More Effective Decentralized Education Management and Governance

Transcription

1 More Effective Decentralized Education Management and Governance Quarterly Report No. 23 January 2011 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. 23 Contract 497-M October to December 2010 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... i Ringkasan Eksekutif... viii 1. 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) Dissemination of School-Based Management Disseminating DBE1 School level Programs (Task 5) Assist MONE to develop and implement School-Based Management (SBM) strategy (Task 5) Explore the possibility of including school-based management in pre-service training (Task 5) Expansion & Dissemination of District Level Management and Governance Programs Expand Implementation of District Finance Programs (Task 6) Personnel Management and Assets Management Systems (Task 6) Dissemination of District Programs (Task 6) Complete Expansion Program in Aceh (Task 6) Developing Service Providers (Task 7) EMIS/ICT/Data Management ICT Grants (Task 8) EMIS Pilot (Task 8) DBE Website (Task 8) Support for Policy Development Support for Provincial & District Policy Development (Task 9) Support for National Policy Development (Task 10) Document & Share Lessons Learned (Task 11) Annex 1: Provincial Reports Annex 2: Success Stories Annex 3: Training for Project Beneficiaries Annex 4: Documents Uploaded In The Website News: Resource Materials: Annex 5: Abbreviations, Acronyms and Glossary Abbreviations & Acronyms Glossary More Effective Decentralized Education Management and Governance i

4 List of Figures Page Figure 2.1 Policy Framework for School Management Figure 4.1 Website Hits List of Tables Page Table 1.1 Monitoring, Evaluation and Reporting... 7 Table 1.2 Progress in Managing PDMS ( )... 8 Table 2.1 Achievements against 2011 targets for disseminating school-based management Table 2.2 Number of schools implementing DBE1 programs under dissemination (Head Count) at December Table 2.3 Summary of Dissemination Effort to December Table 2.4 Types of School Disseminating DBE1 Programs (Dec 2010) Table 2.5 Summary of School Level Dissemination Programs to end of December 2010 (Program Realization) Table 3.1 Progress in District Finance & Management ( ) Table 3.2 Summary of Progress in Personnel and Asset Management ( ) Table 3.3 Funding for District Level Dissemination Programs to the end of December Table 4.1 Progress in ICT Grants Implementation Table 4.2 Summary of Grants Awarded Table 4.3 Progress with EMIS Pilot Table 4.4 Progress with EMIS Pilot Dissemination Table 4.5 Top 10 Requests for Documents until the Last Quarter Table A3-1: Number of training activities from October to December Table A3-2: Summary of persons trained from October to December Table A3-3: Analysis of training beneficiaries by Institutions Table A3-4: Analysis of training beneficiaries by activities ii More Effective Decentralized Education Management and Governance

5 Executive Summary This report covers the twenty third quarter of project implementation, from October to December This quarter was a period of transition. Activity under the previous contract ended in September In response to requests from USAID, in July RTI International submitted a Technical Proposal for Extension of DBE1 through until the end of June A new contract to cover this period was issued on November 10, This extension to the project focuses on further consolidating the improvements made to management and governance of basic education in target districts and at province and national levels. It is anticipated that a second extension for the period July December 2011 will be approved in the near future and that the increased funding will be available to be utilized early in With this in mind, and pending finalization of arrangements for the two proposed extensions, ongoing coordination, planning and training meetings were held this quarter at provincial and national levels to ensure that project management is responsive and to accommodate and anticipate these extensions to the project. Coordination with our partners in USAID, DBE2 and DBE3 is ongoing at all levels. The focus on supporting dissemination and ensuring the sustainability of outcomes continues. In order to support sustainability at the school and district levels and encourage take up (dissemination/replication) of DBE1 approaches at the national and provincial levels we continued to maintain a high level of engagement with provincial and national stakeholders throughout the quarter. This was achieved in several ways, including holding occasional meetings in provinces and ongoing consultations with MONE and with other relevant national stakeholders including MORA and other donors. During this quarter DBE1 attended the following meetings and consultations: Multi-donor Education Sector Working Group chaired by the Deputy Minister of Education. This group included representatives of ADB, the World Bank and senior officials from MONE and MORA. DBE1 gave a presentation on the BOSP methodology and results. Bapak Irham from Aceh Provincial Education Office also gave a presentation on the policy outcomes of DBE1 methodologies AKPK and BOSP in Aceh. As a result of this meeting, the Deputy Minister of Education asked that DBE1 work be continued and if possible expanded. Following on from the above meeting, DBE1 attended a high level meeting with the Indonesian Government s Thematic Education Dialogue group on December 17th, again chaired by the Deputy Minister of Education. Also in attendance were senior officials from Bappenas, MOHA, MONE and MOF and others including the Deputy for Social Welfare from the Office of the Vice President R.I. The Head of USAID s Education office was also in attendance along with other USAID representatives. DBE1 was More Effective Decentralized Education Management and Governance i

6 requested to modify its BOSP materials to also accommodate costing for meeting Minimum Service Standards. We intend to take this up in early January As follow up to the meeting described above, the Secretary to the Vice President requested us to present our major capacity development tools at a meeting on December 27. DBE1 presented our district level interventions (AKPK, BOSP, SIPPK/Renstra, Asset Management and Personnel Management) showing how these methodologies, when systematically and comprehensively implemented, produce information-based policy and practice in key areas such as personnel management and financing. As a result DBE1 has been asked to consider providing support to the Office of the Vice President, particularly in the area of Poverty Reduction, on how DBE s district level methodologies could be adapted for use in other sectors such as health. 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. DBE1 also met with MONE s education statisticts center (PSP) in Jakarta to discuss inclusion of SDS ++ in MONE s web-based network, Padatiweb. Working together with DBE1, MONE team members introduced the program to all districts in Indonesia (divided into six regions). As a result, the SDS ++ has now been explained to districts in six regional workshops conducted in October-November. PSP intends to fund dissemination of SDS ++ in 11 districts in DBE1 continued to hold meetings this quarter with the AusAID-funded SEDIA project team in Aceh to ensure that the two projects are well coordinated in order to maximize the impact and sustainability of both. The seventh monitoring progress report was submitted to USAID this quarter. This report contains analysis of 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 In addition to routine monitoring of project performance indicators, DBE1 has also conducted a number of special studies to better determine the impact of DBE1 programs. This included: 1. studies on the impact of school level interventions: school development planning (RKS), annual planning and budgeting (RKT/RKAS), leadership and school committee training); this has been approved by USAID and will be ii More Effective Decentralized Education Management and Governance

7 uploaded to Development Experience Clearninghouse (DEC) in early January 2011, 2. a study on the extent, quality and impact of dissemination/replication of DBE1 interventions, which has been incorporated into a single report with the above, 3. special studies on DBE1 district level planning and financial analyses to provide inputs for education policy at all levels of government, and 4. a study on the process and impact of EMIS innovations. 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. A final evaluation of the ICT Grants and EMIS Strengthening programs was completed in this quarter. The results were presented to USAID on December 22. DBE1 also submitted an Annual Report for the year October 2009 until September As this was the final year under the previously modified contract, the report focused on project outcomes and impact. At the school and community level DBE1 program includes school development planning (Rencana Kerja Sekolah or RKS) supported by a computerized school database (SDS), and strengthening of the role of school committees and principals as school leaders. The core activity at school and community level was completed some time ago. Focus in this quarter was on supporting further dissemination through collaboration with MONE, MORA and other donors. Activities in the new work plan include training and certification of district facilitators, assisting districts (and other agencies) to plan, budget and implement dissemination programs, assisting MONE to develop and implement a School-Based Management (SBM) strategy, and exploring the possibility of including school-based management in pre-service training. The original target for dissemination was 3,000 schools that disseminate at least one DBE1 program. In the workplan revised late 2009, the target was increased to 7,000. This revised target was already exceeded in By the end of September 2010, the period of the previous workplan, the number of dissemination schools had increased to over 10,000. Under the new workplan, the target is revised up to 15,000. As of December 2010, a total of 13,528 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. Through the end of December 2010, Rp.17,296,901,406 or approximately $1.9 million, has been allocated from counterpart budgets for dissemination of DBE1 school-based management programs. Of this amount, Rp. 10 billion came from annual district budgets (APBD) and the remainder, Rp. 6.4 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). Throughout this quarter, DBE1 continued to assist with quality assurance, in response to a request from MONE supported by USAID, for MONE s World Bank / AusAID funded program to disseminate school development planning and financial More Effective Decentralized Education Management and Governance iii

8 management through cascade training to principals and school supervisors throughout the country. Acting in this capacity during the quarter DBE1 conducted a thorough analytical review of the materials and approach developed by MONE with partners from the donor community for this large-scale cascade training program. Both the technical and policy aspects of this analysis are complex. This is in part due to the fact that in developing the current policy MONE has taken advice from a number of sources including different donor-funded projects (notably AusAID, the World Bank and ADB). In summary, DBE1 based its school planning (RKS) approach and consequently its school database system (SDS and SDS++) on the regulation known as Permendiknas 19/2007 which derives from the Education Act known as UU 20/2003 Sisdiknas. The result is a database system and planning model which uses the eight national education standards adopted by the national education standards body (BSNP) as a benchmark. At that time the minimum service standards issued by MOHA addressed district level educational management, but not school level. Meanwhile the new approach advocated by MONE uses the newer thirteen minimum service standards, which derive not from the Education Act but from the Regional Government Act known as UU 32/2004. At the district level, DBE1 was involved in Personal Cost Survey, Asset Management and Personnel Management Systems. During this quarter, the second Personal Cost Survey was conducted in Pasuruan District. In November the results were verified and analysis was completed by DBE1 working with ten local enumerators. After piloting DBE1 s Asset Management System in Klaten and implementing the system in Purworejo, it was introduced in another five DBE1 districts: Aceh Tengah, Tebing Tinggi, Karawang, Nganjuk and Soppeng, making a total of seven districts in which the system has been implemented. The Assets Management system includes a computer-based preventive maintenance management system that informs district education offices on the kind of maintenance work that is needed and for which school buildings. For Personnel Management System, it has now been piloted in two locations: Mojokerto and Purworejo. The methodology has been named HRISS (Human Resources Information Support System), an excel/pivoting software which has been developed by DBE1. HRISS integrates data from SIPPK, Padati 2009/2010, and NUPTK 2010 and includes a formula to calculate teacher need based on information regarding the surplus/shortage of teachers at both SD and SMP. DBE1 also assisted stakeholders in Wonosobo and Soppeng to develop their education planning. New goals set out in the work plan submitted in December incorporate updating of BOSP in around 70 districts, completing implementation of District Education Personnel and Asset Management Systems in seven pilot districts each and supporting the dissemination and institutionalization of DBE1 programs through policy development. Based on request from MONE, DBE1 will modify its BOSP methodology to accommodate calculation of costs at the school level to meet Minimum Service Standards (SPM). This will start with a workshop during middle of iv More Effective Decentralized Education Management and Governance

9 January 2011 for DBE1 education finance staff to be followed by implementation in about 70 districts. ADB consultants who developed the new SPM will be invited to collaborate in this effort together with BSNP with whom DBE1 has been working for the past three years. Activity in Aceh in this quarter included ongoing coordination with the AusAIDfunded SEDIA program, completion of commitments under the Aceh Expansion program and consolidation of program outcomes in a number of other regions. 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. With the completion of the Aceh expansion program, every district in this province will have completed BOSP, AKPK, and SIPPK, while 17 districts will have completed Renstra and related governance activities. The AusAID funded SEDIA project will complete Renstra in the remaining six districts with DBE1 support. During the quarter, Renstra preparation work was completed in Aceh Selatan, Aceh Singkil, Subulussalam, Aceh Utara, and Bireuen. The remaining districts will complete their Renstra in the next quarter. 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 the district education office, local Religious Affairs office, district library, district planning board, and schools. The 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. By the end of the quarter, thirteen grants were fully completed and one grant was in the process of completing progress reports, and we expect the last grant to be completed in the next quarter. DBE1 s core strategy is to develop exemplars of good practice in management and governance, both at school and at district level, and to support the dissemination of these to other schools and districts. During this, the final period of project implementation, the focus has shifted to supporting increased dissemination and sustainability. DBE1 plans to identify and strengthen at least six model districts that can serve as a model for each major DBE1 intervention, with the understanding that districts have different levels of capacity so that good models will likely be found in two-three districts in each province. This information will be disseminated to through the DBE website and possibly through MONE period publications. A key strategy for both dissemination and sustainability is to develop service providers who can take over the program, using the manuals and training modules developed under the project, and implement the program in new schools and districts - without further project support. Based on earlier pilots, during the last twelve months, an intensive program was provided to develop the capacity of three service providers: the National University of Makassar (UNM), the private University of Muhammadiyah in Surakarta (UMS) and the National Education University (UPI) in Bandung. In the coming year we plan to increase the number of personnel from each More Effective Decentralized Education Management and Governance v

10 of these service provider institutions. In addition at least two more service providers will be identified, and personnel will be selected and trained. Following the completion of the program in the previous quarter, evaluation workshop will be conducted with each of the initial three service providers. During this quarter DBE1 continued to support the capacity development of four Service Provider personnel in South Sulawesi by involving them in the Soppeng Renstra development process. 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 and working closely with the province to develop a province-wide education planning database (SIPPK). 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 North Sumatra, West Java, Central Java, and South Sulawesi. DBE1 also continues to consult informally with MONE s BEC (Basic Education Capacity) program, supported through a World Bank Trust Fund (BEC-TF), which aims to help the Government of Indonesia to achieve the Millennium Development and Education for All Goals by encouraging good governance in education. BEC-TF plans to assist local government partners to increase their skills in using information in the planning, management, and monitoring of educational governance and service delivery. As a result, some activities which were planned for the use of BEC-TF funds to disseminate DBE1 methodologies commenced this quarter, particularly in Central Java. It will be very strategic if DBE1 is able to collaborate 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. Summary of Selected Achievements Cumulative through December 2010 (Based on Year 6 Deliverables) Activity Target Achievement Schools/madrasah assisted for producing annual plans and budgets 1,068 SD/MI dan 196 SMP/MTs 1,068 SD/MI dan 196 SMP/MTs. Certification of District Facilitators Update of BOSP Dissemination of BOSP to new districts Renstra Not Yet Commenced 50 Not Yet Commenced 45 Not Yet Commenced vi More Effective Decentralized Education Management and Governance

11 Activity Target Achievement Renja 20 Not Yet Commenced DBE1 Contribution To District Policy Development 6 Not Yet Commenced Personal Cost Survey 5 2 Asset Management System 7 7 Personnel Management System 7 2 ICT Grant Disbursed $292,901 (IDR 2,714,749,451) $293,064 (IDR 2,718,224,725) Number of schools disseminating or committed to disseminate DBE1 programs 15,000 13,528 Government and non-government funding dissemination of DBE1 school-level programs N/A $1,921, (IDR 17,296,901,406) Number of districts disseminating DBE1 programs N/A 22 Government and non-government funding for dissemination of DBE1 district-level programs N/A $47,260 (IDR 425,336,100) More Effective Decentralized Education Management and Governance vii

12 Ringkasan Eksekutif Laporan ini meliputi periode Oktober hingga Desember 2010 yang merupakan triwulan ke 23 dari pelaksanaan program. Periode ini merupakan masa transisi. Kegiatan-kegiatan yang menjadi bagian dari kontrak yang sebelumnya telah berakhir pada bulan September Menjawab permintaan USAID, pada bulan Juli RTI International menyerahkan Technical Proposal for Extension of DBE1 yang dijadwalkan berakhir bulan Juni Kontrak baru untuk periode ini telah ditandatangani oleh USAID pada tanggal 10 November Perpanjangan dari program ini berfokus kepada upaya untuk memperkuat perbaikan dan pengembangan yang telah dilakukan dalam manajemen dan tatalayanan pendidikan dasar di kabupaten/kota mitra juga di tingkat nasional dan provinsi. DBE1 juga mengantisipasi adanya perpanjangan kontrak untuk periode Juli hingga Desember 2011 dimana perpanjangan tersebut akan disetujui oleh USAID dalam waktu dekat ini dan penambahan dana akan dapat digunakan pada awal Berdasarkan hal ini, dan juga menunggu finalisasi dari usulan-usulan perpanjangan kontrak, DBE1 tetap melaksanakan kordinasi, perencanaan, dan pelatihan di tingkat provinsi maupun nasional. Hal ini dilakukan untuk menjaga agar pihak terkait tetap siap dan dapat mengakomodasi dan mengantisipasi perpanjangan tersebut. DBE1 juga terus berkordinasi dengan USAID, DBE2 dan DBE3. Dalam periode ini, DBE1 tetap berupaya dalam mendukung diseminasi dan menjaga kesinambungan hasil-hasil kegiatan di tingkat sekolah, kabupaten/kota, provinsi, maupun nasional. Di tingkat provinsi, DBE1 mengadakan pertemuan berkala dengan pemangku kepentingan terkait. Di tingkat nasional, DBE1 bertemu dan berkonsultasi secara teratur dengan Kementerian Pendidikan Nasional dan pemangku kepentingan terkait lainnya termasuk Kementerian Agama dan lembaga donor lainnya. Dalam periode ini, pertemuan dan konsultasi yang dilakukan oleh DBE1 adalah: Multi-Donor Education Sector Working Group yang diketuai oleh Wakil Menteri Pendidikan Nasional. Kelompok ini beranggotakan wakil dari ADB, Bank Dunia, dan wakil senior dari Kemdiknas dan Kemenag. Dalam pertemuan ini, DBE1 memaparkan metodologi BOSP yang telah dikembangkan dan hasil yang dicapai. Bapak Irham dari Dinas Pendidikan Provinsi Aceh juga memaparkan bagaimana hasil dari AKPK dan BOSP menjadi masukan dalam kebijakan pendidikan di Aceh. Sebagai hasil dari pertemuan ini, Wakil Menteri Pendidikan Nasional menanyakan apakah DBE1 akan memperpanjang program atau menambah jumlah kabupaten/kota mitra. Sebagai tindak lanjut dari pertemuan tersebut, DBE1 juga ikut serta dalam pertemuan tingkat tinggi dengan Pemerintah Republik Indonesia yang berjudul Thematic Education Dialogue pada tanggal 17 Desember yang juga diketuai oleh Wakil Menteri Pendidikan. Pertemuan ini juga diikuti oleh wakil senior dari Bappenas, Kementerian Agama, Kementerian viii More Effective Decentralized Education Management and Governance

13 Pendidikan Nasional, dan Kementerian Keuangan dan juga lainnya termasuk wakil dari Kantor Wakil Presiden Republik Indonesia bidang Kesejahteraan Sosial. Kepala dari Kantor Bidang Pendidikan USAID juga ikut serta dalam pertemuan ini bersama-sama dengan wakil dari USAID lainnya. DBE1 diminta untuk melakukan perubahan dalam penghitungan BOSP untuk mengakomodasi upaya penghitungan berdasarkan Standar Pelayanan Minimal (SPM.) DBE1 berencana untuk melakukan hal ini pada awal Januari Sebagai tindak lanjut dari pertemuan yang disebutkan ditas, Sekretaris dari Wakil Presiden Republik Indonesia meminta DBE1 untuk lebih jauh memaparkan upaya-upaya pengembangan kapasitas DBE1 seperti AKPK, BOSP, SIPPK/Renstra, Sistem Manajemen Aset dan Sistem Manajemen Pendidik dan Tenaga Kependidikan. DBE1 juga menunjukkan bagaimana berbagai metodologi ini pada saat dilakukan secara sistematis dan komprehensif menghasilkan kebijakan dan kebiasaan berbasis informasi di sektor penting seperti manajemen sumberdaya manusia dan keuangan. Sebagai hasilnya, DBE1 diminta untuk mempertimbangkan dan mendukung Kantor Wakil Presiden RI dalam upaya mengurangi kemiskinan. DBE1 juga diminta untuk memberikan masukan bagaimana pendekatan DBE1 di tingkat kabupaten dapat digunakan di sektor lainnya, misalnya sektor kesehatan. DBE1 terus berkordinasi dengan Direktorat Pembinaan TK/SD dari Kemdiknas dan juga Mapenda dari Kemenag, AusAID, Bank Dunia, dan tim BOS Nasional dalam merencanakan program nasional untuk pelatihan di tingkat sekolah dasar dan sekolah menengah pertama di semua provinsi. Pelatihan ini dilakukan untuk mendukung pelaporan penggunaan dana BOS oleh sekolah yang juga akan tergabung dalam perencanaan sekolah. DBE1 juga bertemu dengan Pusat Statistik Pendidikan Kemdiknas untuk membicarakan mengenai integrasi SDS ++ di Padatiweb. Bekerjasama dengan DBE1, tim dari Kemdiknas telah memperkenalkan SDS ++ kepada semua kabupaten/kota di Indonesia yang terbagi dalam enam daerah. Sebagai hasilnya, SDS ++ telah dijelaskan kepada kabupaten/kota dalam enam lokakarya daerah yang dilakukan pada bulan Oktober dan November. PSP berencana untuk membiaya diseminasi SDS ++ di 11 kabupaten/kota pada tahun DBE1 juga meneruskan pertemuan dan kordinasi dengan wakil-wakil dari SEDIA untuk menjamin bahwa kedua program terus berkordinasi dengan baik agar dampak dan kesinambungan hasil-hasil dari ke dua program tetap berlangsung. Laporan monitoring ke tujuh telah diserahkan kepada USAID dalam periode ini. Laporan ini menyertakan analisis data di tingkat sekolah maupun kabupaten/kota. Data di tingkat sekolah termasuk data sekolah Kohor 1 dan 2. Data di tingkat kabupaten/kota termasuk data dari berbagai kegiatan yaitu SIPPK, Renstra, BOSP, AKPK dan Governance yang dikumpulkan pada periode Juni-Juli Data yang More Effective Decentralized Education Management and Governance ix

14 terkait dengan ICT, Sistem Manajemen Aset, dan Supervisi Sekolah dikumpulkan pada bulan Agustus Selain pelaporan rutin, DBE1 juga melalukan beberapa studi khusus untuk melihat dampak dari berbagai kegiatan DBE1. Beberapa studi tersebut adalah: 5. Studi dampak pendampingan DBE1 di tingkat sekolah. Studi ini melihat dampak kegiatan DBE1 dalam rencana pengembangan sekolah, rencana kerja tahunan dan anggaran sekolah, kepemimpinan, dan pengembangan kapasitas komite sekolah. Studi ini telah disetujui oleh USAID dan akan diunggah di Development Experience Clearinghouse (DEC) pada awal Januari 2011, 6. Studi mengenai lingkup, mutu, dan dampak dari diseminasi program yang dikembangkan DBE1 yang telah digabungkan dengan laporan yang sama diatas, 7. Studi khusus mengenai bagaimana analisis keuangan dan perencanaan ditingkat kabupaten memberikan masukan dalam pengembangan kebijakan pendidikan di semua tingkat pemerintahan, 8. Studi mengenai proses dan dampak dari inovasi EMIS. Dalam periode ini, DBE1 juga terus melakukan meta analysis dari data yang diperoleh dari SIPPK, AKPK, dan BOSP. Data untuk analisis dikumpulkan dari 25 kabupaten/kota. Selain itu, evaluasi akhir dari program hibah ICT dan penguatan EMIS juga telah dilaksanakan pada periode ini. Hasilnya telah dipaparkan kepada USAID pada tanggal 22 Desember yang lalu. DBE1 juga telah menyerahkan Laporan Tahunan untuk periode Oktober 2009 hingga Desember Laporan ini terfokus kepada hasil dan dampak dari pendampingan DBE1 selama ini karena cakupan laporan adalah tahun terakhir dari kontrak yang lalu. Di tingkat sekolah dan masyarakat, program DBE1 mencakup pengembangan rencana kerja sekolah yang didukung oleh sistem database sekolah yang terkomputerisasi serta penguatan komite sekolah dan kepala sekolah. Kegiatan utama di tingkat sekolah telah diselesaikan beberapa waktu lalu. Kegiatan-kegiatan pada periode ini terfokus kepada upaya untuk mendukung diseminasi melalui kerjasama dengan Kementerian Pendidikan Nasional, Kementerian Agama, dan lembaga donor lainnya. Kegiatan dalam Rencana Kerja yang baru termasuk pelatihan dan sertifikasi fasilitator distrik, mendukung kabupaten/kota dan lembaga lainnya untuk merencanakan dana dan kegiatan diseminasi, mendukung Kementerian Pendidikan Nasional untuk mengembangkan dan melaksanakan strategi Manajemen Berbasis Sekolah dan juga melihat kemungkinan untuk menyertakan Manajemen Berbasis Sekolah (MBS) pada pelatihan pre-service. Untuk diseminasi, target awal adalah 3,000 sekolah yang mendiseminasi paling sedikit satu kegiatan DBE1. Didalam Rencana Kerja yang telah direvisi pada akhir 2009, target tersebut ditambah menjadi 7,000 sekolah. Target baru ini telah tercapai pada tahun Pada akhir September 2010, pada periode dari rencana kerja terdahulu, jumlah target dari sekolah yang mendiseminasi kembali ditingkatkan menjadi 10,000. Dalam rencana kerja terbaru, target jumlah sekolah diseminasi x More Effective Decentralized Education Management and Governance

