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Idea Transcript


More Effective Decentralized Education Management and Governance Quarterly Report No. 25

July 2011 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. 25

Contract 497-M-00-05-00029-00 October to December 2010

Prepared for USAID/Indonesia

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

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

Table of Contents Page Executive Summary ............................................................................................................................... iii Ringkasan Eksekutif ............................................................................................................................... xi 1. Project Management and Coordination .............................................................................................. 1 1.1 Project Coordination and Collaboration with Government and Stakeholders (Task 1) ....... 2 1.2 Monitoring, Evaluation, and Reporting (Task 2 and 3) ........................................................ 8 1.3 Project Data Management System (PDMS) (Task 4) ........................................................10 2. Dissemination of School-Based Management .................................................................................. 11 2.1 Disseminating DBE1 School level Programs (Task 5) ......................................................11 2.2 Assist MONE to develop and implement School-Based Management (SBM) strategy (Task 5)..............................................................................................................................18 2.3 Explore the possibility of including school-based management in pre-service training (Task 5)..............................................................................................................................21 3.

Expansion & Dissemination of District Level Management and Governance Programs ..................................................................................................................................26 3.1 Expand Implementation of District Finance Programs (Task 6) ........................................26 3.2 Personnel Management and Assets Management Systems (Task 6)...............................31 3.3 Updating and Dissemination of District Programs (Task 6) ...............................................38 3.4 Complete Expansion Program in Aceh (Task 6)...............................................................41 3.5 Support Expansion Program in Papua (Task 12) ..............................................................42 3.5 Developing Service Providers (Task 7)..............................................................................45

4. EMIS/ICT/Data Management ............................................................................................................48 4.1 ICT Grants (Task 8) ...........................................................................................................48 4.2 EMIS Pilot (Task 8) ............................................................................................................49 4.3 DBE Website .....................................................................................................................50 5. Support for Policy Development .......................................................................................................53 5.1 Support for Provincial & District Policy Development (Task 9) .........................................53 5.2 Support for National Policy Development (Task 10) .........................................................57 5.3 Document & Share Lessons Learned (Task 11) ................................................................60 Annex 1: Provincial Reports ..................................................................................................................62 Aceh

62

North Sumatera .......................................................................................................................................64 Central Java ............................................................................................................................................69 Annex 2: Success Stories .....................................................................................................................77 Annex 3: Training for Project Beneficiaries ...........................................................................................79 Annex 4: Districts That Disseminated DBE1 School Level Programs as of June2011 .........................82 Annex 5: Documents Uploaded On the Website ..................................................................................84 Annex 6: Deliverables Status: June 30, 2011 .......................................................................................86 Annex 7: Status of project documents uploaded in USAID Development Experience Clearinghouse (DEC) ...............................................................................................................92 Annex 8: Abbreviations, Acronyms and Glossary .................................................................................94 Abbreviations & Acronyms .......................................................................................................94

More Effective Decentralized Education Management and Governance

i

List of Figures Page Figure 1: Website Hits ........................................................................................................................... 50

List of Tables Page Table 1.1 Monitoring, Evaluation and Reporting ..................................................................................... 8 Table 1.2 Progress in Managing PDMS (2010-2011) ........................................................................... 10 Table 2.1 Achievements against 2011 Targets for Disseminating School-Based Management .......... 12 Table 2.2 Number of Schools in DBE1-Targeted and Non Targeted Districts with Replication Activities th (Head Count) - Based on Budget as at June 30 2011 ........................................................ 13 Table 2.3: Summary of Dissemination Effort to June 30 2011 ............................................................. 13 Table 2.4: Types of School Disseminating DBE1 Programs (June 2011) ............................................ 14 Table 2.5: Types of SBM Programs Disseminated (June 2011)........................................................... 14 Table 2.6: Summary of School Level Dissemination Programs to end of June 2011 (Program Realization) ............................................................................................................................ 15 Table 3.1 Progress in District Finance & Management (2010-2011) .................................................... 27 Table 3.2 Summary of Progress in Personnel and Asset Management ............................................... 31 (2010-2011) ........................................................................................................................................... 31 Summary District Level Replication Programs to end of June 2011 ................................................... 38 Table 3.3 Non-Partner Districts That Disseminate DBE1 District Level Programs to end of June 2011 ............................................................................................................................................... 39 Table 4.1 Progress in ICT Grants Implementation ............................................................................... 48 Table 4.2 Top 10 Requests for Documents until the Last Quarter ....................................................... 51 Table A3-1: Number of training activities from April to June 2011........................................................ 79 Table A3-2: Summary of persons trained from April to June 2011 ....................................................... 79 Table A3-3: Analysis of training beneficiaries by Institutions ................................................................ 80 Table A3-4: Analysis of training beneficiaries by activities ................................................................... 81

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Executive Summary

This report covers the period April through June 2011. Following a period of uncertainty, activity commenced with more confidence on targets set in the Contract Modification which confirmed an extension of DBE1 through December 2011. A previous Contract Modification to cover the Extension of DBE1 from October 2010 through until the end of June 2011 was issued on November 10, 2010. This extension to the project focused on further consolidating the improvements made to management and governance of basic education in target districts and at province and national levels. Meanwhile, it was anticipated that a second extension for the period July – December 2011 would be approved late 2010 and that the increased funding would be available to be utilized early in 2011. However, as the Contract Modification for this second extension was not approved until late April, plans to expand the program during this quarter were delayed until then. Contract Modification no.19, extending the project through December 2011, was signed on April 28 and a Request For Proposal for USAID‘s follow-on basic education project in Indonesia, known as PRIORITAS, was issued on May 25th. These two documents confirmed USAID‘s intention that DBE1 will close out at the end of December 2011 and PRIORITAS is expected to commence early in 2012. Anticipating the finalization of a contract to cover the second extension, a draft work plan was prepared and submitted to USAID in December 2010. However, some of the work was delayed due to the delay in funding for the second extension. Following the approval of Contract Modification 19, an updated work plan was submitted to USAID on 9th June 2011 and this work commenced late in the quarter. This quarterly report is structured on the basis of that updated work plan. The focus on supporting dissemination and ensuring the sustainability of outcomes continued this quarter. DBE1 is focusing now on consolidating results achieved in the first six years of project implementation and setting the scene for PRIORITAS. Priority is given to advocating and assisting DBE district and provincial governments to provide funding for dissemination of DBE1 programs. During the previous quarter and first month of this quarter, due to budget limitations, the main focus was to maintain the continuity of program presence in the field in the short-term during this transition period. Activity increased in the second two months of the quarter, following the approval of the final extension. In order to support sustainability at the school and district levels and encourage take up (dissemination/replication) of DBE1 approaches at the national and provincial levels we continued to maintain a high level of engagement with provincial and national stakeholders throughout the quarter. This was achieved in several ways, including holding occasional meetings in provinces and ongoing consultations with

More Effective Decentralized Education Management and Governance

iii

MONE and with other relevant national stakeholders including MORA, MOHA, and other donors including the World Bank, UNICEF and AusAID programs. In particular, DBE1 met this quarter with universities to coordinate the program to develop these institutions as service providers, with MONE‘s Directorate for Kindergarten and Elementary Schooling, to participate in a mapping of donor programs to develop school-based management, with the Ministry for Public Administration and Bureaucratic Reform to review various efforts to develop performance service standards, including in the education sector, and with MONE‘s BOS Development Team, Provincial and Professional Development Group, Education Data and Statistics Center, and the Deputy Minister of Education to coordinate various programs. DBE1 also met with provincial decision-makers in all provinces. Coordination with our partners in USAID, DBE2 and DBE3 is ongoing at all levels. DBE1 also continued close coordination with other projects and donors including the USAID-funded KINERJA, the World Bank funded BEC-TF, UNICEF, GIZ and the AusAID-funded SEDIA. Routine project performance monitoring was completed in 2010. Notwithstanding this, during the quarter DBE1 submitted several special reports including one on the replication of DBE1 school-based management material, and their adoption/adaptation by MONE‘s national BOS Training Team. The Project Data Management System (PDMS) was maintained throughout the quarter. This system manages data on all project activity. In the previous year DBE1 closed out activity in districts including assistance to schools and districts as well as other organizations to disseminate DBE1 school level programs. In this quarter, activity was limited somewhat due to changes to MONE policy regarding school-based management and the national training program. Notwithstanding this, important school level dissemination activities took place in districts in this period. The mandated target of 15,000 schools was already met in the previous quarter. Through the end of June 2011, approximately Rp. 18 billion, or just under $2 million, has been allocated from counterpart budgets for the dissemination of DBE1 school-based management programs. As a result of this substantial effort, some 15,353 schools, in addition to the 1,264 DBE1 target schools, have now prepared school-development plans and/or implemented other aspects of the DBE1 school-based management package such as strengthening school committees, improving leadership, asset management, or implementing school database systems (SDS). This means that over 3.3 million Indonesian children have benefited from the dissemination programs in addition to the 340,000 children who have benefited from the program in target schools. Throughout this quarter, DBE1 also continued to assist and provide ‗quality assurance‘, in response to a request from MONE supported by USAID, for MONE‘s World Bank / AusAID funded program to disseminate school development planning and financial management through cascade training to principals, school treasurers, and school committees throughout the country. As described in previous reports to USAID, we have technical concerns about the training approach, training modules

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and materials. Especially DBE1 is concerned about (i) the school self evaluation module (EDS), (ii) the tool, TRIMS, which is adopted for this first module and (iii) the disconnect between this and the following two modules, which derive from DBE1. Our policy has been to continue to support the program, due to its size and obvious importance to MONE and to enable us to influence the technical aspects of this program from the inside. The BOS Development Team has now trained 90 national trainers (Master Trainers), and two batches of trainers at the provincial and district levels, 1,449 in the first batch and 1,338 in the second batch, making a total of 2,787. These facilitators are expected to conduct training for three persons from each elementary and junior-secondary school/madrasah in the country (the principal, treasurer and school committee representative). This training has not yet commenced due to delays in obtaining finalization and approval of the Technical Guidelines. We expect that school level training to commence roll out in late August. During this quarter, DBE1 also commenced a collaborative program with the Sampoerna School of Education (SSE) to enable them to incorporate DBE1 materials into a Masters Degree program which will commence next quarter and will include online delivery of training. The SSE‘s Masters Degree program is known as Education Leadership and Management (ELM). SSE will incorporate more aspects of the DBE1 material into this curriculum to increase the local relevance. District level programs in this quarter focused on the development and dissemination of Asset Management and Personnel Management programs; and on the introduction of the new Penghitungan Biaya Pencapaian Standar dan Akses (PBPSA, or in English: ‗Calculation of Costs to Meet Standards and Access Targets‘. New goals set out in the work plan incorporate updating of BOSP and implementation of PBPSA in 50 districts. The new methodology enables districts, using data available from two existing government sources (NUPTK and PadatiWeb), to determine not only the cost of operating schools in a given region to national standards, but also to meet minimum service standards and achieve universal access. This target of 50 was set after consultations with the Deputy Minister for Education and USAID. In addition to assisting these fifty districts, this activity will enable an analysis of real costs of schooling across a large sample of districts in six provinces providing very valuable input to the national policy development process. BOSP updating took place in five districts: Sampang, Bojonegoro, Tuban, Makassar and Pangkep. In June, DBE1 also introduced PBPSA in twelve districts in Aceh: Aceh Utara, Aceh Barat, Simeulue, Nagan Raya, Langsa, Singkil, Bener Meriah, Gayo Lues, Aceh Selatan, Lhokseumawe, Aceh Tenggara, and Pidie. In West Java DBE1 trained District Education Office data operators from Sukabumi, Karawang, Cimahi, and Bogor in June. Similar activity is planned for other provinces in the next quarter. While problems exist in relation to data completeness and quality persist, the introduction of methodologies like PBPSA, which are manageable and provide very direct and tangible inputs into the policy development process in many areas,

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immediately increase the respect of managers and decision-makers for data and awareness of the need for quality data. Moreover the PBPSA methodology, when linked to the SIM-PTK personnel management tool, becomes a comprehensive district information management tool for education policy and planning. This integrated tool is now known as SIMP-K. During May and June, DBE1 met stakeholders from partner districts in Central Java: Surakarta, Demak, Jepara, Kudus, Blora, Grobogan, Boyolali, and Klaten. The aim was to discuss the plan to implement PBPSA and to determine the level of readiness in districts PadatiWeb and NUPTK data in order to support the calculation and analysis of SIMP-K. Implementation of the Assets Management System, SIMA, across seven districts was completed in 2010. Dissemination continued in West Java this quarter; activity also took place in Central Java. Implementation of the Personnel Management System, SIM-PTK was a major focus this quarter with the new methodology being implemented in five provinces and completed in one (Tamiang District in Aceh). The remaining provinces are expected to complete in the coming quarter. Dissemination of district-level programs took place this quarter in West Java: Renstra development in Sukabumi. In South Sulawesi, Training of Trainers to support dissemination of SIMA was conducted in Barru. Acting as service provider, the State University of Makassar (UNM) plans to disseminate BOSP to Balikpapan in East Kalimantan. The expansion program in Aceh was already completed last quarter. In order to complete the renstra assistance program throughout the province, SEDIA agreed to cover the six outstanding districts. However as SEDIA has been busy with other activities, and elections for district heads are scheduled for Aceh in October (18 districts plus Gubernorial election), the renstra work has not as yet been continued. The districts still to complete renstra are Aceh Tenggara, Gayo Lues, Pidie Jaya, Kota Lhokseumawe and Kota Sabang. SEDIA anticipates working with these districts to complete renstra after the election of new district heads at some time in the new-year. Meanwhile, on April 21st USAID issued a Technical Direction memo directing DBE1 to roll out the project's best practices in Papua and West Papua by collaborating with UNICEF, USAID's implementing partner in these provinces. USAID has entered into an agreement with UNICEF to provide a contribution to the development of better management and governance in education sector in Papua and West Papua by implementing tools, materials, and approaches developed under DBE 1. In this quarter DBE1 commenced providing technical assistance and guidance to UNICEF to adapt DBE1 materials to specific needs and implement these in the districts of Jayawijaya, Jayapura and Biak in Papua and Sorong District in West Papua. Several coordination meetings were held in Jakarta and, together with USAID, DBE visited Papua to further plan and develop the program in the field. The DBE1 team together with USAID spent ten days in Papua in May meeting with UNICEF and counterpart district governments. The group met initially with provincial level offices: Dinas Pendidikan, Bappeda, Dewan Pendidikan, LPMP, BPPNFI, Kandep Agama,

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SetDa/Asisten SosBud, and the University of Cendrawasih, as a potential service provider. Following this, the team met with UNICEF for joint planning sessions and then for a one-day workshop in Jayapura with representatives of all four districts and both provinces (Papua and Papua Barat). Training for UNICEF specialists in DBE1 district level methodologies is planned for early in the next quarter. In other provinces, work continued on the university service provider program. During the previous quarter DBE1 conducted a comprehensive evaluation of the Service Provider program in West Java the Indonesian University of Education, or Universitas Pendidikan Indonesia (UPI), in Central Java Universitas Muhammadiyah Surakarta (UMS), and in South Sulawesi Universitas Negeri Makassar (UNM) and the Sampoerna Foundation‘s School of Education (SSE). A report on this evaluation was submitted to USAID in March. During this quarter, Service Provider Coordinators were appointed for each of these institutions from the DBE1 team (a mix of STTA and project staff). A comprehensive mapping of the capacity and experience of service provider personnel was conducted, and new personnel were jointly selected by DBE1 and each institution according to an agreed transparent and merit-based process. The field of candidates from within each institution was strong enabling the inclusion of specialists from each university who can fill the skill gaps evident in the first round. In particular we recruited some specialists with computer expertise to complement technical backgrounds and planning or finance experience. Each service provider team now includes a mix of senior academic staff who have the status to effectively consult at a high level along with some more junior personnel who have greater flexibility of time and more familiarity with the computer software required. Training is planned for all service provider personnel early in the coming quarter. In addition, DBE1 has commenced work with LPMP centers in each target province (with the exception of Banten) to develop their capacity as service providers to disseminate the personnel management program (SIM-PTK). In the context of DBE1‘s ICT program, ICT innovation grants were all completed by the end of the previous quarter. The EMIS pilot was also completed. During this quarter, DBE1 met with MONE‘s recently restructured Center for Education Data and Statistics (PDSP) to discuss outcomes of the pilot and next steps. DBE1 continued to host and manage the DBE123 project website. As of June 2011, the DBE website has received 3,021,241 hits since it was launched in 2005. This quarter‘s total number of hits was 288,690, much higher than last quarter‘s total hits of 238,836. The monthly average hit rate steadily increased from 78,551 in April, to 97,626 in May, and 112,513 in June. During the quarter, DBE1 continued to upload information from DBE123 into various sections of the Website, primarily: Resource Materials. The top ten requests for documents up until the last quarter were dominated with resource materials uploaded by DBE1 related government legal documents which are ministerial decrees, law, and government regulations. Also among the top ten downloads were DBE1 and DBE3 manuals. In regions where the response of provinces has been favorable DBE1 continues to

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develop shared approaches to support dissemination and sustainability. In Aceh, for example, DBE1 continues to coordinate with the AusAID-funded SEDIA program to work closely with the province to develop a province-wide data analysis and planning approaches. In East Java, DBE1 is facilitating a set of innovative developments with the province under the name of Inova. Important planning and consultations have also taken place this quarter in all other provinces. At the national level, DBE1 worked closely with MONE‘s national BOS Development Team on the national school-based management training, with the office of the Deputy Minister of Education on plans for the next Thematic Education Dialogue, with the Directorate for Kindergarten and Elementary Schooling on mapping of school-based management initiatives and with a number of other ministries and departments as described above. In this final period of the project‘s implementation, the potential for this kind of policy work is increased in proportion to the relevance, breadth and depth of the DBE1 experience. During the final six months of the project, DBE1 intends to complete the process of publishing a number of important studies and seek opportunities in which to share the findings of these studies and the manuals and tools which the project has developed over the last six years. Summary of Selected Achievements Cumulative through June 2011 (Based on Workplan submitted June 9, 2011)

Activity

Schools/madrasah assisted for producing annual plans and budgets Certification of District Facilitators

1 2

1

Target

Achievement This Quarter (April – June 2011)

Cumulative Achievement through April 1 2011

Cumulative Achievement through June 2011

1,068 SD/MI and 196 SMP/MTs

-

1,068 SD/MI and 196 SMP/MTs

1,068 SD/MI and 196 SMP/MTs

400 persons

-

230 persons

Pending completion of MONE’s national 2 training

Updated as of June 2011 In late 2010, MONE, working with other donors including AusAID, began preparing for a nation-wide

cascade training program to introduce basic aspects of school-based management to every principal and supervisor at elementary and junior secondary level in the country. As described elsewhere in this report, DBE1 has been closely involved in this program. In order to avoid causing confusion in the field it was agreed early in 2011 that DBE1 would not undertake retraining of DF or support further dissemination efforts in schools until after this training had been conducted in each region. At this point it was agreed that the DBE1 training could be provided as a follow up to the briefer and less comprehensive MONE training.

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1

Achievement This Quarter

Cumulative Achievement through April 1 2011

Cumulative Achievement through June 2011

Activity

Target

Advance Training for District Facilitator

500 persons

-

Postponed due to MONE national training

Pending completion of MONE’s national training

Training for Service Provider to Deliver DBE1 District Level Programs (SIPPK, Renstra, AKPK, BOSP, Personnel and Asset Management)

16 persons for Finance

Preparation for SP training scheduled for early next quarter

39 persons (include 15 persons in West Java Provincial Trainers for Asset Management and 10 persons in South Sulawesi for BOSP)

Pending assessment of personnel

16 persons for Data/Planning 24 persons for Personnel

(April – June 2011)

22 persons for Assets Implement AKPK

45 districts

20 districts (Aceh)

46 districts

66 Districts

Implement BOSP

49 districts

1 district (Simeulue)

67 districts

68 districts

Updating BOSP

50 districts

Commenced in 5 districts

-

-

Implement PBPSAP

50 districts

Commenced in 24 districts

New methodology developed and piloted in 2 districts

-

Based on demand

-

Pending finalization of project extension

-

Renstra

45 districts

Work underway in 2 districts in West Java

45 districts + 2 districts updated using new methodology

45 districts

Renja

20 districts

-

35 districts

35 districts

DBE1 Contribution To District Policy Development

6 policies

-

43 policies

43 districts

DBE1 Contribution to Provincial Policy

2 policies

Work continued in all provinces

4 policies (policy work continuing in South Sulawesi, West Java, East Java, and Aceh)

4 policies

Personal Cost Survey

5 districts

-

2 districts

2 districts

Asset Management System

7 districts

2 districts dissemination in Central Java

7 districts

7 districts

+ dissemination in West Java

+ dissemination in West Java & Central Java

Dissemination of Updated BOSP to new districts

More Effective Decentralized Education Management and Governance

ix

(April – June 2011)

Cumulative Achievement through April 1 2011

Cumulative Achievement through June 2011

7 districts

-

2 districts

2 districts

$292,901

Program closed out

$304,422

$304,422

(IDR 2,739,801,282)

(IDR 2,739,801,282)

1

Activity

Target

Personnel Management System 3

ICT Grant Disbursed

(IDR 2,714,749,451)

Number of schools disseminating DBE1 programs

Achievement This Quarter

(admin for final grant being finalized)

15,000 schools

139 schools

15,214 schools

15,353 schools

Government and nongovernment funding dissemination of DBE1 4 school-level programs

N/A

$8,154

$ 1,967,997

$1,976,151

(IDR 73,381,950)

(IDR 17,711,976,256)

(IDR 17,785,358,206)

Government and nongovernment funding for dissemination of DBE1 5 district-level programs

N/A

$13,062

$35,228

$48,290

(IDR 117,560,000)

(IDR 317,054,100)

( IDR 434,614,100)

Number of districts disseminating DBE1 SBM programs

N/A

1 district

74 districts

75 districts

Number of districts disseminating DBE1 district level programs

N/A

4 districts

23 districts

27 districts

$677,775

-

$1,547,000 (program closed in 2007)

$1,547,000 (program closed in 2007)

N/A

-

$2,644,877

Implement PPA Programs

7

Community contributions to school development 8 attributed to DBE1 programs

6

(IDR 25,126,330,524)

3

1 USD = 9,000 IDR

4

1 USD = 9,000 IDR

5

1 USD = 9,000 IDR

6

includes budget contribution for dissemination of asset management

7

1 USD = 9,500 IDR

8

1 USD = 9,500 IDR, based on contributions during 2005-2009 school year periods

x

6

$2,644,877

6

(IDR 25,126,330,524)

More Effective Decentralized Education Management and Governance

Ringkasan Eksekutif

Laporan ini mencakup periode April hingga Juni 2011. Setelah mengalami masa yang tidak terlalu menentu, dalam triwulan ini kegiatan-kegiatan DBE1 dapat mulai dilakukan dengan lebih pasti. Kegiatan-kegiatan tersebut merupakan upaya memenuhi target yang ada dalam Modifikasi Kontrak yang mengkonfirmasi perpanjangan DBE1 hingga Desember 2011. Modifikasi kontrak terdahulu yang mencakup perpanjangan DBE1 dari Oktober 2010 hingga akhir Juni 2011 dikeluarkan oleh USAID pada tanggal 10 November 2010. Perpanjangan ini berfokus kepada penguatan lebih jauh dalam perbaikan-perbaikan yang telah dilakukan terkait manajemen dan tatalayanan pendidikan dasar di kabupaten/kota mitra, dan juga di tingkat provinsi maupun nasional. Selain itu, DBE1 juga mengantisipasi bahwa perpanjangan kedua yang mencakup Juli – Desember 2011 akan disetujui pada akhir 2010 dan dana tambahan akan tersedia pada awal 2011. Namun demikian, Kontrak Modifikasi untuk perpanjangan kedua baru disetujui pada akhir April dan rencana-rencana pelaksanaan kegiatan dalam triwulan ini ditunda hingga bulan April tersebut. Modifikasi Kontrak 19 yang memperpanjang DBE1 hingga Desember 2011 ditandatangan pada tanggal 28 April. Request for Proposal untuk program tindak lanjut USAID dalam pendidikan dasar di Indonesia, yang dikenal dengan nama PRIORITAS, telah dikeluarkan pada tanggal 25 Mei. Dua dokumen ini mengkonfirmasi niat USAID bahwa DBE1 akan menyelesaikan kegiatan pada akhir Desember 2011 dan PRIORITAS diharapkan akan mulai pada awal 2012. Mengantisipasi finalisasi kontrak dari USAID yang mencakup perpanjangan kedua, draf rencana kerja telah disiapkan dan diserahkan kepada USAID pada bulan Desember 2010. Namun demikian, beberapa kegiatan harus ditunda karena adanya penundaan pendanaan. Setelah adanya Modifikasi Kontrak 19, rencana kerja yang telah disesuaikan dikirimkan kembali ke USAID pada tanggal 9 Juni 2011. Sehubungan dengan hal tersebut, beberapa kegiatan DBE1 baru dimulai pada akhir triwulan ini. Pelaporan ini disusun dan ditulis berdasarkan rencana kerja yang telah disesuaikan tersebut. Fokus dalam periode ini adalah mendukung diseminasi dan keberlanjutan dari hasilhasil yang telah diraih. Kegiatan-kegiatan DBE1 saat ini berfokus untuk memperkuat hasil-hasil yang telah dicapai selama enam tahun pelaksanaan kegiatan dan juga untuk persiapan PRIORITAS. DBE1 memberikan prioritas kepada upaya advokasi dan mendukung pemerintah kabupaten/kota mitra dan provinsi DBE1 untuk mengalokasikan dana terkait diseminasi program DBE1. Dalam periode yang lalu dan bulan pertama periode ini (April), karena adanya keterbatasan dana dan adanya masa transisi, DBE1 terus berupaya untuk mendukung kesinambungan keberadaan program di lapangan. Kegiatan DBE1 meningkat dalam bulan ke dua dan ke tiga (Mei dan Juni) periode ini dengan adanya persetujuan mengenai perpanjangan tersebut.

