More Effective Decentralized Education Management and Governance

Transcription

1 More Effective Decentralized Education Management and Governance Quarterly Report No. 18 October 2009 This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International.

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3 More Effective Decentralized Education Management and Governance (DBE1) Quarterly Report No. 18 Contract 497-M July to September 2009 Prepared for USAID/Indonesia Prepared by RTI International 3040 Cornwallis Road Post Office Box Research Triangle Park, NC The author s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

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5 Table of Contents Page Executive Summary... iii Ringkasan Eksekutif... xi 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) School and Community Programs Elementary School Level (Task 5) Junior Secondary School Level (Task 5) School-Based Management Secretariat (MONE) (Task 5) District Level Management and Governance/ Advocacy Education Governance (Task 6) Education Finance (Task 7) Education Planning and Management (Task 7) Management of District Education Personnel (SIMPTK/Sistem Informasi Manajemen Pendidik dan Tenaga Kependidikan), Supervision, and Assets Management Systems (Task 7) Implementation of District Annual Education Plans and Budgets Aceh Expansion Program Program Preparation Program Launch EMIS/ICT/Data Management ICT Grants (Task 8) EMIS Pilot (Task 8) DBE Website Public-Private Alliance (Task 9) BP Alliance Papua Barat Dissemination and Sustainability National Policy and Practice (Task 10) Disseminating School-Based Management (Task 11) Documenting Good Practice (Task 12) Disseminating District Level Programs and Developing Service Providers (Task 13) Sustainability Annex 1: Provincial Reports Annex 2: Success Stories Annex 3: Training for Project Beneficiaries Annex 4: Documents uploaded in the website Annex 5: Deliverables Status: Sept 30, Annex 6: Status of project documents uploaded in USAID Development Experience Clearinghouse (DEC) Annex 7: Abbreviations, Acronyms and Glossary More Effective Decentralized Education Management and Governance i

6 List of Figures Page Figure 5.1 Cumulative ICT Grant Disbursement during the Quarter Figure 5.2 ICT Grant Disbursement vs. Obligated Amount by Date Awarded Figure 5.3 EMIS Strengthening Activities Figure 5.4 Distribution of School Resource Assessment Respondents Figure 5.5 Website Hits List of Tables Page Table 1.1 Monitoring, Evaluation and Reporting... 7 Table 1.2 Progress in Managing PDMS... 8 Table 2.1 Progress in School & Community Program - Elementary Level (SD/MI) Table 2.2 Progress in SDS Development Table 2.3 MONE Regional KTSP Worskhops Table 2.4 Progress with School Based Management (MBS) Table 3.1 Summary of Progress in District Governance Table 3.2 Progress in Education Finance Table 3.3 Summary of Education Planning Progress Table 3.4 Summary of Progress in Personnel, Supervision and Asset Management Table 3.5 Summary of Progress in District Annual Education Plans and Budgets Table 4.1 Summary of Progress in Implementing Aceh Expansion program Table 5.1 Progress in ICT Grants Implementation Table 5.2 Progress in ICT Grants Completion Table 5.3 Summary of Grants Awarded Table 5.4 Progress with EMIS Pilot Table 5.5 Top 10 Requests for Documents during the Quarter Table 6.1 Progress in Implementing BP PPA Table 7.1 Number of schools implementing DBE1 programs under dissemination Table 7.2 Summary of School Level Dissemination Programs to end of September Table7.2: Dissemination achievements Table7.3 Summary of Progress with Dissemination of School-Based Management in Non-Target Districts Table 7.5 Summary of Progress with Dissemination of District Level Programs Table 7.6: Summary of School Level Dissemination Programs to end of September ii More Effective Decentralized Education Management and Governance

7 Executive Summary This report covers the eighteenth quarter of project implementation, from July through September The major focus for DBE1 during this quarter and throughout this final phase of implementation is on: completing the implementation of core programs in 50 districts particularly at the district level, strengthening and deepening the impact of these programs by supporting implementation and sustainability measures, giving increasing responsibility to the districts to support the ongoing program, supporting the dissemination of core programs to increasing numbers of schools, sub-districts and districts, and leveraging the depth and quality of data collected for programs such as school development planning (RKS), district strategic planning (SIPPK and renstra), and financial analyses (AKPK, BOSP) to support a widening agenda for information-based policy development with a focus on improving quality of basic education at district, province and national levels. During this quarter DBE1 began to revise the workplan to incorporate new goals and activities associated with a six-month extension of the project until the end of September The plan will be submitted after final contract modification.the main point of the revised workplan is that we do not plan to do simply more of the same. The objective is to make use of the extension to further increase sustainability and support dissemination. The key underlying themes, which reinforce the focus above, are as follows: Institutionalize the changes through policy development Deepen the change through further developing the capacity of the system, and Disseminate good practice through developing the capacity of service providers. Also during the quarter DBE1 s contract was modified to extend assistance in education management and governance to an additional 18 districts in Aceh. A number of key meetings were held with counterparts at national and provincial levels as well as at district level. DBE1 collaborated with DBE2 and DBE3 in each province to conduce a provincial workshop to showcase good practices developed through the project. The aim was to encourage dissemination by partner districts and, in some cases, new districts and to engage the provinces and hopefully interest them in supporting dissemination. National stakeholders from MONE and MORA also participated in these workshops.

8 During this quarter, DBE1 also participated in a series of regional workshops organized by the Directorate of TK-SD in each of five regions, covering some 15 provinces. As part of the ongoing collaboration with the Secretariat for School Based Management under MONE s Directorate for Kindergarten and Elementary Schooling, we were invited to present the DBE1 approach to implementing school based management in these regional workshops. A further three regional workshops are planned. Also in this quarter DBE1 met with the Directorate General of Regional Development, MOHA. The officials were very pleased with the results of renstra from several districts as well as the methodology (manuals and software) that developed by the project. They were particularly impressed with the fact that the DBE1 methodology begins with data analysis from a database (SIKKP). MOHA staff requested to visit Renstra training and will reportedly invite DBE1 to provide resource persons for the development of new MOHA technical guidelines for strategic planning. A number of consultative policy meetings were also held at province level this quarter, including in South Sulawesi, East Java, and Central Java. The outcomes DBE1 interventions at school and district level are increasingly gaining attention at province level. For example, in South Sulawesi meetings were held to discuss outcomes of renstra planning in the nine target districts. The province will use the district level renstra as significant input into provincial strategic planning. In East Java DBE1 met with the Provincial Regional Development Planning Body (Bappeda) to discuss strategies to support the provincial government s plans to improve the quality of education and the development of innovative education-sector policies. In Central Java, DBE1 gave a presentation in a meeting to review the education policy in Central Java. In this meeting, hosted by the Provincial Education Office, topics of discussion included the need to have provincial-level policy on free or affordable education program and goals to be achieved with such program. Further discussions will be hold in future meetings. Meanwhile in a number of districts, significant policy development has occurred in consultation with DBE1 and as an outcome of school and district level interventions over the last four years. For example in Boyolali, Central Java, DBE1 assisted the District Education Office to present a new decree to support the synchronized planning of schools and the district to other stakeholders for their input and suggestions. In Nganjuk, East Java, DBE1 met with MONE, the District Education Office and the World Bank-funded BEC- TF project to discuss the next steps in cooperation to prepare capacity development plans (RPK). The Education Office requested that DBE1 provide a picture of the DBE1 programs which have already been conducted. MONE requested that DBE1 assist in the implementation of future BEC-TF programs in order to ensure a synergy between the two projects. The two BEC-TF consultants, Pak Teguh and Pak Syarif, responded positively to this development and indicated a readiness to work more closefly with DBE1.

9 Since this meeting, BEC-TF have conducted an RKS workshop for elementary schools (SD) using, among others, DBE1 trained District Faciltiators. At school level, the focus for support has shifted from training for principals, strengthening school committees and school development planning (RKS preparation) to implementation. The main strategy is to facilitate the preparation of annual work-plans and budgets in schools and madrasah which translate the priorities identified in school development plans into operational annual plans. In this quarter all elementary schools and madrasah in all target districts (Cohort 1 and 2) were given assistance to prepare work-plans. This assistance was provided on-site primarily by local government school supervisors (pengawas) trained by the project as District Facilitators. An important meeting was held between provincial coordinators and senior personnel from DBE1 and DBE3 to improve the coordination of interventions and support for dissemination programs in junior secondary schools and madrasah. As a result, DBE1 will give priority to any of the new DBE3 target schools located in 25 extension districts requesting assistance through dissemination programs. The focus on district level activity has intensified, as activity at the level of school and community has decreased considerably with the completion of core tasks. During the quarter DBE1 continued work 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. Governance activities included focus group discussions and training for education councils (dewan pendidikan) and newly installed parliamentarians (DPRD) in a number of districts in all target provinces. We also continued work on implementing financial analysis methodologies throughout the quarter. Specifically this included District Education Finance Analysis (AKPK) and School Unit Cost Analysis (BOSP). AKPK results have proved to be very useful in preparing funds availability estimates which are needed for the preparation of the financing plans for strategic education plans (renstra). In a number of districts AKPK results have been used to reallocate funding. Meanwhile results of BOSP have been extremely useful for districts in calculating the actual costs of schooling to meet national standards, as compared with funding provided by the national government through percapita school grants (BOS). BOSP continues to be a very relevant policy tool as the policy imperative for the government to provide free schooling has typically not been matched by adequate funding at district level. Targets for both AKPK and BOSP have been exceeded. While the target for both was 35, we have now completed some 42 AKPK and 46 BOSP, not including an additional 15 BOSP completed in non-dbe districts in East Java

10 and at least four non-dbe districts in Central Java implemented under the dissemination program whereby the districts or province covers most of the cost for the activity. In response to a request, during the quarter DBE1 also assisted the National Education Standards Board (BSNP), to collect actual unit cost data related to schooling expenses for families in two pilot districts (Jepara and Garut). We have agreed to conduct a similar study in an additional 33 districts in the next quarter. The study will be carried out by DBE1 staff, the results will be submitted BSNP and DBE1 will join in the analysis. This is a very strategic activity as it will assist BSNP in developing a national personal education cost index, which in turn will be useful in developing pro-poor policy. For example the index could be used by districts to help identify poor families where the risk of drop-out is high in order to target fee-relief or assistance schemes. During this quarter we completed assistance to produce another six district strategic education plans (renstra) based on data analysis using the DBE1 methodology titled SIPPK and public consultations. This brings the total to 21. An additional 22 districts are in the process of completing renstra. We anticipate achieving the target of at least 35 in the next quarter. These strategic plans are providing a policy basis for the development of annual district workplans and budgets for the education sector. In order to facilitate this, DBE1 personnel have been working in various ways with district stakeholders including facilitating district stakeholder meetings to discuss the outcomes of financial analyses, data analysis and strategic planning. As described above, the district level renstra are also beginning to provide input into planning and policy development at provincial level in some areas. In July 2009, DBE1 s task order was modified in order to extend district level services to all 18 districts in Aceh that have not received DBE support. The programs are limited to financial analysis, strategic planning and education governance. The contract modification in part was based on an assessment of the feasibility for expanding the DBE1 program in Aceh that was carried out in Beginning with this report (Quarterly Report 18) implementation in Aceh is reported in a separate chapter. The expansion program in Aceh was officially launched on September 7 and 8, in Banda Aceh. The event was attended by Vice Governor of Aceh, Bapak Muhammad Nazar, together with representatives from Aceh Provincial Education Office, Office of Religious Affairs, Provincial Development and Planning Board, and Provincial Education Council (MPD.) The six districts in which the program will commence next quarter were represented by high-level officials. In his remarks, the Vice Governor of Aceh mentioned that, although Aceh has been known to produce great and courageous people in the past, it is equally important to prepare Aceh s future generation with necessary skills, knowledge and attitude to succeed in competitive environment. During the 1 Report on Assessment of the Feasibility of Expanding the DBE1 Program in Aceh, August 2008.

11 quarter, recruitment for new staff was undertaken and arrangements were put in place to mobilize existing DBE1 specialists from other provinces to undertake the expansion program. Office arrangements were also finalized, providing additional space in Banda Aceh and Medan to administer the new program. 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, district library, and schools. Fourteen grants were awarded and in the process of implementation. Two categories of grants awarded were: (1) ICT Innovation and Education Management Grants (EMG) to improve education management and (2) Education Hotspots grants that aimed to provide internet access to schools, education offices and community as a whole. DBE1 has been disbursing grant funds over the last five quarters. Total value of the 14 grants awarded is $286,478. As of September 2009, $217,975 has been disbursed to the grantees in the form of equipment and cash to cover grant main activities including training expenses. In the quarter, six grantees received disbursements. Two of the fourteen grants are now completed, one in Enrekang, South Sulawesi and one in Tuban, East Java. An EMIS Strengthening Pilot program had commenced in two selected districts in Aceh: Aceh Tengah and Pidie. The preparation phase for this activity is now complete and implementation is ongoing. The main activity during this quarter was procurement of equipment, finalizing SDS ++ application software development, and resource assessment. Early in the next quarter, a joint team of PSP MONE and USAID-DBE1 will conduct SDS ++ field testing in Aceh. DBE1 continues to manage the project website for DBE123. The DBE website has now received 1,287,286 hits since it was launched in This quarter s total of hits (185,838) is higher than last quarter s total (142,075). The number of hits has steadily increased over the year, from 49,002 in July to 60,786 in August and 76,050 in September During the quarter we continued to upload information from DBE123 into various sections of the website. The most popular requests for documents during the quarter were resource materials uploaded by DBE1, especially ministerial decrees and government regulations. Also among the top ten downloads were DBE1 and DBE3 manuals. Public Private Alliances (PPAs) are a way for the strengths of the private and public sectors to complement each other. By joining forces, our assistance to the people of Indonesia can be significantly expanded. As part of USAID s Global Development Alliance (GDA), which was created to join the efforts, resources, and capabilities of the public and private sectors to achieve a more effective impact on sustainable development activities, DBE1 was given a specific mandate to engage private sector firms to supplement the overall program impact and expand geographical reach.

12 DBE1 set aside approximately $677,775 amounting to 15% of the program activity budget to support PPAs. Overall, DBE1 has leveraged 3:1 from the private sector. This quarter saw the completion of the final public private alliance; located in West Papua. Two activities were conducted this quarter: (i) a workshop to train district personnel in the preparation of a district profile was conduced for Kota Sorong and Kabupaten Manokwari; (ii) a workshop on disaster preparedness was also conducted for these districts. After running these final activities in West Papua, the office was closed at the end of August. 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 year of project implementation, the focus is shifting more and more to supporting increased dissemination and sustainability. During the first four 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 now in the final year that these goals take center stage. Beyond achieving sustainability of project outcomes in target districts and supporting dissemination within and across districts, it is intended that this process will influence government policy, creating a much wider impact. Sustainability is an essential element in good practice. Dissemination is at the heart of the project s strategic approach. Our main approach is to (1) develop good methodologies, good practice, and formalize these in practical manuals, (2) build the capacity of facilitators and service providers to use these, and (3) support policy development at district, provincial and national levels to institutionalize the good practice. A wide range of dissemination activities is now taking place around the country as districts and other agencies take hold of the program and increase the scope of their efforts to implement school-based management using DBE1 approaches and materials and with their own funding. Over 7,000 schools have now participated in these dissemination programs. Increasingly, districts are placing confidence in their own personnel, especially school supervisors (pengawas) and others who have been trained as district facilitators by the project. Many of these initiatives are described in the report although they are now so many and varied that it is not possible to report on all. In addition a number of districts have taken the step of promulgating decrees and local regulations to support the institutionalization and dissemination of good practices developed by the project. Some of these are also described in the report.

