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More Effective Decentralized Education Management and Governance Quarterly Report No. 16

March 2009 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. 15 Contract 497-M-00-05-00029-00 January to March 2009

Prepared for USAID/Indonesia

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

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

Table of Contents Page List of Figures .......................................................................................................................................... ii  List of Tables ........................................................................................................................................... ii  Executive Summary ............................................................................................................................... iii  Ringkasan Eksekutif.............................................................................................................................. vii  Introduction .............................................................................................................................................1  1. Project Management and Coordination ..............................................................................................2  1.1. Project Coordination and Collaboration with Government and Stakeholders (Task 1) ......3  1.2. Monitoring, Evaluation, and Reporting (Task 2 and 3) .......................................................4  1.3. Project Data Management System (PDMS) (Task 4) .........................................................7  2. School and Community Programs ....................................................................................................10  2.1 Elementary School Level (Task 5) .....................................................................................10  2.2 Junior Secondary School Level (Task 5) ...........................................................................18  2.3 School-Based Management Secretariat (MONE) (Task 5)................................................20  3. District Level Management/Governance Advocacy ..........................................................................22  3.1. Education Governance (Task 6) .......................................................................................22  3.2. Education Finance (Task 7) ..............................................................................................25  3.3. Education Planning and Management (Task 7)................................................................27  3.4. Management of District Education Personnel (SMTPK/Sistem Manajemen Tenaga Pendidik dan Kependidikan), Supervision, and Assets Management Systems (Task 7) .......................................................................................................................30  3.5. Implementation of District Annual Education Plans and Budgets .....................................33  4. EMIS/ICT/Data Management ............................................................................................................34  4.1. ICT Grants (Task 8) ..........................................................................................................34  4.2. EMIS (Task 8) ...................................................................................................................39  4.3 DBE Website (Task 8) .......................................................................................................41  5. Public-Private Alliance (Task 9) .........................................................................................................43  5.1. BP Alliance – Papua Barat................................................................................................43  5.2. ConocoPhillips Alliance: Central Java and Yogyakarta ....................................................44  6. Dissemination and Sustainability ......................................................................................................53  6.1. National Policy and Practice (Task 10) .............................................................................53  6.2. Disseminating School-Based Management (Task 11)......................................................55  6.3. Documenting Good Practice (task 12) ..............................................................................59  6.4. Disseminating District Level Programs and Developing Service Providers (Task 13) .....60  6.5. Sustainability .....................................................................................................................63  Annex 1: Provincial Reports ..................................................................................................................64  Annex 2: Success Stories .....................................................................................................................89  Annex 3: Training for Project Beneficiaries ...........................................................................................91  Annex 4: Documents uploaded in the website ......................................................................................95  Annex 5: Abbreviations, Acronyms and Glossary .................................................................................97 

More Effective Decentralized Education Management and Governance

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List of Figures Page Figure 1: Location of Replication Schools............................................................................................... 8  Figure 2: Replication Schools Information .............................................................................................. 8  Figure 3: SDS Document Manager ......................................................................................................... 9  Figure 4: DBE1 Manuals and Modules for School-Level Programs ..................................................... 20  Figure 5: Cumulative ICT Grant Disbursement during the Quarter ...................................................... 36  Figure 6: ICT Grant Disbursement vs. Obligated Amount by Date Awarded ....................................... 37  Figure 7: Phase 2 Implementation Activities ......................................................................................... 39  Figure 8: Synchronization and Data Transfer Mechanism.................................................................... 40  Figure 9: Website Hits ........................................................................................................................... 41 

List of Tables Page Table 1: Monitoring, Evaluation and Reporting ....................................................................................... 6  Table 2: Progress in Managing PDMS.................................................................................................... 7  Table 3: Progress in School & Community Program - Elementary Level (SD/MI)................................ 10  Table 4: Progress in SDS Development ............................................................................................... 13  Table 5: Progress in SDS SD/MI Uploaded into PDMS Cumulatively .................................................. 14  Table 6: Progress with School Based Management (MBS).................................................................. 21  Table 7: Summary of Progress in District Governance ......................................................................... 22  Table 8: Progress in Education Finance ............................................................................................... 25  Table 9: Summary of Education Planning Progress ............................................................................. 27  Table 10: Summary of Progress in Personnel, Supervision and Asset Management .......................... 30  Table 11: Summary of Progress in District Annual Education Plans and Budgets............................... 33  Table 12: Progress in ICT Grants Implementation ............................................................................... 34  Table 13: Summary of Grants Awarded................................................................................................ 35  Table 14: Grant Procurement Status .................................................................................................... 37  Table 15: Progress with EMIS Pilot ...................................................................................................... 39  Table 16: Progress in Managing the DBE Website .............................................................................. 41  Table 17: Top 10 Requests for Documents during the Quarter ............................................................ 42  Table 18: Progress in Implementing BP PPA ....................................................................................... 43  Table 19: Progress in Implementing ConocoPhillips PPA .................................................................... 45  Table 20: Grant Summary ..................................................................................................................... 45  Table 21: Summary of Dissemination Programs to end of March 2009 ............................................... 56  Table 22: Progress in Dissemination School Based Management ....................................................... 57  Table 23: Summary of Progress with Dissemination of School-Based Management in Non-Target Districts .................................................................................................................................. 58  Table 24: Summary of Progress with Dissemination of District Level Programs .................................. 62  Table 25: Number of training activities from October to December 2008 ............................................. 91  Table 26: Summary of persons trained from October to December 2008 ............................................ 91  Table 27: Analysis of training beneficiaries by Institutions ................................................................... 92  Table 28: Analysis of training beneficiaries by activities ....................................................................... 93 

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More Effective Decentralized Education Management and Governance

Executive Summary This report covers the sixteenth quarter of project implementation, from January through March 2009. The major focus for DBE1 during this quarter and throughout this final phase of implementation is on: •

completing the implementation of core programs in 50 districts particularly at the district level,

•

strengthening and deepening the impact of these programs by supporting implementation and sustainability measures, giving increasing responsibility to the districts to support the ongoing program,

•

supporting the dissemination of core programs to increasing numbers of schools, sub-districts and districts, and

•

leveraging the depth and quality of data collected for programs such as school development planning (RKS), district strategic planning (SIPPK and renstra), and financial analyses (AKPK, BOSP) to support a widening agenda for information-based policy development with a focus on improving quality of basic education at district, province and national levels.

In line with these major objectives, DBE1 strengthened the already strong collaboration with government and non-government partners at all levels in this quarter. A major achievement this quarter was obtaining approval from MONE’s Directorate of Elementary Schooling (Direktorat Pembinaan TK-SD) to jointly publish all school and community level materials under the MONE, MORA and MENKOKESRA logos and with introductory statements signed by the Director of Elementary Schooling, MONE and Director of Basic Education (Mapenda) in MORA. This agreement follows a process of joint planning and consultation to ensure that DBE1 manuals and training modules meet MONE requirements. The use of DBE1’s school unit cost analysis methodology (BOSP) is becoming standard in many districts for calculating district budget requirements for education. A policy consensus is emerging at national, provincial and district levels for ‘free schooling’. This development means that districts need to provide top-up funding to enable schools to meet minimum standards without charging parents. The BOSP program enables district officials for the first time to accurately predict costs, calculate short-falls (the difference between the centrally allocated BOS funds and actual costs calculated by BOSP) and to formulate policy and allocate district budgets based on real needs. DBE1 district-level products and methodologies are also becoming institutionalized in a number of other contexts. For example in Boyolali District, Central Java, this quarter, the Head of the Education Office issued a technical directive (Petunjuk Teknis) to ensure that strategic planning for education is based on sound data and consultation with the community. The document makes clear links between various levels of planning in schools including school development planning (RKS and RKT) and district level strategic planning (Renstra).

A number of universities have begun taking on the role of service provider. The Indonesian Education University (UPI) in Bandung has decided to use DBE1 materials to support efforts of UPI to become service provider. Meanwhile the National University of Education in Semarang (UNES) in Central Java plans to use DBE1’s finance materials (BOSP and AKPK) as part of their Masters Program in Education Administration (S2). During this quarter, consultations and cooperation continued with the World Bank to develop a shared approach to developing service providers. A joint DBE1-World Bank workshop was held in Surabaya on February 3-4 to plan for a capacity development training program in Nganjuk, East Java, using the DBE1 methodology. This was followed by workshops in which DBE1 gave input to the BEC-TF project. We have also continued consulting with other donors and development projects to share experience and develop common understandings of best practice in relation to supporting sustainability, dissemination and institutionalization of programs to improve the management and governance of basic education in Indonesia. This has included discussions with representatives of the UNICEF, Mainstreaming Good Practices in Basic Education Project (MGBEP), AusAID’s Learning Assistance Program for Islamic Schools (LAPIS) and the World Bank. Discussions also commenced with the new ADB-funded Madrasah Education Development Project (MEDP) and the upcoming AusAID-funded Support for Education Sector Development in Aceh (SEDIA) project. What these events and developments demonstrate in a powerful way is the efficacy of the DBE1 approach to sustainability and dissemination of good practices. This approach is embedded in the belief which has underpinned our approach since the project commenced: that our task is to assist the Indonesian government and nongovernment stakeholders to better implement their own policy by collaboratively developing and piloting methodologies which build capacity and support good practice in target districts. Meanwhile, core school and community level interventions are now effectively complete in all target schools and madrasah 1 and work has continued to focus on completing interventions at district level in target regions. During the quarter, DBE1 completed school development plans in all target elementary schools and madrasah. All now also have annual school work-plans aligned to the development plans. All schools have now received two rounds of training in school leadership for principals.2 The focus is now on supporting implementation through monitoring and mentoring by district facilitators, who are for the most part local school supervisors, and on supporting the dissemination of the program to other schools, clusters and districts. Five rounds of school committee training have now been completed in all schools and madrasah. This includes extra training provided this quarter to prepare school committees to advocate for support from village budgets. This is the first instance of a 1 2

With the exception of Aceh where the program is somewhat behind due to local factors.

With the exception of junior secondary schools and madrasah in one district in West Java which will complete the training next quarter

basic education project making the link and supporting school committees to lobby for funds under the national village development program for school improvement. As such it was a very significant activity. Given the impact of free schooling policies, which have unfortunately led to a drying up of community financial support for schools, this advocacy approach could be very significant. Outcomes are currently being assessed but it is fair to say that the initial response has been very positive. This quarter saw a major focus on implementation of the new school database system (SDS). DBE’s school database system (SDS) has now been implemented in all but a few Cohort 2 elementary schools and madrasah. Cohort 1 districts have expressed great interest in the program and it has now been implemented in Cohort 1 schools in South Sulawesi and East Java ahead of schedule. This demonstrates the strong demand for the program. Work on the implementation of district level programs intensified this quarter with a major focus on completion of district financial analysis (including school unit cost analysis) and district strategic education plans (renstra) supported by systematic data collection and analysis. The District Planning Information System methodology (SIPPK) training has been completed for all districts undertaking the strategic planning process. By mid-2009, the preparation of strategic education plans and finance plans will be completed in at least 35 target districts, in line with the DBE1 task order. A total of 20 district education financial analyses (AKPK) have now been completed along with some 34 school-unit cost analyses (BOSP). A further five districts are currently completing the school unit cost analysis. Interest in this methodology has increased during the reporting period as a result of a very public government campaign for ‘free schooling’ (sekolah gratis). Workshops to present the results of these AKPK and BOSP have been conducted in a number of districts. The enthusiastic response of stakeholders and robust discussions in the workshops confirms the value of the financial analysis as a tool to support informed policy development and planning. ICT work continued this quarter with all fourteen ICT Innovation Grant programs reporting steady progress towards objectives. In February, a joint team from MONE’s statistics center (PSP), DBE1 and USAID visited Aceh to introduce the new pilot EMIS program. Meetings were held with senior officials from the province and target districts along with principals of target schools in the district that will participate in the project. Following the introductory meetings, an official agreement was signed by the Bupati of Central Aceh. With joint planning and formalities complete, work is commencing on recruitment of personnel and implementation of the pilot. DBE1 also manages a website for the entire project. During the quarter, DBE1 continued to upload information from DBE123 into various sections of the website, primarily: News and Resource Materials. With around 140,000 hits recorded this quarter, the website continues to be well utilized. The main requests for documents during the quarter were for resource materials uploaded by DBE1, related government

legal documents which are ministerial decrees and government regulations. Also among the top ten downloads were DBE1 and DBE3 manuals. DBE1’s Public-Private Alliance program was mostly completed this quarter. In Yogyakarta and Central Java, of the 35 schools supported under the Education Response Alliance with CococoPhillips, 25 were able to complete the project earlier that scheduled and build additional school facilities within the planned budget. On February 27th USAID Indonesia Mission Director, Walter North, ConocoPhillips Indonesia President and General Manager, Jim W. Taylor, and BPMIGAS Chairman, R. Priyono, took part in ceremonies to officially ‘hand over’ 35 schools to the local government. The ceremonies were held in the Yogyakarta provincial education office and at one of the rehabilitation schools in Central Java. Meanwhile work is continuing on the West Papua BP alliance, the final ongoing public-private alliance supported by DBE1.

Summary of Achievements During January to March period. Activity Achievement Schools/madrasah assisted for producing 1,076 SD/MI and 196 SMP/MTs. annual plans and budgets District Officials trained and supported 267 School Committees, parents, and community 151 members trained and supported Members of education governance related 103 institutions trained and supported Renstra Completed 9 Renstra Ongoing 42 AKPK Completed 20 AKPK Ongoing 37 $169,235 (equivalent to IDR ICT Grant Disbursed 1,523,114,378) out of $283,062 (equivalent to IDR 2,639,497,451) Education Response Alliance (USAIDCompletion of rebuilding of 35 schools ConocoPhillips)

Selected Cumulative Data Activity Number of schools replicating or committed to replicate DBE1 programs Funds committed by district governments, schools and private foundations for replicating DBE1 programs Community contributions to DBE1 attributed to DBE1 programs

Achievement 3,000 $ 689,273 (equivalent IDR 6,892,734,000) $1,752,998 (IDR 17,529,988,348)

Ringkasan Eksekutif Laporan ini meliputi triwulan yang ke enambelas selama pelaksanaan DBE1 dan mencakup periode Januari sampai dengan Maret 2009. Dalam periode ini dan sampai tahap akhir program, fokus utama DBE1 adalah: •

menyelesaikan pelaksanaan program-program utama di 50 kabupaten/kota, terutama pada tingkat kabupaten/kota,

•

memperkuat dan memperdalam dampak dari program-program ini dengan memberikan dukungan dalam pelaksanaan dan kesinambungan program. Hal ini dilakukan dengan mendorong kabupaten/kota untuk bertanggung jawab dan mendukung program-program DBE1 yang saat ini tengah berjalan,

•

berupaya agar program-program utama DBE1 didiseminasi di lebih banyak sekolah, kecamatan, dan kabupaten/kota,

•

menggunakan kedalaman dan mutu dari data yang telah terkumpul untuk program seperti Rencana Kerja Sekolah (RKS,) Sistem Informasi Perencanaan Pendidikan Kabupaten/kota (SIPPK,) analisa keuangan (AKPK dan BOSP) guna mendukung pelebaran agenda untuk pengembangan kebijakan yang berdasarkan informasi yang terfokus kepada peningkatan mutu pendidikan di tingkat kabupaten, provinsi, dan nasional.

Sejalan dengan tujuan-tujuan utama diatas, DBE1 meneguhkan kolaborasi yang selama ini telah cukup kuat dengan mitra pemerintah dan non-pemerintah di setiap tingkat dan upaya ini telah membuahkan hasil yang penting. DBE1 telah mendapatkan persetujuan dari Direktorat Pembinaan TK-SD, Departemen Pendidikan Nasional (Depdiknas,) untuk bersama-sama menerbitkan semua materi untuk tingkat sekolah dan masyarakat dimana materi ini menggunakan logo Depdiknas, Departemen Agama (Depag,) dan Kementerian Kordinator Kesejahteraan Rakyat (Menkokesra) dan kata pengantar yang ditanda tangani oleh Direktur Pendidikan Dasar, Depdiknas, dan Direktur Madrasah dan Pendidikan Agama (Mapenda,) Depag. Persetujuan ini adalah hasil dari proses konsultasi yang dilakukan oleh DBE1 dan perencanaan bersama dengan pemangku kepentingan tersebut untuk memastikan bahwa panduan dan modul pelatihan DBE1 memenuhi persyaratan Depdiknas. Penggunaan metodologi DBE1 dalam menghitung Biaya Operasional Satuan Pendidikan (BOSP) kini menjadi acuan banyak kabupaten/kota dalam menghitung dana kabupaten/kota yang diperlukan untuk pendidikan. Hal ini dikarenakan adanya kesepakatan bersama di tingkat nasional, provinsi, dan kabupaten dalam “sekolah gratis.” Dengan adanya perkembangan ini, berarti kabupaten/kota perlu memberikan dana tambahan untuk mencukupi dana pendidikan yang telah ada. Hal ini dilakukan agar kabupaten/kota dapat melaksanakan pendidikan sesuai dengan standar minimum dan tanpa membebani orang tua murid. Untuk pertama kalinya, BOSP memberikan kesempatan kepada kabupaten agar bisa menghitung biaya secara akurat, menghitung kekurangan yang ada (yang disebabkan oleh perbedaan antara BOS yang dialokasikan dari pusat dan biaya sebenarnya hasil penghitungan BOSP.) Selain itu, BOSP juga

mendukung kabupaten/kota untuk menghasilkan kebijakan dan keputusan untuk alokasi dana pendidikan berdasarkan kebutuhan yang ada dan benar. Selain itu, hasil kerja dan metodologi yang digunakan DBE1 juga telah menjadi bagian dari beberapa institusi. Di Kabupaten Boyolali, Jawa Tengah, misalnya, Kepala Dinas Pendidikan mengeluarkan Petunjuk Teknis untuk menjamin bahwa perencanaan strategis kabupaten untuk pendidikan dilakukan berdasarkan data yang kuat dan melalui konsultasi dengan masyarakat. Petunjuk Teknis ini memperjelas hubungan antara berbagai tingkatan perencanaan yaitu perencanaan di tingkat sekolah, termasuk Rencana Kerja Sekolah dan Rencana Kerja Tahunan dan di tingkat kabupaten (rencana strategis.) DBE1 juga terus berupaya dalam bekerja sama dengan berbagai perguruan tinggi untuk menyiapkan “service providers.” Universitas Pendidikan Indonesia (UPI) di Bandung memutuskan untuk menggunakan berbagai materi DBE1 guna mendukung upaya perguruan tinggi tersebut menjadi “service providers.” Sementara itu, Universitas Negeri Semarang (UNES) di Jawa Tengah merencanakan untuk menggunakan materi DBE1 dalam pengembangan Biaya Operasional Satuan Pendidikan (BOSP) dan Analisis Keuangan Pendidikan Kabupaten (AKPK) sebagai bagian dari program S2 untuk administrasi pendidikan. Dalam periode Januari sampai Maret ini, DBE1 meneruskan konsultasi dan kerja sama dengan Bank Dunia guna saling berbagi cara pendekatan dalam mengembangkan “service providers.” DBE1 dan Bank Dunia bersama-sama mengadakan lokakarya di Surabaya, Jawa Timur, pada tanggal 3 dan 4 February yang lalu untuk merencanakan program pengembangan kapasitas di Nganjuk, Jawa Timur. Direncanakan program ini akan menggunakan metodologi yang telah dikembangkan DBE1. Dalam beberapa lokakarya lanjutan lainnya, DBE1 memberikan masukan untuk proyek BEC-TF ini. DBE1 juga melanjutkan konsultasi dengan badan donor dan proyek pembangunan lainnya untuk saling berbagi pengalaman dan mengembangkan pengertian bersama dalam “best practices” yang berhubungan dengan upaya menjaga kesinambungan program, diseminasi, dan menjadikan program bagian dari institusi lainnya dalam uoaya meningkatkan manajemen dan tata layanan pendidikan dasar di Indonesia. DBE1 ikut serta dalam diskusi dengan UNICEF, Mainstreaming Good Practices in Basic Education Project (MGBEP,) program Learning Assistance Program for Islamic Schools (LAPIS) dari AusAID dan Bank Dunia. Diskusi juga telah dimulai dengan MEDP (Madrasah Education Development Project) yang didanai oleh ADB dan proyek yang akan berlangsung dalam waktu dekat yaitu SEDIA (Support for Education Sector Development in Aceh) yang didanai oleh AusAID. Keterlibatan DBE1 dalam berbagai kegiatan dan perkembangan ini menunjukkan dengan jelas nilai dari pendekatan yang DBE1 selama ini lakukan dalam menjaga kesinambungan dan diseminasi “good practices.” Pendekatan ini tertanam dalam kepercayaan yang telah dilaksanakan sejak proyek dimulai: tugas kami adalah membantu pemerintah Indonesia dan pemangku kepentingan lainnya (nonpemerintah) untuk dapat melaksanakan kebijakan mereka dengan lebih baik. Hal ini dilakukan dengan bersama-sama mengembangkan dan mencoba beberapa metodologi

yang berguna untuk pengembangan kapasitas dan mendukung “good practices” di kabupaten/kota sasaran. Disamping itu, dampingan DBE1 dalam tingkat sekolah dan masyarakat telah selesai di seluruh sekolah dan madrasah. 3 Seluruh sekolah telah memiliki rencana kerja yang sesuai dengan rencana pengembangan sekolah. Seluruh sekolah juga telah menerima pelatihan kepemimpinan sebanyak dua putaran.4 Kegiatan DBE1 di tingkat sekolah sekarang terfokus kepada upaya untuk mendukung pelaksanaan melalui kegiatan monitoring dan pendampingan oleh fasilitator kabupaten/kota, yang sebagian besar adalah pengawas sekolah setempat. DBE1 juga mendukung upaya diseminasi program di sekolah, gugus, dan kabupaten lainnya. Lima putaran pelatihan komite sekolah untuk seluruh sekolah juga telah selesai dilaksanakan. Kegiatan ini sudah termasuk pelatihan tambahan untuk menyiapkan keterlibatan komite sekolah dalam musrenbangdes dan mengupayakan dukungan dari bantuan dana dari desa. Upaya ini adalah pertama kalinya proyek pendidikan dasar menghubungkan dan mendukung komite sekolah untuk mendapatkan Dana dari desa untuk perbaikan sekolah. Hal ini adalah kegiatan yang sangat penting karena dengan adanya kebijakan sekolah gratis, tingkat bantuan keuangan dari masyarakat terhadap sekolah menurun dengan drastis. Hasil dari upaya ini sedang dalam proses penilaian, tapi dapat disebutkan bahwa tanggapan dari pihak terkait sangat mendukung dan baik. Pelaksanaan Sistem Databse Sekolah (SDS) juga merupakan fokus kegiatan DBE1 didalam periode ini. SDS telah dilaksanakan di hampir seluruh sekolah Kohor 2, sementara sekolah-sekolah Kohor 1 telah menyatakan rasa ketertarikan yang tinggi terhadap program ini. Menyikapi hal ini, SDS telah dilaksanakan lebih cepat dari rencana di sekolah-sekolah Kohor 1 di Sulawesi Selatan dan Jawa Timur. Hal ini menunjukkan dengan jelas adanya permintaan yang tinggi untuk program SDS. Kegiatan DBE1 dalam tingkat kabupaten/kota meningkat secara drastis dalam periode ini, dimana upaya terfokus kepada analisis keuangan (termasuk BOSP) dan rencana strategis bidang pendidikan kabupaten/kota (renstra) yang didukung oleh pengumpulan dan analisis data yang sistematis. Pelatihan metodologi Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (SIPPK) juga telah diselesaikan di seluruh kabupaten/kota yang sedang mengembangkan renstra. Diharapkan proses pengembangan renstra dan rencana keuangan dapat diselesaikan di 35 kabuapten/kota pada pertengahan 2009, sesuai dengan “task order” DBE1. Sampai saat ini, 20 kabupaten telah menyelesaikan AKPK, 34 kabupaten telah menyelesaikan BOSP, sementara 5 kabupaten lainnya sedang dalam proses penyelesaian analisis BOSP. Adanya ketertarikan yang tinggi terhadap program BOSP juga akibat dari adanya upaya pemerintah dalam melaksanakan program sekolah gratis. Beberapa lokakarya untuk memaparkan hasil AKPK dan BOSP telah dilakukan di beberapa kabupaten/kota. Tanggapan yang sangat positif dari pemangku kepentingan 3 4

Saat ini Aceh masih melakukan proses ini yang tertunda karena berbagai faktor lokal.

Satu kabupaten/kota di Jawa Barat akan menyelesaikan pelatihan kepemimpinan untuk SMP/MTs pada periode triwulan berikutnya.

dan diskusi yang aktif dari para peserta memberikan kejelasan mengenai nilai dari pentingnya penggunaan analisis keuangan sebagai alat dalam mendukung pengembangan dan perencanaan kebijakan yang berbasis informasi yang tepat. Pelaksanaan 14 hibah ICT juga terus berjalan dalam periode ini. Pada bulan Februari, tim gabungan dari Pusat Statistik Pendidikan (PSP) dari Depdiknas, DBE1, dan USAID mengunjungi Aceh untuk memperkenalkan pilot program EMIS yang baru. Tim gabungan bertemu dengan pemangku kepentingan tingkat tinggi dari provinsi dan kabupaten/kota target dan juga dengan kepala sekolah dari sekolah target di kabupaten/kota target tersebut. Sebagai langkah lebih lanjut, perjanjian formal telah ditanda tangani dengan Bupati Aceh Tengah. Saat ini, DBE1 tengah berupaya untuk merekrut tenaga dan mempersiapkan segala sesuatunya. DBE1 juga menangani situs DBE. Dalam triwulan ini, DBE1 terus mengunggah berbagai materi dari DBE123 ke berbagai bagian situs, terutama dalam bagian Berita dan Sumber-sumber Materi. Dengan 140,000 jumlah kunjungan selama periode Januari-Maret ini, jelas terlihat bahwa situs DBE digunakan oleh masyarakat luas. Permintaan yang paling banyak adalah untuk materi DBE1 untuk dokumen-dokumen seperti Keputusan Menteri dan Peraturan Pemerintah. Manual DBE1 dan 3 adalah dokumen yang paling banyak di unduh di situs. Sebagian besar program kemitraan DBE1 telah selesai dalam periode Januari-Maret ini. Di Yogyakarta dan Jawa Tengah, dari 35 penerima hibah Education Response Alliance yang dilakukan bersama-sama dengan ConocoPhillips, 25 sekolah dapat menyelesaikan pekerjaan pembangunan kembali secara lebih dini dari yang direncanakan. Sekolah-sekolah tersebut juga dapat membangun fasilitas tambahan tanpa memerlukan dana tambahan. Pada tanggal 27 Februari, Mission Director USAID, Bapak Walter North, ConocoPhillips Indonesia President dan General Manager, Jim W. Taylor, dan Kepala BPMIGAS, R. Priyono, turut serta dalam acara serah terima 35 sekolah tersebut kembali kepada pemerintah kabupaten/kota terkait. Acara dilakukan di Kantor Dinas Pendidikan Kabupaten Yogykarta dan juga di salah satu sekolah penerima hibah di Jawa Tengah. Sementara itu, sebagai program kemitraan terakhir DBE1, kemitraan dengan British Petroleum (BP) dilanjutkan di Papua Barat.

