes. Through the end of March 2010, some Rp.14 billion, or approximately $1.5 million1, has been allocated for dissemination of DBE1 school-based management programs in 54 districts. In addition, approximately $25,000 has been expended for DBE1 district level programs, primarily BOSP, in 19 districts.2 This is an increase of around $135,000 since the end of the previous quarter (December 2009). Of this total cumulative amount, about Rp.10 billion came from annual district budgets (APBD) and the remainder, nearly Rp.4 billion, from a variety of non-APBD sources including MORA funds, school funds (predominately BOS) and non-government sector funds (e.g. Muhammadiyah). A total of 9,592 schools and madrasah have now participated in dissemination programs to implement DBE1 methodologies using funds from APBD and other sources. This is an increase of 1,195 on the previous quarter total, a similar increase to that in the previous quarter. This increase occurred as a 1 2

Using a nominal exchange rate of Rp9,500 = $1

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.

result of dissemination activities this quarter in Aceh, North Sumatra, Central Java and East Java. The most significant activity was in Central and East Java. As a result of dissemination, for every one target school in which the program has been fully funded by DBE1, another seven or eight schools have now implemented aspects of the program with independent funding. The total number of districts that have implemented at least one DBE1 program is now 72 (an increase of four districts on the previous quarter). Forty of these are original DBE1 target districts while 32 are new non-DBE districts. Further analysis shows that 54 districts have disseminated school based management programs and 19 disseminated district level programs; one district has disseminated both district and school level programs and so is counted twice in this analysis. Many of the dissemination initiatives are described in the report although they are now so many and varied that it is not possible to report on all. Districts are now placing confidence in their own personnel, especially school supervisors (pengawas) and others who have been trained as district facilitators by the project. Throughout this quarter we continued to support district facilitators through monthly forums which will continue until the close of activity in districts in the coming quarter. Meanwhile for dissemination of programs at the district level, higher level service providers are required from outside the districts. In order to increase sustainability and support dissemination, DBE1 has 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 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. In the previous quarter working agreements were signed with three new institutions as service providers: the National University of Makassar (UNM), the NGO, Center for Regional Studies and Information (PATTIRO),3 and the private University of Muhammadiyah, Surakarta (UMS). We also prepared and signed an extension to the working agreement with the National Education University (UPI) in Bandung, West Java. In order to effectively train these new service providers it is necessary to implement the full district level program, thus enabling the new personnel to gain practical experience and learn the entire program from beginning to end. During this quarter, the service providers were given introductory training and work commenced on implementing the full district program in three new districts: Barru in South Sulawesi, Cimahi in West Java and Surakarta in Central Java.

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Pusat Telaah dan Informasi Regional

In this quarter DBE1 also commenced a training program to enable the national Sampoerna Foundation (SF) based in Jakarta to make use of DBE1 school-based management materials in its in-service school development program and also possibly in pre-service teacher training. Training was provided on the overall DBE1 approach, leadership training, BOS reporting, SDS and school development planning (RKS). The response to all of these initiatives has been extremely positive. DBE1 continued to intensify coordination with other donors, with the aim of supporting both dissemination and sustainability of outcomes and sharing lessons learnt. In Makassar, for example, DBE1 participated in a Coordinating Meeting between Donor Organizations on the Implementation of School Based Management and Sharing of Good Practices. The meeting was attended by representatives of DBE1, 2, 3, UNICEF, UNESCO, JICA, ILO, and the British Council. DBE1 has been in discussion with the World Bank‟s Basic Education Capacity Trust Fund (BEC-TF) since before the project commenced and we have continued to dialogue and share experience since the project began. BEC-TF has shown great interest in using DBE1 materials and approaches and BEC teams have visited a number of DBE districts and participated in joint workshops, particularly in East Java. Now, as first-round districts are beginning to allocate grant funds to agreed programs based on their capacity development planning, many are looking to DBE1 for appropriate methodologies and approaches to improving management and governance of basic education. This is occurring especially in Aceh, Central Java and East Java, where BEC-TF is working with districts. Summary of Selected Achievements Cumulative through March 2010 Activity

Target

Achievement

1,076 SD/MI and 196 SMP/MTs

1,076 SD/MI and 196 SMP/MTs.

District Officials trained and supported

N/A

1,878

School Committees, parents, and community members trained and supported

N/A

463

Members of education governance related institutions trained and supported

N/A

183

Renstra Completed/Ongoing

45

35/8

AKPK Completed/Ongoing

45

44/1

BOSP Completed/Ongoing

49

61/ -

SIPPK Completed/Ongoing

45

43/2

$287,884 (IDR 2,669,599,451).

$259.876 (IDR 2,084,959,731)

Private sector funds leveraged through PPAs

$677,775

$1,547,000

Number of schools replicating or committed to replicate DBE1 programs

3,000

9,592

Schools/madrasah assisted for producing annual plans and budgets

ICT Grant Disbursed

Activity

Target

Achievement

Government and non-government funding for replication of DBE1 programs

NA

$ 1,518,137 (IDR 14,422,300,980)

Community contributions to school development attributed to DBE1 programs

N/A

$ 847,900 (IDR 8,055,056,676)

Ringkasan Eksekutif Laporan ini merangkum triwulan ke 20 dari pelaksanaan proyek yang berlangsung dari Januari hingga Maret 2010. Dalam periode ini, DBE1 meneruskan pelaksanaan dari rencana kerja yang baru yang dimulai pada periode sebelumnya. Rencana kerja yang baru mencakup dua belas bulan terakhir dari pelaksanaan proyek yaitu bulan 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 baru yang telah disetujui dalam triwulan ini 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: 

Menginstitusionalisasi perubahan melalui pengembangan kebijakan



Memperdalam perubahan yang telah terjadi dengan mendukung peningkatan kapasitas lebih jauh, dan

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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. DBE1 mengadakan pertemuan dengan tim dari Kementerian Pendidikan Nasional (Kemendiknas) yang mengelola implementasi dana BOS. Sebagai hasil dari kerjasama ini, petunjuk teknis dan software dalam pelaporan BOS telah dikembangkan oleh DBE1 dan diadopsi oleh Kemendiknas. Dalam hubungan ini, DBE1 juga telah memfasilitasi pertemuan antara pemangku kepentingan tingkat nasional dan kabupaten/kota untuk mendapatkan kejelasan mengenai pelaporan dana BOS. Peserta dari kegiatan ini termasuk pejabat Lembaga Pemerintahan bidang Kesejahteraan Rakyat Badan Pengawasan Keuangan dan Pembangunan (BPKP) Pusat, Inspektur Investigasi dan Auditor Inspektorat Jenderal Kemendiknas. Pusat Statistik Pendidikan (PSP) Kemendiknsa juga terus berkerjasama dengan DBE1 dalam proyek uji coba di Aceh yang bertujuan untuk meningkatkan alur perpindahan data (EMIS) dari sekolah ke tingkat kabupaten/kota dengan menggunakan TKI. Kegiatan DBE1 pada bulan Januari 2010 termasuk pengembangan software dan kordinasi kerja di lapangan. Implementasi program ini akan dilakukan di triwulan berikut. Hasil-

hasil dari pelaksanaan program ini akan diberikan sebagai masukan terhadap kebijakan Kemendiknas pada bulan Juli 2010. Pada triwulan ini, DBE1 juga melakukan pertemuan lanjutan dengan Kementerian Dalam Negeri Direktorat Badan Administrasi Keuangan Daerah dan dengan Kementerian Pendidikan Nasional Bagian Sarana Prasarana untuk membahas program DBE1 dan software yang digunakan dalam mengelola manajemen aset di kabupaten/kota mitra. Kedua badan ini telah setuju untuk bekerja sama dengan DBE1 dalam melaksanakan program tersebut dalam tiga bulan ke depan. DBE1 terus melakukan pertemuan dengan proyek SEDIA dari AusAID di Aceh. DBE1 dan AusAID telah setuju untuk berkordinasi dalam upaya memaksimalkan dampak dan keberlanjutan dari dua proyek ini. Selain itu, beberapa pertemuan lanjutan juga dilaksanakan dengan Badan Perencanaan Pembangunan Daerah (Bappeda) dan Dinas Pendidikan Provinsi Jawa Timur untuk membicarakan lebih lanjut strategi yang akan digunakan dalam mendukung rencana pemerintah provinsi dalam meningkatkan mutu pendidikan dan mengembangkan kebijakan inovatif sektor pendidikan di provinsi tersebut. Pertemuan-pertemuan ini telah menghasilkan persetujuan antara Pemerintah Provinsi Jawa Timur dan DBE1 mengenai prioritasprioritas dalam meningkatkan mutu pendidikan. Dalam hal ini DBE1 akan memberikan masukan-masukan secara khusus terkait dengan pengembangan kebijakan yang ada. Upaya-upaya ini akan terus berlangsung dalam dua triwulan kemuka. Di tingkat sekolah, saat ini fokus kegiatan DBE1 lebih banyak dilakukan dalam mendukung pelaksanaan, kesinambungan program, dan diseminasi setelah proyek berakhir pada bulan September nanti. 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. Karena RPS/RKS adalah rencana pengembangan sekolah untuk jangka waktu empat tahu, sekolah dan madrasah dari Kohor 1 telah melaksanakan programprogram mereka dan saat ini sedang menyiapkan rencana baru untuk periode 2010-2013. Untuk memfasilitasi proses ini, semua sekolah dan madrasah dari Kohor 1 dibantu dalam menyiapkan Sistem Database Sekolahnya (SDS) yang kemudian digunakan untuk menyiapkan profil sekolah yang digunakan dlaam mengembangkan Rencana Kerja Sekolah. Jika pada tahun 2005-2006 spesialis dan District Coordinator DBE1 yang melatih sekolah, maka kali ini hal tersebut dilakukan oleh District Facilitator. Dari 526 sekolah di Kohor 1, 84 (92%) telah menyelesaikan SDS. Sedangkan 117 sekolah telah menyelesaikan Rencana Kerja Sekolahnya yang baru. Sekolah-sekolah yang lain akan menyelesaikan proses ini dalam triwulan yang akan datang. DBE1 juga telah melatih komite sekolah dalam mendukung upaya mereka melobi perangkat desa dalam penganggaran dana desa untuk mendukung

pengembangan program yang ada di RPS/RKS sekolahnya. Dalam hal ini, sekolah membentuk tim yang kemudian ambil bagian dalam musyawarah rencana pembangunan desa (musrenbangdes) dan mengajukan permintaan untuk pendukung program pengembangan perbaikan sekolah. Sebagian besar dari permintaan ini menyangkut kebutuhan pembangunan atau perbaikan infrastruktur sekolah maupun daerah sekitar sekolah. Pihak tim menyetujui hal ini sebagai fokus yang baik karena program-program tidak bisa dibiayai oleh dana BOS dan merupakan penggunaan dana pengembangan desa yang baik. DBE1 terus berkonsultasi dengan Direktorat Pembinaan TK/SD Kementerian Pendidikan Nasional dalam triwulan ini, termasuk dalam berkordinasi. Dalam tahun lalu, DBE1 telah mencapai persetujuan dengan kantor Sekretariat Manajemen Berbasis Sekolah (MBS) Kemendiknas bahwa materi manajemen berbasis sekolah yang telah dikembangkan oleh DBE1 dapat diadopsi oleh Kementerian sebagai model yang digunakan di tingkat sekolah dasar di Indonesia. Pada bulan Desember 2009, DBE1 mengadakan pertemuan dengan anggota dari Sekretariat MBS Kemendiknas. Pertemuan ini bertujuan untuk menyetujui format dari draft final materi pedoman-pedoman MBS tersebut. Semenjak pertemuan tersebut, editing dan contoh dari pedoman-pedoman tersebut telah selesai, telah diedit dan diformat oleh perusahaan editing Halohalo, dan telah dapat digunakan pada awal triwulan depan. DBE1 terus melakukan konsultasi secara informal dengan DBE1 mengenai persetujuan ini dalam triwulan ini. Hingga saat ini, kata pengantar untuk pedoman telah ditanda tangan oleh Bapak Professor Fuad Abdul Hamied, Ph.D (Kementerian Koordinator Bidang Kesejahteraan Rakyat, Deputi Menteri Bidang Pendidikan, Agama dan Aparatur Negara) and Bapak Drs. H. Firdaus, M.Pd. (Kementerian Agama, Direktur Pendidikan pada Madrasah.) Juga telah disetujui bahwa DBE1 akan memberikan pelatihan mengenai materi ini kepada anggota Sekretariat MBS setelah Kemendiknas menandatangani kata pengantar dari pedoman tersebut. DBE1 berharap hal ini akan berlangsung pada triwulan depan. Selain materi-materi ini, District Facilitator merupakan tombak utama dalam upaya mendiseminasi program MBS di sekolah dan di kecamatan baru dan dalam mengupayakan agar kesinambungan program terus terjadi. Lebih dari 1,000 pengawas telah ditargetkan untuk melaksanakan MBS dan hal ini telah disertakan dalam rencana kerja DBE1. Saat ini, telah ada 1,878 District Facilitator yang telah dilatih. Jumlah ini termasuk 5-6 Fasilitator utama di kabupaten/kota mitra dan pengawas tambahan yang telah dilatih oleh DBE1 dan 1,005 orang yang telah dilatih di Jawa Timur, Jawa Tengah dan Yogyakarta melalui TOT pendukung diseminasi. DBE1 juga telah merencanakan untuk melakukan diseminasi di kabupaten/kota baru di provinsi baru. Sehubungan dengan ini, 170 atau lebih pengawas baru akan dilatih sebagai fasilitator kegiatan di tiga provinsi: Sumatera Barat, Sumatera Selatan, dan Nusa Tenggara Timur di triwulan depan.

Dengan demikian, target untuk melatih 1,000 District Facilitator telah terpenuhi melalui upaya diseminasi. Forum Fasilitator bulanan untuk District Facilitator tetap dilakukan dalam triwulan ini dan akan dilakukan dalam triwulan depan dan akan diselesaikan pada triwulan depan. Untuk masa yang akan datang, DBE1 berharap bahwa Forum Fasilitator akan disponsori oleh kabupaten/kota masing-masing. Pada periode 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 membantu pengembangan delapan kebijakan/instrumen di kabupaten/kota mitra (beberapa dari pengembangan kebijakan telah diawali dan dilaporkan dalam pelaporan triwulan lalu.) DBE1 telah membantu mengembangkan 39 kebijakan/instrument dan 34 diantaranya telah selesai. DBE1 juga telah melatih anggota DPRD di 16 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. Dari target 46 kabupaten/kota mitra, kegiatan peningkatan kapasitas untuk Dewan Pendidikan Kabupaten telah diselesaikan di 43 kabupaten/kota. Dalam triwulan ini, DBE1 juga mengadakan pelatihan atau sesi informasi dalam kebijakan terkait pendidikan untuk anggota Dewan Perwakilan Rakyat Daerah di dua provinsi. Di Sulawesi Selatan, wakil dari delapan kabupaten/kota mitra (di Sulawesi Selatan, DBE1 bermitra dengan sembilan kabupaten/kota,) anggota DPRD dilatih dalam dua hari. Hal yang sama juga dilakukan id Jawa Tengah. Topik yang dibahas termasuk Standar Pendidikan Nasional, Standar Service Minimum Pendidikan, hasil dari AKPK dan BOSP, renstra, pendanaan untuk sektor pendidikan, dan evaluasi dari LAKIP (Laporan Akuntabilitas Kinerja Instansi Pemerintah,) dan juga program dan pencapaian hasil DBE1. Peserta didorong untuk mendiskusikan masalah terkait pendidikan dan memberikan rekomendasi yang dapat digunakan untuk mendukung upaya peningkatan mutu pendidikan di daerah masing-masing. Untuk sebagian besar peserta yang merupakan anggota DPRD yang baru terpilih, kegiatan ini merupakan kali pertama mereka terlibat dalam pembicaraan terkait masalah kebijakan pendidikan dan dianggap sebagai hal yang sangat penting bagi mereka. DBE1 berencana untuk melakukan hal serupa di provinsi dan kabupaten/kota mitra di triwulan mendatang.

Analisa Keuangan Pendidikan Kabupaten/Kota (AKPK) dan Biaya Operasional Satuan Pendidikan terus dilakukan dalam periode ini. Hasil AKPK sangat bermanfaat dalam menyiapkan perkiraan jumlah dana yang diperlukan maupun yang ada di kabupaten/kota dan perkiraan ini digunakan dalam persiapan pendanaan rencana strategis (renstra) dinas pendidikan. Selain itu, hasil penghitungan dan analisis Biaya Operasional Satuan Pendidikan (BOSP) juga memberikan dampak penting dalam keputusan terkait kebijakan dan pendanaan pendidikan di beberapa kabupaten/kota dan provinsi mitra. Target awal untuk AKPK dan BOSP telah terpenuhi, dan saat ini target baru yang disesuaikan dengan kontrak terbaru saat ini telah atau hampir dipenuhi. Untuk BOSP, DBE1 mentargetkan 49 kabupaten/kota yang akan menyelesaikan BOSP dan saat ini telah ada 61 kabupaten/kota mitra yang telah menyelesaikannya. Untuk AKPK, 44 kabupaten/kota telah menyelesaikan, sementara target baru adalah 45 kabupaten/kota. AKPK diharapkan dapat diselesaikan di satu kabupaten/kota lagi di triwulan mendatang. Dalam periode ini, DBE1 terus mengembangkan studi terkait Biaya Personal. Data akan dikumpulkan melalui kuesioner dari rumah tangga sumber data. Survey akan dilaksanakan di kabupaten/kota mitra di pulau Jawa, di Sumatera Utara, dan Sulawesi Selatan dalam tiga bulan mendatang. Hasil dari studi ini akan diberikan kepada Kemendiknas sebagai masukan dalam menentukan pendanaan BOS dan juga kepada BSNP sebagai masukan. Studi ini didesain untuk mengetahui dalam waktu singkat perkiraan biaya yang harus dikeluarkan oleh orang tua murid untuk mengirimkan anak ke sekolah. Informasi ini dapat digunakan sebagai dasar dalam memberikan bantuan keuangan kepada keluarga ekonomi lemah untuk mengirimkan anak ke sekolah. 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. Gelombang kedua dari kegiatan ini telah dimulai pada tanggal 13 Januari yang lalu. Acara peluncuran kegiatan tersebut dihadiri oleh Kepala Dinas Pendidikan Provinsi dan wakil dari 12 kabupaten/kota yang baru bergabung dengan DBE1. Untuk mengatasi kebutuhan program dan mencapai tujuan program dalam waktu yang sangat terbatas, DBE1 membentuk tiga tim yang dipimpin oleh tiga Regional Coordinator. Ke tiga tim ini masing-masing bertanggung jawab untuk kabupaten/kota di daerah Barat, Timur, dan Tengah provinsi Aceh. Sampai akhir periode ini, analisis BOSP telah dimulai dan akan selesai di delapan kabupaten/kota. Sementara itu, Kabupaten Singkil dan Kota Subulussalam telah menyelesaikan kegiatan ini dan hasilnya telah diserahkan kepada pembuat kebijakan sebagai masukan. AKPK telah dimulai di delapan kabupaten/kota yang terdiri dari tiga di daerah Aceh Barat dan lima di daerah

Aceh Timur. Kegiatan ini juga akan selesai dalam waktu dekat. Pada triwulan ini, Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (SIPPK) telah selesai di sepuluh kabupaten/kota dan akan diselesaikan di kabupaten/kota lain pada periode yang akan datang. Dengan menggunakan SIPPK, lokakarya pengembangan renstra telah dimulai di Aceh Barat, Nagan Raya, dan Aceh Barat Daya. Saat ini peserta kegiatan telah selesai mengidentifikasi program, kegiatan, dan biaya yang diperlukan dalam melaksanakan program-program dalam rencana tersebut. Lokakarya renstra juga telah dimulai di Aceh Tamiang, Aceh Timur, dan Kota Langsa. Peserta kegiatan di kabupaten/kota ini telah mengidentikasi masalah terkait kebijakan dan perencanaan dengan menganalisis secara detail berbagai data kualitatif. Berbagai permasalahan juga diidentifikasi melalu Focus Group Discussion dengan pemangku kepentingan setempat. Kabupaten/kota lainnya tengah melakukan langkah-langkah persiapan, termasuk finalisasi SIPPK, sebelum memulai pengembangan renstra. Pelaksanaan dari kegiatan-kegiatan berlangsung cukup lancar karena kordinator dan spesialis DBE1 telah berpengalaman dalam memberikan bantuan teknis dan melatih pemangku kepentingan kabupaten/kota mitra dalam program-program ini. Secara umum, komitmen dari pihak provinsi maupun kabupaten/kota sangat tinggi dan peserta mengikuti kegiatan dengan serius dan konsisten. 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 (IDR 2,669,599,451) menjadi $292,901 (IDR 2,714,749,451). Penambahan jumlah ini disebabkan karena USAID menyetujui penambahan jumlah hibah untuk Kabupaten Pangkep, Sulawesi Selatan, karena adanya bencana alam yang merusakkan menara TIK. Per Maret 2010, $259,876 (IDR 2,418,116,626) telah diserahkan kepada pihak penerima hibah dalam bentuk peralatan maupun tunai untuk mendukung kegiatan utama hibah, termasuk biaya pelatihan. Dalam triwulan ini, tujuh penerima hibah menerima pembayaran hibah tersebut. Dari 14 hibah yang ada, lima hibah telah diselesaikan. 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 dilaksanakan dalam periode ini. DBE1 berencana untuk menyelesaikan kegiatan di lapangan pada bulan April 2010 dengan menulis laporan akhir dan mengadakan konferensi untuk membahas hasil yang terjadi pada periode April – Juni yang akan datang.

Beberapa fitur dari paket piranti lunak yang dilaksanakan di sekolah-sekolah yang menjalankan program percontohan di Aceh adalah: (i) Lembar Bulanan Sekolah (LBS,) (ii) Lembar Individu SD/MI yang ada di PadatiWeb, dan (iii) Laporan BOS. Sementara itu, RKT, RKAS/M, Profil Sekolah untuk RKS/M, dan Lembar Mutu Sekolah sama seperti dokumen-dokumen yang dihasilkan oleh SDS. Selain itu, penggunaan Personal Digital Assistant (PDA) untuk merekam dan memvalidasi data sekolah oleh pengawas dan memindahkan data tersebeut ke PadatiWeb di tingkat kecamatan dan kabupaten diharapkan dapat memperbaiki alur perpindahan data diantara pihak-pihak terkait. Piranti lunak ini diharapkan dapat menolong sekolah dan kabupaten/kota untuk memutakhirkan data secara mudah untuk kebutuhan perencanaan bidang pendidikan di masing-masing tempat. Seperti juga periode-periode sebelumnya, DBE1 mengelola situs DBE. Per Maret 2010, situs ini telah dikunjungi sebanyak 1,749,623 kali. Dalam triwulan ini, situs menerima kunjungan sebanyak 260,779 kali, meningkat dari 201,539 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 menguatkan hubungan antara sektor publik dan swasta. Dengan menggabungkan ke dua sektor ini, masyarakat Indonesia dapat dibantu dengan jauh lebih baik lagi. Sebagai bagian dari Global Development Alliance dari USAID yang didirikan untuk menggabungkan upaya, sumber daya, dan kemampuan dari sektor swasta dan publik untuk mencapai hasil yang efektif dalam kegiatan pembangunan yang berkesinambungan, DBE1 mendapatkan mandat khusus untuk bekerja sama dengan sektor swasta untuk meningkatkan pengaruh positif dari program DBE1 dan memperluas daerah jangkauan. Dalam periode ini, DBE1 telaj menjajaki kerja sama untuk membentuk kemitraan dengan pihak swasta guna mendukung peningkatan mutu manajemen dan tata layanan pendidikan dasar. Sehubungan dengan upaya ini, DBE1 mengunjungi Aceh untuk bertemu dengan wakil pihak swasta di provinsi tersebut. Tujuan dari pertemuan adalah untuk menentukan kesiapan, kapasitas, dan ketertarikan mereka dalam membentuk program kemitraan dan juga untuk menegosiasikan langkah-langkah selanjutnya. DBE1 mengunjungi berbagai perusahaan dan organisasi yang memiliki kondisi, kapasitas, dan kebutuhan yang sangat beragam yang terkait dengan upaya ini. Adapun perusahaan atau pihak yang ditemui oleh DBE1 adalah Gramedia Widiasarana Indonesia, Sampoerna School of Education di Jakarta dan di Aceh: Kamar Dagang Industri Aceh, Badan Investasi dan Promosi Aceh, Indonesia Business Link, Exxon Mobil, PT Semen Andalas Indonesia, Pertamina, Telkom dan PLN.