13 DBE1 has developed the capacity of local district facilitators who are employed by the local education system to support the ongoing implementation and dissemination of programs developed under the project designed to support school-based management. Throughout this quarter we continued to support this group through monthly forums which will continue until the close of activity in districts mid Meanwhile for dissemination of programs at the district level a higher level of expertise is required. DBE1 has responded to this need by beginning to develop the capacity of service providers, particularly consultants and potential consultants from universities. In the last quarter we worked closely with the well-established National Education University (UPI) located in Bandung, in a collaboration between DBE1, UPI, the provincial Education Office and a number of districts to disseminate DBE1 programs. While the focus was initially on school-based management programs, we also provided training in the district level interventions. Also in this quarter, preliminary consultations were held with the National University of Makassar, the Muhammadiyah, Surakarta, in Central Java and in East Java with the nationallevel NGO, Pattiro (Pusat Telaah & Informasi Regional), with whom DBE1 has already conducted training. (Malang, June.) Summary of Selected Achievements Cumulative through September 2009 Activity Target Achievement Schools/madrasah assisted for producing annual plans and budgets 1,076 SD/MI and 196 SMP/MTs 1,076 SD/MI and 196 SMP/MTs. District Officials trained and supported N/A 388 School Committees, parents, and community members trained and supported N/A 340 Members of education governance related institutions trained and supported N/A 68 Renstra Completed/Ongoing 35 22/13 AKPK Completed/Ongoing 35 42/11 BOSP Completed/Ongoing 35 40/6 SIPPK Completed/Ongoing 35 37/6 ICT Grant Disbursed Private sector funds leveraged through PPAs $277,740 $217,975 (IDR 1,961,771,228) $677,775 $1,547,000 Number of schools replicating or committed to replicate DBE1 programs 3,000 7,170 Funds committed by district governments, schools and private foundations for replicating DBE1 programs N/A $1,290,580 (IDR 11,615,216,480)

14 Activity Target Achievement Community contributions to DBE1 attributed to DBE1 programs N/A $1,752,998 (IDR 17,529,988,348)

15 Ringkasan Eksekutif Laporan ini mencakup periode Juli hingga September 2009 yang merupakan triwulan ke delapan belas pelaksanaan DBE1. Dalam triwulan ini dan juga dalam tahap akhir pelaksanaan DBE1, kegiatan-kegiatan DBE1 terfokus kepada: menyelesaikan pelaksanaan program utama di 50 kabupaten/kota, terutama untuk kegiatan di tingkat kabupaten/kota, memperkuat dan memperdalam pengaruh positif dari berbagai program dengan mendukung upaya pelaksanaan dan kesinambungan program, secara bertahap mengalihkan tanggung jawab kepada kabupaten/kota untuk mendukung program yang tengah berjalan, mendukung diseminasi program-program utama di sekolah, kecamatan, dan kabupaten/kota lainnya, dan memaksimalkan adanya data yang lengkap dan bermutu yang telah dikumpulkan untuk mendukung Rencana Kerja Sekolah (RKS,) Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (SIPPK) dan renstra, dan analisis keuangan pendidikan (AKPK dan BOSP.) Hal ini dilakukan agar kebijakan pendidikan dikembangkan berdasarkan informasi yang terfokus pada peningkatan mutu pendidikan dasar di tingkat kabupaten/kota, provinsi, dan nasional. Sehubungan dengan adanya perubahan dalam tujuan-tujuan dan kegiatan yang terkait dengan perpanjangan masa kerja DBE1 selama enam bulan hingga akhir September 2010, rencana kerja DBE1 diperbaiki dalam triwulan ini. Rencana kerja yang telah diperbaiki akan diserahkan setelah modifikasi kontrak selesai. Hal utama dari perbaikan rencana kerja adalah DBE1 tidak hanya menambah jumlah kegiatan yang sama dengan yang telah dilakukan sebelumnya. Dalam periode perpanjangan ini, DBE1 bertujuan untuk meningkatkan kesinambungan program dan mendukung diseminasi. Perubahan fokus tersebut diatas adalah berdasarkan ide-ide dasar berikut: Melembagakan perubahan melalui pengembangan kebijakan Memperdalam perubahan melalui pengembangan lebih jauh kapasitas dari sistem yang ada, dan Mendiseminasi good practice melalui pengembangan kapasitas service provider. Dalam periode ini, kontrak DBE1 juga diubah sehubungan dengan perpanjangan masa kerja DBE1 di Aceh dalam mendukung pengembangan manajemen dan tata layanan pendidikan di 18 kabupaten/kota tambahan di provinsi tersebut. Beberapa pertemuan penting juga dilakukan pada tingkat nasional, provinsi, dan kabupaten/kota. DBE1 bekerja sama dengan DBE2 dan DBE3 di setiap

16 provinsi untuk melaksanakan lokakarya diseminasi good practice yang telah dikembangkan dan dilaksanakan melalui proyek DBE123. Tujuan dari lokakarya adalah untuk mendukung diseminasi oleh kabupaten/kota mitra, di beberapa kabupaten/kota baru dan meningkatkan kerja sama dengan pemangku kepentingan provinsi. Pemangku kepentingan tingkat nasional dari Departemen Pendidikan Nasional dan Departemen Agama juga hadir dalam lokakarya tersebut. DBE1 juga turut serta dalam beberapa lokakarya tingkat provinsi yang diadakan oleh Direktorat Pembinaan TK dan SD Departemen Pendidikan Nasional di lima daerah dan meliputi 15 provinsi. Sebagai bagian dari kerja sama dengan Sekretariat Manajemen Berbasis Sekolah yang berada dibawah Direktorat Pembinaan TK dan SD tersebut, DBE1 diminta untuk memaparkan pendekatan yang selama ini dilakukan dalam melaksanakan Manajemen Berbasis Sekolah (MBS.) Setelah mengikuti lokakarya tersebut di periode ini, direncanakan DBE1 akan mengikuti tiga lokakarya lagi di masa yang akan datang. Selain itu, DBE1 bertemu dengan Direktur Jenderal Pembangunan Daerah, Departemen Dalam Negeri. Para pemangku kepentingan sangat terkesan dengan hasil renstra di beberapa kabupaten/kota dan juga metodologi (panduan dan piranti lunak) yang dikembangkan oleh DBE1, terutama dengan metodologi DBE1 yang berdasarkan analisis data dalam database SIPPK. Pemangku kepentingan tersebut meminta untuk diundang dalam pelatihan renstra dan berencana akan mengundang DBE1 untuk memberikan masukan dalam pengembangan panduan teknis Departemen Dalam Negeri dalam perencanaan strategis. Beberapa pertemuan untuk konsultasi kebijakan juga diadakan di tingkat provinsi di Sulawesi Selatan, Jawa Timur, dan Jawa Tengah. Hasil dari pendampingan DBE1 di tingkat sekolah dan kabupaten/kota mulai mendapatkan perhatikan khusus dari pemangku kepentingan di tingkat provinsi. Di Sulawesi Selatan, pertemuan dengan pemangku kepentingan dilakukan untuk membahas hasil pendampingan dan pengembangan renstra di sembilan kabupaten/kota mitra. Pihak provinsi akan menggunakan hasil-hasil renstra dari sembilan kabupaten/kota tersebut sebagai masukan didalam pengembangan rencana strategisnya. Di Jawa Timur, DBE1 bertemu dengan Badan Perencanaan Pembangunan Daerah (Bappeda) Provinsi untuk membahas dukungan yang dapat dilakukan oleh DBE1 terhadap rencana pemerintah provinsi dalam meningkatkan mutu pendidikan dan mengembangkan berbagai kebijakan inovatif sektor pendidikan. Di Jawa Tengah, DBE1 memberikan pemaparan didalam suatu pertemuan yang membahas kebijakan pendidikan di tingkat provinsi. Didalam pertemuan yang dilangsungkan oleh Dinas Pendidikan Provinsi Jawa Tengah, salah satu topik pembahasan adalah perlu adanya kebijakan di tingkat provinsi dalam pendidikan gratis atau pendidikan murah dan tujuan yang ingin dicapai dengan

17 program tersebut. Proses diskusi ini akan dilanjutkan dimasa yang akan datang. Pada tingkat kabupaten/kota, telah terjadi pengembangan kebijakan sektor pendidikan yang juga merupakan hasil dari pendampingan DBE1 di tingkat sekolah/kabupaten dan konsultasi dengan pemangku kepentingan dalam empat tahun terakhir ini. Di Boyolali, Jawa Tengah, misalnya, DBE1 mendukung Dinas Pendidikan untuk memaparkan peraturan baru pendukung sinkronisasi perencanaan di tingkat sekolah dan kabupaten/kota. Pemaparan juga dilakukan guna mendapatkan masukan dan saran dari para pemangku kepentingan lainnya. Di Nganjuk, Jawa Timur, DBE1 bersama dengan Departemen Pendidikan Nasional, Dinas Pendidikan Nganjuk, dan BEC-TF dari Bank Dunia bertemu untuk membicarakan langkah-langkah yang dilakukan dalam rangka kerja sama mengembangkan Rencana Pengembangan Kapasitas (RPK) untuk pemangku kepentingan kabupaten Nganjuk. Dinas Pendidikan Nganjuk meminta DBE1 untuk membantu pelaksanaan program BEC-TF tersebut agar program dapat dilakukan secara sinergi dengan program RPK yang telah ada. Dua konsultan dari BEC-TF, Bapak Teguh dan Bapak Syarif, menanggapi perkembangan terakhir ini dengan baik dan memberikan indikasi adanya kemauan untuk bekerja lebih dekat lagi bersama-sama DBE1. Sejak pertemuan tersebut, BEC-TF telah melakukan lokakarya RKS untuk tingkat SD dimana Fasilitator yang telah dilatih oleh DBE1 juga ambil bagian dalam kegiatan tersebut. Pada tingkat sekolah, fokus kegiatan DBE1 telah berubah dari pelatihan peningkatan kapasitas kepala sekolah, komite sekolah, dan pengembangan RKS menjadi pelaksanaan dari program-program tersebut. Strategi utama adalah memberikan fasilitasi dan mendorong sekolah dalam menentukan dan memilih program-program sekolah dari rencana kerja yang telah ada sebagai prioritas dan menjadikan informasi tersebut sebagai dasar pengembangan rencana kerja tahunannya. Dalam triwulan ini, semua SD/MI di Kohor 1 dan 2 telah mendapatkan pendampingan dalam mengembangkan rencana kerja tahunannya. Pendampingan ini sebagian besar oleh dilakukan oleh District Facilitators yang merupakan pengawas yang telah dilatih oleh dan mengikuti berbagai kegiatan DBE1 sebelumnya. Kordinator provinsi dan staff senior DBE1 dan DBE3 juga telah bertemu untuk berkoordinasi dalam mendukung pendampingan dan diseminasi program di tingkat SMP/MTs. Sebagai hasil dari pertemuan ini, DBE1 akan memberikan prioritas pendampingan kepada sekolah-sekolah mitra DBE3 yang baru di 25 kabupaten/kota tambahan. Sementara itu, fokus pada tingkat kabupaten/kota juga meningkat, seiring dengan selesainya berbagai kegiatan utama di tingkat sekolah. Dalam triwulan ini, DBE1 melanjutkan upaya untuk meningkatkan kapasitas pemerintah kabupaten/kota dan pemangku kepentingan lainnya dalam perencanaan dan penganggaran pengembangan sektor pendidikan, meningkatkan akuntabilitas dan transparansi dengan memberikan pendampingan kepada orang tua,

18 anggota masyarakat, dan pemangku kepentingan lainnya dalam menyuarakan pendapat dan aspirasi mereka untuk mendukung peningkatan mutu pendidikan di daerahnya. Untuk kegiatan governance, Focus Group Discussion dan pelatihan untuk anggota Dewan Pendidikan dan DPRD yang baru dilantik telah dilaksanakan oleh DBE1 di beberapa kabupaten/kota di semua provinsi mitra. DBE1 dalam periode ini juga melakukan analisis keuangan, termasuk Analisis Keuangan Pendidikan Kabupaten/Kota dan Biaya Operasional Satuan Pendidikan. Hasil dari AKPK telah terbukti sangat berguna bagi kabupaten/kota dalam memperkirakan dan menyiapkan anggaran yang diperlukan dalam perencanaan keuangan yang diperlukan dalam rencana strategis Dinas Pendidikan. Di beberapa kabupaten/kota, hasil dari AKPK telah digunakan sebagai dasar dalam merealokasikan penganggaran kabupaten/kota. Hasil dari BOSP juga sangat berguna bagi kabupaten/kota dalam menghitung biaya pembelajaran yang memenuhi standar nasional, dibandingkan dengan pembiayaan yang diberikan oleh pemerintah nasional melalui dana BOS. BOSP tetap digunakan sebagai alat yang sangat relevan dalam mendukung pengembangan kebijakan untuk pemerintah kabupaten/kota sehubungan dengan program pendidikan gratis. Hal ini disebabkan karena pada umumnya penganggaran yang telah dilakukan di tingkat kabupaten/kota tidak dapat mendukung program pendidikan gratis secara cukup. Jumlah kabupaten/kota yang telah menyelesaikan AKPK dan BOSP telah melampaui target yang ditentukan sebelumnya. Saat ini, walaupun target adalah 35, ada 42 kabupaten/kota yang telah menyelesaikan AKPK dan 46 telah menyelesaikan BOSP, tidak termasuk 15 kabupaten/kota non mitra di Jawa Timur dan empat di Jawa Tengah. Adapun kabupaten/kota ini melakukan program BOSP dengan anggaran yang sebagian besar ditanggung oleh kabupaten/kota masing-masing. Dalam triwulan ini, DBE1 juga mendukung BSNP (Badan Standar Nasional Pendidikan) dalam mengumpukan biaya satuan yang terkait dengan biaya sekolah untuk keluarga di dua kabupaten/kota contoh, yaitu Jepara dan Garut. DBE1 telah menyetujui untuk melaksanakan kegiatan yang sama di 33 kabupaten/kota tambahan di triwulan yang akan datang. Study ini akan dilakukan oleh staff DBE1 dan hasilnya akan diserahkan kepada BSNP. DBE1 akan ambil bagian juga dalam proses analisisnya. Kegiatan ini merupakan hal yang strategis karena dengan mendukung BSNP dalam mengembangkan index harga untuk pendidikan perorangan secara nasional, hal ini berguna dalam mengembangkan kebijakan pro-poor. Sebagai contoh, index ini dapat digunakan oleh kabupaten/kota untuk mengidentifikasi keluarga yang berasal dari kalangan kurang mampu dimana mereka memiliki resiko tinggi untuk drop out dan membantu kabupaten/kota dalam mengidentifikasi keluarga yang dapat mendapatkan bantuan atau dibebaskan dari biaya.

19 Dalam periode ini, enam kabupaten/kota telah menyelesaikan renstra dengan dukungan dan metodologi DBE1 yang berdasarkan analisis data dalam SIPPK dan proses konsultasi publik. Dengan adanya enam kabupaten/kota ini, 21 kabupaten/kota telah menyelesaikan renstra, sedangkan 22 kabupaten/kota saat ini sedang dalam menyelesaikan dokumennya. DBE1 memperkirakan 35 kabupaten/kota akan memiliki renstra dalam triwulan berikutnya. Rencana strategis sektor pendidikan ini memberikan dasar kebijakan dalam mengembangkan rencana dan anggaran tahunan kabupaten/kota untuk sektor pendidikan. Untuk memfasilitasi hal ini, DBE1 juga berupaya dan bekerja sama dengan pemangku kepentingan tingkat kabupaten/kota dalam membahas hasil dari analisis keuangan, data, dan renstra itu sendiri. Seperti yang telah disebutkan diatas, renstra tingkat kabupaten/kota mulai dijadikan input dalam proses pengembangan kebijakan di beberapa provinsi. Pada bulan Juli 2009, task order DBE1 telah direvisi untuk menambah jumlah kabupaten/kota di Aceh menjadi 18. Program yang akan dilaksanakan di 18 kabupaten/kota tersebut adalah analisis keuangan, renstra, dan governance. Sebagian dasar dari perubahan ini adalah hasil dari penilaian yang telah dilakukan pada tahun 2008 untuk melihat kemungkinan dikembangkannya program DBE1 di Aceh 2. Pelaporan mengenai kegiatan di Aceh akan dilaporkan dalam bagian yang terpisah dalam laporan triwulan ini dan laporanlaporan triwulan berikutnya. Program perluasan DBE1 diluncurkan pada tanggal 7 dan 8 September di Banda Aceh. Lokakarya ini dihadiri oleh Wakil Gubernur Aceh, Bapak Muhammad Nazar, berbagai wakil dari Dinas Pendidikan Aceh, Departemen Agama, Badan Perencanaan Pembangunan Daerah (Bappeda) dan Majelis Pendidikan Daerah (MPD,) dan juga wakil dari ke enam kabupaten/kota yang akan turut ambil bagian dalam program perluasan ini pada triwulan yang akan datang. Dalam sambutannya, Wakil Gubernur Aceh menyebutkan, walaupun Aceh telah banyak menghasilkan putra dan putri daerah yang berbakat di masa lalu, tetap menjadi prioritas bagi warga dan pemerintah Aceh untuk menyiapkan generasi penerus yang memiliki kemampuan, ilmu pengetahuan, dan akhlak yang baik sehingga dengan sukses dapat ikut berkompetisi dalam era globalisasi saat ini. Dalam triwulan ini, proses penerimaan staff baru telah dilakukan dan juga persiapan untuk menggunakan staff DBE1 yang ada dari provinsi lain untuk mendukung perluasan ini telah dilakukan. Selain itu, DBE1 akan menambah kantor tambahan di Banda Aceh dan Medan. Pada tahun pertama program DBE1 dilaksanakan, DBE1 merancang kompetisi untuk memberikan hibah kepada konsorsium yang terdiri dari sektor swasta dan institusi pemerintahan, seperti misalnya dinas pendidikan, perpustakaan daerah, dan sekolah. Sebanyak empat belas hibah telah diberikan dan sedang dalam proses pelaksanaan. Kategori hibah adalah: (1) ICT Innovation and 2 Report on Assessment of the Feasibility of Expanding the DBE1 Program in Aceh, Agustus 2008.