Ringkasan Pencapaian Hasil Selama Periode Januari – Maret Kegiatan Pencapaian Schools/madrasah yang dibantu dalam mengembangkan rencana tahunan dan 1,076 SD/MI and 196 SMP/MTs. anggaran Jumlah wakil kabupaten/kota yang dilatih 267 dan didukung Komite Sekolah, orang tua, dan anggota 151 masyarakat yang dilatih dan didukung Anggota dari badan tata layanan yang 103 dilatih dan didukung Renstra yang telah selesai 9

Renstra yang sedang dalam proses penyelesaian AKPK yang telah selesai AKPK yang sedang dalam proses penyelesaian

20

Hibah ICT yang telah dibayarkan

$169,235 (senilai IDR 1,523,114,378) dari total $283,062 (senilai IDR 2,639,497,451)

Kemitraan USAID-ConocoPhillips

Telah selesai rehabilitasi/rekonstruksi 35 sekolah/madrasah/PKBM

Selected Cumulative Data Kegiatan Jumlah sekolah yang ikut serta atau telah memberikan komitmennya untuk ikut serta dalam diseminasi program DBE1. Dana yang telah dijanjikan oleh pemerintah kabupaten/kota, sekolah, dan yayasan untuk ikut serta dalam diseminasi program DBE1. Jumlah kontributsi masyarakat yang berhubungan dengan program DBE1.

42

37

Pencapaian 3,000

$ 689,273 (senilai IDR 6,892,734,000)

$1,752,998 (IDR 17,529,988,348)

Introduction Commencing with the last quarterly report, we are now using a new reporting format. The new format is a result of changes in DBE1’s Statement of Work based on the findings and recommendations of the Midterm Review (January-February 2008). The format follows more closely the major activities detailed in the Year 4-5 Workplan which covers the period October 2008 – April 2010. Each section of the main body of the report corresponds to one of the thirteen tasks listed in the Work Plan. It is intended that this structure will improve the reporting by bringing bi-weekly and quarterly reporting formats into line with the planning. The following sections of the report briefly describe the goals and objectives for each major DBE1 component or program for the remainder of the project. A narrative for each section describes the achievements made and obstacles encountered (if any) during the quarter followed by analysis and impact. Where appropriate each section provides data on achieving targets. The three main sections of the report are followed by annexes comprised of more detailed reports and data.

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1. Project Management and Coordination Project management in the final period of project implementation is mainly concerned with ensuring the sustainability of outcomes. Routine internal coordination, planning and training meetings are held at provincial and national level to ensure that project management is responsive and timely at all levels. We hold regular coordination meetings with district government partners to support the implementation of project programs and outcomes (including renstra), dissemination of school level programs and sustainability of outcomes. Coordination with our partners in USAID, DBE2 and DBE3 is ongoing at all levels and is considered vital to the integrity and success of the project. In order to support sustainability at the school and district levels and encourage take up of DBE1 developed approaches at the national and provincial levels we are progressively increasing the level of engagement at the provincial and national levels throughout the remaining period of project implementation. This is achieved in several ways, including: (1) conducting provincial level workshops to enable district and school level personnel to share the process and outcomes of implementing DBE1 programs with provincial and national stakeholders as well as with colleagues from other districts and (2) providing an allocation of travel days to be flexibly employed to enable frequent monitoring visits by national and provincial counterparts to directly observe the process and outcomes of DBE1 programs at district and school level. Project Management & Coordination Goals •

Ensure internal and external communication and coordination is timely and responsive

•

Revise PMP including indicators & targets

•

Continue routine M&E against performance indicators

•

Conduct special studies & produce policy papers

•

Conduct workshops & seminars with provincial, national & international

•

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

•

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

During the sixteenth quarter, the major focus was on planning and coordination internally and with our partners from counterpart government and non-government agencies, from USAID, DBE2 and DBE3, and from other donors.

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1.1. Project Coordination and Collaboration with Government and Stakeholders (Task 1) In addition to routine internal coordination and planning meetings at provincial and national levels, DBE1 participated in a number of significant coordination meetings with national and international stakeholders. This includes the many ongoing meetings taking place at district level associated with the development of policy and strategic plans to improve educational quality, management and governance, as well as those at province level. While a great deal of informal and routine communication and coordination is now taking place at all levels, the following meetings with national level stakeholders illustrate the increasingly significant level of interaction and collaboration between DBE1, government and non-government partners. Meetings with MONE PSP and USAID on ICT

During the quarter follow on meetings were held between USAID, MONE’s Statistics and Information Center (PSP), and DBE1 in to make detailed plans for the implementation of the pilot program to strengthened EMIS (Education Management Information System) in Aceh. Representatives from USAID, DBE1, and MONE/PSP made site visits in Aceh to introduce the pilot in province and district level. In the province, the meetings were conducted with Aceh province stakeholders including Dinas Pendidikan. In the district, meetings were held with stakeholders from Pidie and Aceh Tengah districts. These meetings were mainly focused on introduction of EMIS strengthening program in Aceh including requisite commitment of district, subdistrict, and school stakeholders on its sustainability. Meeting with MONE on BOS KITA

No formal meetings were held between DBE1 and the MONE BOS KITA5 team, but informal communications continued during the quarter. The MONE team was not able to consider the BOS reporting mechanism in DBE1 SDS because they were more focused on the roll out of a new approach to BOS management. In February 2009 DBE1 received the BOS 2009 Manual. This will be incorporated in the BOS component of SDS++ for Aceh. We expect that MONE will show renewed interest in the SDS once they have distributed the BOS funds and turn their attention to monitoring and report and by that time SDS will be updated and further improved as a result of the EMIS strengthening pilot in Aceh. Meeting with AusAid BEP on Data and Information Management

On 25 February 2009, representatives of the AusAid BEP team met with DBE1 to understand DBE1 experience with data and information management. Ausaid team explained that they were tasked to explore various data and information programs carry out by various donors so that donors do not simply duplicate what others have already done. AusAid representative were duly impressed with the number of DBE1 programs on data and information such as PDMS, DPISS, and SDS. As a result, they were hoping that in the future they would be able to meet again to discuss the matter

5

KITA = Knowledge Improved Transparency and Accountability

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in more detail as necessary. In addition, they were provided with SDS user guide and software for their reference. Meeting with MONE PMPTK on supervision management

During the quarter DBE1 had follow meetings with MONE (Direktorat Tenaga Kependidikan, Ditjen PMPTK) to update the director on progress in developing the program (manuals, instruments, training materials) for management of school supervision. The director expressed his appreciation for DBE1 efforts and restated his commitment to collaborate fully on this program. He also suggested to consult with the director of Direktorat Pembinaan Pendidikan dan Latihan which is the unit in the directorate general that oversees the regional quality assurance bodies (LPMP). The follow up meetings with this director will take place early in April. In addition DBE1 will hold meetings with the National Education Standards Board (BSNP) to discuss standards for school supervision. Meetings with MONE and the World Bank to provide inputs for the BEC project

DBE1 attended a number of meetings with MONE staff and World bank consultants to provide inputs and share experiences on capacity development planning. Meetings took place in Jakarta and in East Java, Nganjuk district. MONE will begin to implement the project beginning in April 2009. Meetings with MONE Secretariat for School-Based Management (MBS)

DBE1 central office staff and staff member, Bapak Kama who works full time out of the MONE MBS Secretariat, continued to meet with MONE to finalize adoption of DBE1 school/community materials by MONE as a national priority. We expect to hold further internal meetings with MONE in the next quarter to finalize the draft materials and then facilitate meetings with other donors to review the drafts. We expect the materials to be officially approved by MONE during the next quarter. Anticipated Next Steps

•

DBE1 will continue to work closely with the various GOI departments and nongovernment stakeholders in the coming quarter to strengthen implementation, dissemination and sustainability of core programs and support policy development at all levels

•

Manuals and publications for school/community level programs will be finalized over the coming three months and all will be submitted to MONE and relevant Ministries for formal endorsement where possible

•

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, UNICEF/UNESCO and multi-donor meetings.

1.2. Monitoring, Evaluation, and Reporting (Task 2 and 3) Over the past three years, DBE1 has completed six routine monitoring reports (Baseline Edition 1 and 2 plus monitoring progress reports 1-4). The fifth monitoring

4

More Effective Decentralized Education Management and Governance

began with collection of data for school level programs in July – August 2008; and district program data was collected in January – February 2009. We expected to complete monitoring report 5 during the quarter; however, through DBE1 data quality assurance, monitoring data submitted in July – August 2008 from a few schools for certain indicators was found to be inaccurate. Therefore, DBE1 staffs in all provinces were required to validate the data for the indicators in all DBE schools. The validated data was collected and analyzed during the quarter and monitoring report 5 was drafted. The report will be submitted to USAID in April 2009. During the quarter, DBE1 continued to revise the Project Monitoring Plan (PMP) including revision of Project Performance Indicators. The revised PMP is based on DBE1’s revised Scope of Work and new set of deliverables (August 2008). The PMP will be submitted to USAID in April 2009. All future monitoring will be based on the revised Project Performance Indicators. Monitoring of ICT grants proceeded on schedule. Initial report was drafted. Initial report will be finalized and submitted to USAID in the next quarter. Special Studies Related to Deliverables

In the remainder of the project, in addition to monitoring Project Performance Indicators, DBE1 will carry out special studies to better determine the impact of DBE1 programs. These will include: (i) studies on impact of school level interventions (school development planning (RKS), annual planning and budgeting (RKT/RKAS), leadership and school committee training); (ii) study on the extent and quality of dissemination/replication of DBE1 interventions; (iii) special studies on DBE1 district level planning and financial analyses to provide inputs for education policy at all levels of government. The study to assess the impact of DBE1 programs at the school and community level began several months ago. After reviewing the initial data, the DBE1 impact assessment team decided that more qualitative data was needed to enrich the study. During the quarter in conjunction with Regional Economic Development Institute (REDI) in Surabaya, eight volunteers were trained to gather qualitative data about school and community activities. Each volunteer then spent about one week each in a village or city in South Sulawesi (Kota Palopo and Kabupaten Enrekang) and East Java (Kabupaten Tuban and Kota Mojokerto). The volunteers recorded all activities that took place within or around the school: e.g., visits of parents or school committee members to the school, school meeting in the evening. Data will be analyzed during the next quarter. The impact report will be prepared by July 2009. An initial study on replication was submitted to USAID in October 2008. This first study aimed to inform DBE1 planning and practice for the remainder of the project implementation period in order to maximize the effort to replicate the RPS program and to enable DBE1 to better advise and guide counterpart governments and nongovernment institutions on replication. The study was conducted during the period March-May 2008 at program and school levels. A mix of quantitative and qualitative methodologies was employed. A nationwide survey of replication collected data at the program level – including More Effective Decentralized Education Management and Governance

5

numbers of schools, levels of funding and funding sources. This was followed up with quantitative and qualitative mini case studies conducted in a sample of 92 schools in 17 districts in six provinces. Among others, the study found that the following factors are associated with success: 1. Ensuring that the program is conducted in its entirety. 2. Ensuring that community members are involved in the process of developing RPS. The data show that no contributions were forthcoming from the community in contrast to the great community support achieved in the DBE target schools where community were more actively involved. 3. Limiting the target number of schools to ensure that the capacity/funds are there for the complete program. 4. Studi-banding / school visits are very effective if followed up with training. 5. The role of District Coordinator (DC), District Facilitators (DF), the Education Office (Dinas), Sub-District Office (KCD) and school principals are all important. Since it was conducted, the study has informed DBE1 practice. A follow up study will commence in the next quarter. The second study will focus on the quality of school/community level interventions and assess how the RPS programs have been implemented by schools. Planning for a major study on the impact of DBE1 planning and financial analysis interventions began during the quarter. RTI staff member, Ms. Nicole Barnes, met with DBE1 staff to draft a detailed scope of work (SOW) for undertaking the study. The SOW details the types of analyses that should be carried out as well the personnel required to complete the study. We expect the study when it is finalized some time about September 2009 will have a significant impact of education policy at all levels of government. The results of the study will be presented to national and international stakeholders once a new administration and national parliament (DPR) are in place. Table 1: Monitoring, Evaluation and Reporting Activity

6

Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Revise PMP including Performance Indicators & targets in accordance with new SOW

1 doc

Nov 08

In process

In process

Revised PMP completed

Routine monitoring reports

9 reports

Jan 10

5 reports

1

1

Special study on implementation & impact of DBE1 school development planning

1 report

May 09

In process

Commenced

Study completed

Special study on implementation & quality of dissemination programs

2 reports

Jan 10

1 report completed

Interim report commenced

Interim report

Special study on implementation & impact of

1 report

May 09

SOW drafted

SOW drafted

SOW submitted

More Effective Decentralized Education Management and Governance

district level programs

for USAID approval

Implementation & impact of DBE1 ICT grants program

Annual

Dec 09

Routine

Initial report drafted

Initial report completed

Anticipated Next Steps

• • • • •

Finalize monitoring report 5. Finalize revised PMP including revised indicators. Analyze data for school/community impact study and submit report by July 2009. Plan second study on dissemination Submit SOW for district level interventions and begin recruitment of personnel to conduct the study.

1.3. Project Data Management System (PDMS) (Task 4) DBE1 is required to develop and management the Project Data Management System (PDMS). PDMS is supposed to contain data for all three DBE components (DBE123). Development of features of the system for organizing and simple analysis of data has been taking place since the beginning of the project. PDMS contains upto-date information on project beneficiaries as well as special features to facilitate DBE1 project management During the quarter in order to enhance user access to information, data and information was reorganized substantially. Data was routinely uploaded during the quarter; and data related to dissemination/replication was verified. DBE1 also discussed collection of uploading of dissemination data with DBE23. In the future PDMS will track separately replication data for each component. Work continued on updating a user’s guide. Table 2: Progress in Managing PDMS Activity

Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Improve PDMS queries & correlations features

-

May 09

In process

In process

Finalize queries & correlations features

Finalize & distribute PDMS User Guide

-

May 09

In process

In process

Guide finalized

Finalize & distribute PDMS User Guide

Annually

Sept 09

Routine

Routine

Routine

* Information based on PDMS on January 2009

Geographic Information System (GIS)

PDMS development activity during January – March 2009 focused on GIS module enhancement by adding the location of replication schools on the maps (Figure 1).

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The GIS also provides the address of the school as well as type of programs being replicated (Figure 2). Figure 1: Location of Replication Schools

Figure 2: Replication Schools Information

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More Effective Decentralized Education Management and Governance

RKS, RKT, and SDS Document Manager

DBE1 has been assisting schools to develop many important documents such as RKS and RKT, as well as SDS. These documents are valuable for research purposes. In order to preserve these documents we finalized document manager module during the quarter. DBE1 provincial teams began to upload all these school documents to PDMS (Figure 3). Documents from all DBE schools will be uploaded by end of April 2009. Figure 3: SDS Document Manager

PDMS Meta Analysis

PDMS now contains a huge quantity of data for more than 1,000 schools and 50 districts. During the quarter Ms. Carmen Strigel began an off-site review of the types of data available. Suggestions for the types of analysis and correlations that could be carried out in the remainder of the project will be made during the next quarter. Anticipated Next Steps

•

Complete uploading school documents (RKS, SDS, etc.)

•

Finalize PDMS users guide

•

Complete improvement of queries and correlation features

•

Draft SOW for PDMS meta analysis.

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2. School and Community Programs DBE1 works at both school / community and at district levels to improve the management and governance of basic education. At the school and community level the program includes school development planning (Rencana Kerja Sekolah or RKS) supported by a computer-based school data-base (SDS), and strengthening of the role of school committees and principals as school leaders. School & Community Program Goals •

Complete implementation of school based management programs in 1,272 DBE elementary & junior secondary schools

•

Strengthen 1,000+ pengawas to implement DBE1 school programs

•

Finalize & sanction school level implementation manuals & training materials 2.1 Elementary School Level (Task 5) During the quarter, DBE1 completed all school development plans in elementary schools and madrasah, with the exception of Aceh, which commenced the program somewhat later than other provinces. All now have annual school work-plans aligned to the development plans.6 Four rounds of school committee training have now been completed in all elementary schools and madrasah and one round of training in all junior secondary schools and madrasah. Two rounds of school leadership training have been completed in all schools and madrasah.7 This means that, with the exception of Aceh and one district in West Java, all school level activity is now up to date. Details are outlined below.

Table 3: Progress in School & Community Program - Elementary Level (SD/MI) Target Volume

Target Date

Status

Facilitate Implementation & Updating RKS

1,076

Dec 09

ongoing

Complete 2nd round Annual Plans & Budgets (RKT/RKAS)

1,076

July 09

Not yet

Complete 4 rounds school committee training

1,076

Dec 08

Completed

Implement training for new module village development funds (ADD) (Musrenbangdes/kel)

1,076

Jan 09

Completed

Train & install School Database System (SDS)

1,076

July 09

582

20 x 50 districts

Dec 09

5 x 50 districts

Activity

Support Pengawas/DF Forums

6

With the exception of target schools in Aceh plus one junior-secondary school in Mojokerto, East Java, and one in Tapanuli Utara in North Sumatra. The latter will not prepare RKS for reasons outlined below. 7

With the exception of junior secondary schools and madrasah in one district, Tanggerang, which is scheduled for April

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More Effective Decentralized Education Management and Governance

School Development Planning

During this quarter work continued on finalizing school development plans (RKS) and annual work-plans (RKT) in target schools. RKS are four-year school development plans, while RKT are annual work-plans which align to the school year (July-June) rather than the GOI financial year (January-December). All schools and madrasah have now completed plans, with the exception of some schools in Aceh. We have encountered many constraints in Aceh, most notably in the context of RKS and RKT, problems with school leadership. In many cases school heads have been moved during the period of project implementation. Consequently schools have often had empty positions (no school principal) or new principals who missed out on the basic training. Notwithstanding this, the program is continuing. The great majority of Cohort 1 schools have now completed the school planning. Progress in Cohort 2 is ongoing. Since facilitating the preparation of school development plans in nearly all schools, the focus for support has now shifted to implementation. The mechanism for this is to facilitate the development annual work-plans and budgets in schools which align to the priorities set out in the development plans. It is through the development of these annual work-plans and on-going mentoring that DBE1 supports schools to ensure that plans are implemented, resulting in quality improvements. Without this support, the risk is high that planning will revert to a formalistic exercise and the plans themselves will gather dust in locked cabinets. This is the first time that schools have adopted strategic planning principles such as this. The plans are developed by schools in close consultation with their communities through the school committees. Providing ongoing mentoring and assistance to translate development plans into annual work-plans and budgets during the first year, greatly increases the impact of the planning process and helps to institutionalize a culture of continuous improvement in schools. One interesting example of impact comes from Sawit Sub-District in Boyolali, Central Java. Some years ago, the schools in this cluster participated in a German Government funded project to improve science education (SEQIP).8 As a result, the schools all own high-quality science kits. However the current teachers were not confident to use the kits and so they stayed locked in cabinets. As a result of the school planning process facilitated by DBE1 the schools have now allocated funds to provide in-service training for teachers in the use of the kits in classroom teaching. In order to determine the impact of the school plans along with other interventions at school level, during this quarter we conducted a major impact study. The study employed a mix of qualitative and quantitative methodologies in eight school clusters located in East Java and South Sulawesi. In order to increase objectivity, eight independent research assistants were engaged, and a local NGO, the Regional Economic Development Institute (REDI) worked in partnership to design and conduct the study. An independent international consultant was also hired to assist with the research and analysis. The study involved an intensive two-week participant 8

Science Education Quality Improvement Project (GTZ)

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observation focused especially on one school in each cluster. It was also supplemented by a nationwide survey of target schools, in which principals were asked if they through the project has had an impact and, if so, to identify the main impacts. The results of this study are currently being analyzed. A report will be published in the coming quarter. Preliminary results show a very positive outcome at school level. (See Section 1.2 above.) In the previous quarter, a quality assurance survey was conducted in two districts (Klaten & Indramayu in West and Central Java) to determine the quality of RKS and RKS documents as well as the extent to which the plans are being implemented. The survey found that the plans are generally of high quality and are being implemented by schools, however, there is typically a lack of financial support for implementation of RKS and RKT – especially from the district budget (APBD). As a result, during this quarter DBE1 conducted a small follow-up study into the district planning process and the links between planning from school principals to sub-district office (KCD or Kepala UPTD and the district education office (Dinas). The study, conducted in January in Boyolali District, Central Java, found no evidence of any structure or system for schools to obtain financial support from the district for the implementation of school development plans or work-plans. There appears to be no system to enable schools to bring their needs analysis and plans to the attention of decision-makers in the district level. It was also found that the allocation from district budget (APBD) to school development is very small, once funding for teacher salaries and other areas is deducted from the overall district allocation to education. The total allocation to support school operations in Boyolali District was reportedly Rp 1.2 billion. Further, it was found that allocations from APBD to school development are determined by the district and are not based on school needs as identified by the school development planning process. As a result of this study, and in response to a request from local government in Boyolali, DBE1 is providing follow-up assistance to the Planning Division (Bidang Perencanaan) to help create a new, more responsive mechanism for district education planning. The new approach will allow schools to voice their needs, based on school development plans (RKS and RKT). In this context, the Head of the Education Office in this district has issued a statement of technical direction (Petunjuk Teknis Perencanaan Pembangunan Bidang Pendidikan, Kabupaten Boyolali, May 2009). This is an excellent example of DBE1 materials and good practice becoming institutionalized in government policy and practice. At the same time, Boyolali District is also using the results of the school unit-cost analysis (BOSP) to help calculate the need for district funds (APBD) to be used to top-up national per-capita BOS grants to school and to enable the district to provide ‘free education’ and at the same time meet national education standards. These developments will be closely monitored in the coming months, so that lessons learnt can be conveyed to higher levels of government as well as other districts where they may inform policy.

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Anticipated next steps:

•

Complete RKS and RKT in Aceh

•

Complete analysis of the school impact study

•

Continue to focus on the implementation of RKT and provide support through school mentoring (pendampingan) and ongoing training for facilitators (DF) in the routine Forum Pengawas

•

Conduct monitoring of program implementation

•

Conduct special follow up monitoring of developments in Boyolali District and prepare a brief ‘good practice’ report for dissemination to other districts and higher levels of government.

•

Provide mentoring (pendampingan) in June-July to facilitate the updating and/or preparation of school work-plans (RKS) for 2009-2010.

School Database System (SDS)

This quarter saw a major focus on SDS. DBE’s school database system (SDS) has now been implemented in nearly all Cohort 2 elementary schools and madrasah. Cohort 1 elementary schools and madrasah have expressed great interest in the program and, starting from July 2009, will get SDS as well9. Following a review and update of the software, DBE1 will support implementation of SDS in these schools mid-2009 to time with new enrolments and new data for the next school year.

Table 4: Progress in SDS Development Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

40

April 09

510

257

40

Initial Round SDS Completed

550 cohort-2 + 78 cohort-1

April 09

582

257

46

Evaluate SDS implementation & training program; revise materials

1 set

May 09

Not yet

Not yet

Revise SDS SD/MI and SDS SMP/MTs

2 sets

May 09

Partially completed

Partially completed

Evaluate Implementation of SDS SD/MI

1 sets

June 09

Not yet

Not yet

Strategy for cohort-1 implementation

644

July 09

Not yet

Not yet

Commence cohort-1 elementary and junior

Activity

Complete initial round SDS installation & training

Implement revised SDS program/second round (448 cohort-1

Commence Evaluation

Finalize SDS Revision

9

DBE1 and 2 agreed that DBE2 would implement School report card in Cohort 1 schools while DBE1 would implement SDS in Cohort 2 schools. However, DBE1 will implement SDS for Cohort 1 schools and madrasah starting from Juli 2009.

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elementary & 196 JSE) Aceh EMIS strengthening

secondary 2 districts 10 sub-districts 52 schools

Dec 09

Phase 1 partially completed

Phase 1 partially completed

Finalized phase 1, commence phase 2

* Information based on PDMS on end of March 2009

The main activity for this quarter was completing the implementation of SDS in Cohort 2 elementary schools. The target group of Cohort 2 elementary schools and madrasah is 550. A total of 504 Cohort 2 schools have now uploaded their SDS into PDMS (Table 5). The remaining Cohort 2 schools will carry out SDS implementation by April 2009. In addition, SDS has now been implemented in Cohort 1 schools in South Sulawesi and East Java. East Java has uploaded 63 SDS from Cohort 1 schools while South Sulawesi has uploaded 15 SDS of Cohort-1 schools. It appears that demand for SDS is such that these districts cannot wait until July 2009 schedule for implementation. In summary, SDS has now been implemented in a total of 582 schools. Table 5: Progress in SDS SD/MI Uploaded into PDMS Cumulatively Province

Target Cohort2 School

Number of SDS Uploaded into PDMS by Date Upload Jan'09 Feb'09 Mar'09

North Sumatra

74

70

70

73

East Java

98

88

88

97

Central Java

97

59

73

97

South Sulawesi

74

30

31

74

West Java

99

0

21

99

Aceh

108

0

0

64

TOTAL

550

247

283

504

During implementation process each provincial team evaluates the training program and identifies constraints that occur during the process. These evaluation data were used to revise the initial training manual. The revised software, SDS SD/MI version 5.2., will be released in the next quarter. The revised software version has an Import Data feature to capture data stored in previous SDS versions into the latest version.