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. Kesinambungan kegiatan merupakan bagian yang penting dalam “good practice.” Diseminasi juga merupakan titik pusat dari pendekatan strategis DBE1. Dalam hal ini, pendekatan DBE1 adalah (1) mengembangkan pendekatan yang baik, “good practice”, dan merumuskan hal ini dalam panduan, (2) meningkatkan kapasitas dari fasilitator dan service provider dalam menggunakan ini, dan (3) mendukung pengembangan kebijakan di tingkat kabupaten, provinsi, dan nasional dalam melembagakan “good practice.” DBE1 akan mengurangi kegiatan di provinsi dan kabupaten/kota mitra pada akhir triwulan yang akan datang. Selain itu, skala dan lingkup dari program diseminasi bertambah secara nyata pada saat proyek akan berakhir. Berdasarkan pengalaman selama ini, DBE1 mengetahui bahwa pemerintah provinsi dan kabupaten/kota biasanya mengeluarkan dana untuk pembangunan pada akhir tahun. Dengan demikian, pada saat DBE1 berakhir di tingkat provinsi dan kabupaten/kota dan akan mulai proses penutupan di tingkat nasional, kemungkinan besar program diseminasi akan mulai. Akan menjadi hal yang strategis jika USAID dapat mengikuti perkembangan dan kemajuan dari diseminasi setelah DBE1 berakhir, demikian juga dengan kesinambungan dari kegiatan utama serta hasilnya. Hingga akhir Maret 2010, lebih dari Rp. 14 milyar, atau kurang lebih $ 1.5 juta4 telah dialokasi untuk diseminasi program MBS DBE1 di 54 kabupaten/kota. Selain itu, kurang lebih $ 25 ribu telah dimanfaaatkan untuk kegiatan DBE1 di tingkat kabupaten/kota, terutama untuk BOSP di 19 kabupaten/kota5. Jumlah ini merupakan penambahan sebesar $135,000 jika 4 5

Menggunakan nilai tukar Rp9,500 = $1

Angka ini tidak menyertakan biaya kegiatan jika kegiatan tersebut hanya langkah pertama dari mata rantai kegiatan diseminasi. Misalnya, Kanwil Agama Jawa Tengah dan Yogyakarta telah mengeluarkan biaya untuk mendanai Training of Trainers para pengawas pada triwulan ini. Namun, peserta kegiatan TOT tsb baru akan melatih dan mendampingi sekolahnya pada triwulan depan. Dengan demikian, biaya yang telah dikeluarkan untuk TOT (Rp. 323 juta) tidak dilaporkan sebagai bagian dari diseminasi pada pelaporan kali ini.

dibandingkan dengan akhir periode yang lalu (Desember 2009.) Dari jumlah total kumulatif ini, sekitar Rp. 10 milyar berasal dari APBD dan hampir Rp. 4 milyar sisanya dari berbagai sumber seperti dana Kementerian Agama, dana dari sekolah (sebagian besar diambil dari dana BOS) dan dana dari LSM seperti Muhammadiyah. Sejumlah 9,592 sekolah dan madrasah kini berpartisipasi dalam mendiseminasi program DBE dengan menggunakan dana dari APBD maupun sumber lainnya. Jumlah ini adalah penambahan sebanyak 1,195 sekolah jika dibandingkan dengan angka dari triwulan sebelumnya. Dan penambahan ini cukup konsisten jika dibandingkan dengan periode tiga bulanan yang sebelumnya juga. Penambahan ini merupakan akibat dari kegiatan diseminasi di Aceh, Sumatera Utara, Jawa Tengah, dan Jawa Timur dan kegiatan diseminasi yang paling tinggi aktifitasnya adalah di Jawa Tengah dan Jawa Timur. Sebagai hasil dari diseminasi, untuk setiap sekolah mitra yang program peningkatan mutu dan tatalayanannya dibiayai oleh DBE1, telah ada tujuh atau delapan sekolah lain yang melaksanakan program peningkatan yang sama dengan menggunakan pendanaan mandiri (bukan dari DBE1.) Jumlah kabupaten/kota yang telah melaksanakan paling tidak satu program DBE1 saat ini mencapai 72 (dibandingkan dengan triwulan sebelumnya, ada penambahan sebesar empat kabupaten/kota.) Dari 72 kabupaten/kota tersebut, 40 adalah kabupaten/kota mitra sedangkan 32 adalah kabupaten/kota baru. Analisis lebih jauh menunjukkan bahwa ada 54 kabupaten/kota yang telah mendiseminasikan program MBS dan 19 kabupaten/kota yang telah mendiseminasikan program tingkat kabupaten/kota; satu kabupaten/kota mendiseminasikan program pada tingkat sekolah dan kabupaten/kota dan dihitung sebagai dua kabupaten dalam analisis. Sebagian dari inisiatif untuk mendiseminasi disertakan dalam laporan ini walaupun saat ini ada banyak sekali inisiatif yang dilakukan dan sangat beragam, sehingga sulit untuk melaporkan semua kegiatan-kegiatan tersebut. Kabupaten/kota sekarang mempercayakan stafnya, terutama pengawas sekolah atau pihak lainnya yang telah dilatih sebagai District Facilitator oleh DBE1. Dalam periode ini, DBE1 terus mendukung para District Facilitator melalui kegiatan forum bulanan yang akan berlangsung hingga DBE1 berakhir di kabupaten/kota pada triwulan berikut. Untuk diseminasi program di tingkat kabupaten/kota, service provider dengan kemampuan yang sesuai dengan persyaratan program diperlukan dari luar kabupaten/ikota. Untuk meningkatkan kesinambungan dan mendukung diseminasi, DBE1 telah mengembangkan program untuk menyiapkan service providers. Ada tiga komponen dalam upaya ini: (1) bekerja sama dengan beberapa universitas dan satu LSM untuk menyiapkan mereka agar dapat melaksanakan program DBE1 tingkat kabupaten/kota di kabupaten/kota baru, (2) bekerja sama dengan Sampoerna Foundation untuk memungkinkan insitusi ini untuk melaksanakan program DBE1 khususnya MBS, dan (3) bekerja sama dengan lembaga donor internasional lainnya agar mereka dapat mengadopsi

atau menyesuaikan pendekatan DBE1 untuk tingkat sekolah dan kabupaten/kota. Dalam periode lalu, DBE1 telah menandatangani perjanjian kerjasama dalam pengadaan service providers dan melakukan pelatihan dengan tiga institusi yaitu Universitas Nasional Makassar, Pusat Telaah dan Informasi Regional (PATTIRO), dan Universitas Muhammadiyah Surakarta. DBE1 juga telah menandatangani perpanjangan kerjasama dengan Universitas Pendidikan Indonesia di Bandung. Agar para service providers baru ini dapat dilatih dengan efektif, mendapatkan pengalaman langsung, dan mempelajari program DBE1 di tingkat kabupaten/kota secara keseluruhan dari awal hingga akhir, DBE1 memberikan pelatihan awal dan mendorong mereka untuk melaksanakan program tingkat kabupaten/kota di kabupaten/kota mitra baru yaitu Barru di Sulawesi Selatan, Cimaha di Jawa Barat, Surakarta di Jawa Tengah. Dalam periode ini, DBE1 juga memulai program pelatihan agar Sampoerna Foundation dapat menggunakan materi MBS DBE1 pada program pengembangan sekolah (in-service school development program) dan mungkin juga pada program pelatihan guru (pre-service teacher training.) DBE1 juga memberikan pelatihan dalam pendekatan DBE1 secara keseluruhan, pelatihan kepemimpinan, pelaporan BOS, SDS, dan pengembangan RKS. Tanggapan dari Sampoerna Foundation terhadap upayaupaya ini sangat positif. DBE1 terus melakukan upaya untuk meningkatkan kerjasama dengan lembaga donor lain dengan tujuan untuk mendukung diseminasi dan kesinambungan dari hasil program maupun membagi pelajaran-pelajaran yang didapat dari kegiatan-kegiatan selama ini. Di Makassar misalnya, DBE1 ambil bagian dalam rapat kordinasi antara lembaga donor internasional dalam pelaksanaan MBS dan berbagi praktik-praktik yang baik. Pertemuan ini dihadiri oleh wakil dari DBE123, UNICEF, UNESCO, JICA, ILO, dan British Council. DBE1 juga terus mengadakan komunikasi dan membagi pengalaman dengan Basic Education Capacity Trust dari Bank Dunia sejak proyek tersebut dimulai. BEC-TF tertarik untuk menggunakan pendekatan dan materi yang telah dikembangkan oleh DBE1. Selain itu, BEC-TF telah mengunjungi beberapa kabupaten/kota dan ikut serta dalam lokakarya gabungan, terutama di Jawa Timur. Kini, pada saat kabupaten/kota gelombang pertama mulai untuk mengalokasi dana kepada program-program yang telah disetujui sebelumnya berdasarkan perencanaan untuk meningkatkan kapasitas, banyak pihak yang berkomuniksai dengan DBE1 untuk mendapatkan contoh-contoh pendekatan dan metodologi yang baik dan bisa digunakan dalam meningkatkan manajemen dan tatalayanan sektor pendidikan. Hal ini terjadi pada khususnya di daerah-daerah dimana BEC-TF juga tengah melaksanakan berbagai program, yatiu di Aceh, Jawa Tengah, dan Jawa Timur.

Ringkasan Pencapaian Hingga Maret 2010 Kegiatan Schools/madrasah yang dibantu dalam mengembangkan rencana tahunan dan anggaran Jumlah wakil kabupaten/kota yang dilatih dan didukung Komite Sekolah, orang tua, dan anggota masyarakat yang dilatih dan didukung Anggota dari badan tata layanan yang dilatih dan didukung Renstra yang telah selesai/Renstra yang sedang dalam proses penyelesaian AKPK yang telah selesai/AKPK yang sedang dalam proses penyelesaian BOSP yang telah selesai/BOSP yang sedang dalam proses penyelesaian SIPPK yang telah selesai/SIPPK yang sedang dalam proses penyelesaian Hibah ICT yang telah dibayarkan Dana pihak swasta yang diperoleh melalui program kemitraan Jumlah sekolah yang ikut serta atau telah memberikan komitmennya untuk ikut serta dalam diseminasi program DBE1. Dana yang telah dijanjikan oleh pemerintah kabupaten/kota, sekolah, dan yayasan untuk ikut serta dalam diseminasi program DBE1. Jumlah kontributsi masyarakat yang berhubungan dengan program DBE1.

Target

Pencapaian

1,076 SD/MI dan 196 SMP/MTs

1,076 SD/MI dan 196 SMP/MTs.

N/A

1,878

N/A

463

N/A

183

45

35/8

45

44/1

49

61/ -

45

43/2

$287,884 (IDR 2,669,599,451).

$259.876 (IDR 2,084,959,731)

$677,775

$1,547,000

3,000

9,592

NA

$ 1,518,137 (IDR 14,422,300,980)

N/A

$ 847,900 (IDR 8,055,056,676)

1. Project Management and Coordination Project management in the quarter was mainly concerned with ensuring the sustainability of outcomes 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 developed approaches at the national and provincial levels we will continued to maintain a high level of engagement with provincial and national stakeholders throughout the quarter. This was achieved in several ways, including: (1) conducting workshops to review and receive inputs of district draft plans, financial analyses and policies with stakeholders from provinces and the community, and (2) by continuing ongoing consultation with MONE and with other relevant national stakeholders including MORA, MOHA and other donors. Project Management & Coordination Goals 

Ensure internal and external communication and coordination is timely and responsive



Revise PMP including indicators & targets



Continue routine M&E against performance indicators



Conduct special studies & produce policy papers



Conduct workshops & seminars with provincial, national & international



Stakeholders to review products & studies with view to support or adopt DBE1 programs



Continue to manage and improve Project Data Management System (PDMS)

During this quarter DBE1 the workplan through September 30, 2010 was submitted and approved. 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.

More Effective Decentralized Education Management and Governance

1

Meetings with MONE Directorate of Kindergarten/Elementary Education on production of DBE1 School Based Management Materials

In December 2009, DBE1 organized a meeting with members of MONE‟s School Based Management Secretariat to agree on formats for final drafts of School Based Management materials. Since then final editing and mock up of the materials was completed. We continued informal consultation with MONE on the state of the materials during the current quarter. Meeting with MONE and MORA on BOS Reporting

DBE1 continued to have several meetings with MONE‟s team that manages BOS implementation. As a result DBE1‟s work on a technical manual and software for BOS reporting has been adopted by MONE. In this regard DBE1 daciliated a meeting for national and district level stakeholders to gain clarity on BOS reporting. Participants in the meeting including high level officials from MONE‟s Inspefcorate general and as from state auditing agencies. Meeting with MONE on EMIS

MONE‟s center for educational Statistics (PSP) continued to meet with DBE1 to continue planning for implementing a pilot study in Aceh on improving the flow of EMIS data from schools to districts using ICT. Meetings with PSP staff in January 2010 included software development and field implementation coordination. Program implementation will commence in the next quarter. Results will be finalized as inputs for MONE policy in July 2010. Meetings with MONE and Ministry of Home Affairs (MOHA) on Asset Management

During the quarter DBE1 had additional meetings with staff from the Directorate of Regional Finance Administration Development, MOHA and Education Infrastructure section, Directorate TK/SD MONE on DBE1‟s program and software for managing education assets in the districts. Both agencies have issed regulations relating to assets, but these have not been well coordinated in the past. Both offices stated the DBE1‟s intervention would be very helpful and both agreed to collaborate with us as the programs are rolled out in the next quarter. Meeting with AusAID on Aceh program

DBE1 continued to have meetings with AusAID SEDIA project staff both in Aceh. As a result of these meetings, agreement was reached for the projects to coordinate well in order to maximize the impact and sustainability of both. Provincial Meetings in East Java on Policy Innovations

DBE1 had a number of follow up meetings with the East Java Provincial Regional Development Planning Body (Bappeda) and provincial education office (Dinas Pendidikan) to further discuss strategies to support the provincial government‟s plans to improve the quality of education and the development of innovative educationsector policies. These meetings have resulted in basic understanding of East Java

2

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provincial priorities for education and the areas in which DBE1 can provide specific inputs in the policy formulation. Work in this area will continue over the next two quarters. 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 AusAID and multi-donor meetings.

1.2 Monitoring, Evaluation, and Reporting (Task 2 and 3) Over the past four years, DBE1 has completed eight routine monitoring reports (Baseline Edition 1 and 2 plus monitoring progress reports 1-6). The sixth monitoring began with collection of data for school level programs in January – February 2009; and district program data was collected in July-August 2009. The report was submitted to USAID in the first week of January 2010. This Report was based on the revised indicators in the updated PMP. Data collection for report 7 began during the quarter. Special Studies Related to Deliverables

During the remainder period of project implementation, in addition to monitoring Project Performance Indicators, DBE1 will carry out a number of special studies to better determine the impact of DBE1 programs. These will include: (i) studies on impact of school level interventions (school development planning (RKS), annual planning and budgeting (RKT/RKAS), leadership and school committee training); (ii) study on the extent and quality of dissemination/replication of DBE1 interventions; and (iii) special studies on DBE1 district level planning and financial analyses to provide inputs for education policy at all levels of government. The study to assess the impact of DBE1 programs at the school and community level began several months ago. The report for this study was completed and submitted to USAID during the quarter. 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. As reported in detail in Quarterly Report 16, the study was conducted during the period March-May 2008 at program and school levels. Since that study was conducted, it has informed DBE1 practice. A follow up study commenced during the previous quarter. The second study will focus on the quality of school/community level interventions and assess how the RPS More Effective Decentralized Education Management and Governance

3

programs have been implemented by schools. A final report will be prepared in the April – June 2010 quarter. During the quarter DBE1 continued a meta analysis of data that the project has gathered through: DPISS/SIPPK, DEFA/AKPK and BOSP. These data analysis programs have been completed in about 25 districts. DBE1 has complied the results of all of the completed programs into a database. During the quarter intial findings were drafted and discussed with USAID. The study will be completed by May 2010 and shared with GOI and other stakeholders. During the quarter the following deliverable reports were submitted, approved and translated into Bahasa Indonesia upon USAID request: “Study of the Legal Framework for the Indonesia Basic Education Sector” and “Good Practice in Implementing Indonesian Decentralized Basic Education Policies.” 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

7 reports

Jan 10

6 reports

1

1

Special study on implementation & impact of DBE1 school development planning

1 report

Mar 10

Completed

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

Initial report drafted

Initial report completed

Routine

Completed

Final draft pending USAID feedback

* New targets expected to be mandated in contract modification January 2010

Anticipated Next Steps

4



Begin collecting data for monitoring report 7.



Begin second study on dissemination.



Initial report on data analysis for meta-study reviewed by USAID and report finalized



Impact study on DBE1 district level interventions.



Continue to monitor grant implementation and submit report to USAID in next quarter.

More Effective Decentralized Education Management and Governance

1.3 Project Data Management System (PDMS) (Task 4) Updating Routine Data Reporting

Data has been inputted to PDMS on a regular basis since the beginning of the project. DBE1 has continuous been working to improve the validity of data submitted and the organization of the data. The DBE 1 Project Implementation Tracking was updated to include tracking of such activities as Renja and Lakip implementation and DPRD training. Activities that are still in development stage and only conducted in certain district will be listed as N/A (Not Available) in districts that currently are not carrying them out. For example, since Personnel Management is not conducted in Karanganyar, Demak, Grobogan, Purworejo, Blora and Boyolali, it is listed as N/A. (Figure 1.1) Figure 1.1: New Activities in Project Completion Status for District Level Activities (Sample: Central Java)

Table 1.2 Progress in Managing PDMS* Activity

Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Improve PDMS queries & correlations features

-

Sept 10

In process

In process

Finalize queries features. Discontinue correlation feature.

Finalize & distribute PDMS User Guide

-

Sept 10

In process

In process

Guide finalized

Monthly

Sept 10

Routine

Routine

Data input, update, and cleaning Finalize & distribute PDMS User Guide

Sept 10

Target next Quarter

Routine 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

More Effective Decentralized Education Management and Governance

5

Anticipated Next Steps

6



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.



Discuss hand over of PDMS with USAID.

More Effective Decentralized Education Management and Governance

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, by the end of 2009, 873 district facilitators had been trained. This Supervisors learned about DBE1 programs figure includes the original core group of 5in Facilitator Forum in Banda Aceh 6 facilitators in each target district plus additional pengawas who have joined district forums supported by DBE1 to support dissemination and sustainability. An additional 471 facilitators have been trained in East Java through Training of Trainer (TOT) programs to support dissemination.6 A further 534 Islamic schools supervisors have been trained in Central Java and Yogyakarta,7 making a total of 1,878. Subsequent monitoring by DBE1 national team member found that most madrasah in participating districts have taken a variety of next steps ranging from introduction of RKM development process to other supervisors and principals to conducting their own RKM development training session. Funds for these activities were taken from school and/or Office of Religious Affairs district budget. Also during this quarter a number of dissemination programs were planned for new districts in non-target provinces. This will result in the training of a further 170 or

6

104 dissemination facilitators have now been trained in Surabaya, 18 in Sidoarjo, 48 in Bangkalan, 62 in Tuban, 20 in Bojonegoro, 42 in Sampang, 38 in Nganjuk, 69 in Pasuruan, 30 in Tulang and 40 in Mojokerto. 7

These 534 facilitators have been trained in 40 districts in Central Java and Yogyakarta.

More Effective Decentralized Education Management and Governance

7

more pengawas 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. 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 continued this quarter and will through the early part of the next quarter. It is hoped that many of these will be sponsored by districts into the future. As reported below, the process of finalizing and sanctioning school level implementation manuals and training materials is now in the final stage. 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 the previous quarter 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 2010-2013 period. To facilitate this process all Cohort 1 elementary schools and madrasah are being assisted to prepare a school data base (SDS) which will then provide 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.

8

More Effective Decentralized Education Management and Governance

They are now able to prepare RKS in line with the latest manual and newer regulations. While in 2005-6 DBE1 specialists and district coordinators provided the training, this time District Facilitators have been providing the training. In general terms the program is running very well and District Facilitators have proved to be quite capable of providing the support required to prepare school plans. A total of 117 schools have now completed preparation of new RKS (11 in West Java, 2 in Banten and 104 in Central Java). The remaining schools will complete the process in the coming quarter. A problem encountered in a number of cases, was that school principals and key members of the KK-RKS (working group) have changed jobs or moved to a different school. This necessitated extra training for the new personnel. Anticipated next steps



Complete assistance in the preparation of new school development plans, based on SDS, in Cohort 1 elementary schools and madrasah in time for the new academic year.



Phase out support for school mentoring by district facilitators (pengawas) in all schools and madrasah.



Phase out support for district facilitators and school supervisors through monthly forums. It is hoped that these forums will be picked up by the districts as DBE1 withdraws from districts at the end of the next quarter.

School Committee Strengthening

In this 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 also provided to school committees and village officials to follow up on the training given in this and the previous quarter. This is the second year this support has been provided in target districts. The program has increased awareness among school committees and village officials of the need to conduct musrenbang. In general, participants have learned about the types of programs which can be funded by the Village Budget (Alokasi Dana Desa or ADD) and other sources. This quarter schools established school teams which took part in musrenbangdes and proposed school improvement programs for support from these village forums. In most cases proposals addressed infrastructure needs, which it has been agreed is a good focus, as these programs cannot be funded by school BOS funds and are an appropriate use of ADD funds. In Aceh Tengah, a district-level musrenbang training program was held for school committee members, village officials and school principals on January 7 and attended by the Head of Aceh Tengah Education Office, Head of District Community Development Body (Badan Pemberdayaan Masyarakat,) and facilitator of Aceh Tengah Mandiri National Program of Community Development (Program Nasional Pemberdayaan Masyarakat Mandiri). As a result of this event: (1) Committee members learned about possibility of cooperation with village to support More Effective Decentralized Education Management and Governance

9

implementation of schools‟ programs, (2) the Community Development Body was encouraged to allocate funds from the district budget to support activities at village level, (3) school committee teams were established and schools took part in musrenbang and identify school needs based on their plans, and (4) school principals also participated in the musrenbangdes. Since PNPM Mandiri (formerly KDP) funds are managed at district level, there is no reason in principle that school committees could not apply for funds but it depends on district priorities.

Participants of musrenbangdes in one of the schools in Purworejo (left) and Garut (right)

Anticipated next steps



Follow-up mentoring for musrenbang to be provided next quarter, to support school committees participate in the musrengbang process at village level.



School level impact study to be completed and published next quarter

Leadership Training

No major activity took place this quarter. Delivery of two one-day training sessions designed to strengthen the leadership capacity of school principals was completed in all districts early in the year. The focus was on developing understandings and skills for participative management to support the involvement of community, school committees and teachers in the preparation and implementation of school development plans, workplans and budgets. The impact of this training was assessed in a special small study conducted in one district, which was reported in the Impact Study released in draft form at the end of this quarter. Anticipated next steps



School level impact study to be finalized following feedback from USAID and published next quarter

School Database System (SDS)

District Facilitators and DBE1 personnel continued assisted schools in Aceh, West Java, Banten and some districts in East Java to update their data and information 10

More Effective Decentralized Education Management and Governance

using the School Database System (SDS). As a result of these sessions, schools were able to input data from the past three years as a basis on which to develop new RKS and annual work-plans for the coming year. A challenge encountered in some schools was that computer operators had moved to different schools, meaning that in some cases schools had equipment but lacked expertise to make use of it. In some cases, schools still do not have computers, although the increase in numbers of schools which now have computers or laptops is noteworthy. Lack of virus SDS training session in Garut recently protection continues to create problems in the field. In addition to regular training sessions, DBE1 allocated extra time to train participants who were not yet familiar with the system as well as to clean up virusaffected computers. In North Sumatra, Central Java and South Sulawesi the SDS training was provided previously. During this quarter, assistance was given to enable schools and madrasah to prepare RKS for the 2010-2014 period. In East Java the process was completed in Surabaya, Mojokerto, Sidoarjo, Bangkalan and Tuban. The remaining districts are expected to complete preparation of new RKS in the coming quarter.

Anticipated Next Steps:



Complete assistance to the remaining 42 Cohort 1 elementary schools and madrasah to prepare a school data base (SDS).



SDS completed and updated in this quarter will form the basis for new RKS in Cohort 1 schools to be developed next quarter and for updating RKS in Cohort 2 schools.

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‟. 8 No further activity was conducted for these schools during the reporting period.

8

Essentially, there is no difference between development stages of DBE1’s RKS and that of MONE’s. DBE1 uses Permendiknas 19/2007 to group RKS’ programs and activities and Minimum Service Standard for Education to develop the programs. MONE uses national standards in PP 19/2005 to group the programs and activities together.

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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). Activity this quarter was confined to occasional contact and coordination. In the previous 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. As a result of the meeting held between DBE1, USAID, MONE and MORA at Cipanas in December, Bpk Palogo, from the Secretariat for School-Based Management, under the Directorate for Kindergarten and Elementary Schooling, MONE, undertook to convey a letter from DBE1 formally requesting approval to the Director in January 2010. However, up until now the Director‟s signature has not yet been obtained. Signed introductory statements have been obtained from Bapak Professor Fuad Abdul Hamied, Ph.D (Kementerian Koordinator Bidang Kesejahteraan Rakyat, Deputi Menteri Bidang Pendidikan, Agama dan Aparatur Negara) and Bapak Drs. H. Firdaus, M.Pd. (Kementerian Agama, Direktur Pendidikan pada Madrasah.) It has been agreed that DBE1 Cover one of the manuals 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 and will be available for use early in the next quarter. Anticipated next steps

12



Signed introductory statements (kata pengantar) to be obtained from the Director of the Direktorat Pembinaan TK dan SD for the manuals.



Training of Trainers for MONE Secretariat team in DBE1 MBS materials.



Final publication should be complete early in the next quarter.



Continue work on preparing a list of DBE1 trained facilitators for the Directorate.

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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 primarily in the areas of governance, education finance and education development planning. These activities are described next. District Level Program Goals 

Assist 45 districts to produce 5 year strategic education development plans (Renstra) and financial analyses (AKPK)*



Assist 49 districts to compete operational cost analyses (BOSP)*



Assist 20 districts to make annual plans & budgets in line with strategic plan*



Assist 49 new elected (2009) district legislatures (DPRD)to review district planning and operational budgets *



Assist up to 10 districts to produce education policies



Assist 5 districts to implement computer based personnel, supervision & assets management systems



Finalize & sanction manuals & training materials for the above

* New targets 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 eight policies/instruments in partner districts (some of which were begun and reported in the last quarter). Cumulatively, we have assisted development of 39 instruments/policies, of which 34 are considered completed. (See Annex 2 for full description). DBE1 initiated training for DPRD members in 16 districts, and public consultations for inputs in plans and financial analysis continued to contribute substantially to DBE1 governance agenda.

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Table 3.1 Summary of Progress in District Governance* Activity

Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Complete training/facilitation on roles and functions for district education boards (Dewan Pendidikan)

49

Mar 10

43 completed

-

6

Complete training/facilitation for new elected (2009) district legislatures (DPRD) to review district planning and operational budgets**

49

June 2010

16

16

31

Facilitate education policy formulations at district and 1 province (Aceh)

15

Jun 10

34

2

5

Facilitate project close workshops for provinces & districts to advocate for provincial support for district programs

6

Jun 10

2

7

* New targets mandated in contract modification January 2010 ** New Targeted Activity

Capacity Building for Education Governance Stakeholders

One of the DPRD Conferences in Central Java was held in February 2010.

During the quarter DBE1 began training for DPRD members in two provinces. In South Sulawesi representatives from eight of nine districts gathered for one 2-day training event. In Central Java two different workshops for four or five districts were held. Members for Makassar could not attend because their travel documents could not be prepared in time; representatives from Kudus could not attend because all members had to attend a special meeting of local legislature. Workshops in remaining provinces will take place in the next quarter.

The workshops aimed to provide opportunity for parliament members to learn about the education sector as well as to strengthen their commitment to improve quality of and access to education as well as better education management and governance. Several heads or deputy heads of DPRD attended as well as members of the education commissions. In Central Java a representative of the provincial DPRD attended as a resources person; the provincial representative in South Sulawesi had to cancel at the last minute because of urgent business.

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Topics covered in the workshops included: National Education Standards, Education Minimum Service Standards, results of education financial analysis and calculation of school unit cost, district edducation strategic plans, budgeting for education sector, evaluation of work performance of government institutions (Lakip), as well as DBE1 programs and achievements. Participants were encouraged to discuss issues related to education and establish recommendations to improve quality of education in their areas. Responses from participants were positive. In Central Java, for example, Provincial DPRD recommended that Provincial Education Office needs to establish new plans outlining the way in which it is planned to achieve education provision meeting National Education Standards. Parliament will then support these plans in accordance to its main functions, in particular as to the budgeting aspect. They also recommended that districts should gather better information on special-needs children and that the Provincial Education Office work together with District Education Office to implement inclusive education. One member from Jepara mentioned that, ”Ever since I became member of DPRD, this is the first time that I got information related to education. This type of exercise is crucial to develop capacity of DPRD.” A similar view was expressed by a member from Grobogan who said” With this information, we can plan for the future and provide input to Education Office.” Some of the recommendations in South Sulawesi included: (1) evaluate implementation of South Sulawesi free education program, (2) change allocation of province‟s free education program funding from 40% for province and 60% for districts to 60% for province and 40% for d istricts, (3) consistently implement related Ministerial Decrees on appointment of principals and supervisors, (4) allocate more budget for teaching/learning activities and proportionally less for infrastructure, (5) support community involvement in planning and budgeting for education, and (6) support improvement of education sector management. South Sulawesi Coordinator and Governance Specialist of DBE1 South Sulawesi provided information prior to DPRD Conference

Policy Development

DBE1has facilitated development of 34 policy instruments formalizing education policies. The policy instruments vary in terms of scope and “force”. District regulations (Perda) have the highest level of legal basis in that they must be approved by the DPRD and signed by the head of the district, after thorough review by the district legal office. At the other end of the scale are decision letters (SK) issued by the district education office. Some of the later specifically instruct schools to develop school plans based on DBE1 methodologies (see below). Annex 7 provides an

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15

analysis of the various regulations facilitated by DBE1, the status of completion at the end of the quarter, and the extent of technical assistance provided by DBE1. As reported in the previous Quarterly Report, Soppeng district in South Sulawesi took the decision to develop a comprehensive regulation on education (Perda) back in May 2009. DBE1 began to facilitate the process in August 2009, including support to write the academic draft portion of the document which describes in detail the background and purpose of the regulation. In March 2010, DBE1 facilitated the final step in developing the regulation which was a public consultation to discuss the draft. The head of the district (Bupati) and DPRD members as well as other stakeholders attended the meeting. The Bupati expressed his gratitude to DBE1 for our assistance. Inputs from the public consultation are currently being incorporated in the final draft which is scheduled to be completed in late April/early May. Among some of the articles in the regulation are: 

Article 41: School Database System  District Government is required to provide school database system  School database system is used to develop profile, school report card, accreditation report, and report of school finance as well as other needs related to school development  To the following must exist to operate school database system: (a) ICT support, (b) administrative staff, and (c) school basic data



Article 45: School-Based Management  Each education unit must develop school plan (Rencana Kerja Sekolah/RKS, Rencana Kerja Tahunan/RKT, and Rencana Kegiatan dan Anggaran Sekolah/RKAS.)  (See Annex 2: Success Story for more information on this activity.)