20 Education Management Grants untuk memperbaiki manajemen dan (2) Education Hotspots yang bertujuan untuk mempermudah adanya akses internet kepada sekolah, dinas pendidikan, dan masyarakat pada umumnya. Dalam lima triwulan terakhir, DBE1 telah menyerahkan 14 hibah yang berjumlah $286,478. Hingga bulan September 2009, sejumlah $217,975 telah diberikan kepada penerima hibah dalam bentuk barang dan tunai untuk mendukung kegiatan utama penerima hibah, termasuk biaya pelatihan. Dalam triwulan ini, enam penerima hibah telah menerima hibah. Dua hibah yang berlokasi di Enrekang, Sulawesi Selatan dan di Tuban, Jawa Timur, telah menyelesaikan implementasi masing-masing hibah. Program percontohan untuk penguatan EMIS telah dimulai di dua kabupaten/kota di Aceh, yaitu Aceh Tengah dan Pidie. Tahap persiapan untuk kegiatan ini telah selesai dan saat ini sedang dalam tahap pelaksanaan. Kegiatan utama dalam triwulan ini adalah pembelian peralatan, finalisasi SDS ++, dan penilaian kesiapan sumber daya yang ada. Pada triwulan mendatang, tim yang terdiri dari PSP Depdiknas dan USAID-DBE1 direncanakan akan melalukan field testing untuk SDS ++ di Aceh. Seperti juga periode-periode sebelumnya, DBE1 mengelola situs DBE. Sejak diluncurkan pada tahun 2005, situs telah dikunjungi sebanyak 1,287,286 kali. Dalam triwulan ini, kunjungan berjumlah 185,838 dan hal ini adalah peningkatan dari jumlah kunjungan yang sebanyak 142,075 dalam triwulan yang lalu. Dalam periode Juli hingga Desember, terlihat bahwa jumlah kunjungan terus bertambah. Pada bulan Juli, tercatat 49,002 kunjungan, 60,786 pada bulan Agustus, dan 76,050 pada bulan September Pada triwulan ini DBE1 juga terus mengunggah berbagai informasi dari DBE123 ke situs tersebut. Materi yang paling banyak diminati adalah materi yang di unggah oleh DBE1, terutama Peraturan Menteri dan Peraturan Pemerintah. Materi DBE1 dan DBE3 termasuk materi yang paling banyak diunduh. Sementara itu, program kemitraan merupakan salah satu cara untuk menguatkan hubungan antara sektor publik dan swasta. Dengan menggabungkan ke dua sektor ini, masyarakat Indonesia dapat dibantu dengan jauh lebih baik lagi. Sebagai bagian dari Global Development Alliance dari USAID yang didirikan untuk menggabungkan upaya, sumber daya, dan kemampuan dari sektor swasta dan publik untuk mencapai hasil yang efektif dalam kegiatan pembangunan yang berkesinambungan, DBE1 mendapatkan mandat khusus untuk bekerja sama dengan sektor swasta untuk meningkatkan pengaruh positif dari program DBE1 dan memperluas daerah jangkauan. DBE1 telah mengalokasikan sekitar $677,775 yang merupakan 15% dari anggaran kegiatan untuk mendukung program kemitraan ini. DBE1 mendapatkan dukungan dengan perbandingan 3:1 dari sektor swasta. Pada periode ini, program kemitraan terakhir yang berlangsung di Papua Barat telah selesai. Dua kegiatan yang dilaksanakan adalah: (1) lokakarya untuk melatih pemangku kepentingan kabupaten menyiapkan profil kabupaten telah

21 dilakukan di Kota Sorong dan Kabupaten Manokwari; (2) lokakarya siaga bencana di tiga kabupaten/kota. Setelah selesai dengan kegiatan Papua Barat ini, kantor DBE1 telah di tutup pada akhir Agustus. Strategi utama dari DBE1 adalah untuk mengembangkan berbagai contoh dari good practice dalam manajemen dan tata layanan pendidikan, di tingkat sekolah dan kabupaten/kota, dan dalam mendukung penyebarluasan programprogram DBE1 kepada sekolah dan kabupaten/kota lainnya. Dalam tahun terakhir pelaksanaan program, DBE1 kini terfokus dalam mendukung upaya diseminasi dan menjaga kesinambungan program. Dalam empat tahun pertama, DBE1 berkerja sama dengan pemangku kepentingan dalam mengembangkan, membuat contoh-contoh yang baik, menyelesaikan, dan memulai melakukan pelembagaan pendekatan yang ada yang dirancang untuk melaksanakan kebijakan Pemerintah Indonesia dengan cara yang mendukung good practice dalam manajemen dan tata layanan pendidikan dasar. Walaupun hal ini merupakan salah satu tujuan utama dari DBE1 sejak tahun 2005, dalam tahun terakhir ini, hal ini menjadi fokus utama dari kegiatan DBE1. Selain mencapai kesinambungan kegiatan di kabupaten/kota mitra dan mendukung diseminasi dalam dan di kabupaten/kota lainnya, DBE1 berupaya agar proses yang selama ini dijalani dapat mempengaruhi kebijakan pemerintah yang pada akhirnya dapat menghasilkan hasil dengan jangkauan lebih luas. Kesinambungan kegiatan merupakan bagian yang penting dalam good practice. Diseminasi juga merupakan titik pusat dari dari pendekatan strategis DBE1. Dalam hal ini, pendekatan DBE1 adalah (1) mengembangkan pendekatan yang baik, good practice, dan merumuskan hal ini dalam panduan, (2) meningkatkan kapasitas dari fasilitator dan service provider dalam menggunakan ini, dan (3) mendukung pengembangan kebijakan di tingkat kabupaten, provinsi, dan nasional dalam melembagakan good practice. Berbagai kegiatan diseminasi telah berlangsung di banyak tempat, terutama dengan adanya kabupaten/kota dan lembaga lain yang mulai menggunakan pendekatan dan materi DBE1 guna mendukung upaya mereka dalam melaksanakan Manajemen Berbasis Sekolah. Kabupaten/kota dan lembaga tersebut melakukan hal ini dengan menggunakan dana masing-masing. Lebih dari 7,000 sekolah telah berpartisipasi dalam diseminasi program DBE1. Selain itu, kabupaten/kota secara bertahap lebih banyak menggunakan pengawas dan pihak lainnya yang telah dilatih oleh DBE1 sebagai fasilitator. Karena banyaknya kegiatan serupa yang terlaksana dalam periode Juli hingga September, tidak seluruh kegiatan dicantumkan dalam pelaporan ini. Selain itu, telah ada beberapa kabupaten/kota yang mengembangkan dan menyebarluaskan keputusan dan peraturan untuk mendukung pelembagaan

22 dan diseminasi good practice yang telah dikembangkan oleh DBE1. Beberapa kegiatan ini juga dicantumkan dalam laporan. DBE1 juga berupaya meningkatkan kapasitas fasilitator dan pengawas yang telah dilatih guna mendukung pelaksanaan MBS yang sedang berlangsung saat ini. Dalam periode ini, DBE1 terus melakukan dukungan terhadap fasilitator dan pengawas melalui forum bulanan yang akan tetap beraktifitas hingga program DBE1 selesai pada pertengahan 2010 nanti. Namun demikian, diperlukan tingkat keahlian yang lebih tinggi untuk mendukung diseminasi program DBE1 di tingkat kabupaten/kota. Untuk memenuhi keperluan ini, DBE1 telah mulai berupaya untuk mengembangkan kapasitas service provider, terutama melalui konsultan dan calon konsultan dari perguruan tinggi. Pada periode April hingga Juni lalu, DBE1 telah bekerja sama dengan Universitas Pendidikan Indonesia di Bandung, Dinas Pendidikan Provinsi dan kabupaten/kota untuk mendiseminasikan program DBE1. Pada awalnya, kegiatan terfokus kepada MBS. Namun DBE1 juga memberikan pelatihan untuk program di tingkat kabupaten/kota. Konsultasi awal juga telah dilakukan dengan Universitas Negeri Makassar di Sulawesi Selatan, Universitas Muhammadiyah Surakarta di Jawa Tengah, dan dengan LSM nasional, Pattiro (Pusat Telaah dan Informasi Regional) dimana DBE1 telah melakukan pelatihan di Malang pada akhir Juni. Ringkasan Pencapaian Hingga September 2009 Kegiatan Target Pencapaian Schools/madrasah yang dibantu dalam mengembangkan rencana tahunan dan anggaran 1,076 SD/MI and 196 SMP/MTs 1,076 SD/MI and 196 SMP/MTs. Jumlah wakil kabupaten/kota yang dilatih dan didukung Komite Sekolah, orang tua, dan anggota masyarakat yang dilatih dan didukung Anggota dari badan tata layanan yang dilatih dan didukung Renstra yang telah selesai/renstra yang sedang dalam proses penyelesaian AKPK yang telah selesai/akpk yang sedang dalam proses penyelesaian BOSP yang telah selesai/bosp yang sedang dalam proses penyelesaian SIPPK yang telah selesai/sippk yang sedang dalam proses penyelesaian N/A 388 N/A 340 N/A / / / /6 Hibah ICT yang telah dibayarkan $277,740 $217,975 (IDR 1,961,771,228)

23 Kegiatan Target Pencapaian Dana pihak swasta yang diperoleh melalui program kemitraan Jumlah sekolah yang ikut serta atau telah memberikan komitmennya untuk ikut serta dalam diseminasi program DBE1. $667,775 $1,547,000 3,000 7,170 Dana yang telah dijanjikan oleh pemerintah kabupaten/kota, sekolah, dan yayasan untuk ikut serta dalam diseminasi program DBE1. Jumlah kontributsi masyarakat yang berhubungan dengan program DBE1. N/A N/A $1,290,580 (IDR 11,615,216,480) $1,752,998 (IDR 17,529,988,348)

24

25 1. Project Management and Coordination Project management in the final period of project implementation is mainly concerned with ensuring the sustainability of outcomes. Routine internal coordination, planning and training meetings are held at provincial and national level to ensure that project management is responsive and timely at all levels. We hold regular coordination meetings with district government partners to support the implementation of project programs and outcomes (including renstra), dissemination of school level programs and sustainability of outcomes. Coordination with our partners in USAID, DBE2 and DBE3 is ongoing at all levels and is considered vital to the integrity and success of the project. In order to support sustainability at the school and district levels and encourage take up (dissemination/replication) of DBE1 developed approaches at the national and provincial levels we are progressively increasing the level of engagement at the provincial and national levels throughout the remaining period of project implementation. This is achieved in several ways, including: (1) conducting provincial level workshops to enable district and school level personnel to share the process and outcomes of implementing DBE1 programs with provincial and national stakeholders as well as with colleagues from other districts and (2) providing an allocation of travel days to be flexibly employed to enable frequent monitoring visits by national and provincial counterparts to directly observe the process and outcomes of DBE1 programs at district and school level. Project Management & Coordination Goals Ensure internal and external communication and coordination is timely and responsive Revise PMP including indicators & targets Continue routine M&E against performance indicators Conduct special studies & produce policy papers Conduct workshops & seminars with provincial, national & international Stakeholders to review products & studies with view to support or adopt DBE1 programs Continue to manage and improve Project Data Management System (PDMS) During this quarter DBE1 began preparation of a revised workplan to incorporate new goals and activities associated with a six-month extension of the project until the end of September The main point of the revised workplan is that we do not plan to do simply more of the same. The objective is to make use of the extension to further increase sustainability and support dissemination. Key underlying themes are as follows: More Effective Decentralized Education Management and Governance 1

26 Institutionalize the changes through policy development Deepen the change through further developing the capacity of the system, and Disseminate good practice through developing the capacity of service providers. The revised workplan will be submitted as soon as contract modification is offical Project Coordination and Collaboration with Government and Stakeholders (Task 1) The following is a summary of some of the major meetings with counterparts that took place during the quarter. Technical aspects of these meetings and others are also described in subsequent sections of the report. Meetings with MONE Directorate of Kindergarten/Elementary Education During this quarter, DBE1 participated in a series of regional workshops organized by the Directorate of TK-SD in each of five regions, covering some 15 provinces. Details of the workshops and outcomes are provided below in the section 2.3 on cooperation with the School-Based Management Secretariat (MONE) under Chapter 2, School and Community Programs. Meetings with Ministry of Home Affairs (MOHA) During the quarter DBE1 had two meetings with staff from the Directorate General of Regional Development, MOHA. The purpose of the meetings was to describe DBE1 experience in providing technical assistance to districts in producing renstra that are in line with MOHA regulations. MOHA officials were very pleased to review results of renstra from several districts as well as the methodology (manuals and software) that DBE1 has developed. They were particularly impressed with the fact that the DBE1 methodology begins with data analysis from a database (SIKKP). MOHA staff requested to visit renstra training in order to better understand the methodology. In addition, DBE1 will be invited to act as resource persons for development of new MOHA technical guidelines for strategic planning. Provincial showcase workshops In late July, early August, DBE1 collaborated with DBE2 and DBE3 in each province to conduce a provincial workshop to showcase good practices developed through the project. The aim was to encourage dissemination by partner districts and, in some cases, new districts and to engage the provinces and hopefully interest them in supporting dissemination. National stakeholders from MONE and MORA also participated in these workshops. DBE2 Training of Trainers on Active Learning for Higher Education (ALFHE.) DBE1 participated in a TOT conducted by DBE2 between August 11 and 13. Participants included lecturers from ten DBE2-partner universities and coordinators of Praktik Pengalaman Lapangan atau Program Pengalaman Lapangan (PPL.) Representatives of five universities from Central Java also took part. Participants 2 More Effective Decentralized Education Management and Governance

27 learned about school s active learning methodologies which could also be applied for learning at university level. Meeting with AusAid and World Bank on Aceh program On 7-8 September, the expansion program for DBE1 district level interventions was formally launched in Aceh. The meeting was attended by USAID, DBE1, AusAid and World Bank SPADA project. The launching was strongly supported by senior personnel from the province and parnter districts. The District Heads from Aceh Besar and Aceh Tengah both gave inspiring addresses, which demonstrated well their high level of understanding and engagement with the DBE program in their districts and a shared commitment to the goals of the project. This formal meeting followed a series of consultations between AusAID, which is simultaneously launching the new SEDIA project in Aceh, and DBE1. As a result of these meetings, agreement was reached for the projects to coordinate well in order to maximize the impact and sustainability of both. DBE1 will focus of assisting districts in Aceh to improve management and governance at district level and to produce education development plans (renstra) that align with provincial plans and policies as well as financial analyses and sound education planning data. AusAID contractors will coordinate closely with DBE1 with the aim to help ensure sustainability after the USAID project closes. In addition, DBE1 is holding ongoing discussions with the World-Bank funded BEC- TF, which also operates in Aceh. The programs will only overlap in the case of the district level finance analysis (AKPK). Meeting with MONE and World Bank on school-based management study On 2 nd September, DBE1 attended a meeting hosted by the World Bank to give inpout in an Expert Panel Discussion on school-based management. DBE1 was represented by Bpk Basilius Bengoteku, Handoko Widagdo, Robert Suharno and Panji Wasmana. DBE1 gave a presentation on the project s experience in faciliting implementation of school-based management. Other than DBE1, the meeting was attended by representatives of MONE, the World Bank, LAPIS (AusAID) and CLCC (UNICEF/UNESCO) along with a team of consultants. The workshop commenced with opening remarks by Bpk Bambang Indriyanto, Secretary DG, Mendikdasmen, MONE. A presentation by World Bank consultants was followed by discussion on the following three questions: Session 1: Identify issues: What works and does not work school decentralization? What are the barriers to effective school-based management? Session 2: Meet the challenges: What interventions, programs, training might be implemented to encourage more effective school-based management? Session 3: What should be learned from the school-based management study? DBE1 also presented a policy note on management of school finances to the meeting. More Effective Decentralized Education Management and Governance 3

28 Provincial Meetings in East Java On August 6, DBE1 Jakarta and East Java met with the East Java Provincial Regional Development Planning Body (Bappeda) to discuss strategies to support the provincial government s plans to improve the quality of education and the development of innovative education-sector policies. A number of follow-up meetings also took place: August 12: Meeting with the Head of the Education Office, Office of Religious Affairs, Education Council, Bapeda, and others. August 13 and 21: Meeting with the Secretary of the Provincial Religious Affairs Office to discuss issues related to religious and pesantren education in East Java. August 25: Discussion with the Head of Education and sub-division offices on lack of a mechanism to evaluate work results. On September 9 to 10, DBE1 together with the East Java Provincial Bappeda also held a workshop to obtain information on religious education in madrasah and pondok pesantren. It is intended that this information will be used as input for provincial education policy. Meeting with MONE, the District Education Office, Nganjuk, and BEC-TF (Basic Education Capacity Trust Fund) On June a meeting was held between the Nganjuk Education Office, DBE1 and the World Bank-funded BEC-TF project to discuss the next steps in cooperation to prepare capacity development plans (RPK). The Education Office requested that DBE1, represented by the DC and Assistant DC, provide a picture of the DBE1 programs which have already been conducted. It appeared that some of these programs are very similar to those conducted by BEC-TF. As a result, MONE requested DBE to assist in the implementation of future BEC-TF programs in order to ensure a synergy between DBE1 and BEC-TF. This request was responded to well by Pak Teguh and Pak Syarif as BEC-TF consultants. Subsequently, in September, DBE1 met with the Nganjuk Education Office and BEC- TF to discuss the training of some 300 SD/MI on RKS/M. It is intended that this BEC-TF training will adopt DBE1 standards and methodologies and will be held from October 12 to 17. In this meeting, the Education Office representative suggested that BEC-TF also adopt DBE1 methodologies on school committee members and capacity building for principals. Boyolali Education Office Decree policy to support synchronized planning of schools and district On July 27, DBE1 assisted the District Education Office of Boyolali to present its new decree to support the synchronized planning of schools and the district to other stakeholders for their input and suggestions. A total of 37 people participated in this event, representing the District Parliament, District Development Planning Board (Bappeda), the Education Council, Office of Religious Affairs, Indonesia Teachers Association, Non Governmental Organizations, the Association of School Principals, 4 More Effective Decentralized Education Management and Governance

