More Effective Decentralized Education Management and Governance

Transcription

1 More Effective Decentralized Education Management and Governance Quarterly Report No. 22 October 2010 This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International.

2 More Effective Decentralized Education Management and Governance (DBE1) Quarterly Report No. 22 Contract 497-M October to December 2009 Prepared for USAID/Indonesia Prepared by RTI International 3040 Cornwallis Road Post Office Box Research Triangle Park, NC 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.

3 Table of Contents Page Executive Summary... 2 Ringkasan Eksekutif Project Management and Coordination Project Coordination and Collaboration with Government and Stakeholders (Task 1) Monitoring, Evaluation, and Reporting (Task 2 and 3) Project Data Management System (PDMS) (Task 4) School and Community Programs Elementary and Junior Secondary School Level (Task 5) School-Based Management Secretariat (MONE) (Task 5) District Level Management and Governance/ Advocacy Education Governance (Task 6) Education Finance (Task 7) Education Planning and Management (Task 7) Management of District Education Personnel (SIMPTK/Sistem Informasi Manajemen Pendidik dan Tenaga Kependidikan), Supervision, and Assets Management Systems (Task 7) Aceh Expansion Program Coordination with Provincial Stakeholders and other Donors Program Implementation EMIS/ICT/Data Management ICT Grants (Task 8) EMIS Pilot (Task 8) EMIS Pilot Dissemination DBE Website Public-Private Alliance (Task 9) Dissemination and Sustainability National Policy and Practice (Task 10) Provincial Engagement (Task 11) Disseminating DBE1 School level Programs (Task 12) Documenting Good Practice (Task 13) Disseminating District Level Programs and Developing Service Providers (Task 14) More Effective Decentralized Education Management and Governance i

4 7.6 Sustainability Annex 1: Provincial Reports Annex 2: Success Stories Annex 3: Training for Project Beneficiaries Annex 4: Documents Uploaded in the Website Annex 5: Deliverables Status: September 30, Annex 6: Status of project documents uploaded in USAID Development Experience Clearinghouse (DEC) Annex 7: Contribution of DBE1 in District Policy Development per September Annex 8: List of Institutions and Districts That Have Expressed Interest in Disseminating SDS Appendix 9: Elementary Schools EMIS Systems in Use in Indonesia Annex 10: Additional Information for Quarterly Report Annex 11: Abbreviations, Acronyms and Glossary List of Figures Page Figure 1.1: Updated GIS in Sulawesi Selatan Province, Jeneponto District, Bangkala Sub-District Figure 2.1: Single Input Multiple Output Illustrations Figure 5.1 Screen Shot of ( 66 Figure 5.2 Screen Snapshoot of Karanganyar Cyber and Education Portal ( 67 Figure 5.3 Screen Shot of Karanganyar DigiLib ( 68 Figure 5.4 Mechanism of Device Options for Data Transfer Figure 5.5 Device Options in School Level SDS (left side), and Sub-District - District Level SDS (right side) Figure 5.6 SDS Data Completion in Pidie by SD/MI Figure 5.7 SDS Data Completion in Aceh Tengah by SD/MI Figure 5.8 Website Hits Figure 5.9 DBE Prototype Website Screenshot using Drupal CMS ii More Effective Decentralized Education Management and Governance

5 List of Tables Page Summary of Selected Achievements Cumulative through September Ringkasan Pencapaian Hingga September Table 1.1 Monitoring, Evaluation and Reporting Table 1.2 Progress in Managing PDMS* Table 2.1 Targets for School-Based Management Program (Elementary) Table 2.2 Targets for School-Based Management Program (Junior-Secondary) Table 3.1 Summary of Progress in District Governance* Table 3.2 Progress in Education Finance* Table 3.3 Summary of Education Planning Progress* Table 3.4 Summary of Progress in Personnel, Supervision and Asset Management* Table 4.1 Aceh Expansion Program: Status at September Table 4.2 Summary of Progress in Implementing Aceh Expansion program Table 5.1 Progress in ICT Grants Implementation Table 5.2 Progress in ICT Grants Completion Table 5.3 Summary of Grants Awarded Table 5.4 Progress with EMIS Pilot Table 5.5 Progress with EMIS Pilot Dissemination Table 5.6 Top 10 Requests for Documents until the Last Quarter Table 7.2 Dissemination achievements (school level program) Table 7.3 Number of schools implementing DBE1 programs under dissemination (Head Count) at September Table 7.4 Summary of Dissemination Effort to September Table 7.5 Types of school disseminating DBE1 programs (Sept 2010) Table 7.6 Summary of School Level Dissemination Programs to end of September 2010 (Program Realization) Table 7.7 Funding for District Level Dissemination Programs to the end of September Table 7.8 Progress of Service Provider program in new districts as at September Table A3-1: Number of training activities from July to September Table A3-2: Summary of persons trained from July to September 2010* Table A3-3: Analysis of training beneficiaries by Institutions Table A3-4: Analysis of training beneficiaries by activities More Effective Decentralized Education Management and Governance i

6 Executive Summary This report covers the twenty second quarter of project implementation, from July through September This is the fourth and final quarter of implementation for the work plan covering the twelve months of project implementation for the DBE1 project from October 2009 through September This work plan incorporates revisions to the previous work plan (October 2008 until April 2010) and a modification made to extend DBE1 assistance in education management and governance to up to 18 additional districts in Aceh. The main objective of the work plan was to make use of the extension and expansion of the program to further increase sustainability and support dissemination. The key underlying themes, which reinforce this focus, are as follows: Institutionalize the changes through policy development Deepen the change through further developing the capacity of the system, and Disseminate good practice through developing the capacity of service providers. This report highlights the shift in focus as DBE1 has now essentially met all targets and completed all planned activity in target districts and schools in line with the current work plan. During this quarter major activity focused on supporting dissemination, sustainability, expansion in Aceh, and higher level work to assist in the development of policy and practice and province and national levels. Project management in the quarter was mainly concerned with closing out the program in districts, ensuring the sustainability of outcomes and managing program implementation in the Aceh expansion districts. Meanwhile, in response to requests from USAID, in July RTI International submitted a Technical Proposal for Extension of DBE1 through until the end of June It is anticipated that this second extension will focus on further consolidating the improvements made to management and governance of basic education in target districts and at province and national levels. With this in mind, and pending finalization of arrangements for the proposed extension, ongoing coordination, planning and training meetings were held this quarter at provincial and national levels to ensure that project management is responsive and to anticipate a project extension. Methodologies and good practices developed under DBE1 are gaining a lot of attention within many government and non-government departments and from donors as part of the broader effort to reform Indonesia s education system. The project is increasingly engaging with other donors to support the dissemination of good practices, and coordination with our partners in USAID, DBE2 and DBE3 is ongoing at all levels. 2 More Effective Decentralized Education Management and Governance

7 During this quarter this included the following meetings and consultations: A series of meetings with the multi-donor Education Sector Working Group chaired by the Deputy Minister of Education at which DBE1 was invited to share experiences on financial analysis, particularly District Education Finance Analysis (AKPK) and school unit cost analysis (BOSP). Representatives of USAID, the World Bank, AusAID and ADB attended. The Deputy Minister expressed strong support for DBE1 s program, requesting that financial analysis be conducted in all districts in target provinces. DBE1 continued to coordinate with MONE s Directorate for Kindergarten and Elementary Schooling and Directorate for Junior Secondary Schooling, MORA (MAPENDA), AusAID, the World Bank and the national BOS team to develop a national program of training for schools in all provinces on school-based management (MBS). We have adapted our methodology for school development planning (RKS) and school finance management (including BOS reporting) in order to meet the regulatory requirements prioritized by MONE in this program, especially the national minimum service standards. DBE1 has been closely involved in training activities to pilot the newly revised materials prior to training of trainers and nation-wide scale-up. DBE1 attended a seminar to evaluate the implementation of national examinations (UASBN) in elementary schools held as first Working Group Meeting to facilitate the district role in quality assurance with MONE, MORA, MOHA, the State Administration Board (LAN), the State Personnel Board (BKN), the Ministry for State Apparatus and Bureaucracy Reform, AusAID, USAID, ADB, the World Bank, UNICEF, and AIBEP. Consultations with the Education Statistics Center of the Research and Development Body of Ministry of National Education (PSP) on DBE1 s School Database System ++ (SDS ++ ) methodology. A series of multi-donor / stakeholder meetings as part of the ongoing effort led by the World Bank to support the mainstreaming of good practice and lessons learned in the education sector under donor-funded programs. A meeting with the heads of MORA s provincial education divisions (Mapendais) from throughout Indonesia at which DBE1 provided information on planning and reporting on the use of BOS funds in madrasah. The meeting resulted in a strong expression of demand for DBE1 assistance in this sector. DBE1 continued to hold meetings this quarter with the AusAID-funded SEDIA project team in Aceh, including a series of meetings with provincial stakeholders in the Coordination Team for Education Development in Aceh (TK-PPA). More Effective Decentralized Education Management and Governance 3

8 Meetings with the East Java Provincial Regional Development Planning Body (Bappeda) and provincial education office focused on three initiatives, collectively known as Inova: (1) a functional literacy and empowerment program; (2) the Total Education Delivery System (TEDS) and (3) aligning national, provincial and district strategic plans. DBE1 met with the Head of the Education Office in West Java who requested DBE1 to disseminate its programs including asset management to 50 special schools. DBE1 met with the Head of Bappeda, senior staff from the Education Office and the Vice Rector of the Makassar National University in South Sulawesi. The Head of Bappeda indicated that he hopes DBE will expand its program in more districts in South Sulawesi and confirmed that the province will allocate a budget and coordinate with participating districts in DBE1 met with the private Sampoerna Foundation to evaluate the partnership program to date and plan for next steps in adapting DBE1 methodologies for use in pre- and in-service teacher training. As an accountability measure and in order to support DBE1 s engagement in these various forums and to support the development of policy and practice in Indonesia s basic education sector more broadly, DBE1 has now completed eight routine monitoring reports. The final report under the current Task Order was submitted to USAID at the end of September In addition, a report on the project s governance program was submitted to USAID along with a revised and updated report on a major study into the impact of DBE1 s programs at school level. Two more special studies are also nearing completion: (1) a meta-study of DBE1 district level planning and financial analyses to provide inputs for education policy at all levels of government, and (2) a study on the impact of district level interventions. Project implementation data, including data on dissemination of DBE1 methodologies using non-project funding, are updated regularly on the online project data management system (PDMS). The results of these various studies will be shared with GOI and other stakeholders. DBE1 works at both school / community and at district levels to improve the management and governance of basic education. At the school and community level the program includes school development planning (Rencana Kerja Sekolah or RKS) supported by a computerized school data-base (SDS), and strengthening of the role of school committees and principals as school leaders. The core activity at school and community level was completed some time ago. Focus in this quarter was on supporting further dissemination through collaboration with MONE, MORA and other donors. A target of 1,000 plus school supervisors to implement school-based management dissemination programs was set in the current work plan. DBE1 has now exceeded this target with 1,878 district facilitators now trained. Also during the previous quarter a number of dissemination programs were conducted for new districts in non-target provinces. This resulted in the training of a further 207 supervisors and others as facilitators in three new provinces: West Sumatra, South Sumatra and NTT. 4 More Effective Decentralized Education Management and Governance

9 In consultation with MONE, 230 of the facilitators have been certified as fully competent facilitators in key components of the DBE1 school-based management package. The list of certified facilitators has been provided to the national Directorate for Kindergarten and Elementary Schooling, and will be provided to other stakeholders. A number of these certified facilitators are to be included in MONE s national training of training program for the major World Bank / AusAID funded school-based management training initiative described above. All planned activity related to district level governance, financial analyses (BOSP and AKPK), and strategic planning (SIPPK and renstra) was completed in the previous quarter. However, in this quarter DBE1 did undertake important work in a number of areas to strengthen sustainability, support dissemination and further institutionalize change through policy. Significant governance-related activities took place in Barru, Surakarta and Cimahi districts as part of the completion of interventions to both improve the management and governance of education in districts (BOSP, AKPK, SIPPK and renstra) and to develop the capacity of service providers to deliver these programs. Furthermore important activities took place in Aceh as part of the extension program in that province and in East Java as part of the Inova program. Based on the positive experience in perda preparation in Soppeng and Jepara, DBE1 has produced a draft handbook for districts on Local Government Regulation preparation. DBE1 also provided assistance to the GOI in financial analysis for the Millennium Challenge Corporation (MCC) and continued the work on a personal costs survey. Planning work focused on capacity development for service providers and district planning teams in West Java, Central Java and South Sulawesi and capacity development for district planning teams in Aceh (seven districts). Substantial effort also went into the compilation and cleaning of SIPPK district education planning data sets from 19 districts in Aceh in response to a request from the province for assistance in preparing a province-wide database for education planning. When complete, this work will provide an extremely valuable basis for strategic education planning at province level that is unique in Indonesia in terms of depth, breadth, accuracy and completeness. In response to strong demand and high commitment in Soppeng District, South Sulawesi, DBE1 agreed to assist in the preparation of a new renstra as required by the reelection of the District Head. As a first step in this process, DBE1 assisted the Education Office to update their planning database (SIPPK). DBE1 s task order was modified in July 2009 in order to extend district level services to all 18 districts in Aceh that have not received DBE support. The programs are limited to financial analysis, strategic planning and education governance; school level programs in these 18 districts were not mandated. Work commenced in the final quarter of The goals of the project were well and truly met by the end of the current quarter, demonstrating both the effectiveness of methodologies developed by the project and perfected over a three year period, and a significant effort on the part of DBE1 personnel working in collaboration with local government partners and coordinating closely with AusAID s SEDIA project to increase sustainability of outcomes. More Effective Decentralized Education Management and Governance 5

10 The project aimed to initiate in 18 new districts in Aceh and complete in as many districts as possible: school unit cost analysis (BOSP), district education finance analysis (AKPK), district strategic plans (renstra), and governance for education. As at the end of this quarter, financial analyses (AKPK and BOSP) and planning data analysis (SIPPK) have been completed in all 18 districts. Renstra has been commenced in all 18 districts; completed in eight of these and is well under way in a further four. Governance activities had been conducted in all those districts where renstra was completed. Under a cooperative agreement with the AusAID-funded SEDIA project, DBE1 plans to complete the program in these four district (plus in Bireuen, one of the original cohort of districts) and SEDIA will complete the program, including renstra, in the remaining six districts, using DBE1 methodologies and some former-dbe1 personnel. DBE1 s Task Order mandates a number of ICT related activities. These include an assessment of MONE s Education Management and Information system (EMIS), developing and maintaining a project web site and Project Data Management System (PDMS), school database system (SDS), and the development of innovative solutions for data transfer and management including programs to enable the wider community and private business to access information through various media. All of the above activities have been or are in the process of being implemented. By the end of the quarter, nine ICT grant programs had finished and four were in the process of completing final progress reports. We expect the remaining to be completed in the next quarter. As a result of these activities a number of innovative programs have been established in collaboration between local government and private enterprise (small local businesses working in the ICT sector). These include hot-spots, automated library systems, training programs, web-based education programs and a business center. A pilot program for strengthening EMIS in Aceh Tengah and Pidie was completed during the last quarter and at the end of June DBE1 took part in a national conference to present the results of this work. During this quarter DBE1 enhanced the SDS software and completed monitoring and evaluation of its implementation. DBE1 also provided training for seven additional districts. A number of other districts have indicated interest in dissemination and we plan to follow up with these in the coming quarter. All agreed Public-Private Alliance activities were completed in this reporting period. DBE1 submitted its fifth and final report as part of Deliverable 14 to USAID in June. For each alliance, the report included a summary of the contribution of the parties, including the amount of leverage; description of new resources, level of innovations, and new partners; and a summary of how the interest and objectives of each partner converge. Overall DBE1 has leveraged $1,547,000 from the private sector: early three times the target specified in DBE1 original Task Order. In the previous quarter DBE1 closed out activity in districts including assistance to schools and district government as well as other organizations to disseminate DBE1 school level programs. Notwithstanding this, important school level dissemination activities took place in East Java and West Java in this period, taking the total to 10,824 schools, which have now prepared school-development plans and/or 6 More Effective Decentralized Education Management and Governance

11 implemented other aspects of the DBE1 school-based management package such as strengthening school committees, improving leadership or implementing school database systems (SDS). Through the end of September 2010, Rp 15.2 billion, or approximately $1.7 million,1 has been allocated from counterpart budgets for dissemination of DBE1 school-based management programs. Of this amount, Rp 10.4 billion came from annual district budgets (APBD) and the remainder, Rp 4.8 billion, from a variety of non-apbd sources including the Ministry of Religious Affairs (MORA), school funds (predominately BOS), and the non-government sector (e.g. Muhammadiyah). DBE1 school-based management programs have now been disseminated in 58 districts. Assuming that on average four participants per school attended training activities, it can be projected that some 43,296 persons have been trained in dissemination programs and over 2,300,000 Indonesian children have benefited from the dissemination programs to date. This is in addition to the 340,000 children who have benefited from the program in target schools. In addition, approximately $35,000 has been expended for DBE1 district level programs, primarily BOSP, in 20 districts. Whereas dissemination at school level can be implemented by district facilitators, for district-level activity, service providers are required from outside the districts. In order to increase sustainability and support dissemination, DBE1 developed a program to prepare service providers. There are three components to this program: (1) working with a group of universities to prepare them to be able to implement DBE1 district level programs in new districts, (2) working with the private Sampoerna Foundation to enable this institution to implement DBE1 school-based management programs and incorporate both school and district level methodologies into pre-service teacher training, and (3) collaborating with other international donors to enable them to adopt or adapt DBE1 methodologies for both school and district levels. In this quarter, DBE1 completed the current program with three service providers in three provinces: The Education University in West Java, Surakarta Muhammadiyah University in Central Java and the National University of Makassar in South Sulawesi. In each institution we worked with four professional university staff. The complete program including educational finance analysis (AKPK and BOSP), education planning data analysis (SIPPK) and strategic planning (renstra) with public consultations, was completed in the three target districts this quarter. As a result, the service providers are now experienced in the delivery of district level interventions to improve the quality of education management and governance in districts. DBE1 will conduct an evaluation of the program early in the next quarter, and based on the results will plan and implement additional training for current service providers in order to enhance their capacities and add additional service providers to the program. 1 Using a nominal exchange rate of Rp9,000 = $1 More Effective Decentralized Education Management and Governance 7

12 The commitment of new districts added to the project as a venue for service provider training has been high, especially in Surakarta and Barru, as these districts are in the process of preparing their Medium-Term Regional Development Plans (RPJMD) requiring technical inputs from the different district offices, including the Education Office. The renstra process proved to be so successful in Surakarta that the methodology has been picked up by the District Health Office and the District s Regional Planning and Development Body (Bappeda). In response to demand, DBE1 facilitated the development of the Surakarta Health Office Renstra. Not only was the methogology for renstra picked up by the Health Office, but DBE1 was also asked to assist with the development process for the Surakarta Development Planning Board (Bappeda) Renstra. The timing is crucial as with a newly installed District Head, all district offices are in the process of preparing new renstra. The progress in implementing DBE1 s district level finance and planning methodologies in these three districts has been faster and more efficient than in previous districts. Moreover, results have been very encouraging in terms of potential policy impact as described. These facts indicate: (1) a high level of commitment from the three districts, (2) a maturity in the methodology as a result of refinement over the last three years, and (3) a high-level of competency amongst the team of specialists working with the service providers. While there were some problems in coordinating schedules between the three institutions (DBE1, the district and the service providers) nonetheless, the response of the three universities was positive and given the opportunity it would be very advantage to further develop this program. Other strategies to increase sustainability are integrated into DBE1 s approach across the program. For example, by working with other donors and with service providers we support the dissemination of DBE1 approaches to new schools, districts and provinces. At the same time we prepare institutions and individuals to support the implementation of better management and governance of basic education in the future. The broad approach in this, the final phase of project implementation, is to deepen and strengthen the impact of programs at all levels by supporting districts and schools to implement plans and develop policies for ongoing improvement based on the experience and outcomes of financial analysis, educational data management and strategic planning. The development and certification of district facilitators and service providers and the possible integration of DBE1 materials and manuals into curriculum for post-graduate studies in school management and governance are all sustainability mechanisms. It will be very strategic if DBE1 is able to continue to support this process, especially the collaboration at higher levels with national government, the provinces, service providers and other donors, and to track the development and progress of dissemination along with the sustainability of core project interventions and outcomes after the completion of DBE1 in partner districts. 8 More Effective Decentralized Education Management and Governance

13 Summary of Selected Achievements Cumulative through September 2010 Activity Target Achievement Schools/madrasah assisted for producing annual plans and budgets District Officials trained and supported 1,074 SD/MI dan 196 SMP/MTs 1,000 1,074 SD/MI dan 196 SMP/MTs. 1,878 ditambah 1,210 untuk diseminasi School Committees, parents, and community members trained and supported N/A 8 Members of education governance related institutions trained and supported N/A 10 Renstra Completed/Ongoing AKPK Completed/Ongoing BOSP Completed/Ongoing SIPPK Completed/Ongoing 45 42/ / / /0 ICT Grant Disbursed Private sector funds leveraged through PPAs $292,901 (IDR 2,714,749,451) $677,775 (IDR 6,099,975,000) $286,337 (IDR 2,657,683,175) $1,547,000 (IDR 13,923,000,000) Number of schools replicating or committed to replicate DBE1 programs 3,000 10,824 Government and non-government funding for replication of DBE1 programs N/A $ 1,687,328 (IDR 15,185,952,230) Community contributions to school development attributed to DBE1 programs N/A $ 2,791,815 (IDR25,126,330,524) More Effective Decentralized Education Management and Governance 9

14 Ringkasan Eksekutif Laporan ini mencakup triwulan ke 22 yang berlangsung dari Juli hingga September 2010 dari pelaksanaan proyek yang telah berlangsung selama ini. Laporan ini merupakan laporan ke empat yang mencakup triwulan terakhir dari pelaksanaan rencana kerja selama dua belas bulan yang berlangsung mulai Oktober 2009 hingga September Rencana kerja ini dilengkapi dengan perbaikan dan tambahan dari rencana kerja sebelumnya (periode Oktober 2008 hingga April 2010) dan modifikasi terkait dengan adanya penambahan dukungan DBE1 dalam manajemen dan tatalayanan pendidikan di 18 kabupaten/kota baru di Provinsi Aceh. Tujuan utama dari rencana kerja yang telah disetujui dalam triwulan lalu adalah untuk menggunakan perpanjangan dan penambahan program guna mendukung lebih jauh lagi upaya mendukung kesinambungan dan diseminasi program-program DBE1. Sehubungan dengan hal itu, kegiatan-kegiatan DBE1 terfokus kepada upaya-upaya sebagai berikut: Melembagakan perubahan melalui pengembangan kebijakan Memperdalam perubahan yang telah terjadi dengan mendukung peningkatan kapasitas lebih jauh, dan Mendiseminasi praktik-praktik yang baik (good practice) dengan mengembangkan kapasitas dari service providers. Laporan ini membahas mengenai perpindahan fokus karena DBE1 pada dasarnya telah memenuhi target-target yang telah ditentukan dan menyelesaikan kegiatankegiatan yang telah direncanakan sebelumnya di kabupaten/kota dan sekolah mitra sesuai dengan rencana kerja yang ada. Dalam triwulan ini kegiatan DBE1 terfokus kepada mendukung diseminasi, kesinambungan program dan perluasan program di Aceh dan juga kerjasama dengan pemangku kepentingan di tingkat provinsi maupun nasional dalam mendukung pengembangan kebijakan dan practice. Pada periode Juli hingga Agustus, DBE1 lebih banyak terfokus kepada penyelesaian berbagai program di kabupaten/kota mitra, berupaya untuk menjaga kesinambungan hasil kerja selama ini dan mengelola pelaksanaan program di kabupaten/kota mitra baru di Provinsi Aceh. Selain itu, menjawab permintaan dari USAID, pada bulan Juli RTI International menyerahkan Proposal Teknis untuk Perpanjangan DBE1 hingga akhir Juni Diharapkan bahwa perpanjangan yang kedua akan lebih terfokus kepada penguatan dan pendalaman lebih jauh peningkatan-peningkatan yang telah terjadi dalam manajemen dan tatalayanan pendidikan dasar di kabupaten/kota mitra dan juga pada tingkat provinsi dan nasional. Dengan adanya hal ini dan sambil menunggu finalisasi proposal perpanjangan, DBe1 tetap melakukan kordinasi diantara pihak-pihak terkait, tetap melalukan perencanaan dan pelatihan di tingkat provinsi dan nasional untuk menjamin bahwa DBE1 tetap responsive terhadap kebutuhan yang ada dan dalam mengantisipasi perpanjangan proyek. Pendekatan dan good practices yang dikembangkan oleh DBE1 juga 10 More Effective Decentralized Education Management and Governance

15 mendapatkan banyak perhatian dari pihak pemerintah maupun non-pemerintah dan dari lembaga donor lain sebagai bagian dari upaya untuk memperbaiki sistem pendidikan di Indonesia. DBE1 juga lebih banyak berhubungan dengan donor lain untuk mendukung diseminasi good practice serta terus bekerjasama dengan DBE2 dan 3. Pada periode triwulan ini, DBE1 turut serta dalam pertemuan dan konsultasi berikut: Beberapa pertemuan dengan Kelompok Kerja Sektor Pendidikan yang diketuai oleh Wakil Menteri Pendidikan Nasional. DBE1 diundang untuk berbagi pengalaman dalam analisis keuangan, terutama dalam Analisis Keuangan Pendidikan Kabupaten dan Biaya Operasional Satuan Pendidikan. Wakil dari USAID, Bank Dunia, AusAID, dan ADB juga turut hadir dalam kegiatankegiatan tersebut. Wakil Menteri Pendidikan Nasional juga meminta DBE1 untuk melaksanakan analisis keuangan di semua kabupaten/kota di provinsi mitra. DBE1 terus bekerjasama dengan Direktorat Pembinaan TK/SD dan Direktorat Pembinaan SMP Kementerian Pendidikan Nasional, Kementerian Agama (Madrasah dan Pendidikan Agama atau Mapenda,) Bank Dunia, dan tim BOS Nasional dalam mengembangkan program pelatihan manajemen berbasis sekolah untuk sekolah di semua provinsi di Indonesia. DBE1 telah menyesuaikan metodologi yang digunakan untuk mengembangan rencana sekolah (Rencana Kerja Sekolah) dan mengelola keuangan sekolah (termasuk pelaporan BOS) guna memenuhi persyaratan Kementerian Pendidikan Nasional dalam program ini, terutama Standar Pelayanan Minimum Pendidikan Nasional. DBE1 terlibat dalam program pelatihan untuk mengujicoba berbagai materi yang telah diperbaiki sebelum kegiatan Training of Trainers dilakukan dan program dilaksanakan secara nasional. DBE1 juga mengikuti seminar untuk mengevaluasi pelaksanaan Ujian Akhir Sekolah Berstandar Nasional (UASBN) untuk tingkat sekolah dasar bersama dengan wakil dari Kementerian Pendidikan Nasional, Kementerian Agama, Kementerian Dalam Negeri, Lembaga Administrasi Negara, Badan Kepegawaian Negara, Kementerian Pendayagunaan Aparatur Negara dan Reformasi Birokrasi, AusAID, USAID, ADB, Bank Dunia, UNICEF, dan AIBEP. Seminar ini merupakan kegiatan dari Pertemuan Kelompok Kerja untuk memfasilitasi kabupaten/kota dalam menjamin mutu hasil ujian dan pendidikan di daerahnya masing-masing. Konsultasi dengan Pusat Statistik Pendidikan (PSP) dari Badan Penelitian dan Pengembangan Kementerian Pendidikan Nasional dalam metodologi Sistem Database Sekolah ++ (SDS ++.) Berbagai pertemuan bersama dengan pemangku kepentingan nasional dan donor lainnya sebagai bagian dari upaya yang dipimpin World Bank untuk mendukung penyebaran good practice dan lessons learned dari programprogram pendidikan yang dibiayai oleh berbagai lembaga donor di Indonesia. More Effective Decentralized Education Management and Governance 11

16 Pertemuan dengan Kepala Madrasah dan Pendidikan Agama Islam (Mapendais) dari Kementerian Agama dari seluruh provinsi di Indonesia. DBE1 memberikan informasi terkait program-program DBE1 dalam perencanaan dan pelaporan dana BOS di madrasah. Sebagai hasil dari pertemuan ini, banyak Kepala Mapendais yang menyatakan sangat ingin didampingi oleh DBE1 dalam program-program tersebut diatas. DBE1 terus mengadakan pertemuan-pertemuan dengan perwakilan dari SEDIA, termasuk dengan bertemu dengan pemangku kepentingan provinsi yang menjadi anggota Tim Kordinasi Pembangunan Pendidikan Aceh. Pertemuan dengan Badan Perencanaan Pembangunan Daerah (Bappeda) dan Dinas Pendidikan Provinsi Jawa Timur untuk melaksanakan tiga program yang dikenal dengan program Inovatif Pendidikan Jawa Timur atau Inova. Program-program tersebut adalah: (1) program pemberdayaan dan keaksaraan fungisional, (2) Total Education Delivery System (TEDS,) serta sinkronisasi rencana strategis kabupaten/kota, provinsi, dan nasional. Dalam periode triwulan ini, DBE1 juga bertemu dengan Kepala Dinas Pendidikan Jawa Barat. Dalam kesempatan tersebut, Kepala Dinas Pendidikan Jawa Barat meminta DBE1 untuk mendiseminasikan program-programnya termasuk manajemen aset di 50 sekolah khusus. DBE1 bertemu beberapa kali dengan perwakilan Badan Perencanaan Pembangunan Daerah (Bappeda) Sulawesi Selatan, Dinas Pendidikan Provinsi, dan Universitas Nasional Makassar. Kepala Bappeda menyatakan harapannya bahwa DBE1 akan melaksanakan program-programnya di lebih banyak kabupaten/kota di Sulawesi Selatan. Beliau juga memberikan kepastian bahwa Pemerintah Provinsi Sulawesi Selatan akan mengalokasikan dana dan berkordinasi dengan kabupaten/kota untuk mendukung diseminasi program DBE1 di tahun DBE1 juga bertemu dengan pihak Sampoerna Foundation untuk mengevaluasi program kerjasama yang telah berlangsung selama ini. DBE1 dan Sampoerna Foundation juga bersama-sama merencanakan langkah-langkah berikutnya untuk menggunakan pendekatan-pendekatan DBE1 dalam program pre dan inservice training untuk guru. Sebagai upaya untuk menjaga akuntabilitas dan mendukung kegiatan DBE1 di berbagai forum dan juga mendukung pengembangan kebijakan dan kebiasaan sektor pendidikan dasar di Indonesia, DBE1 telah menyelesaikan delapan laporan monitoring rutin. Laporan terakhir yang merupakan salah satu tugas DBE1 dalam Task Order yang ada saat ini telah diserahkan kepada USAID pada akhir September 2010 yang lalu. Selain tu, laporan mengenai program tatalayanan juga telah diserahkan ke USAID bersama-sama dengan laporan mengenai dampak program DBE1 di tingkat sekolah. Saat ini ada dua laporan yang akan selesai, yaitu (1) metastudy mengenai perencanaan dan analisis keuangan di tingkat kabupaten/kota yang dikembangkan oleh DBE1 digunakan sebagai masukan untuk kebijakan sektor pendidikan di setiap tingkatan pemerintahan dan (2) studi mengenai dampak program 12 More Effective Decentralized Education Management and Governance

