More Effective Decentralized Education Management and Governance Quarterly Report No. 24

Transcription

1 More Effective Decentralized Education Management and Governance Quarterly Report No. 24 April 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) Updating and 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 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: Districts That Disseminated DBE1 School Level Programs as of March Annex 5: Documents Uploaded On the Website Annex 6: Deliverables Status: March 31, Annex 7: Status of project documents uploaded in USAID Development Experience Clearinghouse (DEC) Annex 8: Abbreviations, Acronyms and Glossary Abbreviations & Acronyms More Effective Decentralized Education Management and Governance i

4 List of Figures Page Figure 4.1: Progress of Grant Realization Amount by Year of Implementation Figure 4.2: Overall ICT Grants Activity Figure 4.3: Grantee location Figure 4.4: Snapshots of Compliance Communication with Grantee Figure 4.5: Relationship between School Programs based on Permendiknas No.19/2007 (left side) and Permendiknas No. 37/2010 (right ride) Figure 4.6: BOS K-2 Format with ten Categories for School Programs Figure 4.7: Website Hits List of Tables Page Summary of Selected Achievements Cumulative through March v Ringkasan Pencapaian Hasil Kerja DBE1 Secara Kumulatif Hingga Maret xiii Table 1.1 Monitoring, Evaluation and Reporting... 8 Table 1.2 Summary of Report on Special Studied Submitted This Quarter... 9 Table 1.3 Progress in Managing PDMS ( ) Table 2.1 Achievements Against 2011 Targets for Disseminating School-Based Management Table 2.2 Number of Schools in DBE1-Targeted and Non Targeted Districts with Replication Activities (Head Count) - Based on Budget as at March 30 th Table 2.3: Summary of Dissemination Effort to March Table 2.4: Types of School Disseminating DBE1 Programs (March 2011) Table 2.5: Summary of School Level Dissemination Programs to end of March 2011 (Program Realization) Table 3.1 Progress in District Finance & Management ( ) Table 3.2: DBE1 Activity Based Costing Framework Table 3.3 Summary of Progress in Personnel and Asset Management ( ) Table 3.4 Funding for District Level Dissemination Programs to end of March 2011 Error! Bookmark not defined. Table 3.5 Non-Partner Districts That Disseminate DBE1 District Level Programs to end of March Table 4.1 Progress in ICT Grants Implementation Table 4.2: Progress of Realization Amount by Number of Grants and Grant Amount Table 4.3 List of Districts and Consortia Receiving ICT Grants Table 4.4: Top 10 Requests for Documents until the Last Quarter Table A3-1: Number of training activities from January to March Table A3-2: Summary of persons trained from January to March 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 period January through March As with the previous quarter, this was a period of transition. A new contract to cover the Extension of DBE1 from October 2010 through until the end of June 2011 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. Meanwhile, it was anticipated that a second extension for the period July December 2011 would be approved in the near future and that the increased funding would be available to be utilized early in However, as at the end of this quarter, the contract for this second extension has not yet been approved. As a result, plans to expand the program during this quarter have been on hold. Notwithstanding this delay, ongoing coordination, planning and training workshops took place this quarter at provincial and national levels to ensure that project management is responsive and to accommodate and anticipate the extension to the project through until the end of the current year. Coordination with our partners in USAID, DBE2 and DBE3 is ongoing at all levels. The focus on dissemination and sustainability continued this quarter. In order to support sustainability at the school and district levels and to 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. This was achieved in several ways, including holding occasional meetings in provinces, ongoing consultations with MONE and with other relevant national stakeholders including MORA, and coordination with other donors including the World Bank, UNICEF, AusAID programs and the USAID-funded Kinerja project. Due to budget limitations, the main focus during this quarter was 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 programs and ongoing dissemination and updating efforts, pending finalization of plans for the second project extension. In addition, seven new reports were completed and submitted this quarter, six of these in fulfillment of deliverable requirements under the current contract. These include reports on the final review of the ICT innovations grants program, a review of the service provider program, the asset management system, the personnel management system, BOS training, transfer of materials and collaboration with SEDIA. DBE1 support for the dissemination of school-based management programs and planned training for district facilitators was suspended, pending outcomes of MONE s current AusAID-funded pilot training program and changes in MONE policy relating to BOS disbursement and reporting requirements. Notwithstanding this, the new target of 15,000 dissemination schools has now been exceeded by 214 schools. This is partly as a result of the dissemination of the asset management program at school More Effective Decentralized Education Management and Governance i

6 level in West Java during this quarter. The total number of districts participating in the dissemination of DBE1 school level programs increased from 62 to 74 during this reporting period. This is the result of 12 new districts joining the program: eleven districts from West Java disseminated the asset management program and one district in Central Java disseminated RKS, RKT, and Asset Management. While it is not possible to say with certainty on the basis of this quantitative data alone, based on the qualitative case studies conducted in 2010 it is reasonable to suggest that this dissemination effort is contributing in a significant way to the improvement of schooling for many. Based on average school size, this means that over 3.3 million Indonesian children have benefited from the dissemination programs to date. This is in addition to the 340,000 children who benefited from the program in target schools. Throughout this quarter, DBE1 continued to assist and provide quality assurance, in response to a request from MONE supported by USAID, for MONE s World Bank / AusAID funded program to disseminate school development planning and financial management through cascade training to principals, school treasurers, and school committees throughout the country. DBE1 s approach to RKS/M has been adopted as the School Planning and Budgeting School module for this national program. In order for this to occur, DBE1 revised the previously existing material. Likewise, the School Financial Management module currently used by the National BOS Team was developed by DBE1 to assist schools in the implementation of BOS. During this quarter, DBE1 also conducted a comprehensive policy analysis on the BOS Training program and on MONE s policy for BOS disbursement through districts, which was implemented as of January A report on this analysis will be submitted to USAID early in the coming quarter. To further support the sustainability and dissemination of DBE1 school-based management programs, a number of discussions were held this quarter with universities interested to incorporate these programs into their curricula. This included the University of Lampung (Unila), the National University of Malang (UNM), and the private, Sampoerna School of Education (SSE). Discussions also took place on the use of DBE1 district level materials in curricula with the three universities which participated in the 2010 service provider program: the National Education University (UPI) in Bandung, the University of Muhammadiyah in Surakarta (UMS) and the National University of Makassar (UNM). These programs will be developed in the coming quarter. Preparation of the updated BOSP methodology was undertaken and is expected to be completed in the coming quarter. Field work will commence after that. As requested by the Deputy Minister for Education, the new methodology enables districts to calculate the costs of operating schools to meet the nationally mandated minimum service standards (SPM), and to achieve increased access for primary and juniorsecondary schooling. A five-year projection is made covering access expansion, provision of services that meet SPM requirements, and BOSP. The new approach was ii More Effective Decentralized Education Management and Governance

7 successfully piloted in Pangkep District in South Sulawesi this quarter. DBE1 also continued analysis of Personal Cost data in this quarter. DBE1 s new Personnel Management System has now been piloted in two locations: Mojokerto in East Java and Purworejo in Central Java. The system, now known as SIM-PTK, integrates data from existing data sets: DBE1 s planning database known as SIPPK, MONE s web-based system, Padatiweb, and the new teacher registration system, NUPTK. It includes a formula to calculate teacher needs based on information regarding the surplus/shortage of teachers at both SD and SMP levels; the linkage between length of services/experience and final exam scores; level of education and students score; identifying senior teachers, school size, inflow/outflow of teachers; and by using student teacher ratio one can identify whether a school has met minimum service standards. The pilot in Purworejo was successfully completed this quarter with a workshop to present results to the District Head and senior officials. DBE1 now plans to provide training for MONE s provincial quality assurance bodies, LPMP, in Aceh, North Sumatra, East Java and South Sulawesi to develop their capacity as service providers for the SIM-PTK. These institutions have expressed interest in the program as it fits well with their mission to support the improved quality of human resources within the education systems they serve. Work on DBE1 s asset management system, known as SIMA, concentrated this quarter on dissemination in West Java. Since 2010, DBE1 has been providing assistance to the West Java Provincial Education Office to implement SIMA in its schools for students with special needs (Sekolah Luar Biasa or SLB). After DBE1 conducted Training of Trainers and assisted in the implementation of the System in 15 special schools (SLB), the West Java Education Office continued the process with dissemination to 14 other schools. In addition to these state special schools (SLBN), West Java has some 307 private special schools. The Education Office provides assistance each year to these special schools. The Education Office will in the future provide assistance on condition that special schools have conducted data collection on their assets. This data will form the basis for the education office to determine the level of assistance to be provided to each school. Dissemination of the asset management program also took place in Cimahi, Sukabumi and Subang in West Java, Wonogiri in Central Java and Pangkep in South Sulawesi. Other district level activity included: updating of renstra in Tapanuli Utara, North Sumatra; renstra and LAKIP development in Cimahi, West Java; LAKIP training in Sragen, Central Java; renstra updating in Purworejo; cross-sectoral renstra development in eight district offices in Pangkep, South Sulawesi; renstra development in Soppeng and LAKIP training in Makassar. An evaluation of the service provider program this quarter found that the 2010 program was successful in developing the capacity of participating institutions. Further work is required to strengthen that capacity and to develop the demand side of the equation, linking the service providers to districts as users. All of the institutions expressed strong interest in continuing the program this year. More Effective Decentralized Education Management and Governance iii

8 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), 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. During this quarter, four ICT innovation grantees were fully closed out and one grantee received disbursements. As at the end of this quarter, a total of 13 grants have been completed and one grant is still in progress but is being terminated due to problems with compliance and capacity. The compliance monitoring and reporting conducted by DBE1 concluded that the grantee s performance was unsatisfactorily as they did not complete the required monitoring and reporting tasks. Dissemination of DBE1 s EMIS strengthening program and the school database system (SDS) was put on hold this quarter due to changes in MONE policy on BOS disbursement and the national AusAID-funded pilot described above. 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 improvement approach. In East Java, DBE1 is facilitating a set of innovative developments with the province under the name of Inova: (1) aligning national, provincial and district strategic plans; (2) the Total Education Delivery System (TEDS) and (3) a functional literacy and empowerment program. After DBE1 completed the synchronization of education-sector indicators in seven partner districts, East Java s Provincial Bappeda requested assistance to facilitate a similar process in the remaining 31 districts. This became the focus of work this quarter. DBE1 believes this is an important product to discuss with MOHA and should potentially form a preliminary step for renstra. Throughout this reporting period, DBE1 continued to consult with representatives of East Java Provincial Bappeda, Pasuruan and Malang District stakeholders to support the implementation of the TEDS program. Bappeda has prepared the budget needed for workshops and hopes for preliminary findings to be submitted by May 31. This is an important breakthrough for DBE1. The TEDS tool has great potential to influence policy in positive ways. Consequently DBE1 will now give this program priority with the goal of finishing all reporting and presentations to Bappeda by June 30 The field work is now completed for the functional literacy program, including monitoring. A final report is being finalized. We anticipate that this will be printed and submitted to Bappeda in an informal meeting early in the next quarter. This will complete DBE1 s involvement in the program. Important planning and consultations have also taken place this quarter in Aceh, North Sumatra, West Java, Central Java, and South Sulawesi. DBE1 continued throughout this quarter to coordinate closely with the AusAID-funded SEDIA project iv More Effective Decentralized Education Management and Governance

9 team in Aceh. In this context, we are working with the Coordination Team for Education Development in Aceh, (TK-PPA). A major workshop was held in January with senior representatives and Heads from all districts in Aceh to discuss strategies for improving the education sector. In March DBE1 met with SEDIA in Jakarta and introduced the new enhanced BOSP methodology. DBE1 will train SEDIA and counterparts in Aceh in the new methodology in the coming quarter. In West Java consultations focused on the Asset Management program, in North Sumatra and Central Java on the Personnel Management System, and in South Sulawesi on policy implications of the BOSP program. At the national level, DBE1 continued to follow up on the previous quarter s consultations with the Deputy Minister of Education and the Head of the Vice President s Secretariat. The main focus has been designing the expanded BOSP methodology to assist districts to calculate the cost of meeting minimum service standards and increasing access, as described above. The new approach was successfully piloted in Pangkep District. DBE1 will implement this modified tool in 50 districts. In Aceh this will be carried out in collaboration with SEDIA. DBE1 will also collaborate with the USAID-funded Kinerja project The World Bank is expected to continue to provide funds to district governments to implement BOSP through the BEC-TF project. This quarter, DBE1 worked with UNICEF on plans to implement the program in Papua and West Papua, and with the World Bank funded BEC-TF to support dissemination of a number of programs in districts. DBE1 also continued to work closely with MONE, the World Bank and AusAID programs this quarter on the pilot and training of trainers for the national BOS training which will reach every elementary and junior-secondary school in the country. In January we submitted a report to USAID entitled DBE1 Participation in Preparation of 2011 BOS Training Program. Summary of Selected Achievements Cumulative through March 2011 (Based on Work Plan October 2010 December 2011) Activity Target 1 Achievement This Quarter (Jan March 2011) Cumulative Achievement through December Cumulative Achievement through March 2011 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. 1,068 SD/MI dan 196 SMP/MTs Certification of District Facilitators 400 persons persons 230 persons 1 updated as of March 2011 More Effective Decentralized Education Management and Governance v

10 Activity Target 1 Achievement This Quarter (Jan March 2011) Cumulative Achievement through December Cumulative Achievement through March 2011 Advance Training for District Facilitator Training for Service Provider to Deliver DBE1 District Level Programs (SIPPK, Renstra, AKPK, BOSP, Personnel and Asset Management) 500 persons - N/A Postponed due to MONE national pilot 14 persons 25 persons 14 persons 39 persons (include 15 persons in West Java Provincial Trainers for Asset Management and 10 persons in South Sulawesi for BOSP) Implement BOSP 49 districts - 67 districts 67 districts Implement AKPK 45 districts - 46 districts 46 districts Update of BOSP in DBE districts 50 districts Piloted in 2 districts Not Yet Commenced New methodology developed and piloted in 2 districts Dissemination of Updated BOSP to new districts Based on demand - Not Yet Commenced Pending finalization of project extension Renstra 45 districts 2 districts updated using new methodology 45 districts 45 districts + 2 districts updated using new methodology Renja 20 districts - 20 districts 20 districts DBE1 Contribution To District Policy Development 6 policies - 43 policies 43 policies DBE1 Contribution to Provincial Policy 2 policies 4 policies in progress 2 policies 4 policies (policy work continuing in South Sulawesi, West Java, East Java, and Aceh) Personal Cost Survey 5 districts 1 district 1 district 2 districts Asset Management System 7 districts Dissemination in West Java 7 districts 7 districts + dissemination in West Java vi More Effective Decentralized Education Management and Governance

11 Activity Target 1 Achievement This Quarter (Jan March 2011) Cumulative Achievement through December Cumulative Achievement through March 2011 Personnel Management System 7 districts - 2 districts 2 districts ICT Grant Disbursed 2 $292,901 $2,397 $293,064 $304,422 (IDR 2,714,749,451) (IDR 21,576,557) (IDR 2,718,224,725) (IDR 2,739,801,282) Number of schools disseminating or committed to disseminate DBE1 programs 15,000 schools 1,686 schools 13,528 schools 15,214 schools Government and nongovernment funding dissemination of DBE1 school-level programs N/A $43,692 (IDR 415,074,850) $1,921,878 (IDR 17,296,901,406) $ 1,967,997 3 (IDR 17,711,976,256) Government and nongovernment funding for dissemination of DBE1 district-level programs N/A $1,291 (IDR 12,268,000) $32,083 4 (IDR 304,786,100) $33,374 4 (IDR 317,054,100) Number of districts disseminating DBE1 programs N/A 13 districts (school programs: 12; district programs: 1) 84 districts (school programs = 62; districts programs = 22) 97 districts (school programs = 74 districts; district programs = 23) Implement PPA Programs $677,775 - $1,547,000 $1,547,000 (program closed in 2007) Community contributions to school development attributed to DBE1 programs 5 N/A - $2,644,877 6 (IDR 25,126,330,524) $2,644,877 6 (IDR 25,126,330,524) USD = 9,000 IDR 1 USD = 9,500 IDR includes budget contribution for dissemination of asset management Based on contributions during school year periods 1 USD = 9,500 IDR More Effective Decentralized Education Management and Governance vii

12 Ringkasan Eksekutif Laporan ini mencakup periode Januari hingga Maret Seperti halnya triwulan lalu, periode ini juga merupakan masa transisi untuk DBE1. Pada tanggal 10 November 2011, kontrak baru yang mencakup perpanjangan masa kerja DBE1 dari Oktober 2010 hingga akhir Juni 2011 telah disetujui oleh USAID. Perpanjangan kegiatan DBE1 untuk periode ini terfokus kepada penguatan hasil-hasil yang telah dicapai dalam peningkatan manajemen dan tatalayanan pendidikan dasar di kabupaten/kota mitra dan juga di tingkat provinsi maupun nasional. Selain itu, DBE1 juga mengantisipasi perpanjangan kontrak untuk periode Juli hingga Desember 2011 yang akan disetujui dimasa yang akan datang. DBE1 juga mengantisipasi adanya dana tambahan pada awal Namun demikian, hingga akhir periode ini kontrak perpanjangan untuk periode tersebut masih belum disetujui. Dengan demikian, rencana untuk menambah dan memperluas kegiatan DBE1 pada periode ini ditunda terlebih dahulu. Walaupun demikian, kordinasi yang tengah berjalan maupun perencanaan dan pelatihan juga berlangsung di tingkat provinsi maupun nasional. Hal ini dilakukan untuk menjamin bahwa manajemen DBE1 tetap responsif dalam mengakomodasi dan mengantisipasi perpanjangan masa kerja DBE1 hingga akhir Kordinasi dengan USAID, DBE2 dan DBE3 juga tetap berlangsung dalam semua tingkat. Upaya DBE1 juga terus terfokus dalam mendukung diseminasi dan menjaga kesinambungan program dalam triwulan ini. Dalam upaya menjaga kesinambungan program di tingkat sekolah dan kabupaten/kota dan juga mendukung diseminasi/replikasi dari pendekatan dan metodologi DBE1 pada tingkat nasional maupun provinsi, DBE1 terus melakukan kerjasama dengan pemangku kepentingan provinsi maupun nasional. Hal ini dicapai melalui berbagai cara diantaranya dengan melakukan pertemuan di tingkat provinsi, melakukan konsultasi dengan wakil dari Kementerian Pendidikan Nasional (Kemdiknas) dan pemangku kepentingan terkait lainnya termasuk Kementerian Agama (Kemenag.) DBE1 juga terus berkordinasi dengan lembaga donor lainnya termasuk Bank Dunia, UNICEF, program-program yang didanai oleh AusAID dan Kinerja yang juga dibiayai oleh USAID. Karena adanya keterbatasan dana, dalam periode transisi ini fokus utama DBE1 adalah menjaga keberadaan DBE1 di lapangan. Pada saat yang bersamaan, DBE1 juga berupaya untuk mendukung beberapa program dan kegiatan diseminasi sambil menunggu finalisasi perpanjangan kontrak untuk periode Juli hingga Desember DBE1 telah menyelesaikan dan menyerahkan tujuh laporan dalam triwulan ini. Enam laporan tersebut merupakan bagian dari deliverables yang harus dipenuhi DBE1 dalam kontrak kerja saat ini. Laporan-laporan tersebut adalah riviu akhir program hibah ICT, riviu program service provider, Sistem Informasi Managemen Aset (SIMA,) Sistem Informasi Manajemen Pendidik Dan Tenaga Kependidikan (SIM- PTK,) pelatihan BOS, dan juga mengenai penyerahan materi DBE1, serta kerjasama dengan SEDIA. viii More Effective Decentralized Education Management and Governance

13 Upaya DBE1 dalam mendukung diseminasi program MBS dan rencana untuk melatih fasilitator distrik saat ini ditangguhkan karena masih menunggu hasil dari pelatihan program Kemdiknas yang dibiayai oleh AusAID dan perubahan dalam kebijakan Kemdiknas terkait mekanisme pencairan dana BOS dan pelaporan pengunaan dana BOS yang diperlukan dari sekolah-sekolah. Namun demikian, 15,214 sekolah telah mendiseminasi program DBE1, melebihi target 15,000 sekolah yang ditentukan sebelumnya. Sekolah yang mendiseminasi program DBE1 termasuk sekolah yang melakukan program SIMA di Jawa Barat dalam triwulan ini. Jumlah kabupaten/kota yang turut serta dalam mendiseminasi program DBE1 tingkat sekolah bertambah dari 62 kabupaten/kota menjadi 74 kabupaten/kota. Hal ini disebabkan karena adanya 12 kabupaten/kota baru yang mendiseminasi programprogram DBE1 yaitu 11 berasal dari Jawa Barat dan mendiseminasi Manajemen Aset dan 1 dari Jawa Tengah dan mendiseminasi RKS, RKT, dan Manajemen Aset. Walaupun data kuantitatif masih belum mencukupi, berdasarkan data kualitatif yang dihasilkan dari penelitian tahun 2010, DBE1 menyimpulkan bahwa upaya diseminasi ini memberikan kontribusi penting dalam upaya perbaikan pendidikan untuk banyak siswa. Berdasarkan jumlah murid rata-rata per sekolah, hal ini berarti lebih dari 3.3 juta anak Indonesia telah mendapatkan keuntungan dari diseminasi DBE1 hingga saat ini. Hal ini merupakan tambahan dari 340,000 siswa penerima manfaat yang berasal dari sekolah mitra DBE1. Dalam triwulan ini, DBE1 terus berupaya dalam mendukung dan menjamin peningkatan mutu pendidikan di Indonesia. Hal ini dilakukan sesuai dengan permintaan Kemdiknas yang didukung oleh USAID, untuk mendukung program yang dibiayai oleh Bank Dunia dan AusAID untuk mendiseminasi perencanaan dan manajemen keuangan sekolah melalui pelatihan berjenjang kepada kepala sekolah, bendahara sekolah, dan komite sekolah di seluruh Indonesia. Pendekatan yang dikembangkan oleh DBE1 telah diadopsi dalam Modul Perencanaan dan Pendanaan Sekolah dalam program nasional ini. Untuk mendukung hal ini, DBE1 telah merevisi materi-materi yang telah ada. Selain itu, Modul Manajemen Keuangan Sekolah yang saat ini digunakan oleh Tim BOS Nasional juga dikembangkan oleh DBE1 untuk membantu sekolah melaksanakan BOS. Dalam triwulan ini, DBE1 juga melakukan analisis kebijakan secara menyeluruh terkait program pelatihan BOS dan dalam kebijakan Kemdiknas dalam pencairan dana BOS melalui kabupaten/kota yang telah dilaksanakan pada bulan January Laporan mengenai analisis ini akan diserahkan kepada USAID pada triwulan depan. Untuk mendukung lebih jauh kesinambungan dan diseminasi program-program tingkat sekolah, DBE1 telah melaksanakan pertemuan dengan beberapa perguruan tinggi yang tertarik untuk menyertakan program-program tingkat sekolah ini kedalam kurikulum pendidikan mereka. Universitas-universitas yang tertarik adalah Universitas Lampung (Unila,) Universitas Negeri Malang (UM,) dan lembaga swasta Sampoerna School of Education (SSE.) DBE1 juga terus berupaya untuk menyertakan program-program tingkat kabupaten kedalam kurikulum pendidikan perguruan tinggi di institusi pendidikan yang telah turut serta dalam program service provider pada tahun Perguruan Tinggi tersebut adalah Universitas Pendidikan Indonesia (UPI) More Effective Decentralized Education Management and Governance ix

14 Bandung, Universitas Muhammadiyah Surakarta (UMS) dan Universitas Negeri Makassar (UNM.) Program-program kerjasama ini akan dilakukan dalam triwulan depan. Persiapan dalam pemutakhiran metodologi Biaya Operasional Satuan Pendidikan (BOSP) telah dilakukan dan diharapkan akan selesai dalam triwulan yang akan datang. Setelah itu, metodologi BOSP akan dilaksanakan dilapangan. Seperti yang telah diminta oleh Wakil Menteri Kemdiknas, metodologi baru ini membantu kabupaten/kota untuk menghitung biaya operasional sekolah dan memenuhi Standar Pelayanana Minimum (SPM,) dan juga untuk mencapai perbaikan akses pendidikan dasar dan menengah pertama. Proyeksi untuk lima tahun yang mencakup perbaikan akses, penyediaan pelayanan yang memenuhi SPM, dan juga BOSP. Metodologi yang baru ini telah diuji coba di Pangkep dalam periode ini. Dalam kurun Januari hingga Maret ini, DBE1 juga melakukan analisis data terkait Biaya Personal. SIM-PTK telah diuji coba di Mojokerto, Jawa Timur dan Purworejo, Jawa Tengah. SIM -PTK menggabungkan data dari data set yang telah ada yaitu database perencanaan yang dikembangkan oleh DBE1 (SIPPK,) data berbasis web yang dimiliki oleh Kemdiknas (PadatiWeb,) serta sistem pendaftaran guru baru (NUPTK.) SIM-PTK juga menyertakan formula penghitungan jumlah guru yang diperlukan berdasarkan informasi terkait kelebihan/kekurangan guru SD maupun SMP; hubungan antara lama kerja/pengalaman guru dan hasil ujian akhir; tingkat pendidikan guru dan nilai siswa; juga mengidentifikasi guru senior, besar sekolah, inflow/outflow dari guru; menggunakan rasio murid-guru untuk mengidentifikasi apakah sekolah tersebut telah memenuhi SPM. Ujicoba di Purworejo telah diselesaikan dengan sukses pada periode ini dan diakhiri dengan lokakarya untuk menyerahkan hasil kerja tim kepada Bupati dan pemangku kepentingan lainnya. DBE1 kini berencana untuk melatih Lembaga Penjamin Mutu Pendidikan (LPMP) Provinsi Aceh, Sumatera Utara, Jawa Timur, dan Sulawesi Selatan. Pelatihan ini bertujuan untuk mengembangkan kapasitas mereka sebagai service provider pendukung program SIM-PTK. Berbagai lembaga ini telah menyatakan ketertarikan terhadap SIM-PTK karena program ini sangat berhubungan dengan misi mereka untuk mendukung peningkatan mutu SDM dalam sistem pendidikan yang mereka layani. Dalam triwulan ini, SIMA dilakukan di Jawa Barat. Sejak 2010, DBE1 telah mendukung Dinas Pendidikan Provinsi Jawa Barat dalam melaksanakan SIMA di Sekolah Luar Biasa (SLB.) Setelah DBE1 melaksanakan Training of Trainers dan mendukung pelaksanaan SIMA di 15 SLB, Dinas Pendidikan Provinsi Jawa Barat meneruskan upaya tersebut dengan mendiseminasi SIMA di 14 SLB. Dinas Pendidikan akan memberikan bantuan kepada sekolah-sekolah tersebut selama mereka telah memiliki data terkait sarana dan prasarananya. Data ini akan menjadi basis dari Dinas Pendidikan untuk menentukan banyak bantuan yang akan diberikan kepada setiap sekolah tersebut. Diseminasi untuk SIMA telah dilakukan di Cimahi, Sukabumi, dan Subang di Jawa Barat, Wonogiri di Jawa Tengah, dan Pangkep di Sulawesi Selatan. x More Effective Decentralized Education Management and Governance

