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More Effective Decentralized Education Management and Governance Quarterly Report No. 13

April 2008 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. 13 Contract 497-M-00-05-00029-00 April – June 2008

Prepared for USAID/Indonesia

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

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

Table of Contents page Table of Contents.................................................................................................................i Executive summary...........................................................................................................iii Ringkasan Eksekutif ..........................................................................................................x I. Status of Achieving Work Plan Targets .........................................................................1 II. Progress in implementing Tasks and Activities ........................................................6 1. District Selection ...................................................................................................................... 6 2. District Coordinators ................................................................................................................ 6 3. Decentralized Planning and Management of Education Services........................................... 7 4. Increased Community Participation in the Provision of Education: Leadership & School Committee Training..................................................................................................................... 19 5. Replication of school level programs ..................................................................................... 20 6. Data and Information Management ....................................................................................... 26 7. Information and Communication Technologies (ICT) ............................................................ 38 8. Public-Private Alliance ........................................................................................................... 43 9. Gender ................................................................................................................................... 43 10. Conflict ................................................................................................................................. 50

III. Training for Project Beneficiaries .............................................................................51 IV. Next Quarter Activities ...............................................................................................53 V. Monitoring and Evaluation ..........................................................................................57 VI. Collaboration with Government.................................................................................60 Annex 1: Provincial Reports............................................................................................62 Annex 2: Success Stories................................................................................................85 Annex 3: Analysis of Training Beneficiaries ..................................................................88 Annex 4: Materials Uploaded on Website during the Quarter......................................91 Annex 5: Abbreviations, Acronyms and Glossary ........................................................93

This report summarizes activities under U.S. Agency for International Development (USAID) Contract Number 497-M-00-05-00029-00 for the period April – June, 2008.

Executive summary During this quarter DBE1 consolidated programs in all areas. School development plans have been completed in all schools and updating is underway.1 Leadership training and school committee training materials are all complete and in the process of being implemented. Strong interest from national government has confirmed the DBE1 approach at the school and cluster level, at the same time as the majority of districts are strengthening their commitment to replicating these school-based management programs using their own funds. At the district level, strategic planning and education finance programs proceeded with many valuable lessons being learnt in the process. Notwithstanding the challenge of collecting accurate data, a number of districts have now completed the process and the outcomes are informing policy development. Now that governance sector mapping is complete, the data from this together with outcomes of financial analysis, district planning and school development planning are feeding into multi-stakeholder workshops and ongoing policy forums. The early results of this information-based policy development and planning approach are very promising. The DBE1 strategy for the future is being worked out in consultation with stakeholders and USAID. Based on the experience of this quarter and the recommendations of the Mid-Term Review, it is anticipated that DBE1 will continue to work closely with current target districts for the remainder of the project with the aim of (1) completing current programs, (2) supporting the implementation of strategic plans and policy developments, (3) consolidating the gains in the governance sector, (4) supporting the expansion and replication of school-level programs using district and other agency funds, and (5) taking the lessons learnt and data collected and analyzed and using this to inform policy at the provincial and national levels. School Development Plans (RKS) School development plans have now been completed and are being implemented in 1,270 target schools and madrasah from 50 districts in eight provinces. This includes 1,074 elementary schools (SD and MI) and 196 junior secondary schools (SMP and MTs).

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The completion of RKS development for the remaining 7 schools in Samalanga, Bireun District, was delayed pending appointment of a new DC. This has now taken place and the process will be completed in July.

Schools in Central and East Java are now completing the updating process in time for the new school year. In other provinces the updating will take place early in the next quarter. All junior-secondary schools plus those elementary schools which have completed updating now have school development plans (RKS) which are in line with the new regulations (Permendiknas 19/2007) and include an annual workplan (RKT) and budget (RKAS/M). A number of consultative meetings with other donors and with senior officials from MONE and MORA during this quarter confirmed the importance of aligning the DBE1 approach with these government regulations. The GOI has expressed strong support for the approach, and the response of districts to proposals for replication of the RKS program are testimony to this. Interestingly, the DBE1 model of school development planning is the only donor-funded approach that is currently fully aligned to government regulations. District Planning and Management Three districts have completed their medium-term education development plans (renstra) as at the end of this quarter. A further 21 districts are in the process of preparing their plans with intensive support from DBE1. Progress has been rather slower than expected, due mainly to a lack of data to support the planning process. The majority of districts routinely collect the data required by the MONE Center of Education Statistics but do not use this data for education management at the district level. The school data is aggregated at the subdistrict level which means it is not as useful for education planning at the district level. As DBE1 promotes information based planning with the school as the unit of analysis, a lot of work has been done to make the data sets ready for data analysis. Our recent work in developing a special application for the use of NUPTK data for human resource management confirms our experience in developing data sets for education planning. The districts are collecting a lot of data for use at the national level, but lack the capacity to use this data for education management at the district level. In addition to its prime purpose of supporting district education planning the renstra process is producing insights into trends, needs and issues which will be of great interest to policy makers at all levels, including the national level, when the process is complete. Some of the early findings are detailed in this report. Among others, it was observed that in general district performance in education has improved over the past years but serious disparities between areas and or schools continue to exist. Education Finance Progress in the completion of education finance analysis with the districts has been strong during this quarter. The three tools being applied all provide valuable input into the district planning process, supported by governance related forums: District

Education Finance Analysis (DEFA), School Unit Cost Analysis (SUCA) and BOS Impact Analysis (BIA).2 Three DEFA reports and six SUCA reports were completed during the reporting period. Another 15 DEFA are in different stages of development. Initial analysis results are provided in the body of this report. DEFA and SUCA results have been presented in a variety of governance events (multi-stakeholder workshops, district forums and DPRD conference). With the help of good presentations, participants had an excellent opportunity to deepen their understanding of how the education sector is funded, what the money is spent on and how much is spent on each level of education, which, in turn, has helped to substantially improve the quality of the discussions. For example, in districts and provinces with a policy of free-access to education, SUCA results have effectively helped to bring the policy discussion to a higher, better-informed level. SUCA provides detailed information on ‘how much it costs to operate a school’. As many people still think that the BOS program provides adequate funding for school operations, they do not see the need for additional financial support from either the parents, the district budget or from both. By deducting the BOS allocation from SUCA estimates, participants in the workshops became aware that there is still a gap between needs and funding. Now the discussion moved on to address the issue of how to close the gap. Local government officials, members of DPRD and education sector stakeholders have taken a great interest in SUCA results and expressed the view that the results have a very positive impact on the quality of education finance related policy discussions. BOS Impact Analysis (BIA) has now been conducted in two districts. BIA aims to assess whether the financial barriers to education have become lower after the introduction of the BOS program and what has been the impact of the BOS program on school funding. Due to difficulties in obtaining reliable data from the field, it has been decided to reorient the BIA program. The new focus will be on assessing how much parents spend on education, both to cover school cost and personal expenditure such as uniforms, transportation and notebooks. Further special attention will be given to identifying the need for financial assistance for children from very low income families to cover a part of personal expenditure. Good Governance Program Multi-stakeholder workshops were held in most districts this quarter, following the completing of sector mapping in the previous quarter. By the end of the quarter workshops had been conducted in North Sumatra, East Java, and South Sulawesi and three districts in Central Java. Preparation is underway for the workshops in West Java and Banten. 2

Whilst English terms are used throughout this document, Indonesian terms are used consistently when communicating with project partners in the districts and nationally.

In many cases these workshops offer the first opportunity for education-related stakeholders to get together to discuss education policy at district level. This usually includes representatives of the district parliament, education council, civil service organization and media. Representatives from education office and office of religious affairs often take part in these events as well. From school-level, participants usually consist of principals and school committee members. Provincelevel stakeholders are also often involved. Participation has been active and the discussion is often lively. Most of the workshops also lead to the establishment of ongoing education forums, which it is hoped will continue to support informed policy dialogue in the districts. Additional stakeholders such as school committee associations, teachers organizations, district development and planning boards have also become involved. The use of data and analysis generated through the district planning and finance programs described above to inform the discussions has been critical. Policy outcomes are already becoming apparent in many districts, some of which are described in this report. These include policy on student admissions, examinations, school development planning, targeting funding and teacher certification. In general, it may be said that the workshops and ongoing forums are succeeding in heightening awareness and informing the policy discussion, leading to stronger advocacy and better policy linked to quality improvement. A major event held in South Sulawesi this quarter, which will be replicated elsewhere in the country in the coming quarter was the district parliament conference. The conference, attended by representatives from nine district parliaments, was officially opened by South Sulawesi Governor. The Provincial Head of the Development and Planning Board (Bappeda) also took part as a key note speaker. A key issue discussed was the challenge of a free education policy which is planned for South Sulawesi. DBE1 also supported the development of district regulations on education (Rancangan Peraturan Daerah/Ranperda) in Sidoarjo, East Java, and Sibolga, North Sumatra this quarter. A Legal Policy Consultant has now been recruited to provide assistance to districts in the process of drafting education-related policies in the future. School Committee & Leadership Training The first round of training for school leadership has now been provided to school principals and supervisors in all elementary schools and madrasah in both Cohort 1 and Cohort 2 districts. This training has also been provided to junior secondary school principals in around half of the target districts. The second, follow-up oneday module has now been finalized and provided to principals of all target schools in Central Java. The module will be delivered in all remaining districts in the coming six month period.

DBE1 school committee training consists of a series of fourteen modules, designed to be implemented in five phases. This approach gives schools the opportunity to select the most relevant modules from a menu, following completion of standard introductory training. Training to strengthen the role of school committees has been provided in all elementary schools and madrasah. This program has not yet been introduced in junior secondary schools. It is intended to incorporate this training in a combined DBE1-3 approach to whole-school development for junior-secondary schools and madrasah currently under discussion. In Aceh, an approach to conducting transparent and democratic elections for school committees has been developed and trialed. As a result of this, a training module and set of guidelines has been added to the set of materials available. This is a valuable contribution as across the country the majority of school committees are not yet familiar with the government regulations (Kepmendiknas 044/U/2002) governing election of school committees. This increases the risk of collusion in financial management. Replication of good practice3 This quarter saw a major focus on replication of DBE1 school-based management programs in all districts. By the start of Year Three of project implementation, 27 of the 50 districts in Cohort 1 and 2 had implemented programs using DBE1 approaches, materials, trained facilitators and district funds. Most of these were in Cohort 1 as Cohort 2 districts were still completing first round training. Most of these initial replication efforts focus on school development planning (RPS or RKS) Early in this quarter DBE1 completed an extensive study to determine the level of success of these programs in achieving intended outcomes, and the factors associated with success and failure. Preliminary findings from this study are informing the development and implementation of policy on replication and are included in the report. Based on this input, a series of workshops was conducted in June to promote replication. The workshops were timed to fit the Indonesian district budgeting cycle with the aim of influencing the preparation of budgets for 2009 in a timely way, and at the same time improving the current round of replication programs being conducted in 2008. District teams reviewed progress and current plans for replication in their district in the light of the experience and survey findings - and prepared proposals for funding and managing an ongoing replication program in 2008 and 2009. In many cases, as a result of the workshop, it is hoped that additional district funding will be made available in 2008 from the mid-year budget review (perubahan APBD). 3

Note that the term ‘replication’ is used throughout this document and in other English language documents produced by DBE1, whilst the preferred term in Indonesian is now ‘diseminasi’.

The workshops also served to establish DBE1 standards for replication based on the results of the survey. DBE1 policy is now clear in that, whilst districts and other replicating agencies are free to determine how they will spend their own funds, where they hope to collaborate with DBE1 on replication programs the guidelines are now well established and well understood. Data and Information Management During this quarter DBE1, together with USAID, held a series of meetings with the MONE Education Statistic Center (PSP)4 and established a joint team for the preparation and implementation of a an pilot project to strengthen EMIS in Aceh. DBE1 also continued to develop and maintain the project web-site on behalf of DBE1, 2 and 3. Use of the site continued to increase over this quarter, with the most popular pages being still the resource section where visitors are able to download a range of documents including DBE1 manuals and relevant government decrees. The Project Data Management System (PDMS) and GIS software improvements were made during the quarter and district and school level data was updated. The PDMS now allows decision makers to view new features such as tracking DBE1 activity implementation which is updated two times per month directly by DBE1 provincial or district staff. During the quarter work continued on improving the School Database System (SDS) software. SDS activities also focused on carrying out provincial level TOT sessions. The TOT trained at least two persons from each district who will be facilitators for the schools. Those trained included DBE1 District Facilitators (mainly district education supervisors), district education office staff, and teachers who are skilled in computer data entry. Information and Communication Technology (ICT) Grants DBE1 has awarded 14 grants with a total value of $246,284. As of June 2008, $57,209 has been disbursed. The reminder is expected to be disbursed within the next six months. During the quarter a special monitoring program to measure grants program achievement was finalized. Because the DBE1 ICT grants program is unique in that it combines private sector with district government education entities, the results are expected to be of interest both in Indonesia as well as internationally. Therefore, a valid M&E program is required to document program implementation and achievements. Public-Private Alliances (PPA) DBE1 continues to support a number of public-private alliances. Following USAID approval in this quarter, planning work has recommenced on the BP Alliance 4

Pusat Statistik Pendidikan (Education Statistic Center)

program in Papua Barat. It is anticipated that activity will recommence in the next quarter with the appointment of a new Local Coordinator. A ceremony was held in June to mark the commencement of reconstruction supported by the Education Response Alliance between ConocoPhillips and USAID in 35 schools, madrasah and learning centers (Pusat Kegiatan Belajar Mengajar/PKBM) in Klaten, Bantul, Sleman, and Yogyakarta areas affected by earthquake in 2006. DBE1 presented the final version of the Reconstruction and Rehabilitation Manual for Earthquake Resistance Reconstruction of Educational Facilities using Community Participation Method to BP Migas in Yogyakarta in this quarter. The manual was finalized based on best practices and hands-on experience gained from the public-private alliances formed between DBE1 and BP Migas, Chevron, ConocoPhillips and District of Klaten, Sleman, Bantul and Yogyakarta.

Laporan ini menyajikan ringkasan kegiatan-kegiatan yang berlangsung di bawah U.S. Agency for International Development Aid (USAID) dengan Nomor Kontrak 497-M-00-05-00029-00 untuk periode April – Juni 2008.

Ringkasan Eksekutif Dalam periode ini, DBE1 terus memantapkan berbagai program dan kegiatan yang ada. Setelah menyelesaikan rencana pengembangan sekolah di semua sekolah, proses yang selanjutnya dilakukan adalah pemutakhiran5. Saat ini, materi pelatihan kepemimpinan dan komite sekolah telah selesai dipersiapkan dan saat ini dalam proses pelaksanaan. Adanya perhatian yang besar dari pemerintah tingkat nasional mengukuhkan pendekatan yang selama ini DBE1 lakukan di tingkat sekolah dan gugus. Pada saat yang bersamaan, sebagian besar kabupaten juga menegaskan komitmennya dalam mendiseminasikan manajemen berbasis sekolah dengan menggunakan dana mereka sendiri. Pada tingkat kabupaten, pelaksanaan kegiatan dalam pengembangan rencana strategis dan keuangan pendidikan terus berlanjut dan mendapatkan banyak pelajaran yang sangat berguna. Walaupun berbagai kabupaten mengalami kesulitan dalam mengumpulkan data yang akurat, beberapa kabupaten telah menyelesaikan proses ini dan hasil dari pengumpulan data tersebut digunakan sebagai masukan dalam mengembangkan kebijakan. Setelah selesainya proses pemetaan untuk sektor tata layanan, data yang terkumpul bersama dengan hasil analisis keuangan, perencanaan kabupaten dan rencana pengembangan sekolah, menjadi bahan masukan dalam lokakarya yang melibatkan berbagai pemangku kepentingan dan forum yang berkaitan dengan pengembangan kebijakan lainnya. Hasil permulaan dari usaha pengembangan kebijakan berdasarkan informasi yang ada menunjukkan hasil yang menjanjikan. Strategi dan rencana ke depan yang akan dilakukan oleh DBE1 saat ini sedang di lakukan melalui konsultasi dengan pemangku kepentingan dan USAID. Berdasarkan pengalaman yang didapat dalam periode ini dan rekomendasi yang diterima dari Kaji-ulang Tengah Masa (Mid Term Review/MTR,) DBE1 direcanakan untuk tetap bekerja sama dengan kabupaten yang ada sampai akhir proyek dengan tujuan: (1) menyelesaikan program yang ada saat ini, (2) mendukung pelaksanaan dari pengembangan rencana dan kebijakan strategis, (3) memperkuat hasil-hasil yang selama ini dicapai dalam sektor governance, (4) mendukung penyebarluasan dan diseminasi program tingkat sekolah dengan menggunakan dana dari kabupaten atau organisasi terkait lainnya, dan (5) menggunakan pelajaran yang

5

Penyelesaian RKS di tujuh sekolah di Samalanga, Kabupaten Bireun tertunda karena sebelum ini menunggu penunjukan distrik kordinator yang baru. Dengan adanya kordinator baru, proses penyelesaian RKS akan selesai dalam bulan Juli.

didapat dan analisis serta menggunakan informasi tersebut sebagai bahan masukan dalam pengembangan kebijakan pada tingkat provinsi dan nasional. Rencana Pengembangan Sekolah (RKS) Pengembangan rencana pengembangan sekolah telah selesai dan saat ini di laksanakan di 1,270 sekolah termasuk 1,074 sekolah tingkat dasar (SD dan MI) dan 196 sekolah tingkat menengah (SMP dan MTs) yang berada di 50 kabupaten di delapan provinsi. Saat ini, sekolah-sekolah di Jawa Tengah dan Jawa timur tengah menyelesaikan proses pemutakhiran RKS dan proses ini direncanakan akan selesai sebelum dimulainya tahun ajaran baru. Di provinsi lain, proses pemutakhiran akan berlangsung pada awal periode Juli – September. Seluruh sekolah tingkat dasar dan menengah yang telah menyelesaikan rencana pengembangan sekolah kini telah memiliki RKS yang sesuai dengan peraturan terbaru (Permendiknas 19/2007) dan juga menyertakan rencana kerja tahunan (RKT) dan rencana kerja anggaran sekolah/madrasah (RKAS/M.) Beberapa pertemuan dengan beberapa donor lainnya dan wakil senior dari Departemen Pendidikan Nasional dan Departemen Agama dalam triwulan ini juga mengkonfirmasikan pentingnya penyelarasan pendekatan yang dilakukan DBE1 terhadap peraturan pemerintah. Pemerintah Indonesia telah mengutarakan dukungan yang kuat terhadap pendekatan DBE1 dan baiknya tanggapan dari berbagai kabupaten terhadap proses diseminasi program RKS adalah salah satu bukti dari hal tersebut diatas. Satu hal menarik adalah model yang digunakan DBE1 dalam rencana pengembangan sekolah adalah satu-satunya model yang dikembangkan oleh lembaga donor yang mengacu secara keseluruhan terhadap peraturan pemerintah. Perencanaan dan Manajemen Kabupaten Tiga kabupaten telah menyelesaikan rencana strategis (renstra) jangka menengah dalam bidang pendidikan pada akhir triwulan ini. Sementara itu, 21 kabupaten lainnya sedang melaksanakan proses persiapan rencana strategisnya dengan mendapatkan asistensi penuh dari DBE1. Karena tidak lengkapnya data yang mampu mendukung proses perencanaan kebijakan pendidikan yang baik, kemajuan dari proses ini berjalan lebih lambat dari yang diharapkan. Sebagian besar kabupaten secara rutin mengumpulkan data yang diperlukan oleh Biro Pusat Statistik Departemen Pendidikan Nasional namun kabupaten-kabupaten tersebut tidak menggunakan data tersebut dalam perencanaan bidang pendidikan pada tingkatnya. Data dari berbagai sekolah diagregasikan pada tingkat kecamatan dan hal ini berarti data tersebut tidak berguna untuk perencanaan pendidikan tingkat kabupaten. Karena DBE1 juga menyebarluaskan teknik perencanaan yang berbasis informasi dengan menggunakan sekolah sebagai unit dari analisis, telah banyak usaha yang

dilakukan untuk menyiapkan data pendukung proses analisis tersebut. Usaha DBE1 baru-baru ini dalam mengembangkan aplikasi khusus dalam penggunaan data NUPTK untuk manajemen sumber daya manusia juga menambah pengalaman DBE1 dalam mengembangkan kumpulan data untuk perencanaan pendidikan. Saat ini, pihak kabupaten banyak mengumpulkan data yang kemudian digunakan di tingkat nasional, namun kapasitas kabupaten sendiri dalam menggunakan data tersebut untuk manajemen bidang pendidikan masih lemah Selain tujuan utama untuk mendukung perencanaan pendidikan tingkat kabupaten, proses pengembangan renstra juga menghasilkan berbagai analisis seperti trend, kebutuhan, dan hal-hal terkait lainnya yang menarik untuk para pengambil kebijakan di semua tingkat, termasuk tingkat nasional. Penemuan awal dari proses ini telah dicantumkan dalam laporan ini. Salah satu penemuan yang didapat adalah walaupun pada umumnya usaha kabupaten untuk memperbaiki pendidikan telah meningkat, namun hal ini belum merata. Perbedaan yang mencolok antara sekolahsekolah dan daerah-daerah tetap terjadi. Keuangan Pendidikan Proses penyelesaian analisis keuangan pendidikan yang dilakukan bersama dengan kabupaten berjalan dengan baik dalam triwulan ini. Tiga program yang digunakan dalam proses ini juga didukung oleh forum yang terkait dengan tata layanan, yaitu Analisis Keuangan Pendidikan Kabupaten (AKPK,) analisis Biaya Operasional Satuan Pendidikan (BOSP,) dan Analisis Dampak BOS (ADB.)6 Tiga laporan AKPK dan enam laporan BOSP telah diselesaikan dalam periode ini. Saat ini ada 15 kabupaten yang sedang menjalankan proses pengembangan AKPK. Analisis awal dari proses tersebut juga disertakan dalam laporan ini. Hasil AKPK dan BOSP telah dipresentasikan didalam berbagai kegiatan yang berhubungan dengan tata layanan (lokakarya berbagai pemangku kepentingan, forum tingkat kabupaten, dan konferensi DPRD.) Dengan bantuan pemaparan materi yang baik, peserta mendapatkan kesempatan untuk lebih mengerti mengenai pembiayaan pendidikan, di sektor mana saja pembelanjaan dana terjadi, dan jumlah dana yang dikeluarkan untuk setiap jenjang pendidikan. Secara jelas, masukan-masukan seperti ini meningkatkan mutu diskusi yang terjadi dalam kegiatan. Sebagai contoh, untuk kabupaten dan provinsi yang memiliki kebijakan akses gratis untuk pendidikan, hasil dari analisis BOSP membantu proses diskusi menjadi lebih memiliki basis informasi yang jelas. BOSP juga memberikan informasi yang lebih terperinci mengenai “berapa jumlah yang diperlukan untuk biaya operasional sekolah.” Walaupun banyak orang masih berfikiran bahwa program BOS memberikan bantuan keuangan yang cukup untuk biaya operasional sekolah, mereka tidak melihat kebutuhan biaya tambahan yang tetap ada dari pihak orang tua, dana kabupaten, maupun dari keduanya. Dengan menyimpulkan alokasi BOS 6

Walaupun istilah dalam bahasa Inggris digunakan dalam laporan ini, istilah yang sama dalam bahasa Indonesia yang digunakan pada saat berkomunikasi dengan partner proyek dalam tingkat kabupaten dan nasional.