During the quarter Banda Aceh, Dairi, and Tapanuli Selatan District Education Offices each issued a Circular Letter (SE) requiring all schools in the district to implement programs which methodology and approach were developed by DBE1. Programs may include development of school plans and budgets, school yearly plan, school midterm plan, school work and budget plan (too many different plans that sound the same), and implementation of School Database System. The SK also requires supervisors trained by DBE1 to monitor the process. This is described in more detail in Annex 2, Success Stories.

16

Head of Dairi Education Office was directly involved in discussion of Circular Letter (Surat Edaran)

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Anticipated Next Steps:



Complete capacity building for dewan pendidikan, including organization of briefing sessions on education planning, and education financial analysis



Continued training for new local legislatures (DPRD) on education policy development



Continued facilitation of public hearings on draft district plans, financial analyses and policy development through multi-stakeholders events



Continue to provide technical assistance for the development of innovative policies and approaches for education development in East Java Province



Facilitate assistance in policy development in other that request the assistance.

3.2 Education Finance (Task 7) Two major activities continued to be implemented during the quarter: district education finance (AKPK) and School Unit Cost Analysis (BOSP). AKPK results have proved to be very useful in preparing funds availability estimates which are needed for the preparation of the financing plans for renstras. Original targets for both AKPK and BOSP have been exceeded; new targets were recently set to in accordance with contract modification have exceeded or are already nearing achievement (see Table 3.2). Table 3.2 Progress in Education Finance* Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Complete AKPK

45*

Mar 10

44

2

1

Final draft of AKPK manuals and software

1 set

Mar 10

Initial draft

Ongoing

To be completed by June 2010

Complete BOSP

49*

Mar 10

61

-

-

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

9

-

-

-

* New targets mandated in contract modification January 2010

9

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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District Education Finance Analysis (AKPK) and School Unit Cost Analysis (BOSP) School Operational Expenditure 10

Most of the work on AKPK and BOSP has been completed in the original DBE districts. During the quarter education finance work was concentrated in the new Aceh expansion districts (see Section 4) as well as three new districts were Service providers are being trained (see Section 7.) The DBE1 team from West Java and Banten completed analysis of education finance with the Education Offices in Subang, Cilegon, Bogor, and Sukabumi. In Bogor, as a result of AKPK analysis process, team members found some unclear use of the District‟s Deconcentration Fund and allocation of APBN fund. They proceeded with further verification of this information. Personal Cost

DBE1 continued to work on the methodology for conducting the Personal Cost Survey/Study. Questionnaires will be used for data collection from individual households. Surveys will be carried out in Java, North Sumatera and South Sulawesi in the next quarter. The results of the study will be given to MONE as an input for determining BOS funding and also to BSNP for its consideration. . As reported previously, this is designed to be a quick study to estimate the cost borne by parents to send a child to school, which then could become the basis for providing financial assistance to low-income families to send their children to school.DBE1 will use Peraturan Pemerintah/PP (Government Regulation) Number 19 of 2005 as reference, which defines personal cost as being education cost that have to be incurred by each student in order to be able to follow learning process in a regular and sustainable manner. Examples of personal costs provided in the elucidation of this PP include clothing, transport, text books, consumption, accommodation, and other private costs. Anticipated Next Steps:



Follow up with MONE and BSNP for sanctioning of BOSP materials.



Assist BSNP to collect information on the unit price of BOSP components in DBE1 districts.



Finalize methodology for personal cost, conduct surveys in sample districts, discuss results with USAID and disseminate to MONE and BSNP as potential policy inputs.

10

BSNP (Badan Standar Nasional Pendidikan) is the independent body that is responsible for setting the education national standards, including cost standard for school operation (standar pembiayaan). To implement its mandate, in 2009 BSNP has developed templates (formulas) for calculating BOSP for SD/MI, SMP/MTs, SMA/MA, SDLB, SMPLB, SMALB, 75 SMK. SDLB, SMPLB, SMALB, each for Tunalaras, Tunadaksa, Tunagrahita, Tunarungu, Tunanetra. Cost standard for all but Tunalaras, Tunadaksa, Tunagrahita, Tunarungu, Tunanetra, takes no account of students with special needs. DBE1 uses templates/standard costing developed by BSNP and have mostly facilitated the calculation of SD/MI, SMP/MTs, SMA/MA BOSP, never LB school and very few occasions of SMK. However, inclusion of special need schools in District Education Office Renstra was done in several districts, namely Sibolga, Tapanuli Utara, Pidie, and Aceh Tamiang.

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More Effective Decentralized Education Management and Governance

3.3 Education Planning and Management (Task 7) Three major activities to improve districts‟ capacity in education development planning and management are: district strategic development planning (renstra) planning to improve capacity of district staff to manage education (RPK/rencana pengembangan kapasitas), and computerized data processing system to support planning (SIPPK). The table below indicates that renstra is slightly behind the target date but the project is on track to exceed the target within the next few months. The original target for SIPPK has been exceeded; the new target has not been reached but should be achieved in the next quarter. RPK will fall short of target by one district. The reason is that we had planned to conduct RPK in Nganjuk district, East Java, but before the work was to be taken up there several months ago, MONE/World Bank announced that it wished to conduct a pilot capacity development planning methodology in that district. DBE1 decided to provide support to MONE and not conduct the RPK in that district. Table 3.3 Summary of Education Planning Progress* Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Complete renstra and sanction by districts

45*

May 10

35

7

8

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

43

4

2

Final draft of SIPPK manuals and software

1 set

May 10

Final draft

Final draft

-

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

28

26

-

Assist districts in annual planning and budgeting (Renja) in line with renstra

20**

June 2010

7

5

33

Activity

Complete RPK

* New targets mandated in contract modification January 2010 ** New targeted activity

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District Strategic Development Planning (Renstra)

Head of Garut District Education Office (standing) watched data input process as part of district’s renstra development

Education strategic planning has almost come to an end in the seven DBE1 supported project provinces with planning work completed in 34 districts and almost completed in five districts where internal and or external consultations and document finalization are the remaining tasks. Major education planning work remains to be done for Garut and Subang districts in West Java and to a lesser extent for Kota Makassar in South Sulawesi.

This period DBE1 assisted development of renstra in eight districts of three provinces and continued to involve district stakeholders in workshops and public consultation sessions to encourage a renstra development process that is participative and accountable. The renstra for Deli Serdang was completed and the only public consultation that took place during the reporting period was the one in Tebing Tinggi on March 11. The event was officially opened by Mayor of Tebing Tinggi and attended by district stakeholders, including representatives of 12 Implementation Units (UPTD). Major comments made by participants were: 

Higher priority should be given to education quality improvement, including an increase in the budget for this purpose.



Members of Education Council should become more pro-active in identifying opportunities for working with private sector for education sector development.



Renstra should be clearly aligned to Tebing Tinggi‟s objective of becoming an “education-based service city” (kota jasa berbasis pendidikan.)



Stronger focus on ICT utilization, in particular improvement in internet access for students and inclusion of health-related activities such as immunization for students.



The plan should be based on Tebing Tinggi‟s draft Mid-Term Development Plan for the 2011-2015 period. However, since a new Mayor will take office in 2010, Education Office must anticipate the possibility that its renstra must be adjusted on the basis of the new Mayor‟s development priorities.

Other topics discussed included (i) the need for development of environment-based schools or “green schools”; (ii) need to improve formal and non-formal education services, including the ones provided by private institutions; (iii) in line with Tebing Tinggi‟s overall development objective, education should not be exclusive for residents of Tebing Tinggi, but open to others; and (iv) improvement of vocational education and improvement of teacher competencies, including their academic qualifications.

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Preparing Dinas Pendidikan Performance Accountability Report on Dinas Pendidikan Performance (LAKIP) and District Annual Planning and Budgeting

As a logicical follow up on all the medium-term planning work undertaken since early 2008, starting from 2010 DBE1 has shifted its focus from medium-term planning towards annual planning and budgeting. However, to prepare annual plans effectively it is essential that district government officials go first through all the stages of the planning cycle, which are plan preparation, implementation, monitoring and evaluation. District government officials often have the tendency to pay very limited attention to the plan implementation evaluation stage, which is, however, essential for plan preparation for the next period. To address this issue, DBE1 has started capacity development work in the area during the reporting period. As a first step, DBE1 advisors have reviewed the regulatory framework for the preparation of LAKIP and Dinas Pendidikan Annual Work Program (Renja SKPD) detailing programs, activities and indicative budget ceilings; the work program is prepared on the basis of the results of Musrenbang (Multi stakeholders development consultation forum) and SKPD Forum (bottom-up planning process). Relevant key regulations include Meeting of DBE1 planning specialists in Yogyakarta Government Regulation No. 8 of 2006 re. Financial and Performance Reporting by Government Institutions and Manual on Preparing Performance Accountability Report by Government Institutions issued by Lembaga Administrasi Negara in 2003. The regulatory framework seems to be rather overly complicated with the use of five performance indicators (input, output, outcome, benefits and impacts) and to some extent confusing as there may be some differences in performance reporting formats under PP 8 of 2006 and the manual issued by LAN. Another important issue to be addressed is how outcomes etc. can be measured during the current year as they only occur in the next financial year. For instance, it can be “measured” whether a school has been constructed but it is impossible to see by the end of the current financial year whether outcomes (increase in number of children attending schools) have been achieved as the school will only become operational by July during the next financial year. As far as we know this issue is not adequately addressed in the different regulations. As a second step, a refresher training program for all DBE1 planning specialists was organized in Yogyakarta from 11 to 15 January to bring them on speed on the new interventions. During the quarter, LAKIP workshops were implemented in all project provinces, excluding North Sumatra as specialists in this province were too busy with the Aceh Expansion program. After the workshop, additional support was provided at the district level. Experience during the workshops clearly showed that participants still have a strong input related focus meaning that targets have been achieved when the total amount allocated has been spent. LAKIP related work will only become More Effective Decentralized Education Management and Governance

21

more useful when budgets include clearly defined performance targets, which will make it much easier to compare actual achievements with planned achievements. As we have laid a strong foundation for results-oriented planning during the renstra processes, participants were encouraged to go back to renstra targets and see whether achievements during the year were in line with the targets. Renja preparation workshops were implemented in Central Java for all districts where renstra has already been completed by the end of 2009. Here is the focus on how to translate the medium-term plan into an annual plan with the aim of achieving medium-term objectives. In Aceh progress has been very good as the DBE1 specialist assisted Pidie and Aceh Tengah districts in producing their renja. The efforts were much appreciated. The Aceh experience has been very useful for specialists from other provinces as they could work on the basis of the document prepared for the province. During renja development workshop for Grobogan, Purworejo, Blora and Jepara, participants discussed the issues seriously

Anticipated Next Steps:



Follow up with MOHA regarding sanction of renstra manuals and software



Continued support for renstra finalization



Conduct SIPPK training for districts that have not yet completed data inputs



Assist districts still in process to sharpen data analysis



Final drafts of SIPPK manual and software



Continue support for lakip and renja preparation

3.4 Management of District Education Personnel (SIMPTK/Sistem Informasi Manajemen Pendidik dan Tenaga Kependidikan), Supervision, and Assets Management Systems (Task 7) Personnel, supervision and assets management systems are the last programs to be developed in the project. We began to develop personnel management in late 2007 and found it to be a complex process because it involves vast numbers of civil servants and highly political ramifications related to salaries, financial rewards and promotions. Work was suspended during the 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 June 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 22

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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* Target Volume

Target Date

1 set

March 09

Install SIMPTK & train data operators & district decision makers

6 districts

Develop manual & training program for school management supervision

Train district staff & supervisors on supervision management

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

pilot conducted and software drafted

Further development of software and manuals

Finalize software and training materials

Jul 10

-

-

Implementation in 6 districts

6 districts

April 09

1 pilot

In process. Supplemental activity to produce supplemental BOS reporting manual for MONE

Complete instruments and training materials

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

Manuals, training materials and software final

Draft Manual and software finalized and training materials produced

-

Install system & train districts to use asset management tracking system

6 districts

Jun 10

Not yet

-

Implementation in 6 districts

Activity

Develop computerized personnel management & tracking system (SIMPTK)

* New targets to reflect FY 2010 contract modification

Personnel Management System (SIMPTK)

DBE began to develop the Personnel Management System in Kudus, Central Java in September 2007. Some very good initial results were obtained such as: 

Bupati issued a decree (Perbup) on Personnel Management.



Software was drafted for presenting information in a table which is in accordance with human resources data derived from personnel data called SIMNUPTK.

However, DBE1 was not able to fully test the software because the data available at the district was not comprehensive enough. Dinas Pendidkan was initially enthusiastic about the programs and agreed to provide more valid and comprehensive data. However, by the end of 2009 this had not materialized.

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23

Beginning in the January – March 2010 quarter DBE1 decided not to wait further for the Kudus data and instead continue work on the software program and accompanying manual based on the data initially obtained in Kudus. The program will help districts managem personnel by providing the following types of data: 

CV for each teacher who are already inputted in the system



Updating SIMUNPTK data



Information on the number and distribution of human resources



Information on teachers‟ Academic Qualification in each educational level



Information on teachers‟ certification in each educational level



Information on teachers‟ mismatch in each education level



Information on teachers‟ career in each education level.

By having such data analysis available, Bupati or Walikota in conjunction with the Head of Education Office can make better informed decisions on personnel management such as teacher deployment, anticipation of future needs based on retirement trends, support for teacher training and certification and potentially a reward system. The Perbup issued in Kudus may serve as an example of policies needed for other districts to fully implement the program. Beginning in April 2010 DBE1 will complete software development and test in it Mojokerto, East Java because that is a small school system which will allow for complete data collection needed to test the software. The program will then be rolled out in one district per province in May June 2010. School Supervision Management System

School supervision management as reported previously has become interwoven with our work on BOS (see further below). Initial drafts of managerial/financial management supervision manuals and instruments were formulated last year together with Dinas Pendidikan Kabupaten Sukabumi and with selected supervisors and school principals. During our work on school supervision management, we became aware of problems in the implementation of the BOS program, in particular as to financial administration of BOS funds both at the school and district level. The key finding was that the Buku Panduan BOS was not sufficiently detailed (for instance too many gray areas as to eligibility of funds use), in some areas a bit confusing (incorrect examples) and incomplete (no technical guidance on how to complete the different formats). These shortcomings in the manual were reported to Diknas BOS Management Team. After an extensive review process that included a number of meetings between BOS Management Team and DBE1 advisors and series of internal meetings, DBE1 was requested to help prepare a technical guideline (Petunjuk Teknis) on how to administer BOS funds, including how to complete the various formats. On the basis of the initial work undertaken for the preparation of school supervision management manuals, a draft Juknis was developed that included improved administrative formats, detailed explanations on the formats and detailed guidance on

24

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how to complete these formats. In addition to this, a special software application was developed for BOS administration at the school level. The entire package comprising of Juknis and application, was intensively reviewed during the quarter. The review process started at the school level which was then followed by a review process at the district level (Kab Sukabumi). The key input made by both school level staff and district officials was that a good Juknis may be fine but without a uniform interpretation of the Juknis by audit agencies operating at the district level and school/district level BOS program implementers there will continue to be confusion and conflict which will negatively impact the effectiveness of the program. Following up on the recommendations made in Sukabumi, DBE1 initiated and facilitated a one-day workshop with the following participants: BPKP Pusat (2 senior directors), Inspectorate General MoNE (3 senior officials), Inspectorate Daerah (1 director), school principals (5) and other MoNE officials. Participants from the auditing agencies appreciated the opportunity to directly discuss with school principals on the use of BOS funds. Mutual interpretations of the guidelines were: 

“Relevant” activities should be interpreted as activities directly linked to the activities explicitly mentioned in the Buku Panduan BOS, but should not be expensive.



District BOS Management is not responsible for school auditing and should limit its task to BOS implementation monitoring. Consequently, schools should only send a summary report (BOS K-2) to the district and the other more detailed formats should be kept at the school level and should be only shown at the time of auditing.



Un-spent BOS funds can be carried forward to the next financial year



Computer-based accounting is acceptable. Following past practice, some schools and district officials were reluctant to accept computer based accounting and reports generated in this way. It was agreed in the meetings with MONE etc described that computer-based accounting is acceptable.

On the basis of all the efforts described above, MONE has decided to incorporate the technical guideline in the 2010 BOS implementation manual (Buku Panduan Bantuan Operasional Sekolah). It is clear that DBE1 extensive work undertaken over the past six months has resulted in a substantial improvement in the technical guidance provided for the implementation of a US 1.5 billion school grant program. It should be reported that Sukabumi with the help of DBE1 has implemented the Juknis and software during the quarter. First, DBE1 conducted Training of trainers (TOT) for 22 participants which included school principals and school supervisors. The trainers then conducted training for 12 SD and 2 SMP with three participants per school. Further, all draft materials developed for school supervision management have been updated and brought in line with the new guidelines, juknis and software and therefore are ready for use in the field.

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25

Anticipated Next Steps:



Pilot testing in conjunction with Dinas Pendidikan Sukabumi for at least two schools (one SD and one SMP) to evaluate the workability of the manuals and instruments for school management supervision.



Revision based on the feedback of pilot.



Implementation: scheduling and implementing training and facilitation for school supervisors and school principals in Kabupaten Sukabumi

Assets/Preventive Maintenance Management System The autonomy laws of 2004 required the center to hand over assets to the districts, but the district governments seriously lack the capacity to manage assets. Education assets consist of facilities and infrastructure at schools, and sub-district and district offices. At the district there are two Dinas that are in charge for education assets, namely Dinas Pendidikan and Dinas Pendapatan, Pencatatan Keuangan dan Asset Daerah. For the education sector, management of education assets is a complex set of problems that need to be solved nation-wide because many schools and districts have been faulted by BPK, the state auditor, and most not yet audited fear they will also receive an audit disclaimer. Such disclaimers reflect badly on districts‟ performance. Until now this issue has not been addressed properly by GOI or by the donor community. The issue is further complicated in that asset management is based on requirements set forth in regulations by two ministries: Ministries of National Education and Home Affairs. The former set the standards--and requirements--for facilities (desks, chairs, lab, books, teaching aids, etc.) and infrastructure (land and buildings). The latter sets the rules for recording, coding, and asset inventory. Neither school principals nor Dinas Pendidikan officials have the background for managing these. Furthermore, manuals, guidelines and training materials to enable schools and districts to comply with the regulations do not exist. During the quarter DBE1 met with Head of Section Education Infrastructures, Directorate of TK & SD, MONE and Head Sub-Directorate of Regional Income and Investment, Directorate General of Regional Finance Administration Development, MOHA. They both agreed assistance by USAID/DBE1 in this matter would be deeply appreciated and they promised their fully cooperation in developing and rolling out the program. Work on manuals and software drafted in the previous quarters was finalized during the current quarter. The software integrates the requirements in Permendiknas 24/2007 (education standard for assets) and Permendagri 17/2007 (district standard for assets). Initial testing took place in Kabupaten Purworejo, Central Java during the quarter. Initial results indicate that principals are pleased to see the visual results of their school asset profiles in the forms of tables, charts, and graphs. The data from school can be aggregated to sub-district and Dinas level. Full scale training will take place in Purworejo in early April. DBE1 Central Java will complete its roll out to 74 SD/MI in two kecamatan by late April. As noted in the section on dissemination below, Head of Dinas Pendidikan Purworejo and the World

26

More Effective Decentralized Education Management and Governance

Bank decided that in June they will disseminate to the remaining 473 SD/MI by using BEC/TF grants. Roll out to Aceh Tengah, Tebing Tinggi, Karawang, Nganjuk, and Soppeng will take place during April and May. Provincial Coordinators and DBE1 specialists have participated in field testing in Purworejo; so they are prepared to roll out the program in their respective provinces. Anticipated Next Steps:



Complete Personnel Management (SIMPTK) software development and field test and roll out personnel management to six additional districts.



Finalize instruments already drafted and new training materials for financial management supervision for school principals and supervisors and roll out in six districts.



Assist MONE to develop training materials on BOS planning and reporting adhering to greatest extent possible DBE1 programs and products.



Roll out assets management program beginning in six districts in the next quarter.

More Effective Decentralized Education Management and Governance

27

4. Aceh Expansion Program DBE1‟s task order was modified in July 2009 in order to extend district level services to all 18 districts in Aceh that have not received DBE support. The programs are limited to financial analysis, strategic planning and education governance; school level programs in these 18 districts were not mandated. The contract modification in part was based on an assessment of the feasibility for expanding the DBE1 program in Aceh that was carried out in 200811. 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

Ibu Mimy Santika from USAID provided information to media in Banda Aceh regarding launching of DBE1 programs in more districts

The second phase of district expansion in Aceh was launched on January 13 at an event attended by the Head of the provincial Education Office and representatives of twelve additional districts. The Head of Aceh Tamiang Education Office and the Head of Development and Control of Education Quality Division of Aceh Besar shared their experience and lessons learned with the rest of the participants during the event.

DBE1 maintained consultations with provincial officials and other donors, particularly AusAID SEDIA Project. Coordination with SEDIA has continued to be effective since the beginning of program preparation. GTZ has assisted about five districts to produce education renstra through the ALGAP project. Following the preliminary review of GTZ work in the previous quarter, it was agreed that before beginning planning work in these districts DBE1 would consult with GTZ and district officials about ways to most effectively coordinate inputs. This caused some delays as districts decided whether or not they wanted support from DBE1 in addition to GTZ‟s ALGAP project. DBE1 discussed this with the provincial education office after which the head of the office sent a letter to the ALGAP supported districts asking if they still required DBE1 assistance. 11

“Report on Assessment of the Feasibility of Expanding the DBE1 Program in Aceh”, August 2008.

28

More Effective Decentralized Education Management and Governance

Around the end of this quarter, it emerged that all of the five districts opted to work with DBE1. In the previous quarter, the provincial education office appointed three staff to work closely with DBE1 to monitor program implementation and in consulting with district officials. During the reporting period, they have effectively supported implementation of the different program components. 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 will undertake this activity in the coming months. 4.2 Program Implementation Work is now underway in all 18 districts, including the initial six districts which commenced in the previous quarter. Implementation ranges from initial meetings with district stakeholders to having completed some program implementation such as BOSP. 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.

BOSP workshop in Singkil was carried out in January 2010

By the end of the quarter, BOSP analysis has been mostly completed in three districts in the Central Aceh region. In the West Aceh region a further three districts are at a similar stage, with the process nearly complete. Two more have commenced BOSP in this region. Meanwhile, in the East Aceh region Singkil and Kota Subulussalam have completed BOSP, and the results now offer a reference for policy makers. Work on the district financial analysis, AKPK, has now commenced in eight districts, three in West Aceh and five in East Aceh, where the process is nearing completion. The teams are finding that the effort put into building trust and commitment with districts is paying off as there have been few problems in gaining access to the documents and reports required. However, the data is still somewhat difficult to put together because much of the education funding in Aceh is outside the Education Office budget, including Bagian Sosial Setda, Dinas Pengelola Keuangan dan Kekayaan Daerah, Dinas Cipta Karya and Bappeda along with the provincial Dinas Pendidikan. DBE1 and local AKPK teams are addressing this issue by building commitment across the various agencies within each district. District officials were trained in SIPPK methodology and data input and analysis had also started in six districts by the end of the previous year. During this quarter, SIPPK was completed in the following ten districts: Aceh Barat, Nagan Raya, Aceh Barat

More Effective Decentralized Education Management and Governance

29

Daya, Aceh Singkil, Kota Subulussalam, Aceh Utara, Kota Lhoksemawe, Bener Meriah, Biruen, Pidie Jaya and Kota Sabang. Meanwhile initial SIPPK training was provided in Aceh Jaya, Simeule and Aceh Selatan. Using the results of SIPPK, renstra workshops have now commenced in Aceh Barat, Nagan Raya and Aceh Barat Daya. The planning process has already reached the stage of identifying programs, activities and associated budgets. Renstra workshops have also commenced in Aceh Tamiang, Aceh Timur and Kota Langsa. These districts have already identified policy and planning issues through detailed data analysis. Issues were also identified through a qualitative process involving focus-group discussions with key stakeholder groups. In the Central Aceh region, districts are still completing Some team Renstra development team members from Aceh Barat, Nagan Raya, preparations for renstra development – and Aceh Barat Daya including finalizing SIPPK. Implementation continues to run 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 is very high and the participants have been serious in their attendance and participation in DBE1 activities. The districts are also already familiar with the PADATIWEB system, which helps somewhat. Among other challenges, our teams have found that district officials typically lack skills and experience using data software and IT in general. Table 4.1 Summary of Progress in Implementing Aceh Expansion program Activity

Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Launch program and sign agreements with 18 districts

18

March 2010

18

12 districts

done

8 staff & 1 supplemental office

September 2009

All preparations & recruitment completed

-

-

18

March 2010

Begun in 9 districts

Completed in 2

Completed in 9 districts

Establish offices and contract and train new staff Complete BOSP

Completed in 2 districts Complete AKPK

18

March 2010

Begun in 8 districts

Begun in 5 new districts

Begun in 2 more districts

Commenced in 4 more districts Completed in 6 districts Commenced

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More Effective Decentralized Education Management and Governance

in 12 districts Complete renstra

18

August 2010

Begun in 6 districts

Begun in 6 districts

Commenced in 12 districts

Facilitate workshops for district governance related stakeholders to review plans

18

August 2010

Not yet

Not yet

Commenced in 6 districts

Facilitate workshops for district to present plans & budgets to provincial stakeholders and advocate for district support

3 workshops (6 districts/workshop)

August 2010

Not yet

Not yet

0

Anticipated Next Steps:



Continue to attend coordination meetings with Aceh provincial stakeholders and other donors



Complete BOSP in all 18 districts



Complete AKPK in 6 districts, commence in a further 12 districts



Complete SIPPK in all 18 districts



Complete renstra in 6 districts



Commence renstra in remaining 12 districts

More Effective Decentralized Education Management and Governance

31

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, five grants are completed, and remaining nine 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)

Achievement this Quarter

Target next Quarter

Complete grant awards

14

Mar 09

14 awarded

-

-

Complete disbursement of funds/procurement

14

Dec 09

5 grants completed, 9 grants ongoing

3 grants completed

9 grants

Complete grant implementation

14

Mar 10

5

3

9

Compliance monitoring & reporting Jun 2010

9

Jun 10

Continous based on milestones

Up to date

As per milestones

Final evaluation & publication (mid 2010)

14

Jun 10

SOW for final evaluation drafted

SOW for final evaluation drafted

Conduct final evaluation

Activity

32

More Effective Decentralized Education Management and Governance

Five grants that were completed up to this quarter (Table 5.2, denoted as „C‟). We expect the remaining nine grants to be completed in the next quarter (Table 5.2, denotes as „P‟). Table 5.2 Progress in ICT Grants Completion LOCAL GOVERNMENT

COMPLETION STATUS

Perpusda

Kandepag

Bappeda

Dinas Infokom

ICT Center

Pre Award Process

Grant Award

Procurement

Launching

On Going

Completed

1

Kab. Karanganyar

Tier-2 EMG

PT Indomaya Wira Sejahtera

√

√

√

-

-

-

-

-

√

√

√

√

√

P

2

Kab. Klaten

Tier-2 EMG

CV Cosmo Jaya

√

√

√

-

-

-

-

-

√

√

√

√

√

C

3

Kab. Karanganyar

Tier-1 Hotspot

PT Indomaya Wira Sejahtera

√

√

√

-

-

-

-

-

√

√

√

√

√

P

Kota Surabaya

Tier-2 EMG

PT ITS Kemitraan

√

-

-

-

-

-

-

-

√

√

√

√

√

P

5

Kab. Tuban

Tier-1 Hotspot

PT Tridata Cakrawala

√

√

-

-

-

-

-

-

√

√

√

√

√

C

6

Kota Surabaya

Tier-1 EMG

PT ITS Kemitraan

√

-

-

-

-

-

-

-

√

√

√

√

P

Tier-2 EMG

Web Media

√

-

√

-

-

-

-

-

√

√

√

√

√

P

Tier-2 EMG

YPK Amanah

√

-

√

-

-

-

-

-

√

√

√

√

√

P

Indo Komputer

√

√

-

-

-

-

-

-

√

√

√

√

P

PT. Rekayasa Teknologi Informasi

√

-

√

-

-

-

√

-

√

√

√

√

C

Tier-1 EMG

Turatea Computer Centre

-

-

√

-

-

-

-

-

√

√

√

-

√

C

Tier-2 Hotspot

CV Almagada Jaya*

√

√

√

√

-

-

-

-

√

√

√

√

√

P

Tier-2 EMG

CV Trisatya Pratama*

√

-

√

√

√

√

-

-

√

√

√

√

√

P

Tier-1 Hotspot

Yayasan Tarbiyah Islamiyah (YASTI)*

√

√

-

-

-

-

-

√

√

√

√

√

√

C

No

DISTRICT

CATEGORY

LEAD CONSORTIUM

University/ SMK Eductaion Board

Dinas Pendidikan

CONSORTIUM MEMBER

CENTRAL JAVA

EAST JAVA 4

NORTH SUMATRA

7

Kab. Tapanuli Utara

SOUTH SULAWESI

8 9 10 11

Kab. Pangkep Kab. Soppeng Kab. Engrekang Kab. Jeneponto

Tier-1 Hotspot Tier-1 Hotspot

BANTEN 12

Kota Tangerang

WEST JAVA 13 14

Kab. Karawang Kab. Sukabumi

The progress in implementing the grant is slow due to the following reasons: (i) tedious and time consuming equipment procurement, (ii) low point of compliance reporting and monitoring, and (iii) district public library (DPL) building reconstruction. Firstly, procurement procedure follows RTI procurement ethics and USAID Regulations. Twelve out of fourteen grants carry out procurement of equipment. These procurement must abide by Code of Federal Regulations (22 CFR 228.13),

More Effective Decentralized Education Management and Governance

33

Federal Acquisition Regulations (FAR 9-104.1), AID Acquisition Regulations (AIDAR 752.225.70), and Automated Directive System (ADS Chapter 312). Further, procurement must fulfill requisition guidelines: complete requisition form, approval authorities, competitive bid requirements, product delivery and receiving goods and services, and documentation requirements. In addition, local procurements require Geographic Code 935 origin and USAID Contracting Officer waiver approval. These tedious and time consuming processes result in delay for about six to twelve months of grant implementation. Secondly, implementation and monitoring progress is depicted in series of milestones reported in progress reports by the consortia. Tier-1 grant submit one initial report and four progress reports, while Tier-2 grant submit one initial report and six to eight progress reports depending on the size of the grant. Each report comprise of program overview, progress activity, budget and financial reporting, and next quarter activity. Consortia face difficulties in report writing that apply transparency, responsive, accountable, and participation mechanism among members of consortia. Each report require about one month to comply. Thirdly, DPL building reconstruction has halted grant implementation in Tuban dan Tangerang. In Karanganyar, grant implementation is also disturbed by the plan for DPL building reconstruction in the next coming months. Reconstruction affect electricity capacity increment, local area network for the Internet Café, Hotspot, etc. For Tuban and Tangerang, consortia have to re-do the whole activity again; for Karanganyar consortia is in doubt whether to move forward of wait until the reconstruction is completed. 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 too natural disaster that broke ICT tower. As of March 2010, $259,876 (IDR 2,418,116,626) has been disbursed to the grantees in the form of equipment and cash to cover grant main activities including training expenses. In the quarter, seven grantees received disbursements (Table 5.3, denoted by bold font in blue). Table 5.3 Summary of Grants Awarded Progress No.

a. a.1. a.2.* a.3. a.4.