15 Kegiatan kabupaten/kota lainnya termasuk pemutakhiran renstra di Tapanuli Utara, Sumatera Utara, pengembangan renstra dan LAKIP di Cimahi, Jawa Barat, pelatihan pengembangan LAKIP di Sragen, Jawa Tengah, pemutakhiran renstra di Purworejo, Jawa Tengah, pengembangan renstra yang mencakup delapan Dinas di Pangkep, Sulawesi Selatan, pengembangan renstra di Soppeng, dan pelatihan pengembangan LAKIP di Makassar, Sulawesi Selatan. Evaluasi terhadap program service provider pada periode ini menyimpulkan bahwa program tersebut pada tahun 2010 cukup sukses dalam mengembangkan kapasitas dari berbagai lembaga yang ikut serta. Upaya lebih lanjut diperlukan untuk memperkuat kapasitas tersebut dan mengembangkan sisi permintaan, menghubungkan service providers kepada kabupaten/kota sebagai pengguna. Semua lembaga yang turut serta telah menyampaikan keinginan untuk ambil bagian dalam program ini tahun depan. Task Order DBE1 memberikan mandat terhadap pelaksanaan beberapa kegiatan terkait ICT. Hal ini termasuk penilaian terhadap Education Management and Informasion System (EMIS) Kemdiknas, pengembangan dan pemeliharaan situs web DBE1 dan Project Data Management System (PDMS,) dan pengembangan solusi yang inovatif untuk pemindahan data dan manajemen yang memungkinkan masyarakat dan sektor swasta mengakses informasi melalui berbagai media secara mudah. Semua kegiatan yang disebutkan telah selesai atau sedang dalam proses pelaksanaan. Pada periode ini, empat hibah inovasi ICT telah seluruhnya selesai dan satu penerima hibah telah menerima pembayaran. Pada akhir periode ini, 13 hibah telah selesai dan satu hibah masih dalam proses. Namun demikian, hibah ini akan diselesaikan karena keterbatasan penerima hibah dalam kapasitas menjalankan hibah dan keterbatasan dalam memenuhi persyaratan-persyaratan yang ada. Berdasarkan monitoring dan pelaporan yang dilakukan oleh DBE1, diputuskan bahwa hasil kerja dari penerima hibah ini tidak memuaskan karena mereka tidak memenuhi persyaratan dalam monitoring dan juga pelaporan. Selain itu, diseminasi DBE1 dalam penguatan EMIS dan Sistem Database Sekolah ditangguhkan pada periode ini karena adanya perubahan dalam kebijakan Kemdiknas dalam proses pencairan dana BOS dan pelatihan yang dilakukan oleh AusAID seperti yang telah disebutkan diatas. Di provinsi-provinsi yang memberikan tanggapan yang baik terhadap program, DBE1 terus berupaya untuk mengembangkan pendekatan-pendekatan untuk mendukung diseminasi dan keberlanjutan program. Di Aceh misalnya, DBE1 bekerjasama dengan SEDIA yang dibiayai oleh AusAID dalam mendukung pemerintah provinsi untuk mengembangkan upaya peningkatan mutu pendidikan di seluruh provinsi. Di Jawa Timur, DBE1 memfasilitasi pengembangan kebijakan inovatif sektor pendidikan (Inova.) Yang termasuk dalam program Inova adalah (1) sinkronisasi indikator RPJM kabupaten, provinsi, dan nasional, (2) Layanan Pendidikan Menyeluruh atau Total Education Delivery System (TEDS,) dan (3) Keaksaraan Fungsional dan program pemberdayaan. Setelah DBE1 menyelesaikan upaya sinkronisasi indikator RPJM di tujuh kabupaten/kota mitra, Bappeda meminta DBE1 untuk melakukan hal yang sama More Effective Decentralized Education Management and Governance xi

16 di 31 kabupaten/kota yang lain. Hal ini yang menjadi fokus kegiatan DBE1 Jawa Timur dalam periode ini. DBE1 percaya bahwa hasil dari upaya ini penting untuk didiskusikan dengan Kementerian Dalam Negeri dan merupakan langkah awal dalam mengembangkan renstra. Dalam periode pelaporan ini, DBE1 terus bekerjasama dengan wakil dari Bappeda Provinsi Jawa Timur serta pemangku kepentingan dari Kabupaten Pasuruan dan Malang untuk mendukung pelaksanaan TEDS. Bappeda telah menyiapkan dana untuk lokakarya dan berharap hasil awal dari kegiatan ini dapat diserahkan pada tanggal 31 Mei nanti. Hal ini merupakan langkah terobosan untuk DBE1 karena TEDS adalah alat yang berpotensi tinggi untuk mempengaruhi kebijakan pendidikan secara positif. Karena itu, DBE1 akan memberikan prioritas dalam penyelesaian laporan dan juga paparan kepada Bappeda pada tanggal 30 Juni yang akan datang. Kegiatan dilapangan telah diselesaikan untuk program Aku Cepat Membaca, termasuk kegiatan monitoring. DBE1 saat ini sedang menyiapkan laporan akhir terkait. DBE1 mengantisipasi laporan ini akan diserahkan kepada Bappeda dalam pertemuan tidak resmi pada awal triwulan mendatang. Hal ini akan menjadi akhir dari keterlibatan DBE1 dalam program tersebut. Upaya perencanaan dan konsultasi juga telah dilakukan di Aceh, Sumatera Utara, Jawa Barat, Jawa Tengah, dan Sulawesi Selatan. DBE1 terus berkordinasi dengan proyek SEDIA yang dibiayai oleh AusAID di Aceh. Dalam hubungan ini, DBE1 bekerjasama dengan Tim Kordinasi Pembangunan Pendidikan Aceh atau TK-PPA. Lokakarya telah diselenggarakan pada bulan Januari bersama dengan wakil senior dan Bupati dari semua kabupaten/kota di Aceh untuk mendiskusikan strategi perbaikan sektor pendidikan di provinsi tersebut. Pada bulan Maret, DBE1 bertemu dengan wakil SEDIA di Jakarta dan memperkenalkan metodologi BOSP yang telah diperbaharui. Dalam periode mendatang, DBE1 akan melatih wakil SEDIA dan pemangku kepentingan Aceh untuk lebih mendalami metodologi ini. Di Jawa Barat, konsultasi yang dilakukan terfokus kepada SIMA. Sedangkan di Sumatera Utara maupun Jawa Tengah kegiatan DBE1 terfokus kepada SIM-PTK sementara di Sulawesi Selatan, DBE1 berupaya mendukung pengembangan kebijakan berdasarkan program BOSP. Pada tingkat nasional, DBE1 terus menindaklanjuti komunikasi dan konsultasi dengan Wakil Menteri Kemdiknas dan juga Kantor Wakil Presiden Republik Indonesia. Fokus dari kegiatan ini adalah menggunakan metodologi BOSP yang telah dimutakhirkan untuk membantu kabupaten/kota menghitung biaya yang harus digunakan dalam memenuhi SPM dan memperbaikik akses, seperti yang telah disebutkan diatas. Pendekatan yang baru ini telah diuji coba secara sukses di Kabupaten Pangkep, Sulawesi Selatan. DBE1 akan melaksanakan metodologi yang telah diperbaharui ini di 50 kabupaten/kota. Di Aceh, hal ini akan dilakukan bersamasama dengan SEDIA. DBE1 juga akan bekerjasama dengan proyek Kinerja yang dibiayai oleh USAID. Selain itu, Bank Dunia juga diharapkan tetap memberikan bantuan dana kepada pemerintah kabupaten/kota untuk melaksanakan BOSP melalui program BEC-TF. xii More Effective Decentralized Education Management and Governance

17 Dalam triwulan ini, DBE1 bekerjasama dengan UNICEF dalam merencanakan pelaksanaan program di Papua dan Papua Barat. DBE1 juga bekerjasama dengan proyek BEC-TF yang didanai oleh Bank Dunia untuk mendukung diseminasi dari beberapa program di kabupaten/kota. DBE1 juga terus bekerjasama dengan Kemdiknas, Bank Dunia, dan beberapa program yang didanai oleh AusAID dalam ujicoba dan training of trainers untuk pelaksanaan BOS Nasional yang akan mencakup semua SD dan SMP di Indonesia. Pada bulan Januari DBE1 telah menyerahkan laporan kepada USAID yang berjudul DBE1 Participation in Preparation of 2011 BOS Training Program. Ringkasan Pencapaian Hasil Kerja DBE1 Secara Kumulatif Hingga Maret 2011 (Berdasarkan Work Plan Oktober 2010 Desember 2011) Kegiatan Target 1 Pencapaian Triwulan (Januari Maret 2011) Pencapaian Secara Kumulatif Hingga Desember Pencapaian Secara Kumulatif Hingga Maret 2011 Sekolah/madrasah yang didampingi dalam mengembangkan rencana tahunan dan anggaran 1,068 SD/MI dan 196 SMP/MTs - 1,068 SD/MI dan 196 SMP/MTs. 1,068 SD/MI dan 196 SMP/MTs Sertifikasi Fasilitator Distrik 400 orang orang 230 orang Pelatihan Tingkat Advance Untuk Fasilitator Distrik Pelatihan untuk servicer provider untuk mendukung program tingkat kabupaten/kota (SIPPK, Renstra, AKPK, BOSP, SIM-PTK, dan SIMA) 500 orang - N/A Ditunda karena ujicoba nasional Kemdiknas 14 orang 25 orang 14 orang 39 orang (termasuk 15 orang pelatih yang terlibat dalam SIMA di Provinsi Jawa Barat dan 10 orang yang dilatih dalam BOSP di Sulsel) Pelaksanaan BOSP 49 kab/kota - 67 kab/kota 67 kab/kota Pelaksanaan AKPK 45 kab/kota - 46 kab/kota 46 kab/kota Pemutakhiran BOSP di kab/kota mitra DBE1 50 kab/kota Percontohan di 2 kabupaten Belum dimulai Metodologi baru telah dikembangkan dan diujicoba di 2 kab/kota 1 Di update per Maret 2011 More Effective Decentralized Education Management and Governance xiii

18 Kegiatan Target 1 Pencapaian Triwulan (Januari Maret 2011) Pencapaian Secara Kumulatif Hingga Desember Pencapaian Secara Kumulatif Hingga Maret 2011 Disseminasi BOSP yang telah dimutakhirkan di kab/kota baru Berdasarkan permintaan - Belum dimulai Menunggu finalisasi kontrak perpanjangan DBE1 Renstra 45 kab/kota 2 kabupten diperbaharui menggunakan metodology baru 45 kab/kota 45 kab/kota + 2 kab/kota memutakhirkan renstra menggunakan metodologi baru Renja 20 kab/kota - 20 kab/kota 20 kab/kota Kontribusi DBE1 dalam pengembangan kebijakan pendidikan kab/kota 6 kebijakan - 43 kebijakan 43 kebijakan Kontribusi DBE1 dalam pengembangan kebijakan pendidikan provinsi 2 kebijakan 4 kebijakan dalam penyelesaian 2 kebijakan 4 kebijakan (upaya ini berlanjut di Sulawesi Selatan, Jawa Barat, Jawa Timur, dan Aceh) Survei Biaya Personal 5 kab/kota 1 kabupaten 1 kab/kota 2 kab/kota SIMA 7 kab/kota Diseminasi di Jawa Barat 7 kab/kota 7 kab/kota SIM-PTK 7 kab/kota - 2 kab/kota 2 kab/kota Hibah ICT yang telah dicairkan 2 $292,901 $2,397 $293,064 $304,422 (IDR 2,714,749,451) (IDR 21,576,557 (IDR 2,718,224,725) (IDR 2,739,801,282) Jumlah sekolah yang ikut serta atau berkomitmen untuk mendiseminasi program DBE1 15,000 sekolah 1,686 schools 13,528 sekolah 15,214 sekolah 2 1 USD = 9,000 IDR xiv More Effective Decentralized Education Management and Governance

19 Kegiatan Target 1 Pencapaian Triwulan (Januari Maret 2011) Pencapaian Secara Kumulatif Hingga Desember Pencapaian Secara Kumulatif Hingga Maret 2011 Dana pemerintah kab/kota dan sumber lainnya untuk mendukung diseminasi program DBE1 tingkat sekolah N/A $43,692 (IDR 415,074,850) $1,921,878 (IDR 17,296,901,406) $ 1,967,997 3 (IDR 17,711,976,256) Dana pemerintah kab/kota dan sumber lainnya untuk mendukung diseminasi program DBE1 tingkat kabupaten/kota N/A $1,291 (IDR 12,268,000 $32,083 4 (IDR 304,786,100) $33,374 4 (IDR 317,054,100) Kabupaten/kota yang mendiseminasi program DBE1 N/A 13 kabupaten (program tingkat sekolah: 12; tingkat kab/kota: 1) 84 kab/kota (program tingkat sekolah = 62 kab/kota; program tingkat kab/kotas = 22 kab/kota) 97 kab/kota (program tingkat sekolah = 74 kab/kota; program tingkat kab/kota = 23 kab/kota) Melaksanakan program PPA $677,775 - $1,547,000 $1,547,000 (program berakhir di tahun 2007) Kontribusi masyarakat untuk pengembangan sekolah oleh program DBE1 5 N/A - $2,644,877 6 (IDR 25,126,330,524) $2,644,877 6 (IDR 25,126,330,524) USD = 9,500 IDR Termasuk dana yang dikeluarkan oleh kab/kota atau sumber lainnya untuk mendukung diseminasi SIMA Berdasarkan kontribusi selama periode tahun ajaran USD = 9,500 IDR More Effective Decentralized Education Management and Governance xv

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21 1. Project Management and Coordination This report covers the period January through March As with the previous quarter, this was a period of transition. A new contract to cover the Extension of DBE1 from October 2010 through until the end of June 2011 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. Meanwhile, as described in the previous Quarterly Report, it was anticipated that a second extension for the period July December 2011 would be approved in the near future and that the increased funding would be available to be utilized early in However, as at the end of this quarter, the contract for this second extension has not yet been approved. As a result, plans to expand the program during this quarter have been on hold. Notwithstanding this delay, ongoing coordination, planning and training workshops were held this quarter at provincial and national levels to ensure that project management is responsive and to accommodate and anticipate the extension to the project through until the end of the current year. Coordination with our partners in USAID, DBE2 and DBE3 is ongoing at all levels. The focus on supporting dissemination and ensuring the sustainability of outcomes continued this quarter. In order to support sustainability at the school and district levels and encourage take up (dissemination/replication) of DBE1 approaches at the national and provincial levels we continued to maintain a high level of engagement with provincial and national stakeholders throughout the quarter. This was achieved in several ways, including holding occasional meetings in provinces and ongoing consultations with MONE and with other relevant national stakeholders including MORA, and other donors including the World Bank, UNICEF and AusAID programs. In 2010, DBE1 closed out the program in districts and held workshops in provinces to report on project outcomes and encourage sustainability. All district offices were closed in June Contracts for district coordinators and all but a few provincial specialists and support staff were completed by the end of September 2010 along with those for three provincial coordinators and a small number of Jakarta-based specialists. DBE1 provincial offices moved to smaller locations by the end of 2010, except for the offices in Aceh and North Sumatra. Following approval for the first extension (through June 2011) and ongoing consultations regarding a proposed second extension (through December 2011) a number of field personnel were re-engaged under short term technical assistance contracts (STTA) commenced during this 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 the finalization of a contract to cover the second extension, a draft work plan was prepared and submitted to USAID in December The current quarterly report is structured on the basis of this work plan. However it should be noted that the workplan assumed that funds for the second extension would be available some during this reporting period. This has not occurred and as a result our ability to meet the targets in the workplan has been constrained. The work plan incorporates goals and activities associated with the extension of the project initially until the end of June 2011 and subsequently until end of December The underlying objective is to maintain the continuity of program presence in the field pending finalization of plans for a new project in basic education while further increasing sustainability and supporting dissemination. The extensions give DBE1 an important opportunity to really consolidate the gains made, in target districts and provinces, through dissemination to new areas, and at the national level through policy dialogue. Such opportunities are rarely available within the short-cycle of deliverable-driven projects. DBE1 is thus focusing now 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. Due to budget limitations, 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 programs and ongoing dissemination efforts, pending finalization of plans for the second project extension. In addition, seven new reports were completed and submitted this quarter, six of these in fulfillment of deliverable requirements under the current contract. These are listed later in the report (Table 1.2) and include reports on the ICT Innovations Grants, the Service Provider program, Asset Management System, Personnel Management System, BOS Training, Transfer of Materials and Collaboration with SEDIA. 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. 2 More Effective Decentralized Education Management and Governance

23 RTI Meeting with Deputy Minister for Education On 11 th January 2011 representatives of RTI International met with the Deputy Minister for Education, Bpk Fasli Jalal to provide information about RTI and its work in Indonesia for USAID, particularly the DBE1 project. Meeting with World Bank s BEC TF On 12 th January 2011 DBE1 met with representatives of the World Bank and the Basic Education Capacity Technical Fund project (BEC-TF) to share information about programs and plans in the future, to build synergy between the two institutions and to support the improvement in education from school to central level. In this context, DBE1 shared information about the national BOS Traning modules (School Self-Evaluation, School Planning and Budgeting, and School Finance Management) and current AusAID training and implementation plans. Consultations with MONE on Asset Management System On January 31 st, DBE1 met with Head of the Sub-Directorate for Facilities and Equipment (Kasubdit Sarpras), the Head of the Section on Infrastructure (Kasie Infrastructure) and the Head of the Equipment Section (Kasie Sarana), at MONE s Directorate of Kindergarten and Elementary Schooling. The purpose of the meeting was to: (1) report on the development of DBE1 s Asset Management System, (2) ascertain whether the Directorate of Kindergarten and Elementary Schooling has a system similar to the e-form used in DBE1 s product, and (2) to explore the possibility of cooperation between the Directorate and DBE1 to develop the Asset Management system. Ibu Dewi, the Head, indicated that the Director has determined the need for a review of three policies, namely: the study of BOSP; minimum service standards (SPM) and learning resource centers. (DBE1 had previously introduced the BOSP methodology and discussed it with Ibu Dewi at the workshop in Bogor in The response was quite positive). Ibu Dewi explained that there is currently no registration system for facilities and equipment and welcomed cooperation with DBE1. She undertook to report to the Director of Kindergarten and Elementary Schooling in order to get the green light for this possible cooperation. With the Director s approval, the cooperation can be made more concrete. Consultations with MONE on EMIS During the quarter DBE1 met informally with the new EMIS team in MONE, which is reorganized within the new MONE structure. Once the new team is fully settled More Effective Decentralized Education Management and Governance 3

24 into new position and once the ICT report has been approved by USAID, we will then discuss how to further implements results of EMIS Strengthening program. Meeting with MONE Director of Kindergarten and Elementary Schooling On Wednesday 2 nd Feb, DBE1 met with MONE s new Director of Kindergarten and Elementary Schooling (Direktur Pembinaan TK dan SD). We presented an overview of the DBE1 program and provided a two page project briefing. The Director, Bpk Ibrahim, expressed strong support for the DBE1 program and invited us to continue to coordinate with the Secretariat for School-Based Management. He explained that he has a particular focus on education management and school-based management. Furthermore he explained that his university, Universitas Negeri Malang, runs courses in educational management at S1, S2 and S3 levels, and that he himself holds S2 in the field. The Director outlined his view of the components of educational management: (1) school level, (2) District/Province level (policy) and (3) quality assurance / pengawasan and explained that the Directorate is also working with institutions from Singapore and Malaysia to develop this area. Collaboration with MONE and other donors on BOS training During this quarter, DBE1 continued to work closely with MONE s Directorate for Kindergarten and Elementary Schooling and 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 being integrated with school planning. Cascade training for national level Master Trainers, and subsequently province-level and district-level facilitators, commenced late September. School level training (school principals, school treasurers and school committee representatives) is now planned for mid The workshops and facilitator training is being funded by the World Bank and AusAID, 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 second analysis of policy and materials related to BOS training and the new district-based BOS disbursement process legislated in January This analysis will be presented in a special report to be submitted to USAID early in the next quarter and is summarized in Section 2 of this report. Developments and challenges associated with this important program are also described. DBE1 attended a series of meetings with the national BOS Development Team including representatives of the World Bank, AusAID, DBE1 and MONE over this quarter. Meetings took place on January 20 th, February 16 th, March 2 nd and March 4 More Effective Decentralized Education Management and Governance

25 22 nd. The outcomes of these meetings are described in detail in Section 2 of this report. Provincial Meetings in Aceh and coordination with AusAID SEDIA DBE1 continued to meet 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. In January, USAID, DBE1 and SEDIA conducted Focus Group Discussions (FGD) with high-level representatives of all 23 districts in Aceh. The aim was to provide an opportunity for education-related stakeholders from all the districts in Aceh to meet and discuss education issues and ways to address them. Each district sent the Head of its Education Office, Head of Planning Division, a representative of the District Development Planning Board (Bappeda), Education Council, and Mapenda to the meeting. Details are discussed later in the report. In March a meeting was held at DBE1 s Jakarta office with SEDIA and provincial staff to review the updated BOSP methodology. USAID also attended. This will be followed up by DBE1 meetings in Aceh in early April. ICW book launching at MONE On 9 th February DBE1 attended a book launching hosted by the NGO, International Corruption Watch (ICW) at MONE. The boook is titled Sekolah Harapan, Sekolah Bebas Korupsi (The School we Hope for; the Corruption Free School). Presenters included the Deputy Minister for Education, Bpk Fasli Jalal, Bpk Ade Manadri (a teacher from SD Tegal Gede 2, Garut), Gino Vanolli (Head of the District Education Office, Waykanan, Lampung), Ani Sutjipto (Lecturer from FISIP UI), and Teten Masdoeki (General Secretary, Transparency International Indonesia). Meeting with UNICEF On 2 nd March DBE1 met with representative of UNICEF to discuss the planned cooperation between DBE1 and UNICEF in Papua. It was agreed that DBE1 will prepare a work plan and provide training, and human resources for the joint program. UNICEF will provide travel, per diem and lodging for the DBE1 specialists and trainers and participants. DBE1 may modify the current modules to suit the context. DBE1 recommended that UNICEF appoint district coordinators to support the program. UNICEF agreed to include the cost for district coordinators in its budget for this program. More Effective Decentralized Education Management and Governance 5

26 Meeting with Kinerja On 2 nd March DBE1 met with representatives of the USAID-funded Kinerja project to share information and discuss future cooperation. It was agreed that Kinerja will do more analysis of the current data that DBE1 has, will use DBE1 modules and methodology, and will work to improve the involvement of civil society (CSO). Meanwhile, DBE1 will share results of the Service Provider evaluation with Kinerja Provincial Coordination Meetings, North Sumatra In February, DBE1 met with the Head of the Provincial Technical Education Training Body (Balai Latihan Pendidikan Teknik or BLPT) in North Sumatra. Although BLPT has no direct link with DBE1, Ibu Rosmawati, the current Head, is the former Head of the Program Division for the North Sumatra Education Office. The meeting was held to obtain her inputs regarding the possibility of establishing a working relationship with the Provincial Education Office, in particular to support implementation of the Personnel Management System. District Coordination Meetings, West Java and Banten During this quarter, DBE1 met with district stakeholders in their districts in West Java to determine their plans for The following responses are from those that plan to disseminate DBE1 programs: Karawang: The Education Office allocated Rp. 150 million to disseminate DBE123 programs in Bogor: The district expressed interest in disseminating the Personnel and Asset Management Systems in Indramayu: This district is interested to disseminate capacity building for principals and school committees, BOS Reporting, and the Asset Management System Sukabumi: A number of activities to disseminate DBE1 programs have been implemented. To support the Education Office s plan to disseminate the Asset Management System, DBE1 plans to provide Training of Trainers for 16 Facilitators from the district. The District Education Office also asked DBE1 to assist in revising its renstra according to the new RPJMD. Subang: The district plans to disseminate the Asset Management System in 30 sub-districts using the 2011 Budget. Provincial Coordination Meetings, East Java During this reporting period, DBE1 continued to work closely with the provincial government in East Java to develop programs under the collective title Inova: (1) aligning strategic plans (renstra) between the district, province and national levels; (2) 6 More Effective Decentralized Education Management and Governance

27 implementing the Total Education Development System (TEDS), and (3) addressing functional literacy. These programs are described in Section 5 of this report. District Coordination Meetings, South Sulawesi During this reporting period, DBE123 visited partner districts in South Sulawesi to present the new draft of a work agreement for the project extension. The details are as follow: Pangkep: On January 7, DBE123 met with the Head of Pangkep District and other district representatives to discuss the new draft work agreement. The District Government signed the work agreement during the visit. Enrekang: On January 28, DBE123 met with the Head of Enrekang District and other stakeholders. The Work Agreement was officially signed at this meeting The Head of Enrekang District reiterated the district s commitment to support DBE123 programs in the future. Sidrap: A similar meeting was held on January 31. The District Government reiterated its commitment to disseminate DBE1 programs, in particular the RKS and RAPBS development process. Luwu: On February 1, DBE12 met with the Deputy Head of the District, members of the local parliament, the Head of the Education Office, Head of Bappeda, and others to discuss draft work agreement. The Deputy District Head requested the Education Office to allocate a budget to support dissemination. Palopo: DBE123 met with stakeholders to present and discuss the draft work agreement on February 2. Provincial Coordination, South Sulawesi The DBE1 team met with the Governor of South Sulawesi Province on January 5. Also present at the meeting were the Head of Provincial Bappeda, Secretary of the Provincial Education Office, and Head of the Provincial Training and Capacity Building Office. Results of this meeting are described in Section 5 of 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 More Effective Decentralized Education Management and Governance 7

28 Ongoing efforts to promote donor harmonization and the adoption or adaptation of DBE1 programs and approaches by other donors will include further meetings with the World Bank, AusAID and multi-donor groups. 1.2 Monitoring, Evaluation, and Reporting (Task 2 and 3) During the initial five years of DBE1 assistance to schools and districts, DBE1 completed nine routine monitoring reports (Baseline Edition 1 and 2 plus Monitoring Progress Reports 1-7). The final report (the seventh monitoring progress report) was submitted to USAID in the previous quarter. Table 1.1 Monitoring, Evaluation and Reporting Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Special study on implementation & impact of DBE1 school development planning Special study on implementation & quality of dissemination programs Special study on implementation & impact of district level programs Implementation & impact of DBE1 ICT grants program 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 Annual Dec 10 Completed Draft report submitted Complete research brief Complete research brief Prepare SOW for final in-depth study with some international technical assistance Submit final report Prepare policy brief Special Studies In addition to routine monitoring of project performance indicators, DBE1 has also conducted a number of special studies to better determine the impact and advise on specific aspects of DBE1 programs. In this quarter, the following reports on special studies were submitted. 1 1 Note that two of the reports listed were submitted in the first week of April, however as the substantial work was completed during the quarter they are included here. 8 More Effective Decentralized Education Management and Governance

29 Table 1.2 Summary of Report on Special Studied Submitted This Quarter Deliverable Title Submission Date Notes 16 and 22 ICT Grants Review Report 4-April-11 (Draft) Submitted in partial fulfillment of Deliverables 16 and 22 under Task Order (GSA MOBIS Number GS-10F-0097L) 18 DBE1 Participation In Preparation of 2011 BOS Training Program 24 DBE1 Collaboration with SEDIA Project In Aceh - The DBE1 Service Provider Program, an Evaluation 25 Report 4: Institutionalization and Transfer of Materials 31-Jan Jan Mar Mar-11 This report addresses Deliverable 18 under Task Order October 2010 This report addresses Deliverable 24 for the period ending June 2011 (Modification 16, November 2010) NA This report addresses Deliverable 25 for the period ending June 2011 (Modification 16, November 2010) 26 Managing public education assets: the development and dissemination of DBE1 s Asset Management System 27 Managing public education personnel: the development of DBE1 s Personnel Management System 31-Mar Apr-11 This report addresses Deliverable 26 for the period ending June 2011 (Modification 16, November 2010) This report addresses Deliverable 27 for the period ending June 2011 (Modification 16, November 2010) More Effective Decentralized Education Management and Governance 9