29 as well as Technical Implementation Unit and other units/sub-divisions of the Education Office. Based on the inputs, the decree will be revised and is planned to be implemented during budget year. In addition, as part of the effort to support the implementation of this decree, from 25 to 27 August, Heads of Technical Implementation Units and supervisors from Boyolali District were trained on the school planning process. This decree was the District s first step to synchronize the planning of schools, which is based on Regulation of Minister of National Education 19, 2007, and district level planning, which is based on Regulation of Minister of Home Affairs 59, Meeting with the Central Java Provincial Education Office to discuss free education policy On July 27, the DBE1 Central Java Provincial Coordinator was invited by the Head of the Central Java Education Office to participate as one of the speakers in a meeting to review the possibility of implementing an affordable education policy in Central Java. In this meeting, topics of discussion included the need to have provincial-level policy on free or affordable education program and goals to be achieved with such program. Further discussions will be hold in future meetings. This is a complex issue, but the problem of banning parental contributions (as some interpret free education ) is that it not only limits the school s ability to generate funds for development but it restricts parental and community participation in school affairs, both of which are positives. Affordable education may be a more realistic and flexible policy platform ideally with special consideration given to poor families. Anticipated Next Steps DBE1 will continue to work closely with the various GOI departments and non-government stakeholders in the coming quarter to strengthen implementation, dissemination and sustainability of core programs and support policy development at all levels Coordination and collaboration at the provincial and district levels is becoming increasingly important as DBE1 efforts to support the policy development process and to promote sustainability and dissemination of good practices developed through the project are taking effect. Manuals and publications for school based management will be finalized over the coming three months and after endorsement by MONE/MORA at least 1,500 sets of materials will be produced and distributed nationwide. Ongoing efforts to promote donor harmonization and the adoption or adaptation of DBE1 programs and approaches by other donors will include further meetings with the World Bank, UNICEF/UNESCO and multi-donor meetings. Continue meetings with MONE to finalize supervision and certification programs. More Effective Decentralized Education Management and Governance 5

30 1.2. Monitoring, Evaluation, and Reporting (Task 2 and 3) Over the past three years, DBE1 has completed seven routine monitoring reports (Baseline Edition 1 and 2 plus monitoring progress reports 1-5). The fifth monitoring began with collection of data for school level programs in July August 2008; and district program data was collected in January February We expected to complete monitoring report 5 during the previous quarter; however, through DBE1 data quality assurance, monitoring data submitted in July August 2008 from a few schools for certain indicators was found to be inaccurate. Consequently, DBE1 personnel in all provinces were required to validate the data for the indicators in all DBE schools. The validated data was collected and analyzed during the previous quarter and monitoring Report 5 was drafted. The draft required a great deal of editing which was done during the current quarter. The report was submitted to USAID in July DBE1 continued to revise the Project Monitoring Plan (PMP) including revision of Project Performance Indicators that began in the previous quarter. The revised PMP is based on DBE1 s revised Scope of Work and new set of deliverables (August 2008). The deliverables became official with the signing of the modification by USAID in June The updated PMP was submitted to USAID in June All future monitoring will be based on the revised Project Performance Indicators. During the quarter data was collected and analysis begun or Monitoring Report # 6. Report 6 will be based on the revised indicators in the updated PMP as described above. Report 6 will be submitted by November Data collection for report 6 will begin in the next quarter. Monitoring of ICT grants proceeded on schedule. Initial report was drafted. Initial report will be finalized and submitted to USAID by December Special Studies Related to Deliverables During the remainder period of project implementation, in addition to monitoring Project Performance Indicators, DBE1 will carry out a number of special studies to better determine the impact of DBE1 programs. These will include: (i) studies on impact of school level interventions (school development planning (RKS), annual planning and budgeting (RKT/RKAS), leadership and school committee training); (ii) study on the extent and quality of dissemination/replication of DBE1 interventions; and (iii) special studies on DBE1 district level planning and financial analyses to provide inputs for education policy at all levels of government. The study to assess the impact of DBE1 programs at the school and community level began several months ago. After reviewing the initial data, the DBE1 impact assessment team decided that more qualitative data was needed to enrich the study. During the previous quarter in conjunction with Regional Economic Development Institute (REDI) in Surabaya, eight volunteers were trained to gather qualitative data about school and community activities. Each volunteer then spent about one week each in a village or city in South Sulawesi (Kota Palopo and Kabupaten Enrekang) and East Java (Kabupaten Tuban and Kota Mojokerto). The volunteers recorded all activities that took place within or around the school: e.g., visits of parents or school 6 More Effective Decentralized Education Management and Governance

31 committee members to the school, school meeting in the evening. During the current quarter, data was analyzed and the drafting of a report was begun. The impact report will be prepared by November An initial study on replication was submitted to USAID in October This first study aimed to inform DBE1 planning and practice for the remainder of the project implementation period in order to maximize the effort to replicate the RPS program and to enable DBE1 to better advice and guide counterpart governments and nongovernment institutions on replication. As reported in detail in Quarterly Report 16, the study was conducted during the period March-May 2008 at program and school levels. Since that study was conducted, it has informed DBE1 practice. A follow up study commenced during the current quarter. The second study will focus on the quality of school/community level interventions and assess how the RPS programs have been implemented by schools. An interim report will be produced during the next quarter with a final report to be prepared by January Following consultations with USAID, DBE1 no longer intends to conduct the BOS Impact study, which was included as a deliverable, as it is now several years since BOS was introduced and the policy is well institutionalized. Meanwhile BSNP have requested support with developing a personal cost index which is a more current and relevant policy issue. In response to this request, we plan to conduct a pilot personal cost study instead of the BOS Impact study. Activity Table 1.1 Monitoring, Evaluation and Reporting Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Revise PMP including Performance Indicators & targets in accordance with new SOW 1 doc Nov 09 Completed Completed Revised if required by USAID Routine monitoring reports 9 reports Jan 10 5 reports 1 1 Special study on implementation & impact of DBE1 school development planning 1 report May 09 In process Commenced Study completed Special study on implementation & quality of dissemination programs 2 reports Jan 10 1 report completed Interim report commenced Interim report Special study on implementation & impact of district level programs 1 report May 09 SOW drafted SOW was submitted for USAID approval during the quarter Implementation & impact of DBE1 ICT grants program Annual Dec 09 Routine Initial report drafted Initial report completed More Effective Decentralized Education Management and Governance 7

32 Anticipated Next Steps Finalize monitoring report 6. Analyze data for school/community impact study and submit report by November Begin second study on dissemination. Begin recruitment of personnel to conduct the study on district level interventions after contract modification. Continue to monitor grant implementation and prepare initial report by December Project Data Management System (PDMS) (Task 4) During this quarter, members of DBE1 Jakarta and provincial ICT team routinely checked PDMS data to ensure participants of DBE1 training activities were counted accurately. On the 28 th of every month, DBE1 Jakarta sends training participants records to each province. This data is then cleaned by DBE1 provincial team and sent back to the national office within a week or two. This is conducted because participants often record their name in many ways. For example, the name of Tita Meuthia Rachmaniah, could be recorded in different ways, such as Tita, T. M. Rachmaniah or Tita M. Rachmaniah, resulting in three different records for the same person. This activity is done also to assure that each individual trainee, even if he/she is trained in more than one area or topic of training, will be counted only once. The difference will be in the depth of training. Activity Table 1.2 Progress in Managing PDMS Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Improve PDMS queries & correlations features Finalize & distribute PDMS User Guide Data input, update, and cleaning Finalize & distribute PDMS User Guide - Sept 09 In process In process Finalize queries & correlations features - Sept 09 In process In process Guide finalized Monthly Sept 09 Routine Routine Routine Annually Sept 09 Routine Routine Routine Update replication data Quarterly Sept 09 Routine Routine Routine Update selected project implementation data Quarterly Sept 09 Routine Routine Routine Anticipated Next Steps Improve data quality through accurate data input, update and cleaning process in a timely manner. 8 More Effective Decentralized Education Management and Governance

33 Continuous improvement on PDMS functionalities and features. Enhance province ICT team productivity in school and district level data management. More Effective Decentralized Education Management and Governance 9

34 2. School and Community Programs DBE1 works at both school / community and at district levels to improve the management and governance of basic education. At the school and community level the program includes school development planning (Rencana Kerja Sekolah or RKS) supported by a computer-based school data-base (SDS), and strengthening of the role of school committees and principals as school leaders. School & Community Program Goals Complete implementation of school based management programs in 1,272 DBE elementary & junior secondary schools Strengthen 1,000+ pengawas to implement DBE1 school programs Finalize & sanction school level implementation manuals & training materials The core activity at school and community level was completed some time ago. Focus is now on supporting implementation, sustainability and dissemination. 2.1 Elementary School Level (Task 5) Table 2.1 Progress in School & Community Program - Elementary Level (SD/MI) Activity Target Volume Target Date Status Facilitate Implementation & Updating RKS 1,076 Dec 09 Ongoing Complete 2nd round Annual Plans & Budgets (RKT/RKAS) 1,076 July 09 Completed Complete 4 rounds school committee training 1,076 Dec 08 Completed Implement training for new module village development funds (ADD) (Musrenbangdes/kel) 1,076 Jan 09 Completed Train & install School Database System (SDS) 1,076 July completed Support Pengawas/DF Forums 20 x 50 districts Dec 09 Ongoing School Development Planning All target schools and madrasah have now completed their plans. RPS/RKS are fouryear school development plans, while RKT are annual work-plans which align to the school year (July-June) rather than the GOI financial year (January-December). During the current year, the focus for support has shifted from RKS preparation to implementation. The main strategy is to facilitate the preparation of annual work- 10 More Effective Decentralized Education Management and Governance

35 plans and budgets in schools which translate the priorities identified in school development plans into operational annual plans. In this quarter all elementary schools and madrasah in all target districts (Cohort 1 and 2) were given assistance to prepare workplans. This assistance was provided on-site primarly by local government school supervisors (pengawas) trained by the project as District Facilitators. As this is the first time that schools have adopted these strategic planning principles it is important to provide ongoing mentoring and assistance to ensure that the development plans actually guide programs and make a difference to quality rather than just gather dust sitting on a shelf. The aim is ultimately to institutionalize a culture of continuous improvement in schools. As the RPS/RKS are four-year school development plans, schools and madrasah in Cohort 1 should have implemented their plans and should be preparing new plans for the start of the new school year. To facilitate this process we plan to assist all Cohort 1 elementary schools and madrasah to prepare a school data base (SDS) in the coming quarter. 3 This will then provide the school profile required for preparation of a RKT development workshop in Pidie, Aceh. new school development plan. Whilst initially these schools produced RPS in line with the current regulations at the time, they will now be able to prepare RKS in line with the latest manual and newer regulations. While in DBE1 specialists and district coordinators provided the training, this time district facilitators, most of whom are school supervisors under the local education office, will provide the training. DBE1 continues to support this group in order to increase the effectiveness and sustainability of the program through routine forums. Where possible, we have used existing forums, such as Forum Pengawas rather than establish a new structure. In some cases, local decrees (SK) have been issued. Anticipated next steps Assist all Cohort 1 elementary schools and madrasah to prepare a school data base (SDS) in the coming quarter. Facilitate preparation of new school development plans in Cohort 1 elementary schools and madrasah in early Continue to support school mentoring by district facilitators (pengawas) in all schools and madrasah. 3 With the exception of schools and madrasah in East Java and South Sulawesi which have already prepared the SDS. More Effective Decentralized Education Management and Governance 11

36 Continue to support district facilitators and school supervisors in this role through monthly forums. School Committee Strengthening No major interventions took place this quarter. The training of school committees in target schools and madrasah using the module framework developed by DBE1 was completed in the previous quarter. In this quarter a follow-up study was conducted to determine the effectiveness of training provided to school committees and village officials in the early part of this year to enable them to lobby for funding from village budgets for school development programs identified in RPS/RKS. A report on this study will be included in the major report on impact of DBE1 programs due to be submitted next quarter. Key findings are as follows: The program designed to train school committee on musrenbang has increased awareness among school committees and village officials of the need to conduct musrenbang. Of the 399 villages that were trained on musrenbang, 288 or 72% of them conducted musrenbang. Before DBE1 introduced training on musrenbang, a majority of the villages had never invited school committee to attend the musrenbang in this capacity. After the training, of the 106 schools that took part in the musrenbang, 73% of them were invited to attend on behalf of school committee. A number of reasons were identified as to why some 27% of the targetted villages chose not to invite the school committee to participate in musrenbang: (1) there was no formal advice (juklak or juknis) available on musrenbang; (2) the school committee leader/s are regarded as community leaders and are already invited in this capacity; (3) the villages did not know that they should invite the school committee; (4) the school committee is under District Office of Education jurisdiction; (5) the school committee was regarded as knowing little about education problems. From the total 368 school development programs proposed in musrenbang, 82% may be categorized as infrastructure programs, and of these programs, 65% are derived from the RPS or RKS. This corresponds with the DBE1 objective that after the training, the schools should seek resources from a range or sources. It also nicely supplements the BOS programs which cannot be used to fund infrastructure. Anticipated next steps School level impact study to be completed and published next quarter Follow-up workshops for PJOK (school committee treasurers) to be conducted next quarter to ensure that funds provided for school development programs from village budgets are well managed 12 More Effective Decentralized Education Management and Governance

37 Follow-up workshops for musrenbang to be provided next quarter, taking account of lessons learnt in the first round, to prepare school committees to participate in the musrengbang process at village level. Leadership Training No major activity took place this quarter. Delivery of two one-day training sessions designed to strengthen the leadership capacity of school principals was completed in all districts early this year. The focus was on developing understandings and skills for participative management to support the involvement of community, school committees and teachers in the preparation and implementation of school development plans, workplans and budgets. The impact of this training was assessed in a special small study conducted in one district, Karanganyar, during the previous quarter. A report on this study will form a part of the report on the large impact study currently being finalized. Key findings of the leadership training study are as follows: At a minimum, the program provided school principals with new insights on leadership. Respondents were somewhat unclear in their recollections of the training and its timing. A range of responses were received concerning the impact of the leadership training. These can be categorized as follows: (1) increased understandings, (2) changes in management practice, (3) changes in the type of leadership, and (4) others. The most common response refered to increased understandings. Well before the leadership training was provided, principals had already included teachers, school committee representatives and community members in the process of preparing RKS. They thus felt that the training did not make much difference in this particular respect as the various members of the RKS working groups already understood their roles and knew what they had to do. There was no conflict reported in any of the schools surveyed; either new conflict or latent. All schools indicated that they were able to resolve disputes at the school level. They typically use a family or traditional consultative approach for this (azas kekeluargaan or musyawarah). Comments about the training from school principals were very positive. On the whole they said that the training was interesting and helpful. The main suggestion made was the training should include teachers and school committee members. The inclusion of school supervisors in the training was appreciated. The result of interviewing school supervisors (pengawas), teachers and school committee memers, was that they generally strongly supported the provision of this training. The pengawas were very positive about the impact, whilst teachers and school committee members were unable to comment with any certainty. This is understandable as the pengawas participated in the training, whilst teachers and school committee members did not. More Effective Decentralized Education Management and Governance 13

38 Anticipated next steps School level impact study to be completed and published next quarter School Database System (SDS) During this quarter, DBE1 team members and SDS facilitators (trained school supervisors and teachers) met together with MONE representatives to evaluate quality and completeness of SDS data and the SDS instrument. The aim of the meeting was to obtain information from the provinces on experiences and lessons learned. In this meeting we also discussed the differences between BOS 2007 and 2008 with the MONE team. Some results of the workshop were: Participant of SDS training in Karawang, West Java For provinces that have not completed the SDS process (Aceh, West Java/Banten,) new SDS training will be provided. For Cohort 1 schools which have completed the SDS process (East Java and South Sulawesi) a refresher course will be conducted. New SDS training will be provided for Cohort 1 (North Sumatra and Central Java). However, the implementation will need to be well coordinated with DBE2 because these schools already took part in DBE2 SRC training. All Cohort 2 schools in all provinces will receive refresher training. Activity Complete SDS training for trainer Table 2.2 Progress in SDS Development Target Volume 50 district coordinators SDS facilitators + 15 DIS/JDIS/DIA Target Date Status at end of Quarter Achievement this Quarter Target Next Quarter April Completed None Initial Round SDS Completed 550 cohort cohort-1 Jun Completed Refresher SDS Evaluate SDS implementation & training program; revise materials 1 set July 09 Completed Completed Strategy for cohort- 1 implementation Revise SDS SD/MI and SDS SMP/MTs 2 sets May 09 SDS SMP/MTs Partially completed SDS SD/MI completed Finalize SDS SMP/MTs Revision Implement revised SDS program/ second round (386 cohort-1 elementary) 386 Sept Continue remaining cohort-1 elementary 14 More Effective Decentralized Education Management and Governance

39 Activity Implement Refresh SDS SD/MI Target Volume 550 cohort cohort-1 Target Date Status at end of Quarter Achievement this Quarter Target Next Quarter Oct 09 In process In process Finalized Refresher SDS SD/MI Aceh EMIS strengthening 2 districts 10 sub-districts 52 schools Apr 10 Phase 1 completed Phase 2 partially completed Finalized phase 2 Anticipated Next Steps: Complete SDS new training for 386 cohort-1 schools. Complete SDS refresher for 690 cohort-1 and cohort-1 schools. Monitoring and evalution on SDS implementation and usage. 2.2 Junior Secondary School Level (Task 5) School Development Planning Some confusion has arisen in the field concering school development planning in junior secondary schools as the Directorate has issued a directive requiring certain cagetories of schools to prepare plans following a format that differs from the DBE1 model. This includes schools designated as international standard (SSI), national standard (SSN) and those applying for status as national standard (calon SSN). The Directorate s model for school development planning, set out in a document titled Panduan Penyusunan RPS untuk Sekolah Calon SSN atau Potensial Tahun 2008, differs from the DBE1 model in significant ways. While the DBE1 model follows the categories for school profiles set out in Permendiknas No.19 Tahun 2007, the Directorate s model uses a different set of categories. DBE1 was previously advised by the Directorate (Kasubit) that the DBE1 model provides a legitimate alternative for all schools. However, we have not yet had the opportunity to have this policy confirmed by the Director and our experience in the field is that schools which fall into the above categories usually prefer to use the Directorate s version in order to be sure of meeting requirements for accreditation. During this quarter we conducted a thorough analysis comparing the two models of school planning. We intend to clarify the matter with the Directorate in the coming quarter. A joint planning workshop was held with Provincial Coordinators from DBE1 and DBE3 on 4 th September. Ibu Mimy Santika from USAID also attended. It was agreed that school improvement activities have proved to be most effective when conducted in an integrated manner, meaning that activities to improve school management Representatives of MTs Al Washliyah, Tebing Tinggi, finalized its School Plan. More Effective Decentralized Education Management and Governance 15