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Anticipated Next Steps:

•

Finalize SDS roll out for elementary schools and madrasah (SD/MI) in the remaining Cohort-2 schools.

•

Evaluate and revise training materials and release software SDS SD/MI version 5.2.

•

Complete implementation in all DBE elementary schools and madrasah.

•

Follow up with MONE and MORA regarding the nationwide use of SDS.

School Committee Strengthening

The training of school committees continued this quarter. DBE1 has developed and piloted training materials to strengthen the role of school committees. The training is designed to increase understanding within school committees of their role based on Kepmendiknas No 044/U/2002 and to improve their capacity to fulfill that role. DBE1 school committee training consists of a series of fourteen modules, designed to School Committee training in Bogor, West Java be implemented in phases. This approach gives schools the opportunity to select the most relevant modules from a menu, following completion of standard introductory training. DBE1 originally planned to train all target elementary schools in four of the modules. Of these, the first two are compulsory (an introduction to the role and function of school committees, and self evaluation) meaning that all schools were trained in these models, while each school could chose an additional two modules for training. After the target of four modules per school was set in the latest workplan (September 2008) an additional compulsory module was added (i.e., preparation for musrenbangdes/kel) with the result that all elementary schools have now received training in five of the 14 modules.

Discussion of school committee members during training on participation in musrenbangdes in Sibolga, North Sumatra.

During this quarter training was completed in all schools to prepare school committees to advocate for support from village budgets. The consultative process, called musrenbangdes/kel is part of the broad bottom-up consultative planning process conducted annual in all districts throughout the country. The

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15

development planning process is managed by the Ministry of Home Affairs (MOHA) based on Law No. 25/2004 concerning the National Development Planning System.10 Development funds are allocated to villages and districts as part of the development planning program. The following laws and regulations form the basis for the new training for musrenbangdes/kel: •

A circular letter from the Minister for National Development Planning and the Minister for Home Affairs 11 states very clearly that school committees have the right to participate in the consultative planning process at village level (musrenbangdes/kel).

•

Law No 32/2004 concerning Regional Government and Law No 33/2004 concerning Fiscal Balance between the Central Government and Regional Government, together with the associated regulations PP 72/2005 and PP 73/2005 concerning villages (desa and kelurahan) which explain the funds which can be used by villages.12

•

Circular Letter No 140/640/SJ concerning Guidelines for the Allocation of Village Funds from the District Government to the Village Government 13 which determines that funds which are managed by the village may be allocated, among others areas, to support the provision of basic education in the village.

This program provides an excellent opportunity for schools to lobby for village development funds (Anggaran Alokasi Desa/Kelurahan or ADD) to finance their school development plans. DBE1-trained District Facilitators conducted the training in December 2008-January 2009 and followed up with mentoring visits (pendampingan) to support village advocacy – in most cases the head of the school committee represented the school at the musrenbangdes/kel meetings.

Members of madrasah committee in Surabaya, East Java, listened to their colleague presenting results of discussion

The results of monitoring and evaluation are only just becoming available. Initial feedback suggests that this approach is proving very effective in leveraging funds for school development and

10

Undang Undang No 25/2004 tentang Sistim Perencanaan Pembangunan Nasional

11

Circular Letter no. 0008/M.PPN/01/2007 or Surat Edaran Bersama Menteri Negara Perencanaan Pembangunan dan Menteri Dalam Negeri No 0008/M.PPN/01/2007 12

Undang-Undang No 32/2004 tentang Pemerintahan Daerah dan Undang-Undang No 33/2004 tentang Perimbangan Keuangan antara Pemerintah Pusat dan Pemerintahan Daerah, yang diatur melalui PP 72/2005 tentang Desa, PP 73/2005 tentang Kelurahan

13

Surat Edaran No 140/640/SJ tentang Pedoman Alokasi Dana Desa Dari Pemerintah Kabupaten/Kota kepada Pemerintah Desa

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engaging the village level government in the process. Since the approach is very new, the experience is likely to be quite varied. This is the first instance of a basic education project making the link and supporting school committees to lobby for funds under the national village development program for school improvement. As such this is a very significant activity. Given the negative impact of many new district policies of free schooling which have resulted in a drying up of community financial support for schools, this advocacy approach could be very significant. Anticipated next steps:

•

Conduct ongoing mentoring visits (pendampingan) to support the process of village funding for implementation of development plans in local schools, and to support schools in the management of the ADD funds. This is planned to take place after the presidential election in July-August.

•

Conduct a study to determine the extent to which commitments made in the musrenbangdes/kel are realized in budget allocations for schools, and are utilized in transparent and appropriate ways.

•

Prepare a report on the musrenbangdes/kel process for policy makers in MONE, MORA and MOHA. Follow up and showcase best practice.

•

Continue to provide mentoring visits (pendampingan) to schools to support implementation and monitoring of development plans by school committees.

Leadership Training

Implementation of the two one-day training modules designed to strengthen the leadership capacity of school principals was completed in all districts this quarter. The focus is especially on developing understandings and skills for participative management to support the involvement of community, school committees and teachers in the preparation and implementation of school development plans, work-plans and budgets.

Principals of SD/MI took part in Leadership Training in Karawang, West Java.

The impact of this training, along with other school and community interventions, is currently being assessed. As described above, a major impact study was conducted this quarter. The results of this study are currently being analyzed and will be published in the coming quarter. The role of school leadership in determining the quality of education delivered is significant. We know that school principals can either champion or block change, including the development of more open, accountable and quality improvement

More Effective Decentralized Education Management and Governance

17

oriented systems of school-based management. The training aims to support the implementation of school-based management in this context. Anticipated next steps:

•

Complete analysis and publish impact study

•

Consider conducting a small study to determine impact of leadership training specifically

2.2 Junior Secondary School Level (Task 5) School Development Planning

During this quarter work continued on finishing school development plans (RKS) and annual work plans (RKT) for 2008-9 in target schools. All schools and madrasah have now completed their plans with the exception of two schools (one in Mojokerto, East Java, and one in Tapanuli Utara in North Sumatra) which will not complete the plans as they are designated by the government as ‘national standard schools’ (SSN) and are required to prepare school plans using a different format determined by MONE. Anticipated next steps:

•

Continue consultations with DBE3 and prepare a joint plan to support implementation of school development plans in target schools and dissemination to non-target schools.

•

Support schools to develop RKT in May-June.

School Database System (SDS)

As a result of the SDS pilot conducted in nearly all Cohort 2 elementary schools and madrasah (described above), the program has been evaluated and the software for junior-secondary reached the final stage of development. (Junior secondary SDS requires different software.) This SDS for SMP/MTs has now been tested by South Sulawesi ICT team. Based on their assessment the software is currently undergoing final revision in preparation for roll-out to all schools and madrasah. Anticipated Next Steps:

18

•

Finalize the SDS software for junior secondary schools (SMP/MTs).

•

Evaluate and revise training materials.

•

Complete implementation in all DBE junior secondary schools and madrasah.

•

Follow up with MONE and MORA regarding the nationwide use of SDS.

More Effective Decentralized Education Management and Governance

School Committee Strengthening

Training of school committees has now been completed in all junior secondary schools and madrasah. This consisted of a one-off introductory training event to clarify the role and function of school committees. Most of this training took place over the last six months and it was completed in the reporting period Anticipated next steps:

•

Continue consultations with DBE3 to develop and implement a joint approach to strengthening the role of the school committees in junior-secondary schools and madrasah.

Leadership Training

The two leadership training modules have now been delivered for junior-secondary principals in all target schools and madrasah (with the exception of schools in Tanggerang). In most cases the training was combined with that for the elementary principals. This had the added benefit of potentially strengthening vertical links within the system and helping principals to identify common issues. One particularly relevant issue is thought to be retention of students from elementary to junior secondary level. In East Java, the training for junior secondary principals was conducted at district cluster level separately to that for elementary principals. Reports from the field suggest a positive experience. So far the response from participants has been very positive. However we do not yet know how effective the training has been in terms of achieving intended outcomes and desired impact. This is being addressed in the general impact study conducted during this quarter. It may also be helpful to conduct a small study to determine the impact of the leadership training specifically as it will be difficult to isolate this impact from that of the other school and community level programs in the general study. This will be considered in the coming quarter. Anticipated next steps:

•

Complete leadership training in Tangerang next quarter.

•

Complete analysis and publish impact study.

•

Consider conducting a small study to determine impact of leadership training specifically.

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19

2.3 School-Based Management Secretariat (MONE) (Task 5) Consultations with the Secretariat for School Based Management (MBS) in MONE’s Directorate of Elementary Schooling (Direktorat Pembinaan TK-SD) continued during this quarter. During this quarter it was confirmed that DBE1 materials for school-based management will be adopted by MONE for use in all elementary schools throughout the country. All the DBE1 School Based Management materials were discussed in a joint workshop held for this purpose in Bandung at the end of March. In this meeting, attended by senior personnel from MONE’s Directorate of Elementary Schooling (Direktorat Pembinaan TK-SD), from MORA and from DBE1, the Directorate agreed to endorse all of the materials with some minor editing and re-formatting. This process ensures that DBE1 manuals align with GOI policy (laws and regulations) and that the format meets GOI standards. The materials will be published in final form with introductory statements by the Directors from both the MONE Directorate and MORA. This is a very important means of supporting both sustainability and dissemination. DBE1 has also been invited to present the school-based management materials in a national seminar to be conducted by the Directorate in the coming quarter. Representatives from all provinces and all districts in the country will attend the seminar at which the Directorate’s policy on school-based curriculum, pedagogy (PAKEM) and school-based management will be presented. In this opportunity DBE1 school-based management materials will be presented as the official MONE approach. Further planning and consultation will take place in the next quarter to ensure that the seminar is not just a one-off event and that appropriate mechanisms for follow-up training and support are made available to districts. Figure 4 below shows the manuals and modules for school level programs. Figure 4: DBE1 Manuals and Modules for School-Level Programs Program Management Manual for Local Government/Foundations

RKS Facilitator’s Manual

RKS School Manual

Leadership Modules (2)

School Committee Modules (14)

SDS Technical Manual

Introduction to PAKEM Module

SDS Software

In other related developments, the prestigious Indonesian Education University (UPI) in Bandung has decided to use DBE1 materials in teacher training. The school-based management materials will be used by students on internships (KKN) in local schools during the final year of their degree program. The students will use the manuals and

20

More Effective Decentralized Education Management and Governance

supporting materials to help schools prepare school development plans (RKS), annual plans (RKT) and to strengthen leadership and the role of school committees. At the same time, the National University of Education in Semarang (UNES) in Central Java has decided to use the DBE1 finance materials (BOSP and AKPK) in their Masters Program in Education Administration (S2).

Table 6: Progress with School Based Management (MBS) Activity Complete Package Components • • • • • •

Target Volume

Target Date

1 set

Dec 08

School Development Planning manual Monitoring & Annual Plans & Budgets manual School Committee training modules Principals Leadership raining modules Introduction to Active Learning (PAKEM) modules School Database System (SDS)

MBS Consultant full-time in MONE Package sanctioned by MONE

Status Final revision underway All approved by MONE, currently being prepared for publication

1 person

Dec 09

Already

Full set

Dec 09

Already approved, endorsement in process

Anticipated next steps:

•

Hold follow up meetings to further align the MONE MBS Secretariat strategic program and DBE1 program for the coming year.

•

Increase the frequency of meetings and of field visits involving MONE national personnel

•

Finalize all manuals and publish with official approval and prefaces signed by Directors of MONE Directorate for Kindergarten and Elementary Schooling and the basic education section in MORA (MAPPENDA)

•

Consult with the Directorate on plans for the national seminar on school-based curriculum and school-based management and ensure that plans are made for follow-up and training for districts

•

Invite representatives from the Secretariat for MBS in MONE (Directorate for Kindergarten and Elementary Schooling) to attend the upcoming provincial DBE123 Best Practice Showcase workshops – and to use the opportunity to endorse the DBE1 school-based management materials.

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21

3. District Level Management/Governance Advocacy This program component intends to improve the capacity of district governments and other stakeholders in planning and financing education development, and increasing accountability and transparency by facilitating opportunities for parents, community members and other stakeholders to voice their concerns and aspiration for better quality education in the district. During the quarter, the major activities implemented were primarily in the areas of education finance and development planning. These activities are described next. District Level Program Goals •

Assist 35 districts to produce 5 year strategic education development plans and financial analyses

•

Assist 35 districts to make annual plans & budgets in line with strategic plan

•

Assist up to 10 districts to produce education policies

•

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

•

Finalize & sanction manuals & training materials for the above

3.1. Education Governance (Task 6) The governance program has been continuously evolving since the beginning of the project. The program has evolved from a series of training events for governance related institutions to facilitating education stakeholder involvement in education policy, planning and accountability on the part of the executive. We do continue with specific training for members of the district education boards (dewan pendidikan) focusing on their roles and responsibilities because many district boards exist because there are mandated by government regulation, but in reality many do not function because they are not fully aware of what is expected of them. We also will assist districts in formulating specific education policies. Table 7: Summary of Progress in District Governance Activity

Complete training on roles and functions for district education boards (Dewan Pendidikan) Facilitate district multistakeholder forums to review development planning & financial analysis to

22

Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

49

March 09

38

3

11

49 x 2

July 09

41 x 1

7x1

2x1

More Effective Decentralized Education Management and Governance

advocate for support and policy dialogue Facilitate education policy formulations at district and 1 province (Aceh)

15

Dec 09

6

1

3

Facilitate workshops for provinces & districts to review plans & budgets and advocate for district support

6x3

June 09

Not yet

Not Yet

2

Jan 09

Dewan Pendidikan Training

Training for district education boards was conducted in two districts in West Java (Indramayu and Karawang) and one district East Java (Nganjuk) during the quarter. Training had been completed in 38 districts in by the end of the quarter and the remaining 11 districts will be trained in the coming months. Training focuses on the roles and functions of the education boards in advocating for education and providing policy inputs. As described above, the governance program now focuses in policy formulation and accountability. Policy Development

DBE1 Aceh staff continues to provide assistance in formulating provincial education policies. DBE1 has assisted six district governments to produce local regulations on education; one of these was completed during the quarter (see below). This is a high level long term process that is likely to be completed by late 2009. We intend to continue our involvement as long as we are requested by the provincial government. DBE1 assisted Bangkalan district, East Java to produce a District Regulation on Education (Ranperda). The regulation states that every school should have development plans and annual plans (RKS/RKT). The 12 grades will be compulsory in a phased in manner, that community participation is encouraged in school management, etc. Those who produced the draft included Education Office, Office of Religious Affairs, and local NGOs; Bangkalan Education Council (Dewan Pendidikan) took the lead in this process. On March 3, the draft was presented to Head of Education Office of Bangkalan. It is expected to be passed into law by the District Parliament (DPRD) during the next quarter. Our experience has been that often the background and framework for the regulations are poorly done because the need or issue that the regulation is intended to address is not well defined. Further, a wide variety of legal instruments for producing regulations exists, but often districts choose inappropriate instruments for the need to be addressed. DBE1 has recruited an expert consultant in formulating government regulations. She will work with DBE1 education experts to ensure that future regulations respond to education needs and that the regulations are constructed in accordance with legal guidelines and that the proper instruments are used.

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23

Multi-stakeholder Forums

Stakeholders’ involvement in DBE1 activities during the reporting period was intensive. Multi-stakeholder forums were held in six districts in Aceh and West java (one district each) and in Central Java (four districts). Our plan is to conduct two such events in each district by the end of 2009. At the end of the quarter one forum had been held in 41 districts. As part of the forums district education stakeholders (primarily district legislatures (DPRD), district education boards (Dewan pendidikan), press and NGOs participate in a number of events: presentation of education financial analysis results, presentation of district education development plans, and policy discussions. As the recent events addressed concrete issues such as “how much does it cost to operate a school”, or During multi-stakeholder forum in Central Java for “what is the money spent on”, or “what Blora, Demak, Grobogan, and Purworejo, DBE1 team presented results of BOSP. do we plan to do in the coming five years to improve education”, it was easy for participants to relate to the presentations, discuss the findings and make recommendations for improvements. In the remainder of the project DBE1 will facilitate multi stakeholder meetings at the provincial level involving district and provincial officials and others. The purpose of these meetings will be to garner provincial support for district plans and proposals based on DBE1 facilitated financial analysis. Anticipated Next Steps:

24

•

Complete training for dewan pendidikan in 14 districts

•

Disseminate DBE1 product results through multi-stakeholder events

•

Organize special provincial level events to garner support for district plans

•

Complete assistance to Aceh provincial government for education policy

•

Provide assistance in formulating policies in response to requests from districts.

More Effective Decentralized Education Management and Governance

3.2. Education Finance (Task 7) Two major activities continued to be implemented during the quarter: district education finance (AKPK) and School Unit Cost Analysis (BOSP). Table 8: Progress in Education Finance Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Complete AKPK

35+

April 09

20

1

15

Final draft of AKPK manuals and software

1 set

Sept 09

Initial draft

Ongoing

-

Complete BOSP

35+

April 09

34

4

1

Final draft of BOSP manuals and software

1 set

Sept 09

Initial draft

Ongoing

-

Sanction of BOSP materials by MONE (BSNP)

1 set

Sept 09

-

-

-

Activity

District Education Finance Analysis (AKPK)

AKPK work is progressing satisfactorily with the AKPK completed for all districts in East Java. In South Sulawesi two financial specialists are providing assistance to the remaining districts and it is expected that all analyses will be completed during the next quarter. To accelerate the process in Central Java, we have opted for a new approach whereby we have worked with six districts at the same time. The districts were requested to bring all their documents to a hotel where they were assisted in doing the analysis work during three days. In view of the large number of participants in the event, DBE1 mobilized financial specialists from East Java, West Java and Jakarta to provide the assistance. AKPK Workshop for Aceh Besar, Aceh Tengah, and Banda Aceh stakeholders. Also during the quarter, Central Java district coordinators were trained in AKPK analysis and they are now sufficiently qualified to provide technical support at the district level. A second event for three out of the six districts in Central java was implemented by late April, resulting in almost completed AKPK reports. A second event for the remaining three districts is planned for late April, which means that we will have by then AKPK reports for six districts completed over a period of around

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25

six weeks, which is a major improvement. It is planned that we will use the same approach in Aceh and perhaps other provinces.

School Unit Cost Analysis (BOSP) School Operational Expenditure

Progress in BOSP preparation is very satisfactory with BOSPs completed for 35 districts and underway in another five districts. Interest in this DBE1 has increased significantly during the reporting period as a result of the “aggressive” government campaign for “Free education” (“Sekolah (SD and SMP) gratis”). Starting from January 2009, the national government’s direct BOS school grant has been increased substantially from Rp. 254,000 to Rp. Participant of BOSP in Tanjung Balai, North 400,000 for schools in urban areas (Rp. Sumatra, listed all costs related to the analysis 397,000 for schools in rural areas ) per student per year at the elementary level and from Rp. 354,000 to Rp. 575,000 per student per year at the junior secondary level. Because of this large increase, MONE requires the districts to provide free education and, at the same time, to provide additional financial support (topping up) if the school grant is insufficient to cover all operational expenditure. The new school grant is basically a “merger” between the old BOS grant for regular school operational expenditure and the BOS grant for books. Because of this, starting from January 2009 the BOS funds can be used to cover operational expenditure as well as buy books and a computer. These last two cost items are classified as investments (used for more than one year), and therefore are not included in the BOSP calculations. Because of this, there is a need to update the BOSP methodology to make sure that the BOSP cost estimate (only operational expenditure) can be compared with the BOS school grant (operational expenditure plus minor investments) to identify the need for topping up. At the district level, however, we note that there is tension between the policy objective of providing free education and the reality on the ground as schools require more funding than the amount provided under the BOS

26

Stakeholders in Pinrang, South Sulawesi, took part in process of unit cost analysis.

More Effective Decentralized Education Management and Governance

program. As DBE1’s BOSP program provides an answer to the urgent question of “how much more”, it is not surprising that there is strong support and demand for the BOSP program in both DBE supported and non-DBE supported districts.

Anticipated Next Steps:

•

Request guidance from BSNP on how to update the BOSP program under a new policy environment

•

Revise BOSP manuals

•

Complete BOSP and AKPK in targeted districts

•

Compete special study on impact of MONE’s BOS program

•

Complete meta analysis of financial data and prepare policy papers.

3.3. Education Planning and Management (Task 7) Three major activities to improve districts’ capacity in education development planning and management are: district strategic development planning (renstra) planning to improve capacity of district staff to manage education (RPK/rencana pengembangan kapasitas), and computerized data processing system to support planning (SIPPK). Table 9: Summary of Education Planning Progress Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Complete renstra and sanction by districts

35+

April 09

9

1

26

Final draft of renstra manuals and software

1 set

Sept 09

Initial draft

Ongoing

Ongoing

Sanction of renstra manuals and software by MOHA

1 set

Sept 09

-

-

-

Train and install SIPPK

35+

April 09

25

3

10

Final draft of SIPPK manuals and software

1 set

Sept 09

Initial draft

Ongoing

Ongoing

13

Mar 09

12

-

1

1 set

Mar 09

DBE1 inputs in MONE manual

Ongoing

DBE1 inputs to be completed

Activity

Complete RPK

Revise RPK manuals & materials with MONE/World Bank

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27

District Strategic Development Planning (Renstra)

It is satisfying to report that the planning work in East Java is almost completed by the end of the reporting period. Only public consultations on the draft Renstras are outstanding, and these are planned for early April. Planning work is South Sulawesi is also progressing satisfactorily and it is expected that the Renstras for the remaining four districts will be completed by the end of the next quarter. In Central Java Renstras for three districts are basically completed and it is planned that we will commence with a new cycle of planning work for the remaining three districts in May 2009. Progress in West Java is a bit slower than expected, which was partly caused by the introduction of a new organization structure in number of districts, which led to major staff transfers, which in turn resulted in replacement of a number of members of the District Planning Team. Very intensive support was provided to Sibolga and Tarutung in North Sumatra, where the Renstra for Sibolga DBE1 East Java assisted stakeholders to develop their renstra document. has been completed and the one for Tarutung is almost completed. Also in this province a new planning cycle for the remaining three districts will start in May. Planning work in Aceh also nears completion. We have noticed that in a number of districts Dinas Pendidikan officials often have difficulties in identifying innovative actions to improve the quality of education. In view of this, we have slightly modified the planning methodology which now includes Focus Group Discussions with school principals to help identify the programs and activities to support education quality improvement. Experience to date clearly shows that this is an effective mechanism to improve plan quality. As district education officials have the tendency to be only actively involved in planning work that is related to their job and remain silent when work is done on other levels of education for which they have no responsibility, we now work with smaller planning teams, each of which focusing on a particular level of education. This has led to more active and more focused discussions, which in turn have resulted in an acceleration of the Stakeholders from Karawang Education Office planning work. Another advantage of analyzed supporting data for their renstra document. the above approach is that the call on

28

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education office (Dinas Pendidikan) staff is less heavy, although more frequent, which make it easier for Head of Dinas Pendidikan to release his or her staff for planning work. Signs of improved planning capacity could be seen in one of the DBE supported provinces where the provincial education office presented its Renstra. The DBE supported districts attending the event, were not impressed by the quality of the plan. In particular, they mentioned that the education profile was insufficiently data-based and that there were some shortcomings in the planning process (steps). From their comments it can be seen that they have “learnt their planning lessons”. Data Processing System to Support Planning (SIPPK)

SIPPK training has been completed in 25 of the 38 districts14 where we still plan to provide planning support. Data analysis work is currently under way and is expected to be completed before the start of the training of the planning teams, scheduled for May after completion of the national examinations. As data analysis results will be available as input for the training program, we plan to do already serious planning work during Participants of SIPPK cluster-level training from the training program, resulting in at Tanjungbalai, Tebing Tinggi, and Deli Serdang, North Sumatra. least identification of (draft) strategic issues for the different levels of education. This new approach will certainly result in an acceleration of the planning work. Capacity Development Planning (RPK)

By early-mid 2008 DBE1 had assisted 12 districts to produce a RPK for improving the capacity of district governments to manage and govern basic education. Some of the plans have been funded by district budgets. Our goal was to develop the methodology and implement in a limited number of districts that could serve as models to be picked up by other projects. The BEC project funded through the World Bank and implemented by MONE expressed an interest in implementing this program. During the quarter we provide extensive inputs to the MONE/World bank team tasked with developing and implementing a methodology for capacity development planning for 50 districts that will receive capacity development grants through the BEC project. The DBE1 methodology was modified considerably by the BEC team. The DBE1 team provided valuable lessons learnt to the BEC team in providing technical assistance for capacity development planning. 14

The target is 35 districts to complete education development plans and hence install the planning data management programs. However, we have committed to extending support to an additional three districts because of renewed commitment of these districts.

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29

In late December we received a request from Bojonegoro district, East Java to assist them to produce a RPK. Although not originally planned, we committed to take this up in the present quarter. However, this has now been postponed until the next quarter. Because this district has already installed SIPPK, the process to produce the plan should be much faster than in the past. The RPK manual will be modified for use in such districts. Anticipated Next Steps:

•

Continued support for Renstra preparation

•

Conduct SIPPK training for districts that have not yet begun Renstra of education finance development

•

Assist districts still in process to sharpen data analysis

•

Finalize assistance to MONE/World Bank BEC team on capacity development planning

•

Assist Bojonegoro district, East Java to complete RPK

•

Modify RPK manuals.