30 Anticipated Next Steps Finalize Research Brief on school level impact study Prepare SOW for study on district interventions and meta data anaylsis Submit Final ICT Report after receiving USAID feedback. Prepare Policy Brief on ICT impact study. 1.3 Project Data Management System (PDMS) (Task 4) Minor data updating was made during the quarter. Provincial staff continued to periodically upload data on implementation of DBE1 activities and dissemination results. Table 1.3 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. 10 More Effective Decentralized Education Management and Governance

31 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 as well as changes to MONE policy regarding school-based management described below. Notwithstanding this, important school level dissemination activities took place in districts in this period. The data reported below is actual implementation, not planning data (tracked separately in PDMS). The original target for dissemination was 3,000 schools that disseminate at least one DBE1 program. In the workplan revised late 2009, the target was increased to 7,000. This revised target was already exceeded in By the end of September 2010, the period of the previous workplan, the number of dissemination schools had increased to over 10,000. Under the new workplan, the target was revised up to 15,000. More Effective Decentralized Education Management and Governance 11

32 Notwithstanding the recent changes in MONE policy, described below, which have resulted in DBE1 postponing further support for dissemination of school-based management programs, the target of 15,000 has already been exceeded by 214 schools (See Tables 2.1 and 2.2 below). This is partly as a result of the dissemination of the asset management program at school level in West Java during this quarter. 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 Postponed due to MONE national pilot Pending School based management programs disseminated 15,000 schools Dec 11 15,214 1,686 Ongoing Certification of District Facilitators 400 Dec Postponed due to MONE national pilot Pending Through the end of March 2011, approximately Rp. 18 billion, or just under $2 million, 2 has been allocated from counterpart budgets for the dissemination of DBE1 school-based management programs. Of this amount, Rp billion came from annual district budgets (APBD) and the remainder, Rp billion, from a variety of non-apbd sources including the Ministry of Religious Affairs (MORA), school funds (predominately BOS), and the non-government sector (e.g. Muhammadiyah). Table 2.2, below, indicates the number of schools which have participated in dissemination programs to implement DBE1 methodologies using funds from APBD and other sources. 2 Using a nominal exchange rate of Rp9,000 = $1 12 More Effective Decentralized Education Management and Governance

33 Table 2.2 Number of Schools in DBE1-Targeted and Non Targeted Districts with Replication Activities (Head Count) - Based on Budget Aceh Province APBD as at March 30 th 2011 Other funds (BOS.nongovernment foundations. MORA etc) Number Of Schools Combination (APBD and Other Funds) DBE1 3 Total North Sumatra Banten West Java 290 1,315 1, ,650 Central Java 578 4, ,520 East Java 1,919 1,776 1,322 5,017 South Sulawesi Total 4,146 8,382 2, ,214 Table 2.3 below provides a summary of dissemination funding and programs to date. Based on project data available at this time, and using the assumption that on average four participants per school attended training activities, it can be projected that some 60,856 persons have been trained in dissemination programs. These are all programs which were funded by schools, local governments and non-government agencies and have been budgeted, planned and implemented as a result of the DBE1 initiative. Table 2.3: Summary of Dissemination Effort to March Period Cumulative Number of Schools Districts Budget (Rp) Participants December , Rp 17,712,000,000 60,856 As a result of this substantial effort, these 15,214 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, asset management, or 3 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. 4 Assuming four participants per school. 5 Breakdown of districts that disseminated DBE1 school level programs could be seen in Annex 4. More Effective Decentralized Education Management and Governance 13

34 implementing school database systems (SDS). The total number of districts participating in the dissemination of DBE1 school level programs increased from 62 to 74 during this reporting period. This is the result of 12 new districts joining the program: eleven districts from West Java disseminated the asset management program and one district in Central Java disseminated RKS, RKT, and Asset Management. From West Java: Bandung, Banjar, Bekasi, Bogor, Ciamis, Cianjur, Bandung City, Garut City, Kuningan, Purwakarta and Sumedang. From Central Java: Wonogiri. The break down of partner and non partner districts that took part in dissemination could be seen in Annex 4. Table 2.4: Types of School Disseminating DBE1 Programs (March 2011) Province TK SD/MI SMP/MTS SMA/MA/ SMK Aceh North Sumatra Banten SLB Total West Java 1 2, ,650 Central Java 4, ,520 East Java 4, ,017 South Sulawesi Grand Total 1 13,248 1, ,214 In many cases these schools have also participated in the dissemination of programs to improve quality of teaching and learning (DBE2 or DBE3 programs). While it is not possible to say with certainty on the basis of this quantitative data alone, based on the qualitative case studies conducted in 2010 it is reasonable to suggest that this dissemination effort is contributing in a significant way to the improvement of schooling for many. This means that over 3.3 million Indonesian children have benefited from the dissemination programs to date. 6 This is in addition to the 340,000 children who have benefited from the program in target schools. 7 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 6 Extrapolating from the number of schools which have participated in dissemination programs we can say that approximately 3,286,224students attend schools which have participated in dissemination programs. This figure is conservative as it assumes an average enrolment of 216 children per school, based on the actual average enrolment in DBE1 target elementary schools. Since some of the schools in dissemination programs are juniorand senior-secondary level the real figure should be somewhat higher. 7 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. 14 More Effective Decentralized Education Management and Governance

35 programs funded by non-government school networks such as the Islamic organization, Muhammadiyah, together with programs for madrasah funded by the Department of Religious Affairs, and programs funded by the schools themselves, often working together in school clusters (gugus) under the leadership of local subdistrict education officials. The final category is dissemination activities supported by DBE1. Table 2.5: Summary of School Level Dissemination Programs to end of March 2006 Province Number of Districts 2011 (Program Realization) Funding Sources and Number of Schools District budgets (APBD) Rp No. of schools South Sulawesi 1 129,000, Other funds (BOS, nongovernment foundations, MORA etc.) Rp No. of schools 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, National Total ,414,000, ,000, Aceh 1 50,000, North Sumatra 4 328,786, ,200,000 7 Banten 3 180,000, ,500,000 5 West Java 4 359,470, ,850, Central Java 6 1,348,000, ,463, East Java 6 633,000, ,000, South Sulawesi 6 864,785, ,400, National Total ,764,041,000 1, ,413, Aceh 2 769,000, North Sumatra 6 330,975, ,900, Banten 8 770,000, ,800, West Java 4 679,920, ,200, Central Java ,000, ,229,522 1,677 East Java 9 2,170,689,700 2,847 1,496,850,000 1,870 South Sulawesi 6 530,203, ,450, National Total ,663,788,180 4,044 3,081,429,522 3, Aceh 1 20,925, North Sumatra 3 189,334, ,640, Banten 1 9,000, West Java 4 30,000, ,750, Central Java 15 78,125, ,369,241,576 2,861 East Java 7 451,651, ,946,000 1,184 More Effective Decentralized Education Management and Governance 15

36 Province Number of Districts Funding Sources and Number of Schools District budgets (APBD) Rp No. of schools Other funds (BOS, nongovernment foundations, MORA etc.) Rp No. of schools South Sulawesi 3 87,693, ,400, National Total ,804, ,015,902,576 5, West Java 14 50,450, ,900,000 1,400 Central Java 1 155,197, South Sulawesi 1 4,050, National Total ,450, ,147,500 1,802 As the above tables show, dissemination has taken off in many districts. In many areas, district governments, MORA, and the schools themselves are implementing training programs developed by DBE1 with their own funding and using facilitators trained by the project. Dissemination of school level programs in this quarter, however, was limited. This is the result of two important factors. First, districts typically implement development programs not in the early part of the year, but later in the year when their funds have been fully disbursed and they are better prepared. The first quarter is usually a quiet period. This was especially the case in 2011 due to delays in BOS funding to schools (described below). Secondly, and more significantly, national policies which directly effect the implementation of DBE1 methodologies, especially in relation to financial management, SDS, RKS and related school development planning and budgeting approaches are currently under review pending the completion of the current AusAID-funded MONE pilot of school-based management training, described below in this report. As a result of this situation, DBE1 did not advocate for dissemination of school-based management in this quarter, planned training for district facilitators was postponed, and districts were advised to delay any plans to disseminate DBE1 schoolbased management methodologies. Notwithstanding these factors, some dissemination activities did take place in this reporting period in West Java, East Java and South Sulawesi as described below. School-based management methodologies were disseminated to some 1,686 schools and madrasah this quarter. Most of this activity related to the dissemination of the asset management system at school level in West Java and Central Java. West Java In November 2010 the Sukabumi Education Office commenced a program to disseminate SDS and BOS 2010 reporting programs to all public and private schools in the area. However, the program was halted because of the introduction of BOS 2011, the disbursement method and requirements for which are significantly different than that of BOS The Education Office invited DBE1 to talk to schools between 16 More Effective Decentralized Education Management and Governance

37 January 6 and 8 on this matter. A total of 48 schools, Education Office representatives, and sub-district education office personnel took part. At this meeting, DBE1 explained the cost components of BOS 2011 in accordance with MOHA Regulation no. 13, of In Cimahi, because the District BOS Manager was new to the position (less than one month), DBE1 was also invited by the Education Office to explain the new BOS regulations for schools in the district. In a workshop confucted between March 16 to 18, DBE1 explained the related rules and regulations. Based on this meeting, it is clear that most school principals and treasurers were not familiar with the components of spending as stated in the MOHA Regulation no. 59, Also in West Java, the Asset Management program was disseminated in eleven new districts as described above. This program is discussed in more detail below in Section 3 on district level programs, as the program supports capacity development at both district and school levels. Central Java Between January 21 and 24, training to help schools to develop Yearly School Plans (RKT) and School Activity and Budget Plans (RKAS) was conducted in Wonogiri. In order to accommodate the large number of participants (267 from SD and 120 from SMP) they were divided into two groups. Each group was trained for two days, facilitated by two trainers. This program was a follow up to the earlier RKS development training conducted by LPMP in this district. The activity was funded, at a cost of Rp. 113,197,500, from the BEC-TF fund. The interest from the school participants remained high throughout the process. They were also motivated by the presence of Education Office personnel from beginning to end. On the other hand, the high number of participants decreased the chance for effective communication along with the likelihood that participants understood the subject really well. Additional time was also allocated because some participants were unable to recall the information provided earlier by LPMP. East Java In Pasuruan, several school clusters implemented dissemination of school-based management programs. Training in BOS Reporting was conducted in Beji and Bangil sub-districts from January 6 to 7 and in Bangil from January 15 to 16. The participants included principals, school computer operator/administrative staff and BOS treasurers. The participants indicated that they found the DBE1-developed BOS Reporting system to be very useful because schools did not have to repeat similar tasks over and over again to produce different reports. RKS Development Training took place in Bangil sub-district. Between January 12 and 14, ten schools (5 SDN, 4 SD Swasta, and 1 MI NU) in the sub-district took part in the training. Participants included principals, teachers, and committee members. More Effective Decentralized Education Management and Governance 17

38 The meeting ran smoothly because two weeks prior to the training, participants had already received pre-training in how to complete and analyze various tables required in the development process. Each school paid Rp. 4,850,000 for these training sessions. They also reportedly needed assistance in the BOS reporting mechanism. Consequently, the schools commitment to the training was high and participants were very eager to learn the development process. The schools also agreed to conduct internal consultations when the process was completed. Other provinces Follow up to the dissemination programs commenced last year in South Sumatra, West Sumatra and NTT has stalled due mainly to confusion arising form the changes in government policy affecting BOS disbursement and school-based management mentioned above. Depending on the resolution of these problems and developments internally with DBE1, particularly relating to the proposed extension until December 2011, DBE1 may revisit these provinces to provide some ongoing limited support. Anticipated Next Steps Pending outcomes of the current AusAID-funded MONE pilot: conduct advanced training for 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, monitor and support dissemination of school level programs in three new provinces: South Sumatra, West Sumatra and NTT. Continue to monitor dissemination activities in target districts and provinces. 2.2: Assist MONE to develop and implement School-Based Management (SBM) strategy (Task 5) Throughout this quarter, DBE1 continued to assist and provide quality assurance, in response to a request from MONE supported by USAID, for MONE s World Bank / AusAID funded program to disseminate school development planning and financial management through cascade training to principals, school treasurers, and school committees throughout the country. As a result of our experience in assisting schools and districts to develop RKS/M, DBE1 was asked to join the National BOS Development Team and to design the school-based management training for school level (elementary and junior high school). The national BOS team was established by MONE with the aim of enhancing the ability of schools in school-based management through BOS 2010 training 18 More Effective Decentralized Education Management and Governance

39 programs. In mid-2010, USAID received a letter, dated 22 April 2010, from the Director General of Primary and Secondary Education (Ref No: 2032/C.C3.PR/2010) addressed to the country directors of the World Bank, ADB, EU, AusAID, USAID, UNICEF and JICA, requesting this assistance. In a response (Letter no. 598, June 11, 2010) USAID s Director, Office of Education, confirmed DBE1 s readiness to continue collaboration with MONE in this context. The national BOS Development Team was established based on this request, consisting of representatives from DBE1, the World Bank, the AusAID-funded AIBEP, the ADB, and MONE s national BOS team itself. Since its inception, the Team has been working to prepare and pilot a set of training materials for BOS facilitators consisting of three modules, namely (1) School Self-Evaluation module, (2) School Planning and Budgeting module, and (3) School Financial Management module. This set of modules is intended to support a three stage training program for school principals and school treasury, and school committees. This training will be delivered to all elementary and secondary schools in Indonesia. The objective is that, by increasing the capacity of schools in these three areas, school management will be improved. To support this, the three manuals should be logically linked: the first, School-Self Evaluation should form the basis for the second, School Development Planning and Budgeting, which leads to the third, School Finance Management. However, as described below, our analysis shows that this is not strictly the case. The first manual addresses school self-evaluation (evaluasi diri sekolah or EDS) as a first step in school planning, and provides a computer based tool known as the Tool for Reporting and Information Management by Schools (TRIMS). This tool was developed by the World Bank. During this quarter, a second instrument, known as Evaluasi Diri Sekolah (EDS), developed by AusAID s AIBEP team, was also introduced. According to our analysis there are a number of problems with the approach. The first is that the TRIMS methodology, using minimum service standards (SPM), produces a very limited school profile which is inadequate for good planning. Meanwhile, the second instrument, EDS, while an improvement on TRIMS complicates the training approach as both instruments are now included. A further problem is that, as it now stands, the methodology set out in the EDS manual still does not lead logically to that in the second manual, School Planning and Budgeting, which uses DBE1 s RKS methodology. The following describes the development of the program through meetings held over this quarter and the outcomes of these. January 20 th meeting: A meeting was held with the national MONE BOS Development Team including representatives of the World Bank, AusAID, DBE1 and MONE. DBE1 introduced the revised RKS/M (2011 edition) and the results of the pilot conducted with 30 participants in Barru District, South Sulawesi in late 2010, and eight schools and ten supervisors in Bangkalan in Madura in January The DBE1 RKS/M materials were accepted for use in the MONE program, while the instruments for school profiles were not accepted, due mainly to the commitment More Effective Decentralized Education Management and Governance 19

40 already made to use the TRIMS instruments, described later in this report. February 16 th meeting: DBE1 met again with the BOS Development Team including representatives of AusAID, the World Bank, and the national BOS Team. Key points arising from this meeting are as follows. It was reported that an initial grant from AusAID has been formally approved by the Government of Australia for AUD 2.6 million. Among other things, these funds will be used also to train an additional 1,000 persons to become province and district level facilitators. This will include 100 people from LPMP and 250 people from teacher training universities. The training will be conducted after the completion of the central Budget Implementation Checklist process (Daftar Isian Pelaksanaan Anggaran or DIPA) scheduled for early March, while the school-level training will be conducted after completion provincial DIPA process, scheduled for late May. The proposed new school self evaluation (EDS) instrument and manual was introduced by the advisors who had developed it, from the AusAID-funded AIBEP. It was agreed that this instrument will be used for the school self-evaluation in the national BOS training. The instrument was reportedly formally approved and signed by MONE s then Director General of Teacher and Educational Staff Quality Improvement (PMPTK) and MORA s Director General of Islamic Education. As a result of this, an adjustment to Module 1 is required. The schedule to complete this will be determined later by the National BOS Team. As for Module 2 (School Planning and Budgeting) the RKS/M guideline prepared by DBE1 (2011 edition) is still approved and in use in the facilitator training. March 2 nd meeting: DBE1 met again with the National BOS Team at MONE on March 4 th with representatives of the World Bank, AusAID, and DBE1. The aims of the meeting were to: (1) clarify questions about the EDS module; (2) agree to a final softcopy of the modules (including TRIMS), (3) compile a report. Some confusion still remains after this meeting on the logic of the EDS approach. However the situation is becoming clearer. There are now two tools which may be used in the school self-evaluation process presented in Module 1: the World Bank s TRIMS and the newly developed EDS tool, provided by the AusAID AIBEP team. While TRIMS uses the categories from Minimum Service Standards (SPM), the new EDS tool uses the eight categories from the National Education Standards (SNP). Meanwhile Module 2, School Planning and Budgeting, uses DBE1 s updated RKS methodology which incorporates the ten categories from BOS Both the TRIMS and EDS tools will be introduced in the facilitator training (TOT), with more attention given to TRIMS. Both may be used at school level, though the EDS tool is regarded as mandated. DBE1 expressed concern that the use of two sets of tools, and the disconnect between the first module and the two that follow, will confuse training participants and schools. In order to address this issue, a template to be used as a guide in understanding the instruments has now been prepared by the AIBEP team. The 20 More Effective Decentralized Education Management and Governance

41 template aims to assist participants in understanding the instruments and making the connection between Module 1 and those that follow. This complicated situation has arisen as a result of the instrument being adopted and approved by the Directors General of MONE and MORA, and the decision of the national BOS Team that it cannot now be changed. The technical aspects of this issue are discussed in greater detail below. The new EDS instrument has been tested in Gresik, Muaro Jambi and Gorontalo districts and was introduced in training to approximately 300 prospective facilitators, consisting of staff from LPMP, P4TK, LP2KS, provincial training centers (diklat), regional MORA offices, and PPNHP in March. Final versions of the software for the school level training were agreed to; the software is now combined for Modules 1, 2, and 3. Consequently, there is only one set of integrated training materials for school level. TRIMS will still be included in the training at the school level. The World Bank consultant who developed TRIMS met with DBE1 s COP in the week following this meeting to better explain the methodology. March 22 nd meeting: A follow-up meeting for the BOS Development Team was held at the Hotel Ambhara on March 22. Key outcomes are as follows: 1. Training of province and district facilitators (TOT) is planned for early April The number of participants, originally set at 1,000, is to be increased to 1,200. As a result, the total number of province and district facilitators will be about 2, School-level training plan will be conducted in June-July Module 1 (EDS) is being revised so that it aligns with module 2 (RKS, RKT, RKAS). 4. The EDS instrument to be used in future training of provincial and district facilitators as well as school level training is the 01/01/2011 version. Although substantial concerns have been raised about this instrument, in order to avoid confusion in the field it will still be used in the training. Also, according to the AusAID team, this instrument has been used in training with around 800 persons from LPMP, P4TK, Education and Training Centers, regional Offices of Religious Affairs and so forth. 5. Module 2, Preparing RKS/M, still uses the guidelines developed by DBE1 with little revision. 6. Section 3 (School Financial Management) which uses DBE1 development material is still under discussion via The RKA was not discussed in this meeting, although we did raise issues concerning the preparation of RKA by schools in this meeting as well as the previous one. 8. TRIMS will be used in the facilitator training (TOT) and also in the school training, with a few sections revised. More Effective Decentralized Education Management and Governance 21

42 9. The final draft of the material should be completed by now as it needs editing and lay out by a team of editors for printing. Current status of the national training program As of now, the BOS Development Team has trained 67 national trainers (master trainers), and 1,449 trainers at the provincial and district levels. The Team is still working to train a further 1,200 provincial and district trainers. Since joining the Development Team, DBE1 has taken an active role, particularly in an effort to ensure the technical quality of the school training materials and approach. DBE1 was even entrusted to be the team leader in developing the School Planning and Budgeting module. As a result, DBE1 s approach to RKS/M has been adopted as the School Planning and Budgeting School module that will be delivered in all primary and junior high schools throughout Indonesia. In order for this to occur, DBE1 revised the previously existing material. Likewise, the School Financial Management module currently used by the National BOS Team was developed by DBE1 to assist schools in the implementation of BOS Notwithstanding the successful adoption of these methodologies by this national program, DBE1 s ability to assure quality in the training program is limited by political factors; DBE1 is only one of a number of agencies involved. However, acting in this capacity, during the quarter DBE1 conducted a thorough analytical review of the materials and approach developed by MONE with partners from the donor community for this large-scale cascade training program. Both the technical and policy aspects of this analysis are complex as described above and in the last quarterly report. This complexity has been further complicated during this period by the implementation of a new government policy to disburse BOS funds through districts. A report on this analysis has been prepared and will be submitted to USAID early in the next quarter. Key points of this analysis are as follows: School planning policy analysis In order to provide in-depth input concerning the technical content of school-level training developed by MONE s national BOS team, during this quarter DBE1 conducted a review of legislation relating to school-level planning. This analysis aimed to determine the gap / non-synchronization between various regulations and the modules and software developed for the training program that might potentially confuse schools. Given that the national BOS team will use the TRIMS application and the EDS as a self-evaluation tool, the suitability of these tools as a basis for the self-evaluation module is also analysed in relation to regulations relating to schoollevel planning. 22 More Effective Decentralized Education Management and Governance

43 Regulations reviewed are as follows: 1. Peraturan Pemerintah Nomor 19/2005 tentang Standar Nasional Pendidikan or Government Regulation No. 19/2005 on National Education Standards (used as the basis for the development of the EDS School Self- Evaluation by AusAID) 2. Permendiknas No 37 Tahun 2010 tentang Petunjuk Teknis Penggunaan Dana BOS Tahun Anggaran 2011, or National Education Ministry Regulation No 37, 2010 on Technical Guidelines for the Use of BOS Funds for Fiscal Year Permendiknas No 15 Tahun 2010 tentang Standar Pelayanan Minimal Pendidikan Dasar Di Kabupaten/Kota, or National Education Ministry Regulation No. 15 of 2010 on Minimum Service Standards in Basic Education for Districts (used as a basis for the development of TRIMs) 4. Panduan BOS 2011 (2011 BOS Guidelines), which contais 10 categories for the school program (and includes Permendiknas No. 37/2010 as an attachment). The TRIMS application was developed on the basis of Permendiknas 15, 2010 concerning the Minimum Service Standards (SPM). As a tool for self evaluation it unfortunately has the potential to lower the level and scope of school planning. This is because the categories of student coaching, competency development and curriculum development that are highly correlated with the quality of education do not appear, or appear only briefly, through TRIMS analysis. Meanwhile, self-evaluation on the basis of the government regulation, PP 19/2005, does not synch with the school planning and budgeting module or the school financial management module, both of which use the 10 categories for school programs from the BOS 2011 Guidelines. The School Self-Evaluation Module and the new EDS instrument use the eight National Education Standards to develop school programs, namely: 1. Competency standards 2. Content standards 3. Process standards 4. Standards for teachers and education personnel 5. Standards for facilities and infrastructure 6. Standards for management 7. Financing standards 8. Education assessment standards Meanwhile, the School Planning and Budgeting module, and the School Financial Management module use the ten categories for school programs referred to in the BOS 2011 Guidelines, namely: More Effective Decentralized Education Management and Governance 23

44 1. The development of competencies for graduates (academic and nonacademic fields) 2. School-based curriculum development 3. Learning Development 4. The development of the assessment system 5. The development of teachers and 6. The development of school facilities and infrastructure 7. The development of school management 8. The development of student / extracurricular 9. School culture and the school environment 10. Character development The use of these different sets of categories for school programs will make it difficult to apply the three modules in schools. DBE1 has given input to the BOS Development Team on the problem of lack of synchronization between the three modules. Unfortunately as a result of a series of discussions with the Team, it appears that it is not possible at this time to adjust the material to achieve synchronization of the modules. The use of DBE1 s SDS (School Profile Instrument), for example, as an alternative to TRIMS, would have solved the problem. However, this solution was not accepted by the Team. The main reason given was that Module 1, School Self- Evaluation, has already been delivered to about 800 facilitators, including LPMP. Changes to the technical content of this module would create confusion for the facilitators and LPMP who have already been trained. Policy analysis of the BOS 2011 transfer system At the end of December 2010, the Government decided to alter the BOS funds transfer system for While previously BOS funds were transferred directly from the central government accounts to school accounts, the 2011 BOS funds are no longer transferred in this way, but are transferred to the regional accounts (district/city) as part of the balanced fund allocation (dana perimbangan). The reasons given for changing the transfer system are as follows: 1. Distribution through MONE was considered too lengthy a process and consequently ineffective, while distribution through districts should enable schools to receive BOS funds faster; 2. It was argued that channeling BOS funding through district budgets allows better control because it enables local parliaments to oversee and directly supervise the disbursement; 3. Relocating the BOS disbursement is considered part of the Central Government s commitment to the decentralization of fiscal policy and to increase the amount of regional funding. (Suyanto, Director General for 24 More Effective Decentralized Education Management and Governance

45 Primary and Secondary Education Ministry of National Education, December 2010); 4. It seems somewhat illogical to ask district governments to take responsibility for the implementation of BOS but not be directly involved in the management of the funds. (Minister of Education) To ensure a smooth transfer to schools, the Central Government issued regulations as follows: 1. SEB Minister of Interior and Minister of National Education No. 900/5106/SJ; 02/XII/SEB/2010 on Guidelines for the Management of BOS Funds in Budget FY December 28, of Finance Ministerial Regulation No. 247/PMK. 07/2010 on General Guidelines and Allocations for the School Operational Assistance for Local Government Districts and Cities for Fiscal Year December 27, of Minister of National Education Regulation No. 37 Year 2010 on Technical Guidelines for Use of School Operational Assistance (BOS) Fiscal Year December 22, of 2011 The changes to the BOS funds transfer system in 2011 have seriously affected the timing of distribution to schools. Up until the end of February 2011, some 420 (85%) of districts had not yet disbursed BOS funds to schools. Only 77 districts had disbursed the funds. As of now, March 31 st, just 396 of the 497 districts and cities have managed to disburse the funds to schools (80%). 8 The delay in distribution is regarded as maladministration by the Indonesian Corruption Watch (ICW). ICW have even reported the issue to the Commission of National Education Minister Ombusman. 9 The delay in funds arriving at schools shows that the assumption that distribution via the district would be faster was quite wrong. Since the new policy was implemented in late December, DBE1 has studied the outcomes. In the fourth week of December 2010, before the Ministry of Finance Regulation (PMK or Permenkeu no. 247 of 2010) and the MONE regulation (Permendiknas no. 37 of 2010) were issued, DBE1 held internal discussions about the possibility of delays in disbursement of funds BOS with this new system. An internal review was continued in early January 2011 after the Permenkeu and Permendiknas were issued. At this time our analysis suggested that the disbursement of BOS funds to schools will be hampered. Since, under the new system, BOS funds are regarded as part of local revenue, local governments must follow the budgeting procedure as stipulated in Government Regulation, no. 58, 2005, on Fiscal Management. However, most districts already had a draft budget in place by December As a result, the 2011 BOS funds were not included in the 2011 District Budget (RAPBD) in most districts. 8 Seputar Indonesia 31 March Republika March 22, 2011 More Effective Decentralized Education Management and Governance 25