15 dirubah lagi menjadi 15,000. Hingga Desember 2010, 13,528 sekolah, selain sekolah mitra DBE1 yang berjumlah 1,310 sekolah, telah menyelesaikan paket MBS maupun komponen lainnya dari paket tersebut. Hingga akhir Desember 2010, Rp. 17,296,901,406 telah dialokasikan oleh pemangku kepentingan untuk mendanai diseminasi program MBS yang dikembangkan oleh DBE1. Dari jumlah ini, sekitar Rp. 10 milyar berasal dari APBD dan Rp. 6.4 milyar dari berbagai sumber misalnya dari Kementerian Agama, dana BOS, dan dari lembaga non pemerintah, misalnya Muhammadiyah. Sepanjang triwulan ini, sebagai bentuk jawaban dari permintaan Kemdiknas yang telah disetujui oleh USAID, DBE1 melakukan fungsinya sebagai pihak yang menjaga mutu. Fungsi ini dilakukan dalam memantau program Kemdiknas yang dibiayai oleh Bank Dunia dan AusAID untuk mendiseminasikan rencana pengembangan sekolah dan manajemen keuangan melalui pelatihan berjenjang kepada kepala dan pengawas sekolah di seluruh Indonesia. Dalam kapasitas ini, DBE1 melakukan riviu terhadap materi dan pendekatan yang telah dikembangkan oleh Kemdiknas bersama-sama dengan lembaga donor lainnya. Sisi teknis dan kebijakan dari analisis ini merupakan hal yang rumit. Hal ini sebagian disebabkan karena dalam mengembangkan kebijakan ini, Kemdiknas menggunakan masukan dari berbagai sumber termasuk dari lembaga donor yang berbeda-beda (terutama AusAID, Bank Dunia, dan ADB.) Secara singkat, DBE1 menggunakan Permendiknas 19/2007 sebagai dasar pengembangan rencana kerja sekolah dan juga sistem database sekolah (SDS dan SDS ++ ) Permendiknas ini berdasarkan dari Undang Undang 20/2003 Sisdiknas. Karena itu, sistem database dan model perencanaan menggunakan delapan Standar Nasional Pendidikan (SNP) yang telah diadopsi oleh BSNP sebagai acuan. Pada waktu itu, Standar Pelayanan Minimum (SPM) telah dikeluarkan oleh Kementerian Dalam Negeri untuk manajemen pendidikan di tingkat kabupaten/kota, bukan di tingkat sekolah. Saat ini, pendekatan yang digunakan oleh Kemdiknas menggunakan 13 Standar Pelayanan Minimum yang berasal bukan dari Undang-Undang Pendidikan namun dari Undang-Undang Pemerintahan Daerah yaitu UU 32/2004. Di tingkat kabupaten/kota, DBE1 terlibat dalam kegiatan Survei Biaya Personal, Sistem Manajemen Aset dan Sistem Manajemen Kependidikan dan Tenaga Kependidikan. Dalam triwulan ini, Survey Biaya Personal yang kedua telah dilakukan di Kabupaten Pasuruan, Jawa Timur. Pada bulan November, bekerjasama dengan 10 enumerator, hasil survey telah diverifikasi dan analisis telah diselesaikan oleh DBE1. Setelah selesai melaksanakan program percontohan Sistem Manajemen Aset di Klaten dan melaksanakan Sistem tersebut di Purworejo, kegiatan ini diperkenalkan di lima kabupaten/kota mitra DBE1 lainnya yaitu Aceh Tengah, Tebing Tinggi, Karawang, Nganjuk dan Soppeng, sehingga kini telah ada tujuh kabupaten/kota yang melaksanakan program ini. Sistem Manajemen Aset adalah sistem manajemen berbasis komputer. Hasil dari Sistem ini dapat digunakan oleh dinas pendidikan kabupaten/kota untuk mengetahui apa yang diperlukan, tipe yang diperlukan untuk perawatan, dan untuk gedung sekolah yang mana. Sedangkan Sistem Pendidik dan More Effective Decentralized Education Management and Governance xi

16 Tenaga Kependidikan telah diujicoba di dua kabupaten, Mojokerto dan Purworejo. Metodologi yang digunakan adalah HRISS atau Human Resources Information Support System yang menggunakan Microsoft Excel dan sistem pivoting. HRISS menggabungkan data dari SIPPK, Padati 2009/2010, dan NUPTK HRISS juga menggunakan formula untuk menghitung kebutuhan guru berdasarkan informasi yang ada terkait kelebihan/kekurangan guru SD maupun SMP di kabupaten/kota tersebut. DBE1 juga mendampingi pemangku kepentingan di Wonosobo dan Soppeng dalam mengembangkan Renstra Dinas Pendidikannya. Target baru juga telah ditentukan dalam rencana kerja yang diserahkan kepada USAID pada bulan Desember. Target baru tersebut adalah pemutakhiran BOSP di sekitar 70 kabupaten/kota, penyelesaian pelaksanaan Sistem Manajemen Aset dan Sistem Pendidik dan Tenaga Kependidikan di tujuh kabupaten/kota percontohan. Selain itu, DBE1 juga terus mendukung diseminasi dan pelembagaan dari kegiatankegiatan DBE1 melalui pengembangan kebijakan. Berdasarkan permintaan dari Kemdiknas, DBE1 akan mengubah metodologi BOSP agar penghitungan biaya pada tingkat sekolah akan memenuhi Standar Pelayanan Minimum (SPM.) Hal ini akan dimulai pada pertengahan Januari dengan lokakarya untuk staff DBE1 dibidang keuangan pendidikan. Setelah itu, kegiatan akan dilakukan di 70 kabupaten/kota. Konsultan ADB yang mengembangkan SPM yang baru akan diundang untuk bekerjasama bersama-sama dengan DBE1. Selain itu, DBE1 terus bekerja sama dengan BSNP seperti yang telah dilakukan selama tiga tahun terakhir. Kegiatan di Aceh pada periode ini termasuk kordinasi dengan program SEDIA dan juga penyelesaian dari kegiatan yang termasuk dalam perluasan program DBE1 di Aceh, serta konsolidasi dari hasil-hasil kegiatan di kabupaten/kota mitra binaan di provinsi tersebut. 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. Dengan selesainya pendampingan di kabupaten/kota tesebut, setiap kabupaten/kota akan memiliki hasil BOSP, AKPK dan SIPPK yang lengkap, sementara 17 kabupaten/kota telah menyelesaikan Renstra dan kegiatan lain terkait tatalayanan. SEDIA akan menyelesaikan Renstra di enam kabupaten/kota yang lain dengan dukungan dari DBE1. Pada periode ini, pengembangan Renstra telah dilakukan di Aceh Selatan, Aceh Singkil, Subulussalam, Aceh Utara, dan Bireuen. Kabupaten/kota lainnya akan menyelesaikan proses ini pada triwulan berikut. Dalam tahun pertama pelaksanaan program, DBE1 merancang kompetisi ICT dimana pemenang mendapatkan hibah. Penerima hibah adalah konsorsia yang terdiri dari sektor swasta dan lembaga pemerintah seperti dinas pendidikan kab/kota, kantor kementerian agama, perpustakaan daerah, Bapeda, dan sekolah. Dua kategori dari hibah ini adalah (1) Penggunaan inovasi ICT untuk meningkatkan manajemen pendidikan, dan (2) hibah hotspots pendidikan yang bertujuan untuk memperbaiki akses internet di sekolah, dinas pendidikan, dan di masyarakat pada umumnya. Hingga saat ini, 14 belas hibah telah diberikan, 13 diantaranya telah selesai dan satu program hibah akan diselesaikan pada periode triwulan yang akan datang. xii More Effective Decentralized Education Management and Governance

17 Strategi utama DBE1 adalah mengembangkan contoh dari praktik-praktik yang baik dalam manajemen dan tatalayanan di tingkat sekolah dan kabupaten/kota dan juga untuk mendukung diseminasi dari contoh-contoh tersebut kepada sekolah maupun kabupaten/kota lainnya. Pada periode akhir dari pelaksanaan program, kegiatan DBE1 terfokus kepada upaya untuk mendukung diseminasi dan keberlanjutan program. DBE1 berencana untuk mengidentifikasi dan mengembangkan paling sedikit enam kabupaten/kota model yang dapat berfungsi sebagai model untuk setiap bentuk kegiatan DBE1. Karena kabupaten/kota memiliki kapasitas yang berbeda-beda, model kegiatan DBE1 yang baik dapat ditemukan di dua atau tiga kabupaten/kota di setiap provinsi mitra. Informasi mengenai hal ini akan didiseminasikan melalui situs DBE dan direncanakan melalui Kemdiknas. Strategi kunci untuk mendukung diseminasi maupun kesinambungan program adalah dengan mengembangkan service provider yang dapat meneruskan program, dengan menggunakan pedoman dan modul pelatihan yang telah dikembangkan oleh DBE1. Service provider kemudian melaksanakan program di sekolah dan kabupaten/kota baru tanpa bantuan dari DBE1. Dalam 12 bulan terakhir, DBE1 telah berupaya secara intensif untuk mengembangkan kapasitas dari tiga service provider: Universitas Negeri Makassar, Universitas Muhammadiyah Surakarta, dan Universitas Pendidikan Indonesia di Bandung. Dalam tahun ini, DBE1 berencana untuk menambah jumlah peserta dari setiap insitusi service provide tersebut. Paling sedikit dua orang tambahan akan dipilih dan dilatih oleh DBE1. Sebagai tindak lanjut dari selesainya pelaksanaan kegiatan pada periode lalu, DBE1 juga akan mengevaluasi ke tiga service provider tersebut. Pada triwulan ini, DBE1 mendukung pengembangan kapasitas empat orang dari Sulawesi Selatan dengan melibatkan mereka dalam proses pengembangan Renstra di Soppeng. Di daerah-daerah dimana DBE1 mendapatkan tanggapan yang baik, DBE1 meneruskan pendekatan bersama-sama dengan lembaga donor lainnya. Di Aceh, kordinasi dilakukan dengan SEDIA dan kerjsama dilakukan dengan Provinsi Aceh untuk mendukung pengembangan database tingkat provinsi (SIPPK.) Di Jawa Timur, DBE1 mengembangkan beberapa kebijakan pendidikan yang disebut dengan Inova. Selain itu, konsultasi dan perencanaan terus dilakukan di Sumatera Utara, Jawa Barat, Jawa Tengah, dan Sulawesi Selatan. DBE1 juga terus melakukan konsultasi secara informal dengan program Basic Education Capacity-Trust Fund (BEC-TF) yang didanai oleh Bank Dunia. BEC-TF bertujuan untuk mendukung Pemerintah Republik Indonesia mencapai Millenium Development and Education for All Goals dengan mengembangkan tatalayanan sektor pendidikan yang baik. BEC-TF berencana untuk mendampingi pemangku kepentingan lokal dan mengembangkan keahlian mereka dalam menggunakan informasi dalam perencanaan dan manajemen sektor pendidikan. Pemangku kepentingan diharapkan juga dapat menggunakan informasi terkait dalam memantau tatalayanan sektor pendidikan maupun menyampaikan layanan sektor pendidikan secara baik. Sebagai hasilnya, sebagian dana dari BEC-TF digunakan untuk mendukung diseminasi kegiatan dari DBE1, terutama di Jawa Tengah. More Effective Decentralized Education Management and Governance xiii

18 Kerjasama DBE1 dengan pemangku kepentingan di tingkat nasional, di tingkat provinsi, dengan service provider dan lembaga donor lainnya merupakan suatu hal yang strategis. Dengan demikian, DBE1 dapat terus berupaya untuk memantau pencapaian hasil dari pelaksanaan berbagai kegiatan DBE1 di kabupaten/kota mitra dan perkembangan diseminasi yang tengah berjalan serta menjaga kesinambungan dari kegiatan-kegiatan tersebut setelah masa kerja DBE1 berakhir. Ringkasan Pencapaian Hasil DBE1 Hingga Desember 2010 (Berdasarkan Deliverables Tahun Ke 6) Kegiatan Target Pencapaian Schools/madrasah yang dilatih dan didampingi dalam mengembangkan rencana tahunan dan anggaran 1,068 SD/MI dan 196 SMP/MTs 1,068 SD/MI dan 196 SMP/MTs. Sertifikasi Fasilitator Distrik Pemutakhiran BOSP Disseminasi BOSP di kabupaten/kota baru Renstra Belum Dilaksanakan 50 Belum Dilaksanakan 45 Belum Dilaksanakan Renja 20 Belum Dilaksanakan Kontribusi DBE1 dalam pengembangan kebijakan kabupaten/kota 6 Belum Dilaksanakan Survei Biaya Personal 5 2 Sistem Manjemen Aset 7 7 Sistem Manajemen Pendidik dan Tenaga Kependidikan 7 2 Hibah ICT yang telah dibayarkan $292,901 (IDR 2,714,749,451) $293,064 (IDR 2,718,224,725) Jumlah sekolah yang ikut serta atau telah memberikan komitmennya untuk ikut serta dalam diseminasi program DBE1. 15,000 13,528 Dana yang telah direalisasikan oleh pemerintah kabupaten/kota, sekolah, dan yayasan untuk ikut serta dalam diseminasi program DBE1. N/A $1,921, (IDR 17,296,901,406) Jumlah kabupaten/kota yang telah mendiseminasi program DBE1 N/A 22 xiv More Effective Decentralized Education Management and Governance

19 Kegiatan Target Pencapaian Dana yang telah direalisasikan oleh pemerintah dan non-pemerintah dalam diseminasi program DBE1 N/A $47,260 (IDR 425,336,100) More Effective Decentralized Education Management and Governance xv

20

21 1. Project Management and Coordination This report covers the period October through December This quarter was a period of transition. Activity under the previous contract ended in September In response to requests from USAID, in July RTI International submitted a Technical Proposal for Extension of DBE1 through until the end of June A new contract to cover this period was issued on November 10, This extension to the project focuses on further consolidating the improvements made to management and governance of basic education in target districts and at province and national levels. It is anticipated that a second extension for the period July December 2011 will be approved in the near future and that the increased funding will be available to be utilized early in With this in mind, and pending finalization of arrangements for the two proposed extensions, ongoing coordination, planning and training meetings were held this quarter at provincial and national levels to ensure that project management is responsive and to accommodate and anticipate these extensions to the project. Coordination with our partners in USAID, DBE2 and DBE3 is ongoing at all levels. The focus on supporting dissemination and ensuring the sustainability of outcomes continues. In order to support sustainability at the school and district levels and encourage take up (dissemination/replication) of DBE1 approaches at the national and provincial levels we continued to maintain a high level of engagement with provincial and national stakeholders throughout the quarter. This was achieved in several ways, including holding occasional meetings in provinces and ongoing consultations with MONE and with other relevant national stakeholders including MORA and other donors. During the previous two quarters DBE1 closed out the program in districts and held workshops in provinces to report on project outcomes and encourage sustainability. All district offices were closed in June. Contracts for district coordinators and all but a few provincial specialists and support staff were completed in the previous quarter along with those for three provincial coordinators and a small number of Jakartabased specialists. The provincial office for the Aceh Expansion program was closed during the quarter. DBE1 provincial offices moved to smaller locations, except for the offices in Aceh and North Sumatra. The central office in Jakarta continued to operate throughout this quarter and a presence in provinces was retained pending confirmation of the extension of the program into Following approval for the first extension (through June 2011) and ongoing consultations regarding the second extension (through December 2011) an initial round of recruitment to re-engage a number of field personnel under short term technical assistance contracts (STTA) commenced during the quarter. Staffing will be expanded during the next quarter. More Effective Decentralized Education Management and Governance 1

22 Project Management & Coordination Goals for Ensure internal and external communication and coordination is timely and responsive Study impact and sustainability and produce policy papers Consult and share lessons learnt with provincial, national & international stakeholders Continue to manage and improve Project Data Management System (PDMS) Anticipating finalization of a contract to cover the second extension, a draft work plan was prepared and submitted to USAID in December This report is structured on the basis of this work plan. The work plan incorporates new goals and activities associated with the extension of the project initially until the end of June 2011 and subsequently until end of December The underlying objective is to maintain the continuity of program presence in the field pending finalization of plans for a new project in basic education while further increasing sustainability and supporting dissemination. This extension gives DBE1 an important opportunity to really consolidate the gains made, in target districts and provinces, through dissemination to new areas, and at the national level through policy dialogue. Such opportunities are rarely available within the short-cycle of deliverable-driven projects. DBE1 will thus focus on consolidating results achieved in the first five and a half years of project implementation. Priority is given to advocating and assisting DBE district and provincial governments to provide funding for dissemination of DBE1 programs. The main focus during this quarter has been to maintain the continuity of program presence in the field in the short-term during this transition period, and at the same time support a limited number of ongoing dissemination efforts, pending finalization of plans for the project extensions and approval of the associated work plan. 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. Meeting with the Deputy Minister of National Education and Education Sector Working Group Following similar meetings in previous quarters, DBE1 attended a meeting this quarter with the multi-donor Education Sector Working Group this quarter, chaired by the Deputy Minister of Education. This group included representatives of ADB, the World Bank and senior officials from MONE and MORA. In response to requests from the Deputy Minister, the ADB gave a presentation of minimum service standards in education, the World Bank gave a presentation on the 2 More Effective Decentralized Education Management and Governance

23 macro view of education budgeting and DBE1 gave a presentation on the BOSP methodology and results. Bpk Irhan from Aceh also gave a presentation on the policy outcomes of DBE1 methodologies AKPK and BOSP in Aceh. As a result of this meeting, the Deputy Minister of Education asked that DBE1 work be continued and if possible expanded. That meeting also resulted in a follow up meeting described below. Meeting with the Deputy Minister of National Education and Thematic Education Dialogue Following on from the above meeting, DBE1 attended a high level meeting with the Indonesian Government s Thematic Education Dialogue group on December 17th, again chaired by the Deputy Minister of Education. Also in attendance were senior officials from Bappenas, MOHA, MONE and MOF and others including the Deputy for Social Welfare from the Office of the Vice President R.I. The Head of USAID s Education office was also in attendance along with other USAID representatives. We presented our work on BOSP which was similar to the presentation for the Education Sector Working Group. The response to DBE1 s presentation was very articulate and positive. DBE1 was requested to modify its BOSP materials to also accommodate costing for meeting Minimum Service Stardards. We intend to take this up in early January Meeting with Secretariate of the National Team for the Acceleration of Poverty Reduction of the Office of the Vice President RI As follow up to the meeting described above, the Secretary to the Vice President requested us to present our major capacity development tools at a meeting on December 27, USAID Mission Director and ms. Mimy santika of USAID also attended. DBE1 presented our district level interventions (AKPK, BOSP, SIPPK/Renstra, Asset Management and Personnel Management) showing how these methodologies, when systematically and comprehensively implemented, produce information-based policy and practice in key areas such as personnel management and financing. As a result DBE1 has been asked to consider providing support to the Office of the Vice President, particularly in the area of Poverty Reduction, on how DBE s district level methodologies could be adapted for use in other sectors such as health. 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. Cascade training for national level Master Trainers, and subsequently province-level facilitators, commenced late September. School level training (school principals, More Effective Decentralized Education Management and Governance 3

24 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. During this quarter DBE1 conducted a thorough analysis of policy and materials related to BOS training and revised the DBE1 RKS manual in line with the new approach. This analysis is reported below in Chapter 2 of this report. Consultations with MONE on EMIS Consultations continued this quarter. A coordination meeting took place between DBE1 and MONE s education statisticts center (PSP) in Jakarta during first week of October. As a result a Training of Trainers activity for Wali Padatiweb was conducted later in the month. A second Jakarta meeting was held prior to this training, which was held in the third week of October in Bandung. As a result, the team responsible for managing MONE s web-based network, Padatiweb, have been introduced to DBE1 s EMIS strengthening with SDS++. Working together with DBE1, this team followed up by introducting the program to all districts in Indonesia (divided into six regions). As a result, the SDS++ has now explained to districts in six regional workshops conducted in October-November. PSP intends to fund dissemination of SDS++ in 11 districts in If this is carried out, DBE1 will provide technical supervision. 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. A description of the ongoing collaboration between DBE1, the Province of Aceh, and SEDIA is included later in this report. Anticipated Next Steps DBE1 will continue to work closely with the various GOI departments and non-government stakeholders to strengthen implementation, dissemination and sustainability of core programs and support policy development at all levels Ongoing efforts to promote donor harmonization and the adoption or adaptation of DBE1 programs and approaches by other donors will include further meetings with the World Bank, AusAID and multi-donor groups. 1.2 Monitoring, Evaluation, and Reporting (Task 2 and 3) During the five years of DBE1 assistance to schools and districts, DBE1 has completed nine routine monitoring reports (Baseline Edition 1 and 2 plus Monitoring 4 More Effective Decentralized Education Management and Governance

25 Progress Reports 1-7). The final report (the seventh monitoring progress report) was submitted to USAID this quarter. This report contains analysis of 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 In addition to routine monitoring of project performance indicators, DBE1 has also conducted a number of special studies to better determine the impact of DBE1 programs. This included: 1. studies on the impact of school level interventions: school development planning (RKS), annual planning and budgeting (RKT/RKAS), leadership and school committee training); this has been approved by USAID and will be uploaded to DEC in early January a study on the extent, quality and impact of dissemination/replication of DBE1 interventions, which has been incorporated into a single report with the above, and 3. special studies on DBE1 district level planning and financial analyses to provide inputs for education policy at all levels of government, and 4. a study on the process and impact of EMIS innovations. The impact of school based management interventions DBE1 submitted a major report on the findings of a series of studies into the impact and dissemination of school and community level interventions earlier this year. An initial study on replication was submitted to USAID in October 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 which was revised during the April to June period. This report was submitted to USAID earlier in the year and has been revised to incorporate USAID inputs and is being edited for final publication by RTI in North Carolina. In addition, based on the findings of these impact studies, a paper was drafted during the last quarter for submission to the international Journal for Development Effectiveness. Following initial feedback from the editor, the article was revised and resubmitted this quarter. In this quarter DBE1 also produced a research brief, based on the impact study. This brief will be finalized and published in English and Indonesian for use in policy discussions in the new year. Key points are that the DBE1 approach has successfully supported the implementation of school-based management in Indonesian schools, and that this success is due to the following factors: More Effective Decentralized Education Management and Governance 5