17 DBE1 untuk tingkat kabupaten/kota di daerah target tersebut. Data terkait pelaksanaan berbagai kegiatan, termasuk data diseminasi yang juga menggunakan dana mandiri, diperbaharui secara rutin dalam Project Data Management System (PDMS.) Hasil dari berbagai studi ini akan dibahas bersama-sama dengan Pemerintah Republik Indonesia dan pemangku kepentingan lainnya. DBE1 melaksanakan kegiatan di tingkat sekolah dan juga di tingkat kabupaten/kota untuk meningkatkan manajemen dan tatalayanan pendidikan dasar. Di tingkat sekolah dan masyarakat, kegiatan DBE1 mencakup pengembangan rencana sekolah (Rencana Kerja Sekolah atau RKS) yang didukung oleh Sistem Database Sekolah yang terkomputerisasi. DBE1 juga mendukung pengembangan kapasitas untuk komite sekolah dan kepala sekolah. Kegiatan utama di tingkat sekolah dan masyarakat telah diselesaikan beberapa waktu lalu. Dalam periode Juli hingga September ini, DBE1 befokus kepada upaya untuk mendukung diseminasi program-program DBE1. Hal ini dilakukan melalui kerjasama dengan Kementerian Pendidikan Nasional, Kementerian Agama, dan lembaga donor lainnya. Rencana kerja yang ada saat ini menargetkan DBE1 untuk melatih lebih dari 1000 pengawas sekolah guna mendukung mereka melaksanakan program manajemen berbasis sekolah (MBS.) DBE1 saat ini telah melewati target tersebut karena telah ada 1,878 pengawas sekolah yang telah dilatih dalam MBS. Selain itu, program-program DBE1 juga telah didiseminasi di kabupaten/kota baru yang berlokasi di provinsi baru (non-mitra.) Dengan adanya hal ini, 207 pengawas yang berasal dari Sumatera Barat, Sumatera Selatan, dan Nusa Tenggara Timur, telah dilatih oleh DBE1 sebagai fasilitator pelaksanaan program-program peningkatan manajemen dan tatalayanan pendidikan dasar. Seiring dengan konsultasi dengan Kementerian Pendidikan Nasional, DBE1 telah mensertifikasi 230 fasilitator sebagai mereka yang memiliki kompetensi penuh dalam melaksanakan paket MBS. Daftar dari fasilitator yang telah disertifikasi tersebut telah diserahkan kepada Direktorat Pembinaan TK/SD dan juga akan diserahkan kepada pemangku kepentingan lainnya. Sebagian dari fasilitator yang telah disertifikasi ini akan mengikuti pelatihan nasional yang dilaksanakan oleh Kementerian Pendidikan Nasional sebagai bagian dari program pelatihan MBS oleh Bank Dunia dan AusAID yang telah disebutkan diatas. Kegiatan DBE1 yang terkait dengan peningkatan manajemen dan tatalayanan pendidikan di tingkat kabupaten/kota seperti Biaya Operasional Satuan Pendidikan (BOSP) dan Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK) dan rencana strategis (Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota dan Renstra) Dinas Pendidikan telah diselesaikan pada periode triwulan April - Juni yang lalu. Walaupun demikian, DBE1 tetap melakukan kegiatan penting untuk menguatkan kesinambungan program, mendukung diseminasi, dan juga mendukung adanya kebijakan dan peraturan yang melembagakan perubahan-perubahan yang telah terjadi. Dalam hal ini, DBE1 melaksanakan kegiatan terkait peningkatan tatalayanan sektor pendidikan di Barru, Sulawesi Selatan, Surakarta, Jawa Tengah, dan Cimahi, Jawa Barat. Kegiatan-kegiatan ini (BOSP, AKPK, SIPPK, dan Renstra) merupakan bagian dari pendampingan DBE1 untuk meningkatkan manajemen dan tatalayanan di tingkat More Effective Decentralized Education Management and Governance 13

18 kabupaten/kota. DBE1 juga berupaya untuk mengembangkan kapasitas Service Providers sehingga dapat melaksanakan kegiatan-kegiatan tersebut dengan baik. Selain itu, DBE1 juga bekerjasama dengan kabupaten/kota baru di Aceh dan pemerintah provinsi di Jawa Timur. Di Aceh, kegiatan yang dilakukan merupakan bagian dari perluasan program DBE1 di provinsi tersebut sedangkan di Jawa Timur merupakan bagian dari upaya mengembangkan Program Pendidikan Inovatif Provinsi. DBE1 juga menggunakan masukan-masukan yang sangat positif pada saat mendukung pengembangan Rancangan Peraturan Daerah (Ranperda) Pendidikan di Jepara dan Soppeng sebagai dasar untuk menulis buku panduan yang dapat digunakan oleh pihak pemerintah kabupaten/kota. DBE1 juga memberikan dukungan kepada Pemerintah Republik Indonesia dalam melaksanakan analisis keuangan untuk Millenium Challenge Corporation (MCC) dan dalam survey untuk biaya personal. Untuk kegiatan perencanaan, kegiatan DBE1 terfokus pada upaya peningkatan kapasitas service providers dan tim perencanaan di Jawa Barat, Jawa Tengah, dan Sulawesi Selatan serta pengembangan kapasitas tim perencanaan di tujuh kabupaten/kota di Aceh. Dalam periode ini, DBE1 juga terus melakukan penggabungan dan pemutakhiran data SIPKK dari 19 kabupaten/kota di Aceh. Hal ini merupakan jawaban DBE1 terhadap permintaan Pemerintah Provinsi Aceh untuk membantu menyiapakan database provinsi guna mendukung perencanaan sektor pendidikan. Untuk perencanaan pendidikan di tingkat provinsi, database ini memberikan basis yang sangat berharga dan cukup unik karena menyertakan berbagai detail, luas cakupannya, akurat dan lengkap. Selain itu, untuk menanggapi komitmen yang tinggi dan tanggapan yang sangat baik dari Kabupaten Soppeng, DBE1 setuju untuk mendampingi pengembangan renstra Dinas Pendidikan yang baru. Sebagai langkah awal dari kegiatan ini, DBE1 mendampingi Dinas Pendidikan Kabupaten Sopeng untuk memutakhirkan data-data SIPPK mereka. Task Order DBE1 telah dimodifikasi pada bulan July 2009 agar DBE1 dapat memberikan pendampingan dalam program-program tingkat kabupaten di 18 kabupaten/kota baru di Provinsi Aceh. Dukungan yang diberikan kepada 18 kabupaten ini terbatas kepada kegiatan analisis keuangan, pengembangan rencana strategis, dan governance; sedangkan DBE1 tidak diberi mandat untuk melakukan kegiatan di tingkat sekolah. Kegiatan di tingkat kabupaten/kota tersebut dimulai pada triwulan terakhir tahun 2009 dan telah mencapai hasil-hasil yang diharapkan pada akhir periode Juli September Hal ini menunjukkan pendekatan yang telah dikembangkan dan disempurnakan selama tiga tahun terakhir oleh DBE1 telah dilaksanakan dengan efektif. Selain itu, DBE1 juga bekerjasama dengan pemangku kepentingan lokal dan berkordinasi dengan SEDIA dari AusAID untuk mendukung kesinambungan dari hasil-hasil yang telah dicapai oleh DBE1 di Aceh selama ini. Kegiatan DBE1 di Aceh yang dimulai di 18 kabupaten/kota baru bertujuan untuk melaksanakan penghitungan dan analisis Biaya Operasional Satuan Pendidikan (BOSP,) Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK,) pengembangan rencana strategis Dinas Pendidikan (Renstra,) dan tatalayanan sektor pendidikan. Pada akhir triwulan ini, kegiatan AKPK, BOSP, dan SIPPK telah diselesaikan di 18 kabupaten/kota. Renstra telah dimulai di 18 kabupaten/kota, telah diselesaikan di 14 More Effective Decentralized Education Management and Governance

19 delapan kabupaten/kota dan hampir diselesaikan di lima kabupaten/kota. Kegiatan tatalayanan telah dilakukan di kabupaten/kota yang telah menyelesaikan renstranya. DBE1 telah melaksanakan cooperative agreement dengan SEDIA dimana SEDIA akan menyelesaikan kegiatan-kegiatan tersebut, termasuk renstra, di enam kabupaten/kota lainnya dengan menggunakan metodologi DBE1 dan didukung oleh tenaga-tenaga yang pernah bekerja untuk DBE1. Di dalam Task Order yang disebutkan diatas, DBE1 juga diberi mandat untuk melakukan beberapa kegiatan ICT. Kegiatan-kegiatan ini termasuk menilai Education Management and Information System (EMIS) dari Kementerian Pendidikan Nasional, mengembangkan dan menjalankan Project Data Management System (PDMS,) Sistem Database Sekolah (SDS,) dan mengembangkan cara-cara inovatif dalam perpindahan dan manajemen data yang memungkinkan anggota masyarakat dan sektor swasta untuk mengakses informasi melalui berbagai macam media. Kegiatankegiatan ini telah atau sedang dalam proses pengerjaan. Pada akhir periode Juli September ini, sembilan program hibah ICT telah diselesaikan dan empat program sedang dalam proses penyelesaian laporan final. DBE1 berharap semua kegiatan akan diselesaikan pada triwulan yang akan datang. Sebagai hasil dari kegiatan-kegiatan ini, beberapa program inovatif yang merupakan hasil kerjasama dengan pemerintah kabupaten/kota dan sektor swasta (pengusaha kecil lokal yang berusaha di sektor ICT) telah dilaksanakan. Kegiatan-kegiatan ini termasuk hot-spots, automated library system, program pelatihan, program pendidikan berbasis web, dan business center. Kegiatan terkait proyek percontohan untuk penguatan EMIS di Aceh Tengah dan Pidie telah diselesaikan pada triwulan lalu dan pada akhir Juni DBE1 turut serta dalam konferensi nasional untuk memaparkan hasil-hasil dari kegiatan ini. Selain itu, untuk Sistem Database Sekolah, DBE1 telah memperbaiki piranti lunak dan melakukan monitoring dan evaluasi pelaksanaan program di lapangan. DBE1 juga telah melaksanakan pelatihan untuk tujuh kabupaten/kota tambahan dan menerima banyak permintaan untuk diseminasi. DBE1 berencana untuk menanggapi permintaan-permintaan tesebut di periode triwulan depan. Kegiatan Kemitraan telah diselesaikan pada periode pelaporan ini. DBE1 telah menyerahkan laporan ke lima yang juga merupakan laporan terakhir dan bagian dari Deliverable 14 kepada USAID pada bulan Juni lalu. Untuk setiap kemitraan, laporan juga menyertakan rangkuman kontribusi dari setiap pihak, termasuk jumlah bantuan, gambaran mengenai sumber-sumber baru, tingkat inovasi, dan mitra-mitra baru. Laporan juga menyertakan rangkuman mengenai bagaimana kegiatan Kemitraan merupakan bentuk gabungan dari ketertarikan dan tujuan mitra. Secara umum, DBE1 dapat memberikan Rp 14,696,500,000 ($ 1,547,000) 2 dari sektor swasta dan jumlah ini tiga kali lebih tinggi dari target yang telah ditentukan sebelumnya dalam Task Order. 2 Menggunakan nilai tukar Rp9,000 = $1 More Effective Decentralized Education Management and Governance 15

20 Dalam periode April Juni lalu, DBE1 telah menyelesaikan kegiatan di kabupaten/kota mitra, termasuk kegiatan di tingkat sekolah dan pendampingan kepada lembaga dan organisasi yang melakukan diseminasi program-program DBE1 untuk tingkat sekolah. Walaupun demikian, kegiatan diseminasi program DBE1 untuk tingkat sekolah tetap berlangsung di Jawa Timur dan Jawa Barat dalam periode Juli September ini. Dengan adanya kegiatan ini, telah ada 10,824 sekolah yang telah melakukan pengembangan rencana sekolah dan/atau program MBS lainnya seperti penguatan komite sekolah dan kepala sekolah, serta Sistem Database Sekolah. Hingga akhir September 2010, Rp milyar atau lebih kurang $ 1,7 juta telah dialokasikan oleh mitra kerja DBE1 untuk mendukung diseminasi program-program MBS yang dikembangkan oleh DBE1. Dari jumlah ini, Rp milyar berasal dari Anggaran Pendapatan dan Belanja Daerah (APBD) dan sisanya Rp. 4.8 milyar dari berbagai sumber termasuk dana Kementerian Agama, dana mandiri sekolah yang sebagian besar berasal dari BOS, dan lembaga non pemerintah seperti Muhammadiyah. Program MBS yang dikembangkan oleh DBE1 kini telah didiseminasi di 58 kabupaten/kota. Dengan menggunakan asumsi bahwa rata-rata setiap sekolah mengirimkan empat orang untuk mengikuti kegiatan pelatihan, DBE1 memproyeksikan bahwa 43,296 orang telah dilatih dalam kegiatan diseminasi program DBE1 dan lebih dari 2,300,000 anak-anak Indonesia mendapatkan manfaat dari program-program DBE1 yang disebarluaskan melalui diseminasi. Jumlah ini merupakan jumlah tambahan dari 340,000 siswa dari sekolah mitra yang telah menerima manfaat dari upaya DBE1 untuk meningkatkan manajemen dan tatalayanan di tingkat sekolah. Selain itu, lebih kurang Rp. 332 juta ($35,000) telah dibelanjakan untuk mendukung kegiatan DBE1 ditingkat kabupaten/kota, terutama BOSP, di 20 kabupaten/kota. Jika pelaksanaan kegiatan DBE1 di tingkat sekolah dilaksanakan oleh fasilitator yang berasal dari kabupaten tersebut, pelaksanaan kegiatan di tingkat kabupaten/kota dilakukan oleh service providers yang berasal dari luar daerah. Untuk meningkatkan kesinambungan dan mendukung diseminasi, DBE1 mengembangkan program untuk menyiapkan service providers yang terdiri dari tiga komponen: (1) bekerjasama dengan beberapa universitas agar mereka dapat melaksanakan kegiatan DBE1 untuk tingkat kabupaten/kota di kabupaten/kota baru, (2) bekerjasama dengan Sampoerna Foundation agar institusi ini dapat melaksanakan program Manajemen Berbasis Sekolah yang dikembangkan oleh DBE1 dan menyertakan metodologi yang telah digunakan untuk tingkat sekolah dan kabupaten/kota dalam pelatihan pre-service untuk guru dan (3) berkolaborasi dengan lembaga donor internasional lainnya agar mereka dapat mengadopsi atau menjadikan materi dan pendekatan DBE1 untuk tingkat sekolah dan kabupaten/kota sebagai masukan dalam melaksanakan kegiatan mereka. DBE1 telah menyelesaikan program tersebut bersama dengan tiga lembaga dari tiga provinsi: Universitas Pendidikan Indonesia di Jawa Barat, Universitas Muhammadiyah Surakarta di Jawa Tengah dan Universitas Nasional Makasar di Sulawesi Selatan. Bersama-sama dengan universitas-universitas tersebut, DBE1 bekerjasama dengan empat wakil dari masing-masing lembaga. Pelaksanaan program 16 More Effective Decentralized Education Management and Governance

21 secara utuh termasuk analisis keuangan pendidikan (AKPK dan BOSP,) analisis data terkait perencanaan pendidikan (SIPPK) dan pengembangan rencana strategis (renstra) dinas pendidikan yang dilengkapi dengan uji coba publik, telah selesai dilaksanakan di tiga kabupaten/kota target dalam periode ini. Sebagai hasilnya, para service providers kini telah semakin berpengalaman dalam melakukan pendampingan di tingkat kabupaten/kota guna meningkatkan mutu manajemen dan tatalayanan di daerahnya. DBE1 akan melakukan evaluasi dari pelaksanaan program ini di awal triwulan depan dan akan menggunakan hasil dari evaluasi untuk masukan dalam perencanaan dan pelaksanaan pelatihan tambahan untuk service providers. Pelatihan tambahan dilakukan untuk memperdalam kapasitas service providers yang ada dan juga menambah jumlah mereka. Komitmen dari kabupaten/kota yang baru bergabung dalam kegiatan pelatihan service providers ini sangat tinggi, terutama dari Surakarta dan Barru. Hal ini disebabkan karena kabupaten-kabupaten ini sedang dalam proses penyiapan Rencana Pembangunan Jangka Menengah Daerah (RPJMD) dimana Rencana tersebut memerlukan masukan dari kantor dinas daerah, termasuk Dinas Pendidikan. Proses pengembangan renstra yang dilakukan oleh DBE1 terbukti sukses di Surakarta dan Dinas Kesehatan dan Badan Perencanaan dan Pembangunan Daerah (Bappeda) Kabupaten tersebut menyampaikan rasa tertarik yang tinggi untuk mendapatkan pendampingan DBE1. Berdasarkan hal tersebut, DBE1 mendampingi ke dua lembaga dalam mengembangkan Rencana Strategisnya. Waktu pendampingan DBE1 dalam mengembangkan Renstra untuk ke dua lembaga ini sangat penting karena dengan terpilihnya Bupati yang baru semua kantor dinas daerah dituntut untuk memiliki Renstra baru. Jika dibandingkan dengan kegiatan di kabupaten/kota mitra sebelumnya, DBE1 melaksanakan kegiatan di tiga kabupaten ini secara lebih cepat dan efisien. Selain itu, hasil-hasil dari kegiatan ini sangat baik dan memiliki potensi tinggi untuk mempengaruhi lebih lanjut kebijakan pendidikan di daerah tersebut. Fakta yang ada menunjukkan: (1) tingginya tingkat komitmen dari ke tiga kabupaten/kota tersebut, (2) metodologi yang digunakan telah lebih matang sebagai akibat dari perbaikanperbaikan yang dilakukan dalam tiga tahun terakhir, dan (3) tim DBE1 yang memiliki kompetensi yang baik dalam bekerjasama dengan service providers. Walaupun DBE1 mengalami beberapa masalah dalam menentukan jadwal kerja dengan wakil kabupaten/kota dan service providers, tanggapan dari universitas yang terlibat dalam kegiatan sangat baik. DBE1 merasa bahwa pengembangan dan pendalaman program lebih jauh akan menguntungkan semua pihak. Strategi lain yang digunakan untuk mendukung kesinambungan hasil-hasil kerja DBE1 telah dilaksanakan di program-program DBE1 lainnya. Sebagai contoh, dengan bekerjasama dengan lembaga donor lain atau service providers, DBE1 mendukung diseminasi program-program yang ada ke sekolah, kabupaten, dan provinsi baru. Pada saat yang sama, DBE1 juga menyiapkan institusi dan perorangan untuk mendukung upaya peningkatan manajemen dan tatalayanan sektor pendidikan di masa yang akan datang. More Effective Decentralized Education Management and Governance 17

22 Dalam tahap akhir dari pelaksanaan proyek, pendekatan umum yang dilakukan adalah untuk memperdalam dan menguatkan dampak dari program di seluruh tingkat dengan mendukung kabupaten/kota dan sekolah untuk melaksanakan rencana-rencana yang ada dan mengembangkan kebijakan pendukung yang berdasarkan analisis keuangan, manajemen data pendidikan, dan rencana strategis. Peningkatan kapasitas dan sertifikasi fasilitator kabupaten dan service providers dan kemungkinan disertakannya materi dan manual DBE1 dalam kurikulum untuk program pasca sarjana juga merupakan mekanisme pendukung untuk menjaga kesinambungan program dan hasil kerja DBE1 selama ini. Adalah menjadi hal yang strategis jika DBE1 dapat meneruskan dukungan dalam proses ini, terutama dengan bekerjasama dengan pemangku kepentingan di tingkat nasional, di tingkat provinsi, service providers dan donor lainnya. DBE1 juga dapat terus berupaya untuk memantau perkembangan diseminasi yang tengah berjalan dan menjaga kesinambungan dari program-program DBE1 setelah masa kerja DBE1 berakhir di kabupaten/kota mitra. Ringkasan Pencapaian Hingga September 2010 Kegiatan Target Pencapaian Schools/madrasah yang dibantu dalam mengembangkan rencana tahunan dan anggaran Jumlah wakil kabupaten/kota yang dilatih dan didukung 1,074 SD/MI dan 196 SMP/MTs 1,000 1,074 SD/MI dan 196 SMP/MTs. 1,878 ditambah 1,210 untuk diseminasi Komite Sekolah, orang tua, dan anggota masyarakat yang dilatih dan didukung Anggota dari badan tata layanan yang dilatih dan didukung Renstra yang telah selesai/renstra yang sedang dalam proses penyelesaian AKPK yang telah selesai/akpk yang sedang dalam proses penyelesaian BOSP yang telah selesai/bosp yang sedang dalam proses penyelesaian SIPPK yang telah selesai/sippk yang sedang dalam proses penyelesaian N/A 8 N/A / / / /0 Hibah ICT yang telah dibayarkan Dana pihak swasta yang diperoleh melalui program kemitraan $292,901 (IDR 2,714,749,451 $677,775 (IDR 6,099,975,000) $286,337 (IDR 2,657,683,175), $1,547,000 (IDR 13,923,000,000) 18 More Effective Decentralized Education Management and Governance

23 Kegiatan Target Pencapaian Jumlah sekolah yang ikut serta atau telah memberikan komitmennya untuk ikut serta dalam 3,000 10,824 diseminasi program DBE1. Dana yang telah dijanjikan oleh pemerintah kabupaten/kota, sekolah, dan yayasan untuk ikut serta dalam diseminasi program DBE1. Jumlah kontributsi masyarakat yang berhubungan dengan program DBE1. N/A N/A $ 1,687,328 (IDR 15,185,952,230) $ 2,791,815 (IDR25,126,330,524) More Effective Decentralized Education Management and Governance 19

24 1. Project Management and Coordination Project management in the quarter was mainly concerned with closing out the program in districts, ensuring the sustainability of outcomes and managing program implementation in the Aceh expansion districts. Meanwhile, in response to requests from USAID, in July RTI International submitted a Technical Proposal for Extension of DBE1 through until the end of June It is anticipated that this extension will focus on further consolidating the improvements made to management and governance of basic education in target districts and at province and national levels. With this in mind, and pending finalization of arrangements for the proposed extension, ongoing coordination, planning and training meetings were held this quarter at provincial and national levels to ensure that project management is responsive and to anticipate a project extension. Coordination with our partners in USAID, DBE2 and DBE3 is ongoing at all levels. The focus is on ensuring the sustainability of outcomes. In order to support sustainability at the school and district levels and encourage take up (dissemination/replication) of DBE1 approaches at the national and provincial levels we continued to maintain a high level of engagement with provincial and national stakeholders throughout the quarter. This was achieved in several ways, including holding strategic workshops in all provinces to support sustainability and synergy between province and district planning, and continuing ongoing consultation with MONE and with other relevant national stakeholders including MORA, MOHA and other donors. During the previous quarter DBE1 closed out the program in districts. All district offices have now been closed and some equipment has been handed over to local government partners; some equipment is on hold pending instructions from USAID and other equipment will be retained by DBE1 for the new extension period. Contracts for district coordinators were completed and close-out workshops were held in all districts in which completion reports were submitted to the districts, outcomes of the program were discussed along with plans for ongoing development and sustaining improvements. A presence in provinces has been retained pending confirmation of the proposed extension of the program into During this quarter province level workshops were conducted to enable districts to share the outcomes of the program and lobby for ongoing support and synergizing province plans with the districts. Contracts for all but a few provincial specialists and support staff were completed in the final quarter along with those for three provincial coordinators and a small number of Jakartabased specialists. The provincial office in Bandung was closed along with offices for the Aceh Expansion program. A skeleton field staff has been retained pending confirmation of the extension. 20 More Effective Decentralized Education Management and Governance

25 Project Management & Coordination Goals Ensure internal and external communication and coordination is timely and responsive Revise PMP including indicators & targets Continue routine M&E against performance indicators Conduct special studies & produce policy papers Conduct workshops & seminars with provincial, national & international Stakeholders to review products & studies with view to support or adopt DBE1 programs Continue to manage and improve Project Data Management System (PDMS) During this quarter DBE1, working with USAID, began preparation of a work plan to incorporate new goals and activities associated with the possible extension of the project until the end of June The objective is to maintain the continuity of program presence in the field pending finalization of plans for a new project in basic education while further increasing sustainability and supporting dissemination. DBE1 will focus on consolidating results achieved in the first five and a half years of project implementation. Priority will be given to advocating and assisting DBE district and provincial governments to provide funding for dissemination of DBE1 programs. The revised work plan will be submitted as soon as contract modification is official. 1.1 Project Coordination and Collaboration with Government and Stakeholders (Task 1) The following is a summary of some of the major meetings with counterparts that took place during the quarter. Technical aspects of these meetings and others are also described in subsequent sections of the report. Meetings with the Deputy Minister of National Education and Education Sector Working Group DBE1 attended two meetings with the multi-donor Education Sector Working Group this quarter, chaired by the Deputy Minister of Education. DBE1 was invited to share experiences on financial analysis, particularly AKPK and BOSP. Representatives of USAID, the World Bank, ADB and AusAID were also in attendance as well as MONE staff. The Deputy Minister expressed strong support for DBE1 s program and requested that USAID-DBE1 conduct financial analysis in all districts in target provinces. DBE1 is corresponding with USAID about the possibility of fulfilling his request. Consultations with MONE Directorate of Kindergarten/Elementary Education Informal consultations continued with MONE s Secretariat for School-Based Management within the Directorate for Kindergarten and Elementary Schooling this More Effective Decentralized Education Management and Governance 21

26 quarter, following meetings held last quarter on district facilitator certification. However outcomes are pending further consultation and the resolution of internal personnel issues within the Ministry. Collaboration with MONE and other donors on BOS training During this quarter, DBE1 continued to coordinate with MONE s Directorate for Kindergarten and Elementary Schooling and Directorate for Junior Secondary Schooling, MORA (MAPENDA), AusAID, the World Bank and the national BOS team on plans for a national program of training for junior-secondary and elementary schools in all provinces on BOS reporting which is to be integrated with school planning. On July, DBE1 attended a meeting to review, discuss and finalize the draft training modules for RKS, school finance management and school self-evaluation in Bogor. Also attending were representatives of MONE s Directorate of Junior Secondary Schooling (SMP), the Minimum Service Standards team (SPM), the World Bank and the national BOS team. Training for facilitators commenced late September. School level training (school principals, school treasurers and school committee representatives) is planned for early The workshops and facilitator training is being funded by the World Bank, while AusAID will fund school level activities, with a budget of approximately AUD20 million. We have contributed by providing revised materials based on the DBE1 school development planning (RKS) and school finance (BOS) reporting methodologies. DBE1 subsequently attended follow up planning meetings on 5 th and 16 th August to prepare for the piloting the materials and then participated in the pilot program in Yogyakarta on August. The 60 participants in the pilot were drawn from elementary and junior secondary schools and madrasah both public and private. The pilot found that the material was well received and understood by participants. However, as a result of limited time, there was insufficient practical, experiential activity to enable participants to develop skills in preparing an RKS. The participants were generally from schools which were good standard and many already had experience of school development planning. Consequently a follow up pilot will be conducted in lower standard schools located in Bekasi or Bogor District. More information on the substance of this program is provided in the following Section 2 of this report. Meeting with MONE on national examinations On August DBE1 participated in a seminar to evaluate the implementation of national examinations; Evaluasi Pelaksanaan Ujian Akhir Berstandar Nasional (UASBN) in elementary schools in 2009/2010. Participants included Curriculum Coordinators (Kasi Kurikulum) from education offices in thirty three provinces along with fourteen professors from teacher training universities. Speakers included officials 22 More Effective Decentralized Education Management and Governance

27 from MONE s Research Centre, BSNP, and education offices in Central Java and Mojokerto. Meeting with MONE and others on quality assurance On 2 September 2010 DBE1 attended the first Working Group Meeting to facilitate the district role in quality assurance held in Jakarta on the invitation of AusAID. In attendance were representatives of MONE, MORA, MOHA, the State Administration Board (Lembaga Administrasi Negara or LAN), the State Personnel Board (Badan Kepegawaian Negara or BKN), the Ministry for State Apparatus and Bureaucracy Reform (Kementerian Aparatur Negara dan Reformasi Birokrasi), AusAID, USAID, ADB, World Bank, UNICEF, and AIBEP. A working group comprised of stakeholders from government and non-government sectors was established at the meeting. TORs and a plan for follow up were prepared. DBE1 was asked by AusAID to be a member of the working group. Consultations with MONE on EMIS Consultations continued this quarter, following the national workshop conducted last quarter conducted by the Education Statistics Center of the Research and Development Body of Ministry of National Education (PSP Balitbang Kemendiknas) in which DBE1 presented the School Database System ++ (SDS ++ ). As a result of these consultations, DBE1 has now provided copies of the SDS++ to a total of 21 districts and LPMP throughout the country. Consultations with MONE and other donors on mainstreaming good practices DBE1 took part in three meetings this quarter to support the mainstreaming of good practice and lessons learned in the education sector under donor-funded programs. The World Bank, BEC-TF, and MONE s Directorate for Junior Secondary Schooling collaborated to host these meetings with the following aims: (1) to obtain inputs from education sector donors in order to gather, record, and disseminate good practice stories and lessons learned; (2) to discuss the possibility of linking donor efforts to increase impact and to support sustainability, (3) to collect donor inputs and discuss the possibility of using MONE s Directorate for Junior Secondary Schooling website to enable public access to good practice stories and lessons learned. Coordination with MORA DBE1 attended a meeting with the Heads of MORA s provincial education divisions (Mapendais) from throughout Indonesia who gathered in Batam Province on September DBE1 provided information on planning for the use of BOS funds in madrasah, covering two main aspects: planning and reporting on use of BOS funds. In addition to sharing this information, the meeting resulted in a strong expression of demand for DBE1 assistance in this sector. More Effective Decentralized Education Management and Governance 23