34

Grant Amount (Rp.)

Cummulative Realization (Rp)

Obligation Amount (Rp.)

551.602.500

472.040.520

79.561.980

25.252.500

24.902.500

350.000

Karawang, West Java - CV Trisatya Pratama

292.518.451

193.416.756

99.101.695

Karanganyar, Central Java - PT Indomaya Wira Sejahtera [Tier-2]

258.532.500

206.721.000

51.811.500

Grantee

ICT INNOVATIONS & EMG Pangkajene Kepulauan, South Sulawesi - YPK Amanah Jeneponto, South Sulawesi - PT Turatea Computer Center

More Effective Decentralized Education Management and Governance

a.5.* a.6. a.7. a.8.

b. b.1. b.2.* b.3.* b.4.*

Klaten, Central Java - CV Cosmo Jaya Surabaya, East Java - PT ITS Kemitraan [Tier-1]

347.461.000

347.461.000

-

50.184.000

44.539.000

5.645.000

Surabaya, East Java - PT ITS Kemitraan [Tier-2]

311.557.100

322.536.000

(10.978.900)

North Tapanuli, North Sumatra – PT Webmedia

361.742.000

364.475.600

(2.733.600)

b. EDUCATION HOTSPOT Soppeng, South Sulawesi - Indo Komputer

31.243.000

28.030.000

3.213.000

Sukabumi, West Java - Yayasan Tarbiyah Islamiah (YASTI)

60.670.400

61.142.500

(472.100)

Tuban, East Java - PT Tridata Cakrawala*

69.754.000

69.788.000

(34.000)

Enrekang, South Sulawesi - PT Rekayasa Teknologi Informasi

25.925.000

25.925.000

-

300.930.000

237.777.250

63.152.750

27.377.000

19.361.500

8.015.500

2.714.749.451

2.418.116.626

296.632.825

292.901

259.876

33.025

b.5.

Tangerang, Banten - CV Almagada Jaya

b.6.

Karanganyar, Central Java - PT Indomaya Wira Sejahtera [Tier-1] Grand Total (Rp.) Grand Total (USD=9,000 IDR)

*

Grants completed

(xxx) deonoted 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. Most grantees have been submitting reports and documents as required (although some are late), and disbursements have been made against these milestones. In addition to compliance monitoring, DBE1 staff continue to monitor implementation in the field. Some highlights of monitoring of two grants are as follows. North Tapanuli, North Sumatera. The grant to the consortium lead by PT Webmedia Internusa Tata Utama was awarded much later that the other grants. Over the past several months the consortium has been very diligent. Through March 2010 they trained over 1,000 participants. They also carried out intensive communication with stakeholders on ways to ensure the program will be sustained. The consortium provides the following activities: (i) intranet messaging system, (ii) library information system, (iii) internet café and hotspot, and (iv) workshop center. Note that training for more 1,000 participants was carried out at the workshop center located at the DPL.

More Effective Decentralized Education Management and Governance

35

Klaten, Central Java. The grant to the consortium led by CV Cosmo Jaya was completed at this quarter. CV Cosmo Jaya is considered as a high performing grantee. Completed consortium activities are: 

Network Operation Center (NOC) establishment and internet connectivity coordination among DEO, Kandepag, and DPL



DEO website establishment to provide better access to information and increase transparency and accountability



Local Area Network (LAN) establishment at Kandepag office



Internet Café hotspot development

Website address for DEO, Kandepag and DPL is established. Website address for DEO is http://www.dinaspendidikanklaten.net/, Kandepag is http://www.depagklaten.net/, and DPL is http://www.perpus-klaten.net/. Each site has website administrator assigned: (i) Drajat (staf Kasubag Keuangan DEO), (ii) Irfan Zuhdi (staf Seksi Mapenda), and (iii) Aan Ahmad and Samino (staf DPL). At the end of the grant period the consortium prolong the collaboration for about a year (up to 1 February 2010) and all agreed on the following activities (stated in signed nota perjanjian/kesepakatan): 

Grantee will provide facilitation for DEO, Kandapag, and DPL with regard to service and maintenance of network infrastructure and website,



One year free Internet access at 64 Mpbs bandwidth (1 on 1 ratio),



Internet establishment in Kandepag,



Technical assistance on internet café management located at DPL.

Surabaya, East Java. The grant to the consortium led by PT ITS Kemitraan has been carrying out activities such as: (i) district education portal development, (ii) digiSchool portal development, and (iii) education portal and digiSchool portal training. To improve ICT capacity, grantee also provides trainings on Microsoft Office and web design and programming. Grantee is actually considered as a high performing grant. All trainings have been carried out. Lead grantee (far left) and DEO Head (far All custom application software were right) during grant monitoring session developed and established. However grantee faces communication problems with a member of the consortium (DEO) due too DEO person in charge rotation. This has resulted in the application software developed not being utilized optimally. After discussion with DEO head it was agreed as follows. First, that grantee will provide digiSchool refresher trainings for 13 schools in February 2010. Training on DigiSchool for 13 schools was actually carried out from 18 Feb to 4 Mar 2010. Participants from each school were: guru agama, guru olahraga, and guru ekstra kurikuler. Second, DEO will provide „surat keputusan‟ that appoints guru agama, guru olahraga, and guru ekstra kurikuler as school ICT team.

36

More Effective Decentralized Education Management and Governance

Surat Keputusan from Dinas was in the process at end of the quarter; it is expected early in next quarter. Third, it was agreed that DEO would appoint DEO ICT staff as the administrator to update and maintain its content of the ISP Portal. The appointment has been made. 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. Activities (ii) to (iv) have been implemented; however, activity (i) has become a sustainability problem. In October 2009, $10,145 (Rp.93 million) was added to the grant in order to provide the consortium more time to develop a sustainable business plan. At present it looks doubtful that the consortium will be able to continue the ISP service as a sustainable business; however, DBE1 ICT team is working closely with the Dinas pendidikan to find sustainable solutions such as assisting in Monitoring to Salemo Island organizing schools to use the service at a discounted rate or connecting the ISP to Padatiweb. A further modification to the grant was approved in February 2010 to add Rp.45.150.000 ($5,000) to purchase a new sturdier 4-leg tower to replace the original 3-leg tower that was broken due too natural disaster. The tower is essential for ISP operation. Instillation will be completed in April 2010.

Broken Tower due to natural disaster

Anticipated Next Steps



Conduct special monitoring for grantees that have not shown significant progress so far.



Provide special assistance to Pangkep consortium to ensure sustainability of ISP Portal.



Assist grantees in grant final reporting process.

More Effective Decentralized Education Management and Governance

37



Continue compliance monitoring by reviewing each grantee‟s progress reports for completeness and compliance of general reporting requirements.



Conduct impact evaluation and reporting.

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 took place during the quarter. The pilot field work will be completed in April 2010 with final reporting and a conference to discuss result to take place in the April – June 2010 quarter. Table 5.4 Progress with EMIS Pilot Activity

Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Finalize work plan & baseline For EMIS pilot with MONE (PSP team)

Implement Work Plan Phase-2

Oct 09

Work Plan Phase-1 completed, Phase-2 in progress

Work Plan Phase-2 completed

Work Plan Phase-2 fully implemented

Procure equipment district, sub district and school

62 computers, 52 printers, 20 Smart Phones

Jan 10

Printers, 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 carried out

EMIS Strengthening trainings completed

Monitoring and evaluation** (initial, measure-1, and measure-2)

52 SD/MI, 5 UPTD/KCD, 2 DEO

May 10

Initial completed

Measure-1 Not yet

Measure-1 completed; Measure-2 begun

Evaluate and disseminate results for MONE policy on data flows

National workshop

Jun 10

Not yet

Not yet

Not yet

* SDS++ is further development of School Database System (SDS) which has been piloted in over 1000 schools. SDS++ will include two additional features: Monthly Report and Laporan Individu Sekolah/Madrasah (LI-SD of Padatiweb) which directly relates to MONE’s EMIS. ** Monitoring and evaluation utilizes Resource Assessment Instruments

38

More Effective Decentralized Education Management and Governance

In essence, EMIS strengthening is aim to build synergy on (Figure 5.1): (i) supply of quality data, (ii) demand for data in education management, and (iii) capacity to use data. EMIS strengthening activities in this pilot are to enable information use to support education managers and decision makers. Therefore supply, demand, and capacity ultimately determine whether or not information is used and whether data can actually support education management. Figure 5.1: Synergy of Data Supply, Demand, and Capacity for Education Managers and Decision Makers

Supply Quality information is used by education managers and decision makers consistently

Quality information is ready timely, accurate, valid, and relevant

Demand

Capacity

Quality information is available for education managers and decision makers to access, understand, apply, and benefit from the data

EMIS Strengthening is carried out in collaboration with Education Statistics Center (PSP) MONE to strengthen EMIS and data use in school/madrasah (SD/MI), subdistrict education office (UPTD/KCD), and district education office (Disdik) and Kandepag. The major activities in the pilot are: (i) design, test and improve related software (which has resulted in a new, more advanced version of the original DBE1 SDS software); and (ii) a series of trainings on ICT and school database system++ (SDS++). Both program components are described in detail below. Software/Program Design

The new SDS++ software developed through the pilot has four separate custom components: SDS++ for School, SDS++ Portable for supervisors to collect and verify school data, SDS++ for Kecamatan, and SDS++ for Kabupaten/Kota (Figure 5.2). To run properly SDS++ requires an operating system, system software, and hardware as follows: 

Operating System and System Software: (i) Microsoft Windows XP SP3 or latest version, (ii) Microsoft Office 2007, (iii) Microsoft ActiveSync for Windows XP SP3 or Device Media Center for Windows Vista, and (iv) Microsoft .Net Framework 3.5.



Hardware: (i) IBM PC compatible 1 GHz Processor, (ii) Hardisk 100 MB, (iii) CD-ROM, (iii) Monitor VGA 1.024 x 768 resolution, (iv) Port USB, and (v) Printer.

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39



Additional hardware for SDS++ Portable: personal digital assistant (PDA) with specifications as follow: (i) Touch Screen, (ii) Stylus, (iii) Windows Mobile 6.5 system operation, (iv) RAM 256 MB, and (v) VGA 480 x 640 screen resolution (portrait). Figure 5.2: Four Custom Applications Software of SDS++ ++

SDS for Kecamatan ++

SDS for School

Portable ++ SDS Users: 1. SD/MI School Supervisors 2. Head of KCD/UPTD 3. Head of Disdik/ Kandepag

Users: 1. Data Operator 2. School Treasurer 3. Principal of SD/MI

Users: 1. Administrator 2. Data Operator 3. Head of KCD/UPTD

++

SDS for Kabupaten Users: 1. Administrator 2. Data Operator 3. KK Datadik 4. Head of Disdik/ Kandepag

SDS++ Features

SDS++ enables school/madrasah to supply and to maintain quality for their own school management purposes as well as to easily provide various reports for district and national offices. Users for SDS++ for schools are data operator, school treasurer, and the principal. SDS++ has different outputs compared to previous (regular) SDS. SDS++ new outputs are (i) School Monthly Report (Lembar Bulanan Sekolah - LBS), (ii) School Individual Report (LI-SD/MI) of PadatiWeb, and (iii) BOS Reports, while RKT and RKAS/M, School Profile for RKS/M, and SRC outputs are similar to regular SDS (Figure 5.3). The new features are described as follows. Figure 5.3: Input and Output of SDS++ for School SDS++ for School (Installed on Personal Computer at Sekolah/Madrasah Location)

School Monthly Report (LBS)

LI – SD/MI School Profile for RKS School Monthly Report (LBS)

SDS++ for School

LI – SD/MI RKT/RKAS School Profile for RKS

School Programs School Report Card (SRC)

School Finance Transactions

INPUT

40

BOS Reports

PROCESS

OUTPUT

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School Monthly Report (Lembar Bulanan Sekolah - LBS). Every month each school/madrasah is required to submit LBS to District education Office. LBS contains student statistics, student attendance, school facilities and equipment, finance and budget summary, and teachers list. Using SDS++ the School/madrasah can easily update data each month. School Individual Report (LI-SD/MI) of PadatiWeb. LI-SD/MI is often called formulir/ kuesioner dari pusat (PSP MONE). School/madrasah are required to report data to districts for MONE‟s national EMIS. Usually schools are provided with blank questionnaire (hardcopy) which they complete by hand or using typewriter. Districts then are required to enter hard copy data from each school in an electronic form (softcopy of blank LI-SD/MI). Through SDS++ school/madrasah can directly produce the softcopy of LI-SD/MI and submit the file to sub-district office (KCD/UPTD) or to the DEO. Because the necessary dat is stored in the school database schools only need to update the data periodically. This will save schools a great deal of time writing or typing the information. BOS Reports. Regular SDS contains formats for BOS reporting formats BOS K-1 to K-6. SDS++ adds more formats so that all currently required BOS reporting formats can be produced electronically by schools/madrasah. These outputs also grouped by its context (Figure 5.4): (i) Requirement (Persyaratan): BOS-01 and BOS-03; (ii) Planning (Perencanaan): BOS K-1A, BOS K-1, BOS-12, and BOS-11A; (iii) Transaction (Pembukuan): BOS K-3, BOS K-4, BOS K-5, and BOS K-6; and (iv) Finance Report (Pelaporan): BOS K-2, BOS K-2Rinci, BOS K-11B, and SPJ. Figure 5.4: BOS Reports Grouping

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41

SDS++ Portable

SDS++ Portable enables supervisors (Pengawas) to use PDA to copy school data for the national EMIS and for sub-district planning purposes. This allows for data verification at the same time. This also enables compilation of data from each school in a sub-district level database. In addition, SDS++ Portable enables DEO to use PDA to copy school data from sub-district computer (via SDS++ for Kecamatan) for the national EMIS and for district planning purposes. The specific data collected for each school includes School Profile (Profil Sekolah) and School Monthly Report (LBS). School data will further be automatically compiled into Sub-district/District Education Performance Indicator (Kinerja) and Sub-district/District Profile (Profil Wilayah) (Figures 5.5.a and 5.5.b). Education Performance Indicator (Kinerja). Kinerja enables the sub-district to monitor sub-district achievement of Minimum Service Standards (SPM) (standar pelayanan minimum ). The sub-district SPM achievement is measured by indicators: (i) gross student enrollment (angka partisipasi kasar/APK), net student enrollment (angka partisipasi murni/APM), teacher qualification, teacher certificate holders, teacher-student ratio, student – classroom ratio, and facilities, teachers education background, and infrastructure and facilities (includes: computer laboratory, language laboratory, teachers lavatory, students lavatory, and ground/play yard). Sub-district/District Profile (Profil Wilayah). Profile Wilaya describes sub-district demography data: population of children age 7 – 12 years, number of kindergarten graduates, and number of teachers and support staff required. This demography data is required as a base calculation for education performance indicator. Figure 5.5.a: Input and Output of SDS++ Portable

SDS++ Portable (Installed on PDA of School Supervisor/DEO/Kandepag Head)

School Level Data School Profile LBS Data Synchronization from SDS++ for Sekolah

SDS++ Portable

Sub-District/ District Data Sub-District/ District Profile Education Performance Indicator

INPUT

42

PROCESS

OUTPUT

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Figure 5.5.b: Illustration of Input and Output of SDS++ Portable on PDA

INPUT (via Data Synchronization Process; stored on Portable SDS++)

OUTPUT (displayed on PDA screen)

SDS++ for Sub-District (Kecamatan)

SDS++ kecamatan enables DEO sub-district (KCD/UPTD) staff to copy school data from Supervisor‟s PDA into sub-district computer for sub-district/national EMIS and planning. This will allow sub-district (KCD/UPTD) staff to verify school data and automatically compile school data into a sub-district level database. Sub-districts will use the data for planning as well as for EMIS reporting as described above (Figure 5.6a and 5.6b). In addition, sub-district offices can use the data to apply management by exception. For instance, if the sub-district data indicate overall lack of teachers who have a sarjana degree, one can drill down to school level data to find out which school(s) has high numbers of teachers who do not have sarjana degree and further apply decision/planning accordingly. Figure 5.6a: Input and Output of SDS++ for Kecamatan SDS++ for Kecamatan (installed on Personal Computer at UPTD/KCD Office) School Level Data SDS LI-SD/MI

Data Synchronization from SDS++ Portable Sub-District Demography Data

LBS

SDS++ for Kecamatan

Sub-District Level Data RC-SD/MI

Sub-District Profile Sub-District Education Performance Indicator

INPUT

PROCESS

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OUTPUT

43

Figure 5.6b: Illustration of Sub-district level data on SDS++ for Kecamatan

Training Activities

Preliminary ICT trainings were carried out from 25 January to 3 March 2010 in Sigli Pidie and from 1 February to 12 March 2010 in Takengon – Aceh Tengah. ICT trainings were provided for the purpose of increasing ICT capacity of the participants prior to training to use the SDS++ programs. Training participants were grouped by ICT topics as relevant to the group (Table 5.5). In general, participants‟ experience with ICT ranged from hardly able to use computers, novice users, and advance users. All participants were satisfied with the program. The most grateful participants were the 66 School Supervisors because most of them were computer illiterate. ICT strengthening has enabled them to use computer and to even connect them into the global world using Internet. Table 5.5: Training Participants by Participants Group and ICT Topic Number of Participants by ICT Topic Introduction to Computers (2 hours)

Computer Trouble Shooting (8 hours)

MS-Excel 2007 (8 hours)

MS-Access 2007 (8 hours)

MSPowerPoint (4 hours)

Internet and Email (5 hours)

4

-

-

-

4

4

10

10

10

10

10

10

5

-

5

-

5

5

No.

Participants Group

1.

3.

Head of Disdik/Kandepag Disdik (KK DataDik) & Kandepag Staff Head of UPTD/KCD

4.

UPTD/KCD Staff

5

5

5

5

5

5

5.

School Supervisors

66

66

66

-

66

66

6.

SD/MI Principals

52

-

52

-

52

52

7.

Teachers

52

-

52

-

52

52

8.

Administrative Staff

52

52

52

2.

Total Number of Participants

52 246

133

242

52 67

52 246

246

SDS++ trainings were carried out from 8 March to 7 April 2010 in Sigli – Pidie and from 15 March to 14 April in Takengon – Aceh Tengah. Again, participants were grouped by task they are expected to perform (Table 5.6). PSP staff, Bapak Agus Purwadi, attended and observed the training processes. Following his observation, he is convinced that SDS++ can serve as a model for MONE‟ EMIS PadatiWeb data collection because it covers all required elementary school level (SD/MI) and subdistrict and district formats for MONE‟s EMIS as described above.

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Table 5.6: Training Participants Grouped by Task ++

Number of Participants by SDS Level No.

Participants Group

SDS for School/Madrasah (5 days)

++

SDS for Kecamatan (3 days)

++

SDS for Kabupaten (2 days)

++

1.

Head of Disdik/Kandepag

-

-

4

2.

Disdik (KK DataDik) & Kandepag Staff

-

-

10

3.

Head of UPTD/KCD

-

5

-

4.

UPTD/KCD Staff

-

5

-

5.

School Supervisors

-

66

-

6.

SD/MI Principals

52

-

-

7.

Teachers

52

-

-

8.

Admistrative Staff

52 156

76

14

Sub Total Participants Grand Total Participants

246

Local Government Support

Dinas pendidikan staff attended several of the trainings. They promised that the education office will issue a decree formalizing formation of school ICT teams. The school ICT team formed will be responsible to maintain supply of quality data, establish demand for data in school education management, and improve capacity to use data through SDS++. Further, special attention was given by DPRD Commission „A‟ Bapak Bardan Sahidi who stressed the importance of data that is accurate and valid as necessary for DPRD to support decision making.

Pidie School Supervisors Pose after ++ ++ Finishing SDS for Kecamatan & SDS Portable (PDA)

++

Pidie Disdik Head during SDS for School Provided for SD/MI Teachers

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45

Aceh Tengah DPRD Commission A (center- black suit) pay a Visit during ++ SDS for School Provided for SD/MI Principals

PSP Representative chat with Aceh ++ Tengah Disdik Head during SDS for School Provided for SD/MI Principals

Anticipated Next Steps



Finalize SDS++ training sessions in Pidie and Aceh Tengah.



Monitor and evaluate SDS++ usage at the school/madrasah, UPTD/KCD, and Disdik and Kandepag.



Together with PSP Balitbang Kemendiknas conduct national workshop to discuss the possibility of SDS++ use nationwide.

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. In addition, DBE1 has targeted to following districts to disseminate the program before the project ends in September 2010: Bogor, West Java;) Jepara and Purworejo, Central Java, and Enrekang, South Sulawesi. Final program implementation will depend upon the ability of the distrists to cover the costs. DBE1 can only provide technical assistance. DBE1 staff will lobby targeted districts to support the program with their own funds. 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

Not yet

Not yet

DBE1 staffs and SDS Facilitators trained

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More Effective Decentralized Education Management and Governance

Activity

Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Provide Technical Assistance for Dissemination

6 districts

Jul 2010

Not yet

Not yet

6 districts receive technical assistance

Monitoring & Evaluation

6 districts

Aug 2010

Not yet

Not yet

Not yet

Socialization of EMIS Strengthening program for Tuban and Bojonegoro districts was carried out on 9 February 2010. In essence, both districts expressed their interest for EMIS pilot because the system will provide solutions for their needs. Following the socialization both districts drafted a timetable to plan EMIS Strengthening implementation using SDS++.

DBE1 meets stakeholders from Tuban and Bojonegoro

Training strategy for dissemination will group participants by management levels/roles (Figure 5.7). The strategy is designed so that supply of quality data from school/madrasah is updated continuously and that demand and capacity to use data is improved in school/madrasah, kecamatan (UPTD/KCD), and Disdik and Kandepag.

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Figure 5.7: EMIS Strengthening Mechanism for Dissemination

Anticipated Next Steps



Conduct EMIS Strengthening socialization in parallel with training provincial DBE1 on SDS++



Provide technical assistance for six districts that disseminate EMIS strengthening.

5.4 DBE Website 12 As of March 2010, the DBE website received 1,749,623 hits since the website was launched in 2005. This quarter‟s total hits (260,779) is higher than last quarter‟s total hits (201,539). The number of DBE website hits has steadily increased from 83,428 hits in January, to 85,227 hits in February, to 92,124 hits in March 2010 (see right side of Figure 5.8). This quarter‟s weekly average hits is 18,627 with a relatively steady number of hits each week until the final week of march which shows a sharp (see left side of Figure 5.8).

12

48

http://www.dbe-usaid.org/

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Figure 5.8: Website Hits

During the quarter, DBE1 continued to upload information from DBE123 into various sections of the Website, primarily: News and Good Practices. Annex 4 contains a list and description of uploaded information. The top ten requests for documents through the last quarter was dominated with requests for 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). Table 5.8: Top 10 Requests for Documents until the Last Quarter Resource Materials

How to Fill SD/MI Profile Instruments Manual Law number 14 year 2005 regarding Teachers and University Lecturers Republic of Indonesia Government Regulation number 32 year 2008 regarding Guideline for District Annual Budget (APBD) compilation Year 2009 Bantuan Operasional Sekolah (BOS) 2009 Manual Book Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan 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 Minister of National Ecucation Regulation number 39 Year 2009 regarding Teachers and School Supervisors Workload National Education Minister Regulation number 34 year 2007 regarding National Exam Year 2007-2008 National Education Minister Regulation number 12 year 2007 regarding School Supervisor Standard School Committee: Simple Accounting Methods

Download Frequency

Date Upload (mm-dd-yy)

Duration since upload date (days)

Daily Download Frequency

4,811

1-Jul-09

270

17.82

13,727

15-Aug-07

946

14.51

8,345

28-Jul-08

603

13.84

4,806

11-Feb-09

410

11.72

14,676

31-Jul-06

1,320

11.12

9,255

27-Nov-07

844

10.97

1,721

7-Oct-09

174

9.89

7,651

27-Nov-07

844

9.07

5,650

28-Apr-08

693

8.15

6,742

17-Sep-07

914

7.38

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Anticipated Next Steps

50



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.