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Untuk mendukung kesinambungan pada tingkat sekolah maupun kabupaten/kota dan mendukung diseminasi/replikasi pendekatan DBE1 pada tingkat nasional dan provinsi, DBE1 terus melakukan komunikasi dengan pemangku kepentingan nasional dan provinsi. Hal ini dicapai dengan dua hal, yaitu dengan melaksanakan pertemuanpertemuan di tingkat provinsi dan konsultasi yang berjalan dengan Kementerian Pendidikan Nasional (Kemdiknas) dan dengan pemangku kepentingan lainnya termasuk Kementerian Agama, Kementerian Dalam Negeri, dan donor lainnya termasuk program-program yang dibiayai oleh Bank Dunia, UNICEF, dan AusAID. Secara khusus, DBE1 dalam periode ini bertemu dengan wakil-wakil dari berbagai universitas untuk mengkordinasi pengembangan program service provider, dengan Kemendiknas Direktorat Pembinaan Sekolah Dasar dalam rangka pemetaan programprogram donor dalam mengembangkan MBS, dengan Kementerian Pendayagunaan Aparatur Negara dan Reformasi Birokrasi untuk meriviu berbagai upaya dalam mengembangkan standard servis kinerja, termasuk standar untuk sektor pendidikan. DBE1 juga bertemu dengan Tim Pengembang BOS, Kelompok Pengembangan Profesional dan Provinsi, Pusat Data Statistik Pendidikan, dan juga dengan Wakil Menteri Pendidikan Nasional dalam mengkordinasi berbagai program. DBE1 juga bertemu dengan pengambil keputusan di tingkat provinsi di semua provinsi mitra. Kordinasi dengan mitra di USAID, DBE2 dan DBE3 juga terus berlangsung. DBE1 juga terus berkordinasi dengan proyek maupun lembaga donor lainnya termasuk KINERJA yang dibiayai oleh USAID, BEC-TF yang dibiayai oleh Bank Dunia, UNICEF, GIZ, dan SEDIA yang dibiayai oleh AusAID. Monitoring kinerja proyek secara rutin telah selesai dilaksanakan pada tahun 2010. Namun demikian, pada periode ini DBE1 menyerahkan beberapa laporan khusus. Salah satu dari laporan khusus tersebut terkait replikasi materi MBS yang dikembangkan DBE1 dan adopsi maupun adaptasi oleh Tim Pelatihan BOS Nasional dari Kemdiknas. PDMS juga terus dikelola oleh DBE1 dalam periode ini. Sistem ini mengelola data dari semua kegiatan DBE1 yang ada. Pada tahun 2010, DBE1 telah menyelesaikan kegiatan di tingkat kabupaten/kota, termasuk dukungan terhadap sekolah dan kabupaten/kota dan terhadap organisasi yang mendukung diseminasi program DBE1 di tingkat sekolah. Pada periode ini, kegiatan-kegiatan DBE1 menjadi terbatas sebagian karena adanya perubahan dalam kebijakan Kemdiknas mengenai MBS dan program pelatihan nasional. Namun demikian, berbagai kegiatan diseminasi tingkat sekolah terjadi dalam periode ini. USAID mengharuskan DBE1 untuk mendiseminasi program MBS ke 15,000 sekolah dan hal ini telah tercapai pada periode Januari-Maret lalu. Hingga akhir Juni 2011, sekitar Rp. 18 milyar atau $2 juta telah dialokasikan oleh berbagai pihak untuk mendukung diseminasi program MBS DBE1. Sebagai hasil dari upaya yang cukup penting ini, 13,353 sekolah, selain dari 1,264 mitra DBE1, saat ini telah menyelesaikan Rencana Kerja Sekolah dan/atau melaksanakan bagian-bagian lain dari paket MBS yang dikembangkan oleh DBE1 seperti misalnya penguatan komite sekolah, pelatihan kepemimpinan untuk kepala sekolah/madrasah, manajemen aset, dan juga Sistem Database Sekolah (SDS). Hal ini berarti telah ada 340,000 anak Indonesia yang bersekolah di sekolah mitra DBE1 dan lebih dari 3.3 juta anak

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Indonesia telah mendapatkan keuntungan dari diseminasi. Dalam periode April hingga Juni ini, DBE1 terus melakukan upaya ―menjaga mutu‖ sebagai bentuk jawaban dari permintaan Kemdiknas yang didukung oleh USAID. Hal ini dilakukan untuk program Kemdiknas yang didukung oleh Bank Dunia maupun AusAid untuk mendiseminasi perencanaan pengembangan sekolah dan manajemen keuangan melalui pelatihan berjenjang (cascade) kepada kepala sekolah, bendahara sekolah, dan anggota komite sekolah di Indonesia. Seperti yang telah disebutkan di laporan-laporan yang lalu kepada USAID, DBE1 memiliki perhatian terkait masalah teknis mengenai pendekatan pelatihan dan juga modul dan materi pelatihan. DBE1 memiliki perhatian khusus dalam (i) modul Evaluasi Diri Sekolah (EDS), (ii) alat yang digunakan, TRIMS, yand diadopsi dari modul pertama, dan (iii) adanya diskoneksi antara hal ini dan juga dua modul lainnya, yang berasal dari DBE1. Kebijakan DBE1 adalah tetap mendukung program yang ada. Hal ini dilakukan bukan saja karena lingkup dari kegiatan dan juga pentingnya kegiatan ini untuk Kemdiknas, namun juga agar DBE1 dapat terus mendukung aspek teknis dari program ini dari dalam. Tim Pengembang BOS telah melatih 90 Pelatih Nasional (Master Trainers), dan dua kelompok pelatih di tingkat provinsi maupun kabupaten/kota yaitu sejumlah 1,449 pada kelompok pertama dan 1,338 pada kelompok kedua, sehingga total yang dilatih adalah 2,787 orang. Fasilitator-fasilitator ini diharapkan dapat melatih tiga orang dari setiap SD dan SMP di Indonesia (kepala sekolah, bendahara sekolah, dan wakil dari komite sekolah). Pelatihan ini belum berlangsung karena adanya keterlambatan dalam finalisasi dan persetujuan untuk Petunjuk Teknis kegiatan tersebut. Pelatihan untuk tingkat sekolah direncanakan akan dimulai pada akhir Agustus. Dalam triwulan ini, DBE1 juga memulai program kerjasama dengan Sampoerna School of Education (SSE) yang akan menyertakan materi DBE1 dalam program Pasca Sarjana yang akan dimulai pada triwulan depan. Program Pasca Sarjana ini juga akan menyertakan pelatihan secara online. Program Pasca Sarjana SSE ini dikenal sebagai program Education Leadership and Management (ELM). SSE akan menyertakan aspek-aspek lainnya dari materi DBE1 kedalam kurikulum yang ada untuk meningkatkan relevansi lokal. Program tingkat kabupaten dalam periode ini terfokus kepada pengembangan dan diseminasi Sistem Informasi Manajemen Asset (SIMA) dan Sistem Informasi Manajemen Pendidik dan Tenaga Kependidikan (SIM-PTK) dan juga pengenalan dalam Penghitungan Biaya Pencapaian Standar dan Akses (PBPSA). Dalam rencana kerja yang baru, telah ditentukan bahwa pemutakhiran BOSP dan PBPSA akan dilakukan di 50 kabupaten/kota. Dengan menggunakan data yang tersedia dari sumber data pemerintah (NUPTK dan PadatiWeb), kabupaten/kota kini dapat menentukan tidak hanya biaya operasional sekolah yang sesuai dengan standar nasional namun juga dalam pemenuhan Standar Pelayanan Minimum (SPM) dan pencapaian akses secara keseluruhan. Target 50 kabupaten/kota tersebut ditentukan setelah berkonsultasi dengan Wakil Menteri Pendidikan Nasional dan USAID. Selain membantu 50 kabupaten/kota, analisis data dilakukan dengan menggunakan contohcontoh yang banyak dari enam provinsi. Hal ini akan memberikan input yang

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berharga untuk proses pengembangan kebijakan nasional. Pemutakhiran BOSP dilakukan di lima kabupaten/kota: Sampang, Bojonegoro, Tuban, Makassar, dan Pangkep. Pada bulan Juni, DBE1 juga telah memperkenalkan PBPSA di 12 kabupaten/kota di Aceh yaitu Aceh Utara, Aceh Barat, Simeulue, Nagan Raya, Langsa, Singkil, Bener Meriah, Gayo Lues, Aceh Selatan, Lhokseumawe, Aceh Tenggara, dan Pidie. Di Jawa Barat, DBE1 melatih operator data dari Dinas Pendidikan Sukabumi, Karawang, Cimahi, dan Bogor pada bulan Juni lalu. Kegiatan yang sama juga direncanakan untuk provinsi lainnya pada triwulan depan. Walaupun banyak data yang bermasalah dalam mutu dan kelengkapannya, penggunaan metodologi seperti PBPSA yang dapat dilakukan dengan mudah dan memberikan input secara langsung dan jelas kepada proses pengembangan kebijakan di berbagai daerah meningkatkan penghargaan dari manajer dan pengambil keputusan terhadap pentingnya data yang bermutu. Selain itu, metodologi PBPSA, pada saat berhubungan dengan SIM-PTK, menjadi alat manajemen informasi kabupaten di sektor kebijakan dan perencanaan yang komprehensif. Alat ini dikenal sebagai SIMPK. Pada bulan Mei dan Juni, DBE1 bertemu dengan pemangku kepentingan dari kabupaten/kota di Jawa Tengah yaitu Surakarta, Demak, Jepara, Kudus, Blora, Grobogan, Boyolali dan Klaten. Tujuan dari pertemuan ini adalah untuk membicarakan rencana pelaksanaan PBPSA dan untuk menentukan tingkat kesiapan data PadatiWeb dan NUPTK yang akan digunakan untuk penghitungan dan analisis SIMP-K. Pelaksanaan SIMA yang dilakukan di tujuh kabupaten/kota telah selesai pada tahun 2010. Dalam periode ini, diseminasi dilakukan di Jawa Barat, sementara kegiatan juga berlangsung di Jawa Tengah. Pelaksanaan SIM-PTK juga merupakan fokus kegiatan periode ini dimana metodologi yang baru dilaksanakan di lima provinsi dan telah diselesaikan di Kabupaten Aceh Tamiang. Provinsi-provinsi lainnya diharapkan dapat menyelesaikan pada periode Juli – September yang akan datang. Diseminasi untuk kegiatan tingkat kabupaten/kota berlangsung di Jawa Barat: pengembangan Renstra di Sukabumi. Di Sulawesi Selatan, Training of Trainers mendukung diseminasi SIMA telah dilaksanakan di Kabupaten Barru. Universitas Negeri Makassar, dalam kapasitas sebagai service provider, berencana untuk mendiseminasi BOSP di Balikpapan, Kalimantan Timur. Perluasan program di Aceh telah diselesaikan pada periode yang lalu. Untuk menyelesaikan program pengembangan renstra di Aceh, SEDIA telah setuju untuk melakukan hal tersebut di enam kabupaten/kota. Namun demikian, SEDIA juga disibukkan dengan berbagai aktifitas lainnya dan pemilihan Bupati di Aceh dijadwalkan pada bulan Oktober (ada 18 kabupaten/kota yang mengikuti Pemilihan Kepala Daerah dan juga Pemilihan Gubernur). Karena hal-hal tersebut, pengerjaan renstra belum dilanjutkan. Kabupaten/kota yang masih harus menyelesaikan resntra adalah Aceh Tenggara, Gayo Lues, Pidie Jaya, Lhokseumawe dan Sabang. SEDIA mengantisipasi untuk bekerja di kabupaten/kota ini setelah Pemilihan Kepala Daerah di tahun yang akan datang.

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Selain itu, pada tanggal 21 April, USAID telah mengeluarkan memo Technical Direction yang memberikan arahan kepada DBE1 untuk menyebar luaskan praktikpraktik yang baik di Papua dan Papua Barat dengan bekerjasama dengan UNICEF. Telah ada persetujuan antara USAID dan UNICEF untuk berkontribusi dalam pengembangan manajemen dan tatalayanan sektor pendidikan di Papua dan Papua Barat. Hal ini dilakukan dengan mengimplementasikan instrument, materi, dan pendekatan-pendekatan yang dikembangkan oleh DBE1. Pada periode ini, DBE1 telah memulai memberikan asistensi teknis kepada UNICEF untuk mengadaptasi materi-materi DBE1 untuk keperluan khusus dan melaksanakan di Jayawijaya, Jayapura, dan Biak di Papua, dan juga di Sorong di Papua Barat. Beberapa rapat kordinasi telah dilakukan di Jakarta. Bersama-sama dengan USAID, DBE1 mengunjungi Papua untuk merencanakan dan mengembangkan lebih jauh program-program di lapangan. Pada bulan Mei, selama sepuluh hari DBE1 bersamasama dengan USAID bertemu dengan UNICEF dan pemangku kepentingan di Papua. Tim ini pada awalnya bertemu dengan pemangku kepentingan tingkat provinsi yaitu Dinas Pendidikan, Bappeda, Dewan Pendidikan, LPMP, BPPNFI, Kandepag, SetDa/Asisten SosBud, dan juga wakil dari Universitas Cendrawasih sebagai calon service provider. Sebagai tindak lanjut, tim juga bertemu dengan UNICEF untuk sesi perencanaan bersama-sama dan lokakarya selama 1 hari di Jayapura bersama dengan wakil dari empat kabupaten/kota dan dua provinsi (Papua dan Papua Barat). Pelatihan untuk spesialis UNICEF untuk metodologi program DBE1 di tingkat kabupaten/kota akan dilakukan pada awal periode yang akan datang. Di provinsi lain, kerja juga terus dilakukan terkait dengan program service provider. Dalam periode yang lalu, DBE1 telah melakukan evaluasi yang menyeluruh dalam program service provider di Jawa Barat dengan Universitas Pendidikan Indonesia (UPI), di Jawa Tengah dengan Universitas Muhammadiyah Surakarta (UMS), dan di Makassar dengan Universitas Negeri Makassar (UNM) serta Sampoerna Foundation‘s School of Education (SSE). Laporan mengenai evaluasi ini telah diserahkan kepada USAID pada bulan Maret lalu. Dalam periode ini, Kordinator Service Provider telah ditunjuk untuk setiap institusi dari tim DBE1 (yang merupakan gabungan dari STTA dan staf proyek). Pemetaan secara menyeluruh terkait kapasitas dan pengalaman dari staf service provider telah dilakukan dan staff baru telah dipilih bersama-sama oleh DBE1 dan institusi terkait dengan mengikuti proses yang transparan dan berbasis kepada merit. Latar belakang calon-calon dari setiap institusi cukup lengkap dan baik. Hal ini memungkinkan keikutsertaan spesialis dari setiap universitas yang memiliki keahlian beragam. Hal ini dapat memperbaiki beberapa kekurangan yang terjadi pada putaran pertama sebelumnya. Secara khusus DBE1 merekruit mereka yang memiliki keahlian komputer, untuk melengkapi staf lainnya yang berlatar belakang teknis serta memiliki pengalaman dalam perencanaan dan keuangan. Setiap tim service provider kini terdiri dari gabungan staf akademis senior yang dapat berkonsultasi secara efektif dengan pemangku kepentingan tingkat tinggi. Tim juga terdiri dari mereka yang lebih junior dan memiliki fleksibilitas dalam hal waktu dan juga pengertian yang baik dengan software komputer yang diperlukan. Pelatihan untuk service provider akan dilakukan

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di awal triwulan depan. Selain itu, DBE1 telah memulai kerjasama dengan LPMP di setiap provinsi mitra untuk mengembangkan kapasitas mereka sebagai service provider dalam mendiseminasi program SIM-PTK. Sehubungan dengan kegiatan ICT, kegiatan hibah ICT telah diselesaikan di akhir periode yang lalu. Pilot EMIS juga telah selesai. Pada periode ini, DBE1 bertemu dengan wakil dari Pusat Data Statistik Pendidikan yang baru saja mengalami restrukturisasi. Pertemuan diadakan untuk membicarakan hasil yang dicapai pada kegiatan uji coba EMIS lalu dan juga langkah-langkah selanjutnya. Seperti juga periode-periode sebelumnya, DBE1 mengelola situs DBE. Hingga Juni 2011, situs ini telah dikunjungi sebanyak 3,021,241 kali. Dalam triwulan ini, situs menerima kunjungan sebanyak 288,690 dan angka ini merupakan kenaikan cukup signifikan dari 238,836 kali kunjungan di periode sebelumnya. Angka kunjungan per bulan juga meningkat secara konsisten yaitu 78,551 pada bulan April, 97,626 pada bulan Mei, dan 112,513 pada bulan Juni. Pada triwulan ini DBE1 juga terus mengunggah berbagai informasi dari DBE123 ke situs tersebut, terutama Sumber-Sumber Materi. Informasi yang paling diminati adalah materi yang di unggah oleh DBE1, terutama Peraturan Menteri dan Peraturan Pemerintah. Materi DBE1 dan DBE3 termasuk materi yang paling banyak diunduh. Di daerah-daerah dimana tanggapan dari provinsi sangat positif, DBE1 terus mengembangkan pendekatan-pendekatan untuk mendukung diseminasi dan kesinambungan. Di Aceh, misalnya, DBE1 terus bekerjasama dengan SEDIA yang dibiayai oleh AusAID dan bekerja sama dengan provinsi Aceh untuk mengembangkan analisis data tingkat provinsi dan pendekatan dalam perencanaan. Di Jawa Timur, DBE1 memfasilitasi pengembangan kebijakan secara inovatif yang dikenal dengan Inova. Kegiatan perencanaan dan konsultasi juga terus berlangsung dalam periode ini dengan provinsi-provinsi lainnya. Di tingkat nasional, DBE1 bekerjasama dengan Tim Pengembangan BOS Nasional dari Kemdiknas terkait pelatihan MBS secara nasional, dengan kantor Wakil Menteri Pendidikan Nasional dalam pelaksanaan Thematic Education Dialogue, dan dengan Direktorat Pembinaan Sekolah Dasar dalam pemetaan inisiatif MBS dan juga dengan beberapa Kementerian dan Departemen seperti yang disebutkan diatas. Dalam masa-masa akhir pelaksanaan DBE1, hubungan antara kegiatan-kegiatan DBE1 dengan kebijakan sektor pendidikan meningkat secara proporsional terkait relevansi, luas, dan kedalaman dari pengalaman DBE1. Pada enam bulan terakhir, DBE1 berencana untuk menyelesaikan penerbitan beberapa penelitian dan mencari kemungkinan untuk berbagi berbagai penemuan dalam penelitian tersebut, manual, dan juga alat-alat yang telah dikembangkan oleh DBE1 pada enam tahun terakhir.

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Ringkasan Pencapaian Hasil Kerja DBE1 Secara Kumulatif Hingga Juni 2011 (Berdasarkan Rencana Kerja yang Diserahkan Pada 9 Juni 2011)

Kegiatan

9

Target

Pencapaian Triwulan (April – Juni 2011)

Pencapaian Kumulatif Hingga 1 April 2011

Pencapaian Kumulatif Hingga June 2011

Sekolah/madrasah yang didampingi dalam mengembangkan rencana tahunan dan anggaran

1,068 SD/MI dan 196 SMP/MTs

-

1,068 SD/MI dan 196 SMP/MTs

1,068 SD/MI dan 196 SMP/MTs

Sertifikasi Fasilitator Distrik

400 orang

-

230 orang

Menunggu Pelatihan Nasional 10 Kemdiknas

Pelatihan Tingkat Advance Untuk Fasilitator Distrik

500 orang

-

Ditunda karena Pelatihan Nasional Kemdiknas

Menunggu Pelatihan Nasional Kemdiknas

16 orang untuk Keuangan

Persiapan untuk pelatihan SP yang direncanakan awal periode depan

39 orang (termasuk 15 orang pelatih tingkat provinsi di Jawa Barat untuk SIMA dan 10 orang di Sulsel untuk BOSP)

Menunggu penilaian staf

Pelatihan untuk service provider untuk mendukung program tingkat kabupaten/kota (SIPPK, Renstra, AKPK, BOSP, SIMPTK dan SIMA)

16 orang untuk Data/Perencanaan 24 orang untuk SIM-PTK 22 orang untuk SIMA

Pelaksanaan AKPK

45 kab/kota

20 kab/kota (Aceh)

46 kab/kota

66 kab/kota

Pelaksanaan BOSP

49 kab/kota

1 kab/kota (Simeulue)

67 kab/kota

68 kab/kota

Pemutakhiran BOSP

50 kab/kota

Dimulai di 5 kab/kota

-

-

Pelaksanaan PBPSA

50 kab/kota

Dimulai di 24 kab/kota

Metodologi yang baru dikembangkan dan diuji coba di 2 kab/kota

-

Disseminasi BOSP yang telah dimutakhirkan di kab/kota baru

Berdasarkan permintaan

-

Menunggu finalisasi dari perpanjangan DBE1

-

Renstra

45 kab/kota

Kegiatan berlangsung di 2 kab/kota di Jawa Barat

45 kab/kota + 2 kab/kota telah update dengan metodologi baru

45 kab/kota

9 10

Diperbaharui pada bulan Juni 2011 Lihat footnote 2 above.

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Kegiatan

9

Target

Pencapaian Triwulan (April – Juni 2011)

Pencapaian Kumulatif Hingga 1 April 2011

Pencapaian Kumulatif Hingga June 2011

Renja

20 kab/kota

-

35 kab/kota

35 kab/kota

Kontribusi DBE1 dalam pengembangan kebijakan pendidikan kab/kota

6 kebijakan

-

43 kebijakan

43 kebijakan

Kontribusi DBE1 dalam pengembangan kebijakan pendidikan provinsi

2 kebijakan

Kegiatan berlangsung di semua provinsi

4 kebijakan (kegiatan berlangsung di Sulawesi Selatan, Jawa Barat, Jawa Timur, dan Aceh)

4 kebijakan

Survei Biaya Personal

5 kab/kota

-

2 kab/kota

2 kab/kota

Sistem Informasi Manajemen Aset (SIMA)

7 kab/kota

2 kab/kota diseminasi di Jawa Tengah

7 kab/kota

7 kab/kota

+ diseminasi di Jawa Barat

+ diseminasi di Jawa Barat dan Jawa Tengah

Sistem Informasi Manajemen Pendidik dan Tenaga Kependidikan

7 kab/kota

-

2 kab/kota

2 kab/kota

Hibah ICT yang telah 11 dicairkan

$292,901

Program telah selesai

$304,422

$304,422

(IDR 2,739,801,282)

(IDR 2,739,801,282)

(IDR 2,714,749,451)

(Admin untuk grant terakhir sedang difinalisasi)

Jumlah sekolah yang ikut serta mendiseminasi program DBE1

15,000 sekolah

139 sekolah

15,214 sekolah

15,353 sekolah

Dana pemerintah kab/kota dan sumber lainnya untuk mendukung diseminasi program DBE1 tingkat 12 sekolah

N/A

$8,154

$ 1,967,997

$1,976,151

(IDR 73,381,950)

(IDR 17,711,976,256)

(IDR 17,785,358,206)

Dana pemerintah kab/kota dan sumber lainnya untuk mendukung diseminasi program DBE1 tingkat 13 kabupaten/kota

N/A

11

1 USD = 9,000 IDR

12

1 USD = 9,000 IDR

13

1 USD = 9,000 IDR

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$13,062 (IDR 117,560,000)

14

$35,228

(IDR 317,054,100)

$48,290 ( IDR 434,614,100)

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Pencapaian Triwulan

Pencapaian Kumulatif Hingga 1 April 2011

Pencapaian Kumulatif Hingga June 2011

Kegiatan

Target

Kabupaten/kota yang mendiseminasi program MBS DBE1

N/A

1 kab/kota

74 kab/kota

75 kab/kota

Kabupaten/kota yang mendiseminasi program DBE1 tingkat kabupaten

N/A

4 kab/kota

23 kab/kota

27 kab/kota

Melaksanakan program 15 Kemitraan

$677,775

-

$1,547,000 (program telah selesai pada tahun 2007)

$1,547,000 (program telah selesai pada tahun 2007)

N/A

-

$2,644,877

Kontribusi masyarakat untuk pengembangan sekolah oleh 16 program DBE1

(April – Juni 2011)

6

(IDR 25,126,330,524)

14

Termasuk kontribusi dana untuk diseminasi SIMA

15

1 USD = 9,500 IDR

16

1 USD = 9,500 IDR, berdasarkan kontribusi masyarakat pada tahun ajaran 2005-2009

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$2,644,877

6

(IDR 25,126,330,524)

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1. Project Management and Coordination This report covers the period April through June 2011. Following the transition and uncertainty in the previous two quarters, the latter part of this quarter saw an increase in activity. A Contract Modification to cover the Extension of DBE1 from October 2010 through until the end of June 2011 was issued on November 10, 2010. This extension to the project focused on further consolidating the improvements made to management and governance of basic education in target districts and at province and national levels. Meanwhile, it was anticipated that a second extension for the period July – December 2011 would be approved late 2010 and that the increased funding would be available to be utilized early in 2011. However, as the Contract Modification for this second extension was not approved until the end of April, plans to expand the program during the previous quarter and this quarter were delayed until then. Contract Modification no.19, extending the project through December 2011, was approved on April 28 and a Request For Proposal for USAID‘s follow-on basic education project in Indonesia, known as PRIORITAS, was issued on May 25th. These two documents confirmed USAID‘s intention that DBE1 will close out at the end of December 2011 and that PRIORITAS will continue to expand and support many of the programs developed under DBE1 in the same target provinces. Ongoing coordination, planning and training workshops took place this quarter at provincial and national levels to ensure that project management is responsive and to accommodate and anticipate the extension to the project through until the end of the current year. Coordination with our partners in USAID, DBE2 and DBE3 is ongoing at all levels. The focus on supporting dissemination and ensuring the sustainability of outcomes continued this quarter. In order to support sustainability at the school and district levels and encourage take up (dissemination/replication) of DBE1 approaches at the national and provincial levels we continued to maintain a high level of engagement with provincial and national stakeholders throughout the quarter. This was achieved in several ways, including holding occasional meetings in provinces and ongoing consultations with MONE and with other relevant national stakeholders including MORA, and other donors including the World Bank, UNICEF and AusAID programs. In 2010, DBE1 closed out the program in districts and held workshops in provinces to report on project outcomes and encourage sustainability. All district offices were closed in June 2010. Contracts for district coordinators and all but a few provincial specialists and support staff were completed by the end of September 2010 along with those for three provincial coordinators and a small number of Jakarta-based specialists. DBE1 provincial offices moved to smaller locations by the end of 2010, except for the offices in Aceh and North Sumatra. Following approval for the first extension (through June 2011) and ongoing consultations regarding the second extension (through December 2011) a number of

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field personnel were re-engaged under short term technical assistance contracts (STTA) commencing during the previous quarter. More STTAs were contracted during the current quarter. Project Management & Coordination Goals for 2010-2011 Ensure internal and external communication and coordination is timely and responsive Study impact and sustainability and produce policy papers Consult and share lessons learnt with provincial, national & international stakeholders Continue to manage and improve Project Data Management System (PDMS) Anticipating the finalization of a contract to cover the second extension, a draft work plan was prepared and submitted to USAID in December 2010. Following the approval of Contract Modification 19, an updated work plan was submitted to USAID on 9th June 2011. This quarterly report is structured on the basis of that work plan. The work plan incorporates goals and activities associated with the extension of the project initially until the end of June 2011 and subsequently until end of December 2011. The underlying objective is to maintain the continuity of program presence in the field pending finalization of plans for a new project in basic education while further increasing sustainability and supporting dissemination. The extensions give DBE1 an important opportunity to really consolidate the gains made in target districts and provinces, through dissemination to new areas, and at the national level through policy dialogue. Such opportunities are rarely available within the short-cycle of deliverable-driven projects. With the release of the RFP for PRIORITAS, DBE1 is also able to focus on activities which will be followed up in the new project. This, in turn, has an effect on consultations and coordinating meetings with counterparts. DBE1 is thus focusing now on consolidating results achieved in the first six years of project implementation and setting the scene for PRIORITAS. Priority is given to advocating and assisting DBE district and provincial governments to provide funding for dissemination of DBE1 programs. During the previous quarter and first month of this quarter, due to budget limitations, the main focus was to maintain the continuity of program presence in the field in the short-term during this transition period. Activity increased in the second two months of the quarter, following the approval of the final extension. 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.