40 and governance should be linked to activities to improve the quality of teaching and learning in the classroom. While DBE1 is responsible for improving the quality of management and governance and works with the staff of schools and their committees to develop school work plans and budgets and to train school committees, DBE3 is focusing on improving the quality of teaching and learning across all the main subjects by training teachers, school principals and supervisors. DBE3 is also training school principals and supervisors in instructional leadership. It was agreed that in order to have the greatest impact it is essential that these activities are coordinated and mutually supporting. Both DBE1 and DBE3 use similar approaches to training. Both use facilitators selected from local government personnel. DBE1 facilitators are mainly school supervisors, while DBE3 facilitators are mainly teachers but with a number of school principals and supervisors. Both have developed training manuals which the facilitators have been trained to use. Both DBE1 and DBE3 are adopting a similar approach to dissemination. To qualify for project assistance both require replication to be carried out in full using their own approved training manuals and delivered by qualified facilitators. Both are willing to provide funding for the facilitators on condition that the other costs of the training including the costs of the participants are covered by local sources of funding. In order to maximize the impact of the school improvement activities at junior secondary school level DBE1 and DBE3 have decided to coordinate activities wherever possible. What this means in real terms this means is explained below. DBE3 has recently expanded its activities to an additional six junior secondary schools in 25 extension districts. DBE1 will give priority to any of these schools requesting training in school planning and budgeting and will fund the facilitator costs to implement school planning and budgeting training in those schools, providing the other costs of the training are covered from local sources. Many non-partner schools in DBE partner districts have requested dissemination of both DBE1 and DBE3 activities and many non-dbe partner districts have also requested support with dissemination. DBE1 and DBE3 at province and district level will coordinate their activities to give priority to schools that have requested assistance from both DBE1 and DBE3 and fulfill the other necessary criteria for receiving assistance including the necessary commitment, leadership and the willingness to finance their portion of the training costs. In the implementation of the DBE1 and DBE3 training the DBE3 training in teaching and learning should precede the DBE1 training in management and governance in order that schools have an idea of the aspects of teaching and learning they wish to improve before embarking on planning and budgeting. In order to support these links between the training in teaching and learning being delivered by DBE3 and the training in school planning and budgeting delivered by DBE1 some of the facilitators delivering the DBE3 training 16 More Effective Decentralized Education Management and Governance

41 should also attend and be involved actively in the DBE1 planning training. The most suitable personnel would be DBE3 facilitators who are either school principals or schools supervisors. DBE3 is prepared to fund their attendance at DBE1 school planning and budgeting training activities There is a need to increase the attention in school plans and budgets (four year and annual) to concrete/operational ways to improve the delivery of education. It is hoped that the involvement of DBE3 facilitators will help participants in the DBE1 school planning and budgeting training to focus on areas which will support improvements in the quality of teaching and learning. A number of concrete suggestions were made for this. Anticipated next steps Plan to meet Directorate of Pembinaan SMP to discuss progress with DBE1 programs and clarify the status of the DBE1 model for RKS. Plan to have a meeting with DBE3 at national level to discuss technical training of RKS. School Database System (SDS) During this quarter a meeting was held with the MONE Directorate for Junior Secondary schooling to discuss the possibility of implementing SDS at SMP/MTs. The Directorate has developed its own school data management application package, known as Paket Aplikasi Sekolah or PAS. Although some schools have already implemented the DBE1 SDS and demand is reasonably strong for dissemination in some areas, it has been decided not to proceed with implementing SDS in core DBE1 schools due to limited project resources and the fact that the Directorate has already developed and is implementing PAS. Anticipated Next Steps: Conduct monitoring and evalution on SDS implementation and usage. School Committee Strengthening All school committees in target junior secondary schools and madrasah have now been trained. This consisted of a one-off introductory training event to clarify the role and function of school committees. Anticipated next steps Ongoing suport should be provided by district facilitators and local government Conduct monitoring and mentoring of school committees (by DC and DF) More Effective Decentralized Education Management and Governance 17

42 Leadership Training Leadership training has now been completed in all target junior secondary schools and madrasah. This consisted of a one-off leadership training event, delivered to groups of school heads and supervisors (pengawas). In some districts principals from juniorsecondary schools and madrasah joined their colleagues from the elementary schools and madrasah for this training. In others the training was provided separately. Anticipated next steps: Ongoing suport should be provided by district facilitators and local government. Conduct monitoring and mentoring (by DC and DF). 2.3 School-Based Management Secretariat (MONE) (Task 5) DBE1 continued to consult with MONE s Directorate of Elementary Schooling (Direktorat Pembinaan TKSD) this quarter. The DBE1 materials for school-based management are to be adopted by MONE for use in all elementary schools throughout the country. This consultative process ensures that DBE1 manuals align with GOI policy (laws and regulations) and that the format meets GOI standards. The materials will now be published in final form with introductory statements by the Directors from both the MONE Directorate and MORA. This is a very important means of supporting both sustainability and dissemination. As an outcome of the ongoing consultations between DBE1 and MONE, particularly the secretariat for school-based management within the Directorate for Kindergarten and Elementary Schooling, DBE1 was asked to provide presentations on school-based management in a series of regional workshops being run by the Directorate. The KTSP workshops provided a forum for DBE1 to introduce the elements of the program for school-based management to personnel drawn from some 19 provinces including around 200 districts in the country. Workshops in three more regions are planned but schedules have not yet been confirmed. Details of the sessions to date are shown in Table 2.3, below. Table 2.3 MONE Regional KTSP Worskhops Date Participating Districts Number of Participants (Principal, teacher, and Education Office Representatives.) July Provinsi Riau, Kepulauan Riau, Sumatera Barat, Jambi July Provinsi Sulawesi Selatan, Papua Barat, Maluku Utara, Maluku July Jawa Timur, Gorontalo, Sulawesi Utara More Effective Decentralized Education Management and Governance

43 Date Participating Districts Number of Participants (Principal, teacher, and Education Office Representatives.) September Aceh, Sumatera Utara, Sumatera Selatan September Sulawesi Selatan, Papua Barat, Maluku Utara, Maluku In the context of these workshops, DBE1 was asked to provide a brief introduction to the approach developed in consultation with MONE and MORA to introduce schoolbased management to elementary schools and madrasah. We were allocated three hours in each of the workshops. While the organizers from MONE hoped that in this context, participants would receive basic training in school-based management and how to prepare RKS/RKAS it was only possible in three hours to provide a brief introduction. In general, prior to the workshops, the participants were not aware of the DBE1 program. Surprisingly, this included from the Makassar and Surabaya, where DBE1 has been providing interventions for some time. These are large and diverse districts and it appears that the representatives of the local education offices who attended were not high-level decision makers or personnel who have been engaged with the DBE1 program. The response of participants was very positive. In particular a strong demand exists among school principals and pengawas to receive the DBE1 training package for school-based management. This could be seen from the questions and requests of participants. Comments, questions and requests highlighted the following points: How can the DBE1 program be expanded to include their districts and schools, keeping in mind that the DBE1 project is nearly finished? The participants agreed that school-based management cannot be implemented purely at the school level, but also requires intervention at the level of district (kabupaten/kota). The feeling was that the DBE1 district level program is needed in their districts. How can schools prepare RKS/RKAS making use of the computerized database packet (SDS)? Can they use pengawas who have already been trained from other districts? Based on these questions and requests it is clear that there is strong demand at the level of schools for support to implement programs to disseminate DBE1 schoolbased management training. The participants appeared to be aware of the importance of data-based school planning. It was explained that up until now they generally prepare annual plans and budgets (RAPBS) based only on the experience and thinking of the principal without involving any other stakeholders. Consequently they were very enthusiastic about follow-up for the DBE1 program especially RKS and SDS. However the problem is how to achieve this and the question remains as to who they can approach for support and training. More Effective Decentralized Education Management and Governance 19

44 In particular, SDS received an exceptionally positive response. A number of participants immediately tried to apply SDS on their laptops. The Head of Kindergarten and Elementary Schooling (Kepala Bidang TK/SD) in Bireuen, even met with a DBE1 representative following the meeting in order to receive help so he could use the SDS software straight away. Notwithstanding this, it was rather disappointing that the response of participants from higher levels province and district - was less apparent. Representatives of Dinas Pendidikan Kabupaten/Kota were generally not so involved in the discussion on RKS, BOSP or other DBE1 programs, although they were supposed to be representing the district-level policy makers. This was possibly due to the fact that provinces and districts were represented more by technical staff and not decision makers, who may have felt more confident to make comments or express interest. In every region, many participants (school principals and teachers) commented that they would really like to receive support from DBE1 and asked why their province, district, school was not included in the program. The participants thanked DBE1 for attending the workshop and were most appreciative of the CD they were given. Many promised that they will read and learn from the material and hope that their schools will benefit. Based on the evaluation, RKS was among the material most appreciated by the participants, although they recognize that they would require further support in order to implement it and prepare a school development plan in their own schools. Many expressed the wish that they could indeed receive follow up training to enable them to implement the program. Table 2.4 Progress with School Based Management (MBS) Activity Target Volume Target Date Status Complete Package Components 1 set Dec 09 Final revision completed School Development Planning manual Monitoring & Annual Plans & Budgets manual School Committee training modules Principals Leadership training modules Introduction to Active Learning (PAKEM) modules School Database System (SDS) All approved by MONE, to be published in January 2010 MBS Consultant full-time in MONE 1 person Dec 09 Already Package sanctioned by MONE Full set Dec 09 Already approved, endorsement in process Anticipated next steps A final workshop with the MONE MBS secretariat is planned for early in the coming quarter. The workshop will aim to complete finalization of all manuals 20 More Effective Decentralized Education Management and Governance

45 and to ensure that all of the relevant manuals will align with standards and format for the Direktorat Pembinaan TK dan SD, Depdiknas. Introductory statements (kata pengantar) for each manual will be signed by the Director of the Direktorat Pembinaan TK dan SD for each manual. All DBE1 MBS materials could be used as one of MBS training materials by the Direktorat Pembinaan TK and SD.\ DBE1 will present school-based management programs again in the remaining three regional KTSP workshops when these are held. More Effective Decentralized Education Management and Governance 21

46 3. District Level Management and Governance/ Advocacy This program component intends to improve the capacity of district governments and other stakeholders in planning and financing education development, and increasing accountability and transparency by facilitating opportunities for parents, community members and other stakeholders to voice their concerns and aspiration for better quality education in the district. During the quarter, the major activities implemented were primarily in the areas of governance, education finance and education development planning. These activities are described next. Also during the quarter DBE1 s contract was modified to extend assistance in education management and governance to an additional 18 districts in Aceh; this is reported in Section 4. District Level Program Goals Assist 35 districts to produce 5 year strategic education development plans and financial analyses Assist 35 districts to make annual plans & budgets in line with strategic plan Assist up to 10 districts to produce education policies Assist 5 districts to implement computer based personnel, supervision & assets management systems Finalize & sanction manuals & training materials for the above 3.1. Education Governance (Task 6) Education Sector Good Governance and Stakeholder Forums During the quarter the good governance program focused on completing training for district education council (Dewan Pendidikan) members in two districts in Aceh (Aceh Besar and Banda Aceh) and facilitating multi-stakeholder forums or meetings where stakeholders including district legislature (DPRD), Dewan Pendidikan, media and NGOS had an opportunity to review and provide feedback on draft strategic plans, financial analyses and education policy formulation. DBE1 also continued to provide technical assistance to districts produce district educations regulations (perda pendidikan, etc.) and continued assistance to East Java provincial government for development of education policies. The good governance program also included DBE1-faciliated workshops in two provinces where DBE-supported districts discussed plans and policies with provincial stakeholders; remaining provinces will conduct similar workshops in the coming months. 22 More Effective Decentralized Education Management and Governance

47 Activity Table 3.1 Summary of Progress in District Governance Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Complete training/facilitation on roles and functions for district education boards (Dewan Pendidikan) Facilitate education policy formulations at district and 1 province (Aceh) Facilitate workshops for provinces & districts to review plans & budgets and advocate for district support 49 March completed Dec June Capacity Building for Education Governance Stakeholders In Aceh DBE1 presented data to newly inaugurated provincial education council members (MPD) to help them better understand how data analysis can lead to better planning and policies. Members of the district council in Deli Serdang district, North Sumatera, voiced their opinions in a DBE1 facilitated public consultation on the draft renstra and discussions on education finance. The DBE1 West Java/Banten team assisted the Karawang and Tanggerang education board to formulate recommendations and feedback on the district s draft renstra. A Good Governance Education Sector forum significantly increased the capacity of education council and other stakeholders in Kudus, Central Java to better understand the underlying data and financial analysis upon which districts plans and policies were drafted. After initial DBE1 efforts, education council members from Pasuruan, East Java decided to regularly monitor education in district schools. With information gathered from this experience council members better understand school needs as a basis for policy recommendation. The board members will also henceforth be actively involved in formulating district work plans. In Sampang district focus group discussions with district stakeholders were held to assess quality of district support to schools. DBE1 East Java also facilitated meetings with provincial stakeholders to gather inputs for policy formulation for that province (see more below.) Finally, at least partially as a results of DBE1 efforts in promoting good governance in the education in Soppeng district, South Sulawesi the head of the district issued an instruction that members of the education board as well as NGOs and other stakeholders should be represented in a team to produce a new regulation on education (see more below). DBE1 facilitated education board inputs in formulating the district education renstra in a number of districts including Enrekang, Luwu, Sidrap and Palopo. 4 In some provinces Dewan Pendidikan training has been replaced or supplemented with Multi-stakeholder forums in which DBE1 facilitates inputs and reviews of draft plans, financial analyses and policies as a means to promote better governance in education. 49 such forums had been completed through the quarter. More Effective Decentralized Education Management and Governance 23

48 Policy Development As reported last quarter, East Java province Bappeda and Dinas Pendidikan have asked DBE1 to provide inputs in formulating new education policies in the province. While DBE1 provides the technical inputs, the provincial government has allocated substantial amounts to fund meetings, workshops and other types of research. The process started last April with a presentation of renstras for six districts, AKPK for Kota Surabaya and BOSP results for nine DBE1 supported districts to Head and staff of Provincial Education Office and officials from Regional Planning Board. Heads of district Education Offices highlighted strategic issues faced by the districts and the need for coordination of efforts undertaken by the different levels of government. Officials from both Provincial Education Office and Bappeda expressed their appreciation for the planning work undertaken by the districts and asked them to process the programs and activities proposed to be funded by higher levels of government through the regular planning BOSP team members of Pasuruan, East Java, discussed results of calculations mechanism (from district coordination bodies up to provincial planning coordination meetings). The initial April meeting was followed by a series of subsequent meetings that begun during last quarter and continued in the present quarter. The policies to be developed are focused on the governor s campaign pledge to increase support to Islamic boarding schools (pesantren/aliyah) and to improve literacy rates in the province. DBE1 methodologies for data analysis as a basis for policy formulation are expected to support the policy initiatives being undertaken in East Java. During the quarter DBE1 made a substantial contribution to education policy formulation in Boyolali district, Central Java and Soppeng, South Sulawesi. Having been a part of DBE1 programs since 2005, representatives of Boyolali District and its Education Office realize the importance of integrated planning between the district and schools. At the beginning of 2009, Boyolali Education Office together with DBE1 conducted a research on current education planning mechanism. The results clearly indicated that there was no mechanism that required schools, Education Office Technical Implementation Unit (ETIU), and District Education Office to plan and implement education policies together. Under the current planning procedure, technical data is collected from schools by the ETIU and processed by Planning Division of the Education Office. As a result, it has been difficult for schools to have programs listed in their School Development Plan included in Education Office work plan and subsequent budget allocation. Based on this analysis, Education Office has recognized the need for a district education planning system that will accommodate implementation of school programs and accordingly decided to issue a new education regulation that requires 24 More Effective Decentralized Education Management and Governance

49 synchronized school and district level planning. As part of the effort to support the implementation of the new regulation, DBE1 supported training for ETIU staff and school supervisors (pengawas) on the school planning process. The Bupati, NGOs and other stakeholders fully support the new regulation. A similar development took place in Deli Serdang, North Sumatra, where the Head of Education Office issued a regulation requiring all schools to prepare school development plans with the aim of ensuring improved planning coordination between schools and the district. DBE1 received a request from district legislature (DPRD) and Bupati (Head of District) in Soppeng, South Sulawesi to assist the district in producing a new District Regulation on Education. This request resulted from an earlier DBE1 intervention that involved capacity building for the district education council (Dewan Pendidikan). Soppeng district allocated Rp. 30 million from its 2009 budget to support the process. The topics identified that need to be addressed by the regulation include: Education Management Information System Education staff recruitment, appointment, performance assessment Assets management: facilities and infrastructure School-Based Management including requirement for schools to produce long term and annual plans (RKS and RKAS) Teaching learning which includes methodologies, curriculum, preparation process, and monitoring and evaluation of results. Community contributions. During the quarter the DBE1 team conducted training and capacity building activities to assist district stakeholders to identify problems through discussions and Focus Group Discussions (FGD). 64 persons joined the FGD from Education Office, Office of Religious Affairs, Bappeda, Education Council, supervisors, principals, teachers, students, and committee members. DBE1 also provided technical assistance to assist the district stakeholders to understand the process for creating draft regulations including appropriate legal language to be used, etc. This was done in the context of review of existing local laws related to education sector. The draft regulation is expected to be completed and made official in early Anticipated Next Steps: Continued capacity building for dewan pendidikan, including organization of briefing sessions on education planning, and education financial analysis Training for new local legislatures (DPRD) on education policy development Continued facilitation of public hearings on draft district plans, financial analyses and policy development through multi-stakeholders events Continue to provide technical assistance for the development of innovative policies and approaches for education development in East Java Province Facilitate finalization of education regulation in Soppeng and continue or commence such assistance in policy development in other districts that request the assistance. More Effective Decentralized Education Management and Governance 25