dari perkiraan BOSP, peserta kegiatan menjadi lebih menyadari bahwa adanya kesenjangan diantara apa yang diperlukan sekolah dengan pembiayaan. Saat ini diskusi yang ada terfokus kepada bagaimana kesenjangan tersebut bisa diperkecil. Berbagai pejabat pemerintahan lokal, anggota DPRD, dan pemangku kepentingan bidang pendidikan memiliki perhatian yang tinggi terhadap hasil dari BOSP dan menyatakan bahwa proses ini memberikan hasil yang positif dalam memperbaiki mutu diskusi dalam rangka pengembangan kebijakan yang terkait dengan bidang keuangan pendidikan. Sampai saat ini, Analisa Dampak BOS (ADB) telah dilakukan di dua kabupaten, Pinrang dan Purworejo. ADB bertujuan untuk mengetahui apakah halangan keuangan dalam bidang pendidikan menjadi berkurang setelah adanya program BOS dan apakah akibat program BOS terhadap pembiayaan sekolah. Karena adanya kesulitan dalam mendapatkan data yang akurat dari lapangan, DBE1 memutuskan untuk mengubah orientasi dari program ini. Dengan adanya fokus yang baru, penilaian tingkat pengeluaran orangtua untuk pendidikan yang mencakup biaya sekolah dan biaya pribadi seperti seragam, transportasi, dan buku akan dilakukan. Perhatian lebih banyak juga diberikan dalam mengidentifikasi kebutuhan dalam bantuan keuangan bagi anak-anak dari latar belakang ekonomi lemah guna membantu mereka dalam membiayai sebagian biaya pribadinya. Program Tata Layanan Setelah selesainya proses pemetaan, lokakarya yang melibatkan berbagai pemangku kepentingan dilakukan di sebagian besar kabupaten dalam triwulan ini. Pada akhir dari periode ini, lokakarya tersebut telah dilakukan di Sumatera Utara, Jawa Timur, Sulawesi Selatan, dan tiga kabupaten di Jawa Tengah. Jawa Barat dan Banten saat ini tengah melakukan persiapan untuk lokakarya yang sama. Lokakarya ini memberikan kesempatan untuk pertama kalinya kepada berbagai pemangku kepentingan berkumpul dan berdiskusi mengenai kebijakan pendidikan di tingkat kabupaten. Sebagai hasilnya, partisipasi dan diskusi seringkali berlangsung secara aktif. Kegiatan biasanya mengikutsertakan perwakilan dari dewan perwakilan daerah, dinas pendidikan, organisasi masyarakat sipil, dan media. Perwakilan dari dinas pendidikan dan departemen agama juga seringkali mengikuti kegiatan ini. Dari tingkat sekolah, peserta terdiri dari kepala sekolah dan anggota komite sekolah. Pemangku kepentingan tingkat provinsi juga ikut serta. Sebagian besar dari lokakarya ini menghasilkan pembentukan forum pendidikan yang diharapkan dapat meneruskan dialog di antara pemangku kepentingan tingkat kabupaten. Pemangku kepentingan lain seperti asosiasi komite sekolah, organisasi guru, dan Bapedda juga terlibat dalam forum ini. Penggunaan data dan analisis yang dihasilkan melalui program perencanaan kabupaten dan keuangan kabupaten seperti yang telah disebutkan diatas telah menjadi masukan yang sangat penting dalam diskusi yang terjadi. Masukan dari diskusi-diskusi ini sudah mulai terlihat jelas dalam perencanaan bidang pendidikan di banyak kabupaten, termasuk perencanaan

kebijakan dalam penerimaan murid baru, ujian, pengembangan rencana sekolah, pembiayaan, dan sertifikasi guru. Pada umumnya, lokakarya dan forum yang ada berhasil meningkatkan kesadaran pemangku kepentingan dan memberikan masukan penting pada saat pembahasan kebijakan. Diharapkan hal ini terus memperkuat usaha perbaikan yang dilakukan dan menghasilkan kebijakan yang lebih baik dalam peningkatan mutu pendidikan. Konferensi DPRD telah dilakukan di Sulawesi Selatan dalam periode ini dan direncanakan akan di lakukan di provinsi lain. Konferensi yang diikuti oleh wakil dari sembilan dewan perwakilan, dibuka oleh Bupati Sulawesi Selatan. Selain itu, kepala Bappeda juga ambil bagian sebagai salah satu pembicara utama. Salah satu hal penting yang menjadi topik diskusi adalah tantangan yang dihadapi oleh pemerintah Sulawesi Selatan sehubungan dengan rencananya untuk melaksanakan program pendidikan bebas biaya. DBE1 juga mendukung pengembangan rancangan peraturan daerah (Ranperda) di Sidoarjo dan Sibolga. Konsultan yang mendalami kebijakan dan undang-undang saat ini telah ada. Konsultan ini akan memberikan bantuan dalam proses perencanaan kebijaksanaan yang berkaitan dengan pendidikan dalam waktu ke depan. Pelatihan Komite Sekolah dan Kepemimpinan Pelatihan Kepemimpinan putaran pertama telah dilakukan oleh semua kepala sekolah dan pengawas sekolah tingkat dasar di Kohort 1 dan 2. Pelatihan yang sama juga telah dilaksanakan untuk kepala sekolah tingkat menengah untuk sekitar setengah dari kabupaten mitra DBE1. Pelatihan putaran ke dua telah dilakukan di Jawa Tengah. Modul untuk provinsi lain akan di serahkan dalam waktu enam bulan ke depan. Pelatihan Komite Sekolah terdiri dari 14 modul yang pelaksanaannya dilakukan dalam 5 bagian. Pendekatan seperti ini memberikan kesempatan kepada sekolah untuk mengikuti pelatihan pembuka dan kemudian memilih bagian yang paling relevan dari pelatihan tersebut. Pelatihan untuk meningkatkan fungsi komite sekolah telah diberikan kepada seluruh sekolah tingkat dasar, namun belum untuk sekolah tingkat menegah. DBE1 berharap dapat menggabungkan pelatihan ini dengan pendekatan yang dilakukan oleh DBE3 dan ke dua pihak sedang dalam proses pembicaraan mengenai hal ini. Diseminasi praktik kegiatan yang layak untuk dicontoh 7 Dalam periode ini, dapat dilihat banyaknya keberlangsungan proses diseminasi program DBE1 di seluruh kabupaten mitra.

7

Istilah ‘replication’ digunakan dalam laporan ini dan dokumen DBE1 lain yang menggunakan bahasa Inggris. Istilah ‘diseminasi’ digunakan dalam dokumen DBE1 yang ditulis dalam bahasa Indonesia.

Pada awal tahun ke tiga implementasi proyek, 27 dari 50 kabupaten di Kohort 1 dan 2 telah menggunakan teknik pendekatan, materi, dan fasilitator yang dilatih oleh DBE1 dan menggunakan biaya dari kabupaten. Hal ini banyak berlangsung di Kohort 1 karena banyak sekolah di Kohort 2 yang masih menyelesaikan pelatihan putaran pertama. Sebagian besar diseminasi program DBE1 mencakup rencana pengembangan sekolah (RPS atau RKS.) Pada awal periode ini, DBE1 telah menyelesaikan kajian yang mendalam untuk menentukan tingkat kesuksesan dari berbagai program dalam mencapai berbagai hasil yang diinginkan dan faktor yang berhubungan dengan kesuksesan dan kegagalan tersebut. Hasil awal dari kajian ini menjadi masukan dari usaha pengembangan dan pelaksanaan kebijakan dalam proses diseminasi dan juga disertakan dalam laporan ini. Berdasarkan masukan ini, serangkaian lokakarya telah dilakukan pada bulan Juni untuk mempromosikan diseminasi. Lokakarya ini dilakukan bersamaan dengan waktu penentuan anggaran belanja daerah dengan tujuan memberikan masukan dalam proses penentuan anggaran tahun 2009 dan pada saat yang bersamaan memperbaiki program diseminasi yang sedang dilakukan dalam tahun 2008. Dengan adanya masukan dari kajian tersebut diatas, tim tingkat kabupaten melihat kembali perkembangannya dan rencana saat ini dalam upaya diseminasi pada tingkat kabupaten. Tim kabupaten juga menyiapkan proposal untuk pembiayaan dan manajemen untuk kegiatan replikasi yang sedang berlangsung untuk 2008 dan 2009. Dalam banyak hal, sebagai hasil dari lokakarya ini diharapkan akan lebih banyak kabupaten yang menyediakan dana pada saat merubah APBD tahun 2008. Lokakarya ini juga berfungsi sebagai penentuan standarad DBE1 dalam usaha diseminasi yang ada. Pada saat kabupaten dan institusi lain yang terlibat diseminasi dengan bebas dapat menentukan bagaimana mereka membelanjakan dana yang ada, acuan dan panduan untuk kerjasama dengan DBE1 dalam mendiseminasikan program telah jelas dan dimengerti dengan baik. Manajemen Data dan Informasi Dalam periode ini, DBE1 bersama dengan USAID, telah bertemu dengan anggota Pusat Statistik Pendidikan Departemen Pendidikan Nasional8 dan membentuk tim gabungan dalam usaha persiapan dan pelaksanaan pilot proyek peningkatan EMIS di Aceh. Bersama-sama dengan DBE2 dan 3, DBE1 tetap menjalankan dan memutakhirkan situs. Sampai saat ini, angka penggunaan situs terus meningkat dan materi DBE1 yang paling banyak diunduh adalah yang berisikan panduan dan peraturan pemerintah yang terkait pendidikan. Dalam periode ini, pengembangan dilakukan dalam PDMS (Project Data Management System dan GIS (Geographical Information System). Data mengenai 8

MONE Education Statistic Center

kabupaten dan sekolah juga terus diperbaharui. PDMS saat ini telah memiliki fitur baru yang memberikan akses kepada pengambil kepentingan untuk memantau pelaksanaan berbagai kegiatan DBE1. Informasi dalam fitur ini diperbaharui dua kali dalam sebulan secara langsung oleh staff DBE1 tingkat kabupaten dan provinsi. Perbaikan juga terus dilakukan untuk Sistem Database Sekolah (SDS.) Kegiatan SDS dalam periode ini terfokus kepada pelaksanaan pelatihan untuk pelatih tingkat provinsi. Pelatihan ini mengikutsertakan paling sedikit dua orang dari setiap kabupaten yang diharapkan akan menjadi fasilitator kegiatan pada tingkat sekolah. Mereka yang dilatih untuk SDS juga termasuk fasilitator kabupaten DBE1 (sebagian besar adalah pengawas,) wakil dari dinas pendidikan kabupaten, dan para guru yang memiliki kemampuan data-entry. Hibah Teknologi Informasi dan Komunikasi DBE1 telah menyerahkan 14 hibah dengan jumlah total sebesar $246,284. Sampai dengan bulan Juni, $57,209 telah diserahkan kepada penerima hibah. Jumlah selebihnya akan diserahkan dalam waktu enam bulan ke depan. Dalam periode ini, suatu program monitoring untuk mengukur pencapaian program hibah selama ini telah diselesaikan. Karena program hibah TIK yang dilakukan oleh DBE1 adalah unik dan menggabungkan sektor swasta dengan pihak dinas pendidikan tingkat kabupaten, hasil yang diharapkan akan menarik untuk pihak terkait di Indonesia dan pihak internasional lainnya. Dengan demikian, program monitoring dan evaluasi yang baik sangat diperlukan untuk mendokumentasikan pelaksanaan dan pencapaian program hibah TIK ini. Kemitraan Dalam period ini, DBE1 terus mendukung berbagai program kemitraan. Setelah mendapatkan persetujuan dari USAID pada periode lalu, perencanaan lebih lanjut telah kembali dilakukan untuk persiapan program kemitraan dengan BP. Diharapkan kordinator lokal untuk program telah dipilih dalam periode berikutnya. Upacara peresmian telah dilakukan pada bulan Juni sebagai simbol dimulainya implementasi program “Education Response Alliance” yang dilakukan bersama ConocoPhillips dan USAID. Dalam program kemitraan ini, bantuan diberikan untuk rehabilitasi dan rekonstruksi 35 sekolah, madrasah dan PKBM yang rusak akibat gempa pada bulan Mei 2006 di Jawa Tengah dan Yogyakarta. DBE1 juga mempresentasikan versi final Manual Rekonstruksi dan Rehabilitasi Gedung Sekolah dan Madrasah Pasca Bencana Dengan Metode Partisipasi Masyarakat kepada perwakilan BP Migas. Manual ini telah diselesaikan berdasarkan pelajaran yang didapatkan dan pengalaman langsung dari kemitraan yang berlangsung antara DBE1, BP Migas, Chevron, ConocoPhillips dan Kabupaten Klaten, Sleman, Bantul, dan Yogyakarta.

I. Status of Achieving Work Plan Targets This section summarizes the progress/achievements made against the work plan for the April – June 2008 quarter (Tables 1 and 2). Table 1: Summary of Work Plan Tasks and Status June 2008 Major Work Plan Activities

April

May

June

Notes

PROJECT MANAGEMENT Task 1: Project Preparation & Cohort 1 Phase-Out 1.1: Cohort 3: Select Districts and Organize District Teams 1.2: Recruit and Train DCs for Cohort 3 1.3: District Coordination 1.4: Phase out of Cohort 1

Activity deleted as result of mid-term review Ongoing. Activity deleted as result of mid-term review

Task 2: Project Reporting Quarterly report 12 submitted late. Workplan to be revised in August to reflect MTR recommendations EMIS study discussed with MONE and pilot for Aceh underway. Deliver able 11 to begin next quarter Deliverable reports to begin next quarter

2.1: Submit Quarterly & Annual Reports & Workplan

2.2: Complete plans with USAID for disseminating EMIS and Democracy reports (Deliverables 6 & 11) 2.3: Produce reports related to Deliverables Task 3: Monitoring & Evaluation

Data for Monitoring Report completed. Report to be submitted in July Activity deleted as result of mid-term review Agreement reached with MONE for pilot. Preparation activities underway Additional data being collected. Report expected by September Data collected and report drafted. Report to be finalized in July

3.1: Cohort 1 & 2: Produce Routine Monitoring and Evaluation Reports 3.2: Cohort 3: Baseline data report

3.3: Cohort 1 & 2: Special ICT Study for Aceh

3.4 Complete RPS Impact Study

3.4 Complete Replication Study

Task 4: Project Data Management System 4.1: Continue to Improve & Expand PDMS Software

Ongoing. Users Guides to be updated in next quarter SCHOOL & COMMUNITY PROGRAM

Decentralized Basic Education: Management and Governance, April – June 2008

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Task 5: School Committees (SC), RPS/RKS & School Report Cards for elementary & junior secondary 5.1: Cohort 1 & 2: Update RKS in To be completed by schools. August SDS has been 5.2: Cohort 1 & 2: Implement developed. TOT for School Database System (SDS) school trainers in schools completed. School training to begin next quarter 5.2: Cohort 1 & 2: Complete school Postponed until Committee Strengthening September - October Round 1 training for SMP/MTs 5.2: Cohort 1: Complete school Postponed until Committee Strengthening – September - October Round 2 training for SMP/MTs DISTRICT PROGRAM Task 6: Assist Districts to Replicate DBE1 School Level Programs 6.1: Cohort 1 & 2: Workshop with Province-level districts to promote replication workshops completed. District level workshops to be held in July Task 7: Improve District Education Governance 7.2: Complete round 1 multistakeholder workshops

Completed in 4 provinces. Remainder to be completed at end September

Task 8: Cohort 1 & 2: Improve District Educational Planning & Finance 8.1: Workshop with national Meeting on education stakeholders to review and finance conducted with revise Renstra & finance BSNP. Further national programs stakeholder workshop planned for next quarter 8.2: Cohort 1 & 2: Complete DEFA in Ongoing. 15 districts to be completed in next all districts quarter 8.3: Complete provincial education Ongoing. To be finance plans in all provinces completed next quarter 8.4: Cohort 1 & 2 Complete round 1 of Renstra 15 districts

8.5: Cohort 1 & 2: Commence round 2 of Renstra 15 districts 8.6: Cohort 1 & 2: Complete School Unit Cost and BOS Impact studies in 3 selected districts/province

8.7: Commence development of District Report Cards (DRC) in selected districts as part of Renstra

Ongoing. Renstra in 15 districts to be completed in next quarter Initial data collection begun in some districts. 10 Unit Cost studies completed. An additional 15 to be completed in next quarter with remainder completed by December. BOS study methodology being revised. Implementation to recommence in next quarter. Postponed until October-December quarter

Task 9: District Educational Management: Supervision, Personnel, Assets

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Decentralized Basic Education: Management and Governance, April – June 2008

9.1 Develop Materials. Complete phase 2 (of 4 phases) development of personnel management, asset management and supervision system in pilot district 9.2 Hold national workshop in Kudus to review packet 1 (see note below for more information)

Official personnel policy promulgated in Kudus. Work has begun on computerized personnel management system Postponed to OctoberDecember quarter

ICT PROGRAM Task 10: Partnerships for ICT Hot Spots Ongoing. Monitoring report to be prepared in next quarter. DBE1 has developed software (DPISS) following MONE EMIS. Ongoing development will be done jointly with MONE See 3.3 above.

10.1: Cohort 1: Monitor Implementation Compliance by Grantees 10.2: Complete software negotiations with MONE for DPISS

10.3: Pilot DPISS / ICT program in Aceh PUBLIC-PRIVATE ALLIANCES (PPA) Task 11: Continue to Implement Existing Public-Private Alliances 11.1: Conduct multi-stakeholder workshops & commence school mapping under PPA with BP in West Papua

11.2: Continue training for ConocoPhillips PPA grant & construction activities in Klaten/Yogyakarta 11.3: Commence PPA with Gramedia Task 12: Explore & Develop New Public-Private Alliances 12.1: Explore & develop province & district level PPAs 12.2: Encourage further PPAs at school level 12.3: Explore further PPAs at national level

Activities in Papua were hold until further guidance from USAID. The activities will recommence in September 2008. Ongoing. Interim report to be prepared in next quarter. Negotiations still taking place. Ongoing. Discussion with Chevron Geothermal Ongoing. Progress to be reported in Monitoring Report 4, July 2008. New national level PPAs will not be formed based on mid term review results

BEST PRACTICES DOCUMENTATION & DISSEMINATION Task 13: Contribute to the Development of National Policy and Practice Proposal for EMIS pilot 13.1: Provide Recommendations for with MONE in Aceh EMIS Development approved in May 13.2 Deliver manual on disaster Meeting to deliver reconstruction to MONE manual to MONE, MORA and BP Migas to take place in next quarter 13.3: Conduct national workshop on Postponed until 4th governance & legal framework quarter for education.

Decentralized Basic Education: Management and Governance, April – June 2008

3

Task 14: Document & Disseminate Project Data & Best Practices 14.1: Maintain & Update DBE Website 14.2: Publish and Disseminate Manuals, Training Materials and Best Practice

Note:

Ongoing Ongoing. Current drafts of all DBE1 manuals was prepared for USAID

1. Numbering corresponds to the workplan activity summary & budget. Only the most significant activities planned for this period are included here. 2. Orange = planned; blue = actual

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Decentralized Basic Education: Management and Governance, April – June 2008

Table 2: Short Term Technical Assistance Planned April – June 2008 Major Work Plan Activities

Planned Dates

Continue Reconstruction planning/supervision in Klaten & Yogyakarta Prepare district asset management program and materials Implement education finance activities (DEFA, Unit Cost, BOS Impact) Complete PDMS software development

Ongoing through December 2008

Consultants contracted and working

May – June 2008

Postponed Until September. Recruitment under way 5 consultants, one/province (except Aceh) are contracted and working

Evaluate ICT/Hotspots program and plan pilot in Aceh Finalize report on RPS implementation Produce 2nd report for deliverable 11 after consultation with USAID

April - May 2008

January-June 2008

February- May 2008

April – June 2008 May – September 2008

Outcomes

Programmer contracted for 3 month assignment and working. Time has been extended. Carmen Strigel completed 5 week assignment in May 2008 Consultant recruitment postponed until next quarter Agreement reached with USAID on the report. Dr. W. Wirkus will be requested for 30 day assignment beginning September 2008.

Decentralized Basic Education: Management and Governance, April – June 2008

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II.

Progress in implementing Tasks and Activities 1. District Selection The Mid-Term Review has recommended not to add new districts to the project. DBE1 is planning to extend our work in Cohort 1 and 2 districts until the end of the project. DBE1 drafted a Terms of Reference (TOR) to replace the existing MOUs. Anticipated Next Steps



Teams comprised of USAID, Menko Kesra and DBE123 will arrange meetings with provincial and district stakeholders to inform them about decisions on Cohort 3.



TORs will be signed with each Cohort 1 and 2 district in July/August



Some form of agreement with Jakarta should be finalized.

2. District Coordinators District Coordinators (DC) continued to play an active role in the implementation of DBE1 programs in this reporting period. Training for them continued during the quarter. In Aceh two district coordinators are also serving as provincial specialist and we propose to promote one additional coordinator to the provincial level. Therefore, we plan to recruit three new Coordinators in addition to filling the long vacant post of District Coordinator for Aceh Tengah. (A person who was recruited and approved during the quarter simply disappeared; recruiting a replacement is under way.) Plans were also made to appoint administrative assistants for District Coordinators on a part time basis considering the work load they carry for organizing, implementing and reporting of programs. Anticipated Next Steps



Replace District Coordinators who have been promoted or resigned



Submit proposal to USAID to appoint administrative assistants for District Coordinators.

2.1 District Level Coordination During the DBE1 provincial and district staff were trained to prepare them for holding meetings with district stakeholders to advocate for funding for replicating/disseminating9 DBE1 programs. In this regard DBE1 prepared criteria and guidelines which districts and other funders should meet if they wish limited 9

The term ‘replikasi” (“replication”) is being replaced with the more appropriate Bahasa Indonesia term “diseminasi” (“dissemination”).

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Decentralized Basic Education: Management and Governance, April – June 2008

support from DBE1 for the dissemination. Meetings with district stakeholders will take place in July at the time districts are still preparing 2009 budgets. Results will be reported in the next quarter. Anticipated Next Steps



Hold meetings with district stakeholders in July to advocate for funds for disseminating DBE1 programs.

3. Decentralized Planning and Management of Education Services 3.1 School Development Planning (RPS/RKS) School development plans have now been completed and are being implemented in 1,270 target schools and madrasah from 50 districts in eight provinces. This includes 1,074 elementary schools (SD and MI) and 196 junior secondary schools (SMP and MTs). The process will be completed in the remaining seven schools in Aceh in the coming quarter.

Training to develop annual work plan in Mojokerto, East Java.

All schools in Central and East Java have now completed school development plans and over half of these recently completed the updating process in time for the new school year (50% in East Java and 80% in Central Java). The schools which have completed updating now have school development plans (RKS) which are in line with the new regulations (Permendiknas 19/2007) and include an annual workplan (RKT) and budget (RKAS/M). Plans in the remaining schools will be updated in the coming quarter.

In Cohort 1 districts in South Sulawesi, North Sumatra, Banten, West Java and Jakarta, all target schools completed the RPS process in 2006-2007. Implementation of the development programs has been ongoing in these schools. Updating will take place in these districts during the next quarter to both update school data and to align the school development plans with the new regulations (turning RPS into RKS). This includes elementary and junior secondary schools and madrasah.10 In Cohort 2 schools in these same provinces, the RKS process was recently completed. Updating will also take place in the coming quarter in most schools.

10

With the exception of Jakarta where there are only elementary schools/madrasah.

Decentralized Basic Education: Management and Governance, April – June 2008

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In Aceh the RKS process is currently being finalized in all districts and will be completed in the coming quarter. In this province, SD and MI have participated in the program but not junior secondary schools/madrasah. At the school and cluster levels, school development planning activities this quarter have involved large numbers of school supervisors acting as district facilitators (DF), school heads, teachers, school committee representatives, parents and community members. In some cases, such as Aceh, Banten and West Java, the focus has been on completing preparation of the medium term plans (RKS). In others the focus has been on developing annual plans (Rencana Kerja tahunan or RKT) and budgets (Rencana Kegiatan dan Anggaran Sekolah or RKAS) as a component of the medium term plans. The following example of school development planning activity in the field illustrates the success of the program in this quarter. In this case, we can see the value of bringing together school, sub-district and district level personnel to discuss school improvement and planning. Here, as in most cases, the understanding of some district level officials and stakeholders of current school planning regulations is limited. DBE1 facilitation of meetings such as this helps to bridge this gap and garner support for both implementation of the plans and replication (diseminasi) of the program to other schools. The meetings also provide policy input from school to district level and vice versa. On Wednesday, April 2, junior secondary schools presented the results of their RKS planning to district governance related institutions in Palopo, South Sulawesi. Representatives from the Education Office, the Religious Affairs Office, local legislature (DPRD), the Regional Planning and Development Board (Bappeda), media and civil service organizations attended. This was the first effort to link RKS, the outcome of (From left) DBE1 South Sulawesi Provincial Coordinator, Palopo Head school-level initiatives, with of Education, Youth, and Sports governance efforts at the district level. Office, and Head of Palopo District This meeting provided a rare Parliament Committee 1 opportunity for stakeholders from different levels and backgrounds to meet and exchange views on improving education in the region. The meeting was very participative. In his summary comments, Bapak Muchtar Basir, Head of Dinas Pendidikan in Palopo, stressed that the DBE1 efforts in the city have been fully supported as they fit well with the government strategy to improve overall education quality. He reiterated the request to disseminate DBE1 programs to 18 more Junior Secondary schools in the region. The meeting ended

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with agreement to revise the RKS based on inputs of the meeting participants and to present the updated document to the Palopo Office of Education, Youth, and Sports for possible follow-up actions. Similar activities took place in Makassar, Pangkep, Enrekang and Sidrap during this quarter. One aspect of the RPS/RKS program that needs further attention is the implementation of school development plans. DBE1 has supported a program of school mentoring visits (pendampingan) by school supervisors (DF) to support both implementation and updating of plans over the last two quarters. We have also collected quantitative data on completion of the planning process. What we don’t yet know with confidence is the extent to which the plans are being implemented and the impact of RPS/RKS on quality improvement in schools and madrasah. In order to address this need, an impact study is planned for later in this year. 3.2 District Planning and Management Education Planning During the reporting period, DBE1 specialists continued to provide capacity development support for the preparation of mid-term education development plans (Renstra SKPD). Progress has been slower than initially anticipated, which was primarily caused by a lack of data to support the planning process. In almost all

Discussion of renstra and demonstration of DPISS with Head of Aceh Education Office

assisted districts, Education Office has collected the data required by the Education Statistics Center (Pusat Statistik Pendidikan/PSP,) Research and Development Body (Badan Penelitian dan Pengembangan/Balitbang) of MONE, for the compilation of national education statistics but does not use this data for education management at the district level. Further, there is the problem of aggregating school data at the subdistrict level which makes that a lot of information gets lost in the aggregation process. Aggregated data may be useful at the central level for the preparation of national education statistics but this kind of information is not very useful for education planning at the district level. As DBE1 promotes information based planning with the school as the unit of analysis, a lot of work has been done to make the data sets ready for data analysis. Our recent work in developing a special application for the use of Unique Number of Educator and Education Staff (Nomor Unik Pendidik dan Tenaga Kependidikan/NUPTK) data for human resource management only confirms our experience in developing data sets for education planning, i.e. the districts are collecting a lot of data for use at the national level, but lack the capacity to use this data for education management at the district level. By the end of the reporting period, three districts had completed their renstra and 21 districts were in the process of preparing medium-term education development

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plans. Two districts are still in the initial stage of the planning work, and the other 19 districts have completed education profile preparation with the help of DPISS and are either in the programming stage (ten districts) or are in the last stage of the planning process, namely program costing and financing plan preparation. Experience to date clearly shows that Education Office staff are able to prepare the education profile with the help of DPISS and that school-based education profiles are very helpful in preparing education plans. Some striking general findings from the different education profiles are the following: (i) participation at the kindergarten level is still low in the majority of districts (around 25%) and In Central Java, Karanganyar Renstra public provision of this kind of team members taking part in the education is almost non-existent: only a training. single kindergarten per district; (ii) children go earlier to primary school; in some districts over 90% of first graders are six years or even younger; (iii) as school preparedness is low and as first graders are young, it is not surprising that repeater rates in grade 1 are high which gradually become lower for the higher grades; (iv) repeater rates as well as dropout rates for girls are consistently lower than for boys for all districts where we work; girls performance in passing rates and examination results is also better than for boys; (v) the development that children have a tendency to enter primary education at the age of six in a number of districts, has important consequences for the interpretation of a number of education ratios, in particular the net enrolment rate as this rate will decline over time when children go to school at a younger age; and (vi) in general district-wide performance has improved over the past years but serious disparities between areas and or schools continue to exist. Anticipated Next Steps:

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Completion of renstra in 20 districts by September.