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

Outreach activities During the quarter, DBE1 explored the possibility to form alliances with corporations to support DBE activities. DBE1 also visited Aceh in the quarter to meet with private sector community in the province. The objective of these meetings was to determine the readiness, capacity and interest in forming PPA and to negotiate next steps based on this visit. Private sectors present very different conditions, different capacity and different needs. Meetings with major U.S. and Indonesian organizations held during the quarter were: (i) PPA at National Level: Gramedia Widiasarana Indonesia and Sampoerna School of Education; (ii) PPA in Aceh: Aceh Chamber of Commerce, Aceh Investment & Promotion Board, Indonesia Business Link, ExxonMobil, PT Semen Andalas Indonesia, Pertamina, Telkom and PLN. The following negotiations are highlighted: PPA at National Level



Follow up meetings took place with Gramedia Widiasarana Indonesia (Grasindo). It is expected that the final mock up of the DBE1 MBS package can be presented to Grasindo in the next quarter, so that Grasindo can calculate their contributions to the partnership. Their proposal will then be discussed with USAID.



Negotiations with Sampoerna School of Education (SSE) took place and a draft proposal was prepared by SSE. DBE1 met with USAID at the end of March 2010 to discuss our response to the proposal. It was decided that because of the complexity of the program proposed by Sampoerna and because of the limitation of time, that we would not pursue a PPA at this, but we would continue to offer limited support for Sampoerna initiatives.

PPA in Aceh

Meetings with Aceh Chamber of Commerce and Aceh Investment and Promotion Board confirmed that the construction plays important role in Aceh‟s economy but as reconstruction phase is near to completion, sustainable employment and new private investment remain a major challenge in Aceh. Both agencies also indicated that continuing depletion of oil and gas and the decline of manufacturing activities due to the declining of LNG production pose a serious challenge to Aceh‟s economy. The Head of Aceh Chamber of Commerce indicated that Aceh‟s economy is currently derived by service sector (construction, trade and transportation), whilst agriculture sector remains stagnant. In relation to CSR initiatives in Aceh, the Head of Aceh More Effective Decentralized Education Management and Governance

51

Chamber of Commerce mentioned that state owned corporations‟ CSR were instructed to pool their CSR funds through Kementerian Negara BUMN. The head of the Chamber said that he would follow up the Minister for BUMN; however, at the end of the quarter we had not received any reply. Therefore, because of lack of time remaining we will not pursue this PPA further. The Aceh Chamber of Commerce suggested DBE1 to meet with ExxonMobil to explore a partnership even though their production is declining. The Aceh Investment and Promotion Board also suggested DBE1 to meet with PT Semen Andalas Indonesia as they would start their production in early 2010 (PT Semen Andalas Indonesia‟s factory was destroyed by the tsunami and the factory has been rebuilt). DBE1 followed up both suggestions as described below. 

DBE1 Jakarta initiated meeting with ExxonMobil Jakarta‟s CSR Team to explore the possibility to form a partnership in Aceh. During this meeting, ExxonMobil‟s CSR Team indicated that Aceh is no longer their main focus since their operation in Aceh will be closed in 2018, and starting in 2014 their major operation activities will be significantly reduced. They said that their main CSR initiatives focus on the Bojonegoro area. However, ExxonMobil showed interest to replicate DBE1‟s school level intervention (School Based Management Program) in Aceh Utara and Lhoksumawe. They also showed interest to explore a partnership to increase the capacity of Dinas Pendidikan in Bojonegoro to replicate the MBS program in Bojonegoro, Blora and Tuban area. However, because discussions with ExxonMobil had not proceeded beyond preliminary discussions by the end of march 2010 and considering the very limited time remaining for the project, the decision was made not to pursue this further.



Initial meeting between DBE1 Jakarta & Aceh Team and PT Semen Andalas Indonesia‟s CSR Department in Aceh was held in the third week of January to identify interest of each organization. DBE1 presented its program in Aceh and some areas of possible collaboration. PT Semen Andalas Indonesia indicated that one of their CSR programs focus is in education and they seem interested to collaborate with DBE1, especially to replicate DBE1‟s school intervention in the sub-districts surrounding their factory. DBE1sent a draft proposal to PT Semen Andalas Indonesia and DBE1 Aceh Team has been following up but by the end of the quarter there been no response from them. Therefore, lack of time remaining will not allow us to pursue this further.

In addition to the initiatives in Aceh described above DBE1 also initiated contacts with the following firms to explore possibilities of PPAs in Aceh: Telkom, PLN, Pertamina Aceh, and Bank Pembangunan Daerah (BPD) Aceh. However, response from these firms was not positive. Therefore, we decided about mid way through the quarter not to pursue these further, but to devote our limited time and resources to pursue the potential PPAs described above.

52

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Anticipated Next Steps



Finalize draft agreement with Grasindo for printing DBE1 materials and review proposal with USAID by end April 2010.



Meet with Sampoerna and USAID to discuss DBE1 assistance outside of the PPA mechanism



Reach agreement with USAID on use of DBE1 leveraging set aside funds.

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53

7. Dissemination and Sustainability DBE1‟s core strategy is to develop exemplars of good practice in management and governance, both at school and at district level, and to support the dissemination of these to other schools and districts. Singling out good practice requires an agreement on what is meant by the term „good practice‟ and how we can identity it. Good practice in DBE1 is defined through reference to international research, reports on previous and concurrent projects in Indonesia and lessons learned through our own project experience and systems for monitoring and evaluation. With the various definitions found in recent MONE policy documents in mind, DBE1 defines good practices as those which meet stakeholder needs and help implement current policy which improves basic education in efficient and effective ways. During this, the final year of project implementation, the focus has shifting 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 now in the final year that these goals take center stage. Beyond achieving sustainability of project outcomes in target districts and supporting dissemination within and across districts, it is intended that this process will influence government policy, creating a much wider impact. Sustainability is an essential element in good practice. Dissemination is at the heart of the project‟s strategic approach. Our main approach is to (1) develop good methodologies, good practice, and formalize these in practical manuals, (2) build the capacity of facilitators and service providers to use these, and (3) support policy development at district, provincial and national levels to institutionalize the good practice. DBE1 will withdraw from provinces and districts at the end of the next quarter. Meanwhile the scale and scope of dissemination programs is 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 just at the time DBE1 closes out in the provinces and districts and begins to close out nationally, many new dissemination programs will be commencing. It would be very strategic if USAID were able to track the development and progress of dissemination after the completion of DBE1, as well as sustainability of core project interventions and outcomes.

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Dissemination and Sustainability Program Goals 

Provide transitional assistance to districts, schools & other institutions to implement DBE1 school level programs with their own funds



Provide assistance to districts, schools & other institutions to plan, budget & manage DBE1 school level programs



Finalize, sanction and disseminate manuals for planning, budgeting & managing implementation of DBE1 school level programs



Identify, organize and train service providers to provide technical assistance to districts to implement DBE1 programs

7.1 National Policy and Practice (Task 10) DBE1 continued to work closely with national counterparts throughout this quarter with the aim of mainstreaming the good practice developed through the project and influencing national policy and practice. Our ongoing work with the MONE Secretariat for School Based Management (Directorate for Kindergarten and Elementary Schooling) has been central to the development of national policy and practice in relation to school-based management. Although no concrete activity took place this quarter, consultations continued. The process of publishing DBE1 school-based management manuals with MONE and MORA and Menkokesra logos and endorsements is almost complete. Workshops conducted in the previous quarters reconfirmed MONE‟s approval for all of DBE1‟s school and community program materials. The process has proved to be rather lengthy, a fact which should not suggest that it has been problematic; rather, it has been thorough. Signed introductory statements have been obtained from Bapak Professor Fuad Abdul Hamied, Ph.D (Kementerian Koordinator Bidang Kesejahteraan Rakyat, Deputi Menteri Bidang Pendidikan, Agama dan Aparatur Negara) and Bapak Drs. H. Firdaus, M.Pd. (Kementerian Agama, Direktur Pendidikan pada Madrasah.) However, up until now the MONE TK-SD Director‟s signature has not yet been obtained. It has been agreed that DBE1 will provide training in the materials to members of the School-Based Management Secretariat once the signed introductory statement is finalized. 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, BOSP, AKPK, SIPPK and renstra, commenced with international consultants working with members of the national DBE1 team. DBE1 will also conduct an impact evaluation on district level programs. Both reports are expected to be completed over the coming quarter. In addition a major impact study of school and community level activity was completed and submitted to USAID in draft form for comment at the end of the quarter. All these studies are expected to contribute to GOI policy development.

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55

DBE1 also continued consultations and collaboration with the National Education Standards Board (Badan Standar Nasional Pendidikan or BSNP) on school operation costs. DBE1 has been supporting BSNP to develop a national education cost index primarily for technical high schools (SMK). Although senior high school is outside the purview of basic education, we agreed to respond to BSNP request for assistance in this area since the work relates directly to reinforcing DBE1 BOSP methodology and hence is another means of informing MONE policy. During this quarter, DBE1 assisted the National Education Standards Board to collect data for components of school unit cost in eight districts (Kudus, Demak, Grobongan, Sampang, Bojonegoro, Pasuruan, Lebak, and Indramayu.) Representatives of the Education Office, schools (SD, SDLB, SMP, SMA, and SMK,) and BSNP participated, each group providing data on unit costs for each education level. The program will be completed in next quarter with analysis to be conducted in Kota Cilegon, Kota Tangerang, Kota Bogor, and Kab Sukabumi.

DBE1 facilitated BSNP to collect components of school unit cost in Kudus (left) and Bojonegoro (right)

Anticipated Next Steps

56



Follow-up with the aim of finalize the forward, and obtaining signature of MONE Director TK-SD for the school-based management manuals.



Conduct follow-up training with MONE on school-based management materials.



Revise school-based management impact study based on USAID input, edit and publish report, and disseminate to stakeholders.



Complete work on district level studies and meta-analysis and decide with USAID how to disseminate the results to uniform policy development by GOI.



Complete collaboration with the BSNP on developing an education cost index.

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7.2 Provincial Engagement (Task 11) In regions where the response of provinces has been favorable we 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 as reported below. In the next quarter a series of province level workshops is planned to support the project‟s withdrawal and to further strengthen the understanding and role of provinces in supporting implementation and dissemination of DBE1 programs as well as to potentially generate provincial support for district plans (Renstra/Renja). The workshops will showcase the outcomes of DBE1 interventions in districts. The purpose is to enable DBE1 assisted renstra development in Tebing Tinggi during this period 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. DBE1 final reports for each province will also be presented during these workshops. In addition, we are endeavoring to intensify coordination with all provinces in this final period 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: We took part in the on-going Mid-Term Review of Aceh‟s Provincial Strategic Plan (Renstra) for the Education Sector process together with AusAID, UNICEF, the Provincial Education Office, the provincial Education Council, Office of Religious Affairs, Bappeda, and Aceh Besar Education Office. In this meeting, participants discussed methods of reporting as well as analysis to support such reporting. DBE1 also participated in a meeting of the Education Development Coordination Team in March. Established by a Decree of the Governor of Aceh, the purpose of the team is to support the implementation of the province‟s education-sector renstra through synchronized and integrated planning and budgeting of education sector. The team will also make recommendations related to education-sector quality improvement to the Governor.

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In East Java, DBE1 continued to provide support to the provincial government to develop innovative policies for education. DBE1 presented the results of an analysis of national and East Java SIPPK to the Provincial Bappeda. Two RTI international consultants presented the data. The event was attended by the Head of East Java‟s Education Office, the Head of Bappeda, the East Java Development Bank, representatives of the Sampoerna Foundation, the Education Council, and others. The presentation aimed to provide information to the provincial government that can be used as input when analyzing achievement of East Java‟s mid-term development plan indicators. East Java Provincial Government set five priorities of education development in 2010, as follows: 1) completion of illiteracy eradication, 2) quality improvement of madrasah diniyah and Islamic boarding schools, 3) provision of assistance to nongovernment teachers, 4) improvement of teaching learning facilities, and 5) provision of educational assistance for the poor. DBE1 and Bappeda East Java decided to focus DBE1 support on two of these policy initiatives: provincial support for madrasah diniyah/Islamic boarding schools and illiteracy eradication programs. Support for madrasah diniyah/Islamic boarding schools. As a first step in developing a policy for provincial support for madrasah diniyah/Islamic boarding schools in East Java it was necessary to facilitate data collection in order to produce a profile of the current state of this sector. Some of the interesting data compiled through this activity are: there are 6,003 Islamic boarding schools, 975,066 students and 73,051 teachers; there are a number of different models of madrasah diniyah/Islamic boarding schools ranging from majelis talim, place to learn the Koran which is very simple, to a modern madrasah diniyah/Islamic boarding school which implements modern management; the number of students ranges from less than 20 students to more than 2,000 students. Although there are some madrasah diniyah and Islamic boarding schools that are employ modern management, the majority still employ traditional management. Further guidance and financial support from government, both Central and Provincial/District Government to madrasah diniyah and Islamic boarding schools is very limited. Teacher salaries are also inadequate, far below the regional minimum wage. DBE1 will continue work with East Java Province in the coming quarters to develop policy strategies for this sector based on the data analysis. Illiteracy eradication programs. Illiteracy is still a major problem for East Java. Its illiteracy rate (10.5%) is fifth highest in the country, and because of its size it has the greatest number of illiterates. The 2009-2014 East Java Provincial medium term Plan (RPJMD) highlights the following three literacy activities: literacy identification, compile illiteracy data, identify and implement identify literacy

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DBE1 East Java Provincial Coordinator (center) took part in workshop to reduce illiteracy rate in the province

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program models. During the quarter DBE1 worked with the East Java provincial team on illiteracy data collection and analysis. Data collection on illiteracy in East Java has not been consistent nor has the data collected but accurate. For example, East Java Provincial Education Office has different data to that provided by the East Java Provincial Statistic Bureau (BPS). To illustrate this, Sampang district has been declared free of illiteracy and designated as recipient of free of illiteracy award, apparently based on BPS data; however, the provincial education office shows Sampang district has one of the highest number of illiterates. While Education Office data is probably more accurate, the data cannot used for strategic planning because it does not clearly identify the exact target (by name and by address). During the quarter DBE1 facilitated workshops to build a consensus between Regional Development Planning Board (Bappeda) and BPS to conduct data collection that is recognized by both parties using the 2010 Census. Verification of data, analysis and publication status of illiterate population will be conducted by East Java BPS and will be reported to Bappeda in October 2010. Once the data methodology is complete, DBE1 will continue to work with the province to develop literacy models. In South Sulawesi, DBE1 participated in province-led donor harmonization efforts, attending a three-day workship in February with representatives of UNICEF, UNESCO, JICA, ILO, British Council, and DBE23. The workshop focussed on the implementation of School Based Management and sharing of good practices. In this meeting, participants from different Education Offices expressed interest in School Based Management programs. 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



Conduct provincial workshops to support this as part of the project close-out strategy.

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 has been revised in expectation as a new target to be set in the upcoming modification of DBE1 task order. The expected new target was exceeded already in the previous quarter.

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Table 7.1 Dissemination achievements (school level program) Activity

Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

School based management programs disseminated

3,000 schools

Dec 09

9,592

1,195

Ongoing

Provide TOT, materials masters, supervision

50 districts

Dec 09

50

8

Ongoing

Conduct Pengawas Forums to include DF & replication facilitators

9 days x 50

June 10

Approx. 3 x 50

Ongoing

Ongoing

Revise and distribute “Dissemination Manual for Districts” based on MONE inputs

50 + districts

March 10

First draft to 49 districts

Manual approved by MONE

Complete publication

Through the end of March 2010, Rp.14 billion, or approximately $1.5 million13, has been allocated for dissemination of DBE1 school-based management programs in 54 districts. In addition, approximately $25,000 has been expended for DBE1 district level programs, primarily BOSP, in 19 districts.14 This is an increase of around $135,000 since the end of the previous quarter (December 2009). Of this total cumulative amount, about Rp.10 billion came from annual district budgets (APBD) and the remainder, nearly Rp.4 billion, from a variety of non-APBD sources including MORA funds, school funds (predominately BOS) and nongovernment sector funds (e.g. Muhammadiyah). Tables 7.2 and 7.3 below provide a detailed breakdown of dissemination funding and programs to date.

13

Using a nominal exchange rate of Rp9,500 = $1

14

This amount of expenditure does not include funds already expended for implementing the first of the dissemination activities, i.e., training of Trainers (TOT). For example, the Provincial Religious Affairs Offices (Kanwil Agama) of Central Java and Yogyakarta provinces funded TOT in the quarter for their school supervisors and other officials, but those trainers have not yet trained schools (expected in the next quarter). Because the program has not been disseminated in schools, the total amount for that activity (Rp.323 million) is not reported as expenditure for dissemination.

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Table 7.2 Summary of School Level Dissemination Program Budgets to end of March 2010 Province

TAHUN 2006 Sulawesi Selatan Total Nasional 2006

District budgets (APBD)

Other funds (BOS, nongovernment foundations, MORA etc)

Total

Rp

Rp

Rp

129,000,000

0

129,000,000 129,000,000

487,000,000

3,000,000 17,500,000 22,500,000 100,000,000 24,000,000

129,000,000

TAHUN 2007 Aceh Sumatera Utara Banten Jawa Barat Jawa Tengah Jawa Timur Sulawesi Selatan Total Nasional 2007

150,000,000 500,000,000 436,000,000 164,000,000 1,737,000,000

TAHUN 2008 Aceh Sumatera Utara Banten Jawa Barat Jawa Tengah Jawa Timur Sulawesi Selatan Total Nasional 2008

50,000,000 328,786,000 180,000,000 409,470,000 1,293,000,000 633,000,000 853,180,000 3,747,436,000

185,000,000 75,650,000 268,850,000

50,000,000 336,986,000 180,000,000 409,470,000 1,293,000,000 818,000,000 928,830,000 4,016,286,000

330,975,000

522,000,000 33,900,000

522,000,000 364,875,000

167,000,000

8,200,000

0 490,000,000 17,500,000 172,500,000 600,000,000 460,000,000 164,000,000 1,904,000,000

TAHUN 2009 Aceh Sumatera Utara

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District budgets (APBD)

Other funds (BOS, nongovernment foundations, MORA etc)

Total

Rp

Rp

Rp

620,000,000

16,800,000

219,500,000 2,160,689,700 1,040,491,480 4,371,656,180

328,020,000 1,477,050,000 107,350,000 2,485,120,000

636,800,000 0 547,520,000 3,637,739,700 1,147,841,480 6,856,776,180

Sumatera Utara Jawa Tengah

100,000,000 74,000,000

381,955,800

100,000,000 455,955,800

Jawa Timur Total Nasional 2010 Grand Total Budget of School Level Replication

9,377,000 183,377,000

706,806,000 1,088,761,800

716,183,000 1,272,138,800

10,168,469,180

4,009,731,800

14,178,200,980

Province

Banten Jawa Barat Jawa Tengah Jawa Timur Sulawesi Selatan Total Nasional 2009 TAHUN 2010

Table 7.3 Summary of District Level Dissemination Program Budgets to end of March 2010 District budgets (APBD)

Other funds (BOS, nongovernment foundations, MORA etc)

Total

Rp

Rp

Rp

TAHUN 2009 Jawa Tengah Jawa Timur

3,000,000 204,750,000

36,350,000

39,350,000 204,750,000

Total Nasional 2009

207,750,000

36,350,000

244,100,000

Province

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Table 7.4, below, indicates the number of schools and madrasah which, up until now, have participated in dissemination programs to implement DBE1 methodologies using funds from APBD and other sources. The total of 9,592 is an increase of 1,195 on the previous quarter total, a similar increase to that in the previous quarter. This increase occurred as a result of dissemination activities this quarter in Aceh, North Sumatra, Central Java and East Java. The most significant activity was in Central and East Java. As a result of dissemination, for every one target school in which the program has been fully funded by DBE1, another seven or eight schools have now implemented aspects of the program with independent funding. Table 7.4 Number of schools implementing DBE1 programs through dissemination programs Province

SD/MI

Aceh

144

North Sumatra

SMP/MTS

SMA/MA

0

Total

0

144

13

264 99

0

277

Banten

543

0

642

West Java

485

40

0

525

Central Java

3,115

157

6

3,278

East Java

3,550

439

66

4,055

622

49

7,257

1,070

0 70

671 9,592

Sulawesi Selatan Grand Total

NOTE: Total schools for Jawa Tengah (Central Java) includes 15 schools from DYI (Yogyakarta) province

These 9,592 schools and madrasah have implemented programs to disseminate DBE1 school-based management practices, particularly school development planning (RKS) in non-target schools. As core activity fully-funded by DBE1 at school level is now almost completed, DBE1 personnel are now more able to focus on supporting the planning, implementation and monitoring of these activities. The total number of districts that have implemented at least one DBE1 program is now 72 (an increase of four districts on the previous quarter). Forty of these are original DBE1 target districts while 32 are new non-DBE districts (Table 7.5). Further analysis shows that 54 districts have disseminated school based management programs and 19 disseminated district level programs; one district has disseminated both district and school level programs and so is counted twice in this analysis. Table 7.5 Number of Districts Disseminating DBE1 Programs to end of March 2010 At School Level

At District Level

53

18

At School & District Level 1

Total 72

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

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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 quarter of the year is typically not the time in which districts conduct development programs as budgets are often still being finalized. Notwithstanding this, as shown below, a wide 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). Aceh: In January principals and committee members from 20 schools (SD/MI, SMP/MTS and SMA/MA) in Montasik sub-district, Aceh Besar, took part in training to build the capacity of school committees. The activity was funded by the schools (Rp. 20,925,000). North Sumatra: In Binjai, 25 SD/MI took part in school committee training while 20 SD/MI were trained in the RKS/M DBE1 Deputy Chief of Party attended the development process. Binjai District committee members training in Montasik allocated 144 million rupiah to support sub-district, Aceh Besar these activities. Meanwhile another three districts have allocated funds from their 2010 budget to support dissemination activities: Sibolga allocated Rp 80.000.000 for the development of RKS SD/MI; Tapanuli Utara allocated Rp 75.000.000 for RKS in 15 SMP; and Tapanuli Selatan allocated Rp 60.000.000 for RKS in 10 SD. In Deli Serdang, as part of implementing the Head of Education Office Circular Letter policy directive, a total of 176 schools from four sub-districts will take part in RKS development process. West Java / Banten: A series of facilitator forums was completed in Cilegon, Tangerang, Karawang, Sukabumi, Garut, and Indramayu. Participants discussed issues such as a plan to train more SMP/MTs and the continued involvement of committee members in musrenbangdes in the future to ensure sustainability. Central Java: In this period dissemination activities took place in some 1,288 schools and madrasah in eight partner districts and three non-partner districts (849 SD, 337 MI, 10 SMP and 92 MTs). The total budget for these activities was Rp 455.955.800 (Rp 329.955.800 from school budgets, Rp 74.000.000 from APBD and Rp 52.000.000 from DIPA). Activities included training for school development planning (RKS), school committee strengthening and leadership. The three non-partner districts were:

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

Kabupaten Batang where 113 madrasah ibtidiayah participated with a budget from schools of Rp 10.627.800



Kabupaten Temanggung where 32 madrasah tsanawiyah participated with a budget of Rp 26.010.000 (Rp 4.010.000, from school budgets and Rp 22.000.000 from DIPA), and

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

Kabupaten Gunungkidul where 76 madrasah ibtidiayah participated with a budget from DIPA of Rp 30.000.000.

The commitment of MORA, of districts, and of schools and madrasah is very high in Central Java. Challenges experienced were as follows: (1) in some schools and madrasah the committee was not yet active, (2) in some the completion of follow-up tasks by the working group was late, (3) in some areas too few pengawas were available to support the program, (4) and in some the understanding of some pengawas regarding the RKS method was still limited. To address these issues, mentoring was provided through the cluster structures (KKG, KKM, K3S), refresher training for RKS was provided through facilitator forums, and experienced DF were utilized as co-facilitators in dissemination programs. Also during this period provincial supervisors (waspendais) from MORA in Central Java and Yogyakarta conducted post-training monitoring in a sample of eight districts. These monitors were joined by personnel from DBE1 in Jakarta and Central Java, and MORA in Yogyakarta and Central Java. The results of the monitoring indicate that the majority of districts visited have already undertaken some form of follow up such as: (1) socialized the program to other supervisors, (2) socialized the program to other madrasah principals in cluster (KKM) meetings, or (3) conducted further training and invited DBE1. These activities have been variously funded by the madrasah themselves, by DIPA (MORA funds) or a mix of the two. Also in this quarter facilitator forums were conducted in four districts: Purworejo, Klaten, Demak dan Blora. Topics included refresher training on the RKS manual and facilitation techniques. As a result of these forums, it is clear that the pengawas are confident and capable in running RKS/M training. In many cases these facilitators have now assisted or conducted training through dissemination programs in non-target districts.

One of participants of Facilitator Forum in Blora

East Java: DBE1 held a workshop at Bojonegoro in January to further build and maintain the support education stakeholders for School Based Management dissemination efforts. Among the participants were the Vice Head of the District, representatives of the Education Office, UNICEF and DBE23. The Education Office agreed to establish district and sub-district level teams to support school-based management (MBS) implementation in respective areas. These teams will use manuals that have been developed by DBE1 and UNICEF. Dissemination programs during this quarter took place in Pasuruan, Kabupaten Mojokerto, Kota Mojokerto, Tuban, Bojonegoro and Tulungagung. Topics included RKS preparation, leadership for school principals, leadership for Provincial Facilitators (PF) and pengawas, SDS and SDS++.

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Some 125 schools were mentored in RKS in Pasuruan District In the non-target district of Mojokerto two clusters of schools completed and submitted their RKS to the local education office. Meanwhile in another non-target district, Tulugagung, 30 school supervisors and 30 principals were trained on RKS in a TOT. Two days of leadership training were provided to 67 principals in Kota Mojokerto with APBD funding. Follow up support is being provided through facilitator forums. The two-day leadership program was also given to Provincial Facilitators to prepare them to deliver the training to school principals. In Tuban MORA gave SDS training to all madrasah ibtidaiyah in the district (183)15 in four workshops. The aim is to assist MORA in Tuban to manage data. Meanwhile, the new SDS++ program was introduced to Tuban and Bojonegoro districts with encouraging outcomes. As a result of this activity, the two districts plan to disseminate SDS++ in May to five sub-districts. In March, Bojonegoro district received a study tour visit from the Education Office in Lembata, NTT, facilitated by Plan International. As a result of this visit, the visiting team hopes to be able to implement the DBE1 school-based management model in Lembata, including RKS, RKT and RKAS and establishing parent class groups (paguyuban kelas). The Education Office from Lembata plans to Representatives from Lembata Education Office looked at work results of students use District Facilitators from Bojonegoro during visit to DBE1-partner school to conduct the training with joint funding from APBD and Plan International. The Education Office also has indicated to to use facilitators from NTT districts (Ngada, Nagekeo, and Ende) that were trained by DBE1 recently. South Sulawesi: Facilitator forums took place in all Cohort 1 districts this quarter with the aim of supporting the process of preparing new RKS in these districts. The DF provided mentoring to groups of schools and visited individual schools. In this way, on-the-job training was combined with providing support to the schools to complete their RKS. The quality and effectiveness of all of the above dissemination programs is continually under review. While DBE1 is unable to monitor all activities, we do monitor a sample and continue to advocate for adherence to the DBE1 model based on the results of the monitoring and evaluation conducted last year, which showed that in order to be effective, dissemination programs should include all aspects of the program – especially including on-site mentoring, and should also include all components of the school community including school committee representatives. A second study of dissemination, which will focus more on the impact as well as process of dissemination, has been planned for the coming quarter. 15

The total number of MI is 190. Seven madrasah were unable to attend. These will be trained by DF or other madrasah.