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Meetings with Universities

A series of high-level meetings were held with universities to coordinate the service provider program this quarter. Partner institutions are as follows: in West Java the Indonesian University of Education, or Universitas Pendidikan Indonesia (UPI), in Central Java Universitas Muhammadiyah Surakarta (UMS), in East Java, the Universitas Negeri Malang (UM), in South Sulawesi Universitas Negeri Makassar (UNM), in South Sumatra, Universitas Negeri Lampung (UNILA), and in Jakarta, the Sampoerna School of Education (SSE). In both UNILA and UM, which are new partners for DBE1, we met this quarter with the Rector and senior managers to discuss the program. A high-level meeting was also held with the rector of UNM who expressed strong support for the program. Meeting with MONE’s Directorate for Kindergarten and Elementary Schooling

From 17 to 19 June, DBE1 met in Malang with representatives of MONE‘s Directorate for Kindergarten and Elementary Schooling (Direktorat Pembinaan Sekolah Dasar Kementerian Pendidikan Nasional), and representatives of other donors working as government partners, at a workshop to coordinate and map programs for school-based management. Eight persons attended from MONE. Donor representatives included four from DBE1, and one each from DBE2, DBE3, UNICEF, World Vision, PLAN International, and Dinas Pendidikan Kota Malang. The results, recommendations and planned follow up from this workshop are discussed later in the report. Meeting with donors and provincial government, Aceh

DBE1 participated in a Donor Meeting in Aceh, hosted by the AusAID-funded SEDIA project on Thursday, June 9, to discuss the existence of two methods for calculating minimum service standards (SPM) for basic education: (1) SEDIA, LOGICA 2, and UNICEF plan to calculate the SPM in the district targets (SEDIA: two districts, LOGICA: six districts, and UNICEF: three districts) using the census method; (2) the SIMP-K tool prepared by DBE1 will be used in target districts. As a result of this meeting, SEDIA, UNICEF and the Provincial Education Office agreed to use DBE1‘s SIMP-K tools to calculate SPM and the costs of meeting SPM, with the exception of LOGIKA which will continue using the census method as they are already in process. SEDIA agreed to provide support to the Aceh Province in updating and improving LPMP‘s NUPTK data. The Education Office agreed to support the training of a few skilled staff to use the SIMP-K tool. The donor team agreed to consider the follow-up and approach verification of data after SPM and costing data is calculated by using DBE1‘s SIMPK tool. Follow-up meetings were planned and it was recommended that one or two SEDIA staff will joint DBE1 PBPSA training in July to learn the methodology. Meeting with the Ministry for Public Administration and Bureaucratic Reform (Kemenpan)

DBE1 participated with representatives of KINERJA in a meeting with Kementerian Pendayagunaan Aparatur Negara dan Reformasi Birokrasi (Kemenpan) on 25 April

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2011 at the Office of MOHA‘s Director General of Public Administration. The meeting was chaired by the Assistant Deputy, Public Service Policy Formulation, representing the Deputy for Public Service. The meeting was attended by approximately twenty participants from Kemenpan, DBE1 and the KINERJA Team (five people). The Kemenpan officials responded positively to the proposed agenda / work plan for Pemetaan Jenis Standar Berkaitan Peningkatan Pelayanan Publik (Mapping the Type of Performance Standards related to Public Service Improvement), the thinking framework and the various challenges presented. Kemenpan agrees that the current ‗confusion‘ of provincial and district government regarding the wide variety of standards issued by the central government needs addressing. Meeting with USAID-funded KINERJA

Coordination and cross-support with KINERJA continued this quarter. DBE1 attended a three day KINERJA workshop on 5-7 July in Makassar titled Developing district strategies for meeting minimum service standards in education. Meeting with MOHA and GIZ

In June DBE1 also attended a meeting with GIZ and MOHA to sharie the progress of minimum service standards in education. As a follow up, there will be workshop at MOHA on August 2nd where DBE1 will share the progress of PBPSA methodology along with ADB, EU, the World Bank and other donors. Meeting with Provincial and Professional Development Group

DBE1 participated as a member of the Working Group for Provincial and District Professional Development. Five workshops have now been held by AIBEP/MCPM, AusAID. The last meeting was held on Thursday, May 12, 2011 at the Ministry of National Education in Jakarta. Participants included representatives from AusAID, AIBEP / MCPM, DBE1-USAID, JICA, the World Bank, LAN, and MONE. Presentations were given on the professional development module prepared by the District Provincial Working Group, and results of the piloting of this module. The following points were clarified at the meeting: Module 1, Human Resources Management and Development, is 100% complete and has been successfully piloted. Module 2 on Strategic Planning is still incomplete (80%) Module 3 on Infrastructure Management and Planning, is still being completed (80%) For the remaining modules, 4-7, a draft framework of the content has recently been completed. The priority is to complete modules 1-3 in June, while modules 4-7 are expected to be continued after June, pending the extension of the AIBEP / MCPM project. These modules are expected to be accredited by LAN.

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Participants were asked to keep in mind that this AIBEP project was scheduled to end June 2, 2011. Beyond that the future is uncertain at this stage. Consultations with West Java on Asset Management System

DBE1 met with the Head of the Provincial Office of Education in West Java on 11 April 2011. The Education Office plans to disseminate the Asset Management System to all SLBN in the province. Consultations with MONE on EMIS

On June 6th, DBE1 met with the Head of MONE‘s newly structured Data Center for Education Statistics (PDSP), Abdul Ghofar, S.Si., M.Ti, at the Ministry of National Education. The aim of the meeting was to update the new Head regarding the collaboration between DBE1 and PSP (former PDSP) MONE. At the meeting we discussed the activities that have been jointly conducted by DBE1 and the former PSP to date: (1) piloting of SDS ++ in Pidie and Aceh Tengah, January through mid July 2010; (2) workshop on the Implementation and Application of Data Collection, June 2010; (3) training (TOT) on SDS ++ for PadatiWeb managers, October 2010; (4) socialization for all districts/cities, November 2010; and (5) final evaluation, December 2010. We explained to the new PDSP Head and the meeting that, prior to piloting, the DBE1 and PSP joint team discussed the version of laporan individu SD/MI (LISD/MI) to be integrated into the SDS++ software. We further explained that the PSP team found difficulties in constructing a standardized LI-SD/MI format due to fluid data elements requested by each directorate. Data elements in LI-SD/MI changed nearly every year making it difficult for schools to master the LI-SD/MI process. During the joint team discussions, DBE1 had suggested that the PSP team split the LISD/MI format into two: the standard format and the fluid format. However this suggestion was not considered cost effective. We also informed the meeting that, after completing the pilot, the team carried out monitoring and evaluation activities. We shared the results of this activity: specifically that Aceh Tengah performed rather better than Pidie. Aceh Tengah planned to disseminate the program to all SD/MI, but this has not yet occured due to district budget limitations. In both districts, SD/MI are constrained by the unavailability of administrative staff to handle data entry and data management. Further, at this meeting we described how DBE1 has now trained all Wali PadatiWeb in the approach and has introduced the concept to all district data groups. The Head of PDSP provided information on the new structure of the Ministry of National Education. PDSP is now situated under the Secretary General of MONE, consequently PDSP is being restructured internally. Education data is now to be collected by the Directorate of each level of education, and will no longer be collected and aggregated by the PSP. The core task for PDSP is now to confirm and verify the data. Currently PDSP is piloting instruments and determining the encoding to be used in the future.

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Realizing that structural reorganization will be take some time and that, under the new system, each level of education will be responsible for data collection, DBE1 subsequently took the opportunity to introduce the approach at a multi-donor forum meeting held by the Directorate of SD. The meeting agreed that the design of an instrument for data collection will be discussed in this forum. However, technical discussion on the design has not yet taken place. Meeting with Deputy Minister of Education

On June 30, DBE1 met with the Deputy Minister of Education and other donors to plan the next Thematic Education Dialogue meeting, scheduled for late July. The theme is to be school-based management. It was agreed that this meeting should focus, not on sharing good practice as has been done in the past, but on sustainability, replication and strategies to support these. Along with other donors, DBE1 will be given an opportunity to present the results of our work in this field and in particular to invite a representative from a target province or district to provide the counterpart perspective. Also attending were representatives of the World Bank and UNICEF. Meeting with MONE’s Principal Training Center (LPPKS)

On April 4, DBE1 met with Professor Siswandari, Head of MONE‘s recently established Principal Training Center, LPPKS in Surakarta. This meeting aimed to explore potential for cooperation between DBE 1 and LPPKS and the possibility of LPPKS becoming a DBE service provider in the future. After we introduced the DBE project and methodologies, Prof. Siswandari described LPPKS programs. He indicated that he and LPPKS are open to the idea of working with DBE 1. The LPPKS program, based on Permendiknas No. 6 of 2009, includes: the selection and preparation of principals , education and training for prospective principals, facilitation for districts to anticipate and forecast the needs of principals in the coming two years. Collaboration with MONE and other donors on BOS training

During this quarter, DBE1 continued to work closely with MONE‘s Directorate for Kindergarten and Elementary Schooling and the Directorate for Junior Secondary Schooling, MORA (Mapenda), AusAID, the World Bank and the national BOS Development Team on planning and implementation of a national program of training for junior-secondary and elementary schools in all provinces on BOS reporting, which is being integrated with school planning. Cascade training for national level Master Trainers, and subsequently province-level and district-level facilitators, commenced late September 2010. School level training (school principals, school treasurers and school committee representatives) commenced in this quarter, mid-2011. The workshops and facilitator training are being funded by the World Bank and AusAID, while AusAID is funding school level activities, with a budget of approximately AUD20 million. We have contributed by providing revised materials based on the DBE1 school

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development planning (RKS) and school finance (BOS) reporting methodologies. DBE1 continued to meet with the national BOS Development Team over this quarter. In this context, DBE1 attended a meeting with the National BOS Team on 26 April. Participants included representatives of the National BOS Team, AusAID and DBE1. At this meeting the following were accomplished: Checking minor errors in the training materials. A final check for the Planning and Budgeting School / Madrasah materials has been completed by DBE1, while EDS and Financial Management of Schools was checked by the team. The progress of preparations for 1300 district training facilitator candidates (additional facilitators) was discussed. A TOT was planned for May, after all the training material has been printed. A quota for the district facilitator candidates was determined. The quota for additional facilitators for each district / city is complete and has been coordinated with MONE. MONE facilitators will invite the candidates who come from MONE, while candidate facilitators from MORA will be invited by MORA. Preparation for the refreshing program for 1500 district facilitators was discussed. A refreshing workshop was also planned for the 67 national facilitators, but these will be screened again before the workshop to confirm their ability to perform their duties as national TOT facilitator. The evaluation is to be based on the results of last year. There will be also be a refreshing program for the 1500 facilitator districts / cities that were trained last year. Reportedly, at this time MONE was unable to open an account for this project because it is was still waiting for grant requirements to be completed, consisting of: (1) Project Operating Manual (POM), (2) SK Kemendiknas for associated project personnel, (3) Legal opinion from AusAID, and (4) letter from the Director General of Taxation Tax. Numbers 1 and 4 were already in place, while the number (3) is waiting on AusAID, and will then be submitted to the IRS to obtain tax requirements in letter (4). Subsequent to this meeting, on May 19-21, DBE1 provided a national specialist as expert presenter (nara sumber) at the workshop for refreshing national facilitators (Penyegaran National Facilitator - MT) in Jakarta. On June 6th DBE1 provided a specialist (nara sumber) to review the training material for te BOS training at school level in MONE, Jakarta. Meeting with UNICEF

On April 26, DBE1 met UNICEF to further discuss implementation of cooperation in Papua. Both sides agreed that representatives of DBE1 and UNICEF will go to Papua during second week of May to directly see the needs and conditions the field. DBE1 will provide more detailed information regarding programs at both school and district levels to UNICEF. Both sides also agreed that UNICEF will finalize the work plan during the third week of May. Subsequent meeting between the two organizations took part in Papua in May regarding detailed support that DBE1 will provide to

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UNICEF, i.e. training in LAKIP and PBPSA. More information regarding this meeting is in Part 3 of this Report. Meeting with Decentralization Support Facility

Meanwhile, on June 20, Decentralization Support Facility (DSF) invited DBE1 and Kinerja to talk about its e-costing program. In this meeting, DBE1 talked about programs such as AKPK and BOSP and how they support the achievement of Minimum Service Standards. DSF also talked about their e-costing program that includes activities such as establishment of MSS profile data, costing process, integration into planning and budgeting documents, and how MSS supports achievement of Millennium Development Goals. Anticipated Next Steps

DBE1 will continue to work closely with the various GOI departments and non-government stakeholders to strengthen implementation, dissemination and sustainability of core programs and support policy development at all levels Ongoing efforts to promote donor harmonization and the adoption or adaptation of DBE1 programs and approaches by other donors will include further meetings with the World Bank, AusAID and multi-donor groups. 1.2 Monitoring, Evaluation, and Reporting (Task 2 and 3) During the initial five years of DBE1 assistance to schools and districts, DBE1 completed nine routine monitoring reports (Baseline Edition 1 and 2 plus Monitoring Progress Reports 1-7). The final report (the seventh monitoring progress report) was submitted to USAID in the previous quarter. Table 1.1 Monitoring, Evaluation and Reporting Activity

Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Special study on implementation & impact of DBE1 school development planning

1 report

Mar 10

Completed

Prepared research brief

Complete research brief

Special study on implementation & quality of dissemination programs

2 reports

Apr 10

Completed

Prepared research brief

Complete research brief

Special study on implementation & impact of district level programs

2 reports

Oct 10

First draft of report prepared

-

Prepare SOW for final in-depth study with some international technical assistance

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Implementation & impact of DBE1 ICT grants program

Annual

Dec 10

Completed

Draft report submitted

Submit final report Prepare policy brief

Special Studies

In addition to routine monitoring of project performance indicators, DBE1 has also conducted a number of special studies to better determine the impact and advise on specific aspects of DBE1 programs. A number of reports on special studies were submitted in the previous quarter. Plans are underway for two further studies to be conducted in the next quarter: (1) a study (or ‗meta-analysis‘) on data generated through the implementation of various DBE1 methodologies at district and province level, including BOSP-PBPSA, SIMP-K, SIMA, SIMPTK and TEDS, (2) a final study on the effectiveness of DBE1 tools in districts, to incorporate results of the study conducted last year on early impact of these methodologies. In this quarter, the following reports on special studies were submitted.1

Table 1.2: SUMMARY OF REPORTS ON SPECIAL STUDIES SUBMITTED THIS QUARTER Deliverable

Title

Submission Date

Notes Submitted in partial fulfillment of

16 and 22

ICT Grants Review Report

4-April-11 (Draft)

Deliverables 16 and 22 under Task Order (GSA MOBIS Number GS-10F0097L)

18

Replication of SBM Activities and Adoption/Adaptation of DBE1 SBM Materials by MONE BOS Training Team

3-June-11

This report is the second and final report for Deliverable 18

27

Managing public education personnel: the development of DBE1’s Personnel

08-Apr-11

This report addresses Deliverable 27 for the period ending June 2011 (Modification 16, November 2010)

1

Note that two of the reports listed were submitted in the first week of April, however as the substantial work th was completed during the previous quarter they were also included in the 24 Quarterly Report.

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Management System

Anticipated Next Steps

Prepare SOW and conduct studies on district interventions and meta data analysis Submit Final ICT Report after receiving USAID feedback. Prepare Policy Brief on ICT impact study.

1.3 Project Data Management System (PDMS) (Task 4) Minor data updating was made during the quarter. Provincial staff continued to periodically upload data on implementation of DBE1 activities and dissemination results. Table 1.2 Progress in Managing PDMS (2010-2011) Activity

Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Continue to update data

-

Routine

Routine

Routine

Routine

Produce reports on data and analysis

-

Routine

Routine

Routine

Routine

Anticipated Next Steps

Continuous maintenance on PDMS functionalities and features.

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2. Dissemination of School-Based Management 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 computerized school data-base (SDS), and strengthening of the role of school committees and principals as school leaders. The core activity at school and community level was completed some time ago. Focus in this quarter was on supporting further dissemination through collaboration with MONE, MORA and other donors. Activities in the new workplan include training and certification of district facilitators, assisting districts (and other agencies) to plan, budget and implement dissemination programs, assisting MONE to develop and implement School-Based Management (SBM) strategy, and exploring the possibility of including school-based management in pre-service training. School-Based Management Dissemination Goals (2010-2011) •

Support the dissemination of school-based management to new districts, subdistricts, schools and madrasah



Increase the number of well-trained and certified district facilitators



Support MONE in the development and implementation of a SBM dissemination approach



Explore the possibility of including school-based management in pre-service teacher training 2.1 Disseminating DBE1 School level Programs (Task 5) In the previous year DBE1 closed out activity in districts including assistance to schools and districts as well as other organizations to disseminate DBE1 school level programs. In this quarter, activity was limited somewhat due to the uncertainty as the ongoing scope and scale of the project as well as changes to MONE policy regarding school-based management described below. Notwithstanding this, important school level dissemination activities took place in districts in this period. 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 workplan revised late 2009, the target was increased to 7,000. This revised target was already exceeded in 2009. By the end of September 2010, the period of the previous workplan, the number of dissemination schools had increased to over 10,000. Under the new workplan, the target was revised up to 15,000. Notwithstanding the changes in MONE policy, described in previous reports, which have resulted in DBE1 postponing further support for dissemination of school-based management programs, the target of 15,000 was already exceeded by 214 schools in

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the previous quarter and has now increased by a further 139 as a result of activities in South Sulawesi, East Java and Central Java in this quarter (See Tables 2.1 and 2.2 below). Table 2.1 Achievements against 2011 Targets for Disseminating School-Based Management Activity

Advanced training for District Facilitators

School based management programs disseminated Certification of District Facilitators

Target Volume

Target Date

Status at end of Quarter (cumulative)

500

March 11

NA

Postponed due to MONE national 2 pilot

Planned for September

15,000 schools

Dec 11

15,353

139

Ongoing

400

Dec 11

230

Postponed due to MONE national training

170 more to be certified

Achievement this Quarter

Target next Quarter

Through the end of June 2011, approximately Rp. 18 billion, or just under $2 million,3 has been allocated from counterpart budgets for the dissemination of DBE1 schoolbased management programs. Of this amount, Rp. 10.9 billion came from annual district budgets (APBD) and the remainder, Rp. 6.9 billion, from a variety of non-APBD sources including the Ministry of Religious Affairs (MORA), school funds (predominately BOS), and the non-government sector (e.g. Muhammadiyah). Table 2.2, below, indicates the number of schools which have participated in dissemination programs to implement DBE1 methodologies using funds from APBD and other sources.

2

In late 2010, MONE, working with other donors including AusAID, began preparing for a nation-wide cascade training program to introduce basic aspects of school-based management to every principal and supervisor at elementary and junior secondary level in the country. As described elsewhere in this report, DBE1 has been closely involved in this program. In order to avoid causing confusion in the field it was agreed early in 2011 that DBE1 would not undertake retraining of DF or support further dissemination efforts in schools until after this training had been conducted in each region. At this point it was agreed that the DBE1 training could be provided as a follow up to the briefer and less comprehensive MONE training. 3

Using a nominal exchange rate of Rp9,000 = $1

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Table 2.2 Number of Schools in DBE1-Targeted and Non Targeted Districts with Replication Activities (Head Count) - Based on Budget as at June 30th 2011 Number Of School

APBD

Other funds (BOS .nongovernment foundations. MORA etc)

Combination (APBD and Other Funds)

19

145

0

164

North Sumatra

212

117

10

339

Banten

612

43

0

655

West Java

290

1,315

1,024

Central Java

574

4,691

270

5,535

1,919

1,900

1,322

5,141

516

310

43

869

4,142

8,521

2,669

Province

Aceh

East Java South Sulawesi Total

DBE1

4

21

21

Total

2,650

15,353

Table 2.3 below provides a summary of dissemination funding and programs to date. Based on project data available at this time, and using the assumption that on average four participants per school attended training activities, it can be projected that some 60,856 persons have been trained in dissemination programs. These are all programs which were funded by schools, local governments and non-government agencies and have been budgeted, planned and implemented as a result of the DBE1 initiative. Table 2.3: Summary of Dissemination Effort to June 30 2011 Cumulative Number of Period Schools

Districts

Budget (Rp)

Participants

15,214

756

Rp 17,785,000,000

61,412

2006 – June 2011

5

As a result of this substantial effort, these 15,353 schools, in addition to the 1,310 DBE1 target schools, have now prepared school-development plans and/or implemented other aspects of the DBE1 school-based management package such as

4

In Cimahi, West Java, District Government requested DBE1 assistance to train 21 schools as part of leadership and committee members‘ capacity building dissemination. DBE1 shouldered the training costs while District Government provided personnel to support the training. 5

Assuming four participants per school.

6

Breakdown of districts that disseminated DBE1 school level programs can be found in Annex 4. This includes target districts in which dissemination to non-target schools has occurred as well as non-target districts.

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strengthening school committees, improving leadership, asset management, or implementing school database systems (SDS). Table 2.4: Types of School Disseminating DBE1 Programs (June 2011) SMA/MA/ Province

TK

SD/MI

SMP/MTS

SLB

Total

SMK Aceh

157

5

North Sumatra

315

24

339

Banten

113

542

655

2.460

150

25

Central Java

4.813

716

6

5.535

East Java

4.675

381

85

5.141

854

15

13.387

1.833

West Java

1

South Sulawesi

Grand Total

1

2

164

14

2.650

869

118

14

15.353

In many cases these schools have also participated in the dissemination of programs to improve quality of teaching and learning (DBE2 or DBE3 programs). While it is not possible to say with certainty on the basis of this quantitative data alone, based on the qualitative case studies conducted in 2010 it is reasonable to suggest that this dissemination effort is contributing in a significant way to the improvement of schooling for many. This means that over 3.3 million Indonesian children have benefited from the dissemination programs to date.7 This is in addition to the 340,000 children who have benefited from the program in target schools.8 The following table illustrates the type of DBE1 program that schools have disseminated to date: Table 2.5: Types of SBM Programs Disseminated (June 2011) Number of Schools RKS, RKT

Leadership

School Committee

SDS

SDS++

BOS Reporting

Asset Management

Total (Headcount)

9,715

1,854

1,521

791

1,775

1,520

1,605

15,353

7

Extrapolating from the number of schools which have participated in dissemination programs we can say that approximately 3,316,248 students attend schools which have participated in dissemination programs. This figure is conservative as it assumes an average enrolment of 216 children per school, based on the actual average enrolment in DBE1 target elementary schools. Since some of the schools in dissemination programs are juniorand senior-secondary level the real figure should be somewhat higher. 8

DBE1 currently works in 1,076 elementary schools and madrasah, and 196 junior secondary schools and madrasah; a total of 1,272. The total number of students enrolled in these schools is 346,432; of whom 234,480 are enrolled in elementary and 112,423 in junior secondary schools and madrasah.

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The table below shows the level of commitment from counterpart funding agencies to dissemination in each year in each province, 2006 to 2011. There are three categories of dissemination identified: district-funded (APBD) and non-district funded dissemination programs. The first of these covers all programs planned and funded under the district budget (APBD). The second category includes dissemination programs funded by non-government school networks such as the Islamic organization, Muhammadiyah, together with programs for madrasah funded by the Department of Religious Affairs, and programs funded by the schools themselves, often working together in school clusters (gugus) under the leadership of local subdistrict education officials. The final category is dissemination activities supported by DBE1. Table 2.6: Summary of School Level Dissemination Programs to end of June 2011 (Program Realization) Funding Sources and Number of Schools

Province

Number of Districts

District budgets (APBD)

Rp

No. of schools

Other funds (BOS, nongovernment foundations, MORA etc.) Rp

No. of schools

2006 South Sulawesi

1

129,000,000

12

National Total 2006

1

129,000,000

12

0

0

North Sumatra

4

462,000,000

58

3,000,000

30

West Java

1

100,000,000

28

Central Java

2

300,000,000

124

East Java

4

408,000,000

67

31,000,000

67

34,000,000

97

2007

South Sulawesi

2

144,000,000

49

National Total 2007

13

1,414,000,000

326

2008 Aceh

1

50,000,000

19

North Sumatra

4

328,786,000

45

8,200,000

7

Banten

3

180,000,000

40

17,500,000

5

West Java

4

359,470,000

117

22,850,000

74

Central Java

6

1,348,000,000

446

80,463,478

151

East Java

6

633,000,000

344

194,000,000

126

South Sulawesi

6

864,785,000

264

8,400,000

15

National Total 2008

30

3,764,041,000

1,275

331,413,478

378

769,000,000

125 44

2009 Aceh

2

North Sumatra

6

330,975,000

95

33,900,000

Banten

8

770,000,000

572

25,800,000

24

West Java

4

679,920,000

185

40,200,000

148

Central Java

12

182,000,000

165

649,229,522

1,677

East Java

9

2,170,689,700

2,847

1,496,850,000

1,870

South Sulawesi

6

530,203,480

180

66,450,000

73

National Total 2009

47

4,663,788,180

4,044

3,081,429,522

3,961

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Funding Sources and Number of Schools

Province

Number of Districts

District budgets (APBD)

Rp

No. of schools

189,334,000

34

Other funds (BOS, nongovernment foundations, MORA etc.) Rp

No. of schools

20,925,000

20

12,640,000

46

2010 Aceh

1

North Sumatra

3

Banten

1

9,000,000

14

West Java

4

30,000,000

34

607,750,000

728

Central Java

15

78,125,000

123

1,369,241,576

2,861

East Java

7

451,651,900

346

918,946,000

1,184

South Sulawesi

3

87,693,100

59

77,400,000

238

National Total 2010

34

836,804,000

596

3,015,902,576

5,091

West Java

14

50,450,000

996

231,900,000

1,400

Central Java

1

155,197,500

375

South Sulawesi

1

4,050,000

27

National Total 2011

16

50,450,000

996

391,147,500

1,802

75

10,858,083,180

7,249

6,853,893,076

11,329

TAHUN 2011

Grand Total

As the above tables show, dissemination has taken off in many districts. In many areas, district governments, MORA, and the schools themselves are implementing training programs developed by DBE1 with their own funding and using facilitators trained by the project. Dissemination of school level programs in this quarter, however, was limited. This is the result of two important factors. First, districts typically implement development programs not in the early part of the year, but later in the year when their funds have been fully disbursed and they are better prepared. The first quarter is usually a quiet period. This was especially the case in 2011 due to delays in BOS funding to schools (described below). Secondly, and more significantly, national policies which directly effect the implementation of DBE1 methodologies, especially in relation to financial management, SDS, RKS and related school development planning and budgeting approaches are currently under review pending the completion of the current AusAID-funded MONE pilot of school-based management training, described below in this report. As a result of this situation, DBE1 did not advocate for dissemination of school-based management in this quarter, planned training for district facilitators was postponed, and districts were advised to delay any plans to disseminate DBE1 schoolbased management methodologies. Notwithstanding these factors, a number of important dissemination activities did take place in this reporting period as described below.