26 1. The program was school-based and involved all members of the school community: the principal, teachers, staff, parents and community members. 2. Training was provided on-site in school clusters. 3. Training was ongoing and included mentoring in schools to support implementation; one-off training events rarely result in successful reform. 4. The project worked with and strengthened local systems and institutions. 5. The program was firmly and explicitly based on government policy. 6. Technical assistance rather than funding was provided. 7. The program was manageable and affordable for local partners. 8. Commitment was built at provincial and district level. The impact of district level interventions Data collection for the district level impact study was carried out in the previous quarters. Initial analysis was completed this quarter. Further analysis is required before the report is finalized and submitted to USAID in the next quarter. Initial findings show that the BOSP program has improved the capacity of District Education Offices, schools and teachers in calculating the school s operational needs per year, whereas prior to the DBE1 intervention, schools and the District Education Offices have never made this calculation. The results of BOSP calculations in all DBE1- targeted districts indicate that BOS fund are insufficient for school operational costs. As a result of this, BOSP has resulted in a number of districts and provinces providing additional BOS funds known as Regional BOS (BOS Daerah), Similarly, the AKPK program has improved the capacity of District Education Offices to conduct analysis on the amount and utilization of education funds. The AKPK has also resulted in the preparation of more rational and efficient Education Strategic Plans in many districts. Prior to DBE1 intervention, District Education Strategic Plans (renstra) were typically prepared by a small group of staff and officials, and as a result, most personnel in the Education Office were not aware of the activity or of the resulting plan. In addition, renstra were typically not based on a district education profile. In fact, in several districts, the renstra was prepared by the external parties. As a result of the DBE1 intervention, this is no longer the case in target districts. Renstra are prepared through a consultative and information-based process and are disseminated to key stakeholders through a process of public consultation, resulting often in important policy discussion. At the final phase of preparing BOSP, AKPK and renstra (the public consultation phase or the dissemination of the results of these programs), education stakeholders in the district have always been involved, including media, CSOs, the Education Board and local parliament (DPRD). The results of structured interviews with education stakeholders verify that stakeholder involvement in the management and governance of education increased in districts as 6 More Effective Decentralized Education Management and Governance

27 a result of DBE1 interventions (BOSP, AKPK, SIPPK and renstra). Representatives of executive government such as the District Education Office, Bappeda, teachers, legislative (DPRD) as well as other stakeholders such as the District Education Board, CSOs and the media all agree that DBE1 has successfully improved their capacity in calculating the budget and the amount of educational funds, the ideal operational cost for each level of education, as well as the preparation of a more rational budget. A serious obstacle to the sustainability of outcomes encountered is the frequency with which key district personnel are transferred. The large number of transfers to other divisions, the limited number of skilled staff, as well as the lack of transfer of skills to other staff results in a limited internalization of DBE1 s programs at the district level. Because of this and other factors, we believe that training a group of service providers primarily from universities would be available to assist districts in the future. 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. The study is expected be finalized in the new year and shared with GOI and other stakeholders. ICT Grants and EMIS Strengthening Evaluation A final evaluation of the ICT Grants and EMIS Strengthening programs was completed in this quarter. The results were presented to USAID on 22 nd December The final Report will be submitted in the next quarter. Annual Report In this quarter DBE1 submitted an Annual Report for the year October 2009 until September As this was the final year under the previously modified contract, the report focused on project outcomes and impact. Table 1.1 Monitoring, Evaluation and Reporting Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Special study on implementation & impact of DBE1 school development planning Special study on implementation & quality of dissemination programs Special study on implementation & impact of district level programs 1 report Mar 10 Completed Prepared Research Brief 2 reports Apr 10 Completed Prepared Research Brief 2 reports Oct 10 Analysis First draft of report prepared Complete Research Brief Complete Research Brief Submit final Report More Effective Decentralized Education Management and Governance 7

28 Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Prepare Policy Brief Implementation & impact of DBE1 ICT grants program Annual Dec 10 Completed Report Presented Submit final Report Prepare Policy Brief Anticipated Next Steps Complete Research Brief on school level impact study. Finalize initial report on data analysis for meta-study for review by USAID. Prepare Policy Brief on district level impact study. Submit Final ICT Report. Prepare Policy Brief on ICT impact study. 1.3 Project Data Management System (PDMS) (Task 4) Minor data updating was made during the quarter. Provincial staff continued to periodically upload data on implementation of DBE1 activities and dissemination results. Table 1.2 Progress in Managing PDMS ( ) Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Continue to update data Produce reports on data and analysis - Routine Routine Routine Routine - Routine Routine Routine Routine Anticipated Next Steps Continuous maintenance on PDMS functionalities and features. 8 More Effective Decentralized Education Management and Governance

29 2. Dissemination of School-Based Management DBE1 works at both school / community and at district levels to improve the management and governance of basic education. At the school and community level the program includes school development planning (Rencana Kerja Sekolah or RKS) supported by a computerized school data-base (SDS), and strengthening of the role of school committees and principals as school leaders. The core activity at school and community level was completed some time ago. Focus in this quarter was on supporting further dissemination through collaboration with MONE, MORA and other donors. Activities in the new workplan include training and certification of district facilitators, assisting districts (and other agencies) to plan, budget and implement dissemination programs, assisting MONE to develop and implement School-Based Management (SBM) strategy, and exploring the possibility of including school-based management in pre-service training. School-Based Management Dissemination Goals ( ) Support the dissemination of school-based management to new districts, subdistricts, schools and madrasah Increase the number of well-trained and certified district facilitators Support MONE in the development and implementation of a SBM dissemination approach Explore the possibility of including school-based management in pre-service teacher training 2.1 Disseminating DBE1 School level Programs (Task 5) In the previous year DBE1 closed out activity in districts including assistance to schools and districts as well as other organizations to disseminate DBE1 school level programs. In this quarter, activity was limited somewhat due to the uncertainty as the ongoing scope and scale of the project. Notwithstanding this, important school level dissemination activities took place in districts in this period. The data reported below is actual implementation, not planning data (tracked separately in PDMS). The original target for dissemination was 3,000 schools that disseminate at least one DBE1 program. In the workplan revised late 2009, the target was increased to 7,000. This revised target was already exceeded in By the end of September 2010, the period of the previous workplan, the number of dissemination schools had increased to over 10,000. Under the new workplan, the target is revised up to 15,000. More Effective Decentralized Education Management and Governance 9

30 Table 2.1 Achievements against 2011 targets for disseminating school-based management Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Advanced training for District Facilitators 500 March 11 NA - Complete School based management programs disseminated 15,000 schools Dec 11 13,528 2,704 Ongoing Certification of District Facilitators 400 Dec Ongoing Through the end of December 2010, Rp.17,296, , billion, or approximately $1.9 million, 1 has been allocated from counterpart budgets for dissemination of DBE1 school-based management programs. Of this amount, Rp. 10 billion came from annual district budgets (APBD) and the remainder, Rp. 6.4 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). In this quarter, Cimahi District Government decided to disseminate DBE1 programs for school level and start with a pilot project in 21 schools. DBE1 covered costs related to training of facilitators while the District Government provided personnel to support the training sessions. DBE1 school-based management programs have now been disseminated in 62 districts. Table 2.2, below, indicates the number of schools which have participated in dissemination programs to implement DBE1 methodologies using funds from APBD and other sources. Table 2.2 Number of schools implementing DBE1 programs under dissemination (Head Count) at December 2010 Province APBD Other funds (BOS.non-government foundations. MORA etc) Number Of School Combination (APBD and Other Funds) DBE1 2 Aceh North Sumatra Banten West Java ,180 Total 1 Using a nominal exchange rate of Rp9,000 = $1 2 In Cimahi, West Java, District Government requested DBE1 assistance to train 21 schools as part of leadership and committee members capacity building dissemination. DBE1 shouldered the training costs while District Government provided personnel to support the training. 10 More Effective Decentralized Education Management and Governance

31 Central Java 618 4, ,330 East Java 1,919 1,776 1,322 5,017 South Sulawesi Total 4,207 7,692 1, ,528 Table 2.3 below provides a summary of dissemination funding and programs to date. Based on project data available at this time, and using the assumption that on average four participants per school attended training activities, it can be projected that some 54,112 persons have been trained in dissemination programs. These are all programs which were funded by schools, local governments and non-government agencies and have been budgeted, planned and implemented as a result of the DBE1 initiative. Table 2.3 Summary of Dissemination Effort to December 2010 Period Cumulative Number of Schools Districts Budget (Rp) Participants December , ,296,901,406 54,112 As a result of this substantial effort, these 13,528 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 2.4 Types of School Disseminating DBE1 Programs (Dec 2010) Province Elementary (SD/MI) Junior Secondary (SMP/MTS) Senior Secondary (SMA/MA) Aceh North Sumatra Banten West Java 1, ,180 Central Java 4, ,330 East Java 4, ,017 South Sulawesi Grand Total 11,775 1, ,528 Total In many cases these schools have also participated in the dissemination of programs to improve quality of teaching and learning (DBE2 or DBE3 programs). While it is not possible to say with certainty on the basis of this quantitative data alone, based on the qualitative case studies conducted in 2010 it is reasonable to suggest that this dissemination effort is contributing in a significant way to the improvement of 3 Assuming four participants per school. More Effective Decentralized Education Management and Governance 11

32 schooling for many. This means that over 2.9 million Indonesian children have benefited from the dissemination programs to date. 4 This is in addition to the 340,000 children who have benefited from the program in target schools. 5 The table below shows the level of commitment from counterpart funding agencies to dissemination in each year in each province, 2006 to There are three categories of dissemination identified: district-funded (APBD) and non-district funded dissemination programs. The first of these covers all programs planned and funded under the district budget (APBD). The second category includes dissemination programs funded by non-government school networks such as the Islamic organization, Muhammadiyah, together with programs for madrasah funded by the Department of Religious Affairs, and programs funded by the schools themselves, often working together in school clusters (gugus) under the leadership of local subdistrict education officials. The final category is dissemination activities supported by DBE1. As described previously, DBE1 covered costs of Training of Trainers to support school level programs dissemination in 21 schools in Cimahi District.The District Government plans to disseminate to more schools in the future. Table 2.5 Summary of School Level Dissemination Programs to end of December 2010 (Program Realization) Funding Sources and Number of Schools Province 2006 Number of Districts District budgets (APBD) Rp No. of schools Other funds (BOS.nongovernment foundations. MORA etc) No. of Rp schools Rp DBE1 No. of schools South Sulawesi 1 129,000, National Total ,000, North Sumatra 4 462,000, ,000, West Java 1 100,000, Central Java 2 300,000, East Java 4 408,000, ,000, South Sulawesi 2 144,000, Extrapolating from the number of schools which have participated in dissemination programs we can say that approximately 2,922,048 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 junior- and senior-secondary level the real figure should be somewhat higher. 5 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. 12 More Effective Decentralized Education Management and Governance

33 Funding Sources and Number of Schools Province National Total Number of Districts District budgets (APBD) Rp No. of schools Other funds (BOS.nongovernment foundations. MORA etc) No. of Rp schools Rp DBE1 No. of schools 13 1,414,000, ,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, Aceh 1 20,925, North Sumatra 3 189,334, ,640, Banten 1 9,000, West Java 4 30,000, ,750, ,522, Central Java 14 78,125, ,369,241,576 2,899 East Java 7 401,652, ,946,000 1,184 South Sulawesi 3 87,693, ,400, National Total ,804, ,015,902,576 5,028 76,522, Grand Total 62 10,757,633,280 5,815 6,462,745,576 9,300 76,522, 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. More Effective Decentralized Education Management and Governance 13

34 Notwithstanding the fact that DBE1 formally closed out activity in districts in June 2010, making it initially somewhat difficult to monitor or support district activities, a significant amount of dissemination took place in this reporting period. As illustrated below, school-based management methodologies were disseminated to some 2,704 schools and madrasah this quarter. North Sumatra Participants developed their RKS together in Sibolga In October, 14 schools and madrasah from four sub districts in Sibolga prepared RKS using DBE1 methodology. This activity was funded by the District of Sibolga annual budget at a cost of Rp. 89,334,000. Each of the participating schools sent four representatives to take part as members of the school development plan working groups (KK-RKS). With the completion of this activity, all 60 elementary schools in Sibolga have now been trained in RKS/M development process. The former DBE1 District Coordinator for Sibolga was hired by the Education Office to manage this process and provide the training together with four DBE1-trained District Facilitators. This ensured that the training process followed the methodology and steps recommended by DBE1. Between the training sessions, facilitators mentored the schools to develop further their school plans. As a result of this process, it became apparent to the Education Office that School Committee members still had little knowledge about their roles and functions and in consequence their contribution to the school plan development process was rather limited. Consequently, the development of 2011 annual school plans will start with training for all school committee members who will be involved in the process. The Office also decided that facilitators should also be involved in this process. To support these decisions, DBE1 plans to provide a refresher course for these district facilitators. Tanjungbalai City also ran a program to disseminate RKS this quarter in 23 state elementary schools located in five sub-districts: Tanjungbalai Selatan, Teluk Nibung, Tanjungbalai Utara, Datuk Bandar Timur dan Sei Tualang. Funding from the 2010 district budget (APBD) amounted to Rp (Note, no significant school level dissemination activities were reported in Aceh this quarter, where the effort was focused on completing renstra in all districts and participating in province level consultations and activities.) 14 More Effective Decentralized Education Management and Governance

35 West Java School Database System (SDS ++ ) After taking part in regular DBE1 programs as one of the Cohort 1 districts, Sukabumi District Government decided to disseminate SDS ++ to the rest of its elementary schools-- a total of 1,157 public and private schools. The dissemination process started in September 2010 and is expected to last until March During the September to November period a total of 450 schools have been trained. Training sessions were managed by sub-district education offices and principals working groups and were financially supported by the schools. Each school contributed Rp. 500,000 for the whole process. Participants in the training included principals, treasurers, and school computer operators. At the beginning of the dissemination process, DBE1 provided a resource person for four training sessions. Subsequently, the former DBE1 District Coordinator for Sukabumi took over and, together with the Head of the Principals Working Group (who was trained by DBE1 as facilitator for 2010 BOS program implementation) and operators of MONE s Information System at sub-district level, trained the participants. Participants in the training sessions reported that SDS ++ was particularly helpful as schools can use the system s many products. For example, schools need to complete their Individual School Form and send the information to the Sub-District Education Office on regular basis. Because SDS ++ produces this form, schools no longer need to complete the task manually. In general, the training process ran smoothly because most of the participants were school computer operators. Also as a result of these training sessions, representatives of sub-district education offices realized that they also need to know how to use SDS ++. As a result, the District Education Office plans to allocate part of its 2011 budget for SDS ++ training for 49 sub-district education offices representatives. School Committee Strengthening As part of Cimahi District s plan to disseminate the DBE1 program for school committee strengthening, the Cimahi Education Office began by conducting a pilot project this quarter in 21 schools. This pilot project took place in three sub-districts (Cimahi Utara, Cimahi Tengah, and Cimahi Selatan) and included three steps: 1. Selection of facilitators by the Education Office. From the total of 14 Kindergarten/Elementary School supervisors in the district, 12 were selected. 2. Training of these facilitators by DBE1. 3. Training of schools by the facilitators. At this stage, the level of DBE1 involvement was quite minimal; DBE1 only monitored the training sessions. DBE1 completed training of facilitators in October. As the Facilitators needed to learn many different training modules and had limited time to do so, they decided to continue studying the remaining training materials on their own. More Effective Decentralized Education Management and Governance 15

36 In November these facilitators conducted the first phase of training for the 21 schools. The parallel training sessions, conducted in three different sub-districts, were attended by principals, teachers, and committee members. The Cimahi facilitators working with facilitators from Karawang, Sukabumi, and Garut (one person from each district) took charge of the training process. Topics in the training included an introduction to the roles and functions of a committee, gender, establishing a committee, representation, and other matters such as organization of a committee. In December the second phase training was conducted for these 21 schools. Unfortunately the number of participants frequently changed from one day to another. For example, in North Cimahi, the first day of training was attended by 24 people, the second day by 31, and the third day by 24 people again. This occurred because of a clash with another program run by the Cimahi Education Council. These sessions were facilitated by facilitators from Cimahi, as well as one facilitator from Karawang and two from Sukabumi. Participants in these sessions learned about the importance of participation, transparency, and accountability. They were also trained in topics such as partnerships with other institutions and the identifications of alternative resources that can be used to support school activities. Phase 3 training was conducted at the end of December. The training sessions continued to take place at the same time in three locations. A total of four facilitators (one from Cimahi, two from Sukabumi, and one from Garut) assisted the activities. Some of the lessons learned from these training sessions are as follows: Cimahi Facilitators knew the training materials. However, their facilitation techniques need to be improved to maintain participants interest and involvement in the training process.. Because most of the participants were not familiar with the roles and functions of school committee, these training sessions were very helpful for them. The selection of venues to conduct training was crucial. Some of these sessions were carried out in places that were quite noisy, making it more difficult for the participants to concentrate. As a result of the limited number of DBE1 personnel, monitoring could only be conducted in a few training places. Leadership The Cimahi District Education Office also plans to disseminate the DBE1 program to improve the capacity of principals and started the program with a pilot project for 21 schools. The process commenced with Training of Trainers by DBE1 for Cimahi facilitators on October 12 and 13. Because the topics in this training were relatively new for facilitators, they felt that the two-day training was not sufficient and decided to continue familiarizing themselves with the materials even after the TOT session was completed. These facilitators then participated in on-the-job training on October 18 and 19 by training principals from the 21 piloted schools. DBE1 maintained a low level of involvement in these activities. In addition to providing inputs regarding event preparation, DBE1 monitored the training sessions. 16 More Effective Decentralized Education Management and Governance

37 School Operational Grant (BOS) Recording and Reporting In addition to disseminating SDS ++ throughout the district, the Sukabumi District Government also plans to train a total of 1,157 elementary and 210 junior secondary schools to use the DBE1-developed software for recording and reporting activities related to BOS. By using this software, schools are now able to input data and produce reports digitally. Further, because schools are able to complete these tasks in a much shorter time they now can use their time to concentrate more on teaching and learning activities. Representatives of sub-district education offices, seeing the benefits of this software, also requested the Education Office to allocate a budget to support training for 49 Sub-District Education Office in The District of Karawang allocated Rp. 75,000,000 from its 2010 budget to support training in November of 35 junior secondary schools (SMPN). DBE1 helped facilitate the training for participants including principals, school BOS treasurers, and computer operators. Because the participants experienced the benefits of the program first hand, they requested that the Education Office use DBE1-developed training materials and Former DBE1 Coordinator for Karawang methodology as part of Karawang District assisted BOS reporting training Technical Workshop (Bimbingan Teknis or Bintek) on BOS. Responding to this request, the Karawang BOS Manager requested that DBE1 train a further 30 representatives of the Education Office during the first quarter of The District of Karawang plans that these representatives will subsequently train the remaining 1,122 SD/MI and 54 SMPN in the area. Central Java A significant amount of dissemination took place in Central Java and Yogyakarta this quarter, some of it funded by districts through annual budgets (APBD) and some from funds provided through the World Bank s Basic Education Capacity Trust Fund (BEC-TF). School Planning (RKS/RKT/RKAS) The following dissemination activities took place in this reporting period: RKS/RKT and RKAS training in Sragen District from October 5 to 8, participated by 132 representatives from 44 schools. The District used Rp. 78,717,776 from BEC-TF budget to support this activity. RKT training in Yogyakarta Municipality from October 13 to 14. A total 45 people from 15 Madrasah (2 MI, 7 MTs, and 6 MA) and three madrasah supervisors took part. The Municipality allocated Rp. 10,000,000 from its 2010 budget to support the training. More Effective Decentralized Education Management and Governance 17

38 RKS/RKT and RKAS training in Demak District from October 20 to 29. Because these sessions were attended by 392 schools (113 SD, 70 SMP, 106 MTs, and 106 MI) and each school sent 2-3 people, the training activities were carried out in two locations. To ensure that all participants received adequate attention during the training, training sessions were divided to eight where each session consisted of two classes. Each class was facilitated by one local facilitator and either the former DBE1 Coordinator from Demak or a former One of the facilitators in RKS/RKT training in Demak DBE1 Specialist. A budget of Rp. 140,872,000 was allocated from funds of BEC-TF. RKS/RKT and RKAS training in Blora District from October 28 to 30. A total of 280 people from 70 schools took part. District Government used BEC-TF funds to cover the activity cost of Rp. 66,800,000. School Database System (SDS) A total of 100 people from 100 schools were trained in SDS from October 12 and 13 in Sragen District. The District Government used funds allocated by BEC-TF (Rp. 47,932,000) to support this activity. School Committee Strengthening The Blora District Education Office also used a part of its funds from BEC-TF (Rp. 52,800,000) to support capacity building for its school committee members. The training was held from November 1 to 3. A total of 254 people from 127 schools and madrasah participated. Topics in the training included self assessment, roles and functions of school committee members, and how to develop committee work plan. Leadership Training In addition to RKS/RKT and RKAS training in Demak, training for principals was carried out from October 18 to 28. Principals participated from 850 schools (568 SD, 70 SMP, 106 MTs, and 106 MI.) Because of the high number of participants, there were nine training sessions where each session was attended by two groups of 40 to 18 More Effective Decentralized Education Management and Governance

39 45 people per group. The activity cost of Rp. 200,204,550 was covered by funds from BEC-TF. School Operational Grant (BOS) Recording and Reporting In Blora, from November 4 to 10, a total of 140 schools were trained to use DBE1- developed software for recording and reporting activities related to the School Operational Grant (Bantuan Operasional Sekolah or BOS.) These schools learned about school administration and finance management based on 2010 BOS. The District used Rp. 99,000,000 from BEC-TF to support the training. In Wonosobo, a similar activity was carried out for 248 people from 145 SD/MI and 103 SMP/MTs from November 22 to 25. The training was divided into two separate sessions and each session was carried out in two days. The District also used funds from BEC-TF to cover the activity cost of Rp DBE1 monitored training for school development planning and leadership. As a result the following lessons were learned: Not all of these training activities were attended by representatives of school committees. During the RKM development process in Yogyakarta, it was not Participants of BOS reporting training in clear whether school evaluation Wonosobo should be done according to National Education Minister Regulation 19 Year 2007 (Permendiknas 19/2007) or Education National Standards (Standar Nasional Pendidikan or SNP.) Facilitators suggested that participants discuss the matter with the Office of Religious Affairs. Although principals were very enthusiastic to learn about different leadership skills, most of them were not aware of their responsibilities and the tasks that they are required by law to do. We felt that there were too many participants for each training session. For example, DBE1 suggested that for an effective session participants should not exceed 40 people and should be led by two facilitators. However, around 70 people usually attended the training sessions. In each district, the Education Office initiated and coordinated the dissemination program. The activities were implemented by DBE1-trained facilitators from Boyolali, Demak, Blora, and Purworejo. In addition, former DBE1 District Coordinators from Blora, Demak, Grobogan, Klaten, Kudus, and Karanganyar also assisted in the process. More Effective Decentralized Education Management and Governance 19

40 East Java During October, SDS ++ training was carried out for 90 schools from Jenu, Merakurak, and Semanding sub-districts in Tuban. Each school sent its principal, teacher/computer operator and the treasurer in charge of BOS. To accommodate the large number of participants, training was conducted in four separate sessions. During the last session, a total of 20 representatives of the sub-district education offices and supervisors also took part. DBE1 took on the role of quality control in the training to help ensure that the training followed DBE1 methods. As a next step of this dissemination effort, schools from eight sub-districts in Tuban will use their own funds to learn about SDS ++. In Bangkalan, District Education Office used BEC-TF funds (Rp. 184,036,900) to support disseminating the following DBE1 programs: School Committee members capacity building from November 13 to 16. A total of 396 participants took part. Former DBE1 Community Participation Specialist and former Tuban District Coordinator were the trainers. RKS/M development process training from December 13 to 17. Participants were 200 representatives from 50 schools. Former Tuban Coordinator trained the participants. In addition to using BEC-TF funds to support dissemination of DBE1 programs at school level, Bangkalan District Education Office also used Rp. 95,509,300 from the funds to disseminate BOSP and AKPK. For BOSP, the training took part from December 15 and 17 while for AKPK from December 20 to 24. Former Specialists of DBE1 trained the participants. South Sulawesi In December DBE1 assisted the Barru District Education Office to conduct Training of Facilitators to support the dissemination of RKS/M in this area. Although initially the District did not plan to allocate money from its Budget to pay for the training, it took Rp. 7,570,000 from its 2010 Amended Budget to co-share the training costs with DBE1. The training participants were from District Education Office, were Heads of Sub- District Education Office, supervisors, principals, and teachers. This provided an opportunity for DBE1 to try-out the newly revised RKS manual which incorporates changes to MONE policy and particularly addresses the minimum-service standards as a planning benchmark. See below for further discussion on this. The try-out was successful. Barru District Government will allocate Rp. 79,833,200 to support dissemination of RKS/M development process in Meanwhile in Soppeng, from September to December, Soppeng District Education disseminated DBE1 School Based Management programs to ten schools in six subdistricts. The activities included training to improve principals and school committee members capacity, RKS development workshop and facilitation, as well as 20 More Effective Decentralized Education Management and Governance