46 To follow up on the changes in the way BOS was distributed, districts then formulated new Work Plans and Budgets specifically for BOS 2011 as required by the Minister of Finance and the Joint Circular of the Minister of Interior and Minister of National Education. Unfortunately, it is clearly not possible within seven days to complete the RKA document. This is because new RKA documents should first be drafted in each school and then compiled at district level by the District Education Office. Further compilications arose as schools are unable to use the RKA format for the District Education Office (SKPD). The practice for planning and budgeting of BOS funds at the school level has been to use the School Activity Plan and Budget (RKAS) approach, which uses a completely different format to that for the district level (SKPD) RKA. The school level RKA preparation process has been the main obstacle for districts to be able to distribute the BOS funds on time. Furthermore, approval of the RKA should be sought from parliament along with any changes in budget documents. Even if the RKA has been prepared, if it is not yet approved by the district parliament the district can not disburse the funds. In such a case, the district will propose the RKA through the mechanism of budget changes, the process for which which usually starts in April. As a result, many schools can not access national funds for school operations during January-April DBE1 is also concerned that the motivation for school planning (RKS / RKAS) will be lost due to these changes in the transfer system. The new transfer system requires schools to prepare a school-based plan based on RKA expenditure. The preparation of RKA is very demanding and time consuming. As a result schools are likely to revert to old-style budget-driven planning rather than the information-based planning approach advocated by DBE1 in our RKS methodology. Although Permendiknas 37/2010 asserts that schools should have their RKS and RKAS in order to withdraw BOS funds, in reality districts pay less attention to the Permendiknas, and are more concerned with compliance to Permenkeu and Permendagri in order to facilitate BOS funds disbursement. Because local governments do not require schools to compile RKS / RKAS as a condition for disbursement of BOS, and schools are very busy preparing RKA, they are no longer motivated to prepare school-based development plans and to base their programs on these plans. Consequently the management of BOS funds is no longer based on school-level planning (RKS / RKAS). DBE1 s analysis of laws relating to changes in the BOS funds transfer system for 2011 also identifies problems that might arise in the future, such as: 1. Transfers for both the first and second quarters of 2011, (III and IV for the school year) in particular are likely to be delayed; and 2. Difficulties may be faced by schools as the audit authority is given to the District Inspectorate, the Regional Inspectorate (povince level), the BPKP and the CPC. 26 More Effective Decentralized Education Management and Governance

47 During this period, as a result of the pilot training program described above and the uncertainty surrounding changes in MONE policy on BOS disbursement and the impact of these changes on school-based management methodologies appropriate for school level, DBE1 postponed further training for District Facilitators. Anticipated Next Steps Submit report on analysis of BOS 2011 to USAID, and discuss next steps. Next steps will depend on outcomes of and responses to the inputs provided to USAID, MONE and donor organizations described above. 2.3: Explore the possibility of including school-based management in pre-service training (Task 5) During this quarter, DBE1 completed an evaluation of the service provider program undertaken with four institutions: in West Java the Indonesian University of Education, or Universitas Pendidikan Indonesia (UPI), in Central Java Universitas Muhammadiyah Surakarta (UMS), and in South Sulawesi Universitas Negeri Makassar (UNM), and in Jakarta, the Sampoerna School of Education (SSE). Outcomes of the evaluation are reported below in Section 3. One of the findings of the evaluation was that all four of these institutions have taken steps to incorporate DBE1 materials and methodologies into their pre-service teacher training and post-graduate programs. In the case of the three universities, this process has so far been informal, although is clearly supported at an institutional level, based on the evaluation workshops. In the case of the Sampoerna School of Education, the work to incorporate DBE1 materials into the curriculum began in 2010 in a more structured way. Sampoerna School of Education In 2010 DBE1 completed a training program to enable the SSE 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 the previous quarter the program was put on hold pending finalization of the DBE1 extension and work plan and internal decision-making within Sampoerna. In order to determine the extent to which the SSE had adopted or adapted DBE1 materials and the level commitment to follow up in 2011, a meeting was held in March This meeting provided an opportunity for DBE1 to update SSE on the project and on changes in the regulatory and government policy context. Sampoerna requested copies of updated materials for SDS and RKS. More Effective Decentralized Education Management and Governance 27

48 The SSE is very keen to continue to work with DBE1 and further develop their capacity and curriculum. As in 2010 there are two programs in which they hope to make use of DBE1 methods and materials: (1) the outreach and school development program, and (2) the SSE graduate studies program. The SSE s Masters Degree program is known as Education Leadership and Management (ELM) and is based on material from the Principal s Academy at Columbia University. SSE would like to incorporate more aspects of the DBE1 material into this curriculum to increase the local relevance. They are currently finalizing two packets for the post-graduate program: Finance and Marketing. The program is delivered in two modes: on-campus and e-learning. They welcome further support from DBE1. The SSE is also currently applying to extend its license from MONE s Directorate for Higher Education (Dikti) for the graduate (S1) program, which expires October 2011 after the initial two years operation. For this they need to complete a feasibility study and prepare an academic paper (naskah akademik). They have also adapted material from DBE2 for use in developing good practice for teaching in higher education. University of Lampung Following informal discussions in 2010, on January 28 th DBE1 met with the Education Faculty (FKIP) at the University of Lampung, South Sumatra (Unila), to discuss the possibility of cooperation between the two organizations. Present at the discussion were the Dean and Assistant Deans (academic, financial and human resources, and student affairs), and DBE1 s COP and national Training Specialist. With the aim of increasing the capacity of schools and district education offices in the province of Lampung, FKIP Unila is interested in the DBE1 program for both school level (RKS/M, Leadership, School Committee, and BOS Management) and district level (Asset Management, Personnel Management, and so forth). To improve the Elementary School Teacher Education program known as PGSD (Pendidikan Guru Sekolah Dasar), the university has received a grant from MONE s Directorate for Higher Education (Dikti) to enhance PGSD faculty research capabilities. The grant amounts to Rp. 1.5 billion per year. This will last for three years into the future (Rp. 4.5 M). In this context, Unila indicated that it hopes DBE1 can help develop a program to utilize these funds in a way that is truly effective in improving the quality of lecturers, especially in the areas of research and writing scientific papers. Our intention is to link this research to the implementation of school-based management programs in schools in this region, developing the capacity of Unila as a service provider. Other universities In the coming quarter DBE1 will follow up on discussions with universities including the three already mentioned: UPI in Bandung, UNM in Makassar and UMS in Surakarta, as well as UNM in Malang and SSE in Jakarta, with a view to co- 28 More Effective Decentralized Education Management and Governance

49 developing curriculum modules and possibly trialing these in the new academic year. These partner universities will be encouraged to incorporate DBE1 materials into course materials and to use the DBE1 experience as a basis for research. 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 29

50 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 last year. Activity in this quarter focused on the development and dissemination of Asset Management and Personnel Management programs. New goals set out in the work plan submitted in December incorporate updating of BOSP, 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 is expected to be completed in the coming quarter. Field work will commence after that. DBE1 also continued analysis of Personal Cost data in this quarter. 30 More Effective Decentralized Education Management and Governance

51 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 Consultations with MONE Revised materials in preparation Methodology and materials revised and tested - Update BOSP in districts which have already conducted BOSP 50 districts Sept 11 Not yet commenced Pending Contract Modification Commence implementation Support dissemination of BOSP to new districts Depending on demand Sep 11 Not yet commenced Pending Contract Modification Commence dissemination Complete Personal Cost Survey 5 districts June 11 1 district completed 1 district (Pasuruan) 3 BOSP Methodology When DBE1 first implemented BOSP program, it used the BSNP BOSP template which is cost component-based. It is broken down into the following cost components: (1) Stationery, (2) Consumables, (3) Utilities and Services, (4) Light repair and maintenance, (5) Transportation, (6) Consumption (Food & Beverage), (7) Insurance, and (8) Student nurturing/extracurricular activities. According to BSNP, its template was developed based on the activities schools need to conduct in order to deliver education services based on the national education standards. In 2009, when the central government changed its guidelines allowing the use of BOS funds for purchases of books and small teaching-learning aids, DBE1 revised its template to incorporate these two items, so as to align fund requirements with funding sources. In response to requests for DBE1 to expand its work on BOSP to accommodate minimum service standard (Standar Pelayanan Minimum or SPM) requirements, DBE1 decided that this could be done in two steps. First, an SPM costing model has to be developed. This is a tool for a district government to calculate the cost that would arise for its schools to provide education services to meet the minimum service standards (Ministry of National Education Decree no.15 of 2010). A five-year projection is made covering access expansion, provision of services that meet SPM requirements, and BOSP. Second, in this context, the BOSP component will only incorporate school operational costs (and no longer the purchase of books and More Effective Decentralized Education Management and Governance 31

52 teaching aids). Provision of books and teaching-learning aids required under SPM are incorporated into the SPM Costing Model as individual investment cost items separate from BOSP. We have also been aware for some time that BOSP estimates, based on cost components, vary considerably between districts. The estimates are very sensitive to the work experience and knowledge of district team members and DBE1 facilitators. Ideally, the results of BOSP calculations should rely not on the estimates of facilitators, but on the assumptions used, such as the number of students or teachers, and adjustments to cater for local condition and aspirations. The solution we have found is an activity-based BOSP. Activity-based costing is calculated based on the cost of all activities a school should conduct in order to deliver services according to national education standards. These activities are determined according to the requirements of the national education standards. The activity-based BOSP template is structured on the basis of the national education standards and then for each standard the related activities are identified. Table 3.2: DBE1 Activity Based Costing Framework 2 PROCESS STANDARD 2.1 Implementation of Teaching-Learning Process PAKEM Teaching-Learning Stationery Consumables Remedial/Extra Teaching-Learning Transportation (of teacher) Stationery The development of the activity-based BOSP template commenced early March with a review of the school planning and budget documents of sample schools. Once the draft template was ready, it was used in a pilot to update the BOSP in Pangkep District, South Sulawesi, for SD/MI, SMP/MTs, and SMA/MA levels. Through this pilot activity it became apparent that the activity-based template enables focused discussion amongst the district team members on the activities which are required to enable schools to meet national education standards along with the cost of each activity. These costs are calculated by identifying the cost components of each activity. Personal Cost Survey The methodology was initially developed and the first survey was conducted in Indramayu District. The methodology was then vastly improved and the personal cost survey was conducted a second time in Pasuruan. The Pasuruan report is in final draft stage as a stand alone report. The major findings have also been incorporated in the 32 More Effective Decentralized Education Management and Governance

53 TEDS report for Pasuruan. A manual for implementation elsewhere as a stand alone tool has been drafted but more work needs to be done. It will be responsibility of the personal cost team to develop a manual for stand alone study. Other DBE1 technical teams such as for renstra and BOSP will be responsible to modify the manual to include as part of their tool. Thus, personal cost will become a tool in the DBE1 tool box as a stand alone product and also may be incorporated into other manuals. The Personal Cost is now linked with an analysis on the impact of BOS. BOS impact was previously listed as a deliverable, but was omitted in Task Order Modification 16. However, USAID and DBE1 have agreed that a report on BOS impact, especially impact on parents in the BOS era will be submitted in April Anticipated Next Steps: Implement new BOSP methodology upon Task order Modification Finalize personal cost methodology Conduct the personal cost survey in at least another three districts in three provinces Submit report on impact of BOS on parents financial obligations in the BOS era Personnel Management and Assets Management Systems (Task 6) Personnel Management and Asset Management systems were the last planned programs/tools to be developed in the project 10. All the materials, software have now been completed and tested. Reports on both programs were submitted to USAID at the end of this quarter. 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. Following a suspension of work on personnel management due to conflicting demands, the program resumed mid-2010 and continued throughout this quarter. Implementation of the Asets Management System across seven districts was completed in Dissemination took place in West Java this quarter. 10 Two more programs that were not previously planned at the beginning of the project --Total Education Delivery System (TEDS) and analysis of national-provincial-district development indicators -- are being developed in cooperation with provincial Bappeda in East Java. It is expected these will become two very important tools that can be applied nation wide in the future. More Effective Decentralized Education Management and Governance 33

54 Table 3.3 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 completed 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 (SIM-PTK) 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. The methodology is a DBE1 application of Microsoft Excel/pivoting software. The system, now known as SIM- PTK (Sistem Informasi Manajemen - Pendidik dan Tenaga Kependidikan or Education Personnel Management Information System), integrates data from SIPPK, Padatiweb, and NUPTK, 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. The system has evolved through a number of iterations, each development phase tried and tested in a different location. Phase 1 of the development took place in Kudus District in Central Java, Phase 2 in Mojokerto City, East Java and Purworejo, Central Java, and Phase 3 also in Purworejo. Once the methodology and manuals were in final form, they were piloted in Purworejo. Pilot tests in Purworejo, conducted over the last two quarters, demonstrate that the methodology and underlying software are valid and ready to be rolled out in five more districts. One final phase in Purworejo will be a DBE1 facilitated workshop to formulate policies based on the data analysis. Each of these activities is described in the report. DBE1 will roll out the program in another five districts beginning in May Selected LPMP will collaborate in the roll out so that staff can receive on-the-job training (after an initial skills building training workshop). DBE1 intends to certify those LPMP staff who qualify so that they can become Service Provider personnel to 34 More Effective Decentralized Education Management and Governance

55 disseminate the program to other districts within their province. The training takes three days and follow-up mentoring, five days. Three persons are trained from the District Education Office one who handles Padatiweb, one who handles NUPTK and one additional person. Based on the last pilot in Purworejo we can say with confidence that the system is affordable and it is useful. On the basis of previous experience with other DBE1 programs this is a good indication that the program will be successfully disseminated by districts and other agencies using nonproject funding. While there are still issues around data quality, the DBE1 team is continually improving the system and finding more ways to improve data quality and analysis. The new system provides much more data and potential analysis at the level of the individual school and teacher than was possible with the previous systems piloted. One of the advantages of this system over the version piloted in Mojokerto is that the local Education Office staff goes through the process with DBE1 specialists. They are thus empowered, capacity is built within the system and they better understand the analysis and outcomes. This results in a far better policy development process as the Education Office staff are able to present the data and analysis and advocate for policy directly. This approach of course takes time as it represents an investment in people. But it is very effective. The main policy question arising in most districts is likely to be the following: How can we reduce the number of teachers and increase educational quality? Achieving policy change is about getting people active, engaged and excited by the process. This is what creates a momentum for change. This is one of the key lessons of DBE1, learned previously through the BOSP, AKPK, SIPPK and renstra processes and now learned again in the personnel management program. The outcomes of SIM- PTK can be seen in terms of skill development, systemic capacity building, and information-based policy development. The manual for this system is currently being finalized while the software is already in finalized form. The analysis and outputs provided by SIM-PTK are powerful and helpful. The potential to improve the delivery of basic education by improving this aspect of management is strong. However, there is still opportunity to learn from the process and to improve the methodology as it is rolled out. As SIM-PTK is rolled out to other provinces and districts there may be requests for dissemination. It will be important to prepare for this eventuality, designing training programs for service providers which maximize the likelihood that SIM-PTK will be implemented effectively. The question of data validity remains, but it is out experience that the quality of data will gradually improve by using the data. It will be important to monitor the use of the system s outputs for policy and planning in Purworejo over the coming year to determine potential and actual impact. DBE1 now plans to provide training for LPMP in Aceh, North Sumatra, East Java and South Sulawesi to develop their capacity as service providers for the SIM-PTK. These More Effective Decentralized Education Management and Governance 35

56 institutions have expressed interest in the program as it fits well with their mission to support the improved quality of human resources within the education systems they serve. Initially DBE1 will train facilitators from these LPMP as the program is implemented in new districts, funded by DBE1. Following this, as the system is disseminated to new districts, it will be important for DBE1 to monitor the quality of implementation and provide some technical back-stopping as required. Aceh Following an earlier meeting with the Head of LPMP, DBE1 met with LPMP s personnel in charge of data on January 25 to obtain relevant data and information to support Personnel Management System implementation in Aceh. On this occasion, the Head of the Data Department confirmed his department s readiness to be trained in DBE1 programs, in particular in school and district data management. Meanwhile, on February 22, a further meeting on the Personnel Management System was held with LPMP representatives including the head of the institution. DBE1 explained that the system enable useful analysis, such as determining the numbers of teachers to be pensioned and recruited in coming years. The system s outputs can then be used to support planning and policy development, including consideration of school closures and regrouping where appropriate. As a result of this meeting, LPMP indicated that they would like to use the system and software and would like to send three people to take part in the DBE1 Training of Trainers. A similar meeting was also held on February 28 with representatives of the Provincial Education Office including the Head of Planning and Reporting Division, Head of Planning Section and officials from the Personnel Division. DBE1 explained the benefits of the Personnel Management System while other team members demonstrated how to use the software. As a result of the meeting, the Education Office will send one person to take part in the Training of Trainers. On March 9, DBE1 met with ten stakeholders from Aceh Tamiang Education Office, Development Planning Board, and Training, Development, and Personnel Body (Badan Kepegawaian, Pendidikan, dan Pelatihan) to discuss the plan to implement the Personnel Management System in the district. During the discussion stakeholders explained that data quality is one of DBE1 introduced Personnel Management System to Aceh Tamiang stakeholders the most prominent problems in the district. DBE1 reiterated that this limitation could be openly explained when the outputs and results of analysis are discussed with others. District stakeholders further agreed that stakeholders do not typically use data as a basis for their decision since most decisions are influenced more by political or 36 More Effective Decentralized Education Management and Governance

57 practical needs in the field. At the end of the meeting, representatives requested DBE1 to invite them to the Training of Trainers planned to take place in April North Sumatra Prior to the implementation of the Personnel Management System in Tebing Tinggi, DBE1 met with SIM-NUPTK and Padatiweb data managers on February 2 to discuss the readiness of data to be used in the SIM-PTK and to synchronize data from these two sources. Participants agreed that data from both sources needs to be updated. Furthermore, data from the two sources are widely different. For example, SIM- NUPTK and Padatiweb data regarding the number and status of regular school and madrasah in the district are different. As a next step, the Tebing Tinggi Education Office data team formulated an action plan to improve this situation. DBE1 also met with the Head of the Education Office on March 3. The Head expressed support for DBE1 programs and requested intensive coordination to ensure success for the Personnel Management System implementation in the district. On January 18 DBE1 met with the newly appointed Head of North Sumatra LPMP. The possibility of working together to implement the Personnel Management System was discussed. LPMP expressed interest in DBE1 programs and a follow up meeting was held on January 21. During this meeting, attended by DBE1 s Chief of Party, Deputy Chief of Party, and North Sumatra team members, DBE1 explained the Personnel Management System in more detail, in particular the Discussion between DBE1 team members and new Head of North Sumatra LPMP recent experience in Purworejo. Another follow up meeting was held with the Head of LPMP on February 17 to discuss a schedule of activities and data availability. On March 18, DBE1 met again with representatives of LPMP to explain the delay in program implementation. On this occasion, LPMP reiterated its continued support for DBE1 and for the plan to implementat the Personnel Management System in the future. In January and February, preparatory meetings were also held with representatives of the North Sumatra Education Office. Central Java During this quarter, the Personnel Management System was implemented in Purworejo District. There were five stages included in this process: (1) introduction of More Effective Decentralized Education Management and Governance 37

58 Personnel Management System workshop in Purworejo program in general, (2) workshop to process Padatiweb and NUPTK data, (3) training on data analysis, (4) with DBE1 assistance, development of a report to the Head of District, and (5) presentation and reporting to the Head of District. Three staff in charge of data in PadatiWeb and NUPTK as well as ten personnel from the Education Office, District Personnel Board, and Bappeda took part. At the end of the process, on March 8, representatives of the Purworejo Education Office presented the results of the Personnel Management System work to the Head of the District. Also attending the presentation workshop were representatives from the District Personnel Board, District Asset, Finance Management, and Revenue Office (Dinas Pendapatan Pengelolaan Keuangan dan Aset Daerah), Indonesian Teachers Association (Persatuan Guru Indonesia), Education Council, District Inspectorate, Provincial Education Office, USAID, and the World Bank. Several lessons learned from this process: Data analysis could be conducted immediately because the current Education Office data was valid and up to date. By using data regularly, data quality can be monitored and improvements can be made immediately if required. Involvement of stakeholders from the very beginning is crucial to establish understanding of the issues and support of the program implementation. Because the results and recommendations of the Personnel Management System analysis were useful for the stakeholders, for example for school regrouping or teacher redistribution, there was a request from the District Government for DBE1 to assist in the development of a Head of District Decree or regulations to support the implementation of recommendations. The Head of the District responded positively to the presentation and instructed the Head of the Education Office to improve conditions in the education-sector, for example by regrouping small schools together and better managing the transfer of teachers. South Sulawesi Throughout February, DBE1 team members met with the South Sulawesi LPMP and Education Office personnel to discuss the preparation and implementation of a Personnel Management System. During these meetings, LPMP and the Education Office reiterated their readiness to work together with DBE1 in the program s implementation. Furthermore, the Head of the Education Office suggested that a 38 More Effective Decentralized Education Management and Governance

59 meeting should be held between DBE1, LPMP, and the Education Office to further discuss cooperation and strategies to support the dissemination of the Personnel Management System in several districts in South Sulawesi. On March 7, DBE1 met with Barru Education Office representatives to discuss the latter s participation in the Personnel Management System program. As a follow up step, on March 8, the Secretary of the Education Office gathered all staff in charge of SIM-NUPTK and Padatiweb data to check validity and availability. The Education Office will also make sure that schools will provide the required data. National program After attending the final workshop in Purworejo in which the outputs of SIM-PTK were presented and discussed, the USAID Education Office indicated that it intends to explore the possibility of the DBE1 team giving a presentation at the national Education Sector Working Group (ESWG), facilitating a team from Purworejo. The potential for this program to be picked up and disseminated by other donors or donorfunded programs is significant. At the end of this quarter DBE1 submitted a report on the Personnel Management System. This report describes the lengthy process for developing this tool which proceeded in parallel with great improvements in various MONE systems. Also included are two appendices which describe in detail the outputs of the program in Purworejo in order to illustrate the significance of this program to support an information-based policy agenda and strategic planning in districts. Anticipated Next Steps Follow up on the implementation in Purworejo with policy workshops. Complete implementation in Tebing Tinggi and roll out to five additional districts. Present results in national level workshop in late Asset/Preventive Maintenance Management System for SD/MI The regional autonomy laws of 2004 required the center to hand over assets to the districts. However, the district governments seriously lack the capacity to manage assets. Education assets consist of facilities and infrastructure at schools, and subdistrict and district offices. In each district there are two offices responsible for education assets; the Education Office (Dinas Pendidikan) and the Office for Procurement, Financial Recording and District Assets (Dinas Pendapatan, Pencatatan Keuangan dan Asset Daerah or DPPKAD). The management of assets in the education sector presents a complex set of problems that need to be addressed nation-wide because many schools and districts have been faulted by BPK, the state auditor, and most have not yet been audited for fear that they will also receive an More Effective Decentralized Education Management and Governance 39

60 audit disclaimer. Such disclaimers reflect badly on a districts performance. Up until now this issue has not been addressed properly by either the GOI or by the donor community. The issue is further complicated in that asset management is based on requirements set forth in regulations by two ministries: the Ministries of National Education (MONE) and Home Affairs (MOHA). The former sets the standards - and requirements - for facilities (desks, chairs, lab, books, teaching aids, etc.) and infrastructure (land and buildings). The latter sets the rules for recording, coding, and asset inventory. Neither school principals nor Education Office officials have the background for managing these. Furthermore, manuals, guidelines and training materials to enable schools and districts to comply with the regulations do not exist. For some time DBE1 planned to develop a program for improving the management of assets within schools and district education systems. Work commenced on the Asset Management program in The program was originally conceived as a preventive maintenance program. However, it soon became apparent that district governments lacked the basic data on the assets they possessed. The first step in a preventive maintenance program is a thorough audit of the condition of one s assets. As a result, the DBE1 asset management program now consists of two components: 1. a computerized system for inventorizing assets, which is an information system known as Sistem Informasi Manajemen Aset (SIMA), that can be used as a basis for strategic planning, budgeting and policy development to improve district level management and governance of education, and 2. a training program for school and district level administrators on preventive maintenance. While the two components can be implemented independently as stand-alone interventions, they are mutually supportive. Ideally the SIMA is implemented as a complementary data system describing school conditions for the more comprehensive SIPPK (Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota) which forms the basis for district strategic planning (renstra) and budgeting in the education sector. The SIMA helps schools and the Education Office to identify facilities which are seriously damaged and in need of repair. The second component, training in preventive maintenance, is then provided to Dinas officials, school principals, selected teachers and community members. It enables the verification of school reports so that districts and their schools can properly plan for preventive maintenance. The overall system is based on the regulations from the two ministries mentioned above: the MOHA regulation, Permendagri 17/2007 on Administration of District Owned Assets, and the MONE regulation, Permendiknas 24/2007 on National Education Standards for School Assets and Infrastructure. In early 2010 DBE1 met with the Head of the Education Infrastructures Section of MONE s Directorate of Kindergarten and Elementary Schools, and the Head of the Sub-Directorate of Regional Income and Investment, Directorate General of Regional 40 More Effective Decentralized Education Management and Governance

61 Finance Administration Development, MOHA. Both agreed that assistance from USAID/DBE1 in this matter would be greatly appreciated and promised their full cooperation in developing and rolling out the program. As a pilot, DBE1 has funded the implementation of the asset management system, SIMA, and follow-up training in preventive maintenance in DBE1 target schools and madrasah in two sub-districts in six districts (one in each target province). The system can be applied in its current form to junior- and senior-secondary schools (SMP/MTs and SMA/MA) and has been adapted to special schools (SLB). It cannot be applied to technical high schools (SMK) as these require a different range of facilities and equipment. It has since been disseminated to a number of additional districts and schools as described below. 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 successful implementation of this program in these 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-TF project funds in eleven districts that will receive BEC-TF 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. During this quarter the dissemination of the program in West Java has been significant, as described below. Currently, at least nine districts have requested DBE1 assistance to implement SIMA and they are: Aceh Besar, Tanjungbalai, Karawang, Cimahi, Sragen, Bangkalan, Barru, Luwu, Palopo. DBE1 s response to all of these requests is pending finalization of plans to extend the project through December West Java Special Schools Since 2010, DBE1 has been providing assistance to the West Java Provincial Education Office to implement the Asset Management System (SIMA) in its schools for students with special needs (Sekolah Luar Biasa or SLB). After DBE1 conducted Training of Trainers and assisted in the implementation of the System in 15 special schools (SLB), the West Java Education Office continued the process with dissemination to 14 other schools. As a result of these activities, the Education Office was able to gain a complete picture of the condition of assets in these schools and More Effective Decentralized Education Management and Governance 41