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Central Java

During this reporting period, 50 SD/MI from 50 sub-districts in Demak took part in SDS++ dissemination. The dissemination cost of Rp. 18,581,950 was covered from BEC-TF funds. Participants were reportedly happy to take part in the training session and felt that the System, in particular the School Report Card, was very helpful. Participants also suggested to the District Education Office and Sub-District Education Offices that they also adopt SDS++ for sub-district and district level to ensure that all levels could benefit from this program. East Java

From April 12 to 15, a total of 53 madrasah principals took part in leadership training in Bangkalan. The activity was funded fully by participating madrasah and local facilitators. South Sulawesi

To support the dissemination of DBE1 programs in school committee strengthening, leadership, and asset management system, DBE1 and the Barru District Government conducted Training of Trainers sessions in this reporting period. The costs of these activities were shared between DBE1 (Rp. 10,544,000) and Barru. District Government (Rp. 30,000,000). As the next step, subsequent training sessions will be conducted Participant of School Committee training at sub-district level and will use available BOS in Barru funds. The Training of Trainers was conducted from June 21 to 23. Participants included a total of 14 school committee members, two from the Education Council, and six SD/MI and SMP/MTs teachers. Training of Trainers to support dissemination of DBE1‘s leadership training program is divided into two rounds. The first round was held on June 22 and attended by nine SD/MI principals, five SMP/MTS principals, and 12 TK/SD supervisors. Topics of training include self assessment and how to implement the EMASLIME (Educator, Manager, Administrator, Supervisor, Leader, Innovator, Motivator, and Entrepreneur) principles in their daily activities. As the next step, participants went to the field and implemented their new knowledge and skills for 30 days. Following this they will be participate in further training. This second round of training is planned to take place on July 20. Anticipated Next Steps

Conduct pilot for new Finance and BOS reporting methodology and complete manual. Conduct refresher training for district facilitators, including updating them in new RKS methodology.

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Plan and begin to implement programs to provide opportunities for more district facilitators to meet agreed requirements for certification. Assist districts and provinces to prepare plans and budgets to disseminate DBE1 programs in the coming year. If possible, monitor and support dissemination of school level programs in three new provinces: South Sumatra, West Sumatra and NTT. Continue to monitor dissemination activities in target districts and provinces

2.2 Assist MONE to develop and implement School-Based Management (SBM) strategy (Task 5) Throughout this quarter, DBE1 continued to assist and provide ‗quality assurance‘, in response to a request from MONE supported by USAID, for MONE‘s World Bank / AusAID funded program to disseminate school development planning and financial management through cascade training to principals, school treasurers, and school committees throughout the country. As a result of our experience in assisting schools and districts to develop RKS/M, DBE1 was asked to join the National BOS Development Team and to design the school-based management training for school level (elementary and junior high school). This national BOS team was established by MONE with the aim of enhancing the ability of schools in school-based management through BOS 2010 training programs. In mid-2010, USAID received a letter, dated 22 April 2010, from the Director General of Primary and Secondary Education (Ref No: 2032/C.C3.PR/2010) addressed to the country directors of the World Bank, ADB, EU, AusAID, USAID, UNICEF and JICA, requesting this assistance. In a response (Letter no. 598, June 11, 2010) USAID‘s Director, Office of Education, confirmed DBE1‘s readiness to continue collaboration with MONE in this context. The national BOS Development Team was established based on this request, consisting of representatives from DBE1, the World Bank, the AusAID-funded AIBEP, the ADB, and MONE‘s national BOS team itself. Since its inception, the Team has been working to prepare and pilot a set of training materials for BOS facilitators consisting of three modules, namely (1) School Self-Evaluation module, (2) School Planning and Budgeting module, and (3) School Financial Management module. DBE1 has provided support in the development of this package and in particular, DBE1 methodologies for RKS and BOS reporting have been adopted and form the basis of the second and third modules. As described in previous reports to USAID, we have technical concerns about the training modules and materials and especially the school self evaluation module (EDS), the tool, TRIMS, which is adopted for this first module and the disconnect between this and the following two modules, which derive from DBE1. Our policy has been to continue to support the program, due to its size and obvious importance to MONE and to enable us to influence the technical aspects of this program from the

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inside. Current status of the national training program

As of now, the BOS Development Team has trained 90 national trainers (Master Trainers), and two batches of trainers at the provincial and district levels, 1,449 in the first batch and 1,338 in the second batch, making a total of 2,787. These facilitators are expected to conduct training for three persons from each elementary and juniorsecondary school/madrasah in the country (the principal, treasurer and school committee representative). Up until now this training has not commenced due to delays in obtaining finalization and approval of the Technical Guidelines. We expect that school level training to commence roll out in late August. Since joining the Development Team, DBE1 has taken an active role, particularly in an effort to ensure the technical quality of the school training materials and approach. DBE1 was even entrusted to be the team leader in developing the School Planning and Budgeting module. As a result, DBE1‘s approach to RKS/M has been adopted as the School Planning and Budgeting School module that will be delivered in all primary and junior high schools throughout Indonesia. In order for this to occur, DBE1 revised the previously existing material. Likewise, the School Financial Management module currently used by the National BOS Team was developed by DBE1 to assist schools in the implementation of BOS 2010. Notwithstanding the successful adoption of these methodologies by this national program, DBE1‘s ability to ‗assure‘ quality in the training program is limited by political factors; DBE1 is only one of a number of agencies involved. However, acting in this capacity, during the previous quarter DBE1 conducted a thorough analytical review of the materials and approach developed by MONE with partners from the donor community for this large-scale cascade training program. Both the technical and policy aspects of this analysis are complex as described above and in the last quarterly report. This complexity has been further complicated during this period by the implementation of a new government policy to disburse BOS funds through districts. A report on this analysis was submitted to USAID in the previous quarter. Apart from concerns about the technical aspects of the material described in this report, we are also concerned that the quality and length of the training. Based on DBE1 observations, the training of trainers for district and province level facilitators in general appears to be too short to enable the facilitators to properly understand the material they will be expected to deliver in school level training. Informal feedback from participants confirms that they do not yet feel confident to deliver the training effectively. Coordination and School-Based Management Mapping Program

As described in the first section of this report, DBE1 attended a multi-donor meeting with MONE‘s Secretariat for School-Based Management on 17 to 19 June in Malang. The workshop was opened by the Coordinator of the Secretariat for School-Based

More Effective Decentralized Education Management and Governance

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Management (MBS), who expressed gratitude for the presence of participants and apologies for the absence of the Director. The Education Office of Malang thanked the Department choosing the city of Malang for this workshop. In addition, the District Education Office explained that the city of Malang, has been carrying out MBS for long enough to become a reference for city districts / cities that will be or are implementing MBS. UNICEF described the program Creating Learning Community for Children (CLCC), which developed three pillars of MBS: (1) School Management, (2) PAKEM, and (3) Community Participation (CP). The project began in 1999 and ended in May 2011, and covers 15 provinces and 74 districts / cities. PLAN International reported that they focus on implementing SBM programs with the principle of "good governance". The regional assistance plan includes: Aceh, West Sumatra, East Java, Central Java, Yogyakarta, West Nusa Tenggara. World Vision described their program, based on the concept of contextual education education for life. The focus is on improving contextual learning activities (contextual teaching and learning) by strengthening the management (through improving the atmosphere), strengthening PAKEM (though the content), and strengthening community participation. Areas of assistance are outside of Java. DBE1 explained the focus on management and good governance at the school, district and province levels. We discussed the sustainability strategy for the program, coverage area DBE1 partners from the provincial, districts, schools, and service provider universities and other institutions. The presentation also mentioned the number of facilitators and facilitator forums. The dissemination program was further discussed. DBE2 described the focus on improving the quality of learning; The DBE2 program objectives were outlined, standards for program implementation and training modules, also the areas with potential (facilitators, PSBG), the transition and dissemination strategy, and coverage of the program. Recommendations and follow-up All participants agreed that the mapping is important as a forum for sharing experiences and information related to the implementation of the MBS program. MONE‘s Directorate of Elementary Schooling reported that they regularly coordinate with the agencies that implement SBM. The Directorate of Elementary Schooling (MBS Secretariat) will coordinate the mapping of the status of implementation of the MBS program in all primary schools / MI across Indonesia to determine the percentage of schools that have implemented MBS programs throughout Indonesia. Each MBS implementing agency program should provide a report to the Directorate of SD as the basis for measuring achievements of the MBS Implementation program and to determine next steps to be taken by the government and its partners to achieve the target MBS Strategic Plan in 2014. The Directorate of Elementary Schooling (MBS Secretariat) takes an active role in the process of coordination and cooperation of all parties to maintain and develop the

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implementation of MBS more widely in Indonesia. All implementing agencies are asked to cooperate and share the MBS program based on the field experience as well as the strength of each program under the coordination of Directorate of SD. The Directorate of Elementary Schooling (MBS Secretariat) with support from various parties will seek to coordinate the availability of resources and map the MBS schools, master trainers / facilitators of MBS, the MBS Development Team, the agencies / service provider (e.g. university, P4TK, LPMP), materials, tools, and learning resources that have been developed in the implementation of various MBS programs. The Directorate of Primary Schooling will invite all stakeholders to communicate the results / recommendations for the workshop through a communication partner education programs (e.g. Education Sector Working Group) in order that all parties are well informed about progress on implementation of the MBS program in each region. Manuals, technical guidelines and instruments used in the development of the MBS program should use only the MONE logo (Kemdiknas) to facilitate monitoring and coordination of program implementation. A special meeting is needed to review the draft MBS Guidelines to be issued by MONE. While it was disappointing that the Director was unable to attend this meeting, nonetheless it was a useful step in improving the coordination of MBS programs between donors and with MONE and the Directorate for Elementary Schooling. Anticipated Next Steps

Continue to support the rollout of MONE‘s AusAID-funded national training program Pending completion of this program, conduct training to update DBE1trained DF in revised RKS and other methodologies Provide limited support to enable DF to conduct dissemination programs after the completion of the national MONE training and gain certification under DBE1‘s DF certification program developed with MONE Continue to support the MBS Secretariat in MBS mapping activities

2.3 Explore the possibility of including school-based management in pre-service training (Task 5)

During this quarter, DBE1 held a number of consultative meetings with universities in preparation for service provider training to take place in the first week of the next quarter. This included, in Lampung, the Universitas Negeri Lampung (UNILA), in West Java the Indonesian University of Education, or Meeting of DBE1 with Universitas Negeri Makassar

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Universitas Pendidikan Indonesia (UPI), in Central Java Universitas Muhammadiyah Surakarta (UMS), in East Java, the Universitas Negeri Malang (UM), and in South Sulawesi Universitas Negeri Makassar (UNM), and in Jakarta, the Sampoerna School of Education (SSE). All four of the institutions with which DBE1 worked in 2010 have reportedly taken steps to incorporate DBE1 materials and methodologies into their pre-service teacher training and post-graduate programs. In the case of the Sampoerna School of Education, the work to incorporate DBE1 materials into the curriculum began in 2010 in a more structured way and continued during this quarter. Similarly, in UNILA, the Education Faculty has expressed interest specifically in incorporating DBE1 materials into its training for elementary school teachers (PGSD). Sampoerna School of Education

During this quarter, DBE1 commenced a collaborative program with the Sampoerna School of Education (SSE) to enable them to incorporate DBE1 materials into a Masters Degree program which will commence next quarter and will include online delivery of training. The SSE‘s Masters Degree program is known as Education Leadership and Management (ELM). SSE would like to incorporate more aspects of the DBE1 material into this curriculum to increase the local relevance. The program is delivered in two modes: on-campus and e-learning. On June 6, DBE1 met with Sampoerna and on June 30 – July 1, we worked together to develop their curriculum based on DBE1 leadership training materials. SSE is developing a new program called ELM (Educational Leadership and Management). In August, we plan to provide more intensive inputs to enable SSE to develop the Managerial Program component, which will largely consist of DBE1 materials for school-based management: including RKS, data management, financial management, BOS reporting and Asset Management. The ELM course is intended for practitioners. In addition to updating SSE on DBE1‘s MBS materials, DBE1 is providing assistance to the institution to help devise coursework, assignments and assessment tasks which take advantage of the field-experience of DBE1. SSE’s ELM program The Education Leadership and Management (ELM) program is being designed as a series of short courses which may be taken together as a Masters Degree program or individually as short courses. The program will commence in September 2011; the second semester in February 2012. SSE does not yet have MONE approval for this program as an award course, but expects to receive this mid-2012. Students who enroll intending to complete a Masters degree will be able to count the courses completed in the first two semesters towards this award, once MONE approves the program. The main participant target group is school principals. In addition SSE hopes to include yayasan leaders, government officials and others. Based on their feasibility study, SSE believes that there is strong demand and need for this course. Up until now most school principals and educational administrators wishing to add an international

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style higher-degree to their qualifications take a Masters in Business Studies or similar. The program will be delivered bilingually. The initial group of students is likely to come from Jakarta-based national-plus school leaders. The cost may be a factor inhibiting the participation of government personnel. The program can be taken as a full S-2 Masters Degree or as ACP (Advanced Course Program) – in which participants select modules they are interested in without completing degree requirements. The mode of delivery will be ‗blended‘ – a mix of face-to-face instruction and on-line learning. In the first semester (commencing Sept 2011) two parallel courses will be offered: (1) Introduction to School Leadership, and (2) Effective Teaching and Assessment. In the second semester (commencing Feb 2012) two more courses will be offered: (1) School Based Management Competencies, and (2) Adult Professional Development. The planning workshop During this quarter, DBE1 provided initial assistance to SSE to develop the Leadership module. The workshop was held over two days in the last week of June at the Hotel Harris in Tebet. All costs were borne by SSE. During the workshop we reviewed the DBE1 materials and, building on earlier work, mapped out where these can be integrated into ELM. We planned the activities and assignments, based on DBE1 materials, which will form part of the course program. We also discussed appropriate supporting readings and the course delivery approach. Other DBE1 materials, especially SDS, School Committee Strengthening, RKS and school financial management, will be integrated into the semester 2 program, ‗SchoolBased Management Competencies‘. Our conflict resolution activities will also probably be used. A second workshop is planned for August to jointly plan all of this. Structure and delivery mode of the Introduction to School Leadership course The course will run over 16 weeks. Each week will include a 2 ½ hour face-to-face workshop/lecture – with the exception of weeks 9-12 which will be delivered online. In addition to these sessions, ongoing online interaction will take place between participants and with course leaders to support learning and build a ‗community of learners‘. DBE1 Leadership modules will be used primarily in the first two sessions. And then through practical assignments and course work which will run throughout the course, supported through online learning. Reading texts and completed assignments will all be delivered and submitted online. Ongoing communication, chatting and bloggingtype discussion forums will support the learning and help build a community of learners. The online classroom will also link to relevant websites, including DBE for access to materials, references (such as government regulations) and success stories. Participants will identify and propose a ‗change project‘ and will then apply leadership methods from the DBE1 modules such as ‗force field analysis‘ and ‗stakeholder mapping‘ in their schools in order to support the change process. They will then report on the project as part of the course assessment and present the results

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of the activity in a public presentation, poster session and mini-seminar. The ‗blended learning‘ approach to course delivery which combines face-to-face and online learning will provide an opportunity to pilot the delivery of DBE1 materials in an online mode. The platform will be a virtual classroom known as ‗moodle‘ linked to Facebook to increase familiarity for users and ease/immediacy of access. Many participants are likely to already be using Facebook via hand-phones. In this way it is hoped that a virtual community of practice (or learning community) can be created which will support learning and school improvement, taking the place of the gugus/cluster and mentoring by district facilitators in DBE1‘s regular approach to dissemination. Lessons learned Lifting the level of DBE1 material to Masters course work standard requires the addition of academic reading materials and assignments including reporting on practical assignments (change project). SSE is doing this. The need to provide for ongoing mentoring and a community of learning is satisfied through the online approach as described. The ‗tools‘ such as RKS and SDS may fit more easily into the online learning approach than do training modules such as Leadership and Strengthening School Committees, which are better suited to face-to-face delivery. We have not yet discussed the integration of Asset Management tools. Notwithstanding this, the delivery of Leadership materials through this program will be an effective way of piloting this approach – especially as the location is convenient in Jakarta and we will be able to easily monitor and remain involved in the program as it is delivered. We need to review the DBE1 materials currently on the website, upload the latest versions of all and delete old versions, where not already done. University of Lampung

Following consultations with the Education Faculty (FKIP) at the University of Lampung (UNILA), DBE1 plans to develop the capacity this institution as a service provider to deliver DBE1‘s school-based management programs to schools and district education offices in the province of Lampung. The training of trainers program will take place during the coming quarter. In addition this institution is interested in integrating DBE1 materials into curriculum. Other universities

In discussions with university personnel it has become clear that there are a number of cases in which service provider personnel from partner universities have already adopted and adapted DBE1 materials into existing curriculum and teaching programs. There are also examples of DBE1 materials and data being used as a basis for research activities. In the coming quarter DBE1 will complete a survey to determine

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the extent and nature of this activity. Anticipated Next Steps

Follow up workshop with SSE to develop semester two material for ELM incorporating DBE1 materials such as RKS UNILA workshops are planned for next quarter Complete survey of use of DBE1 materials in curriculum in partner universities

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3.

Expansion & Dissemination of District Level Management and Governance Programs 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. All major activities were completed in the original target districts in line with the previous work plan last year. Activity in this quarter focused on the development and dissemination of Asset Management and Personnel Management programs; and the introduction of the new Penghitungan Biaya Pencapaian Standar dan Akses (PBPSA), which translates as ‗Calculation of Costs to Meet Standards and Access Targets‘. New goals set out in the work plan submitted after the release of Task Order 19 incorporate updating of BOSP and implementation of PBPSA in 50 districts. The workplan also specifies completion of district Education Personnel and Asset Management systems in seven pilot districts each and supporting the dissemination and institutionalization of DBE1 programs through policy development. This is under way with goals for Asset Management completed and Personnel Management partially completed.

District Level Program Goals (2010-2011) Update and implement PBPSA in 50 districts Implement the Personnel Management System Implement the Asset Management System Support the dissemination of DBE1 district level interventions to new districts Support the institutionalization and sustainability of DBE1 district level programs in target provinces and districts Support the dissemination of district policy development

3.1 Expand Implementation of District Finance Programs (Task 6) All activity under the previous work plan related to the financial analyses, BOSP and AKPK, was completed in the previous quarter. Substantial new work is planned for updating of BOSP and implementation of PBPSA in the new work plan. Preparation of the updated PBPSA methodology and training of DBE1 personnel took place in the previous quarter and field work commenced in the current reporting period.

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Table 3.1 Progress in District Finance & Management (2010-2011) Activity

Finalize PBPSA methodology

Target Volume

New materials

Target Date

February 11

Status at end of Quarter (cumulative)

Achievement this

Consultations with MONE

Internal training conducted

-

Quarter

Target next Quarter

Revised materials completed Internal DBE1 TOT training conducted Updating BOSP

50 districts

Sept 11

5 in progress

Commenced in 5 districts

Complete in 50

Implement PBPSA

50 districts

Sept 11

Introductory meetings and activities conducted in 24 districts

Commenced in 24 districts

Complete in 50

Support dissemination of BOSP to new districts

Depending on demand

Sep 11

UNM in Makassar is planning to disseminate BOSP to Balikpapan

Not yet commenced

Ongoing

5 districts

June 11

3 district completed

Completed in Purworejo

No further activity planned

Complete Personal Cost Survey

(Indramayu, Pasuruan, Purworejo )

Report submitted to USAID

PBPSA and BOSP updating

When DBE1 first implemented the BOSP program, it used the BSNP BOSP template which is cost component-based. It is broken down into the following cost components: (1) Stationery, (2) Consumables, (3) Utilities and Services, (4) Light repair and maintenance, (5) Transportation, (6) Consumption (Food & Beverage), (7) Insurance, and (8) Student nurturing/Extracurricular activities. According to BSNP, its template was developed based on the activities schools need to conduct in order to deliver education services based on the national education standards. In 2009, when the central government changed its guidelines allowing the use of BOS funds for purchases of books and small teaching-learning aids, DBE1 revised its template to incorporate these two items, so as to align fund requirements with funding sources.

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In response to requests for DBE1 to expand its work on BOSP to accommodate minimum service standard (Standar Pelayanan Minimum or SPM) requirements, DBE1 decided that this could be done in two steps. First, an SPM costing model was developed. This is a tool for a district government to calculate the cost that would arise for its schools to provide education services to meet the minimum service DBE1 team members learned about PBPSA standards (Ministry of National Education Decree no.15 of 2010). A five-year projection is made covering access expansion, provision of services that meet SPM requirements, and BOSP. Second, in this context, the BOSP component will only incorporate school operational costs (and no longer the purchase of books and teaching aids). Provision of books and teaching-learning aids required under SPM are incorporated into the SPM Costing Model as individual investment cost items separate from BOSP. The new methodology, PBPSA, now calculates the operational costs in each area for schools to meet minimum service standards and for districts to achieve universal access to basic education. The sequence of activities for implementing PBPSA includes the updating of BOSP is as follows. The initial activity is to train district data operators from each target district. Data is compiled from various sources including MONE‘s Padatiweb and NUPTK. Following this workshops are held for district officials to analyse the data. These initial activities are planned for district cluster level, bringing districts together in groups of four. The next activity is BOSP updating. Finally all of this data is brought together, analysed and presented to stakeholders for review and as a policy input. Implications for planning, budgeting and district policy are discussed at this last stage. During this quarter, BOSP updating took place in five districts: Sampang, Bojonegoro, Tuban, Makassar and Pangkep. In April, for example, DBE1 assisted stakeholders in Makassar to update their BOSP 2008 calculation and analysis. At the same time, this also gave us an opportunity to test the new BOSP template and methodology. A total of 30 participants attended; representatives of schools (SD/MI, SMP/MTs, and SMA/MA), supervisors, Education Offices, and the Office of Religious Affairs.

Interaction between DBE1 and Makassar stakeholders during BOSP updating process

28

This updating process was crucial because the Education Office of Makassar plans to expand the calculation and analysis to all of the schools in the Municipality. This was done so that BOSP can become the main guideline in developing School Budgets and Work Plans (Rencana Kerja dan Anggaran Sekolah or RKAS). The Education Office also hopes that

More Effective Decentralized Education Management and Governance

the information from BOSP can be used to further determine budget allocations for each school, in particular those which receive full subsidies. In addition, because the results of this updated calculation will be used as input in the introduction of PBPSA program to 24 districts in South Sulawesi, DBE1 team members, Makassar BOSP Update team members, and two personnel from the Service Provider, Universitas Negeri Makassar (UNM), met again on June 15 and 16 to review the calculations. In June, DBE1 also introduced PBPSA in twelve districts in Aceh: Aceh Utara, Aceh Barat, Simeulue, Nagan Raya, Langsa, Singkil, Bener Meriah, Gayo Lues, Aceh Selatan, Lhokseumawe, Aceh Tenggara, and Pidie. A total of nine District Education Office Heads, five Education Office Secretaries, 36 Division Heads, 46 Section Heads, ten Sub Division Heads, 59 staff and one supervisor took part. The participants were able to match data from PadatiWeb and Introduction of PBPSA in Aceh Tenggara NUPTK and learn to use the software. They were very enthusiastic to learn about the system and the approach to matching data from PadatiWeb and NUPTK. DBE1 personnel allocated additional time to re-install the software because some of the participants‘ computers were infected with a virus. Also, at times some participants were unable to fully attend the training sessions as many of them were unable to leave their daily routine tasks. In West Java DBE1 trained District Education Office data operators from Sukabumi, Karawang, Cimahi, and Bogor in June. From a technical point of view, the participants were able to learn the IT skills easily. However, the data available for use were incomplete. Also, because they were not policy makers, some participants were not yet clear as to which variables they should use to measure minimum service standards (SPM). In general, participants were able to provide around 50% to 80% of the information related to SPM conditions in each district. However, because the data was not 100% valid, this information still needs to be revised. Participants also felt that the sessions were too short. All districts agreed to improve their data quality, use the improved information to obtain a better picture of the condition of the school system using minimum service standards (SPM) as a benchmark in each district, and present the revised information to relevant decision makers. During May and June, DBE1 met stakeholders from partner districts in Central Java: Surakarta, Demak, Jepara, Kudus, Blora, Grobogan, Boyolali, and Klaten. The aim was to discuss the plan to implement PBPSA and to determine the level of readiness in districts PadatiWeb and NUPTK data in order to support the calculation and analysis of SIMP-K. A number of lessons were learned from these experiences: When District Education Office Heads understand the benefits of using this program, they are willing to find suitable personnel with sufficient IT capacity

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29

to learn the system properly. PBPSA provides valuable input into policy development. Several District Education Office Heads made a commitment to use the outputs of the system as a basis for a Head of District education policy. As some representatives had limited understanding of the minimum service standards (SPM); in the future DBE1 will provide informative sessions on SPM before the actual training sessions. Because, among other topics, the discussion covered education sector policy development, the participant group should include officials with a good understanding of district education sector policies. This training can be used to show districts the benefits of having valid and reliable data and to encourage them to conduct data cleaning. At this point, not all districts were ready to use their 2010 PadatiWeb data for SIMP-K. Some need time to complete the uploading of 2010 data prior to the commencement of the first stage of training in July or August. Data is usually managed by different sections of the education office. For example, PadatiWeb data is often managed by planning sub-division while NUPTK by teaching and non-teaching or personnel section. This varies between districts. LPMP are an important partner in this process. For example in Central Java, LPMP provided DBE1 with updated March 2011 NUPTK data from 35 Central Java districts. Furthermore, LPMP will provide newer data to DBE1 once the data updating process is completed in late July. The PBPSA methodology enhances the previous BOSP methodology, adding value by incorporating outputs related to SPM and access, and increasing usability by incorporating the use of pre-existing data-sets from PadatiWeb and SIM-PTK. This at the same time increases sustainability. Early signs from the introductory activities described above are very positive. While problems exist in relation to data completeness and quality, the introduction of methodologies like PBPSA, which are manageable and provide very direct and tangible inputs into the policy development process in many areas, immediately increase the respect of managers and decisionmakers for data and awareness of the need for quality data. Moreover the PBPSA methodology, when linked to the SIM-PTK becomes a comprehensive district information management tool for education policy and planning. This integrated tool is now known as SIMP-K. Personal Cost Survey

The methodology was initially developed and the first survey was conducted in Indramayu District. The methodology was then vastly improved and the personal cost survey was conducted a second time in Pasuruan. The major findings of the report were incorporated in the TEDS report for Pasuruan. Subsequently the Personal Cost survey was conducted in Purworejo District in Central Java.