41 presentation of finalized schools plans at district level. These training sessions were facilitated by Soppeng District Facilitator and former DBE1 District Coordinator for Soppeng. District Education Office allocated Rp. 50,123,100 to support these activities. West Sumatra From December 3 to 10, dissemination of DBE1-developed School-Based Management programs took place in Solok Municipality, West Sumatra. A total of 46 principals, teachers, and supervisors learned about DBE1 programs in general, capacity building for principals and school committee members, and school plan development process. Training sessions were facilitated by facilitators who were selected by DBE1 and those from the region. DBE1-selected facilitators assisted in leadership and school committee training sessions while regional facilitators helped participants to develop their school plan. Throughout the process, DBE1-selected facilitators felt that most of the participants did not have the required knowledge and skills. Also, out of the six regional facilitators only three were deemed ready to be facilitators. Participants had to deal with difficult training condition because of poor sound system, limited space, and power outage that often took place. Facilitators had to be creative and used different facilitating techniques to ensure that participants stayed focused. Despite the challenges, participants response was very positive. They felt that this training was needed. Some were worried that the knowledge from the training could not be applied in the future because of changes in 2011 BOS. Some felt that programs should not be conducted in December because schools were already busy with end-ofyear activities. Facilitators also agreed that additional training is needed for the regional facilitators. As next step, Solok Municipal Government plans to conduct training for School Development Plan Working Group in January and complete the school plan development process by February Flores Working with the Diocese of Ende and local governments on Flores, earlier in the year DBE1 trained 20 district facilitators in each district of Ende, Nagekeo and Ngada. Participants were trained in SDS, RKS, School Committee Strengthening, School Leadership and BOSP. During this quarter these newly trained facilitators disseminated school-based management approaches from DBE1 with independent funding to some 588 elementary schools (SD/MI) and 78 junior secondary schools (SMP) as follows: Kabupaten Ende: 336 SD/MI Kabupaten Nagekeo: 114 SD and 32 SMP More Effective Decentralized Education Management and Governance 21

42 Kabupaten Ngada: 138 SD and 46 SMP Based on discussions that DBE1 had recently with stakeholders in those three districts, dissemination seemed to be going well. In Ngada, all schools in the districts were trained. In Ende, as next step, facilitators helped schools to calculate their unit cost. These facilitators also used their own funds to meet regularly every month. In 2011, Head of District is planning to allocate Rp. 503 million to support dissemination in 336 SD/MI. In Nageko, all schools but public schools in two subdistricts have been trained in SDS, RKS, Leadership, and Committee capacity building. The overriding request from these districts was to have their facilitators trained more in BOSP. DBE1 was unable to directly monitor these activities; however we plan to return to Flores and West Sumatra in the coming quarter in order to assess the quality of this dissemination program and to Flores, South Sumatra and West Sumatra to discuss next steps. Anticipated Next Steps: Conduct advanced training for at least 500 district facilitators, including updating them in new RKS methodology Plan and begin to implement programs to provide opportunities for more district facilitators to meet agreed requirements for certification Assist districts and provinces to prepare plans and budgets to disseminate DBE1 programs in the coming year. 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. 22 More Effective Decentralized Education Management and Governance

43 2.2 Assist MONE to develop and implement School-Based Management (SBM) strategy (Task 5) Throughout this quarter, DBE1 continued to assist with quality assurance, in response to a request from MONE supported by USAID, for MONE s World Bank / AusAID funded program to disseminate school development planning and financial management through cascade training to principals and school supervisors throughout the country. Acting in this capacity during the quarter DBE1 conducted a thorough analytical review of the materials and approach developed by MONE with partners from the donor community for this large-scale cascade training program. Both the technical and policy aspects of this analysis are complex. This is in part due to the fact that in developing the current policy MONE has taken advice from a number of sources including different donor-funded projects (notably AusAID, the World Bank and ADB). In summary, DBE1 based its school planning (RKS) approach and consequently its school database system (SDS and SDS++) on the regulation known as Permendiknas 19/2007 which, as shown in the figure below, derives from the Education Act known as UU 20/2003 Sisdiknas. The result is a database system and planning model which uses the eight national education standards adopted by the national education standards body (BSNP) as a benchmark. At that time the minimum service standards issued by MOHA addressed district level educational management, but not school level. Meanwhile the new approach advocated by MONE uses the newer thirteen minimum service standards, which derive not from the Education Act but from the Regional Government Act known as UU 32/2004. Our analysis, supported by international experience, suggests that the national education standards provide more appropriate benchmarks for school planning than the minimum service standards. Whilst the former are process and output oriented, and include standards for learning outcomes, management, curriculum, assessment and teacher quality among others; the latter are input oriented; minimum standards for facilities and the like. Use of the latter standards gives a greater focus on teaching and learning, which is an established feature of good school planning. The national education standards are also more comprehensive than minimum service standards. For example, community participation is included in the national standards but not in the minimum service standards. Notwithstanding this concern, the government s policy has shifted to the use of minimum service standards as a benchmark for educational development. The use of minimum-service standards should ensure over time that all schools achieve a minimum standard, which is undoubtedly a worthwhile policy objective. We have consequently adapted DBE1 methodologies and materials to align with this policy shift, maintaining our focus on improving quality of outcomes with reference to the national education standards whilst incorporating the newer minimum service standards for schools in line with the new policy. More Effective Decentralized Education Management and Governance 23

44 Figure 2.1 Policy Framework for School Management Working with various donor-funded programs, MONE has developed a set of three manuals to support a three stage training program for school principals and supervisors. It is intended that the three manuals are logically linked: the first, school-self evaluation should form the basis for the second, school development planning which leads to the third, school finance management. However, our analysis shows that this is not the case. The first manual addresses school selfevaluation (evaluasi diri sekolah or EDS) as a first step in school planning, and provides a computer based tool known as TRIMS. According to our analysis there are two problems with the approach. The first is that the TRIMS tool, using minimum service standards, produces a very limited school profile which is inadequate for good planning. The second is that, as it now stands, the methodology set out in the EDS manual does not lead logically to that in the second manual, School Planning (PPS). In order to address these issues, a revision of the DBE1 methodology for schooldevelopment planning (known as RKS) was completed early in December 2010 and will be presented in the coming quarter to key stakeholders involved in the MONE / World Bank / AusAID team for possible adoption within this program. At the same time, we continued to work on revisions to the SDS methodology with a view to presenting this as an alternative to the TRIMS methodology currently proposed for this program. The new RKS methodology was successfully trialed in Barru District in South Sulawesi this quarter. 24 More Effective Decentralized Education Management and Governance

45 Meetings are planned for early January to discuss these developments with key stakeholders including the World Bank and MONE officials. Anticipated Next Steps: Next steps will depend on outcomes of and responses to the inputs provided to MONE and donor organizations described above. 2.3 Explore the possibility of including school-based management in pre-service training (Task 5) During this year 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 this context, a mapping exercise was conducted with the aim of developing a curriculum framework by the end of During this quarter the program was put on hold pending finalization of the DBE1 extension and work plan and internal decision-making within Sampoerna. The Sampoerna Foundation has now indicated that it will not proceed at this time. Meanwhile 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. In the coming quarter 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. Anticipated Next Steps: Pending agreement with up universities, commence work with these institutions to develop curriculum for pre-service teacher training based on DBE1 materials. More Effective Decentralized Education Management and Governance 25

46 3. Expansion & Dissemination of District Level Management and Governance Programs This program component intends to improve the capacity of district governments and other stakeholders in planning and financing education development, and increasing accountability and transparency by facilitating opportunities for parents, community members and other stakeholders to voice their concerns and aspiration for better quality education in the district. All major activities were completed in the original target districts in line with the work plan in the previous quarter. Activity in this quarter focused on ongoing work in Aceh to coordinate with the AusAID-funded SEDIA program and complete commitments under the Aceh Expansion program and consolidation of program outcomes in a number of other regions as described below. New goals set out in the work plan submitted in December incorporate updating of BOSP in around 70 districts, completing implementation of district Education Personnel and Asset Management systems in seven pilot districts each and supporting the dissemination and institutionalization of DBE1 programs through policy development. District Level Program Goals ( ) Update and implement new BOSP Implement the Personnel Management System Implement the Asset Management System Support the dissemination of DBE1 district level interventions to new districts Support the institutionalization and sustainability of DBE1 district level programs in target provinces and districts Support the dissemination of district policy development 3.1 Expand Implementation of District Finance Programs (Task 6) All activity under the previous work plan related to the financial analyses, BOSP and AKPK, was completed in the previous quarter. Substantial new work is planned for updating of BOSP in the new work plan. Preparation of the updated BOSP methodology was undertaken this quarter and will be completed early in the new year. Field work will commence in the next quarter. DBE1 also undertook important work in the finance area this quarter in the Personal Cost Analysis in this quarter. 26 More Effective Decentralized Education Management and Governance

47 Table 3.1 Progress in District Finance & Management ( ) Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Revise BOSP methodology New materials February 11 Revised materials in preparation Consultations with MONE Work commenced on revising methodology and materials Complete revisions and commence pilot Update BOSP in districts which have already conducted BOSP 70 districts Sept 11 Not yet commenced Pending completion of revision to methodology Commence pilot of new material Support dissemination of BOSP to new districts Up to 50, depending on demand Sep 11 Not yet commenced Pending completion of revision to methodology Commence pilot of new material Complete Personal Cost Survey 5 districts June 11 2 districts completed 1 district (Pasuruan) 3 BOSP Methodology Based on request from MONE, DBE1 will modify its BOSP methodology to accommodate calculation of costs at the school level to meet Minimum Service Standards (SPM). This will start with a workshop during middle of January 2011 for DBE1 education finance staff to be followed by implementation in about 70 districts. ADB consultants who developed the new SPM will be invited to collaborate in this effort together with BSNP with whom DBE1 has been working for the past three years. Personal Cost Survey During the previous 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. 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. More Effective Decentralized Education Management and Governance 27

48 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 previous quarterly reports, a number of cost components were added on the basis of DBE1 field experience. The calculation now includes components such as the cost of books, school supplies, uniforms, snacks, and children s transportation to and from school. Analysis of results from the initial data set from Indramayu in West Java 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. During this quarter, a second Personal Cost Survey was conducted in Pasuruan District, East Java. In November the results were verified and analysis was completed by DBE1 working with ten local enumerators. These enumerators were teachers and school staff from ten SD/MI and SMP/MTs that were located in different geographical locations (urban, rural, and remote areas.) Preliminary results showed that parents in those three areas pay the following: Urban: Rp. 2,224,380/child/year Rural: Rp. 1,927,040/child/year Remote: Rp. 1,485,880/child/year One of the lessons learned from this process was the importance of selecting enumerators well. To ensure that the right people are chosen, selection criteria should be decided together with the respective District Education Office. Those who are chosen as enumerators need to understand the condition of schools and community surrounding the schools and have the time and ability to conduct interviews properly. In addition, to ensure that the process is carried out effectively, one enumerator should be allocated ten respondents at the most. Also, coordination with the District Education Office regarding selection of survey locations and samples is very important to ensure that all geographical locations are covered. Anticipated Next Steps: Conduct an internal workshop in January to finalize revision of the BOSP methodology, complete updating of materials in preparation for roll out Finalize personal cost survey reports Conduct the personal cost survey in at least another three districts in three provinces 28 More Effective Decentralized Education Management and Governance

49 3.2 Personnel Management and Assets Management Systems (Task 6) Personnel, supervision and asset management systems are the last programs to be developed in the project. All the materials, software have now been completed and tested. 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 was suspended earlier this year due to unanticipated urgent action required in response to a 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. Work on personnel management resumed mid-2010 and continued throughout this quarter. Implementation of the assets/preventive maintenance software and training materials across seven districts was completed in the previous quarter. Table 3.2 Summary of Progress in Personnel and Asset Management Activity Target Volume ( ) Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Install computerized personnel management & tracking system (SIMPTK) & train data operators & district decision makers 7 districts July 11 Piloting under way in 2 districts Completed in 2 districts Implementation in 5 districts Install Asset Management system & train districts to use tracking system 7 districts March 11 Completed in 7 districts Dissemination in West Java Support further dissemination in response to demand Personnel Management System (SIMPTK) DBE1 s new Personnel Management System has now been piloted in two locations: Mojokerto in East Java and Purworejo in Central Java. At first, data was collected from teachers using a format DBE1 developed. However, we found that teachers provided multi-interpretation answers to the same question which made data analysis almost impossible. So during the previous quarter we changed to methodology to one which uses data already available with Dinas Pendidikan, particularly data on SIM- NUPTK, Padati, and SIPPK. In the third week of November, the new methodology was piloted in Purworejo District. More Effective Decentralized Education Management and Governance 29

50 The methodology has been named HRISS (Human Resources Information Support System), an excel/pivoting software which has been developed by DBE1. HRISS integrates data from SIPPK, Padati 2009/2010, and NUPTK 2010, includes a formula to calculate teacher need based on information regarding the surplus/shortage of teachers at both SD and SMP; the linkage between length of services/experience and final exam scores; level of education and students score; identifying senior teachers, school size, inflow/outflow of teachers; and by using student teacher ratio one can identify whether a school has met minimum service standards. On December 16, DBE1 team presented the preliminary results to the Head of Education Office of Purworejo District and his staff. The response was very positive in that they can see a great value for them in managing teachers. DBE1 will follow up with training of Education Office staff for final analysis, to be followed by discussions of the results with Badan Kepegawaian Daerah (BKD) and report the final results to Head of Purworejo District regarding policies in early February Once the program has been fully implemented in Purworejo, we have decided to roll out next in Tebing Tinggi City because they already posses rather comprehensive data. Anticipated Next Steps Complete implementation in Purworejo. Implement in Tebing Tinggi and roll out to four additional districts. Present results in national level workshop in fall Asset/Preventive Maintenance Management System for SD/MI This program has been under development since last year. The training materials, manuals and related software were first developed and piloted in Klaten, Central Java, Following further development a try-out of the new system took place in Purworejo, Central Java mid After a successful implementation in Purworejo, the asset management system was introduced in another five DBE1 districts: Aceh Tengah, Tebing Tinggi in North Sumatra, Karawang in West Java, Nganjuk in East Java and Soppeng in South Sulawesi, making a total of seven districts in which the system has been implemented. The Assets Management system includes a computer-based preventive maintenance management system that informs district education offices on the kind of maintenance work that is needed and for which school buildings. This information is essential for medium-term planning, annual planning and budgeting, and work scheduling. The system is not limited to building quality but also addresses the issue whether schools have the necessary support infrastructure (e.g. laboratories, library) to provide quality education. DBE1 has developed a system which contains a software application, implementation manuals, and training materials. 30 More Effective Decentralized Education Management and Governance

51 The computer application known as by its Indonesian acronym as SIMA (Asset Management Information System) processes all the information from the school to sub-district and district level. A comprehensive set of guidelines and manuals has been prepared comprising: (1) introduction to school asset management; (2) schoolbased asset management (data collection, asset condition assessment, and maintenance management process); (3) district-based asset management (district-wide asset configuration); and (4) how to use the SIMA application. The software application helps schools and districts to meet and integrate the requirements set out in the Decree of the Minister of National Education regarding National Standards for School Infrastructure and Equipment and the Decree of the Minister of Home Affairs regarding Guidelines for District Assets Recording. The successful implementation of this program in the seven pilot districts has generated significant interest amongst other donors, districts and recently, MONE. The introduction in Purworejo, Central Java, proved to be so successful that the Provincial Education Office decided to use World Bank BEC project funds in eleven districts that will receive BEC funding. The Head of the Education Office of Purworejo, his staff and school principals will act as facilitators and share their experience with the new system. In Karawang, West Java, at the initiative of Head of the Education Branch Office the system was successfully introduced in 15 elementary schools in Karawang Timur subdistrict as a cost of Rp. 600,000 per school. In Soppeng, South Sulawesi, the system is currently being introduced in 258 SD. During this quarter, in response to a request from Cimahi District, DBE1 trained nine representatives from SDN, four from SMPN, and seven from the Education Office in Asset Management. These 20 people will train others from around 30 different schools and facilitate the whole process. Cimahi allocated Rp. 30,000,000 from its 2010 budget to support these activities. However, prior to training the other schools, the 13 schools representatives will use the Asset Management software in their school to gain first-hand knowledge and experience. DBE1 trained West Java Provincial Education Office in Asset Management As part of a pilot program with the West Java Provincial Education Office, DBE1 trained representatives of schools for differently-abled students (SLB) from 15 West Java districts in November and December. These training activities were part of West Java Provincial Government s effort to improve their assets management and reporting and these schools are included because they are part of the province s education system. The 15 participating districts were: District of Bandung, Purwakarta, Garut, Subang, More Effective Decentralized Education Management and Governance 31

52 Sumedang, Indramayu, Sukabumi, Ciamis, Majalengka, Tasikmalaya, Kuningan, Cirebon as well as Kota Cirebon, Kota Bandung, and Kota Cimahi. Using DBE1 inputs as guidance, the Provincial Education Office carried out the following steps: 1. Establishment of Provincial Education Office Asset Team which consisted of 15 people from Special Education Department (Pendidikan Luar Biasa) as well as from Logistics. 2. Training of Trainers. Conducted on November 3-4 by DBE1, the process went smoothly. The main challenge that DBE1 faced was, out of 15 participants, two had difficulty in using computers and had to be trained more. 3. Training on Asset Management for 15 participating schools on November The activity was attended by 30 people from 15 schools. Schools learned to use the software. This opportunity was also used by facilitators to assist schools. However, because some facilitators did not yet feel comfortable with their roles, DBE1 assisted the process as well. 4. Facilitation for 15 participating schools, November 29 to December 17. As a result of the facilitators busy schedules, they were not able to complete the facilitation within the one week period set by DBE1. Rather, the process was completed in three. 5. Workshop at province level to analyze aggregated data from 15 participating schools on December DBE1 assisted the process as trainer and facilitator. Provincial Education Office will use aggregated data as input to develop plans and policies to manage facilities and infrastructure of schools for children with different abilities in West Java. 6. Facilitation by DBE1 for Provincial Education Office Asset Team To be conducted in January Public Consultation session To be conducted in January 2011 DBE1 Central Java team member trained participants in Asset Management in Blora DBE1 West Java will continue to work with the Provincial Education Office Asset Team members to improve their capacity as facilitators. DBE1 also encouraged the Provincial Education Office to disseminate the system to more schools in the province. In Blora, Central Java, training on Asset Management was conducted in two phases during this quarter. A total of 374 representatives of 16 Sub-District Education Office, 118 SD/MI, and 55 SMP/MTs from the 16 sub-districts took part. The District of Blora used funds from BEC-TF to cover the costs of this activity 32 More Effective Decentralized Education Management and Governance

53 (Rp. 98, ) As there was no local facilitators available to support this activity, DBE1 conducted the training and facilitation sessions. Although participants were very eager to learn about the program, the knowledge level of Education Office representatives was low as most of them were had never been trained in asset management in accordance with Home Affairs Ministerial Regulation 17 Year 2007 (Permendagri 17/2007.) Further, most of the schools did not have clear idea about items ownership or cost of purchase, making recording and management of schools asset very difficult. The 16 representatives from the Sub-District Education Office indicated that they hope the training could provide them with more information related to asset management and help them disseminate the knowledge to other schools in In Soppeng, after completing the program in 20 pilot schools, Soppeng Education Office requested DBE1 to support data entry from 258 schools from eight subdistricts. Data from these schools have been aggregated at sub-district level. Office of Revenue, Finance Management, and District Asset uses this information as basis to calculate number of assets that schools have. Data will now be aggregated for district level. In 2011, SMP and SMA in the district will use the System and e-form to record and manage their assets as well. Currently, there are nine districts that request DBE1 assistance to implement SIMA and they are: Aceh Besar, Tanjungbalai, Karawang, Cimahi, Sragen, Bangkalan, Barru, Luwu, Palopo. Anticipated Next Steps: Complete implementation in Soppeng Conduct public consultation session in West Java and support West Java Education Office plan to disseminate to around 300 SLB in West Java. Support dissemination programs in various locations. 3.3 Dissemination of District Programs (Task 6) The main district level program replicated with non-dbe1 funding has been the school unit-cost analysis (BOSP). So far, 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 Rp. 207,750,000 from the East Java provincial budget. In addition, a number of new district level dissemination activities took place in this quarter as described below. More Effective Decentralized Education Management and Governance 33

54 Table 3.3 Funding for District Level Dissemination Programs to the end of December Province TAHUN 2009 District District budgets (APBD) Other funds (BOS,nongovenrnment foundations, MORA etc) DBE1 Total Rp Rp Rp Rp Central Java 5 3,000,000 26,500,000 19,700,000 49,200,000 East Java ,750, ,850, ,600,000 Total Nasional ,750,000 26,500, ,550, ,800,000 TAHUN 2010 Central Java 2 70,536,100 Total Nasional ,536, ,536,100 Grand Total ,750,000 97,036, ,550, ,336,100 District Education Planning in Wonosobo, Central Java With the recent election of Wonosobo District Head and Vice-Head for , the District Government was required by law to establish its Mid-Term Development Plan (Rencana Pembangunan Jangka Menengah Daerah or RPJMD.) To support this endeavor, Wonosobo Education Office requested DBE1 to introduce the latter s approach and methodology in Renstra development to Wonosobo education-sector stakeholders. The renstra development process commenced with an introduction session in November. A total of 100 people attended the session from the District Development Planning Board, Office of Religious Affairs, Education Council, and Education Office. Some supervisors and principals also participated. The training session included topics such as stages of renstra development, introduction to SIPPK, and analysis of Wonosobo s education service conditions. Participants showed a high level of interest in the process by taking active part in group work and asking wellthought out and insightful questions A few lessons were learned from this activity. First, because the whole process was not preceded by Training of Trainers for facilitators, DBE1 suggested that the District Government should establish a renstra development working group the members of 6 For South Sulawesi: For Quarterly Report 22, activities related to Asset Management System in Soppeng, South Sulawesi was included in the above dissemination table. However, because schools took part directly in these activities, the information is now included in dissemination for school-level activities table. For Central Java: In Blora, schools and district took part in Asset Management System dissemination. Because there was no available information regarding budget allocation for activities at both levels, DBE1 used previous budgeting experience and allocated 40:60 ratios where 40% of budget is allocated for activities at district level and 60% for schools. 34 More Effective Decentralized Education Management and Governance

55 which are trained first. Further, because the Wonosobo education-related data-set was incomplete, participants could not analyze the District s education-service condition based on real and relevant numbers. In relation to the training approach, DBE1 felt that the high number of participants (100 people) was too many for effective sessions and discussions. Also, because there were many topics to be discussed in limited time, the DBE1 facilitators had to rush through the sessions. DBE1 will follow up with more assistance to create a better SIPPK and training of trainers. District Education Planning in Soppeng, South Sulawesi In November, DBE1 commenced assistance to the Soppeng Education Office to review and update its Renstra. DBE1 contributed Rp. 6,617,000 of the total activity costs while Soppeng District covered the remaining Rp. 1,920,000. The Soppeng District administration has been strongly supportive of DBE1. Further, because Soppeng was among the first two districts where we tried out the renstra materials, those materials were not yet well developed. Therefore, we felt we owed it to Soppeng to repeat the process with the expectation the second product will be much better than the first. Since this is the second time that DBE1 has provided support to this district for renstra preparation, this also provides us with a good opportunity for us to develop and pilot an enhanced version of renstra using a modified approach drawing on lessons learnt and accommodating current developments in national policy. Qualitative requirements for the new Soppeng Renstra are: 1. The document should be clearly linked to the local regulation (perda) that DBE1 helped prepare for the district. To this end, the DBE1 team is reviewing in detail the perda and identifying the provisions that will have implications for the renstra. 2. The document should be clearly linked to national MONE plan (RPJMN/Renstra Diknas). In order to achieve this, we will draw on the DBE1 experience in East Java where we assisted the province and districts to ensure that plans are aligned vertically between district, province and national levels. 3. The new plan should be linked to minimum service standards (SPM) and should clearly indicate what will be done to provide education in compliance with these standards. 4. The new plan should clearly reflect our work for improved asset management. This means that the profile on assets will be much deeper on the basis of which we will identify the actions planned for the coming years. Soppeng District Education Office staff listened intently to DBE1 s explanation on renstra development processs More Effective Decentralized Education Management and Governance 35