28 Provincial Meetings in Aceh and coordination with AusAID SEDIA DBE1 continued to hold meetings this quarter with the AusAID-funded SEDIA project team in Aceh. These meetings continue to ensure that the two projects are well coordinated in order to maximize the impact and sustainability of both. Three significant meetings were conducted with provincial stakeholders in August specifically concerning the Coordination Team for Education Development in Aceh, (Tim Koordinasi Pembangunan Pendidikan Aceh, abbreviated as TK-PPA). Details of this collaboration are provided in Section 7 of this report. A meeting between DBE1 and SEDIA on October 1 st confirmed plans for ongoing collaboration between the two projects to ensure that all 18 districts complete the full program including renstra. Provincial Meetings in East Java Meetings with the East Java Provincial Regional Development Planning Body (Bappeda) and provincial education office (Dinas Pendidikan) continued this quarter. This collaboration aims to support the provincial government in developing innovative education-sector policies. These meetings focused on three initiatives, collectively known as Inova: (1) a functional literacy and empowerment program; (2) the Total Education Delivery System (TEDS) and (3) aligning national, provincial and district strategic plans. Once again, further information is provided in Section 7, below. Provincial Meetings in West Java In July, DBE1 met with the Head of the Education Office in West Java who requested DBE1 to disseminate its programs including asset management to 50 special schools. These schools are under the responsibility of provincial Education Office. Provincial Meetings in South Sulawesi In August DBE1 met with the Head of Bappeda, senior staff from the Education Office and the Vice Rector of Universitas Negeri Makassar in South Sulawesi. The Head of Bappeda indicated that he hopes DBE will expand its program in more districts in South Sulawesi. He went on to confirm that the province is ready to allocate a budget and will coordinate with participating districts in Collaboration with Sampoerna Foundation On 26 th August, DBE1 met with the Sampoerna Foundation to evaluate the partnership program to date. It was found that the program has achieved its objectives as stated in the TOC Agreement. Sampoerna Foundation staff indicated that the training and field experience has been extremely beneficial. During this year DBE1 completed a training program to enable the Sampoerna Foundation in Jakarta to make use of DBE1 school-based management materials in its in-service school development program and also possibly in pre-service teacher training. In this context, a mapping exercise was conducted with the aim of developing a curriculum framework by the end of This work was facilitated by Bapak Dinn Wahyudin, former PC of West Java and Banten. However the work was delayed in the 23 rd quarter. The Sampoerna 24 More Effective Decentralized Education Management and Governance

29 Foundation has now indicated that it will not proceed at this time due to internal reasons. 3 Anticipated Next Steps DBE1 will continue to work closely with the various GOI departments and non-government stakeholders to strengthen implementation, dissemination and sustainability of core programs and support policy development at all levels Ongoing efforts to promote donor harmonization and the adoption or adaptation of DBE1 programs and approaches by other donors will include further meetings with the World Bank, AusAID and multi-donor groups. DBE1 will continue to collaborate with Sampoerna Foundation to finalize use of DBE1 materials in an education management degree program. 1.2 Monitoring, Evaluation, and Reporting (Task 2 and 3) During the five years of DBE1 assistance to schools and districts, DBE1 has completed eight routine monitoring reports (Baseline Edition 1 and 2 plus Monitoring Progress Reports 1-6). The final report (the seventh monitoring progress report) is being drafted and was submitted to USAID at the end of September This report contains both school and district level data. The school level data covers both Cohort 1 and 2 schools. The district level data covers data related to district level activities such as SIPPK, Renstra, BOSP, AKPK, and Governance which was collected in the period June-July Data related to other activities (ICT, Asset Management System, and School Supervision System) was collected in August Special Studies Related to Deliverables In addition to routine monitoring of project performance indicators, DBE1 also conducted a number of special studies to better determine the impact of DBE1 programs. This included: (i) studies on impact of school level interventions (school development planning (RKS), annual planning and budgeting (RKT/RKAS), leadership and school committee training); (ii) a study on the extent, quality and impact of dissemination/replication of DBE1 interventions; and (iii) special studies on DBE1 district level planning and financial analyses to provide inputs for education policy at all levels of government. In September 2010, DBE1 also submitted a deliverable report on governance training materials. An initial study on replication was submitted to USAID in October This first study aimed to inform DBE1 planning and practice for the remainder of the project implementation period in order to maximize the effort to replicate the RPS program and to enable DBE1 to better advice and guide counterpart governments and non- 3 DBE1 has received informal approaches from a number of institutions with a possible interest in adapting and incorporating our materials and methodologies into pre-service teacher training programs within courses such as school leadership and educational administration. We will follow up on discussions with universities such as UPI in Bandung, UNM in Makassar and Unilam in Lampung with a view to co-developing curriculum modules and possibly trialing these in the new year. More Effective Decentralized Education Management and Governance 25

30 government institutions on replication. A follow up study was completed during the period of April to June. This second study focused on the quality of school/community level interventions and the impact on dissemination schools. The report on this study along with a study of impact in comparison schools was integrated into the major impact study revised during the April to June period as well. In addition, based on the findings of these impact studies, a paper was drafted during the last quarter for submission to an international academic journal. It is expected that the paper will be finalized in the near future. Data collection for the third study was carried out this semester. Two methods of data collection were applied: first, an instrument was used to gather stakeholder opinions (Dewan Pendidikan, DPRD, CSO, and Local Media) about DBE1 s district level programs. Provincial Specialists used this instrument to gather information about the program such as the amount of funds allocated by districts and provinces (BOSDA or district/province school operational grant) as a result of BOSP (School Unit Cost Analysis). The instrument also asks who was involved in AKPK (District Education Financial Analysis), BOSP and Renstra. The second method was FGD (Focus Group Discussion). The FGD was conducted in two districts per province to explore in more depth the dynamics of implementation and impacts identified. Analysis of this data is currently being conducted and a report is scheduled for submission in October During the quarter DBE1 also continued the meta-analysis of data that the project has gathered through SIPPK, AKPK and BOSP. Data for analysis programs were collected in 25 districts. The results of all of the completed programs were compiled into a database. During the previous quarter initial findings were drafted and discussed with USAID. The study is expected be finalized in the coming quarter and shared with GOI and other stakeholders. Table 1.1 Monitoring, Evaluation and Reporting Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Revise PMP including Performance Indicators & targets in accordance with new SOW 1 doc Nov 09 Completed Completed - Routine monitoring reports 9 reports Sep 10 9 reports - - Special study on implementation & impact of DBE1 school development planning 1 report Mar 10 Completed Completed - Special study on implementation & quality of dissemination programs 2 reports Apr 10 1 report completed Completed - Special study on 2 reports Oct 10 Commenced Analysis Final 26 More Effective Decentralized Education Management and Governance

31 Activity implementation & impact of district level programs Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter underway Target next Quarter Report Implementation & impact of DBE1 ICT grants program Annual Dec 10 Routine Initial report drafted Initial report completed Anticipated Next Steps Complete academic paper on impact study. Finalize initial report on data analysis for meta-study for review by USAID. Complete impact study on DBE1 district level interventions. Continue to monitor grant implementation and submit report to USAID in next quarter. 1.3 Project Data Management System (PDMS) (Task 4) Minor data updating was made during the quarter. Provincial staff continue to periodically upload data on implementation of DBE1 activities and dissemination results. Table 1.2 Progress in Managing PDMS* Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Improve PDMS queries - Sept 10 Routine Routine Routine Finalize & distribute PDMS User Guide Data input, update, and cleaning - Sept 10 In process In process Guide finalized Monthly Sept 10 Routine Routine Routine Finalize & distribute PDMS User Guide Sept 10 Print and distribute Update replication data Quarterly Sept 10 Routine Routine Routine Update selected project implementation data Quarterly Sept 10 Routine Routine Routine * New targets mandated in contract modification January 2010 More Effective Decentralized Education Management and Governance 27

32 Update Geographical Information System (GIS) Data During the quarter DBE1 updated the GIS section to remove two DBE schools: one that merged with another DBE school in Tuban and one school in Aceh that dropped out of the program in Aceh because the school principal was not interested in continuing the program. Four schools were added to GIS; these schools either had not been recorded earlier of the hyperlink from the database to the GIS map was repaired. Below is an illustration of addition of four schools/madrasah partners in the GIS in South Sulawesi Jeneponto district, Bangkala sub-district. (The schools are dotted in Figure 1.1 arrow). GIS now has been verified thoroughly in all DBE provinces. Figure 1.1: Updated GIS in Sulawesi Selatan Province, Jeneponto District, Bangkala Sub-District Anticipated Next Steps Continuous maintenance on PDMS functionalities and features. Complete users Guide and distribute. 28 More Effective Decentralized Education Management and Governance

33 2. School and Community Programs DBE1 works at both school / community and at district levels to improve the management and governance of basic education. At the school and community level the program includes school development planning (Rencana Kerja Sekolah or RKS) supported by a computerized school data-base (SDS), and strengthening of the role of school committees and principals as school leaders. The core activity at school and community level was completed some time ago. Focus in this quarter was on supporting further dissemination through collaboration with MONE, MORA and other donors. School & Community Program Goals Complete implementation of school based management programs in 1,272 DBE elementary & junior secondary schools Strengthen 1,000+ pengawas to implement DBE1 school programs Finalize & sanction school level implementation manuals & training materials A target of 1,000 plus pengawas to implement school-based management dissemination programs was set in the current work plan. As reported previously, some 1,878 district facilitators have now been trained. This figure includes the original core group of 5-6 facilitators in each target district plus additional pengawas who have joined district forums supported by DBE1 to support dissemination and sustainability Participant of Facilitator Forum took note of and an additional 1,003 facilitators in discussion results East Java, Central Java and Yogyakarta to support dissemination. Also during the previous quarter a number of dissemination programs were conducted for new districts in non-target provinces. This resulted in the training of a further 207 pengawas and others as facilitators in three new provinces: West Sumatra, South Sumatra and NTT. The target of 1,000 trained facilitators has thus been exceeded by a large number through various dissemination programs. However it is important not to overstate the figure or include individuals who have not been fully trained as this will increase the risk of poor quality dissemination efforts. As explained in the previous quarterly report, in consultation with MONE, 230 facilitators have been certified as fully competent facilitators in key components of the DBE1 school-based management package. The list of certified facilitators has been provided to the national Directorate for Kindergarten and Elementary Schooling, and will be provided to other stakeholders. The majority are trained to train schools in RKS preparation although More Effective Decentralized Education Management and Governance 29

34 many are also trained to provide training in school leadership, SDS and school committee strengthening. The great majority of these District Facilitators are pengawas or school supervisors either from the District Education Office or district branches of MORA. A total of 20 out of 67 Master Trainers selected by MONE for the national level training are DBE1-trained District Facilitators. 4 DBE1 has not yet identified the number of District Facilitators selected as facilitators for district level training. DBE1 will confirm the number and inform USAID and DBE1 worked together with national USAID on this matter. stakeholders on certification of facilitators Following finalization of this certification process it is intended that an additional 100 district facilitators will be certified, including a number from the new target provinces of South Sumatra, West Sumatra and NTT. Pending approval for a project extension, DBE1 intends to work in the coming months to support provinces and districts in their planning and budgeting for dissemination of school-based management for Elementary and Junior Secondary School Level (Task 5) All targets have been met. Implementation of all programs in target schools and madrasah was completed by the end of the previous quarter and DBE1 withdrew from districts at that time. Table 2.1 Targets for School-Based Management Program (Elementary) Target Completed Expected achievement Leadership 1,074 1,074 1,074 4 The process of selection was internal to MONE, however, we do know that the initial round of selection resulted in problems with the initial training as many of those selected were central level bureaucrats and lacked knowledge of the school context. Many of these subsequently dropped out, leading to the inclusion of a larger number of DBE1 trained facilitators. The selection of DBE1 trained facilitators was limited to those from West Java, Banten and DKIJ due to limited funds for travel. In terms of Forum Pengawas, we do not yet have data on the number of forums which still exist post-dbe1. This question will be answered in the planned study on sustainability and dissemination. Regarding possible efforts to develop Facilitators capacity similar to what took place in Unicef MGP-BE partner district (Boalemo District in Gorontalo,) DBE1 believes that while encouraging sustainability mechanisms, we also need to be cautious about the development of independent forums of facilitators, lest DBE1 be accused of encouraging public servants to work beyond their core role and tasks. 30 More Effective Decentralized Education Management and Governance

35 Target Completed Expected achievement School Committee 1,074 1,074 1,074 Strengthening SDS 1,074 1,074 1,074 RKS 1,074 1,074 1,074 Table 2.2 Targets for School-Based Management Program (Junior-Secondary) Target Completed Anticipated achievement Leadership RKS School Committee Strengthening Based on our experience over the last five years, during this quarter, DBE1 collaborated with MONE, MORA and other donors to develop an integrated approach to school-based management. The new approach includes: 1. a revised approach to DBE1 s school/madrasah work planning (RKS and RKT) methodology and pilot training to support school grant (BOS) implementation. 2. an alternative methodology for computer-based school data management (TRIMS), and 3. methodology and pilot training for school/madrasah financial management developed by DBE1. This section describes DBE1contributions to support MONE and MORA together with other donors (World Bank and AusAID) in planning and implementing a national training program on school-based management. The program is designed for elementary and junior-secondary school levels and for Islamic madrasah as well as regular schools. School Development Planning Following consultation with MONE, MORA and other partners, DBE1 has completed preparation of five RKS modules based on the existing DBE1 RKS methodology modified to align with national Minimum Service Standards and changes in BOS reporting. Each module is equipped with the following: Activities Plan, Reading Material, Spreadsheet, and Presentation (power points). More Effective Decentralized Education Management and Governance 31

36 Module 1: background, regulations, principles, flow and process of RKS development; Module 2: current school condition; Module 3: ideal school condition; Module 4: programs and person in charge of the program, activities, performance indicators, program schedule and activities; Module 5: school budget plan (4 years). DBE1 has also completed a module for preparation of an annual school work plan (RKT). This module is also equipped with the following: Activities Plan, Reading Material, Spreadsheet, and Presentation (power points). The content of RKT module consists of: Background of RKT development; Regulatory basis of RKT development; Principles of RKT development; Process of RKT development; Process of School Budget Plan (RAPBS)/School Activities and Budget Plan (RKAS) (annual) development. These modules were developed in accordance with the current relevant regulations. However, as a result, the RKT and RKS s concept differs little to the RKT and RKS developed by DBE1 earlier in the project (see table below). The revised RKS approach, as illustrated in the table, uses a self-evaluation approach as a basis. However, the joint review of this approach found that the self evaluation instrument (Evaluasi Diri Sekolah - EDS) developed for schools by the AusAIDfunded AIBEP project did not provide an adequate basis for preparation of a comprehensive school program as it only refers to Minimum Service Standards. Consequently DBE1 proposed the addition of a school profile summary, based on our established methodology. This suggestion was accepted by a meeting of MONE, MORA and other donors including the World Bank and AusAID. As a result we are helping to devise an instrument for schools to formulate a school program which not only refers to the EDS results but also to the school profile. The following table shows the difference between DBE1 s current methodology for school development planning (RKS) and the new methodology jointly developed with MONE and other donors. 32 More Effective Decentralized Education Management and Governance

37 Table 2.3 Current and revised RKS methodologies 5 RKS Current DBE1 Model RKS DBE1 Model revised with MONE PREPARATION: 1. Formation of school RKS team (KKRKS/M) 2. Orientation of school RKS team (KKRKS/M) PREPARATION: 1. Formation of RKS/M development team 2. Orientation of RKS/M development team RKS/M DEVELOPMENT PROCESS: 1. Introduction: Background Regulations Characteristic of good RKS Flow and process of RKS development RKS/M DEVELOPMENT PROCESS: 1. Introduction: Background Regulations Principles Flow and process of RKS development 2. Identification of Challenges; a. School/madrasah profile development. Categories grouping in accordance with Permendiknas No.19/2007; b. Identify stakeholders expectations; c. Formulate school/madrasah challenges; d. Define the main challenges (priority). 3. Analysis of Challenges Solving; e. Determine the main causes of challenges: a. Make a list of causes; b. Choose the main causes. f. Determine alternative solutions to the main challenges identified: a. Make a list of alternative solutions; b. Define alternative solutions to the main challenges identified. 4. Program; a. Set goals; b. Formulate programs and define person in charge; c. Formulate performance indicators of programs 2. Determine the Current School Condition Based on EDS/school profile summary, and grouping of all recommendations/school profile summary based on 8 SNP. (PP No.19/2005); 3. Determine the Ideal School Condition: a. Formulate School Vision; b. Formulate School Mission; c. Formulate School Objectives; d. Define Target of School Activities. 4. Develop Programs and Person In Charge of the Program, Activities and Schedule, and Performance Indicators. Steps of program preparation and determination of person in charge of the program; 5 Module 2 is Pedoman Penyusunan RKS/M, in which MONE has adopted the DBE1 approach for the national training. As at this time, we have yet completed revision of the manual for facilitators (on facilitation skills) and for managers (the dissemination manual). This will occur in the coming period. More Effective Decentralized Education Management and Governance 33

38 RKS Current DBE1 Model and activities; d. Determine activities and schedule of activities RKS DBE1 Model revised with MONE Steps of formulating activities and schedule of activities; Steps of formulating performance indicators. 5. School/Madrasah Budget (4 year); a. Develop program budget plan; b. Develop program funding plan; c. Adjust budget plan with funding source. 5. School Budget Plan Development The structure of School Budget Plan (RAPBS)/ School Activities and Budget Plan (RKAS); Develop School Budget Plan; Adjust budget plan with funding source; School/Madrasah Activities and Budget Plan (4 year). 6. Annual Work Plan and School/Madrasah Activities and Budget Plan. a. Formulate Annual Work Plan Define programs/strategic activities; Define operational activities; Define schedule of School/Madrasah Annual Work Plan (RKTS/M). b. Develop School/Madrasah Activities and Budget Plan (RKAS/M). 6. RKT and RAPBS/RKAS Development Background of RKT development; Regulatory basis of RKT development; Principles of RKT development; Process of RKT development; Process of RAPBS/RKS development. Approval, Validation, and Introduction of RKS/M Approval, Validation, and Introduction of RKS/M Tool for Reporting and Information Management by Schools (TRIMS) / Aplikasi Pelaporan dan Manajemen Informasi Sekolah Like DBE1 s SDS 6, TRIMS which was developed by World Bank consultants, is a software application for improving the management of school data for planning and management purposes. Both use a Microsoft Excel platform. TRIMS is specifically designed to: Identify those assets which are owned and not owned by a school; Establish benchmarks in accordance with national minimum service standards (SPM) as an indicator to assess school performance; Develop a school profile that can be updated as required. DBE1 s SDS produces a range of outputs including BOS 2009 reporting, a data-based school report card, a school profile for RKS, School/Madrasah Annual Work Plan 6 See section below for description of updated SDS including discussion of the change of the name of the program from SDS++ back to SDS. 34 More Effective Decentralized Education Management and Governance

39 (RKTS/M) and School/Madrasah Activities and Budget Plan (RKAS/M). produces not only a school profile for RKS but also LI-SD/M which supports MONE s national education data collection undertaken by the Education Statistics Center (PSP) in MONE s Research and Development Body s (Balitbang). While the SDS produces a range of outputs, the TRIMS application produces a school profile based on school self-evaluation (EDS) on school conditions compared with the minimum service standards (SPM) as benchmarks. DBE1 is currently reviewing the two applications to determine which aspects of the SDS may still be used under the newly evolving MONE program. DBE1 s intention is to provide an integrated software application with a single input that can produce multiple outputs. Hopefully this approach will reduce school/madrasah fatigue in fulfilling data requests from various units within MONE. We are currently monitoring the development of GOI policy which is likely to see management of the BOS program shift from management to district level which would change again the requirements for BOS reporting. School Financial Management This quarter DBE1 completed preparation of technical guidelines for school financial management. These were included in the 2010 BOS Guidelines published by MONE to accommodate changes to BOS-K1-K2 7 ). Pages of the guidelines were prepared by DBE1 and include text, formula, tables and an explanation on how to complete columns for RAPBS/RKAS development, bookkeeping, reporting and school announcements, including the account codes, estimations and accounts that should be used. DBE1 s contribution to this publication and to MONE s policy is based on extensive field work and consultations reported in the previous quarterly report. Additional material prepared by DBE1 to support MONE s BOS Guidelines includes the following: Software for processing RAPBS/RKAS, bookkeeping, reporting and school announcements as well as BOS account codes and account code that align with Permendagri No This software has been field-tested in Sukabumi and was used to train twenty two BOS instructors and twenty members of school BOS teams in an event attended by MONE s National BOS Team Consultant. While the software for bookkeeping and reporting, including school financial announcements, is ready for use, the software for RAPBS/RKAS is yet to be discussed with MONE and other partners. A Training Module on finance which forms a part of the Integrated RKS Training Module, has been formulated by the DBE1 team in consultation with MONE and other partners. The module covers financial management, procedures for revenue and expenditure, announcements on plans for use of funds, bookkeeping, reporting, and general financial management The module also covers additional topics such as 7 As amended by itemizing school programs, curriculum and teaching learning into several activities and adding programs such as character education, nation culture and entrepreneurship as well as assessment system. More Effective Decentralized Education Management and Governance 35

40 taxation, assets recording, and the control, supervision and auditing of schools. The completion and testing of this material commenced in September. Training of trainers (TOT) for national, provincial, district and school level personnel commenced in September and will be completed late 2010, while training for schools will be conducted in early Anticipated next steps Continue to provide limited monitoring to assess the sustainability of interventions in target schools and districts following project close out in target districts. Provide training of trainers (TOT) for district facilitators (DF) in the newly revised methodologies, particularly for DF who are in the process of being certified. Lobby provinces and districts and assist in the preparation of budgets and plans for the dissemination of DBE1 school-based management methodologies including RKS and RKT, school leadership, school committee strengthening and SDS. Continue to monitor dissemination programs. Continue to work closely with MONE, MORA, the World Bank and AusAID in the development and piloting of revised methodologies for school-based management. School level impact study to be published next quarter, pending final clearance by USAID. School Database System (SDS) The Latest Version EMIS Assessment study carried out by DBE1 in 2007 found that schools/madrasahs are required to file several difference several different types of data reports and that these were not integrated in a single EMIS (see Appendix 4). Further the study revealed that data quality is threatened by repetitive requests for data. Schools that provide the same information repeatedly are likely to acquire respondent fatigue and may cease to take the time necessary to provide quality data. Schools were treated as data suppliers and not as data users because the results of the data were not easily available to be used by the schools for their own planning purposes. The study recommended that data quality can be improved by reducing data respondent fatigue through rationalization and coordination of data-collection activities. The recommendation above was the reason behind the development of school database system (SDS); that is, to develop a computer-based information system that integrated various data (instruments) within a single input but is able to produce multiple outputs. Over the past several months a number of improvements were made in the original SDS to better serve MONE EMIS needs as well to enable schools to more easily and accurately report non EMIS data such as reports on the uses of BOS. During this period of enhancement, the upgraded system was referred to as SDS++. However, now that the enhanced system has been tested and implemented, the term 36 More Effective Decentralized Education Management and Governance

41 SDS will be used in the future to denote the updated system. SDS revision was required by two major developments over the past several months. First, through on-going collaboration with PSP Balitbang MONE, an integrated EMIS reporting element was added to SDS. Since most of data required for EMIS reporting 8 is included in the integrated school database, electronically producing the EMIS reports is now much easier and faster. The new version of SDS also includes separate modules for districts and sub-districts to compile and record school data and then pass it up the chain to MONE. The second development was inclusion of an improved BOS reporting format. DBE1 has been collaborating with MONE s directorate general for basic and secondary education (DIKDASMEN) to improve the BOS reporting system. The revised updated SDS produces the following outputs/reports: i) School Profile for RKS, (ii) School Report Card (SRC), (iii) School Monthly Report, (iv) School Annual Plan and Budget (RKT and RKAS), (v) LI-SD/M School Individual Report, and (vi) BOS 2010 reports (Figure 2.1.). Figure 2.1: Single Input Multiple Output Illustrations School Profile Report School Report Card (SRC) School Monthly Report (LBS) School Annual Report (RKT) Input on School Profile Data Input on School Finance Transactional Data School Database System (SDS) School Individual Report (LI-SD/M) Reports on BOS 01, BOS 03, BOS 11A, BOS 11B, BOS K1, BOS K1A, K2, K3, K4, K5, K6, BOS K-1A, SPJ 8 The name of the school/madrasah reporting format is called Lembar Individulal (LI)-SD/M or School Individual Report. More Effective Decentralized Education Management and Governance 37

42 SCHOOL PROFILE (i) SCHOOL REPORT CARD (SRC) 38 More Effective Decentralized Education Management and Governance

43 (ii) SCHOOL MONTHLY REPORT (iii)rkt/rkas More Effective Decentralized Education Management and Governance 39

44 (iv) LI-SD/M (v) BOS 2010 REPORTS 40 More Effective Decentralized Education Management and Governance

45 SDS implementation was completed for all SD/MI partners by early Cohort 2 schools received a total of two trainings; the second training was to assist them in updating data required for RKS. Cohort 1 schools received one round of training. 9 Anticipated Next Steps: Disseminate SDS to schools and districts that show interest in strengthening their EMIS and other reporting requirements. 2.3 School-Based Management Secretariat (MONE) (Task 5) During this quarter, DBE1 continued to consult informally with MONE s Directorate of Elementary Schooling (Direktorat Pembinaan TKSD). However, internal changes and anticipated movements of key personnel have made the continuation of formal collaboration somewhat difficult in the short term. Ongoing collaboration is pending the resolution of these internal questions in MONE. In consultations last year it was agreed with the Secretariat that the DBE1 materials for schoolbased management could be adopted by MONE as one model in elementary schools throughout the country. However, due to the internal questions mentioned above, and despite the efforts of the Secretariat, up until now it has not been possible to obtain the Director s signature for a forward to this set of manuals. Signed introductory statements were obtained from Bapak Fuad, from Menkokesra and Bapak Firdaus from Mappenda, MORA. It was previously agreed that DBE1 will provide training in the materials to members of the MBS Secretariat once the signed introductory statement is finalized. One of DBE1-developed manual DBE1 s current school-based management covers materials have all been finalized, edited and formatted by the commercial printer, HaloHalo. Meanwhile, as described above, in this quarter we have been working with MONE, MORA and other donors to revise 9 Regarding training for school supervisors, they were trained to verify and validate data by spot check data in their PDA with school real condition. School supervisors have also been trained to interpret data by applying management by exception. For instance, if the sub-district data indicate an overall lack of teachers who have a sarjana degree, school supervisors can drill down to school level data to find out which school(s) have a high numbers of teachers who do not have sarjana degree and further apply decision/planning accordingly. In essence, school supervisors have tools to enhance their supervisory skills using resulted data and information on Education Performance indicators. The Education Performance Indicator (Kinerja) enables the sub-district to monitor sub-district achievement of Minimum Service Standards (SPM) (standar pelayanan minimum ). The sub-district SPM achievement is measured by indicators: (i) gross student enrollment (angka partisipasi kasar/apk), net student enrollment (angka partisipasi murni/apm), teacher qualification, teacher certificate holders, teacher-student ratio, student classroom ratio, and facilities, teachers education background, and infrastructure and facilities (includes: computer laboratory, language laboratory, teachers lavatory, students lavatory, and ground/play yard). More Effective Decentralized Education Management and Governance 41

46 and update some of these materials to meet the requirements of MONE s Directorate for Junior Secondary Schooling and national Minimum Service Standards as well as MONE s Directorate for Kindergarten and Elementary Schooling and MORA s MAPENDA. Anticipated next steps Pending resolution of internal questions within MONE s Directorate for Kindergarten and Elementary Schooling, training in DBE1 MBS materials to be provided to the MONE Secretariat team. Final published manuals to be disseminated to stakeholders. Complete work on preparing a list of certified DBE1 facilitators for the Directorate and other stakeholders. 42 More Effective Decentralized Education Management and Governance

47 3. District Level Management and Governance/ Advocacy This program component intends to improve the capacity of district governments and other stakeholders in planning and financing education development, and increasing accountability and transparency by facilitating opportunities for parents, community members and other stakeholders to voice their concerns and aspiration for better quality education in the district. During the quarter, all major activities were completed in line with the work plan. District Level Program Goals Assist 45 districts to produce 5 year strategic education development plans (Renstra) and financial analyses (AKPK)* Assist 49 districts to compete operational cost analyses (BOSP)* Assist 20 districts to make annual plans & budgets in line with strategic plan* Assist 49 new elected (2009) district legislatures (DPRD) to review district planning and operational budgets * Assist up to 10 districts to produce education policies Assist 5 districts to implement computer based personnel, supervision & assets management systems Finalize & sanction manuals & training materials for the above * New targets mandated in contract modification January Education Governance (Task 6) Education Sector Good Governance and Stakeholder Forums Cimahi Secretary of Education Office officially opened SIPPK training for stakeholders in the district All planned training for DPRD members and all district stakeholder forum activities were completed in the previous quarter. Significant governance-related activities took place in Barru, Surakarta and Cimahi districts as part of the completion of interventions to both improve the management and governance of education in districts (BOSP, AKPK, SIPPK and renstra) and to develop the capacity of service providers to deliver these programs. Furthermore important activities took place in Aceh as part of the extension program More Effective Decentralized Education Management and Governance 43