62 present the information in a pubic consultation session to stakeholders on March 8 th. Participants included the Head of the Provincial Education Office, representatives of the Office of the Secretary for the West Java Parliament Education Committee, the Bureau of Asset Management, Education Council, supervisors and principals of SLB, and a representative from the Indonesia Education University (Universitas Pendidikan Indonesia or UPI). One of the school principals provided input during public consultation session Representative of USAID Indonesia Education Office and the Opportunities for Vulnerable Children (OVC) program also took part. Some outcomes of the discussion were as follows: The Education Office will request each SLB to update their data in SIMA. Requests from schools for additional funds will no longer be considered by the Education Office unless supported with data in SIMA. The land ownership issue must be resolved shortly as 54% of land on which SLBs are located is not owned by Education Office. The Head of the Bureau of Asset Management requested the information from the System be integrated in the Provincial Asset Database System. According to a report from the Head of the Provincial Education Office, Dinas Pendidikan has disseminated the Asset Management Sysem to all state special schools (SLBN). West Java has about 307 private special schools. The Education Office provides assistance each year to these special schools. In the future the Education Office intends to provide such assistance but on condition that special schools have conducted data collection on their assets. This data will form the basis for the education office to determine the level of assistance to be provided to each school. The Education Department of West Java has a large number of special-education teachers. The Department of Education provides benefits to the SLB teachers who are civil servants with its value close to that of their salary. In addition, the Education Office also pays salaries of teachers of non-civil servants. Thus the total budget spent by the Education Office for the welfare of special-education teacher very high. For that, the Head of the Education Office hopes that DBE1 can help in terms of resource management. Special schools, in addition to receiving the national BOS and provincial BOS, also receive assistance from the provincial education office of Rp /student/year. However, the Head of the Education Office acknowledges that the determination of the value is not based on a proper calculation but only on an estimate of needs. The 42 More Effective Decentralized Education Management and Governance

63 Education Office really hopes that DBE1 can provide assistance in implementing BOSP for SLB. This will enable the Education Office to know whether the funding is already sufficient or is lacking and will give the Head of the Office a strong justification when required to speak with the parliament. As a next step, the Education Office plans to train schools in preventive maintenance. In order to follow-up on the SLBN asset management activities, the Provincial Education Office has invited DBE1 to proceed with workshops on preventive maintenance, facilities repair and electrical infrastructure. This will enable the schools to understand how to conduct maintenance and take care of their assets. Training will commence early in April and will include verification in the field and workshops on planning and budgeting for preventive maintenance. West Java - Cimahi District After training facilitators on how to use SIMA s e-form in November 2010, from January 26 to 27, DBE1 conducted Training of Trainers in Cimahi District for facilitators in aggregation of schools results. A total of ten people from the Education Office took part. The process went smoothly because most of participants were young and able to use the computer and software well. For the next step, Cimahi Education Office will disseminate the System to all public schools in May West Java Sukabumi and Subang To support Sukabumi s plan to disseminate the Asset Management System to two subdistricts and Subang s plan to disseminate to all public schools (SD, SMP, SMA, and SMK), DBE1 carried out Training of Trainers for facilitators from these two districts on February 17 and 18. The sixteen participants from Sukabumi and ten from Subang were from their respective Education Offices, sub-district education offices, and supervisors of TK/SD. The trainers were three from West Java Provincial Education Office and two from Cimahi Education Office while DBE1 was present to monitor the process and quality of training sessions. Our impression was that the trained participants would be able to perform their functions well to facilitate dissemination in these two districts. Immediately after this Training of Trainers, Sukabumi District disseminated Asset Management System in schools in two sub-districts (Surade and Jampangkulon). In Surade, a total of 90 people from 45 SDN were trained while in Jampangkulon, there were 64 training participants from 32 SDN. Although the training was carried out without any significant problem, additional time had to be provided to allow participants to complete the e-form even though the document was already distributed to schools one week prior to training. In addition, some participants had to be trained to use lap top. As the next step, the Education Office plans to disseminate the system to another sub-district. To support this activity, the district hopes to use its 2011 Budget. If not, the dissemination will take place in More Effective Decentralized Education Management and Governance 43

64 In Subang, the District Education Office disseminated the Asset Management System to a total of 973 public schools (SD, SMP, SMA, and SMK) from February 28 to March 21. To cover the approximate cost of Rp. 243,250,000, each school paid Rp. 200,000 while Education Office allocated Rp. 50,000 for each school. Participants were able to learn the system quicky as each school sent a principal and computer operator to the training sessions. The only challenge Participant of Asset Management System dissemination in Subang faced by participants was electricity outage that happened almost every day of the training sessions. The Education Office will present results of this dissemination to Head of District and other District Offices during one of district s work meetings. Furthermore, the District Asset and Finance Management Office (Dinas Pendapatan Pengelolaan Keuangan dan Aset Daerah or DPPKAD) asked to be trained by DBE1 and the Education Office. Also, after piloting the SIMA system in DPPKAD, it is intended that it will be used in other offices. Aceh On February 23, DBE1 introduced the software for the Asset Management and Personnel Management Systems to representatives of Aceh Besar Education Office. In this meeting, the Head and Secretary of the Education Office, as well as other representatives from the Office s various divisions and sections took part. As a result, the District Education Office, pending availability of budget, agreed to disseminate the Asset Management and Personnel Management Systems. They also requested that DBE1 train two staff of the Education Office who will act as facilitators in the future. Central Java A total of 92 schools (23 SD and 69 SMP), along with the heads and staff of 25 subdistrict education offices, and Education Office personnel in charge of assets in Wonogiri took part in a program to disseminate the Asset Management System in January. The participants were divided into two groups and each group was separately trained for two full days. In addition to learning about the system and software that schools can use, participants were also trained in aggregating data for sub-district and district level. The participants were very interested to learn about the system because they found it really helpful. Although the training sessions were completed some time ago, some of them still continue to communicate with DBE1 Central Java staff in order to get assistance, for example, in inputting data into the e-form. Currently, Wonogiri District 44 More Effective Decentralized Education Management and Governance

65 is still focusing the Asset Management activities at school level. It is not clear whether or not the district will allocate a budget to support activities for the district level program in the future. South Sulawesi After taking part in Training of Trainers for facilitators of the Asset Management System in Pangkep recently, Tondong Tallasa sub-district education office trained 15 schools between January 18 and 19. Participants included principals and personnel in charge of assets from each school. For this training session, the facilitators were the Head of Sub-District Education Office, Heads of the Asset Assessor Section of District Asset, Finance Management, and Revenue Office (Dinas Pendapatan Pengelolaan Keuangan dan Aset Daerah or DP2KAD), two staff of DP2KAD, and one DBE1 team member. The total cost of Rp. 4,500,000 was shared among schools. In the meantime, from March 8 to 10, Minasa Tene sub-district education office also conducted dissemination of Asset Management System to 27 schools. Similar to the dissemination effort above, participants consisted of participating schools principal and person in charge of assets. Schools also shared the cost of training. However, in this dissemination, there was no facilitator from DBE1 involved. From the experience of these two training sessions, where the facilitators were from Education Office as well as DP2KAD, it is apparent that the Pangkep District Government understood the importance of the Asset Management System. Further, the System is now being used by the district as one of the guidelines for other sectors asset management. National program There is potential for the Asset Management System (SIMA) to be revised and further improved. At this point it provides a snapshot of the condition and extent of assets within a district education system. It could be improved by adding a logging system, to track movement of assets, including purchasing and disposal. Alternatively the system could provide two snapshots with a six-month interval, to enable a more comprehensive picture of a district s education assets. While there is a current system, known as Daftar Mutasi Barang ( Item Movement List ) this is a manual system which requires upgrading to be effective and to capture what is newly acquired and what is missing from a district s education assets. Based on the data from this sample, no state schools meet the national education standards (SNP) with respect to assets. Given the national policy shift towards benchmarking schools and the education system against minimum service standards (SPM) as opposed to the earlier and generally higher national education standards (SNP), it may also be useful to include SMP benchmarking within the DBE1 Asset Management System. This could be done relatively simply and using the same data sets. More Effective Decentralized Education Management and Governance 45

66 Manuals for the existing Asset Management System have now been completed and uploaded to the website for dissemination purposes. At the end of this quarter, DBE1 submitted a report to USAID on the Asset Management System, its development and the dissemination of the program. Anticipated Next Steps Continue to review the program at national level Support dissemination programs in various locations. 3.3 Updating and Dissemination of District Programs (Task 6) The main district level program replicated with non-dbe1 funding has been the school unit-cost analysis (BOSP). So far, 20 non-target districts have conducted the BOSP analysis with funding as shown in Table 3.4 below. The most significant funding was Rp. 207,750,000 from the East Java provincial budget. As the BOSP methodology is currently being updated, further work in this area has been put on hold, although it was reported during the evaluation workshop with the Universitas Negeri Makassar, that this institution plans to disseminate BOSP in East Kalimantan in their capacity as an independent service provider. The most significant focus of dissemination in this quarter was the Asset Management System. As this program is partly implemented at school level and partly at district level, some of the activity was described in the Section 2 of this report and some above in Section 3.2. The break down of districts that conducted dissemination in BOSP, Asset Management System, and renstra could be seen in Table 3.5. A number of activities to consolidate outcomes and to disseminate district level programs took place in this quarter as described below. Table 3.4 Funding for District Level Dissemination Programs to end of March Province District District budgets (APBD) Other funds (BOS, nongovenrnment foundations, MORA etc) DBE1 contribution Total TAHUN 2009 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, Central Java: The funds for dissemination of the Asset Management System include funds for district and school level activities. Here the calculation is made based on a ratio (40:60). 40% for management of assets at the district level, and 60% for management of assets as a school level activity. 46 More Effective Decentralized Education Management and Governance

67 Province District District budgets (APBD) Other funds (BOS, nongovenrnment foundations, MORA etc) DBE1 contribution Total TAHUN 2010 Rp Rp Rp Rp Central Java 2 70,536,100 Total Nasional ,536, ,536,100 TAHUN 2011 Central Java 1 12,268,000 Total Nasional ,268, ,268,000 Grand Total ,750,000 97,036, ,550, ,336,100 Table 3.5 Non-Partner Districts That Disseminate DBE1 District Level Province Programs to end of March 2011 Districts BOSP District Level Activities Management Asset Renstra Central Java Kota Tegal Kabupaten Pekalongan Kota Salatiga Kota Pekalongan Kota Magelang Blora Sragen Wonosobo East Java Kota Batu Kota Blitar Kota Madiun Kota Kediri Kota Probolinggo Malang Jombang Lamongan Kediri Tulungagung Ponorogo Magetan Jember Bondowoso Mojokerto Total More Effective Decentralized Education Management and Governance 47

68 North Sumatra Throughout March DBE1 assisted the Tapanuli Utara Education Office to update its strategic plan (renstra). The first facilitation session was held from March 10 to 11 to assist the processing of education data and preparation of analysis. Participants included the Head of the Program Sub-Division and staff in charge of Padatiweb and SIM- NUPTK. In this session participants learned that to use 2010/2011 Padatiweb, SIM- DBE1 North Sumatra facilitated Renstra NUPTK, and other supporting data as basis development process in Tapanuli Utara to develop the education sector profile and analysis, the data must first be improved. The timing of the document updating was opportune. This was because the update was based on the newly approved Tapanuli Utara RPJMD. Otherwise, the updating of the document would have been completed in Another lesson learned from this process was that, because the updating process now uses the District Budget, DBE1 has had to adjust its approach and encourage more independent work from the Renstra Development Team members than before. For example, when establishing the Office s vision and mission, in the past DBE1 facilitated the process completely. Now, DBE1 team members provide the necessary information and then the team members complete the tasks themselves. The next step in the process of providing assistance took place from March 22 to 23. In this meeting, DBE1 supported Tapanuli Utara stakeholders to complete their analysis as well as prepare for the multi-stakeholder workshop. Topics of discussion include the need for the Tapanuli Utara Education Office Renstra to support the achievement of Minimum Service Standards (SPM). Also discussed was the importance for Renstra to support the vision and mission of the Head of the District, of the North Sumatra Education Office, and of MONE. On the basis of this process, it was determined that Padatiweb for 2010/2011 was insufficient to be used as basis for updating since it was not yet complete. On the other hand, similar 2008/2009 and 2009/2010 Padatiweb and other supporting data from the same period was deemed adequate. A multi-stakeholder workshop was conducted on March 29 to 31. A total of 22 people took part from Bappeda, the Secretary of the District, Office of Religious Affairs, Education Council, representatives from a foundation for teachers (Yayasan Parade Guru), principals from all school levels, supervisors, and others including representatives from the North Sumatra Education Office and Universitas Negeri Medan. After receiving relevant information from the Development Team members and other experts, participants were divided into four groups based on functions: (1) Early and Non-Formal Education, (2) Nine Year Mandatory Basic Education, (3) 48 More Effective Decentralized Education Management and Governance

69 Secondary Educaiton, and (4) Quality Improvement of Teachers and Teaching Support Staff and Education Service Management Group. In these groups, participants were given the task to review and improve the current Renstra. Specifically, to look at the current Education Office s vision and mission, improvement of strategic issues based on the real conditions of education sector, and to consider ways to improve the objectives and activities of Education Office until Based on the inputs of these groups, the document was then revised. This activity was funded primarily by DBE1. West Java On January 6, the Cimahi District Education Office invited DBE1 to provide input for the District Renstra document. This was a follow-up to a public consultation session that was held back in September In this meeting, DBE1 suggested that the Renstra Development Team members finalize the document soon because the development process was completed a while ago. In March the document was signed by the Head of Cimahi Education Office. On January 21, DBE1 met with twelve people from Education Office, Head of Sub- Division program, and ten staff. The meeting was held to provide information on how to develop LAKIP as part of a comprehensive district plan (Renstra, Renja, RKA, and DPA). Participants learned the fundamentals such as how to differentiate between output and outcome. Central Java In Sragen, Central Java, four representatives of the Education Office and twenty from Sub-District Education Offices were trained in monitoring and evaluation topics such as how to conduct the activity, indicators that could be used, analysis of results, and reporting. Participants were expected to use the knowledge from this training as a basis to develop the District Education Office LAKIP. This activity used funds from BEC-TF (Rp. 12,268,000). One of the main challenges was that most participants were not equipped with computers and took a longer time than expected to complete the process. The training was also slowed down because some participants that were chosen by the Education Office were from positions that were not relevant to the purpose of the training. Notwithstanding these problems, the approach was useful in strengthening the capacity of this district. From February 22 to 23, DBE1 s Central Java team members (three resource persons and two members of the service provider team from UMS) facilitated a renstra updating process for Purworejo Education Office. Using the National Mid-Term Development Plan as a guideline, the aim was to synchronize the District s Renstra with the Purworejo Medium-Term Development Plan for During this activity, participants updated various data and information such as the district s education profile, established education indicators to be achieved, and decided on More Effective Decentralized Education Management and Governance 49

70 strategies and plans to achieve those goals. They also developed a budget to support the activities in the plan. In order to allow participants to complete their tasks effectively, they were divided into five groups: based on functions: management, elementary education, secondary education, youth and sports, non formal education, and culture. Each group consisted of two people and was facilitated by one person. In the two-day event, all groups were able to fulfill their assigned duties with the exception of youth and sport group as well as non-formal education groups as a result of team members busy schedules. These two teams were requested to complete the assignments independently. The District Education Renstra was completed and presented to Bappeda in March. The Renstra team members received inputs from Bappeda and are waiting for DBE1 to assist with the document s revisions. South Sulawesi On January 24, Renstra Development Teams for nine district offices from different sectors in Pangkep District were established. At this initial meeting, DBE1 also explained the renstra document development process for the Education Office that could be adopted for other district offices. Attending the meeting were representatives from Agricultural and Plantation Office, Fisheries Office, Mining Office, Health Office, Industry and Commerce Office, Tourism Office, Bappeda, and District Inspectorate. A district renstra team was established with the Head of Bappeda as leader of the team. These offices will also establish their own Renstra Development Team and will take part in the Education Office Renstra workshop development process. SIPPK training was held from March 15 to 17 for the Renstra Development Team from Pangkep Education Office as well as representatives from the eight other district offices. Based on the instruction of the Deputy Head of Pangkep District, these offices were trained together so that they could learn DBE1 s renstra development methodology and strategy. As a result of this training, it is hoped that these offices will have plans that are well-synchronized with each other and with the District Mid- Term Development Plan (Rencana Pembangunan Jangka Menengah Daerah or RPJMD). Soppeng Renstra development process DBE1 also facilitated renstra development in Soppeng during a second workshop from January 31 to February 2. At this meeting, team members analyzed education sector service conditions for kindergarten and elementary school levels. Unfortunately, during the first two days of facilitation, many of Renstra Development Team members were unable to participate because they were 50 More Effective Decentralized Education Management and Governance

71 required to attend musrenbangdes that was carried out at the same time. Most members were able to attend the last day of facilitation. As the next step, members will independently conduct analysis of education sector service conditions for higher levels (SMP and SMA). After team members complete this task and DBE1 ensures that all members can attend the next facilitation session, the next workshop will be held. During this next workshop, planned to take place in April, time will be allocated to enable the team members to review the results of Workshop 2. On February 28, DBE1 facilitated the Makassar Education Office LAKIP development process. The participants included the Head of the Education Office, Secretary of the Office, and Head of the LAKIP Development Team. The facilitation sessions were carried out in two phases: (1) preliminary review of process and document content, and (2) document finalization. Based on the preliminary review, participants agreed that the document s content still needs to be improved. They also agreed that each responsible division will rewrite its parts, analyze achievements, and complete the required data. For the first time in Makassar Education Office, discussion regarding writing up of the report substance took place and a mechanism to measure performance was applied. This process was led by the Head of the Education Office. At the meeting, he stressed the importance of all sections of the Office providing information on real conditions supported by valid data. The Secretary also mentioned that data validity is crucial to determine policy planning and implementation. A BOSP updating workshop was held in Pangkep from February 28 to March 3. A total of 18 representatives from Education Office, Office of Religious Affairs, supervisors, and schools took part. There were two main issues that came out of this activity: First, the analysis demonstrated that existing funding was insufficient to cover school operational costs as indicated in current BOSP results. Second, fund disbursement only takes place when the Education Office receives reports from schools. Although this is not the correct procedure, the approach is used because schools often are late in providing the required reports to the Office. 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 through the DBE website and possibly through MONE s periodic publications. The concept of model districts was included in the previous work plan and one district was selected in each target province by DBE1 at that time. Since then, we have worked with these districts and where appropriate have ensured that new programs such as Asset Management and Personnel Management systems are implemented in these districts. However, for various reasons it has not always been appropriate to select these same districts for additional activity. The districts have not yet been given any extra training or support to develop their More Effective Decentralized Education Management and Governance 51

72 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. DBE1 intends to complete work in the model districts shortly after the modification to extend DBE1 through December 2011 is approved. The final remaining program being implemented is personnel management. As described above, this program will be rolled out in an additional five districts; implementation in Purowejo is almost complete. Upon completing the personnel management roll-out, DBE1 will prepare an informational booklet/pamphlet and website announcement that describes where (in which districts) good models of DBE1 products can be found. The informational product will list contact information in each model district and describe briefly the DBE1 program(s) that may be studied there. DBE1 will secure permission from each related district. Some districts such as Soppeng will serve as a model for several programs, while other districts may serve as a model for one or only a few. All DBE provinces will have models of all major DBE1 programs by the end of the project extension. Anticipated Next Steps: Continue to support dissemination in various districts. Follow up meetings with MOHA to review revised Renstra manuals and software. Further develop plans for model districts. 3.4 Complete Expansion Program in Aceh (Task 6) With the completion of the Aceh expansion program last quarter, every district in this province had completed BOSP, AKPK, and SIPPK, while 17 districts had completed renstra and related governance activities. The AusAID-funded SEDIA project agreed to complete renstra and associated governance activities in the remaining six districts and DBE1 has offered the assistance of a specialist with this activity. However as SEDIA has been working on updating BOSP across all districts along with data collection and analysis on the level of achievement of minimum service standards (SPM) during this last quarter (see Section 5 below), the renstra work has not as yet been continued. The districts still to complete renstra are Aceh Tenggara, Gayo Lues, Pidie Jaya, Kota Lhokseumawe and Kota Sabang. Ongoing activities involving DBE1 collaboration with SEDIA are described in Section 5 of this report, below. 52 More Effective Decentralized Education Management and Governance

73 Anticipated Next Steps Continue to support SEDIA in implementing programs developed and initiated by DBE1 Continue to work with provincial task force on future planning and policy development. 3.5 Developing Service Providers (Task 7) DBE1 s key strategy for both dissemination and sustainability is to develop facilitators and service providers who can take over the program, using the manuals and training modules developed under the project, and implement it in districts - without further project support. The main agent for dissemination and sustainability of school level programs is the large group of trained district facilitators. Meanwhile for district level interventions, and to some extent also for school level programs, DBE1 has been working with a group of universities and one NGO. For the purposes of DBE1, there are three types of service provider : 1. institutions which are independent of the schools and education systems to which they provide a service, consisting of training and consultancy; these are universities and potentially NGOs and independent consulting agencies; 2. institutions from within the education system which provide a similar service; these potentially include government agencies such as LPMP and, for example, the West Java provincial education office which may provide a service facilitating implementation of the asset management system in districts; and 3. district facilitators ; who are individuals trained by DBE1 to facilitate school level programs; the majority of these are school supervisors (pengawas) working under district education offices. This section of the report focuses on the first and second types. The important role of district facilitators in disseminating DBE1 s school level programs was discussed in Section 2 of this report (although there was little to report in this quarter as explained). One other type of agency which has become active in disseminating DBE1 methodologies is the implementation teams for other donor-funded projects, including the World Bank s BEC-TF and AusAID s SEDIA and AIBEP, which have begun disseminating district level interventions. These collaborative programs are also discussed elsewhere in the report. In 2009, DBE1 ran a pilot program to develop the Indonesian University of Education (UPI) in Bandung as a service provider. Following this pilot, in late 2009 two more universities were selected to be developed as service providers for district-level activity, making a total of three for the 2010 program: in West Java the Indonesian University of Education, or Universitas Pendidikan Indonesia (UPI), in Central Java Universitas Muhammadiyah Surakarta (UMS), and in South Sulawesi Universitas More Effective Decentralized Education Management and Governance 53

74 Participants of Service Provider evaluation from South Sulawesi Negeri Makassar (UNM). Each of these institutions provided personnel to work with DBE1 specialists in implementing core methodologies in one newly identified district in each of the three provinces. At the same time in 2010 DBE1 worked with the Sampoerna Foundation s School of Education (SSE) to develop their capacity as a service provider for DBE1 s school level programs. During this quarter DBE1 conducted a comprehensive evaluation of the Service Provider program. A report on this evaluation was submitted to USAID in March. The purposes of the evaluation were: 1. to assess the effectiveness of the service provider program, 2. to assess the interest and commitment of each service provider organization in further developing the program in 2011, and 3. to identify lessons learnt in order to improve future programs. In March 2011 the university partnership program was evaluated in a series of joint workshops held with each of the three partner universities. The Sampoerna Foundation program was evaluated in workshops held at the SSE campus in Jakarta in August 2010 and March The evaluation found that, on the whole, the service provider has effectively achieved its objectives which were, in summary, to reach agreements with institutions of higher education, to train and certify a cadre of professionals to provide services, and to link these service providers to potential clients such as districts or private school networks. Further work is now required to strengthen the capacity of the institutions and to link the service providers to potential clients. DBE1 with UMS evaluated Service Providers program implementation in Central Java The commitment of each of the three universities and of the Sampoerna Foundation to expand and further develop the program in 2011 is confirmed. The service provider program meets the needs of individuals and of the four institutions and is well aligned to their missions, supporting the achievement of institutional goals in relation to community service, as well as enriching teaching and research programs. As a result of the evaluation, the following actions will be taken. 54 More Effective Decentralized Education Management and Governance

75 Sampoerna Foundation trainers will be encouraged to participate (at the expense of SF) in dissemination programs in order to gain the field experience they need to consolidate their class-based learning. For this to eventuate, DBE1 s Jakarta-based coordinator has been assigned to coordinate and ensure information is passed to the Sampoerna Foundation in a timely manner. In addition, DBE1 will provide limited assistance to the Sampoerna School of Education (SSE) to help them develop an integrated curriculum for the Masters level Education Leadership and Management (ELM) program. On the basis of the evaluation, further training for school level programs with UPI will not be provided in The district level programs will be further developed at the three current universities: Universitas Pendidikan Indonesia (UPI) in West Java, Universitas Muhammadiyah Surakarta (UMS) in Central Java and Universitas Negeri Makassar in South Sulawesi. The service provider program will be expanded in these institutions by jointly selecting additional personnel from within each partner university to work with DBE1 personnel on programs to disseminate district level interventions in new districts. Given the success of the current program it is likely 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 it will be helpful to recruit some specialists with computer expertise to complement technical backgrounds and planning or finance experience. Each service provider team should ideally include some senior academic staff who have the status to effectively consult at a high level along with some more junior personnel who have greater flexibility of time and more familiarity with the computer software required. In addition the service provider program will be expanded to include the University of Lampung (Unila) in South Sumatra and the National University of Malang (UNM) in East Java. In addition, as described earlier in this report, DBE1 intends to work with four LPMP centers to develop their capacity as service providers to disseminate the personnel management program (SIM-PTK): Aceh, North Sumatra, East Java and South Sulawesi Although these service provider personnel have received several days of classroom and on-the-job training, they have yet to be certified. A strategy to certify individuals as qualified to provide training and consulting services in specified DBE1 programs will be jointly developed and implemented. Preliminary discussions have been held with the USAID-funded Kinerja project with the aim of collaborating on this activity. Crtiera for certification should be developed in consultation with users of the service provider program including district government staff who have been involved in the program. Partner universities will also be encouraged to incorporate DBE1 materials into course materials and to use the DBE1 experience as a basis for research. As described in Section 2, above, DBE1 has received informal approaches from a number of institutions interested in adapting and incorporating the materials and methodologies More Effective Decentralized Education Management and Governance 55

76 into pre-service teacher training programs within courses such as school leadership and educational administration. Additional recommendations made in the evaluation report which apply to both current and planned service provider programs are as follows: 1. Consideration should be given to enabling universities to repackage and publish DBE1 manuals and materials under their own banners (giving due acknowledgement to USAID, DBE1, MONE and MORA). 2. Consideration should also be given to supporting the service provider organizations to conduct a road show to districts within their provinces to promote their service. DBE1 could assist by providing promotional material. 3. Key specialists within the DBE1 team in each province should be identified as responsible for each service provider program (Finance, Planning and so on). Effort should be made to avoid changing staff during implementation periods. These specialists should be given some direction (or TOT) in how to maximize their role as a mentor for service providers, including (1) improving communication and coordination of schedules, (2) providing structured training and providing feedback in the field (prior to, during, and following field work. 4. More field time should be provided to service provider personnel from the first round to consolidate their learning. For experienced personnel this may include participation in programs outside their province. As much field time as possible should be provided to new personnel. Anticipated Next Steps Establish working agreements (KAK) with Unilam, UNM and the four LPMP 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. Conduct introductory training sessions for new service provider institutions and personnel. Assist with linking DBE1 certified Service Providers to potential clients for Service Provider services. Collaborate with KINERJA to develop and implement a system to certify individual personnel within the service provider institutions. Continue 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. 56 More Effective Decentralized Education Management and Governance

77 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. Two categories of grants awarded were: (1) ICT Innovation and Education Management Grants (EMG) to improve education management and (2) Education Hotspots grants that aimed to provide internet access to schools, education offices, and community as a whole. Out of fourteen grants that were awarded, thirteen grants are completed, and the remaining one grant is in the process of termination due to compliance issues. The grantee was unable or unwilling to comply with the required monitoring and reporting processes, despite previous support from DBE1. 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, 2 milestone disbursement ongoing 1 milestone disbursement completed 2 milestone disbursement halted Complete grant implementation 14 May grants completed, 1 grant to be terminated - 1 grant termination More Effective Decentralized Education Management and Governance 57