50 3.2. Education Finance (Task 7) Two major activities continued to be implemented during the quarter: district education finance (AKPK) and School Unit Cost Analysis (BOSP). AKPK results have proved to be very useful in preparing funds availability estimates which are needed for the preparation of the financing plans for renstras. In a number of districts AKPK results have been used to reallocate funding. Targets for both AKPK and BOSP have been exceeded (see Table 3.2). The actual number of BOSP completed is much higher than reported in the table below because 15 non-dbe districts in East Java and four non-dbe districts in Central Java have completed BOSP under the dissemination program whereby the districts or province cover most of the cost for the activity. Activity Table 3.2 Progress in Education Finance Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Complete AKPK 35 April Final draft of AKPK manuals and software 1 set Sept 09 Initial draft Ongoing - Complete BOSP 35 April Final draft of BOSP manuals and software 1 set Sept 09 Completed - Sanction of BOSP materials by MONE (BSNP) 1 set Sept 09 BSNP fully supports DBE1 methodology; however, official sanction has not been made - - District Education Finance Analysis (AKPK) The quarantine model used for AKPK preparation that was tested for the first time in Central Java the previous quarter has proved to be successful. In this model stakeholders from 3 districts are given training at the same time and same place following up by on-the-job technical assistance by DBE1. This is not only more efficient, but the methodology is also enriched because staff from different districts have a change to share information and experience. The lessons learned from this exercise are very valuable for the future work in Aceh province where the quarantine model will be used for both AKPK and BOSP implementation. AKPK results have proved to be very useful in preparing funds availability estimates which are needed for the preparation of the financing plans for renstras. In a number of districts AKPK results have been used to reorient district budget priorities. 5 In addition 15 additional districts completed BOSP under dissemination strategy where districts and province covered most of the cost and DBE1 provided technical assistance. 26 More Effective Decentralized Education Management and Governance

51 School Unit Cost Analysis (BOSP) School Operational Expenditure As reported in the previous quarterly report, during an internal workshop for provincial budget and finance specialists and national advisors that took place in Jakarta in May 2009, it was decided to update the DBE1 BOSP methodology. Methodology updating was necessary because of the changes that BSNP had made in its methodology, which are principally concerned with cost categorization and inclusion of some new cost items such as insurance for school children. A second reason for methodology updating was the issuance of a new guideline by MoNE on the use of BOS funds in early Under the new guideline BOS funds can be used for payment of allowances for non civil servant teachers and for minor investments, such as books and teaching equipment. To ensure that the base for BOSP calculations Stakeholders from Binjai Municipality, North Sumatra, took part in drafting the Municipality s BOSP. is aligned to BOS eligible expenditure categories, we now include books and educational equipment as cost items in the BOSP calculations. The DBE1 BOSP manual has now been updated and the new methodology is now being used in all the DBE1 supported provinces. DBE1 has maintained regular communication with the National Education Standards Board (BNSP) which is responsible for setting the school operational standards upon which the BOSP is based. As reported in the previous report, BSNP has been developing price indices for all districts in the country to determine BOSP for individual districts. Up to now, BSNP makes its calculations on the basis of Jakarta prices. Construction price indices are then used to determine BOSP results for individual districts. BSNP, however, is not convinced that this method is valid and therefore it is currently developing district specific education relevant price indices. In particular for vocational schools (SMK), this is a complicated exercise because of the large number of specialized programs. By mid-june BSNP had collected price information for 93 districts, although data sets are still far from complete. In response to a request from BSNP, during the current quarter DBE1 conducted two tryouts for data collection with the first one in Jepara, Central Java, and the second one in Garut, West Java. On the basis of tryout results, the guidance for instrument completion has been improved by BSNP. Further, DBE1 developed technical instructions for DBE1 District Coordinators on how to conduct the data collection at the district level. DBE1 team member and participants of BSNP workshop discussed steps to input unit costs in Jepara, Central Java. More Effective Decentralized Education Management and Governance 27

52 Personal Cost The Personal Cost Survey/Study is designed to be a quick study to estimate the cost borne by parents to send a child to school, which then could become the basis for providing financial assistance to low-income families to send their children to school. DBE1 will use Peraturan Pemerintah/PP (Government Regulation) Number 19 of 2005 as reference, which defines personal cost as being education cost that have to be incurred by each student in order to be able to follow learning process in a regular and sustainable manner. Examples of personal costs provided in the elucidation of this PP include clothing, transport, text books, consumption, accommodation, and other private costs. DBE1 is also planning to use as reference a study conducted by MONE s Balitbang in In this study, personal cost includes (1) books and stationeries; (2) school clothing and accessories; (3) accommodation; (4) transport; (5) consumption; (6) health care; (7) study visit; (8) pocket money; (9) extra courses; (10) school fee; and (11) foregone earnings. DBE1 has not yet decided whether the survey will include all the cost components as included in the Balitbang study or may opt for a slightly reduced scope. A pilot study is planned to test the methodology and related questionnaires. This pilot test will be conducted in a single kecamatan. SDN and SMPN in urban, semi-urban and rural and remote areas will be included in the sample. 50% of respondents will be parents heading low-income families. Anticipated Next Steps: Tryout of Personal Cost component and implementation in other project provinces. Assist BSNP to collect information on the unit price of BOSP components in DBE1 districts. Begin meta-analysis of data-sets including financial analyses and prepare policy paper Education Planning and Management (Task 7) Three major activities to improve districts capacity in education development planning and management are: district strategic development planning (renstra) planning to improve capacity of district staff to manage education (RPK/rencana pengembangan kapasitas), and computerized data processing system to support planning (SIPPK). The table below indicates that renstra is slightly behind the target date but the project is on track to exceed the target within the next few months. The target for SIPPK has been exceeded. RPK will fall short of target by one district. The reason is that we had planned to conduct RPK in Nganjuk district, East Java, but before the work was to be taken up there several months ago, MONE/World Bank announced that it wished to conduct a pilot capacity development planning methodology in that district. DBE1 decided to provide support to MONE and not conduct the RPK in that district. 28 More Effective Decentralized Education Management and Governance

53 Activity Complete renstra and sanction by districts Table 3.3 Summary of Education Planning Progress Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter 35 April Final draft of renstra manuals and software 1 set Sept 09 Initial draft Ongoing Ongoing Sanction of renstra manuals and software by MOHA 1 set Sept 09 On-going support for DBE1 methodology by MOHA - - Train and install SIPPK 35 April Final draft of SIPPK manuals and software 1 set Sept 09 Second draft completed Second draft completed Third and final draft Complete RPK 13 Mar Revise RPK manuals & materials with MONE/World Bank 1 set Mar 09 DBE1 inputs in MONE manual DBE1 inputs completed - District Strategic Development Planning (Renstra) Participants of Blora, Demak, and Grobogan renstra development workshop in Yogyakarta recently. As reported last quarter, DBE1 introduced a slightly modified delivery mechanism for the last batch of three district renstras in Central Java. The key modification is a far longer interval between database (DPISS/SIPPK) training and training for the planning team. This has provided enough time for the DPISS team to complete and clean the school-based data sets and produce the output tables showing the status of education provision in the district before the start of the training/technical assistance phase to analyze data and set priorities. This, in turn, has made the first stage of the training program for the education planning team much more reality-based as participants could directly focus on preparing the education profile, identifying strategic issues and setting initial targets to address the strategic issues. The modified training schedule will be applied in Aceh Expansion program. During the quarter DBE1 began providing technical assistance to Sampang district, East Java which has requested DBE1 assistance for renstra preparation. This district is one of the nine DBE1 supported districts in the province but as the district already 6 Twenty-two districts are well under way in producing renstra. We expect this target will also be exceeded. More Effective Decentralized Education Management and Governance 29

54 got education planning support under another donor s Technical Assistance program, the district was initially dropped as a DBE1 priority target district. The renstra presentations by the six other districts in the province on April 21, however, made them ask for DBE1 assistance. Actual planning work has commenced in late June with the development of the data sets and continued the current quarter. Because of high commitment from Bupati and Head of Education Office, the latter attending all the training events, progress in plan preparation is very satisfactory and the renstra is scheduled to be completed in October Lessons learnt of the planning work in around 35 districts show the following. Districts have clearly moved from an outsider-driven (e.g. universities) to a Dinas driven planning process. Information-based planning has become the common standard, planning consistency has improved significantly and renstra have a much stronger results focus. In some provinces the Provincial Education Office are encouraged by DBE1 supported districts to improve planning quality by basing plans on sound and more detailed data analysis. Planning coordination between school and district level planning is gradually improving (for instance in South Sulawesi, Deli Serdang, North Sumatra and Central Java). Stakeholder participation in planning work has increased in all provinces and public consultations are gradually gaining in depth. Staff from Education Offices in a number of districts have become well-known resource persons and Renstra Dinas Pendidikan often serve as an example for other district offices. During the quarter DBE1 had two meetings with staff from the Directorate General of Regional Development, MOHA. The purpose of the meetings was to describe DBE1 experience in providing technical assistance to districts in producing renstra. MOHA officials were pleased with the methodology (manuals and software) that DBE1 has developed. MOHA has seen examples of other Renstra SKPD, but they indicated that DBE1 example was the first plan that was based on detailed data analysis, has a strong results orientation and shows clear planning consistency. They indicated that this input was very timely because the ministry is in the process of producing a technical regulation on sectoral planning at the district level. This regulation will provide guidelines as required by Government Regulation (PP 8/2008) on the stages and mechanism for regional development planning. MOHA will invite DBE1 to act as resource persons in the review of the new draft technical guidelines now being developed by MOHA. MOHA staff also requested to visit strategic planning training sessions in order to study the methodology in more detail. Data Processing System to Support Planning (SIPPK 7 ) SIPPK has grown into a well established product that has been introduced now in 42 districts. The manual and software was improved during the quarter. Last quarter some minor improvements were made which mainly concerned system debugging. Improvements made during the current quarter include: (i) make the system foolproof by introducing cut-off values (e.g. test score should not exceed the value 7 Formerly referred to as District Information Planning System (DPISS). Henceforth the Indonesian term will be: Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota or SIPPK 30 More Effective Decentralized Education Management and Governance

55 10); (ii) increase user-friendliness; and (iii) improve teacher adequacy reporting. A third and final edition of the manual and software will be produced in the coming quarter. Anticipated Next Steps: Continued support for renstra preparation Conduct SIPPK training for districts that have not yet completed data inputs Assist districts still in process to sharpen data analysis Final drafts of SIPPK manual and software Invite MOHA to attend training in the field Management of District Education Personnel (SIMPTK/Sistem Informasi Manajemen Pendidik dan Tenaga Kependidikan), Supervision, and Assets Management Systems (Task 7) Personnel, supervision and assets management systems are the last programs to be developed in the project. We began to develop personnel management in late 2007 and found it to be a complex process because it involves vast numbers of civil servants and highly political ramifications related to salaries, financial rewards and promotions. Work was suspended during the quarter because the DBE1 team working on personnel management was also responsible for supervision; supervision work required unanticipated urgent action based on strong request from MONE (see below). Progress was made on supervision management, but as will be explained below, an unanticipated supplemental activity was undertaken to both satisfy a request from MONE and also to support the overall supervision program. The first draft of materials to support assets/preventive maintenance programs was completed during the current quarter. Table 3.4 Summary of Progress in Personnel, Supervision and Asset Management Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Develop computerized personnel management & tracking system (SIMPTK) 1 set March 09 pilot conducted and software drafted No progress Finalize software and training program Install SIMPTK & train data operators & district decision makers Facilitate workshops to inform personnel policy development 6 district May 09 Not yet - Begin in 3 districts 6 districts Aug 09 Not yet - - Develop manual & training program for school management supervision 6 districts April 09 1 pilot In process. Supplemental activity to produce supplemental BOS reporting In process More Effective Decentralized Education Management and Governance 31

56 Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter manual for MONE Target next Quarter Train district staff & supervisors Facilitate workshops to inform supervision policy development Develop software & manuals for districts to track asset management and maintenance Install system & train districts to use asset management tracking system 6 district May 09 Not yet districts Aug 09 Not yet set July 09 Manual drafted Manual drafted Complete software development 6 districts Oct 09 Not yet - Begin implementation in 3 districts Personnel Management System (SIMPTK) As reported last quarter, first tryout of the SIMPTK took place during the renstra training for Deli Serdang and Tanjung Balai districts in North Sumatera. The tryout showed that: (i) the NUPTK data sets covered around 70% of the teachers employed in the district; (ii) information on individual teachers was far from complete; and (iii) there was still confusion among teachers as there may have been a change in employment status without proper information for the persons concerned. In Demak, Central Java, participants in renstra training were unhappy with the SIPPK information provided on teacher numbers. This is caused by the fact that the MoNE s school-based system for data collection leads to double counting of teachers who teach at more than one school. Analysis of results in these two districts indicate that the software that has been developed is effective, but work still remains to be done to finalize the manuals and training materials. Work on personnel management was suspended during the quarter because the DBE1 working on this also was developing supervision program which required urgent staff attention as reported below. We hope to complete the development of the personnel management program in the next quarter. DBE1 will submit a request for a consultant to assist in the completion of this important program. School Supervision Management System During the previous quarter, intensive discussions were held with the key institutions involved in school supervision, in particular Directorate of Education and Training of Directorate General of Teacher and Educational Personnel Development (PMPTK), the Quality Development and Assurance Agency (LPMP) for West Java Province, and AusAID consultants. These discussions only strengthened our belief that we should focus on school principals and school supervisors to improve school supervision. In view of the large amounts of money handled by the schools and taking account of the complexity of school funding in some provinces school operations are being funded by three levels of government (national, province and district)-, we have opted to 32 More Effective Decentralized Education Management and Governance

57 focus first on financial management supervision and then gradually widen our scope to include supervision for human resources, assets, and information management. This decision required subsequent deeper investigation into BOS reporting mechanisms since BOS is the largest source of school funding. In May 2009 an instrument for financial management supervision for school principals was developed. It concerns a self-assessment instrument focusing on financial planning, accounting and reporting. At this point in developing the program, the DBE1 team developing the school supervision program linked with the DBE1 School database System (SDS) team because a component of SDS being developed is an instrument for BOS reporting. The instrument was tested at seven schools in Klaten district by a team consisting of school principal, treasurer and SDS operator. The test was successful in the sense that the school teams were able to complete the instrument without any major difficulties. Further, participants said that the instrument served as a kind of checklist that helped them cover all aspects of financial management. At the beginning of the current quarter, the instruments for school principals, pilot tested in Klaten, were modified according to inputs received during pilot testing. At this time the DBE1 team studied Buku Panduan and instruments developed by Tim Manajemen BOS Kabupaten Klaten, and BOS training materials developed by Tim Manajemen BOS from MONE s national office. Pilot results as well as analysis of various materials related to BOS reporting resulted in a draft of more comprehensive manuals for school financial management: draft manuals and instruments for school principals and supervisors (pengawas) to facilitate school financial supervision. During site visits to several districts and Klaten pilot testing, discussions were also held with District BOS Management Teams and Bawasda (District Inspectorate/Auditors) on the district internal rules on School BOS Management. The same discussion was also held with Kabupaten Sukabumi District BOS Management Teams. Conclusions/findings of the discussions were as follows: School Annual Financial Plan (RKAS) was not consistently linked with School Development Plan (RKS) and Annual School Plan (RKT) 8, and consequently the school financial plan is not a program oriented plan as required by BOS Guidelines, issued by Central BOS Management. All BOS based financial reports were not multi-funding source, as required by BOS Guidelines. Too many reports (BOS-K1 to BOS-K6 plus attachment of all original receipts/kwitansi resulting in a report of more than 100 pages) were required by district authorities as compared to only one simple/comprehensive report (a two page report) required by BOS Guidelines. These reporting requirements resulted in an exhaustive, time effort consuming effort for elementary schools (SD/MI) which do not have administrative assistants for this purpose. 8 However, this link was made in several DBE assisted schools. More Effective Decentralized Education Management and Governance 33

58 Different interpretation of account names and line items result in confusion which among others inhibits the use of computerized information such as that being attempted by SDS Different account codes were used for the same type of expenditure in different districts. The above issues were partly due to the absence of detailed explanation on how to apply BOS guidelines, and partly on the method of training/socialization provided by Provincial BOS Management teams. DBE1 reported the above findings to MONE BOS Program. MONE agreed that these findings indicate the urgent need for more detailed guidelines (Juknis) on how to implement Buku Panduan BOS 2009 and buku Pelatihan Program BOS Tahun Further in discussions with DBE1 MONE asked that the new guidelines focus on: Selection of multi-funding formats. Modification of the multi-funding formats. Detailed procedures on how to translate/link school annual plans and budgets (RKT and RKAS) to BOS based budget plan (BOS-K1), including standardization of account names, account classifications, and account code numbering. MONE asked DBE1 to produce these guidelines which will become a supplement to MONE BOS Implementation manuals. Because this was considered an urgent need affecting the quality of the largest school support program in the country, DBE1 agreed to take on the work. DBE1 school supervision team spent the major part of the quarter working on these supplemental guidelines. The guidelines will be tested and disseminated to MONE in the next quarter. Assets/Preventive Maintenance Management System Work begun on this component in the last quarter continued in the current quarter resulting in the overall design of a computer-based preventive maintenance management system that will inform district education office (Dinas Pendidikan) on the kind of maintenance work that is needed and for which school buildings. This information is essential for medium-term planning, annual planning and budgeting, and work scheduling. The system is not limited to building quality but also addresses the issue whether schools have the necessary support infrastructure (e.g. laboratories, library,) to provide quality education. The system will eventually contain implementation manuals, training materials and software. The implementation manual was drafted during the quarter with first try to take place in mid October. Software development commenced during the quarter will be completed in the next quarter. We expect to being rolling out this program in the first quarter of Anticipated Next Steps: Complete Personnel Management (SIMPTK) software development and implementation manual. 34 More Effective Decentralized Education Management and Governance