48 in that province and in East Java as part of the Inova program. These activities are all described elsewhere in this report. Table 3.1 Summary of Progress in District Governance* Activity Complete training/facilitation on roles and functions for district education boards (Dewan Pendidikan) Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter 49 Mar completed - - Complete training/facilitation for new elected (2009) district legislatures (DPRD) to review district planning and operational budgets** Facilitate education policy formulations at district and 1 province (Aceh) Facilitate project close workshops for provinces & districts to advocate for provincial support for district programs 49 June Jun Jun * New targets mandated in contract modification January 2010 ** New targeted activity Based on the positive experience in perda preparation in Soppeng and Jepara, DBE1 has initiated the development of a handbook for Local Government Regulation preparation. The handbook is being prepared by a team comprising DBE1 legal advisor, and the Governance Specialists for South Sulawesi and Central Java. The first draft is available and the handbook is planned to be reviewed by DBE1 team members during the next reporting DBE1 presented Draft Decree on Education to period. DBE1 plans to distribute the stakeholders in Soppeng handbook to district stakeholders as needed. In September 2010 DBE1 also submitted a deliverable report on the training materials developed to enhance governance training. Anticipated Next Steps: Continue to provide technical assistance for the development of innovative policies and approaches for education development in East Java Province Finalize handbook on perda preparation (Panduan Praktis Menyusun Raperda 44 More Effective Decentralized Education Management and Governance

49 Pendidikan) Facilitate assistance in policy development in other districts that request the assistance. 3.2 Education Finance (Task 7) District Education Finance Analysis (AKPK) and School Unit Cost Analysis (BOSP) School Operational Expenditure All planned activity related to the financial analyses, BOSP and AKPK, was completed in the previous quarter. However, DBE1 did undertake important work in the finance area this quarter to assist the GOI in financial analysis for the Millennium Challenge Corporation (MCC). Table 3.2 Progress in Education Finance* Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Complete AKPK 45* Mar Final draft of AKPK manuals and software 1 set Mar 10 Completed - - Complete BOSP 49* Mar Final draft of BOSP manuals and software 1 set Mar 10 Completed - - Sanction of BOSP materials by MONE (BSNP) 11 1 set Jun 10 BSNP fully supports DBE1 methodology; however, official sanction has not been made - - * New targets mandated in contract modification January Includes 15 additional districts completed BOSP under dissemination strategy where districts and province covered most of the cost and DBE1 provided technical assistance. 11 While the BOSP manual has not been formally sanctioned by MONE, the sanctioning of BOSP materials is effectively achieved by bringing the BOSP results to a public consultation session and/or presenting the results to Head of District. Unlike Renstra or RKS which are signed by the Bupati or Kepala Sekolah, the final step in BOSP is public consultation. The DBE1 RKS methodology forms the basis of Module 2 in the Kemdiknas package. These Modules will be used for training nationally. Pak Nandang is part of the Team 11 that developed the Module. This is a clear official recognition of the DBE1 material which is ultimately much more genuine and effective than having a kata pengantar signed in the DBE1 manual. In particular, DBE1 s RKS has been recognized by the Director General and the material will be used by all primary schools (including MI) throughout Indonesia. This is in the end a massive dissemination outcome. It is unlikely that the new Director will sign off on the old materials as these have been revised to be included in the national program and are now out of date. We expect that the Director General will sign off on these revised materials. More Effective Decentralized Education Management and Governance 45

50 As in previous years, DBE1 has provided support to MONE s Office of Education Statistics (PSP) for the completion of the World Education Indicators (WEI) questionnaire of UNESCO Institute for Statistics (UIS). DBE1 support focused on completing the part on education spending at the district level, in particular on spending on primary education. The indicator needed is spending on public primary education as a percentage of total district spending. The percentage was 20% for 2008 which was calculated on the basis of AKPK analyses for 44 districts. This percentage is lower than the one provided by DBE1 for fiscal year 2007, which was 24.10%. However, for fiscal year 2007, the sample size was much smaller (only five districts) because of time constraints. Millennium Challenge Corporation (MCC) uses one of the WEI indicators for Investing in People, namely Public Primary Education Spending as Percentage of GDP. In December 2009 PSP prepared a short paper describing the data collection system and the data required to complete the WEI questionnaires. In its paper, PSP highlighted the need to provide education expenditure by level of education (from Kindergarten up to Higher Education) and, to achieve this, the need for effective cooperation between PSP and other relevant work units 12 within MONE and the Ministry of Religious Affairs. As to data collection on education expenditure from provincial and district budgets (APBD), PSP suggested cooperation with finance bureau or finance section of district governments and the conduct of surveys. The paper and discussions with PSP key staff clearly show that the PSP team responsible for completion of WEI questionnaire on education spending has become much more knowledgeable over the years of DBE1 assistance. However, there are still outstanding matters to be addressed before PSP is able to provide more complete and accurate data on education spending. First, there is a need for a thorough discussion and a more detailed write up on all the data required to entirely meet UIS needs. Second, the mechanism for data collection is to be improved, in particular for data from provincial and district levels. Third, PSP seems to be short of competent personnel, as there is only a single person sufficiently knowledgeable and competent for data collection and analysis of education spending. However, the person concerned has many other tasks and therefore she will not have enough time to make the necessary preparation in due time for data collection, which means that WEI questionnaire completion will remain a rather stressful exercise, if no adequate measures will be taken. In DBE1 view, PSP should make sure that it has sufficient number of competent personnel to do its different tasks properly as Pusat Statistik Pendidikan, one of which is data input into the UIS database. And it needs to set up proper system(s) to collect the required information on regular basis. In relation to UIS data, in December 2009 PSP has taken a preliminary step in the right direction by preparing a short paper describing the data collection system and the data required to complete the WEI questionnaires. At this time, DBE1 does not 12 Finance & PKLN Bureaus at Setjen, Planning and Finance Section at Set. Ditjen Man Dikdasmen, Set. Ditjen Dikti, Set. Ditjen PNFI, and Set. Ditjen PMPTK. 46 More Effective Decentralized Education Management and Governance

51 know know whether they have taken further actions to realize what is written in the paper. Personal Cost Survey During the quarter DBE1 developed and tested the methodology for conducting a personal cost survey. The survey materials were piloted in Indramayu district, West Java, because of a specific request from that district. DBE1 previously planned to conduct a BOS impact study in line with the original Task Order. However, in response to a request from Indramayu, it was agreed to shift the focus to assisting with a study of personal education costs. The personal cost survey aims to estimate the cost borne by parents to send a child to school. This information can then become the basis for district governments to provide financial assistance to those families who are not able to send their children to school. Or, in other words, the personal cost survey helps district governments to meet their obligations as required under Government Regulation No 19 of 2008 regarding Education Financing and supports achievement of universal 9-year basic education. The cost analysis study conducted by the Research and Development Agency of MONE in 2004, was used as the basis for selecting the cost components to be included in the DBE1 personal cost survey. However, as described in the previous quarterly report, a number of cost components were added on the basis of DBE1 field experience. Analysis of results from the initial limited data set show that parents pay substantial amounts to send their children to school: for grade 1 learners this is on average slightly under Rp 2 million per year, which increases to Rp 2.5 million for grade 6 learners and remains more or less the same for grade 7 learners and finally increases to slightly over Rp 3 million for grade 9 learners. Pending approval of ongoing work, DBE1 will expand the program to obtain a wider dataset to enable more valid findings. Anticipated Next Steps: Finalize personal cost survey report for Indramayu. Implement the survey in at least another three districts of three provinces. Pending USAID approval, further develop and expand the personal cost survey to obtain a wider data set and enable better informed conclusions. 3.3 Education Planning and Management (Task 7) Three major activities to improve districts capacity in education development planning and management are: district strategic development planning (renstra), planning to improve capacity of district staff to manage education (RPK/rencana pengembangan kapasitas), and computerized data processing system to support planning (SIPPK). As reported previously, RPK will fall short of target by one district. The reason is that we had planned to conduct RPK in Nganjuk District, East Java, but before the work was to be taken up there several months ago, MONE/World More Effective Decentralized Education Management and Governance 47

52 Bank announced that it wished to conduct a pilot capacity development planning methodology in that district. DBE1 decided to provide support to MONE and not conduct the RPK in that district. Table 3.3 Summary of Education Planning Progress* Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Complete renstra and sanction by districts Final draft of renstra manuals and software 45* May set May 10 Finalized Finalized - Sanction of renstra manuals and software by MOHA 1 set Jun 10 On-going support for DBE1 methodology by MOHA - - Train and install SIPPK 45* May Final draft of SIPPK manuals and software 1 set May 10 Finalized Finalized - Complete RPK 13 Mar Revise RPK manuals & materials with MONE/World Bank 1 set Mar 09 DBE1 has provided inputs - - Assist districts in annual performance appraisal (LAKIP) Assist districts in annual planning and budgeting (Renja) in line with renstra 20** March ** June * New targets mandated in contract modification January 2010 ** New targeted activity 48 More Effective Decentralized Education Management and Governance

53 District Strategic Development Planning (Renstra) Education strategic planning under the current work plan has now been completed in 45 districts. In Garut District, West Java, the document was updated this quarter on the basis of the public consultation results. Remaining planning work focused on capacity development for Service Providers and district planning teams in West Java, Central Java and South Sulawesi (3 districts) and capacity development for district planning teams in Aceh province (7 districts). This activity is described elsewhere. Participants of SIPPK traning in Garut Substantial effort has also gone into the compilation and cleaning of SIPPK district education planning data sets from 19 districts in Aceh in response to the request of the province for assistance in preparing a province-wide database for education planning. The Aceh provincial SIPPK database is being prepared based on questionnaire data for the 2009/2010 academic year. It includes data on 19 districts, 1,153 kindergartens (TK, RA), 2942 elementary schools, 908 junior high schools (SMP, MTs), and 512 senior high schools (SMA, MA, SMK). Some 207 districts and 4,786 villages are covered. When complete, this work will provide an extremely valuable basis for strategic education planning at province level that is unique in Indonesia in terms of depth, breadth, accuracy and completeness. Also, in response to strong demand and high commitment in Soppeng District, South Sulawesi, DBE1 agreed to assist in the preparation of a new renstra as required by the reelection of the District Head. As a first in this process, DBE1 assisted the Education Office to update their planning database (SIPPK). This activity was conducted on a cost-sharing basis and is described in the Dissemination section of this report. Ongoing work is planned to assist the district in preparing a renstra. In the words of the DBE1 specialist working with this district, this workshop was more like mentoring than training, as the participants were familiar with the methodology and the activity consisted more of discussion, sharing experiences and considering the data. This included coordination with staff from the Office s planning and data management section regarding the data requirements for SIPPK, and particularly verifying the data entry results from PadatiWeb. Training was provided on how to customize the output format for PadatiWeb to make it easier in the future to transfer into the SIPPK template. The team also discussed how to obtain data on school-aged children and poverty from the local bureau of statistics. As a follow-up, the team will coordinate with DBE1 via telephone if they experience difficulties. This is a good lesson learned in that capacity development is an on-going process. In the first instance, district staff become used to using data for planning, and in time they internalize this and in following stages they can collect better data and do deeper analysis that will lead to better management and governance. More Effective Decentralized Education Management and Governance 49

54 In previous quarters, DBE1 provided assistance to district Education Offices to prepare Accountability Reports on Dinas Pendidikan Performance (LAKIP). This work was completed in line with the annual district planning cycle and consequently no further work was conducted this quarter. Anticipated Next Steps: Follow up with MOHA regarding sanction of renstra manuals and software. Continue work commenced on Aceh provincial SIPPK. Continue work commenced on updating Soppeng SIPPK and renstra. 3.4 Management of District Education Personnel (SIMPTK/Sistem Informasi Manajemen Pendidik dan Tenaga Kependidikan), Supervision, and Assets Management Systems (Task 7) Personnel, supervision and asset management systems are the last programs to be developed in the project. We began to develop a personnel management program in late 2007 and found it to be a complex process because it involves vast numbers of civil servants and highly political ramifications related to salaries, financial rewards and promotions. As previously reported, work in personnel management and supervision was suspended earlier this year due to unanticipated urgent action required in response to strong request from MONE to assist with developing a BOS reporting manual. This work tied up DBE1 s technical team and in consequence, no further work has been carried out on supervision management. By responding to the demand from MONE and diverting effort away from management of supervision to BOS reporting, DBE1 has successfully leveraged the project s technical capacity to achieve an extremely significant outcome in national policy and practice as described elsewhere in this report. As a result of this and the anticipated ongoing demand for assistance in this area, no further work on supervision management is planned at this time. Work on personnel management resumed in the previous quarter and continued throughout this quarter. Implementation of the assets/preventive maintenance software and training materials across six pilot districts was completed this quarter. Table 3.4 Summary of Progress in Personnel, Supervision and Asset Management* Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Develop computerized personnel management & tracking system (SIMPTK) 1 set March 09 pilot conducted and software drafted Further development of software and Finalize software and training 50 More Effective Decentralized Education Management and Governance

55 Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter manuals materials Install SIMPTK & train data operators & district decision makers 6 districts Jul 10 Piloting under way in 2 districts - Implementation in 6 districts Develop manual & training program for school management supervision 6 districts April 09 1 pilot DBE1 effort redirected to BOS reporting manual for MONE Continue to support MONE in BOS reporting Train district staff & supervisors on supervision management 6 district Apr 10 Not yet As above As above Develop software & manuals for districts to track asset management and maintenance 1 set July 09 Draft manuals, training materials and software final - Finalize for publication Install system & train districts to use asset management tracking system 6 districts Jun 10 Completed Completed in 5 districts - * New targets to reflect FY 2010 contract modification Personnel Management System (SIMPTK) Piloting of the new Personnel Management System developed by DBE1 during previous quarters took place this quarter in two locations: Mojokerto in East Java and Purworejo in Central Java. Data was collected from teachers using the new data collection format developed last quarter and then processed the data using the newly developed application, which is similar to the SIPPK application in that it uses Excel formats for data entry, then Access software for data processing and once again Excel software for presenting outputs. The application is individual teacher based, which makes it possible to conduct very detailed analyses resulting in major improvements in education planning. To motivate teachers to complete the formats, a number of special features were built into the application, namely to (i) calculate credit points related to writing and publication of professional papers, presentations at and participation in of seminars and training programs; (ii) calculate the teacher s portfolio on the basis of participation in for instance training programs; and (iii) to produce updated curriculum vitae for each individual teacher. The application was first piloted last quarter, in Kota Mojokerto, East Java, and in Purworejo, Central Java. In Mojokerto all SD/MI and SMP/MTs in the municipality were involved in the pilot with a total of over 1,700 teachers who completed the data More Effective Decentralized Education Management and Governance 51

56 collection. In Purworejo the pilot was conducted in all SD/MI and SMP/MTs in two sub-districts with a total of 800 teachers. In both districts all teaching staff were involved in the pilot (civil servants and non-civil servant teachers and teaching support staff). In all schools data was collected through e-forms which made data processing easy. The teachers were happy with the credit points and portfolio features and in some cases a bit over-enthusiastic as they included too many irrelevant courses with the aim of obtaining more credit-points or an improved portfolio. In this quarter, DBE1 presented the results of analysis of aggregated data to stakeholders in Mojokerto, while in Purworejo, the data is still being cleaned and updated. Participants at the presentation in Mojokerto included team members and representatives from the Education Office, District Personnel Board, Education Council, and District Development Planning Board. After learning about the benefits of the HRDM System, the Head of the Education Office requested that the system be expanded to include related data for SMA and SMK teachers. Further, it was indicated that the Education Office will request a budget allocation from the 2011 APBD amendments to support this activity. Data verification and subsequent correction was carried out for data from five public and private SMP in Bener Sub-District and three SMP in Gebang Sub-District, Purworejo in August. Through this process, it became evident that some teachers, in particular non-civil servants (non-pns), will not experience the same level of benefit from this HRDM system as they are not part of the credit system. This resulted in often incomplete or inaccurate data entered into the system. Also, the process of filling in all the different formats had not been well explained to all teachers. DBE1 consequently had to allocate additional time to guide these teachers to complete the task of entering data and information into the System. The application outputs are currently being developed. This will include a set of the standardized tables and a feature to prepare customized outputs to address specific local personnel planning and management needs. Further, the application includes a feature to simulate policy effects by using different sets of filters and staff ranking mechanism. In the future the application can be linked to the SIPPK application using the school name as the common identifier, as we know for each teacher where s/he works. Anticipated Next Steps Complete Personnel Management application, finalize the manual and related training program. Roll out the system to five additional districts. School Supervision Management System No activity took place this quarter in relation to school supervision. However, as reported, significant effort went into assisting MONE in the development of a manual and methodology for BOS reporting. 52 More Effective Decentralized Education Management and Governance

57 Anticipated Next Steps Continue to support MONE in BOS reporting, including developing and implementing nation-wide training in the use of the BOS reporting manual for schools. Asset/Preventive Maintenance Management System for SD/MI In the months of July and August follow up visits were paid to the districts where the asset management system has been introduced. The visit schedule was as follows: Tebing Tinggi 18 to 25 July 20 schools Aceh Tengah 26 July to 1 August 8 schools Karawang 2 to 8 August 19 schools Nganjuk 9 to 14 August 14 schools Soppeng 18 to 24 August 20 schools The purpose was to socialize the results of asset aggregation and verify the data at the level of the participating schools. The one-week program in each district was as follows: 1. At the cluster level a one-day socialization session was organized that covered the following subjects: (i) how to correctly complete the form (e-form) for data collection on assets; (ii) the establishment of a school building maintenance team comprising the school principal, at least one teacher, a school committee representative and a community member; (iii) technical explanation on how to distinguish between levels of damage (light, moderate and major), which was done with the help of a set photographs showing the different forms of damage; (iv) technical explanation on how to carry out different maintenance and repair activities. 2. During four days the schools were visited to verify whether the information included in the SIMA was correct, in particular for the schools that reported that light repair work was required. A total of 81 schools in the five districts were visited and the results showed that 83% of the schools had correctly reported the level of damage. In the remaining 18 schools School personnel verified damages as reported in SIMA More Effective Decentralized Education Management and Governance 53

58 (SD/MI), there was under reporting as the actual level of damage was more serious than reported: in 14% of the schools the damage was not light but moderate and in 4% of the schools the damage was even major. The school visits also showed that building damage was caused by a variety of reasons, including (i) serious lack of maintenance work; (ii) lack of knowledge/awareness on the part of building users, in particular the school principal, school committee, teachers and students; (iii) poor understanding of building construction i ; and (iv) poor construction work, which was often caused by non-transparent bidding processes. The field work also identified five schools (SDN Salam Karawang, SDN Amansari II Nganjuk, SDN Banaran III Soppeng, SDN 3 Lemba Soppeng and SDN Laburawung Soppeng) that are not safe for children. The Heads of the Education Office in the districts concerned were informed accordingly and it was recommended that immediate renovation was required. 3. The last day of the program was devoted to system evaluation. Subjects covered included data updating and verification, how to make a repair and maintenance budget, and good maintenance practices. Head of Nganjuk District (far right) participated in public consultation session Aceh Tengah, Nganjuk and Soppeng districts plan to gradually introduce the SIMA in all schools in the districts. In Purworejo and Soppeng the Education Offices have used the Preventive Maintenance Manual and the verification results for the preparation of the budget for Also schools have used the results to advocate for an increased budget for school maintenance. The manual set supporting system introduction has been completed, including technical guidelines on how to carry out maintenance and repair work. Anticipated Next Steps: Complete implementation in Soppeng. Pending USAID approval, implement under dissemination programs in Aceh Besar, West Java province (for special schools), Karanganyar, Bangkalan. 54 More Effective Decentralized Education Management and Governance

59 4. Aceh Expansion Program DBE1 s task order was modified in July 2009 in order to extend district level services to all 18 districts in Aceh that have not received DBE support. The programs are limited to financial analysis, strategic planning and education governance; school level programs in these 18 districts were not mandated. The contract modification was based in part on an assessment of the feasibility for expanding the DBE1 program in Aceh that was carried out in Work commenced in the final quarter of The goals of the project were well and truly met by the end of the current quarter, demonstrating both the effectiveness of methodologies developed by the project and perfected over a three year period, and a significant effort on the part of DBE1 personnel working in collaboration with local government partners and coordinating closely with AusAID s SEDIA project to increase sustainability of outcomes. The project aimed to initiate in 18 new districts in Aceh and complete in as many districts as possible: school unit cost analysis (BOSP), district education finance analysis (AKPK), district strategic plans (renstra), and governance for education. As at the end of this quarter, financial analyses (AKPK and BOSP) and planning data analysis (SIPPK) have been completed in all 18 districts. Renstra has been commenced in all 18 districts; completed in eight of these and is well under way in a further four. Governance activities had been conducted in all those districts where renstra was completed. District Level Program Goals Initiate in 18 new districts in Aceh and complete in as many districts as possible School Unit Cost Analysis, District Education Finance Analysis, District Strategic Plans, and Governance for Education 4.1 Coordination with Provincial Stakeholders and other Donors DBE1 maintained consultations with provincial officials and other donors, particularly AusAID SEDIA Project. Coordination with SEDIA has continued to be very close and productive since the beginning of program preparation. Furthermore, the provincial education office asked DBE1 to assist in creating a province-wide database along the lines of the district level database to support strategic planning (SIPPK); DBE1 has commenced work on this activity and plans to complete the analysis in the coming quarter. 13 Report on Assessment of the Feasibility of Expanding the DBE1 Program in Aceh, August More Effective Decentralized Education Management and Governance 55

60 As mentioned earlier in this report, three important meetings were conducted in August with the Coordination Team for Education Development in Aceh, (Tim Koordinasi Pembangunan Pendidikan Aceh, abbreviated as TK-PPA). The purpose of the TK-PPA, established by Decree of the Governor of Aceh and chaired by the Assistant Secretary II and the Secretary of the Provincial Board of Education (MPD), is to coordinate educational development in Aceh. The institution is mainly funded by AusAID through the SEDIA project and DBE1 has been closely involved as a development partner since the team was established in January As a result of the meetings conducted in August, a concept for the equalization of education funding was finalized, using a calculation based on the results of DBE1 s BOSP and AKPK. The results of this work by the Education Funding Working Group will be submitted to the Governor of Aceh. The goal is that the final draft will serve as the basis or reference for an adjustment to the following local laws and regulations: (1) Qanun Aceh. No. 2, 2008, concerning procedures for the allocation of additional funds for the oil and gas and the use of special autonomy funds; (2) Qanun Aceh No. 5, 2008, concerning the organization of education; and (3) Governor s Regulation No. 26, 2007, concerning the Aceh Education Strategic Plan. The meetings also prepared plans for disseminating the concept and strategy for equitable distribution of education funding to stakeholders. Another output was a plan to implement school-based management (SBM) throughout the province. The main focus of the third meeting was to receive input from school principals and school committees as a basis for formulating the plan. The result of these meetings, among others, is a shared understanding that schools at all levels are not yet strong as institutions, and one of the reasons is poor management. Consequently school-based management is required in line with the needs of schools. The approach to school-based management will be gradually formulated by the TK- PPA, which handles issues of education management and governance. In this quarter, the Aceh Expansion program was formally completed in line with the terms of DBE1 s amended Task Order (July 2009). Two of the three personnel appointed as regional coordinators completed assignments at the end of the quarter. As the project closed out in each district where renstra and public consultations were completed a hand-over was conducted, in which the following documents were passed on to the district administration: (1) an introductory letter to accompany the presentation of documents for each area, (2) a set of hard copies of the documents for SIPPK, BOSP and AKPK reports together with draft strategic plan (renstra), where completed and (3) a CD soft copy of all these documents. Pending USAID approval, DBE1 intends to continue to work closely at the provincial level to complete a meta-analysis of education planning data in SIPPK from each of Aceh s 23 districts in the coming quarter. This will provide a unique and extremely valuable input into provincial planning and policy making in the education sector. On 1 st October, DBE1 met with SEDIA in Jakarta. SEDIA presented its revised approach to supporting the improvement of strategic planning and budgeting in the Aceh districts. The revision is based on discussions with DBE 1 during September about the best way of undertaking the renstra in the six districts where the process has 56 More Effective Decentralized Education Management and Governance

61 not yet begun, while at the same time resourcing the capacity building program in annual planning, budgeting and reporting. SEDIA s approach has consequently been revised to accommodate two programs. Program 1 is the annual planning, budgeting and reporting in the 18 districts that will all be complete by November 2010; and Program 2 is renstra development in six districts (Sabang Pidie Jaya, Lhokseumawe, Gayo Lues, Aceh Tenggara, Simuelue). This proposal was supported by the DBE 1 team. A number of implications were discussed and agreements reached on personnel needs of both SEDIA and DBE 1. As a result, a number of technical staff who have worked with DBE1 will move to the SEDIA project. In one case, a former DBE1 specialist whose contract with SEDIA begins in October will assist DBE 1 in the completion of the renstra in five districts, intended to be completed by the end of November. Meanwhile DBE 1 will make one specialist available to assist in the development of the Aceh Education Sector Financing Plan. DBE 1 will also make its advisors both local and national available to the TK-PPA working groups and will participate on a regular basis in these groups and in the sector financing plan and sector assessment. Both teams felt the need for the joint announcement of their collaboration both at the provincial level and in the districts. Those districts particularly whose renstra have not been commenced need to be informed of the joint plan and schedule. It was agreed that DBE 1 will participate in a meeting with SEDIA s Managing Group in the week beginning 20 Oct to start the process of publicizing the collaboration between SEDIA and DBE 1 in the districts. 4.2 Program Implementation As described, work on BOSP, AKPK and SIPPK is now complete in all districts, while renstra and governance activities are nearing completion. Progress has been impressive in light of the tight timeframe and challenging logistics. The response of districts has continued to be very positive throughout this quarter and public consultations to share results of the financial analyses, data analysis and planning have provided very useful inputs into the policy and planning process in these districts. With financial analysis and education planning data analysis complete in most districts by the end of the previous quarter, strategic planning (renstra) was a major focus this quarter. Using the results of SIPPK, renstra preparation is now complete in eight of the 18 expansion districts and is in process in a further five. Governance activities have been completed with public consultations following the drafting of renstra in these eight districts and commenced in a further five with earlier public consultations. More Effective Decentralized Education Management and Governance 57

62 Table 4.1 Aceh Expansion Program: Status at September 2010 Banda Aceh Aceh Besar Pidie Aceh Tengah Bireun Aceh Timur Aceh Barat Tamiang Langsa Benar Mariah Aceh Barat Daya Nagan Raya Aceh Jaya Aceh Selatan Aceh Singkil Subulussalam Aceh Utara Sabang Pidie Jaya Lhokseumawe Gayo Lues Aceh Tenggara Simeuleu BOSP AKPK SIPPK Renstra Governance Cohort 1 and 2 original target districts Expansion districts In order to manage this demanding program and achieve objectives within the limited time frame remaining to the project, DBE1 established three teams, each under the management of an experienced regional coordinator, and mobilized specialists with strong experience of DBE1 methodologies from other target provinces in Sulawesi, 58 More Effective Decentralized Education Management and Governance

63 Java and Sumatra. Much of the training and mentoring was conducted in district clusters. Among other challenges, we found that it was difficult to obtain complete and accurate data, and district officials typically lack skills and experience required for this level of analysis and strategic planning. This issue was addressed through close supervision, ongoing training and mentoring. Pending USAID approval for a project expansion, DBE1 intends to complete the program in Aceh Selatan, Aceh Singkil, Subulussalam, Aceh Utara and Bireun. Based on the meeting held in October 1 st and reported above, the AusAID-funded SEDIA project will complete the program in the remaining six districts. Table 4.2 Summary of Progress in Implementing Aceh Expansion program Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Launch program and sign agreements with 18 districts 18 March (completed last quarter) - - Establish offices and contract and train new staff 8 staff & 1 supplemental office September 2009 Completed last quarter Offices closed out - Complete BOSP 18 March 2010 Completed in all 18 districts. Completed in 9 additional districts. - Complete AKPK 18 March 2010 Completed in all 18 districts. Completed in 3 more districts. - Complete SIPPK & renstra 18 August 2010 Commenced in all 18 districts SIPPK completed in all 18 districts Renstra completed in 7 districts Completed in 7 districts Renstra completed in 5 more districts Transfer to SEDIA to facilitate completion of Renstra in final 6 districts Facilitate workshops for district governance related stakeholders to review plans 18 August 2010 Completed in 7 districts Completed in 7 districts Completed in 5 more districts Transfer to AusAID to facilitate in final 6 districts Facilitate workshops for district governance related stakeholders to review plans 18 August 2010 Not yet Not yet Commenced in 9 districts More Effective Decentralized Education Management and Governance 59

64 Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Facilitate workshops for 3 workshops August Not yet Not yet Commenced in district to present plans & ( districts budgets to provincial districts/work stakeholders and advocate shop) for district support Anticipated Next Steps: Pending USAID approval: Continue to attend coordination meetings with Aceh provincial stakeholders and other donors. Complete renstra in a further 5 districts where the process is well under way. Conduct governance events and public consultations in these districts when renstra is complete. Continue to coordinate closely with SEDIA (AusAID) and the World Bank on use of DBE1 materials and results. Transfer completion of renstra and governance activities in 6 remaining districts to SEDIA (AusAID). Conduct analysis of SIPPK and AKPK from all districts in Aceh and present to provincial administration and SEDIA as a basis for policy making and strategic planning. 60 More Effective Decentralized Education Management and Governance

65 5. EMIS/ICT/Data Management DBE1 s Task Order mandates a number of ICT related activities. These include an assessment of MONE s Education Management and Information system (EMIS), developing and maintaining a project web site and Project Data Management System (PDMS) (reported in Section1), SDS (reported in Section 2), and development of innovative solutions for data transfer and management including programs to enable the wider community and private business to access information through various media. All of the above activities have been or are in the process of being implemented and are described below. ICT Related Program Goals Complete implementation of 14 ICT grants Complete pilot to test use of ICT to improve data flow for MONE EMIS in two selected districts in Aceh (Pidie and Aceh Tengah) Continue EMIS Strengthening collaboration using SDS with PSP Balitbang MONE Continue to manage DBE website and PDMS which will be handed over when project ends in ICT Grants (Task 8) In the first year of the project, DBE1 designed a competition to award grants to consortia comprised of private sector and government institutions such as district education office, kandepag, district library, district planning board, and schools. Fourteen grants were awarded, thirteen grants are completed, and remaining one grant is in the process of implementation. Two categories of grants awarded were: (1) ICT Innovation and Education Management Grants (EMG) to improve education management and (2) Education Hotspots grants that aimed to provide internet access to schools, education offices, and community as a whole. Table 5.1 Progress in ICT Grants Implementation Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Complete grant awards 14 Mar awarded - - Complete disbursement of funds/procurement 14 Dec milestone disbursement completed, 5 milestone disbursement ongoing 8 milestone disbursement completed 5 milestone disbursement More Effective Decentralized Education Management and Governance 61