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Anticipated Next Steps:



The focus on promoting and supporting dissemination of school-based management will continue in all provinces and districts in the next quarter. As part of the close-out process in each district and province, DBE1 will hand over final copies of all materials and will discuss with officials and key stakeholders how the districts can continue to sustain and disseminate the program.



Support for monthly forums for pengawas and district facilitators will be phased out over the coming quarter, with the focus on enabling districts to sustain and disseminate school-based management without further assistance from DBE1.



Dissemination of school level programs will be conducted in three new provinces: South Sumatra, West Sumatra and NTT – training 170 new pengawas as district facilitators to introduce DBE1 school-based management in a number of new districts in these provinces.



A study to determine the quality and outcomes or impact of dissemination programs will be conducted in the following quarter.

7.4 Documenting Good Practice (Task 13) In this final year of project intervention, increased focus is being given to documenting good practice. DBE1 hired a writer as part-time Short-Term Technical Assistant in the previous quarter to write stories illustrating good practices from the field. The writer‟s Scope of Work was approved by USAID and World Education and the writer‟s contract was finalized in October. The writer has spent two weeks in the field, including attending a public consultation event in Sampang District and visiting schools and madrasah in Surabaya. He has commenced preparation of five print-ready good practice and success stories consisting of in-depth stories. These stories will contain specific local examples as well as broader impact and will include two or three stories that may be published in national or provincial newspapers and one or two major stand-alone publications for national and international audiences. Themes for each product are to be approved by DBE1 management. Accompanying photographs, quotations and illustrations (e.g. samples from school development plans) will be included as appropriate. In addition, provincial specialists continue to produce a range of good practice stories based on their own field experience. These are submitted to DBE1 Jakarta where they are polished and uploaded to the website for publication. At the end of this quarter, DBE1 submitted a substantial report of 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 More Effective Decentralized Education Management and Governance

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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: 

The program is firmly and explicitly based on government policy.



Stakeholder ownership is strong.



Institutional and human capacity is built.



Technical assistance rather than funding is provided.



The program is manageable and affordable for local partners.



Scope and geographical focus is limited.



A complete and integrated school-based management program is provided.



Commitment is built at provincial and district level.

In order to sustain the impressive impact of DBE1 through dissemination, the study recommends that in the final phase of project implementation, increased efforts should be made to ensure that government officials at sub-district, district, province and national levels really understand the methodologies and fully support them – and where possible institutionalize the approach to school based management in policy. Further research will be required to determine the impact of dissemination programs on schools and madrasah and to answer questions raised in this study, such as the effectiveness of stand-alone programs such as school development planning without the broader school-based management and active learning methodologies. In order to answer these questions, a follow-up study is planned for the next quarter. This study will address the question of impact in both target and dissemination schools. Anticipated Next Steps:



First drafts of good practice stories are due to be submitted in the coming quarter.



A follow-up study of quality, outcomes and impact of dissemination programs will be conducted in the next quarter.

7.5 Disseminating District Level Programs and Developing Service Providers (Task 14) For district-level activity, higher level service providers are required from outside the districts. In order to increase sustainability and support dissemination, DBE1 has 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. In the previous quarter working agreements were signed with three new institutions as service providers: the National University of Makassar (UNM), the NGO, Center for Regional Studies and Information (PATTIRO),16 and the private University of Muhammadiyah, Surakarta (UMS). We also prepared and signed an extension to the working agreement with the National Education University (UPI) in Bandung, West Java. In order to effectively train new service providers it is necessary to implement the full district level program, thus enabling the new personnel to gain practical experience and learn the entire program from beginning to end. We will thus work in three new districts with service providers. Following discussion with USAID and consultations with the provinces and districts, the following were selected: Kabupaten Barru in South Sulawesi, DBE1 South Sulawesi Provincial Coordinator presented MOU to Barru Head of District Cimahi in West Java and Surakarta in (right) Central Java. Formal agreements were reached with each of these districts. MOUs (KAK17) were signed with Barru and Cimahi during the quarter. KAK for Surakarta has been approved in principle, but at the end of the quarter final signing by district head was still pending. In the previous quarter, a group of 16 individuals was jointly selected from the service provider institutions in a merit-based selection process. Induction training was conducted in February, this quarter. All of the nominated service providers attended and the response was very enthusiastic. All aspects of the DBE1 district level program were introduced: BOSP, SIPPK, AKPK and renstra. Subsequent to this workshop, follow-up training was provided in the provinces and the service providers have begun to implement district level interventions with the support of DBE1 provincial specialists. Towards the end of this period, DBE1 will discuss with MONE and MOHA possible mechanisms for certifying the service providers and disseminating the information to stakeholders throughout the country. We are currently waiting on the Mayor of Surakarta to sign the MOU (KAK), however activity has already commenced in this district with the support of the district administration. The SIPPK program was implemented this quarter. Work will 16

Pusat Telaah dan Informasi Regional

17

KAK = Kerangkaan Acuan Kerja

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proceed on renstra and financial analyses next quarter. The Head of the Education Office is reportedly supportive of DBE1 and has advised that there is no substantive problem with the MOU, only administrative delays. In South Sulawesi, the service provider team has already commenced BOSP, AKPK and SIPPK programs in Barru District. A draft BOSP report is ready for internal consideration and public consultation. The team plans to conduct consultations at the same time as for AKPK, which is still in process. Work on renstra has also commenced and is expected to be completed in the next quarter. In West Java Service providers have completed training in DPISS; the DPISS data there is complete. Training in Renstra, BOSP, and AKPK are underway. Collaboration with the Sampoerna Foundation

During this quarter, DBE1 also commenced a training program to enable the Sampoerna Foundation (SF) in Jakarta to make use of DBE1 school-based management materials in its in-service school development program and also possibly in pre-service teacher training. Training was provided on the overall DBE1 approach, Leadership training, BOS reporting, SDS and school development planning (RKS). Ongoing training is planned for the coming quarter to include school committee strengthening and managing a dissemination program. The response of participants and of the institution has been extremely enthusiastic. 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 DBE1 West Java/Banten Junior Data improve teaching and learning and, to some Information Specialist presented SDS related materials during training session with extent, to help implement school-based Sampoerna Foundaiton 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 is able to bring to the Sampoerna Foundation, potentially resulting in significant improvements and enhancing their approach. Collaboration with other International Donors

DBE1 continued throughout this quarter to intensify coordination with other donors, with the aim of supporting both dissemination and sustainability of outcomes and sharing lessons learnt. In Makassar, for example, DBE1 participated in a Coordinating Meeting between Donor Organizations on the Implementation of School Based Management and Sharing of Good Practices. The meeting was held from February 1

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to 3 and was attended by representatives of DBE1, 2, 3, UNICEF, UNESCO, JICA, ILO, and the British Council. Participants from various Education Offices expressed their interest in School Based Management programs. The World Bank‟s Basic Education Capacity Trust Fund (BEC-TF)18 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 assists local government partners to increase their skills in using information in the planning, management, and monitoring of educational governance and service delivery. The BEC-TF uses a combination of tools and approaches, such as Local Government Capacity Assessments, Capacity Development Plans, Education Public Expenditure Analysis and Local Basic Education Grants to improve budget planning, improve local governance, financial management and accounting; and strengthen capacity of existing information and performance assessment systems. Fifty local government partners each will receive a Local Basic Education Capacity grant totaling Rp 2.5 billion over three years to help them implement their Capacity Development Plan for the education sector. The first 25 local governments received grants starting in 2009, and the second 25 local governments will begin to receive grant funding in 2010-20011. BEC operates in the provinces of Aceh, Central Java, Yogyakarta, East Java, West Sulawesi, Central Kalimantan, North Maluku, West Papua and Papua. DBE1 has been in discussion with the World Bank since before the BEC-TF commenced and we have continued to dialogue and share experience since the project began. BEC-TF has shown great interest in using DBE1 materials and approaches and BEC teams have visited a number of DBE districts and participated in joint workshops, particularly in East Java. Now, as first-round districts are beginning to allocate grant funds to agreed programs based on their capacity development planning, many are looking to DBE1 for appropriate methodologies and approaches to improving management and governance of basic education. In Central Java this quarter a BEC team visited three DBE1 districts: Purworejo, Blora and Demak. In consultation with BEC consultants, a number of districts have decided to use their grant funds to implement DBE1 programs. For example, in two districts Central Java, funds will be used for RKS, and in another grant funds will be used for asset management and SDS++. In East Java two DBE1 districts are receiving support from BEC: Nganjuk and Bangkalan. Bojonegoro District is due to commence in 2011. In Nganjuk in 2009 the project used DBE1 materials to train 350 schools (SD, MI, SMP and MTs) in school development planning (RKS). In 2010 BEC plans to use DBE1 materials for the following activities: capacity building for teachers and principals on school management, reviewing the district renstra and renja, improving the capacity of school committees and the district education council (dewan pendidikan), developing and implementing best practice (MBE and DBE) and improving ICT use. 18

Funded by the Netherlands Government (EUR 22 million) and the European Commission (EUR 17 million), BEC-TF is administered by the World Bank and implemented by the Ministry of National Education. BEC-TF runs from 2008 – 2012 and will serve 50 local government partners in nine provinces.

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Meanwhile in Bangkalan, BEC workshops using DBE1 materials will focus on SDS, RKS and RKAS, developing the capacity of pengawas for supervision, leadership, school committee workplanning. Based on information from the District Education Office in Aceh Besar, BEC funds will be used in this district to implement the following DBE1 programs: Training for 100 SD/MI and 63 SMP/MTs to develop RKS, Strengthening the function of school committees in 100 SD/MI, Leadership training for 100 SD/MI principals. There may be more cases than these, and DBE1 is currently investigating the extent of dissemination through BEC-TF.

Head of Aceh Besar District (center) met with USAID, AusAID, and DBE1 representatives recently

In Aceh, DBE1 has also been in close consultation with the AusAID-funded SEDIA program 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 DBE1 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.

DBE1 has also been in consultation with representatives of UNICEF and Plan International during this quarter as reported above. After visiting a DBE1 district in East Java, Lembata District, NTT, has shown interest in disseminating the DBE1 school-based management package. Anticipated Next Steps:

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Complete signing of an MOU with the Cities of Surakarta and Cimahi.

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Continue on-the-job training of new service providers in West Java, Central Java, and South Sulawesi, to develop a cadre of professionals to provide services to assist and improve capacities of local governments in education finance analysis and education development planning and policy development.

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Monitor programs funded by other donors and agencies, including BEC-TF and the Sampoerna Foundation, which disseminate DBE1 methodologies.

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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 72

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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 Representatives of a school in Klaten took part in RKS/M development training as part ongoing improvement based on the of DBE1 programs dissemination process 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 monthly forum activities have taken place in 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. Sustainability of these forums will depend on the commitment and local approaches in each district.

Facilitators Forum in Tanjung Balai

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 methodologies.

During the quarter, DBE1 staff began to assess the competency of district facilitators to training and support schools in implementing DBE1 materials. Those who are assessed to be able to conduct training and mentoring on their own in accordance with DBE1 standards will receive certification from DBE1. Both quantitative and qualitative assessment criteria have been established. Quantitative criteria include the length of training received from DBE1, number of hours as trainer/facilitator and mentor. Qualitative criteria include ability to use active learning approaches in training, respect from trainees, good communication skills, and mastery of the material. Although 1,878 have been trained it is unlikely that all will be certified. In the next quarter, DBE1 will compile lists of

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DBE1 certified facilitators and service providers. The lists will be submitted to provincial and district governments in final closeout workshops. The list will also be distributed to MONE and MORA and other donors; assessment criteria will be noted. In the coming period, the process of assisting all Cohort 1 schools to develop new school development plans (RKS) will be completed, further institutionalizing the process. The training is being 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. 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. At the province and district level, the coming quarter will see completion of all activities and close out. District workshops will be conducted in May-June and provincial workshops in June. National stakeholders will be invited to participate in these events to further support sustainability. As suggested above, it would be very strategic if USAID were able to track the development and progress of dissemination after the completion of DBE1, along with the sustainability of core project interventions and outcomes. Anticipated Next Steps:

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Phase out support for monthly forums for facilitators and support for school mentoring visits.

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Complete consultation with provinces and districts on development of annual work-plans and budgets to align with renstra and support continuing quality improvement.

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Finalize assessment and certification of facilitators and service providers and disseminate to national, provincial and district levels.

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Complete hand-over in each district and province, conduct final district workshops, prepare and present final reports, hand over materials and close down operations in June-July.

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Annex 1: Provincial Reports Aceh DBE1 activity

January – March 2010 School-level programs

School Database System (SDS)

Continuing the activity from last quarter, in this period DBE1 assisted schools in Aceh Besar to update their data and information using the School Database System (SDS.) These refresher training sessions were held from January 18 to 23 and supported by District Facilitators. In addition to regular training sessions, DBE1 allocated extra time to train participants who were not yet familiar with the system as well as to clean up some virus-affected computers. As a result of these sessions, schools were able to input data from the past three years as a basis on which to develop the schools‟ next year plan.

Participation in Musrenbang In Aceh Tengah, DBE1 held a district-level musrenbang preparatory workshop on January 7 and attended by the Head of Aceh Tengah Education Office, Head of District Community Development Body (Badan Pemberdayaan Masyarakat,) and facilitator of Aceh Tengah Mandiri National Program of Community Development (Program Nasional Pemberdayaan Masyarakat Mandiri.) As a results of this event: (1) Committee members learned about possibility of cooperation with village to support implementation of schools‟ programs, (2) the Community Development Body was encouraged to allocate Strengthening district‟s budget to support activities at village level, (3) school committee School Committee teams will be established to take part in musrenbang and identify school needs based on their plan, and (4) a plan to include principals in musrenbangdes was made. In the mean time, the sub-district level musrenbang was held for Bies subdistrict in Aceh Tengah. Because representatives from schools were only invited as observers, their suggestions regarding plans to improve schools were presented by DBE1 Aceh Tengah District Coordinator. The event was attended by representatives of Aceh Tengah parliament, Bappeda, and other district offices (Satuan Kerja Perangkat Daerah or SKPD.)

District-level programs

District Education Governance

On January 9, DBE1 held a workshop on the development of education-sector policy in Aceh Besar. The workshop also aimed to improve the capacity of the District Education Council (Majelis Pendidikan Daerah or MPD.) Participants, who included members of Parliament, Education Office officials, Bappeda, the District Government Office, school committees, and others were involved in discussion of topics such as effectiveness level of budget allocation for education so far, teacher distribution, and alternative strategies to increase

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DBE1 activity

January – March 2010 community contribution. It was agreed that a Qanun or District Regulation could be developed to improve community involvement and contribution in schools activities. In the mean time, DBE1 facilitated the preparation of a Circular Letter from the Head of Banda Aceh Education Office. On February 22, the letter was issued, requesting all schools to develop RKS, RKT, and RKAS and use SDS to support these activities.

Dissemination School Committee Training District Dissemination Activities

From January 12 to 13, principals and committee members from 20 schools (SD/MI, SMP/MTS and SMA/MA) in Montasik sub-district, Aceh Besar, took part in training to develop school committee capacity. The activity was funded by schools (Rp. 20,925,000.)

Supervisors and District Facilitators Forum

In Aceh, Facilitators Forum was held in Aceh Besar and Banda Aceh. In Aceh Besar, activities included training on school committee, leadership, and SDS, while in Banda Aceh in RKS/M development process.

ICT & Data Management DBE1 continued to train stakeholders in Pidie and Aceh Tengah. The response from participants in Pidie, was very positive. Although some of them had no previous experience in using a computer, they were very eager to learn the technology, even in the evening or on weekends. In Aceh Tengah, additional time was allocated for participants because of their difficulty in understanding the subject and using the available hardware/software.

Aceh EMIS Pilot

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DBE1 also trained administrative staff of Pidie and Aceh Tengah partner SD/MI on SDS++. Participants also needed additional time during the training because some of them did not understand the RKS/T development process completely. Participants also lacked knowledge of BOS, and therw was a lack of BOS management information from participating schools‟ principals. DBE1 team members used all this information to further develop SDS++ and to improve training methods in the future. Similar training on SDS++ was also provided for Pidie partner-schools‟ teachers, principals, and supervisors.

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DBE1 activity

January – March 2010 Monitoring and Evaluation

Routine Monitoring

Routine monitoring and evaluation activities for DBE1 partner schools were conducted in this reporting period. Partnerships Phase 2 Expansion of DBE1 Districts in Aceh On January 13, DBE1 launched the second phase of district expansion in Aceh. The event was attended by Head of Aceh Education Office and representatives of 12 additional districts. The Head of Aceh Tamiang Education Office and Head of Development and Control of Education Quality Division of Aceh Besar were also present to share experience and lessons learned with the rest of the participants. Meeting with Aceh Besar stakeholders and other donors

On January 14, DBE1 met with the Head of Aceh Besar District, representatives of District Education Office, USAID, AusAID‟s SEDIA, and World Bank‟s BEC to discuss coordination among donors as well as results of dissemination that has been taking place for the past year. At this meeting, the Head of Education Office mentioned that there have been some changes in the way schools conduct their acitivities as a result of leadership and committee training sessions. However, he also mentioned that the financial support of Engaging District, donors is essential because the District Government does not have sufficient budget to implement programs to improve the quality of education. Province Stakeholders Mid Term Review of Aceh Provincial Strategic Plan (Renstra) of Education Sector DBE1 continued to take part in the review process of provincial resnstra together with AusAID, UNICEF, Provincial Education Office, Education Council, Office of Religious Affairs, Bappeda, and Aceh Besar Education Office. In this meeting, participants discussed methods of reporting as well as analysis to support such reporting. Establishment of Education Development Coordination Team DBE1 took part in a meeting of the Education Development Coordination Team on March 15. Established by an Aceh Governor Decree, the purpose of the team is to support implementation of the province‟s education-sector renstra through synchronized and integrated planning and budgeting of education sector. The team will also make recommendations related to education-sector quality improvement to the Governor.

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North Sumatra DBE1 activity

January – March 2010 School-level programs School Planning 2010-2014 for Cohort 1 SD/MI

School planning (RPS/RKS/RKT)

In Cohort 1 schools, members of school plan working group worked together to develop school profile, use the profile to determine objectives, establish plans and budget for 2010 – 2014 period, determine programs to implement those plan, and find available funding resources. The process commenced in January for schools in Tebing Tinggi and Deli Serdang districts and later on for schools in other districts. Some of the challenges faced by DBE1 team were, in some schools, some principals were occupied with other work and had to leave the plan development process quite often. Also, because some of these schools have new principals or committee members, District Facilitators had to spend more time explaining the plan development process. In some schools in Deli Serdang, additional time was needed to complete the school plan. School Committee Training

Strengthening School Committees

Following the training to prepare school committees to participate in the musrenbangdes which was provided in December 2009, during this quarter, DF provided in-school mentoring for school committees to assist them to participate in the musrenbangdes in all villages and sub-districts. In general terms, proposals from the school committee members who were supported gained a positive response and it was agreed to include these in village budgets (ADD/APB Desa). District-level programs

District Education Governance

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DBE1 North Sumatra assisted stakeholders in Dairi, Tapanuli Utara, and Tapanuli Selatan to develop education-sector policy instruments. This resulted in a Circular Letter from the Head of the Education Office of Dairi District, dated March 18, and a similar letter for Tapanuli Selatan District, also dated March 18, requesting schools in both districts to develop their school plan in accordance with the Government Regulation (Peraturan Pemerintah) 19 Year 2005 and the Regulation of the Minister of National Education (Permendiknas) 19 Year 2007. In Dairi, the initiative to develop the circular letter came from the newlyappointed Head of District Education Office. Bapak Drs. Pasder Berutu expressed an interest in learning about DBE1 programs as well as a concern that the current government regulation on school plan development (Permendiknas 19 Year 2007) does not ensure that schools have their own quality plans. As a result of this situation, school plans often consisted of the same list of activities that had been used for years. He also indicated that he hopes that schools development plan (RKS) will be used as input for Education Office Plans (Renja and Renstra). The Head of the Education Office also plans

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DBE1 activity

January – March 2010 to send the Circular Letter to the Head of District Office, Committee C of the local Parliament, the district Education Council, and the North Sumatra Education Office. In Tapanuli Utara, the District Education Office used similar Circular Letter of Deli Serdang Education Office (which was developed with the support of DBE1) as a guideline. Also, because DBE1 will conclude its work in the near future, the District Education Office indicated that it hopes the issuance of the Circular Letter will encourage more schools to develop school plans and, therefore, support the sustainability of DBE1 programs. In South Tapanuli, a similar process to develop a Circular Letter was ongoing in this reporting period. District Education Planning (Renstra) In Tebing Tinggi, public consultation session to discuss Education Office strategic plan (rencana strategis or renstra) was held on March 11. The event was officially opened by Mayor of Tebing Tinggi and attended by district stakeholders, including representatives of 12 Tebing Tinggi District Offices. Some inputs from session‟s participants were:

District Education Planning and Capacity Assessment

 Budget allocation and program implementation should be done to improve quality of education.  Members of Education Council to be more active in identifying and working with private sectors to improve education-sector.  Strategic plan to accommodate Tebing Tinggi‟s plan to become an “education-based service city” (kota jasa berbasis pendidikan.)  A plan to include utilization of ICT, in particular improvement of internet access for students and inclusion of health-related activities such as immunization for students.  The plan should be based on Tebing Tinggi Mid-Term Development Plan for the 2011-2015 period. However, since the election of the Tebing Tinggi Mayor will only be conducted in 2010, Education Office must anticipate the possibility that its renstra may not be aligned to district‟s plan. Dissemination

District Dissemination Activities

In Binjai, a total of 25 SD/MI took part in School Committee training from March 22 to 24 while a total of 20 SD/MI were trained in the RKS/M development process during the period, March 25-27. Binjai district allocated 144 million rupiah to support these activities. Meanwhile, three districts have allocated funds from their 2010 budget to support dissemination activities:

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January – March 2010

DBE1 activity District Sibolga Tapanuli Utara Tapanuli Selatan

Activities Development of RKS SD/MI Development of RKS for 15 SMP Development of RKS for 10 SD

Budget (2010) Rp 80.000.000 Rp 75.000.000 Rp 60.000.000

In Deli Serdang, as part of implementing the Head of Education Office Circular Letter, a total of 176 schools from four sub-districts will take part in RKS development process. ICT & Data Management North Tapanuli ICT Grant Implementation of ICT Grant in Tapanuli Utara was completed in this reporting period. Results included: ICT/Hotspots and Grants

 Training in messaging system, blogging, internet and html, and PC trouble shooting methods for a total of 1,014 people consisting of District Government staff, students and community members  Education Office website: http://www.disdik-taput.net/  Training in basic computer skills, MS Office, and internet for staff of Tapanuli Utara district library  Establishment of a Library Information System Monitoring and Evaluation

Routine Monitoring

From January to March, DBE1 North Sumatra collected data and information for:  Measure 3 Monitoring and Evaluation of RKS implementation for SMP/MTs  Measure 3 Monitoring and Evaluation for ICT  Baseline and Measure 1 for RKS dissemination activities.

West Java & Banten DBE1 activity

January– March 2010 School-level programs

School Database System (SDS)

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During the January to March period, DBE1 West Java and Banten conducted SDS training for Cohort 2 schools in Jalancagak and Pagaden sub-districts in Subang. As a result of this training, participants were able to use the newest version of SDS to store and manage their data and information as well as to produce documents such as supporting document for BOS report and School Report Card.

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DBE1 activity

January– March 2010 Participation in Musrenbangdes

Strengthening School Committees

Committee members from schools in Lebak, Cilegon, Indramayu, and Garut took part in pre-musrenbangdes workshop to analyze how school programs could be supported with village budgets. Participants agreed that activities such as building and maintenance of infrastructure and facilities were those that could be financed by the village. Based on this agreement, committee members took part in respective village musrenbang. Because of this experience, committee members were exposed to budget allocation process that took place at village level. They also learned that although in average each village receives 60 million rupiah, this amount was not based on the four components (poverty, basic education, health, and affordability.) In this forum, committee members emphasized the need for village to take part in the effort to improve quality of education. District-level programs Facilitation to Develop Sukabumi Head of District Regulation

District Education Governance

DBE1 assisted Sukabumi stakeholders to develop a Head of District Regulation on Education (Peraturan Bupati.) The Regulation was designed as a legal umbrella for the Sukabumi Education Office to implement programs to improve education, in particular for schools to have RKS and RKT. Throughout this reporting period, DBE1 and Sukabumi stakeholders discussed topics such as definitions, regulations, stages of district planning and budgeting along with strategies to incorporate planning at school level into that of the district. Participation of the Education Council in district renstra’s development. In the mean time, DBE1 also encouraged the participation of Bogor and Cilegon Education Council members in their districts‟ renstra development process. District Education Planning (Renstra - LAKIP - Renja)

District Education Planning and Capacity Assessment

District Education Office Strategic Plan (Rencana Strategis or Renstra) In West Java and Banten, renstra development took place in Garut, Bogor, and Cilegon. In Garut, the Head of the Education Office and Heads of Divisions were very interested to learn about the use of valid and up-to-date data as a basis to develop a renstra. To ensure that the data that were used in the process were correct, District Education Office requested staff of the sub-district education offices to verify data directly.

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DBE1 activity

January– March 2010 Development of a Report on Accountability and Performance of Government Institutions or LAKIP (Laporan Akuntabilitas Kinerja Instansi Pemerintah.) As part of the DBE1 effort to improve the capacity of district stakeholders in education governance, team members assisted stakeholders from Sukabumi, Karawang, Indramayu, Bogor, Tangerang and Lebak to develop their LAKIP. Throughout the process, it was difficult for participants to determine target indicators because such indicators were not available in district‟s renstra. DBE1 then facilitated inclusion of indicators such as district budget to be used in district‟s Report.

District Education Finance Kabupaten/Kota (AKPK)

Analysis/Analisis

Keuangan

Pendidikan

The DBE1 team from West Java and Banten completed analysis of education finance with the Education Offices in Subang, Cilegon, Bogor, and Sukabumi. District Education Finance

In Subang, using AKPK results as an input, the District Education Office will issue a Circular Letter as the district‟s guideline to improve the quality of teachers and supervisors, and to request schools to develop school work and budget plans (Rencana Kerja dan Anggaran Sekolah or RKAS.) In Bogor, as a result of AKPK analysis process, team members found some unclear use of the District‟s Deconcentration Fund and allocation of APBN fund. They proceeded with further verification of this information. Dissemination

Supervisors and District Facilitators Forum

During the January to March period, DBE1 West Java and Banten completed a series of Forum activities in Cilegon, Tangerang, Karawang, Sukabumi, Garut, and Indramayu. Participants discussed issues such as a plan to train more SMP/MTs and continued involvement of committee members in musrenbangdes in the future to ensure sustainability.

ICT & Data Management

PDMS

Until March 2010, total training sessions conducted in West Java was 732 training sessions and in Banten 321 sessions, resulting in total of 1,053 events. As for the total training activities for the period of January to March in the two provinces, there were 50 training sessions. Up until the end of March 2010, 9,353 participants attended from West Java, while the number from Banten was 3,086. For the period of January to March, a total of 355 people from West Java and 172 people from Banten were trained.

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DBE1 activity

ICT/Hotspots and Grants

January– March 2010 In Karawang, grantees completed a series of computer training sessions for students and teachers. A total of 1,020 people were trained. Grantees have also completed their third report, containing information related to the training. DBE1 also conducted monitoring and evaluation Measure 3. In Tangerang, consortium members have already trained participants on internet, email, and web functions for e-hotspots (school.net and e-catalog) They will further develop e-hotspot network for Office of Religious Affairs and continue the training activities. Similar training activities were also conducted in Sukabumi. DBE1 also completed data collection for monitoring and evaluation Measure 4. Monitoring and Evaluation

Monitoring and Evaluation

In this quarter, DBE1 team members completed data collection for measure 6 for Cohort 1 schools and measure 5 for Cohort 2 schools. In the meantime, data collection for SMP/MTs and schools taking part in dissemination was still ongoing. Partnerships Cooperation with UPI as Service Provider, Kota Cimahi, and DBE1

Other activities

DBE1 West Java and Banten worked together with service providers from UPI to train Cimahi stakeholders in school-level programs as well as to in renstra, AKPK, and BOSP.