3.4. Management of District Education Personnel (SMTPK/Sistem Manajemen Tenaga Pendidik dan Kependidikan), Supervision, and Assets Management Systems (Task 7) Personnel, supervision and assets management systems are the last programs to be developed in the project. We began to develop personnel management in late 2007 and found it to be a complex process because it involves vast numbers of civil servants and highly political ramifications related to salaries, financial rewards and promotions. We only began to work on supervision and assets/preventive maintenance programs late in the previous quarter but made little progress on these two programs in the current quarter. However, we expect these latter two programs to be relatively simple to develop and implement. Table 10: Summary of Progress in Personnel, Supervision and Asset Management

1 set

March 09

pilot in process

In process

Finalize software and training program

Install SIMPTK & train data operators & district decision makers

6 district

May 09

Not yet

-

-

Facilitate workshops to inform personnel policy development

6 districts

Aug 09

Not yet

-

-

Develop computerized personnel management & tracking system (SIMPTK)

Achievement this Quarter

Target next Quarter

Target Date

Activity

30

Status at end of Quarter (cumulative)

Target Volume

More Effective Decentralized Education Management and Governance

Develop manual & training program for school management supervision

6 districts

April 09

1 pilot

In process

In process

Train district staff & supervisors

6 district

May 09

Not yet

-

-

Facilitate workshops to inform supervision policy development

6 districts

Aug 09

Not yet

-

-

Develop software & manuals for districts to track asset management and maintenance

1 set

July 09

Not yet

-

-

6 districts

Oct 09

Not yet

-

-

Install system & train districts to use asset management tracking system

Personnel Management System (SIMPTK)

As reported previously, work on developing the personnel management program began in November 2007 in Kudus, Central Java as the development center. Kudus staff from several relevant offices including the education and district personnel offices were fully involved in the process. During this time most of the focus was developing a district personnel policy. The policy was finalized and made official in June 2008 (Peraturan Bupati). This experience has provided us with a great deal of knowledge that will be shared with other districts. Initial software for a computerized personnel management & tracking system called SIMPTK (Sistem Informasi Manajemen Pendidik dan Tenaga Kependidikan (Educator and Education Personnel Information Management System)) was drafted in the previous quarter. During the quarter DBE1 finalized the software development. During the next quarter an implementation manual and training materials will be produced. The software will be implemented in six districts beginning in the July – September 2009 quarter. School Supervision Management System

Government regulation Permendiknas No. 12/ 2007 identifies competences for school inspectors. MONE (Direktorat Tenaga Kependidikan, Ditjen PMPTK) has produced 62 modules for training inspectors to meet the competencies stated in the regulation. However, MONE as yet does not have a program or training materials for conducting supervision for school management. In the previous quarter MONE and DBE1 have reached agreement to jointly develop: •

a set of procedures to be explained in a manual for supervisors to monitor and report on various aspects of elementary and junior secondary school management and governance such as development and implementation of school plans, transparent reporting of funds, school committee activities;

•

a reporting format that provides feedback to school authorities as well as informs district authorities;

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31

•

a program to train inspectors and relevant district staff to implement the new program.

Program development was intensively carried out during the quarter by a joint team comprised of MONE and DBE1 staff. A number of meetings and workshops were held with district education staff, school inspectors, school principals and other stakeholders in Sukabumi district, West Java which has been designated as a pilot district for this program. These meetings resulted in accumulating a great deal of data and information about how school management supervision is currently carried out (or more accurately not carried out) and the needs to make the system operational. Follow on meetings were held with the National Education Standards Board (BSNP) to clarify regulations relating to the standards for school management supervision. Additional meetings were also held with MONE to update them on progress in this area. DBE1 staff began to draft a manual, reporting instruments and training materials toward the end of the quarter. We expect a draft manual to be completed and tested in Sukabumi district by MONE/DBE1 team in May 2009 followed by a set of training materials in June. The program will be implemented in at least 5 districts beginning in the July – September 2009 quarter. Assets/Preventive Maintenance Management System

Work on this program was expected to begin in the current quarter but this is now expected to begin late in the next quarter. A statement of work for this effort was drafted in the previous quarter, but as of the end of the quarter this had not yet been submitted for USAID. We intend for DBE1 staff who is leading the school reconstruction effort in Central Java/Yogyakarta to take on this task as a continuation of the work on preventive maintenance that is currently underway there. We expect the program to consist of a computerized system to help districts keep track of maintenance schedules for education facilities, a manual on maintenance to be used by schools, and a training program on use of these materials. The materials will be completed by June 2009 and rolled out in six model districts by late 2009 according to schedule. Anticipated Next Steps:

32

•

Complete SIMPTK software development and implementation manual

•

Complete manual and training programs for using SIMPTK software and program implementation

•

Roll out SIMPTK program in six districts

•

Draft Supervision procedures and materials

•

Pilot test Supervision program in one district

•

Determine policy for involving MORA in the supervision program

•

Roll out Supervision program in five model districts

•

Complete assets management materials

•

Roll out assets programs in six districts.

More Effective Decentralized Education Management and Governance

3.5. Implementation of District Annual Education Plans and Budgets After completing education development planning and financial analysis, DBE1 intends to assist districts in aligning their annual plans and budgets with the long term development plans. We had expected to begin this in April/May 2009 but other events that arose during the quarter such as more than anticipated interaction with some provincial governments resulted in extending the time to complete financial analysis and renstra work in targeted districts. Work on annual planning and budgeting with begin in the July- September quarter. Table 11: Summary of Progress in District Annual Education Plans and Budgets Activity Complete technical assistance for districts to monitor plan implementation & produce new annual plan and budget

Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

35+

Oct 09

Not yet

-

-

More Effective Decentralized Education Management and Governance

33

4. EMIS/ICT/Data Management DBE1’s Task Order mandates a number of ICT related activities. These include an assessment of MONE’s Education Management and Information system (EMIS), developing and maintaining a project web site and 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 have been or are in the process of being implemented. These programs are described below. DBE1’s ICT team also developed the School Database System (SDS) as part of the school and community program area and has developed and maintains the Project Data Management System; these have been described above.

ICT Related Program Goals •

Complete implementation of 14 ICT grants

•

Complete pilot to test use of ICT to improve data flow for MONE EMIS in two selected districts in Aceh (Pidie and Aceh Tengah)

•

Continue to manage and handover DBE website

4.1. ICT Grants (Task 8) In the first year of the project DBE designed a competition to award grants to consortia comprised of private sector and government institutions such as the district education office, district library, and schools. Fourteen grants have been awarded and are in the process of implementation. Two categories of grants are awarded: ICT Innovation and Education Management Grants (EMG) to improve education management and Education Hotspots grants that are meant to provide internet access to schools, education offices and the community as a whole. Table 12: Progress in ICT Grants Implementation Target Volume

Target Date

Status at end of Quarter (cumulative)

Complete grant awards

14

Mar 09

14

1 grant awarded

-

Complete disbursement of funds/procurement

14

Dec 09

ongoing

ongoing

ongoing

Compliance monitoring & reporting 2008

14

Dec 09

ongoing

ongoing

ongoing

Compliance monitoring & reporting mid 2009

14

Dec 09

Not yet

Not yet

Not yet

Final evaluation & publication (end 2009)

14

Dec 09

Not yet

Not yet

Not yet

Activity

Achievement this Quarter

Target next Quarter

 

34

More Effective Decentralized Education Management and Governance

Table 13: Summary of Grants Awarded  No.

Grantee

Main Activities

Implementation Period

Cash Grant (Rp.)

Executing Agency

a. ICT INNOVATIONS & EMG a.1.

Pangkajene Kepulauan, South Sulawesi - YPK Amanah

Internet Access Point, IT Center, training

(Apr 30, 2007 – Apr 30, 2009)

415,152,500

DEO (District Education Office), Kandepag (Local Religius Affairs Office) and schools

a.2.

Jeneponto, South Sulawesi - PT Turatea Computer Center

IT Center, training

(Apr 17,2007 – Mar 17, 2008)

25,252,500

Kandepag (Local Religius Affairs Office)

a.3.

Karawang, West Java - CV Trisatya Pratama

Management Information System, IT Center, training

(Sept 6, 2007 – Sept 4, 2009)

292,518,451

Bappeda, Kandepag (Local Religius Affairs Office) and DEO (District Education Office)

a.4.

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

Management Information System, IT Center, training

(Oct 10, 2007 – Sept 10, 2009)

258,532,500

DEO (District Education Office) and District Public Library (DPL)

a.5.

Klaten, Central Java - CV Cosmo Jaya

Internet Access Point, Management Information System, IT Center, training

(Jan 7, 2008 – Jan 7, 2010)

347,461,000

DEO (District Education Office), District Public Library (DPL) and Kandepag (Local Religius Affairs Office) and schools

a.6.

Surabaya, East Java - PT ITS Kemitraan [Tier1]

Training

(Feb 4, 2008 – Feb 4, 2009)

50,184,000

DEO (District Education Office)

a.7.

Surabaya, East Java - PT ITS Kemitraan [Tier2]

Management Information System, IT Center, training

(Jan 17, 2008 – Jan 15, 2010)

311,557,100

DEO (District Education Office)

a.8.

North Tapanuli, North Sumatra – PT Webmedia Internusa Tata Utama

Website and Messaging System, Library information system, Internet Café hotspot, and Workshop Center

(Feb 2, 2009 - Feb 1, 2010)

422,940,000

DEO (District Education Office and DPL (District Public Library)

(Aug 1, 2007 – Aug 1, 2008)

31,243,000

District Public Library, Curiculum and education management managers of education, youth and sport (Dikmudora)

b. EDUCATION HOTSPOT b.1.

Soppeng, South Sulawesi - Indo Komputer

eResources, training

More Effective Decentralized Education Management and Governance

35

b.2.

Sukabumi, West Java - Yayasan Tarbiyah Islamiah (YASTI)

Internet Access Point, Management Information System, training

(June 27, 2007 – May 28, 2008)

60,670,400

DEO (District Education Office), District Public Library (DPL) and Kopegtel Sukabumi

b.3.

Tuban, East Java - PT Tridata Cakrawala

Internet Access Point, Management Information System, training

(June 18, 2007 – Jan 18, 2008)

69,754,000

DEO (District Education Office) and District Public Library (DPL)

b.4.

Enrekang, South Sulawesi - PT Rekayasa Teknologi Informasi (Rekti)

eResources, training

(Apr 1, 2007 – Dec 31, 2007)

25,925,000

DEO (District Education Office) , District Public Library (DPL) and Kandepag (Local Religius Affairs Office)

b.5.

Tangerang, Banten - CV Almagada Jaya

Internet Access Point, Management Information System, training

(Aug 22, 2007 – Jul 22, 2009)

300,930,000

DEO (District Education Office) , District Public Library (DPL), Bappeda and Kandepag (Local Religius Affairs Office)

b.6.

Karanganyar, Central Java PT Indomaya Wira Sejahtera

Management Information System, IT Center, training

(Sept 10, 2007 – Aug 19, 2008)

27,377,000

District Public Library (DPL)

 

DBE1 has been disbursing grant funds over the last four quarters. Total value of 14 grants awarded is $283,062 (equivalent to IDR 2,639,497,451). As of March 2009, $169,235 (equivalent to IDR 1,523,114,378) has been disbursed to the grantees in the form of equipment and cash to cover grant main activities including training expenses. In the quarter, six grantees--YPK Amanah, Yayasan Tarbiyah Islamiyah, CV Trisatya Pratama, CV Almagada Jaya, PT Indomaya Wira Sejahtera, and PT ITS Kemitraan-- received disbursements (see Figure 5). Figure 6 shows the cumulative amount of grants disbursed compared to the obligated amount to date.

Cummuliative Disbursement (USD)

Figure 5: Cumulative ICT Grant Disbursement during the Quarter 40,000

37,362

35,000

30,000

28,975

27,603 23,347

25,000

24,902

19,093

20,000

15,128 15,000

10,000

4,159

5,000

5,624

4,674 1,795 534

-

YPK Amanah

Yayasan CV Trisatya CV PT PT ITS Tarbiyah Pratama Almagada Indomaya Kemitraan Islamiyah Jaya Wira T2 Sejahtera T1

Last Quarter

36

This Quarter

More Effective Decentralized Education Management and Governance

Figure 6: ICT Grant Disbursement vs. Obligated Amount by Date Awarded Disbursed

Obligated

100%

80%

60%

40%

Indo Komputer

PT Rekayasa Teknologi

PT Tridata Cakrawala

April 2007

May, 2007

May, 2007

June, 2007

PT ITS Kemitraan - T2 PT ITS Kemitraan - T1 PT Webmedia Internusa

YPK Amanah

April 2007

CV Cosmo Jaya

Turatea Computer Center

0%

Yayasan Tarbiyah Islamiyah CV Trisatya Pratama CV Almagada Jaya PT Indomaya Wira PT Indomaya Wira

20%

June, 6-Sep1313137-Jan- 4-Jan22232007 07 Nov-07 Nov-07 Nov-07 08 08 Feb-08 Feb-09

Procurements have been made by seven of the 14 grantees. As can be seen from Table 14 below, procurement realization amount can be lower or higher than procurement budget due to changes in currency rate or items’ price. When budgeting process took place, US currency rate at IDR 9,000 was used. While the procurement was carried out, at the same time the rate went up, resulting in higher procurement realization amount. On the other hand, procurement realization amount became lower when the price of equipment with similar specifications went down due to market conditions. Further, the ones for which procurement has not been completed is either in process or the grant does not entail procurement. Most of the procurement was carried out directly by DBE1, except for CV Cosmo Jaya - Klaten and PT Indomaya Karanganyar. These organizations were assessed to have the capacity to procure by themselves. Each grant proposal contains a number of milestones that must be achieved before a disbursement in the form of procured equipment or cash is made. Table 14: Grant Procurement Status Procurement No.

Grantee

DBE1 Grant/ Budget (Rp.)

Realization (Rp)

Status

Main Activities

a. ICT INNOVATIONS & EMG a.1.

Pangkajene Kepulauan, South Sulawesi - YPK Amanah

245,500,000

192,400,500

Completed

Access Point, IT Center, training

a.2.

Jeneponto, South Sulawesi - PT Turatea Computer Center

6,550,000

6,200,000

Completed

IT Center, training

a.3.

Karawang, West Java - CV Trisatya Pratama

141,482,576

150,263,650

Completed

MIS, IT Center, training

a.4.

Karanganyar, Central Java - PT Indomaya Wira

85,827,500

In Process

MIS, IT Center, training

More Effective Decentralized Education Management and Governance

37

Procurement No.

Grantee

DBE1 Grant/ Budget (Rp.)

Realization (Rp)

Status

Main Activities

Sejahtera [Tier-2] a.5.

Klaten, Central Java - CV Cosmo Jaya

185,280,000

a.6.

Surabaya, East Java - PT ITS Kemitraan [Tier-1]

No budget allocated

a.7.

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

166,146,600

a.8.

North Tapanuli, North Sumatra – PT Webmedia

111,540,000

In Process

Access Point, MIS, IT Center, training

No budget realized

No Procurement

Training

230,604,000

Completed

MIS, IT Center, training

b. EDUCATION HOTSPOT b.1.

Soppeng, South Sulawesi - Indo Komputer

6,520,000

7,600,000

Completed

eResources, training

b.2.

Sukabumi, West Java - Yayasan Tarbiyah Islamiah (YASTI)

36,957,900

37,430,000

Completed

Access Point, MIS, training

b.3.

Tuban, East Java PT Tridata Cakrawala

45,900,000

44,394,000

Completed

Access Point, MIS, training

b.4.

Enrekang, South Sulawesi - PT Rekayasa Teknologi Informasi (Rekti)

No budget allocated

No budget realized

No Procurement

eResources, training

b.5.

Tangerang, Banten CV Almagada Jaya

181,025,000

173,872,250

Partial Completion

Access Point, MIS, training

b.6.

Karanganyar, Central Java - PT Indomaya Wira Sejahtera

11,346,000

In Process

MIS, IT Center, training

Grand Total (Rp.)

1,222,075,576

1,125,217,900

Grand Total (USD=9,000 IDR)

136,008

125,025

During the quarter neither grantees nor DBE1 monitors reported major difficulties or obstacles in implementing the program. Anticipated Next Steps

38

•

Conduct special monitoring for grantees that has not shown significant progress

•

Review for completeness and compliance of general reporting requirements upon the receipt of each grantee progress report

•

Conduct ICT Grant Indicator Monitoring & Evaluation using developed ICT Grants Program Indicators and Customized Grantee Indicator Tracking Sheets. More Effective Decentralized Education Management and Governance

4.2. EMIS (Task 8) DBE1 carried out an assessment of MONE’s EMIS in the first year of the project. The report of the assessment was published in June 2007. Results were shared with MONE and other education stakeholders. In January 2006 DBE1 was mandated to carry out an assessment of ICT needs and potentials in Aceh. A feasibility study was carried out and reported in August 2007. In May 2008 we prepared a proposal to conduct a pilot project in Aceh based on the results of the feasibility study. The purpose of the pilot is to test use of ICT to improve data flow and reliability as part of improving MONE’s EMIS. In November 2008 the proposal was approved and joint team between PSP MONE and DBE1 was established. The team created a detailed workplan which has two main phases: Phase 1 organization, reaching and signing agreements, research on ICT options and planning; Phase 2 consists of implementation in the field, testing, monitoring and reporting (see Phase 2 details in Figure 7 below). Phase 1 activities were completed during the quarter and Phase 2 activities were begun. Table 15: Progress with EMIS Pilot Target Volume

Activity

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

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

Implement Work Plan Phase-2

Dec 09

Work Plan Phase-2 In process

Work Plan Phase-1 completed

Work Plan Phase-2 commenced

Procure equipment district, sub district and school

62 computers, 52 printers, 12 Smart Phones

June 09

In progress

In progress

Procurement completed

Train district, sub district, and schools

Train SDS++

Jul 09

Not yet

Not yet

SDS++ Developed

Evaluate and disseminate results for MONE policy on data flows

National workshop

Jan 10

Not yet

Not yet

Not yet

* SDS++ will include two additional features not currently included in the present SDS version: Monthly Report and school EMIS data forms (Lembar Individu (LI-SD of Padatiweb))

Figure 7: Phase 2 Implementation Activities

More Effective Decentralized Education Management and Governance

39

In third week of February 2009, joint team of PSP MONE and DBE1 along with USAID (Mimy Santika) visited Aceh to introduce the program. On February 18, 2009 a meeting was held with head of the provincial education office (Kepala Dinas Provinsi NAD). On February 19, the project was introduced to district officials and 12 schools that have been selected to participate in the project. On February 20, the introduction was made to Bupati Aceh Tengah, head of district education and religious affairs offices (Kepala Dinas Pendidikan and Kepala Kandepag), members of the district legislature (DPRD),other district officials and principals of 40 schools in the district that will participate in the project. The introduction was followed signing of an official agrement by the Bupati. During these introductions, the team described the plan for synchronization and data transfer mechanism as depicted in Figure 8. Figure 8: Synchronization and Data Transfer Mechanism

Synchronization

PC

PDA

Transfer

PDA

Synchronization

Printer

PC Sekolah/Madrasah

UPTD/KCD

DINAS

Anticipated Next Steps

40

•

Recruit consultants (STTA)

•

Implement Phase II Activity.

More Effective Decentralized Education Management and Governance

4.3 DBE Website15 (Task 8) DBE1 developed the website in the first few months of the project and has been maintaining and managing it since. DBE123 staff send information which is uploaded by the DBE1 website administrator. DBE1 also uploads various government documents related to decentralized basic education. Table 16: Progress in Managing the DBE Website Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Routine website upload DBE 123 reports, manuals/ materials, best practices, project data & government regulations

Routine

Quarterly

Ongoing

Ongoing

Ongoing

Monitor & report on usage/hits/materials downloaded

Routine

Quarterly

Ongoing

Ongoing

Ongoing

Activity

As of March 2009, the DBE website received 959,372 hits since the website was launched in 2005. This quarter total hits (139,982) is a little below last quarter’s total hits (140,534). DBE website hits have declined from 49,981 hits in January 2009 to 43,087 hits in March 2009 (see right side of Figure 9). This quarter’s weekly average hits is 9,999 with a hit spike in Feb 8 – Feb 22 period (18,234 hits) (see left side of Figure 9). Figure 9: Website Hits

During the quarter, DBE1 continued to upload information from DBE123 into various sections of the Website, primarily: News and Resource Materials. Annex 4 contains a list and description of uploaded information. The top ten requests for documents during the quarter were dominated with resource materials uploaded by DBE1 related 15

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

More Effective Decentralized Education Management and Governance

41

government legal documents which are ministerial decrees and government regulations. Also among the top ten downloads were DBE1 and DBE3 manuals (see Table 17 below). Table 17: Top 10 Requests for Documents during the Quarter Download

Resource Materials

Frequency

Date

Duration

Daily

Upload

since upload

Download

(mm-dd-yy)

date (days)

Frequency

Attachment for BSNP regulation No.No.984BSNP-XI-2007 regarding SOP for SMP, MTs, SMPLB, SMA, MA, SMALB, DAN SMK National Exam year 2007/2008

7316

27-Nov-07

483

15.15

National Education Minister Regulation number 34 year 2007 regarding National Exam Year 2007-2008

6253

27-Nov-07

483

12.95

Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan (DBE3 life skills communication training modules)

10801

31-Jul-06

960

11.25

National Education Minister Regulation number 12 year 2007 regarding School Supervisor Standard

3231

28-Apr-08

332

9.73

Law number 14 year 2005 regarding Teachers and University Lecturers

4591

15-Aug-07

585

7.85

Panduan Penghitungan Biaya Operasional Satuan Pendidikan dan Penyusunan Kebijakan (DRAFT-Agustus 2007) (DBE1 manual for calculate school operational costs)

3216

17-Dec-07

463

6.95

Letter of Directorate General of Basic Education Management No. 643/C/KU/2007 regarding Implementation Guidelines for 2007 Fiscal Year 2007 Specific Allocation Funds

4108

2-Aug-07

598

6.87

Forming Alliances (part of DBE1 school committee training package)

3697

17-Sep-07

553

6.69

Attachment for BSNP regulation No.9 No.983BSNP-XI-2007 regarding SOP for Integration of National Exam with UNTUS for SD, MI, and SDLB Education Year 2007-2008

3108

27-Nov-07

483

6.43

Republic of Indonesia Government Regulation number 32 year 2008 regarding Guideline for District Annual Budget (APBD) compilation Year 2009

1529

28-Jul-08

242

6.32

Anticipated Next Steps

42

•

Continuous improvement, maintenance, and update on website content.

•

Continuous update on Geographic Information System (GIS).

•

Event list improvement to display calendar activities filtered by province or by DBE components.

•

Add new feature called photo gallery to depict various DBE activities.

•

Add search engine facility to help website users retrieve information.

More Effective Decentralized Education Management and Governance

5. Public-Private Alliance (Task 9) Private Public Alliances (PPA) Program Goals •

Complete current PPAs (BP in W. Papua & ConocoPhilips in Yogya/Klaten)

5.1. BP Alliance – Papua Barat The DBE1 initiative in Papua Barat is progressing very slowly mainly because when we began the work in November, there were two Education Offices in Kabupaten Manokwari and Kabupaten Sorong Selatan. In Kabupaten Manokwari, the reorganization combining these two Education Offices into one took place in mid March, while in Kabupaten Sorong Selatan, it is still unknown when the reorganization will be completed. In Kota Sorong no work has been done because they already had a consultant working on preparing Renstra and data management. However; later in April, Kepala Dinas Pendidikan Kota Sorong changed her mind and stated that they actually need some support for Renstra. DBE1 plans to conduct District Education Profile Development Workshop in East Java next quarter for stakeholders from Kabupaten Manokwari, Kabupaten Sorong Selatan and Kota Sorong to participate in DBE1 training workshop. In January DBE1 received requests from Kabupaten Sorong and Kabupaten Manokwari for post earthquake assistance. With DBE1’s experience in Klaten and Yogyakarta and USAID approval, DBE1 is planning to help the districts on how to conduct rapid assessment and learn on how to build temporary school with community participation mechanism.

Table 18: Progress in Implementing BP PPA Activity

District Education Profile Development Workshop in East Java

Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

3 districts

June 09

In Process

-

Complete the workshop for 3 districts

2 districts

July 09

In Process

-

-

Field visit to Klaten/Yogya

to learn on disaster preparedness management

More Effective Decentralized Education Management and Governance

43

Facilitate district policy development

3 districts

August 09

In Process

-

-

Final reports

3

August 09

Not Yet

-

-

Final admin, accounting & close Papua office

1

August 09

Not Yet

-

-

During the quarter, DBE1 consultant activities include the following: • Work closely with the Planning Section of Dinas Pendidikan Manokwari and get the Individual School Reports for Primary Schools (2007) and for High Schools (2008). The data has been inputted in the DIPPS format. DBE1 helped the planning staff to prepare frequency tables from the report. •

Discuss with Dinas Pendidikan in Manokwari about the plan for preparing Renstra.

•

Draft the Situation Analysis of the Education situation in Manokwari. This will be a chapter in the forthcoming Renstra.

•

Collect Renstra documents from the Papua Province and Bintuni districts in order to compare data availability and analysis in a district not supported by DBE1.

•

Conduct in depth interviews with selected education stakeholders in Manokwari to get a qualitative information regarding education in Manokwari.

•

Prepare the district education profile development workshop in East Java.

•

Prepare field visit for Dinas Pendidikan Staff from Kabupaten Manokwari and Kabupaten Sorong to learn the post earthquake management in Klaten and Yogyakarta (Manokwari and Kabupaten Sorong are two earthquake prone area in Indonesia, while Klaten and Yogyakarta had a successful post earthquake management in 2006).

Anticipated Next Steps:

•

Conduct District Education Profile Development Workshop in East Java and assist districts to complete the profile as part of Renstra development process

•

Conduct field visit to Klaten and Yogyakarta on disaster preparedness management.