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A manual for implementation has also been prepared. The Personal Cost survey is now linked with an analysis on the impact of BOS. BOS impact was previously listed as a deliverable, but was omitted in Task Order Modification 16. However, USAID and DBE1 agreed that a report on BOS impact, especially impact on parents in the BOS era would be submitted in fulfillment of this commitment. This report, which analyses data from Pasuruan and Purwoerjo is entitled ‗The Impact of BOS on Parents‘ cost for Education‘. It was submitted to USAID in May. Anticipated Next Steps:

Complete updating of BOSP in 50 districts Complete implementation of PBPSA in 50 districts 3.2 Personnel Management and Assets Management Systems (Task 6) Personnel Management and Asset Management systems were the last planned programs/tools to be developed in the project9. All the materials and software have now been completed and tested. Reports on both programs were submitted to USAID at the end of the previous quarter. Implementation of the Asets Management System, SIMA, across seven districts was completed in 2010. Dissemination continued in West Java this quarter; activity also took place in Central Java. Implementation of the Personnel Management System, SIM-PTK was a major focus this quarter with the new methodology being implemented in five provinces and completed in one (Tamiang District in Aceh).

Table 3.2 Summary of Progress in Personnel and Asset Management (2010-2011) Activity

Install computerized personnel management & tracking system (SIMPTK) & train data operators & district decision makers

Target Volume

Target Date

7 districts

July 11

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Piloting completed in 2 districts

SIMPTK completed in 1 districts

Final version (SIMPTK) completed in1 district

Commenced in 1 more

Complete implementation in 5 more districts

9

Two more programs that were not previously planned at the beginning of the project --Total Education Delivery System (TEDS) and analysis of national-provincial-district development indicators -- are being developed in cooperation with provincial Bappeda in East Java. It is expected these will become two very important tools that can be applied nation wide in the future.

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31

Activity

Install Asset Management system & train districts to use tracking system

Target Volume

Target Date

7 districts

March 11

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Completed in 7 districts

Dissemination in West Java

Support further dissemination in response to demand

Personnel Management System (SIM-PTK)

DBE1‘s Personnel Management System (SIM-PTK) has now been piloted in two locations: Mojokerto in East Java and Purworejo in Central Java, and implemented fully in one, Tamiang District in Aceh. The system, known as SIM-PTK (Sistem Informasi Manajemen - Pendidik dan Tenaga Kependidikan or Education Personnel Management Information System), integrates data from SIPPK, Padatiweb, and NUPTK, and includes formulae to calculate teacher need based on information regarding the surplus/shortage of teachers at both SD and SMP; the linkage between length of services/experience and final exam scores; level of education and students score; identifying senior teachers, school size, inflow/outflow of teachers; and by using student teacher ratio one can identify whether a school has met minimum service standards. The system has evolved through a number of iterations, each development phase tried and tested in a different location. Phase 1 of the development took place in Kudus District in Central Java, Phase 2 in Mojokerto City, East Java and Purworejo, Central Java, and Phase 3 also in Purworejo. Once the methodology and manuals were in final form, they were piloted in Purworejo. Pilot tests in Purworejo, conducted over the last two quarters, demonstrate that the methodology and underlying software are valid and ready to be rolled out in five more districts. The final phase in Purworejo, conducted this quarter by the District, was a workshop to formulate policies based on the data analysis. The impact on district policy is clear. See below for details on outcomes. During this quarter, DBE1 commenced a roll out of SIM-PTK in another two districts: Tamiang in Aceh and Tebing Tinggi in North Sumatra. The implementation was completed in Tamiang. Training was also conducted in West Java, and South Sulawesi. In the next quarter, the program will be implemented in Sukabumi in West Java, Kudus in Central Java, Tuban in East Java and Barru in South Sulawesi. In each target province LPMP have agreed to participate as partners in implementing the program. These institutions are now collaborating in the roll out so that staff can receive on-the-job training after an initial skills building training workshop. DBE1 intends to certify those LPMP staff who qualify so that they can become Service Provider personnel to disseminate the program to other districts within their province. (In East Java the program has been delayed in order to first complete the INOVA program, but is planned for later in the year.) The training takes three days and follow-up mentoring, five days. Four persons are

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trained from the District Education Office – two who handle PadatiWeb, two who handle NUPTK. Based on the last pilot in Purworejo and the experience in other provinces during this quarter, we can say with confidence that the system is affordable and it is useful. On the basis of previous experience with other DBE1 programs this is a good indication that the program will be successfully disseminated by districts and other agencies using non-project funding. While there are still issues around data quality, the DBE1 team is continually improving the system and finding more ways to improve data quality and analysis. The manual and software for this system has been finalized. The analysis and outputs provided by SIM-PTK are very useful for policy input. The potential to improve the delivery of basic education by improving this aspect of management is strong. However, there is still opportunity to learn from the process and to improve the methodology as it is rolled out. The question of data validity remains, but it is out experience that the quality of data will gradually improve by using the data. Aceh In Aceh, DBE1 conducted Training of Trainers in April. Participants from LPMP and the Provincial Education Office and other agencies were training to use the SIMPTK tool, utilizing data from PadatiWeb and NUPTK for the province of Aceh. A total of 30 participants took part, eleven from the Provincial Education Office, four from MORA, four from AusAID-SEDIA, four from LPMP and seven from DBE1. The objectives of this SIM-PTK training for Aceh Provincial LPMP and Education Office training were to improve participants‘ ability to use the software, to match and generate data from PadatiWeb and NUPTK, and to analyze data. Four DBE1 facilitators and one program coordinator supported this process. However, the objectives were not fully achieved by the end of the training sessions. This was reportedly because many of Aceh Provincial Education Office representatives had a very limited ability to use Excel and needed additional time to learn basic IT skills and then to understand the system. DBE1 invited participants to come to its Banda Aceh office to be trained by DBE1 Aceh team members. Second and third rounds of training were held in April and May, respectively. These sessions were attended by Aceh LPMP staff. As result of these sessions, participants can now import PadatiWeb and NUPTK data independently, match relevant data from sampling schools, and conduct simple analysis. The participants expressed appreciation for the fact that the training was conducted in smaller groups which enabled them to receive full attention from trainers. Further facilitation is needed so that participants can use more data to analyze and use the results as input for decision making process. Working together with LPMP as a service provider in collaboration with the Provincial Education Office, DBE1 implemented the SIMPTK in Tamiang

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33

District. North Sumatra During this reporting period, DBE1 continued to work with the Tebing Tinggi Education Office to prepare complete, valid, and reliable data in SIM-NUPTK and PadatiWeb to support implementation of the Personnel Management roll out in July 2011. At the end of June, 96% of the data preparation process has been completed. Some examples of data that are still not matched: A total of 14 schools included in SIM-NUPTK were not found in PadatiWeb. A total of 48 schools that are recorded in both SIM-NUPTK and PadatiWeb have different addresses than their actual locations. To address this situation, SIM-NUPTK and PadatiWeb data mangers agreed to sit down together and synchronize the information based on the real situation in the field. These exercises increased their awareness that although data is hosted in two different systems, these should be consistent with each other. West Java / Banten Prior to implementation of the Personnel Management System in Sukabumi, DBE1 trained Provincial LPMP and Education Office staff on SIMP-K in June. Four participants attended (three from the Provincial Education Office and one from LPMP). During these training sessions, participants were encouraged to complete the tasks on their own. The role of the facilitators was to explain the required information and ensure that participants completed the tasks correctly. Unfortunately, not all participants from LPMP could fully attend the training process as they were also required to attend other activities. Most participants also felt that the two day training was not enough. However, because of these activities, representatives from both institutions agreed to develop better coordination and communication in order to produce more comprehensive inputs for education-sector decision makers. As the next step, DBE1 will conduct a training session for LPMP personnel who could not attend the session completely. This second round of training will be conducted during second week of July. The SIMPTK will then be jointly implemented in Sukabumi District in August. Central Java During the previous quarter, the Personnel Management System was implemented in Purworejo District. The training and implementation was completed in March. Several lessons learned from this process: Data analysis could be conducted immediately because the current Education Office data was valid and up to date. By using data regularly, data quality can be monitored and improvements can be made immediately if required. Involvement of stakeholders from the very beginning is crucial to establish

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understanding of the issues and support of the program implementation. Because the results and recommendations of the Personnel Management System analysis were useful for the stakeholders, for example for school regrouping or teacher redistribution, there was a request from the District Government for DBE1 to assist in the development of a Head of District Decree or regulations to support the implementation of recommendations. The Head of the District responded positively to the presentation and instructed the Head of the Education Office to improve conditions in the education-sector, for example by regrouping small schools together and better managing the transfer of teachers. During this quarter, the SIM-PTK analysis results were presented to the Bupati and followed up by the Head of the District Education Office (DEO) as follows: a. The results were disseminated by the Head of the DEO to all principals in the district. The socialization also involved school supervisors. b. After the socialization the Head of the DEO took two strategic steps, namely Relocation and Mobilization c. Relocation means moving / transfer of teachers in schools with a surplus to schools with a shortage, in accordance with the subject / duties of each. The relocation is taking place starting in the 2011/2012 school year with an assignment letter (surat tugas) from the DEO while waiting for a formal SK Mutasi from BKD. d. Mobilization means assigning teachers to teach in more than one school to meet the required 24 hours teaching load. The Head of the DEO issued a surat tugas letter and this has already been implemented starting with the new school year 2011/2012. In the current quarter, plans are now underway to introduce the SIMPTK in the district of Kudus. South Sulawesi In the previous quarter, discussions with LPMP and the Provincial Education Office confirmed the readiness of these organizations to work together on the Personnel Management program. DBE1 also met with Barru Education Office to discuss their participation in the Personnel Management System program. As a follow up step, the Secretary of the Education Office gathered all staff in charge of SIM-NUPTK and PadatiWeb data to check validity and availability. The Education Office will also make sure that schools will provide the required data. Plans are in place for the SIMPTK to be implemented in the coming quarter. Anticipated Next Steps

Complete implementation of SIMPTK in all districts Present results in national level workshop in late 2011.

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35

Asset/Preventive Maintenance Management System for SD/MI

The regional autonomy laws of 2004 required the center to hand over assets to the districts. However, the district governments seriously lack the capacity to manage assets. Education assets consist of facilities and infrastructure at schools, and subdistrict and district offices. In each district there are two offices responsible for education assets; the Education Office (Dinas Pendidikan) and the District Asset, Finance Management, and Revenue Office (Dinas Pendapatan, Pencatatan Keuangan dan Asset Daerah or DPPKAD). The management of assets in the education sector presents a complex set of problems that need to be addressed nation-wide because many schools and districts have been faulted by BPK, the state auditor, and most have not yet been audited for fear that they will also receive an audit disclaimer. Such disclaimers reflect badly on a districts‘ performance. Up until now this issue has not been addressed properly by either the 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: the Ministries of National Education (MONE) and Home Affairs (MOHA). The former sets 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 Education Office 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. Work commenced on the Asset Management with the aim of improving the management of assets within schools and district education systems program in 2009. The program was originally conceived as a preventive maintenance program. However, it soon became apparent that district governments lacked the basic data on the assets they possessed. The first step in a preventive maintenance program is a thorough audit of the condition of one‘s assets. As a result, the DBE1 asset management program now consists of two components: 1. a computerized system for inventorizing assets, which is an information system known as Sistem Informasi Manajemen Aset (SIMA), that can be used as a basis for strategic planning, budgeting and policy development to improve district level management and governance of education, and 2. a training program for school and district level administrators on preventive maintenance. While the two components can be implemented independently as stand-alone interventions, they are mutually supportive. Ideally the SIMA is implemented as a complementary data system describing school conditions for the more comprehensive SIPPK (Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota) which forms the basis for district strategic planning (renstra) and budgeting in the education sector. The SIMA helps schools and the Education Office to identify facilities which are seriously damaged and in need of repair. The second component, training in preventive maintenance, is then provided to Education Office officials, school

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principals, selected teachers and community members. It enables the verification of school reports so that districts and their schools can properly plan for preventive maintenance. The overall system is based on the regulations from the two ministries mentioned above: the MOHA regulation, Permendagri 17/2007 on Administration of District Owned Assets, and the MONE regulation, Permendiknas 24/2007 on National Education Standards for School Assets and Infrastructure. West Java From previous identification efforts, it was found that around 94% of assets in special schools (SLB) are in good condition while around 6% are slightly damaged. DBE1 together with West Java Education Office conducted an Asset Management System Workshop to assist schools to identify the level of damage, to calculate and prepare a budget accordingly to repair the damages, to monitor the implementation, and to prepare the required reporting for stakeholders. The activities were divided into three groups: 1. A Maintenance Workshop was conducted in April at SLBN Cicendo, Bandung. Participants included representatives of Education Office Special-Needs Education Division (5 people) and Special Needs Schools (22 people). 2. Data verification was conducted at school level in June. Because of time limitations, ten schools that were located near Bandung were chosen as sample schools. These were from Kabupaten Bandung, Kota Bandung, Kota Cimahi, Kabupaten Purwakarta, Kabupaten Sumedang, Kabupaten Subang, and Kabupaten Garut. 3. A workshop to present data verification results was conducted in June. A total of 32 people from the Education Office, Special Needs Schools, school committees, and other relevant agencies took part. These results were reportedly very helpful for the Education Office because, prior to Asset Management System implementation, the budget allocated for schools to repair and maintain their assets were not based on the condition and needs schools. Supervisors were also happy because outputs of the System assisted them to conduct their tasks and fulfill their duties more efficiently. South Sulawesi To support dissemination of the Asset Management System in Barru District, Training of Trainers was carried out in June. In this training, each of the seven participating sub-districts sent the Head and staff of the sub-district education office. Also present were supervisors, principals, teachers from SD, SMP, and SMA, representatives of the District Asset, Finance Management, and Revenue Office (Dinas Pendapatan, Pengelola Keuangan, dan Aset Daerah or DPPKAD), the Education Office, and District Secretariat Office. In total 26 participants attended. The participants were very enthusiastic to learn about the System, in particular because this was the first time that representatives from different institutions had sat

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37

down together and discussed issues related to Asset Management System. The Head of DPPKAD participated fully in the training sessions and took part in the school visit to learn about the System further. DPPKAD plans to carry out a District Asset Management Workshop for all district offices and use DBE1-developed e-form as one of the guidelines. Meanwhile, the Education Office plans to redo the mapping of the condition of school assets to ensure that the activity now uses a coding system that is in accordance to the current rules and regulations. Anticipated Next Steps

Support dissemination programs in various locations. 3.3 Updating and Dissemination of District Programs (Task 6) The main district level program replicated with non-DBE1 funding has been the school unit-cost analysis (BOSP). So far, 20 non-target districts have conducted the BOSP analysis with funding as shown in Table 3.4 below. The most significant funding was Rp. 207,750,000 from the East Java provincial budget. As the BOSP methodology has now been updated, further work in this area was put on hold, although the Universitas Negeri Makassar reported that they plan to disseminate BOSP in East Kalimantan in their capacity as an independent service provider. During this quarter, dissemination of district-level programs took place in West Java: SIPPK and Renstra development in Karawang and Karawaci. In Central Java dissemination of Asset Management was also completed in Wonogiri in the previous quarter and in South Sulawesi, SIPPK in Pangkep. The breakdown of districts that conducted dissemination in BOSP, Asset Management System, and renstra can be seen in Table 3.5. Table 3.4: Summary District Level Replication Programs to end of June 2011 10

Province

District

District budgets (APBD)

Other funds (BOS,nongovenrnment foundations, MORA etc)

DBE1

Total

Rp

Rp

Rp

Rp

26,500,000

19,700,000

49,200,000

100,850,000

305,600,000

120,550,000

354,800,000

TAHUN 2009 Central Java

5

3,000,000

East Java

15

204,750,000

Total Nasional 2009

20

207,750,000

26,500,000

TAHUN 2010 Central Java

2

Total Nasional 2010

2

70,536,100 0

70,536,100

70,536,100 0

70,536,100

10

Central Java: The funds for dissemination of the Asset Management System include funds for district and school level activities. Here the calculation is made based on a ratio (40:60). 40% for management of assets at the district level, and 60% for management of assets as a school level activity.

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TAHUN 2011 Central Java

2

54,268,000

54,268,000

West Java

2

71,885,000

71,885,000

Sulawesi Selatan

1

3,675,000

3,675,000

Total Nasional 2011

5

75,560,000

54,268,000

0

129,828,000

Grand Total

27

283,310,000

151,304,100

120,550,000

555,164,100

Table 3.3 Non-Partner Districts That Disseminate DBE1 District Level Programs to end of June 2011 District Level Activities Province

Districts BOSP

Central Java

Kota Tegal

Management Asset

Renstra

SIMPTK

SIPPK



Kabupaten Pekalongan



Kota Salatiga



Kota Pekalongan



Kota Magelang

√ √

Blora Sragen



Wonosobo

√ √

Wonogiri West Java

East Java

Sukabumi





Karawang





Kota Batu



Kota Blitar



Kota Madiun



Kota Kediri



Kota Probolinggo



Malang



Jombang



Lamongan



Kediri



Tulungagung



Ponorogo



Magetan



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39

District Level Activities Province

Districts BOSP Jember



Bondowoso



Mojokerto



Sulawesi

Pangkajene

Selatan

Kepulauan

Total

28

Management Asset

Renstra

SIMPTK

SIPPK

√ 20

2

4

0

3

Renstra development in Sukabumi Throughout April and May, DBE1 assisted the Sukabumi Education Office to develop its latest renstra. Participants included the Head of the District Education Office, Secretary of Education Office, Head of Planning Sub Division, and members of PadatiWeb team. From May 11 to 13, they verified and validated related data as well as providing input for the draft document. Some of the challenges were: Because Bappeda requested all Offices to use SWOT methodology as a basis to develop their renstra, the Sukabumi Education Office combined the SWOT and DBE1-developed methodologies (SIMP-K). As a basis, the Education Office used Permendagri 54/2010 on the Implementation of Government Regulation 8, 2008, on Stages, Procedures of Development, Management, and Evaluation of District Development Plan Implementation. Although the Head of the Education Office had already requested all sections of the Office to be involved in the renstra development process, there was still a low level of interest from those who were not in the Planning Sub-Division. The busy schedules of personnel were at least partly to blame for this situation. To encourage the involvement of other sections, the Education Office will use the ‗isolation system‘ so that personnel from all related sections are able to work on preparation of the document without interruption. The result of their work will then be presented in an SKPD Forum in the near future. Renstra development in Karawang On April 19 and 20, the Education Office of Karawang invited DBE1 to provide information to personnel of the Planning Sub Division on the process of preparing a renstra document. During the presentation, DBE1 discussed the relationships between renstra and planning policies/regulations at national, provincial, and district levels. The presenter also explained about data collection from different sources and the importance of having valid and reliable data. At this stage, the Education Office established the draft of the vision, mission and objectives as well as strategies of the plan in accordance to the RPJMD. As the next step, the renstra development team will use strategic issues resulting from

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data analysis as a basis to revise the document. Model districts

DBE1 intends to identify and strengthen at least six ‗model districts‘ that can serve as a model for each major DBE1 intervention, with the understanding that districts have different levels of capacity so that good models will likely be found in two-three districts in each province. This information will be disseminated through the DBE website and possibly through MONE‘s periodic publications. The concept of ‗model districts‘ was included in the previous work plan and one district was selected in each target province by DBE1 at that time. Since then, we have worked with these districts and where appropriate have ensured that new programs such as Asset Management and Personnel Management systems are implemented in these districts. However, for various reasons it has not always been appropriate to select these same districts for additional activity. The districts have not yet been given any extra training or support to develop their role as ‗model districts‘. The intention is that they will be given some low-level assistance or advice to enable them to effectively act as ‗host‘ to visiting groups and study tours from other regions. This activity will need further consideration, planning and discussion with counterparts before being implemented. DBE1 intends to complete work in the model districts in the coming quarter. The final remaining programs being implemented are personnel management, PBPSA and in some areas SIMPK. Upon completion of these programs, DBE1 will prepare an informational booklet/pamphlet and website announcement that describes where (in which districts) good models of DBE1 products can be found. The informational product will list contact information in each model district and describe briefly the DBE1 program(s) that may be studied there. DBE1 will secure permission from each related district. Some districts such as Soppeng will serve as a model for several programs, while other districts may serve as a model for one or only a few. All DBE provinces will have models of all major DBE1 programs by the end of the project extension. Our intention is to use the Provincial Close Out workshops planned for early October to promote the service providers, district facilitators and ‗model districts‘. Anticipated Next Steps:

Continue to support dissemination in various districts. Further develop plans for ‗model districts‘. 3.4 Complete Expansion Program in Aceh (Task 6) With the completion of the Aceh expansion program last quarter, every district in this province had completed BOSP, AKPK, and SIPPK, while 17 districts had completed renstra and related governance activities. The AusAID-funded SEDIA project agreed to complete renstra and associated governance activities in the remaining six districts

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41

and DBE1 has offered the assistance of a specialist with this activity. However as SEDIA has been busy with other activities, and elections for district heads are scheduled for Aceh in October (18 districts plus Gubernorial election), the renstra work has not as yet been continued. The districts still to complete renstra are Aceh Tenggara, Gayo Lues, Pidie Jaya, Kota Lhokseumawe and Kota Sabang. SEDIA anticipates working with these districts to complete renstra after the election of new district heads at some time in the new-year. Anticipated Next Steps

Continue to support SEDIA in implementing programs developed and initiated by DBE1. Continue to work with provincial task force on future planning and policy development. 3.5 Support Expansion Program in Papua (Task 12) On April 21st USAID issued a Technical Direction memo directing DBE1 to roll out the project's best practices in Papua and West Papua by collaborating with USAID's implementing partner in these provinces, UNICEF. USAID has entered into an agreement with UNICEF to provide contribution to the development of better management and governance in education sector in Papua and West Papua by implementing tools, materials, and approaches developed under DBE 1. USAID's support to UNICEF is to complement its ongoing activities in these provinces.

In this quarter DBE1 commenced providing technical assistance and guidance to UNICEF, USAID‘s implementing partner, to adapt DBE1 materials to specific needs and implement these in the districts of Jayawijaya, Jayapura and Biak in Papua and Sorong District in West Papua. With this support, UNICEF will introduce DBEI modules and approaches to the provincial and district governments in order to get buy-in and tailor the training to meet local needs. DBE1 will train UNICEF staff and in some cases DBE1 may take the lead in making initial presentations to stakeholders, including service providers. There are two major groups of UNICEF staff/consultants/trainers relevant to DBE1: (1) an education finance group and (2) a data management group. Each group consists of one main consultant and four district trainers under each consultant‘s supervision and coordination. DBE1 will be responsible for providing training on DBE1 tools to each group of five persons. These persons in turn are responsible for training local governments and resource persons and service providers (mitra lokal).

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11 May

Travel to Jayapura

12 – 14 May

Meet with Provincial level offices: Dinas Pendidikan, Bappeda, Dewan Pendidikan, LPMP,

BPPNFI,

Kandep

Agama,

SetDa/Asisten

SosBud,

University

of

Cendrawasih (potential service provider?) – based on these meetings possible adjustments might be needed for the presentations in the following week. 15 May

Sunday

16 May

Meeting at Unicef: presentation of DBE1 tools to Unicef Team

17 May

Holiday

18 & 19 May

Workshop with all 4 Kabupaten and both provinces in Jayapura: Presenting DBE1

20 May

Development of workplan between Unicef and DBE1

21 May

Travel Jayapura – Jakarta

During this quarter, several coordination meetings were held in Jakarta and, together with USAID, DBE visited Papua to further plan and develop the program in the field. The DBE1 team together with USAID spent ten days in Papua in May meeting with UNICEF and counterpart district governments. The group met initially with provincial level offices: Dinas Pendidikan, Bappeda, Dewan Pendidikan, LPMP, BPPNFI, Kandep Agama, SetDa/Asisten SosBud, and the University of Cendrawasih, as a potential service provider. Following this, we met with UNICEF for joint planning sessions and then for a one-day workshop with Workshop in Jayapura with representatives all four districts and both provinces (Papua and Papua Barat). The following describes key points and decisions taken at these coordination meetings and subsequently in June-July. Some discussion took place regarding the BOSP (school unit cost analysis tool.) We understand that UNICEF wants that school unit cost covers both operational costs and costs to meet minimum service standards. UNICEF reportedly prefers another model with which we are familiar. However, we understand that our mandate from USAID is to train UNICEF staff on the newly updated PBPSA costing tool. Thus, DBE1 will provide training on that tool only. There was also discussion about formula funding. DBE1 does not plan to provide training in this area because the DBE1 tools are linked to renstra—if renstra is well done, formula funding is not relevant. Formula funding may be relevant to planning use of OTSUS funds. DBE1 is prepared to offer technical advice on the latter, but not provide technical training. Although AKPK is a tool used by DBE1 to inform renstra development and because renstra is now being completed under another program, DBE1 will train UNICEF staff on use of the tool although implementation by UNICEF may not be relevant in the four USAID supported districts. We further understand that Data Management is to include tools related to Renja, LAKIP, Personnel Management and DBE1‘s new Integrated District Database System (SIMPK—formally known as SIPPK) which integrates MONE data from its EMIS

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(individual annual school data sheets, or LI, which may or may not be posted on MONE‘s EMIS internet—PadatiWeb--, and education personnel data located in MONE‘s personnel management database (NUPTK). DBE1 will provide training to UNICEF staff on LAKIP, Personnel Management, and SIMP. We understand that Renja is no longer relevant for DBE1 inputs; therefore we will not train UNICEF staff in this. UNICEF intends to work on LAKIP now, although LAKIP reports will be formulated by districts only in early 2012. UNICEF will try to link LAKIP and renja to renstra development, a strategy DBE1 fully endorses. Therefore, DBE1 will provide technical assistance to UNICEF on LAKIP preparation in Jayapura in late July and further support if needed toward the end of 2011. UNICEF described a number of aspects related to baseline data. DBE1 noted that there could be seen a difference between gathering baseline data to assess project performance and data that should be available for school and district level planning. DBE1 recommended that UNICEF consider assisting the schools in the USAID project districts to update the MONE EMIS data sheets (LI) and facilitate districts to upload the school data in Padatiweb. This would ensure that data for district level planning is updated and complete; and this would demonstrate support for MONE‘s EMIS. A workshop is now reportedly scheduled for August. In relation to the discussion on baseline data, DBE1 offered to share our Performance Monitoring Plan (PMP) which includes USAID Standard Indicators as well as DBE1 project internal indicators. UNICEF requested a copy of the PMP; it has been sent to UNCEF together with DBE1 Baseline Report and final Progress Monitoring Report. Discussions on May 20 indicate that some of the data that would be required for DBE1 inputs on LAKIP and other tools may be incorporated in renstras which are being formulated with UNICEF technical assistance. Because DBE1 did not have an opportunity to review data in depth during the week of May 16, we requested UNICEF to arrange for a DBE1 data specialist to review data in 2-4 project districts, preferably during when we expect a DBE1 staff will work with UNICEF of LAKIP preparation. Early in the next quarter DBE1 intends to train UNICEF Consultants for finance and data-planning. This training will be incorporated in training to be provided to service providers in Surabaya during the first week of September. Anticipated Next Steps

Continue to support UNICEF in implementing DBE1 programs in Papua. Provide training for UNICEF personnel in conjunction with service provider training in July.