78 $ $3.700 $ $ $ $ $ $ $ $ Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Compliance monitoring & reporting Dec progress reports Jun progress reports completed, 2 progress reports ongoing 2 progress reports pending - Final evaluation & publication (mid 2010) 14 Jan 11 Final evaluation completed Final evaluation conducted Final Report of Evaluation As of March 2011, $295,462 (IDR 2,739,801,282), about % out of total grant amount of $292,901 (IDR 2,714,749,451), has been disbursed to the grantees in the form of equipment and cash to cover grant main activities including training expenses. The total amount disbursed is slightly more than grant amount due to currency rate and procurement price changes. Almost all grants are fixed obligation grants (FOG) and almost all procurement activities were carried out by DBE1. Because of this arrangement, changes in equipment price were the responsibility of DBE1. Grant disbursement commenced in September 2007 and was completed this quarter. The amounts disbursed gradually increased as the compliance and financial reports were approved. Th progress with disbursement by year of implementation is depicted in Figure 4.1. Gigure 4.1 also shows that the number of grants also gradually increased from 10 grants in 2007 to 13 grants in 2008, and 14 grants in 2009.(See also Table 4.1) In 2010, even though number of grants was 14, the same as in 2009, the total amount of the grants was larger. This was because dditional funds weregiven to YPK Amanah for tower reconstruction due to damage as a result of a natural disaster. Figure 4.1: Progress of Grant Realization Amount by Year of Implementation / / / / /2011 Grant Amount US$ Realization AmountUS$ 58 More Effective Decentralized Education Management and Governance

79 Table 4.2: Progress of Realization Amount by Number of Grants and Dated Period No. of Grant Awarded Grant Amount Grant Amount Realization Amount Rp. US$ Rp. US$ 09/ / / / / Each grant program was implemented by a consortium led by a private company and district offices, such as the district education office (DEO), district public library (DPL), Kandepag, Bappeda, university, district education board, Dinas Infokom, and ICT Center (Table 4.2). This is a fairly new model in which various partners worked in partnership, depending on the program and type of grant. Innovation education management and governance (EMG) ICT grant partnerships consisted of at least one private company and the District Education Office. Education hotspot ICT grant partnerships consisted of at least one private company and the District Public Library. The formula of combining private sector and government district offices represented a win-win solution adopted to fulfill USAID regulations regarding grants for government offices. Observations made during compliance monitoring revealed that almost all consortia started out with a positive relationship between the partners and the relationship grew stronger. For instance, In North Tapanuli, North Sumatra, the lead partner in the grant program continues providing services because the government office continues offering opportunities. In Karawang, West Java, collaboration between the lead and member partners grew stronger. The IT Center is now used for training teachers from different backgrounds. In Karanganyar and Klaten, Central Java, the lead private company decided to extend the provision of its internet service for an additional year after the grant ended. In Surabaya, East Java, the lead partners has continued working with the District Education Office and now even provides support to other district government offices. More Effective Decentralized Education Management and Governance 59

80 DEO DPL Kandepag Bappeda University/ SMK Eductaion Board Dinas Infokom ICT Center Table 4.3 List of Districts and Consortia Receiving ICT Grants No. District Lead Consortium Grant Category Consortium Member (Local Government) I. CENTRAL JAVA 1 Kab. Karanganyar PT Indomaya Wira Sejahtera Tier Kab. Klaten CV Cosmo Jaya Tier Kab. Karanganyar II. EAST JAVA PT Indomaya Wira Sejahtera Tier Kota Surabaya PT ITS Kemitraan Tier Kab. Tuban PT Tridata Cakrawala Tier Kota Surabaya PT ITS Kemitraan Tier III. NORTH SUMATRA 7 Kab. Tapanuli Utara Web Media Tier IV. SOUTH SULAWESI 8 Kab. Pangkep YPK Amanah Tier Kab. Soppeng Indo Komputer Tier Kab. Engrekang PT. Rekayasa Teknologi Informasi Tier Kab. Jeneponto Turatea Computer Centre Tier V. BANTEN 12 Kota Tangerang CV Almagada Jaya Tier VI. WEST JAVA 13 Kab. Karawang CV Trisatya Pratama Tier Kab. Sukabumi Yayasan Tarbiyah Islamiyah (YASTI) Tier Grantees may carry out one or more main activity. The main activities funded under the 14 grants are depicted in Figure 4.2; while deliverables for each grant can be seen in Appendix 1. Figure 4.2 shows that all grantees carried out training activities either for the district education office or the wider community. About nine grantees provided an IT center with internet connectivity in network topography format. Further, all education hotspot grants provided an Internet café (hotspot.) A further five grantees developed library management information systems for the district public library. Three grantees provided school connectivity; two grantees produced e- resources, and two grantees conducted IT maintenance. The grants are categorized into two groups: Tier 1 and Tier-2. The value range for Tier 1 is from Rp.18 million to Rp. 32 million (about $3,000 to $3,500) while for Tier 2 it is from Rp.90 million to Rp.360 million (about $10,000 to $40,000). 60 More Effective Decentralized Education Management and Governance

81 Figure 4.2: Overall ICT Grants Activity Training (Others); 14; 21% Internet Café (Warnet); 7; 10% Library MIS; 5; 8% EMIS/MIS; 5; 7% Training (DEO); 14; 21% School Connectivity; 3; 5% IT Maintenance; 2; 3% Education Portal; 6; 9% eresources; 2; 3% IT Center/ Connectivity/ Network; 9; 13% During this quarter, four grantees were fully closed out and one grantee received disbursements. As at the end of this quarter, a total of 13 grants have been completed (closed) and one grant is in progress but is in the termination process due to lack of capacity. The compliance monitoring and reporting conducted by DBE1 concluded that the grantee s performance was unsatisfactorily as they did not complete the required monitoring and reporting tasks. The grantee to be terminated is located in Tangerang, Banten (Figure 4.3).The consortium is comprised of the District Education Office, District Public Library, Kandepag, and Bappeda, led by CV Almagada Jaya as the private company. The granteeconducted atier-2 hotspot program called Pengembangan e-hotspot di Kota Tangerang. Under the grant agreement, the consortium was required to undertake the following activities: 1. Conduct needs assessment to determine kinds of information to be developed for specific portal services, 2. Install e-hotspot equipment (one center layer and eight clients layer), 3. Develop an Online Catalog and school Net web applications software for the District Public Library, 4. Provide training on Internet, , and web functions for 500 trainees (480 students and teachers (80/target school) and total 20 DEO, DPL, Kandepag and Bappeda staff based on the average of five persons per office, 5. Market e-hotspot portal services to school managers (include school committee), other government and private offices, and to warnets (Internet café) to enable them to either establish hotspots or upgrade existing hotspots, and 6. Establish an e-hotspot Community (called SD-Net) to disburse news and information regularly. More Effective Decentralized Education Management and Governance 61

82 Figure 4.3: Grantee location The grantee had carried out almost all activities designed. Grantee installed e-hotspot equipment in the District Public Library and Education Office, Bappeda, and six target schools. The grantee also conducted trainings on internet, and web functions for students, teachers, and district staff. A tower for internet connectivity had been installed in the madrasah, MTsN 1, Tangerang City. However, the grantee did not perform one activity satisfactorily; the development of an Online Catalog and school Net web applications software for the Public Library. Over some months DBE1 provided support in the form of facilitation and consultations via telephone and (Figure 4.4). However, the grantee did not meet agreed expectations and could not put the expected software to work online. Figure 4.4: Snapshots of Compliance Communication with Grantee 62 More Effective Decentralized Education Management and Governance

83 Anticipated Next Steps In consultation with RTI home office, prepare the grant termination process for the last grantee. Submit impact evaluation and reporting. 4.2 EMIS Pilot (Task 8) During this quarter the EMIS Pilot was concluded. A final report on the EMIS Pilot review together with its dissemination and the final review of the ICT grant program has been finalized and will be submitted to USAID in the first week of next quarter. In the meantime, during this quarter dissemination of the EMIS Strengthening program is pending due to new BOS regulations and the policy developments described in Section 2 of this report which impact on agreed categories for school profiles. DBE1 s SDS, the tool for EMIS strengthening, produces a school profile and BOS reports as outputs. Previously the tool used seven categories for school programs based on Permendiknas No. 19/2007 as a foundation on which to develop a school profile for RKS/M (Figure 4.5 left side). However in 2011, a new policy which uses ten school categories was introduced (Figure 4.5 right side). The BOS 2011 reporting format is also different than the BOS 2010 format especially in relation to BOS K1 and BOS K2 report formats (Figure 4.6, red dotted circle). Figure 4.5: Relationship between School Programs based on Permendiknas No.19/2007 (left side) and Permendiknas No. 37/2010 (right ride) More Effective Decentralized Education Management and Governance 63

84 Figure 4.6: BOS K-2 Format with ten Categories for School Programs Anticipated Next Steps Submit Final Review on EMIS Pilot and its dissemination by first week of the next quarter. Finalize stand alone School Profile application software to support RKS/M development required for BOS 2011 first quarter disbursement. Finalize stand alone BOS 2011 application software to support BOS 2011 reporting Integrate updated school profile output and BOS 2010 output into BOS 2011 format. This will subsequently integrated into SDS More Effective Decentralized Education Management and Governance

85 Jan-May 2006 Jan-Dec 2007 Jan-Dec 2008 Jan-Dec 2009 Jan-Dec 2010 Jan-Mar 2011 Number of Requests 4.3 DBE Website 12 As of March 2011, the DBE website received 2,732,551 hits since it was launched in The total number of hits this quarter was 238,836 with an average of 79,612 hits each month. The average monthly number of hits steadily increased from 73,989 in January to 76,783 in February and 88,064 in March (see right side of Figure 4.7) This quarter s weekly average for hits was 17,060. The weekly number of hits increased from 2,354 in the first week of January to 21,653 hits in the 5 th week of January. Following this the rate was relatively steady with an average of 21,705 hits until the third week of March when it decreased to 17,367 hits in 4 th week and 9,524 hits in the 5 th week of March. Figure 4.7: Website Hits Number of DBE Website Hits by Year Year During the quarter, DBE1 continued to upload information from DBE123 into various sections of the Website, primarily: Resource Materials, Good Practices, and News. Annex 5 contains a list and description of uploaded information. The top ten requests for documents up until the last quarter is dominated with resource materials uploaded by DBE1 related to government regulations which include ministerial decrees, laws, and other regulations. Also among the top ten downloads were DBE1 and DBE3 manuals (see Table 4.4 below) More Effective Decentralized Education Management and Governance 65

86 Table 4.4: Top 10 Requests for Documents until the Last Quarter Resource Materials Download Frequency Date Upload (mm-dd-yy) Duration since upload date (days) Daily Download Frequency How to Fill SD/MI Profile Instruments Manual Jul ,00 Republic of Indonesia Government Regulation number 32 year 2008 regarding Guideline for District Annual Jul ,77 Budget (APBD) compilation Year 2009 Bantuan Operasional Sekolah (BOS) 2009 Manual Book Law number 14 year 2005 regarding Teachers and University Lecturers Feb , Aug ,93 Attachment to Republic of Indonesia Government Regulation No. 38 Year 2007 regarding Division of Government Sep ,85 Matters among Central, Province, and District level Government National Education Minister Regulation number 50 year 2007 regarding Education Management Standard by Jan ,63 Local Government District Education Board Strategic Planning Preparation Manual Jul ,46 Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Jul ,30 Pekerjaan Attachment for BSNP regulation No.No.984-BSNP-XI-2007 regarding SOP for SMP, MTs, SMPLB, SMA, MA, Nov ,63 SMALB, DAN SMK National Exam year 2007/2008 School Committee: Organization Sep ,88 66 More Effective Decentralized Education Management and Governance

87 Anticipated Next Steps Continue improvement, maintenance, and updating of website content. Continuous update on Geographic Information System (GIS). Add new feature called photo gallery to depict various DBE activities. Add search engine facility to help website users retrieve information. Continue converting the DBE website to Drupal CMS (Content Management System) and move the hosting to a local webhosting service. More Effective Decentralized Education Management and Governance 67

88 5. Support for Policy Development DBE1 s core strategy is to develop exemplars of good practice in management and governance, both at school and at district level, and to support the dissemination of these to other schools and districts. During this, the final period of project implementation, the focus has shifted to supporting increased dissemination and sustainability. During the first four to five years DBE1 worked with partners to develop, pilot, finalize and begin to institutionalize methodologies designed to implement GOI policy in ways that support good practice in the management and governance of basic education. While sustainability and dissemination have been core goals since the commencement of DBE1 activity in 2005, it is in this final period of the project that these goals have taken center stage. Beyond achieving sustainability of project outcomes in target districts and supporting dissemination within and across districts, it is intended that this process will influence government policy, creating a much wider impact. Our main approach is to (1) develop good methodologies, good practice, and formalize these in practical manuals; tools for good practice, (2) build the capacity of facilitators and service providers to use these tools, and (3) support policy development at district, provincial and national levels to institutionalize the good practice. Policy Development Goals ( ) 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 68 More Effective Decentralized Education Management and Governance

89 Inova. Important planning and consultations have also taken place this quarter in Aceh, North Sumatra, West Java, Central Java, and South Sulawesi. Developments with the East Java Inova program are described below, followed by an account of policy developments in each of the other provinces. Provincial Policy Development in East Java Coordination with the East Java Provincial Regional Development Planning Body (Bappeda) and provincial education office (Dinas Pendidikan) continued this quarter to further develop strategies to support the provincial government s plans to improve the quality of education and the development of innovative education-sector policies. These meetings focused on three initiatives, collectively known as Inova: (1) aligning national, provincial and district strategic plans; (2) the Total Education Delivery System (TEDS) and (3) a functional literacy and empowerment program. Synchronization of Planning Indicators After DBE1 completed the synchronization of education-sector indicators in seven partner districts, East Java s Provincial Bappeda requested assistance from DBE1 to facilitate a similar process in the remaining 31 districts. On February 9, the DBE1 team members met representatives of Bappeda and provided forms to be completed by districts. The districts were required to provide data and information using these forms by the end of February. It was intended that further tabulation would be conducted based on this data and information. From March 15 to 17, DBE1 took part in Bappeda s internal workshop on indicator synchronization. Participants included representatives of 29 non-partner districts and two partner districts (Sidoarjo and Surabaya.) Each district sent the Head of Bappeda s Social and Culture Sub-Division and two people from the Education Office in charge of programs. The process was facilitated by four facilitators from DBE1, four consultants hired by DBE1, and two consultants from the Provincial Bappeda. As a result of this workshop it was concluded that the participants understanding on the issues was less than expected. Furthermore, it was concluded that the synchronization between districts Renstra and the province s RPMJ still varies from only 20% to 80% between the districts. Further, districts need to be facilitated so their planning will align with that of the province and central government. As next step, districts will complete the data and information inputting independently. One challenge experienced so far in this process is the fact that participants from the provincial and district offices are also occupied with other responsibilites, therefore slowing down communication and completion of tasks for this program. Notwithstanding these logistical concerns, this program has become very significant from a policy perspective. However, for Bappeda the program to align indicators in planning has become second priority after TEDS for DBE1. TEDS is needed for the musrenbang in July. Bappeda agreed to fund two two-day workshops for 100 or more More Effective Decentralized Education Management and Governance 69

90 participants each time, though they will not at this time fund consultants/staff to do data analysis. This they expect DBE1 to do alone and submit results. DBE1 believes this is an important product to discuss with MOHA and should potentially form a preliminary step for renstra. Therefore we will continue but with a modified approach. Total Education Delivery System (TEDS) Survey Throughout this reporting period, DBE1 continued to meet with representatives of East Java Provincial Bappeda, Pasuruan and Malang District stakeholders to support the implementation of the TEDS program. In February, for example, DBE1 met with Pasuruan Education Office representatives, (Secretary and Heads of Program Development Sub-Division, Islamic Institutions Division and Formal and Non-Formal Divisions) and discussed the TEDS. At this meeting, participants agreed that there is a need for: Clarifications of roles and functions of Education Office, Islamic Institution Division to minimize redundancy and overlap with the Office Of Religious Affairs Divisions, specifically the Pesantren and Religious Education division (Pendidikan Keagamaan dan Pesantren or Pekapontren) or Religious and Madrasah Education division (Madrasah dan Pendidikan Agama or Mapenda), Develop an education quality assurance body at district level, Develop standards for non-formal education institutions, in particular Madrasah Diniyah, Include results from analysis conducted by Bappeda and DBE1 in the preparation of Provincial Education Office budget allocations for 2012, implementation of programs, and further discussions at SKPD level. After further coordination with the East Java Provincial Bappeda, it was decided that implementation of TEDS would take place in Tuban and Malang. DBE1 also met with the Malang District Education Office. From this meeting it was determined that data required for the process are relatively complete. At one of the meetings, the Secretary of the Education Office also mentioned that the Malang Education Office would provide personnel, time, and a venue for the discussions. Currently, the Education Office was mapping the condition of the district s teachers in accordance with guidelines of LPMP. It is hoped that if LPMP becomes a service provider, it will assist this process in Malang as well. One challenge in this process will be coordination among stakeholders at both provincial and district levels. Additional time must also be allocated to ensure that stakeholders understand the substance of the issues. For example, when meeting with stakeholders from the Office of Religious Affairs or parliament, DBE1 had to explain relevant national, provincial, and district level laws and regulations to ensure that the discussion stayed focused. In addition, in Malang, DBE1 met with the Head of the 70 More Effective Decentralized Education Management and Governance

91 Education Office to explain TEDS in person. This might affect the smoothness of program implementation in the future. This program has become the first priority for Bappeda as they need the data for musrembang in July. As a result, Bappeda has prepared the budget needed for workshops. Bappeda hopes for preliminary findings to be submitted by May 31. This is a very important breakthrough for DBE1. The TEDS tool has great potential to influence policy in positive ways. TEDS workshop in East Java Consequently DBE1 will now give this program priority with the goal of finishing all reporting and presentations to Bappeda by June 30. Efforts to support the illiteracy eradication program In the Aku Cepat Membaca (I can read quickly) program, DBE1 facilitated the partnership between the East Java Provincial Bappeda and the University of Malang. The program commenced with an orientation for five village heads and 15 members of the Community Work Team, five village facilitators. Training for 30 ACM tutors was conducted at the beginning. There were 30 reading groups in five villages that took part in ACM. In this program, participants learned to read in ten days and were tested at the end. Participants Aku Cepat Membaca showed her newly-learned reading and writing skills Through this process, DBE1 monitored program implementation in four villages in Malang. One of the villages planned to issue a decree at the end of January or beginning of February to support the sustainability of program. For example, to obtain an ID card, villagers must be able to complete the application form on their own. The Village Head also plans that by 2011 all adults and school-age children are literate. On February 1 and 2, DBE1, the Provincial Education Office, and Provincial Bappeda visited several villages to directly observe implementation of the Functional Literacy program and its results. As a result of this visit, the Head of PNFI Division of Malang Education Office requested that the program be implemented in his district. A report on the program implementation and results will be prepared and submitted to the Governor of the Province in the near future. More Effective Decentralized Education Management and Governance 71

92 The field work is now completed for this program, including monitoring. A final report is being finalized. We anticipate that this will be printed and submitted to Bappeda in an informal meeting early in the next quarter. This will complete DBE1 s involvement in the program. 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). From January 19 to 20, DBE1 and SEDIA conducted Focus Group Discussions (FGD) for 23 districts representatives. The main objective of the FGD was to provide an opportunity for education-related stakeholders from all the districts in Aceh to meet and discuss education issues and ways to address them. The meetings were attended by Heads of Education Offices, Planning Divisions, Bappeda, Education Councils, and Mapenda from each district. During the first day, the districts representatives were divided into five different groups based on the districts geographical proximity. These groups then met and discussed issues related to education in their district and presented their findings. From these discussions, it was evident that most participants already understood the importance of their Education Office Renstra as relevant source of information. Secondly, most participants demonstrated a high level of understanding regarding indicators and quantitative aspects that impact on planning in the education sector. For example, most stakeholders indicated that they understood that when the estimated participation rate for early-education is in 16.8 to 22.27% range, it is very likely that higher repeater rates will occur in the early grades of elementary school. This high repeater rate in turn will impact the way district education budget is allocated. Head of Lhokseumawe District gave his inputs during the FGD 72 More Effective Decentralized Education Management and Governance

93 During the second day, results of the FGD were presented to respective Heads of Districts. In general, the responses were positive. For example, the Head of Aceh Tenggara encouraged other district leaders to use funds available from different sources including the Special Autonomy Funds to improve the education sector. The Deputy Mayor of Langsa City mentioned that non-technical factors often impede progress. For example, it is difficult for the Head of the Education Office to distribute teachers according to the needs of the areas when teacher family members specifically request that teachers not to be sent to remote locations. It is hoped that district leaders clearer understandings regarding the condition of their education sector will lead to better planning, funding, and policy implementation in the near future. Subsequently, on March 28 th DBE1 met with the SEDIA team in the DBE1 office in Jakarta. SEDIA reported that they have commenced a program to calculate district performance against nationally mandated minimum service standards (SPM) initially in two small districts: Kota Sabang and Kota Subulussalam, with a total of four subdistricts. The program is currently being extended to a further 14 districts by UNICEF, the AusAID-funded Local Governance and Infrastructure for Communities in Aceh (LOGICA) program and the provincial LPMP. However, the data collection process has proved to be rather heavy, making it impractical to consider implementation in the larger districts in Aceh: Aceh Jaya, Nagan raya, Simeulu, Gayo Luwes, Bener Meriah, Aceh Utara, Singkil and Aceh Tenggara. DBE1 presented an outline of DBE1 s new BOSP methodology integrated with new tools to calculate district needs and costs to meet minimum service standards according to Permen No. 15/2010 concerning SPM for basic education and universal access to elementary and junior secondary schooling. As the new DBE1 tools use existing data sets including Padatiweb, SIMPTK and population data, they are much simpler and lighter to implement, being essentially a desk-research exercise. The SEDIA team requested the support of DBE1 to provide training in the new BOSP and related methodologies. We plan to follow up on this in the next quarter. Provincial Program in West Java The coordination with the Province of West Java to develop and implement the Asset Management System has been described in some detail in Section 3 of this report. The influence of this joint program on policy is already being felt with the Head of the Provincial Education Office showing interest in implementing BOSP and issuing a decree to require special schools to update their asset system (SIMA) in order to apply for assistance from the province. Provincial Program in Central Java DBE1 Central Java introduced the Personnel Management System and results of work from Purworejo District to Central Java LPMP on March 7 and to the Education Office on March 10. At the LPMP, the DBE1 presentation was attended by one Head More Effective Decentralized Education Management and Governance 73

94 DBE1 discussed Personnel Management System with representative of Central Java Education Office Several inputs from the meeting were: of Section and nine people in charge of NUPTK data. Participants were very interested to learn more about the Personnel Management System. LPMP has been doing similar work in the past, but not as detailed and in-depth as with the DBE1-developed system. For example, the analysis of data related to teachers and teaching support personnel used limited variables only. Participants expressed their interest in being trained in the Personnel Management System and will send the training request to the Head of LPMP in the near future. A similar presentation was also made with nine representatives of the Provincial Education Office. The Head of Teachers and Teaching Support Staff Section expressed appreciation for what DBE1 has done. The Education Office has on regular basis been required to deal with inconsistencies in data produced by divisions or sections of the Office. The limited number of personnel in the Teachers and Training Support Staff Section has resulted in irregular data updating and checking for quality and validity. Limitations exist in the capacity of the Province Education Office to fulfill its roles and functions in terms of planning and implementing educationsector policies. The Education Office updates certain data (students information or school individual forms) regularly. However, this data is only used for limited purposes. For example, students information is only used to support the national examination process. DBE1 plans to train representatives of LPMP and the Education Office in the analysis of Personnel Management System data in the near future. Provincial Coordination in South Sulawesi The DBE1 team met with the Governor of South Sulawesi Province on January 5. Also present in the meeting were the Head of Provincial Bappeda, Secretary of Provincial Education Office, and Head of Provincial Training and Capacity Building Office. Some of the results of this meeting were: The results of the BOSP calculation in ten DBE1 partner districts will be used as input in the province s policy on free-education. 74 More Effective Decentralized Education Management and Governance

95 The Governor of the Province requested that the Provincial Education Office and Bappeda discuss how BOSP calculations and analysis could be conducted in 14 other districts. The Head of Bappeda asked DBE1 to select the results of calculations and analysis from the District that is closest to DBE1 standards and use it a benchmark for BOSP activity in 14 other districts. The Governor stressed the importance of involvement of other stakeholders, specifically provincial and district parliaments, education councils, local universities, and the private sector so that the free education can be implemented successfully in South Sulawesi. DBE1 South Sulawesi met with South Sulawesi Governor recently As a next step, DBE1 met with the Provincial Education Office on January 7. It was agreed that DBE1 will introduce BOSP and its calculation methods to Bappeda and the Education Coordination Meeting planned to take place in April After meeting the Governor of South Sulawesi on January 5, DBE1 also met with the Head of Bappeda s Personnel Development section on January 24 regarding the plan to implement BOSP in 14 districts in the province. 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. More Effective Decentralized Education Management and Governance 75

96 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. Coordination with the Deputy Minister of National Education, the Education Sector Working Group, and the Thematic Education Dialogue Group As described in the last quarterly report, late 2010 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, ADB and AusAID were also in attendance. At this time the Deputy Minister had previously expressed strong support for DBE1 s program and requested that 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 asked DBE1 to present an explanation of several of the project s 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. As a result of these high level meetings, DBE1 has been working during this quarter 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 and to meet government objectives regarding universal access. Once the materials have been revised, DBE1 intends to explain them to the Deputy Minister and other decision makers. DBE1 has thus widened the scope of the original BOSP tool to enable local governments to calculate the following costs: (1) costs to operate schools, (2) costs to provide education meeting Minimum Service Standards; and (3) costs to achieve national access to education targets. USAID has contacted the Deputy Minister to arrange DBE1 presentation of its revised methodology. Once the government approves the new methodology, DBE1 will then upgrade relevant DBE1 staff to use the modified tool and train service providers in its use. DBE1 will implement this modified tool in 50 districts. In Aceh this will be carried 76 More Effective Decentralized Education Management and Governance

97 out in collaboration with the SEDIA project, which will include upgrading SEDIA staff to use the modified tool. DBE1 will also collaborate with Kinerja, a USAIDfunded project to improve service delivery in several sectors, including the education sector. Kinerja has expressed an interest in joining in the training of service providers and preliminary discussions took place this quarter. This project will also work on related aspects of Minimum Service Standards (SPM). The World Bank is expected to continue to provide funds to district governments to implement BOSP through the BEC-TF project. The green light from the Government of Indonesia to use the methodology is expected early in the coming quarter. Implementation will commence once the modification is official. In view of the large number of districts to be covered, this task is by far the most resource intensive in the current work plan, and it is estimated that it will take about six or seven months to complete the exercise. In part, DBE1 scheduling will depend on SEDIA scheduling in Aceh. Consequently, it is imperative that the project begin intensive work by late April or early May to achieve maximum results. In addition to providing a necessary service to 50 districts, DBE1 will analyze initial data that will be presented to the national government for planning the 2012 national education budget. Initial data will be available in June 2011 so that the initial results can be presented to government in time for the budget planning cycle. National BOS Training Throughout this quarter DBE1 continued to work closely in partnership with MONE, MORA, the World Bank, AusAID and the AusAID-funded AIBEP to develop and pilot an integrated approach to training schools and madrasah in school-based management. This program was described in some detail in Section 2 of this report. As noted in previous quarterly reports, we have serious technical concerns about the overall approach being taken, particularly in relation to the mass cascade methodology and short class-based training with no follow up school-based mentoring proposed. Furthermore there are concerns about the technical nature of the materials and software and how these relate to current regulations and link between the modules. These were explained in Section 2 of this report. Notwithstanding the concerns we believe that it is very strategic for DBE1 to be involved in this program, particularly given its scale, prominence and overall importance in the Government of Indonesia s program to reform school management and governance. As reported in Section 2 of this report, during this quarter DBE1 conducted a comprehensive analysis of the methodology and materials which will be reported to USAID in the near future. In addition we completed updating of the DBE1 RKS manual and methodology to accommodate the new MONE policy on BOS 2011 as a basis for school planning. In January DBE1 also submitted a report to USAID entitled DBE1 Participation in Preparation of 2011 BOS Training Program which sets out the history of our involvement in this program along with the technical concerns mentioned. A second More Effective Decentralized Education Management and Governance 77