59 Contract consultant (STTA) to assist in completing personnel management materials. Instruments already drafted for financial management supervision for school principals and supervisors to be further tested and finalized. Supplemental guidelines for BOS reporting to be tested, finalized and disseminated to MONE. Pilot test manual for asset management and completed software development. Roll out assets management program beginning in three districts in the next quarter Implementation of District Annual Education Plans and Budgets In all project provinces initiatives have been taken to make Education Office officials aware of the need to proactively promote inclusion of renstra related proposals into the district annual work plan and draft budget. This is done through informal meetings and during public consultations for the different DBE1 products. However, annual plan and budget preparation processes remain rather unique to each district and it is really not possible to prepare a systematic program for producing annual plans as it is possible for producing strategic plans (renstra). Our experience has shown that different districts have differing levels of readiness and need in relation to strategic planning, policy development and so forth. For this reason we need to tailor our inputs to the local context. In addition to taking every opportunity to reinforce the need to link annual plans and budgets to renstra and take into account results of final analyses such as those produced through BOSP and AKPK, for the remainder of the project we will provide assistance to districts in producing annual plans to those districts that require our help. The type and amount of assistance will depend on each district s capacity. We estimate that some form assistance will be provided to at least 35 districts that have completed their renstra by December Table 3.5 Summary of Progress in District Annual Education Plans and Budgets Activity Complete technical assistance for districts to monitor plan implementation & produce new annual plan and budget Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter 35 Oct 09 Not yet - Begin to provide assistance in annual planning and budgeting to 35 districts More Effective Decentralized Education Management and Governance 35

60 4. Aceh Expansion Program DBE1 s task order was modified in July 2009 in order to extend district level services to all 18 districts in Aceh that have not received DBE support. The programs are limited to financial analysis, strategic planning and education governance; school level programs in these 18 districts was not mandated. The contract modification in part was based on an assessment of the feasibility for expanding the DBE1 program in Aceh that was carried out in Beginning with this report (Quarterly Report 18) implementation in Aceh will be reported in a separate chapter. District Level Program Goals Initiate in 18 new districts in Aceh and complete in as many districts as possible School Unit Cost Analysis, District Education Finance Analysis, District Strategic Plans, and Governance for Education 4.1 Program Preparation During the quarter SOWs for new staff were finalized and recruiting begun. By the end of the quarter interviews had been conducted for potential staff and preparations for submission for USAID concurrence were made. A lease for a supplemental office in Banda Aceh, close to the current DBE office, was signed and arrangements were made for sharing the space with DBE2. Needs were assessed for additional space and facilities in the DBE Medan office to accommodate DBE1 staff to be assigned to the Southern districts of Aceh. DBE1 staff began procurement of computers and other equipment during the quarter. 4.2 Program Launch 10 On September 7 and 8, 2009, USAID s Decentralized Basic Education 1 (DBE1) hosted a two-day workshop in Banda Aceh to mark expansion of its programs from five to 23 districts in Aceh. The expansion will start with six new districts namely Aceh Barat, Nagan Raya, Aceh Barat Daya, Aceh Timur, Kota Langsa, and Tamiang, The remaining twelve districts will participate beginning in approximately January With the expansion, it is hoped that all districts in Aceh will have developed strategic plans to improve education based on sound financial analysis, good data, involvement of community members and other stakeholders, and coordination with the province. 9 Report on Assessment of the Feasibility of Expanding the DBE1 Program in Aceh, August This section is based in part on press release for the program launching event. 36 More Effective Decentralized Education Management and Governance

61 Participants of the Aceh Expansion Launching event. The event was attended by Vice Governor of Aceh, Bapak Muhammad Nazar, together with representatives from Aceh Provincial Education Office, Office of Religious Affairs, Provincial Development and Planning Board, and Provincial Education Council (MPD.) The six districts mentioned above were also represented by their high-level officials. In his remarks, the Vice Governor of Aceh mentioned that, although Aceh is known to produce great and courageous people in the past, it is equally important to prepare Aceh s future generation with necessary skills, knowledge and attitude to succeed in competitive environment. The Vice Governor of Aceh then proceeded with officially opening the workshop. The event was concluded with signing ceremony of Work Cooperation Framework between representatives of DBE1 and the six districts. During the second day, stakeholders from the six districts were provided with information on USAID effort to support improvement of basic education quality in Indonesia as well as DBE1 programs at district level. They also learned directly from Heads of Aceh Besar and Aceh Tengah districts on their districts experience and lessons learned from taking part in DBE1 programs for the past few years. In his remark, Head of Aceh Besar district, mentioned that DBE1 has yielded positive results so far because it essentially tries to give the responsibility and ownership of planning and implementation of education policies back to schools and community members. Meanwhile, Head of Aceh Tengah district stated that some of DBE1 positive results included improvement of human resource quality at DBE1-partner schools. He also mentioned that there was more transparency and accountability among school stakeholders (principals, teachers, committee and community members.) Aceh Tengah was also able to finalize its education-sector strategic planning document, analysis of school unit cost, as well as district s education finance analysis. Representatives of six districts responded very positively to these sessions and stated that they were ready to take part in DBE1 programs. Head of Aceh Tengah (center) district provided his input to participants during second day of event. More Effective Decentralized Education Management and Governance 37

62 Table 4.1 Summary of Progress in Implementing Aceh Expansion program Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Launch program and sign agreements with 18 districts 18 March districts 6 districts 0 Establish offices and contract and train new staff 8 staff & 1 supplemental office September staff recruited 1 office lease signed 0 staff recruited 1 office lease signed 8 new staff contracted and trained Complete BOSP 18 March 2010 Complete AKPK 18 March 2010 Complete renstra 18 August 2010 Not yet Not yet 6 Not yet Not yet 6 Not yet Not yet 0 Facilitate workshops for district governance related stakeholders to review plans 18 August 2010 Not yet Not yet 0 Facilitate workshops for district to present plans & budgets to provincial stakeholders and advocate for district support 3 workshops (6 districts/workshop) August 2010 Not yet Not yet 0 Anticipated Next Steps: Complete contracting and training new staff Complete procuring equipment and supplemental office operations Attend coordination meetings with Aceh provincial stakeholders and other donors Begin BOSP, AKPK, DPISS and renstra in first cluster of 6 districts Identify and sign agreements with an additional 6 districts. 38 More Effective Decentralized Education Management and Governance

63 5. EMIS/ICT/Data Management DBE1 s Task Order mandates a number of ICT related activities. These include an assessment of MONE s Education Management and Information system (EMIS,) developing and maintaining a project web site and Project Data Management System (PDMS,) 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. In this quarter, DBE1 s ICT team continued to develop School Database System (SDS) as part of effort to reach schools and communities decribed above. ICT Related Program Goals Complete implementation of 14 ICT grants Complete pilot to test use of ICT to improve data flow for MONE EMIS in two selected districts in Aceh (Pidie and Aceh Tengah) Continue to manage DBE website 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, district library, and schools. Fourteen grants were awarded and in the process of implementation. Two categories of grants awarded were: (1) ICT Innovation and Education Management Grants (EMG) to improve education management and (2) Education Hotspots grants that aimed to provide internet access to schools, education offices and community as a whole. Activity Table 5.1 Progress in ICT Grants Implementation 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 Complete grant implementation 14 Dec 09 ongoing ongoing - 14 Mar Compliance monitoring & reporting end Dec 09 Contuous based on milestones Up to date As per milestones Final evaluation & publication (mid 2010) 14 Jun 10 Not yet Not yet Not yet More Effective Decentralized Education Management and Governance 39

64 As of September, two out of fourteen grants were completed. These grants were consortia lead by PT Rekayasa Teknologi Informasi of Enrekang in South Sulawesi and PT Tridata Cakrawala of Tuban in East Java (Table 5.2 and Table 5.3). Table 5.2 Progress in ICT Grants Completion LOCAL GOVERNMENT CONSORTIUM MEMBER COMPLETION STATUS No DISTRICT CATEGORY LEAD CONSORTIUM Dinas Pendidikan Perpusda Kandepag Bappeda University/ SMK Eductaion Board Dinas Infokom ICT Center Pre Award Process Grant Award Procurement Launching On Going Completed CENTRAL JAVA Kab. 1 Karanganyar Tier-2 EMG PT Indomaya Wira Sejahtera Kab. Klaten Tier-2 EMG CV Cosmo Jaya Kab. Karanganyar Tier-1 Hotspot PT Indomaya Wira Sejahtera EAST JAVA 4 Kota Surabaya Tier-2 EMG PT ITS Kemitraan Kab. Tuban Tier-1 Hotspot PT Tridata Cakrawala Kota Surabaya Tier-1 EMG PT ITS Kemitraan NORTH SUMATRA Kab. Tapanuli 7 Utara Tier-2 EMG Web Media SOUTH SULAWESI 8 Kab. Pangkep Tier-2 EMG YPK Amanah Kab. Soppeng Kab. Engrekang Kab. Jeneponto Tier-1 Hotspot Tier-1 Hotspot Indo Komputer PT. Rekayasa Teknologi Informasi Tier-1 EMG Turatea Computer Centre BANTEN Kota 12 Tangerang Tier-2 Hotspot CV Almagada Jaya* WEST JAVA 13 Kab. Karawang Tier-2 EMG CV Trisatya Pratama* Kab. Sukabumi Tier-1 Hotspot Yayasan Tarbiyah Islamiyah (YASTI)* DBE1 has been disbursing grant funds over the last five quarters. Total value of 14 grants awarded is $286,478 (equivalent to IDR 2,578,299,451). As of September 2009, $217,975 (equivalent to IDR 1,961,771,228) has been disbursed to the grantees in the form of equipment and cash to cover grant main activities including training expenses (Table 5.3). In the quarter, six grantees received disbursements (Figure 5.1). 40 More Effective Decentralized Education Management and Governance

65 Table 5.3 Summary of Grants Awarded Progress No. Grantee DBE1 Grant/ Budget (Rp.) Cummulative Realization (Rp) Obligated Amount (Rp.) a. ICT INNOVATIONS & EMG a.1. a.2. a.3. a.4. Pangkajene Kepulauan, South Sulawesi - YPK Amanah 415,152, ,311,875 44,840,625 Jeneponto, South Sulawesi - PT Turatea Computer Center 25,252,500 22,100,000 3,152,500 Karawang, West Java - CV Trisatya Pratama 292,518, ,840, ,678,248 Karanganyar, Central Java - PT Indomaya Wira Sejahtera [Tier-2] 258,532, ,098, ,434,500 a.5. Klaten, Central Java - CV Cosmo Jaya 347,461, ,840,000 88,621,000 a.6. a.7. a.8. Surabaya, East Java - PT ITS Kemitraan [Tier-1] 50,184,000 41,716,500 8,467,500 Surabaya, East Java - PT ITS Kemitraan [Tier-2] 311,557, ,710,000 6,847,100 North Tapanuli, North Sumatra PT Webmedia 361,742, ,475, ,266,400 b. b. EDUCATION HOTSPOT b.1. b.2. b.3. b.4. Soppeng, South Sulawesi - Indo Komputer 31,243,000 21,730,000 9,513,000 Sukabumi, West Java - Yayasan Tarbiyah Islamiah (YASTI) 60,670,400 56,303,500 4,366,900 Tuban, East Java - PT Tridata Cakrawala 69,754,000 69,788,000 (34,000) Enrekang, South Sulawesi - PT Rekayasa Teknologi Informasi (Rekti) 25,925,000 25,925,000 - b.5. Tangerang, Banten - CV Almagada Jaya 300,930, ,777,250 63,152,750 b.6. Karanganyar, Central Java - PT Indomaya Wira Sejahtera 27,377,000 16,155,300 11,221,700 Grand Total (Rp.) 2,578,299,451 1,961,771, ,528,223 Grand Total (USD=9,000 IDR) 286, ,975 68,503 More Effective Decentralized Education Management and Governance 41

66 Figure 5.1 Cumulative ICT Grant Disbursement during the Quarter Cummulative Disbursement (USD) 50,000 40,000 30,000 20,000 10,000 39,930 41,146 2,033 2,456 23,489 28,760 6,962 Last Quarter 29,053 5,624 6,256 This Quarter 2,016 2,881 - YPK Amanah Turatea Computer Center CV Cosmo Jaya PT Webmedia Yayasan Tarbiyah Islamiyah PT Rekti Figure 5.2 ICT Grant Disbursement vs. Obligated Amount by Date Awarded Cummulative Disburse Obligated 100% 75% 50% 25% 0% Apr-07 Apr-07 Sep-07 Nov-07 Jan-08 Feb-08 Jan-08 Feb-09 May-07 Jun-07 Jun-07 May-07 Nov-07 Nov-07 YPK Amanah Turatea Computer Center CV Trisatya Pratama PT Indomaya Wira Sejahtera - T2 CV Cosmo Jaya PT ITS PT ITS PT Indo Yayasan PT Tridata PT Rekti Kemitraan Kemitraan Webmedia Komputer Tarbiyah Cakraw ala - T1 - T2 Islamiyah CV Almagada Jaya PT Indomaya Wira Sejahtera - T1 Up until now DBE1 has concentrated on monitoring compliance rather than assessing the impact of ICT grants. We intend to conduct an impact study after the grants are all closed. In the meantime reports from the field highlight the aims and early impacts of grant programs. Some examples from ICT grant programs in Karawang, Karanganyar, and Pangkep are as follows. In Karanganyar, the ICT program was launched on July 24. Lead by PT. Indomaya Wira Sejahtera, the program was designed to improve education management information system of District Education Office, Office of Religious Affairs and 42 More Effective Decentralized Education Management and Governance

67 District Public Library. One of its activities was integration of DGLIB Database Center to the District Library. With this system, the digital library which includes book abstracts, resumes, articles, publication, and others can be easily accessed by stakeholders as well as members of community. In Karawang, program was launched on July 23. In this event, Karawang Database Center was introduced to stakeholders as well as community members. Located in Karawang Bappeda building complex, Database Center was established to support district s needs of education sector data. In this Database Center, data collection included number of students, teachers, information on schools infrastructure and facilities, and others such as available scholarships for students. During the launching, one of the schools principal expressed his hope that with Database Center, different data can now be easily accessed and used to support their mapping activities, such as mapping of number of teachers with certain education back ground or number of school-age children in the district. Meanwhile, in Pangkep, a consortium which consists of YPK Amanah (a private enterprise,) District Education Office, and Office of Religious Affairs, implemented an ICT Grant which aimed to improve communication between related stakeholders and their branch offices. The Grant was also used to introduce ICT to community members and students of SD 29 who live on a remote island located 45 minutes away by boat from Pangkep. As part of the program, computers and generator were provided for the students and community members. To ensure that students will benefit from the available computers, a teacher had already been trained by DBE1 on how to use computers. Since the program will end in 2010, DBE1 assisted grantees to plan for program continuation afterward. Grantees met with local telecommunication company to explore possibility of cooperation in the future. Regarding program s sustainability, District Parliament will discuss the matter with Head of District and requested Secretary of District to be included in the consortium so that support for the program could be provided directly. Anticipated Next Steps Conduct special monitoring for grantees that have not shown significant progress so far. Assist grantees in grant reporting process. Continue compliance montitoring by reviewing each grantee s progress reports for completeness and compliance of general reporting requirements. Plan for impact evaluation and reporting EMIS Pilot (Task 8) Phase 2 EMIS Strengthening Pilot Program in two selected districs, Aceh Tengah and Pidie, has begun. The pilot program is carried out in two phases: preparation and implementation phases. Preparation phase has been concluded, while implementation phase is on going. More Effective Decentralized Education Management and Governance 43

68 Activity Target Volume Table 5.4 Progress with EMIS Pilot Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Finalize workplan & baseline For EMIS pilot with MONE (PSP team) Implement Work Plan Phase-2 Dec 09 Work Plan Phase-2 completed Work Plan Phase-1 completed Work Plan Phase-2 commenced Procure equipment district, sub district and school 62 computers, 52 printers, 12 Smart Phones Oct 09 Printers and smart phones In progress Desktop Computers completed Procurement completed Train district, sub district, and schools Evaluate and disseminate results for MONE policy on data flows Train in use of SDS++ and ICT capacity strengthening National workshop Nov 09 Not yet Not yet SDS++ Development completed and training begun April 10 Not yet Not yet Not yet * SDS++ is further development of School Database System (SDS) which has been piloted in over 500 schools. SDS++ will include two additional features: Monthly Report and Lembar Individu (LI-SD of Padatiweb) which directly relates to MONE s EMIS. Main activity during this quarter is procurement of equipment, finalizing SDS++ application software development, and resource assessment. Further, early in the next quarter, a joint team of PSP MONE and USAID-DBE1 will carry out SDS++ field testing in Aceh. Figure 5.3 EMIS Strengthening Activities Development of SDS ++ software was based on the SDS software currently being used in schools in six DBE1 provinces. Unlike SDS that was designed only for schools, SDS ++ includes data management on school, sub-district, and district levels. SDS ++ outputs could be used not only at school level but, using PadatiWeb or MONE s EMIS application, also at national level In June, DBE1 Jakarta team members together with respective District Coordinators interviewed stakeholders at school, sub-district, and district level on SDS ++. This was conducted to assess level of availability of human resource as well as of supporting 44 More Effective Decentralized Education Management and Governance