Development of district report card incorporating information from SUCA and DEFA.

Decentralized Basic Education: Management and Governance, April – June 2008

Human Resource Management, Asset Management and School Supervision As continuation of work from the previous quarter, from April 13 to 19, DBE1 and members of Kudus Human Resource Management team conducted study visits to Yogyakarta, Sleman, Sragen, Jembrana, and Gorontalo. These visits aimed to provide opportunities for Kudus team members which consisted of Kudus Education Office and District Personnel Board representatives to learn about visited Meeting with civil servants (Pegawai districts’ policies and practices related Negeri Sipil/PNS) from Yogyakarta. to human resource management. Jembrana, for example, was selected because it introduced performance-based incentive system and free-education program. Gorontalo practiced effective methods of teachers recruitment and deployment. Sleman was chosen because it developed performance appraisal, career development and promotion method. As a result of these visits, Kudus HRM team members could see that more detailed and operation-based rules and regulations were used by those districts to implement policies on human resource management. Members also understood that there was a certain level of courageousness needed when trying to implement human resource management successfully in Kudus. This level of courageousness to bring changes is required because of two factors: originally, Kudus District Personnel Board only functioned as implementer of policies and was rarely involved in decision making process. Secondly, issues of human resource management tend to involve other matters (i.e. salary, division of responsibilities, etc.) and could easily be linked to political issues or interests, making the whole approach more complex. Although DBE1 had to continuously convince team members throughout facilitation meetings that proposed policy improvement should be Head of Gorontalo District was involved directly in the “Mobile Government” program and met with community members to hear their complaints, input, and suggestions on various matters.

based on real conditions and requirements, not on concern of displeasing others or possibly violating other laws, team members were able to incorporate several changes to the draft

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of District Head Decree on human resource management. The draft of District Head Decree included: 1. Human resource management and decision making process is to be based on: •

Mid-term planning and employees needs, not employees numbers and composition.



Systematic employees management system, not qualitative information



Performance of employees, in particular for decisions related to employee promotion, change of position, and acknowledgement of service.

2. Introduction of new changes: •

Qualification as basis of recruitment, change of position, and promotion.



Formal work agreement to be used as basis of performance assessment



Usage of career mapping and planning as basis of employee promotion and career development



Inclusion of human resource management improvement in the district annual budget.

After several facilitation meetings to develop the draft, the District Head Decree was signed by the Head of District on June 30. The challenge for the Kudus HRM team remains as these changes need to be implemented and adopted by district employees in their daily activities. As next step, DBE1 will assist development of systematic employee information based on Information System on Unique number of Educator and Education Staff (Sistem Informasi Nomor Unik Pendidik dan Tenaga Kependidikan/SIMNUPTK.) This system will be used as mapping and basis for decision making process, in particular for distribution of human resources such as qualified teachers to different regions. Anticipated Next Step:

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Discussion with Kudus HRM team on next activities and SIMNUPTK data processing methods



Software application and pilot testing will be completed by DBE1 by early September.



Data collection and validation by Kudus HRM team by early September.



Data processing, initial drafting of policies, strategies and programs will be completed by end of September.

Decentralized Basic Education: Management and Governance, April – June 2008

3.3. Education Finance District Education Financial Analysis (DEFA) During the reporting period DBE1 specialists have continued to provide capacity development support to the district teams to help them conduct DEFA analysis. Three DEFA reports were completed during the reporting period (Bojonegoro, Pangkep, and Lebak) and another 15 are in different stages of development. It is positive to note that the Budget Finance Specialist and the Short Term Technical Assistant from North Sumatra have commenced their respective assignments, which means that the backlog for the education finance agenda in the province can be gradually worked away in the months to come. Initial analysis results for Bojonegoro district show (i) that the district is highly dependent on central government grants as 90% of the districts revenue come from the central level; (ii) the importance of the education sector as 37% of the district budget is allocated to the sector; (iii) the dominance of teacher salaries as 80% of total district education sector expenditure is allocated for teacher salaries, leaving only limited funding for operational expenditure and investment; (iv) relatively rational fund allocations among education levels as the allocation per high school student is slightly over twice the amount for elementary student; and (v) disappointing support from provincial annual budget (APBD) as this level of government only finances 1% of total education sector expenditure at the district level, whereas central level support through the deconcentration mechanism represents 17% and education sector funding from the district’s own budget 82% of total education sector expenditure. The provincial DEFA clearly shows that the province does not meet the legal requirement of allocating a minimum of 20% of its budget to the education sector and, therefore, in the months to come DBE1 will promote inclusion of this issue in the provincial policy agenda, in particular in South Sulawesi and West Java provinces where the newly elected governors promoted free basic education during the election campaign. DEFA results were presented in a variety of GGSP events (multi-stakeholder workshops, district forums and DPRD conference). With help of attractive easy-tounderstand presentations, participants had an excellent opportunity to deepen their understanding of how the education sector is funded, what the money is spent on and how much is spent on each level of education, which, in turn, has helped to substantially improve the quality of the discussions: from poorly-informed to evidence-based. School Unit Cost Analysis (SUCA) During the reporting period six districts have completed their SUCA and analysis results have been presented to policy makers and education stakeholders at the district level. In particular in districts and provinces with a policy of free-access to education, SUCA results have effectively helped to bring the policy discussion to a higher, better-informed level. This materialized in the following way. SUCA

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provides detailed information on “how much it costs to operate a school”. As many people still think that the school operational grants (Bantuan Operasional Sekolah/BOS) program provides adequate funding for school operations, they do not see the need for additional financial support from either the parents, the district budget or from both. By deducting the BOS Head of Tapanuli Selatan district allocation from SUCA estimates, officially opened SUCA event recently. participants in the workshops became aware that the BOS allocation is actually substantially lower that the school needs or, in other words, that there is still a gap between needs and funding. Now the discussion moved on to address the issue of how to close the gap. In districts with a free-education policy this would mean that district annual budget (APBD) funds would have to be used for topping up BOS. However, the amounts required –often in the range of Rp 30 to 50 billion for 9-years of basic education alone- frightened the policy makers and made them aware of the implications of the free-education policy. In districts with a policy of affordable-access to education, the burden would be shared between APBD and the parents. In case of parental contributions, almost all districts have a policy to provide free-access for children from low-income families. In other districts (for instance Kota Makassar and Sibolga) schools catering to the needs of large numbers of children from low-income families provide free-access to education, whereas other schools in the district charge fees (asymmetrical funding policy). During our field work we also learnt that some districts have a policy to help children from very poor households to cover at least a part of the personal costs such as uniforms and transport to schools. In May, DBE1 education finance specialists and advisors met with two members of the National Education Standard Board (Badan Standar Nasional Pendidikan/BSNP) and three members of the BSNP working group for the development of the standard for financing operational school expenditure during a internal training workshop. The purpose of the meeting was twofold: first to report on progress made in estimating school operational expenditure in a number of districts and second to check whether our work was in line with BSNP policy, approaches and methodology. It was encouraging to note that BSNP appreciated the work undertaken by DBE1 and fully supported DBE1’s approach. Experience to date, clearly shows that local government officials, members of district parliaments and education sector stakeholders take a great interest in SUCA results and are of the opinion that these results have a very positive impact on the quality of education finance related policy discussions.

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Decentralized Basic Education: Management and Governance, April – June 2008

BOS Impact Analysis (BIA) BOS Impact Analyses aimed to assess whether the financial barriers to education have become lower after the introduction of the BOS program and what has been the impact of the BOS program on school funding. The BIA program has been implemented in two districts (Pinrang, South Sulawesi and Purworejo, Central Java). Program evaluations clearly showed that parents had major difficulties in remembering Principals in Purworejo, Central Java, how much they spent on education compared results of calculation during prior to the introduction of the BOS BIA training. program, which is hardly surprising as the BOS program was introduced three years ago (July 2005). Because of the difficulties in obtaining reliable information, it has been decided to reorient the BIA program. The new focus will be on assessing how much parents spend on education, both to cover school cost and personal expenditure such as uniforms, transportation and notebooks. Further special attention will be given to identifying the need for financial assistance for children from very low income families to cover a part of personal expenditure. Good Governance Sektor Pendidikan - GGSP Multi-stakeholder workshop

After completing stakeholders mapping in the last quarter, districts were involved in preparing and carrying out multi-stakeholder workshops. As of June, North Sumatra, East Java, and South Sulawesi conducted the workshop. For Central Java, workshop was conducted Jepara, Kudus, and Boyolali and for West Java and Banten, preparation for workshop for Cilegon, Tangerang, and Lebak was ongoing. Multi-stakeholder workshop is attended by education-related stakeholders at district level, namely district parliament, education council, civil service organizations and media. Representatives from education office and office of religious affairs often take part in these events as well. It is also important to mention that a number of

Participants of multi-stakeholder workshop for Sampang, Nganjuk, Pasuruan, and Bojonegoro districts, East Java.

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province-level stakeholders were encouraged to participate. During multistakeholder workshop in East Java, for example, representatives of Provincial Parliament also took part. The involvement of provincial-level stakeholders is a stepping stone to harmonize education planning effort at the province. Beside, it was conducted to build relations and cooperation which subsequently will be crucial in the process of establishing education-related policies at provincial level and gathering support for education programs at district level. In general, participants were enthusiastic to attend the workshop. This was because the workshop offered an opportunity for participants to discuss education-related issues from different view points and aspects. Also, many district stakeholders never attended this type of forum before. Throughout these workshops, participants found out that many aspects of good governance, namely participation, transparency, gender, and accountability, have not been implemented effectively in education sector. Moreover, when discussing about education budget, most participants were not aware that, so far, around 80% (the highest portion) of education budget was allocated for teachers while allocation for learning and teaching process as well as operational expenditure were very small. The issue of Gender also received a great deal of attention and was in a lot of discussions. Some participants believed that gender equality was still an issue that needed to be improved; some others believed that this situation was solved already. Participants were also involved in selecting issues to be further discussed. In North Sumatra, the workshop participants from Binjai and South Tapanuli decided to use issue of quality improvement, teachers’ distribution, and higher allocation for learning activity from education budget as part of the action plan to improve education policies in districts. In South Sulawesi, stakeholders were committed to increase budget for education and encourage education office to develop school-base planning. In Central Java, civil service organization suggested more improvement on participation and transparency for stakeholders in carrying out activities related to education quality improvement. The regional media’s response to these workshops continued to be positive. In North Sumatra, the workshop was covered by Harian SIB and Waspada Online. In Central Java, Harian Suara Merdeka included the event in its paper. In South Sulawesi, in addition to reporting in Pare Pos, Ujung Pandang Express included the story twice in their reporting. GGSP Forum at District Level

Taking the input from workshop participants, DBE1 continues to encourage establishment of GGSP forum. Such forum is needed partly because of the current low level of interaction and coordination among education-related stakeholders. For example, although Undang-Undang 32 Year 2004 stated that district parliament is an active part of district government, there is still the tendency for representatives of district parliaments to maintain a very formal and bureaucratic relationship with executive brand. Also, although education council has a lot of potential to contribute to planning and implementing education policies, more often than not, district parliament does not involve the council in the policy making process. As a result,

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most of education policies produced in these districts has often been partial in their planning, budgeting, and implementation. GGSP forum is designed to achieve the following goals: •

To allow stakeholders from many institutions to interact with each other in transparent manner supported by clear structure and procedures.

Members of GGSP Forum in Tanjungbalai , North Sumatra, met to discuss plan of work.



To provide a medium for stakeholders to review and discuss issues related to platform on education so that these issues can considered in policy decision making process or in the efforts to improve education quality in general.



To provide a medium for stakeholders to meet regularly, at least four times in a year



To discuss other DBE1 programs such as RKS, DEFA, SUCA and BIA which can be used to support stakeholders attempts to improve education quality in their district.

Membership of forum is not only limited to stakeholders directly involved in education sectors (district parliament, education council, civil service organization, and media,) but also includes other stakeholders such as school committee associations, teachers organization, district development and planning board, and others. So far, GGSP forum has been established in South Sulawesi, East Java, and North Sumatra. In North Sumatra, for example, members of the forums meet regularly once a month. In Tapanuli Utara, to improve teachers’ proficiency level, a review is currently conducted by Education Council on teachers’ certification. This review will be used as a base to design district policy on the matter. In Mojokerto, East Java, GGSP forum members established a system to streamline new students admission process. Information related to this new system was then provided to Mojokerto Education Office to be used as a base for the Office’s decree (Surat Keputusan/SK) on students admission process. In Pasuruan, the forum evaluated issues related to national examination and year-end examination. Results of this evaluation were provided as input for development of district education planning (Renstra.)

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Education Conference for district parliament

To support efforts to build capacity of stakeholders, a district parliament conference was conducted in South Sulawesi. This conference, attended by representatives from nine district parliaments, was officially opened by South Sulawesi Governor. The Provincial Head of Development Planning Board also took part as one of the key note speakers. Among others, issues that were heavily Governor of South Sulawesi (left) took discussed included concept, strategy, part in the Education Conference for and implementation challenges of free District Parliament recently. education policy which is planned to be implemented in the near future in South Sulawesi. DBE1 presentation titled “Free Education and Improvement of Access to Quality Education” was very relevant to this discussion. In this presentation, DBE1 encouraged understanding of concept and strategy of free education for all children, including children who are not yet in school. Other activities

In South Sulawesi, DBE1 conducted integrated workshops which include both school and district level programs, such as RKS/M, SUCA, Renstra, GGSP, to stakeholders of both levels. These workshops were often attended by district development planning board as well as first head of district. With this type of workshop, district stakeholders became more aware of programs included in schools RKS and school efforts to improve education quality. As a result, they were committed to include implementation of school programs in district annual budget. Governance team members were also involved in drafting district regulations on education (Rancangan Peraturan Daerah/Ranperda) in Sidoarjo, East Java, and Sibolga, North Sumatra. In these occasions, governance team members provided input to the Ranperda development process. In this reporting period, DBE1 has hired Legal Policy Consultant on part-time basis who will assist districts in the process of drafting education-related policies. Anticipated Next Steps

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Education Council Conference in North Sumatra, South Sulawesi, and East Java.



DPRD Conference in North Sumatra, East Java, and Central Java



Facilitation of GGSP Forum at district level.



Capacity building for governance related institution at district level

Decentralized Basic Education: Management and Governance, April – June 2008

4. Increased Community Participation in the Provision of Education: Leadership & School Committee Training In order to support the improvement of school-based management and governance and particularly to improve participation in school development planning and the implementation of plans, DBE1 has developed and piloted a series of training modules for school principals on leadership and for school committees to strengthen their role. The school leadership training consists of two one-day events provided before and after the preparation of school development plans (RKS).

Participant of School Committee training in Karawang, West Java

The first one-day training for school leadership has now been provided to school principals and supervisors in all elementary schools and madrasah in both Cohort 1 and Cohort 2 districts. The second, follow-up one-day module has now been finalized and provided to principals of all target schools in Central Java. The module will be delivered in all remaining districts in the coming six month period. This first round of leadership training has also been provided to junior secondary school principals in Central Java and in North Sumatra. In Central Java junior secondary principals also took part in the second phase of training in this quarter. DBE1 school committee training consists of a series of fourteen modules, designed to be implemented in five phases. This approach gives schools the opportunity to select the most relevant modules from a menu, following completion of standard introductory training. Training to strengthen the role of school committees has been provided in all elementary schools and madrasah. This program has not yet been introduced in junior secondary schools. It is intended to incorporate this training in a combined DBE1-3 approach to whole-school development for junior-secondary schools and madrasah currently under discussion. In South Sulawesi the program has been completed in Cohort 1 schools in 2007. In Cohort 2, the first three phases have been completed and phase four and five are planned for the next quarter. In East Java all Cohort 1 all districts have completed the first four phases of the training. Cohort 2 districts completed phase one and two of the training. The next stage is planned for the coming quarter. In West Java and Banten, the school committee training was completed for all Cohort 1 districts in February 2008. In Cohort 2, the first two stages of the program have been completed, and phase two and three of the training are planned for the next quarter. In Central Java, the training was completed for all schools in 2007.

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In North Sumatra the program was completed for all Cohort 1 districts in April 2008. Cohort 2 districts have completed phase one and two of the training. Phase three and four are planned for the next quarter. In Aceh, all districts have completed the first phase of the training. In Banda Aceh the second phase of the training has also been completed. Also in Aceh, an approach to conducting transparent and democratic elections for school committees has been developed and trialed. As a result of this, a training module and set of guidelines has been added to the set of materials available. This is a valuable contribution as across Results of school committee election the country the majority of school in Aceh Tengah. committees are not yet familiar with the government regulations (Kepmendiknas 044/U/2002) governing election of school committees. This increases the risk of collusion in financial management. DBE1 has collected data on the participation of school committee members in the school development planning (RKS) process. However, we are not yet able to say with confidence what the impact of the training for school principals and school committees is on quality improvement of schools. An impact study is planned for later in the year to determine the extent to which school development planning, leadership training and school committee strengthening programs are having a positive impact on schools. In informal discussions, officials from the Directorate of Junior Secondary Schooling also expressed interest in such a study. 5. Replication of school level programs DBE has developed and implemented programs designed to improve school based management and governance in a small number of schools in 50 target districts, generally two clusters, totaling around 20 schools in each district. The strategy is to demonstrate good practice which will be subsequently be taken up and replicated by districts using their own funds. This quarter saw a major focus on replication of DBE1 school-based management programs in all districts. Note that, following advice from both USAID and counterparts in MONE, the term ‘replikasi’ is no longer used in Indonesian. The preferred term is now ‘diseminasi’ which is more familiar to the Indonesian government. This puts the focus more on the implementation of a quality improvement program, which builds a sense of ownership, rather than a ‘cookie cutter’ style duplication of project models. In English, the term ‘replication’ is still used as it reflects the language of the Task Order.

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Decentralized Basic Education: Management and Governance, April – June 2008

By the start of Year Three of project implementation, 27 of the 50 districts in Cohort 1 and 2 had implemented such replication programs using district funds. Most of these were in Cohort 1 as Cohort 2 districts were still completing first round training. Most of these initial replication efforts focus on school development planning (RPS or RKS) In March-May of 2008, DBE1 conducted an extensive study to determine the level of success of these programs in achieving intended outcomes, and the factors associated with success and failure. The study consisted of a nation-wide survey of programs followed up with school visits in seven provinces. Preliminary findings from this study have informed the development and implementation of policy on replication, which is outlined below. A full report on the study was completed in June and is currently being translated. As a result of this study we now know the factors associated with successful replication. These include the following: 1. Ensuring that the entire program is complete (training step 1-2, 3-4, and mentoring or pendampingan for each step). 2. Maintaining the momentum (don’t leave too long a time gap between interventions). 3. Limiting the target number of schools to ensure that the capacity/funds are there for the complete program. For example, Kabupaten Boyolali, Lebak, and Soppeng are relatively successful because they only targeted few schools; on the contrary Kabupaten Klaten and Indramayu are unsuccessful because they tend to replicate many schools in a wide area (e.g. one kecamatan one school) 4. The role of District Coordinator (DC) is critical in assisting with lobbying, planning, budget proposal, program management, monitoring and evaluation. The DC must assist the Education Office in determining how to use the replication budget for training, mentoring, and writing the RKS. 5. The role of the current district facilitators (DF) is also critical, especially in mentoring the replication schools 6. Recruit District Facilitator from school supervisors (pengawas) as it is easier for them to facilitate replication from within the system. 7. The role of the Education Office (Dinas) is also important. Dinas should have a strong intention to complete the replication program, that is, each target should produce an RPS. 8. The role of the school principal is also critical. Even in cases where there was no mentoring (pendampingan), some schools managed to finish their RPS. 9. School visits (studi-banding) are very effective (there are many examples of this) - if followed up with training. 10. Bottom up initiatives (e.g. from kecamatan level) seem to work very well. The leadership of sub-district officials (KCD) is important.

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11. Selecting sub-districts for replication that are geographically close to schools where the program has already been successfully implemented supports replication.

Participants of provincial level training of trainers on replication in East Java

Using the study as an input, a series of workshops were conducted to promote replication. The timing of these workshops reflects the timing of Indonesian district budgeting cycle. The aim was to influence the preparation of budgets for 2009 in a timely way, and at the same time to influence the current round of replication programs being conducted in 2008. A national level planning workshop was held in Surabaya in the first week of June.

Over the following three weeks of June, provincial level workshops were held in each province. At each workshop, small teams from each district were formed, comprising the District Coordinator (DC), a key person from the Education Office and a key District Facilitator (DF). This small team reviewed progress and current plans for replication in their district in the light of the experience and survey findings - and prepared a proposal for funding and managing an ongoing replication program in 2008 and 2009. In some districts, such as Tebing Tinggi, North Sumatra, the Head of the Education Office attended and plans for replication were immediately revised and reformulated. In others, which constitute the majority, plans were made for followup workshops at district level to involve a wider group of stakeholders and gain broader support for the development of a comprehensive replication strategy and inclusion of funding in district budgets (APBD). In many cases, as a result of the workshop, it is hoped that additional district funding will be made available in 2008 from the mid-year budget review (perubahan APBD). In all cases, plans were made to lobby for budget allocations for 2009. More significantly than simply lobbying for funding, the workshops served to establish DBE1 standards for replication based on the results of the survey. DBE1 policy is now clear in that, whilst districts and other

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Training of Trainers on Replication of DBE1 programs in Aceh.

Decentralized Basic Education: Management and Governance, April – June 2008

replicating agencies are free to determine how they will spend their own funds, where they hope to collaborate with DBE1 on replication programs the guidelines are now well established and well understood. Proposals arising from these workshops will be collated and analyzed in the first weeks of the coming quarter, and DBE1 will respond to district requests for support in the current year. Our strategy is essentially to support district replication efforts in 2008 by funding activities which will ensure the program is complete and complies with our standards. In most cases this means funding for school mentoring visits (pendampingan) to support implementation of training, especially in relation to RKS. In at least one district in each province, DBE1 will provide funding to complete the replication package so that it includes not only RKS but also leadership and school committee training. District level workshops have already commenced in Central Java. One example that illustrates well the DBE1 replication process is the district of Boyolali in Central Java. In Boyolali, government-funded assistance has enabled 20 elementary schools and six madrasah in Cepogo and Ngemplak sub-districts to prepare and begin to implement school development plans (RPS). Fully supported by Ibu Dra. Dasih Wiryastuti, M. Hum, the Head of the Kindergarten/ Elementary Division of Boyolali Office of Education, Youth, and Sports, and DBE1 District Coordinator, Bapak Samuri, these 26 schools and madrasah received training and facilitation for their work planning, for capacity building of the school committee members and principals. Building on this very successful replication program conducted in 2007, the Boyolali District Government launched a major effort to replicate DBE programs in the region on Wednesday, June 11. Bapak Drs. H. Sri Moeljanto, the Head of the District (Bupati), officially opened the event while representatives from Coordinating Ministry for People’s Welfare, MORA and MONE also attended. The event was attended by representatives of other districts and principals of schools and madrasah which will be involved in the replication process. To ensure that more schools and madrasah receive similar support, the government of Boyolali District decided to allocate funds from annual budget (APBD) to support further replication of DBE programs. In 2007, the Government allocated Rp. 250,000,000 for replicating DBE programs in 50 schools in Boyolali and Wonosegoro sub-districts. In 2008, the budget allocated for replication was Rp. 750,000,000 for 75 schools in three additional sub-districts. For 2009, it is planned that the budget will increase to Rp. 1,000,000,000 for replication of DBE12 programs in 125 schools. For total budget allocated by districts and number of schools, please refer to table 3 below. An important lesson was learned in the recent round of provincial level workshops to plan for replication programs. This lesson has now been applied in all districts. Previously many districts used terms in budget requests that were somewhat ‘foreign’ to the Indonesian government budgeting process. This included budget

Decentralized Basic Education: Management and Governance, April – June 2008

23

requests for ‘replikasi DBE’ or ‘replikasi USAID’. Use of such terms implies a request for ‘dana pendampingan’ or government funds to support an external initiative from USAID. Having dropped the term ‘replikasi’ in favor of the more familiar ‘diseminasi’ has helped change this perception. Using standard Indonesian terms and cost codes in budgeting requests has further strengthened the effort to shift ownership and, with it, responsibility for funding and implementing school development programs based on the DBE1 model to the districts. Reference to the government guidelines for budgeting in the workshops has helped to ensure that programs are well supported: Peraturan Menteri dalam Negeri, No. 59 / 2007 tentang Pedoman Pengelolaan Keuangan Daerah.