66 Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Complete grant implementation 14 Dec grants completed, 1 grants ongoing 3 grants completed 1 grant Compliance monitoring & reporting Dec progress reports Dec progress reports completed, 5 progress reports ongoing 8 progress reports completed 5 progress reports Final evaluation & publication (mid 2010) 14 Dec 10 SOW for final evaluation drafted SOW for final evaluation submitted Conduct final evaluation By the end of the quarter, nine grants were fully completed and four grants were in the process of completing final progress reports, and we expect the remaining grant to be completed in the next quarter. (These are denoted in Table 5.2, denoted as C and P, respectively). Table 5.2 Progress in ICT Grants Completion LOCAL GOVERNMENT CONSORTIUM MEMBER COMPLETION STATUS No DISTRICT CATEGORY LEAD CONSORTIUM Dinas Pendidikan Perpusda Kandepag Bappeda University/ SMK Eductaion Board Dinas Infokom ICT Center Pre Award Process Grant Award Procurement Launching On Going Completed CENTRAL JAVA Kab. 1 Karanganyar Kab. 3 Karanganyar Tier-2 EMG Tier-1 Hotspot PT Indomaya Wira Sejahtera PT Indomaya Wira Sejahtera C* C* EAST JAVA Kota 4 Surabaya Tier-2 EMG PT ITS Kemitraan C* BANTEN Kota 12 Tangerang Tier-2 Hotspot CV Almagada Jaya* P WEST JAVA Kab. 13 Karawang Tier-2 EMG CV Trisatya Pratama* C* As of September 2010, $286,337 (IDR 2,657,683,175), about 98% out of total grant amount of $292,901 (IDR 2,714,749,451), has been disbursed to the grantees in the form of equipment and cash to cover grant main activities including training expenses. During the quarter, seven grantees received disbursements (Table 5.3, green highlighted). In addition, although grant activities have been completed, four grantees have not received final disbursement pending final progress compliance report (see Table 5.2 denoted as C* ). 62 More Effective Decentralized Education Management and Governance

67 ICT GRANT RECORDS As of September 30, 2010 Table 5.3 Summary of Grants Awarded NO GRANTEE NAME LOCATION GRANT AMOUNT REALISATION GRANT Obligated Amount IN RP IN USD IN RP IN USD IN RP IN USD Turatea Computer 1 Center Janeponto - South Sulawesi closed 2 YPK Amanah Pangkep - South Sulawesi closed 3 Indo Komputer Soppeng - South Sulawesi closed PT Rekayasa Teknologi Enrekang - South 4 Informasi Sulawesi closed 5 PT Tridata Cakrawala Tuban - East Java closed Yayasan Tarbiyah 6 Islamiyah Sukabumi - West Java closed 7 CV Trisatya Pratama Karawang - West Java Tangerang - Banten 8 CV Almagada Jaya PT Indomaya Wira 9 Sejahtera - T2 Karanganyar - Central Java PT Indomaya Wira 10 Sejahtera - T1 Karanganyar - Central Java CV Cosmo Jaya Klaten - Central Java closed 12 PT ITS Kemitraan - T2 Surabaya - East Java PT ITS Kemitraan - T1 Surabaya - East Java closed PT Webmedia 14 Internusa Tata Utama North Tapanuli - North Sumatera closed TOTAL STATUS Monitoring DBE1 monitors performance of the grants program by reviewing reports of achieving certain milestones and by direct observation in the field on a regular basis. In the next quarter DBE1 will carry out an impact assessment with the assistance of an international specialist. Most grantees have been submitting reports and documents as required (although some are late), and disbursements have been made against these milestones. In addition to compliance monitoring, DBE1 staff continue to monitor implementation in the field. Some highlights of monitoring of two grants are as follows. Karawang, West Java. The grant to the consortium of CV Trisatya Pratama, PT Indosat Karawang, district Bappeda (Bidang Sosial Budaya), Dewan Pendidikan, DEO, Kandepag, and UNSIKA has the following objectives: (i) DEO and Kandepag education data and information has been integrated within the Bappeda Karawang ICT-based Education Data Center which has been established through the grant; (ii) education stakeholders (Education Board, Bappeda, members of the teachers union, and DPRD) will be able to use education data and information to support their roles and functions in the effort to improve education quality; (iii) schools and other education institutions will be able to use education data and information as their basis to provide effective education management; and (iv) teachers, school managers, and More Effective Decentralized Education Management and Governance 63

68 students will have greater opportunity to improve their ICT-based skill and knowledge provided through LabNet, a computer training lab for teachers and students established through the grant. In order to meet these objectives, the consortium has carried out the following program activities: (i) establishment of Karawang Education Data Center, (ii) establishment of LabNet computer training center, (iii) development of training modules and training implementation, and (iv) development of web-based education information system called MP_Ka@Network. Various Monitoring and Evaluation Activities Establishment of Karawang Education Data Center is aimed to improve data sharing coordination between DEO and Kandepag through district Bappeda (Bidang Sosial Budaya) and district social welfare office (Bagian Kesra). Through the DBE1 grant the Data Center now provides facilities such as server and database server and uses internet software (see below). The Center contains data related to institutions, students, teachers and support staff, facilities, and infrastructure. Other related information such as scholarship information, job openings, and business opportunities is also included. The consortium has trained one administration computer to help the DEO, Kandepag, and BAPPEDA staff to better manage and use education data and information resources. Data stored at the Data Center is made available to users through the web-based 64 More Effective Decentralized Education Management and Governance

69 education information system called The web network was also established through the grant. The system offers services to schools and community to enhance their information and services. DEO, Kandepag, and BAPPEDA staff are able to access the internet based system to store and analyze information about institutions, students, etc. Further the DEO, Kandepag, Bappeda are responsible for collecting, entering, and maintaining data during and after the project is completed; CV Trisatya Pratama has provided them with training and technical assistance necessary for them to carry out these functions. The LabNet is equipped with one server, 20 computers, and 2 printers. LabNet now offers services paid for primarily by schools (through use of BOS funds). Students can use this computer lab to practice their ICT courses, and teachers and support staff can carry out ICT-based school management and development of teaching materials. Various Karawang Education Data Center & LabNet Activities Development of training modules used in the LabNet computer center cover topics on Internet, ICT-based education management, education information system usage, and other topics as relevant was carried out by a team comprised of members of the consortium. A total of 1,000 participants has undergone training sessions at the LabNet. The participants were comprised of 200 teachers (10 groups of 20 teachers), 500 elementary students (25 groups of 20 elementary students), and 300 secondary students (15 groups of 20 secondary students). More Effective Decentralized Education Management and Governance 65

70 Figure 5.1 Screen Shot of ( Karanganyar, Central Java. The purpose of this grant is to increase public access to district education data and information which will promote transparency and accountability in education and improve education management and planning through sharing of education data among DEO and Kandepag staff. Through USAID DBE1 ICT grant the consortium has implemented the following activities: (i) developed Local Area Network (LAN) Infrastructure at DEO, Kandepag and one sub district DEO office as a pilot; (ii) established Wide Area Network (WAN) Infrastructure to provide communication channel to link LAN established by activity (i); (iii) provided Internet connectivity for the WAN and LAN; (iv) developed Karanganyar School Information Network application software so that DEO, DEO Sub-district office, Kandepag, DPL as well as parents and community members are able to access the information; (v) integrated Karanganyar DigiLib Data Center into WAN to publish digital collection; and (vi) improved district human resources through training workshops followed by on the job training for stakeholders, primarily operators, administrator, site managers, and other local government officials (about 60 participants). Illustration of Barcode Digitalization Process for Library Member and Book Identification 66 More Effective Decentralized Education Management and Governance

71 Figure 5.2 Screen Snapshoot of Karanganyar Cyber and Education Portal ( More Effective Decentralized Education Management and Governance 67

72 Figure 5.3 Screen Shot of Karanganyar DigiLib ( Illustration of Barcode Digitalization Process for Library Member and Book Identification 68 More Effective Decentralized Education Management and Governance

73 During the quarter, DBE1 compliance monitoring found that the data in both the Karawang and Karanganyar systems was out-of-date. In Karawang, the delay was caused by lack of complete data at school, sub-district, and district levels. Grantee worked together with members of Karawang District Education Office data team to improve quality of data and add more data to the database. However, because of insufficient number of data team members and high number of data to be inputted (there were 1,800 SD/MI in the area, this effort took a relatively longer time than expected. Meanwhile in Karanganyar, as part of the Grant requirements, grantees had to complete different types of information, i.e. detailed explanation regarding money spent for certain items, regular and complete reporting of activities, and progress of System development and revisions. Even though DBE1 assisted the grantees, the completion of this information also took longer than scheduled. These untimely responses resulted in delaying their final disbursements until the data is updated. Office of Religious Affairs and Education Office also distributed CD ROM for schools to update with latest data. Unfortunately the CD Rom was not returned. We expect the data to be updated in October 2010, at which time the final disbursements will be made and the grants closed. After grant closure, DBE1 will continue to periodically monitor quality of data in these and other such systems that have been developed through the grants. Anticipated Next Steps Assist grantees in grant final reporting process. Continue compliance monitoring by reviewing each grantee s progress reports for completeness and compliance of general reporting requirements. Conduct impact evaluation and reporting. Periodically monitor data quality after grant completion and report results to district authorities. 5.2 EMIS Pilot (Task 8) The EMIS Strengthening Pilot program is being carried out in two selected districts in Aceh: Aceh Tengah and Pidie. The program has two phases: preparation and implementation. While preparation phase was completed in 2009, the full scale implementation has been ongoing since January The pilot field work was completed during last quarter and, at the end of June 2010, DBE1 took part in a national conference to present results of work. This quarter presented enhancement on SDS software and monitoring and evaluation of its implementation. More Effective Decentralized Education Management and Governance 69

74 Table 5.4 Progress with EMIS Pilot Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Finalize work plan & baseline for EMIS pilot with MONE (PSP team) Implement Work Plan Phase-2 Oct 09 Work Plan Phase-1 completed, Phase-2 in progress Work Plan Phase-2 completed Work Plan Phase-2 fully implemented None Procure equipment district, sub district and school 62 computers, 52 printers, 20 Smart Phones Jan 10 Printers, Desktop Computers, and Smartphone s completed Procurement of equipment completed None Conduct resource assessment district, sub district, and schools 52 SD/MI, 2 UPTD/KCD, 2 DEO and Kandepag Oct 09 Resource Assessment completed and implemented Resource Assessment Report submitted to USAID None Train district, sub district, and schools Train in ICT Strengthening and EMIS Strengthening using SDS Apr 10 ICT Strengthening trainings completed EMIS Strengthening training is near completion ICT training materials submitted to USAID EMIS Strengthening training completed None None Monitoring and evaluation** (initial, measure-1, and measure-2) 52 SD/MI, 5 UPTD/KCD, 2 DEO August 10 Initial and measure- 1 and 2 completed Measure-2 completed Final M&E begun Final M&E conducted Evaluate and disseminate results for MONE policy on data flows National workshop Jun 10 Full scale implementation completed TOT for SDS Dissemination completed National Workshop for MONE completed Final Report submitted * School Database System (SDS) which has been piloted in over 1000 schools has been upgraded by adding two additional features: Monthly Report and Laporan Individu Sekolah/Madrasah (LI-SD of PadatiWeb) which directly relates to MONE s EMIS. ** Monitoring and evaluation utilizes Resource Assessment Instruments Enhancement of SDS Software Some workshop participants After successfully implementing the School Database System program in the second quarter of 2010 and presenting EMIS Strengthening using SDS in front of more than 100 participants from 33 provinces, 33 districts and 30 Education Quality Assurance Body (LPMP) staff from all over Indonesia on June 22 to 24 in Jakarta, DBE1 continued finalizing the program. These are software enhancements and monitoring and 70 More Effective Decentralized Education Management and Governance

75 evaluation (M&E) activities. To encapsulate, a total of 252 participants consisting of principals, administrative staff and teachers of 52 partner schools, supervisors of kindergarten and elementary schools, Islamic school supervisors, and representatives of Religious Affairs and District Education Office of Pidie and Aceh Tengah were trained in SDS. Also, updated SDS software was installed in 52 partner schools, five UPTD, two Disdik offices, and two Kandepag offices in Pidie and Aceh Tengah. However, throughout the full scale implementation process, training participants and MONE PSP continued to suggest that cheaper alternative to use of PDA for data synchronization, such as flash disk, would be very useful. Although flash disk will diminish the role of school supervisors in applying their managerial competency, flash disk has advantage because of its simplicity and low price (about USD15 for one flash disk compared to USD469 for a PDA). Another advantage of flash disk is it can be used as temporary storage for data. Currently, it is common for one flash disk to accommodate more than 1 GB or 1,000 MB of data. Based on DBE1 experience, data from 15 schools would not exceed 20 MB, so a flash disk could One of Education Office staff who was very enthusiastic to learn the System Bpk Marzuki and Bpk Zakaria (TK/SD Supervisors) looked at result of transfer of sub-district information using PDA amply accommodate data from all these 15 schools. Unlike PDA however, flash disk has no feature to display SDS output. This means flash disk cannot be used to display data for supervisory and consulting purposes. Following this suggestion, DBE1 enhanced SDS software by providing device options for data synchronization, i.e. using either PDA or flash disk (Figures 5.4. and 5.5). This new feature applies for School Level SDS software as well as Sub-District and District Level SDS software. From DBE1 s point of view, PDA is much more powerful because it supports the synergy of supply, demand, and capacity of quality data at school, subdistrict, or district levels. At school level, elementary/islamic school (SD/MI) supervisors use PDA to improve their managerial competency by conducting random checks on the SD/MI supply for quality data while creating demand to have quality data. This in turn will encourage schools to improve capacity to produce quality data. The same mechanism applies for sub-district and district education offices. From PSP MONE s point of view, synergy of supply, demand, and capacity of quality data are important. However, completeness of data collection is of the utmost important. Therefore, the use of flash disk as device to synchronize (transfer) data is preferable. More Effective Decentralized Education Management and Governance 71

76 Total number of SD/MI in Indonesia is about 177, If each elementary/islamic school supervisor is in charge of roughly 15 SD/MI then total number of flash disk required is 11,837 nationwide. Because of its low price, it is estimated that each elementary/islamic school supervisor can provide his/her own flash disk. For PSP MONE this is very economical yet powerful especially since standard SD/MI Individual Sheet (LI-SD/MI) electronic questionnaires can be exported to the portal (PadatiWeb) via Disdik s Jardiknas directly by staff of SD/MI and UPTD/KCD. Figure 5.4 Mechanism of Device Options for Data Transfer PADATIWEB Synchronization PC PDA Synchronization PC Printer FLASHDISK Synchronization PDA Synchronization Schools/Madrasahs PC UPTD/KCD FLASHDISK Disdik/Kandepag Figure 5.5 Device Options in School Level SDS (left side), and Sub- District - District Level SDS (right side) 14 Source: NPSN Jardiknas [accessed 7 September 2010]. 72 More Effective Decentralized Education Management and Governance

77 Monitoring and Evaluation Measure-1 M&E was carried out in the period of April July 2010 while measure-2 was carried out in the period of July - August Measure-1 assessed whether SDS software was installed in SD/MI, UPTD, and Disdik/Kandepag computers. Measure-2 assessed whether (i) SD/MI update, verify, and validate their data, and (ii) sub-district and district offices synchronized SD/MI data using PDA. On the school/madrasah side, measure-2 assessment took longer than expected. Results of measure-2 were mediocre percentage of data input completion (Figures 5.6) and 5.7; denoted in red line and symbol) ranging from 40% to 87% data completion in Pidie and 20% to 87% data completion in Aceh Tengah or about 42% on average. Considering none of the SD/MI inputted 100% of the required data, in consultation between Disdik/Kandepag staff, elementary/islamic school supervisors and DBE1, it was decided to devote more facilitation for about two weeks of the measurement period. As a result final completion percentage increased by about 58% on average ranging by 77% to 92% in Pidie and from 25% to 100% in Aceh Tengah (Figures 5.6 and 5.7; denoted in green line and symbol). Again, the biggest obstacle SD/MI faced was the fact that no special staff is assigned to handle school data. Figure 5.6 SDS Data Completion in Pidie by SD/MI 100% 80% 60% 40% 20% Result of Measure-2 (% Completeness) Facilitation after Measure-2 (% Completeness) 0% SDN Grong- Grong SDN Ceurih Mee MIN Grong- Grong SDN Bambong MIN Bambi II MIN Kampong MIN Reubee MIS Reubee SDN Pangge Pilok SDN Reubee SDN 3 Aree MIN Bambong More Effective Decentralized Education Management and Governance 73

78 Figure 5.7 SDS Data Completion in Aceh Tengah by SD/MI 100% 80% Result of Measure-2 (% Completeness) Facilitation after Measure-2 (% Completeness) 60% 40% 20% 0% MIN 2 BEBESEN SDN 8 SILIH NARA SDN 7 SILIH NARA SDN 4 BIES MIS UJUNG TEMETAS MIN RAWE MIN KENAWAT LUT SDN 16 SILIH NARA MIS RATA WALI SDN 7 BIES SDN 6 BIES SDN 3 BIES MIN KEBAYAKEN MIN BINTANG SDN 1 SILIH NARA MIN PEPAYUNGEN MIN 2 KOTA SDS 1001 SDN 4 BEBESEN SDN 1 BEBESEN SDN 2 BEBESEN MIN TOWEREN SDN 5 LUT TAWAR SDN 10 LUT TAWAR MIN REMESEN MIN 1 BEBESEN MIN UNING SDN 2 BIES SDN 5 BIES SDN 2 LUT TAWAR MIN GELELUNGI SDN 6 SILIH NARA MIN GUNUNG BUKIT SDN 14 BEBESEN MIN BERKEMAS SDN 1 BIES SDN 11 BEBESEN SDS YPI MI MUHAMMADIYAH SDN 3 SILIH NARA Measure-2 at the sub-district level showed that Aceh Tengah elementary/islamic school (SD/MI) supervisors were more responsive in supervising SD/MI to use SDS compared to their colleagues in Pidie. This finding suggests that supervisors in Aceh Tengah now demand quality data to support implementation of their managerial roles. On the other hand, Pidie elementary/islamic school (SD/MI) supervisors were occupied with other tasks, i.e. data collection of students who are poor and orphans as candidates for scholarship, leaving SDS managerial role behind. The same occurrence applies at the district level. Aceh Tengah district education office (Disdik) is far more responsive compared to Pidie. Knowing that progress on SDS data completeness was not satisfying, the Disdik Head coordinated SD/MI to update data at the same time at Disdik office. On the other hand, in Pidie, Disdik spent most of its time coordinating a scholarship fund. Further, frequent staff rotation such as Kasubdin and internal management problems slowed the implementation of SDS. To summarize, EMIS Pilot showed that SDS utilization is not as optimal as expected. Even so, target schools/madrasahs have improved from no computerized school database system to computerized school database system. UPTD/KCD have improved from having no tools for data transfer to having a tool available for implementing managerial role of elementary/islamic school supervisors. Further, Disdik/Kandepag now have a better tool for applying decision making and counseling with education stakeholders such as Bappeda, DPRD, and community. Therefore, in order to fulfill supply, demand, and capacity of quality data, systemic change in management and mindset is required for each tier of education manager (SD/MI, UPTD/KCD, and Disdik/Kandepag). Education managers high commitment for quality data is the key success factor for EMIS strengthening. 74 More Effective Decentralized Education Management and Governance

79 In brief, SDS helps every tier of education manager applying: Permendiknas No. 19/2007 tentang Standar Pengelolaan Pendidikan, Permendiknas No. 41/2007 tentang Standar Proses Satuan Pendidikan Dasar dan Menengah, Permendiknas No. 24/2008 tentang Standar Tenaga Administrasi Sekolah/Madrasah, Permendiknas No. 12/2007 tentang Standar Pengawas Sekolah/ Madrasah, Permendiknas No. 39/2009 tentang Pemenuhan Beban Kerja Guru dan Pengawas Satuan Pendidikan. The EMIS pilot project in Aceh is considered to be successful because it demonstrated to MONE and other stakeholders an easy to use electronic system that should greatly help transfer of data from schools to MONE. Further, through the pilot we found that less expensive flask disks can easily be substituted for PDAs. The pilot also demonstrated the power and usefulness of using PDAs for data transfer. As the cost of PDAs deceases and their use in Indonesia increases, PDAs can easily be applied in the program and software developed through the pilot. Anticipated Next Steps Continue to work with MONE to increase awareness of MONE EMIS field supervisors (Wali PadatiWeb) on the importance not only of data collection mechanism but also on elevating education managers capacity in the use of quality data. 5.3 EMIS Pilot Dissemination DBE1 contract modification dated 2010 tasked DBE1 to disseminate EMIS Strengthening Pilot program in five districts in addition to Aceh Tengah and Pidie districts. In the previous quarter DBE1 provided training of trainers (TOT) for six districts: Tuban, Bojonegoro, Sukabumi, Jepara, Purworejo and Enrekang. In July 2010 DBE1 conducted TOT for trainers in Mojokerto East Java in response to a specific request from the district to assist in the dissemination of the program. Hence through the current quarter DBE1 has provided TOT for seven districts in total (in addition to the two Aceh pilot districts). A number of other districts have indicated interest in dissemination. DBE1 will follow up with them in the following quarter. (A list of interested districts and contact information is provided in Appendix 8.) More Effective Decentralized Education Management and Governance 75

80 Table 5.5 Progress with EMIS Pilot Dissemination Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Socialization of EMIS Pilot Program for five non-pilot districts 5 districts July districts 1 district None Train DBE1 staff at targeted province and districts DIA, JDIS, DIS, and SDS Facilitators June 2010 Completed DBE1 staffs and SDS Facilitators trained None Provide Training for Trainers Provide Technical Assistance for Dissemination Monitoring & Evaluation 7 districts July districts Dec districts Dec 2010 Completed 7 districts None Demand based Demand based As requested Not yet Not yet Not yet Training on Trainers (TOT) for Mojokerto District First session of SDS TOT attended by all principals and supervisors Training of the upgraded SDS for school supervisors, principals, and district education office staff in charge of data took place from July 29 to 31. A total of 30 people took part. In addition to Head of Disdik and Kandepag, the first session of the training was attended by all school supervisors and principals in Mojokerto. During the first session participants were introduced to EMIS strengthening and the importance of combining demand, supply, and adequate capacity to produce quality data. Remaining training sessions were for selected participants intended to become SDS trainers. Mojokerto conducted the training in a cascade approach, meaning they will roll out the upgraded SDS to all schools in Mojokerto. Sub-district and district level SDS training will take place after conclusion of school level activities. Implementation for schools is planned to take place in late September In Mojokerto the purpose of TOT on SDS is to implement UU Sistem Pendidikan Nasional and UU tentang Pemda regarding improvement of human resources using information technology (IT). In his speech Head of Disdik, Drs. Suharto, MS, stressed the importance of mastering computer-based system such as SDS School Level SDS ++ TOT for Selected Participants 76 More Effective Decentralized Education Management and Governance

81 because such a system can be used as an effective tool to support decision making process. Further, he asked participants upon training completion to implement SDS at schools under their coordination and expand implementation to neighboring schools. He also stressed that regardless of age each participant must not be reluctant to learn and implement ICT in particular to support better school management. Anticipated Next Steps Provide technical assistance for seven districts that disseminate EMIS strengthening (based on demand). 5.4 DBE Website 15 As of September 2010, the DBE website received 2,224,634 hits since the website was launched in This quarter s total hits (222,009) is slightly lower than last quarter s total hits (253,002). After an increase of website hits in July 2010 to August 2010 (66,990 to 83,620), DBE website hits decreased to 71,399 hits in September 2010 (see right side of Figure 5.8). This quarter s weekly average hits is 16,410 with a very large volume of 32,330 hits recorded in 4 th week of August 2010.This quarter s lowest weekly hits is recorded in the 4 th week of September 2010 with 10,125 hits (see left side of Figure 5.8). Figure 5.8 Website Hits During the quarter, DBE1 continued to upload information from DBE123 into various sections of the Website, primarily: Resource Materials and News. Annex 4 contains a list and description of uploaded information. The top ten requests for documents up until the last quarter were dominated with resource materials uploaded by DBE1 related government legal documents which are ministerial decrees, law, and government regulations. Also among the top ten downloads were DBE1 and DBE3 manuals (see Table 5.6 below) More Effective Decentralized Education Management and Governance 77

82 Table 5.6 Top 10 Requests for Documents until the Last Quarter Resource Materials Download Frequency Date Upload (mm-ddyy) Duration since upload date (days) Daily Download Frequency How to Fill SD/MI Profile Instruments Manual 12,307 1-Jul Republic of Indonesia Government Regulation number 32 year 2008 regarding Guideline for District Annual 13, Jul Budget (APBD) compilation Year 2009 Bantuan Operasional Sekolah (BOS) 2009 Manual Book Law number 14 year 2005 regarding Teachers and University Lecturers 8, Feb , Aug-07 1, National Education Minister Regulation number 50 year 2007 regarding Education Management Standard by 6, Jan Local Government District Education Board Strategic Planning Preparation Manual 4,641 1-Jul Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan 15, Jul-06 1, Pekerjaan Attachment to Republic of Indonesia Government Regulation No. 38 Year 2007 regarding Division of Government 10,946 6-Sep-07 1, Matters among Central, Province, and District level Government Attachment for BSNP regulation No.No.984-BSNP-XI-2007 regarding SOP for SMP, MTs, SMPLB, SMA, MA, 9, Nov-07 1, SMALB, DAN SMK National Exam year 2007/ More Effective Decentralized Education Management and Governance

83 Resource Materials Download Frequency Date Upload (mm-ddyy) Duration since upload date (days) Daily Download Frequency National Education Minister Regulation number 34 year 2007 regarding 8, Nov-07 1, National Exam Year The existing DBE website software is a custom web-based application that was developed using a programming language named Cold Fusion. In the near future DBE1 plans to host the website using a local webhosting company in Indonesia. However, most of webhosting companies in Indonesia do not support Cold Fusion. As a result DBE1 must transform the website software using a programming language or content management system (CMS) known to most Indonesian webhosting companies; DBE1 opts to use a CMS called Drupal. Drupal is a free and open source CMS written in PHP programming language and distributed under a general public license (GNU). Drupal is used worldwide ranging from individuals, schools, companies, and non-profits to larger corporate and political sites including whitehouse.gov and data.gov.uk. Drupal is also used for knowledge management and business collaboration. As of July 2010, it is estimated that about 7.2 million websites currently use Drupal. During the quarter DBE1 begin structuring a prototype of the DBE Website using Drupal content management system (CMS). We are trying to build the prototype to be almost identical with the already existing website software. Currently, most functions in the DBE Website have been implemented on the website prototype. The prototype does not look too similar with the existing website at the moment; however, this will be addressed in the next quarter (Figure 5.9). More Effective Decentralized Education Management and Governance 79

84 Figure 5.9 DBE Prototype Website Screenshot using Drupal CMS Anticipated Next Steps Continuous improvement, maintenance, and update on website content. Continuous update on Geographic Information System (GIS). Event list improvement to display calendar activities filtered by province or by DBE components. Add new feature called photo gallery to depict various DBE activities. Add search engine facility to help website users retrieve information. Convert DBE website to Drupal CMS (Content Management System) and move the hosting to a local webhosting service. 80 More Effective Decentralized Education Management and Governance

85 6. Public-Private Alliance (Task 9) Public-Private Alliance (PPA) Program Goals Explore the possibility to form alliances with corporations All agreed Public-Private Alliance activities were completed in this reporting period. DBE1 submitted its 5 th report as part of Deliverable 14 to USAID in June. The report was a summary of activities identified and developed by USAID and DBE1 for February June 2010 period. For each alliance, the report included a summary of the contribution of the parties, including the amount of leverage brought by the Contractor; description of new resources, level of innovations, and new partners; and a summary of how the interest and objectives of each partner converge. DBE1 s Public-Private Alliance Specialist also has completed his tenure in August. In the July to September period, DBE1 also continued to work with the Sampoerna School of Education (SSE) to plan for and commence development of a curriculum framework based on DBE1 s school-based management and district level methodologies. This will form the basis of a series of credit-earning units which will be subsequently integrated into a SSE Undergraduate and/or Graduate level formal degree program. Anticipated Next Steps: Continue collaboration with SSE with the aim of completing the curriculum framework by end of December More Effective Decentralized Education Management and Governance 81

86 7. Dissemination and Sustainability DBE1 s core strategy is to develop exemplars of good practice in management and governance, both at school and at district level, and to support the dissemination of these to other schools and districts. Singling out good practice requires an agreement on what is meant by the term good practice and how we can identity it. Good practice in DBE1 is defined through reference to international research, reports on previous and concurrent projects in Indonesia and lessons learned through our own project experience and systems for monitoring and evaluation. With the various definitions found in recent MONE policy documents in mind, DBE1 defines good practices as those which meet stakeholder needs and help implement current policy which improves basic education in efficient and effective ways. During this, the final period of project implementation, the focus has shifted to supporting increased dissemination and sustainability. During the first four to five years DBE1 worked with partners to develop, pilot, finalize and begin to institutionalize methodologies designed to implement GOI policy in ways that support good practice in the management and governance of basic education. While sustainability and dissemination have been core goals since the commencement of DBE1 activity in 2005, it is in this final period of the project that these goals have taken center stage. Beyond achieving sustainability of project outcomes in target districts and supporting dissemination within and across districts, it is intended that this process will influence government policy, creating a much wider impact. Sustainability is an essential element in good practice. Dissemination is at the heart of the project s strategic approach. Our main approach is to (1) develop good methodologies, good practice, and formalize these in practical manuals, (2) build the capacity of facilitators and service providers to use these, and (3) support policy development at district, provincial and national levels to institutionalize the good practice. During the previous quarter, DBE1 completed close out in the original target districts. As a result, during the current reporting period, DBE1 did not participate in any ongoing dissemination programs. However, during this period DBE1 was requested by USAID to prepare a proposal for an extension of the project into As a result DBE1 engaged with provinces and districts to support planning and budgeting for dissemination programs in This process was rather difficult as without approval and contract finalization DBE1 has not been in a position to definitely plan for any ongoing activity. However, late September or early October is the very latest for districts to propose budget allocations for dissemination programs in the 2011 district budget (APBD). For this reason, informal discussions and tentative planning meetings were conducted with some provinces and districts during this quarter. It is not anticipated that DBE1 will support dissemination programs with funding, as after 82 More Effective Decentralized Education Management and Governance