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3.5 Developing Service Providers (Task 7) DBE1‘s key strategy for both dissemination and sustainability is to develop facilitators and service providers who can take over the program, using the manuals and training modules developed under the project, and implement it in districts without further project support. The main agent for dissemination and sustainability of school level programs is the large group of trained ‗district facilitators‘. Meanwhile for district level interventions, and to some extent also for school level programs, DBE1 has been working with a group of universities and one NGO. For the purposes of DBE1, there are three types of ‗service provider‘: 1. institutions which are independent of the schools and education systems to which they provide a service, consisting of training and consultancy; these are universities and potentially NGOs and independent consulting agencies; 2. institutions from within the education system which provide a similar service; these potentially include government agencies such as LPMP and, for example, the West Java provincial education office which may provide a service facilitating implementation of the asset management system in districts; and 3. ‗district facilitators‘; who are individuals trained by DBE1 to facilitate school level programs; the majority of these are school supervisors (pengawas) working under district education offices. This section of the report focuses on the first and second types. The important role of district facilitators in disseminating DBE1‘s school level programs was discussed in Section 2 of this report (although there was little to report in this quarter as explained). One other type of agency which has become active in disseminating DBE1 methodologies is the implementation teams for other donor-funded projects, including the World Bank‘s BEC-TF, UNICEF, and AusAID‘s SEDIA and AIBEP, all of which have begun disseminating district level interventions. These collaborative programs are also discussed elsewhere in the report. In 2009, DBE1 ran a pilot program to develop the Indonesian University of Education (UPI) in Bandung as a service provider. Following this pilot, in late 2009 two more universities were selected to be developed as service providers for district-level activity, making a total of three for the 2010 program: in West Java the Indonesian University of Education, or Universitas Pendidikan Indonesia (UPI), in Central Java Universitas Muhammadiyah Surakarta (UMS), and in South Sulawesi Universitas Negeri Makassar (UNM). Each of these institutions provided personnel to work with DBE1 specialists in implementing core methodologies in one newly identified district in each of the three provinces. At the same time in 2010 DBE1 worked with the Sampoerna Foundation‘s School of Education (SSE) to develop their capacity as a service provider for DBE1‘s school level programs. During the previous quarter DBE1 conducted a comprehensive evaluation of the Service Provider program in West Java the Indonesian University of Education, or

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Universitas Pendidikan Indonesia (UPI), in Central Java Universitas Muhammadiyah Surakarta (UMS), and in South Sulawesi Universitas Negeri Makassar (UNM) and the Sampoerna Foundation‘s School of Education (SSE). A report on this evaluation was submitted to USAID in March. On the basis of this evaluation, agreements to expand the program in these institutions and to add a further two institutions were made in this quarter: Universitas Negeri Malang (UM) and Universitas Negeri Lampung (UNILA). During this quarter, Service Provider Coordinators were appointed for each of these institutions from the DBE1 team (a mix of STTA and project staff). A comprehensive mapping of the capacity and experience of service provider personnel was conducted, and new personnel were jointly selected by DBE1 and each institution according to an agreed transparent and merit-based process. The field of candidates from within each institution was strong enabling the inclusion of specialists from each university who can fill the skill gaps evident in the first round. In particular we recruited some specialists with computer expertise to complement technical backgrounds and planning or finance experience. Each service provider team now includes a mix of senior academic staff who have the status to effectively consult at a high level along with some more junior personnel who have greater flexibility of time and more familiarity with the computer software required. In addition, as described earlier in this report, DBE1 has commenced work with LPMP centers in each target province to develop their capacity as service providers to disseminate the personnel management program (SIM-PTK). Although the service provider personnel from 2010 have received several days of classroom and on-the-job training, they have yet to be certified. A strategy to certify individuals as qualified to provide training and consulting services in specified DBE1 programs has now been developed. Criteria for certification have been developed and discussed with the service provider institutions. Partner universities are also being encouraged to incorporate DBE1 materials into course materials and to use the DBE1 experience as a basis for research. As described above, DBE1 has become aware of a number of institutions and individual lecturers adapting and incorporating the materials and methodologies into pre-service and postgraduate teacher training programs within courses such as school leadership and educational administration. In the coming quarter, DBE1 intends to map the use of our materials as references or materials for teaching and research programs in partner universities. Anticipated Next Steps

Conduct mapping of use of DBE1 materials and methodologies in teaching and research programs within partner universities Provide intensive class-based training to all university-based service provider personnel focused on district level programs Follow up with professional on-the-job training, prioritizing personnel who

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require additional field work in order to qualify for certification in order to maximize the number of personnel that we can confidently certify as competent to deliver DBE1 methdologies in the field. Assist with developing marketing plans and linking DBE1 certified Service Providers to potential clients for Service Provider services.

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4. EMIS/ICT/Data Management The current workplan specifies 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 Section 1), SDS (reported in Section 2), 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 EMIS Strengthening collaboration using SDS with PSP Balitbang MONE Continue to manage DBE website and PDMS which will be handed over when project ends in 2011

4.1 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, MORA, district library, district planning board, and schools. 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. Out of fourteen grants that were awarded, thirteen grants are completed, and the remaining one grant is in the process of termination due to compliance issues. The grantee was unable or unwilling to comply with the required monitoring and reporting processes, despite previous support from DBE1. This program is due to be closed out mid-July. Table 4.1 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

Feb 11

89 milestone disbursement completed, 2 milestone disbursement ongoing

1 milestone disbursement completed

2 milestone disbursement halted

Activity

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Activity Complete grant implementation Compliance monitoring & reporting Dec 2010 Final evaluation & publication (mid 2010)

Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

14

May 11

13 grants completed, 1 grant to be terminated

-

1 grant termination

91 progress reports

Jun 11

89 progress reports completed, 2 progress reports ongoing

2 progress reports pending

-

14

Jan 11

Final evaluation completed

Final evaluation conducted

Final Report of Evaluation

There were no further grant disbursements this quarter. As of June 2011, $295,462 (IDR 2,739,801,282), about 100.92% out of total grant amount of $292,901 (IDR 2,714,749,451), has been disbursed to the grantees in the form of equipment and cash to cover grant main activities including training expenses. The total amount disbursed is slightly more than grant amount due to currency rate and procurement price changes. Almost all grants were fixed obligation grants (FOG) and almost all procurement activities were carried out by DBE1. Because of this arrangement, changes in equipment price were the responsibility of DBE1. Grant disbursement commenced in September 2007 and was completed in the previous quarter. Anticipated Next Steps

Complete the grant termination process for the last grantee. Submit impact evaluation and reporting. 4.2 EMIS Pilot (Task 8) The EMIS Pilot was concluded in the previous quarter. A final report on the EMIS Pilot review together with its dissemination and the final review of the ICT grant program was submitted to USAID in April. Anticipated Next Steps

Finalize stand alone School Profile application software to support RKS/M development required for BOS 2011 first quarter disbursement. Finalize stand alone BOS 2011 application software to support BOS 2011 reporting Integrate updated school profile output and BOS 2010 output into BOS 2011 format. This will subsequently integrated into SDS 2011.

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4.3 DBE Website 11 As of June 2011, the DBE website has received 3.021.241 hits since it was launched in 2005. This quarter‘s total hits was 288.690, much higher than last quarter‘s total hits of 238.836, with an average of 96.230 hits each month. The website monthly average hits has steadily increased from 78.551 in April, to 97.626 in May, and 112.513 in June (see right side of Figure 1). This quarter‘s weekly average hits was 21.894. The first seven weeks of this quarter‘s weekly hits is steady at around 19.000 hits. Starting from the eighth week to the last week of this quarter, DBE website hits are significantly higher than the previous weeks with an average of 25.279 hits per week (see left side of Figure 1). Figure 1: Website Hits

During the quarter, DBE1 continued to upload information from DBE123 into various sections of the Website, primarily: Resource Materials. Annex 4 contains a list and description of uploaded information. The top ten requests for documents up until the last quarter were dominated with resource materials uploaded by DBE1 related government legal documents which are ministerial decrees, law, and government regulations. Also among the top ten downloads were DBE1 and DBE3 manuals (see Table 5 below).

11

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Table 4.2 Top 10 Requests for Documents until the Last Quarter Resource Materials

Download Frequency

Date Upload (mm-dd-yy)

Duration since upload date (days)

Daily Download Frequency

27.883

1-Jul-09

719

38,78

21.950

28-Jul-08

1.052

20,87

18.756

15-Aug-07

1.395

13,45

18.041

6-Sep-07

1.374

13,13

16.514

31-Jul-06

1.770

9,33

14.523

11-Feb-09

859

16,91

12.274

2-Aug-07

1.408

8,72

11.751

17-Sep-07

1.363

8,62

11.255

27-Nov-07

1.293

8,70

11.254

14-Sep-07

1.366

8,24

How to Fill SD/MI Profile Instruments Manual Republic of Indonesia Government Regulation number 32 year 2008 regarding Guideline for District Annual Budget (APBD) compilation Year 2009 Law number 14 year 2005 regarding Teachers and University Lecturers Attachment to Republic of Indonesia Government Regulation No. 38 Year 2007 regarding Division of Government Matters among Central, Province, and District level Government Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan Bantuan Operasional Sekolah (BOS) 2009 Manual Book Letter of Directorate General of Basic Education Management No. 643/C/KU/2007 regarding Implementation Guidelines for 2007 Fiscal Year 2007 Specific Allocation Funds School Committee: Simple Accounting Methods 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 School Committee: Organization

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Anticipated Next Steps

Continue improvement, maintenance, and update on website content. Continuous update on Geographic Information System (GIS). Add new feature called photo gallery to depict various DBE activities. Add search engine facility to help website users retrieve information. Continue converting DBE website to Drupal CMS (Content Management System) and move the hosting to a local webhosting service.

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5. Support for Policy Development DBE1‘s core strategy is to develop exemplars of good practice in management and governance, both at school and at district level, and to support the dissemination of these to other schools and districts. During this, the final period of project implementation, the focus has shifted to supporting increased dissemination and sustainability. During the first four to five years DBE1 worked with partners to develop, pilot, finalize and begin to institutionalize methodologies designed to implement GOI policy in ways that support good practice in the management and governance of basic education. While sustainability and dissemination have been core goals since the commencement of DBE1 activity in 2005, it is in this final period of the project that these goals have taken center stage. Beyond achieving sustainability of project outcomes in target districts and supporting dissemination within and across districts, it is intended that this process will influence government policy, creating a much wider impact. Our main approach is to (1) develop good methodologies, good practice, and formalize these in practical manuals; tools for good practice, (2) build the capacity of facilitators and service providers to use these tools, and (3) support policy development at district, provincial and national levels to institutionalize the good practice.

Policy Development Goals (2010-2011) Support better alignment of policy between national, provincial and district levels Support better coordination and strategic planning between provinces and districts Support planning for dissemination of DBE1 good practices Assist in the review and development of national policy on education management and governance Assist the Poverty Reduction Program, Office of the Vice President, to adapt DBE1 district methodologies for application in other sectors

5.1 Support for Provincial & District Policy Development (Task 9) In regions where the response of provinces has been favorable DBE1 continues to develop shared approaches to support dissemination and sustainability. In Aceh, for example, DBE1 continues to coordinate with the AusAID-funded SEDIA program to work closely with the province to develop a province-wide data analysis and planning approaches. In East Java, DBE1 is facilitating a set of innovative developments with the province under the name of Inova. Important planning and consultations have also

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taken place this quarter in all other provinces. Developments with the East Java Inova program are described below, followed by an account of policy developments in each of the other provinces. Provincial Policy Development in East Java

Coordination with the East Java Provincial Regional Development Planning Body (Bappeda) and provincial education office (Dinas Pendidikan) continued this quarter to further develop strategies to support the provincial government‘s plans to improve the quality of education and the development of innovative education-sector policies. These meetings focused on three initiatives, collectively known as Inova: (1) aligning national, provincial and district strategic plans; (2) the Total Education Delivery System (TEDS) and (3) a functional literacy and empowerment program. Synchronization of Indicators After facilitating a process for districts in East Java to synchronize their planning indicators, a workshop to review the results was held in June. The event was attended by representatives from DBE1 partner and non-partner districts in East Java. Participants took part from 34 Districts Bappeda (Social and Culture Division) and 36 Education Offices (Planning Division). A total of 104 indicators in the National MidTerm Development Plan (Rencana Pembangunan Jangka Menengah Nasional or RPJMN) were synchronized with the districts‘ 2010 planning documents: RPJMD, Renstra and Renja 2011. It was found that 76% of participating districts have around 50% synchronization level between district planning documents and RPJMN. DBE1 suggested that districts continue improving their planning documents to align closer to RPJMN. In addition, in this meeting it was found that, based on the Main Performance Indicators, the East Java Province was able to reach or exceed 81 out of the 104 indicators (78%). Total Education Delivery System (TEDS) in Malang and Tuban After completing the activity in Pasuruan, DBE1 began to conduct TEDS in Malang and Tuban in April this year. Stakeholders from these two districts supported the program fully and provided the necessary supporting data and information. On May 31st, DBE1 presented preliminary results of our analysis of the condition of Tuban‘s education sector to stakeholders. Responses from participants were positive. The representative of Bappeda expressed his intention that the final results will be used to support district planning. On the basis of the data presented, the District Education Office concluded that more financial and technical support is needed by schools, madrasah diniyah, and vocational schools in the area. In Malang, the data collection process started in April. To support the data requirements of this process, the Office of Religious Affairs provided three staff. Based on the analysis of the preliminary data conducted in a joint workshop, it was found that, if compared to other districts in East Java, the overall performance of Malang‘s education sector is good. This is evident from the high rate of students‘ participation in all levels or low rate of students drop out. However, the preliminary

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data also showed that around 48% of its teachers will retire in the next ten years. Furthermore, the data showed a high level of mismatch between teachers‘ educational background and their teaching subjects. Survey of Madin and Lembaga Kursus in Tuban To better determine the condition of the education sector in Tuban, DBE1 will conduct a survey of Madin and Lembaga Kursus in the area from June 30 to July 7. Several preparatory meetings were held in June with related stakeholders. For example, on June 15, DBE1 met with representatives of the Office of Religious Affairs to discuss data readiness and availability. DBE1 also conducted training for enumerators for the Lembaga Kursus survey on June 22 and 23 as well as for Madin on June 28. In these sessions, enumerators learned about the study, techniques of survey, as well as the instruments used. Particularly for Madin survey, the use of staff from Office of Religious Affairs was very useful to identify the Madins‘ locations including the ones in remote areas. Work with Aceh province and coordination with AusAID SEDIA

DBE1 continued throughout this quarter to coordinate closely with the AusAIDfunded SEDIA project team in Aceh. This continues the cooperation between the two projects ensuring that programs are well coordinated in order to maximize the impact and sustainability of both. In this context, we are working with the Coordination Team for Education Development in Aceh, (Tim Koordinasi Pembangunan Pendidikan Aceh, abbreviated as TK-PPA). In April, DBE1 Aceh team members met with administrators and participants of the Post-Graduate Program on Education Administration of Universitas Syiah Kuala to discuss DBE1 programs and the results of work so far. Participants of the meeting included the Program‘s Head and Secretary and five post-graduate students. At the end of the meeting, the Head of the Program mentioned that DBE1 information and data will be used as input for post-graduate studies. DBE1 presented results of the Aceh Tamiang minimum service standards (SPM) costing during the Education Sector Working Group Meeting held on June 9. This presentation was part of an effort to calculate basic education SPM costs in Aceh by using two different methods. The first method, developed by LOGICA, was census based. The second used DBE1‘s SIMP-K. After comparing results of these two methods, the Aceh Provincial Education Office and SEDIA agreed to use SIMP-K. Accordingly, SEDIA agreed to support Aceh LPMP to update its NUPTK data while the Education Office agreed to include its staff in SIMP-K training. The Donor Team also agreed to advocate the use of SIMP-K results to support education sector policy development at district and provincial levels. In addition, staff of UNICEF and SEDIA will be trained by DBE1 on PBPSA. The value for these tools in producing inputs to policy is very clear, as discussed in the previous section. In June, DBE1 also took part in the presentation of a draft Manual of school-based management (MBS) Implementation in Aceh to relevant stakeholders. The Manual was written by a team that consisted of SEDIA, Widyaiswara LPMP, FKIP Unsyiah,

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IAIN Ar-Raniry, Supervisors of Aceh Education Office, schools, and DBE1. The draft was well received and various inputs were incorporated into the plan. For example, all SD/MI and two SMP/SMA in each sub-district will be included in the MBS Pilot Project. Further, the team agreed that the project should be completed by 2014. As the next step, a peer review will be conducted for this document at the beginning of July. Provincial Program in North Sumatra

During this reporting period, DBE1 continued to meet with stakeholders from Provincial LPMP and North Sumatra Education Office. Meetings with LPMP were held to provide latest update on the SIM-NUPTK and PadatiWeb data preparation process in Tebing Tinggi and a training plan for LPMP staff in the near future. With the Education Office, in addition to discussing similar topics, DBE1 also informed the Office representative on the latest plan for PBPSA implementation. Provincial Program in West Java

The coordination with the Province of West Java to develop and implement the Asset Management System has been described in Section 3 of this report. The influence of this joint program on policy is already being felt with the Head of the Provincial Education Office showing interest in implementing BOSP and issuing a decree to require special schools to update their asset system (SIMA) in order to apply for assistance from the province. Provincial Program in Central Java

Province-level coordination on PBPSA In April, DBE1 team members met with Head and other representatives of the Central Java Provincial Education Office. At this meeting, DBE1‘s Chief of Party explained about the progress of DBE1 work so far and the plan to implement PBPSA in six partner districts. The Provincial stakeholders responded positively and expressed the hope that DBE1 could also train staff of the Provincial Education Office so they could support dissemination of PBPSA to more districts. On the same day, the DBE1 Chief of Party also met with the Provincial LPMP Education Quality Mapping Section Chief. Provincial LPMP personnel confirmed that they would take part in DBE1 Training of Trainers on PBPSA and will subsequently train the 70 NUPTK data operators from Central Java. Blora Education Policy In June, DBE1 Central Java Provincial Coordinator was invited by Blora District Parliament to discuss a draft Regulation on Education (Rancangan Peraturan Daerah or Ranperda) during a public consultation session. This draft was prepared on the initiative of the District Parliament and in collaboration with Blora Education Office. DBE1 representatives explained the rules and regulations related to development of a draft regulation on education, specifically Law 20 Year 2003 regarding the National

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Education System, Government Regulation 19 Year 2005 regarding education national standardization, and MONE Decree 15 Year 2010 regarding Minimum Service Standards. DBE1 also suggested that the Development Team conduct a legal baseline survey to ensure that the draft is in line with related national and provincial rules and regulations on education. Further, DBE1 suggested that the draft should focus on efforts to support fulfillment of National Minimum Standards for all schools in Blora. Representatives of the Education Council, Sub-District Education Offices, NGOs, teachers, and community members were very enthusiastic to take part in this session. As the next step, the Ranperda development team members will revise the document based on inputs of participants. Provincial Coordination in South Sulawesi

DBE1 team members met with representatives of the South Sulawesi Provincial Education Office in April to explore the possibility of cooperation, in particular to disseminate the results of BOSP calculation and analysis to non-partner districts. As a follow up to the April meeting, the introduction of PBPSA to 24 districts in South Sulawesi took place in June for Education Offices and the Junior Secondary Education Division. The events were attended by the Head of the Education Office and Head of the Junior Secondary Education Division from all districts. Participating districts were reportedly eager to take part in PBPSA and plan start the process with verifying the readiness of their PadatiWeb and NUPTK data first. Anticipated Next Steps

Continue to develop programs with provincial administrations to support dissemination and sustainability of DBE1 programs including school-based management, renstra implementation and other district level programs. Support provincial governments to develop policy in response to demand and opportunity. Monitor and support dissemination programs in NTT, South Sumatra and West Sumatra and complete district facilitator certification process in these locations. Continue intensive work on Inova in East Java and then further develop instruments that can be applied elsewhere. 5.2 Support for National Policy Development (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. The collaboration with MONE, MORA and other donors, particularly the World Bank and AusAID, has been influential in the development of national policy and practice in relation to school-based management.

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Coordination with the Deputy Minister of National Education, the Education Sector Working Group, and the Thematic Education Dialogue Group

During this quarter, DBE1 continued to coordinate with the multi-donor Education Sector Working Group, Indonesia‘s Deputy Minister for Education and the Thematic Education Dialogue Group. At a meeting held in June in the Deputy Minister‘s office, plans for the next TED session, to take place in July, were discussed (see Section One of this report). The key point, made very strongly by the Deputy Minister, was that he and the high-level decision-makers who will be present would like to hear from project advisors but, more importantly, from counterparts from the field about sustainability and replication of good practices in school-based management. We regard this is a very timely and strategic opportunity for DBE1 to present the key findings of our major school-based management impact study (lessons learnt about sustainability and replication), and to give an opportunity for one of our partners from district and/or school level to speak about how they have disseminated and institutionalized school-based management using DBE1 methods and their own funds and resources. National BOS Training

Throughout this quarter DBE1 continued to work closely in partnership with MONE, MORA, the World Bank, AusAID and the AusAID-funded AIBEP to develop and pilot an integrated approach to training schools and madrasah in school-based management. This program was described in Section 2 of this report. As noted there and in previous quarterly reports, we have serious technical concerns about the overall approach being taken, particularly in relation to the mass cascade methodology and short class-based training with no follow up school-based mentoring proposed. Furthermore there are concerns about the technical nature of the materials and software and how these relate to current regulations and link between the modules. These were explained in Section 2 of this report. Notwithstanding the concerns we believe that it is very strategic for DBE1 to be involved in this program, particularly given its scale, prominence and overall importance in the Government of Indonesia‘s program to reform school management and governance. As reported in Section 2 of this report, during the previous quarter DBE1 conducted a comprehensive analysis of the methodology and materials which has been reported to USAID. In addition, this quarter we completed updating of the DBE1 RKS manual and methodology to accommodate the new MONE policy on BOS 2011 as a basis for school planning. Collaboration with MONE’s Directorate for Kindergarten and Elementary Schooling

As described in Section One and Two of this report, in June, DBE1 met in Malang with representatives of MONE‘s Directorate for Kindergarten and Elementary

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Schooling together with other donors working in the field, to coordinate and map programs for school-based management. Collaboration with MONE and other donors

World Bank funded BEC-TF DBE1 also continues to consult informally with MONE‘s BEC (Basic Education Capacity) program, supported through a World Bank Trust Fund (BEC-TF), which aims to help the Government of Indonesia to achieve the Millennium Development and Education for All Goals by encouraging good governance in education. BEC-TF plans to assist local government partners to increase their skills in using information in the planning, management, and monitoring of educational governance and service delivery. Fifty local government partners are each receiving a Local Basic Education Capacity (L-BEC) grant totaling Rp 2,5 billion over three years to help them implement their Capacity Development Plan (CDP) for the Education Sector. Following delays due to difficulties encountered in the regulations governing fund disbursement through the MOF, disbursement of the grants commenced late 2010. As a result, some activities which were planned for the use of BEC-TF funds to disseminate DBE1 methodologies have now commenced. These have been described elsewhere in this report. AusAID funded SEDIA In Aceh, DBE1 has also continued a close consultation with the AusAID-funded SEDIA project which commenced when this project began in 2009. We plan to continue to collaborate with SEDIA project as it builds on DBE1 programs and products including provincial level planning and financial analysis. The provincial government and the AusAID-funded SEDIA project have been collaborating in order to facilitate the use of DBE1 developed products for provincial level planning and policy development. This has been described elsewhere in the report. UNICEF The joint program between USAID and UNICEF in Papua and Papua Barat commenced this quarter and has been described above. Anticipated Next Steps

Follow-up on the collaboration with MONE, MORA and other donors to disseminate good practice in school-based management throughout Indonesia. Publish and disseminate reports on district level impact study, metaanalysis and school-level impact study to national stakeholders as these become available and appropriate forums and opportunities present themselves.

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Continue to follow up on requests from the Deputy Minister of Education to implement PBPSA and school finance management training. Continue to develop collaborative partnerships with other donors to expand the dissemination of good practices developed under DBE1 to new schools, districts and provinces. 5.3 Document & Share Lessons Learned (Task 11) DBE1 school planning modules have all been revised in accordance with MONE requirements that they focus on meeting Minimum Service Standards and the BOS 2011 Guidelines. Other manuals and DBE1 materials are in the process of being finalized for publication in the coming quarter. The reason this has not happened sooner is that, following good practice, DBE1 has adopted a continuous improvement model, meaning that our materials and methodologies have been continually reviewed and from time to time updated and improved in light of field experience and changing external conditions. We plan to have all materials finalized, published and uploaded to the website in final form next quarter ahead of closeout activities in provinces and at national level. Reports on the impact of district level interventions and the meta-study of data on finance and district education management were expected to have been completed and published in the previous quarter. However, this was delayed because new tools developed during the quarter (especially the PBPSA tool which now allows for calculation of costs to meet Minimum Service Standards and for the government access targets), will provide a great deal of new data which will significantly enrich the impact studies. Because it is expected to be of great value to GOI in terms of creating better efficiencies in the education sector, the meta-study will recommence with the assistance of international experts in the period July-September 2011. Meanwhile a small team submitted a paper based on the findings of the Impact Study for publication in the Journal of Development Effectiveness, an international academic journal. The draft paper, entitled ‗Implementing School-Based Management in Indonesia; Impact and Lessons Learned‘ has now been peer-reviewed, edited and approved for publication in this journal. We await information on the date of publication. Finally, a second research paper is currently being finalized which will provide a brief summary of the findings of the major school level impact study and the lessons learned from DBE1 concerning implementation of school-based management in Indonesia. This document is intended for an international audience but will also be valuable for policy makers and development partners in Indonesia. The paper which was originally intended as a ‗research brief‘ has now been redrafted as a ‗research paper‘ and is currently with RTI International for internal review. It is expected that the research paper will be published in the next quarter. During the final six months of the project, DBE1 intends to seek opportunities in which to share the findings of these studies and the manuals and tools which the

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project has developed over the last six years. Anticipated Next Steps:

Studies on district level impact and meta-analysis of data generated through these interventions to be redesigned and conducted mid-2011, ultimately to be published and disseminated to policy makers and stakeholders. Complete preparation of research papers and policy briefs on key outcomes of work in (1) school-based management, (2) district management and governance of education.