Head of Boyolali District (left,) conversing with DBE1 Deputy Chief of Party.

Participants of the event, including Bapak Tantowi Jauhari, Central Java Parliament, and Education Council members of Karanganyar District.

Replication of successful DBE1 programs and approaches at school level is now becoming a major focus. In the first two years of project implementation, efforts focused on the development and piloting of school-based management (MBS) programs. In the second and third years, many Cohort 1 districts commenced replication programs. We have now learnt many valuable lessons both from the development of the programs and from the various replication efforts. As a result, the current increased focus on replication by both project personnel and counterpart governments and non-government agencies is very timely. The recent round of provincial workshops on replication was carefully timed to fit with the annual GOI budgeting cycle. This is something of a juggling feat as the GOI budget cycle runs from January to December, whilst the USAID cycle runs from October to September and the Indonesian school calendar (and hence school budgeting) runs from July to June. The recent workshops elicited a very strong and positive response from district governments. The data from districts is currently being analyzed. However, a quick survey shows that nearly all districts responded to the workshop inputs by planning to strengthen their commitment to replication for 2009. At the same time both Cohort 1 and 2 districts plan to initiate and improve

24

Decentralized Basic Education: Management and Governance, April – June 2008

commitments to replication in 2008 through the mid-year budget review process. These planned commitments need to be confirmed through the district budgeting process which will be further supported by DBE1 district level workshops in the coming month. One of the challenges faced in this context, is the need to integrate programs to improve quality of teaching and learning with the governance and managements programs as part of a total school-based management (MBS) package. DBE1 has worked with DBE2 and DBE3 at district, province and national levels with the aim of developing a combined and integrated approach. However these efforts have been hampered by the differing timing and imperatives to revise programs postmid-term review. As a result, the workshops were conducted with only minimum involvement of DBE2 and DBE3 personnel and without a clear proposal on how districts and other agencies can integrate the programs as hoped. This challenge is currently being addressed through collaborative planning meetings at national level. It is expected that future replication efforts will include aspects of all three DBE programs in a coordinated approach. A formal introduction which will be included in the DBE1 manuals for school level activities has been signed by Bapak Firdaus Basyuni, Director of Islamic Schooling (Mapendais) of Ministry of Religious Affairs. In addition, Bapak Mujito, Director of Kindergarten and Elementary School Development (Direktorat Pembinaan TKSD) in Ministry of National Education has also agreed to co-sign the introduction. It is expected that the set of manuals will be finalized and published with the signed introductions early in the next quarter. Table 3: Replication Effort as of June 2008

Nanggroe Aceh

Num ber of Distr ict 1

Num ber of Sch ool 8

42,000,000

-

42,000,000

North Sumatra

6

194

487,291,000

3,000,000

490,291,000

509,361,200

Province

Total Budget 2007 APBD

SELF 11 FUNDED

Total Budget 2008 TOTAL

SELF FUNDED

APBD

TOTAL -

8,200,000

517,561,200

Banten

3

75

197,600,000

17,500,000

215,100,000

129,900,000

-

129,900,000

West Java

3

331

475,000,012

11,600,000

486,600,012

75,000,000

70,598,000

145,598,000

Central Java

7

1527

748,000,000

-

748,000,000

2,125,500,877

-

2,125,500,877

East Java

6

258

758,000,000

111,000,000

869,000,000

-

-

-

South Sulawesi

7

96

Total

33

2489

563,000,000

-

563,000,000

594,000,000

145,000,000

739,000,000

3,270,891,012

143,100,000

3,413,991,012

3,433,762,077

223,798,000

3,657,560,077

Anticipated Next Steps:



Funding and facilitating a monthly forum for school supervisors (DF and others) to build the capacity and motivation of the team to both (1) support monitoring and implementation of school-based management programs in target schools and (2) support replication to new schools.

11

Self-Funded means source of funding for replication that is not from District Annual Budget. It usually comes from school’s own available fund.

Decentralized Basic Education: Management and Governance, April – June 2008

25



Funding and facilitating district level workshops in all districts to review, plan and budget for replication programs in 2009 (and in some cases through budget revisions in 2008)



Mentoring and support at the district level for the management, supervision, funding, monitoring, evaluation and reporting of programs to replicate school-level programs.

6. Data and Information Management 6.1 Strengthening EMIS through ICT As part of its Task Order for Aceh province, DBE1 conducted an assessment of the feasibility of DBE1 ICT component to make appropriate activities recommendations. The project has put aside a total of USD 350,000 for ICT-related activities in the Aceh province. In August 2007, the project carried out an ICT Assessment in Banda Aceh, Aceh Besar, Pidie, Bireun and Aceh Tengah. The study investigated the status of ICT development in the education sector from the perspectives of technology (equipment, connectivity), human capacity, and organizational integration. This assessment was preceded in 2006 – 2007 by a comprehensive Education Management Information System (EMIS) Assessment in North Sumatra, South Sulawesi, West Java, Central Java and East Java.12 The EMIS Assessment shed light on the current status of effective use of the system(s) currently in operation and highlighted challenges especially in regard to data quality on school and district level. Based on the results of these two assessments, DBE1 consultant Carmen Strigel carried out an assignment during the quarter13 to assist DBE1 to prepare a proposal to conduct an ICT pilot project in Aceh. The activity aims to address gaps and needs identified in connection with data and information exchange between schools and district education offices as a way to assist Ministry of National Education (MONE) in strengthening its EMIS (Figure 1). The activity will feature three integrated components: 1. Enhancing existing resources for information and data management in district and sub-district education offices in two selected Aceh districts, based on actual needs.

12 13

The EMIS report entitled “EMIS Assessment” was submitted to USAID in June 2007. A report on the consultancy will be submitted in July 2008.

26

Decentralized Basic Education: Management and Governance, April – June 2008

2. Strengthening capacity and role of school supervisors to act as key liaisons (and “information nodes”) between schools and sub-district education offices. 3. Strengthening the capacity of school principals and administrators to manage EMIS data at the school level in order to improve (i) the use of data for planning and decision making, e.g. in school development planning or community outreach; and (ii) the more timely and accurate reporting of EMIS data. Figure 1: Targeted Piloted EMIS Strengthening at District and School Level DIK DASMEN

DIKTI

PMPTK

PADATI (FE) Database Koordinasi

SIDDIKNAS (BE)

PLS

BALITBANG (PSP)

SETJEN

LPMP, KANWIL DEPAG

ITJEN

DINAS PROV.

Arus Data

Operasi database

DINAS KAB/KT KANDEP

DINAS KAB/KT KANDEP

DINAS KAB/KT KANDEP

SEKOLAH/ SATDIK-1

SEKOLAH/ SATDIK-2

SEKOLAH/ SATDIK-3

DINAS KAB/KT/ KANDEP

DINAS KAB/KT KANDEP

DINAS KAB/KT KANDEP

FE: Front End BE: Back End

………

………

SEKOLAH/ SATDIK-n

Targeted Targeted Pilot Pilot Project Project in in Aceh Aceh

The activity features two phases: preparation and implementation. DBE1 will conduct piloting in two selected districts with clear aim to thoroughly document experiences to inform its scale up on provincial and national level. The activity is to be implemented in close cooperation with MONE and activity stakeholders. During this quarter, DBE1 started to establish cooperation with PSP14 of MONE. Together with Ms. Mimy Santika (USAID) on May 25, DBE1 met with Head of PSP. PSP welcomed the EMIS Strengthening pilot project in Aceh and suggested to establish a joint team for the preparation and implementation phases. PSP staff followed up by appointing a joint team of PSP and DBE1 staff. An initial team meeting was held on June 16 to explore and share ideas and plan a strategy to carry out project phases. Anticipated Next Steps

14



Provide a memo for USAID stating intended ICT activity valued $350,000 for EMIS Strengthening in Aceh.



Plan and implement follow-on activities with PSP team

Pusat Statistik Pendidikan (Education Statistic Center)

Decentralized Basic Education: Management and Governance, April – June 2008

27



Introduce ICT activity to DBE1 specialists and district coordinators team in Aceh.



Recruit short term technical assistant (STTA) as program officer for the two selected districts. The program officer will report to Aceh Provincial Coordinator and Data Information Specialist.

6.2 DBE Website 15 As of June 2008, the DBE website received 556,771 hits since the website was launched in 2005. At 160,407 hits, the usage during this quarter constituted 28.81% of the total number of hits during February 2006 – June 2008 period. May 2008 was the most active month with 62,752 hits. The average weekly website hits during this quarter was 11,691. There were two sharp increases on the second week of May and first week of June (23,871 and 20,274 hits, respectively) but there was a decrease in the last week of June (2,947 hits)16 (see left side of Figure 2), but the number was still higher than the hits received in April 2008 (see right side of Figure 2). Figure 2: Website Hits

During the quarter, DBE1 continued to upload information from DBE123 into various sections of the Website, primarily: News, Good Practices (see Figure 3), and Resource Materials. Annex 4 contains a list and description of uploaded information. The top ten requests for documents during the quarter were for resource materials uploaded by DBE1 related to various ministerial decrees. Also among the top ten downloads were DBE1 and DBE3 manuals (see Table 4 below). Changes were made in the website to increase its readability in the Event List section. Previously, the Event List’s calendar was crowded with activity titles because these titles were printed on the calendar from the activity’s start date to end

15 16

http://www.dbe-usaid.org/ Note: Depending on the report time frame, the first and last months may not represent a complete month's worth of data, resulting in lower hits.

28

Decentralized Basic Education: Management and Governance, April – June 2008

date. After revision, activity names are only printed on its start date which greatly increases the calendar’s readability. Table 4: Top 10 Requests for Documents during the Quarter Download Frequency

Date Upload (mm-dd-yy)

Duration since upload date (days)

Daily Download Frequency

Attachment for BSNP regulation No.No.984-BSNP-XI2007 regarding SOP for SMP, MTs, SMPLB, SMA, MA, SMALB, DAN SMK National Exam year 2007/2008

5,886

27-Nov-07

213

27,63

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

2,716

27-Nov-07

213

12,75

Attachment for BSNP regulation No.9 No.983-BSNP-XI2007 regarding SOP for Integration of National Exam with UNTUS for SD, MI, and SDLB Education Year 2007-2008

1,874

27-Nov-07

213

8,80

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

488

28-Apr-08

62

7,87

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

1,950

02-Aug-07

328

5,95

Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan

3,988

31-Jul-06

690

5,78

School Committee: Alliance

1,557

17-Sep-07

283

5,50

School Committee: Simple Accounting Methods

1,174

17-Sep-07

283

4,15

Panduan RPS/RPM tingkat SD/MI

1,150

21-Sep-07

279

4,12

718

17-Dec-07

193

3,72

RESOURCE MATERIALS

Panduan Penghitungan Biaya Operasional Satuan Pendidikan dan Penyusunan Kebijakan (DRAFT-Agustus 2007)

Figure 3: Screenshot of Good Practices

Decentralized Basic Education: Management and Governance, April – June 2008

29

Anticipated Next Steps

6.3



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 in picture.



Add search engine facility to help website users retrieve various information acquire. Project Data Management System (PDMS)17

During the quarter of April to June 2008 PDMS activities were focused on: (i) Internal DBE1 Data and Information Workshop II; (ii) Updating Cohort 2 district GIS maps; (iii) Project Implementation Tracking System development; and (iv) Adding additional features for viewers. Internal DBE1 Data and Information Workshop II

From March to May 2008, DBE1 Jakarta team members trained DBE1 provincial specialists and district coordinators from West Java/Banten, South Sulawesi, North Sumatra, Central and East Java, on data and information reporting and updating techniques. This three-day training aimed to build team members’ capacity to provide accurate and timely information required for reporting, such as school and district profiles. Participants also learned to utilize DBE internal website (Project Data Management System/PDMS) and websites supported by other institutions (i.e., www.jardiknas.org, http://padatiweb.depdiknas.go.id) to get information related to education and development matters in Indonesia. In essence, the workshop stressed the importance of PDMS standard operating procedures (SOP) during the course of PDMS data updating. The workshop also emphasized the importance of verification and validation processes on learners, teachers, training activities, and training participants’ data required to fulfill USAID standard indicators and operational plan. The provincial specialists and coordinators, using their first hand experience from implementing DBE1 programs in the past years, were also trained to write stories to illustrate lessons learned and good practices that were often expressed by DBE1 program participants at school and district levels. As an exercise, participants were required to interview each other and write a short story on the interview subject in a limited time period. They then took turns in reading these stories aloud as well as giving each other input. To improve their ability to convey a story completely, participants were also given different photography taking techniques. At the end of the training session, the best photo was chosen by all participants (Figure 4). As a result of the training, PDMS data is now more complete and up-to-date, and DBE1 staff are now preparing better examples of best practices. 17

30

PDMS address: http://pdms.dbeindonesia.org Username: viewer Password: pdmsviewer

Decentralized Basic Education: Management and Governance, April – June 2008

Figure 4: Sample of Picture Taking results

Updating Geographical Information System (GIS) Data

GIS data and maps were updated to include data for Cohort 2 districts and schools. The data includes district, sub-district and village maps as well as basic statistics for the district (e.g., number schools and students) and basic profile data for each DBE school (Figure 5 and 6). Recently, the local government decided to expand some of the existing districts and sub-districts. There are three levels of expansion: district, sub-district, and village. This expansion affects nine DBE1 districts in Aceh, North Sumatra, West Java, Banten, and South Sulawesi. The following table shows detail of the expansion in DBE1 regions: Province

District

Sub-District

Village

Aceh

Pidie

-

-

North Sumatra

-

ƒ Tebing Tinggi

ƒ Tapanuli Utara

ƒ Tapanuli Selatan

ƒ Sibolga

West Java

-

ƒ Subang

-

Banten

-

Lebak

-

South Sulawesi

-

Luwu

-

ƒ Indramayu

Of the nine expanded districts, the change in Tebing Tinggi municipality in North Sumatra and in Subang, West Java, affect DBE1 schools. In Subang, for example, Jalan Cagak (old) sub-district was expanded to Ciater, Kasomalang, and Jalan Cagak (new) sub-districts. The old sub-district of Pagaden was expanded to Pagaden (new) and Pagaden Barat. In these cases, although the geographical location does not change, matters related to administration do.

Decentralized Basic Education: Management and Governance, April – June 2008

31

More details on the changes at Tebing Tinggi and Subang for DBE1 SD/MI and SMP/MTs could be seen in Table 5 and 6 below. Table 5: Changes at SD/MI level Province

District

Original Sub District

New Sub District

Cluster

Village

Affected Schools SDN 163099 SDN 163098

Padang Hulu

Tebing Tinggi Kota

N/A

Pasar Baru

SDN 163095 SDN 163096 SDN 164612

North Sumatra

Tebing Tinggi

SDN 168234 Rambung Padang Hilir

Tebing Tinggi Kota

N/A

SDN 163080 SDN 163088 SDS Katolik Assisi

Padang Hulu

Bajenis

N/A

Durian

SDN 167648 SDN 167649 MIS Ar-Rahmat MIS An-Nazah I

Pagaden

Pagaden Barat

Gugus I

MIS Tarbiyatussibyan SDN Giri Mekarsari SDN Giri Mekar SDN Palasari SDN Tegallega

West Java

Subang

SDN Neglasari SDN Nagrak SDN Margaasih SDN Cibitung I SDN Cibitung II SDN Sukamaju Jalan Cagak

Ciateur

Gugus II

MI Al-Muawanah

Jalan Cagak

Kasomalang

Gugus II

MI Mambaul Ulum

Table 6: Changes at SMP/MTs level Province

District

North Sumatra

Tebing Tinggi

West Java

32

Subang

Original Sub District

New Sub District

Padang Hilir

Tebing Tinggi Kota

SMPN 9 Tebing Tinggi

Padang Hilir

Tebing Tinggi Kota

MTs Al-Washliyah

Pagaden

Pagaden Barat

SMPN 3

Pagaden

Pagaden Barat

MTs Mekarwangi

Jalan Cagak

Kaso Malang

MTsN Kasomalang

Affected Schools

Decentralized Basic Education: Management and Governance, April – June 2008

For administrative matters, DBE1 provincial offices continue to work with related Education Office. At the moment, although there are new sub-districts and new head of sub-districts, the sub-district education office has not been established yet. This results in coordination efforts still being carried out with the previous subdistrict education office and school supervisors. For the future, mapping of DBE1 schools and stakeholders needs to be adjusted in accoradnce with the changes. In addition, district profile and DBE1 program such as Renstra and DEFA could be impacted. In general, however, district expansion has not required new coordination effort with the Head of Education Office, except in Pidie. New districts/sub-districts maps are not yet available so the original maps are still being used in GIS and new district profile data is not yet available. In some cases DBE schools will now be part of a new district but that information is not yet available. Therefore, some district and school data is not up to date for the reasons above. The information will be updated as soon as it becomes available. Figure 5: Aceh Cohort-2: Examples of districts added to the Province Map

Decentralized Basic Education: Management and Governance, April – June 2008

33

Figure 6: Aceh Tengah (Cohort 2): Example of district level information added to the province map

34

Decentralized Basic Education: Management and Governance, April – June 2008

Project Implementation Tracking System

During the quarter DBE1 added a new DBE1 management tool to PDMS called ‘Project Implementation Tracking System’. The purpose of the tool is to help DBE1 project management to monitor and track project activities at the province and district level. The tool presents information in two formats: tabular or Gantt chart format (Figure 7 and 8). Each province updates project implementation information bi-weekly. This information is now available to non DBE1 decision-makers (see below). Figure 7: Sample of Tabular Tracking Format

Figure 8: Sample of Gantt Chart Tracking Format

Decentralized Basic Education: Management and Governance, April – June 2008

35

Increased Access for Decision-makers

During the quarter a new tool was added to PDMS to allow viewers and decision makers greater access to internal documents. Examples are minutes of meetings, operational procedures, project activity tracking, etc. Previously certain of these sections of the PDMS were available only to certain DBE1 staff. Figure 9: Internal Documents Available to Viewers

Anticipated Next Steps



Data for districts undergoing splitting will be updated as it becomes available.



The project implementation tracking system module will be enhanced to capture milestones achieved for each steps of the program.



Dissemination (replication) of DBE1 program on district or school level is planned to be included in the GIS module.



Final drafts of user guides for PDMS in English and Bahasa Indonesia.

6.4 School Database System (SDS) During the quarter work continued on improving the SDS software, including extensive consultation with DBE2 to ensure compatibility between school report card that DBE2 will roll out on a limited basis and the version that is part of the SDS. SDS improvement resulted in the release of version 3.3 (SDS v.3.3) (Figure 10). This new version modified the initial page layout of the SDS (Figure 11). Also, the BOS section now has its own distinctive part, separate from the other four input/output of SDS.

36

Decentralized Basic Education: Management and Governance, April – June 2008

Figure 10: SDS System Architecture RKS Profile

School Profile

School Program

SRC

School Database System (SDS)

BAN Accrediation Form

RKS Program

BOS Transaction

BOS Reports

INPUT

PROCESS

OUTPUT

Figure 11: Modification of Initial Page of SDS v.3.3

Decentralized Basic Education: Management and Governance, April – June 2008

37

During the quarter integrated school database system (SDS) activities also focused on carrying out provincial level TOT sessions in the month of June. The sessions were conducted by two DBE1 central staff teams concurrently in Central Java, Aceh, and Banten-West Java, and South Sulawesi, North Sumatra, and East Java. The TOT trained at least two persons from each district who will be facilitators for the schools. Those trained included DBE1 District Facilitators (mainly district education supervisors), district education office staff, and teachers who are skilled in computer data entry. An outline of the TOT curriculum is shown in Figure 12. In consultation with DBE2 the decision was made for DBE1 to implement the SDS in all Cohort 2 schools while DBE1 will implement a stand alone version of the school report card in two Cohort 1 provinces. DBE1 will implement SDS in Cohort 1 schools next year. Figure 12: Provincial Level SDS Training of Trainer (TOT) Introducation Introducation to to SDS SDS Initial Initial Preparation Preparation

School SchoolProfile Profile Input Input School SchoolProfile Profile Output Output

™RKS ™RKS SCHOOL SCHOOL PROFILE PROFILE ™SCHOOL ™SCHOOL REPORT REPORT CARD CARD (SRC) (SRC) ™BAN ™BAN ACCREDITAION ACCREDITAION DOCUMENT DOCUMENT ™RKS ™RKS PROGRAM PROGRAM

BOS BOSInput Input Transaction Transaction BOS BOS Ouput Ouput

BOS BOS REPORTS REPORTS ™ ™ K1 K1 ™ ™ K2 K2 ™ ™ K3 K3 ™ ™ K4 K4 ™ ™ K5 K5 ™ K6 ™ K6

Anticipated Next Steps



Conduct SDS national review activity to obtain input and comments from BOS and accreditation experts.



Train and support all Cohort 2 schools to input SDS data and produce reports.



Produce final version, i.e. SDS v.4.0 to be further implemented/rolled out at the cluster/school level. The roll out mechanism will be adjusted to follow RKS/M updating activities.

7. Information and Communication Technologies (ICT) ICT Grant Awards

ICT Grants have been awarded to consortia comprised of private sector, district education offices and school or district libraries in 14 DBE districts (Figure 13). Each consortium is required to provide a cost sharing requirement.

38

Decentralized Basic Education: Management and Governance, April – June 2008

Figure 13: Distribution of Grantee by Institution PRIVATE SECTOR, 14, 28%

DISTRICT EDUCATION OFFICE, 13, 26%

ICT CENTER, 1, 2%

DINAS INFOKOM, 1, 2% DISTRICT PUBLIC LIBRARY, 8, 16%

EDUCATION BOARD, 1, 2% UNIVERSITY/ SMK, 1, 2%

BAPPEDA, 3, 6%

KANDEPAG, 8, 16%

The grants are divided into two categories depending on the size of the grant: Tier-1 grants range between $2,000 and $4,000, and Tier 2 grants range between $10,000 and $40,000. Two different types of grants have been awarded: education hotspot (ICT Access Grants) and another program targeting on education management and governance (EMG) (ICT Innovation EMG Grants). Each type of grant consists of a number of different activities such as ICT training, establishing an internet café, electronic cataloging of library books, improving district EMIS, etc. (see Figure 14). Figure 14: Grant Main Activities Distribution by Province

The 14 grants that have been awarded consist of 7 Tier-1 and 7 Tier-2 grants and they are divided between 7 ICT Innovation EMG Grants and 7 ICT Access Grants (hotspot). The types of grants, location, grantee information and primary grant activities are summarized in Table 7.

Decentralized Basic Education: Management and Governance, April – June 2008

39

Table 7: ICT Grant Main Activities by Tier and Province





1.

Tier-1 EMG

Turatea Computer Center

Jeneponto South Sulawesi

2.

Tier-2 EMG

YPK Amanah

Pangkep South Sulawesi

3.

Tier-1 Hotspot

Indo Komputer

Soppeng South Sulawesi





4.

Tier-1 Hotspot

PT Rekayasa Teknologi Informasi

Enrekang South Sulawesi





5.

Tier-1 Hotspot

PT Tridata Cakrawala

Tuban - East Java







6.

Tier-1 Hotspot

Yayasan Tarbiyah Islamiyah

Sukabumi West Java







7.

Tier-2 EMG

CV Trisatya Pratama

Karawang West Java

8.

Tier-2 Hotspot

CV Almagada Jaya

Tangerang Banten

9.

Tier-2 EMG

PT Indomaya Wira Sejahtera

Karanganyar Central Java

10.

Tier-1 Hotspot

PT Indomaya Wira Sejahtera

Karanganyar Central Java

11.

Tier-2 EMG

CV Cosmo Jaya

Klaten Central Java

12.

Tier-2 EMG

PT ITS Kemitraan

Surabaya East Java

13.

Tier-1 EMG

PT ITS Kemitraan

Surabaya East Java

14.

Tier-2 Hotspot

PT Indoukm Insis

Tapanuli Utara – North Sumatra



Grantees Main Activities

6





√ √





































4

5

2

8

1







√ 5





√ √



√ √

Training (Others)

Training (DEO)

School Connectivity

IT Maintenance/ Servicing

IT Center/ Connectivity/ Network

eResources

Education Portal

LOCATION

EMIS/MIS

GRANTEE NAME (PRIVATE SECTOR PARTNER)

Library MIS

NO

GRANT CATEG ORY

Internet Café (Warnet)

GRANTEE MAIN ACTIVITIES















3

13

7

DBE1 has been disbursing grant funds over the last three quarters. Total value of grants awarded was $246,284 (or equivalent to IDR 2,216,556,000). As of June 2008, $57,209 (or equivalent to IDR 514,884,478) has been disbursed to the grantees in the form of equipment, which was procured directly by DBE1, and cash to cover training expenses. Each grantee has agreed upon reaching certain milestones in developing their programs. Once a milestone is reached, the grantee submits a report and proposal for next funding stage. We expect the majority of the remaining funds to be dispersed within the next six months.