56 5. The plan should be much better linked to school development plans (RKS). DBE1 is currently working to develop a mechanism and methodology to summarize RKS and work the results into the plan. 6. The education profile will be more integrated than previously, and will consist of two parts: the first is prepared as in the past with SIPPK; and the second part is the analysis of what the money is spent on, which is based on AKPK. For instance, when we show that the student teacher ratio is low we should also show the financial implication of the low ratio, which is found in AKPK. It is essential that decision makers see the financial implications of poor management. On this basis, in the future SIPPK and AKPK presentations will be integrated. 7. If possible, the document will also link to our work in personnel management, BOSP and the Personal Cost Survey if the local government wants to provide support to children from poor families. Soppeng staff will follow up by updating SIPPK data to be followed by further pendampingan by DBE1 to assist in final drafting of the renstra. Model districts DBE1 plans to identify and strengthen at least six model districts that can serve as a model for each major DBE1 intervention, with the understanding that districts have different levels of capacity so that good models will likely be found in two-three districts in each province. This information will be disseminated to through the DBE website and possibly through MONE period publications. The concept of model districts was included in the previous work plan and one district was selected in each target province by DBE1 at that time. Since then, we have worked with these districts and where appropriate have ensured that new programs such as Asset management and Personnel Management systems are implemented in these districts. However, for various reasons it has not always been appropriate to select these same districts for additional activity. The districts have not yet been given any extra training or support to develop their role as model districts. The intention is that these districts will be given some lowlevel assistance to enable them to effectively act as host to visiting groups and study tours from other regions. This activity will need further consideration, planning and discussion with counterparts before being implemented in the new year. Anticipated Next Steps: Follow up with MOHA regarding sanction of renstra manuals and software. Continue work commenced on updating and implementing SIPPK and renstra in Wonosobo and Soppeng Further develop plans for model districts. 36 More Effective Decentralized Education Management and Governance

57 3.4 Complete Expansion Program in Aceh (Task 6) With the completion of the Aceh expansion program, every district in this province will have completed BOSP, AKPK, and SIPPK, while 17 districts will have completed Renstra and related governance activities. The AusAID funded SEDIA project will complete renstra in the remaining six districts with DBE1 support. During the quarter, renstra preparation work was completed in five districts as described below. The remaining districts will complete their renstra in the next quarter. Aceh Selatan and Aceh Singkil Districts DBE1 held a series of workshops in Medan to assist Aceh Selatan and Aceh Singkil renstra team members develop their education-sector planning documents. During these workshops, team members from both districts worked in isolation so that they could fully concentrate on development of their renstra. DBE1 assisted the team members to analyze various data such as district population and to review the sector profile for each education level. As a result of these workshops, Aceh Selatan and Aceh Singkil Renstras are ready for the internal consultation process with stakeholders. Public Consultation events took place in Aceh Selatan and Aceh Singkil in December. Subulussalam District Meanwhile, DBE1 also carried out a similar activity in Medan to assist stakeholders from Subulussalam. The district s renstra development team members worked to develop their document throughout October and November. Results of this work will be presented during an internal consultation session in the near future. Using the quarantine system, they were able to complete the tasks as scheduled because the work-process distraction level was kept to the minimum. The Public Consultation Session for this district took place in December. Aceh Utara District On December 10, DBE1 and the Aceh Utara Education Office held an internal consultation session to discuss the district s renstra. The event was attended by a total of 19 people including the Head of the Aceh Utara Education Council (MPD,) representatives of Education Office, and Office of Religious Affairs. Participants learned about the content of the District s Renstra and data and information from the SIPPK were presented. One interesting topic of discussion was the practice of doublecounting teachers which has resulted in the past in an inflated number of teachers reported for the district. As a result of the discussion, participants agreed that data collection process for Education Office and other institutions should be improved. Bireuen District An internal consultation was held in Bireuen in November, attended by representatives of the Education Office and schools. The discussions during this consultation were very lively. In the beginning, participants asked about validity of data and information presented to them, particularly the reported 5,000 school-age More Effective Decentralized Education Management and Governance 37

58 children who were currently not in school. After being shown how data were obtained and calculated they then became very concerned about the condition of Bireuen s education sector. Some participants were also skeptical about future program implementation because of the district s limited buget. The inputs from this internal consultation were used as a basis to revise the document. This internal consultation was followed up by a public consultation in December. Participants included representatives of Education Office, Office of Religious Affairs, District Development Planning Board, Bireuen Chamber of Commerce, NGOs, and schools from all levels. One of the main findings presented during the public consultation was that among all districts in Aceh, Bireuen has the highest number of school-age children (around 5,000 children) who are not in school. Some interesting inputs from the consultation session were as follows: From SMK 1 Bireuen Principal: Education Office goals for the education sector were too general. They should be more focused. From SD 4 Jeumpa Principal: Analysis of teachers should also include Physical-Education and Islamic-Teaching teachers. From the Head of Simpang Mamplam Sub-District Education Office: Analysis should also involve schools for special needs students. Because of the high interest of the participants regarding education issues in Bireuen, it was agreed that they can continue to submit questions to the renstra development team members using available means including . Anticipated Next Steps: Finalize agreements with Sedia for Sedia to take over six renstra preparations and agreement on future DBE1 efforts to provide ongoing support to Sedia Conduct a workshop with high level stakeholders from province and all districts in Aceh to review DBE1 past work and future collaboration with Sedia and also to begin to synchronize district plans with province plans Continue to work with provincial taks force on future planning and policy development. 38 More Effective Decentralized Education Management and Governance

59 3.5 Developing Service Providers (Task 7) A key strategy for both dissemination and sustainability is to develop service providers who can take over the program, using the manuals and training modules developed under the project, and implement the program in new schools and districts - without further project support. Based on earlier pilots, during the last twelve months, an intensive program was provided to develop the capacity of three service providers: the National University of Makassar (UNM), the private University of Muhammadiyah, Surakarta (UMS) and the National Education University (UPI) in Bandung. In the coming year we plan to increase the number of personnel from each of these service provider institutions. In addition at least two more service providers will be identified, and personnel will be selected and trained. Following the completion of the the program in the previous quarter, evaluation workshop will be conducted with each of the initial three service providers. At the same time we plan to jointly select new personnel from each institution to participate in the next round of training. 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. An evaluation workshop was held with UNM in South Sulawesi in December. Among other things, the evaluation found that the Service Providers were often busy with their own job responsibilities and as a result were not always able to take part in DBE1 programs. A possible solution to this problem is to choose those who are still junior lecturers in their university and have ample time to join programs such as DBE1 s. Workshops will be held in the other two locations early in the new year. During this quarter DBE1 continued to support the capacity development of four Service Provider personnel in South Sulawesi by involving them in the Soppeng Renstra development process. Anticipated Next Steps: Complete workshops 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. Assist with linking DBE1 certified Service Providers to potential clients for Service Provider services. More Effective Decentralized Education Management and Governance 39

60 Collaborate with KINERJA to identify new service provider institutions and conduct orientation training Commence field work with all service provider institutions to provide on-thejob training for service provider personnel in various district level programs including BOSP, AKPK, SIPPK, Renstra and associated governance activities along with asset and personnel management systems. 40 More Effective Decentralized Education Management and Governance

61 4. EMIS/ICT/Data Management DBE1 s Task Order mandates a number of ICT related activities. These include an assessment of MONE s Education Management and Information system (EMIS), developing and maintaining a project web site and 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. By the end of the quarter, thirteen grants were fully completed and one grant was in the process of completing progress reports, and we expect the last grant to be completed in the next quarter. Table 4.1 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 Feb milestone disbursement completed, 3 milestone disbursement ongoing 4 milestone disbursement completed 3 milestone disbursement Complete grant implementation 14 Feb grants completed, 1 grants ongoing 4 grants completed 1 grant completed More Effective Decentralized Education Management and Governance 41

62 Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Compliance monitoring & reporting Dec progress reports Dec progress reports completed, 1 progress reports ongoing 4 progress reports completed 3 progress reports Final evaluation & publication (mid 2010) 14 Jan 11 Final evaluation completed Final evaluation conducted Final Report of Evaluation As of December 2010, $293,064 (IDR 2,718,224,725), about % 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. Here total realization amount is greater than grant amount because of procurement price changes (currency rate and price changes). Almost all grants are fixed obligation grants (FOG) and almost all procurement was carried out by DBE1. During the quarter, three grantees received disbursements (Table 5.2, green highlighted). In addition, although grant activities have been completed, one grantee has not received final disbursement pending final progress compliance report (see Table 5.2 denoted as Closed* ). ICT GRANT RECORDS As of December 30, 2010 Table 4.2 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 Status 1 Turatea Computer Center Janeponto - South Sulawesi closed 2 YPK Amanah Pangkep - South Sulawesi closed 3 Indo Komputer Soppeng - South Sulawesi closed 4 PT Rekayasa Teknologi Informasi Enrekang - South Sulawesi closed 5 PT Tridata Cakrawala Tuban - East Java closed 6 Yayasan Tarbiyah Islamiyah Sukabumi - West Java closed 7 CV Trisatya Pratama Karawang - West Java closed* 8 CV Almagada Jaya Tangerang - Banten PT Indomaya Wira Sejahtera - T2 Karanganyar - Central Java closed 10 PT Indomaya Wira Sejahtera - T1 Karanganyar - Central Java closed 11 CV Cosmo Jaya Klaten - Central Java closed 12 PT ITS Kemitraan - T2 Surabaya - East Java closed* 13 PT ITS Kemitraan - T1 Surabaya - East Java closed 14 PT Webmedia North Tapanuli - Internusa Tata Utama North Sumatera closed TOTAL Note: Closed* - grant activities completed but awaiting closing procedure paper work 42 More Effective Decentralized Education Management and Governance

63 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. During the quarter DBE1 monitored grant implementation in Karanganyar, Central Java. A summary of monitoring follows. Participants practicing on updating web portal Karanganyar, Central Java. The grant for Karanganyar district was awarded to the consortium of PT Indomaya Wira Sejahtera, district education office (DEO), and district public library (DPL). Prior to its closing in November 2010, the consortium carried out extra training activities to enhance DEO and DPL staff on ICT capacity especially on updating and maintaining the content of developed web portal. The training was conducted from 19 to 22 October 2010 in DEO (Dikpora) meeting room and was attended by 15 participants comprised of teachers, DEO staff, and DPL staff. Training materials stressed capacity improvement mostly on web portal, network administration, and digital library usage. On web portal topic participants learned and practiced various techniques on updating web content such as uploading and downloading articles and news to the web On network administration, participants learned skills on maintaining and setting network configuration such as basic networking, setting internet protocol (IP) address, network trouble shooting, and error detection. Digital library training focused on various features available on the digital library, such as accessing library catalogue through ICT Grant Evaulation At the end of December 2010 DBE1 carried out a final evaluation. A survey of grant implementation and outcomes was conducted in four sample districts: North Tapanuli, North Sumatera, Sukabumi and Karawang, West Java, and Surabaya, East Java. A description of the evaluation process is summarized below. Initial results of the evaluation which was carried out by a consultant--rti Monitoring and Evaluation specialist, Michael Cohen-- were presented to USAID at the end of the data gathering. A final report will be prepared by the consultant and submitted to USAID in January North Tapanuli consortium of PT Web Media Internusa Tata Utama (private sector), DEO, and DPL implemented the following activities: develop DEO website and messaging system application software ( develop DPL Internet infrastructure, Warnet, and Hotspot to improve DEO services, including a More Effective Decentralized Education Management and Governance 43

64 workshop center, and trained more than 1,000 public and wider community on Internet and BLOG creation. The evaluation was carried out in December 7-8, 2010 and the venue was in district education office (DEO) and district public library (DPL). The evaluation was conducted through focus group discussion (FGD) each consecutively for group of: (i) ICT Grant Consortium: comprise of Private company (PT Webmedia), DEO, and teachers (grant training participants) and (ii) ICT Grant training participants: community (Satpol PP and teachers), IT unit of BKD, 2 SMA students, 1 SMP students, 2 Tutor (1 tutor trained by province education office and 1 tutor trained by private sector. Sukabumi consortium comprised of Yasti, DEO and DPL implemented programs to improve library management and services by: (i) developing and installing automated Library Information System, called Perpustakaan Digital Berbasis Internet (Internet-based Digital Library), to handle user registrations, materials processing, cataloguing and transactions, and periodic reporting; and (ii) establishing a Warung Internet (Warnet an Internet Cafe) to expand library users Internet access. The Warnet provides Internet services through DPL desktop computers and hotspots areas (Internet access using access/member card and user-owned portable computer). The evaluation was carried out in 15 December 2010, venue in DPL, and applied in FGD for two groups of: (i) ICT Grant Consortium i.e.: Private Sector (Yayasan Tarbiyah- 2 persons), DEO (1 person), and DPL (2 persons) and (ii) ICT Grant training participants: community, teachers, and students. Karawang consortium of CV Trisatya Pratama, district planning board (Bappeda), DEO, Kandepag, and Unsika performed ICT grants activities as follows: (i) establish an ICT-based Education Data Center at Bappeda (Bidang Sosial Budaya) building which will provide education information for education users timely and accurately ( (ii) provide quality education information to support education quality improvement; and (iii) establish an intra/internet-based computer laboratory (LabNet) for teachers, schools managers, and students; and support education leading sectors (DEO and Kandepag) and stakeholders in the quality education improvement framework. The evaluation was conducted in December 16, 2010 and venue in Unsika. The FGD for the evaluation were given for: (i) ICT Grant Consortium i.e.: Unsika (1 person), Private Sector (PT Trisatya Pratama 1 person), Bappeda (1 person), DEO (1 person), Religious Office (1 person), Education Board (1 person) and (ii) ICT Grant training participants (10 persons). 44 More Effective Decentralized Education Management and Governance

65 Surabaya ICT Grant consortium of PT ITS Kemitraan and DEO carried out activities: (i) development of District Education PORTAL (PORTAL Edukasi), including SMS Center, which provides materials for teachers, students and administrators; (ii) development of DigiSchool PORTAL which provides education stakeholders data and information on: education finance, inventory, academic activity, human resources, and school enrollment; and (iii) training for 30 DEO staff, 26 teachers and 4 District Education Board members on how to maintain or input website content. The grant also assists teachers and students to access materials and information that will improve the quality of education and help increase public access to district education data and information to improve education governance in the district. The evaluation was conducted in December 17, 2010 and venue in Surabaya DEO. The FGDs for the evaluation were conducted with: (i) ICT Grant Consortium i.e. Private Sector (PT ITS Kemitraan 2 persons), DEO (2 persons), (ii) Principals (13 persons), Sub-DEO (4 persons), and (iii) Dinas Kominfo (2 persons), Principals of Replication Schools (4 persons). Final Report will be submitted in the next quarter and will be analyzed and structured to reflect its relevance, effectiveness, impact, and sustainability. Various settings of FGD during ICT Grants Final Evaluation Anticipated Next Steps Assist the last grantee in grant final reporting process and continue compliance monitoring by reviewing grantee s progress reports for completeness and compliance of general reporting requirements. Finalize impact evaluation and reporting. More Effective Decentralized Education Management and Governance 45

66 4.2 EMIS Pilot (Task 8) The EMIS Strengthening Pilot program is being carried out in two selected districts in Aceh province: Aceh Tengah and Pidie. The program has two phases: preparation and implementation. While preparation phase was completed in 2009, the full scale implementation had been ongoing since January The pilot field work was completed in April 2010 and a national conference to present result took place at end of June Further 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. Whereas, 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. These monitoring results were presented in previous reports. During the quarter DBE1 continued to follow up the pilot with MONE/PSP through socializing and training for PSP staff of modifications in DBE1 SDS++ as a result of the pilot. The pilot implementation and results, including dissemination of SDS++ in seven districts was also carried out during the quarter. Table 4.3 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 completed 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 trainings completed ICT training materials submitted to USAID EMIS Strengthening trainings completed None None Monitoring and evaluation** (initial, 52 SD/MI, 5 UPTD/KCD, 2 August 10 Initial and measure- 1 and 2 completed Measure-2 completed None 46 More Effective Decentralized Education Management and Governance

67 Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter measure-1, and measure-2) DEO Final M&E completed Evaluate and disseminate results for MONE policy on data flows National workshop Dec 10 Full scale implementation completed Final Evaluation Completed TOT for SDS Dissemination continued 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 Pilot EMIS Strengthening Follow Up with MONE/PSP On 6 October 2010 Joint Team of PSP and DBE1 met to discuss various aspects of following up and applying results of the pilot project in Aceh. The team discussed and agreed that DBE1 would join the following activities to be carried out during the quarter: training for Wali PadatiWeb and socialization of EMIS Strengthening for all districts all over Indonesia. The meeting also discussed 2011 MONE/PSP plan to carry out a study called Prototipe Pendataan di Tingkat Sekolah Dasar dengan SDS using national budget plan in 11 districts (2 pilot districts, 7 disseminated districts, and 2 other districts). If this activity is funded in 2011 by the national budget, DBE1 will provide support. Training for Wali PadatiWeb. Mone has established a task force comprised of regional data supervisors (Wali PadatiWeb) to manage education data collection in collaboration with province and district education offices. Training on SDS++ was conducted on October 2010 in Bandung and was attended by 57 participants (39 male and 18 female) comprising of 48 Wali PadatiWeb and 9 participants representing Dapodik 7, NISN/NPSN 8, Directorate TK/SD, and NUPTK 9. The purpose of two days TOT for Wali PadatiWeb was to transfer skill and knowledge on EMIS Strengthening using SDS ++ including its input, processes, output, and usage/utilization. DBE1 distributed SDS++ software to all participants, and we will send updated version to them after the software is upgraded in the next quarter. It is expected that the Wali will further act as facilitators for schools, sub-district, and district education offices. 7 Dapodik is abbreviation of Data Potensi Pendidikan 8 NISN/NPSN is abbreviation of Nomor Induk Siswa Nasional/Nomor Pokok Sekolah Nasional 9 NUPTK is abbreviation of Nomor Unik Pendidik dan Tenaga Kependidikan More Effective Decentralized Education Management and Governance 47

68 Various Scenes during TOT for MONE s Wali PadatiWeb Socialization of EMIS Strengthening for all districts all over Indonesia. This activity was carried out started from 19 October to 12 November 2010 and divided into six regions venues consecutively in: Makassar (Region IV), Medan (Region I), Bandung (Region III), Yogyakarta (Region V), Jakarta (Region VI), and Surabaya (Region II). This activity was conducted by MONE/PSP for more than 400 participants from all districts in Indonesia as part of their national budget funded program called Pelatihan Sistem Indikator Penjamin Mutu Pendidikan. DBE1 was allotted time in each venue to present SDS++ which was revised based on results of the Aceh pilot. Several participants requested copies of the software. We registered their names and contact information and will send them soft copies once the software is updated in the next quarter. In addition to socialization of USAID-DBE1 EMIS Strengthening using SDS ++ the Pelatihan Sistem Indikator Penjamin Mutu Pendidikan also socialized Tool for Reporting and Information Management by Schools (TRIMS) of WB-BEC-TF. SDS ++ was developed in collaboration with PSP Balitbang MONE while TRIMS was developed in collaboration with the Directorate General of Elementary and Secondary Education of MONE. Therefore, SDS ++ aligns with PSP on the school individual form (form LI-SD/MI) while TRIMS does not; it is aligned with the minimum standard service (SPM) school classification. 48 More Effective Decentralized Education Management and Governance

69 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. By last quarter eight districts had begun to disseminate EMIS Strengthening. Seven of these districts had received trainings of trainers (TOT) by DBE1 prior to its roll out. To date two districts that received TOT have begun to roll out EMIS Strengthening using 2010 district annual budget, i.e. Sukabumi and Tuban. The remaining five districts plan to roll out the program in 2011 using the district annual budget; these districts are: Bojonegoro, Mojokerto, Jepara, Purworejo, and Enrekang. Further, Sukabumi and Tuban will also utilize 2011 district annual budget to continue roll out began in In Sragen Central Java dissemination was funded by BEC-TF with a budget of about Rp Training was conducted directly by DBE1 staff because BEC funding did not allow for the usual TOT. One person from 100 state schools (sekolah dasar negeri/sdn) was trained. Again, usually DBE1requires about three persons from each school to receive SDs++ training, but BEC funding did not allow this Table 4.4 Progress with EMIS Pilot Dissemination Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Socialization of EMIS Pilot Program for candidate seven districts 7 districts Jul 2010 Completed None None Train DBE1 staff at targeted province & districts DIA, JDIS, DIS, and SDS Facilitators Jun 2010 Completed None None Provide Training for Trainers Provide Technical Assistance for Dissemination 7 districts Sep districts Mar 2011 Completed None None 8 districts 3 districts As requested Monitoring & Evaluation 7 districts Mar districts monitored M&E started in 2 districts 6 other districts monitored Sukabumi dissemination is implemented for about 1,200 schools/madrasahs. The trainings are carried out in seven training regions and are divided into 50 schools per session (two days training on weekends) for two participants per school (principal and school treasurer). The roll out started on 23 September 2010 and is expected to be completed by March Sukabumi is conducting the training in a cascade approach, meaning they will roll out the upgraded SDS to all schools in Sukabumi. Sub-district and district level SDS training will take place after conclusion of school level activities. More Effective Decentralized Education Management and Governance 49

70 The first session of the training, located at SD 2 Selawi Sukaraja, was attended by BOS Secretary of Sukabumi Bapak Asep Saepudin. In his opening speech he stressed that the training is a collaboration training of district education office (DEO) and USAID-DBE1 to improve easiness, speediness, and uniformity of schools reporting and BOS reports for DEO. He asked each participant to follow the training seriously so that they understand and are further able to fully implement at their school after the training is completed. At the beginning of the training program, DBE1 trained facilitators introduce SDS and BOS application software that are aimed to help schools/madrasahs to record, store, and produce data in an integrated way. Further participants were explained the difference between version 1 (which is used for PDAs) and 2 (used for flash disk) as tools for data transfer (synchronization) from schools/ madrasahs up to sub-district and district education office. Upon completion of the training, participants were impressed with integrated data concepts, i.e. single input producing multiple outputs and that they are suitable with schools /madrasahs needs. Tuban dissemination follow up activities after TOT for facilitators in May 2010 was rolled out for all state schools in 20 sub-districts of Tuban, totally about 592 schools. Three sub-districts, i.e. sub-district Merakurak, Jenu and Semanding used district annual budget while the remaining seventeen sub-districts used school funds (dana mandiri sekolah). Implementation has been finalized for all state schools in 18 subdistricts. This was started in the last week of October 2010 and was completed in the last week of December The remaining two sub-districts, Tuban and Parengan, will carry out the program in January In addition, at the end of October 2010, about 40 UPTD Heads and staff and about 37 School Supervisors were also trained on sub-district and district levels SDS ++. Training for UPTD and School Supervisors was aimed to follow up and to implement data collection mechanism from school up to sub-district and district. Interestingly enough, Tuban district purchased five PDAs for School Supervisors in four subdistricts and DEO. The remaining sixteen sub-districts will purchase PDAs using 2011 district annual budget. Following purchase of PDAs all state schools in the three sub-districts (Merakurak, Jenu, and Semanding) that conducted training through district annual budget, are tasked to implement and fully input all required school data into school level SDS ++. Further, the trained UPTD and School Supervisors were tasked to collect data from related schools and store them in sub-district level SDS ++ at UPTD to be aggregated in early January More Effective Decentralized Education Management and Governance