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Annex 1: Provincial Reports Aceh April – June 2011

DBE1 activity

DBE1 Program Roll Out Personnel Management DBE1 conducted a Training of Trainers activity on April 14 and 15. Using the SIMPTK tool, participants were trained to utilize data from PadatiWeb and NUPTK for the province of Aceh. A total of 30 participants took part, 11 from the Provincial Education Office, 4 from MORA, 4 from AusAID-SEDIA, 4 from LPMP and 7 from DBE1. The objectives of this training were to improve participants‘ ability to use the software, to match and generate data from PadatiWeb and NUPTK, and to analyze data. Four DBE1 facilitators and one program coordinator supported this process. However, the objectives were not fully achieved by the end of the training sessions. This was reportedly because many of Aceh Provincial Education Office representatives had a very limited ability to use Excel and needed additional time to learn basic IT skills and then to understand the system. DBE1 invited participants to come to its Banda Aceh office to be trained by DBE1 Aceh team members. Second and third rounds of training were held on April 26-27 and May 10-15, respectively. These sessions were attended by Aceh LPMP staff. As result of these sessions, participants can now import PadatiWeb and NUPTK data independently, match relevant data from sampling schools, and conduct simple analysis. The participants expressed appreciation for the fact that the training was conducted in smaller groups which enabled them to receive full attention from trainers. Further facilitation is needed so that participants can use more data to analyze and use the results as input for decision making process.

PBPSA Introduction of PBPSA Throughout June, DBE1 introduced PBPSA in 12 districts (Aceh Utara, Aceh Barat, Simeulue, Nagan Raya, Langsa, Singkil, Bener Meriah, Gayo Lues, Aceh Selatan, Lhokseumawe, Aceh Tenggara, and Pidie). A total of 9 Heads of District Education Office, 5 Secretary of Education Office, 36 Heads of Division, 46 Heads of Section, 10 Heads of Sub Division, 59 staff and 1 supervisor took part. Participants were able to match data from PadatiWeb and NUPTK and learn to use the software. They were very enthusiastic to learn about the system and the approach to matching data from PadatiWeb and NUPTK. DBE1 personnel allocated additional time to re-install the software because some of the participants‘ computers were infected with a virus. Also, at

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DBE1 activity

April – June 2011 times some participants could not attend the training sessions fully because many of them were unable to leave their daily routine tasks. A number of lessons were learned from this experience: When Heads of District Education Office understood the benefits of using this program, they were willing to find suitable personnel with sufficient IT capacity to learn the system properly. Several Heads of District Education Offices were committed to use outputs of the system as inputs for a Head of District education policy Because some representatives had limited understanding on SPM, in the future DBE1 should provide informative sessions on SPM before the actual training sessions. Because, among other topics, the discussion covered education sector policy development, participants should also include officials with a good understanding of district education sector policies. This training can be used to show districts the benefits of having valid and reliable data and to encourage them to conduct data cleaning.

Partnerships Coordination Partner Province On April 27, DBE1 Aceh team members met with administrators and participants of the Post-Graduate Program on Education Administration of Universitas Syiah Kuala to discuss DBE1 programs and the results of work so far. Participants of the meeting included the Program‘s Head and Secretary and five post-graduate students. At the end of the meeting, the Head of the Program mentioned that DBE1 information and data will be used as input for postgraduate studies. Other donors or non-government partners Engaging Stakeholders

DBE1 presented results of the Aceh Tamiang SPM costing during the Education Sector Working Group Meeting held on June 9. This presentation was part of an effort to calculate basic education SPM costs in Aceh by using two different methods. The first method, developed by LOGICA, was census based. The second used DBE1‘s SIMP-K. After comparing results of these two methods, the Aceh Provincial Education Office and SEDIA agreed to use SIMP-K. Accordingly, SEDIA agreed to support Aceh LPMP to update its NUPTK data while the Education Office agreed to include its staff in SIMP-K training. The Donor Team also agreed to advocate the use of SIMP-K results to support education sector policy development at district and provincial levels. In addition, staff of UNICEF and SEDIA will be trained by DBE1 on PBPSA. On June 24, DBE1 took part in the presentation of a draft Manual of MBS Implementation in Aceh to relevant stakeholders. The Manual was written by a team that consisted of SEDIA, Widyaiswara LPMP, FKIP Unsyiah, IAIN Ar-

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DBE1 activity

April – June 2011 Raniry Banda Aceh, Supervisors of Aceh Education Office, schools, and DBE1. The draft was well received and various inputs were incorporated into the plan. For example, all SD/MI and two SMP/SMA in each sub-district will be included in the MBS Pilot Project. Further, the team agreed that the project should be completed by 2014. As the next step, a peer review will be conducted for this document at the beginning of July.

North Sumatera April – June 2011

DBE1 activity

DBE1 Programs District Education Planning (SIPPK, Renstra - LAKIP - Renja)

District-Level Programs

In the past quarter, DBE1 assisted the Tapanuli Utara Education Office to update its renstra. As the last step of the process, a multistakeholder workshop was conducted from March 29 to 31. DBE1 then continued to facilitate the Education Office to revise the document throughout this reporting period. As a result, the Education Office will use the document as guideline to support the development of the Tapanuli Utara education sector until 2014.

Certification

Service Providers To prepare staff of North Sumatra LPMP and Education Office as service providers, they were trained through regular training sessions and on-the-job training in Personel Management System roll out in Tebing Tinggi. The regular training sessions took place in two rounds: June 20-21 and June 30-July 1. As an output of these training sessions, participants were able to use the pivot table mechanism to analyze data such as a teachers‘ profile based on personnel status, inflow of teachers (civil servants) in the past five years, and ratio of Support of DBE1 teachers in class rooms. programs After taking part in these activities, North Sumatra LPMP considered seriously sustainability the option to use SIMP-K and results of analysis to establish 2011 North Sumatra education sector profile. They were very enthusiastic to do so because in previous years they were able to provide profile of North Sumatra educators and education staff only. This decision was immediately introduced to operators of SIM-NUPTK from all districts in North Sumatra during a Provincial LPMP meeting on June 23 to 25. These operators were tasked to compile SIM-NUPTK and PadatiWeb data as well as use SIMP-K to conduct data matching. LPMP will then use the compiled data to produce North Sumatra Education Sector Profile for 2011.

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DBE1 activity

DBE1 Program Roll Out Personnel Management In this reporting period, DBE1 continued to work with the Tebing Tinggi Education Office to prepare complete, valid, and reliable data in SIM-NUPTK and PadatiWeb to support implementation of the Personnel Management roll out in July 2011. At the end of June, 96% of the data preparation process has been completed. Some examples of data that are still not matched: A total of 14 schools included in SIM-NUPTK were not found in PadatiWeb. A total of 48 schools that are recorded in both SIM-NUPTK and PadatiWeb have different addresses than their actual locations. To address this situation, SIM-NUPTK and PadatiWeb data mangers agreed to sit down together and synchronize the information based on the real situation in the field. These exercises increased their awareness that although data is hosted in two different places, it still should be in line with each other.

Partnerships Coordination Partner Province During this reporting period, DBE1 continued to meet with stakeholders from Provincial LPMP and North Sumatra Education Office. Meetings with LPMP were held to provide latest update on the SIM-NUPTK and PadatiWeb data preparation process in Tebing Tinggi and a training plan for LPMP staff in the near future. With the Education Office, in addition to discussing similar topics, DBE1 also informed the Office representative on the latest plan for PBPSA implementation. Partner Districts Engaging Stakeholders

DBE1 met with the newly appointed Head of the Education Office of Deli Serdang District on April 8. The meeting provided an opportunity for DBE1 to provide information about programs and achievements of DBE components. In North Sumatra, six partner districts had conducted BOSP activities previously. These districts, namely Binjai, Deli Serdang, Tebing Tinggi, Tanjung Balai, Tapanuli Utara, and Sibolga, were thus candidates for PBPSA. To select the districts, DBE1 North Sumatra conducted the following activities: 1. Partner districts were requested to send a formal letter to DBE1 indicating their interest and readiness to take part in PBPSA. 2. DBE1 also checked the condition of PadatiWeb and SIM-NUPTK data in participating districts.

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April – June 2011

DBE1 activity

Based on these steps, it was concluded that Tanjungbalai and Tebing Tinggi were the ones that were most ready to participate in PBPSA.

Other Continuation of programs and hardware obtained from Tapanuli Utara ICT Grant

Other activities not in Work Plan

Based on field monitoring, DBE1 found that, although the ICT Grant Program for Tapanuli Utara was concluded in April 2010, the Tapanuli Utara District Office Library and Archive continued to carry out activities and to use the hardware obtained by the grant. The operational costs of the library have been funded by the District Government Budget. Moreover, the library was nominated as one of the best libraries in North Sumatra Province in 2009.

West Java and Banten DBE1 activity

April – June 2011 Dissemination Activities Asset Management System Throughout March, Education Office of Subang disseminated Asset Management System in 970 TK/SD/SMP/SMA/SMK in 30 sub-districts. As a result of using DBE1-developed system, 96% of related data could be collected. If compared to last year, this was a significant improvement because in 2010 Education Office had to complete the same process manually and needed almost one year to collect only a total of 30% data. Each school contributed Rp. 200,000 to support this activity. To support this dissemination, DBE1 trained ten people from Subang Education Office Asset Team as facilitators.

District-Level Programs

District Education Planning (SIPPK, Renstra - LAKIP - Renja) Renstra development in Sukabumi Throughout April and May, DBE1 assisted the Sukabumi Education Office to develop its latest renstra. Participants included the Head of the District Education Office, Secretary of Education Office, Head of Planning Sub Division, and members of PadatiWeb team. From May 11 to 13, they verified and validated related data as well as providing input for the draft document.

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DBE1 activity

April – June 2011 Some of the challenges were: Because Bappeda requested all Offices to use SWOT methodology as a basis to develop their renstra, the Sukabumi Education Office combined the SWOT and DBE1-developed methodologies (SIMP-K). As a basis, the Education Office used Permendagri 54/2010 on the Implementation of Government Regulation 8, 2008, on Stages, Procedures of Development, Management, and Evaluation of District Development Plan Implementation. Although the Head of the Education Office had already requested all sections of the Office to be involved in the renstra development process, there was still a low level of interest from those who were not in the Planning Sub-Division. The busy schedules of personnel were at least partly to blame for this situation. To encourage the involvement of other sections, the Education Office will use the ‗isolation system‘ so that personnel from all related sections are able to work on preparation of the document without interruption. The result of their work will then be presented in an SKPD Forum in the near future.

Renstra development in Karawang On April 19 and 20, the Education Office of Karawang invited DBE1 to provide information to personnel of the Planning Sub Division on the process of preparing a renstra document. During the presentation, DBE1 discused the relationships between renstra and planning policies/regulations at national, provincial, and district levels. The presenter also explained about data collection from different sources and the importance of having valid and reliable data. At this stage, the Education Office established the draft of the vision, mission and objectives as well as strategies of the plan in accordance to the RPJMD. As the next step, the renstra development team will use strategic issues resulting from data analysis as a basis to revise the document.

Asset Management System

Province-Level Programs

From previous identification efforts, it was found that around 94% of assets in special schools (SLB) are in good condition while around 6% are slightly damaged. DBE1 together with West Java Education Office conducted an Asset Management System Workshop to assist schools to identify the level of damage, to calculate and prepare a budget accordingly to repair the damages, to monitor the implementation, and to prepare the required reporting for stakeholders. The activities were divided into three groups: 1. Maintenance Workshop, April 6, at SLBN Cicendo, Bandung. Participants included representatives of Education Office Special-Needs Education

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DBE1 activity

April – June 2011 Division (5 people) and Special Needs Schools (22 people). 2. Data verification at school level, June 14-16. Because of time limitations, ten schools that were located near Bandung were chosen as sample schools. These were from Kabupaten Bandung, Kota Bandung, Kota Cimahi, Kabupaten Purwakarta, Kabupaten Sumedang, Kabupaten Subang, and Kabupaten Garut. 3. Workshop to present data verification results, June 17. In this workshop, a total of 32 people from the Education Office, Special Needs Schools, school committees, and other relevant agencies took part. These results were reportedly very helpful for the Education Office because, prior to Asset Management System implementation, the budget allocated for schools to repair and maintain their assets were not based on the condition and needs schools. Supervisors were also happy because outputs of the System assisted them to conduct their tasks and fulfill their duties more efficiently.

DBE1 Program Roll Out Personnel Management System Prior to implementation of the Personnel Management System in Sukabumi, DBE1 trained Provincial LPMP and Education Office staff on SIMP-K on June 14 and 15. The objective of this training was to prepare participants as service providers of SIMP-K implementation in West Java. There were four participants (three from the Provincial Education Office and one from LPMP). During these training sessions, participants were encouraged to complete the tasks on their own. The role of the facilitators was to explain the required information and ensure that participants completed the tasks correctly. not all participants from LPMP could attend the training process completely as they were also required to attend other activities. Most participants also felt that the two day training was not enough. However, because of these activities, representatives from both institutions agreed to develop better coordination and communication in order to produce more comprehensive inputs for educationsector decision makers. As the next step, DBE1 will conduct a training session for LPMP personnel who could not attend the session completely. This second round of training will be conduced during second week of July. PBPSA As part of the process of preparing for program implementation, DBE1 trained Districts Education Office data operators from Sukabumi, Karawang, Cimahi, and Bogor from June 20 to 24 in Cianjur.

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DBE1 activity

From a technical point of view, the participants were able to learn the IT skills easily. However, the data available for use was incomplete. Also, because they were not policy makers, some were not yet clear which variables they should use to measure minimum service standards (SPM). In general, participants were able to provide around 50% to 80% of the information related to SPM conditions in each district. However, because the data was not 100% valid, this information still needs to be revised. Participants also felt that the sessions were too short. All districts will improve their data, use the improved information to obtain a better picture of the condition of the school system using SPM as a benchmark in each district, and present the revised information to relevant decision makers in the period of July 19 to 21.

Central Java April – June 2011

DBE1 activity

Dissemination Activities School Database System++ (SDS++)

School Based Management

During this reporting period, 50 representatives from 50 SD/MI in Demak took part in SDS++ dissemination. The dissemination cost of Rp. 18,581,950 was covered from BEC-TF funds. Participants were reportedly happy to take part in the training session and felt that the System, in particular the School Report Card, was very helpful. Participants also suggested to the District Education Office and Sub-District Education Offices that they also adopt SDS++ for subdistrict and district level to ensure that all levels could benefit from this program.

DBE1 Program Roll Out Introduction of PBPSA On May 13 and June 8-10, DBE1 met stakeholders from partner districts (Surakarta, Demak, Jepara, Kudus, Blora, Grobogan, Boyolali, and Klaten) to discuss the plan to implement PBPSA. The meeting was also held to find the level of readiness in districts PadatiWeb and NUPTK data in order to support the calculation and analysis of SIMP-K. The following conclusions were made from these meetings,: At this point, not all districts were ready to use their 2010 PadatiWeb data for SIMP-K. These districts were Kudus, Karanganyar, Boyolali, and

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DBE1 activity

April – June 2011 Surakarta. Kudus and Boyolali planned to complete the process of uploading 2010 data to PadatiWeb by June. Karanganyar and Surakarta will require more time to complete the task. District Education Office planning staff is expected to complete the uploading of 2010 data prior to the commencement of the first stage of training in August 2011. Meanwhile, Demak, Jepara, Blora, Grobogan, Klaten and Purworejo have already done so. For the NUPTK data, LPMP provided DBE1 with updated March 2011 data from 35 Central Java districts. Furthermore, LPMP will provide newer data to DBE1 once the data updating process is completed in late July. Data is usually managed by different sections of education offices. For example, PadatiWeb data is often managed by planning sub-division while NUPTK by teaching and non-teaching or personnel section. Specifically in Kudus and Karanganyar it was found that these data are managed by the planning division. Partnerships Coordination Partner Province On April 14, DBE1 team members met with Head and other representatives of Central Java Provincial Education Office. At this meeting, DBE1‘s Chief of Party explained about the progress of DBE1 work so far and the plan to implement PBPSA in six partner districts. The Provincial stakeholders responded positively and expressed the hope that DBE1 could also train staff of the Provincial Education Office so they could support dissemination of PBPSA to more districts.

Engaging Stakeholders

On the same day, the DBE1 Chief of Party also met with the Provincial LPMP Education Quality Mapping Section Chief. Provincial LPMP personnel confirmed that they would take part in DBE1 Training of Trainers on PBPSA and will subsequently train the 70 NUPTK data operators from Central Java.

Other donors or non-government partners On April 4, DBE1 met with the Principals‘ Empowerment and Development Body (Lembaga Pengembangan dan Pemberdayaan Kepala Sekolah or LPPKS). The Head of LPPKS explained the Body‘s three main programs: (1) preparation and selection of principals, (2) training of prospective principals, and (3) assisting districts to project their needs for principals in the next two years. To support these programs, LPPKS also has training materials in topics such as schools planning and financing development, supervision, and leadership. LPPKS responded positively to a proposal from DBE1 for cooperation between the two organizations and will share its training materials, in particular the ones in management and leadership.

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April – June 2011

DBE1 activity

Other Penyusunan Raperda Pendidikan Kabupaten Blora On June 23, DBE1 Central Java Provincial Coordinator was invited by Blora District Parliament to discuss a draft Regulation on Education (Rancangan Peraturan Daerah or Ranperda) during a public consultation session. This draft was prepared on the initiative of the District Parliament and in collaboration with Blora Education Office.

Other activities not in Work Plan

In this meeting, DBE1 representatives explained the rules and regulations related to development of a draft regulation on education, specifically Law 20 Year 2003 regarding National Education System, Government Regulation 19 Year 2005 regarding education national standardization, and MONE Decree 15 Year 2010 regarding Minimum Service Standard. DBE1 also suggested that the Development Team conduct a legal baseline to ensure that the draft is in line with related national and provincial rules and regulations on education. Further, DBE1 suggested that the draft should focus on efforts to support fulfillment of National Minimum Standard for all education units in Blora. Representatives of the Education Council, Sub-District Education Offices, NGOs, teachers, and community members were very enthusiastic to take part in this session. As next step, the Ranperda development team members will revise the document based on inputs of participants.

East Java April – June 2011

DBE1 activity

Dissemination Activities School Based Management

Leadership Dissemination From April 12 to 15, a total of 53 madrasah principals took part in Leadership training in Bangkalan. The activity was funded fully by participating madrasah and local facilitators. School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP) BOSP Updating Workshop in Tuban

District-Level Programs

Stakeholders in Tuban conducted BOSP updating workshops on June 16-17 and June 20-21. To calculate and analyze the related components, representatives of SD/MI, SMP/MTs, SMA/MA and Education Office were involved. As next step, results of the calculation will be presented to the Head of District as input for the education-sector planning and financing.

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DBE1 activity

April – June 2011 Partnerships Coordination Partner Province: Development of East Java Provincial Innovative Education Policy (INOVA) Synchronization of Indicators After facilitating a process for districts in East Java to synchronize their indicators, a workshop to review the results was held on June 21 to 23. The event was attended by representatives from DBE1 partner and non-partner districts in East Java. In this meeting, representatives from 34 Districts Bappeda (Social and Culture Division) and 36 Education Offices (Planning Division) took part. A total of 104 indicators in the National Mid-Term Development Plan (Rencana Pembangunan Jangka Menengah Nasional or RPJMN) were synchronized with the districts‘ 2010 planning documents (RPJMD, Renstra and Renja 2011). It was found that 76% of participating districts have around 50% synchronization level between district planning documents and RPJMN. DBE1 suggested that districts continue improving their planning documents to align closer to RPJMN. In addition, in this meeting it was found that, based on the Main Performance Indicators, the East Java Province was able to reach or exceed 81 out of the 104 indicators (78%). Total Education Delivery System (TEDS) in Malang and Tuban

Engaging Stakeholders

After completing the activity in Pasuruan, DBE1 began to conduct TEDS in Malang and Tuban in April this year. Stakeholders from these two districts supported the program fully and provided the necessary supporting data and information. On May 31, DBE1 presented preliminary results of our analysis of the condition of Tuban‘s education sector to stakeholders. Responses from participants were positive. The representative of Bappeda expressed his hope that the final results will be used to support district planning. Using the data presented, the Education Office realized that more financial and technical support is needed by schools, madrasah diniyah, and vocational schools in the area. In Malang, data collection process started in April. To support the data requirements of this process, the Office of Religious Affairs provided three staff. From the workshop to analyze the preliminary data, it was found that, if compared to other districts in East Java, Malang‘s education sector overall performance is good. This could be seen from the high rate of students‘ participation in all levels or low rate of students drop out. However, the preliminary data also showed that around 48% of its teachers will retire in the next ten years. Furthermore, the data showed a high level of mismatch between teachers‘ educational background and their teaching subjects. Survey of Madin and Lembaga Kursus in Tuban To better determine the condition of the education sector in Tuban, DBE1 will conduct a survey of Madin and Lembaga Kursus in the area from June 30 to July 7. Several preparatory meetings were held in June with related

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DBE1 activity

stakeholders. For example, on June 15, DBE1 met with representatives of the Office of Religious Affairs to discuss data readiness and availability. DBE1 also conducted training for enumerators for the Lembaga Kursus survey on June 22 and 23 as well as for Madin on June 28. In these sessions, enumerators learned about the study, techniques of survey, as well as the instruments used. Particularly for Madin survey, the use of staff from Office of Religious Affairs was very useful to identify the Madins‘ locations including the ones in remote areas.

South Sulawesi April – June 2011

DBE1 activity

DBE1 Programs School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP) From April 5 to 8, DBE1 assisted stakeholders in Makassar to update their BOSP 2008 calculation and analysis. In addition, DBE1 was also testing the new BOSP template and methodology. There were a total of 30 participants who were representatives of schools (SD/MI, SMP/MTs, and SMA/MA), supervisors, Education Office, and Office of Religious Affairs.

District-Level Programs

This updating process was crucial because Education Office of Makassar plans to expand the calculation and analysis to all of the education units in the Municipality. This was done so BOSP is the main guideline in developing School Budget and Work Plan (Rencana Kerja dan Anggaran Sekolah or RKAS). The Education Office also hopes that the information from BOSP can be used to further determine budget allocation for each education units, in particular those which receive full subsidies. In addition, because the results of this updated calculation will be used as input in the introduction of PBPSA program to 24 districts in South Sulawesi, DBE1 team members, Makassar BOSP Update team members, and two Service Providers from Universitas Negeri Makassar (UNM) met again on June 15 and 16 to review the calculations.

Dissemination Activities Dissemination in Barru District School Based To support the dissemination of DBE1 programs in school committee Management strengthening, leadership, and asset management system, DBE1 and Barru

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DBE1 activity

April – June 2011 District Government conducted Training of Trainers sessions in this reporting period. The costs of these activities were shared between DBE1 (Rp. 10,544,000) and Barru District Government (Rp. 30,000,000). As the next step, subsequent training sessions will be conducted at sub-district level and will use available BOS funds. Strengthening School Committee The Training of Trainers was conducted from June 21 to 23. Participants included a total of 14 school committee members, two from Education Council, and six SD/MI and SMP/MTs teachers.

Leadership Training Training of Trainers to support dissemination of leadership is divided into two rounds. The first round was held on June 22 and attended by nine SD/MI principals, five SMP/MTS principals, and 12 TK/SD supervisors. Topics of training include self assessment and how to implement the EMASLIME (Educator, Manager, Administrator, Supervisor, Leader, Innovator, Motivator, and Entrepreneur) principles in their daily activities. As the next step, participants went to the field and implemented their new knowledge and skills for 30 days. Following this they will be participate in further training. This second round of training is planned to take place on July 20. Asset Management System

District-Level Programs

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To support dissemination of the Asset Management System in Barru District, Training of Trainers was carried out from June 21 to 23. In this training, each of the seven participating sub-districts sent the Head and staff of the sub-district education office. Also present were supervisors, principals, teachers from SD, SMP, and SMA, representatives of the District Asset, Finance Management, and Revenue Office (Dinas Pendapatan, Pengelola Keuangan, dan Aset Daerah or DPPKAD), the Education Office, and District Secretariat Office. In total 26 participants attended. The participants were very enthusiastic to learn about the System, in particular because this was the first time that representatives from different institutions had sat down together and discussed issues related to Asset Management System. The Head of DPPKAD participated fully in the training sessions and took part in the school visit to learn about the System further. DPPKAD plans to carry out a District Asset Management Workshop for all district offices and use DBE1-developed e-form as one of the guidelines. Meanwhile, the Education Office plans to redo the mapping of the condition of school assets to ensure that the activity now uses a coding system that is in accordance to the current rules and regulations.

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April – June 2011

DBE1 activity

Certification Service Providers Support of DBE1 On June 27, DBE1 conducted an interview of nine service provider candidates from Universitas Negeri Makassar. Out of the nine candidates, five were programs selected. They were: 1) Dra. Sitti Hajerah H, M.Si (FE); 2) M.Ridwan Said, sustainability S.Sos, M.Pd (FIS); 3) Drs. Muh.Jasri Djangi, M.Si (FMIPA); 4) Dr. Muh Rais, S,Pd, MP, MT (FT); 5) Dr.Ratmawati T, M.Pd (FIP).

DBE1 Program Roll Out PBPSA Training of staff from South Sulawesi LPMP and the Provincial Education Office to support the implementation of PBPSA took place on June 27 and 28. The objective of the training was to provide staff from LPMP and the Education Office the skills to process and analyze NUPTK and PadatiWeb data from districts in South Sulawesi. It is hoped that participants will be able to further train data operators from all districts education office in South Sulawesi. A subsequent training session will be held during the third week of July.