40

Decentralized Basic Education: Management and Governance, April – June 2008

When grants were awarded affect the amount of disbursed fund. The more recent grant was awarded, the less the amount of disbursed fund was. However, exception applied for the grant program in Pangkep, South Sulawesi, where the low disbursement amount was due to long waiver procurement process. Constraints that were faced by other grantees included: (i) grantees were late in sending the required deliverable, resulting in delay in subsequent disbursement steps. (ii) Insufficient level of understanding at the Provincial level on grant agreement and system resulted in heavy involvement of Jakarta team to solve problems and assist documents preparation. Figure 15 below shows the comparison between amount of disbursement and obligated amount in relations to date of grants awarded.

$2.903

$1.980

$26.807

$35.704

$32.637

10/10/2007

07/01/2008

17/01/2008

$5.576 04/02/2008

$4.159 $2.582 06/09/2007

$534

$-

$1.919

$2.508 10/09/2007

$2.397

$30.105

$18.986

$2.414 $1.057

$14.451

30/04/2007

0%

01/08/2007

$939

$35.073

25%

$6.811

$2.033 $773 17/04/2007

50%

18/06/2007

$2.017 $864 01/04/2007

75%

$11.055

100%

Disbursed

22/08/2007

Obligated Amount

06/09/2007

Figure 15: ICT Grant Disbursed vs. Obligated Amount ordered by Date of Grants Awarded

PT Turatea YPK PT Tridata Indo CV Yayasan CV.Trisatya PT PT CV Cosmo PT ITS PT ITS Rekayasa Computer Amanah - Cakrawala Komputer Almagada Tarbiyah Pratama - Indomaya Indomaya Jaya - T2 Kemitraan Kemitraan Teknologi Center T2 - T1 - T2 Jaya - T2 Islamiyah T2 Wira Wira - T2 - T1 Informasi T1 - T1 Sejahtera Sejahtera - T1 - T1 - T2

Monitoring ICT Grants

The ICT Grants program was designed to support achieving DBE1 Intermediate Result 3 (IR3), i.e. ‘Increased use of Information Resources to Enhance Education Management and Governance.’ Three Project performance Indicators have been established and are monitored regularly. However, deeper, more detailed monitoring and evaluation of the grants program is needed to determine the overall impact on management and governance. Further, the program is considered to be an innovation that could be shared world wide if successful. During the quarter RTI consultant Carmen Strigel worked with the DBE1 to finalize the program monitoring and evaluation system. A full report on the monitoring system will be released in July 2008. An integral part of the monitoring system is a set of indicators to measure program implementation performance (Table 8).

Decentralized Basic Education: Management and Governance, April – June 2008

41

Table 8: Grants Program Implementation Indicators ACTIVITY PUBLIC INTERNET ACCESS POINT (Hotspot/Warnet/Internet Café)

INDICATORS # of education stakeholders using the hotspot # of education stakeholders reporting access to ICT via the hotspot to be critical for their work or studies % of months in operation, where revenue exceeds ongoing costs # of times public system /portal has been accessed % of education stakeholders reporting use of the system/portal

MIS (LIBRARY, EMIS, SMS Gateway or Education Portal)

% of education stakeholders reporting that the system/portal has increased ease of access to education information % of education administrators (DEO, Kandepag, DEB) reporting that the system/portal has improved communication among each other % of education administrators (DEP, Kandepag, DEB) reporting that the system/portal has improved time-efficiency in their work % of education administrators (DEP, Kandepag, DEB) reporting that the system/portal has facilitated reporting education data # of education institutions (schools and/or DEO/Kandepag/DEB sections) involved in the resource development # of resource development meetings held

eRESOURCES (electronic teaching and learning materials)

% of resource development meetings attended by members of all institutions involved % of participants in the resource development process reporting to have acquired critical skills and knowledge for their work # of education institutions to which final resources have been distributed % of respondents in education institutions having received the resources reporting them useful for their teaching or self-study % of DEO and Kandepag sections and/or sub-district offices and/or schools connected

IT CENTER/CONNECTIVITY/ NETWORK

% of education stakeholders reporting to exchange information with other education stakeholders % of education stakeholders reporting easy access to critical information % of education stakeholders reporting easy access to ICT # of education stakeholders attending an ICT-related training course % of education stakeholders successfully completing an ICTrelated training course % of education stakeholders continuing on to another ICT-related training course.

TRAINING

% of stakeholders reporting to have medium or advanced level computer and(/or) Internet skills % of education stakeholders reporting that the training has provided them with critical skills for their work or studies % of education stakeholders reporting that after the training, they have used ICT more frequently in their work than before

42

Decentralized Basic Education: Management and Governance, April – June 2008

Anticipated Next Steps



Monitor program implementation on an ongoing basis



Review milestone reports and disburse remaining committed funds.



Efforts to improve capacity of provincial teams in implementing and monitoring grant programs in respective regions.

8. Public-Private Alliance 8.1. BP Alliance – Papua Barat In this quarter DBE1 received a direction from USAID to resume Year 1 activities in Papua Barat. Following initial planning during the quarter, DBE1 intends to conduct the following activities in the next quarter: 1. Fill the Local Coordinator position that has been vacant for the past few months. 2. Present District Educational Finance Analysis (DEFA) reports to the districts at multi stakeholder workshops. 3. Conduct a renstra process in Kota Sorong and Kabupaten Manokwari. 4. Provide assistance to conduct school mapping in Kabupaten Sorong Selatan 8.2. ConocoPhillips Alliance: Central Java and Yogyakarta Symbolic School and Madrasah Rebuilding Ceremony in Klaten and Yogyakarta On April 17 and 18, together with representatives of Klaten and Yogyakarta Government, representatives of ConocoPhillips, USAID/Education Office, and DBE1 took part in the symbolic ceremony for the rebuilding of SDN 01 Babadan and MI Miftahul Ulum. This event marked the beginning of a reconstruction process supported by the Education Response Alliance between ConocoPhillips and USAID to rebuild 35 schools, madrasah and learning center (Pusat Kegiatan Belajar Mengajar/PKBM) in Klaten, Bantul, Sleman, and Yogyakarta areas affected by earthquake in 2006.

Decentralized Basic Education: Management and Governance, April – June 2008

43

Head of Elementary Education SubDivision Office of Central Java, Bapak Drs. Suhardi, ceremoniously offered “tumpeng” to Principal of SDN 01 Babadan, Klaten

Bapak TM. Razief Fitri, VP Development and Relations of ConocoPhillips, observed by Bp. Mardoyo, Head of Klaten Education Office, symbolically demolished a wall of SDN 01 Babadan, Klaten

Ibu Mimy Santika, USAID Education Office, laid the corner stone of MI Miftahul Ulum, Bantul

Reconstruction and Rehabilitation Manual On May 10, DBE1 presented the final version of the Reconstruction and Rehabilitation Manual for Earthquake Resistance Reconstruction of Educational Facilities using Community Participation Method to BP Migas in Yogyakarta. The manual was finalized based on best practices and hands-on experience gained from the public-private alliances formed between DBE1 and BP Migas, Chevron, ConocoPhillips and District of Klaten, Sleman, Bantul and Yogyakarta. Currently, DBE1 is considering available options related to presentation of the Manual to Ministry of National Education. The Manual could be presented during inauguration

44

Decentralized Basic Education: Management and Governance, April – June 2008

ceremony of one of the 35 schools/madrasah/learning center included in the Education Response Alliance program or final workshop in last quarter of 2008 or first quarter of 2009.

Ibu Dyah Karyati, DBE1, presented the manual to Bapak Agus Suryono of BP Migas

Reconstruction and Rehabilitation Manual for Earthquake Resistance Reconstruction of Educational Facilities using Community Participation Method

School Reconstruction/Rehabilitation Grants A total of 35 grants has been approved and awarded by USAID/DBE1. The total value of Phase 1 Grants awarded was Rp.210.000.000 (equivalent to $23,333.33). In this quarter, out of 35 schools, 18 have completed the Phase 1 Grant process. Also, Phase 2 Grants have been awarded by USAID/DBE1. The total value of Phase 2 Grants awarded was Rp. 4.901.431.000 (equivalent to $544,603.44).

Decentralized Basic Education: Management and Governance, April – June 2008

45

Table 9 : School Reconstruction/Rehabilitation Grant Status NO

SCHOOL

GRANT NUMBER

GRANT PURPOSE

PROGRESS STATUS

KABUPATEN KLATEN

1

SDN 01 Babadan

0209604-G-08-014

Reconstruction

USAID approval on January 7 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 647.976.000,-

2

SDN 01 Granting

0209604-G-08-015

Rehabilitation

USAID approval on January 7 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 185.264.000,-

3

SMP Muhammadiyah 8 Wedi

0209604-G-08-025

Rehabilitation

USAID approval on April 3 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

4

SDN Tangkisan Pos

0209604-G-08-026

Reconstruction

USAID approval on March 3 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 249.133.000,-

5

SDN 01 Somopuro

0209604-G-08-027

Reconstruction

USAID approval on March 3 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 257.471.000,-

6

PKBM Marsudi Karya

0209604-G-08-029

Reconstruction

USAID approval on March 3 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

7

SDN 02 Demangan

0209604-G-08-030

Reconstruction

USAID approval on March 3 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 229.709.000,-

Rehabilitation

USAID approval on March 3 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 212.351.000,-

Rehabilitation

USAID approval on March 3 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 200.000.000,-

8

SDN 03 Palar

0209604-G-08-031

9

SDN 02 Mlese

10

MI Muhammadiyah Blanciran

0209604-G-08-033

Rehabilitation

USAID approval on April 9 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

11

SDN 02 Tanjung

0209604-G-08-036

Rehabilitation

USAID approval on April 3 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 173.425.000,-

12

SDN 01 Jambu Kidul

0209604-G-08-037

Rehabilitation

USAID approval on April 3 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 172.033.000,-

13

SDN 01 Karangnongko

0209604-G-08-038

Rehabilitation

USAID approval on March 28 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

14

SDN 02 Pokak

0209604-G-08-041

Rehabilitation

USAID approval on March 28

46

0209604-G-08-032

Decentralized Basic Education: Management and Governance, April – June 2008

Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 195.712.000,15

SDN 02 Kanoman

0209604-G-08-042

Rehabilitation

USAID approval on April 3 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

16

SDN 01 Mandong

0209604-G-08-043

Rehabilitation

USAID approval on April 3 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

17

SDN 01 Jurangjero

0209604-G-08-044

Rehabilitation

USAID approval on April 3 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

Phase 1 Grants: Rp. 102.000.000,Phase 2 Grants: Rp. 2.523.074.000,-

Total KABUPATEN BANTUL

1

MTs Al Falaah

0209604-G-08-016

Rehabilitation

USAID approval on February 22 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 298.750.000,-

2

MI Miftahul Ulum

0209604-G-08-017

Reconstruction

USAID approval on February 22 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: 589.286.000,-

Reconstruction

USAID approval on February 25 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 350.284.000,-

Reconstruction

USAID approval on April 9 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

3

4

SMP PGRI

0209604-G-08-021

MTs Hasyim Asy'ari

0209604-G-08-023

5

MTsN Gondowulung

0209604-G-08-024

Reconstruction

USAID approval on April 3 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 468.131.000,-

6

PKBM Candirejo

0209604-G-08-028

Reconstruction

USAID approval on March 28 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 120.279.000,-

Phase 1 Grants: Rp. 48.000.000,Phase 2 Grants: Rp. 1.826.730.000,-

Total KOTA YOGYAKARTA

1

SMPN 15

0209604-G-08-018

Reconstruction

USAID approval on February 22 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 201.838.000,-

2

SMP Pangudi Luhur 2

0209604-G-08-022

Rehabilitation

USAID approval on March 13 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

Total

Phase 1 Grants: Rp. 12.000.000,Phase 2 Grants: Rp. 201.838.000,-

KABUPATEN SLEMAN

Decentralized Basic Education: Management and Governance, April – June 2008

47

1

2

SD Muhammadiyah Tengahan

0209604-G-08-019

SDN Kowangbinangun

0209604-G-08-020

Reconstruction

USAID approval on February 22 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

Rehabilitation

USAID approval on February 25 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 193.789.000,-

3

MI Ma'arif Blendangan

0209604-G-08-034

Rehabilitation

USAID approval on April 14 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

4

SDN Nglahar

0209604-G-08-035

Rehabilitation

USAID approval on April 9 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

5

SDN Salakan Lor

0209604-G-08-039

Rehabilitation

USAID approval on April 9 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

6

SDN Potrojayan 2

0209604-G-08-040

Rehabilitation

USAID approval on April 14 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

7

PKBM Gita Lestari

0209604-G-08-045

Rehabilitation

USAID approval on April 9 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: Rp. 156.000.000,-

8

SDN Kledokan

0209604-G-08-046

Rehabilitation

USAID approval on April 9 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

9

SD Muhammadiyah Ambarketawang 3

0209604-G-08-047

Rehabilitation

USAID approval on April 9 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

Rehabilitation

USAID approval on April 21 Phase 1 awarded: Rp. 6.000.000,Phase 2 awarded: On Progress

10

MI Al Huda

0209604-G-08-048

Total

Grand Total

Phase 1 Grants: Rp. 60.000.000,Phase 2 Grants: Rp. 349.789.000,-

Phase 1 Grants: Rp. 210.000.000,Phase 2 Grants: Rp. 4.901.431.000,-

School Reconstruction/Rehabilitation Process The reconstruction and rehabilitation process commenced in 10 schools in this quarter; four schools in the District of Klaten: SDN 01 Babadan, SDN 01 Granting, SDN Tangkisan Pos and SDN 01 Somopuro; four schools in Bantul District: MTs Al Falaah, MI Miftahul Ulum SMP PGRI and MTsN Gondowulung; one school in Kota Yogyakarta: SMPN 15; and one school in Sleman District: SDN Kowangbinangun. The rehabilitation process in three schools: SDN 01 Granting, MTs Al Falaah and SMPN 15 is expected to be finished in the next quarter.

48

Decentralized Basic Education: Management and Governance, April – June 2008

Community volunteers demolished the school building as the first step in reconstruction of SDN 01 Babadan, Klaten, April 2008

The reconstruction progress in SDN 01 Babadan, Klaten, June 2008

Community volunteers demolished the temporary bamboo school as the first step in reconstruction of MI Miftahul Ulum, Bantul, April 2008

The reconstruction progress in MI Miftahul Ulum, Bantul, June 2008

The reconstruction progress in SMPN 15, Yogyakarta, May 2008

The reconstruction progress in SMPN 15, Yogyakarta, June 2008

Decentralized Basic Education: Management and Governance, April – June 2008

49

9. Gender DBE1 continues to highlight gender issues throughout its management and governance interventions. As a result stakeholders become more aware of gender issues in education. The latest Project Performance Monitoring report prepared during the quarter (to be released in mid July) shows continued increased awareness of school stakeholders for representation of women and minorities on school committees. In Aceh, as further examples, more women than men attended school development planning training, in Aceh Besar many of those who turned out for school committee elections (see below) were women. 10. Conflict In Aceh, three of five districts in the DBE program are post conflict areas. They are Aceh Besar, Pidie, and Bireun. As reported in past reports, we are finding post conflict affects on implementing our programs in some of these areas. Bireun has very little data that can be used in planning; hence development planning there is proceeding very slowly. We anticipate the work with additional districts in Aceh in collaboration with provincial government. Lessons learned in post conflict areas, such as Bireun, will be taken into account in planning support for these districts. There were some positive accomplishments in the post conflict areas. For example, over 200 persons turned out for a democratic election for school committee in two schools in Aceh Besar (See Annex 1, Aceh Provincial Report). The strong relationship between democracy and education is expected to contribute to stabilization in post conflict areas.

50

Decentralized Basic Education: Management and Governance, April – June 2008

III. Training for Project Beneficiaries From April to June, a total of 388 training activities were conducted and attended by a total of 4,902 people (M:3,189, F:1, 713). Comparing the January to March quarter with April to June, notwithstanding that the number of training events was the same (388), the number of participants decreased from 6,219 to 4,902. The biggest decrease took place in the number of school-level stakeholders attending DBE1 activities. In the previous quarter, a total of 4,119 principals, school committee members, and teachers took part whereas this quarter there were only 3,101. This signified the shift of focus from capacity building efforts at school-level to district-level. (For more detail on training by provinces and participants categories, please see table 10 and 11 below.) As DBE1 continued the effort to promote the replication of its programs, the number of service providers who took part in DBE1 training activities increased. In the January-March quarter, 235 district facilitators, supervisors and other service providers attended while from April to June, there were 434 people. Please see Annex 3 for more detailed analysis of training beneficiaries by institution and activities. Table 10: Number of training activities from April to June 2008 No.

Number of Training Activity

Province Apr

1

Aceh

2

Sumatra Utara

3

Banten

4

Jawa Barat

May

June

Total

9

6

7

22

28

13

15

56

2

2

4

8

15

14

6

35

5

Jawa Tengah

56

23

27

106

6

DI Yogyakarta

26

4

38

68

7

Jawa Timur

46

12

26

84

8

Sulawesi Selatan

5

0

4

9

187

74

127

388

Decentralized Basic Education: Management and Governance, April – June 2008

51

Table 11: Summary of persons trained from April to June 2008 Participant Category

52

Male

Female

Total

District Facilitator

176

51

227

School Principal

508

328

836

School Committee

879

439

1,318

School teacher

433

514

947

District Education Staf

431

114

545

MORA District Staf

62

6

68

Local Government

60

14

74

Parent

52

68

120

CSO

10

5

15

DPRD

45

3

48

Education Board

52

3

55

Other

481

168

649

Total

3,189

1,713

4,902

Decentralized Basic Education: Management and Governance, April – June 2008

IV. Next Quarter Activities The major activities planned for the quarter are summarized in this section. The final quarter of the DBE1 Year 3 Workplan has been revised and updated following discussions with USAID regarding implementing recommendations of the Midterm Review. The Workplan revisions are primarily dropping proposed Cohort 3 activities; all other originally proposed activities are either modified to deepen the interventions or timing and sequencing of activities have been modified in accordance with the decision to extend and deepen activities in Cohorts 1 and 2. Two new activities not originally in the Workplan have been added: assessments of the feasibility to expand the DBE1 program in Aceh and to support a West Java university to develop an online education management program. The numbering of the activities below follows the number of activities in the original version of the Year 3 Workplan. Table 12: Planned July – September 2008 Activities Major Work Plan Activities

July

August

September

Notes

PROJECT MANAGEMENT Task 1: Project Preparation & Cohort 1 Phase-Out 1.3: District Coordination

Ongoing.

1.4: Phase out of Cohort 1

Meetings will be held with provincial and district stakeholders to update MOUs for Cohorts 1 and 2. Task 2: Project Reporting

2.1: Submit Quarterly & Annual Reports & Workplan

Workplan through December 2009 to be submitted in August. Quarterly report 13 to be submitted in July. Reports on Deliverables 11,12,13,14, 15 to be submitted by September

2.2: Produce reports related to Deliverables Task 3: Monitoring & Evaluation 3.1: Cohort 1 & 2: Produce Routine Monitoring and Evaluation Reports 3.3: Cohort 1 & 2: Special ICT Study for Aceh

Collect data for Monitoring Report 5 DBE1 and MONE team to conduct preparation during the quarter. Will include DPISS applications Timing for this activity has been extended

3.4 Complete RPS Impact Study 3.4 Complete Replication Study Task 4: Project Data Management System 4.1: Continue to Improve & Expand PDMS Software

Ongoing SCHOOL & COMMUNITY PROGRAM

Task 5: School Committees (SC), RPS/RKS & School Report Cards for elementary & junior secondary

Decentralized Basic Education: Management and Governance, April – June 2008

53

5.1: Cohort 1 & 2: Update RKS in schools. 5.2: Cohort 1 & 2: Implement School Database System (SDS) in schools

This will be implemented for all Cohort 2 schools and Cohort 1 schools in all provinces excepting N. Sumatra and C. Java. DBE2 will implement stand alone School report card in the later provinces. Timing has been extended

5.2: Cohort 1 & 2: Complete school Committee Strengthening Round 1 training for SMP/MTs 5.2: Cohort 1: Complete school Committee Strengthening – Round 2 training for SMP/MTs

Timing has been extended DISTRICT PROGRAM

Task 6: Assist Districts to Replicate DBE1 School Level Programs 6.1: Cohort 1 & 2: Workshop with Intensive district level districts to promote replication workshops to promote replication/disseminatio n is a new activity. Task 7: Improve District Education Governance 7.2: Complete round 1 multistakeholder workshops

Timing has been extended

Task 8: Cohort 1 & 2: Improve District Educational Planning & Finance 8.1: Workshop with national Postponed from stakeholders to review and previous quarters revise Renstra & finance programs 8.2: Cohort 1 & 2: Complete DEFA in To be completed in 30 all districts districts by end of quarter To be completed during 8.3: Complete provincial education the quarter finance reports in all provinces Ongoing. 8.4-5: Cohort 1 & 2 Complete Renstra in districts 8.6: Cohort 1 & 2: Complete School Unit Cost and BOS Impact studies in 3 selected districts/province 8.7: Commence development of District Report Cards (DRC) in selected districts as part of Renstra

Unit Cost to be completed in 30 districts and BOS impact in 10 districts by end of quarter Postponed until next quarter

Task 9: District Educational Management: Supervision, Personnel, Assets 9.1 Develop methodology for Significant modification assisting districts to develop of activities in Year 3 personnel policies, develop Workplan methodology for computerizing personnel management system, develop manuals and materials for computerized asset management systems 9.2 Hold national workshop to Postponed until next review policies and procedures quarter for personnel management

54

Decentralized Basic Education: Management and Governance, April – June 2008

piloted in Kudus ICT PROGRAM Task 10: Partnerships for ICT Hot Spots 10.1: Cohort 1: Monitor Implementation Compliance by Grantees

Ongoing. Initial monitoring report to be submitted in September PUBLIC-PRIVATE ALLIANCES (PPA)

Task 11: Continue to Implement Existing Public-Private Alliances 11.1: Conduct multi-stakeholder workshops & commence school mapping under PPA with BP in West Papua 11.2: Continue training for ConocoPhillips PPA grant & construction activities in Klaten/Yogyakarta 11.3: Commence PPA with Gramedia Task 12: Explore & Develop New Public-Private Alliances 12.1: Explore & develop province & district level PPAs 12.2: Encourage further PPAs at school level

Work will resume in September

Work to be completed in December

Negotiations still taking place. Ongoing Ongoing

BEST PRACTICES DOCUMENTATION & DISSEMINATION Task 13: Contribute to the Development of National Policy and Practice 13.2 Deliver manual on disaster Meeting to deliver reconstruction to MONE manual with MONE, MORA and BP Migas to take place in August 2008 13.3: Conduct national workshop on Postponed until next governance & legal framework quarter for education. Task 14: Document & Disseminate Project Data & Best Practices 14.1: Maintain & Update DBE Website 14.2: Publish and Disseminate Manuals, Training Materials and Best Practice

Ongoing Ongoing

New Tasks Not in Year 3 Workplan Conduct feasibility study to expand DBE1 district level programs to non-DBE districts in Aceh Conduct feasibility study on support to UNINUS university in West Java to develop on line course in education management

Decentralized Basic Education: Management and Governance, April – June 2008

Report to be submitted in August Report to be submitted in August

55

Table 13: Short Term Technical Assistance Planned July – September 2008 Major Work Plan Activities

Dates

Continue Reconstruction planning/supervision in Klaten & Yogyakarta Prepare district asset management program and materials Implement education finance activities (DEFA, Unit Cost, BOS Impact)

Ongoing through December 2008

Consultants contracted and working

September, 2008 – February 2009 July - September 2008

Complete PDMS software development

July – September 2008

Finalize report on RPS implementation

August 2008

Produce 2nd report for deliverable 11 after consultation with USAID

September - November 2008

Postponed from November 2007. Recruitment under way 5 consultants, one/province (except Aceh) began February 2008 for 5 month assignments. Assignments to be extended on average 3 months. Programmer initially recruited for 3 month assignment. Assignment will be been extended for additional 3 working months. Consultant to be recruited for 10 day assignment to work with DBE1 M&E Specialist Dr. W. Wirkus will be requested for 30 day assignment beginning in September 2008.