98 report, which provides analysis on the technical and regulatory aspects of this program together with the Government s new policy on disbursement of BOS funds will also be submitted early in the coming quarter. Collaboration with MONE s World Bank funded BEC-TF DBE1 also continues to consult informally with MONE s BEC (Basic Education Capacity) program, supported through a World Bank Trust Fund (BEC-TF), which aims to help the Government of Indonesia to achieve the Millennium Development and Education for All Goals by encouraging good governance in education. BEC-TF plans to assist local government partners to increase their skills in using information in the planning, management, and monitoring of educational governance and service delivery. Fifty local government partners are each receiving a Local Basic Education Capacity (L-BEC) grant totaling Rp 2,5 billion over three years to help them implement their Capacity Development Plan (CDP) for the Education Sector. Following delays due to difficulties encountered in the regulations governing fund disbursement through the MOF, disbursement of the grants commenced late As a result, some activities which were planned for the use of BEC-TF funds to disseminate DBE1 methodologies commenced this quarter. These have been described elsewhere in this report. 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. The provincial government and the AusAID-funded SEDIA project have been collaborating in order to facilitate the use of DBE1 developed products for provincial level planning and policy development. As described above, in January DBE1 worked with SEDIA to conduct Focus Group Discussions (FGD) for 23 districts representatives. The objective was to provide an opportunity for stakeholders from all the districts in Aceh to meet and discuss education issues and ways to address them. 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. 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. 78 More Effective Decentralized Education Management and Governance

99 Key partners at this time are the World Bank and AusAID. Joint planning for a formal collaboration with UNICEF has also commenced this quarter to enable UNICEF to fund the implementation of DBE1 methodologies in Papua. DBE1 has also worked with Helen Keller International (HKI), (implementer of USAID Opportunities For Vulnerable Children program) in the context of Training of Trainers on asset management. As a result, HKI better understand the conditions, management, and requirements related to facilities and infrastructure for schools for students with special needs. Anticipated Next Steps Follow-up on the collaboration with MONE, MORA and other donors to disseminate good practice in school-based management throughout Indonesia. Publish and disseminate reports on district level impact study, metaanalysis and school-level impact study to national stakeholders as these become available. 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. 5.3 Document & Share Lessons Learned (Task 11) DBE1 school planning modules have been revised in accordance with MONE requirements that they focus on meeting Minimum Service Standards and the BOS 2011 Guidelines. The revision was completed this quarter and the revised materials were approved by the national BOS Development Team for use in MONE s national AusAID-funded training program. It is planned to also submit the updated materials to the School-Based Management Secretariat in MONE s Directorate for Kindergarten and Elementary Schooling in the next quarter. The final version of the report on the school-level impact study, submitted to USAID in the previous quarter, was edited for publication by RTI in North Carolina and uploaded to Development Education Clearinghouse (DEC) on January 11, The report, titled Implementing School-Based Management in Indonesia: The DBE1 Experience: , 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. More Effective Decentralized Education Management and Governance 79

100 Reports on the impact of district level interventions and the meta-study of data on finance and district education management were expected to have been completed and published during this quarter. However, this was delayed because new tools developed during the quarter (especially the upgraded BOSP tool which now allows for calculation of costs to meet Minimum Service Standards and for the government access targets), promise to provide a great deal of new data which will significantly enrich the impact studies. Because it is expected to be of great value to GOI in terms of creating better efficiencies in the education sector, the meta-study will recommence with the assistance of international experts in the period July-September 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, was peer reviewed. The results of the blind peer review were received last quarter. During this quarter, the article was revised, resubmitted and has now been approved for publication in this journal. An article intended for publication in the Jakarta Post was jointly written by personnel from DBE1 and DBE2 in The article, How to make aid work in Indonesia highlights the effectiveness of the DBE model and impact in elementary schools and madrasah. Late 2010 it was reviewed and approved by USAID and has since been submitted to both the Jakarta Post and Jakarta Globe with no response to date. This article has thus yet to be published and we are considering other avenues. It has now been passed on to the DBE2 media team for action. 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: Studies on district level impact and meta-analysis of data generated through these interventions to be redesigned and conducted mid-2011, ultimately to be published and disseminated to policy makers and stakeholders. Complete preparation of research and policy briefs on key outcomes of work in (1) school-based management, (2) district management and governance of education. 80 More Effective Decentralized Education Management and Governance

101 Annex 1: Provincial Reports Aceh DBE1 activity January March 2011 Service Providers Support of DBE1 Programs Sustainability On January 24, DBE1 Aceh team members met with representatives of the Provincial Education Quality Assurance Body (Lembaga Penjamin Mutu Pendidikan or LPMP.) The main objective of this meeting was to discuss the possibility of LPMP becoming a service provider for DBE1 programs in Aceh in the future. LPMP responded positively and, together with DBE1, will select some trainers (widyaiswara) to be further trained in DBE1 school and district level programs. In this meeting, DBE1 also talked about how the Personnel Management System could benefit the province and how NUPTK could be used as input for the System. DBE1 Program Roll Out Personnel Management System As follow up to the meeting with Head of LPMP mentioned above, DBE1 met with the Body s personnel in charge of data on January 25 to obtain relevant data and information to support Personnel Management System implementation in Aceh. On this occasion, the Head of the Data Department confirmed his department s readiness to be trained in DBE1 programs, in particular in school and district data management. Meanwhile, on February 22, a further meeting on the Personnel Management System was held with LPMP representatives including the head of the institution. DBE1 showed that by using the system, analysis, such as determining the numbers of teachers to be pensioned and recruited in coming years, could be conducted. The system s outputs can then be used to support planning and policy development, including consideration of school closures and regrouping where appropriate. As a result of this meeting, LPMP stated that they would like to use the System and software and would like to send three people to take part in the DBE1 System s Training of Trainers. A similar meeting was also held on February 28 with representatives of Provincial Education Office. The Education Office was represented by Head of Planning and Reporting Division, Head of Planning Section and officials from the Personnel Division. At this meeting, the Coordinator of DBE1 Aceh More Effective Decentralized Education Management and Governance 81

102 DBE1 activity January March 2011 explained the benefits of the Personnel Management System while other team members showed how to use the software. As a result of the meeting, the Education Office will send one person to take part in the Training of Trainers. Meanwhile, on March 9, DBE1 met with ten stakeholders from Aceh Tamiang Education Office, Development Planning Board, and Training, Development, and Personnel Body (Badan Kepegawaian, Pendidikan, dan Pelatihan) to discuss the plan to implement the Personnel Management System in the District. During the discussion stakeholders explained that data quality is one of the most prominent problems in the District. DBE1 reiterated that this limitation could be transparently conveyed when the outputs and results of analysis are discussed with others. District stakeholders further agreed that stakeholders do not typically use data as a basis for their decision since most decisions are affected by political or practical needs in the field. At the end of the meeting, representatives requested DBE1 to invite them to the Training of Trainers planned to take place in April Partner Province Partnerships Coordination Engaging Stakeholders From January 19 to 20, USAID, DBE1 and AusAID conducted Focus Group Discussions (FGD) for 23 districts representatives. The main objective of the FGD was to provide an opportunity for education-related stakeholders from all the districts in Aceh to meet and discuss education issues and ways to address them. Each district sent the Head of its Education Office, Head of Planning Division, a representative of the District Development Planning Board, Education Council, and Mapenda to the meeting. During the first day, the districts representatives were divided into five different groups based on the districts geographical proximity. These groups then met and discussed issues related to education in their district and presented their findings. From these discussions, it was evident that most participants already understood the importance of their Education Office Renstra as relevant source of information. Secondly, most participants demonstrated a high level of understanding regarding indicators and quantitative aspects that impact on planning in the education sector. For example, most stakeholders indicated that they understood that when the estimated participation rate for early-education is in 16.8 to 22.27% range, it is very likely that higher repeater rates will occur in the early grades of elementary school. This high repeater rate in turn will impact the way district education budget is allocated. 82 More Effective Decentralized Education Management and Governance

103 DBE1 activity January March 2011 During the second day, results of the FGD were presented to respective Heads of Districts. In general, the responses were positive. For example, the Head of Aceh Tenggara encouraged other district leaders to use available funds from different sources (i.e., Special Autonomy Funds), to improve the education sector. The Vice Mayor of Langsa mentioned that non-technical situations often impede progress. For example, it is difficult for the Head of the Education Office to distribute teachers according to the needs of the areas when teacher family members specifically request that teachers not to be sent to remote locations. It is hoped that district leaders clearer understandings regarding the condition of their education sector will lead to better planning, funding, and policy implementation in the near future. Other Other activities not in Work Plan On February 23, DBE1 introduced software for the Asset Management and Personnel Management Systems to representatives of Aceh Besar Education Office. In this meeting, the Head and Secretary of the Education Office, as well as other representatives from the Office s various Divisions and Sections took part. As a result, the District Education Office, pending availability of budget, agreed to disseminate the Asset Management and Personnel Management Systems. They also requested that DBE1 train two staff of the Education Office who will act as facilitators in the future. On March 23, DBE1 Aceh met with a representative of Aceh s District Response Facility (ADRF) GIZ-Canada. The meeting was held to provide information about DBE1 programs in 2011 prior to a donors meeting to be hosted by Aceh s Provincial Bappeda in April North Sumatera DBE1 activity January March 2011 Dissemination Activities District-Level Programs District Education Planning (SIPPK, Renstra - LAKIP - Renja) Tapanuli Utara Renstra Updating and Multi-Stakeholder Workshop Throughout March DBE1 assisted Tapanuli Utara Education Office to update its strategic plan (Renstra.) The first facilitation session was held from March More Effective Decentralized Education Management and Governance 83

104 DBE1 activity January March to 11 to assist the processing of education data and preparation of analysis. Participants included the Head of the Program Sub-Division and staff in charge of Padatiweb and SIM-NUPTK. In this session participants learned that to use 2010/2011 Padatiweb, SIM-NUPTK, and other supporting data as basis to develop the education sector profile and analysis, the data must be improved first. The timing of the document updating was opportune. This was because the update was based on the newly approved Tapanuli Utara RPJMD. Otherwise, the updating of the document would have been completed in Another lesson learned from this process was that, because the updating process now uses the District Budget, DBE1 has had to adjust its approach and encourage more independent work from the Renstra Development Team members than before. For example, when establishing the Office s vision and mission, in the past DBE1 facilitated the process completely. Now, DBE1 team members provide the necessary information and then the team members complete the tasks themselves. The next step in the process of providing assistance took place from March 22 to 23. In this meeting, DBE1 supported Tapanuli Utara stakeholders to complete their analysis as well as prepare for the multi-stakeholder workshop. Topics of discussion include the need for the Tapanuli Utara Education Office Renstra to support the achievement of Minimum Service Standards. Also discussed was the importance for Renstra to support the vision and mission of the Head of District, of North Sumatra Education Office, and of MONE. On the basis of this process, it was determined that Padatiweb for 2010/2011 was not sufficient to be used as basis for updating since it was not yet complete. On the other hand, similar 2008/2009 and 2009/2010 Padatiweb and other supporting data from the same period was deemed adequate. A multi-stakeholder workshop was carried out from March 29 to 31. A total of 22 people took part from Bappeda, the Secretary of the District, Office of Religious Affairs, Education Council, representatives from a foundation for teachers (Yayasan Parade Guru), principals from all school levels, supervisors, and others. In addition, one person from the North Sumatra Education Office and a representative from Universitas Negeri Medan also took part. After receiving relevant information from the Development Team members and other experts, participants were divided into four groups based on functions: (i) Early and Non-Formal Education, (ii) Nine Year Mandatory Basic Education, (iii) Secondary Education, and (iv) Quality Improvement of Teachers and Teaching Support Staff and Education Service Management Group. In these groups, participants were given the task to review and improve the current Renstra. Specifically, to look at the current Education Office s vision 84 More Effective Decentralized Education Management and Governance

105 DBE1 activity January March 2011 and mission, improvement of strategic issues based on the real conditions of education sector, and to consider ways to improve the objectives and activities of Education Office until Based on the inputs of these groups, the document was then revised. DBE1 Program Roll Out Personnel Management System Program preparation in Tebing Tinggi Prior to the implementation of the Personnel Management System in Tebing Tinggi, DBE1 North Sumatra met with SIM-NUPTK and Padatiweb data managers on February 2 to discuss the readiness of data to be used in the Personnel Management program and to synchronize data from these two sources. Participants agreed that data from these two sources needs to be updated. Furthermore, data from the two sources are widely different. For example, SIM-NUPTK and Padatiweb data regarding the number and status of regular school and madrasah in the District are different. As a next step, the Tebing Tinggi Education Office Data team formulated an action plan to improve this situation. DBE1 North Sumatra team members also met with the Head of the Education Office on March 3. The Head of Education Office expressed support for DBE1 programs and requested intensive coordination to ensure success for the Personnel Management System implementation in the District. Meeting with North Sumatra LPMP and Education Office. On January 18 DBE1 met with the newly appointed Head of North Sumatra LPMP. In this meeting, DBE1 discussed the possibility of working together to implement the Personnel Management System. LPMP expressed interest in DBE1 programs and a follow up meeting was held on January 21. During this meeting, attended by DBE1 s Chief of Party, Deputy Chief of Party, and North Sumatra team members, DBE1 explained the Personnel Management System in more detail, in particular the recent experience in Purworejo. Another follow up meeting was held with the Head of LPMP on February 17 to discuss a schedule of activities and data availability. On March 18, DBE1 met again with representative of LPMP to explain the delay in program implementation. On this occasion, LPMP reiterated its continued support for DBE1 and for the plan to implement the Personnel Management System in the future. More Effective Decentralized Education Management and Governance 85

106 DBE1 activity January March 2011 In January and February, preparatory meetings were also held with representatives of North Sumatra Education Office. Partnerships Coordination Engaging Stakeholders North Sumatra Provincial Education Office On February 4, DBE1 met with Ibu Rosmawati, Head of the Provincial Technical Education Training Body (Balai Latihan Pendidikan Teknik or BLPT.) Although BLPT has no direct link with DBE1, Ibu Rosmawati is the former Head of the Program Division for the North Sumatra Education Office. The meeting was held to obtain her inputs regarding the possibility of establishing a working relationship with the Provincial Education Office, in particular to support implementation of the Personnel Management System. Other Lessons Learned from the dissemination of the ICT program in Tapanuli Utara. Realizing that training sessions continued to take place in Tarutung Cyber Learning Center in Tapanuli Utara long after the DBE1 ICT Program in the District was completed, DBE1 North Sumatra interviewed stakeholders involved in the planning and implementation of the program. Some of the lessons learned were: Other activities not in Work Plan Involvement of a private sector (PT. Webmedia) was useful for the local stakeholders in Tapanuli Utara because it helped the transfer of knowledge. The importance of having the same personnel throughout the process. While the program was about to be implemented at the District Library, the Head of the District Library was changed and the new person needed additional time to learn about the program and related information. Procurement of items took longer than planned and impeded the progress of the whole program. The change in the ownership of the library where Tarutung Cyber Learning Center is located, from District Education Office to District Public Library Office affected the funding of activities. 86 More Effective Decentralized Education Management and Governance

107 West Java and Banten DBE1 activity January March 2011 Dissemination Activities BOS Reporting School Based Management In November 2010 the Sukabumi Education Office started to disseminate SDS and BOS 2010 reporting programs to all public and private schools in the area. However, the program had to be halted because of the introduction of BOS 2011, the disbursement method and requirements for which are significantly different than that of BOS The Education Office invited DBE1 to talk to schools between January 6 and 8 on this matter. A total of 48 schools, Education Office representatives, and sub-district education office personnel took part. At this meeting, DBE1 explained the cost components of BOS 2011 in accordance with Minister of Home Affairs Regulation 13 Year In Cimahi, because the District BOS Manager was new to the position (less than one month), DBE1 was also invited by Cimahi Education Office to explain the new BOS regulations for schools in the district. From March 16 to 18, DBE1 explained the related rules and regulations. From this meeting, it was clear that most school principals and treasurers were not familiar with the components of spending as stated in Minister of Home Affairs Regulation 59 Year Asset Management System Public Consultation Session for West Java Province Schools for Differently-Abled Students (Sekolah Luar Biasa or SLB.) District-Level Programs Commencing in 2010, DBE1 has assisted the West Java Education Office to implement Asset Management System (SIMA) in its schools for students with special needs (Sekolah Luar Biasa or SLB.) After DBE1 conducted Training of Trainers and assisted in the implementation of the System in 15 special schools (SLB), the West Java Education Office continued the process with dissemination to 14 other schools. As a result of these activities, the Education Office was able to gather a complete picture of the condition of assets in these schools and present the information in a pubic consultation session to stakeholders on March 8. Participants included the Head of the Provincial Education Office, representative of the Office of Secretary for the West Java Parliament Education Committee, Bureau of Asset Management, Education Council, supervisors and principals of SLB, and representative from Indonesia Education University (Universitas Pendidikan Indonesia or UPI). More Effective Decentralized Education Management and Governance 87

108 DBE1 activity January March 2011 Representative of USAID Indonesia Education Office and the Opportunities for Vulnerable Children (OVC) program also took part. Some outcomes of the discussion were as follows: The Education Office will request each SLB to update their data in SIMA. Schools request for additional funds will not be considered by Education Office unless it is supported with data in SIMA. The land ownership issue must be resolved shortly as 54% of land on which SLBs are located is not owned by Education Office. The Head of the Bureau of Asset Management requested the information from the System be integrated in the Provincial Asset Database System. As a next step, the Education Office plans to train schools in preventive maintenance. Training of Trainers for Cimahi District After training facilitators on how to use SIMA s e-form in November 2010, from January 26 to 27, DBE1 conducted Training of Trainers for facilitators in aggregation of schools results. A total of 10 people from Education Office took part. The process went smoothly because most of participants were young in age and able to use the computer and software well. As next step, Cimahi Education Office will disseminate the System to all public schools in May Training of Trainers for Sukabumi and Subang Facilitators To support Sukabumi s plan to disseminate Asset Management System to 2 sub-districts and Subang s to all public schools (SD, SMP, SMA, and SMK,) DBE1 carried out Training of Trainers for facilitators from these two districts on February 17 and 18. The 16 participants from Sukabumi and 10 from Subang were from respective Education Offices, sub-district education offices, and supervisors of TK/SD. The trainers were three from West Java Provincial Education Office and two from Cimahi Education Office while DBE1 was present to monitor the process and quality of training sessions. DBE1 felt that the trained participants would be able to perform their functions well to facilitate dissemination in these two districts. 88 More Effective Decentralized Education Management and Governance

109 DBE1 activity January March 2011 Dissemination in Sukabumi District Immediately after the Training of Trainers mentioned above, Sukabumi District disseminated Asset Management System in schools in two sub-districts (Surade and Jampangkulon). In Surade, a total of 90 people from 45 SDN were trained while in Jampangkulon, there were 64 training participants from 32 SDN. Although the training was carried out without any significant problem, additional time had to be given to allow participants to complete the e-form even though the document was already distributed to schools one week prior to training. In addition, some participants had to be trained to use lap top. As next step, Education Office plans to disseminate the System to another sub-district. To support this activity, the District hopes to use 2011 Budget. If not, the dissemination will take place in Dissemination in Subang District In Subang, the District Education Office disseminated the Asset Management System to a total of 973 public schools (SD, SMP, SMA, and SMK) from February 28 to March 21. To cover the approximate cost of Rp. 243,250,000, each school paid Rp. 200,000 while Education Office allocated Rp. 50,000 for each school. Participants were able to learn the System quick as each school sent a principal and computer operator to the training sessions. The only challenge faced by participants was electricity outage that happened almost every day of the training sessions. Education Office will present results of this dissemination to Head of District and other District Offices during one of district s work meetings. Furthermore, the District Asset and Finance Management Office (Dinas Pendapatan Pengelolaan Keuangan dan Aset Daerah or DPPKAD) asked to be trained by DBE1 and the Education Office. Also, after piloting the SIMA system in DPPKAD, it is intended that it will be used in other offices. District Education Planning (SIPPK, Renstra - LAKIP - Renja) On January 6, the Cimahi District Education Office invited DBE1 to provide input for the District Renstra document. This was a follow-up to a public consultation session that was held back in September In this meeting, DBE1 suggested Renstra Development Team members to finalize the document soon because the development process was completed a while ago. As of March, the document has been signed by Cimahi Head of Education Office. More Effective Decentralized Education Management and Governance 89

110 DBE1 activity January March 2011 On January 21, DBE1 met with 12 people from Education Office, Head of Sub- Division program, and 10 staff. The meeting was held to provide information on how to develop LAKIP as part of a comprehensive district plan (Renstra, Renja, RKA, and DPA.) Participants learned fundamentals such as how to differentiate between output and outcome. Support of DBE1 programs sustainability District Facilitators and Service Providers District Facilitators During this reporting period, facilitators from the West Java Education Office trained 15 special schools (SLB) in Asset Management System. Meanwhile, three of these facilitators and two from Cimahi District trained a further 26 facilitators from Sukabumi and Subang. Service Providers On March 1, DBE1 conducted an evaluation of service provider programs in West Java. In this meeting, the 12 members of the program from Universitas Pendidikan Indonesia felt the need to be retrained on related subjects. The Universitas Pendidikan Indonesia also plans to introduce DBE1 programs to more districts in the province. DBE1 Program Roll Out Personnel Management System Personnel Management System The DBE1 West Java team met with the Provincial Education Quality Assurance Body (Lembaga Penjamin Mutu Pendidikan) on February 14 and with the Provincial Education Office on February 24 to discuss the Personnel Management System. LPMP plans to send two staff to be trained by DBE1 as facilitators. These staff will further train and facilitate the process in districts. Meanwhile, the West Java Provincial Education Office requested that DBE1 also assist the special schools (SLB). Partnerships Coordination Partner District Engaging Stakeholders During this reporting period, DBE1 West Java/Banten met with district stakeholders in their districts to determine their plans for The following responses are from those that plan to disseminate DBE1 programs: 90 More Effective Decentralized Education Management and Governance

111 DBE1 activity January March 2011 Karawang: The Education Office allocated Rp. 150 million to disseminate DBE123 programs in 2011 Bogor: Interested to disseminate Personnel and Asset Management System in 2011 Indramayu: Interested to disseminate capacity building for principals and school committees, BOS Reporting, and the Asset Management System Sukabumi: A number of activities to disseminate DBE1 programs have been implemented as described above. To support the Education Office s plan to disseminate the Asset Management System, DBE1 plans to provide Training of Trainers for 16 Facilitators from the district. The District Education Office also asked DBE1 to assist in revising its Renstra according to the new RPJMD. Subang: Plans to disseminate the Asset Management System in 30 subdistricts using the 2011 Budget. Other Other activities not in Work Plan On February 16, DBE1 was invited by Universitas Pendidikan Indonesia to take part in the University s evaluation of its service provider program. At this meeting, UPI informed DBE1 that the final year education-students obligatory community service program (Kuliah Kerja Nyata or KKN) has been carried out every year. In 2009, a total of 500 students, 14 lecturers, and 50 SD in Cimahi took part. In 2010, there were 100 students, 28 lecturers, and 100 SD in Cimahi and Bandung Barat. For July, the program is planned to take place in July and to involve 1,500 students, 50 lecturers, and 150 SD in Cimahi, Bandung Barat, Subang, and Kota Bandung. The University also informed DBE1 that if there are no clear implementation guidelines for RKS and SDS by July 2011, the program will only focus on capacity building for principals and school committee members. The University also discussed the following challenges in implementing the service provider program: To support district level programs: More preparatory training sessions are needed before sending service providers team members to the field. Difficulty has been experienced in coordination schedules with the District Education Office. This needs addressing. To Support school level programs: The University has a limited number trainers to train lecturers and students prior to going to schools More Effective Decentralized Education Management and Governance 91

112 DBE1 activity January March 2011 The budget is also limited, and so the University cannot provide printed modules and training materials to participants In its regular community service program, lecturers are usually required to visit schools three times. In the case of the DBE1-based program lecturers need to visit schools six times. With budget limitation, this poses a challenge for the University. The University also expressed its hope that the knowledge gained by the service provider team members could be shared to others in the University. There was also a suggestion that the DBE1 district-level programs could be included as part of the syllabus. Finally, the University hopes that DBE1 can continue the cooperation in the future. Central Java DBE1 activity January March 2011 Dissemination Activities School Planning (RKS/RKT) School Based Management From January 21 to 24, training to help schools to develop School Yearly Plans and School Activities and Budget Plans was conducted in Wonogiri. In order to accommodate the large number of participants (267 SD and 120 SMP) they were divided into two groups. Each group was trained for two days, facilitated by two trainers. This program was a follow up to the earlier RKS development training conducted by LPMP. The cost of the activity (Rp.113,197,500) was funded from the BEC-TF fund. The interest from the school participants remained high throughout the process. They were also motivated by the presence of Education Office personnel from beginning to end. On the other hand, the high number of participants decreased the chance for effective communication along with the likelihood that participants understood the subject really well. Additional time also had to be allocated because some participants appeared to have forgotten the information provided by LPMP earlier. 92 More Effective Decentralized Education Management and Governance

113 DBE1 activity January March 2011 Asset Management System A total of 92 schools (23 SD and 69 SMP,) along with the heads and staff of 25 sub-district education offices, and Education Office personnel in charge of assets in Wonogiri took part in a program to disseminate the Asset Management System in January. The participants were divided into two groups and each group was separately trained for two full days. In addition to learning about the system and software that schools can use, participants also were trained in aggregating data for sub-district and district level. The participants were very interested to learn about the system because they found it really helpful. Although the training sessions were completed some time ago, some of them still continue to communicate with DBE1 Central Java staff in order to get assistance, for example, in inputting data into the e-form. Currently, Wonogiri District is still focusing the Asset Management activities at school level. It is not clear whether or not the District will allocate a budget to support activities for the district level in the future. District-Level Programs District Education Planning (SIPPK, Renstra - LAKIP Renja) Renstra Updating Process in Purworejo From February 22 to 23, DBE1 s Central Java team members (three resource persons and two members of service provider team) facilitated a Renstra updating process for Purworejo Education Office. Using the National Mid-Term Development Plan as a guideline, the aim was to synchronize the District s Renstra with the Purworejo Mid-Term Development Plan for During this activity, participants updated various data and information such as the district s education profile, established education indicators to be achieved, and decided on strategies and plans to achieve those goals. They also developed a budget to support the activities in the plan. In order to allow participants to complete their tasks effectively, they were divided into five groups: based on functions: management, elementary education, secondary education, youth and sports, non formal education, and culture. Each group consisted of two people and was facilitated by one person. In the two day event, all groups were able to fulfill their assigned duties with the exception of youth and sport group as well as non-formal education groups as a result of team members busy schedules. These two teams were requested to complete the assignments independently. More Effective Decentralized Education Management and Governance 93