71 EMIS Pilot Evaluation The final evaluation on EMIS Pilot was carried out 9 14 December 28, The evaluator was Michael Cohen (MC) from the Monitoring & Evaluation (M&E) Program in RTI s International Development Group (IDG) accompanied with Lestari Budiono (LB), DBE1 Communication and Outreach Specialist, and Dr. Sarjono, DBE1 M&E Specialist. The evaluation was designed to adhere to ethical guidelines as outlined in the American Evaluation Association s Guiding Principles for Evaluators. One important ethical consideration among others is informed consent i.e. all participants are expected to provide informed consent following standard and preagreed upon consent protocols. Various Focus Group Discussion in Pidie Various Focus Group Discussion in Aceh Tengah Following Pidie and Aceh, as pilot of EMIS Strengthening, final evaluation was continued for regions that disseminate EMIS Strengthening. The Final Evaluation for dissemination of EMIS Strengthening was carried out in two sample districts, i.e. Sukabumi, West Java and Tuban, East Java. The Final Report will be submitted in the next quarter and will be analyzed and structured to reflect its relevance, the extent to which activities were suited to the priorities and policies of the target stakeholders; effectiveness, extent to which the Aceh Pilot activities assisted the DBE1 Project to attain its objectives; impact, the positive and negative changes produced by the intervention, directly or indirectly, intended or unintended; and sustainability, the extent to which the benefits from the activity are likely to continue after DBE1 funding for EMIS strengthening have been discontinued. 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 More Effective Decentralized Education Management and Governance 51

72 mechanism but also on elevating education managers capacity in the use of quality data. The EMIS division of MONE (PSP) is undergoing restructuring whereby the various directorates of the ministry will be responsible for data collection. The details of the restructuring are expected in early Throughout the final year of the program DBE1 will continue collaboration with PSP and assist them to the extent possible in carrying out their new mandate. It is expected that the software developed through the EMIS strengthening pilot will continue to be disseminated and supported by PSP. Final Evaluation on EMIS Pilot. 4.3 DBE Website10 (Task 8) As of December 2010, the DBE website received 2,493,715 hits since the website was launched in The hits show tremendous increment during the five years of DBE program. Furthermore, more than 40% of the hits is devoted from year 2010 hits (1,004,871 hits). This quarter s total hits (269,081) are higher than last quarter s total hits (222,009). After an increase of website hits in October 2010 to Number of Requests November 2010 (74,255 to 106,179), DBE website hits decreased to 88,647 hits in December 2010 (see right side of Figure 4.1). This quarter s weekly average hits is 20,443 with a very large volume of 30,606 hits recorded in 1 st week of November 2010.This quarter s lowest weekly hits is recorded in the 3 th week of December 2010 with 14,127 hits (see left side of Figure 4.1). Figure 4.1 Website Hits Number of DBE Website Hits by Year Jan -May Jan -Dec Jan -Dec Jan -Dec Year Jan -Dec More Effective Decentralized Education Management and Governance

73 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 manual and government legal documents which are manual. Also among the top ten downloads were DBE1 and DBE3 manuals (see Table 4.5 below). Table 4.5 Top 10 Requests for Documents until the Last Quarter No. Resource Material Daily Download Frequency Download Frequency Duration since Upload date 1 How to Fill SD/MI Profile Instruments Manual Republic of Indonesia Government Regulation number 32 year 2008 regarding Guideline for District Annual Budget (APBD) compilation Year Bantuan Operasional Sekolah (BOS) 2009 Manual Book 4 Law number 14 year 2005 regarding Teachers and University Lecturers 5 Attachment to Republic of Indonesia Government Regulation No. 38 Year 2007 regarding Division of Government Matters among Central, Province, and District level Government 6 Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan 7 Attachment for BSNP regulation No.No.984-BSNP-XI regarding SOP for SMP, MTs, SMPLB, SMA, MA, SMALB, DAN SMK National Exam year 2007/ School Committee: Organization School Committee: Simple Accounting Methods National Education Minister Regulation number 34 year 2007 regarding National Exam Year Letter of Directorate General of Basic Education Management No. 643/C/KU/2007 regarding Implementation Guidelines for 2007 Fiscal Year 2007 Specific Allocation Funds 12 Panduan Penghitungan Biaya Operasional Satuan Pendidikan dan Penyusunan Kebijakan (DRAFT- Agustus 2007) More Effective Decentralized Education Management and Governance 53

74 Up to the quarter DBE1 continued to structure 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. In this quarter, the bi-lingual feature was also added into the prototype. Anticipated Next Steps Continue improvement, maintenance, and update on website content. Continue updating Geographic Information System (GIS). Add new feature called photo gallery to depict various DBE activities. Add search engine facility to help website users retrieve information. Continue converting DBE website to Drupal CMS (Content Management System) and move the hosting to a local webhosting service. 54 More Effective Decentralized Education Management and Governance

75 5. Support for Policy Development DBE1 s core strategy is to develop exemplars of good practice in management and governance, both at school and at district level, and to support the dissemination of these to other schools and districts. During this, the final period of project implementation, the focus has shifted to supporting increased dissemination and sustainability. During the first four to five years DBE1 worked with partners to develop, pilot, finalize and begin to institutionalize methodologies designed to implement GOI policy in ways that support good practice in the management and governance of basic education. While sustainability and dissemination have been core goals since the commencement of DBE1 activity in 2005, it is in this final period of the project that these goals have taken center stage. Beyond achieving sustainability of project outcomes in target districts and supporting dissemination within and across districts, it is intended that this process will influence government policy, creating a much wider impact. Our main approach is to (1) develop good methodologies, good practice, and formalize these in practical manuals, (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. Policy Development Goals ( ) Support better alignment of policy between national, provincial and district levels Support better coordination and strategic planning between provinces and districts Support planning for dissemination of DBE1 good practices Assist in the review and development of national policy on education management and governance Assist the Poverty Reduction Program, Office of the Vice President, to adapt DBE1 district methodologies for application in other sectors 5.1 Support for Provincial & District Policy Development (Task 9) In regions where the response of provinces has been favorable DBE1 continues to develop shared approaches to support dissemination and sustainability. In Aceh, for example, DBE1 is coordinating with the AusAID-funded SEDIA program to work closely with the province and working closely with the province to develop a province-wide education planning database (SIPPK). 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 North Sumatra, West Java, Central Java, and South Sulawesi. More Effective Decentralized Education Management and Governance 55

76 DBE1 Jakarta team members trained stakeholders from Aceh Provincial Education Office and SEDIA on how to use SIPPK and analyze education-sector data from partner districts Work with Aceh province and coordination with AusAID SEDIA DBE1 continued throughout this quarter to coordinate closely with the AusAIDfunded SEDIA project team in Aceh. This continues the cooperation between the two projects ensuring that programs are well coordinated in order to maximize the impact and sustainability of both. In this context, we are working with the Coordination Team for Education Development in Aceh, (Tim Koordinasi Pembangunan Pendidikan Aceh, abbreviated as TK-PPA). 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 3 on the Aceh Expansion program, above. In October the Provincial Coordinator for DBE1 in Aceh took part in the TK-PPA road show to all districts in Aceh. This road show team included representatives of the Aceh Provincial Executive and Legislative branches, District Development Planning Board, Sub-District Education Offices, and supervisors. The DBE1 Coordinator was tasked by the team to present information in Lhoksemawe, Pidie Jaya, and Bireuen. In Langsa and Taming, he formally opened the events on behalf of the Head of the Team. Subsequently in November DBE1 s Provincial Coordinator took part in a meeting with SEDIA and the Provincial Development Planning Board as part of the process of developing Aceh Province s Long-Term Development Plan for the Education Sector (Rencana Pembangunan Jangka Panjang or RPJP.) The meeting was also attended 56 More Effective Decentralized Education Management and Governance

77 by other provincial stakeholders such as various universities, the Provincial Education Council, and DBE2. Provincial Coordination in North Sumatra In November, the DBE1 North Sumatra team met with the new Head of the North Sumatra Provincial Education Office. The meeting was held to provide the newly appointed Head of Education Office information about DBE1 programs in the province as well as nationally. The Head of the Education Office mentioned that he had heard about DBE1 programs and activities from several district Heads of Education Offices of DBE1 and appreciated the work of DBE1. The Head of the Education Office also requested DBE1 to provide written advice on the steps that can be taken by the North Sumatra Education Office to improve the quality of education in the region using DBE1 programs. He also requested information related to costs of such activities. In line with this request DBE1 together with DBE2 and DBE3 has now prepared and submitted a report on the implementation of DBE123 in North Sumatra and recommendations on dissemination which can be used by the provincial Education Office. Provincial Coordination in East Java Coordination with the East Java Provincial Regional Development Planning Body (Bappeda) and provincial education office (Dinas Pendidikan) continued this quarter to further develop strategies to support the provincial government s plans to improve the quality of education and the development of innovative education-sector policies. These meetings focused on three initiatives, collectively known as Inova: (1) a functional literacy and empowerment program; (2) the Total Education Delivery System (TEDS) and (3) aligning national, provincial and district strategic plans. In October, DBE1 met with the new Head of East Java s Provincial Education Office, Bapak Dr. Harun. MM, MSi. The meeting was held to provide information about DBE1 programs and progress of work in the province so far. Due to the positive response of Dr. Harun s, a second meeting was held in November. In this meeting, Dr. Harun requested that DBE1 continue to support the effort to integrate district and provincial level planning. As a follow up, DBE1 met with Heads of Education Office Divisions during the third week of December. In this meeting, the representatives of the Education Office suggested DBE1 to map one of the eight districts in the Province that has performed poorly in education. They also informed that they will develop education-sector grand design. However, since Provincial Development Planning Board also planned to develop its education-sector grand design, DBE1 suggested both institutions to meet to discuss the plan further. In October, DBE1 also met with the new Head of East Java Provincial Development Planning Board (Bappeda), Bapak Dr. Ir. Zainal Abidin, MT. To obtain a more complete picture of East Java education-sector condition, Bapak Zainal asked DBE1 to continue the study of indicators in 31 districts as well as TEDS in two more districts. Further, he requested DBE1 to introduce results of these studies to more stakeholders at the province level. The Head of Provincial Development Planning More Effective Decentralized Education Management and Governance 57

78 Board also expressed his support in the illiteracy eradication program and would allocate budget in 2011 to support the activities. In November, DBE1 monitored an activity in Malang held to simulate a Functional Literacy Tutorial. In order to support illiteracy eradication in East Java, DBE1 facilitated meetings between provincial-level institutions such as the Provincial Development Planning Board and district-level organization such as Universitas Negeri Malang. DBE1 also provided relevant data to the Statistics Center Bureau (Biro Pusat Statistik.) Most of the substantive work is being carried out by Universitas Negeri Malang. Focus Group Discussions were held in August and September in order to gather information for a profile of education services (Total Education Delivery System (TEDS)) in Pasuruan. To discuss the FGD results, DBE1 facilitated an internal consultation on November 19 with Pasuruan District Education Office representatives. Some of the initial TEDS analysis indicated that the provincial/district governments support 11 hours of religion per week for elementary students and three hours per week for mathematics. The result also showed that there was inefficiency in distribution of teachers workload or learning subjects. For example, many teachers in Madrasah Diniyah did not fulfill the minimum requirement of 24 teaching hours per week. Further analysis and finalization of the report will be completed in the next quarter. In addition, DBE1 also presented results of the Pasuruan District Education Finance Analysis to the participants. The Secretary of Pasuruan s Education Office expressed his appreciation for the work of DBE1 and the following: After understanding the scope of East Java Province and Pasuruan District support for Madin, it is important to ensure that this budget is spent effectively. The Education Office should be able to integrate study programs for religiousbased subjects (Pelajaran Agama Islam) in both public schools and Madin so that overlapping can be kept to the minimum. These results should be introduced to leaders of Pondok Pesantren to make them aware of the situation and enable them to take necessary action to reduce the current overlapping. The Education Office reportedly plans to allocate a budget to carry out this activity and has requested DBE1 assistance. The results of AKPK were very informative, in particular the budget allocation for private institutions including Madin compared with that for PAUD (early childhood education) and PLS (non-formal education). The Pasuruan Education Office and DBE1 used the results of this consultation to prepare for the Workshop on Pasuruan Education Sector Profile planned to take place next quarter. 58 More Effective Decentralized Education Management and Governance

79 Provincial Coordination in West Java DBE1 met with representatives of the West Java Provincial Education Office on several occasions to coordinate implementation of the asset management program. Provincial Coordination in Central Java In October, in response to a request, DBE1 provided assistance to the Central Java Provincial Education Office and trained districts that received funding from BEC-TF on development and usage of work indicators to measure program s achievements afterwards. DBE1 trained 44 people, representing 11 districts that received BEC-TF financial assistance. This training was regarded as necessary because monitoring and evaluation was not yet a part of these districts Capacity Development Plans. Provincial Coordination in South Sulawesi Following the consultations reported previously, DBE1 South Sulawesi plans to assist the South Sulawesi Provincial Government in reviewing and synchronizing education-sector development work indicators at district, province, and national levels. This activity is planned to take place next year. Anticipated Next Steps Continue to develop programs with provincial administrations to support dissemination and sustainability of DBE1 programs including school-based management, renstra implementation and other district level programs. Support provincial governments to develop policy in response to demand and opportunity. Monitor and support dissemination programs in NTT, South Sumatra and West Sumatra and complete district facilitator certification process in these locations. Continue intensive work on INOVA in East java and then further develop instruments that can be applied elsewhere. 5.2 Support for National Policy Development (Task 10) DBE1 continued to work closely with national counterparts throughout this quarter with the aim of mainstreaming the good practice developed through the project and influencing national policy and practice. The collaboration with MONE, MORA and other donors, particularly the World Bank and AusAID, has been influential in the development of national policy and practice in relation to school-based management. Following on from the meetings reported last quarter, important consultations were held in this quarter with the Deputy Minister for Education and subsequently with a wider group of national officials which are expected to lead to significant activities in the coming period. More Effective Decentralized Education Management and Governance 59

80 Coordination with the Deputy Minister of National Education, the Education Sector Working Group, and the Thematic Education Dialogue 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, Indonesia s Deputy Minister for Education and the Thematic Education Dialogue Group. DBE1 was invited to share the project s experience on financial analysis, particularly AKPK and BOSP and policy outcomes in Aceh and other regions. Representatives of USAID, the World Bank, and ADB and AusAID were also in attendance. The Deputy Minister had previously expressed strong support for DBE1 s program and requested that USAID-DBE1 implement BOSP more broadly. In the high level Thematic Education Dialogue Group meeting, the Head of the Vice President s Secretariat endorsed that support and asked USAID and DBE1 to consider working with the Poverty Reduction Section of the Secretariat to adapt DBE1 s district level methodologies for use in other sectors such as health. As a follow up to this meeting the Head of the Vice President s Secretariat DBE1 was requested to present an explanation of several DBE1 tools to assist local governments to improve education management and governance to him and his staff. Mission Director, Walter North, and DBE1 COTR, Mimy Santika, also attended this briefing. The GOI counterparts reacted favorably to the fact the USAID/DBE1 project focused on developing and training local governments to use specific tools as opposed to conducting research. Agreement was reached to continue collaboration with the secretariat and assist in possible transfer of the tools to other sectors such as health. A major issue that emerged during the quarter and highlighted in the meetings described above is the issuing of new Minimum Service Standards (MSS) which were developed over the past several years with ADB support. DBE1 has been following National Education Standards over the past years because (i) new MSS had not been issued, and (ii) NES include a focus on quality while MSS does not have quality as a major focus. East Java Provincial Education Office disseminated BOSP in 15 districts in the province in 2009 As a result of these high level meetings, DBE1 plans to revise the BOSP materials so that districts are able to not only calculate funding required to meet school operational costs (as prescribed by National education Standards) but also to calculate costs for schools to meet minimum Service Standards. Once the materials have been revised, DBE1 intends to explain them to deputy Minister and other decision makers, and upon their green light, DBE1 will assist about 70 districts to update the BOSP. This includes districts initially funded by USAID as well as 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 23 districts in Aceh (with AusAid funding). These interventions are expected to assist 60 More Effective Decentralized Education Management and Governance

81 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. Collaboration with MONE and other donors Throughout this quarter DBE1 continued to work closely in partnership with MONE, MORA, the World Bank, AusAID and the AusAID-funded AIBEP to develop and pilot an integrated approach to training schools and madrasah in school-based management. As noted in the last quarterly report, 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 the concerns we believe that it is very strategic for DBE1 to be involved in this program, particularly given its scale, prominence and overall importance in the Government of Indonesia s program to reform school management and governance. As reported in Chapter 2 of this report, during this quarter DBE1 conducted a comprehensive analysis of the methodology and materials to present to the team in the near future. In addition we updated the DBE1 RKS manual and methodology to accommodate the new MONE policy to use minimum service standards (SPM) as a basis for school planning. 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. Coordination meetings and pilot training activities continued through this quarter. Training for facilitators at the national level commenced at the end of September. The selection of national-level Master Trainers for this first round of training resulted in a high level of subsequent drop-out of facilitators as most of the participants were drawn from officials from the central ministry who had little practical experience of schools. As a result, Master Trainers selected to lead the second round of training were more thoughtfully selected and included several who were DBE1-trained facilitators. This represents a significant acknowledgement by MONE and patterns of the advantage of utilizing facilitators trained and experienced in DBE1 methodologies. DBE1 subsequently collaborated in delivering a second and third round of Training of Trainers (ToT) for province level facilitators for this program in Medan in October and Makassar in November. In general, the activities went well, although serious challenges were encountered, relating to both the administrative and technical aspects of the training. The organization of training spaces was problematic in Medan as the More Effective Decentralized Education Management and Governance 61

82 rooms were too small for the groups. As a result it was not always possible for the trainers to adopt active and participative methods. The organizing committee arrived rather too late to prepare properly and many participants who had travelled long distances to attend were too tired to pay attention in the first sessions. DBE1 monitoring also indicated that the training was neither long enough nor comprehensive enough for the new trainers to understand fully the materials. Hence, we have concerns about their ability to adequately training schools. Most of the Master Trainers still use a traditional approach to learning. Many still do not use visual aids or active methods and fail to provide comprehensive training on the syllabus, materials and training approach expected. Participants also need to be given more time to read and digest the existing modules. DBE1 intends to report on DBE1 involvement in this program over the past several months and raise issues of concern. Collaboration with MONE s World Bank funded BEC Using BEC-TF budget, DBE1 trained stakeholders in Blora in Asset Management System DBE1 also continues to consult informally with MONE s BEC (Basic Education Capacity) program, supported through a World Bank Trust Fund (BEC-TF), which aims to help the Government of Indonesia to achieve the Millennium Development and Education for All Goals by encouraging good governance in education. BEC-TF plans to assist local government partners to increase their skills in using information in the planning, management, and monitoring of educational governance and service delivery. Fifty local government partners are each receiving a Local Basic Education Capacity (L-BEC) grant totaling Rp 2,5 billion over three years to help them implement their Capacity Development Plan (CDP) for the Education Sector. Following delays due to difficulties encountered in the regulations governing fund disbursement through the MOF, disbursement of the grants commenced during this quarter. As a result, some activities which were planned for the use of BEC-TF funds to disseminate DBE1 methodologies commenced this quarter, particularly in Central Java. As described in the previous section, DBE1 assisted the Central Java Provincial Education Office to train districts that received funding from BEC-TF on use of indicators to measure program achievements. During this quarter DBE1 also worked with the Education Office of Demak and Blora to prepare for dissemination of DBE1 programs that used funds from BEC-TF. DBE1 also worked with Sragen and Wonosobo Education Offices prior to disseminating DBE1 programs. In 2011, Sragen, Wonogiri, Rembang and Kebumen will use funding from BEC-TF to develop their education-sector strategic plan. 62 More Effective Decentralized Education Management and Governance

83 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. At the end of September, strategic planning (renstra) which requires a greater level of effort was completed in 12 districts and was well under way in a further five. As described above, DBE1 has nearly completed the process in these five districts during this quarter and the AusAID-funded SEDIA project is completing 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 provided assistance this quarter to the province to analyze the data set comprised of SIPPK from all 23 districts, to enable information-based province level planning. 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. In December, Bapak Ilham, the official in charge of programs and data-management in the provincial Office of Education in Aceh, gave a very comprehensive and well informed presentation at a high-level meeting in Jakarta (described above as the Thematic Education Dialogue Group) in which he described well the collaboration with DBE1, the process of using DBE1 tools and the policy outcomes. 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. More Effective Decentralized Education Management and Governance 63

84 After attending an MOU signing ceremony between Helen Keller International (HKI), (implementer of USAID Opportunities For Vulnerable Children program) and the West Java Education Office on October 18, DBE1 invited representatives of HKI to attend a Training of Trainers on asset management on November 3 and 4. It is hoped that information obtained from this ToT will help HKI to better understand the conditions, management, and requirements related to facilities and infrastructure for schools for differently-abled students. 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. Follow up on requests from the Deputy Minister of Education to implement updated BOSP and school finance management training. Follow up with further discussion on requests from the Head of the Secretariat for the Vice President to adapt DBE1 district-level methodologies for application in other sectors, including health. Continue to develop collaborative partnerships with other donors to expand the dissemination of good practices developed under DBE1 to new schools, districts and provinces. Report on DBE1 contributions to AusAid funded training program. 5.3 Document & Share Lessons Learned (Task 11) DBE1 school planning modules are being revised in accordance with MONE requirements that they focus on meeting Minimum Service Standards. The revision will be completed in the next quarter. The revised materials will be submitted to MONE School based management Secretariat in the next quarter as well as offered to the AusAid training program. The final version of the report on the school-level impact study, submitted to USAID in the previous quarter, is currently being edited for publication by RTI in North Carolina. The report 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. 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. 64 More Effective Decentralized Education Management and Governance

85 Meanwhile a small team submitted a paper based on the findings of the Impact Study for publication in the Journal of Development Effectiveness, an international academic journal. The draft paper, entitled Implementing School-Based Management in Indonesia; Impact and Lessons Learned was reviewed by the editor of the journal and following some revision by the authors, submitted for peer review. The results of the blind peer review have now been received and are generally very positive. The article will be revised and resubmitted in the coming quarter. 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. Last quarter it was reviewed and approved by USAID and was submitted to the paper. This article has yet to be published. Finally, a research brief is currently being finalized which will provide a brief summary of the findings of the impact study and the lessons learned from DBE1 concerning implementation of school-based management in Indonesia. This document is intended for an international audience but will also be valuable for policy makers and development partners in Indonesia. It is expected that the research brief will be published in the next quarter. It is intended that similar policy briefs or research briefs will be prepared to report on the outcomes of work in (1) district management and governance and (2) ICT and EMIS. 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. Complete preparation of research and policy briefs on key outcomes of work in (1) school-based management, (2) district More Effective Decentralized Education Management and Governance 65

86 Annex 1: Provincial Reports Aceh DBE1 activity October December 2010 DBE1 Programs Expansion in Aceh District Education Planning (Renstra): Aceh Selatan, Aceh Singkil, and Subulussalam Districts DBE1 held three workshops in Medan (October 19-22, November 2-5, and November 22-25) to assist Aceh Selatan and Aceh Singkil renstra team members to develop their education-sector planning documents. During these workshops, team members from both Districts worked in isolation so they could fully concentrate on development of their renstra. DBE1 assisted the team members to analyze various data such as district population and to review the sector profile for each education level. District-Level Programs Meanwhile, DBE1 also carried out a similar activity in Medan to assist stakeholders from Subulussalam. During the periods of October 25-28, November 8-11, and November 22-25, the district s renstra development team members worked to develop their document. Results of this work will be presented during an internal consultation session in the near future. Using the quarantine system, they were able to complete the tasks as scheduled because the work-process distraction level was kept to the minimum. As next step, internal consultation was held on December 13 for Aceh Selatan stakeholders, on December 15 for Subulussalam, and on December 17 for Aceh Singkil. In these three districts, participants were enthusiastic to learn about the plans of the District Education Offices. In Aceh Selatan, participants suggested to add more programs in the Draft Renstra such as plan and budget to improve capacity of supervisors. Meanwhile in Subulussalam, participants were eager to learn about the process as well as the results. For example, they wanted to know how DBE1 and District Education Office calculated and projected the District s needs for teachers. In Aceh Singkil, participants were very involved in the discussions also. They suggested the District to allocate additional budget for transportation because of the locations of sub-districts and schools that are far from each other. Public consultation for Aceh Selatan was carried out on December 18. Participants included Head of District, all Education Office Heads of Divisions and Heads of Sections, Office of Religious Affairs, District Development Planning Board, Parliament, Indonesian Teachers Association, District Asset and Finance Management Office (Dinas Pengelolaan Keuangan dan Kekayaan Daerah or DPKKD,) schools, committees and others. Head of District stated 66 More Effective Decentralized Education Management and Governance