56

STTA Details

Decentralized Basic Education: Management and Governance, April – June 2008

V. Monitoring and Evaluation Performance Monitoring Report # 4 The Third Monitoring Report was completed and submitted to USAID in September 2007. In this quarter, DBE1 was in the process of finalizing the Fourth Monitoring Report. This report consisted of two measures: Measure 4 for school level indicator in Cohort 1 and Measure 1 for schools in Cohort 2. These two measures were collected at the same period, from December 2007 to January 2008. As happened in the previous quarter, some inconsistencies and mistaken data entry still occurred. The Monitoring and Evaluation specialist requested some provinces to check and resubmit data to Jakarta. Based on current data, the quality of school development plans has improved greatly in Cohort 1 schools. In total, since the baseline, 89% of the Cohort 1 schools have produced plans that meet 25 or more of 32 criteria for good quality plans. Central and East Java, South Sulawesi and North Sumatra showed consistent improvement in their development plans. Banten and West Java however, were inconsistent in achieving intermediate results; schools in Banten increased significantly in Measure 1,2, and 3 and then slightly decreased in Measure 4; in West Java the percentage of schools that met the minimum criteria tends to remain stable. Figure 16: Percentage of School that developed RPS which met Minimum Criteria 120%

25-32 Criteria

100% 80% 60% 40% 20% 0% Banten

West Java Central Java East Java

Baseline (Dec ‘05)

Measure 1 (July ’06)

Measure 3 (July '07)

Measure 4 (Jan '08)

South Sulaw esi

North Sumatra

Measure 2 (Jan ’07)

Decentralized Basic Education: Management and Governance, April – June 2008

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After extensive evaluation of program implementation in Cohort 1, DBE1 assisted Cohort 2 schools by using revised RPS manual. This revised manual was designed in accordance with Permendiknas 19 Year 2007 and established 40 criteria for assessing quality of school development plans (compared with 32 criteria for Cohort 1). As could be seen in Figure 17, in West Java and South Sulawesi, 70% and 80% of the schools respectively had plans that met more than 20 of 40 criteria. The major reason for the lower level of improvement in North Sumatra, Central Java and East Java was the fact that many of the schools had not completed the plans at the time the assessment was made in January 2008.

21 - 40 Criteria

Figure 17: Percentage of Cohort 2 Schools which RPS met 32-40 criteria

90% 80% 70% 60% 50% 40% 30% 20% 10% 0% West Java

Central Java

Baseline

East Java

South Sulaw esi

North Sumatra

Measure 1

Another important indicator was transparency. Comparing baseline data with the result of Measure 1 (Cohort 2) revealed that most of the target schools in Cohort 2 have become more transparent. After about five months of DBE1 interventions, most of the schools in Cohort 2 displayed the budget in two or more locations in their school area. South Sulawesi showed the highest improvement because school planning had been completed in this province by the time Measure 1 data was collected.

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Decentralized Basic Education: Management and Governance, April – June 2008

Figure 18: Percentage of Cohort 2 Schools which shows School Financial Report in more than two places 70% More than two venues

60% 50% 40% 30% 20% 10% 0% West Java

Central Java

Baseline

East Java

South Sulaw esi

North Sumatra

Mesure 1

Anticipated Next Steps



Complete and Submit Measure 4 (Cohort 1) and Measure 1 (Cohort 2)



Conduct Measure 5 (Cohort 1) and Measure 2 (Cohort 2), and Measure 1 for district level indicators



Examine the second-year of RPS activities/programs implementation for all schools in Cohort 1

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VI. Collaboration with Government Throughout this period, DBE1 continued to work together with stakeholders at national level in support of DBE1 programs design and activities implementation. For example, two separate visits were carried out in Banten and South Sulawesi by representatives of MONE and MORA, respectively. In Karawang, representative of Sub-Directorate of Junior Secondary Schooling, MONE, visited some junior secondary schools (SMP) while in Soppeng and Makassar, Director of Mapendais, MORA, went to see several madrasah ibtidaiyah (MI) in the region. These visits resulted in better understanding of how RKS/M were developed and implemented in these schools and madrasah. DBE1 team also attended a meeting with Secretariat of School-Based Management (Sekretariat MBS) from the Directorate Pembinaan TK-SD, MONE. The purpose of the meeting was to share experience, map school-based management programs and establish a multi-stakeholder forum. Also attending these meetings were representatives of the World Bank, AusAID, (IABEP, NTT PEP, LAPIS), Kartika Sukarno Foundation, Plan International, Save the Children, UNESCO, UNICEF, World Vision and JICA. Significantly, it emerged that the DBE1 approach to school development planning (RKS) is the only one that is fully aligned to current government regulations (particularly Permendiknas 19/2007). This fact is well appreciated by the Directorate and also largely accounts for the success of the program in the field and the strong interest in replication. As a result, DBE1, responding to a request from the Directorate (TK-SD), provided a full profile of the program in early May. The Directorate expressed strong appreciation for DBE1’s efforts to align the program with government regulations. To support DBE1 programs at district level, DBE1 team members also met with representatives of National Education Standard Board (Badan Standar Nasional Pendidikan/BSNP) to provide a progress report on DBE1 work so far and to confirm with BSNP that our work in School Unit Cost Analysis is in line with BSNP policies. It was encouraging to note that BSNP appreciated the work undertaken by DBE1 and fully supported DBE1’s approach. To support efforts to strengthen EMIS in Aceh, DBE1 started to establish cooperation with Education Statistics Center (Pusat Statistik Pendidikan) of MONE. Together with Ms. Mimy Santika (USAID,) DBE1 met with Head of PSP. PSP welcome the pilot project in Aceh and agreed to establish a joint team with DBE1 to support implementation phases. National level stakeholders from the Coordinating Ministry for People’s Welfare, MONE, and MORA also took part in the launching of the Boyolali District program to replicate DBE1 programs recently. It should also be noted that Bapak Firdaus Basyuni, the Director of Islamic schooling (MAPENDAIS) in MORA has signed a formal introduction to be included in the published DBE1 manuals for school-level

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activity (RKS, School Committee Strengthening, Leadership and Replication). Bpk Mujito, Director of Kindergarten and Elementary School Development (Direktorat Pembinaan TK-SD) in MONE, has also agreed to co-sign the introduction. It is expected that the set of manuals will be finalized and published with the signed introductions early in the next quarter. Anticipated Next Steps



Meetings with representatives from MONE National Accreditation Board (BAN), to update School Database System (SDS) program



Meetings with national stakeholders and donors to review district planning programs



Meetings with national and international stakeholders on future work in Aceh



Meetings with MONE, World Bank and UNICEF on developing capacity of service providers to implement DBE1 programs.

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Annex 1: Provincial Reports Aceh DBE1 activity

April – June 2008 School-level programs

Leadership Training

No major activity this quarter School Development Planning (RPS) in Cohort 1 The RPS development process has already been completed in all cohort 1 schools. In this reporting period, some of these schools and madrasah began to develop their Annual Work Plans (Rencana Kerja Tahunan/RKT.) This activity was conducted in five clusters in Banda Aceh on April 1st and 2nd, attended by 160 people (M:74, F:86.) As a result of these sessions, all participating schools agreed to develop their work plan on a yearly basis. In this reporting period, the level and quality of RPS program implementation was measured. So far, 16 schools in Banda Aceh were interviewed and results will be finalized in July. One interesting observation is that many schools found that education office representatives still did not view RPS as input for district budgeting and planning process. This should be addressed in coming months through district level planning interventions.

School Development Planning (RPS) in Cohort 2

School planning (RPS/RKS), Replication and Reference School

As of June 30, out of 108 cohort 2 schools, 42 schools presented their completed RPS/M to the community. All remaining schools still received facilitations from district coordinators and facilitators and planned to complete their work plan by August. Some delays occurred in this quarter due to the limited number of DBE1 personnel available to assist schools in completing their RPS. For example, in Pidie, the District Coordinator also functions as Community Participation Specialist and so needed to allocate time for CPS-related activities as well. In Aceh Besar, the District Coordinator (DC) was appointed as Senior District Coordinator and needed to conduct replication-related activities. In Aceh Tengah, there was no District Coordinator, so school-level activities had to depend on the programs of the provincial team. This problem has been addressed. An appointment has been made for the DC position in Aceh Tengah. In Pidie and Aceh Besar, assistant DC’s are now being appointed. In Samalanga cluster of Bireun, geographical location prevented district facilitators from regularly visiting schools, creating delays in completion of the activity. In Pidie, the Head of sub-division Education Office requested all schools to focus their effort on national exam preparation, resulting in no facilitation throughout April and May. School Committee Training: SD/MI

Strengthening School Committees

Phase 1 training was conducted in four clusters in Aceh Tengah from April 8 to 10 and from May 28 to 30. A total of 144 people (M:100, F:44) from 27 schools and madrasah took part. Throughout the training, participants maintained a high level of enthusiasm and participation. Many expressed the hope that capacity building activities will continue to be provided in the future. To ensure that they are conducted in accordance to Kepmendiknas 04/200, district facilitators (DF) will continue to

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Decentralized Basic Education: Management and Governance, April – June 2008

DBE1 activity

April – June 2008 facilitate committee activities, such as school election members’ election and establishment of committee structure, rules and regulations. DBE1 facilitated the election of school committee members in SD 1001 and SDN 1 Bebesan in Aceh Tengah and SDN 5 Jantho in Aceh Besar. These elections received a great deal of attention from the schools and the surrounding community. A total of 221 people took part (M:86, F: 135). In SDN 1 Bebesan, Aceh Tengah, the election was conducted for the first time after 20 years.

District-level programs Good Education Governance (Good Governance Sektor Pendidikan/GGSP) Throughout this period, stakeholder mapping was conducted in Aceh Tengah (District Parliament and Elementary Education Council), Bireuen (Parliament, Council, CSO), Pidie (Parliament and CSO), and Aceh Besar (District and Council). A total of 45 people took part (M:39, F:6)

District Education Governance

Interviewed participants were eager to learn more about DBE1 programs and many requested to be invited to school-level activities such as RKS development and school committee training. As a result of these interviews, stakeholders mapping forms have been completed. However, the mapping activity was rather difficult to complete due to stakeholders’ busy schedule. In addition, most stakeholders misunderstood our invitation as an opportunity for a regular meeting, not a mapping exercise. This resulted in having to allocate more time to allow mapping activity to take place. District Education Planning (Renstra) From May 6 to 11, a renstra workshop was conducted in Sabang for Aceh Besar and Banda Aceh. A total of 15 participants took part (M:10, F:5). As a result of this workshop, the strategic education plans (renstra) for both districts were 75% completed. Although DBE1 team members had to work with incomplete supporting data and renstra team members’ low level of exposure to related matters, ongoing facilitation took place from May 12 to 21. As a result, 85% of the document was completed. From May 26 to 29, a finalization workshop for these two districts was conducted in Takengon, Aceh Tengah. As next step, it is hoped that LGSP will facilitate the Education Office Renstra SKPD Forum in the near future.

District Education Planning and Capacity Assessment

From May 21 to 23, the second workshop was carried out for Aceh Tengah and attended by 13 participants (all males.) Around 45% of the renstra document was completed. As mentioned above, DBE1 team members also had to deal with limited understanding of renstra team members of related matters. However, district renstra team members were generally highly committed to the process and enthusiastic to learn. In the meantime, a simple GIS to show all schools in Bireuen and Aceh Tengah was developed and will be used as support for renstra development process in the regions.

Support to Renstra: District Planning Information Support System (DPISS) Teams in Banda Aceh, Aceh Besar, Pidie, and Aceh Tengah completed data analysis stage. Bireuen has not reached a similar stage as facilitation was only conducted once. This was due to the fact that Bireuen Education Office did not have the required data. The Aceh provincial education office plans to implement the Provincial Education Renstra at district level. To support this effort, the Education Office requested that DPISS be used as the data processing tool for development of renstra in nonDBE1 districts.

District Education Finance

No major activities this quarter

Decentralized Basic Education: Management and Governance, April – June 2008

63

DBE1 activity

April – June 2008 Replication From June 1 to 4, 23 principals and teachers in Aceh Utara received training (ToT) on RKS development. In addition, participants were introduced to methods of KKRKS and school committee establishment in accordance with Kepmendiknas 044/2002. As a next step, RKS development will be conducted in 17 schools in Aceh Utara. From June 26 to 28, district facilitators conducted training on RKS and school committee strengthening to 14 schools in Gayo Lues district. A total of 74 people attended this training, including principals, school committee members, and representatives of Education Office and Office of Religious Affairs. Meanwhile, from June 12 to 14, training of trainers on replication was conducted. Officially opened by Aceh Besar head of district, this training was also attended by Head of Kindergarten and Elementary Sub-Division of NAD Education Office, provincial specialists, and others. A total of 15 people took part (M:11, F:4.)

ICT & Data Management PDMS

Data and Information Management

ICT/Hotspots and Grants

Provincial-level School Database System training of trainers was conducted from June 9 to 11. A total of 20 people participated (M:15, F:5.) Participants felt that using BOS form in the training was very useful because schools no longer needed to gather school budgeting information from separate sources and could easily select results to be shown to school community members. On the other hand, electricity availability was still limited for some schools, resulting in difficulties in trying to operate a computer on a regular basis. Further, since elementary schools usually do not have specific personnel in charge of data management, this responsibility usually is shared by several people, making data maintenance and quality management rather difficult to conduct. No activity in this reporting period

Monitoring and Evaluation Monitoring and Evaluation

No major activity in this quarter

Partnerships District Coordination

Engaging District, Province stakeholders

Public Private Partnerships Collaboration with DBE23 Collaboration with other USAID projects Other collaboration (not in Work Plan)

64

On June 20, DBE1 Aceh met with representatives from Pidie, specifically the Head of the Education Office, the head of the Religious Affairs Office, and principals to discuss delays in RPS program implementation by schools and madrasah in the region. The Head of the Education Office and Religious Affairs Office believed that involvement from schools and madrasah in the RPS program implementation efforts were improved in this quarter and hoped that such involvement would continue to improve in the future. No significant activity during this quarter. No significant activity during this quarter. No significant activity during this quarter.

Aceh Education Sector Working Group & Education Sector Working Group To understand better the current conditions and needs of the education sector in Aceh, DBE1 Aceh conducted a review in the middle of May and beginning of

Decentralized Basic Education: Management and Governance, April – June 2008

DBE1 activity

April – June 2008 June. As a result of the review we now know that: o

Regulations related to education (Qanun Pendidikan) were revised by District Parliament.

o

Aceh Education Sector Working Group continued to develop Action Plan and Logical Framework based on Provincial Education Renstra.

o

There is strong commitment from Provincial Education Office to achieve renstra related goals.

o

However, to ensure effective implementation, capacity building at provincial and district levels would still be needed for:

o



BOS and unit cost analysis.



Teachers’ recruitment mechanism.



Monitoring and evaluation.



District Renstra development.

Analysis on handling of special-autonomy budget and other related budgets to support education sector would still be continued.

Aceh Education Sector Working Group held a second round-table meeting on June 17. This meeting was attended by national and provincial district-levels stakeholders as well as representatives from donor organizations. Results of the meeting included: o

Education Office would establish a coordination team.

o

Results of this meeting will be discussed in Jakarta in July.

North Sumatra DBE1 activity

April – June 2008 School-level programs Leadership Training for Principals: SD/MI A total of 112 people attended the training for Module 2 which was conducted for cohort 1 principals from April 18 to June 3 (M:40, F:72.) Similar training for Cohort 2 principals will be carried out in July to September period.

Leadership Training Leadership Training for Principals: SMP/MTs There is no activity to be reported in this period since training for module 1 was completed in the previous quarter and module 2 training will be conducted in the next quarter. School Development Planning (RPS) in Cohort 1 and Cohort 2

School planning (RPS/RKS), Replication and Reference School

Currently, all cohort 1 and 2 schools and madrasah are in the process of implementing programs listed in their RPS/M. Workshops to facilitate RPS/M updating and preparation of RKT (Annual Work Plans) will be conducted in the July to September period.

School Work Planning (RKS) From April 7 to 9, phase 3 and 4 training was conducted for cohort 1 and 2 district

Decentralized Basic Education: Management and Governance, April – June 2008

65

DBE1 activity

April – June 2008 coordinators and facilitators. A total of 26 people took part (M:18, F:8.) In the mean time, phase 3 and 4 of the training for all KKRKS (with the exception of Dairi) was completed. A total of 180 participants attended (M:125, F:55.) Based on evaluations of the KKRKS training, it may be concluded that most KKRKS members are not ready to attend the training. This was due to:

• • • •

In general, RKS/M development phase 1 and 2 has not been fully completed yet. The RKS development schedule coincided with national examination preparation time. KKRKS members often have prior commitments that do not allow them to fully participate in RKS development process Several principals felt that it was not a priority to develop RKS

To improve the KKRKS capacity, District Facilitators added more facilitation meetings to the regular facilitation schedule, often up to five additional meetings per school. Meanwhile, district facilitators’ (DF) level of understanding of RKS also varies. As a result, some district facilitators (DF) found difficulties in RKS development methodology and this affected their subsequent KKRKS training effectiveness. It is hoped that future mentoring of district facilitators would improve their ability and address this challenge. School Committee Training: SD/MI Phase 4 training was completed in all cohort 1 schools and madrasah between April 25 and June 7. A total of 438 people participated (M: 208, F:230.) In general, the training went smoothly. The following input was received from the participants:



Strengthening School Committees

• •

Some district facilitators had to re-study the training materials since the time they received initial and complete training was in April 2007. To address this concern in the future, district facilitators will be given the opportunity to re-familiarize themselves with the modules. This may be done during the DF/supervisor forum. More explanations or guidelines could be included in the Gender Sensitivity module. Time was very limited because three modules were provided in one day.

School training phase 3 and 4 for Cohort 2 schools and madrasah will be carried out during the next quarter.

School Committee Training: SMP/MTs Training for SMP/MTs school committees was carried out during the January to March period.

District-level programs Good Education Governance (Good Governance Sektor Pendidikan/ GGSP)

District Education Governance

66

Mapping of stakeholders was conducted in Tapanuli Selatan in April. This was followed up by multi-stakeholders workshop for Tapanuli Selatan and Binjai on April 21 to 23. Total of 24 people took part (M:22, F:2.) Meanwhile, facilitation of GGSP was carried out throughout April for stakeholders in Tapanuli Utara. Stakeholders participated in these facilitations agreed there was an urgent need to design and complete teachers certification process as currently only 10% of teachers in Tapanuli Utara have been certified. Also needed was information on

Decentralized Basic Education: Management and Governance, April – June 2008

DBE1 activity

April – June 2008 number of teachers based on education levels. GGSP forum was established in Sibolga, Tanjungbalai, and Tebing Tinggi. In Sibolga, the forum was lead by head of District Parliament Committee C while in Tanjungbalai and Tebing Tinggi by respective head of Education Office. The Tebing Tinggi forum was inaugurated by the mayor on June 11. Capacity Development Planning (RPK) The preparation of Tapanuli Utara and Sibolga Capacity Development Plans was completed in July to September 2007 period. These documents were used to support development of renstra for both districts.

District Education Planning (Renstra) The first three rounds of facilitation for renstra development were provided in Tapanuli Utara and Sibolga from April 17 to June 26. Thorough out the facilitation activities, the main challenges that were found included:

• • District Education Planning and Capacity Assessment

District’s education data for 2006/2007 and 2007/2008 became available only on third week of April 2008. Scheduling conflicts since most renstra team members had to be involved in high school national exam (SMA/MA/SMK) as well as schools with national standard (SD/MI) end-of-year exam.

As a result of these facilitation activities, participants agreed that the future challenges and opportunities included:

• • •

For programs and activities to be developed and implemented effectively, budgets for these programs and activities needs to be carefully developed as well. For public consultations to yield maximum results, team members need to prepare properly; including strategies for the implementation of consultations. For Tapanuli Utara, the Education Office Renstra should be used as input for district’s mid-term development plan (Rencana Pembangunan Jangka Menengah Daerah/RPJMD) since election for head of district will take place in October 2008.

Facilitation activities can not be carried out in Deli Serdang because school-level education data was still not available.

Support to Renstra: District Planning Information Support System (DPISS) Facilitation is still required to complete education data collection for 2006/2007 and 2007/2008 required for the district renstra development in Tapanuli Utara and Sibolga. District Education Finance Analysis/Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK)

District Education Finance

Workshop 1 was conducted in Tapanuli Selatan, Tapanuli Utara, and Sibolga. Total of 31 people took part (M:22, F:9.) These events received a lot of attention from the stakeholders. In Tapanuli Selatan, the workshop was attended by Head of District while in Tapanuli Utara by nd Head of District 2 Assistant. Representatives of education offices stated their commitment to the development process and hoped that the results can be used to plan for respective districts’ education budget in the future.

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DBE1 activity

April – June 2008 Replication A province-level replication workshop was conducted from June 16 to 18, A total of 29 people attended (M:22, F:7), included the Head of the Education Office of Sibolga and Tebing Tinggi. Participants agreed on the importance of replicating DBE1 programs and will proceed with preparing plans and budgets for replicationrelated activities. DBE1 will continue the effort with replication workshops at district level.

ICT & Data Management PDMS Provincial-level School Database System training of trainers was conducted from June 18 to 21. A total of 26 people participated (M:18, F:8.) Throughout the training, participants identified the following challenges:

• • • Data and Information Management



RKS for Cohort 1 SD/MI has not been adjusted to requirements listed in Permendiknas 19/2007. A lot of facilitators have minimum knowledge on RKS and using SDS software application (Microsoft Excel.) Availability and quality of human resource to support implementation of SDS in schools. Availability of computers and/or electricity in some schools.

Therefore, it is important to:

• • •

Provide information to facilitators who are non-DBE1 district facilitators on RKS and other related items such as BOS journal cycle. This could be done through DF/Supervisor forum or special training SDS facilitation at school level by facilitators must be accompanied by district facilitators who have clear understanding of RKS. Training of SDS at district and cluster level should be conducted after all RKS have been updated according to the above-mentioned Permendiknas.

A data and information updating workshop was provided for all District Coordinators (DCs) from April 10 to 12. A total of 15 people took part (M:11, F:4.)

ICT/Hotspots and Grants

During his quarter assistance was given to the Tapanuli Utara grant consortium lead, CV Indoukm Insis, in revising their grant documentation. Further, since the local government in Tapanuli Utara recently developed the “Sumatra Digital Island” program, a review was conducted to see how our program could contribute to and/or benefit from this new program.

Monitoring and Evaluation Monitoring and Evaluation

No major activity in this period.

Partnerships Engaging District, Province stakeholders Public Private Partnerships

68

District Coordination Throughout this reporting period, coordination meetings were conducted to provide information on DBE1 district level activities to stakeholders in Tapanuli Selatan, Tebing Tinggi, Sibolga, and Tapanuli Utara. No activity in this reporting period.

Decentralized Basic Education: Management and Governance, April – June 2008

DBE1 activity

Collaboration with DBE23 Collaboration with other USAID projects Other collaboration (not in Work Plan)

April – June 2008

No activity in this reporting period.

The second workshop to develop education decrees in Sibolga district (Rancangan Peraturan Daerah/Ranperda) was conducted together with Sibolga District Parliament and LGSP from June 11 to 13. Participants consisted of the Ranperda team from Sibolga District Parliament, LGSP consultant in charge of legal matters, LGSP specialist team, and the DBE1 Governance Specialist. No activity in this reporting period.

West Java & Banten DBE1 activity

April – June 2008 School-level programs

Leadership Training

No activity in this period. School Development Planning (RKS) in Cohort 1

School planning (RPS/RKS), Replication and Reference School

Completed RKS were presented in Sukabumi and Tangerang districts in this quarter. Participants included the respective District Parliament Heads, Education Council members, and Development Planning Board representatives. Throughout the presentations, participants discussed the updated programs listed in the RKS and agreed that participations from community would be necessary to improve quality of education in their schools. As a result of this event, the Head of the District Education Office for both districts agreed to include a budget for replication of DBE1 programs in their next education budgeting process. A total of 58 participants took part in Sukabumi and 74 in Tangerang.

School Development Planning (RPS) in Cohort 2 Similar activities were conducted in Bogor and Garut and attended by 113 people (M:70, F:43). One point of discussion was the possibility of gaining financial support from local business to help implement programs identified in the RKS. Participants expressed the hope that, with the support of the education office and district development planning board, cooperation between school stakeholders and local businesses could be established to help schools to grow and improve. School Committee Training: SD/MI

Strengthening School Committees

Training of school committee phase 3 was conducted in cohort 1 schools in Indramayu while phase 2 in cohort 2 schools in Garut, Subang, and Karawang. Participants agreed that involvement of school committee members, although not taking place directly in class rooms, was important to support the effort to improve quality of education.

District-level programs District Education Governance

Good Education Governance (Good Governance Sektor Pendidikan/GGSP) Preparatory activities took place prior to holding multi-stakeholder workshops in

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69

DBE1 activity

April – June 2008 Cilegon, Tangerang and Lebak. In Lebak and Tangerang, for example, team members met with stakeholders to discuss their hopes and expectations from this process. In general, most stakeholders believed that GGSP could be used as a stepping stone to improve the capacity of, and coordination between, district parliament, education council, civil service organization, and media, to support implementation of good governance in the education sector. District Education Planning (Renstra) Facilitation workshops were conducted in Indramayu, Sukabumi, and Lebak. In Indramayu, the renstra development process was 30% completed, in Sukabumi 65% and in Lebak, 60% of the document was already completed. Although renstra team members of these districts were also occupied with other work responsibilities, they showed commitment in completing the development process. DBE1 team members also agreed that to accelerate the development process, more workshops solely focused on this purpose are needed. In addition, it was suggested that the Provincial Coordinator could meet again with heads of districts to gain more support so that renstra documents can be completed in a timely manner.