5.2. ConocoPhillips Alliance: Central Java and Yogyakarta School Reconstruction/Rehabilitation Process

In this quarter the reconstruction/rehabilitation process in 35 schools has been completed. Out of 35 schools, 25 were able to complete the project earlier than scheduled and build additional school facilities within the planned budget. On January 8 - 17, DBE2 implemented a series of meetings for principals and master teacher in Klaten and Yogyakarta designed to equip principals and teachers to take book grants being provided to the schools. After the training, DBE1 Yogyakarta Team

44

More Effective Decentralized Education Management and Governance

mentored schools in preparing a list of reading materials based upon the DBE2 book list. During the quarter total of 35 phase 3 grants (procurement of books and furniture) were approved and awarded by DBE1. Total value of Phase 3 Grants awarded was Rp. 1.138.800.000,-. Table 19: Progress in Implementing ConocoPhillips PPA Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Complete physical reconstruction Klaten/Yogya

35

Jan 09

Completed

35

-

Disburse grants for books and furniture Klaten/Yogya

35

Mar 09

Completed

35

-

Handover ceremony include manual of disaster reconstruction

1

Feb 09

Completed

1

-

Final admin, accounting & close Yogya office

1

Mar 09

Completed

1

-

Activity

Table 20: Grant Summary No

School

Grant Value

Activities

KABUPATEN KLATEN

SDN 01 Babadan 1

(Reconstruction Grant: 0209604-G-08-014)

SDN 01 Granting 2

(Rehabilitation Grant: 0209604-G-08-015)

Ph 1: Rp. 6.000.000,Ph 2: Rp. 647.976.000,Ph 3: Rp. 57.952.000,Total: Rp. 711.901.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 185.264.000,Ph 3: Rp. 33.525.000,Total: Rp. 224.789.000,-

SMP Muhammadiyah 8 Wedi 3

4

Ph 1: Rp. 6.000.000,Ph 2: Rp. 200.000.000,Ph 3: Rp. 37.300.000,-

(Rehabilitation Grant: 0209604-G-08-025)

Total: Rp. 243.300.000,-

SDN Tangkisan Pos

Ph 1: Rp. 6.000.000,-

ƒ Start: 29 April 2008 ƒ Finish: 25 October 2008 ƒ Reconstruction: 4 classrooms, teacher room, library, infirmary, warehouse, hall, 4 toilets; and rehabilitate: 2 classrooms & bicycles parking space ƒ Additional funds used to: paint state owned principal/teachers housing (rumah dinas), renovate school terrace and pave school yard ƒ Procure: a total of 546 books, 40 chairs, desks, drawers and boards ƒ Start: 5 May 2008 ƒ Finish: 13 September 2008 ƒ Rehabilitation: 4 classrooms, warehouse and 5 toilets ƒ No additional funds available ƒ Procure: a total of 428 books, 41 chairs, desks and drawers ƒ Start: 3 July 2008 ƒ Finish: 1 November 2008 ƒ Reconstruction: 9 classrooms, library, computer room, teacher & principal room, musholla, infirmary and vocational room ƒ Additional funds used to: renovate floor and structure, fix bicycles parking space and students toilets, and build teacher toilets ƒ Procure: a total of 359 books, 53 chairs, desks, drawers and whiteboards ƒ Start: 5 June 2008 ƒ Finish: 6 September 2008

More Effective Decentralized Education Management and Governance

45

No

School Reconstruction Grant: 0209604-G-08-026

Grant Value Ph 2: Rp. 249.133.000,Ph 3: Rp. 30.900.000,-

Activities ƒ Reconstruction: 3 classrooms and musholla ƒ No additional funds available ƒ Procure: a total of 359 books, 53 chairs, desks and drawers

Total: Rp. 286.033.000,-

SDN 01 Somopuro 5

(Reconstruction Grant: 0209604-G-08-027)

PKBM Marsudi Karya 6

(Reconstruction Grant: 0209604-G-08-029)

SDN 02 Demangan 7

(Reconstruction Grant: 0209604-G-08-030)

SDN 03 Palar 8

(Rehabilitation Grant: 0209604-G-08-031)

SDN 02 Mlese 9

(Rehabilitation Grant: 0209604-G-08-032)

MI Muhammadiyah Blanciran 10 (Rehabilitation Grant: 0209604-G-08-033)

SDN 02 Tanjung 11

46

(Rehabilitation Grant: 0209604-G-08-036)

Ph 1: Rp. 6.000.000,Ph 2: Rp. 257.471.000,Ph 3: Rp. 33.975.000,Total: Rp. 297.446.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 180.933.000,Ph 3: Rp. 32.150.000,Total: Rp. 219.083.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 229.709.000,Ph 3: Rp. 31.700.000,Total: Rp. 267.409.00,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 212.351.000,Ph 3: Rp. 31.700.000,Total: Rp. 267.409.000,Ph 1: Rp. 6.000.000,Ph 2: Rp. 200.000.000,Ph 3: Rp. 30.150.000,Total: Rp. 236.150.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 146.700.000,Ph 3: Rp. 21.350.000,Total: Rp. 174.050.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 173.425.000,Ph 3: Rp. 37.275.000,Total: Rp. 216.700.000,-

ƒ Start: 4 June 2008 ƒ Finish: 13 September 2008 ƒ Reconstruction: 2 classrooms, library, infirmary and musholla ƒ Additional funds used to: build school gate, school sign board and bicycles parking space, and pave school yard ƒ Procure: a total of 440 books, 46 chairs, desks, drawers and blackboards ƒ Start: 19 July 2008 ƒ Finish: 25 October 2008 ƒ Reconstruction: 2 classrooms and rehabilitate 3 toilets ƒ Additional funds used to: build foundation for future building expantion ƒ Procure: a total of 300 books, 42 chairs, desks, drawers and blackboards ƒ ƒ ƒ ƒ

Start: 10 July 2008 Finish: 28 November 2008 Reconstruction: 3 classrooms and 4 toilets Additional funds used to: paint other building (not covered in the original budget) and replace roof of state owned principal/teachers housing (rumah dinas) and bicycles parking space ƒ Procure: a total of 546 books, 43 chairs, desks, drawers and blackboards

ƒ ƒ ƒ ƒ ƒ

Start: 14 July 2008 Finish: 10 November 2009 Rehabilitation: 6 classrooms and 2 toilets No additional funds available Procure: a total of 460 books, 95 chairs, desks, drawers and blackboards

ƒ Start: 14 July 2008 ƒ Finish: 17 December 2008 ƒ Rehabilitation: 6 classrooms, office, kindergarten and 4 toilets ƒ No additional funds available ƒ Procure: a total of 447 books, 29 chairs, desks and drawers ƒ Start: 18 August 2008 ƒ Finish: 19 November 2008 ƒ Rehabilitation: 3 classrooms, infirmary, teachers room, musholla, canteen and reconstruction of toilet ƒ Additional funds used to: install ceramic on classrooms wall and buy furniture ƒ Procure: a total of 530 books, 29 chairs, desks and drawers ƒ Start: 15 July 2008 ƒ Finish: 6 December 2008 ƒ Rehabilitation: library, infirmary, laboratorium and reconstruction of 4 toilets ƒ Additional funds used to: increase the height of school fence and install school gate, paint classrooms and replace the ceramic floors

More Effective Decentralized Education Management and Governance

No

School

Grant Value

Activities (classrooms that were not covered in the original budget) ƒ Procure: a total of 587 books, 57 chairs, desks and drawers

SDN 01 Jambu Kidul 12

(Rehabilitation Grant: 0209604-G-08-037)

SDN 01 Karangnongko 13

(Rehabilitation Grant: 0209604-G-08-038)

SDN 02 Pokak 14

(Rehabilitation Grant: 0209604-G-08-041)

Ph 1: Rp. 6.000.000,Ph 2: Rp. 172.033.000,Ph 3: Rp. 20.675.000,Total: Rp. 198.708.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 145.086.000,Ph 3: Rp. 27.375.000,Total: Rp. 178.461.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 195.712.000,Ph 3: Rp. 30.050.000,Total: Rp. 231.762.000,-

SDN 02 Kanoman 15

(Rehabilitation Grant: 0209604-G-08-042)

SDN 01 Mandong 16

(Rehabilitation Grant: 0209604-G-08-043)

SDN 01 Jurangjero 17

(Rehabilitation Grant: 0209604-G-08-044)

Ph 1: Rp. 6.000.000,Ph 2: Rp 147.685.000,Ph 3: Rp. 27.750.000,Total: Rp. 181.435.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp 214.040.000,Ph 3: Rp. 36.675.000,Total: Rp. 256.715.000,Ph 1: Rp. 6.000.000,Ph 2: Rp. 220.000.000,Ph 3: Rp. 43.725.000,Total: Rp. 269.725.000,-

ƒ Start: 21 July 2008 ƒ Finish: 29 December 2008 ƒ Rehabilitation: 6 classrooms, library, infirmary, office, teachers room, 4 toilets & bicycles parking space ƒ No additional funds available ƒ Procure: a total of 409 books, 25 chairs, desks and drawers ƒ Start: 21 August 2008 ƒ Finish: 15 November 2008 ƒ Rehabilitation: 2 classrooms, teachers room and reconstruction of 2 toilets ƒ Additional funds used to: install new ceramic on school hall and bars of windows, replace roof and toliet doors ƒ Procure: a total of 534 books, 30 chairs, desks and drawers ƒ Start: 14 July 2008 ƒ Finish: 22 November 2008 ƒ Rehabilitation: 5 classrooms and construction of 1 new classrooms and 3 toilets ƒ Additional funds used to: fix state owned principal/teachers housing (rumah dinas), build septic tank, drainage, doors and classroom partition ƒ Procure: a total of 406 books, 33 chairs, desks and drawers ƒ Start: 12 August 2008 ƒ Finish: 13 December 2008 ƒ Rehabilitation: 3 classrooms and 2 toilet and construction of 2 new toilets ƒ Additional funds used to: pave school yard, paint and reinstall classrooms electricity ƒ Procure: a total of 436 books, 32 chairs, desks and drawers ƒ Start: 18 August 2008 ƒ Finish: 16 November 2008 ƒ Rehabilitation: 6 classrooms and teachers room and construction of 2 toilets ƒ Additional funds used to: build new toilets, fix school fence and buy furniture ƒ Procure: a total of 447 books, 51 chairs, desks, drawers and whiteboards ƒ ƒ ƒ ƒ ƒ

Start: 13 August 2008 Finish: 21November 2008 Rehabilitation: 6 classrooms and teachers room No additional funds available Procure: a total of 530 books, 65 chairs, desks, drawers and blackboards

Phase 1 Grants: Rp. 102.000.000,Phase 2 Grants: Rp. 3.777.518.000,Phase 3 Grants: Rp. 575.325.000,Total: Rp. 4.454.843.000,-

More Effective Decentralized Education Management and Governance

47

No

School

Grant Value

Activities

KABUPATEN BANTUL

MTs Al Falaah 1

(Rehabilitation Grant: 0209604-G-08-016)

MI Miftahul Ulum 2

(Reconstruction Grant: 0209604-G-08-017)

SMP PGRI 3

(Reconstruction Grant: 0209604-G-08-021)

MTs Hasyim Asy'ari 4

(Reconstruction Grant: 0209604-G-08-023)

MTsN Gondowulung 5

(Reconstruction Grant: 0209604-G-08-024)

PKBM Candirejo 6

(Reconstruction Grant: 0209604-G-08-028)

Ph 1: Rp. 6.000.000,Ph 2: Rp. 298.750.000,Ph 3: Rp. 40.125.000,Total: Rp. 344.875.000,Ph 1: Rp. 6.000.000,Ph 2: Rp. 589.286.000,Ph 3: Rp. 10.000.000,Total: Rp. 605.286.000,Ph 1: Rp. 6.000.000,Ph 2: Rp. 350.284.000,Ph 3: Rp. 28.000.000,Total: Rp. 384.284.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 350.000.000,Ph 3: Rp. 37.375.000,Total: Rp. 393.375.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 468.131.000,Ph 3: Rp. 30.000.000,Total: Rp. 504.131.000,Ph 1: Rp. 6.000.000,Ph 2: Rp. 120.279.000,Ph 3: Rp. 33.350.000,-

ƒ Start: 5 May 2008 ƒ Finish: 14 August 2008 ƒ Rehabilitation: 2 classrooms, teachers room and construction of classroom and 4 toilets ƒ Additional funds used to: build school fence ƒ Procure: a total of 319 books, 51 chairs, desks, drawers and blackboards ƒ Start: 7 May 2008 ƒ Finish: 9 November 2008 ƒ Reconstructon: 6 classrooms, teachers room, 2 toilets, bicyles parking space, fence and school yard paving ƒ Additional funds used to: build drilled well, install school terrace and buy furniture ƒ Procure: a total of 449 books ƒ ƒ ƒ ƒ

Start: 9 June 2008 Finish: 25 October 2008 Reconstruction: two floors classrooms Additional funds used to: build additional stairs, classroom partition, and buy furniture ƒ Procure: a total of 339 books, 21 chairs, desks and drawers ƒ Start: 27 July 2008 ƒ Finish: 10 January 2009 ƒ Reconstruction: 2 classrooms; rehabilitate 4 classrooms, laboratorium, library ƒ Additional funds used to: pave school yard and paint other classrooms (not included in the original budget) ƒ Procure: a total of 343 books, 109 chairs, desks and drawers

ƒ Start: 2 June 2008 ƒ Finish: 13 September 2008 ƒ Reconstruction: 3 classrooms and computer laboratorium ƒ No additional funds available ƒ Procure: a total of 318 books, 40 chairs and desks ƒ ƒ ƒ ƒ ƒ

Total: Rp. 159.629.000,-

Start: 28 July 2008 Finish: 29 November 2008 Reconstruction: classroom, office and 2 toilets No additional funds available Procure: a total of 414 books, 49 chairs, desks, drawers and whiteboard

Phase 1 Grants: Rp. 36.000.000,Phase 2 Grants: Rp. 2.176.730.000,Phase 3 Grants: Rp. 178.850.000,Total: Rp. 2.391.580.000,KOTA YOGYAKARTA SMPN 15 1

48

(Reconstruction Grant: 0209604-G-08-018)

Ph 1: Rp. 6.000.000,Ph 2: Rp. 201.838.000,Ph 3: Rp. 22.400.000,Total: Rp. 230.238.000,-

ƒ ƒ ƒ ƒ

Start: 26 May 2008 Finish: 6 September 2008 Reconstruction: language laboratorium Additional funds used to: install bars of windows and buy furniture ƒ Procure: a total of 299 books, 14 chairs, desks,

More Effective Decentralized Education Management and Governance

No

School

Grant Value

Activities drawers and whiteboards

SMP Pangudi Luhur 2 2

(Reconstruction Grant: 0209604-G-08-022)

Ph 1: Rp. 6.000.000,Ph 2: Rp. 300.921.000,Ph 3: Rp. 30.500.000,Total: Rp. 337.421.000,-

ƒ Start: 4 August 2008 ƒ Finish: 23 December 2008 ƒ Rehabilitation: classroom, library, teachers room and multi function room ƒ No additional funds available ƒ Procure: a total of 310 books, 19 chairs, desks, drawers and whiteboards Phase 1 Grants Rp. 12.000.000,Phase 2 Grants: Rp. 502.759.000,Phase 3 Grants: Rp. 52.900.000,Total: Rp. 567.659.000,-

KABUPATEN SLEMAN SD Muhammadiyah Tengahan 1 (Reconstruction Grant: 0209604-G-08-019)

SDN Kowangbinangun 2

(Rehabilitation Grant: 0209604-G-08-020)

MI Ma'arif Blendangan 3

(Rehabilitation Grant: 0209604-G-08-034)

SDN Nglahar 4

(Rehabilitation Grant: 0209604-G-08-035)

SDN Salakan Lor 5

6

(Rehabilitation Grant: 0209604-G-08-039)

SDN Potrojayan 2

Ph 1: Rp. 6.000.000,Ph 2: Rp. 274.504.000,Ph 3: Rp. 35.600.000,Total: Rp. 316.104.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 193.789.000,Ph 3: Rp. 39.150.000,Total: Rp. 238.939.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 152.043.000,Ph 3: Rp. 40.750.000,-

ƒ ƒ ƒ ƒ

Start: 4 August 2008 Finish: 5 December 2008 Reconstruction: two-stroy classrooms Additional funds used to: build additional two classrooms ƒ Procure: a total of 441 books, 47 chairs, desks, drawers and blackboards ƒ Start: 9 June 2008 ƒ Finish: 15 November 2008 ƒ Rehabilitation: 6 classrooms, teachers & administration room and 4 toilets ƒ Additional funds used to: fix school library, infirmary, state owned principal/teachers housing (rumah dinas), musholla, bicycles parking space, paint school gate and fence ƒ Procure: a total of 385 books, 74 chairs, desks and drawers ƒ ƒ ƒ ƒ ƒ

Total: Rp. 198.793.000,Ph 1: Rp. 6.000.000,Ph 2: Rp. 175.000.000,Ph 3: Rp. 33.750.000,Total: Rp. 214.750.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 168.436.000,Ph 3: Rp. 33.975.000,Total: Rp. 208.411.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 149.017.000,-

Start: 1 August 2008 Finish: 29 November 2008 Rehabilitation: 6 classrooms and teachers room Additional funds used to: fix school library floor Procure: a total of 600 books, 73 chairs, desks, drawers and whiteboards

ƒ ƒ ƒ ƒ

Start: 16 August 2008 Finish: 29 November 2008 Rehabilitation: 3 classrooms and 3 toilets Additional funds used to: rehabilitate other classrooms that was not included in the original budget (paint wall, install new floor and ceiling) ƒ Procure: a total of 464 books, 50 chairs, desks, and drawers ƒ Start: 7 July 2008 ƒ Finish: 27 September 2008 ƒ Rehabilitation: 3 classrooms and toilets for students ƒ Additional funds used to: paint other classrooms, fix state owned principal/teachers housing (rumah dinas), school library, warehouse and kitchen; and build connecting hall between classrooms and teachers room ƒ Procure: a total of 426 books, 44 chairs, desks, drawers and whiteboards ƒ Start: 14 July 2008 ƒ Finish: 25 October 2008

More Effective Decentralized Education Management and Governance

49

No

School (Rehabilitation Grant: 0209604-G-08-040)

Grant Value Ph 3: Rp. 28.700.000,Total: Rp. 183.717.000,-

PKBM Gita Lestari 7

(Rehabilitation Grant: 0209604-G-08-045)

SDN Kledokan 8

(Rehabilitation Grant: 0209604-G-08-046)

SD Muhammadiyah Ambarketawang 3 9 (Rehabilitation Grant: 0209604-G-08-047)

MI Al Huda 10

(Rehabilitation Grant: 0209604-G-08-048)

Ph 1: Rp. 6.000.000,Ph 2: Rp. 156.000.000,Ph 3: Rp. 26.450.000,Total: Rp. 188.450.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 226.960.000,Ph 3: Rp. 37.850.000,Total: Rp. 270.810.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 155.829.000,Ph 3: Rp. 29.750.000,Total: Rp. 191.579.000,-

Ph 1: Rp. 6.000.000,Ph 2: Rp. 159.135.000,Ph 3: Rp. 25.750.000,Total: Rp. 190.885.000,-

Activities ƒ Rehabilitation: 3 classrooms and construction of 2 toilets ƒ Additional funds used to: build bicycles parking space, warehouse and kitchen ƒ Procure: a total of 400 books, 43 chairs, desks and drawers ƒ ƒ ƒ ƒ ƒ

Start: 1 July 2008 Finish: 30 August 2008 Reconstruction: classroom and office Additional funds used to: build school back fence Procure: a total of 435 books, 27 chairs, desks, drawers and whiteboards

ƒ Start: 11 August 2008 ƒ Finish: 22 November 2008 ƒ Rehabilitation: 6 classrooms, teachers room and 5 toilets ƒ Additional funds used to: install new ceiling for terrace, build bicycles parking space, and buy furniture ƒ Procure: a total of 432 books, 50 chairs, desks and drawers ƒ Start: 1 July 2008 ƒ Finish: 22 November 2008 ƒ Rehabilitation: 5 classrooms, teachers room and 2 toilets ƒ No additional funds available ƒ Procure: a total of 394 books, 50 chairs, desks and blackboards ƒ Start: 4 August 2008 ƒ Finish: 22 November 2008 ƒ Rehabilitation: classroom, office, 3 toilets and construction of new library ƒ Additional funds used to: fix school library and musholla, install bars of windows and buy furniture ƒ Procure: a total of 463 books, 42 chairs, desks, drawers and whiteboards Phase 1 Grants: Rp. 60.000.000,Phase 2 Grants: Rp. 1.810.733.000,Phase 3 Grants: Rp. 331.725.000,Total: Rp. 2.202.458.000,-

Grand Total

50

Phase 1 Grants: Rp. 210.000.000,Phase 2 Grants: Rp. 8.267.740.000,Phase 3 Grants: Rp. 1.138.800.000,Total: Rp. 9.616.540.000,-

More Effective Decentralized Education Management and Governance

Teaching learning activities in the rehabilitated classroom, SD Muhammadiyah Ambarketawang 3, Sleman

Students enjoy the new reading materials in PKBM Marsudi Karya, Klaten

Handover Ceremony

On February 27, 2009, USAID/Indonesia Mission Director, Walter North, ConocoPhillips Indonesia President and General Manager, Jim W. Taylor, and BPMIGAS Chairman, R. Priyono, took part in ceremonies to officially “hand over” 35 schools to the local governments. The ceremonies were held in the Yogyakarta provincial education office (Kantor Dinas Pendidikan Pemuda dan Olahraga Provinsi DIY, Yogyakarta) and at one of the rehabilitation schools in Central Java (SDN 01 Babadan, Klaten). Representatives from the four local governments also attended the events. To symbolize the rebuilding process completion, DBE1 Chief of Party and district representatives signed an official “hand over” document (Berita Acara Serah Terima Gedung Sekolah/Madrasah. At SDN 01 Babadan, a School and Madrasah Reconstruction and Rehabilitation Manual was presented to the representatives of Ministry of Religious Affairs and Klaten District Education Office.

A plaque signing by USAID/Indonesia Mission Director, Walter North and ConocoPhillips Indonesia President and General Manager, Jim W. Taylor

DBE1 Chief of Party signed Berita Acara Serah Terima Gedung Sekolah/Madrasah

More Effective Decentralized Education Management and Governance

51

Closing of DBE1 Yogyakarta Office

On 31 March 2009, DBE1 Yogyakarta office was officially closed. DBE1 Jakarta Team supervised the closing process. Some of DBE1 Yogyakarta office furniture was donated to several schools: SDN Potrojayan, MI Al Huda, MI Blendangan and SD Muhammadiyah Tengahan.

SD Muhammadiyah Tengahan Principal received the donated DBE1 Yogyakarta office furniture

52

Students and teachers of SDN Potrojayan 2, Sleman, at the front of the rehabilitated school building

More Effective Decentralized Education Management and Governance

6. Dissemination and Sustainability DBE1’s core strategy is to develop a limited number of target schools and districts as exemplars of good practice in the hope that this is taken up and implemented (or ‘disseminated’) by districts and other agencies. It is further hoped that this process will influence government policy, creating a much wider impact. Both dissemination and sustainability are central to DBE1’s approach and have been integral to our planning and implementation throughout the project. Both are a major focus in the final eighteen months of project implementation. Sustainability is an essential element in good practice. Dissemination is at the heart of the project’s strategic approach. Dissemination occurs initially within target districts but is also supported at provincial and national level through (1) policy development and (2) building the capacity of service providers.

Dissemination and Sustainability Program Goals •

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

•

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

•

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

•

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

6.1. National Policy and Practice (Task 10) DBE1 continued to work closely with national counterparts throughout this quarter with the aim of mainstreaming the good practice developed through the project and influencing national policy and practice. A major achievement in this area this quarter was confirming the approval for all of DBE1’s school and community program materials from MONE’s Secretariat for School Based Management, located in the Directorate for Kindergarten and Elementary Schooling. This was confirmed in a workshop held for the purpose of reviewing the materials in Bandung in the last days of March. It was confirmed that, with a few minor alterations and some editing of format, all the materials will be published with formal introductory statements, signed by the Director of MONE’s Kindergarten and Elementary Schooling and also the Director of the basic education section of MORA, together with MONE, MORA and MENKOKESRA logos. These materials will be adopted by MONE as official materials for the implementation of school-based management in elementary schools More Effective Decentralized Education Management and Governance

53

and madrasah, whilst UNICEF-based materials on PAKEM have been adopted as official materials for teaching and learning. We plan to use the opportunity provided by upcoming provincial Best Practice Showcase workshops to be conducted jointly with DBE2 and DBE3 for officials from the Directorate to publicly endorse these materials. In addition, at the Bandung workshop in March, Bpk Ucu Sumarsana, a senior official in MONE, invited DBE1 to participate as a partner in a national seminar to be held by the Directorate for representatives of every province and district to discuss schoolbased curriculum and related topics. This invitation represents both an opportunity and a challenge for us. On the one hand we have been asked to present out school and community program as officially endorsed MONE materials in a single event to every district in the country. On the other, around two hours in a hall with over 1,500 participants only allows a brief introduction to the materials. A great deal of wellresourced and well-planned follow-up training and support is required if the materials are to be used effectively to improve the management and governance of schools. This issue will be a focus for further consultations in the coming quarter. What these events and opportunities demonstrate in a powerful way is the efficacy of the DBE1 approach to sustainability and dissemination of good practices. This approach is embedded in the belief which has underpinned our approach since the project commenced: that our task is to assist the Indonesian government and nongovernment stakeholders to better implement their own policy by collaboratively developing and piloting methodologies which build capacity and support good practice in target districts. This approach received significant support in the Bandung workshop from Bpk Ucu Sumarsana, who commented that there are four keys to ensuring successful implementation and dissemination of project methodologies: 1. The program must be aligned with government policy 2. The program must be adopted into the government bureaucracy 3. Both formal and informal networking is required. Working exclusively through a formal network is difficult. Meanwhile, informal networking is effective but if used exclusively, it scan make it difficult for programs to be institutionalized, especially if the informal contact person is no longer part of the system. 4. Be confident that the program, products and approach are good practice.16

16

Speaking at a DBE1 workshop held to plan for the integration of DBE1 materials and good practices into MONE policy and st practice held in Bandung on 1 April 2009, Bapak Ucu Sumarsana, Head of the Learning Division for the Directorate for Kindergarten and Elementary Schooling in MONE (Kasubdit Pembelajaran, Dir Pemb. TK dan SD), described the following keys for success of dissemination:

54

1.