Partnerships Coordination Partner District

Engaging Stakeholders

In this reporting period, DBE1 met with stakeholders in Barru on April 14 to discuss the Draft Work Agreement (Kerangka Acuan Kerjasama or KAK), and the plan to disseminate school committee capacity building, leadership, and asset management in the near future. DBE1 also provided updates on the latest effort to improve the NUPTK data of Barru District to support the implementation of Personnel Management System. A follow up meeting with Barru District stakeholders was held on May 18. At this meeting the Education Office agreed to speed up the PadatiWeb and NUPTK data updating process. Participants also agreed that the roll out of Personnel Management system will only be conducted when at least 80% of 2010 data of NUPTK and PadatiWeb has been synchronized. Partner Province DBE1 team members met with representatives of the South Sulawesi Provincial

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DBE1 activity

April – June 2011 Education Office on April 21 to explore the possibility of cooperation, in particular to disseminate the results of BOSP calculation and analysis to nonpartner districts. As a follow up to the April meeting, the introduction of PBPSA to 24 districts in South Sulawesi took place on June 11 for Education Offices and June 14 for Junior Secondary Education Division. The events were attended by the Head of the Education Office and Head of the Junior Secondary Education Division from all districts. Participating districts were eager to take part in PBPSA and would start the process with verifying the readiness of their PadatiWeb and NUPTK data first.

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Annex 2: Success Stories North Sumatra provincial stakeholders uses DBE1-developed SIMP-K.

Since 2005, DBE1 has been working with partner districts in Aceh, North Sumatra, West Java, Banten, Central Java, East Java, and South Sulawesi to improve management and governance in the basic education sector. At districts level, DBE1 has carried out programs such as facilitating the development of Strategic Plans (Rencana Strategis or Renstra), for local Education Offices, analysis of district education finance, calculation and analysis of school unit costs in 50 partner and 23 non partner districts. Furthermore, in all these programs, DBE1 advocates the use of existing data that is valid, up-to-date, and reliable. With this approach, we can ensure that districts have access to information and analysis that is based on relevant data and that they can use this as input for district planning and policy development.

Staff from North Sumatra Provincial LPMP (left picture) and Education Office (right picture) being trained to use SIMP-K

In this context, DBE1 has developed a District Education Management Information System (Sistem Informasi Manajemen Pendidikan Kabupaten/Kota or SIMP-K). This system was designed to provide an integrated picture of education sector by integrating data from two different sources: MONE‘s EMIS database system or PadatiWeb (containing data regarding schools in a particular district) and the Management Information System for Teachers and Teaching Staff, known as SIM-NUPTK (containing data regarding each district‘s teachers and teaching staff). When reviewing data from these two data sources, districts stakeholders can use the School Statistics Number as the common variable and cross-analyze different types of information. Using the pivoting feature in Excel, they can see, for example, the number of teachers that are able to receive an allowance because they have fulfilled the requirement of teaching for a total of 24 hours to a minimum of 20 students per class room. They are also able to see the number of teachers, based on their teaching subjects, who will retire in the near future. Districts can use this type of information as a basis to develop their Renstra and to support planning and budgeting to ensure that the Minimum Service Standards are achieved.

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In North Sumatra, DBE1 assisted the staff of the Provincial Education Quality Assurance Body (Lembaga Penjamin Mutu Pendidikan or LPMP) and the Provincial Education Office to learn more about SIMP-K. The training was carried out in two sessions. The first session was from June 20 to 21 while the second from June 30 to July 2. Nine people attended, four participants from LPMP, four from Education Office, and one additional observer from LPMP. As a result of these training sessions, LPMP team members have began to understand that rather than looking at PadatiWeb or SIM-NUPTK separately, they can now utilize information from both sources simultaneously. This understanding was further disseminated in June 23-25 during a meeting where LPMP introduced SIMP-K to PadatiWeb and SIM-NUPTK data operators from all districts in North Sumatra. LPMP also requested districts to start using SIMP-K as a tool to gather relevant information about the condition of their education sector. As a next step, LPMP is considering a plan to use the information from the districts as basis to develop the 2011 North Sumatra education sector profile. This time, with the help of the SIMP-K tool, they hope that the profile will be able to provide a more clearer and comprehensive picture about the condition of the education sector in North Sumatra.

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Annex 3: Training for Project Beneficiaries For the reporting period of April to June 2011, there were a total of 21 training activities conducted by DBE1 in partner provinces. In June, Aceh conducted a total of 12 activities with the introduction of PBPSA in 12 districts (Aceh Utara, Aceh Barat, Simeulue, Nagan Raya, Langsa, Singkil, Bener Meriah, Gayo Lues, Aceh Selatan, Lhokseumawe, Aceh Tenggara, and Pidie). Meanwhile, South Sulawesi carried out three activities related to update of BOSP calculation and analysis in Makassar as well as training of staff of Provincial Education Office and LPMP on PBPSA. Because DBE1 continued to focus its activities at province and district levels, stakeholders from these levels comprised the highest number of people trained in the quarter. Out of 286 people trained, 209 were from District Education, Office of Religious Affairs, Bappeda, and related Offices. (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 April to June 2011 No.

2011

Province

April

1 Aceh 2 Sumatera Utara 3 Banten 4 Jawa Barat 5 Jawa Tengah 6 Jawa Timur 7 Sulawesi Selatan Total

Mei 1

Juni 12 2

1

Total 13 2 0 2 0 1 3

17

21

2 1 2 2

2

Table A3-2: Summary of persons trained from April to June 2011 Component District Facilitator School Principal/Vise School Committee School teacher District Education Staf MORA District Staf Local Government Parent ( Non School Committee) LSM/NGO DPRD Education Board Supervisor Other Total

Male

Female

14 7 4 94 69 5

33 5 3

1 1 2 7 27 231

1 1 4 4 55

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3 1

Total 17 8 4 127 74 8 1 2 3 11 31 286

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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 Institutions1 No

Component

Male

Female

Total

DBE 1 DBE1

6 6

1 1

7 7

3 9 1 34 47 94

1

4 9 1 40 73 127

MONE 1 Kepala Bidang 2 Kepala Dinas 3 Kepala Seksi-KCD-UPTD 4 Kepala Unit 5 Staf

6 26 33

MORA 1 Kepala Seksi 2 Kepala Unit 3 Staf

27 39 3 69

1 4 5

28 43 3 74

2 3 5

1 2 3

3 5 8

LOCAL GOVERNMENT 1 Bapedda 2 Dinas Terkait SCHOOL 1 Guru 2 Kepala Sekolah 3 Lainnya

4 14 9 27

3

4 17 9 30

7 7

1 1

8 8

7 7 14

4 1 5

11 8 19

2 1 1 5 9 231

1 1

3 2 1 7 13 286

3

School Committee 1 Orang Tua Murid SERVICE PROVIDER 1 Pengawas 2 Lainnya SERVICE USER 1 Dewan Pendidikan 2 DPRD 3 LSM/NGO 4 Lainnya Grand Total

2 4 54

1

The number of beneficiaries reported here does not meet USAID reporting requirements which define a training beneficiary as one who receives 24 hours of training and who can only be counted once in a year

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Table A3-4: Analysis of training beneficiaries by activities No

Activities Name

Diseminasi Management Asset Sekolah 1 TOT Inova 1 Penyelarasan Indikator RPJMN dengan RPJMD Provinsi dan Kab/Kota 2 Total Education Delivery System (TEDS) MSDM-3 1 Activity at Province Level 2 Workshop 1: Pengenalan MSDM, HRISS dan Penyamaan Persepsi PBPSA 1 Activity 1 2 TOT Level Propinsi Update BOSP 1 Workshop 1 2 Workshop 2 Grand Total

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Male

Female

Total

25 25

6 6

31 31

19 18 37

2 7 9

21 25 46

14 2 16

6 1 7

20 3 23

53 94 147

6 25 31

59 119 178

6 6 12 237

2 2 4 57

8 8 16 294

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Annex 4: Districts That Disseminated DBE1 School Level Programs as of June2011 Province Aceh Total North Sumatra

Total West Java

Total Banten

Total Central Java

Total

82

Partner Districts Aceh Besar

Non Partner Districts Aceh Utara 1

Deli Serdang Kota Binjai Kota Sibolga Kota Tebing Tinggi Tapanuli Selatan Tapanuli Utara

1 Padang Lawas Padang Lawas Utara

6 Indramayu Karawang Kota Bogor Sukabumi Subang

2 Cimahi Garut Bandung Banjar Bekasi Bogor Ciamis Cianjur Kota Bandung Kota Garut Kuningan Purwakarta Sumedang

6 Lebak Kota Tangerang Kota Cilegon

12 Kota Serang Kota Tangerang Selatan Pandeglang Serang Tangerang

3

5

Blora Boyolali Demak Grobogan Jepara Karanganyar Klaten

Batang Gunung Kidul Kota Tegal Kota Yogya Purbalingga Sleman Sragen

Kudus Purworejo

Temanggung Wonosobo Wonogiri 9

10

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Province East Java

Partner Districts Kota Mojokerto Bangkalan Bojonegoro Kota Surabaya Nganjuk Pasuruan Sampang Sidoarjo Tuban

Non Partner Districts Mojokerto Tulungagung

9 South Sulawesi

Total Grand Total

Enrekang Kota Makassar Kota Palopo Luwu Pangkajene Kepulauan Pinrang Sidenreng rappang Soppeng

2 Barru (TOT)

8 42

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1 33

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Annex 5: Documents Uploaded On the Website Resource Materials update:

DBE1 Impact Study Summary June 7, 2011

Attachment A.IV.a for Minister of Home Affairs Number 21 Year 2011 June 3, 2011

Minister of Home Affairs Regulation Number 21 Year 2011 regarding The second amendment of the Minister of Home Affairs Regulation Number 13 Year 2006 June 3, 2011

DBE1 Quarterly Report 23 May 20, 2011

DBE1 Quarterly Report 22 May 20, 2011

DBE1 Quarterly Report 21 May 20, 2011

DBE1 Quarterly Report 20 May 20, 2011

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Top 10 downloaded documents: How to Fill SD/MI Profile Instruments Manual (27883 downloads) Republic of Indonesia Government Regulation number 32 year 2008 regarding Guideline for District Annual Budget (APBD) compilation Year 2009 (21950 downloads) Law number 14 year 2005 regarding Teachers and University Lecturers (18756 downloads) Attachment to Republic of Indonesia Government Regulation No. 38 Year 2007 regarding Division of Government Matters among Central, Province, and District level Government (18041 downloads) Teknologi Informasi Komunikasi Pekerjaan (16514 downloads)

untuk

Kehidupan,

Pembelajaran

dan

Bantuan Operasional Sekolah (BOS) 2009 Manual Book (14523 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 (12274 downloads) School Committee: Simple Accounting Methods (11751 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 (11255 downloads) School Committee: Organization (11254 downloads)

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Annex 6: Deliverables Status: June 30, 2011 Updated as per Task Order Modification 19, dated June 2011 Deliverables

Due

Deliverable 1: Five Year Indicative Plan and annual Work Plans: Annual work plans produced for the project annually for submission to USAID.

Due: Annual work plan submission for approval by USAID.

COMPLETED

Deliverable 2: Establishment, staffing, and functioning of Central and Provincial offices, Modify staffing with approval of USAID as necessary.

Due: Establishment, staffing, and functioning of Central and Provincial offices, within three months of award. Modifications as necessary for the length of the project.

COMPLETED

Deliverable 3: Develop and Update Performance Monitoring Plan (PMP) 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 for life of project.

COMPLETED

Deliverable 4: District or Town selection, to be done in collaboration with other IQDBE partners and subject to USAID approval. Conduct a selection of new sub-districts and schools for replication in collaboration with local governments. USAID anticipates the number of schools to be targeted for replication to be approximately 7,000, and the contractor must have USAID approval on the selection criteria and the total number of schools and sub-districts to be selected. Where practical, the selection of new sub-districts and schools would be coordinated with other DBE partners.

Due: Initial selection within three months of award. Criteria for new district selection to be submitted and approved during the fourth year of the project implementation.

COMPLETED

Due: During the six year of the project implementation.

Workplan Documents.

Included in Workplan.

Provincial offices reestablished and functioning and minimum required staff by November 2010. Staffing to be modified as needed Annual Reports.

Final PMP Submitted October 2008. M&E results reported annually as required

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

18 districts mandated in Aceh modification signed by USAID July 2009

Deliverable 5: USAID anticipates the number of schools to be targeted for replication to be approximately 15,000, and the contractor must have USAID approval on the selection criteria and the total number schools, sub-districts and districts to be selected.

Documents

Final year 5-6 workplan submitted December 2010

COMPLETED

Selection of any new districts in Aceh will use the same approach, but after the completion of the 2008 assessment.

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Status

ACHIEVED

Updated in quarterly reports.

RTI proposals for Aceh modification.

Results reported quarterly.

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Deliverable 6: District Coordinators hired and trained to work with local governments, school committees, and schools on planning, budgeting, and management to support improved basic education. Contractor will 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, schools committees and schools on planning, budgeting and management to support improved basic education.

Due: In first six months of year one for initial districts; at least three months before years three and four, for staff required in those years. Modification of SOW during the third year of the project implementation.

COMPLETED

Deliverable 7: Assessment of Education Management Information System (EMIS) in Indonesia

Due: During the first year of program implementation.

COMPLETED

Deliverable 8: Develop, implement, update and maintain Project Data Management System (PDMS) regularly and provide periodic and ad hoc analyses to USAID.

Due: Develop and implement during the first year of the program. Continue on regular basis

ONGOING UNTIL END OF PROJECT

No

Deliverable 9: Develop, implement, and maintain agreement with the implementers of the DBE2 and DBE3 contracts on how to share best practices.

Due: Develop and implement during the first year of program. Continue on regular basis.

COMPLETED

Agreements included in quarterly reports.

Deliverable 10: Develop medium-term education sector development plans (Renstra) for at least 45 project district governments; and prepare at least 20 annual plans and budget (Renja) using developed Renstras.

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

COMPLETED 45 Renstra completed 20 Renja completed

Deliverable 11: Develop education finance plans and budgets (AKPK = District Education Finance Analysis, and BOSP = School Unit Cost Analysis) respectively in at least 45 and 49 project districts to support education sector development plans.

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

Deliverable 12: Develop initial analysis in sufficient detail and depth of the issues related to increasing democratic interaction in education governance, rationalizing and increasing local funding for basic education, and increasing transparency and accountability in the education sector. Complete a second report describing progress and recommendations to implement greater democratic participation, transparency, and accountability in the education sector.

Due: Initial analysis within first year of award. Complete second report during the fourth year of the project implementation.

SOW submissions.

SOWs Submitted April 2007

Special Report.

Report dated June 2007

Agreement developed in first year of project and continues until end of the project.

(Not including Aceh expansion) COMPLETED 46 AKPK completed 67 BOSP completed

District documents (in Bahasa Indonesia). Results reported quarterly.

District documents (in Bahasa Indonesia). Results reported quarterly.

(Not including Aceh expansion)

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COMPLETED

Special Reports.

#2 submitted May 2009

Report 2 Includes Deliverables12, 13 and 23.

#3 submitted May 2010

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Deliverable 13: Develop materials on local government education planning, management and governance, as well as participatory community school management practices. Develop summary report that 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.

Deliverable 14: Document outcomes highlighting DBE1 best practices, how they were developed, tested, and the extent of successful replication. The report will inform MONE and MORA on the implementation of national policy at the lower level (districts and schools) and the recommendations for national policy dialogues.

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

COMPLETED

Special Reports.

#2 submitted May 2009

Report# 2 Includes Deliverables12, 13 and 23.

#3 dated January 2010.

COMPLETED

Report# Includes Deliverables 13 and 23.

Special Reports.

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

Deliverable 15: For each PPA (Public Private Alliance), prepare a report describing summary of the contribution of the parties, including the amount of leverage brought by the contractor; a description of private resources and level of innovations; and a summary of how the interests and objectives of each partner converge. PPA initiatives in the remaining period of the program depend on directions from USAID/Office of Education.

Due: On semi-annual basis.

COMPLETED

Semi annual reports.

Final report submitted August 2010

Final Report.

Deliverable 16: Develop and implement ICT education “hotspots” project with demonstrated scalability and sustainability using small grants. Final report describing lessons learned, recommendations, and impact of the ICT-based small grants.

Due: Design completed within first year of the activity, subject to mid-term evaluation in 2007, including updated business plan with actual semi-annual financial data. Final report is due in June 2011.

COMPLETED

Results reported quarterly.

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

ONGOING UNTIL END OF PROJECT

Deliverable 17: Prepare special reports/analyses occasionally requested, including input to planed mid-term and final evaluations in 2008 and 2009.

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13 OF 14 GRANTS COMPLETED. Final Grant close-out in progress

Final Assessment Report

Evaluation conducted and findings discussed with USAID December 2010 Final Report submitted April 2011 No

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Deliverable 18: Develop and implement a program for how local governments and foundations can replicate School Based Management Activities to other schools/areas. Reports on adoption/adaptation of DBE1 School Based Management materials by team of MONE and other stakeholders in preparation for nation-wide BOS training planned to take place in 2011.

Due: Develop program in December 2008 and revise in December 2009. Selection of target schools/areas for replication or expansion during Year 4. Implementation completed in year 5. Brief interim report on DBE1 participation in working groups preparing 2011 BOS training program within MONE by January 2011; Summative report explaining extent to which DBE1 school-based materials are used in the anticipated nationwide BOS training to take place in 2011 and description of modifications in original materials by May 2011.

COMPLETED

Deliverable 19: 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 DBE123.

Due: During the fourth year of program implementation.

COMPLETED

Deliverable 20: Assist central and local government institutions as well as donors in identification, training, and standard-setting for certification of service providers in education management and governance that can implement DBE1 programs throughout the country. Report on the number of facilitators/trainers/service providers certified by DBE1 and a description of how the information has been disseminated the GOI and donor agencies.

Due: Assistance completed during the fourth year of program implementation. Final report is due in May 2011; however, the Contractor must include interim report in every quarterly report through the end of the project.

. UNDERWAY

Development of replication program completed in 2009.

Results reported quarterly. Two Special Reports to be prepared.

Selection of schools/target areas completed in 2010. Participation in BOS training working groups is ongoing. Report 1 completed: submitted January 2011. Report 2 completed submitted June 2011

No

Assignment commenced October 2008. Assignment completed September 2010.

School level Service Providers (SP) criteria established with MONE. 230+ certified.

Included in quarterly reports. Final Report to be prepared.

District level criteria to be developed with Kinerja. First round SP training completed 2010. Ongoing reporting in quarterly reports. USAID concurrence, due in September 2011.

Deliverable 21A*: Update materials for training on local governance to improve communication and coordination within and between education stakeholders (legislative members, education council, local media, non-governmental organizations) promoting transparency and accountability in education sector. The training and other activities will be conducted with local governments and civil society organizations.

Due: During the third and fourth years of the project implementation. The training of new legislatures will be completed in year five.

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COMPLETED Training for district legislatures completed in 2010.

Results included in quarterly reports. Special Report.

Report on governance training materials submitted July 2010.

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Deliverable 21B*: 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). Monitor and report the continuation of collaboration with MONE in carrying out recommendations of the pilot projects in Aceh to improve MONE’s Education Management Information System (EMIS).

Due: Data collection during the fourth and fifth year of the project. Monitor and report continuation during the sixth year of the project.

PARTIALLY COMPLETED

Results reported quarterly.

Pilot conducted in 2 districts in Aceh. Results Initial results disseminated to MONE/PSP staff nationwide. Six new districts disseminating program.

Assessment findings discussed December 2010.

Design and feasibility study completed July 2008. Replication targets met in 2010.

Implementation progress in quarterly reports. Feasibility Study Report.

Additional work with provincial government will continue in 2011.

Pilot assessment initial report discussed with USAID December submitted 2010.

Final Report on pilot to be submitted .April 2011. Final report on MONE follow- up on pilot to be submitted October 2011.

Monitoring to continue through year 6. Deliverable 23: Design and implement a pilot activity with a university to test the delivery of education management training on-line to district and schools. The scope of the pilot activity is subject to USAID approval and should include at least one tool from DBE1, such as school development planning (RKS) or unit cost analysis (AKPK). The purpose of the study is to test ways to disseminate DBE1 management and governance training materials to wider audience.

Due: During the fourth and fifth year of project implementation.

Deliverable 24: Report on agreements made with the SEDIA project in Aceh for collaboration on district and provincial level management and governance including explanation how DBE1 will maintain quality control throughout the collaboration. The implementation of the collaboration will be regularly reported in the required Quarterly reports and other reports requested by the COTR.

Due: January, 2011

Deliverable 25: Produce a final report describing the transfer and the consolidation 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: Report is due by March 2011

Deliverable 26: Report on extent and result of dissemination of Asset management program including description of collaboration with GOI and other stakeholders.

Due: Report is due by March 2011

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UNDERWAY Design complete and activity commenced 2010 with Sampoerna Foundation.

Results reported quarterly. Special Report to be prepared.

Report due June 2011 Extension to October

COMPLETED Report completed: submitted January 2011.

Results reported quarterly. Report on Agreements.

Implementation to continue in 2011.

COMPLETED Final report submitted March 31, 2011

COMPLETED Final report submitted March 31, 2011

Results reported quarterly. Special Report

Results reported quarterly. Special Report

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Deliverable 27: Report on extent and results of dissemination of Personnel management program including description of collaboration with GOI and other stakeholders.

Due: Report is due by March 2011

Deliverable 28: Report on provincial level policies/plans facilitated by DBE1 in East Java and Aceh and results of discussions with other provinces regarding such assistance from the DBE1.

Due: Report is due by May 2011

COMPLETED Program roll-out is being monitored

Results reported quarterly. Special Report

USAID concurrence Report submitted April 2011 COMPLETED Program implementation is being monitored

Results reported quarterly. Special Report

Report submitted May 2011

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Annex 7: Status of project documents uploaded in USAID Development Experience Clearinghouse (DEC) Report Report on “ Implementing School-Based Management in Indonesia: The DBE1 Experience:

Date uploaded to DEC 01-12-2011

2005 – 2010” Report on “Good Practices in Implementing Indonesian Decentralized Basic Education

06-22-2010

Policies” 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

09-28-2009

special report) dated September 2007 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

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Report

More Effective Decentralized Education Management and Governance Oct06_Sept07

Date uploaded to DEC 03-05-2009

Annual Report Year 2 More Effective Decentralized Education Management and Governance April 05_Sept06

03-05-2009

Annual Report Year 1 Policy Reform in Education Planning Oct 2007

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03-05-2009

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Annex 8: Abbreviations, Acronyms and Glossary Abbreviations & Acronyms ADD APBD APBN AusAID BaKTI Balitbang Bappeda Bappenas BIA BKPP BOS BOSP BP BRR BSNP CA CLCC CLGI COP CSO DAU

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 Bursa Pengetahuan Kawasan Timur Indonesia [Eastern Indonesia Knowledge Exchange] 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 Badan Kepegawaian, Pendidikan, dan Pelatihan [Training, Development, and Personnel Body] Bantuan Operational Sekolah [school block 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 Center for Local Government Innovation Chief of Party

DBE

Civil Society Organization Dana Alokasi Umum [general budget allocation from central government to local governments] USAID Decentralized Basic Education Project

DBE1 DBE2

Decentralized Basic Education Project Management and Governance Decentralized Basic Education Project Teaching and Learning

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DBE3 DEFA

Decentralized Basic Education Project Improving Work and Life Skills District Education Finance Analysis

DPISS DPPKAD DPRD

District Planning Information Support System Dinas Pendapatan Pengelolaan Keuangan dan Aset Daerah [District Asset, Finance Management, and Revenue Office] 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

DSC DTT EMIS ESP GDA GDP GGSP GOI IAPBE ICT ILO Jardiknas KADIN Kandepag KKG KKRPS KTSP LG LGSP LOE LPMP

Good Governance Sektor Pendidikan (Good Governance in The Education Sector) Government of Indonesia Indonesia-Australia Partnership in Basic Education [AusAID project] Information and Communication Technology International Labor Organization Jaringan pendidikan nasional – national education network Indonesian Chamber of Commerce Kantor Departemen Agama [District Religious Affairs Office] Kelompok Kerja Guru [teachers‘ working group]

M&E MAPENDA MBE

Kelompok Kerja RPS [school RPS team] Kurikulum Tingkat Satuan Pendidikan [School Unit Curriculum] Local government Local Governance Support Program [USAID project] Level of Effort Lembaga Penjamin Mutu Pendidikan [Education Quality Assurance Body] Monitoring and Evaluation Madrasah dan Pendidikan Agama [Religious and Madrasah Education] Managing Basic Education [USAID project]

MBS MCA MDC MGMP MI MIS MOU

Manajemen Berbasis Sekolah (SBM=School Based Management) Millennium Challenge Account Madrasah Development Centers Musyawarah Guru Mata Pelajaran [Subject-based Teachers Association] Madrasah Ibtidaiyah [Islamic primary school] Madrasah Ibtidaiyah Swasta [private madrasah; MIN State Madrasah] Memoranda of Understanding

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MSS MTs

Minimum Service Standards Madrasah Tsanawiyah [Islamic junior secondary school]

Musrenbangdes Musyawarah Perencanaan Pembangunan Desa [Village Development Planning Forum] NFE Non-formal education NGO Non Governmental Organization NTT PEP Nusa Tenggara Timur Primary Education Partnership 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 PADATIWEB PCR PDIP PDMS Permendiknas PKBM PMP PMTK PPA PSBG Ranperda

[AJEL: Active, Creative, Joyful, and Effective Learning] Pangkalan Data dan Informasi berbasis WEB. MONE database system Politeknik Caltex Riau, Pekanbaru Pusat Data dan Informasi Pendidikan [Education Data and Information Center] Project Data Management System Peraturan Menteri Pendidikan Nasional [Minister of National Education Regulation] Pusat Kegiatan Belajar Mengajar [Teaching and Learning Center] Performance Monitoring Plan Peningkatan Mutu dan Tenaga Kependidikan [Quality Improvement of Education and Education Staff] Public-private alliances Pusat Sumber Belajar Gugus [Cluster Learning Resource Center] Rancangan Peraturan Daerah [Draft of District Regulations]

RAPBS

Rencana Anggaran, Pendapatan, dan Belanja Sekolah [School Budget Plan]

Rembuk Nasional Renstra

National meeting Rencana Strategis [Strategic Plan for Government District Operational

RKAS

Unit] Rencana Kegiatan dan Anggaran Sekolah [School Activities and Budget Plan]

RKS

Rencana Kerja Sekolah [School Work Plan]

RKT RKTL

Rencana Kerja Tahunan [Annual Work Plan] Rencana Kerja Tindak Lanjut [Future Action Plan]

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RPJMD

Rencana Pengembangan Jangka Menengah Daerah [District Mid-Term Development Plan]

RPK RPPK

Rencana Pengembangan Kapasitas [Capacity Development Plan] 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)

RPS RTI SBM SD SIMNUPTK

SIPPK SKPD SMP SNP SOAG SOTK SPM STTA SUCA TraiNet UPTD USAID WIB YIPD

Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota [District Planning Information Support System] Satuan Kerja Perangkat Daerah [District Work Unit] Sekolah Menengah Pertama [junior secondary school] Standar Nasional Pendidikan [National Standards for Education] 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 Yayasan Inovasi Pemerintahan Daerah [Foundation for Innovation in Local Government]

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