114 DBE1 activity January March 2011 The District Education Renstra was presented to other stakeholders in March. The Renstra Development Team members are now waiting for DBE1 to assist in the revision and finalization of the document. Monitoring and Evaluation as basis to develop LAKIP in Sragen In Sragen, Central Java, four representatives of the Education Office and 20 of Sub-District Education Office were trained in monitoring and evaluation topics such as how to conduct the activity, indicators that could be used, analysis of results, and reporting. Participants were expected to use the knowledge from this training as a basis to develop the District Education Office LAKIP. This activity used funds from BEC-TF (Rp. 12,268,000.) One of the main challenges was that most participants were not equipped with computers and took a longer time than expected to complete the process. The training was also slowed down because some participants that were chosen by the Education Office were from positions that were not relevant to the purpose of the training. Support of DBE1 programs sustainability On March 8, DBE1 conducted an evaluation of the service provider program with Universitas Muhammadiyah Surakarta. The evaluation aimed to review program implementation in 2010, identify lessons learned from those involved in the program, and determine the level of commitment from individuals and institution involved as basis to determine next steps for Participants included the Head of the university s Education Management Study Program, the Secretary of the Program and three members of the service provider program. Service Providers Some results of the evaluation and inputs include: Team members felt that they needed more training in the subjects as well as on-hand training experience on the field prior to facilitating the process themselves. In addition to the current programs, team members would like to be trained in other school and district progams such as Personnel and Asset Management Systems. Facilitated by the members of the service providers, there are many schools and institutions under the Muhammadiyah organization that could benefit from DBE1 programs. 94 More Effective Decentralized Education Management and Governance

115 DBE1 activity January March 2011 DBE1 programs have been included in University s Undergraduate and Graduate degrees programs. For example, renstra development process and related information is included in Strategic Planning study course while BOSP is included in education funding course The University also expressed its interest to continue working with DBE1 in the future. DBE1 Program Roll Out Personnel Management System During this reporting period, the Personnel Management System has been implemented in Purworejo District. There were five stages included in this process: (i) introduction of program in general, (ii) workshop to process PadatiWeb and NUPTK data, (iii) training on data analysis, (iv) with DBE1 assistance, development of a report to the Head of District, and (v) presentation and reporting to the Head of District. Three staff in charge of data in PadatiWeb and NUPTK as well as ten personnel from the Education Office, District Personnel Board, and Bappeda took part. At the end of the process, representatives from the District Personnel Board, District Asset, Finance Management, and Revenue Office (Dinas Pendapatan Pengelolaan Keuangan dan Aset Daerah), Indonesian Teachers Association (Persatuan Guru Indonesia), Education Council, District Inspectorate, Provincial Education Office, USAID, and the World Bank joined the presentation workshop. Several lessons learned from this process: Data analysis could be conducted immediately because the current Education Office data was valid and up to date. By using data regularly, data quality can be monitored and improvements can be made immediately if required. Involvement of stakeholders from the very beginning is crucial to establish understanding of the issues and support of the program implementation. Because the results and recommendations of the Personnel Management System analysis were useful for the stakeholders, i.e. school regrouping or teachers redistribution, there was a request from the District Government for DBE1 to assist in the development of a Head of District Decree or regulations to support the implementation of recommendations. More Effective Decentralized Education Management and Governance 95

116 DBE1 activity January March 2011 Meanwhile, from March 8, representatives of the Purworejo Education Office presented the results of the Personnel Management System work to the Head of District. Also attending the presentation were representatives of the Education Office, the Indonesian Teachers Association, and others from the Education Office. The Head of the District responded positively to the presentation and instructed the Head of the Education Office to improve conditions in the education-sector, for example by regrouping small schools together and better managing the transfer of teachers. Partner Province Partnerships Coordination DBE1 Central Java introduced the Personnel Management System and results of work from Purworejo District to Central Java LPMP on March 7 and to the Education Office on March 10. With LPMP, DBE1 presentation was attended by one Head of Section and nine people in charge of NUPTK data. Participants were very interested to learn more about the Personnel Management System. LPMP has been doing similar work in the past, but not as detailed and in-depth as with the DBE1-developed system. For example, analysis of data related to teachers and teaching support personnel used limited variables only. Participants expressed their interest in being trained in the Personnel Management System and will send the training request to the Head of LPMP in the near future. Engaging Stakeholders A similar presentation was also made with nine representatives of the Provincial Education Office. Several inputs from the meeting were: The Head of Teachers and Teaching Support Staff Section appreciated what DBE1 has done The Education Office has on regular basis been required to deal with inconsistencies in data produced by divisions or sections of the Office. The limited number of personnel in the Teachers and Training Support Staff Section has resulted in irregular data updating and checking for quality and validity. Limitations in the Province Education Office roles and functions in terms of planning and implementing education-sector policies. The Education Office updates certain data (students information or school individual forms) regularly. However, this data is only used for limited purposes. For example, students information is only used to support national examination process. 96 More Effective Decentralized Education Management and Governance

117 DBE1 activity January March 2011 DBE1 Central Java plans to train representatives of LPMP and the Education Office in the analysis of Personnel Management System data in the near future. East Java DBE1 activity January March 2011 Dissemination Activities School Planning (RKS/RKT) School Based Management In Pasuruan, several clusters implemented dissemination of MBS programs: - BOS Reporting Training in Beji and Bangil sub-districts from January 6 to 7 and in Bangil from January 15 to 16. Participants who included principals, schools computer operator/administrative staff and BOS treasurers felt that the DBE1-developed BOS Reporting system was very useful because schools did not have to repeat similar tasks over and over again to produce different reports. - RKS Development Training in Bangil sub-district. From January 12 to 14, ten schools (5 SDN, 4 SD Swasta, and 1 MI NU) in the sub-district took part in the training. Participants included principals, teachers, and committee members. The meeting went smoothly because two weeks prior to the training, participants already received pre-training in how to complete and analyze various tables required in the development process. T Each school paid Rp. 4,850,000 for these training sessions and they needed assistance in BOS reporting mechanism. Consequently, the participants were very eager to learn the development process. The schools also agreed to conduct internal consultation when the process was completed. Partnerships Coordination Partner Province: Development of East Java Provincial Innovative Education Policy (INOVA) Engaging Stakeholders Synchronization of Indicators After DBE1 completed the synchronization of education-sector indicators in seven partner districts, East Java Provincial Bappeda requested assistance from DBE1 to facilitate a similar process in the remaining 31 districts. On February 9, DBE1 team members met representatives of Bappeda and provided forms to More Effective Decentralized Education Management and Governance 97

118 DBE1 activity January March 2011 be completed by districts. The districts were required to provide data and information on these forms by the end of February. It was intended that further tabulation would be conducted based on this data and information. From March 15 to 17, DBE1 took part in Bappeda s internal workshop on indicators synchronization. Participants included representatives of 29 nonpartner districts and 2 partner districts (Sidoarjo and Surabaya.) Each district sent the Head of Bappeda s Social and Culture Sub-Division and two people from the Education Office in charge of programs. The process was facilitated by four facilitators from DBE1 East Java, 4 STTAs, and two consultants from the Provincial Bappeda. As a result of this workshop it was concluded that the participants understanding on the issues was less than expected. Furthermore, it was concluded that the synchronization between districts Renstra and the province s RPMJ still varies from only 20% to 80% between the districts. Also, districts need to be facilitated so their planning will align with that of the province and central government. As next step, districts will complete the data and information inputting independently. One challenge experienced so far in this process is the fact that participants from the Provincial and Districts offices are also occupied with other responsibilites, therefore slowing down communication and completion of tasks for this program. Total Education Delivery System (TEDS) Survey Throughout this reporting period, DBE1 East Java team members met with representatives of East Java Provincial Bappeda, Pasuruan and Malang District stakeholders to support the implementation of this program. In February, for example, DBE1 met with Pasuruan Education Office representatives, (Secretary, Head of Program Development Sub-Division, Islamic Institutions Division and Formal and Non Formal Division) and discussed the TEDS. At this meeting, participants agreed that there is the need for: - Clarifications of roles and functions of Education Office Islamic Institution Division to minimize redundancy and overlap with the Office Of Religious Affairs Divisions such as Pesantren and Religious Education (Pendidikan Keagamaan dan Pesantren or Pekapontren) or Religious and Madrasah Education (Madrasah dan Pendidikan Agama or Mapenda.) - Develop education quality assurance body at district level - Develop standards for non-formal education institutions, in particular Madrasah Diniyah 98 More Effective Decentralized Education Management and Governance

119 DBE1 activity January March Include results from analysis conducted by Bappeda and DBE1 in the preparation of Provincial Education Office budget allocations for 2012, implementation of programs, and further discussions at SKPD level. After further coordination with the East Java Provincial Bappeda, it was decided that implementation of TEDS would take place in Tuban and Malang. DBE1 also met with the Education Office of Malang District. From this meeting it was determined that data required for the process are relatively complete. At one of the meetings, the Secretary of the Education Office also mentioned that the Malang Education Office would provide personnel, time, and place for discussions. Currently, the Education Office was mapping the condition of the district s teachers in accordance with guidelines of LPMP. It was hoped that if LPMP becomes service providers, it could assist this process in Malang as well. The challenge in this process would be coordination among stakeholders at both provincial and district levels. Additional time must also be allocated to ensure that stakeholders understand the substance of the issues. For example, when meeting with stakeholders from the Office of Religious Affairs or Parliament, DBE1 had to explain relevant national, provincial, and district level laws and regulations to ensure that the discussion stayed focused. In addition, in Malang, DBE1 met with the Head of the Education Office to explain TEDS in person. This might affect the smoothness of program implementation in the future. Efforts to support the illiteracy eradication program. In Aku Cepat Membaca program, DBE1 facilitated the partnership between the East Java Provincial Bappeda and the University of Malang. The program commenced with an orientation for five village heads, 15 members of the Community Work Team, five village facilitators, and training for 30 ACM tutors was conducted at the beginning. There were 30 reading groups in five villages that took part in ACM. In this program, participants learned to read in ten days and were tested at the end. In this process, DBE1 monitored program implementation in four villages in Malang. One of the villages planned to issue a decree at the end of January or beginning of February to support the sustainability of program. For example, to obtain an ID card, villagers must be able to complete the application form on their own. The Village Head also plans that by 2011 all adults and school-age children are literate. On February 1 and 2, DBE1, Provincial Education Office, and Provincial Bappeda visited several villages to directly see implementation More Effective Decentralized Education Management and Governance 99

120 DBE1 activity January March 2011 of Functional Literacy program and results. As a result of this visit, the Head of PNFI Division of Malang Education Office requested that the program be implemented in his district. A report on the program implementation and results will be prepared and submitted to Head of Province in the near future. South Sulawesi DBE1 activity January March 2011 Asset Management System Dissemination Activities After taking part in Training of Trainers for facilitators of the Asset Management System in Pangkep recently, Tondong Tallasa sub-district education office trained 15 schools between January 18 and 19. Participants included principals and personnel in charge of assets from each school. For this training session, the facilitators were the Head of Sub-District Education Office, Head of the Asset Assessor Section of District Asset, Finance Management, and Revenue Office (Dinas Pendapatan Pengelolaan Keuangan dan Aset or DP2KAD,) two staff of DP22KAD, and one DBE1 team member. The total cost of Rp. 4,500,000 was shared among schools. District-Level Programs In the meantime, from March 8 to 10, Minasa Tene sub-district education office also conducted dissemination of Asset Management System. There were 27 schools that participated. Similar to the dissemination effort above, participants consisted of participating schools principal and person in charge of assets. Schools also shared the cost of training. However, in this dissemination, there was no facilitator from DBE1 involved. From the experience of these two training sessions, where the facilitators were from Education Office as well as DP2KAD, it is apparent that the Pangkep District Government understood the importance of Asset Management System. Further, the System is used by the District as one of the guidelines in other sectors asset management. 100 More Effective Decentralized Education Management and Governance

121 DBE1 activity January March 2011 District Education Planning (SIPPK, Renstra - LAKIP Renja) SIPPPK SIPPK training was held from March 15 to 17 for the Renstra Development Team from Pangkep Education Office as well as representatives from eight other Offices (Agriculture and Plantation, Fisheries, Mining, Health, Commerce and Industry, Tourism, District Development and Planning Board, and District Inspectorate). Based on the instruction of the Vice Head of Pangkep District, these offices were trained together so that they could learn DBE1 s development methodology and strategy. With this training, it was hoped that these offices have plans that are well-synchronized with each other and with the District Mid-Term Development Plan (Rencana Pembangunan Jangka Menengah Daerah or RPJMD). Renstra On January 24, Renstra Development Teams for nine District Offices were established in Pangkep. In this meeting, DBE1 also explained the renstra document development process for the Education Office that could be adopted for other District Offices. Attending this meeting were representatives from Agricultural and Plantation Office, Fisheries Office, Mining Office, Health Office, Industry and Commerce Office, Tourism Office, Bappeda, and District Inspectorate. A district Renstra Team was established with the Head of Bappeda as leader of the team. These offices will also establish their own Renstra Development Team members and will take part in the Education Office Renstra workshop development process. DBE1 facilitated renstra development in Soppeng during the second Workshop from January 31 to February 2. In this meeting, team members analyzed education sector service conditions for TK and SD levels. Unfortunately, during the first two days of facilitation, many of Renstra Development Team members were not able to participate because they had to attend Musrenbangdes that was carried out at the same time. Most members were able to attend the last day of facilitation. For the next step, members will conduct analysis of education sector service condition for higher levels (SMP and SMA) independently. After team members complete this task and DBE1 ensures that all members could attend the next facilitation session, the next workshop will be held. During this next workshop, planned to take place in April, time will be allocated so team More Effective Decentralized Education Management and Governance 101

122 DBE1 activity January March 2011 members could review results of Workshop 2. LAKIP Review On February 28, DBE1 facilitated the Makassar Education Office LAKIP development process. The participants included the Head of the Education Office, Secretary of the Office, and Head of LAKIP Development Team. The facilitation sessions were carried out in two phases: (i) preliminary review of process and document content, and (ii) document finalization. Based on the preliminary review, participants agreed that document s content still need to be improved. They also agreed that each responsible division will rewrite its parts, analyze achievements, and complete the required data. For the first time in Makassar Education Office, discussion regarding writing up of the report substance took place and a mechanism to measure performance was applied. This process was led by the Head of the Education Office. At the meeting, he stressed the importance of all sections of the Office providing information on real conditions supported by valid data. The Secretary also mentioned that data validity is crucial to determine policy planning and implementation. School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP) BOSP Updating A BOSP Updating workshop was held in Pangkep from February 28 to March 3. A total of 18 representatives from Education Office, Office of Religious Affairs, supervisors, and schools took part. There were two main issues that came out of this activity: (i) existing funding was not sufficient to cover costs as indicated in current BOSP results. It was decided that updating should not be based on the available budget but on what schools need to support teaching and learning activities in accordance with agreed education standards and (ii) fund disbursement only takes place when Education Office receives reports from schools. Although this is not the correct procedure, the approach is used because schools often are late in providing the required reports to the Office. The cost of Rp. 11,860,400 was borne by DBE More Effective Decentralized Education Management and Governance

123 DBE1 activity January March 2011 Support of DBE1 Programs Sustainability Service Providers On January 21, DBE1 met with representatives of Universitas Negeri Makasar (UNM) to explore the possibility of more cooperation between the two organizations. At this meeting, UNM asked DBE1 to provide information about its programs that can be introduced to district governments. This information was presented to UNM on January 26. UNM also requested that DBE1 assist the University in training its people in BOSP. It was agreed that UNM lecturers will take part in the Makassar BOSP updating activity planned to take place in the near future (more information under Other activity below.) DBE1 conducted review of the Service Providers Program with representatives of UNM on March 4. Some inputs from UNM were (i) team members could take part in DBE1 currently ongoing programs in several districts as these University representatives need more exposure on DBE1 programs and experience as facilitators and (ii) UNM has signed an MOU with Balikpapan Municipality in East Kalimantan to support the Municipality in BOSP calculation for Further, UNM aims to develop more MOUs with other districts to ensure that more districts could benefit from these programs. DBE1 Program Roll Out Personnel Management System Meetings with South Sulawesi Provincial and Barru District Stakeholders Meanwhile, throughout February, DBE1 team members met with the South Sulawesi LPMP and Education Office personnel to discuss the preparation and implementation of a Personnel Management System. During these meetings, LPMP and the Education Office reiterated their readiness to work together with DBE1 in the program s implementation. Furthermore, the Head of the Education Office suggested that a meeting should be held between DBE1, LPMP, and the Education Office to further discuss cooperation and strategies to support the dissemination of the Personnel Management System in several districts in South Sulawesi. On March 7, DBE1 met with Barru Education Office representatives to discuss the latter s participation in the Personnel Management System program. As a follow up step, on March 8, the Secretary of the Education Office gathered all More Effective Decentralized Education Management and Governance 103

124 DBE1 activity January March 2011 staff in charge of SIM-NUPTK and Padatiweb data to check validity and availability. The Education Office will also make sure that schools will provide the required data. Partner Districts Partnerships Coordination During this reporting period, DBE123 visited partner districts in South Sulawesi to present the new draft of a work agreement for the project extension. The details are as follow: Pangkep: On January 7, DBE123 met with the Head of Pangkep District and other district representatives to discuss the new draft work agreement. The District Government signed the work agreement during the visit. Engaging Stakeholders Enrekang: On January 28, DBE123 met with the Head of Enrekang District and other stakeholders. The Work Agreement was officially signed at this meeting The Head of Enrekang District reiterated the district s commitment to support DBE123 programs in the future. Sidrap: A similar meeting was held on January 31. The District Government reiterated its commitment to disseminate DBE1 programs, in particular the RKS and RAPBS development process. Luwu: On February 1, DBE12 met with the Deputy Head of the District, members of the local parliament, the Head of the Education Office, Head of Bappeda, and others to discuss draft work agreement. The Deputy District Head requested the Education Office to allocate a budget to support dissemination. Palopo: DBE123 met with stakeholders to present and discuss the draft work agreement on February 2. Policy Development DBE1 assistance to develop education-related policies Provincial Policy The DBE1 team met with the Governor of South Sulawesi Province on January 5. Also present in the meeting were Head of Provincial Bappeda, Secretary of Provincial Education Office, and Head of Provincial Training and Capacity Building Office. Some of the results of this meeting were: - The results of the BOSP calculation in ten DBE1 partner districts will be used as input in the province s policy on free-education. 104 More Effective Decentralized Education Management and Governance

125 DBE1 activity January March The Governor of the Province requested the Provincial Education Office and Bappeda to discuss how BOSP calculations and analysis could be conducted in 14 other districts. - The Head of Bappeda requested DBE1 to choose results of calculations and analysis of a District that is closest to DBE1 standards and use it a benchmark for BOSP activity in 14 other districts. - The Governor stressed the importance of involvement of other stakeholders namely provincial and district parliaments, education councils, local universities, and the private sector so that the free education program could be implemented successfully in South Sulawesi. As a next step, DBE1 met with the Provincial Education Office on January 7. It was agreed that DBE1 will introduce BOSP and its calculation methods in the Education Coordination Meeting planned to take place in April After meeting Governor of South Sulawesi on January 5, DBE1 met with the Head of Bappeda s Personnel Development section on January 24 regarding the plan to implement BOSP in 14 districts in the province. Other Training of Trainers for UNM Education Administration Department Lecturers on BOSP and SIPPK Other activities not in Work Plan From March 17 to 19, DBE1 conducted Training of Trainers on BOSP and SIPPK for lecturers of UNM Education Administration Department. The ToT aimed to improve the capacity of lecturers in school management as well as their ability in using computers and related software. The content of this training will be used as material for students main courses in the Education Administration Department and will be included in the final year students community service program. More Effective Decentralized Education Management and Governance 105

126 Annex 2: Success Stories West Java Provincial Education Office holds Public Consultation Session for Asset Management System of Special Schools On March 8, 2011, the West Java Provincial Education Office conducted a consultation session on the Asset Management System known as Sistem Informasi Manajemen Aset (SIMA) for Special Schools (Sekolah Luar Biasa or SLB). 1 This consultation session was attended by provincial-level stakeholders including the Head of the Provincial Education Office and representatives of the District Secretary Office, West Java Parliament Education Committee, Bureau of Provincial Asset Management, Education Council, supervisors and principals of SLB, and the Education University of Indonesia (Universitas Pendidikan Indonesia or UPI.) Representative of the USAID Indonesia Education Office and the USAIDfunded Opportunities for Vulnerable Children (OVC) program also took part. The meeting was held to provide participants with information regarding the condition of assets in these schools and to discuss recommendations arising from the analysis conducted with SIMA. Developed by DBE1, one of the objectives of the Asset Management System is to enable schools and district education offices to obtain up-to-date information regarding school assets; infrastructure and facilities. By using this system, schools and district governments are able to gain information including the condition of school assets, their usage, and adequacy, using the benchmark of minimum service standards. The System is designed to see if schools fulfill the requirements of the Minister of National Education Regulation 15, of 2010, regarding basic education minimum service standards and the Minister of Home Affairs Regulation 17 Year 2007 regarding technical guidelines on district assets management. Users of this system are also able to learn about budgeting for routine and preventive maintenance. After implementation in Purworejo, the Asset Management System was introduced for some regular schools in Aceh Tengah, Tebing Tinggi, Karawang, Nganjuk, and Soppeng Districts. In West Java, because the system is used to survey and analyze the condition of assets for schools for special-needs students, it also uses the Minister of National Education Regulation 33, of 2008, on standards of facilities and infrastructure for SLB as reference. The implementation of the system followed the following stages: 1. Establishment of a Provincial Education Office Asset Team which consisted of 15 people from the Special Education Department (Pendidikan Luar Biasa) as well as from Logistics. 2. November 3-4: DBE1 conducted Training for 15 Trainers. 3. November 10-11: Training on Asset Management for 30 people from 15 SLB from 15 districts. This opportunity was also used by facilitators to assist schools. 4. November 29-December 17: Facilitation for 15 participating schools. 1 Schools for Differently-Abled Students 106 More Effective Decentralized Education Management and Governance

127 5. December 22-23: Workshop at province level to analyze aggregated data from these schools. 6. January 9: Public Consultation Session. During this public consultation session, representatives from the Education Office informed the participants that 53.5% of the land on which these schools are located is still owned by entities such as private parties, individuals, or family-based foundations. Further, the assessment showed that most assets are in good condition and need to be maintained properly. The Education Office representatives also mentioned that there were some schools that still did not fulfill the requirements stated in Regulation 33 of 2008 and further actions needed to be taken to improve this situation. The response of participants was positive. The Head of the West Java Education Office explained that from now on when these schools request funds for additional assets, they are required to use the information in their Asset Management System as supporting information. The representative of the Provincial Secretariat Office suggested that the facilitators should not be transferred to other departments or offices so they could continue supporting schools to manage their assets. The representative of the Provincial Education Council indicated that the assistance of DBE1 was appreciated and stressed the importance of community involvement in improving education quality. He suggested that the Provincial Government should review the current Provincial Regulations on Education (Peraturan Daerah Pendidikan) to allow room for greater participation of community members to support the effort to maintain the assets of schools. The Head of the Bureau of Asset Management also requested that the information from the System be integrated in the Provincial Asset Database System. In order to increase sustainability, these DBE1-trained facilitators also supported the dissemination of the Asset Management System to 14 other similar schools in West Java. Three of the facilitators also trained facilitators from Sukabumi and Subang in the Asset Management System for regular schools. Representatives of Education Office presented aggregated results from 15 schools using Asset Management System More Effective Decentralized Education Management and Governance 107

128 DBE1 Contribution to Education Sector Planning and Budgeting in the City of Solo DBE1 Central Java team members recently assisted education stakeholders in the City of Surakarta, commonly known as Solo, to develop their education policy. This assistance contributed to discussions regarding the planning, development and implementation of education-sector policies in Solo. DBE1 assisted in the calculation of School Unit Cost Analysis (Biaya Operasional Satuan Pendidikan or BOSP) and the development of the District Education Office s Strategic Plan. BOSP training sessions were conducted in five phases from June to August 2010 and attended by representatives of the Education Office, Education Council, NGO, and members of Surakarta Community who are concerned about education (Masyarakat Peduli Pendidikan Surakarta). Meanwhile, DBE1 assisted the District Education Office Strategic Plan development in five phases between May and August. These sessions were attended by Head of Education Office, Secretary of Education Office, Heads of Education Office Divisions and Sub-Divisions as well as Heads of Sections. The discussion and analysis on school unit cost was contentious. The agreement on the schools operational costs was one of the reasons for the Solo Mayoral Decree, Decision Letter, and Circular Letter which prohibit schools from collecting funds for their operational costs (Solopos, July 29, 2010). The school unit cost analysis results were used as a basis to determine the level of Surakarta Community Education Assistance which is provided by the Solo Municipality Government to assist students from low-income families in education. As a result of the participation of parliament members in DBE1 activities, their involvement in monitoring how the education sector is funded has improved. For example, Parliament Committee 4 which is responsible for education required the Education Office to provide School Activity and Budget Plans (Rencana Kegiatan dan Anggaran Sekolah) in order that the implementation of these plans can be monitored. Using the School Activity and Budget Plans as a guideline, the parliament is more easily able to monitor and understand school activities (Solopos, August 28, 2010). When in late December 2010 the Government of Indonesia decided to disburse BOS funds directly to districts, discussions on education sector funding again became lively. The interest of both the Solo Education Office and the Mayor in this issue continues to be high. Bapak Joko Widodo, the Mayor of Solo recently made some sharp comments about the quality of School Activity and Budget Plans in the municipality. According to Bapak Joko, some 89% of the Plans are still below standard. The programs are not creatively designed and are typically limited to routine activities (Solopos, 9 February 2011.) Bapak Joko indicated that he suspects that most principals have limited knowledge on school financial management and as a result produce ineffective school planning and budgeting. Therefore, it is important for these principals to be trained on this topic. On February 10, (Solopos 10 February 2011), the Head of the Education Office, Bapak Rakhmat Sutomo commented that school Budget and Activities Plans (Rencana Kegiatan dan Anggaran) must be completed with more details. However, most schools still have a limited ability to develop good-quality documents because they do not have sufficient ICT support and must complete the plan manually (Solopos, 16 February 2011). 108 More Effective Decentralized Education Management and Governance

129 Looking at the discussions and activities of Solo Parliament, the Education Office, and the Mayor, it is apparent that DBE1 has contributed to the City s education-sector funding and planning process and to the level of policy dialogue - in significant ways. DBE1 has assisted other districts in other provinces to calculate and analyze school unit cost as well. For example, in Karawang, West Java, the results of calculation and analysis is used as input to determine district s funds to be allocated for education sector for 2008/2009. This information is also used by West Java Provincial Government as a reference in allocating budget for education sector for 2009/2010. Solopos Article, July 29, 2010 regarding assistance of USAID-DBE1 in analyzing and calculation of school unit costs. Solopos Article, February 10, 2011 regarding the need for Schools Budget and Activities Plans to be cleared to support BOS disbursement More Effective Decentralized Education Management and Governance 109