Program diseminasi merupakan bagian dari kebijakan

2.

Program diseminasi masuk ke dalam birokrasi

3.

Network formal dan informal harus terjalin baik. Network formal saja akan sulit, sementara network informal saja akan sulit untuk diformalkan

4.

Kita harus yakin bahwa program diseminasi yang kita tawarkan ialah baik

More Effective Decentralized Education Management and Governance

Meanwhile, our approach to influencing national policy and institutionalizing materials and approaches developed to improve district level management and governance of basic education is taking a slightly different course. All DBE1 materials have been closely and explicitly aligned to national policy and regulations on district planning issued by MOHA as well as relevant policies from MONE, including national education standards. To support institutionalization of the approaches developed, DBE1 has been working closely with other donors. In this quarter, this has included joint activity with the World Bank, under the BEC-TF project. Discussions have also been held with AusAID in relation to use of DBE1 materials by the upcoming AusAID funded project, SEDIA in Aceh. Anticipated Next Steps

•

Continue to increase the frequency of visits by national counterparts to observe DBE1 activity and outcomes in the field.

•

Coordinate with DBE2 and DBE3 to hold provincial Best Practice Showcase workshops and include national stakeholders - particularly officials from MONE’s school-based management secretariat (Directorate for Kindergarten and Elementary Schooling)

•

Follow up on publishing all school-based management materials with the MONE secretariat for school-based management (Directorate for Kindergarten and Elementary Schooling)

•

Continue joint planning and activity with MONE, UNICEF, AusAID and the World Bank

6.2. Disseminating School-Based Management (Task 11)

Ice breaking exercise during Leadership Training for principals in Boyolali, Central Java

Schools in Luwu, South Sulawesi, took part in RKS/M training.

More Effective Decentralized Education Management and Governance

55

During this, the first quarter of the GOI financial year 2009, a number of districts implemented programs to disseminate DBE1 school-based management practices, particularly school development planning (RKS) in non-target schools. In some cases these were ongoing dissemination programs commenced in the previous year. Since funds for development are rarely disbursed until later in the year we did not expect to see significant dissemination taking place with APBD (district budget) funding in this quarter. However, dissemination is often funded by the schools themselves using central BOS funds or by other agencies. Whilst these localized and bottom-up dissemination programs are much harder to monitor and report than the district funded programs, nonetheless the data we have been able to collect shows that some Rp 300 million was allocated to non-APBD funded dissemination programs in target districts during this quarter. Table 21: Summary of Dissemination Programs to end of March 2009 Province

Number of districts

District (APBD) funds (Rp)

Number of Schools & Madrasah SD/ MI

SMP/ MTS

SMA/ MA

Total

Other funds (BOS, nongovernment foundations, MORA etc)

SD/ MI

SMP/ MTS

SMA/ MA

Total

Number of Programs disseminated

Number of Schools & Madrasah

2006 East Java South Sulawesi

2

0

51

0

0

51

0

6

0

0

6

2

1

129,000,000

12

0

0

12

0

0

0

0

0

1

Total 2006

3

129,000,000

63

0

0

63

0

6

0

0

6

3

0

0

0

0

0

0

0

0

0

0

0

0

4 2 3

487,000,000 0 150,000,000

58 40 104

0 0 0

0 0 0

58 40 104

3,000,000 17,500,000 22,500,000

30 5 50

0 0 0

0 0 0

30 5 50

2 1 2

6 2

500,000,000 436,000,000

383 16

0 0

0 0

383 16

100,000,000 24,000,000

758 61

0 0

0 0

758 61

6 2

2007 Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi

2

164,000,000

49

7

0

56

0

0

0

0

0

2

Total 2007

19

1,737,000,000

650

7

0

657

167,000,000

904

0

0

904

10

1

5,700,000

19

0

0

19

0

0

0

0

0

2

4

328,786,000 180,000,000 409,470,000

21 0 0

24 0 0

0 0 0

45 0 0

8,200,000 0 0

7 0 0

0 0 0

0 0 0

7 0 0

9

7 3

1,293,000,000 633,000,000

213 156

0 15

0 8

213 179

0 185,000,000

203 9

0 4

0 1

203 14

9 3

2008 Aceh North Sumatra Banten West Java Central Java East Java South Sulawesi

6

815,090,000

250

15

0

265

75,650,000

15

0

0

15

4

Total 2008

21

3,665,046,000

659

54

8

721

268,850,000

234

4

1

239

14

0

0

0

0

0

0

0

0

0

0

0

2009 Aceh

56

More Effective Decentralized Education Management and Governance

North Sumatra Banten West Java Central Java East Java South Sulawesi Total 2009 Grand Total

2

0 0 0

20 0 0

0 0 0

0 0 0

20 0 0

3,900,000 0 0

26 0 0

0 0 0

0 0 0

26 0 0

3 0 0

4 1

50,000,000 75,000,000

49 0

25 0

0 0

74 0

39,620,000 256,500,000

130 84

0 0

0 0

130 84

6 2

3

0

65

0

0

65

0

21

0

0

21

1

10

125,000,000

134

25

0

159

300,020,000

261

0

0

261

8

30

5,656,046,000

1,496

86

8

1,590

735,870,000

1,405

4

1

1,410

15 *

* Examples of programs in this context are RKS, SDS, School Committee Strengthening and Leadership training. As DBE1 continues to improve its data collection and reporting methods, details of program break down will be provided in the next quarter.

The table above shows the growth of commitment from districts and other agencies to dissemination over the last four years. In most cases district budgets (APBD) for development programs such as dissemination of DBE1 school-based management programs, are not released until the last few months of the year. This quarter has consequently seen a limited amount of activity. Dissemination programs have been conducted in ten districts. Table 22: Progress in Dissemination School Based Management Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

3,000 schools

Dec 09

3,000

395

250

Provide TOT, materials masters, supervision

50 districts

Dec 09

36

Ongoing

Ongoing

Workshops to promote replication for 2010

50

June 09

Not yet

Not yet

Not yet

20 days x 50

Dec 09

5 x 50

ongoing

ongoing

50 + districts

Jan 09

First draft to 49 districts

Manual approved by MONE conditional on agreed revisions to format

Complete publication

Activity

School based management programs disseminated

Conduct Pengawas Forums to include DF & replication facilitators Revise and distribute “Dissemination Manual for Districts” based on MONE inputs

As at the end of March 2009, some 3,000 schools and madrasah had participated in DBE1 replication or dissemination programs with a total budget from counterpart governments, schools and private agencies of rp 6.4 billion (approximately $585,000).17 Based on project data available at the end of the quarter, we project some 17

Note that this figure is slightly smaller than the previously reported figure of 3,205 schools, which included some DBE2 dissemination programs.

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12,000 persons have been trained in dissemination programs. Just under half of these schools have participated in programs funded independently of districts. These dissemination programs are supported in a limited way by DBE1 as part of the broader sustainability and dissemination strategy which is outlined in an Appendix to the Year 3-4 Workplan. In 2008, some limited funding was provided to selected districts as part of our overall transition strategy and to help guarantee quality and minimum standards in dissemination programs. This kind of funding has ceased in 2009. To support dissemination in 2009 DBE1 continues to provide the following: •

A monthly forum for district facilitators and school supervisors (pengawas) to maintain motivation and continually update skills and understandings within the group. Included are district facilitators working in dissemination programs

•

Advice and support in preparing district budgets and plans for dissemination.

Ultimately it is intended that good practices promoted by DBE1 will be implemented completely independently of DBE. Indeed this is beginning to occur in some cases. Table 23: Summary of Progress with Dissemination of School-Based Management in Non-Target Districts Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Revise marketing materials

1 set

April 09

Not yet

Completed

Publish

Conduct TOT at provincial level with province funding (East Java)

1 prov

Nov 08

1

Completed

Completed

Market program to provincial stakeholders in DBE123 workshops

7 prov

March 09

Initial planning completed

Joint DBE123 planning workshop conducted

Finalize planning, conduct first workshops

-

Sep 09

Not yet

Activity

Develop strategy with MONE, MORA & donors to market programs to nonDBE provinces & districts

During this quarter DBE1 continued to meet with other DBE components to develop a coordinated dissemination and sustainability strategy. Whilst each of the three DBEs is at a differing stage of implementation and each has its own particular approach to dissemination, a coordinated approach will greatly improve sustainability and success of dissemination efforts. This approach includes the joint planning of a series of major Best Practice Showcase workshops scheduled to take place in the coming quarter or early in the third quarter – depending on timing of external events, such as national school exams and the presidential elections. A series of planning meetings between COPs, PCs, national advisors, administration/finance officers and communications officers was held late in

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this quarter. A combined DBE123 meeting is planned for April 21st to plan the upcoming provincial best practice workshops. The meeting will involve all PCs, COPs and key members of national teams met in the DBE2 office, Jakarta. Anticipated Next Steps:

•

All school and community level program manuals and materials are being finalized to comply with MONE standards. In the next quarter the manual will all be published in final form and it is expected that the Director of Pembinaan TK-SD, MONE, will sign an introduction to the manuals along with the Director of Mappenda, MORA.

•

Consultations will continue with DBE3 to jointly prepare a final version of the Dissemination Manual for use in junior-secondary schools and madrasah.

•

Monthly forums for district facilitators (pengawas) will continue, with the aim of supporting both implementation of programs in target schools and dissemination to new schools. This will be further supported by school mentoring visits.

•

DBE1 will continue to collaborate with DBE2 and DBE3 in the coming quarter through the Dissemination & Sustainability Working Group to plan for a shared approach and joint provincial level workshops.

•

DBE1 will continue to dialogue with other donors and other assistance programs in basic education to develop enhanced understandings of good practice in dissemination and sustainability.

6.3. Documenting Good Practice (task 12) During this quarter, as described above, consultations were held with MONE and MORA to finalize all DBE1 materials to support school-based management. Work is under way to complete the required reformatting and these will be published with official endorsement in the next quarter. A comprehensive report on the development and institutionalization of materials to support good practice under DBE1 is being prepared and will be submitted to USAID in the next quarter. This report addresses a number of deliverables under the revised Task Order: Deliverable 12, 13 and 23. 18

18

The report, titled Good Practice & Dissemination: Implications for Sustainability, addresses the following three deliverables from the DBE1 Task Order concurrently:

Deliverable 12: Summary of materials on local government education planning, management and governance, as well as participatory community school management practices. The report will help DBE1 refines its dissemination strategy to meet efficient and effective dissemination of best practices. Deliverable 13: Document outcomes highlighting DBE1 best practices, how they were developed, tested, and the extent of successful dissemination. The report will inform MONE and MORA the implementation of national policy at the lower level (districts and schools) and the recommendations for national policy dialogues. Deliverable 23: Produce a periodic report describing the institutionalization and transfer of DBE1 products (training materials, manuals, reports regarding local government and school education planning, management, and governance, as well as community participation in management practices) to MONE and MORA.

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59

Also during this quarter, work has been undertaken to update the project website and ensure that all draft and final DBE1 materials to support good practice are published on the site. Previously only final and approved documents were published which meant that most manuals and training materials were not yet published as, under the process of continuous revision and improvement, few have been nominated as ‘final’ up until this point. A new updated set of joint DBE123 promotional materials has been prepared and will be published in the coming quarter once approval from USAID is obtained, ahead of the upcoming DBE123 provincial Best Practice Showcase workshops. Anticipated Next Steps:

•

Implement planned impact studies and conduct workshops with national counterparts to launch reports and discuss results

•

Continue to refine, complete and publish manuals and training modules in line with MONE formats and seek endorsement before final publication and national launching events.

•

Complete the process of updating the website to ensure that all materials are published in their latest form. Draft materials will appear with a disclaimer.

•

Publish combined DBE123 promotional materials.

•

Continue plans for producing a film to document and disseminate good practice in the 17th quarter.

6.4. Disseminating District Level Programs and Developing Service Providers (Task 13) Dissemination of district level programs has begun to take place over the last quarter. DBE1 district-level products and methodologies are becoming institutionalized in a number of contexts. For example in Boyolali District, Central Java, this quarter, the Head of the Education Office issued a technical directive (Petunjuk Teknis) to ensure that strategic planning for education is based on sound data and consultation with the community. The document makes clear links between various levels of planning in the district including school development planning (RKS and RKT) and district level strategic planning (Renstra). In a number of districts, the use of DBE1’s school unit cost analysis methodology (BOSP) is also becoming standard and is being used for calculating district budget requirements to enable schools to meet minimum standards without charging parents in contravention of ‘free schooling’ policies. The BOSP program has proven extremely popular with local district heads, legislature and administrations. For the first time it gives district managers and stakeholders an accurate assessment of the

The report reflects revisions to the Task Order as described in a Change Letter dated July 8, 2008 and draft revised SOW dated August 25 and October 21, 2008. DBE1 submitted reports on Deliverables 12 and 13 in 2007. The wording of the deliverables was altered slightly in the revised Task Order. Notwithstanding this, the current report addresses the period following that reported on in the previous reports for these deliverables: July 2007 to December 2008. Follow up reports are rd nd rd scheduled as follows: Deliverable 12 (3 report): April 2009, Deliverable 23 (2 report): June 2009 and Deliverable 13 (3 report): October 2009.

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cost of educating a child at each level in the system.19 This in turn enables them for the first time to accurately predict costs, calculate short-falls (the difference between the centrally allocated BOS funds and actual costs calculated by BOSP) and to formulate policy and allocate district budgets based on real needs. A joint DBE1-World Bank workshop was held in Surabaya on February 3-4 to plan for a capacity development training program in Nganjuk, East Java, using the DBE1 methodology. This was followed by workshops in which DBE1 staff provided inputs to the BEC project. Notwithstanding efforts to coordinate between DBE1 and the World Bank team, and due to the fact that different people are involved at district level, it appears that the draft Capacity Development Plans are not well aligned with the Renstra already prepared in these districts with support from DBE1. Ideally, the RPK and grant will support implementation of DBE1 renstra and possibly implementation and dissemination of school/community level programs within the district (RKS, SDS etc). It is therefore critical that coordination at national, province and district levels is prioritized. This is particularly important as the approach may be extended to include other districts and other DBE1 products, approaches and good practices for district management and governance, including renstra, SIPPK, AKPK, and BOSP. However there is no definite plan as yet. A number of universities are taking the role of service provider as reported in the second section of this report. At a workshop held in March in Bandung, the Indonesian Education University (UPI) indicated that it will use DBE1 materials in teacher training. The manuals for school development planning (RKS), leadership and school committees will be used to enable students to help schools implement schoolbased management during internships (KKN) in local schools in the final year of their degree program. Also the National University of Education in Semarang (UNES) in Central Java will use DBE1’s finance materials (BOSP and AKPK) as part of their Masters Program in Education Administration (S2). During this quarter, consultations and cooperation has continued with the World Bank to develop a shared approach to developing service providers. We have also engaged in a series of less formal consultations with other donors and development projects to share experience and develop common understandings of best practice in relation to supporting sustainability, dissemination and institutionalization of programs to improve the management and governance of basic education in Indonesia. This has included discussions with representatives of the UNICEF, Mainstreaming Good Practices in Basic Education Project (MGBEP), AusAID’s Learning Assistance Program for Islamic Schools (LAPIS) and the World Bank, Basic Education Capacity Trust Fund (BEC-TF). Consultations have also commenced with the new ADB-funded Madrasah Education Development Project (MEDP) and the upcoming AusAID-funded Support for Education Sector Development in Aceh (SEDIA) project. 19

Note that BOSP only calculated school operational costs – salary and non-salary – according to standards set by BSNP. It does not include the necessary investments at district level.

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Whilst these consultations and discussions occur at various levels and with varying degrees of formality and informality, they do support in a significant way the development of good practices in this area. In the coming period efforts to promote the dissemination of district level programs to non-target districts will include: •

Identifying and building the capacity of service providers who can act as consultants to districts to implement DBE1 programs to improve management and governance: particularly financial analysis, information based strategic planning (renstra).

•

Conducting province level workshops to enable districts to share and promote the process and outcomes of financial analysis, strategic planning (renstra) and improved management programs. These workshops will include participants from other districts, provinces, potential service providers, national stakeholders and where appropriate other donors.

•

Continuing to develop one district in each province as a ‘reference district’ where the complete suite of DBE1 district level programs has been successfully implemented. Reference districts will be supported to effectively manage visits and study tours from other districts and stakeholders.

Table 24: Summary of Progress with Dissemination of District Level Programs Target Volume

Target Date

Status at end of Quarter (cumulative)

Achievement this Quarter

Target next Quarter

Reach agreements with local governments to develop reference districts

7

Feb 09

Ongoing

Ongoing

Ongoing

All programs installed and operating

7

Sept 09

Not yet

Continue to develop core programs

Continue to develop core programs

Assist MONE identify, train & certify Service Providers (SP)

-

Jan 09

Not yet

Discussions with World Bank

Discussions with World Bank & MONE

Facilitate agreement USAID, MONE, World Bank & DBE1 to train SP for BEC

-

Jan 09

In process

As above

As above

Facilitate study visits to model districts for MONE & donors

-

June 09

Not yet

Not yet

Not yet

Facilitate setting certification standards with MONE

-

Feb 10

Not yet

Not yet

Not yet

Conduct on the job training for SP in DBE1 districts

-

Dec 09

In process

Commenced in Central and West Java

Develop similar programs where possible in other provinces

Activity

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Anticipated Next Steps:

•

DBE123 Best Practice Showcase workshops will be conducted at provincial level to enable districts to share and promote the outcomes of their work

•

Service Providers (SP) will be selected in all remaining districts next quarter.

6.5. Sustainability Many of the strategies being implemented to support dissemination also support sustainability of project outcomes. The broad approach in the final phase of project implementation is to deepen and strengthen the impact of programs at all levels by supporting districts and schools to implement plans and develop policies for ongoing improvement based on the experience and outcomes of financial analysis, educational data management and strategic planning. For the school-level programs this includes the monthly facilitator forums being held for school supervisors followed up with school visits to monitor and support implementation of school development plans (RKS). The monthly forums are designed to provide ongoing professional development and to keep the facilitators motivated to support implementation. Forums have been established and monthly activities conducted in all districts this quarter. Work will continue in the coming quarter to sharpen the focus of the meetings, making them responsive and needs-based according to local conditions. In many cases it appears likely that the forums will continue beyond the life of the project. In some districts existing organizational structures, such as supervisor associations, have been used as a basis for the forums to build sustainability. Schools have been assisted to develop annual work-plans and budgets based on the school development plans, thus institutionalizing and operationalizing the plans. For district level programs, sustainability of outcomes will be achieved in a similar way by supporting districts to develop annual work-plans and district budgets based on strategic plans and to support the development of policy informed by DBE1 supported analysis of educational finance and data management. Anticipated Next Steps:

•

Continue to provide monthly forums for facilitators and to support school visits for mentoring and supporting implementation of school-based management including RKS

•

Workshops to help districts develop annual work-plans and budgets to align with renstra are scheduled for May-July.

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Annex 1: Provincial Reports Aceh DBE1 activity

January – March 2009 School-level programs Schools in Aceh Tengah and Pidie districst completed their SDS workshop Attended by a total of 79 participants (M: 39, F:39,) principals who were relatively old had difficulties to use computer. However, the skill level of younger participants was much beter. Because most participants requested more time to learn to use computers and SDS, DBE1 Aceh plans to allocate more time for schools to finalize their reports. Some participants of these schools also expressed their hope for computer donations.

School Database System (SDS)

Strengthening School Committees

Meanwhile, in Aceh Besar, Pidie, and Bireun, SDS finalization process was completed. Throughout the process, DBE1 Aceh encountered some difficulties because some schools still did not have electricity, some only recorded their BOS activities for the past one year, 7 participating schools never had any training on BOS information management before, and some participants were different from those trained in the previous sessions. In addition, some principals were not transparent with school budget management. To overcome these challenges, DBE1 encouraged schools to approach Education Office and local governments so they could have electricity. To ensure that data was inputed correctly, DBE1 requested schools to complete BOS related information for the past two years and increased facilitation from District Facilitators.

Training of SD/MI committee in Grong grong cluster in Pidie was completed. Because most parents and school community members came from low to middle economy background, committee had problems to encourage involvement from parents and community members. In addition, currently there was very little attention given by education office to improve ccommittee capacity. To improve communication and coordination between committee, education office, and education council, DBE1 recommended committee to hold regular mettings with education council and encouraged more involvement from education office. District-level programs Governance

District Education Governance

64

DBE1 conducted Governance Focus Group Discussion in this quarter. Results could be seen in “Monitoring and Evaluation” below.

More Effective Decentralized Education Management and Governance

DBE1 activity

January – March 2009 District Education Planning (Renstra)

District Education Planning and Capacity Assessment

During public consultation in Aceh Besar, input from participants included the following: • Some of schools assets were not managed properly • Considering that there was high poverty level in Aceh Besar, district needed to have more middle vocational schools (Sekolah Menengah Kejuruan/SMK) • Considering psychological impact to children, current policy to have TK/SD and SD/SMP in one place needed to be reviewed • The importance to select principals to support improvement of school management and education quality • The need to improve teachers ability in teaching techniques and subjects • The need to implement reward and punishment to improve teachers discipline • The need to implement religious values and have mechanism to measure the implementation In Banda Aceh, renstra development was finalized while in Aceh Tengah, workshop 6 was held during this period. From these events, it was apparent that participants were very eager and stayed until late in the evening to complete the process. To familiarize participants with the required subjects, DBE1 encouraged them to hold discussions among themselves. DBE1 team members also guided participants through debates that were often lively and heated. This was because representatives from planning section had the tendency to limit budget allocation while others would like to see the budget increased for respective sectors. Team members would meet in the near future to find solution to this situation.

District Education Finance Analysis (Analisis Keuangan Pendidikan Kabupaten/Kota or AKPK) Workshop in Aceh Tengah, Banda Aceh, and Aceh Besar. Similar to other districts, required data was not available. Participants hoped that DEFA results would be used as input for stakeholders in making education-related decisions. Three teams plan to complete the process by July 2009. District Education Finance

School Unit Cost Analysis (Biaya Operasional Satuan Pendidikan/ BOSP) With completion of BOSP workshop in Aceh Tengah, the results were: District Aceh Tengah

SD (Rp.) 450,892

SMP (Rp.) 709,311

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SMA (Rp.) 769,002

SMK (Rp.) 3,366,284

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DBE1 activity

January – March 2009 Taking into consideration the 50% budget increase in BOS 2009 and using the assumption that Education Operational Grant (Bantuan Operasional Pendidikan/BOP) from District Government would stay the same, participants could proceed with calculation of required amount to minimize education budget gap for public schools. However, the same process could not be applied for madrasah since BOP was only allocated for public schools. This situation posed difficult position for the District Parliament because budget for 2009 had been approved already. District Parliament hoped that budget for madrasah could be allocated for the next year. To cover the budget gap for SMA and SMK, District Parliament suggested community to contribute more. The forum also agreed on the importance of schools to be transaprent in managing BOS as well as BOP funds. Dissemination

District Dissemination Activities

Supervisors and District Facilitators Forum

A total of 25 schools in Aceh Besar took part in RKS/M development process funded by the district. Most of these schools were damaged by the 2004 tsunami and already received financial assistance to rebuild the school building from other donor or NGOs. At the beginning, participants were not keen to take part in the training session because events were held by local education office and they were not familiar with DBE1 methods. To overcome this perception, District Coordinator and Facilitators took part in the process. In the near future, schools will be given additional time to gather data. The whole process will be facilitated by District Facilitators and Supervisors.

In this period, Supervisors and District Facilitators Forum was held in Aceh Besar and attended by 17 people (M:10, F:7.) At the beginning, many of the supervisors were not too familiar with schools plan and not interested to join the Forum activities. When they realized the importance of school planning, they were eager to learn more about the RKS development process. However, it was still rather difficult for DBE1 to change the mindset of some of the more senior participants. To learn more on facilitation, World Vision also took part in this Forum. ICT & Data Management

Data and Information Management

66

Presentation of EMIS Pilot Project to MONE Statistics and Information Center and Aceh Provincial Education Office. The meeting was held to provide information on EMIS Pilot Project to Aceh Provincial Education Office as well as obtain commitment from

More Effective Decentralized Education Management and Governance

DBE1 activity

January – March 2009 related stakeholders. Topics of discussion included the possibility of district government to use BOS to financially support school administrative staff in this program. Representative of the Education Office hoped that DBE1 program would support the Office’s mid-term plan for all schools to have their own lab. Signing of Memorandum of Understanding to implement EMIS Pilot Project in Pidie and Aceh Tengah. In Aceh Tengah, MoU signing was attended by Head of District, Head of District Parliament Education Committee, Head of Education Office, and Education Council. In Pidie, the event was attended by Head of Education Office, Education Council, and other representatives of the Education Office. Monitoring and Evaluation

Routine Monitoring

In this period, DBE1 Aceh conducted Focus Group Discussion for Good Governance Sektor Pendidikan. In general, Education Office response to DBE printed materials and NGOs/CSOs was positive, although there was no education-related NGO/CSO yet in Aceh Tengah. For district parliaments, the FGD found that most members were not conversant enough with indicators used to monitor education-related issues such as budget, program implementation, and results of national exams. Others more specific issues such as teachers distribution were not monitored at all. For Education Council, although membership comprised of those who have experience in the education sector, most of them still did not have clear understanding on the Council’s roles and functions.