District Education Planning and Capacity Assessment

Support to Renstra: District Planning Information Support System (DPISS) When related data was reviewed in Indramayu, it was found that there was quite a big difference in the data prior to and after verification stages. For example, prior to verification, the number of schools in Indramayu was noted as 600. However, after verification, the number changed to 1,000. This was a positive outcome of the DPISS facilitation as now the renstra development process could be based on a more reliable data and information. DPISS facilitation was also provided in Lebak. Throughout this process, team members had to rely on manual data collection methods and had to consider the extensive geographical area to be covered when collecting the required data. As a result, additional time was needed to complete the data collection and analysis. To solve this situation and ensure rapid completion of data collection and analysis, coordination with the Head of the Lebak Development and Planning Board took place. District Education Finance Analysis (Analisis Keuangan Pendidikan Kabupaten/AKPK) In this reporting period, analysis was conducted in Lebak, Sukabumi, and Indramayu. For Lebak, team members were in the process of completing a final report which will be presented in DEFA workshop in the near future. Similar challenges were faced by the team members in Sukabumi and Indramayu. Although initially team members had to deal with the lack of data at provincial level, they continued to work as data was gradually collected. On average, all districts completed 77% of their analysis process.

District Education Finance

School Unit Cost Analysis (Biaya Operasional Satuan Pendidikan/BOSP) After completing the fourth workshop in April, the SUCA process in Karawang was completed. The results were as follow:



Unit cost for SD/MI level was: Rp. 504,000 per student per year



Unit cost for SMP/MTs level was: Rp. 780,393 per student per year

Discussions occurred when participants tried to reconcile differences in budget to provide services for each level. This was due to the fact that for some schools, the level of service provided was already above average while for others the level was below. At the end, it was agreed that the budget to provide services must be based on the median cost. Meanwhile, in Sukabumi, the fourth facilitation workshop completed the analysis process. Results were:

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Decentralized Basic Education: Management and Governance, April – June 2008

DBE1 activity

April – June 2008



Unit cost for SD/MI level was: Rp. 466,000 per student per year



Unit cost for SMP/MTs level was: Rp. 1,105,000 per student per year



Unit cost for SMA/MA level was: Rp. 1,175,000 per student per year.

It is hoped that the results of this analysis will support the efforts of schools in Sukabumi to improve the quality of education. This was due to the fact that previously the Head of the District issued decreed that schools, without the approval of the Education Office and the school committee, were prohibited from collecting funds from parents and community members. In addition, Sukabumi district government felt that the current budget for elementary school operational costs was sufficient whereas the budget for junior secondary school operational costs was taken out of the available routine budget. However, the budget for junior secondary school operational costs was determined without taking into account the number of students. Workshop 3 was conducted in Lebak from April 10 to 13. At the beginning, participants used different standards when calculating costs related to providing services and items. To solve this situation, it was agreed to use the Decree of the District Head on Pricing Standards in Lebak. Currently, team members are waiting on the availability of the Head of the District to attend the final workshop in the near future.

Replication The Provincial Office of Religious Affairs in Banten conducted training of trainers from March 28 to 29 to support the replication of DBE1 programs. A total of 37 people participated, including nine school supervisors from SD/MI and SMP/MTs. This training was conducted in collaboration with DBE3. In this reporting period, the district governments of Tangerang, Lebak, Indramayu, and Karawang allocated budgets to support efforts to replicate DBE1 programs in their region. With such support, it is crucial for the district education office, assisted by district facilitators (DF) and coordinators (DC), to design and implement systemic, rather than partial, replication programs. In the meantime, training of trainers for replication was conducted from June 15 to 17. Attended by total of 29 people (M:21, F:8,) this training was officially opened by Head of West Java Education Office. Participants hoped that this training would be followed up by school-level activities, such as introductory sessions and training, in the near future. It was also hoped that this training would bring positive results to the efforts of replicating DBE1 programs in the region. To build the capacity of district facilitators and supervisors, DBE1-trained district facilitators in Indramayu, Karawang, Garut, Subang, and Bogor gathered to discuss ways to improve their effectiveness. All agreed that similar meetings should be held regularly. To respond to this, a district facilitators (DF) forum was established in several districts such as Tangerang, Garut, Subang, Bogor, Cilegon, and Lebak. A total of 110 people, consisting of DBE1-trained facilitators and other school supervisors, participated in the events (M:85, F:25) In these forums, participants were able to analyze challenges faced by the schools and design follow-up solutions and actions based on these challenges.

ICT & Data Management PDMS

Data and Information Management

A Data and Information updating workshop was conducted in Serang from March 26 to 28 and attended by district coordinators (DCs). It is hoped that as a result participants now understand the necessity to provide valid data required to update PDMS regularly. On May 30, a piloting of the School Database System (SDS) was conducted in one school in Bogor. As a result, it was realized that participant ability to use computer was crucial in addition to the ability of schools to provide the required supporting

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April – June 2008 factors. This includes personnel who are capable of using computer and the software application, electricity, and computers. Data validity also plays an important role for this system to be implemented successfully. Training of trainers in SDS at provincial level was conducted from June 18 to 20 and attended by 21 people (M:19, F:2). Although participants had to deal with differences in their level of ability to use computers and in the availability of supporting data, they remained enthusiastic and played an active role throughout the training.

ICT/Hotspots and Grants

Implementation of ICT grants continued to take place in Sukabumi, Tangerang, and Karawang. As part of ICT grant implementation in Sukabumi, on April 8, a digital library and Internet café was officially launched. In addition, members of grant consortium teams were involved in the effort to develop a website to support the library activities. Members were also introduced to DBE1 monitoring and evaluation methods which would be conducted at a later stage. Meanwhile, in Tangerang, consortium team members received supporting equipment and completed installation of a 35 meter tower to support the activity of the district library. For Karawang, team members also received introduction to monitoring and evaluation methods which will be conducted by DBE1 in the near future. Throughout this reporting period, all consortium team members continued to receive assistance in preparing their documents and reports.

Monitoring and Evaluation Monitoring and evaluation activities included:

Monitoring and Evaluation

• •

Validating data from Cohort 1 Measure 4 activities. Monitoring and evaluation of replication impact in Lebak, Karawang, and Indramayu. Not all schools were visited since sampling was the chosen method.

Partnerships Collaboration with DBE23

A joint meeting between DBE1 and 3 was held with Rector of Banten National Islamic Institute (Institute Agama Islam Nasional/IAIN.) Among other matters, the possibility of building capacity in madrasah and assisting teenagers from underprivileged families in Lebak areas was discussed.

Other

Other activities (not in Work Plan)

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On May 20, the Provincial Coordinator took part in an interactive dialogue entitled “Award and Appreciation from Sukabumi Head of District to Educators and Education Staff” hosted by the Sukabumi Head of District. Representatives of Coffey International visited two schools in Garut as part of the company’s corporate social responsibility activities.

Decentralized Basic Education: Management and Governance, April – June 2008

Central Java DBE1 activity

April – June 2008 School-level programs Leadership Training for Principals Cohort 1 All cohort 1 principals have completed Leadership training by March 2008.

Leadership Training for Principals Cohort 2

Leadership Training

Except for Blora and Purworejo, all principals from cohort 2 schools have already participated in leadership training. The training was held for all 78 principals in Blora and Purworejo in April (M: 56, F:22). In general, the training went well and participants gave positive feedback. According to the participants, the training material was relevant and useful. They also enjoyed the training format, which was described as participative and lively. On the other hand, team members were faced with time limitation. Also, Central Java team simplified the training module to allow for the highest level of understanding and participation from those attending. School Development Planning (RKS) in Cohort 1 Following the training for development of annual school work plans (Rencana Kerja Tahunan/RKT) at cluster level in the previous quarter, all schools received school visits to facilitate the continued developing their work plan. The facilitators (DF) met on-site with members of the KKRKS, consisting of the principal, two teachers, and one school committee member. As a result, 10 schools in Klaten completed facilitation phase 3, 71 schools in 4 districts completed phase 4 and 24 schools in Kudus finished the facilitation process completely.

School planning (RPS/RKS), Replication and Reference School

This year, since most schools had already organized and set aside all the documents required to develop school work plan, it was significantly easier for schools to complete the process as compared with last year when most schools did not have the information immediately available. The constraint that was faced by participants was the difficulty to synchronize programs listed on RPS developed prior to the issuance of Permendiknas 19/2007 to that of RKT that followed the Permendiknas. To resolve this situation, district facilitators were trained to match the programs on RPS in accordance to the afore-mentioned Permendiknas. Also, since the updating process coincided with the national examination period, participants had to allocate time and energy to both activities.

School Development Planning (RKS) in Cohort 2 From April 1 to 8, RKT training activities at cluster level were successfully conducted for 77 cohort 2 schools. A total of 335 people took part (M:224, F:111.) Following up the training, facilitations to develop schools RKT were given. In this quarter, seven schools completed facilitation phase 2, 71 schools finished phase 3, and 19 schools completed phase 4. For all cohort 2 schools, programs in their RPS were established in accordance to Permendiknas 19/2007. However, since the RTK approach is still new to schools, developing a realistic annual work plan was not an easy goal to achieve. This activity required a great deal of knowledge and experience in planning. As was the case with the cohort 1 schools, the facilitation took place at the same time as the national examinational preparation period, so progress was slower than expected.

Strengthening School Committees

No activity in this period.

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April – June 2008 District-level programs Good Education Governance (Good Governance Sektor Pendidikan)

District Education Governance

From April 8 to 10, a multi stakeholder workshop was conducted for Jepara, Kudus, and Boyolali districts. A total of 46 participants took part (M:40, F:6.) The workshop method proved very engaging for the participants because DBE1 presented eight standards of national education then followed by outcomes of the RKS process, school committee training, and DEFA. District education representatives also gave a presentation on the current condition of the education sector in their respective districts, based on their own data. Because knowledge of education-related matters varied from one participant to another, DBE1 team members had to adjust their approach accordingly. Also, Central Java currently only had results of DEFA to show to stakeholders as other district-level programs (SUCA, BIA, or Renstra), were currently being developed or finalized. It is hoped that, in the future, results of more district-level programs could be presented to stakeholders. Support to Capacity Development Plan: HRD Management, Asset Management, and School Supervision To support the Kudus District effort to improve the management of human resource development, from April 13 to 19, a study visit was conducted to Yogyakarta, Gorontalo, Sragen, Jembrana, and Sleman. Representatives of Kudus District Education Office and District Personnel Board (Badan Kepegawaian Daerah) participated in the tour. These visits were designed to enable participants to learn from those districts about innovative procedures and reform in HRD management, in particular in the education sector. As a result of the visits, participants now appreciate that a simple and easy to understand Head of District decree on HRD management is more effective than complicated one. Participants also explained that they now realize a supportive figure was crucial to ensure that reform would take place. On June 30, a decree on Human Resource Development Management was signed by the previous Kudus Head of District. This exercise provided an excellent learning experience for DBE1 team members and Kudus stakeholders.

District Education Planning and Capacity Assessment

District Education Planning (Renstra) From April to June, facilitation activities took place for Karanganyar, Klaten, and Jepara, involving 160 people (M: 133, F:27). Renstra development progress in these districts varied due to differing availability of education data among the districts. In Karanganyar, renstra development team members reached the fifth phase of facilitation, Jepara team members were facilitated through phase 3, and Klaten only reached phase 2. Other challenges that were faced included differences in participants’ computer and software usage skill level, lack of available computers for some team members, and in some cases lack of motivation because members were relocated to other departments. In addition, team members were often occupied with other work responsibilities and not able to focus on renstra development process. To resolve this situation, facilitation workshops were held in a hotel for several days which enabled the teams to focus on the activity and to complete the process

Support to Renstra: District Planning Information Support System (DPISS) DPISS in three districts (Jepara, Karanganyar, and Klaten) was completed. In this process, data was obtained from different sources: PDIP (RC/RK,) Padatiweb, Statistical Bureau, and BKKBN district development planning board, and communitybased education information system (for Klaten only.) Since most of this data was incomplete or out of date, a verification process during facilitation became crucial. However, renstra development team members found DPISS useful because it allowed district planners to develop realistic programs and prioritize these programs

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April – June 2008 in line with schools’ needs and conditions.

District Education Finance Analysis/ Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK) Starting in April, facilitation activities were carried out in Klaten, Karanganyar, Boyolali, and Jepara. As of June, analysis in those four districts was 95% complete. Meanwhile, facilitation for Demak and Kudus started towards the end of April. Results of this analysis will be used to support district education office heads and district heads in determining education policies. The challenges that were found included different needs between those of the head of district and head of education office. Team members had to work with data which was not 100% complete and in a busy working schedule. Data provision was also a problem in some districts, although the respective heads of district and heads of education office had already stated their commitment to the matter. School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP) Workshops were conducted in Boyolali from April 28 to 29 and June 9 to 10 for SD/MI, SMP/MTs, and SMA/MA levels. The total number of participants was 54 people (M: 41, F:13.) The main results were:



District Education Finance

As an assumption for calculation BSNP standards were used, but prices followed district price indexes.



Unit cost for SD/MI level was: Rp. 394,000 per student per year



Unit cost for SMP/MTs level was: Rp. 557,000 per student per year



Unit cost for SMA/MA level was: Rp. 989,000 per student per year.

Challenges that were faced included the tendency of participants to voice concerns or issues of their particular schools, not of district, participants tended to increase the allocation of manpower salary rather than operational cost, and representatives from public schools tended to be more vocal that those from private schools.

BOS Impact Analysis/ Analisa Dana BOS (ADB) From April 25 to 26 and June 12 and 13, a workshop took place in Purworejo, attended by 90 people (M:68, F:22). As a result, participants became aware that, after receiving BOS:



Schools’ income and spending increased.



Parents’ contribution to schools funding tended to decrease.

• • •

Although in other districts, district budget participation on schools funding were eliminated, in Purworejo it still existed. Parents tended to feel that their responsibility to fund their children schooling decreased. Most schools’ funding came from BOS.

Lessons learned from these workshops were as follows: (1) most schools did not have complete documentation on budgeting prior to receiving BOS, (2) most participants were fathers, whereas mothers were the ones more involved in family spending matters, (3) a comparison between parents spending for SMP/MTs level for before and after BOS could not be done because most the parents’ children were in elementary schools earlier.

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April – June 2008 Replication Provincial level training of trainers was held from June 5 to 7 and attended by 30 people (M:26, F:4.) Because many district representatives were not certain about available budget for replicating DBE1 programs in their respective districts, it will be crucial to pursue and convince related district-stakeholders such as parliament, head of district, and development planning boards, of the need to support DBE1 programs replication and put the support into real action. This training was thus followed with workshops at district level to gain commitment from related stakeholders. On June 17, a workshop was held in Karanganyar while on June 24 in Kudus. A total of 34 people took part (M:28, F:6.) In Karanganyar, the district parliament decided that all schools should complete the school-based management approach using the DBE model within two years, commencing 2009. In Kudus, a similar decision was made and it was agreed that the process would be completed in 4 years, starting from 2008. Meanwhile, on June 11, Boyolali district officially launched a replication program for DBE activity in 75 schools using a district budget allocation of 1 trillion rupiah this year. According to the Head of Kindergarten and Elementary sub-division of the Education Office, in schools that were included in DBE original program, students output were significantly improved. She expressed the hope that students output in replicating schools would be improved as well. Representatives of Jepara and Karanganyar districts also attended the ceremony to learn more about the replication efforts.

ICT & Data Management PDMS

Data and Information Management

ICT/Hotspots and Grants

School Database System training of trainers at provincial level was carried out from June 2 to 5 and attended by 20 people (M:17, F:3.) Expected outcome included participants to conduct and facilitate training of SDS application software at cluster or district level. Participants were also expected to have their own training and facilitating schedule to be implanted in each cluster or district. ICT grants were implemented in Klaten and Karanganyar. On May 19 and 21, discussion on monitoring and evaluation indicators was conducted in the grantee offices in Klaten and Karanganyar, respectively. In Klaten, training in MS Office Advanced, internet use, and other related matters was conducted from May 21 to June 19. A total of 14 people participated (M:10, F:4) from Klaten District Education Office, the Religious Affairs Office, and the District Public Library.

Monitoring and Evaluation Monitoring and Evaluation

No activity in this period.

Partnerships District Coordination

Engaging District, Province stakeholders

Prior to replication launching ceremony in Boyolali, coordination efforts between DBE123 and the District Education Officer took place on April 23 to discuss replication on RKS and active learning.

Provincial Coordination A coordination meeting among international donor agencies was held in Semarang on May 26. This meeting was initiated by the Cooperation Bureau of Central Java Secretary Office (Sekretaris Daerah Provinsi Jawa Tengah). The purpose of the meeting was to discuss coordinated procedures to deal with all international donor

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DBE1 activity

April – June 2008 agencies as well as to effectively utilize funds available from the Ministry of Home Affairs, the National Development Planning Agency (Bappenas,) and the Ministry of Foreign Affairs. Representatives of JICA, GTZ, Mercy-Corps, OISCA-International (Organization for Industrial and Cultural Advancement- International) and DBE attended.

Public Private Partnerships

A symbolic ceremony to mark the rebuilding of SDN Babadan 01 in Klaten and MI Miftahul Ulum in Bantul was conducted on April 17 and 18. This event was attended by representatives of Klaten, Bantul, Central Java and DIY government, ConocoPhillips, USAID/Education Office, and DBE1. This ceremony marked the beginning of reconstruction and rehabilitation efforts of 35 schools supported by the Education Response Alliance.

Collaboration with DBE23

In June, DBE123 sent a letter to Jepara District Head as a sign of support for the efforts of Jepara Head of Education Office in gathering the funding necessary for DBE programs replication.

Other collaboration (not in Work Plan)

No activity in this period.

East Java DBE1 activity

April – June 2008 School-level programs

Leadership Training

No activity in this reporting period.

School Development Planning (RPS) in Cohort 1

School planning (RPS/RKS), Replication and Reference School

As of June, the RPS updating process was completed in 65 schools. It is estimated that the remaining 17 schools will complete the process by the end of July. Except for some schools that updated their RPS at the same time as their Annual Work Plan (Rencana Kerja Tahunan/RKT,) this updating activity was still based on the schools RPS, developed prior to issuance of Permendiknas 19/2007. In addition, although cohort 1 schools have been involved in the RPS development/updating process for some time, it seemed that facilitators still needed to be involved heavily throughout the process to ensure document quality and process completion. Progress activity was relatively slower than expected because schools were also involved in preparatory activities prior to the national examination period. School Development Planning (RKS) in Cohort 2 The RPS development process was completed for all 100 cohort 2 schools. In this reporting period, 86 schools presented their completed RPS in a community consultation forum to obtain input and feedback from local leaders, parents, teachers, and other school community members. A total of 924 people (M:523, F:401) took part in these events. It is planned that the rest of the schools (14) will present their RPS to the community in July.

Annual Work Plan (RKT) development for Cohort 1 and 2 schools From April 21 to 6 June, facilitations to develop annual work plans were conducted in 10 clusters in Mojokerto, Surabaya, Tuban, and Pasuruan districts. A total of 422 people participated (M; 269, F:153) consisting of principals, teachers, and school committee members. The development process was conducted in accordance to

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April – June 2008 Permendiknas 19/2007 and was well received by participants.

RKS/M From May 26 to 28, RKS training, phase 1 and 2 was carried out for 8 schools in Jabon sub-district, Sidoarjo. 48 participants attended (M:33, F:15.) consisting of representatives from KKRKS, SD/MI and Islamic schools supervisors. The training was successfully conducted although one participating school was recently impacted by the mud flood and was forced to use old school data as base to develop their RKS. Success of the training was also due to the prior facilitation conducted on May 5 where district facilitators and supervisors assisted KKRKS in completing their schools profile information. Phase 3 and 4 of the training will be carried out after mid of July. To support replication efforts in Tarik sub-district, Sidoarjo, facilitation meetings continued at school level. So far, one replicating school has completed its RKS. In Tuban, phase 1 and 2 RKS training of trainers was conducted from April 15 to 16 while phase 3 and 4 was conducted from June 24 to 25. This training was participated by 40 supervisors and principals of MIN/MTsN, and MA (M:38, F:2.) After being trained in April, supervisors and facilitators provided assistance to 70 participating madrasah and brought the results to be reviewed during the June training. The Tuban Office of Religious Affairs decided to train the supervisors and facilitators to provide them with the necessary knowledge and skills to successfully assist in the development of RKM. This was due to the fact that previously conducted RKS development training to madrasah did not include in-school facilitation visits, and, as a result, did not achieve the intended results. Although the District of Nganjuk has never officially announced its participation in replicating DBE programs, a DBE1-trained district facilitator used DBE1 training materials to train schools in developing their RKS.

School Committee Using DBE1 modules, Wahana Visi Indonesia conducted school committee training for 10 of its school committees on April 12 and 26. These two sessions were facilitated by DBE1 district facilitators and participated by total of 97 people (M:37, F:60.) School committee capacity building was also conducted in Tarik sub-district, Sidoarjo. Initiated by the Tarik Head of Education Office, the event introduced participants to school committee roles and functions. Participants were eager to learn more about school committee capacity building efforts and hoped that stakeholders would support such endeavor at school-level.

School Work Planning (RKS) SMP/MTs Out of 40 participating schools, 23 already completed their RKS development process while 17 will complete theirs by the end of July. Community consultation had been conducted by four schools so far. These events were able to gather valuable input and suggestions from community members on improvement and implementation of the schools’ RKS programs. In the meantime, district facilitators (DF) continued to facilitate the process in the remaining schools. Challenges included (1) conflicting priorities with schools’ main responsibility being to take part in many activities in the junior secondary academic calendar throughout the year, (2) inconsistent KKRKS commitment to the process in some schools, and (3) the fact that several schools already completed their RKS based on the respective education office version.

Strengthening School Committees

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No activity in this period.

Decentralized Basic Education: Management and Governance, April – June 2008

DBE1 activity

April – June 2008 District-level programs

District Education Governance

Good Education Governance (Good Governance Sektor Pendidikan/GGSP) To build commitment, DBE1 East Java started with holding informal meetings with related stakeholders prior to commencing the process. These meetings were then followed up with mapping in Pasuruan, Bojonegoro, Sampang, and Nganjuk. Total of 13 participants took part in these mapping activities (all males.) In general, the level of enthusiasm and participation remained high throughout the process and could be seen in the participants’ interest in attending other DBE1 district-level programs. In the mean time, a GGSP workshop took place from June 3 to 5 and attended by total of 56 participants (M:49, F:7) consisting of stakeholders from related institutions in Pasuruan, Bojonegoro, Sampang, and Nganjuk. At the end of the workshop, every district reviewed the plan for “Good Education Government” implementation as base to develop their future action plan (Rencana Kerja Tindak Lanjut/RKTL) and allocated time for establishment of GGSP Forum in the respective districts. Difficulty faced by DBE1 team members included low level of interest from several district parliament members in the whole process. If this condition is not improved, then it will be rather difficult for DBE1 team members to gather and maintain commitment and support of these stakeholders in the implementation stage of GGSP Forum. The GGSP Forums which have been established in several districts (specifically, Sidoarjo, Mojokerto, Bangkalan, and Pasuruan) focused their efforts on how to improve education. For example, in Sidoarjo, the forum supported the establishment of a legal framework required to implement results of the SUCA exercise previously completed in the district. In Mojokerto, members of the forum discussed ways to improve the new student admission process for 2008/2009. On the other hand, it was rather difficult for all members to meet due to their own busy schedule. DBE1 team members must also be responsive to stakeholders’ different levels of understanding on GGSP-related matters. At the same time, forum members were very eager to learn, encouraging DBE1 to provide more information and better facilitation techniques for the participants.

District Education Planning and Capacity Assessment

District Education Planning (Renstra) Facilitation meetings were carried out for Nganjuk, Mojokerto, and Tuban and attended by a total of 72 people (M:47, F:25.) Similar to other districts and provinces, DBE1 team members were faced with conflicting schedules of renstra team members while trying to complete the document. To enable team members to be fully involved in the development process, they had to be away from their respective office for three days. As a result, the renstra team from Nganjuk completed 95% of their document while those from Mojokerto and Tuban reached 75% of document finalization. To support renstra development in Bojonegoro, a focus group discussion was held on June 3 and attended by 10 principals from SD, SMP, SMA, and SMK (M:8, F:2) and Head of Education Office and other representatives. Similar activity was also conducted in Pasuruan on June 17 and attended by nine people (all males.) Participants reacted positively to the opportunity to develop education strategies relevant to both schools and madrasah and expressed the hope that the number of district representatives included in the FGD would be increased to include more view points and suggestions. A workshop to build stakeholders commitment was carried out in Bangkalan on June 18 and attended by related district stakeholders. As a follow up step, a workshop for Bojonegoro, Pasuruan, and Bangkalan, was conducted from June 23 to 26 in Malang. There were 33 people taking part in this event (M:25, F:8.) Representatives from these three districts felt that the renstra development finalization was timely because all districts had just elected a new head of district and the period of current strategic plan for district education office would be finished in 2008. Support from the Head of Bojonegoro District, who asked for regular progress report on renstra facilitation process, also encouraged participants to take part in this

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DBE1 activity

April – June 2008 process seriously.

Support to Renstra: District Planning Information Support System (DPISS) Support was provided for Bojonegoro, Pasuruan and Bangkalan renstra team members. Although team members had to deal with incomplete preliminary data, they were excited to have the ability to use available information to support education planning efforts.