87 DBE1 activity October December 2010 that the responsibility to provide quality education to the children is shared between the government, community members, and parents. A lot of participants comments and inputs were related to the condition of teachers in the District. Representative of District Development Planning Board mentioned that priority should be given to teachers distribution for all levels. One representative of the media mentioned that Education Office should work more closely with District Asset and Finance Management Office to make sure that overlapping issues such as recruitment of teachers are managed better. Another participant expressed that Education Office, Head of District, and District Personnel Board should not have overlapping policies regarding recruitment of teachers. Other participants were eager to provide comments to improve the document. Because of event s time limitation, they could send their inputs and suggestions via to the Head of District Education Office. In Subulussalam, the public consultation took place on December 29 and attended by a total of 70 people. Similar to the consultation in Aceh Selatan, participants were eager to take part and provided different inputs and suggestions. For example, several principals and committee members mentioned that additional budget for education is mandatory so they could perform their job well. Another participant mentioned that District Education Office should not build more class rooms or schools. He further said that the effort should be emphasized on improving quality of education. In Aceh Singkil, District Education Office carried out the public consultation on December 30. A total of 67 people from various institutions took part in the event. They were Head of District, representatives of Education Office, Office of Religious Affairs, Parliament, schools, prominent members of community, and others. Some of participants inputs were: Head of Islamic Rules and Regulations Office: Renstra should include more plans and related indicators to support implementation and monitoring of Islamic-based programs. Further, he said that District Education Office should place more priority on building more facilities and class rooms to support Early Education Program (Pendidikan Anak Usia Dini or PAUD.) District Education Council representative: Education Office should use seniority system to support teachers certification process. District Parliament: Indicators other than results of national examination should be used to measure progess. For example, Education Office can track down number of high school graduates who are able to enter universities in a particular year. Members of District Parliament also supported increase of education-sector budget in the future. In the three public consultation sessions, DBE1 Aceh Coordinator reiterated that programs in the Districts Renstra could be implemented through DBE1- developed programs such as RKS/M development process, improvement of school committee and principals capacity, School Database System, and Asset Management System. DBE1 recommended respective Education Offices to implement these programs through dissemination. More Effective Decentralized Education Management and Governance 67

88 DBE1 activity October December 2010 Aceh Utara District On December 10, DBE1 and the Aceh Utara Education Office held an internal consultation session to discuss the district s renstra. The event was attended by a total of 19 people including the Head of the Aceh Utara Education Council (MPD,) representatives of Education Office, and Office of Religious Affairs. Participants learned about content of District s Renstra and related data and information included in SIPPK. On this occasion, one topic of discussion was teachers double counting practice that resulted in the high number of teachers in the District. As a result of the discussion, participants agreed that data collection process for Education Office and other institutions should be improved. In general, participants felt that DBE1 assistance was very helpful and improved their capacity, in particular in analyzing data and planning for the education-sector. Bireuen District An internal consultation was held in Bireuen on November 11 and attended by representatives of the Education Office and schools. The discussions during this consultation were very lively. At the beginning, participants asked about validity of data and information presented to them, particularly the reported 5,000 school-age children who were currently not in school. After being shown how data were obtained and calculated then they became very concerned about the condition of Bireuen s education sector. Some participants were also skeptical about future program implementation because of the District s limited buget. The inputs from this internal consultation were used as a basis to revise the document. The internal consultation was followed up by a public consultation on December 12. Participants included representatives of Education Office, Office of Religious Affairs, District Development Planning Board, Bireuen Chamber of Commerce, NGOs, and schools from all levels. One of the main findings presented during the public consultation was that among all districts in Aceh, Bireuen has the highest number of school-age children (around 5,000 children) who are not in school. Some of the inputs from the consultation session were: From SMK 1 Bireuen Principal: Education Office goals for the education sector were too general. They should be more focused. From SD 4 Jeumpa Principal: Analysis of teachers should also include Physical-Education and Islamic-Teaching teachers. Head of Simpang Mamplam Sub-District Education Office: Analysis should also involve schools for special needs students. Because of the high interest of the participants regarding education issues in Bireuen, it was agreed that they can continue to ask/send questions to the renstra development team members using available means including More Effective Decentralized Education Management and Governance

89 DBE1 activity October December 2010 Partner Province SIPPK Training Partnerships Coordination Held from November 9 to 12, DBE1 team members trained representatives from the Aceh Provincial Education Office (19 people) and AusAID s SEDIA (3 people) on how to use SIPPK. Because the Provincial Education Office wanted DBE1 to train representatives from all divisions of the Office, participants computer skills and ability to use the required software varied greatly. Aceh Education-Sector Development Coordination Team Road Show Engaging Stakeholders From October 23 to 30, Provincial Coordinator for DBE1 in Aceh took part in the Aceh Education-Sector Development Coordination Team (Tim Koordinasi- Pembangunan Pendidikan Aceh or TK-PPA) road show in all districts in Aceh. This road show included representatives of the Aceh Provincial Executive and Legislative branches, District Development Planning Board, Sub-District Education Offices, and supervisors. The DBE1 Aceh Provincial Coordinator was tasked by the team to present information in Lhoksemawe, Pidie Jaya, and Bireuen. In Langsa and Taming, he introduced the events on behalf of the Head of the Team. Aceh Provincial Long-Term Development Plan on Education Sector On November 5, the Provincial Coordinator for DBE1 took part in a meeting with SEDIA and the Provincial Development Planning Board as part of the process of developing Aceh Province s Long-Term Development Plan for the Education Sector (Rencana Pembangunan Jangka Panjang or RPJP.) The meeting was also attended by other provincial stakeholders such as various universities, Provincial Education Council, and DBE2. Other USAID Monitoring and Evaluation Activity Other activities not in Work Plan From October 31 to November 6, USAID conducted a visit to monitor and evaluate DBE1-2 programs in Aceh. The activities were conducted by Mrs. Aleksandra Braginski as well as representatives of USAID/Indonesia Education Office. This activity covered DBE1-2 programs at the Province, in Aceh Besar, Pidie, Aceh Utara and included project s assets and inventory check. More Effective Decentralized Education Management and Governance 69

90 North Sumatra DBE1 activity October December 2010 Dissemination Activities School Planning (RKS/RKT) During the period October 5 to November 4, 14 schools (SD/MIN and private elementary schools) from four sub districts in Sibolga developed their school plan using DBE1 methodology. The activity was funded by the District of Sibolga annual budget at a cost of Rp. 89,334,000. Each of the participating schools sent four representatives to take part as members of the school development plan working groups (KKRKS). With the completion of this activity, all 60 elementary schools in Sibolga have been trained in RKS/M development process. School Based Management The former DBE1 District Coordinator for Sibolga was hired by the Education Office as person in charge of this process, together with four DBE1-trained District Facilitators. These people ensured that the training process followed the methodology and steps recommended by DBE1. In between training sessions, facilitators mentored the schools to develop further their school plans. As a result of this process, DBE1 and the Education Office learned that because School Committee members still had little knowledge about their roles and functions, their contribution to the school plan development process was very limited. As a result, the development of 2011 annual school plan will start with training for all school committee members who will be involved in the process. The Office also decided that facilitators will be involved in this process as well. To support these decisions, DBE1 North Sumatra is planning to provide a refresher course for these facilitators. DBE1 Program Roll Out Personnel Management System DBE1 North Sumatra selected Tebing Tinggi as partner to implement Personnel Management System program. District s data related to SIM-NUPTK per November and PadatiWeb for 2010/2011 has been collected and ready to be analyzed. Partnerships Coordination Partner District Engaging Stakeholders In October, DBE1 held separate meetings with representatives of the Education Offices of Tanjungbalai, Sibolga, Tapanuli Utara, and Deli Serdang. These meetings were held in order to provide information to stakeholders regarding DBE1 plans for In Tapanuli Utara, the Head of the Division for Elementary and Junior Secondary Education (Kabid Dikdasmen) who was previously a DBE1-trained Facilitator was very supportive of DBE1 programs. 70 More Effective Decentralized Education Management and Governance

91 DBE1 activity October December 2010 During the second and third week of December, DBE1 met again with representatives of eight partner districts in North Sumatra to discuss DBE1 programs extension and districts plan to disseminate DBE1 programs. From these meetings, the partner districts informed the following for 2011: Binjai, Tanjungbalai, and Tapanuli Utara plan to disseminate RKS/M development process. Sibolga plans to disseminate training to build capacity of school committee members and to update school yearly plan. Tanjungbalai and Tapanuli Utara will ask for DBE1 assistance to update their District Education Office Renstra. Tanjungbalai will ask for DBE1 assistance to develop its LAKIP. DBE1 North Sumatra asked all partner districts to forward the requests formally in writing so DBE1 can take the necessary follow-up actions. Partner Province Meanwhile, on November 26, DBE1 met with the new Head of the North Sumatra Provincial Education Office. The meeting was held to provide the newly appointed Head of Education Office information about DBE1 programs in the province as well as nationally. At this meeting the Head of the Education Office mentioned that he had learned about DBE1 programs and activities from several Heads of Education Offices from DBE1 partner districts and appreciated the work of DBE1. The Head of the Education Office also requested DBE1 to provide written input regarding steps that can be taken by the North Sumatra Education Office to improve the quality of education in the region using DBE1 programs. He also requested information related to costs of such activities. DBE1 worked together with DBE2 and 3 to provide the requested information. Policy Development District Policy DBE1 assistance to develop education-related policies Deli Serdang Education Office revised its plan to develop Draft Regulations on Education due to lack of available budget and limited time. The Education Office is planning to develop a Head of District Decree on education implementation and management. DBE1 is planning to review the draft. More Effective Decentralized Education Management and Governance 71

92 DBE1 activity October December 2010 Other Tapanuli Utara District Government continued to support Tarutung Cyber Learning Center Other activities not in Work Plan Tapanuli Utara District Government allocated Rp. 65 million from its 2010 Budget to support activities of Tarutung Cyber Learning Center. Part of the fund was used to train 72 SMP principals from the District. Equipment donated by the ICT Grant program continued to be used to support the Learning Center activities. West Java and Banten DBE1 activity October December 2010 Dissemination Activities School Database System (SDS ++ ) After taking part in regular DBE1 programs as one of the Cohort 1 districts, the Sukabumi District Government decided to disseminate SDS ++ to the rest of its elementary schools; a total of 1,157 public and private schools. The dissemination process started in September 2010 and is expected to last until March In the September to November period a total of 450 schools have been trained. Training sessions were managed by the Sub-District Education Offices and Principals Working Group and were financially supported by schools. Each school contributed Rp. 500,000 for the whole process. Participants in the training included principals, treasurers, and school computer operators. School Based Management At the beginning of the dissemination process, DBE1 West Java/Banten sent one of its team members (Junior Data Information Specialist) to act as a resource person for four training sessions. Afterwards, DBE1 former District Coordinator for Sukabumi took over and, together with Head of the Principals Working Group (who was trained by DBE1 as facilitator for 2010 BOS program implementation) and operators of MONE s Information System at subdistrict level, trained the participants. Participants in the training sessions reported that SDS ++ was very helpful because schools can use the system s many products. For example, schools need to complete their Individual School Form and send the information to the Sub-District Education Office on regular basis. Because SDS ++ produces this Form, schools no longer need to complete the task manually. In general, the training process ran smoothly because most of the participants were school computer operators. 72 More Effective Decentralized Education Management and Governance

93 DBE1 activity October December 2010 Also as a result of of these training sessions, representatives of Sub-District Education Offices realized that they also need to know how to use SDS ++. The District Education Office will allocate part of its 2011 budget for SDS ++ training for 49 Sub-District Education Offices representatives. Strengthening School Committee As part of Cimahi s plan to disseminate the DBE1 program for school committee capacity building, the Cimahi Education Office began by conducting a pilot project in 21 schools. This pilot project took place in three sub-districts (Cimahi Utara, Cimahi Tengah, and Cimahi Selatan) and included three steps: 1. Selection of Facilitators by the Education Office. There were a total of 14 Kindergarten/Elementary School supervisors in the district. However, because two were approaching retirement, only 12 were selected. 2. Training of these facilitators by DBE1. 3. Training of schools by the facilitators. At this stage, the level of DBE1 involvement was quite minimal; DBE1 only monitored the training sessions. Up until December 2010, the following activities were completed: October 27 28: Training of Facilitators by DBE1. Because Facilitators had to learn from different training modules and had limited time to do so, they decided to continue studying the remaining training materials on their own. November 18 20: Phase 1 training for a total of 21 schools. The parallel training sessions, conducted in three different sub-districts, were attended by principals, teachers, and members of committee. Cimahi facilitators who were previously trained by DBE1, together with a total of three facilitators from Karawang, Sukabumi, and Garut (one person from each district) took charge of the training process. Topics in the training included an introduction to the roles and functions of a committee, gender, establishing a committee, representation, and other matters such as organization of a committee. December 8 10: Phase 2 training for 21 schools. Unfortunately, in these training sessions, the number of participants frequently changed from one day to another. For example, in Cimahi Utara, first day training was attended by 24 people, second day by 31, and third day by 24 people again. This was because at the same time, the Cimahi Education Council was running its own program which was attended by some of the same participants. These sessions were facilitated by Facilitators from Cimahi, as well as one facilitator from Karawang and two from Sukabumi. Participants in these sessions learned about the importance of participation, transparency, and accountability. They were also trained in topics such as partnerships with other institutions and the identifications of alternative resources that can be used to support school activities. More Effective Decentralized Education Management and Governance 73

94 DBE1 activity October December 2010 December 29 30: Phase 3 training. Participants were from 21 schools. The training sessions continued to take place at the same time in three locations. One facilitator from Cimahi, two from Sukabumi, and one from Garut assisted the activities. Topics of training were Simple Bookkeeping and Identification of Learning Resources. Some of the lessons learned from these training sessions: Cimahi Facilitators knew the training materials. However, their facilitation techniques need to be improved to maintain participants interest and involvement in the training process.. Because most of the participants were not familiar with the roles and functions of school committee, these training sessions were very helpful for them. The selection of venues to conduct training was crucial. Some of these sessions were carried out in places that were quite noisy, making it more difficult for the participants to concentrate. DBE1 s own limitation in the number of personnel enabled monitoring to be conducted in a few training places only. Leadership The Cimahi District Education Office also plans to disseminate the DBE1 program to improve the capacity of principals and started the program with a pilot project for 21 schools. The process commenced with Training of Trainers by DBE1 for Cimahi facilitators on October 12 and 13. Because the topics in this training were relatively new for facilitators, they felt that the two-day training was not sufficient and decided to continue familiarizing themselves with the materials even after the the ToT session was completed. These facilitators then participated in on-the-job training on October 18 and 19 by training principals from the 21 piloted schools. DBE1 maintained a low level of involvement in these activities. In addition to providing inputs regarding event preparation, DBE1 monitored the training sessions. School Operational Grant (BOS) Recording and Reporting Sukabumi District Together with effort to disseminate SDS ++ throughout the district, the Sukabumi District Government also plans to train a total of 1,157 elementary and 210 junior secondary schools to use the DBE1-developed software for recording and reporting activities related to BOS. By using this software, schools are now able to input data and produce reports digitally. Further, because schools are able to complete these tasks in a much shorter time they now can use their time to concentrate more on teaching and learning activities. Representatives of subdistrict education offices, seeing the benefits of this software, also requested the Education Office to allocate a budget to support training for 49 Sub-District Education Office in More Effective Decentralized Education Management and Governance

95 DBE1 activity October December 2010 Karawang District The District of Karawang allocated Rp. 75,000,000 from its 2010 budget to support training of 35 junior secondary schools (SMPN). The training was conducted between November 22 and 23. DBE1 West Java/Banten sent its Junior Data Information Specialist as training facilitator. Participants included principals, school BOS treasurers, and computer operators. Because participants experienced the benefits of the program first hand, they requested that the Education Office use DBE1-developed training materials and methodology as part of Karawang District Technical Workshop (Bimbingan Teknis or Bintek) on BOS. Responding to this request, the Karawang BOS Manager requested that DBE1 train a further 30 representatives of the Education Office during the first quarter of The District of Karawang plans that these representatives will subsequently train the remaining 1,122 SD/MI and 54 SMPN in the area. Asset Management Cimahi District Responding to a request from Cimahi District, from November 24 to 25 DBE1 trained nine representatives from SDN, four from SMPN, and seven from the Education Office in Asset Management. These 20 people will train others from around 30 different schools and facilitate the whole process. Cimahi allocated Rp. 30,000,000 from its 2010 budget to support these activities. However, prior to training the other schools, the 13 schools representatives will use the Asset Management software in their school to gain first-hand knowledge and experience. District-Level Programs West Java Province As part of the pilot project with the West Java Provincial Education Office, DBE1 trained representatives of 15 schools for differently-abled students from 15 West Java districts in November and December. These training activities were part of West Java Provincial Government effort to improve their assets management and reporting and these schools are included because they are part of the province s education system. The 15 participating districts were: District of Bandung, Purwakarta, Garut, Subang, Sumedang, Indramayu, Sukabumi, Ciamis, Majalengka, Tasikmalaya, Kuningan, Cirebon as well as Kota Cirebon, Kota Bandung, and Kota Cimahi. Using DBE1 inputs as guidance, the Provincial Education Office carried out the following steps: 1. Establishment of Provincial Education Office Asset Team which consisted of 15 people from Special Education Department (Pendidikan Luar Biasa) as well as from Logistics. 2. Training of Trainers. Conducted on November 3-4 by DBE1, the process went smoothly. The main challenge that DBE1 faced was, out of More Effective Decentralized Education Management and Governance 75

96 DBE1 activity October December participans, two had difficulty in using computers and had to be trained more. 3. Training on Asset Management for 15 participating schools on November The activity was attended by 30 people from 15 schools. Schools learned to use the software. This opportunity was also used by facilitators to assist schools. However, because some facilitators did not yet feel comfortable with their roles, DBE1 assisted the process as well. 4. Facilitation for 15 participating schools, November 29 to December 17. As a result of the facilitators busy schedules, they were not able to complete the facilitation within the one week period set by DBE1. Rather, the process was completed in three. 5. Workshop at province level to analyze aggregated data from 15 participating schools on December Provincial Education Office will use aggregated data and information from these schools as input to develop plans and policies to manage facilities and infrastructure of schools for children with different abilities in West Java. Because many of the Provincial Education Office Asset Team members had to attend other year-end activities, only nine of them could attend this workshop. In addition, three representatives from one of the participating schools also took part. DBE1 assisted as trainer and facilitator. 6. Facilitation by DBE1 for Provincial Education Office Asset Team To be conducted in January Public Consultation session To be conducted in January Generally, participants of the training sessions felt that DBE1-developed Asset Management System help them to input data easily and to have better IT-related skills. The Provincial Education Office team members stated that the System help them to know the latest conditions and needs of schools regarding assets. Meanwhile, participating schools felt that the data and information provided by the System help them to plan better for schools future activities and budget needs. From all the activities that were carried out so far, DBE1 West Java/Banten team feels that, out of the 15 members of the Provincial Education Office Asset Team, only half could peform their role as facilitators well and independently. DBE1 will work with the rest of the team members to improve their facilitation skills and prepare them for the Public Consultation session planned to take place in January Further, because there are 15 more schools for differently-abled children which were not included in the pilot Asset Management System program, DBE1 also encouraged West Java Provincial Education Office to disseminate the System to those schools in This way, members of the Asset Team can facilitate the dissemination process while more schools can use the System. As next step, West Java Provincial Education Office plans to disseminate the System to around 300 similar schools in the Province. 76 More Effective Decentralized Education Management and Governance

97 DBE1 activity October December 2010 Partnerships Coordination Engaging Stakeholders Other donors or non-government partners After attending an MOU signing ceremony between Helen Keller International (implementer of USAID Opportunities For Vulnerable Children program) and the West Java Education Office on October 18, DBE1 invited representatives of HKI to attend a Training of Trainers on asset management on November 3 and 4. It is hoped that information obtained from this ToT can help HKI to understand the conditions, management, and requirements related to facilities and infrastructure for schools for differently-abled students. Other Other activities not in Work Plan On December 28, Karawang Education Office held a workshop to improve schools ability to manage BOS in This workshop was attended by 54 SMPN principals and 54 SMPN treasurers from the District. Karawang BOS Manager requested DBE1 to attend the workshop and provide information regarding the matter, including Minister of Home Affairs Regulation 59 Year 2007 (Permendagri 59/2007.) DBE1 also introduced the DBE1-developed BOS software for schools. As a result, Karawang BOS Manager plans to use the 2011 Budget so the software can be used by schools in the District. Central Java DBE1 activity October December 2010 Dissemination Activities School Planning (RKS/RKT/RKAS) School Based Management The following dissemination activities took place in this reporting period: RKS/RKT and RKAS training in Sragen District from October 5 to 8. Participants were 132 representatives from 44 schools. The District used Rp. 78,717,776 from BEC-TF budget to support this activity. RKT training in Yogyakarta Municipality from October 13 to 14. A total 45 people from 15 Madrasah (2 MI, 7 MTs, and 6 MA) and 3 madrasah supervisors took part. The Municipality allocated Rp. 10,000,000 from its 2010 budget to support the training. RKS/RKT and RKAS training in Demak District from October 20 to 29. Because these sessions were attended by 392 schools (113 SD, 70 SMP, 106 MTs, and 106 MI) and each school sent 2-3 people, the training activities were carried out in two locations. To ensure that all participants received adequate attention during the training, training sessions were divided to eight where each session consisted of two classes. Each class More Effective Decentralized Education Management and Governance 77

98 DBE1 activity October December 2010 was facilitated by one local facilitator and former DBE1 Coordinator from Demak/former DBE1 Specialist. Budget of Rp. 140,872,000 was taken from funds of BEC-TF. RKS/RKT and RKAS training in Blora District from October 28 to 30. A total of 280 people from 70 schools took part. Blora District used funds from BEC-TF to cover activity cost of Rp. 66,800,000. School Database System (SDS) A total of 100 people from 100 schools were trained in SDS from October 12 and 13 in Sragen District. The District Government used funds allocated by BEC-TF (Rp. 47,932,000) to support this activity. School Committee Strengthening The Blora District Education Office also used a part of its funds from BEC-TF (Rp. 52,800,000) to support capacity building for its school committee members. The training was held from November 1 to 3. There were a total of 254 people from 127 schools and madrasah. Topics in the training included self assessment, roles and functions of school committee members, and how to develop committee work plan. Leadership Training In addition to RKS/RKT and RKAS training in Demak, training for principals was carried out from October 18 to 28. Participants were principals from 850 schools (568 SD, 70 SMP, 106 MTs, and 106 MI.) Because of the high number of participants, there were nine training sessions where each session was attended by two groups of 40 to 45 people per group. The activity cost of Rp. 200,204,550 was covered by funds from BEC-TF. School Operational Grant (BOS) Recording and Reporting In Blora, from November 4 to 10, a total of 140 schools were trained to use DBE1-developed software for recording and reporting activities related to School Operational Grant (Bantuan Operasional Sekolah or BOS.) These schools learned about schools administration and finance management based on 2010 BOS. The District used Rp. 99,000,000 from BEC-TF to support the training. In Wonosobo, a similar activity was carried out for 248 people from 145 SD/MI and 103 SMP/MTs from November 22 to 25. The training was divided into two separate sessions and each session was carried out in two days. The District also used funds from BEC-TF to cover the activity cost of Rp More Effective Decentralized Education Management and Governance