87 three to five years of interventions and support, DBE1 target districts should be wellequipped to sustain the program and implement dissemination programs independently. However, we do anticipate supporting dissemination by assisting current target districts to plan, monitor and evaluate their programs, working with a small number of new districts to plan and implement programs at school level, and supporting the province and service providers to disseminate the district level interventions to new districts. Dissemination and Sustainability Program Goals Provide transitional assistance to districts, schools & other institutions to implement DBE1 school level programs with their own funds Provide assistance to districts, schools & other institutions to plan, budget & manage DBE1 school level programs Finalize, sanction and disseminate manuals for planning, budgeting & managing implementation of DBE1 school level programs Identify, organize and train service providers to provide technical assistance to districts to implement DBE1 programs 7.1. National Policy and Practice (Task 10) DBE1 continued to work closely with national counterparts throughout this quarter with the aim of mainstreaming the good practice developed through the project and influencing national policy and practice. The collaboration with MONE, MORA and other donors, particularly the World Bank and AusAID, has been influential in the development of national policy and practice in relation to school-based management. In addition, important meetings were held with the Deputy Minister for Education which are expected to lead to significant activities in the coming period. Collaboration with MONE and other donors During this year, DBE1 commenced an important collaboration with MONE, other stakeholders and donors to develop an integrated training program to support the implementation of school-based management policies, focused on BOS reporting. The first workshop, held in February, identified the types of training program materials developed by donors so far: RKS, school financial management, and school selfevaluation. Participants included representatives of the Directorate of Kindergarten and Elementary Schooling, the Directorate of Junior Secondary Schooling, MORA (MAPENDA), AIBEP, DBE1, USAID, AusAID, the World Bank and the national BOS team. This workshop was funded by the Indonesian state budget. Follow up workshops, in April, May and July, funded by the World Bank, included the same participants along with the national BOS team and resulted in preparation of draft training materials for SD/MI and SMP/MTs in RKS, school financial management, and school self-evaluation. A subsequent meeting in July included representatives of MONE s Directorate of Junior Secondary Schooling (SMP), the More Effective Decentralized Education Management and Governance 83

88 Minimum Service Standards team (SPM), DBE1, the World Bank and the national BOS team. School level training (school principals, school treasurers and school committee representatives) is planned for early The workshops and facilitator training is being funded by the World Bank, while AusAID will fund school level activities, with a budget of approximately AUD20 million. DBE1 has contributed by providing revised materials based on the DBE1 school development planning (RKS) and school finance (BOS) reporting methodologies. Details were provided in Section Two of this report. DBE1 subsequently attended follow up planning meetings on 5 th and 16 th August to prepare for the piloting of these new materials and then participated in the pilot program in Yogyakarta on August. The 60 participants in the pilot were drawn from elementary and junior secondary schools and madrasah, both public and private. The pilot found that the material was well received and understood by participants. However, as a result of limited time, there was insufficient practical, experiential activity to enable participants to develop skills in preparing an RKS. The participants generally came from good standard schools and many already had experience in school development planning. Consequently a follow up pilot will be conducted in lower standard schools located in Bekasi or Bogor District. Training for facilitators at the national level commenced at the end of September. One certified DBE1 district facilitator and one DBE2 trained facilitator (Master Teacher Trainer) were appointed as national level facilitators and took part in this program. The remainder of the participants was drawn from national ministry personnel. However it was found that the national ministry participants in general lacked the field experience necessary to be trained as trainers for the program. Consequently DBE1 was asked to recommend a further 12 certified DBE1 district facilitators from the West Java and Banten provinces to be trained in the next round of training as national level trainers for this program. Coordination with the Deputy Minister of National Education and Education Sector Working Group As described in the first section of this report, during this quarter DBE1 attended a series of meetings with the multi-donor Education Sector Working Group and Indonesia s Deputy Minister for Education. DBE1 was invited to share the project s experience on financial analysis, particularly AKPK and BOSP. Representatives of USAID, the World Bank, and ADB and AusAID were also in attendance. The Deputy Minister expressed strong support for DBE1 s program and requested that USAID- DBE1 implement BOSP in all districts in target provinces. As a result, pending USAID approval, DBE1 plans to support the implementation of BOSP in a further 50 non-dbe1 districts in ten provinces. In addition DBE1 proposes to update BOSP in up to 70 districts that have already completed the initial BOSP in the period This includes districts initially funded by USAID as well as 84 More Effective Decentralized Education Management and Governance

89 districts that have implemented earlier BOSP with funding from other sources. We also plan to collaborate with the AusAID-funded SEDIA project to update BOSP in all 22 districts in Aceh (with AusAID funding). These interventions are expected to assist districts and provinces to plan and budget for education and, based on previous experience, may increase district and provincial funds for school operations. The results should also provide an important data set for national government, comprising data on real school operational costs for a sample of approximately one third of all schools and madrasah and from one third of all provinces. Also pending USAID approval, DBE1 intends to respond to the request of the Deputy Minister and conduct training in school financial management and BOS reporting for BOS management teams in a significant number of schools and districts to enable them to report on the use of BOS funds in an accountable and transparent manner as a demonstration program to provide inputs for nation-wide implementation by GOI and other donors. A serious challenge currently facing the GOI in managing its school system is the new funding mechanism, to begin in 2011, whereby school operational funds (BOS) will be delivered through district governments, as opposed to the current system whereby the central government transfers the funds directly to schools. The capacity of all district governments and schools to report on the use of these funds in an accountable and transparent manner is doubtful. DBE1 has in-house materials which can be used immediately for this training purpose. The demonstration program would be monitored closely by DBE1, GOI and other donors. The results of the monitoring would contribute directly to GOI policy reform in administering BOS funding. Coordination with MORA DBE1 attended a meeting with the Heads of MORA s provincial education divisions (Mapendais) from throughout Indonesia in September. DBE1 provided information on Planning for the use of BOS Funds in Madrasah, covering two main aspects: planning and reporting on use of BOS funds. The discussion on planning covered: (1) the flow of financial planning at the madrasah, (2) school/madrasah budgets (RKAS-M/RAPBS-M), (3) general planning for the use of BOS funds, (4) detailed planning for BOS usage, (5) planning for fund collection, (6) planning for required goods / services, and (6) work-planning for maintenance and light maintenance. The discussion of BOS reporting covered those reports which must be compiled and submitted to various parties in line with current rules, particularly the education office and the district BOS teams. The material included: (1) reporting on actual use of each type of budget funds, (2) reporting receipts and expenditures of BOS and other funds, (3) publishing and disseminating reports on the use of funds, (4) quarterly financial reports, and (5) reporting on the implementation of school maintenance / light maintenance plans. The response of participants was generally enthusiastic, especially after the Head of Mapenda from South Sumatra thanked DBE1 for assistance in facilitating the training More Effective Decentralized Education Management and Governance 85

90 of facilitators for school-based management in his province. As a result, a number of other provinces requested that DBE1 provide similar assistance. This included the province of East Kalimantan, West Kalimantan, East Nusa Tenggara, and so on. In this way, the discussion shifted from the workshop topic to DBE1 programs; both those at the school/madrasah and district level. A number of provinces indicated that they plan to write to DBE1 requesting assistance in facilitating training in their provinces as a follow-up to the workshop. MORA through the national level Mapendais Director also thanked DBE1 for our involvement in the activities of this workshop and expressed the hope that DBE1 will continue to provide this type of assistance Special studies A report on a major study on the impact of district level interventions and dissemination of school-based management methodologies was completed in this quarter and is expected to be published and disseminated to national level policy makers and stakeholders in the coming quarter. On the basis of the studies reported we can say with confidence that schools involved in dissemination programs generally followed the DBE1 methodology and produced good quality school development plans. The majority also involved community stakeholders, mainly as school committee members, in the process although to a lesser extent than was typical in DBE1 target schools. Implementation of school plans is resulting in better managed resources, better targeted budgets, and activities which improve the quality of the school in a range of ways. A study of the impact of DBE1 district level interventions was also conducted this quarter. Analysis is nearly completed and the final report is expected to be completed in the coming quarter. Preliminary results show that district and provincial stakeholders from all regions are very appreciative of the outcomes and products resulting from DBE1 interventions at district level. In a significant number of cases, interventions such as BOSP and renstra have resulted in substantial improvements in district funding for basic education, more strategic planning and better targeted policies. There is also a consistent request from stakeholders for ongoing support from USAID and DBE1 to continue to develop management and governance of basic education in districts. Both of these studies have potential for influencing policy development in significant ways as they provide well-researched evidence of the impact of different types of interventions by DBE1 to improve the management and governance of basic education in districts and schools. Moreover the studies identify factors associated with successful implementation along with obstacles to improvement. A report on a meta-study of data collected by DBE1 in the process of conducting district level financial analysis and data-based planning is expected to be updated and published in the near future. The meta-study provides a very good snapshot of the condition of district level management of education and highlights issues for policy, particularly the management of personnel and deployment of teachers to maximize the efficiency and effectiveness of education resourcing in Indonesia. 86 More Effective Decentralized Education Management and Governance

91 Anticipated Next Steps Follow-up on the collaboration with MONE, MORA and other donors to disseminate good practice in school-based management throughout Indonesia. Publish and disseminate reports on district level impact study, meta-analysis and school-level impact study to national stakeholders. Pending USAID approval, follow up on requests from the Deputy Minister of Education to implement BOSP and school finance management training widely in Indonesia Provincial Engagement (Task 11) In regions where the response of provinces has been favorable DBE1 continues to develop shared approaches to support dissemination and sustainability. In Aceh, for example, DBE1 is coordinating with the AusAID-funded SEDIA program to work closely with the province. In East Java, DBE1 is facilitating a set of innovative developments with the province under the name of Inova. Important planning and consultations have also taken place this quarter in Central Java, West Java and South Sulawesi. Work with Aceh province and coordination with AusAID SEDIA DBE1 continued throughout this quarter to coordinate closely with the AusAIDfunded SEDIA project team in Aceh. This continues the cooperation between the two projects ensuring that programs are well coordinated in order to maximize the impact and sustainability of both. In this context, three important meetings were held in August with provincial stakeholders, in Aceh, relating to the activities of the Coordination Team for Education Development in Aceh, (Tim Koordinasi Pembangunan Pendidikan Aceh, abbreviated as TK-PPA). The TK-PPA was established by Decree of the Governor of Aceh (No /15/2010 Aceh, on January 28, 2010) and is headed by the Assistant Secretary II and the Secretary of the Provincial Board of Education (MPD). The purpose of the team is to coordinate various aspects of educational development in Aceh. The institution is mainly funded by AusAID through the SEDIA project, and has a functional rather than structural role, in order that the activities of each agency can focus on the function of programs implemented for the advancement of education in Aceh. In accordance with the decree referred to, USAID, through DBE 1, is one of the donors supporting the program of TK-PPA discussions, especially in fields of education funding, institutional strengthening and governance of education. Outcomes of these meetings were described in Section 4 on the Aceh Expansion program, above. More Effective Decentralized Education Management and Governance 87

92 USAID Education Office meeting with Aceh Province Education Office and Office of Religious Affairs. From July 19 to 21, representatives of USAID Education Office visited SDN Neuheun in Aceh Besar and MIN Rukoh in Banda Aceh to directly observe teaching and learning activities as well as the implementation of school management and governance in schools. Representatives of the Education Office also met with personnel of the Provincial Education Office and Office of Religious Affairs. At this meeting, representatives of provincial government expressed their hope that the Education Office and DBE would continue their programs in the region. Provincial Meetings in East Java USAID Education Office Director with Aceh stakeholders Coordination with the East Java Provincial Regional Development Planning Body (Bappeda) and provincial education office (Dinas Pendidikan) continued this quarter to further develop strategies to support the provincial government s plans to improve the quality of education and the development of innovative education-sector policies. These meetings focused on three initiatives, collectively known as Inova: (1) a functional literacy and empowerment program; (2) the Total Education Delivery System (TEDS) and (3) aligning national, provincial and district strategic plans. In July DBE1 conducted a series of workshops with senior staff from the provincial Bappeda (Governance Section), the Office for Cooperatives and Small to Medium Business, the Education Office (Non-Formal Education Section) the National University of Malang, staff from the Balai Pengembangan Pendidikan Non-Formal dan Informal (BPPNFI) and the foundation YASEM. The meeting discussed preparations for a pilot of the integrated functional literacy and livelihood program. This program also aims to empower women and the poor through Women s Cooperatives and NGOs as a vehicle for the literacy program. A follow up meeting in August with Bappeda, the Education Office and Office for Statistics in East Java discussed the collection of data on illiteracy based on the recent 2010 Population Census. It was agreed that the program can utilize the results of the 2010 Population Census output ahead of schedule for BPS publications to obtain data on illiteracy in East Java. The East Java Statistics Office collected illiteracy data in all districts in East Java in November Agreement was also reached on the form and type of data required. In August, DBE1 held a series of meetings with the Head of the Governance Section, staff from the Provincial Bappeda, and the Education Office to discuss the results and follow-up of to the pilot program to align Education Development Planning between central and regional governments in the seven DBE1 partner districts. Initial 88 More Effective Decentralized Education Management and Governance

93 communications were established in order to conduct a review of the strategic plan for the Education Office of East Java RPJMD to ensure it is aligned with the East Java Provincial plan and MONE s national Strategic Plan DBE1 also discussed with Bappeda and other stakeholders, the survey results, particularly for Diniyah Madrasah (Madin), and preparation for implementation of the TEDS focus-group-discussion study in Pasuruan. Provincial Meetings in West Java DBE1 also met with representatives of the West Java Provincial Education Office on two separate occasions, on July 13 and 20. In these meetings, the Provincial Government expressed its hope that DBE1 will continue to implement the programs at both school and district levels. The Government also requested DBE1 to facilitate the dissemination of the Asset Management System at province level and the Human Resource West Java Provincial Education Office (left) Management System to map conditions of met with DBE1 teachers in the province. The Head of the Education Office in West Java asked assistance from DBE1 to disseminate its programs including asset management to 50 special schools. These schools are under the responsibility of provincial Education Office. Provincial Meetings in South Sulawesi Meetings were held in August with the Head of Bappeda and senior staff from the Education Office in South Sulawesi. The Vice Rector of Universitas Negeri Makassar also attended. The Head of Bappeda indicated that he hopes DBE will expand its program in more districts in South Sulawesi. Bappeda is willing to allocate a budget for this in 2011 and will coordinate with participating districts. Meetings were also held with the Head the Education Office in Soppeng District South Sulawesi. As follow-up to the implementation of DBE1 s asset management program in twenty elementary schools and madrasah in Soppeng, she instructed all 258 SD principals in Soppeng to use the e-form in recording all school assets. Around 50% of the principals have been able to do so properly. She requested that DBE1 facilitate and ensure that all schools have filled in the e-form properly. Secondly, she requested that DBE1 assist in drafting a new Renstra Pendidikan as a new Bupati has been elected. DBE1 also met with the Vice Bupati (newly elected and former Head of Dinas Pendidikan) in Barru District. He requested DBE1 to continue its support and indicated that he is willing to provide budget for 2011 for dissemination. He also requested that, apart from management and governance at the district level, DBE1 More Effective Decentralized Education Management and Governance 89

94 include programs at school level. Anticipated Next Steps Continue to develop programs with provincial administrations to support dissemination and sustainability of DBE1 programs including school-based management, renstra implementation and other district level programs. Support provincial governments to develop policy in response to demand and opportunity. Monitor and support dissemination programs in NTT, South Sumatra and West Sumatra and complete district facilitator certification process in these locations Disseminating DBE1 School level Programs (Task 12) In the previous quarter DBE1 closed out activity in districts including assistance to schools and districts as well as other organizations to disseminate DBE1 school level programs. Notwithstanding this, important school level dissemination activities took place in districts in this period. The data reported below is actual implementation, not planning data (tracked separately in PDMS). The original target for dissemination was 3,000 schools that disseminate at least one DBE1 program. In the table below that target was revised in accordance with the modification of DBE1 task order reflected in the current work plan. The revised target was exceeded already in Table 7.2 Dissemination achievements (school level program) Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter School based management programs disseminated 7,000 schools Dec 09 10,703 1,111 Ongoing Provide TOT, materials masters, supervision 50 districts Dec All districts received complete set of materials Complete Conduct Pengawas Forums to include DF & replication facilitators 9 days x 50 June 10 Approx. 3 x 50 Ongoing Complete Revise and distribute Dissemination Manual for Districts based on MONE inputs 50 + districts March 10 Complete All districts received complete set of materials Complete 90 More Effective Decentralized Education Management and Governance

95 Through the end of September 2010, Rp 15.2 billion, or approximately $1.7 million, 16 has been allocated from counterpart budgets for dissemination of DBE1 school-based management programs. Of this amount, Rp 10.4 billion came from annual district budgets (APBD) and the remainder, Rp 4.8 billion, from a variety of non-apbd sources including the Ministry of Religious Affairs (MORA), school funds (predominately BOS), and the nongovernment sector (e.g. Muhammadiyah). DBE1 school-based management programs have now been disseminated in 58 districts. In addition, approximately $35,000 has been expended for DBE1 district level programs, primarily BOSP, in 20 districts. Table 7.3, below, indicates the number of schools which have participated in dissemination programs to implement DBE1 methodologies using funds from APBD and other sources. Table 7.3 Number of schools implementing DBE1 programs under dissemination (Head Count) at September 2010 Number Of Schools Province APBD-funded Other funds (BOS.non-government foundations. MORA etc) Combination (APBD and Other Funds) Total Aceh North Sumatra Banten West Java Central Java 618 3, ,885 East Java 1,840 1,418 1,317 4,575 South Sulawesi Total 4,120 5,143 1,561 10,824 Table 7.4 below provides a summary of dissemination funding and programs to date. Based on project data available at this time, and using the assumption that on average four participants per school attended training activities, it can be projected that some 43,296 persons have been trained in dissemination programs. These are all programs which were funded by schools, local governments and non-government agencies and have been budgeted, planned and implemented as a result of the DBE1 initiative. 16 Using a nominal exchange rate of Rp9,000 = $1 More Effective Decentralized Education Management and Governance 91

96 Table 7.4 Summary of Dissemination Effort to September 2010 Period Cumulative Number of Schools Districts Budget (Rp) Participants 17 Oct 2006 September , ,185,952,230 43,296 As a result of this substantial effort, these 10,824 schools, in addition to the 1,310 DBE1 target schools, have now prepared school-development plans and/or implemented other aspects of the DBE1 school-based management package such as strengthening school committees, improving leadership or implementing school database systems (SDS). Table 7.5 Types of school disseminating DBE1 programs (Sept 2010) Province Elementary (SD/MI) Junior Secondary (SMP/MTS) Senior Secondary (SMA/MA) Total Aceh North Sumatra Banten West Java Central Java 3, ,885 East Java 4, ,575 South Sulawesi Grand Total 9,499 1, ,824 In many cases these schools have also participated in the dissemination of programs to improve quality of teaching and learning (DBE2 or DBE3 programs). While it is not possible to say with certainty on the basis of this quantitative data alone, it is reasonable to suggest that this dissemination effort is contributing in a significant way to the improvement of schooling for many. This means that over 2,300,000 Indonesian children have benefited from the dissemination programs to date. 18 This is 17 Assuming four participants per school. 18 Extrapolating from the number of schools which have participated in dissemination programs we can say that approximately 2,337,984 students attend schools which have participated in dissemination programs. This figure is conservative as it assumes an average enrolment of 216 children per school, based on the actual average enrolment in DBE1 target elementary schools. Since some of the schools in dissemination programs are juniorand senior-secondary level the real figure should be somewhat higher. 92 More Effective Decentralized Education Management and Governance

97 in addition to the 340,000 children who have benefited from the program in target schools. 19 The table below shows the level of commitment from counterpart funding agencies to dissemination in each year in each province, 2006 to There are two categories of dissemination identified: district-funded (APBD) and non-district funded dissemination programs. The first of these covers all programs planned and funded under the district budget (APBD). The second category includes dissemination programs funded by non-government school networks such as the Islamic organization, Muhammadiyah, together with programs for madrasah funded by the Department of Religious Affairs, and programs funded by the schools themselves, often working together in school clusters (gugus) under the leadership of local subdistrict education officials. In addition, The Catholic Diocese of Flores has played a major role in the dissemination of DBE1 programs to schools (Catholic and state) throughout the diocese. Further, DBE1 has worked together with a number of other NGOs including Hang Tua in Makassar, Sampoerna Foundation, a Catholic school foundation in Makassar, and Ma arif in Yogyakarta. 20 Table 7.6 Summary of School Level Dissemination Programs to end of September 2010 (Program Realization) Funding Sources and Number of Schools Other funds (BOS.non- Province Number of Districts District budgets (APBD) No. of Rp schools government foundations. MORA etc) No. of Rp schools 2006 South Sulawesi 1 129,000, National Total ,000, North Sumatra 4 462,000, ,000, West Java 1 100,000, DBE1 currently works in 1,076 elementary schools and madrasah, and 196 junior secondary schools and madrasah; a total of 1,272. The total number of students enrolled in these schools is 346,432; of whom 234,480 are enrolled in elementary and 112,423 in junior secondary schools and madrasah. 20 In terms of Corporate Social Responsibility, aspects of DBE1 s SBM program have been implemented in Yogya and Jateng under CSR programs associated with the post-earthquake recovery program. We have also trained Sampoerna Foundation personnel to use DBE1 methodologies and materials in their CSR programs. We remain open to further opportunities and will monitor the use of DBE1 methodologies by SF. More Effective Decentralized Education Management and Governance 93

98 Funding Sources and Number of Schools Other funds (BOS.non- Province Number of Districts District budgets (APBD) No. of Rp schools government foundations. MORA etc) No. of Rp schools Central Java 2 300,000, East Java 4 408,000, ,000, South Sulawesi 2 144,000, National Total ,414,000, ,000, Aceh 1 50,000, North Sumatra 4 328,786, ,200,000 7 Banten 3 180,000, ,500,000 5 West Java 4 359,470, ,850, Central Java 6 1,348,000, ,463, East Java 6 633,000, ,000, South Sulawesi 6 864,785, ,400, National Total ,764,041,000 1, ,413, Aceh 2 769,000, North Sumatra 6 330,975, ,900, Banten 8 770,000, ,800, West Java 4 679,920, ,200, Central Java ,000, ,229,522 1,677 East Java 9 2,170,689,700 2,847 1,496,850,000 1,870 South Sulawesi 6 530,203, ,450, National Total ,663,788,180 4,044 3,081,429,522 3, More Effective Decentralized Education Management and Governance

99 Funding Sources and Number of Schools Other funds (BOS.non- Province Number of Districts District budgets (APBD) No. of Rp schools government foundations. MORA etc) No. of Rp schools 2010 Aceh 1 20,925, North Sumatra 2 100,000, ,640, Banten 1 9,000, West Java 2 45,250, Central Java 13 78,125, ,119,050 1,504 East Java 7 151,651, ,446, South Sulawesi 2 80,123, National Total ,900, ,358,380,050 2,423 Grand Total 58 10,380,729,180 5,681 4,805,223,050 6,704 As the above tables show, dissemination has taken off in many districts. In many areas, district governments, MORA, and the schools themselves are implementing training programs developed by DBE1 with their own funding and using facilitators trained by the project. There was little reporting of dissemination activities from districts this quarter, as DBE1 formally closed out activity in districts at the end of the previous quarter, making it difficult to monitor or support district activities in any way. Notwithstanding this, dissemination of DBE1 programs did take place in an additional 121 schools and madrasah in East Java and West Java in this reporting period. For example, the following activities were implemented in East Java and West Java with district funding: Mojokerto, School Committee capacity building. The workshop, with a budget of Rp. 45 million from APBD, was facilitated by local and provincial Facilitators. Mojokerto: Capacity building for supervisors. Training to provide 14 supervisors with knowledge and skills school-based management was conducted by the Education Office on 1-3 September. The training covered More Effective Decentralized Education Management and Governance 95

100 Monitoring and Evaluation, implementation of RKS and preparation of RKTS was facilitated by provincial and local facilitators. Sukabumi: SDS training was provided to personnel from 20 schools. As discussed in Section 5.2 above, over 20 institutions and district governments have indicated an interest to disseminate SDS (see also Appendix 8.) Anticipated Next Steps: Assist districts and provinces to prepare plans and budgets to disseminate DBE1 programs in the coming year. Continue to monitor dissemination activities in target districts and provinces. Monitor and support dissemination of school level programs in three new provinces: South Sumatra, West Sumatra and NTT new facilitators who were trained this quarter will commence introducing the programs in a number of new districts in these provinces. Follow up with institutions and districts that have expressed interest in disseminating SDS and prepare dissemination plans with them. 7.4 Documenting Good Practice (Task 13) All DBE1 manuals and training materials for school based management have now been finalized and published in final form. Manuals and materials for district level programs are currently in final draft form and being finalized in preparation for publication. During this quarter, DBE1 also completed a substantial report based on a major study into the impact of school-based management programs including dissemination programs. The final version of this report, submitted to USAID this quarter, confirms the impact of dissemination programs on schools and madrasah and recommends that USAID provide ongoing support in the basic education sector to continue the development, implementation and dissemination of good practices in the management and governance of Indonesian schools. Pending discussions with USAID, the report will be disseminated to policy makers and stakeholders in a national workshop in the near future. Reports on the impact of district level interventions and the meta-study of data on finance and district education management are expected to be completed and published in the coming quarter. Meanwhile a small team submitted a paper for publication in an international academic journal based on the findings of the Impact Study. The draft paper, entitled Implementing School-Based Management in Indonesia; Impact and Lessons Learned, has been reviewed by the editor of the journal (Journal of Development Effectiveness) and returned to writers for editing. It is expected to be resubmitted in the coming quarter. 96 More Effective Decentralized Education Management and Governance

101 An article intended for publication in the Jakarta Post has also been jointly written by personnel from DBE1 and DBE2. The article, How to make aid work in Indonesia highlights the effectiveness of the DBE model and impact in elementary schools and madrasah. This quarter it was reviewed and approved by USAID and has now been submitted to the paper. Anticipated Next Steps: Reports on impact studies and meta-analysis to be published and disseminated to policy makers and stakeholders. Follow up on publication of academic paper and article for Indonesian daily newspaper. 7.5 Disseminating District Level Programs and Developing Service Providers (Task 14) 21 The main district level program replicated with non-dbe1 funding has been the school unit-cost analysis (BOSP). So far, 19 non-target districts have conducted the BOSP analysis with funding as shown in Table 7.6, below. All of this activity occurred in The most significant funding was Rp207,750,000 from the East Java district budget. In addition, a number of new district level dissemination activities took place in this quarter as described below. Table 7.7 Funding for District Level Dissemination Programs to the end of September 2010 Province District District budgets (APBD) Other funds (BOS, non-government foundations, MORA etc) Total Rp Rp Rp TAHUN 2009 Central Java 4 3,000,000 26,500,000 29,500,004 East Java ,750, ,750,015 Total National ,750,000 26,500, ,250,019 TAHUN To encourage schools in the new districts (Cimahi, Surakarta, and Barru) to have their own school plan and budget, DBE1 has already provided support to Barru District to commence program to disseminate RKS development process. DBE1 will discuss the possibility with the other two districts. More Effective Decentralized Education Management and Governance 97

102 Province District District budgets (APBD) Other funds (BOS, non-government foundations, MORA etc) Total Rp Rp Rp South Sulawesi 1 900,000 77,400,000 78,300,001 Total National ,000 77,400,000 78,300,001 Grand Total ,650, ,900, ,550,020 DBE1 assisted the Education Office in Soppeng District in South Sulawesi to update the data in their planning database (SIPPK) in August. Participants in this training included representatives of the Data and Planning Division and PadatiWeb-related data Division. One specialist representing the service provider, the University of Makassar, also helped facilitate the activity. This was a cost-sharing activity, with DBE1 funding of Rp1,350,000 and district funding from APBD of Rp900,000. Also in Soppeng, DBE1 verified data related to the condition of facilities and infrastructure in twenty selected elementary schools and madrasah. It was evident that awareness of the importance of maintaining school facilities and infrastructure is still very low amongst the majority of principals and committee members. Consequently, many facilities are poorly maintained, in some cases nearly-collapsed, and present a danger to students and adults alike. As a result of DBE1 assistance, the Education Office requested the other 258 SD/MI in the district to begin entering related data into the system. This program has been funded by the district budget to the tune of Rp77,400,000 ($8,600). In response to a request from the Jepara District Development Planning Board (Bappeda) in July DBE1 assisted district stakeholders to update their AKPK results. Participants included representatives of the District Development Planning Board, the Education Office, and the Finance Department of the District Secretary Office. This activity was financed by the district budget. Although some of the AKPK team members that were previously trained by DBE1 have moved to other offices and the AKPK software has been updated, participants were very eager to learn. As a result of this three-day event, about 50% of education-sector finance data was entered. AKPK team members will now complete the task independently. Challenges encountered in this process included the following: (1) not all information related to schools budget implementation was available, (2) as SMPN, SMAN, and SMKN are considered as separate work units (Satuan Kerja Perangkat Daerah or SKPD,) a great deal of budget implementation information related to these types of schools needs to be entered, and (3) a majority of the AKPK team members were not yet able to use the software (Microsoft Excel) with confidence due to limited computer skills. Although, as a result of these challenges, these activities do not qualify as dissemination of good practice they nonetheless illustrate both the 98 More Effective Decentralized Education Management and Governance