District Education Finance

District Education Finance Analysis (Analisa Keuangan Pendidikan Kabupaten/AKPK) The DEFA workshop was carried out for all DBE1 East Java districts. The latest workshop conducted was from March 31 to April 3 for Bojonegoro, Sampang, and Nganjuk. Prior to the workshop, Budget and Finance Specialist facilitated preparation stages in each district. As a result, when the workshop ended on April 3, all districts completed 50% of their analysis. As of June, these three districts already completed their analysis.

School Unit Cost Analysis (Biaya Operasional Satuan Pendidikan/BOSP) After five workshops, SUCA for Mojokerto was completed. In this reporting period, team members facilitated the process to establish necessary legal frame work for implementing the analysis results.

Replication Provincial level training of trainers was conducted from June 9 to 11 and attended by 34 people (M: 26, F:8.) As a result, a document on replication planning was produced and included allocation of budget of Rp. 772,000,000 for 2008 and Rp. 2,926,000,000 for 2009 to be used for replicating DBE1 programs in 834 schools and capacity improvement of 226 school supervisors.

ICT & Data Management Data and Information Management

PDMS A Data and Information updating workshop was carried out from May 12 to 14. A total of 24 people consisting of provincial specialists and district coordinators took part, together with DIS and DIA from DBE1 Aceh office. As a next step, district coordinators (DCs) will complete respective districts and school profile information on PDMS. School Database Training was conducted from June 11 to 14 and attended by 30 people (M:25, F:5). The training went smoothly because only one participant was not proficient in using excel as the SDS software application. Also, as a result of this training, two district facilitators decided to buy their own lap top so they could continue using the application. The District facilitator (DF) from Tuban Office of Religious Affairs also undertook to encourage other madrasah in the area to use SDS as well.

ICT/Hotspots and Grants

For grant implementation in Tuban, because community response to the establishment of Internet Café was very positive, Tuban public library requested the district government and one of Indonesia telecommunication providers (Telkom) to provide more computers. Representatives of Tuban public library also expressed the hope that more book titles will be added to the library collection. For Surabaya, DBE1 team members planned to present details related to the Portal Education and Portal Digischool systems to the Education Office and other users. On April 14 and 15, RTI and DBE1 grant managers visited Tuban and Surabaya to see progress of implementation so far. The above-mentioned challenges and condition were informed to both grant managers. In addition, it was noted that the implementation of both grants has proceeded smoothly so far and has proved most

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DBE1 activity

April – June 2008 useful for the development of information management system of respective education offices.

South Sulawesi DBE1 activity

April – June 2008 School-level programs

Leadership Training

No activity in this period. School Work Planning (RKS) SMP/MTs Presentation of completed RKS to district-level stakeholders was the last phase of RKS development. In order to make the presentation more meaningful, it was carried out together with presentation of other DBE1 programs results in an integrated workshop. This workshop involved GGSP key stakeholders; district parliaments, education council, civil service organization, and media. Representatives from the education office, office of religious affairs, district development and planning board, and several others also attended. Depending on the programs which the district carried out, the district teams of the programs presented their work to the stakeholders. All the school-level and district level activity results, including RKS, SUCA, DEFA, and RENSTRA were discussed. Participants provided comments and suggestions which subsequently provided valuable input for the improvement of the final program documents. From April to June period, a total of 302 people took part in these events (M:240, F:62). In most districts, the head of the district education office encouraged the RKS teams to submit their completed RKS so that the education office could incorporate the school programs into the district’s annual program of activities.

School planning (RPS/RKS), Replication and Reference School

Support from other district-level stakeholders was usually given to teams in charge of school-level activities. For example, the district development and planning board (Bappeda) would support education office annual programs and include the program implementation in the annual district budget. Similar comments were given by members of district parliament and education council. For instance, in Sidrap, the Head of the District Development and Planning Board talked to Head of District Education Office and both indicated that they were committed to incorporating the school programs into the Education Office programs in the District Annual Budget for 2009. In Enrekang, the Head of the Education Office asked the Development and Planning Board to return the Education Office document of annual program activities so that the school programs listed in their RKS could be incorporated into the document. One of the challenges found was the need for RKS working teams to be assisted more intensively by district facilitators (DF). This was particularly due to the fact that RKS working teams were allowed only one week to finalize their documents.

Status of reference schools (update on visits during the quarter) From April 13 to 16, SD/SMP teachers and representatives of the Education Office from Bintuni district, West Papua, visited DBE reference schools in Jeneponto and Pangkep. The team consisted of 36 people. They visited both reference schools in Jeneponto and two reference schools in Pangkep. As a follow up, Bintuni Education Office plans to conduct an education-based seminar and invited the Head of the Pangkep Education Office to take part.

Strengthening School Committees

Leadership Training for Principals Cohort 1 & 2 Leadership training for school principals was conducted in Palopo, Luwu, Sidrap,

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DBE1 activity

April – June 2008 Enrekang and Jeneponto during this period. This training also involved school supervisors. During the training, the participants established a district supervisor forum. District-level programs Good Education Governance (Good Governance Sektor Pendidikan/GGSP)

District Education Governance

A multi-stakeholder workshop was held for Makassar, Pangkep, Pinrang, and Sidrap from April 15 to 17. Attended by a total of 57 people (M:49, F:8), discussion on good governance was lead by the DBE1 Governance Advisor. A representative of the Provincial Education Office was invited to discuss educational issues in South Sulawesi. Participants seemed to have a better understanding of their expected roles to support the improvement of education quality in their districts. Another session which attracted a great deal of attention was a discussion on district education finance analysis. Following the multi-stakeholder workshop, an Education Conference for district parliament members was held. This conference took place on 23 to 25 June 2008. Taking part in the conference were the Head of South Sulawesi Province, Head of South Sulawesi Parliament, the Head of South Sulawesi Planning and Development Board, and representatives from nine district parliaments. In this conference, the results of renstra, DEFA, and SUCA teams were also presented. Representatives of district parliaments found out that only two percent of total education budget was allocated for school operational cost. SUCA team members presented results of work for Sidrap, Jeneponto, and Makassar. District Education Planning (Renstra) During this period, Jeneponto, Pangkep, and Pinrang were assisted to develop their district education planning (renstra.) Each renstra team consists of 10 people, totaling 30 team members for all districts (M:27, F:3). Although each district has progressed at its own rate, all have come to the last three development phases.

District Education Planning and Capacity Assessment

There were a few challenges encountered by the renstra teams and facilitators. First, the required data was not immediately available. It took more than one month to gather enough data for entry and analysis. Second, team members were not able to fully dedicate their time for renstra development as they had other work commitments. Some team members had limited capacity to analyze and describe data analysis results. Team members also found difficulties in developing ‘strategic’ programs. This is likely a result of the previous practice of only proposing routine programs which are already included in the district education program and budgeting plans. Finally, team members found it difficult to plan for the program budgeting, monitoring and evaluation. To solve the conflicting schedule issue, in Pinrang, the team members worked together in the evening to complete the development process. To date, renstra for Jeneponto is 70% developed, for Pinrang 65%, and for Pangkep 50%. Up until now, DEFA reports have yet to be completed for Makassar, Pangkep and Enrekang. However, the documents are approximately 85% done. Notwithstanding this, Pangkep results were presented during the District Parliament Education Conference.

District Education Finance

82

The first DEFA workshop for Jeneponto, Pinrang, and Sidrap was held from April 23 to 26. A total of 11 representatives from district development and planning boards, district personnel boards, and education offices took part (M:9, F:2). Because renstra team members in South Sulawesi came from different institutions, coordinating time and venues suitable for all members was a challenge. In addition, team members were often disrupted by other urgent work responsibilities. However, provincial specialists, together with renstra team members from six participating districts were committed to complete the documents after a two-day workshop in a place outside their respective district. These documents will be presented to the public

Decentralized Basic Education: Management and Governance, April – June 2008

DBE1 activity

April – June 2008 and stakeholders in the near future.

School Unit Cost Analysis (Biaya Operasional Satuan Pendidikan/BOSP) From April 10 to 12, Workshop 3 was held for Sidrap, Jeneponto, and Makassar in Parepare. The teams compared all the components that were included in their unit cost analysis and it became apparent that districts ha quite varied results of cost calculation. In Sidrap, for example, prior to the public consultation, the team agreed to have an internal consultation with the Head of the Education Office, the District Development and Planning Board, and Head of District. In this internal public consultation, several elementary and junior secondary principals were involved and provided input to the SUCA document. Then the revised document was presented to district stakeholders. In Sidrap, SUCA public consultation was integrated with other programs such as junior secondary RKS and GGSP presentations. The Head of District Development and Planning Board and Sidrap Education Office plans to use the information as a basis for planning the budget in support of the district policy on “free” education. Similar comments and responses from key district stakeholders were received in Makassar and Pangkep during the integrated workshop. In Makassar, for instance, the district parliament member attending stated that this SUCA information was crucial for the Education Office to develop an appropriate policy of financing the “subsidized’ education in Makassar.

Replication Training of trainers at provincial level took place from June 2 to 4 in Parepare and was attended by 27 people (M:22, F:5). Attending the meeting were representatives of the Ministry of Religious Affairs, South Sulawesi Education Office, and the South Sulawesi Development and Planning Board. On this occasion, each district team developed an action plan which elaborated the replication of DBE1 programs which would be carried out by the district using its own annual budget (APBD.)

ICT & Data Management PDMS

Data and Information Management

ICT/Hotspots and Grants

School Database System (SDS) training of trainers was conducted from June 4 to 7 and attended by 27 participants (M:22, F:5). This training was conducted in coordination with DBE2, especially in the selection of participants. Some participants were from Cluster Resource Center (Pusat Sumber Belajar Guru/PSBG) and were selected with the intention that these participants could facilitate SDS training further in their cluster. Also, DBE 2 agreed that the district-level SDS training could make use of computers available at the Cluster Resource Centers. No activity in this period.

Monitoring and Evaluation Monitoring and Evaluation

No activity in this period.

Partnerships Engaging District, Province stakeholders Public Private Partnerships Collaboration with DBE23

No activity in this period.

No activity in this period. No activity in this period.

Decentralized Basic Education: Management and Governance, April – June 2008

83

DBE1 activity

Other collaboration (not in Work Plan)

April – June 2008

DBE 1 participated in the workshop “Education for All” hosted by Provincial Development and Planning Board and Education Office from May 17 to 23. DBE 1 provincial specialists were intensively involved in task forces for quality improvement, basic education, gender equity, literacy, and early childhood education. This workshop was attended by representatives from 23 districts aiming at providing initial education profile of the districts and province. The District Coordinator (DC) and Facilitators (DF) from Enrekang were invited to attend a workshop held by Education Office of Enrekang. During the workshop, these coordinator and facilitators provided valuable inputs and information about DBE programs. As a result, the Education Office of Enrekang included a list of activities in its work plan which would be part of the programs to be funded through District Annual Budget (APBD.) A visit to MI/MTs in Makassar and Pangkep was conducted by Ministry of Religious Affairs Director of Religious and Madrasah Education (Madrasah dan Pendidikan Agama Islam/Mapendais) on June 2 to 3. These visits were accompanied by a provincial specialist and the Pangkep district coordinator.

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Decentralized Basic Education: Management and Governance, April – June 2008

Annex 2: Success Stories Principals in Tapanuli Selatan district, North Sumatra, strive to provide good examples to others. School is usually expected to be a place that provides good examples to the children and surrounding community. Unfortunately, not all schools are able to do this. At the same time, the principal is a key factor in determining the level of success that

SDN 100020 Pintupadang, Batang Angkola: Before

SDN 100020 Pintupadang, Batang Angkola, with new fence and entrance way

his or her school achieves and implementing real actions. However, not all principals have the drive and creativity to look for alternative sources that can be used to improve the school’s condition or implement different programs listed in the school’s development plan. Fortunately, the same can not be said about three principals in Tapanuli Selatan. After being trained in DBE1 Leadership training, Bapak Muksin Pohan, Bapak Darwin Harahap, and Bapak Jalaludin Siregar, became more aware of the vital role that they play in developing and maintaining the school as a supportive environment for teaching, learning, and other activities for the students and other members of the school.

Decentralized Basic Education: Management and Governance, April – June 2008

85

Principal of SD Number 100020 Pintupadang, Batang Angkola sub-district, Bapak Muksin Pohan, went to the local flee market and sold used plywood and alumunium sheets to get additional money for the school. After getting Rp. 350,000 from this business endeavor and an additional Rp. 250,000 from school committee members, he used the money to build the school’s fences and to pave the school’s entrance way. Bapak Darwin Harahap, principal of SD Number 103480 Aeknabara in Angkola Barat sub-district, was able to get Rp. 123,000,000 from funding for stateowned building rebuilding program (Program Rehabilitasi Gedung Bangunan Negara/RGBN) and used the money to repaint some classes and parts of the school. Head of Madrasah Ibtidaiyah Panobasan, Angkola Barat sub-district, Head of Tapanuli Selatan Office of Religious Affairs accepted completed Bapak Jalaludin Siregar, was able to use RPM of MI Panobasan. one religious celebration in his madrasah to invite Tapanuli Selatan District Head of Religious Affairs Office and other prominent members of the community. As part of the ceremony, the Head of the Religious Affairs Office was presented with the madrasah completed school development plans. Guests were also entertained with traditional dances performed by madrasah students and encouraged to contribute to the school. As a result, Rp. 650,000 was collected. It is hoped that other principals will be able to follow the examples that these principals have set so far.

SDN 103480 Aeknabara: Before renovation

86

SDN 103480 Aeknabara: After getting the funding for renovation, class rooms were repainted

Decentralized Basic Education: Management and Governance, April – June 2008

School Committee of SDN 1 Pinrang, South Sulawesi, contributed to school’s growth and improvement. Encouraged by training previously conducted by DBE1 South Sulawesi, members of SDN 1 Pinrang school committee understood the importance of community participation to support student learning activities and to improve quality of education in general. To realize this, the committee members together with the school management approached the Pinrang District government to ask for help to improve the school facilities. This effort resulted in allocation of money from Pinrang district annual budget to build a reading corner and to cover classroom floors with ceramics. To maintain cleanliness, parents prepared shoe racks and placed them in each room. Because of participation from everybody, students and other members of the school community can enjoy the school clean floor and use the reading corner comfortably.

Students store shoes neatly before entering the reading corner

Students relaxing and playing on the clean floor

Decentralized Basic Education: Management and Governance, April – June 2008

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Annex 3: Analysis of Training Beneficiaries Table 1: Analysis of training beneficiaries by institutions COMPONENT

MALE

FEMALE

TOTAL

DBE DBE1

159

66

225

DBE2

5

1

6

DBE3

4

3

7

168

70

238

MONE Kantor Cabang Dinas

5

Kepala Bidang

70

Kepala Dinas

26

Kepala Seksi-KCD-UPTD

161

Kepala Unit

5 14

42

15

Staf

84 26 203 15

154

58

212

431

114

545

MORA Kepala Bidang

1

1

Kepala Kantor

5

5

Kepala Seksi

19

1

20

36

5

41

62

6

68

638

285

923

Paguyuban Kelas

53

102

155

Tokoh Masyarakat

126

29

155

Lainnya

259

127

386

817

416

1,233

Kepala Unit

1

Staf

1

SCHOOL COMMITTEE Orang Tua Murid

LOCAL GOVERNMENT Bapedda

24

5

29

Dinas Terkait

22

7

29

Kantor Pemda

14

2

16

60

14

74

3

11

RECONSTRUCTION TEAM

88

Aparat Desa

1

Masyarakat

8

1

PP-Guru

15

10

25

PP-Komsek

62

23

85

PP-Masyarakat

13

1

14

PP-Tokoh Masyarakat

4

4

PP-TU

3

3

Decentralized Basic Education: Management and Governance, April – June 2008

106

37

143

SCHOOL Guru

418

504

922

Kepala Sekolah

504

322

826

56

41

97

4

6

10

982

873

1,855

District Facilitator

176

51

227

Pengawas

169

38

207

26

7

33

345

89

434

CSO

10

5

15

Dewan Pendidikan

52

3

55

DPRD

45

3

48

LSM/NGO

26

7

33

Media

24

6

30

Orang Tua Murid

52

68

120

Lainnya Kasek/Wakil

SERVICE PROVIDER

Lainnya

SERVICE USER

Paguyuban Kelas Lainnya

3

1

4

45

10

55

212

93

305

6

1

7

OTHER Tokoh Masyarakat

Grand Total

6

1

7

3,189

1,713

4,902

Table 2: Analysis of training beneficiaries by activity ACTIVITY

MALE

FEMALE

TOTAL

DEFA Workshop #1 (Part 1)

14

3

17

Workshop #1 (Part 2)

14

3

17

Stakeholder Workshop

13

6

19

Pendampingan

48

23

71

89

35

124

GOVERNANCE Mapping including reports

4

Workshop Kabupaten/Kota

75

10

85

Multi stakeholder forum

4

93

17

110

172

27

199

87

48

135

ICT-GRANTS Education Hotspot Innovation EMG

22

9

31

109

57

166

277

151

428

SCHOOL COMMITTEE Hubungan Komite Sekolah dengan Orangtua Siswa & Masyarakat-Partisipasi, Transparansi dan Akuntabilitas

Decentralized Basic Education: Management and Governance, April – June 2008

89

Pengenalan Peran dan Fungsi Komite Sekolah/Madrasah

201

106

Peran Komite Sekolah/Madrasah-Identifikasi Sumber Sumber Belajar

155

182

337

65

35

100

698

474

1172

Peran Komite Sekolah/Madrasah-Pembukuan Sederhana

307

RENSTRA Training Staf Dinas

29

9

38

Pendampingan 1 Entry Data DPISS

93

17

110

Pendampingan 2 Analisis Layanan

157

32

189

Pendampingan 3 Visi, Misi, Tata Nilai

71

23

94

Pendampingan 4 Tujuan Strategis

57

20

77

Pendampingan 5 Program, Kegiatan

61

18

79

Pendampingan 6 Biaya dan Pendanaan

11

2

13

Workshop Public consultation (Uji Publik)

8

1

9

487

122

609

434

425

859

18

8

26

1708

759

2467

93

22

115

137

63

200

2,390

1,277

3,667

RKS Pelatihan Tingkat Sekolah TOT # 2 RKS/M (Tahap 3 & 4) bagi DF, DC, PS Penyusunan RKS dan RKA-SM (RKT) Lokakarya Tingkat Kabupaten/Kota Replikasi RKS/M

SUCA Workshop # 1

30

3

33

Workshop # 2

101

29

130

Workshop # 3

121

26

147

Workshop # 4

29

3

32

281

61

342

RekontruksI, Pendampingan

82

37

119

BOS Impact Analysis Workshop

81

30

111

134

37

171

Replikasi, TOT Tingkat Propinsi

84

26

110

District Education Management, Supervision, Personnel, and Asset

26

6

32

OTHER

TOT SDS Tingkat Propinsi

Penguatan DF & Pengawas (KKPS)

170

45

215

Other Training Activity

393

222

615

99

93

192

1,069

496

1,565

5,295

2,549

7,844

Kepemimpinan Kepala Sekolah

Grand Total

90

Decentralized Basic Education: Management and Governance, April – June 2008

Annex 4: Materials Uploaded on Website during the Quarter News update: USAID Observed A School-Based Support Visit for the Subject of Science in South Sulawesi June 30, 2008 Strong Interest in the DBE 2 Interactive Audio Instruction-Based Kindergarten Program June 25, 2008 Replication of DBE programs in Boyolali, Central Java June 23, 2008 DBE1 training on data and information reporting and updating May 29, 2008 Moving Day April 28, 2008 Symbolic School and Madrasah Rebuilding Ceremony in Klaten and Yogyakarta April 28, 2008 Launching of Internet-based Digital Public Library and Internet Café as part of USAID/DBE1 ICT Grant program implementation in Sukabumi, West Java April 11, 2008 Completed School Work Plans (Rencana Kerja Sekolah/RKS) presented to Governance stakeholders in Palopo, South Sulawesi April 7, 2008

Good Practices update: ‘Green Schools’; Translating the School Development Plan into real activity Jun 30, 2008 Limited resources do not limit contributions Jun 30, 2008

Resource Materials update: National Education Minister Regulation number 13 year 2007 regarding School Principal Standard April 28, 2008 National Education Minister Regulation number 12 year 2007 regarding School Supervisor Standard April 28, 2008 Musrenbang Cycle and APBD Determination April 25, 2008

Decentralized Basic Education: Management and Governance, April – June 2008

91

Top 10 downloaded documents: 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 (4090 downloads) Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan (5886 downloads) National Education Minister Regulation number 34 year 2007 regarding National Exam Year 20072008 (3988 downloads) Letter of Directorate General of Basic Education Management No. 643/C/KU/2007 regarding Implementation Guidelines for 2007 Fiscal Year 2007 Specific Allocation Funds (2716 downloads) Attachment for BSNP regulation No.9 No.983-BSNP-XI-2007 regarding SOP for Integration of National Exam with UNTUS for SD, MI, and SDLB Education Year 2007-2008 (1950 downloads) Integrasi Kecakapan Hidup dalam Pembelajaran (1874 downloads) School Committee: Alliance (1557 downloads) School Committee: Simple Accounting Methods (1174 downloads) Panduan RPS/RPM tingkat SD/MI (1150 downloads) Pengajaran Profesional dan Pembelajaran Bermakna (1140 downloads)

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Decentralized Basic Education: Management and Governance, April – June 2008

Annex 5: Abbreviations, Acronyms and Glossary APBD APBN AusAID Bappeda Bappenas BIA 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 ILO Jardiknas KADIN KKG KKRPS

Anggaran Pendapatan dan Belanja Daerah [District Government Annual Budget] Anggaran Pendapatan dan Belanja Negara [National Government Annual Budget] Australian Agency for International Development Perencanaan Pembangunan Daerah [Regional Development Planning Agency] Perencanaan Pembangunan Nasional [National Development Planning Agency] BOS (Bantuan Operational Sekolah) Impact Analysis 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 International Labor Organization Jaringan pendidikan nasional – national education network Indonesian Chamber of Commerce Kelompok Kerja Guru [teachers’ working group] Kelompok Kerja RPS [school RPS team]

Decentralized Basic Education: Management and Governance, April – June 2008

93

LG LGSP LOE LPMP M&E MAPENDA MBE MBS MCA MI MIS MOU MSS MTs NGO P4TK

PAG PAKEM PADATIWEB PCR PDIP PDMS PKBM PMP PPA Ranperda RKS RKTL RPPK RPS RTI SBM SD SIMNUPTK SMK SMP SOAG SPM STTA SUCA TraiNet UPTD

94

Local government Local Governance Support Program [USAID project] Level of Effort Lembaga Penjamin Mutu Pendidikan [Education Quality Assurance Body] Monitoring and Evaluation Madrasah dan Pendidikan Agama [Religious and Madrasah Education] Managing Basic Education [USAID project] Manajemen Berbasis Sekolah (SBM=School Based Management) Millennium Challenge Account Madrasah Ibtidaiyah [Islamic primary school] Madrasah Ibtidaiyah Swasta [private madrasah; MIN State Madrasah] Memoranda of Understanding Minimum Service Standards Madrasah Tsanawiyah [Islamic junior secondary school] Non Governmental Organization Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga Kependidikan [Center for Educators and Education-Related Personnel Capacity Building] Provincial Advisory Group Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan [AJEL: Active, Creative, Joyful, and Effective Learning] Pangkalan Data dan Informasi berbasis WEB. MONE database system Politeknik Caltex Riau, Pekanbaru Pusat Data dan Informasi Pendidikan [Education Data and Information Center] Project Data Management System Pusat Kegiatan Belajar Mengajar [Teaching and Learning Center] Performance Monitoring Plan Public-private alliances Rancangan Peraturan Daerah [Draft of District Regulations] Rencana Kerja Sekolah [School Work Plan] Rencana Kerja Tindak Lanjut [Future Action Plan] Rencana Pengembangan Pendidikan Kabupaten/Kota [District Education Development Plan] Rencana Pengembangan Sekolah [School Development Plan] RTI International School-based management (see MBS) Sekolah Dasar [primary school] Nomor Unik Pendidik dan Tenaga Kependidikan (Unique Number of Educator and Education Staff) Sekolah Menengah Kejuruan [middle vocational school] Sekolah Menengah Pertama [junior secondary school] 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]

Decentralized Basic Education: Management and Governance, April – June 2008

USAID WIB

United States Agency for International Development Waktu Indonesia Barat [Western Indonesian Standard Time]

Glossary Anggaran Pendapatan dan Belanja Daerah

District Government Annual Budget (APBD)

Badan Kepegawaian Daerah

District Personnel Board

Balitbang

Badan Penelitian dan Pengembangan

Bantuan Operational Sekolah

School operational grants (BOS)

Bappeda

Local development planning board

Bappenas

National development planning agency

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

Kandepag

District Religious Affairs Office

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

Decentralized Basic Education: Management and Governance, April – June 2008

95

religious schools (Mapenda) Menko Kesra

Coordinating Ministry for People’s Welfare

Pengawas

School inspector

Rencana Anggaran Pendapatan dan Belanja Sekolah

School Income and Expenditure Plan (RAPBS)

Rencana Kerja Tahunan

Annual Work Plan

Rencana Pengembangan Kapasitas

Capacity Development Plan (RPK)

Rencana Pengembangan Sekolah

School Development Plan (RPS)

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

96

Decentralized Basic Education: Management and Governance, April – June 2008

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