Central Java DBE1 activity

Jan – Mar 2010 School-level programs School Development Planning for 2010-2014 period for Cohort 1 schools

School planning (RPS/RKS/RKT)

Training and facilitation was provided to schools in Cohort 1 districts (Jepara, Boyolali, Karanganyar, Klaten, and Kudus) to help them prepare 2010-2014 school development plans. District Facilitators who had been trained in the Facilitator Forum took part in facilitating the process. By the end of March, all schools in Boyolali, Klaten, and Jepara received three mentoring visits. Although most had also already received facilitation visits, in other districts schools mainly had to wait until the facilitators were not occupied with other activities such as preparation for national examination or school accreditation. It is hoped that all schools in all Cohort 1 districts will complete the RKS/M development process by the first week of April.

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DBE1 activity

School Database System (SDS)

Jan – Mar 2010 All Cohort 1 schools completed the SDS process in this period while a total of 96 Cohort 2 SD/MI already updated their SDS. To enable schools that did not have computers to take part in the process, facilitation sessions took place at Cluster Learning Centers (Pusat Sumber Belajar Gugus or PSBG.) Also, some schools such as those in Bener Sub-District, Purworejo, established SDS Forum as a place to learn and use the system together.

District-level programs

Facilitation of Jepara District Regulation Draft on Education Starting from January 2010, DBE1 Central Java assisted with development of a draft District Regulation on education in Japara (Rancangan Peraturan Daerah Pendidikan). The process was conducted together with a team of 18 people representing the Education Office, Office of Religious Affairs, Law Department, Education Council, Teachers Association, NGO, and community members.

District Education Governance

The process started with issuing of a Head of District Decree to establish the team and select its members. To provide a clear picture on district‟s educationsector condition, Focus Group Discussion was conducted with those involved in developing and implementing education policies in Jepara. Including amongst the participants were the Secretary of the District, Bappeda, the District Personnel Board, Sub-District Education Office, school supervisors, and students. Some of the issues identified by the FGD were poor quality of education management and the need to handle issues such as facilities and infrastructure, teaching and learning, and education finance as a priority. At the beginning, challenges faced by the DBE1 team were team members‟ busy schedules, insufficient knowledge within the team on related education policies, and minimum administrative support. To address these issues, DBE1 conducted facilitation sessions after office hours, continuously provided team members with information on policies on education, and requested he district to make office space available to the team for use any time. At this point, the team working with DBE1 has already finished a draft of the academic policy paper as well as a first draft of the regulation. Capacity Development for Newly Elected Parliament Members Several conferences were held this quarter for new members of district parliaments in DBE1 target districts to provide information related to education sector and programs to improve the quality of education. One of the conferences‟ presenters was the Vice Head of Central Java Parliament who discussed roles and functions of provincial and district parliaments in supporting better governance in the education sector. In these conferences, participants learned about National Education Standards, Minimum Education Service

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Jan – Mar 2010 Standards, planning at district and school level, policy development for students with special needs, and others matters. These conferences provided an opportunity for legislators to familiarize themselves with issues related to education. Participants reportedly found the information very useful and plan to use it as basis for consultation with other district stakeholders. However, a number challenges were also faced in running these conferences, particularly the big difference in experience and background related to education among participants, and a tendency to treat those from the executive branch not as equal.

Discussion with NGOs on advocacy for adequate planning and budgeting for the education sector DBE1 invited members of three NGOs from Jepara, Boyolali, and Blora to discuss education sector planning at school and district level and how NGOs can support the integration of these planning mechanisms. Participants also learned about education sector budget spending and National Education Standards. Although participants were selected based on their prior involvement in efforts to improve education quality in their districts, it was quite a challenge for DBE1 to manage the discussion. That was because most of the participants had very little knowledge about the subject of education planning and finance. Participants also realized their limitation and requested DBE1 Central Java for further support and training.

HRD Management, Asset Management, and School Supervision

District Education Planning and Capacity Assessment

In this period, a piloting activity for asset management commenced in Purworejo. Fully supported by the District Education Office, this activity aimed to provide guidelines to schools and district stakeholders on managing their education-sector assets. Focus Group Discussion was also conducted to obtain preliminary information from supervisors, Education Office staff in charge of assets, and principals regarding current condition of asset management in schools. The main challenge in this activity was the confusion caused by different policies issued by MONE and MOHA on asset management. In addition, because of lack of an available system, most schools still do not practice good bookkeeping practice when it comes to recording their assets. To assist schools and the Education Office, DBE1 held several workshops, with the latest one conducted on March 22. The workshop was attended by a total of 133 participants including principals, supervisors, and the staff of Education Office in charge of assets from 16 sub-districts. The aim was to improve participants‟ capacity in completing the tasks in accordance with Government requirements and the various guidelines by using DBE1-developed software. Other DBE1

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DBE1 activity

Jan – Mar 2010 Provincial Coordinators also took part in this workshop.

District Education Planning (Renstra - LAKIP - Renja) District Education Office Strategic Plan (Rencana Strategis or Renstra) In Central Java, all but Klaten district have now completed their renstra. In Klaten, the process was not finalized because of lack of commitment from the Head of Klaten Education Office and other members of the renstra development team. Report on Accountability and Performance of Government Institutions or LAKIP (Laporan Akuntabilitas Kinerja Instansi Pemerintah.) As the final step to support development and implementation of renstra, DBE1 facilitated the development of LAKIP in seven districts (Jepara, Purworejo, Blora, Kudus, Grobogan, Demak, and Karanganyar). Although at the beginning of the process supporting data was incomplete, participants were not discouraged and worked intensively with personnel from their respective districts to ensure that data and information used as a basis to develop LAKIP was sufficient. Participants were also very eager to complete the process because it coincided with a request from the District Government for each District Office to have their own LAKIP by February 2010. The process is now completed in all those districts.

District Office Yearly Plan (Rencana Kerja or Renja) Also as next step to renstra finalization, these seven districts received facilitation to complete their yearly plan (renja.) DBE1 Central Java provided assistance to the seven districts and expected the process to be completed by May 2010. Participants were eager to complete their renja because they realized that a good yearly plan will help them to develop their LAKIP in 2011 and be used as input for district 2011 budget. Dissemination Dissemination of RKS development and training of school committee and principals.

District Dissemination Activities

In Central Java, a total of 1,288 schools/madrasah from eight partner and three non-partner districts (Batang, Temanggung, and Gunungkidul) took part in dissemination of DBE1 school-level programs this quarter. The budget for these activities was Rp 455,955,800 with more than Rp 300,000,000 from schools, Rp 74,000,000 from districts budgets, and Rp. 52,000,000 from national budget implementation (Daftar Isian Pelaksanaan Anggaran or DIPA). Although participants were eager to learn about the programs, at times the

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Jan – Mar 2010 process was slowed down for the following reasons: (1) some school committees were not used to being involved in school activity, (2) insufficient numbers of supervisors, and (3) low level of understanding on RKS/M development process. To address these issues, DBE1 further facilitated participants during meetings of teacher working groups and provided more information to supervisors on the RKS/M development process. These supervisors were also involved as cofacilitators of the dissemination process. Monitoring of Central Java and Yogyakarta Islamic Schools Supervisors Activities After conducting Training of Trainers for supervisors of Islamic Schools in Central Java and Yogyakarta, DBE1 conducted monitoring of the supervisor activities in eight sample districts in Central Java and two in Yogyakarta. Results of this monitoring indicated that a range of different activities were conducted by the supervisors, from introducing topics to other supervisors and heads of madrasah to conducting independent training sessions. These activities were funded by either the schools, the national budget or a combination of the two.

Supervisors and District Facilitators Forum

Forums were held in Purworejo, Klaten, Demak, and Blora. Topics of discussion included facilitation techniques as well as process of developing RKS/M. Most of participants were already conversant in these topics and have been involved in facilitating non-DBE1 schools to take part in DBE1 school-level programs. ICT & Data Management

ICT/Hotspots and Grants

In Klaten and Karanganyar, grantees completed the reporting requirement. For both districts, grantees provided additional mentoring so that grant beneficiaries could maintain assets properly and to ensure sufficient knowledge on ICT that could be used after the program ends in the near future. Monitoring and Evaluation DBE1 Central Java completed data and information collection for:

Routine Monitoring

 Measure 5 for Cohort 2 schools  Measure 6 for Cohort 1 schools  Measure 3 for non DBE1 schools  Measure 3 for ICT

Partnerships Engaging District, Province stakeholders

Surakarta District Government agreed to DBE1 assistance to develop the District Education Office‟s renstra, AKPK, and BOSP. The District Education Office is currently waiting for the Mayor or Secretary of Surakarta City to sign the Guidelines of Cooperation (Kerangka Acuan Kerjasama or KAK) with DBE1.

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East Java DBE1 activity

Januari – Maret 2010

School-level programs School Planning 2010-2014 for Cohort 1 SD/MI School planning (RPS/RKS/RKT)

Training to develop schools plan for the 2010-2014 period started in February in Surabaya, Mojokerto, Sidoarjo, Bangkalan, and Tuban. So far, most of these schools have completed training on the school budgeting mechanism and are expected to finalize their school plan by end of April.

School Database System (SDS)

Schools in all nine partner districts (Bangkalan, Sidoarjo, Tuban, Mojokerto, Surabaya, Bojonegoro, Nganjuk, Pasuruan, and Sampang) have completed training to use the newest version of SDS. As a result of these training sessions, some schools were encouraged to purchase their own computer. At the same time, because some of the staff in charge of computer usage or data/information were transferred to other schools, DBE1 had to train new personnel.

Participation in Musrenbangdes/kel

Strengthening School Committees

Since January, DBE1 has trained committee members in Surabaya, Tuban, Bangkalan, Sidoarjo, Mojokerto, Pasuruan, and Bojonegoro to take part in musrenbangdes/kel. In Surabaya, three DBE1 facilitators helped committee members discuss possible alternatives for financing school activities, selected members who would attend the forum, and discussed lessons learned from taking part in last year‟s musrenbangdes. In Tuban, committee members agreed to invite village head (Kepala Desa) to take part in activities prior to the forum and provide him/her with information regarding schools‟ conditions. In Mojokerto, as a result of committee member participaton in the forum, SDN Kedudung in Mojokerto received some support to build a new drainage system. Meanwhile, in Pasuruan, the village agreed to allocate some of its budget to build a new gate for SDN Beji 1. District-level programs Facilitating the Revision of the Bangkalan District Regulation Draft on Education (Rancangan Peraturan Daerah Pendidikan or Ranperda Pendidikan)

District Education Governance

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Following a recommendation from the Legal Department of the East Java Provincial Government, the Draft Regulation was revised so that Education Office Vision and Mission were aligned with those of the District Government. Representatives of Bangkalan Education Office took part in this activity.

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DBE1 activity

Januari – Maret 2010

Facilitating the Development of the Tuban District Regulation Draft on Education On March 8, a public consultation session was held to discuss a draft of the Tuban District Regulation on Education (Ranperda Pendidikan.) Participants included reperesentatives of the Education Office, Office of Religious Affairs, teachers, the Education Council, press, parents, and students. In this session, participants provided input on how to solve problems that were identified in the draft development process.

District Education Planning (Renstra - LAKIP - Renja) District Education Office Strategic Plan (Rencana Strategis or Renstra) In Bangkalan, on March 25, DBE1 assisted the Education Office of Bangkalan to review and synchronize its renstra with the Head of the District‟s Mid-Term Development Plan. Report on Accountability and Performance of Government Insitutions, or LAKIP (Laporan Akuntabilitas Kinerja Instansi Pemerintah.) District Education Planning and Capacity Assessment

A total of seven partner districts (Bangkalan, Sampang, Nganjuk, Mojokerto, Bojonegoro, Tuban, and Pasuruan) took part in workshops to assist in the development of LAKIP in this period. Participants of the workshops were Heads and staff of the Planning Sections as well as Heads of Finance Sections from each district. They also took part in the subsequent facilitation sessions. Drafts of LAKIP have been completed, presented to the respective Education Office representatives, and revised accordingly. The final documents will then be presented to the District Government. District Office Yearly Plan (Rencana Kerja or Renja) A workshop on the development of partner-districts‟ yearly plans (Renja) was conducted from March 30 to April 1 in Kediri, East Java. The districts of Nganjuk, Bangkalan, Sampang, Tuban, Mojokerto, Pasuruan, and Bojonegoro sent three representatives each to take part in this event.

Dissemination

District Dissemination Activities

RKS/M Development Process for SD/MI  The facilitation process was completed for 125 schools in Pasuruan District.  Supervisors from 82 schools in Bangkalan took part in the process.  A total of 25 MI from Palang sub-district, Tuban took part in RKM development process.  Schools in two sub-districts (Kemlagi and Kutorejo) of a non-partner

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Januari – Maret 2010

DBE1 activity



district (Mojokerto Kabupaten) took part in the process. At the end of March, plans from participating schools were presented to the Mojokerto District Education Office. Training of Trainers for 30 supervisors and 30 principals in five subdistricts in Tulungagung (non-partner district) took part on January 26 to 28 and February 8 to 10. Facilitation to these schools will be provided in April.

Leadership Training On February 17 and 18, a training session to improve the leadership capacity for 67 principals of Mojokerto Municipality was conducted. This activity was funded by the district budget. To prepare for the activity, DBE1 also trained school supervisors from Mojokerto. School Data Base System (SDS) The Office of Religious Affairs of Tuban disseminated SDS for all 190 MIs in the district. The budget was from Office of Religious Affairs of Tuban. ICT & Data Management

ICT/Hotspots and Grants

To monitor grant implementation in Surabaya, DBE1‟s EMIS and ICT Coordinator met with the lead grantee (PT. ITS Kemitraan) and the Head of Surabaya Education Office. As a result of this meeting, the Education Office will issue a Circular Letter requesting participating schools to establish an IT team consisting of three teachers who will be trained by the lead grantee on DigiSchool. Subsequent training was conducted by grantee to schools to update their data such as students profile, grades, and schools‟ finance. Facilitation is planned to take place until the end of March.

Monitoring and Evaluation

The DBE1 East Java team completed data collection for the following monitoring and evaluation activities:

Routine Monitoring

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     

Measure 5 for Cohort 2 schools Measure 6 for Cohort 1 schools Measure 3 for non DBE1 schools Measure 3 for ICT Measure 3 for SMP/MTs Baseline and Measure 1 in 10 SD/MI participating in dissemination

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DBE1 activity

Januari – Maret 2010

Partnerships Workshop to build stakeholder support in Bojonegoro On January 5 and 6, DBE1 held a workshop to build and maintain education stakeholders support for School Based Management dissemination efforts. Among the participants were the Vice Head of the District, representatives of the Education Office, UNICEF and DBE23. The Education Office agreed to establish district and sub-district level teams to support school-based management (MBS) implementation in respective areas. These teams will use manuals that have been developed by DBE1 and UNICEF.

Report of National and East Java SIPPK Analysis to East Java Bappeda.

Engaging District, Province stakeholders

DBE1 presented results of the analysis of National and East Java SIPPK to East Java Provincial Bappeda. The event was attended by Head of East Java Education Office, Head of East Java Bappeda, East Java Development Bank, representatives of Sampoerna Foundation, the Education Council, and others. The presentation aimed to provide information to the provincial government that can be used as input when analyzing achievement of East Java‟s mid-term development plan indicators.

Assistance to Education National Standard Board In this quarter, East Java assisted Education National Standard Board (Badan Standar Nasional Pendidikan or BSNP) to collect data for components of school unit cost in four districts (Bangkalan, Sampang, Bojonegoro, and Pasuruan.) As in other provinces, representatives of Education Office, schools (SD, SDLB, SMP, SMA, and SMK,) and BSNP filled out different forms with unit costs for each education level. Workshops to support efforts to reduce illiteracy rate in East Java DBE1 continued to take part in efforts of East Java provincial government to reduce illiteracy rate in its areas.

Other Comparative Study by representatives of Lembata District, Nusa Tenggara Timur, to Bojonegoro. Other activities In the beginning of March, DBE1 schools in Bojonegoro (SDN Baureno 1 and SDN Dander 1) were visited by representatives of Lembata District. The visit aimed to gather information regarding school management methods that have

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Januari – Maret 2010

DBE1 activity

been implemented in these schools. Topics that were reviewed included process of RKS/M development and establishment of class-based association (Paguyuban Kelas.) Lembata District Government is planning to implement similar approach in its districts with support of Plan International. The team also visited some UNICEF schools for similar purpose.

South Sulawesi DBE1 activity

January-March 2010 School-level programs Cohort 1: School Development Planning for the 2010-2014 period

Throughout February, schools in Cohort 1 districts in South Sulawesi (Enrekang, Jeneponto, Pangkep, Soppeng, and Palopo) took part in developing their 20102014 school plans. As part of this process, schools used the results of SDS to develop their profiles. In Enrekang, the Secretary of the Education Office School planning reminded schools about the importance of school planning (RKS) as well as (RPS/RKS/RKT) school activity and budget planning (RKAS) and the involvement of committee in supporting schools to implement their activities. Challenges in this process included the fact that some schools did not have computers, several participants were unable to use computers properly, viruses, and incomplete data. To try to address some of these problems, the training sessions took part in DBE Cluster Learning Centers where computers were available and could be used by all. All of the schools completed documents by the end of March.

School Database System (SDS)

In this period, Cohort 1 schools were trained to update their SDS data. As at the end of March, most schools had updated around 80 to 95% of their SDS data.

Participation in Musrenbangdes/kel

Strengthening School Committees

More than 200 committee members of DBE1-partner schools in Makassar, Palopo, Pangkep, Soppeng, Enrekang, Pinrang, and Sidrap were trained to take part in the musrenbangdes/kel in their villages. Through these training sessions, committee members learned about the types of programs that could be funded by village budgets or other sources of funding at village level. Committee members will identify and select programs to be presented during musrenbangdes. Throughout the process, DBE1 allocated additional time to explain relevant issues to participants since most of them were not familiar at all with the situation. DBE1 also reminded participants about the importance of participative planning at all levels, including at the village-level. In Pangkep, the Head of Ma‟rang sub-district was one of the presenters for the

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January-March 2010 activity. He reacted positively to the involvement of committee members in the Forum and suggested that school commitees lobby their relevant village government to respond to the inputs of committees and schools. In Soppeng, Enrekang, and Pirang, representatives of Bappeda took part and their response was very positive. District-level programs

Facilitation of the draft District Regulation on Education in Soppeng DBE1 held a public consultation session on March 4 at the Head of District Office. In addition to he DBE1 Chief of Party, the Head of the District, Vice Head of Parliament, representatives of the Education Office and other district offices, schools, and teachers took part. In his statement, the Head of the District mentioned that the development of the draft Soppeng District Regulation on Education represented the district‟s concern and effort to improve quality of education. Team members from the Education Office further finalized the document from March 23 to 25. It is planned to present it to the Legal Department at the beginning of April.

Capacity Development for Newly Elected Parliament Members

District Education Governance

The event was held from February 24 and 25 and attended by a total of 27 people from eight partner-districts parliaments. Out of this eight, six districts sent the Vice Head of their parliament, the Head or Secretary of the Committee and/or the Head of the Budget Committee. The parliamentarians learned more about planning and budgeting in the education sector, evaluating the performance of government institutions, as well as DBE1 programs and achievements. Participants were encouraged to discuss issues related to education and prepare recommendations to improve quality of education in their areas. Throughout the workshop, participants were divided into three functionality-based groups: legislative, budgeting, and monitoring. Members of these groups then discussed related issues as well as future strategies to improve the quality of education in their regions. Participants also understood the importance of having reliable and valid data and information as a basis to develop policies and recommended the relevant parliamentary committees collect and manage required data as part of their work in their districts. As a result of this workshop, participants made recommendations to: (1) evaluate the implementation of South Sulawesi‟s free education program, (2) change the allocation of the province‟s free education program funding from 40% for the province and 60% for districts to 60% for province and 40% for districts, (3) consistently implement related Decrees of the Minister for Education on the appointment of principals and supervisors, (4) allocate more budget for teaching/learning activities and proportionally less for infrastructure,

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DBE1 activity

January-March 2010 (5) develop cooperation between provinces and districts to improve the roles and functions of parliament, (6) support community involvement in planning and budgeting for education, and (7) support the improvement of education sector management.

District Education Planning (Renstra - LAKIP – Renja) Report on Accountability and Performance of Government Institutions or LAKIP (Laporan Akuntabilitas Kinerja Instansi Pemerintah.) In South Sulawesi, a workshop to assist stakeholders from nine districts to develop their LAKIP was conducted in two batches. The first one, attended by Cohort 1 districts, was conducted on January 25-27 while the second one for Cohort 2 districts was held from January 27 to 29. Each district sent a team of four members which consisted of a combination of the following positions: secretary, head or staff of the elementary education division, head or staff of the junior secondary education division, head of planning, or representative from the education office data or finance department. In addition, representatives of Barru district also took part.

District Education Planning and Capacity Assessment

Throughout the process, participants realized that most offices in the districts still do not have work plans or strategic plans as a basis for their activities while reporting of education office activities were often done with little coordination with other institutions, for example between district education office and schools. As a result, most of the reports were not synchronized with each other in terms of format and substance. DBE1 facilitation should help district offices to improve this situation. By the end of March, DBE1 has facilitated the development process for LAKIP in all partner districts, including Barru. District Office Yearly Plan (Rencana Kerja or Renja) DBE1 South Sulawesi held a Renja development workshop for seven partner districts from March 31 to 2 April in Makassar. Participants were provided with the opportunity to work with each other and developed the Education Offices‟ Renja together with related budget documents. They were also trained to establish yearly plans for the Education Offices, included planned outputs, and performance indicators for each objective. Support for Renstra: SIPPK/Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (DPISS) In this reporting period, SIPPK training sessions were held for stakeholders in Makassar, Sidrap, and Barru. In Sidrap, the activity was funded by the district‟s budget. Sidrap requested this retraining because most of SIPPK team members have changed since the last time DBE1 conducted the activity. They also added more people as members of the new team. In Barru, training was carried out to

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January-March 2010 provide the necessary skills and information to district stakeholders prior to its renstra development process.

District Education Finance Analysis/Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK)

District Education Finance

DBE1 assisted stakeholders of Barru district to develop and analyze their district education finance. During the last workshop that was carried out on March 10 and 11, stakeholders were able to calculate the education budget for 2009. School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP)

DBE1, together with a service provider, also assisted Barru stakeholders to calculate their school unit cost. Public consultation session is planned to take place at the end of April. Dissemination

Supervisors and District Facilitators Forum

Facilitators Forums have been carried out in all District 1 Cohorts in this reporting period. The aim of these forums was mainly to provide facilitators and supervisors with the necessary knowledge and latest information on the RKS/M development process. To encourage the direct involvement of supervisors in the process, they were often requested to help their own schools to finalize their school plans. Currently, there were 16 members of Facilitator Forum that were responsible for the development of RKS/M in DBE1-partner schools. Monitoring and Evaluation

Routine Monitoring

DBE1 South Sulawesi completed data entry for the latest round of monitoring and evaluation activities in February. Partnerships Coordinatin Meeting between Donor Organizations on the Implementation of School Based Management and Sharing of Good Practices

Engaging District, Province stakeholders

The meeting was held from February 1 to 3 and was attended by representatives of DBE123, UNICEF, UNESCO, JICA, ILO, and the British Council. Presentation of Work Cooperation Guidelines (KAK or MOU) from DBE1 to Barru District Government On March 4, DBE1‟s Chief of Party presented the Work Cooperation Guidelines between DBE1 and Barru District Government. DBE1 will assist stakeholders in BOSP, AKPK, SIPPK, Renstra, and LAKIP.

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Annex 2: Success Stories DBE1 held public consultation of Draft of Soppeng District Regulation on Education On March 4, DBE1 held public consultation session to discuss Draft of Soppeng District Regulation on Education at the Head of District Office. In addition to the DBE1 Chief of Party, the Head of District, Vice Head of Parliament, representatives of the Education Office, Office of Religious Affairs, local schools and madrasah, committees, supervisors, and teachers took part. The decision to develop draft regulation on education was based on Soppeng Education Council recommendations back in May 2009 and District Parliament and Education Office comparative visits to Bandung and Gresik earlier. The process started in June 2009 with establishment of development team that consisted of subteam of experts, of academic and regulation drafts development, and of implementers. Team members did not only consist of those from Education Office, but from other institutions. For academic and regulation draft development, for example, members were from District Law Department, Bappeda, Indonesian Teacher Association, and NGO. To ensure that team members had a clear understanding of district‟s educationsector condition, DBE1 facilitated Focus Group Discussion where information was obtained from different resources such as school supervisors, principals, teachers, committee members, students, and others. Further, team members identified possible national and local laws and regulations that could be used as references and basis of academic and regulation draft. Even though this process was meticulous, team members were not discouraged to take part. In December 2009, the academic draft portion of the document was completed and team members continued to with the whole development process. On March 4, 2010, the public consultation session was carried out to provide opportunity to district stakeholders to give input to the draft document. This stage in the document development is crucial as it encourages participation of not only Education Office personnel but other stakeholders related to the education sector making the process transparent and participative. In his statement, the Head of the District, Drs. H. A. Soetomo, M.Si, Head of Soppeng District presented souvenir to DBE1 Chief of Party during public mentioned that the development of the consultation session draft Soppeng District Regulation on Education represented the district‟s concern and effort to improve quality of education. In addition, other stakeholders also provided constructive response to the draft. Based on the inputs in the public consultation sessions, team members with DBE1 assistance continued to finalize the document. Soppeng Draft of Regulation on 96

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Education is planned to be presented to the Head of District during the fourth week of April 2010. The latest version of Draft contains regulations such as: 

Article 9: Community Members  Community members have equal right and stand to obtain education in accordance with principles of provision of education services through formal and non-formal channels  Community members have the right to participate in planning, implementation, monitoring, and evaluation of education services  Community members have the right to obtain data and information related to education services



Article 10: Community members must support provision of education services



Article 41: School Database System  District Government is required to provide school database system  School database system is used to develop profile, school report card, accreditation report, and report of school finance as well as other needs related to school development  To the following must exist to operate school database system: (a) ICT support, (b) administrative staff, and (c) school basic data  Head of Education Office will establish further implementation mechanism



Article 45: School-Based Management  Each education unit must develop school plan (Rencana Kerja Sekolah/RKS, Rencana Kerja Tahunan/RKT, and Rencana Kegiatan dan Anggaran Sekolah/RKAS.)  School plan is aimed to: 

Provide quality improvement that needs to be achieved in mid-term plan (four years)



In accordance to vision, mission, and goals of national education and relevant to community needs



Accommodate inputs from others such as school/madrasah committee and are decided by a meeting that is lead by principal and such decisions are informed to school/madrasah members and others

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Circular Letter of Education Office of Banda Aceh, Dairi, and Tapanuli Selatan, encourage sustainability of DBE1 programs. Many donors‟ education quality improvement programs have been implemented in Indonesia for the past years and produced positive results, but unfortunately many of these results do not stay for a long time, in particular when these programs end. USAID/DBE1 realizes this and tries that not only partner schools will continue implementing DBE1 programs but also more schools in more districts enjoy the positive results of DBE1 programs, even after DBE1 ends in 2010. To support this, DBE1 encourages partner-district government to issue some policy or regulation that will include implementation of DBE1 programs as part of district government activities.