Partnerships Meeting between Technical Team and Advisory Team of Aceh Besar.

Engaging District, Province Stakeholders

On January 9, DBE1 and 2 took part in a meeting with Technical Team and Supervisory Team of Aceh Besar at District’s Education Office. The meeting was held to provide information to stakeholders regarding latest progress of DBE 1 and 2 work in Aceh. In this meeting, representative of Aceh Besar government mentioned that head of districts were requested to delegate responsibilities for education at sub-district level to sub-district heads (camat.) Participants also requested DBE and Education Council to coordinate their activities to avoid work duplication at the schools. Meeting with Aceh Besar Education Office and World Vision. Results of the meeting were: •

World Vision will support Education Office to disseminate DBE1developed school development process in all of its schools.

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DBE1 activity

January – March 2009 • •

North Sumatra DBE1 activity

DBE1-trained District Facilitators and supervisors will facilitate the process. Dissemination will take place in three clusters and include 24 schools.

January – March 2009 School-level programs

School Planning for SD/MI From March 16 to 28, training and facilitation sessions were held for all Cohort 2 schools to develop their RKS/M in Tapanuli Utara, Dairi, and Tanjung Balai. Schools used data available from their SDS to support the conversion from RPS to RKS. School planning (RPS/RKS)

Similar training and facilitation session will be carried out for Tapanuli Selatan at the beginning of April 2009. School Planning for SMP/MTs Following up on RKT development process in the last quarter, District Facilitators and Coordinators assisted all SMP/MTs to complete their RKT in this period.

School Database System (SDS)

SDS training for all Cohort 2 schools has been completed. In this period, validation of SDS input was conducted. After training SD/MI committees in November on alternative funding methods and musrenbangdes, in this quarter DBE1 North Sumatra continued the effort by assisting those committees to prepare before taking part in the actual musrenbangdes.

Strengthening School Committees

Because most of community members were not familiar with musrenbang, in the past results of the musrenbang were never accommodated at the higher level. To overcome this, District Coordinators and Facilitators encouraged the community to be more involved. In some schools in Dairi, for example, District Coordinator and Facilitators supported the establishment of Tim Peduli Pendidikan which consisted of committee and community members. DC and DF then urged village and sub-district government to invite Tim Peduli Pendidikan to take part and provide input in the musrenbang meetings at village and sub-district levels. Overall, response of village government has been positive. In Tanjungbalai and Sibolga, for example, inputs from school committees were heard by

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DBE1 activity

January – March 2009 the musrenbangdes forum and will be brought to higher-level government for further consideration. District-level programs District Education Planning (Renstra) From February 24 to March 11, DBE1 North Sumatra worked together with Sibolga renstra development team to complete the district’s renstra document. At the end, the document included not only priority of programs and activities for 2009 to 2010 period, but also programs and activities plan for 2011-2015.

District Education Planning and Capacity Assessment

Final document was presented to Vice Head of Sibolga municipality on March 12. On behalf of the government of Sibolga, the Vice Head appreciated DBE1 and renstra development team efforts. He also mentioned that the document would be used to support Sibolga’s municipality plan for free education in the future. Meanwhile, renstra document development for Tanjungbalai and Tebing Tinggi and document finalization for Tapanuli Utara will be continued in the next quarter. Support to Renstra: SIPPK/Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (DPISS) SIPPK training was conducted for Deli Serdang, Tebing Tinggi, and Tanjungbalai teams. These training sessions aimed to improve participants’ capacity in entering and analyzing data. Participants also became more aware of the importance of data availability and validity to support education planning and policy making process. DBE1 will continue to facilitate the data entry process in each district. District Education Finance Analysis (Analisis Keuangan Pendidikan Kabupaten/Kota or AKPK) AKPK related activities in this quarter included public consultation and report finalization for Tapanuli Selatan and Sibolga. DBE1 also provided assistance to develop AKPK results for Tanjungbalai and Tebing Tinggi.

District Education Finance

During public consultation in Tapanuli Selatan, Vice Head of District realized that only 0.18% of total education budget was allocated for teaching/learning activities while most of the budget was used for infrastructure. The AKPK results will be used for Tapanuli Selatan education sector budget planning and allocation for 2010. Similar consultation also took place in Sibolga on February 5 and attended by representatives from Sibolga municipality office, from District Parliament, Head of Education Office, and others. As a result, participants realized that budget for education sector needed to be improved significantly, in particular for improving the quality of teaching and

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69

DBE1 activity

January – March 2009 learning. Representatives of DPRD also hoped that similar analysis could be conducted for other district unit (SKPD.) The report was presented to the Vice Head of Sibolga municipality. School Unit Cost Analysis (Biaya Operasi Satuan Pendidikan/BOSP) In this quarter, school unit cost analysis was carried out in Tanjungbalai and Tebing Tinggi. In Tanjungbalai, the process concluded on March 13 with public consultation session. Although representatives from Education Office or District Parliament were not able to attend the meeting, Head of Bappeda responded positively to the session. He stated that analysis would be very helpful when Tanjungbalai municipality implements its Free Education program in 2010. He also acknowledged that the municipality would need to find a way to cover the Rp. 6,2 billion gap between currently available education budget and actual need to fulfill the Free Education program. Public consultation was also held for stakeholders in Tebing Tinggi. Head of Tebing Tinggi Education Office mentioned that the analysis would be used as basis for education budget allocation for 2010. Analysis results for Tanjungbalai and Tebing Tinggi could be seen below: SD/MI (Rp.)

SMP/MTs (Rp.)

SMA/MA (Rp.)

Tanjungbalai

564,.624

818,580

1,160,859

Tebing Tinggi

546,176

822,840

923,229

Dissemination In this quarter, Sibolga and Binjai districts allocated budget from its 2009 APBD to support dissemination of DBE1 programs:

District Dissemination Activities

70

•

Sibolga: Rp. 87,672,000 for development of RKS/M in 15 public and private schools

•

Binjai: Rp. 184,000,000 to support committee and leadership training and RKS/M development process in 20 public and private schools.

In addition, 26 public and three private schools in Deli Serdang used their own funds to take part in school committee training from March 23 to 24. The schools allocated a total of Rp. 3,600,000 to support this activity.

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DBE1 activity

ICT/Hotspots and Grants

January – March 2009 ICT & Data Management

In this quarter, North Tapanuli grant proposal was approved by USAID. Subsequently, equipment bidding and vendor selection was carried out.

Monitoring and Evaluation

Routine Monitoring

The following monitoring and evaluation activities were carried out in North Sumatra in this period: • Measure 6 for Cohort 1 schools • Measure 3 for Cohort 2 schools • Measure 1 for schools in Cohort 1 and 2 districts that take place in dissemination • Measure 1 for schools that are closely located to Cohort 1 and 2 clusters • Impact study of DBE1 programs in Cohort 1 schools • Measure 1 for Cohort 1 and 2 SMP/MTs Measure 1 for GGSP for Cohort 1 dan 2 districts Partnerships District Coordination

Engaging District, Province stakeholders

Collaboration with DBE23

DBE1 met with Deli Serdang stakeholders (Education Office, Development and Planning Body, Office of Religious Affairs, Education Council, and Office of Deli Serdang district government) on January 28 to report progress of DBE1 work so far and assess stakeholders’ interest in DBE1 district level programs. Head of Education Office, on behalf of Head of District, responded positively.

On March 10, staff of Coordinating Ministry of People’s Welfare visited North Sumatra and met with representatives of North Sumatra Provincial Education Office. He also visited schools in Binjai (SMPN 6, MTsN Binjai, and SDN 023901) to see school activities directly. In SDN 023901, he was able to get first-hand information from the school’s principal, teachers, school committee members, supervisors, and Head of SubDistrict Education Office on impact of DBE l and 2 efforts so far. From March 16-20, USAID team visited Sibolga to see DBE123 programs implementation in the region. USAID team members met with stakeholders from school and district levels, District Facilitators, Master Teacher Trainers and District Trainers.

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71

West Java and Banten DBE1 activity

January – March 2009 School-level programs

District Facilitators Training

To support DBE1 effort to improve capacity of school committee, from March 11 to 13, District Facilitators were trained on topics such importance of transparency and accountability, understanding of committee roles and functions, as well as encouraging committees to be involved in alternative funding approaches.

Leadership Training

Leadership training on Module 2 for SD/MI principals in Subang was conducted on February 19 and Garut on March 10. Using this module, principals learned the skills to encourage others to be involved in school’s activities. Principals also learned to use programs in their school development plan (RKS) to improve parents, community, and others’ contribution to the school’s effort to improve education quality.

School Database System (SDS)

Training for schools in Indramayu was held throughout February 16 to 21. In Balongan cluster, although participants did not have any prior experience in using computers, they were very eager to learn SDS. After three days of training, they were able to operate the system well and produce the necessary reports. The Head of Sub-district Education Office expressed his hope that SDS could be disseminated to all schools in the cluster. Throughout January and February, SD/MI committee members in Subang, Bogor, and Karawang were trained on developing committee work plan and simple book keeping method. From these training sessions, it was expected that participants would be able to produce their school committee programs which were integrated with the school’s development plan.

Strengthening School Committees

Meanwhile, SD/MI committees from Tangerang, Karawang, Garut, Subang, and Indramayu were trained on participation in musrenbangdes. In general, committee members were eager to learn how to take part in musrenbangdes because many did not realize the functions of such forum. In one village in Subang, although the head of village realized that there was ADD budget available, implementation was poorly conducted due to lack of coordination between the local education office and sub-district/village government. He hoped that musrenbangdes could be the bridge between these institutions. District-level programs

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Governance Multi-stakeholder workshop was conducted for stakeholders in More Effective Decentralized Education Management and Governance

DBE1 activity

January – March 2009 Indramayu on March 24. As one of the workshop’s next steps, stakeholders (Education Office, principals of SD/MI, SMP/MTs, SMA/MA, Head of Sub-District Education Office, District Development Board, and Office of Religious Affairs) took part in SUCA exercise. Based on the SUCA results, stakeholders suggested that education budget deficit could be shared between district and provincial governments. In Garut, similar workshop was held from March 30 to 31. This was conducted to support Garut district government effort to implement its programs, especially those included in the district mid-term development plan (Rencana Pembangunan Jangka Menengah Daerah/RPJMD) and education office’s renstra. In this workshop, results of school unit cost analysis were discussed and provided to the district as reference for free education policy. The Garut Head of District requested Education Office to incorporate DBE1 programs into the district mid term development plan.

District Education Planning (Renstra) Karawang and Tangerang renstra development continued throughout January to March. It was expected that participants would be able to develop the education’s office strategic plan based on the current laws and regulations. District Education Planning and Capacity Assessment

District Education Finance

Support to Renstra: SIPPK/Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (DPISS) From January 14 to 15, DBE1 West Java/Banten assisted SIPPK team in Karawang to analyze its data and information, in particular for TK/RA, SMP/MTs and SMA/MA/SMK levels. Meanwhile, SD/MI data had been analyzed and was in the process of verification. As in other districts, data incompleteness hampered the team’s effort to conduct complete analysis. District Education Finance Analysis (Analisis Keuangan Pendidikan Kabupaten/Kota or AKPK) Workshops to analyze district’s education finance condition continued in Karawang and Tangerang in this reporting period. In Karawang, it was held in three sessions, January 14-15, January 28-29, and February 1112. During the session in February, it was expected that stakeholders would be able to finalize analysis of data and information. However, this could not be achieved because data was either incomplete or not available. Stakeholders were given additional time to complete their tasks. In Tangerang, second workshop was held from February 19 to 20. Participants were assisted to analyze allocation and usage of education

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DBE1 activity

January – March 2009 budget for all levels’ public and private schools. DEFA team members also learned to analyze allocation of Tangerang Budget to support education sector. School Unit Cost Analysis (Biaya Operasional Satuan Pendidikan/BOSP) DBE1 West Java and Banten assisted BOSP team in Indramayu to complete their analysis throughout this period. In February, the team members met to discuss the process. Indramayu Education Office decided to establish a special team to ensure that BOSP team members factor in cost of items in accordance the index stated in the 2009 Head of District decree. In March, work results of BOSP team members were presented to the stakeholders, including Head of District. BOSP results were the following:

Indramayu

SD/MI (Rp.) 575.266

SMP/MTs (Rp.) 862.849

SMA/MA (Rp.) 1.449.671

Based on this calculation, district would need more than Rp. 8 billion per month to cover the gap between actual and currently available education budget for SD, SMP, and SMA levels. Dissemination Forum activities were held in Tangerang, Cilegon, Karawang, Garut, Sukabumi, and Subang. Response was positive from district stakeholders and participants. In Cisolok sub-district, Sukabumi, for example, Head of Sub-District Education Office requested DBE1 support so that all supervisors in the sub-district could take part in the forum activities.

Supervisors and District Facilitator Forum

In Karawang, most of the forum’s time was allocated for supervisors to discuss BOS, its related issues and the importance of principals to be transparent in implementing the grants. This was because the forum was held at the same time when BOS 2009 was in the process of implementation in schools. Education Office of Karawang responded very positively to the forum activities and planned to involve all supervisors in the district. In Tangerang, supervisors learned the RKS/M development process by studying one school’s actual development plan thoroughly before discussing about the stages and information required for the whole process.

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January – March 2009 ICT & Data Management ICT Grant

ICT/Hotspots and Grants

Following grant activities in Sukabumi last quarter, in this period the grant consortium conducted internet introductory training for 300 SD/MI and SMP/MTs students. Most felt that the training was very informative. Sukabumi district government decided to allocate Rp. 224 million to renovate and improve the current internet room as well as to financially support similar training for more students in 2010. In Tangerang, grantees were in the process of completing Laboratory Data Center. For Karawang, DBE1 West Java and Banten continued to assist grantees so that the grant program could be launched soon. Monitoring and Evaluation In this quarter, the monitoring and evaluation activities that were conducted by DBE1 West Java/Banten were:

Monitoring and Evaluation

• • • •

Measure 1 for ICT grants implementation Measure 1 for GGSP for Cohort 1 and 2 district Measure 1 for schools in Cohort 1 and 2 districts that take place in dissemination Measure 1 for schools that are closely located to Cohort 1 and 2 clusters Partnerships

Engaging District, Province stakeholders

District Coordination With the recent changes in Garut District government personnel, DBE1 West Java and Banten team members met with the new Vice Head of District on February 12. In this meeting, the Vice Head mentioned further coordination would be made with District Head of Education to include DBE1 programs in the district mid term development plan (Rencana Pembangunan Jangka Menengah Daerah/RPJMD.) He also planned to visit one of DBE1 schools in the near future to see directly DBE1 programs implementation.

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DBE1 activity

January – March 2009 Stakeholder Engagement, collaboration with DBE23, meeting with other Donor Agency. On January 7, DBE123 met with representatives of Tangerang District Development Board (Bapeda) to provide information on programs’ latest progress.

Collaboration with DBE23

Informal meeting took place on February 23 when Coordinating Ministry for People’s Welfare Deputy Minister Bapak Fuad A. Hamied visited DBE123 office. DBE123 West Java and Banten presented progress of work so far, including dissemination of DBE123 programs. Bapak Fuad A. Hamied hoped that all DBE programs would be implemented in schools in West Java and Banten. Other

Other activities (not in Work Plan)

On January 13, taking place at Karawang Education Office, DBE12 representatives met with representatives of two Karawang’s references schools (SDN Nagasari 12 Karawang and SDN Percontohan Karawang Kulon.) This meeting was to follow up Karawang Head of District request for DBE12 to support these reference schools. In the near future, DBE12 would assist these reference schools to improve their management and governance as well as teaching and learning.

Central Java DBE1 activity

January – March 2009 School-level programs

SDS information of 97 participating schools were completed and uploaded to PDMS. There were a few schools which needed to finalize School Database their SDS because of incomplete information on BOS transactions. In general, the SDS finalization process went well, except for some schools System that had technical problems such as corrupt files or difficult access to computers.

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After completing the musrenbangdes training for all SD/MI committees in the last quarter, District Facilitators assisted school committee members to prepare for the actual musrenbagdes meetings scheduled to take place throughout January and February. Assistance included preparation of supporting information and approaching village personnel in charge of musrenbangdes to invite committee members to the meetings.

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DBE1 activity

January – March 2009 Some challenges faced by District Facilitators were: • • • • •

Difficulty to work together with village personnel because prior to this, committees were never involved in planning of or contributing to village activities. Schedule of musrenbangdes was often decided on short notice. Lack of existing musrenbangdes planning mechanism that include school committee. Some of school committee members were already busy with their own work or other schedule Each District Facilitators must facilitate the process in five villages, making focus and coordination difficult at times. District-level programs

Governance

District Education Governance

Workshop 1 was conducted in Blora, Grobogan, Demak, and Purworejo. It was expected that participants would have clear understanding on Education National Standard (Standar Nasional Pendidikan,) Education Minimum Standard (Standar Minimum Pendidikan,) and importance of stakeholders and community involvement on education planning, education finance, and governance. Participants of these workshops stated that they were interested in AKPK and Renstra programs as well. Because workshops participants had different levels of knowledge on education and its related issues, DBE1 Central Java set up many small group discussions to enable participants to learn from each other’s knowledge and view points.

District Education Planning (Renstra)

District Education Planning and Capacity Assessment

DBE1 Central Java continued to assist development of renstra document for Karanganyar, Jepara, Klaten, Kudus, Boyolali, and Purworejo. Karanganyar and Jepara already presented their respective document to stakeholders during public consultation sessions while Kudus and Boyolali were in the process of preparing for the public consultation meetings. For Klaten and Purworejo, because of team members busy schedule, no further development took place in February and March. To continue assisting these districts, DBE1 Central Java suggested to districts that work might have to be done in isolation with intensive coordination with respective District Coordinators.

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DBE1 activity

January – March 2009 Support to Renstra: SIPPK/Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (DPISS) DBE1 Central Java assisted SIPPK team members in Blora, Demak, and Grobogan in collecting and analyzing population and poverty data. Additional time needed to be allocated for the training because some members who were familiar with education issues did not have prior experience in using computers, and vice versa. It was rather difficult for SIPPK team members to collect SD/MI data because such data was collected at sub-district, not district level. Also, since population and poverty data was not managed by local education office, team members needed more time to gather data from other institutions.

District Education Finance Analysis (Analisis Keuangan Pendidikan Kabupaten/Kota or AKPK) Representatives of six districts met to complete their analysis. This arrangement enabled them to have discussions with each other and completed their work without any interruptions. DBE1 Advisor for Education Planning, Budget and Finance Specialist from Jakarta, East Java and West Java assisted the process as well. This approach was effective because participants were able to provide and obtain input with regards to district, provincial, and national budget as well as budget of Education Office and other offices. However, because participants needed other information as well, support such as Head of District decree to access such information would be necessary.

District Education Finance

School Unit Cost Analysis (Biaya Operasional Satuan Pendidikan/BOSP) In this period, Kudus, Jepara, and Purworejo completed their BOSP work and the results were: District Kudus Jepara Purworejo

SD/MI (Rp.) 483.372 451.648 436.928

SMP/MTs (Rp.) 767.699 759.610 792.161

SMA/MA (Rp.) 1.043.968 1.063.012 1.064.969

DBE1 Central Java learned from all nine districts that implementing BOSP results was the main challenge. Depending on the district’s financial condition, each district devised different ways to close the gap in the education sector. For Jepara, for example, Head of District agreed, after BOS, to shoulder the difference up to 90% and 85% for SD and SMP education budget, respectively. In Klaten, district government assumed that education budget for SD level was adequate while the district would cover up to 90% of budget difference for SMP level. In all districts, these BOSP results were used as basis to develop District or Head of Education decree on education.

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January – March 2009 Dissemination Continuing from last quarter, schools in the following districts took part in dissemination of DBE1 programs: • •

District Dissemination Activities

Jepara (Kota and Bangsri sub-districts) on RKS/M development process Boyolali (Teras, Simo, Andong sub-districts) on school committee capacity building

In addition, more schools in Boyolali, Kudus, and Karanganyar started to take part in RKS/M development process in this quarter: • • •

Boyolali (Ngemplak sub-district): 23 SDN on RKS/M. Funded by schools: Rp. 3,300,000. Kudus (nine sub-districts): 49 SD, 18 SMP, 7 MTs. Funded by APBD: Rp. 290 million. Karanganyar (Matesih, Jatiyoso, and Ngargoyoso sub-districts): 88 SD/MI. Funded by schools: Rp. 25,220,000.

In Kudus, District Facilitators had difficulties to carry out their tasks because schools were located far away from each other. In Jepara, the RKS/M development process had to be carried out mostly by principals because teachers were already too busy with other responsibilities. DBE1 districts in Central Java continued to carry out Supervisors Forum in this reporting period. Topics included team building, RKS/M and RKT/RKAS development process, leadership, improving capacity of school commiittee members, and review of rules and laws of education sector. In Boyolali and Grobogan, using the Forum, all heads of sub-district education office were invited to attend introductory session of DBE1 programs dissemination and to provide information regarding benefits of Forum activities. So far, response from supervisors was positive. However, in some instances, their busy work schedule prevented them from taking part completely in Forum’s activities. Also, some supervisors still had the inclination that participating in the Forum would add more work and responsibilities. In the mean time, some district education office were not too eager to take part in DBE1 programs dissemination. To overcome these, DBE1 Central Java continued to inform stakeholders on the importance of RKS/RKT and roles that supervisors could play to support education quality improvement in the region.

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DBE1 activity

January – March 2009 ICT & Data Management

Data and Information Management

ICT/Hotspots and Grants

PDMS All activities conducted in January to March period had been uploaded to PDMS.

Grantees in Karanganyar and Klaten completed procurement and installation of infrastructure in respective District Education Office, District Public Library, Office of Religious Affairs, and Sub-District Education Office. These grantees also received assistance to finalize their financial reports. In the mean time, DBE1 Central Java visited several of grants beneficiaries to directly see the current status of grants implementation. Monitoring and Evaluation • • • •

Routine Monitoring

• • • • • •

Measure 6 for Cohort 1 schools Measure 3 for Cohort 2 schools Measure 1 for schools in Cohort 1 and 2 districts that take place in dissemination Measure 1 for schools that are closely located to Cohort 1 and 2 clusters Impact study of DBE1 programs in Cohort 1 schools Impact study of education democracy in Boyolali and Karanganyar Monitoring activities for schools/madrasah that took part in musrenbangdes training Monitoring activities for ICT grants implementation in Klaten and Karanganyar Measure 1 for Cohort 1 and 2 SMP/MTs Measure 1 for GGSP for Cohort 1 dan 2 districts Public Private Alliance

Public Private Alliance

On February 27, USAID/Indonesia and ConocoPhillips Indonesia, as parts of Education Response Alliance, officially handed over 17 schools in Klaten to Klaten District Government. Participants of this ceremony included Head of BPMigas, representative of Central Java Province, Vice Head of Klaten District, USAID Mission Director, DBE1 Chief of Party, and others. Partnerships

Engaging District, Province stakeholders

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District Coordination To improve coordination among sub-district education office, State and District-Owned Business Unites, NGOs, and donor agencies, DBE1

More Effective Decentralized Education Management and Governance

DBE1 activity

January – March 2009 Central Java took part in a meeting with stakeholders of Boyolali district.

Provincial Coordination To support the Central Java province program on Nine-Year Compulsary Basic Education Program (Wajib Belajar Pendidikan Dasar 9 Tahun/Wajardikdas,) DBE1 Central Java met with District Secretary and Head of Central Java Education Office. In this meeting, DBE1 Central Java presented results of BOSP in the participating districts so far. As a result, Central Java provincial government would like DBE1 to conduct BOSP activity in 26 districts in the province. The meeting also aimed to obtain provincial government’s commitment to provide help for schools operational costs. Results?

EAST JAVA DBE1 activity

January – March 2009 School-level programs Leadership Training for SD/MI Principals. DBE1 conducted training for principals of schools in Bojonegoro on January 19 and Ngajuk on February 9. With the completion of these training sessions, all DBE1 SD/MI principals had been trained. Leadership Training for SMP/MTs Principals.

Leadership Training

Training for SMP/MTs principals from Pasuruan, Sidoarjo, Surabaya, and Mojokerto was held on March 18 in Mojokerto. Similar training was also carried out in Sampang for principals from Bangkalan and Sampang and in Ngajuk for those heads of schools from Nganjuk, Bojonegoro, and Tuban. These training sessions were also attended by District Facilitators for SMP/MTs programs. Participants were keen to take part in the training because they were able to evaluate their leadership skills, learn the importance of others’ participation in decision making process, as well as compare their experiences with other principals.

School Database System (SDS)

All of the 179 SD/MI in East Java already completed their SDS development process in this reporting period. Throughout the process, DBE1 East Java found that because some schools had to rent computers, their data and information became very vulnerable to computers and softwares viruses. As a result, some of these schools had to spend additional time to re-enter their data and informatio to SDS. On the other hand, because of SDS, schools were encouraged to continue

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DBE1 activity

January – March 2009 using computers to support their administrative activities. DBE1 East Java also found out that more than 50% of these schools posted their School Report Card in easy-to-reach places for parents and other community members to read.

Training for SD/MI committees After completing training on musrenbangdes during the last quarter, committees started to take part in actual musrenbangdes during this period. Although at the beginning the committee participation received a lot of resistance from other components of village or sub-district government, at the end of the forum, participants understood that education should not be managed by the education office only. Some participants also expressed their appreciation because now musrenbangdes could be used as alternative method for schools to encourage community involvement and financial support. Some of village’s contributions were: • • Strengthening School Committees

•

SDN Kajjan1, Bangkalan: the village contributed materials to build the school’s rest rooms. SDN 01-04 Dander, Bojonegoro: Head of the sub-district decided to allocate 10 to 20% of the Alokasi Dana Desa (Village Budguet Allocation) to support school activities. SDN Kedawung Kulon 1-3, Pasuruan: Village donated Rp. 1,000,000 for schools to buy teaching aids.