103 demand and concrete action taken by districts to improve management and governance through implementing DBE1 methodologies. Whereas dissemination at school level can be implemented by district facilitators, for district-level activity, service providers are required from outside the districts. In order to increase sustainability and support dissemination, DBE1 developed a program to prepare service providers. There are three components to this program: (1) working with a group of universities to prepare them to be able to implement DBE1 district level programs in new districts, (2) working with the private Sampoerna Foundation to enable this institution to implement DBE1 school-based management programs and incorporate both school and district level methodologies into preservice teacher training, and (3) collaborating with other international donors to enable them to adopt or adapt DBE1 methodologies for both school and district levels. Each of these is discussed below. Service Providers for District Level Programs 22 Since early in the life of the project DBE1 has piloted a small program to develop academic staff from selected universities as service providers. A more major program was conducted mid-2009 with the Indonesian University of Education (UPI) in Bandung. Based on these pilots, DBE1 designed an intensive program to develop the capacity of three additional service providers in 2010, the final period of implementation. Currently, we are working with three service providers in three provinces: Universitas Pendidikan Indonesia (West Java), Universitas Muhammadiyah Surakarta (Central Java) and Universitas Negeri Makassar (South Sulawesi). In each institution we work with four professional university staff, two specializing in education finance related DBE1 programs (AKPK and BOSP) and two specializing in education planning related programs (SIPPK, Renstra and Renja). The participants were jointly selected in a merit-based selection process in late Agreement signing between Barru District and DBE1 After an introductory training on DBE1 programs that took place in Bogor in February 2010, the focus of the program moved from the national to the provincial level where the service providers conducted their field work in the following districts: Cimahi (West Java), Surakarta (Central Java) and Barru (South Sulawesi). In each province additional training was provided by DBE1 provincial specialists before the team began giving technical 22 Regarding the possibility to build a new service provider in Aceh to assist schools, DBE1 intends to meet with Unsyiah to discuss the possibility of an SP program. We have also recently met with Unlam where there is interest in developing a joint program which will include school level SP. It is possible that this program may be partly funded by Dikti. For further discussion on service providers for school-level programs, please refer to the additional note on Annex 10: Additional Information for Quarterly Report 22. More Effective Decentralized Education Management and Governance 99

104 assistance to district planning and education finance teams. For instance, in Central Java preparatory training was conducted one week before the work commenced at the district level. The two-day training covered training strategy at the district level, steps in the training process and training substance. Also in South Sulawesi, preparatory training activities for service providers were organized at DBE1 provincial office. In West Java, also a number of preparatory training events were organized. Following this training, the personnel worked with DBE1 specialists to facilitate the financial analysis and planning activities. During this quarter the service providers completed their field work in these three districts. Central Java: In Central Java, DBE1 provincial specialists played a dominant role in conducting data analysis (SIPPK) as the service providers lacked the necessary computer skills. Once the data analysis stage was completed, service providers and DBE1 provincial specialists shared the task of providing technical support to the district planning team on an equal basis. In summary, service providers capacity is adequate to provide BOSP and education planning support, but major work remains to be done to develop their computer skills. In this reporting period, DBE1 assisted stakeholders in Surakarta to calculate and analyze their school unit cost (BOSP). As a result of internal consultation held in July, BOSP team members revised unit cost calculations for each level. A public consultation event was conducted on July 29 th in the District Secretary s Office and results of the public consultation session were presented to Mayor of Surakarta and Head of the Regional Development and Planning Body (Bappeda) two weeks later. It is hoped that the Mayor of Surakarta will issue a decree to support the use of BOSP results and that implementation will start in 2011 and be used by schools as basis to develop their budgets. Recent article in Solo Pos regarding Parliament request for schools to follow BOSP results 100 More Effective Decentralized Education Management and Governance

105 A public consultation session was also held to discuss the Surakarta Education Office Renstra in July. The Head of the Surakarta Development and Planning Body (Bappeda) advised that the District Education Office s document should be finalized in conjunction with Municipality s development plan. As the Mayor of Surakarta was newly installed in early August, it will be some months before the city s new vision and mission as well as Mid-Term Development Plan (RPJMD) is finalized. In order to ensure that the Education Office s Renstra is based on the district s new plan, it should be finalized then. Working with the service provider, DBE1 has now completed BOSP, SIPPK and renstra development for the Education Office in Surakarta. The AKPK component was not completed, in part due to limited availability of qualified DBE specialists to assist the process in this period. The renstra process proved to be so successful in Surakarta that the methodology has been picked up by the District Health Office and the District s Regional Planning and Development Body (Bappeda). In August DBE1 facilitated the development of the Surakarta Health Office Renstra. A total of 35 people from District Health Office participated in presentations and group work to learn the process for developing a renstra, including creating a vision and mission and identifying budget and funding sources. As a result of this work, stakeholders from the Surakarta Health Office are now able to develop their own renstra. Not only was the methogology for renstra picked up by the Health Office, but DBE1 was also asked to assist with the development process for the Surakarta Development Planning Board (Bappeda) Renstra. The activity took place in August, attended by 23 representatives of Bappeda. This is an extremely important development, as the District Development Planning Board s Renstra is generally used by other district offices as a basis on which to develop their own document. Furthermore, one of District Development Planning Board functions is to provide input to district offices renstra. The timing is crucial as with a newly installed District Head, all district offices are in the process of preparing new renstra. See the Good Practice Story in Appendix 2 of this report for more information on the preparation of renstra for the Health Office and Bappeda in Surakarta. South Sulawesi: In South Sulawesi, the service providers took the lead in facilitating BOSP and AKPK components with DBE1 provincial specialists only providing technical back-stopping after facilitation at the district level. The service providers facilitated the last stages of the BOSP preparation process by themselves as well as in-service support for AKPK preparation. They also prepared the presentation materials for the internal consultation completely independently. Also in South Sulawesi, during the initial stages of the renstra preparation process, service providers played a minor role in district facilitation. However, during the process their role gradually increased and they More Effective Decentralized Education Management and Governance 101

106 played a central role in the last two workshops in the planning process. The program for Barru was completed in this quarter. The analysis and reports for both AKPK and BOSP in Barru District were finalized in July. On August 18 th results of these calculations were presented with the new Barru Education Office Renstra to members of district Parliament and Education Council in two separate sessions. During the morning session with the District Parliament, the Head of the Parliament raised three main education-related issues currently faced by District stakeholders: (1) school infrastructure not aligned to schools needs and conditions (i.e. some schools have more class rooms than needed while others do not have enough rooms), (2) the high cost of education, and (3) low education quality. The meeting was also attended by members of the Parliamentary Education Committee. A similar session was held for Head and other members of Barru Education Council (Dewan Pendidikan) in the afternoon of the same day. Representatives of schools, media, and NGOs also attended. West Java: In West Java, a similar development took place with the service providers playing a limited role in the earlier stages of the renstra which gradually increased during the planning process. Service providers played a much more important role during the inservice support. As to the AKPK and BOSP components, service providers were the key actors in the facilitation process from the very beginning and consequently DBE1 provincial specialists only provided some technical back-up support. Progress in implementing the different DBE1 programs at the district level has been very satisfactory. Throughout this quarter the Cimahi Education Office Renstra Development Team continued to develop the document with assistance from DBE1 and Service Providers from Universitas Pendidikan Indonesia (UPI). In July, team members started to develop the plan, specifically that part relating to objectives, activities, and costs involved. As a result of this process, team members now have a better understanding of effective budget allocations required to support planned activities of the Education Office. In August the Renstra Development Team estimated the Office s yearly expenditures and made necessary adjustments between the estimation and available budget. Participants of Cimahi Renstra, AKPK, and BOSP Public Consultation Subsequently, the team reviewed results of work so far together with DBE1 and the Service Providers. As the next step, the document was presented to other stakeholders in a public consultation session on September 23 rd. The consultation was chaired by the Head or the Education Office and attended by more than 60 people including the 102 More Effective Decentralized Education Management and Governance

107 representatives from DPRD, Bappeda, the Assistant for the Development Unit, Education Council, NGOs, media, school principals, and school committee members. There are two key issues out of many worth mentioning. First, the Chair of the district parliament s Education Commission committed to increase the 2011 budget for teaching & learning from 0.8% (as indicated in the AKPK for 2009) to 5%. Second, the Education Office will provide funds in APBD 2011 for disseminating DBE1 s school-based management package. The latter point was discussed between DBE1 s COP and the Mayor of Cimahi two days prior to the public consultation. The program has thus been completed in all three districts this quarter. The commitment, especially in Surakarta and Barru, has been high as the districts are in the process of preparing their Medium-Term Regional Development Plans (RPJMD) requiring technical inputs from the different district offices, including the Education Office. In Surakarta, the Head of the Education Office demonstrated his strong commitment to the education planning work by actively participating on a full-time basis in the first renstra training program. Further, the Education Office provided extra funding to expand the planning team from 13 to 20 members. The same happened in Cimahi where the District Education Office supported additional district staff to participate in internal consultations. In Barru agreement was reached between Education Office and service providers to conduct workshops and provide in-service support on Saturday and Sunday which made it easier to harmonize routine activities at the office with education development work. The strong commitment in Surakarta has resulted in a draft renstra successfully prepared in slightly over one month, which is a record for DBE1. In addition, the dissemination of DBE1 s renstra methodology to both Bappeda and the Health Office is very encouraging. The following table provides a summary of activities from each location: Table 7.8 Progress of Service Provider program in new districts as at September 2010 Province-District Activity Progress West Java - Kota Cimahi AKPK Analysis, report and public consultation completed BOSP Analysis, report and public consultation completed Renstra Analysis, report and public consultation completed Central Java - Kota Surakarta AKPK Not completed BOSP Analysis, report and public consultation completed Renstra Analysis, report and public consultation completed More Effective Decentralized Education Management and Governance 103

108 Province-District Activity Progress South Sulawesi - Kabupaten Barru AKPK Analysis, report and public consultation completed BOSP Analysis, report and public consultation completed Renstra Analysis, report and public consultation completed We have learnt some important lessons from this program: 1. The progress in implementing DBE1 s district level finance and planning methodologies in these three districts has been faster and more efficient than in previous districts. Moreover, results have been very encouraging in terms of potential policy impact as described. These facts indicate: (1) a high level of commitment from the three districts, (2) a maturity in the methodology as a result of refinement over the last three years, and (3) a high-level of competency amongst the team of specialists working with the service providers. 2. As described in the last quarterly report, it has been a major challenge to harmonize the agendas of the three parties involved in service provider capacity development because of the work load at each of the three home organizations, namely the university, district Education Office, or DBE1 commitments to other districts. This, at some times, has resulted in a situation whereby the education development work at the district level had to be implemented without active involvement of some or all service providers. 3. Despite these constraints the service providers have become skilled in delivering DBE1 education programs, although additional capacity development work remains to be done. The enthusiasm of the institutions and individuals participating in the program has been generally high, linked to an awareness of the demand for service provision. For example, in South Sulawesi where the service provider representatives have discussed the potential to use their new skills and understandings in assisting districts to develop renstra after the election of new district heads later in the year. One of the UNM service provider personnel in this province has already assisted in the SIPPK updating process in Soppeng in this quarter. Plans are also in place for UNM to work with DBE1 to support further dissemination in Luwu Timor. With all of this in mind, a workshop will be held early in the coming quarter to jointly evaluate the program, assess the capacity of each institution as a service provider and plan follow up activity. This activity should involve provincial counterparts. Pending USAID approval of a program extension, DBE1 intends to expand the service provider program by jointly selecting additional personnel from within the partner universities to work in new districts then jointly selecting three new districts in which to implement the same suite of district level interventions. 104 More Effective Decentralized Education Management and Governance

109 Given the success of the current program we anticipate that the field of candidates from within each institution may be somewhat larger enabling the inclusion of specialists from each university who can fill the skill gaps evident in the first round. In particular we hope to recruit some specialists with computer expertise to complement technical backgrounds and planning or finance experience. Collaboration with the Sampoerna Foundation During the previous quarter, DBE1 completed a training program to enable the Sampoerna Foundation (SF) in Jakarta to make use of DBE1 school-based management materials in its in-service school development program and also possibly in pre-service teacher training. In August an evaluation workshop was conducted to review the program and discuss next steps. Over this year, DBE1 has provided training on the overall DBE1 approach, leadership training, BOS reporting, school committee strengthening, SDS and school development planning (RKS). The response of participants and of the institution was extremely enthusiastic. The foundation especially found that the training increased their understanding of government regulations, which in turn enables them to explain and justify the legal basis for school improvement programs, particularly schoolbased Representative of Sampoerna Foundation took part in SDS training recently management. All of the training material was found to be relevant, with the exception of the school committee training as Sampoerna Foundation does not yet have a program in this area. As most of the program was class-based it was felt that more hands-on field experience is needed to enable the Sampoerna trainers to be fully confident with the DBE1 material. It was agreed that, pending an extension of DBE1, the cooperation could be continued under an amended TOC. Sampoerna in-service trainers are enthusiastic about the possibility of being certified as facilitators under the DBE1- MONE certification scheme. Follow up training should provide updating on revisions to the RKS methodology, school finance management and more field experience. During this quarter, DBE1 also commenced working with Sampoerna School of Education (SSE) on adapting and incorporating DBE1 materials into the school s preservice training package. An initial mapping exercise was conducted with the aim of developing a curriculum framework by the end of Sampoerna has requested ongoing assistance from DBE1 for this period. The Sampoerna Foundation has an impressive profile with a new teacher training institute and a history of implementing corporate-social responsibility programs for private companies in the basic education sector. While the managers and field trainers from the Sampoerna Foundation have built strong experience in the delivery of programs to improve teaching and learning and, to some extent, to help implement More Effective Decentralized Education Management and Governance 105

110 school-based management, it is clear that they lack experience in linking these programs to government policy and systems, especially given the current dynamic context. It is this perspective which DBE1 has been able to bring to the Sampoerna Foundation, potentially resulting in significant improvements and enhancing their approach. Collaboration with other International Donors As described previously in this report, DBE1 continued throughout this quarter to encourage coordination with other donors, with the aim of supporting both dissemination and sustainability of outcomes and sharing lessons learnt. Key partners at this time are the World Bank and AusAID. Informal collaborations also continue with UNICEF s Mainstreaming Good Practices in Basic Education project, particularly in relation to sharing of good practices and lessons learnt. Collaboration with World Bank, AusAID and GOI Notably this quarter, DBE1 worked closely in partnership with MONE, MORA, the World Bank, AusAID and the AusAID-funded AIBEP to develop and pilot an integrated approach to training schools and madrasah in school-based management. Details of this collaboration were described earlier in this report. It should also be noted that we have serious technical concerns about the overall approach being taken, particularly in relation to the mass cascade methodology and short class-based training with no follow up school-based mentoring proposed. Notwithstanding these concerns we believe that it is very strategic for DBE1 to be involved in this program, particularly given its scale, prominence and overall importance in the Government of Indonesia s program to reform school management and governance. Being involved as a partner gives DBE1 a chance to influence the development of the program from the inside. An example was described in Section Two of this report. After consultation with AusAID, the World Bank and government partners, DBE1 has reviewed and updated the School Self Evaluation section of the RKS methodology to include a summary of the school profile rather than just using indicators from the national Minimum Service Standards. As a result, the school development planning model used in this large scale project will better reflect the realities of school conditions and will better meet local needs, using good practices developed under the DBE1 project. Collaboration with MONE s World Bank funded BEC DBE1 also continues to consult informally with MONE s BEC (Basic Education Capacity) program, supported through a World Bank Trust Fund (BEC-TF), which aims to help the Government of Indonesia to achieve the Millennium Development and Education for All Goals by supporting good governance in education. BEC-TF plans to assist local government partners to increase their skills in using information in the planning, management, and monitoring of educational governance and service delivery. Fifty local government partners will each receive a Local Basic Education Capacity (L-BEC) grant totaling Rp 2,5 billion over three years to help them 106 More Effective Decentralized Education Management and Governance

111 implement their Capacity Development Plan (CDP) for the Education Sector. However, due to difficulties encountered in the regulations governing fund disbursement through the MOF, grants have not yet been disbursed. DBE1 plans to continue to work with GOI (including MONE, MOHA, provincial and district governments) as well as with donors, primarily the World Bank BEC project, to consolidate the Personnel Management (MSDM) and Asset Management programs, newly developed under the project. MONE has been involved in development of the personnel management program and both MONE and MOHA are engaged in the finalization of asset management methodologies. Asset management is more fully advanced at this time. Already there is demand from several districts to expand coverage to all sub-districts and some provincial governments, such as West Java, plan to support expansion of both asset and personnel management to more districts. Furthermore, agreement has been made between some districts with MONE and the World Bank to expand implementation of these programs with BEC funds, once the funds flow to districts from MOF. These programs will lead to better planning and more efficient use of resources by GOI, enabling schools and districts to meet auditing requirements. Collaboration with the AusAID funded SEDIA In Aceh, DBE1 has also continued a close consultation with the AusAID-funded SEDIA project which commenced when this project began in We plan to continue to collaborate with SEDIA project as it builds on DBE1 programs and products including provincial level planning and financial analysis. In 2009 DBE1 was mandated to provide assistance in district level planning and financial analysis and complete financial analysis reports and district strategic plans in as many districts as possible. Financial analysis and training on data management and planning software (SIPPK) has now been completed in all 23 districts in the province of Aceh. Strategic planning (renstra) which Head of Aceh Tengah District in Renstra requires a greater level of effort is completed in 12 districts and is well under way in a Public Consultation Session further five. Pending USAID approval, DBE1 proposes to complete the process in these five districts in the coming quarter and seek agreement from AusAID for them to complete the remaining six using the DBE1 methodology. The provincial government and the AusAID-funded SEDIA project have also been collaborating in DBE1 programs in order to facilitate the use of DBE1 assisted products for provincial level planning and policy development. In this context, DBE1 plans to assist the province to analyze the data set comprised of SIPPK from all 23 districts, to enable information-based province level planning. More Effective Decentralized Education Management and Governance 107

112 The SEDIA project will operate for about two more years. This project s team is very willing to work closely with USAID in consolidating DBE1 achievements and in using DBE1 technical assistance at the provincial level. This is an excellent example of collaboration between donors, donor-funded projects and local government. DBE1 has successfully shared the methodologies developed by the project and transferred expertise to the AusAID-funded SEDIA, enabling the completion of implementation, follow up to consolidate the sustainability of outcomes in districts, and further development of policy and practice at provincial level based on DBE1 s work at district level. The goodwill and professional cooperation that exists at national level, in the field, and between donors, implementing partners and local government actors in Aceh is very evident in this process. Collaboration with MONE, the World Bank and other donors on mainstreaming of good practices In the July to September period, DBE1 took part in three meetings held to support the mainstreaming of good practice and lessons learned in the education sector under donor-funded programs. The World Bank, BEC-TF, and MONE s SMP Directorate collaborated to host these meetings. In general, there were three goals for these meetings: 1. To obtain inputs from education sector donors in order to gather, record, and disseminate good practice stories and lessons learned. 2. To discuss the possibility of linking donor efforts to increase impact and to support sustainability. 3. To collect donor inputs and discuss the possibility of using MONE s Directorate for Junior Secondary Schooling website to enable public access to good practice stories and lessons learned. Participants included representatives of MONE s Directorate for Junior Secondary Schooling, PAUD, and the BEC Program Manager along with representatives of donor organizations: USAID, AusAID, UNICEF- MGPBE, DBE3, BAKTI from Makassar, and BEC-TF. A principal from a UNICEF- MGPBE supported Junior High School in Pandeglang and a non-mgpbe Junior High School in Lampung also attended one meeting. The group has also been in contact with Universitas Negeri Makassar. Responding to a request of MONE, the university is currently developing a program to improve the capacity of school principals. Four main activities have been designed to support this program: (1) identification of conditions in the field, (2) case studies, (3) existing good practice review, and (4) development of plan to be implemented in the field. In addition to providing our school-based management materials, DBE1 has also contributing relevant good practice stories from both school and district levels to them. 108 More Effective Decentralized Education Management and Governance

113 Anticipated Next Steps: Conduct a workshop in each of the three service-provider districts to evaluate the program, assess the capacity of partner institutions to act as service providers for DBE1 district level interventions and to plan a possible followon program to further develop capacity. Jointly select new specialists to expand the team within each service provider institution and continue on-the-job training of new service providers in West Java, Central Java, and South Sulawesi in newly selected districts. Continue to work with the Sampoerna Foundation, particularly (1) to develop curriculum for pre-service teacher training based on DBE1 materials and (2) to include SF facilitators in dissemination programs to give them field experience and enable them to be considered for certification under the MONE-DBE1 district facilitator certification program. Assist with linking DBE1 certified Service Providers to potential clients for Service Provider services. Continue to develop collaborative partnerships with other donors to expand the dissemination of good practices developed under DBE1 to new schools, districts and provinces. 7.6 Sustainability Strategies to increase sustainability are integrated into DBE1 s approach across the program. The strategies and activities described above which are being implemented to support dissemination also support sustainability of project outcomes in very real and concrete ways. For example, by working with service providers we support the dissemination of DBE1 approaches to new schools, districts and provinces. At the same time we prepare institutions and individuals to support the implementation of better management and governance of basic education in the future. The broad approach in this, the final phase of project implementation, is to deepen and strengthen the impact of programs at all levels by supporting districts and schools to implement plans and develop policies for ongoing improvement based on the experience and outcomes of financial analysis, educational data management and strategic planning. Participants of DBE1 dissemination program in NTT As reported in the section on School and Community programs, DBE1 has now trained some 1,878 facilitators, including core facilitators, additional members of facilitator forums and around 1,000 more who have been part of the larger dissemination programs in Central Java, Yogyakarta and East Java. This represents a significant resource for both sustainability and further dissemination of More Effective Decentralized Education Management and Governance 109

114 school-based management using DBE1 methodologies. A further 207 have taken part in dissemination programs in NTT, West Sumatra and South Sumatra, taking the total to over 3,000. Of this total group, some 230 have been selected to be certified as fully competent, independent facilitators in key components of the DBE1 school-based management package. It is intended to add a small group of certified facilitators from NTT, West Sumatra and South Sumatra as well as from the Sampoerna Foundation as described above, once they have had the opportunity to gain field experience. The initial list of certified facilitators has been provided to the national Directorate for Kindergarten and Elementary Schooling, and will be provided to MORA, service providers, non-government agencies, provinces, districts and other donors. As a result, a number of these DBE1 trained facilitators are being included in MONE s national TOT for the World Bank AusAID funded national school-based management program described above. Engagement with province-level administrations also strengthens sustainability, as described above. The development of service providers and integration of DBE1 materials and manuals into curriculum for pre-service teacher training, and possibly post-graduate studies in school management and governance, is another sustainability mechanism. Meanwhile developments at national level are a further support for sustainability. As suggested, it will be very strategic if under an extension to the project, DBE1 is able to continue tracking the development and progress of dissemination along with the sustainability of core project interventions and outcomes after the completion of the project in partner districts. Anticipated Next Steps: Pending finalization of program extension, negotiate ongoing collaboration with provinces to support sustainability of project outcomes and dissemination to new districts. Establish and begin to utilize an evaluation framework for conducting studies to determine the sustainability of DBE1 interventions in partner schools and districts after project close out. 110 More Effective Decentralized Education Management and Governance

115 Annex 1: Provincial Reports Aceh DBE1 activity July September 2010 District-level programs District Education Planning and Capacity Assessment HRD (Personnel) Management, Asset Management, and School Supervision System Asset Management System Verification of data related to maintenance of school facilities and infrastructure. DBE1 Aceh assisted eight schools in Aceh Tengah to verify data related to condition of their facilities and infrastructure. The activity took place from July 26 to 30 and started with training on preventive maintenance. DBE1 also visited the eight schools to see their condition directly. Results of these visits were then reviewed together with Education Office of Aceh Tengah. Assisted by DBE1, each school has now: Verified that schools data inputted into the system through e-form is consistent with conditions on the field. Established team in charge of school facilities and infrastructure. Each team consists of principal as team leader, teacher as secretary and treasurer, and committee member as technical coordinator. These teams also have established their own job description. Verified different degrees of damage of their facilities and infrastructure. Established budget for facilities and infrastructure maintenance and cost to conduct minor repair. Increased understanding and involvement of committee members in the matter. As a result, schools can work together with their committee members to work together to improve the situation. Through the school visits, DBE1 also found the following: There were a few schools that were still not transparent in their funds management and reporting to parents, committee and community members. This resulted in lack of schools stakeholders involvement in activities such as asset management efforts. DBE1 reminded schools principals and teachers regarding the importance of More Effective Decentralized Education Management and Governance 111

116 DBE1 activity July September 2010 transparency as well as stakeholders participation. DBE1 also suggested other initiatives (mentioned below) to encourage participation and transparency. Schools still have no formal mechanism to transfer data and information when principals are changed. DBE1 suggested Education Office to issue a letter requiring schools to formally transfer relevant data and information including schools data on facilities and infrastructure when principals change. There were some doubts that, after facilitation from DBE1, schools would not continue to update their data. DBE1 suggested participating schools to establish class-based asset management teams that are in charge of recording and updating each class asset conditions regularly using DBE1-developed e-form. This is done so related data and information is updated regularly and schools can then determine the necessary preventive activity or repair work. Head of Education Office Facility and Infrastructure Section informed DBE1 that the Education Office will propose budget allocation in 2010/2011 fiscal year so all schools in the district can also conduct similar efforts to manage their asset. Education Management Information System SDS++ in Pidie and Aceh Tengah. Responding to findings of DBE1 recent monitoring and evaluation of SDS++ activities in Aceh Aceh EMIS Pilot Tengah and Pidie, Head of Aceh Tengah Education Office issued a letter requesting personnel of Education Office to assist participating SD/MI to finalize data entry process. As of August 2010, SD/MI have entered 80% of required data into the System. Meanwhile, because Pidie Education Office is in the process of changing its personnel, it has not responded to the monitoring and evaluation results yet. Partnerships Coordination Meetings of Aceh Education Development Team In this reporting period, DBE1 took part in several meetings of Aceh Education Development Engaging District, Province Stakeholders Team. On August 5, using results of DBE1 AKPK and BOSP calculations, team members met to finalize issues and calculations related to Aceh Province education-sector financing plan. Meanwhile, meeting on August 25 was held to arrange visits to districts to introduce the education-sector financing plan to districts stakeholders. It is hoped that the plan could be used as input for the Aceh Governor and as basis for provincial education-sector financing policy. It is also hoped that the plan could be used as guideline in adjusting the following 112 More Effective Decentralized Education Management and Governance

117 DBE1 activity July September 2010 laws: (a) Qanun Aceh 2 Year 2008 regarding allocation of additional budget from oil and gas funds and of special autonomy funds, (b) Qanun Aceh 5 Year 2008 on provision of education, and (c) Governor Regulation 26 Year 2007 on Aceh Education-Sector Strategic Plan (Renstra.) Meanwhile, on August 31, another meeting was held to discuss implementation of School- Based Management in schools in Aceh. The meeting was held to obtain inputs from principals and members of school committees. Participants agreed that most schools management is still weak and MBS could be used to improve the situation. Aceh Education- Sector Development Coordination Team (Tim Kordinasi Pembangunan Pendidikan Aceh or TK-PPA) will be responsible to develop education system for the province and use schoolbased management as guideline. Other USAID Education Office visited schools in Aceh Besar and Banda Aceh and met with Aceh Province Education Office and Office of Religious Affairs. From July 19 to 21, representatives of USAID Education Office visited SDN Neuheun in Aceh Other activities (not in Work Plan) Besar and MIN Rukoh in Banda Aceh to see directly teaching and learning activities as well as implementation of school management and governance. Representatives of the Education Office also met with personnel of Provincial Education Office and Office of Religious Affairs. In this meeting, representatives of provincial government expressed their hope that Education Office and DBE would continue their programs in the region. North Sumatra DBE1 activity July September 2010 District-level programs HRD (Personnel) Management, Asset Management, and School Supervision System Asset Management System District Education Planning and Capacity Assessment Verification of data related to maintenance of school facilities and infrastructure. In North Sumatra, the Asset Management System was rolled-out in Tebing Tinggi. The activity commenced on July 19 with a workshop in which participating schools learned about the importance of preventive maintenance and repair of facilities and infrastructure, establishment of school asset management team, and transparency and accountability in asset management. This meeting was attended by a total of 56 principals as well as More Effective Decentralized Education Management and Governance 113

118 DBE1 activity July September 2010 committee members from participating schools. In the period from July 20 to 23, DBE1 visited schools to directly verify the data on school facilities and infrastructure conditions. Results of verification efforts were reviewed together with representatives of schools and the District Education Office on July 24. In general, schools are now more aware of the importance of facilities, preventive maintenance and repair of infrastructure in order that they can provide a safe environment for students and adults alike. ICT & Data Management Taking place in the office of Tapanuli Utara District Library, on July 28 DBE1 officially handed over assets and equipment to the Tapanuli Utara District Government. As a result of the ICT ICT/Hotspots and Grants Grant Program, a Tarutung Cyber Learning Center has been established where internet can now be accessed easily. DBE1 and the grantee also assisted in the establishment of the Education Office Website ( To support sustainability, North Tapanuli District Government has allocated Rp. 75 million from its 2010 Budget. This budget will partly be used in 2010 to conduct a Training of Trainers activity for ICT instructors. Partnerships Engaging District, Province stakeholders District Close Out Workshop After conducting close out workshops in seven districts in the last reporting period, a final close out workshop was held on July 31 for Binjai District. The Head of the Education Office expressed gratitude for DBE1 s assistance and the hope that Binjai will continue to be a DBE1 partner in the future. West Java & Banten DBE1 activity Juli-September 2010 District -level programs HRD (Personnel) Management, Asset Management, and School Supervision System Asset Management System; Verification of data related to maintenance of school District Education Planning and Capacity Assessment facilities and infrastructure. As the next step after the introduction and training for Asset Management System sessions for Karawang Education Office and schools in May, DBE1 continued with assisting 19 partner schools to verify the data on the condition of their facilities and infrastructure that they have entered into the system. As a result of DBE1 assistance, principals and teachers from these 114 More Effective Decentralized Education Management and Governance