SDS training in SD 16 Syiah Kuala, Banda Aceh

Dairi District Head of Education Office, Bapak Drs. Pasder Berutu, MA (second from right) participated directly in discussion of draft of Circular Letter.

In partner district of Banda Aceh, Dairi, and Tapanuli Selatan, for example, DBE1 has been supporting 53 SD/MI and 8 SMP/MTs to improve quality of education through better schools management and governance. Programs include capacity building for school principals and committee members, development of school plan, and implementation of School Database System (SDS.) DBE1 works with Education Office of respective districts so that schools can continue these activities even after DBE1 programs ends in 2010. Considering the success that has been shown in DBE1-partner schools, Banda Aceh, Dairi, and Tapanuli Selatan District Education Office each issued a Circular Letter requesting all schools in their areas to implement programs which methodology and approach was developed by

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Tapanuli Selatan District Education Office Circular Letter

More Effective Decentralized Education Management and Governance

DBE1. Some of these programs are development of school plan, school yearly plan, school mid-term plan, school work and budget plan, and implementation of School Database System. Education Office also requested supervisors who have been trained by DBE1 to monitor the process. In addition to Banda Aceh, Dairi, and Tapanuli Districts, until 2010, DBE1 has assisted Education Office in eight partner districts and one partner province (Aceh Besar, Aceh Tengah, Deli Serdang, Sampang, Mojokerto, Tuban, Surabaya, Nganjuk Districts and Banten Province) to issue similar Circular Letter that aim to continue implementation of DBE1 programs even after the program ends in 2010.

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Annex 3: Training for Project Beneficiaries In this quarter, DBE1 carried out a total of 256 training sessions where North Sumatra and South Sulawesi conducted the most sessions (59 and 54 sessions, respectively.) The total number of people trained was 3,486 which consisted mostly of school principals, school committee members, and teachers (1,909 participants.) If compared with the same data from last quarter (October to December 2010,) DBE1 also held same number of training sessions (256) and trained approximately the same number of participants (3,441.) (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.

2010

Province

Jan

Feb

March

Total

1 Aceh

10

13

1

24

2 Sumatera Utara

25

30

4

59

4

3

3

10

4 Jawa Barat

12

16

5

33

5 Jawa Tengah

16

10

14

40

6 Jawa Timur

20

11

5

36

7 Sulawesi Selatan

23

21

10

54

110

104

42

256

3 Banten

Total

Table A3-2: Summary of persons trained from January to March 2010 Com ponent

100

Male

Fem ale

Total

District Facilitator

117

36

153

School Principal/Vise

390

232

622

School Committee

348

115

463

School teacher

354

441

795

District Education Staf

337

78

415

MORA District Staf

15

4

19

Local Government

48

9

57

Parent (non School Committee)

4

-

4

CSO

1

-

1

DPRD

87

15

102

Education Board

44

4

48

Supervisor

261

79

340

Other

238

229

467

More Effective Decentralized Education Management and Governance

As mentioned above, the highest number of participants (1,909 out of 3,486 people) that were trained by DBE1 in this January to March session came from schools (principals/vice principals, teachers, and school committee members.) This was because DBE1 continued to train schools to update their school plan and SDS. A high number of committee members were also trained prior to their participation in musrenbangdes. Furthermore, as DBE1‟s effort to support programs sustainability continued in this period, a total of 813 people, which consisted largely of facilitators and supervisors took part in DBE1 programs, mainly in facilitators forums. 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 Institutions19 Component

Male

Female

Total

DBE DBE1

65

DBE2

1

DBE3

1

23

88 1 1

67

23

90

MONE Kantor Cabang Dinas

16

5

21

Kepala Bidang

9

2

11

Kepala Dinas

15

1

16

Kepala Seksi-KCD-UPTD

23

8

31

Kepala Unit

126

21

147

Staf

148

41

189

337

78

415

MORA Kepala Kantor

4

Kepala Seksi

2

4

Kepala Unit

1

1

2

Staf

8

3

11

15

4

19

Lainnya

192

68

260

Orang Tua Murid

123

37

160

Paguyuban Kelas

1

Tokoh Masyarakat

32

10

42

348

115

463

2

School Committee

1

LOCAL GOVERNMENT Bapedda

9

4

13

Dinas Terkait

37

4

41

Kantor Pemda

2

1

3

48

9

57

Guru

354

441

795

Kepala Sekolah

390

232

622

15

14

29

759

687

1,446

SCHOOL

Lainnya

SERVICE PROVIDER The number of beneficiaries reported here does not meet USAID reporting requirements which define a training beneficiary District Facilitator 117 36 153 as one who receives 24 hours of training and who can only be counted once in a year Lainnya 132 188 320 19

Pengawas

More Effective Decentralized Education Management and Governance

261

79

340

510

303

813

4

48

SERVICE USER CSO Dewan Pendidikan

1 44

1

101

Dinas Terkait

37

4

Kantor Pemda

2

1

41 3

48

9

57

Guru

354

441

795

Kepala Sekolah

390

232

622

15

14

29

759

687

1,446

SCHOOL

Lainnya SERVICE PROVIDER District Facilitator

117

36

153

Lainnya

132

188

320

Pengawas

261

79

340

510

303

813

SERVICE USER CSO

1

1

Dewan Pendidikan

44

4

48

DPRD

87

15

102

Lainnya

15

1

16

LSM/NGO

7

3

10

Media

2

Orang Tua Murid

4

Grand Total

2 4

160

23

183

2,244

1,242

3,486

Table A3-4: Analysis of training beneficiaries by activities Activity Name

Male

Female

Total

ACEH EXPANSION BOSP-Workshop I :Penyamaan Persepsi perhitungan BOSP

118

24

142

BOSP-Workshop II: Finalisasi penghitungan BOSP

112

18

130

8

1

9

16

2

18

BOSP-Workshop III : Internal Perhitungan BOSP DPISS-Data Completion DPISS-Workshop DPISS

42

5

47

296

50

346

Pembuatan Laporan

6

1

7

Workshop #1

9

1

10

AKPK

Workshop #2

5

1

6

20

3

23

Pendampingan 1

57

9

66

Pendampingan 6

4

9

13

Pendampingan 8

32

18

50

Pendampingan 9

113

31

144

Pendampingan 10

120

37

157

Pendampingan 11

86

27

113

412

131

543

Konferensi DPRD

26

1

27

Penyusunan Raperda

70

8

78

167

57

224

263

66

329

130

188

318

130

188

318

353

151

504

353

151

504

146

36

182

146

36

182

54

19

73

54

19

73

FORUM DF

GGSP

Other ICT Grants T2 Hotspot-Pelatihan BLOG Bagi Siswa di Tapanuli Utara School Committee (SD/MI) Musrenbang Desa LAKIP LAKIP RENJA Stakeholder Workshops

RENSTRA More Effective Decentralized Education Management and Governance

102 High level District workshop

38

5

43

Pelatihan DPISS

20

1

21

Pendampingan Entry Data

7

7

130

188

318

353

151

504

353

151

504

146

36

182

146

36

182

54

19

73

54

19

73

High level District workshop

38

5

43

Pelatihan DPISS

20

1

21

School Committee (SD/MI) Musrenbang Desa LAKIP LAKIP RENJA Stakeholder Workshops RENSTRA

Pendampingan Entry Data

7

Ws.#2 Visi, Misi, Tata Nilai

13

4

17

Ws.#3 Visi sp. Kegiatan

15

1

16

Ws.#4 Tujuan Strategis

6 37

8

45

136

19

155

Other

7

6

RKS (SD/MI) Lokakarya Tk. Kab./Kota

18

23

41

Pendampingan Thp. 1& 2 (Pendampingan 1)

238

149

387

Pendampingan Thp. 1& 2 (Pendampingan 2)

172

112

284

Pendampingan Thp. 1& 2 (Pendampingan 3)

172

112

284

Other

330

275

605

930

671

1,601

SD/MI-Pendampingan Finalisasi SDS (Pendampingan SDS II)

98

89

187

SMP/MTs-Pendampingan Finalisasi SDS (Pendampingan SDS II)

40

16

56

Refresher-Training SDS Refresher

79

137

216

SDS

Refresher-Fasilitasi

6

19

25

223

261

484 68

OTHER BOSP

57

11

Coordination Meeting

5

3

8

Other Training Activity

209

139

348

Grand Total

More Effective Decentralized Education Management and Governance

271

153

424

3,234

1,748

4,982

103

Annex 4: Documents uploaded in the website News update: Circular Letter of Education Office of Banda Aceh, Dairi, and Tapanuli Selatan, encourage sustainability of DBE1 programs March 30, 2010 2010: Central Java Province Allocate Rp. 192 Billion for Basic Education BOS March 20, 2010 DBE1 School Unit Cost Analysis Workshop Received Positive Response from Aceh Tamiang District Stakeholders March 7, 2010 Tuban and Bojonegoro District are ready to disseminate School Database System++ Program (SDS++) March 3, 2010 DBE1 supports Central BOS Program to develop 2010 BOS implementation guidelines February 24, 2010

Resource Materials update: Government Regulation Number 17 Year 2010 regarding Education Management and Implementation March 12, 2010 Summary of Minister of National Education Regulation number 24 Year 2007 regarding Facility Standards for SD/SMP February 15, 2010 President Regulation No.47 Year 2009 regarding Forming and Organization of Ministry January 27, 2010 Study of Legal Framework for The Indonesia Basic Education Sector (second edition) January 25, 2010

104

More Effective Decentralized Education Management and Governance

Top 10 downloaded documents: Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan (14,676 downloads) Law number 14 year 2005 regarding Teachers and University Lecturers (13,727 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 (9,255 downloads) Republic of Indonesia Government Regulation number 32 year 2008 regarding Guideline for District Annual Budget (APBD) compilation Year 2009 (8,345 downloads) National Education Minister Regulation number 34 year 2007 regarding National Exam Year 2007-2008 (7,651 downloads) Letter of Directorate General of Basic Education Management No. 643/C/KU/2007 regarding Implementation Guidelines for 2007 Fiscal Year 2007 Specific Allocation Funds (6,969 downloads) School Committee: Simple Accounting Methods (6,742 downloads) School Committee: Organization (6,154 downloads) Attachment to Republic of Indonesia Government Regulation No. 38 Year 2007 regarding Division of Government Matters among Central, Province, and District level Government (5,754 downloads) Integrasi Kecakapan Hidup dalam Pembelajaran (5,738 downloads)

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105

Annex 5: Deliverables Status: March 31, 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

Deliverable 2: Modify staff scope of work and estimated person/month to meet the needs for the remainder of the project

Due: During the third year of the project implementation.

COMPLETED

Deliverable 3: Update Performance Monitoring Plan and a Results Framework specifying indicators, baseline data and targets – to measure progress at both activity and Project Objective level. Data will be used as inputs to USAID’s Annual Report to AID/W.

Due: Annual report submitted to USAID.

COMPLETED

Deliverable 4: Conduct a selection of new sub-districts and schools for replication in collaboration with local governments. USAID anticipates the number of schools to be targeted for replication to be approximately 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

Included in Workplan

Submitted November 2008 Annual Report

Submitted October 2008

By end of fourth year more than 7,000 schools are implementing at least one DBE1 program under the dissemination program

18 districts mandated in Aceh modification signed by USAID July 2009

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

Deliverable 6: Assessment of Education Management Information System (EMIS) in Indonesia [Completed].

Due: During the first year of program implementation.

COMPLETED

Deliverable 7: Update and maintain Project Data Management System (PDMS) regularly and provide periodic and ad hoc analyses to USAID.

Due: Continue on regular basis.

ONGOING UNTIL END OF PROJECT

106

Workplan

Submitted October 2008. Revised plan to be submitted Oct 2009

COMPLETED

Selection of any new districts in Aceh will use the same approach, but after the completion of the 2008 assessment (see Deliverable 22).

Documents

Updated in quarterly reports

RTI proposals for Aceh modification

Revised SOW for DC

Approved by USAID June 2, 2008

Report

Submitted April 2007 Updated Users Guide to be published in next quarter

More Effective Decentralized Education Management and Governance

Deliverable 8:To support institutionalization and replication, the contractor will design and deliver a workshop in each province for the project districts and project staff to highlight best practices. The workshop will be delivered in coordination and conjunction with DBE 2 and 3.

Due: Before end of March 2009.

COMPLETED

Deliverable 9: Develop medium term education sector development plans (renstra) for at least 35 project district governments.

Due: By the end of the fourth year of assistance to each local government.

COMPLETED

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

Report.

Deliverable 12: Summary of materials on local government education planning, management and governance, as well as participatory community school management practices. The report will help DBE1 refines its replication strategy to meet efficient and effective dissemination of best practices.

Due: Eighteen months from contract award, with comprehensive updates at the end of year three and end of activity.

Partially COMPLETED

Deliverable 13: Document outcomes highlighting DBE1 best practices, how they were developed, tested, and the extent of successful replication. The report will inform MONE and MORA the implementation of national policy at the lower level (districts and schools) and the recommendations for national policy dialogues.

Due: Comprehensive updates at the end of year three and year four.

Deliverable 14: For each PPA (Public Private Alliance), prepare a report describing summary of the contributions of the parties, including the amount of leverage brought by the contractor; a description of private resources and level of innovations; and a summary of how the interests and objectives of each partner converge. PPA initiatives in the remaining period of the program depend on directions from USAID/Office of Education.

Due: On semi-annual basis.

Deliverable 15: Monitor and report ongoing ICT-based small grants. Following the Mid-Term Review, USAID does not plan to initiate new education hotspots or associated small grants.

Due: Continue on a regular basis.

No

Agreement with USAID to conduct workshops between July 27 and August 6,2009 in conjunction with DBE23

35 plans completed 9 plans in process.

District strategic plans (in Bahasa Indonesia)

Draft approved by USAID December 2009. Final formatting and translation underway

#2 submitted May 2009

Report. Includes Deliverables12,13 and 23.

#3 due April 2010 COMPLETED #2 submitted May 2009

#3 datedJanuary 2010. Approved by USAID

Partially COMPLETED

Report# 2 Includes Deliverables12, 13 and 23.

Report# Includes Deliverables 13 and 23.

Report

#3 submitted September 2008 #4 submitted July 2009 #5 submitted January 2010 #6 Final to be submitted July 2010

More Effective Decentralized Education Management and Governance

Underway

Reports included in quarterly project reports

107

Deliverable 16: Prepare special reports/analyses occasionally requested, including input to planned mid-term and final evaluations in 2008 and 2009.

Due: Upon request with delivery as agreed by the CTO.

Pending USAID requests

Occasional reports as requested

Deliverable 17: Develop a complete program for disseminating school-based management activities to other schools/areas. 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

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

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.

Under way

Deliverable 20: Update materials for training on local governance to improve communication and coordination within and between education stakeholders (legislative members, education council, local media, non-governmental organizations) promoting transparency and accountability in education sector.

Due: During the third and fourth years of the project implementation.

Underway

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

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

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

No

Assignment began October 2008 with USAID approval

No

Request extension to June 2010.

Governance materials

Request extension to July 2010.

The training and other activities will be conducted with local governments and civil society organizations.

108

Feasibility study submitted August 2008

Design document and workplan

Completion report

Request extension to June 2010

More Effective Decentralized Education Management and Governance

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.

Partially COMPLETED

Report 1 Includes Deliverables 12, 13 and 23

Report #1 submitted May 2009 Second datedJanuary 2010. Approved by USAID. Third and final report to be submiited july 2010

Report 2 Includes Deliverables 13 and 23

. 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

More Effective Decentralized Education Management and Governance

Underway

Report

Request extension to June 2010

109

Annex 6: Status of project documents uploaded in USAID Development Experience Clearinghouse (DEC) Status of Uploading Documents to Development Education Clearing House (DEC) Report

Date uploaded to DEC

Monitoring Progress Report 1 dated September, 2006

09-28-2009

Monitoring Progress Report 2 dated September , 2007

09-28-2009

Monitoring Progress Report 3 dated November, 2007

09-28-2009

Monitoring Progress Report 4 dated June, 2008

09-28-2009

USAID Chevron Vocational Training Monitoring and Evaluation (final report DBE1 special report) dated September 2007

09-28-2009

Annual Report III Oct 2007 – Sep 2008

03-31-2009

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

110

More Effective Decentralized Education Management and Governance

Annex 7: Contribution of DBE1 in District Policy Development per March 2010 No

Province

District

Policy

Status

DBE1 Contribution

Technical Guideline on School Finance Management Based on 2010 BOS Manual

Complete

Full Technical Assistance

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

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

Deli Serdang

Draft District Regulation to fulfill schools’ operational costs through BOSDA.

In Process

Full Technical Assistance

8

Tanjung Balai

Decision to allocate budget for poor students

Complete

Full Technical Assistance

9

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

10

Dairi *

Circular letter of Head of Education Office requesting schools to have RKS

Complete

Full Technical Assistance

Karawang

Head of District Decision on fulfilling schools’ operational costs through BOSDA

Complete

Full Technical Assistance, Education Office developed document.

1

DBE1 National

2

Aceh

3

6

11

North Sumatra

West Java

More Effective Decentralized Education Management and Governance

111

12

Province

Head of Province Decision on fulfilling schools’ operational costs through Provincial BOS

Complete

Based on presentation of Karawang Head of District to Governor.

13

Tangerang

Head of Municipality Decision on fulfilling schools’ operational costs through BOSDA

Complete

Full Technical Assistance, Education Office developed document.

14

Sukabumi

Head of District Decision on fulfilling schools’ operational costs through BOSDA

Complete

Full Technical Assistance, Education Office developed document.

15

Sukabumi*

Head of District Regulation on Education Planning

In Process

Full Technical Assistance

Complete

Full Technical Assistance, Education Office developed document.

16

Banten

17

Central Java

Head of Education Office Decision Letter requesting SD and SMP to develop RKS

Boyolali

Head of Education Office Decision Letter on planning mechanism.

Complete

Full Technical Assistance

18

Boyolali

District Regulation on Education

Complete

District Parliament member who was involved in DBE1 activities, suggested to include RKS/M in the Perda.

19

Jepara

Head of District Regulation on Free Education

Complete

Provided input to the process

20

Jepara

Head of District Regulation on fulfilling of school operational costs through BOS (90%)

Complete

Full Technical Assistance, Education Office developed document.

21

Jepara*

District Regulation on Education

In Progress

Full Technical Assistance

22

Kudus

Head of District Regulation on educationsector human resource

Complete

Full Technical Assistance

Kudus

Head of District Decision Letter on District BOS

In Process (awaiting approval from Head of District)

Full Technical Assistance, Education Office developed document.

Tuban

Head of Education Office Decision on 2009 Technical Guidance to implement BOSDA.

Complete

BOSP results were used as basis of decision

Tuban

District draft regulation on education

In Process

23

24

25

112

East Java

Full Technical Assistant Cost sharing

More Effective Decentralized Education Management and Governance

26

East Java Provincial Education Office and Bappeda

Final report on BOSP calculation for 2009 in accordance to BSNP for 24 districts.

Complete

27

Mojokerto

District draft regulation on education

Complete

28

Sampang

District draft regulation on education

29

Bangkalan *

District draft regulation on education

Complete

Provided susbstances of Perda

30

Sidoarjo

Head of District Regulation on expenses of education for poor students.

Complete

Provided susbstance

31

Sampang

Head of Education Office decision letter requiring schools to have RKTS/RKAS.

Complete

Provided substance

32

Mojokerto

Head of District decision on implementation of BOSDA SD/MI and SMP/MTs for 2009

Complete

Provided substance

Full Technical Assistance

Complete

Full Technical Assistant Cost Sharing Provided susbstances of Perda Provided susbstances of Perda

33

Mojokerto*

Head of District Decision on implementation of BOSDA SD/MI for 2010

In Process (document currently with Law Department)

34

Tuban

Head of Education Office decision letter requesting schools to have RKS

Complete

Full Technical Assistance

35

Mojokerto

Head of Education Office decision letter requesting schools to have RKS.

Complete

Full Technical Assistance

36

Surabaya

Head of Education Office decision letter requesting schools to have RKS.

Complete

Provided substance

37

Nganjuk

Head of Education Office decision letter requesting schools to have RKS.

Complete

Full Technical Assistance

Soppeng

District draft regulation on education

In Process

Full Technical Assistance

39

Sidrap

District draft regulation on free education

Complete

Provided input on Draft

40

Enrekang

District draft regulation on education

Complete

BOSP results were used as basis of District Draft Regulation on Free Education development

38

South Sulawesi

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113

Annex 8: Abbreviations, Acronyms and Glossary Abbreviations & Acronyms ADD APBD APBN AusAID Balitbang Bappeda Bappenas BIA BOP BOS BOSP BP BRR BSNP CA CLCC COP CSO DAU DBE DBE1 DBE2 DBE3 DEFA DPISS DPRD DSC DTT EMIS ESP GDA GDP GGSP GOI IAPBE ICT 114

Alokasi Dana Desa [Village Budget Allocation] Anggaran Pendapatan dan Belanja Daerah [District Government Annual Budget] Anggaran Pendapatan dan Belanja Negara [National Government Annual Budget] Australian Agency for International Development Badan Penelitian dan Pengembangan [Research and Development Body] Perencanaan Pembangunan Daerah [Regional Development Planning Agency] Perencanaan Pembangunan Nasional [National Development Planning Agency] BOS (Bantuan Operational Sekolah) Impact Analysis Bantuan Operasional Pendidikan [Education Operational Grants] Bantuan Operational Sekolah [school grants] Biaya Operasional Satuan Pendidikan [School Unit Cost] British Petroleum Bureau for Reconstruction and Rehabilitation (Aceh and Nias) Badan Standar Nasional Pendidikan [National Education Standard Board] Capacity Assessment Creating Learning Communities for Children Chief of Party Civil Society Organization Dana Alokasi Umum [general budget allocation from central government to local governments] USAID Decentralized Basic Education Project Decentralized Basic Education Project Management and Governance Decentralized Basic Education Project Teaching and Learning Decentralized Basic Education Project Improving Work and Life Skills District Education Finance Analysis District Planning Information Support System Dewan Perwakilan Rakyat Daerah [district parliament] District Steering Committee District Technical Team Education Management Information Systems Environmental Services Program [USAID project] Global Development Alliance Gross Domestic Product Good Governance Sektor Pendidikan (Good Governance in The Education Sector) Government of Indonesia Indonesia-Australia Partnership in Basic Education [AusAID project] Information and Communication Technology More Effective Decentralized Education Management and Governance

ILO Jardiknas KADIN Kandepag

International Labor Organization Jaringan pendidikan nasional – national education network Indonesian Chamber of Commerce Kantor Departemen Agama [District Religious Affairs Office]

KKG KKRPS KTSP

Kelompok Kerja Guru [teachers‟ working group] Kelompok Kerja RPS [school RPS team] Kurikulum Tingkat Satuan Pendidikan [School Unit Curriculum]

LG LGSP LOE LPMP

Local government Local Governance Support Program [USAID project] Level of Effort Lembaga Penjamin Mutu Pendidikan [Education Quality Assurance Body] M&E Monitoring and Evaluation MAPENDA Madrasah dan Pendidikan Agama [Religious and Madrasah Education] MBE Managing Basic Education [USAID project] MBS Manajemen Berbasis Sekolah (SBM=School Based Management) MCA Millennium Challenge Account MGMP Musyawarah Guru Mata Pelajaran [Subject-based Teachers Association] MI Madrasah Ibtidaiyah [Islamic primary school] MIS Madrasah Ibtidaiyah Swasta [private madrasah; MIN State Madrasah] MOU Memoranda of Understanding MSS Minimum Service Standards MTs Madrasah Tsanawiyah [Islamic junior secondary school] Musrenbangdes Musyawarah Perencanaan Pembangunan Desa [Village Development Planning Forum] NGO Non Governmental Organization P4TK Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan [Center for Educators and Education-Related Personnel Capacity Building] PAG Provincial Advisory Group PAKEM Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan [AJEL: Active, Creative, Joyful, and Effective Learning] PADATIWEB Pangkalan Data dan Informasi berbasis WEB. MONE database system PCR Politeknik Caltex Riau, Pekanbaru PDIP Pusat Data dan Informasi Pendidikan [Education Data and Information Center] PDMS Project Data Management System Permendiknas Peraturan Menteri Pendidikan Nasional [Minister of National Education Regulation] PKBM Pusat Kegiatan Belajar Mengajar [Teaching and Learning Center] PMP Performance Monitoring Plan PMTK Peningkatan Mutu dan Tenaga Kependidikan [Quality Improvement of Education and Education Staff] PPA Public-private alliances Ranperda Rancangan Peraturan Daerah [Draft of District Regulations] RAPBS Rencana Anggaran, Pendapatan, dan Belanja Sekolah [School Budget Plan] Rembuk National meeting Nasional

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RKAS

Rencana Kegiatan dan Anggaran Sekolah [School Activities and Budget Plan] Rencana Kerja Sekolah [School Work Plan] Rencana Kerja Tahunan [Annual Work Plan]

RKS RKT RKTL RPJMD RPK RPPK

Rencana Kerja Tindak Lanjut [Future Action Plan] Rencana Pengembangan Jangka Menengah Daerah [District Mid-Term Development Plan] Rencana Pengembangan Kapasitas [Capacity Development Plan]

SMP SNP

Rencana Pengembangan Pendidikan Kabupaten/Kota [District Education Development Plan] Rencana Pengembangan Sekolah [School Development Plan] RTI International School-based management (see MBS) Sekolah Dasar [primary school] Sistem Informasi Manajemen - Nomor Unik Pendidik dan Tenaga Kependidikan (Management Information System of Unique Number of Educator and Education Staff) Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota [District Planning Information Support System] Sekolah Menengah Pertama [junior secondary school] Standar Nasional Pendidikan [National Standards for Education]

SOAG SOTK SPM STTA SUCA TraiNet UPTD USAID WIB

Strategic Objective Agreement [USAID and Menko Kesra] Struktur Organisasi dan Tata Kerja [Organizational and Work Structure] Standard Pelayanan Minimum [Minimum Service Standard] Short-Term Technical Assistance School Unit Cost Analysis TraiNet Administrator & Training [USAID reporting system] Unit Pelaksana Teknis Dinas [Technical Implementation Unit] United States Agency for International Development Waktu Indonesia Barat [Western Indonesian Standard Time]

RPS RTI SBM SD SIMNUPTK

SIPPK

Glossary Badan Kepegawaian Daerah

District Personnel Board

Bupati

Head of a district

Departemen Agama

Ministry of Religious Affairs

Departemen Keuangan

Department of Finance

Departemen Pendidikan Nasional

Ministry of National Education

Dewan Perwakilan Rakyat Daerah

District Parliament (DPRD)

Dinas

Provincial, district, or city office with sectoral responsibility

Dinas Pendidikan dan Kebudayaan (Dinas P&K)

Provincial or district educational office

Gugus

School cluster

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Kabupaten

District (administrative unit), also referred to as a regency

Kanwil Agama

Provincial Religious Affairs Office

Kecamatan

Sub-district

Kepala Dinas Pendidikan

Head of provincial or district education office

Kepala Sekolah

School principal

Komisi

Committee in national or local legislatures

Komite sekolah

School committee

Kota

City (administrative unit)

Madrasah Ibtidaiyah

Islamic primary school (MI; MIS Swasta; MIN Negeri)

Madrasah Tsanawiyah

Islamic junior secondary school (MT)

Madrasah Pendidikan dan Agama Department of Religious Affairs directorate for Islamic religious schools (Mapenda) Menko Kesra

Coordinating Ministry for People‟s Welfare

Pengawas

School inspector

Renstra Satuan Kerja Perangkat Daerah (Renstra SKPD)

Strategic Plan for local government work unit (e.g. District Education Development Plan)

Sekolah Dasar

primary school (SD)

Sekolah Menengah Pertama

junior secondary school (SMP)

Surat Keputusan

Decree/defining conditions, outcomes of a decision

Wali Kota

Mayor

Widyaiswara

Trainer

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