Training for SMP/MTs committees In this reporting period, prior to conducting committee training, DBE1 East Java carried out Training of Trainers for SMP/MTs district facilitators on introduction of committee roles and functions, capacity building for school committees and building effective working relations with education council and other related institutions. These district facilitators would then facilitate further training of school committee in his/her district. In Sampang, training was held on February 7. Attended by representatives of committees, principals, and teachers, one of the training results was participants plan to improve coordination with Sampang Education Council to support schools activities. Similar training sessions were also carried out in Surabaya on February 11 and in Mojokerto on February 12.

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January – March 2009 District-level programs Governance DBE1 East Java continued to assist Education Council of Pasuruan, Bojonegoro, Nganjuk and Bangkalan to improve their capacity. In Pasuruan, for example, on January 5, DBE1 East Java team trained Education Council members on various monitoring and evaluation instruments as well as rules and regulations related to monev. This training was based on results of monev activities conducted by Education Council in October 2008 where the outputs still needed to be improved greatly. It was hoped that, using this knowledge and skills, Education Council would be able to provide concise and useful recommendations to local education and religious affairs offices.

District Education Governance

Meanwhile, DBE1 East Java advocated Mojokerto and Sidoarjo districts to use the results of their work with DBE1, namely RKS, renstra SKPD, BOSP and AKPK results, as basis to establish education sector policy. In Mojokerto, to support RKS/M development activities, Education Office produced a circular letter requesting all schools in the municipality to develop their RKS/M. In Semanding and Jenu sub-districts in Tuban, similar letter was also written by respective Head of Sub-Division Educaiton Offices. On March 3, draft of District Regulation on Education (Ranperda) was presented to Head of Education Office of Bangkalan. With Bangkalan Education Council at the helm of the process, this draft was developed together with Education Office, Office of Religious Affairs, and local NGO. This draft would be brought to District Parliament during the next quarter for the parliament’s consideration. District Education Planning (Renstra)

District Education Planning and Capacity Assessment

Renstra teams from Pasuruan, Bangkalan, and Bojonegoro continued to develop their document in this quarter. Rather than conducting workshops for all participants at once, DBE1 East Java divided the three workshops into two separate sessions each. The first session was attended by half of the team members while the rest attended the second session. Further, the first session was conducted when data was available to be analyzed while the second session was to continue the analysis further. This was done because of team members’ busy schedule and to allow them to rotate participation among themselves. These sessions were attended by renstra team members from the three districts. With this arrangement, renstra teams were able to complete about 85% of their document. This approach also allowed team members to discuss with colleagues from other districts about the subject in great detail.

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DBE1 activity

January – March 2009 Districts response was very positive as well. In addition to the sessions held by DBE1, Pasuruan district team members used their own budget to hold additional internal sessions to complete their document. In Bangkalan, Education Office used renstra analysis and results as basis for district’s input for the National Gathering for Consultation (Rembuk Nasional) in Jakarta recently. Support to Renstra: SIPPK/Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (DPISS) Team members from Bangkalan, Pasuruan, and Bojonegoro continued to complete their SIPPK in this reporting period. Participants of this process agreed that SIPPK was an important tool to support district’s planning. However, team members also stated that they needed longer time than originally planned because often times the required data had to be obtained from other institutions. To input data into the system, most team members also needed longer time for data to be verified. As a result of this process, Renstra team from Bangkalan decided to start utilizing MONE’s PadatiWeb as source of information.

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

Bangkalan, Sidoarjo, Tuban, Mojokerto, Surabaya, Bojonegoro, Nganjuk, Pasuruan and Sampang already completed their analysis. School Unit Cost Analysis (Biaya Operasional Satuan Pendidikan/ BOSP) All districts have completed their school unit cost analysis during the last quarter. Dissemination

District Dissemination Activities

In this period, schools in Tuban, Mojokerto, Sidoarjo, and Nganjuk took part in RKS/M development process: • Tuban: 392 schools in 8 sub-districts. Budget: Rp. 265,500,000 (self funded) • Nganjuk: 349 schools in 11 sub-districts. Budget: Rp. 82,500,000 (self funded) • Mojokerto: 51 schools. Budget: Rp. 250,000,000 (APBD.) • Sidoarjo: 28 schools. Budget: 75,000,000 (APBD.) Meanwhile, leadership training was conducted for all MI and MTs principals in Pasuruan district. This total cost of the training, Rp. 75,000,000, was co-shared between Pasuruan Office of Religious Affairs (75%) and participants (25%.) The Pasuruan Office of Religious

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January – March 2009 Affairs plans to conduct committee training for all MI and MTs in the next quarter. ICT & Data Management

ICT/Hotspots and Grants

After obtaining the required equipment for grant implementation in Surabaya, lead grantee continued the process by training SD/MI teachers and representatives of Surabaya and sub-district education offices on digiSchool, Education Office Portal, and SMS management. Representatives of 13 DBE1 schools were very enthusiastic to learn about e-learning and digiSchool and, as of March, all schools already completed data entry process into the new system. Surabaya stakeholders’ reaction was also very positive. Encouraged by the implementation of this program, Head of Surabaya Education Office decided to reactivate the municipal’s Wide Area Network system. The Education Office also integrated the digiSchool system and information from the 13 schools into the municipal’s information on population, health, and poverty used to measure the achievement of Millennium Development Goals. Education Office would use this newly integrated structure to manage data for all schools in Surabaya. It is planned that digiSchool, Education Office portal, and SMS management will be launched on May 2 in conjunction with National Education Day. In Tuban, function of digital library was changed from supporting entity for sub-district education office to a district library. The Internet Café also continued to be in operation. With these new facilities, local students and community members have better access to internet and are able to learn to use computers and software such as Microsoft Office. Monitoring and Evaluation

Monitoring and Evaluation

The following Monitoring and Evaluation activities were conducted in East Java: • Measure 3 for Cohort 2 schools • Measure 1 for schools that are closely located to Cohort 1 and 2 clusters • Impact study of DBE1 programs in Cohort 1 schools • Monitoring activities for ICT grants implementation • Measure 1 for GGSP for Cohort 1 dan 2 districts Partnership

Collaboration with DBE23

DBE123 visited seven districts to provide information on dissemination. DBE123 East Java agreed to provide integrated support consisting of Facilitators and Master Teacher Trainer to districts.

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DBE1 activity

January – March 2009 Other

Other activities (not in Work Plan)

Capacity building for Supervisor Working Groups (Kelompok Kerja Pengawas Sekolah/KKPS) In Mojokerto and Sidoarjo, members of Supervisor Working Groups took part in training on RKS/M development process and techniques. These training sessions were held to prepare supervisors to support dissemination of DBE1 programs.

South Sulawesi DBE1 activity

January-March 2009 School-level programs In this period, SDS training continued in nine districts in South Sulawesi. At this time, DBE1 South Sulawesi also assisted SDS finalization process for schools in Luwu, Sidrap, Pinrang, and Makassar. As a result, out of 74 participating schools, 72 schools already completed their data in soft-copy format.

School Database System (SDS)

Strengthening School Committees

For schools that did not have computers, DBE1 helped them to take turn to use available machines. DBE1 also provided additional assistance to school representatives who were not able to attend the training sessions due to their busy work schedule. Although this approach took longer time than originally planned, these schools were able to complete their SDS.

Training for SD/MI committees After conducting training on musrenbangdes in seven districts last quarter, DBE1 continued the effort in Makassar and Pangkep. In addition to participants from schools, the training was also attended by heads of villages and sub-districts. From the heads of villages and sub-districts, committee members learned first-hand on musrenbangdes mechanism and other details such as words and terms to be used when requesting support. These village/sub-district representatives responded positively to the committees initiatives and invited them to take part in musrenbangdes meetings. In Sidrap, 5 people, including Head of SDN 8 Committee, took part in musrenbangdes of Rijangpittu village. During the Musrenbangdes meeting, the representatives from schools proposed for funding from the village to buy schools’ and classrooms furniture. This request, amounted to Rp. 24,750,000 was approved by the forum.

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DBE1 activity

January-March 2009 Training for SMP/MTs committees From February to March, DBE1 conducted training for 139 (M: 111, F:28) committee members from nine districts. Topic of training was introduction of committee’s roles and functions. District-level programs District Education Planning (Renstra)

District Education Planning and Capacity Assessment

Renstra workshop was carried out for Palopo, Luwu, Sidrap and Enrekang from January 6 to 9 in Parepare. In addition to renstra development team members, this event was attended by Head of Luwu and Sidrap Education Offices. The Vice Head of South Sulawesi Provincial Office also took part as one of the presenters. As follow up to this meeting, each districts continued with Focus Group Discussion and analysis of their SIPPK information. DBE1 had to provide additional facilitation sessions to these teams because they were not able to complete the tasks independently. This approach seemed to be working well with Luwu renstra team and will be used with other districts. District Education Finance Analysis (Analisis Keuangan Pendidikan Kabupaten/Kota or AKPK) With Makassar report completion in this quarter, districts that already finalized their reports were Jeneponto, Pangkep, Pinrang, Sidrap, Enrekang, and Makassar.

District Education Finance

For Palopo, Luwu, and Soppeng, team members were able to complete the initial draft. Although districts team members were able to get hold of district’s financial document, they were not able to complete the tasks within the allotted schedule because of actual delay of budget approval process. In Soppeng, for example, budget approval process was delayed for two months, from January to March 2009. This impacted districts ability to get the most updated data and information. In addition, provincial stakeholders still had the tendency to be secretive with their information. To overcome this, more cooperation and communication with provincial stakeholders is needed. School Unit Cost Analysis (Biaya Operasional Satuan Pendidikan/ BOSP) In Palopo, Luwu, and Enrekang, team members presented their analysis and work results in internal consultation sessions. In this occasion, other participants provided input and suggestions, in particular to find similar way to calculate cost of different components or activities. Results of initial analysis were:

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DBE1 activity

January-March 2009 Districts Palopo Luwu Enrekang

SD/MI (Rp.) 599.300 650.495 477.230

SMP/MTs (Rp.) 841.160 828.190 801.885

SMA/MA (Rp.) 1.755.975 1.247.350 1.715.095

Dissemination

District Dissemination Activities

The following schools took part in training to develop RKS/M: • Sidrap: 17 schools in Pitu Riawa sub-district • Pinrang: 20 schools in Patampanua sub-district • Luwu: 20 schools in Lamasi sub-district The main challenge that was faced by schools in these districts was lack of able supervisors to facilitate the RKS/M development process. DBE1 with districts plan to improve supervisors’ abilities through training in Supervisors and DF Forum.

Supervisors and District Facilitators Forum

Throughout January, Supervisors and District Facilitators Forum was carried out in nine districts and attended by total of 132 participants. During these meetings, supervisors learned training and facilitation techniques to support RKS/M development process and committee capacity building. The Forum also aimed to improve supervisors overall ability to support dissemination of DBE1 programs. Partnerships

Engaging District, Province Stakeholders

On February 10, DBE123 took part in preparatory meeting with District Development and Planning Board (Bappeda) and other international donors such as HKI, JICA, ILO, UNICEF, and AusAID. This activity was followed by another meeting on February 11 where the international donors met with Governor of South Sulawesi. This event was held to review current education programs as well as challenges of the education sector. DBE123 also took part in a follow up ”Education for All” workshop meeting on February 12 and 13. On February 19, DBE123 met with South Sulawesi Provincial Education Office and Education Quality Assurance Body (Lembaga Penjamin Mutu Pendidikan/LPMP.) In this meeting, Education Office explained that they would use DBE1 school committee training modules. As next step, on March 11, participants visited some schools supported by JICA and UNICEF to directly see those donors’ programs implementation. Others

Study on democratization

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To conduct study on democratization, Focus Group Discussion was held on January 9 in Soppeng and January 12 in Sidrap.

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Annex 2: Success Stories Community members of SDN12 Banda Aceh are not discouraged by limitations (Based on the report of Amma Malaputri, DBE1 Coordinator for Banda Aceh) Before July 2008, teaching and learning activities of SDN 12 was located at its usual address, Jalan Taman Makam Pahlawan Peuniti, Banda Aceh. However, since July 2008 until now, the school’s activities have been relocated to SDN 3 Peniti because, as one of Banda Aceh Municipality school-rebuilding grants recipients, the school’s class rooms and other facilities of SDN 12 are being rebuilt. Although SDN 12 community members are grateful that SDN 3 is nice enough to lend their class rooms, many of the teachers and students still feel out of place. Because of class room limitation, SDN 12 teaching and learning activities have to be conducted after those of SDN 3 are done in the afternoon. Also, not only SDN 12 principal, Bapak Ibrahim, and the teachers do not have their own room, they are not able to easily access the school’s documents because these files are kept at Bapak Ibrahim’s house.

H o w e v e r , Left: Bapak Ibrahim, Principal of SDN 12. Middle: Bapak Syarifuddin, District Facilitator of the

B school. Right: SDN 12 under construction. a pak Ibrahim and his colleagues are not discouraged by these limitations. When approached by Bapak Syarifuddin, DBE1-trained District Facilitator, for the school to update its school development plan into school yearly plan (Rencana Kerja Tahunan/RKT,) Bapak Ibrahim did not hesitate to join the process. He understands that RKT is necessary to guide school in its budget allocation and plans implementation for the next year. Although the team members had to develop the school’s RKT in a class room while the school was still in session and had no access to computer, they were determined to complete the process. Because of this RKT development activity, more team members realized that SDN 3 shuts off its electricity when its school session is over for the day, leaving students of SDN 12 to study in the dark. To overcome this situation, principal of SDN 3 and SDN 12 agreed to share the electricity bill so that children did not have to study in the dark anymore and RKT development process could still be continued until later in the evening.

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Currently, RKT of SDN 12 is completed. The principal, teachers, and other members of the school are looking forward to implementing the programs in the plan to complement the new building and facilities that they will also have in the near future. Congratulations to SDN 12 for their hard work!

Commitment of Sidrap District Government in South Sulawesi to support DBE1 programs. (based on report of Bapak Nursalam Sirajuddin, Community Participation Specialist of DBE1 South Sulawesi.) Although Sidrap joined DBE1 programs when it was selected as one of DBE1 Cohort 2 districts, level of involvement of district stakeholders and results of work have been significant. In many DBE1 activities, stakeholders from executive and legislative branches continue to take part while Head of Education Office is almost always a permanent fixture to DBE1 events. Their support to DBE1 programs could also be seen in the inclusion of dissemination of DBE1 programs in District Budget or Amendment of District Budget.

Head od Sidrap Education Office, Bapak Syahruddin HT (right) gave remaRKS/M during SMP/MTS committee training recently.

For dissemination of RKS/M development process, funded by District Annual Budget of rp. 150 million, 29 schools took part in the training sessions. For 2009, Sidrap district has allocated Rp. 490 million to support 30 additional schools to take part in RKS/M development and school committee training. District Education Office supports this endeavor with a circular letter for schools develop their own RKS/M because of the advantages that the planning document provides to schools and communities.

During the SMP/MTs committee workshop on February 19, Head of Education Office, Bapak Syahruddin HT, mentioned that DBE1 programs support schools and madrasah in their effort to improve their quality of management and governance. School committee members could learn more about their roles and functions and what they can do to improve quality of education in their schools. According to Bapak Syahruddin, with regards to Free Education, committee is not restricted to encourage community participation. Parents, community members and other institutions could still take part as long as their involvement is voluntary and not for items already allocated in BOS and Free Education Funds. District of Sidrap such positive responses to DBE1 programs personifies the stakeholders’ deep understanding and realization of the need to improve the quality of education at school and district level. Such understanding enables the district and its stakeholders to forge positive working relations with DBE1 and ability to support the implementation and sustainability of the latter’s programs to achieve the common goal of higher quality of basic education for students.

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Annex 3: Training for Project Beneficiaries In this January to March period, there was a total of 369 training sessions that DBE1 conducted. This number was an increase if compared to the number of training sessions in October to December period which was 346. (Please see Table 25 on Number of Training Activities below for more details.) In this period, a total of 1,067 people were trained in various DBE programs at both school and district levels. Of the total number, principals, teachers, and committee members constituted the highest group with 498 people while 267 representatives of district education offices and offices of religious affairs took part. (Table 26 below includes Summary of persons trained from January to March 2009.) Table 25: Number of training activities from October to December 2008 No 1 2 3 4 5 6 7

Province

Number of Training Activities Jan Feb March

Nanggroe Aceh Darussalam Sumatera Utara Banten Jawa Barat Jawa Tengah Jawa Timur Sulawesi Selatan Grand Total

Total

16

16

25

57

12 2 12 24 31 36 133

15 5 16 16 18 26 112

5 2 11 39 9 33 124

32 9 39 79 58 95 369

Table 26: Summary of persons trained from October to December 2008 No

Component

Male

Female

Total

1 2 3 4

District Facilitator School Principal/Vise School Committee School Teacher District Education Staf (MONE) MORA District Staf Local Government (Bappeda, Pemda, Other District Office) Parent (non School Committee) Education Board Supervisor Other Total

28 125 121 74

3 55 30 93

31 180 151 167

180

42

222

13

6

19

23

3

26

50

20

70

18 89 56 777

1 11 26 290

19 100 82 1,067

5 6 7 8 9 10 11

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As in previous quarterly reports, analysis of training beneficiaries was based on two categories, by institutions and activities (please see Table 27 and Table 28 below for break down information.) Analysis by institution indicates the number of actual people taking part in each DBE1 activity while analysis by activities is based on the type of activities (school or district levels) that these beneficiaries took part in. With DBE1 focus with activities at district level as well as to support dissemination in this quarter, table 27 below shows that the highest number of participants was from DBE1 training to develop renstra and to support District Facilitators Forum. For renstra development, 351 people took part while for District Facilitators Forum training sessions, there were 338 participants. Additionally, with many districts involved in training committee members of SMP and MTs, the number of committees trained in this level went up rather significantly from 55 people in the last quarter to 121 in this one. The tables below also show rather significant difference between number of female and male participants in DBE1 activities. At this stage, at nearly every level, the participation of men is greater than that of women. There are some exceptions to this. In some areas, such as Aceh, for example, there may be more women appointed as elementary school principals than men. However, for the most part the balance is strongly in favor of men. Whilst not exclusively the case, it tends to be men who sit in education commissions of local legislatures (DPRD), as Heads of Education Boards (Dewan Pendidikan), Heads of Education Offices, Regional Planning Boards (Bappeda), Religious Affairs Offices and sub-sections within those offices, plus school heads, school committee heads and so forth. Given this current reality, DBE1 is thus forced into the position of working with a greater number of men than women participants. In order to address this issue, we always include a gender focus in training and workshop activities. This includes overtly addressing gender issues to raise awareness and introduce strategies for gender mainstreaming in training and planning as well as employing strategies such as small group work to ensure that women participants participate fully in all events; that the voices of women are heard. Table 27: Analysis of training beneficiaries by Institutions20 Component

Male

Female

Total

34 34

16 16

50 50

DBE DBE1 MONE Kantor Cabang Dinas Kepala Bidang Kepala Dinas Kepala Seksi-KCD-UPTD Kepala Unit Staf

5 29 10 46 18 72 180

2 6 3 31 42

5 31 10 52 21 103 222

20

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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MORA Kepala Kantor Kepala Seksi Staf

1 2 10 13

2 4 6

1 4 14 19

School Committee Orang Tua Murid Tokoh Masyarakat Lainnya

83 19 19 121

29 1 30

112 20 19 151

Local Government Bapedda Dinas Terkait Kantor Pemda

11 10 2 23

3

3

14 10 2 26

-

1 1 2

1 1 2

74 125 4 203

93 55 6 154

167 180 10 357

28 5 89 122

3 1 11 15

31 6 100 137

18 11 50 2 81 777

1 1 20

19 12 70 2 103 1,067

Reconstruction Team PP-Komsek PP-TU School Guru Kepala sekolah Lainnya Service Provider District Facilitator Lainnya Pengawas Service User Dewan Pendidikan Media Orang Tua Murid Paguyuban Kelas Grand total

22 290

Table 28: Analysis of training beneficiaries by activities Activity Workshop #4

Male

Female

Total

25 25

7 7

32 32

58 15 73

8 2 10

66 17 83

15 15

8 8

23 23

19 47 40 17

6 8 14 7

25 55 54 24

GGSP Multi Stakeholder Ws.#1 Fasilitasi Dewan Pendidikan ICT Grants Procurement RENSTRA Pelatihan DPISS Pelatihan Renstra Pendampingan Entry Data Pendampingan Ws.#1

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Ws.#1 Analisis Layanan Ws.#2 Visi, Misi, Tata Nilai Ws.#3 Visi sp. Kegiatan Ws. Uji Publik

42 31 29 53 278

17 8 6 7 73

59 39 35 60 351

19 30 49

14 7 21

33 37 70

16 132 26 9 40 37 260

5 28 13 6 14 12 78

21 160 39 15 54 49 338

56 56

29 29

85 85

97 97

24 24

121 121

15 33 48

2 36 38

17 69 86

69 5

73 10

142 15

9

8

17

83

91

174

20 20

6 6

26 26

1,004

385

1,389

SUCA Workshop # 2 Presentasi Stakeholder FORUM DF Pendampingan 2 Pendampingan 3 Pendampingan 4 Pendampingan 6 Pendampingan 7 Pendampingan 8 SCHOOL COMMITTEE TRAINING (SD/MI) Musrenbang Desa SCHOOL COMMITTEE TRAINING (SMP/MTS) Peran & Fungsi DISSEMINATION PROGRAM RKS/M-Forum Fasilitator RKS/M-Pendampingan SDS SD/MI Workshop Tk. Gugus Pra Workshop SDS Pendampingan Finalisasi SDS (Pendampingan SDS I) OTHER DEFA Grand Total

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Annex 4: Documents uploaded in the website News update: DBE 2 prepares the implementation of Earthquake Preparedness Instructional DVD to DBE 2 schools’ Art Teachers in Nanggroe Aceh Darussalam March 18, 2010 Reading materials grant for 35 schools in Yogyakarta and Central Java March 18, 2009 Rebuilding of 35 Education Response Alliance (ERA) Schools Completed March 17, 2009 BOSP results adopted by District Government of Pinrang, South Sulawesi February 22, 2009 The Governor of South Sulawesi Draws Attention to the Anticipated DBE 2-UNM-PT. Telkom Distance Education Program February 20, 2009 Training on DBE3 Modules at SMPN 10 Binjai Barat February 18, 2009 DBE3 South Sulawesi Facilitating ICT Training February 2, 2009 DBE1 Central Java trained school and madrasah committee members on Musrenbangdes January 30, 2009 DBE 2 Eighth University Working Group Meeting January 20, 2009 Guru TK Berlomba Buat Alat Peraga Murah - DBE 2 Sulsel Gelar Pelatihan IAI January 9, 2009

Resource Materials update: Reconstruction and Rehabilitation Manual - Post Earthquake School and Madrasah using Community Participation Method published: March 20, 2009 Building Temporary School and Madrasah Manual published: March 20, 2009

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Bantuan Operasional Sekolah (BOS) 2009 Manual Book published: February 11, 2009 National Education Minister Regulation number 50 year 2007 regarding Education Management Standard by Local Government published: January 23, 2009

Top 10 downloaded documents: Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan (10801 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 (7316 downloads) National Education Minister Regulation number 34 year 2007 regarding National Exam Year 2007-2008 (6253 downloads) Law number 14 year 2005 regarding Teachers and University Lecturers (4591 downloads) Integrasi Kecakapan Hidup dalam Pembelajaran (4317 downloads) Letter of Directorate General of Basic Education Management No. 643/C/KU/2007 regarding Implementation Guidelines for 2007 Fiscal Year 2007 (4108 downloads) Specific Allocation Funds (3697 downloads) School Committee: Alliance (3392 downloads) School Committee: Simple Accounting Methods (3286 downloads)

Pengajaran Profesional dan Pembelajaran Bermakna (3231 downloads) National Education Minister Regulation number 12 year 2007 regarding School Supervisor Standard (3216 downloads)

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Annex 5: Abbreviations, Acronyms and Glossary Abbreviations & Acronyms ADD APBD APBN AusAID Balitbang Bappeda Bappenas BIA BOP BOS BOSP BP BRR BSNP CA CLCC COP CSO DAU DBE DBE1 DBE2 DBE3 DEFA DPISS DPRD DSC DTT EMIS ESP GDA GDP GGSP GOI IAPBE ICT

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

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ILO Jardiknas KADIN Kandepag

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

KKG KKRPS KTSP

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

LG LGSP LOE LPMP

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

98

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

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RKT

Rencana Kerja Tahunan [Annual Work Plan]

RKTL RPJMD

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

RPK RPPK

SMK SMP SNP

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

SOAG SPM STTA SUCA TraiNet UPTD USAID WIB

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

RPS RTI SBM SD SIMNUPTK

Glossary Badan Kepegawaian Daerah

District Personnel Board

Bupati

Head of a district

Departemen Agama

Ministry of Religious Affairs

Departemen Keuangan

Department of Finance

Departemen Pendidikan Nasional

Ministry of National Education

Dewan Perwakilan Rakyat Daerah

District Parliament (DPRD)

Dinas

Provincial, district, or city office with sectoral responsibility

Dinas Pendidikan dan Kebudayaan (Dinas P&K)

Provincial or district educational office

Gugus

School cluster

Kabupaten

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

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Kanwil Agama

Provincial Religious Affairs Office

Kecamatan

Sub-district

Kepala Dinas Pendidikan

Head of provincial or district education office

Kepala Sekolah

School principal

Komisi

Committee in national or local legislatures

Komite sekolah

School committee

Kota

City (administrative unit)

Madrasah Ibtidaiyah

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

Madrasah Tsanawiyah

Islamic junior secondary school (MT)

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

Coordinating Ministry for People’s Welfare

Pengawas

School inspector

Renstra Satuan Kerja Perangkat Daerah (Renstra SKPD)

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

Sekolah Dasar

primary school (SD)

Sekolah Menengah Pertama

junior secondary school (SMP)

Surat Keputusan

Decree/defining conditions, outcomes of a decision

Wali Kota

Mayor

Widyaiswara

Trainer

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