99 DBE1 activity October December 2010 From the school plan development training and leadership training that DBE1 monitored, there were a few lessons learned: Not all of these training activities were attended by representatives of school committees. During RKM development process in Yogyakarta, it was not clear whether school evaluation should be done according to National Education Minister Regulation 19 Year 2007 (Permendiknas 19/2007) or Education National Standards (Standar Nasional Pendidikan or SNP.) Facilitators suggested participants to discuss the matter with Office of Religious Affairs to find a permanent solution. Although principals were very enthusiastic to learn about different leadership skills, most of them were not aware of the tasks and responsibilities that they are required by law to do. DBE1 felt that there were too many participants for each training session. For example, DBE1 suggested that for an effective session participants should not exceed 40 people and be facilitated by two facilitators. However, around 70 people usually attended the training sessions. In terms of dissemination activities preparation and implementation, Education Offices acted as the central coordinator in each district and facilitators included DBE1-trained facilitators from Boyolali, Demak, Blora, and Purworejo who took part in the training sessions. In addition, DBE1 former District Coordinators from Blora, Demak, Grobogan, Klaten, Kudus, and Karanganyar also assisted the process. Asset Management District-Level Programs In Blora, training on Asset Management was carried out in two phases. Phase 1 was from October 29 to 30 and Phase 2 from November 1 to 4. A total of 374 representatives of 16 Sub-District Education Office, 118 SD/MI, and 55 SMP/MTs from the 16 sub-districts took part. The District of Blora used fund from BEC-TF to cover the costs of this activity (Rp. 98, ) Because there was no local facilitators available to support this activity, DBE1 conducted the training and facilitation sessions. Although participants were very eager to learn about the program, the knowledge level of Education Office representatives was low because most of them were very never trained in asset management in accordance with Home Affairs Minister Regulation 17 Year 2007 (Permendagri 17/2007.) Further, most of the schools did not have clear idea about items ownership or cost of purchase, making recording and management of schools asset very difficult. The 16 representatives from Sub-District Education Office indicated that they hope the training will provide them with more information related to asset management and help them disseminate the knowledge to other schools in More Effective Decentralized Education Management and Governance 79

100 DBE1 activity October December 2010 District Education Planning (SIPPK, Renstra - LAKIP - Renja) With the recent election of Wonosobo District Head and Vice-Head for , the District Government was required by law to establish its Mid-Term Development Plan (Rencana Pembangunan Jangka Menengah Daerah or RPJMD.) To support this endeavor, Wonosobo Education Office requested DBE1 to introduce the latter s approach and methodology in Renstra development to Wonosobo education-sector stakeholders. The Renstra development process introduction session took place from November 29 to 30. A total of 100 people attended the session. These were from District Development Planning Board, Office of Religious Affairs, Education Council, and Education Office. Some supervisors and principals also participated. The training session included topics such as stages of Renstra development, introduction to SIPPK, and analysis of Wonosobo s education service conditions. Throughout the session, participants showed a high level of interest in the process by taking active part in group work and asking wellthought and inquiring questions A few lessons were learned from this activity. First, because the whole process was not preceded by Training of Trainers for facilitators, Wonosobo District will likely depend on facilitators from other districts to facilitate its Renstra development. DBE1 suggested that District Government must establish a Renstra development working group whose members get trained on related matters and knowledge first. Further, because the Wonosobo education-related data-set was incomplete, participants could not analyze the District s educationservice condition based on real and relevant numbers. There were also challenges encountered by DBE1. In terms of training implementation, DBE1 felt that the high number of participants (100 people) was too many for effective sessions and discussions. Also, because there were many topics to be discussed in limited time, the DBE1 facilitators had to rush through the sessions. DBE1 Program Roll Out Personnel Management System On December 16, DBE1 introduced Personnel Management System to representatives of Purworejo District Education Office and Personnel Board. The District of Purworejo Government was represented by 13 people who included Head of Education Office, Head of Education Council, and representative of District Personnel Board. In his opening remark, Head of Education Office mentioned that Purworejo needs the System to be implemented soon to improve the current teachers surplus condition. He further hoped that the System outputs and analysis can be used as basis to 80 More Effective Decentralized Education Management and Governance

101 DBE1 activity October December 2010 improve issues such as teachers distribution and certification. He also hoped that teachers related issues such as mapping and supporting regulation can be included in related Head of District Decree. In its presentation, DBE1 showed that using the district as basis of analysis, Purworejo is experiencing surplus of teachers. The surplus number will be higher when sub-districts are used as basis of analysis. DBE1 also presented analysis results that elementary and junior secondary schools that have teachers with sufficient educational background and work experience tend to have higher end-of-year examination scores. As next step, DBE1 will carry out the following: Training on data compilation for three District personnel in charge of data from January 4 to 7 Training on data analysis for those three people and ten people in charge of data analysis from January 21 to 24 Preparation for policy recommendation for two days. Date will be determined later. Report to Head of District. Date will be determined later. Partnerships Coordination Partner District This quarter, DBE1 worked together with the Education Office of Demak and Blora to prepare for dissemination of DBE1 programs that used funds from BEC-TF. Engaging Stakeholders Partner Province At the end of October, DBE1 assisted the Central Java Provincial Education Office and trained districts that received funding from BEC-TF on development and usage of work indicators to measure program s achievements afterwards. DBE1 trained 44 people, representing 11 districts that received BEC-TF financial assistance. This training was necessary because monitoring and evaluation was not part of these districts Capacity Development Plan. Non Partner District: This quarter DBE1 worked together with Sragen and Wonosobo Education Offices prior to disseminating DBE1 programs. Other donors or non-government partners In 2011, four additional districts (Sragen, Wonogori, Rembang and Kebumen) in Central Java will use funding from BEC-TF to develop their education-sector strategic plan. More Effective Decentralized Education Management and Governance 81

102 East Java DBE1 activity October December 2010 District Education Finance District - Level Programs Personal Cost Survey From November 5 to 9, a Personal Cost Survey was conducted in Pasuruan. On November 10, DBE1 East Java Budget and Finance Specialist and ten enumerators verified the results. The ten enumerators were teachers and schools staff from ten SD/MI and SMP/MTs that were located in different geographical locations (urban, rural, and remote areas.) The survey was conducted to find out how much parents must pay in a year to send their child to school. The calculation included components such as the cost of books, school supplies, uniforms, snacks, and children s transportation to and from school. Preliminary results showed that parents in those three areas pay the following: Urban: Rp. 2,224,380/child/year Rural: Rp. 1,927,040/child/year Remote: Rp. 1,485,880/child/year One of the lessons learned from this process was the importance of selecting enumerators well. To ensure that the right people are chosen as enumerators, selection criteria should be decided together with the respective District Education Office. Those who are chosen as enumerators should understand the condition of schools and community surrounding the schools and have the time and ability to conduct interviews properly. In addition, to ensure that the process is carried out effectively, one enumerator should be allocated 10 respondents at the most. Also, coordination with District Education Office regarding selection of survey locations and samples is very important to ensure that all geographical locations are covered. School Based Management Dissemination Activities School Based Management From December 13 to 18, Pasuruan Education Office used its Annual Budget to disseminate the following DBE1 programs: Introduction to School Based Management: 1 day Leadership Training: 1 day School Committee Training: 1 day BOS Management Training: 2 days Participants included 40 school principals and several representatives of the Education Office. At the beginning some participants requested to reduce the number of training days. However, after they took part in the activities, they requested for more training sessions. Some mentioned that Pasuruan Education Office future training sessions should follow DBE1-developed training stages and methodologies. Others also hoped that in addition to MBS they would be trained in IT. As next step, principals will encourage respective sub-district education office to support dissemination of MBS in more schools. Further, in 2011, Education Office will conduct more training to improve capacity of principals. 82 More Effective Decentralized Education Management and Governance

103 DBE1 activity October December 2010 In Bangkalan, District Education Office used BEC-TF funds (Rp. 184,036,900) to support disseminating the following DBE1 programs: School Committee members capacity building from November 13 to 16. A total of 396 participants took part. Former DBE1 Community Participation Specialist and former Tuban District Coordinator were the trainers. RKS/M development process training from December 13 to 17. Participants were 200 representatives from 50 schools. Former Tuban Coordinator trained the participants. AKPK and BOSP programs (see detail under District-Level Programs below.) School Database System (SDS ++ ) From October 21 to 29, SDS ++ training was carried out for 90 schools from Jenu, Merakurak, and Semanding sub-districts in Tuban. Each school sent its principal, teacher/computer operator and the treasurer in charge of BOS. To accommodate the large number of participants, training was conducted in four separate sessions. During the last session, a total of 20 representatives of the Sub-District Education Office and Supervisors also took part. Tuban District Government allocated Rp.300,000,000 from its Annual Budget to support this acitivity in three subdistricts. In these training sessions, DBE1 acted as quality controller for the process to ensure that the training followed DBE1 methods. From November to the end of December, 424 schools in 15 sub-districts have disseminated SDS ++. These schools collected Rp. 179,500,000 to support this activity. The remaining two sub-districts in Tuban will carry out dissemination in January District-Level Programs District Education Finance Analysis/Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK) and School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP) In addition to using BEC-TF funds to support dissemination of DBE1 programs at school level, Bangkalan District Education Office also used Rp. 95,509,300 from the funds to disseminate BOSP and AKPK. For BOSP, the training took part from December 15 and 17 while for AKPK from December 20 to 24. Former Specialists of DBE1 trained the participants. More Effective Decentralized Education Management and Governance 83

104 DBE1 activity October December 2010 Partnerships Coordination Partner Province: Development of East Java Provincial Innovative Education Policy (INOVA) Efforts to support the illiteracy eradication program. On November 13, DBE1 s Senior District Coordinator from East Java attended a event in Malang held to simulate a Functional Literacy Tutorial in order to monitor the activity. In order to support illiteracy eradication in East Java, DBE1 facilitated meetings between provincial-level institutions such as Provincial Development Planning Board and and district-level organization like Universitas Negeri Malang. DBE1 also provided relevant data to the Statistics Center Bureau (Biro Pusat Statistik.) One of the challenges currently faced by Universitas Negeri Malang to implement the program was the restriction for Provincial Development Planning Board to directly disburse funds to participants. Total Education Delivery System Survey Discussion of Pasuruan Total Education Delivery System (TEDS) Engaging Stakeholders Focus Group Discussions were held in August and September in order to gather information for a profile of education services in Pasuruan. To discuss the FGD results and obtain inputs from stakeholders, DBE1 facilitated an internal consultation on November 19 with Pasuruan District Education Office representatives. In addition, DBE1 also presented results of the Pasuruan District Education Finance Analysis to the participants. DEFA results showed that distribution of Rp. 456,500,000,0000 as Pasuruan Annual Budget for the education sector were as follow: TKN: Rp. 1.1 billion or 0.2% SDN: Rp billion or 59% SMPN: Rp billion or 18% SMAN: Rp billion or 4.1% SMKN: Rp billion or 4.3% Sub-Districts Education Office: Rp billion or 5% PAUD: Rp. 1.8 billion or 0.4% PLS: Rp. 4.7 billion or 1% Others (including Madin) Rp billion or 7.8% The Secretary of Pasuruan Education Office expressed his appreciation for the work of DBE1 and the following: Budget for education-sector should be spent effectively. The Education Office should be able to integrate study program for 84 More Effective Decentralized Education Management and Governance

105 DBE1 activity October December 2010 religious-based subjects (Pelajaran Agama Islam) in both public schools and Madin so that overlapping could be kept to the minimum. These results should be introduced to leaders of Pondok Pesantren to make them aware of the situation and enable them to take necessary action to reduce the current overlapping. The Education Office reportedly plans to allocate a budget to carry out this activity and has requested DBE1 assistance. The results of AKPK were very informative, in particular the budget allocation for private institutions including Madin vs. for PAUD (early childhood education) and PLS (non-formal education). Next, Pasuruan Education Office and DBE1 conducted Pasuruan TEDS external workshop on December 18. The workshop was attended by representatives of Education Office, District Development Planning Board, Research and Development Body, schools (TK, SD/MI, SMP, and SMA,) Madrasah Diniyah, Parliament, and private sector. Participants discussed conditions of District s education-sector which included formal, informal, and religious-based education. From this meeting, participants learned that there was inefficiency in distribution of teachers workload or learning subjects. For example, many teachers in Madrasah Diniyah did not fulfill the minimum requirement of 24 teaching hours per week. Further, students learned overlapping subjects in school and Madrasah Diniyah. Participants agreed that more coordination is needed between schools and Madrasah Diniyah to improve this situation. Meeting with East Java Provincial Education Office On October 22, DBE1 representatives met with the new Head of East Java Provincial Education Office, Bapak Dr. Harun. MM, MSi. The meeting was held to provide information about DBE1 programs and progress of work in the province so far. Because Bapak Harun s response was very positive, a second meeting was held on November 16. In this meeting, he requested DBE1 to support the effort to integrate district and provincial level planning. As follow up, DBE1 met with Heads of Education Office Divisions during the third week of December. Some of the meeting s discussion topics were: Education Office welcomes DBE1 s effort to map East Java educationsector condition, in particular for vocational schools and Madrasah Diniyah. There were eight districts in East Java that performed poorly in education. Education Office suggested DBE1 to map one of these districts. Unused budget originally allocated for Madrasah Diniyah could be used to support improvement of teachers competencies and quality. Education Office will develop education-sector grand design. However, since Provincial Development Planning Board also planned to develop its education-sector grand design, DBE1 suggested both institutions to meet. Follow up meetings will take place between the Provincial Education Office and DBE1 to discuss implementation efforts. More Effective Decentralized Education Management and Governance 85

106 DBE1 activity October December 2010 Meeting with East Java Provincial Development Planning Board On October 13, DBE1 team members met with the new Head of East Java Provincial Development Planning Board, Bapak Dr. Ir. Zainal Abidin, MT. In this meeting, Bapak Zainal expressed the following: He requested DBE1 to continue study of indicators in 31 districts as these indicators will be used as inputs to improve quality of education in East Java. Bapak Zainal also requested DBE1 to conduct TEDS in two more districts that have different characteristics than Pasuruan. He hoped that with information from three districts, a more complete picture about educationsector conditions could emerge and necessary policies could be established and implemented to improve the conditions. Further, he requested DBE1 to introduce results of these studies to more stakeholders, namely Provincial Education Council, Parliament, and Ministry of Religious Affairs. The Head of Provincial Development Planning Board also expressed his support in the illiteracy eradication program and would allocate budget in 2011 to support the activities. Review of DBE1 current programs in East Java On December 28 and 29, DBE1 invited provincial and district-level stakeholders to discuss DBE1 activities in the province so far. Participants included representatives of Provincial Education Office, Education Council, Development Planning Board, Universities, and stakeholders from nine partner districts. DBE1 also gathered inputs from participants regarding integrated and holistic approach to improve overall quality of education in East Java. South Sulawesi DBE1 activity October December 2010 Dissemination Activities Training of Facilitators School Based Management After implementing DBE1 district-level programs, Barru District Government also planned to disseminate RKS/M development process for schools in the area. On October 25, DBE1 team members met with representatives of the District to discuss this matter. As next step, from December 15 to 19 DBE1 conducted Training of Facilitators for 26 people. The training participants were 86 More Effective Decentralized Education Management and Governance

107 DBE1 activity October December 2010 from District Education Office, were Heads of Sub-District Education Office, supervisors, principals, and teachers. Although initially the District did not plan to allocate money from its Budget to pay for the training, it took Rp. 7,570,000 from its 2010 Amended Budget to co-share the training costs with DBE1. Further, Barru District Government will allocate Rp. 79,833,200 to support dissemination of RKS/M development process in School Based Management From September to December, Soppeng District Education Office used its own fund to disseminate DBE1 School Based Management programs to ten schools in six sub-districts. The activities were: Leadership traning: September Training to improve capacity of school committee members: September RKS Workshop 1: October 4-6 RKS development facilitation 1: October RKS Workshop 2: November 8-10 RKS facilitation 2: November RKS District Level Prresentation: December 8 These training sessions were facilitated by Soppeng District Facilitator and former DBE1 District Coordinator for Soppeng. District Education Office allocated Rp. 50,123,100 to support these activities. Asset Management From December 13 to 16, DBE1 conducted Training of Facilitators to support the Asset Management program in Pangkep. The training was attended by 32 people who consisted of supervisors, Heads of Sub-District Education Office, principals, and personnel of Pangkep Education Office. The District Government co-shared the program s costs and allocated Rp. 8,000,000 from its 2010 Amended Budget. District-Level Programs From the training sessions, participants showed a high level of commitment to learn and introduce the program to more schools. This can be seen from their initiative to appoint school asset management coordinator for each school. Also, they encouraged Pangkep Education Office to issue a decision letter to officially appoint school assets coordinator for each school. Furthermore, District Government was very supportive of the Asset Management program implementation. Office of Revenue, Finance Management, and District Asset, (Dinas Pendapatan, Pengelola Keuangan, dan Aset Daerah) held a District Asset Management Workshop on December 21 and invited all Sub-District Education Office Heads and participants of the Training of Facilitators session. The Office of District Asset also invited DBE1 as resource person in the Workshop. More Effective Decentralized Education Management and Governance 87

108 DBE1 activity October December 2010 District Education Planning (SIPPK, Renstra - LAKIP - Renja) Soppeng Renstra Development During the period November 22 to 23, DBE1 assisted the Soppeng Education Office to develop its Renstra. DBE1 shouldered Rp. 6,617,000 of the total activity s costs while Soppeng District Rp. 1,920,000. However, although Soppeng Education Office has shown its commitment in this process by cosharing the costs, their long-term commitment remains to be proven. DBE1 specialists indicated that they feel that stakeholders still need to understand the importance and necessity of having education-sector planning that is based on valid and up-to-date data and information. Only with this understanding and commitment, sustainability of DBE1 programs could be maintained after the program ends in Certification Service Providers Capacity Development Support of DBE1 programs sustainability DBE1 South Sulawesi continued to support the capacity development of four Service Provider personnel (3 Male, 1 Female) by involving them in different programs such as the Soppeng Renstra development process. However, because the Service Providers were already busy with their own job responsibilities, they often were not able to take part in DBE1 programs. A possible solution to this problem is to choose those who are still junior lecturers in their university and have ample time to join programs such as DBE1 s. Policy Development DBE1 assistance to develop education-related policies Provincial Policy DBE1 South Sulawesi will assist the South Sulawesi Provincial Government in reviewing and synchronizing education-sector development work indicators at district, province, and national levels. This activity is planned to take place next year. 88 More Effective Decentralized Education Management and Governance

109 Annex 2: Success Stories Dissemination of DBE1 school-level programs to all SD/MI and SMP/MTs in Sukabumi, West Java. District of Sukabumi, West Java, has been one of DBE1 partner districts since the beginning of the project in DBE1 assisted 12 SD and 7 MI in School-Based Management programs which included school plan development, capacity building for principals and committee members, and management of school database. DBE1 also assisted schools in managing and reporting activities funded by School Operational Grants (Bantuan Operasional Sekolah or BOS) to District Education Office. At district level, DBE1 assisted stakeholders to use valid and up-to-date data and information as basis to develop educationsector planning, financing, and policies. Because DBE1 already ended its assistance for schools in June 2010, the Sukabumi District Government encouraged other schools in the area to disseminate DBE1 programs. During a meeting in July, District Education Office representatives and District BOS Manager introduced DBE1 school-level programs to principals and treasurers from all schools and such initiative was answered positively. Due to District budget limitation, schools agreed to contribute Rp. 500,000 each to shoulder the costs. Participants also agreed that all 1,157 private and public elementary schools will be trained in school development process (Rencana Kerja Sekolah or RKS,) School Database System ++ or SDS ++, and BOS management and reporting. A total of 210 SMP/MTs will be trained in SDS ++ and BOS reporting. Schools will get DBE1 Manuals and CD Rom containing related applications. Training sessions will be managed by the Sub-District Education Offices and Principals Working Group members. Because of schools disperse locations, training will be held in seven separate training areas where one training area covered schools from seven neighboring sub-districts. For SD/MI, a total of 50 schools will take part in each training session. Each school will send its principal and treasurer or computer operator. At the beginning of the three-day training session for SDS ++ and BOS reporting in September, Bapak Asep Saepudin, Secretary of Sukabumi BOS Program requested schools to learn as much as possible because DBE1 programs were designed to improve school stakeholders capacity for better school management and governance. Facilitators of these training sessions were DBE1 team member, former DBE1 Coordinator for Sukabumi, Head of the Principals Working Group (who was trained by DBE1 as facilitator for 2010 BOS program implementation) and operators of MONE s Information System at sub-district level. In general, the sessions were carried out smoothly. The training activity started with introduction of basic information such as system requirements for hardware/software and installation process. Realizing that there were many participants and most of them were senior citizens, facilitators established help-by-peer system where two participants who are close in age helped each other. At the end of the process, facilitators were sure that around 70% of participants could use the system properly and will be able to do so independently. Participants were very interested to learn about the System. Some of them were presently surprised when they realized that SDS ++ allows multiple outputs that could be used for More Effective Decentralized Education Management and Governance 89

110 different purposes. Participants further said that SDS ++ was very helpful because schools can use the system s many products. For example, schools need to complete their Individual School Form and send the information to the Sub-District Education Office on regular basis. Because SDS ++ produces this Form, schools no longer need to complete the task manually. They were also very interested to learn about BOS management and reporting program because by using the software, schools are now able to input data and produce reports digitally. Further, because schools are able to complete these tasks in a much shorter time they now can use their time to concentrate more on teaching and learning activities. Also as a result of these training sessions, representatives of Sub-District Education Offices realized that they also need to know how to use SDS ++. The District Education Office will allocate part of its 2011 budget for SDS ++ and BOS reporting training for 49 Sub-District Education Offices representatives. As of November 2010, a total of 450 schools in Sukabumi have been trained. For elementary schools, training will be completed by March Junior secondary schools will be trained until April Participants took part in the training sessions intently 90 More Effective Decentralized Education Management and Governance

111 DBE1 Assisted Schools and District Stakeholders in Asset Management System in Soppeng, South Sulawesi DBE1 developed Asset Management System to help schools to identify, manage, and record their asset. This System can also be used by sub-district and district education office to see the latest aggregated data and condition of asset of schools in their area. Further, district education office can use the System s output of aggregated data and information at district level to report to the district office in charge of asset management. DBE1 used regulations of two Ministries as basis to develop the Asset Management System; Minister of Home Affairs Regulations 17 Year 2007 for management and reporting of district-owned asset and Minister of National Education Regulation 24 Year 2007 for standards for facilities and infrastructure for schools (SD/MI, SMP/MTs, and SMA/MA.) Pilot projects for Asset Management System program were conducted in DBE1 partner districts in Aceh Tengah, Tebing Tinggi, Karawang, Purworejo, Tuban, and Soppeng. In Soppeng, DBE1 South Sulawesi worked with Soppeng District Education Office, Sub- District Education Offices, schools, and District Asset, Finance Management and Revenue (Dinas Pendapatan, Pengelolaan Keuangan dan Aset Daerah or DPPKAD.) One of the District Education Office representatives mentioned that the Office has not been able to perform its task of recording and managing schools and education units asset properly. This is because District Office only has limited number of personnel to collect data from all of the schools in the area. As a result, reporting to DPPKAD has been delayed for a significantly long time. Soppeng Facilitator of Asset Management System explained related Ministry of National Education regulations to training participants Presentation of Asset Management System overall results to Soppeng District Government Asset Management System implementation in Soppeng started with Training of Facilitators in April 2010 and involved staff of sub-districts education offices and supervisors. The next step was training for schools from May 26 to 27, In addition to facilitators from Education Office and personnel of DPPKAD, a total of 15 DBE1 partner schools and five non-partner schools took part. Using the e-form and the System that DBE1 developed, participants learned to enter all information relevant to schools asset which comprised of facilities and infrastructure. They also had to fill out forms such as Asset and Room Inventory More Effective Decentralized Education Management and Governance 91