119 DBE1 activity Juli-September 2010 schools are now more aware of the condition of their schools and are reportedly more inclined to take preventive measures to ensure safety of the schools facilities and infrastructure. Also as next step, the Karawang Education Office together with the Education Office of Talagasari, Rengasdengklok, and Karawang Timur Sub-Districts requested DBE1 assistance to assist 98 schools from these three sub-districts to develop and use the Asset Management System as well. This activity will be funded under the 2011 Karawang district budget. District Office Strategic Plan (Rencana Strategis or Renstra) Cimahi Education Office Renstra Throughout July to September, the Cimahi Education Office Renstra Development Team continued to develop the document with assistance from DBE1 and Service Providers from Universitas Pendidikan Indonesia (UPI),. In July, team members started to develop the plans, specifically that part relating to objectives, activities, and costs involved. As a result of this process, team members now have a better understanding of effective budget allocations required to support planned activities of the Education Office. From August 18 to 20, DBE1 together with Service Providers from UPI, assisted Renstra Development Team members to estimate the Office s yearly expenditures and to make necessary adjustments between the estimation and available budget. Subsequently, from August 31 to September 2, DBE1 the Service Providers and Renstra Team members reviewed together results of work so far. The document was presented to other stakeholders in a public consultation session on September 23 and received positive response from participants. Member of Parliament mentioned that of all Cimahi district offices that work together with Parliament, only Education Office that shows its renstra to the public prior to approval of document. Head of Education Office showed his interest in the document by taking part from the very beginning to the end and participated actively in the discussions. District Education Finance Analysis/Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK) and School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP) District Education Finance From July 14 to 15, DBE1, together with Service Providers from UPI, assisted Cimahi District Education Office to calculate and analyze their BOSP as well as AKPK. The BOSP report is now ready to be presented in public consultation session while the AKPK report will be further reviewed in an internal consultation meeting in the near future. The Cimahi District Education Office has allocated a budget to carry out BOSP public consultation session. More Effective Decentralized Education Management and Governance 115

120 DBE1 activity Juli-September 2010 Dissemination On July 26, DBE1 held introductory session for RKS, SDS ++, and BOS for all schools in Sukabumi District. This session was also attended by DBE1 s former District Coordinator for Sukabumi as well as District s BOS Manager. As a next step, in September schools will take District Dissemination Activities part in the dissemination of these programs. Meanwhile, in Karawang District, the Principals Forum (Musyawarah Kerja Kepala Sekolah) and Principals Working Group (Kelompok Kerja Kepala Sekolah) showed a great deal of interest in DBE1-developed programs to support BOS recording and implementation in schools. These principals and the districts BOS program manager requested DBE1 assistance to train schools in this program. ICT & Data Management Cumulatively, the total number of training sessions conducted in West Java up until September is 767 and in Banten 321 sessions, resulting in total of 1,088 events. As for the PDMS total number of training activities for this reporting period, there were six training sessions in West Java and one in Banten. Up until the end of September, a total of 9,717 participants attended from West Java, while the number from Banten was 3,103. ICT/Hotspots and Grants In this period, DBE1 continued to review program reports from Karawang and Tangerang. As next step, the lead grantee in Karawang is completing their Final Report. Meanwhile, the Tangerang grantee is in the process of revising their fourth Progress Report. Monitoring and Evaluation DBE1 District Level Activities Impact Study DBE1 conducted an impact study from July 20 to 21 in Karawang and Tangerang. Participants included members of the Education Council, District Parliament, District Development Planning Board, CSO, Media, and schools. Monitoring Activity In Karawang, stakeholders at both school and district levels responded positively to the DBE1 programs and the impact so far. In order that members of Parliament could learn more about DBE1 programs, the Head of the Education Committee of Parliament requested that a report on all results of DBE1 work to be sent to the Parliament. In addition, the Education Office indicated that they will support the dissemination of programs such as SDS, BOS reporting and implementation, and Asset Management System to more schools. A representative of the Education Office also stated that part of 2011 budget will be allocated to 116 More Effective Decentralized Education Management and Governance

121 DBE1 activity Juli-September 2010 support the dissemination of the Asset Management System. In Tangerang, the Impact Study found that district stakeholders have been updating the calculation and analysis of BOSP regularly from 2008 until now. Implementation of BOSP calculation and analysis has also been supported by issuance of related District Regulation. One of the respondents, Bapak Zarkasyi, a representative of the Education Office as well as coordinator of Tangerang s Renstra Development team, mentioned that the Karawang Renstra was used as example in a coordination meeting between representatives of Karawang District and the Ministry of Home Affairs. Partnerships Meeting with West Java Provincial Education Office DBE1 met with representatives of the West Java Provincial Education Office on two separate occasions, on July 13 and 20. In these meetings, the Provincial Government expressed its hope that DBE1 will continue to implement the programs at both school and district levels. The Government also requested DBE1 to assist implementation of Asset Management Engaging District, Province Stakeholders System at province level and Human Resource Management System to map conditions of teachers in the province. Meeting with Cimahi District Education Office As a result of coordination efforts with Cimahi Education Office, the Head of the District Education Office expressed an interest in using the DBE1-developed Asset Management System. To respond to this, DBE1 provided facilitators and modules for the training sessions. Central Java DBE1 activity July September 2010 District-level programs District Education Planning and Capacity Assessment HRD (Personnel) Management, Asset Management, and School Supervision System Human Resource Development (Personnel) Management System Data verification and subsequent correction was carried out for data from five public and private SMP in Bener Sub-District and three SMP in Gebang Sub-District, Purworejo between More Effective Decentralized Education Management and Governance 117

122 DBE1 activity July September 2010 August 16 to 27. Through this process, DBE1 found that some teachers, in particular those from private schools, did not understood fully the benefits of this HRDM system. This lack of understanding resulted in often incomplete or inaccurate data entered into the system. Also, the process of filling in all the different forms it had not been well explained to all teachers. DBE1 consequently had to allocate additional time to guide these teachers to complete the task of entering data and information into the System. Asset Management System DBE1 Central Java was invited to facilitate an Asset Management introduction session to representatives of 11 districts in Central Java. This activity was held by the Central Java Education Office and financially supported by the World Bank s BEC-TF program. District Office Strategic Plan (Rencana Strategis or Renstra) Surakarta Education Office Renstra A public consultation session was held to discuss the Surakarta Education Office Renstra on July 29 and attended by a total of 56 stakeholders. In this session, the Head of the Surakarta Development Planning Board (Bappeda) mentioned that it would be prudent to finalize the District Education Office s document in conjunction with Municipality s development plan. He further reminded the Renstra Development Team members that the Mayor of Surakarta will finalize the city s vision and mission as well as Mid-Term Development Plan in three months time. To ensure that Education Office s Renstra is based on this information the document could be finalized then. Surakarta Health Office Renstra From August 18 to 20, DBE1 facilitated development of the Surakarta Health Office Renstra. A total of 35 people from District Health Office took part and, through presentations and group work, learned about the renstra development process, vision and mission development, and establishment of budget and funding sources. As a result of this short facilitation activity, it is expected that stakeholders from the Surakarta Health Office will be able to develop their own renstra. Surakarta Development Planning Board Similar to the facilitation sessions provided to District Health Office, DBE1 also assisted with the development process for Surakarta Development Planning Board (Bappeda) Renstra. 118 More Effective Decentralized Education Management and Governance

123 DBE1 activity July September 2010 The activity was conducted from August 24 to 26 and attended by 23 representatives of the District s Board. This process was deemed important because the District Development Planning Board s Renstra is often used by District Offices as a basis on which to develop their own document. Further, one of District Development Planning Board functions is to provide input to District Offices renstra. District Education Finance Analysis/Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK) From July 3 to 5, based on request of the Jepara District Development Planning Board and financed by District Budget, DBE1 assisted District stakeholders (including representatives of the District Development Planning Board, Education Office, and Finance Department of the District Secretary Office) to update their AKPK results. Although some of the AKPK team members that were previously trained by DBE1 have moved to other offices and the AKPK software has been updated, participants were very eager to learn. As a result of this threeday event, about 50% of education-sector finance data was entered. AKPK team members will now complete the task independently. Some of the challenges encountered in this process included the following: (1) not all information related to schools budget implementation was available, (2) as SMPN, SMAN, and SMKN are considered as separate Work Units (Satuan Kerja Perangkat Daerah or District Education Finance SKPD,) a great deal of budget implementation information related to these types of schools needs to be entered, and (3) a majority of the AKPK team members were unable to use the software (Microsoft Excel) properly due to limited computer skills. School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP) In this reporting period, DBE1 assisted stakeholders in Surakarta to calculate and analyze their school unit cost. As a result of internal consultation held on July 21 and 22, BOSP team members revised unit cost calculations for each level. The results were as follows: SD/MI: Rp. 509,967 SMP/MTs: Rp. 1,140,108 SMA/MA: Rp. 2,022,968 Meanwhile, public consultation was conducted on July 29 th in the District Secretary s Office. Results of the public consultation session will be presented to Mayor of Surakarta in the near future. It is hoped that the Mayor of Surakarta will issue a Decision Letter to support the use More Effective Decentralized Education Management and Governance 119

124 DBE1 activity July September 2010 of BOSP results. It is also hoped implementation will start in 2011 and be used by schools as basis to develop their budgets. ICT & Data Management In Karanganyar, the final report for the Tier 1 Grant has been approved and grantees have ICT/Hotspots and Grants proceeded with closing out procedure. Meanwhile, the final report for the Tier 2 Grant was reviewed by DBE1 Jakarta and is being finalized by grantee. The main challenge in the implementation of the Grant was a shortage of personnel who can operate the network, in particular in District Library and District Religious Affairs locations. Monitoring and Evaluation DBE1 District Level Activities Impact Study Focus Group Discussions were carried out in Boyolali and Jepara to determine the impact of DBE1 programs at district level. Respondents included representatives of executive and legislative branches as well as stakeholders from education councils, school committees, NGOs, and media. Results of FGD were: Boyolali: Although representatives of executive and legislative branches were very eager to implement DBE1 programs, they were limited by the District s low budget for the Monitoring Activity education sector. The education-sector budget is mostly drawn from DAK, for which implementation has usually been decided in advance. Jepara: Respondents were very enthusiastic about DBE1 programs, in particular the development of a draft District Decree on Education, renstra, and AKPK. Although not to the full amount, Jepara allocated a budget for BOSDA to supplement the difference between the existing district budget to support school operational costs and that recommended by BOSP results. All members of the Parliament Education Office are new and need to know more 120 More Effective Decentralized Education Management and Governance

125 DBE1 activity July September 2010 about DBE1 programs. Representatives of the Education Office feel the need for more capacity building activities so that they can continue implementing DBE1 programs such as AKPK and SIPPK in the future. East Java DBE1 activity July September 2010 District-level programs HRD (Personnel) Management, Asset Management, and School Supervision System Human Resource Development (Personnel) Management System After conducting a Personnel Management System software introductory session earlier and facilitated participating schools teachers, principals and non-teaching staff to enter related data into the system, DBE1 presented the results of analysis of aggregated data to stakeholders on July 27. Participants included team members and representatives from the Education Office, District Personnel Board, Education Council, and District Development Planning Board. After learning about the benefits of the HRDM System, the Head of the Education Office requested that the system be expanded to include related data for SMA and SMK teachers. Further, it was indicated that the Education Office will request a budget allocation from the 2011 APBD District Education Planning and Capacity Assessment amendments to support this activity. Asset Management System Introduction and facilitation of maintenance for school facilities and infrastructure On August 9, DBE1 conducted an introduction session on facilities and infrastructure maintenance efforts to participating schools in Nganjuk. The Secretary of the Education Office requested that the piloting of this system take place in Tanjung Anom and Kertosono Sub-District Education Offices and that subsequent facilitation efforts be conducted in eight SD/MI in Tanjung Anom and six in Kertosono. Facilitation efforts will involve the Nganjuk District Asset Management staff, Sub-District Education Offices personnel, TK/SD and Islamic schools supervisors, and members of school committees. The expected outcome of these facilitation sessions is that participants learn about the different levels of maintenance and the long term benefits of implementing this maintenance for students and schools. More Effective Decentralized Education Management and Governance 121

126 DBE1 activity July September 2010 Dissemination Dissemination of the following DBE1 programs took part in Mojokerto in this reporting period: School Committee capacity building. The workshop, with a budget of Rp. 45 million from APBD, was facilitated by local and provincial Facilitators. District Dissemination Activities SDS++. Training of SDS++ for school supervisors, principals, and Education Office staff in charge of data took place from July 29 to 31. A total of 30 people took part. Implementation is planned to take place in September Capacity building for supervisors. Training to provide supervisors with knowledge and skills in IT and management will be conducted by the Education Office from September 1 to 3. This activity will be facilitated by provincial and local facilitators. After this training session, facilitators will assist non-dbe1 SD and MIs to complete their 2010/2011 Annual Plan. Partnerships ( INOVA ) Development of East Java Provincial Innovative Education Policy (INOVA) Efforts to support the illiteracy eradication program. On July 6, DBE1 took part in a workshop hosted by Accelerated Literacy Education Program to discuss possible strategies. Members of this program include representatives of Universitas Negeri Malang, (UNM,) Balai Pengembangan Pendidikan Non Formal dan Informal (BPPNFI) Surabaya, Dinas Koperasi Jawa Timur, Yayasan Pemberdayaan Pengembangan Sosial Ekonomi Masyarakat (Yapsem) Lamongan Jati, and East Java Provincial Education Office. Because there are several available financial incentive-based programs that could be used to support Engaging District, Province participants of this Accelerated Program, workshop participants agreed that further review of these supporting programs is needed prior to making any decisions. stakeholders Total Education Delivery System Survey Survey of Madrasah Diniyah (Madin) and vocational schools/institutions. The five-day activity commenced on July 22 with instrument clarification by DBE1 and representatives of Universitas Negeri Trunojoyo Bangkalan as resource persons for Madrasah Diniyah and from the Universitas Tri Buana Tungga Dewi Malang as resource persons for vocational schools/institutions. Enumerators for this survey were nine madrasah heads who surveyed 100 Madrasah Diniyah, and five Education Office staff who obtained information from 45 vocational schools and institutions. Cost of these surveys was covered by the East Java 122 More Effective Decentralized Education Management and Governance

127 DBE1 activity July September 2010 Provincial Budget. Currently, all the data collected has been verified and is stored at Pendidikan Non Formal dan Informal (PNFI) Division of East Java Provincial Education Office. One of the findings shows that there is a total of 218 teaching subjects in Madrasah. Total Education Delivery System Instrument Focus Group Discussion Focus Group Discussions were held from August 31 to September 2 in Pasuruan District. The discussion was attended by seven different groups, namely (1) Principals of TK, RA, SD, MI, SMP, MTs, SMA, and MA, (2) Teachers of TK, RA, SD, MI, SMP, MTs, SMA, and MA, (3) Principals and teachers of SMK, (4) implementers of vocational studies, (5) representatives of private sector organizations, (6) representatives of management and leaders of madrasah diniyah, and (7) representatives of the Education Office, Office of Religious Affairs, and District Development Planning Board (Bappeda). Analysis of the FGD results began at the end of September. Results of this FGD will be used together with related data already gathered through the SIPPK process to provide information on the profile of education services in Pasuruan. For example, through analysis of primary and secondary data, clearer information related to funding for SD, MI, Madin, and MTs can be obtained. South Sulawesi DBE1 activity July September 2010 District-level programs Introduction of Renstra Draft and results of AKPK and BOSP to members of Barru Parliament and Education Council members. On August 18 th, DBE1 presented the results of AKPK and BOSP calculations and analysis as well as draft of the new Barru Education Office Renstra to members of Barru District District Education Governance Parliament and Education Council in two separate sessions. During the morning session with the District Parliament, the Head of the Parliament raised three main education-related issues currently faced by District stakeholders: (1) school infrastructure not aligned to schools needs and conditions (i.e. some schools have more class rooms than needed while others do not have enough rooms), (2) the high cost of education, and (3) low education quality. The meeting was also attended by members of the Parliamentary Education Committee. A similar session was held for Head and other members of Barru Education Council (Dewan Pendidikan) in the afternoon of the same day. The response of participants More Effective Decentralized Education Management and Governance 123

128 DBE1 activity July September 2010 in these two sessions was positive. Participants indicated that they felt information provided by DBE1 was very useful, enabling them to better understand the conditions of the education sector in Barru. HRD (Personnel) Management, Asset Management, and School Supervision System Asset Management System Verification of data related to maintenance of school facilities and infrastructure. From August 20 to 23, DBE1 verified data related to the condition of facilities and infrastructure in 20 participating SD/MI in Soppeng. From these activities it was found that understanding of the importance of schools facilities and infrastructure maintenance is still very low amongst the majority of principals and committee members. As a result, many schools facilities and infrastructure are not maintained properly, in nearly-collapsed stage, and present a dangerous environment for students and adults alike. Another interesting finding from these visits was most of those schools in good condition had female principals. On August 23, all principals, members of the schools facilities and infrastructure team, and District Education Planning and Capacity Assessment representatives of the Education Office met to evaluate results of the data verification effort. DBE1 also provided information on the RKS/M development process, work plan and technical requirements of building facilities and infrastructure, as well as planning and budgeting. As a result of DBE1 assistance, Soppeng Education Office requested the other 258 SD/MI in the District to start entering related data into the System as well. Support to Renstra: SIPPK/Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (DPISS) DBE1 assisted Education Office stakeholders in Soppeng to prepare their SIPPK-related data on August 31. Participants in this training included representatives of the Data and Planning Division and PadatiWeb-related data Division. One Service Provider representative also took part in the activity. Because the data from the period had just been collected and not yet entered into PadatiWeb, participants agreed to use data from as a basis to develop District s SIPPK. District Finance Education District Education Finance Analysis/Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK) On August 25, DBE1 held a Public Consultation session to discuss the results of AKPK in the Office of the Barru Head of District (Bupati). A total of 52 people from institutions including the District Parliament Education Committee, Education Office, District 124 More Effective Decentralized Education Management and Governance

129 DBE1 activity July September 2010 Development Planning Board, schools, media, and NGOs took part. Service Providers from Universitas Negeri Makassar also took part. On this occasion, a representative of the District Development Planning Board suggested that all schools conduct a unit cost calculation so they will know amount of money needed to support schools teaching and learning activities. School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP) From July 22 to 23, the BOSP report for Barru District was finalized. This was completed together with the finalization of the District s AKPK report. A total of eight people attended and participated in the process. Subsequently, the results of this work was presented in an informative session with the Barru Education Council and District Parliament on August 18 and AKPK Public Consultation session on August 25. Monitoring and Evaluation DBE1 District Level Activities Impact Study In South Sulawesi, a study to determine the impact of DBE1 programs at district level was conducted in Enrekang and Soppeng districts between July 14 and 16. In Enrekang, a total of 38 people participated. Participants included representatives of executive and legislative branches of government as well as of local CSOs. In Soppeng, 39 people took part. The participants included supervisors, representatives of Education Office, personnel of the District Development Planning Board, District Parliament and Education Council members, as well as members of school committees, media, and NGOs. Monitoring Activity Preliminary results of the impact study from Enrekang and Soppeng showed that district stakeholders were happy with DBE1 programs and facilitation. They also requested the continuation of program implementation as these programs have improved the capacity of stakeholders at district and school levels. Participants also indicated that they believe that since the Education Office Renstra is a document that is supported by up-to-date and valid data it should be used as a guideline for the Education Office s annual work plan. More Effective Decentralized Education Management and Governance 125

130 DBE1 activity July September 2010 Partnerships Meeting with the South Sulawesi Development Planning Board, the Education Office, and Universitas Negeri Makassar. On August 11, DBE1 s Chief of Party, Deputy Chief of Party, South Sulawesi Provincial Coordinator and other members of DBE1 met with the Head of South Sulawesi Development Planning Board, Head of Education Office, Head of Universitas Negeri Makassar, as well as other representatives of these institutions. Engaging District, Province Stakeholders Some results of this meeting were: (1) taking the roles and functions of each organization into consideration, participants agreed to discuss further strategy to ensure the sustainability of DBE1 programs in South Sulawesi, (2) each institution will have a contact person for this effort, and (3) it was agreed to prepare new strategies in particular for districts that have newly-elected Head of District. A follow up meeting was conducted on August 19 among representatives of the abovementioned organizations. As the next step, a provincial workshop is tentatively scheduled for September 22. It is planned to invite representatives of seven DBE1 non-partner districts to encourage implementation or dissemination of DBE1 programs. 126 More Effective Decentralized Education Management and Governance

131 Annex 2: Success Stories From the Department Of Education to the Departments of Health and Bappeda (Nurkolis, Day Riyadi, Afiffudin) Fear, worry, and lack of confidence. Those are the feelings that overwhelmed DBE1 s Central Java team when we received a letter from the Head of the Health Office of Surakarta City, Ibu Dr. Siti Wahyuningsih, M. Kes. requesting assistance to facilitate the preparation of a Strategic Plan for the Central Javanese city of Surakarta s Health Office. This reaction was not unreasonable as the team had previously only facilitated the preparation of strategic plans for education offices. Having obtained approval and support from DBE1 s management in Jakarta, we began to make preparations. Our first response to the challenge was to ask for relevant information from the Public Health Service Authority, the Ministry of Health Strategic Plan , national Minimum Service Standards for the health sector (2008), and relevant regulations such as the Permendagri 59/2008. As usual, to provide a framework for formulating strategic plan, we also revisited regulations PP 38/2007 and PP 8 / The vision and mission statements of the Mayor of Surakarta complemented the information we needed. As this was our first experience in facilitating preparation of a Health Department Strategic Plan, we also referred to the Public Health Service Strategic Plan guidelines prepared by the USAID-funded, LGSP. Basically, this Public Health Service planning manual has a lot of similarities to the strategic planning guide prepared by DBE1, so we had no difficulty in understanding the manual or the planning process outlined. The timing for the activity was set, the schedule was agreed with the Health Department team, and invitations were distributed by the Head of the Office. Subsequently, on August 18 th 2010 we arrived at the meeting room together with the Head of the Health Department Office and the Head of Planning. We were somewhat surprised to find that the number of participants was not the 10 who typically attend facilitation events in education offices, but 35, the majority of whom were women (10 men and 25 women). Participants ranged from the Office Head (Kadis) and the Secretary, through Department Heads (Kabid), Section Heads (Kasi), and Sub-Section Heads (Kasubag), to a special desk team for strategic planning. The facilitation began with an introduction to the preparation of a strategic plan and proceeded with a situational analysis. In giving explanations we often mistakenly referred to the Department of Education rather than the Department of Health because the DBE1 mindset has been embedded with the content matter of education. Some examples we used still referred to case studies and experience from the education sector translated into the health sector. Getting into the group work for situational analysis of health services, the team decided to analyze the distribution of health services according to the following five components: (1) the secretariat, (2) the field of health promotion, (3) the field of disease control and environmental sanitation, (4) the field of health improvement, and (5) the field of public health improvement. Based on national policy, planning in Indonesia s education sector has three pillars, namely: (1) access and equity, (2) improving the quality and relevance, and (3) competitiveness, More Effective Decentralized Education Management and Governance 127

132 education, governance and public image. For management purposes, the health sector is further divided into the following aspects: (1) level of public health, (2) people s behavior, (3) environmental health, (4) health services, (5) supervision of pharmaceutical, food, drinks, and traditional medicine, (6) health resources, (7) facilities, and (8) management of health services. In making the analysis of health services these aspects were divided into the five groups mentioned above, according to the basic role and function of personnel in the field. However, there are some sub-aspects of implementation which overlap from one field to another field. From the perspective of organizational structure, there are similarities between the Department of Education and the Health Department. Whereas the Department of Education has Education Technical Service Units (UPT Pendidikan), the Department of Health has Health Technical Service Units (UPT Kesehantan) such as the community health centers and pharmacies. While the Education Department has Education Units (schools) where educational services are delivered, in the Health Department there is also a kind of health unit ; specifically hospitals and doctors surgeries, although these are not under the direct management of the Health Department. The second day began with the preparation of the vision, mission, values, goals, objectives, strategies, policies and key performance indicators. Unexpectedly, we found that the team could easily define targets and indicators. This is because the goals and health indicators are perhaps more obvious than those in the education sector. Some examples of health indicators are: infant mortality, maternal mortality, percentage of malnourished children under five, the percentage of nutrient-prone districts, the ratio of doctors to population, and the ratio of the number of hospital beds to the total population. In the afternoon we proceeded with the preparation of plans for programs and activities. There were no significant difficulties in preparing programs and activities, because the budget account codes for programs and health activities were already clear. The third day continued with the preparation of plans and funding costs, which also ran smoothly. In retrospect, we can identify five factors which helped make the facilitation process smooth and the preparation of the Strategic Plan for Public Health so successful, namely: (1) the need for the Health Department to have a good data-based strategic plan was clear, (2) motivation and strong commitment from the team, (3) supporting data was relatively complete, (4) the presence of the heads of agencies and their active participation encouraged the team to work seriously, and (5) the team was willing to put aside other tasks and commit to participating fully in the facilitation of this strategic plan. It turned out that the challenges were not over. On the following day we were surprised by a letter from the Head of Bappeda Surakarta, Drs. Anung Indro Susanto, MM, also requesting that DBE1 facilitate the preparation of a Strategic Plan for Bappeda. Our reaction was one of excitement and trepidation because Bappeda, The Regional Development and Planning Body, is the home of planning experts. However the feeling was that we must be confident and respond positively as we had already gained their trust. As with the Health Department, in order to make the most of the preparation time, we also looked for relevant information. Surprisingly, when we asked for a profile of Bappeda, the Head of Planning told us that the Bappeda itself does not have a service profile because the profile is the profile of the city. We were also informed that the previous Strategic Plan was prepared by a sub-section of the organization, involving only a few people from the Planning Division and no other sections. The DBE1 team felt a little more confident when arriving on the first day of training on August 24 th, 2010, because the 23 participants who attended ( More Effective Decentralized Education Management and Governance

133 men and 12 women) admitted that only a few had read Bappeda s Strategic Plan or had been involved in preparing the Strategic Plan. In his briefing, the Head of Bappeda made the following comments: This workshop to prepare a strategic plan is very important, so please each section prepare well and take part in this activity seriously. Follow the steps and the stages of preparation for the strategic plan. Use accurate data, so that conclusions are correctly drawn, do not take short cuts '. He also indicated his hope that following the process the participants would be ready to become Bappeda trainers in the preparation of strategic plans for other government offices (SKPD) in the Surakarta district. On the first day, activities focused on the preparation of a service profile for Surakarta Bappeda. The team initially experienced some difficulty in preparing this profile, because it was felt that the necessary data were not yet available in Bappeda and were still in each separate government office (SKPD). After lengthy discussions it was finally agreed that the profile should be prepared on the main tasks and functions in the field and secretariat of Bappeda. On the second day, the team got into the formulation of goals. However, because the participants had not managed to compile a good profile of Bappeda s services, the participants also experienced difficulties when formulating targets for the plan. Goals suggested by the groups remained largely non-specific or measurable. The facilitators provided many explanations and examples to help participants develop SMART goals 23. To encourage the participants, the Head of Bappeda made the following comments: Maybe we have difficulties now, because this is the first time, but after we follow this procedure correctly, the next time will be easier. The data required should also begin to be collected '. On the third day, each discussion group presented the results of their work in a particular field with one example. The workshop then ended with an agreement on the outline for Bappeda s Strategic Plan, with reference to Regulation 8, The Head of the Health Office of Surakarta giving direction to one of the working groups 23 SMART = Specific, Measureable, Achievable, Realistic and Timely. More Effective Decentralized Education Management and Governance 129

134 DBE1 supported efforts to improve education-sector management and governance in Nagan Raya and Aceh Jaya. After five years of cooperation with stakeholders at school and district levels in Pidie, Aceh Besar, Aceh Tengah, Bireuen, and Banda Aceh to improve their education-sector management and governance, DBE1 expanded its programs to all districts in Aceh Province in For the remaining 18 districts, DBE1 support includes preparation and analysis of data needed to develop education office s strategic plan, development of the plan itself, analysis of district education finance as well as calculation and analysis of schools unit costs. In conducting these programs, DBE1 also encourages participation of not only District Education representatives, but also from other institutions such as Education Council, Majelis Adat Aceh, and schools. DBE1 hopes that results of these programs are used by district government as basis to plan and implement their education-sector policies. In Nagan Raya, public consultation session was held on September 28 to discuss results of DBE1 facilitation in school unit cost analysis, district education finance analysis, and development of District Education Strategic Plan. From presentations conducted by District Education Office representatives, participants learned that for Nagan Raya District Government to fulfill its obligation and implement the mandatory nine-year education program for all students, it would need more than 2 billion rupiah from its budget. Also, although most of Nagan Raya District budget has been allocated for education sector, more than 30% of Education Office budget is for teachers salary and only 0.05% is to support effort to improve quality. In relations to spending of budget for each education level, SD uses 62% of the budget while SMP uses 20%. Overall response from participants was very positive. Representative of Nagan Raya Parliament expressed that, with DBE1 support, the District has now the ability to look at the condition of its education-sector from an integrated and comprehensive view point. However, he also expressed surprise and trepidation regarding the low percentage of budget allocated to support the actual teaching and learning process in schools. District Secretary mentioned that this public consultation session provided a good opportunity for stakeholders from different institutions to sit down and discuss related issues of education together. Meanwhile, DBE1 representative hoped that stakeholders could continue to communicate with each other and work together to improve the condition of Nagan Raya education-sector. Similar to Nagan Raya, public consultation session was also held in Aceh Jaya on September 27 to discuss District Education Office Strategic Plan. With assistance from DBE1, the Plan was developed by Aceh Jaya Education Office and based on analysis of related data such as number of school-age children in the district, number of families with low and medium-level income, and schools national examination results. In this public consultation session, results of the analysis were presented by a representative of the Education Office and some of them were: There was a high level of need for early age education. In Aceh Jaya, currently there were 6,179 children from six sub-districts who will be in the age group to enter Kindergarten. However, to accommodate these children would be rather difficult because out of 172 villages in the district only 52 villages have Kindergarten. Teacher distribution among SD/MI was not proportionate; majority of schools have more teacher than needed. 130 More Effective Decentralized Education Management and Governance

135 Repeater rate was highest for first grade students (10.1%.) There were five sub-districts that do not have Community Reading Corner yet. The public consultation session received a great deal of attention and many questions from stakeholders of both school and district levels. For example, one principal of a junior-high vocational school asked how Aceh Jaya District plans to increase quality of education, considering that District has limited budget. Another participant, Head of District Development Board, said that welfare of teachers and efforts to improve their condition should continue to be one of the Plan s priorities. The Head of District was also very interested in the process of how the Plan was developed as well as the results. In his statement, he mentioned that the Plan presentation was similar to a wake-up call that he had not have in the past three years that he has been the Head of District. He further requested other offices in the District to develop their own Plan and asked DBE1 to assist the process. The Head of District also expressed his high hope to District Parliament that the legislative body will support implementation of the Education Office s plans and allocate budget accordingly. Finally he agreed that monitoring and evaluation of programs implementation should be conducted at the end of 2010 as recommended in the Plan. Members of Parliament from Nagan Raya (left) and Aceh Jaya (right) in public consultation sessions recently More Effective Decentralized Education Management and Governance 131