69 documents to support program implementation. The process will continue with training of SDS ++ users and Field Testing in October. Figure 5.4 Distribution of School Resource Assessment Respondents 7 Admin Staff (13%) 1 Madrasah Vice Principal (2%) 1 Curriculum Vice Principal, (2%) 11 Teachers (21%) 22 School Principal (43%) 10 Madrasah Principal (19%) Anticipated Next Steps Conduct training to provide SDS ++ users with first hand experience on how to use the system. Implement and roll out ICT capacity strengthening and SDS ++ as stated in the workplan. Monitor and evaluate SDS ++ roll out. Carry out evaluation on related training activities. 5.3 DBE Website 11 As of September 2009, the DBE website received 1,287,286 hits since the website was launched in This quarter s total hits (185,838) is higher than last quarter s total hits (142,075). DBE website hits steadily increases from 49,002 hits in July 2009 to 60,786 hits in August 2009 to 76,050 hits in September 2009 (see right side of Figure 5.5). This quarter s weekly average hits is 13,865 with a steady hits in the first few weeks, with around 11,000 hits in average. And a combination of increasing and decreasing hits in the next weeks with a spike in the last week of August (22,929 hits) (see left side of Figure 5.5) More Effective Decentralized Education Management and Governance 45

70 Figure 5.5 Website Hits During the quarter, DBE1 continued to upload information from DBE123 into various sections of the Website, primarily: News and Resource Materials. Annex 4 contains a list and description of uploaded information. The top ten requests for documents during the quarter were dominated with resource materials uploaded by DBE1 related government legal documents which are ministerial decrees and government regulations. Also among the top ten downloads were DBE1 and DBE3 manuals (see Table 5.5 below). Table 5.5 Top 10 Requests for Documents during the Quarter Resource Materials Download Frequency Date Upload (mm-dd-yy) Duration since upload date (days) Daily Download Frequency Attachment for BSNP regulation No.No.984-BSNP-XI-2007 regarding SOP for SMP, MTs, SMPLB, SMA, MA, SMALB, DAN SMK National Exam year 2007/2008 Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan Law number 14 year 2005 regarding Teachers and University Lecturers National Education Minister Regulation number 34 year 2007 regarding National Exam Year National Education Minister Regulation number 12 year 2007 regarding School Supervisor Standard Republic of Indonesia Government Regulation number 32 year 2008 regarding Guideline for District Annual Budget (APBD) compilation Year 2009 panduan Penghitungan Biaya Operasional Satuan Pendidikan dan Penyusunan Kebijakan (DRAFT-Agustus 2007) School Committee: Simple Accounting Methods Letter of Directorate General of Basic Education Management No Nov Jul-06 1, Aug Nov Apr Jul Dec Sep Aug More Effective Decentralized Education Management and Governance

71 Resource Materials Download Frequency Date Upload (mm-dd-yy) Duration since upload date (days) Daily Download Frequency 643/C/KU/2007 regarding Implementation Guidelines for 2007 Fiscal Year 2007 Specific Allocation Funds School Committee: Alliance Sep Anticipated Next Steps Continuous improvement, maintenance, and update on website content. Continuous update on Geographic Information System (GIS). Event list improvement to display calendar activities filtered by province or by DBE components. Add new feature called photo gallery to depict various DBE activities. Add search engine facility to help website users retrieve information. Decide with USAID and DBE23 on strategy for maintaining web site after project close. More Effective Decentralized Education Management and Governance 47

72 6. Public-Private Alliance (Task 9) Private Public Alliances (PPA) Program Goals Complete current PPA (BP in W. Papua) 6.1. BP Alliance Papua Barat Activity Table 6.1 Progress in Implementing BP PPA Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter District Education Profile Development Workshop in East Java Field visit to Klaten/Yogya to learn on disaster preparedness management Facilitate district policy development 3 districts June 09 Completed 2-2 districts July 09 Completed 2-2 districts August 09 Completed 2 - Final report 1 August 09 Completed 1 - Final admin, accounting & close Papua office 1 August 09 Completed 1 - District Profile Preparation In May, DBE1 organized a workshop on preparing education profile in Kediri for Kota Sorong and Kabupaten Manokwari. Upon returning to their respective districts, the staff from planning section that are responsible for district education data, started to input the data into SIPPK format. The DBE1 SIPPK software was utilized in preparing the education profile. In Kabupaten Manokwari data is only available at the high school level because high schools are mostly in urban areas and their numbers are relatively small. The data on primary and junior secondary school are mostly limited only to the number of students. This data is collected to meet the BOS requirement. Structured and systematic data about teachers, head-teachers, school facilities and finance are almost non existent. Only Kota Sorong has completed data from Kindergarten to High School for the last three years. Kota Sorong is more successful in preparing the district profile because the availability of the data and the former Kepala Dinas was involved in the effort; so that Kota Sorong could produce a decent district profile. Due to data limitation, Kabupaten Manokwari could only prepare a high school profile. 48 More Effective Decentralized Education Management and Governance

73 Disaster Preparedness Management Workshop In response to the requests from Kabupaten Sorong and Kabupaten Manokwari for post earthquake assistance, on July, DBE1 conducted disaster preparedness management workshop in Yogyakarta and Klaten for the two districts affected by the January 2009 eartquake in Papua Barat. The participants from each kabupaten comprised of a representative from Bappeda, Dinas Pendidikan, Pengawas and Principal/Teacher. The purpose of the workshop was to build capacity of the districts in disaster preparedness management and to identify and prioritize medium and longterm reconstruction requirements for schools if there were earthquake/natural disasters. During the three day workshop, various parties who were involved in mitigating the impact of the earthquake in Yogyakarta and Klaten shared their knowledge and experience on the methods for rapid assessment of casualties and damages, and an earthquake resistant building construction. The participants also visited schools which had been reconstructed by DBE1 with the assistance from ConocoPhillips. All participants were grateful for the opportunity to attend the workshop. They pledged to begin the efforts for coping with earthquake/natural disaster. Representatives from Dinas said that they will revise certain items in this year budget so that they could set aside funds to disseminate information regarding strategies for coping with earthquake/natural disaster among Dinas staff and selected schools. Representatives from Bappeda also promised to approve the budget changes. Principal and teacher, with the help of Pengawas, planned to disseminate the information during the school cluster meeting. Disaster Preparedness Management workshop that was conducted in Yogyakarta, July 2009 More Effective Decentralized Education Management and Governance 49

74 Representatives from Papua Barat took picture with principal, teachers and students at SDN 01 Babadan, Klaten, 23 July 2009 Closing of DBE1 Papua Barat Office On 31 August 2009, DBE1 Papua Barat office was officially closed. DBE1 Jakarta Team oversaw the closing process. Some of DBE1 West Papua office furniture was donated to Yayasan Pendidikan Nusantara Kota Sorong and Dinas Pendidikan Kabupaten Manokwari. Head of Yayasan Pendidikan Nusantara received the donated DBE1 Papua Barat office furniture DBE1 Papua Barat District Coordinator symbolically handed over DBE1 Papua Barat office furniture to Head of Manokwari District Education Office 50 More Effective Decentralized Education Management and Governance

75 7. Dissemination and Sustainability DBE1 s core strategy is to develop exemplars of good practice in management and governance, both at school and at district level, and to support the dissemination of these to other schools and districts. Singling out good practice requires an agreement on what is meant by the term good practice and how we can identity it. Good practice in DBE1 is defined through reference to international research, reports on previous and concurrent projects in Indonesia and lessons learned through our own project experience and systems for monitoring and evaluation. With the various definitions found in recent MONE policy documents in mind, DBE1 defines good practices as those which meet stakeholder needs and help implement current policy which improves basic education in efficient and effective ways. During this, the final year of project implementation, the focus is shifting more and more to supporting increased dissemination and sustainability. During the first four 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 now in the final year that these goals take center stage. Beyond achieving sustainability of project outcomes in target districts and supporting dissemination within and across districts, it is intended that this process will influence government policy, creating a much wider impact. Sustainability is an essential element in good practice. Dissemination is at the heart of the project s strategic approach. Our main approach is to (1) develop good methodologies, good practice, and formalize these in practical manuals, (2) build the capacity of facilitators and service providers to use these, and (3) support policy development at district, provincial and national levels to institutionalize the good practice. More Effective Decentralized Education Management and Governance 51

76 Dissemination and Sustainability Program Goals Provide transitional assistance to districts, schools & other institutions to implement DBE1 school level programs with their own funds Provide assistance to districts, schools & other institutions to plan, budget & manage DBE1 school level programs Finalize, sanction and disseminate manuals for planning, budgeting & managing implementation of DBE1 school level programs Identify, organize and train service providers to provide technical assistance to districts to implement DBE1 programs 7.1. National Policy and Practice (Task 10) DBE1 continued to work closely with national counterparts throughout this quarter with the aim of mainstreaming the good practice developed through the project and influencing national policy and practice. Building on the ongoing collaboration with MONE s Secretariat for School Based Management, in the Directorate for Kindergarten and Elementary Schooling, DBE1 participated in a series of regional workshops conducted by the Directorate across Indonesia. These activities were described above in Section 2.3 of this report, School- Based Management Secretariat (MONE). Participants of Dissemination Workshop in Banten. The Directorate also took part in a round of DBE123 showcase workshops conducted in each province in July. The workshops, titled Lokakarya Keberhasilan DBE dan Diseminasi Good Practices are reported in the section below on sustainability. The purpose was to support an integrated approach to both dissemination and sustainability within target provinces. These workshops also provided a forum to engage national stakeholders, inform them of good practices developed through the project and encourage their continued support. The process of publishing DBE1 school-based management manuals with MONE and MORA and Menkokesra logos and endorsements is almost complete. Workshops conducted in the previous quarter reconfirmed MONE s approval for all of DBE1 s school and community program materials. The process has proved to be rather lengthy, a fact which should not suggest that it has been problematic; rather, it has been thorough. A final workshop is planned for early in the next quarter to complete the process. The workshop will provide an opportunity for DBE1 to report back to the Directorate on results of reviewing the School-Based Management Dissemination Manual along with 52 More Effective Decentralized Education Management and Governance

77 all other manuals for implementing school-based management based on input from the last workshop held in June at Hotel Mirah, Bogor. Members of the Directorate will also be invited to report on the district and school visits conducted in all DBE1 provinces as a follow up to the last workshop. It is intended that as a result of the next workshop: all of the relevant manuals will align with standards and format for the Direktorat Pembinaan TK dan SD, Depdiknas; the manuals will be disseminated in MONE s school-based management workshops planned to take place in ten regions and covering 33 provinces, and introductory statements (kata pengantar) will be signed by the Director of the Direktorat Pembinaan TK dan SD for each manual. Also during this quarter, following the June workshop with the MONE Directorate for TK-SD, DBE1 has investigated costs and practicalities for publishing manuals, training modules and support materials for the school-based management program as a box-set. In September, DBE1 participated in a multi-stakeholder workshop to discuss schoolbased management, hosted by the World Bank in Jakarta. The workshop was attended by representatives of MONE, MORA, the World Bank, DBE1, LAPIS (AusAID), and CLCC (UNICEF / UNESCO). The World Bank is planning to conduct a research study into the implementation of school-based management in Indonesia s schools and madrasah. DBE1 presented a policy note drawing on the experience of the project in school level financial planning and management along with the district level financial analysis, particularly BOSP. We gave a presentation on our experience supporting schools and districts with the implementation of school-based management. During the quarter, DBE1 continued work on various impact studies and metaanalyses which are intended to ultimately inform policy development at national levels. DBE1 also conducted consultations with the national education standards board (BSNP) and informed this body of our work in school unit cost analysis. BSNP plans to develop a national education cost index. On the basis of these discussions, DBE1 will assist BSNP in the development of their education cost index through a series of district workshops, culminating in a national workshop early in Anticipated Next Steps Conduct workshop with MONE to finalize school-based management maerials on October Complete school-based management impact study, publish report and disseminate to stakeholders. Commence work on district level studies and meta-analysis Follow up on consultations with the BSNP on developing an education cost index. More Effective Decentralized Education Management and Governance 53

78 7.2. Disseminating School-Based Management (Task 11) Up until the end of this quarter over Rp.10.3 billion, or $1 million, has been allocated for dissemination of DBE1 school-based management programs in 42 districts. Of this, Rp8.4 billion came from annual district budgets (APBD) and the remainder, Rp1.9 billion, from a variety of non-apbd sources including MORA funds, school funds (predominately BOS) and non-government sector funds (e.g. Muhammadiyah). Table 7.1, below, indicates the number of schools and madrasah which, up until now, have participated in dissemination programs to implement DBE1 methodologies using funds from APBD and other sources. Up until now, some 61 districts have been involved in dissemination programs, including 43 which have disseminated schoolbased management programs and 19 district level interventions, specicically BOSP. This includes DBE1 target and non-target districts. Table 7.1 Number of schools implementing DBE1 programs under dissemination Province # of School Aceh 44 North Sumatra 180 Banten 642 West Java 414 Central Java 2,287 East Java 3,152 South Sulawesi 451 Grand Total 7,170 These 7,170 schools and madrasah have implemented programs to disseminate DBE1 school-based management practices, particularly school development planning (RKS) in non-target schools. As core activity fully-funded by DBE1 at school level is now completed, DBE1 personnel are now more able to focus on supporting the planning, implementation and monitoring of these activities. Table 7.2 below provides a detailed breakdown of dissemination funding and programs to date. 54 More Effective Decentralized Education Management and Governance

79 Table 7.2 Summary of School Level Dissemination Programs to end of September 2009 Founding Sources and Number of Schools Province Number of District Rp District budgets (APBD) DBE1 DBE2 DBE3 Total SD/ MI Number of Schools & Madrasah SMP/ MTS SMA /MA Other funds (BOS, non-government foundations, MORA etc) Rp Total DBE1 DBE2 DBE3 Total SD/MI Number of Schools & Madrasah SMP/ MTs SMA/ MA Total 2006 East Java South Sulawesi 1 129,000, ,000, Total ,000, ,000, Aceh North Sumatra 4 487,000,000 40,000, ,000, ,000, ,500,000 16,500, Banten ,500, ,500, West Java 3 150,000, ,000, ,500, ,500, Central Java 6 500,000,000 80,000, ,000, ,000, ,000, East Java 2 436,000, ,000, ,000, ,000, South Sulawesi 2 164,000, ,000, Total ,737,000, ,000, ,857,000, ,000, ,500, ,500, Aceh 1 50,000, ,000, ,945,00 115,000 16,000, North Sumatra 4 328,786,000 0, ,731, ,200, ,000,000 33,200, Banten 1 180,000, ,000, West Java 5 409,470, ,470, ,800,00 Central Java 5 1,293,000, ,713,800, East Java 3 633,000, ,000, ,000, ,000, South Sulawesi 6 853,180, ,180, ,650, ,650, More Effective Decentralized Education Management and Governance 55

80 Total Nasional ,747,436, ,745, ,000,000 4,588,181, ,850,000 16,000, 000 9,000, ,850, Aceh ,000, ,000, ,000 25,600, 100,622,00 North Sumatra 3 271,672,000 52,000,000, ,672, ,900, ,122, Banten 8 620,000, ,000, ,800,000 16,800, West Java Central Java 6 166,260, ,260, ,090, ,090, ,78 2,11 East Java 7 714,000, ,000, ,074,900, ,074,900,000 1, ,729 South Sulawesi 4 1,040,491, ,040,491, ,350, ,350, Total ,812,423,480 52,000, ,000,000 2,964,423,480 2, ,03 7 1,476,040,000 25,600, ,622,00 0 1,602,262,000 2, ,630 Grand Total 43 8,425,859, ,745,00 215,000 3,49 4,47 41,600, 123,122,00 9,538,604, ,911,890,000 0, ,076,612,000 3, , More Effective Decentralized Education Management and Governance

81 As the above table and the following examples of dissemination activities conducting during this quarer show, dissemination is taking off around the country. 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. On August 19 th, the Education Office of Deli Serdang issued a letter requiring all schools in the district to complete their RKS and RKT in accordance to Permendiknas 19/2007, which aligns with the DBE1 approach. A budget commitment has also been made in the Education Office Renstra to support training of all SD, SMP and SMA in Deli Serdang to achieve this objective. The RKS and RKT from these schools will be used to evaluate school performance and as input for Education Office Renja (annual plan). In August ten people took part in a three-day Training of Trainers session for SMP RKS in Sukabumi. It is intended that these will participate in cluster-level training as well as facilitation sessions for 30 SMP in the district. This activity was part of Sukabumi Education Office effort to expand the DBE1 school-based management program to SD and SMP in the region. The target in 2009 is 40 schools with a budget from APBD of Rp. 160 million. In 2010 a total of 100 schools will take part with a budget of Rp 400 million. As an outcome of the DBE Best Practice Workshop in Central Java, the Provincial Office of Religious Affairs allocated funds from the MORA 2009 budget to train 160 madrasah ibtidaiyah (MI) to develop RKM using the DBE1 approach. As MORA s supervisors are province-based, DBE1 will train 700 supervisors as Provincial Facilitators who, in turn, will facilitate the RKM development process in those 160 MIs. A similar program will continue next year for the remaining MIs in the province. Meanwhile in Kabupaten Boyolali, Central Java, the district has issued a decision by the Head of the Education Office (Surat Keputusan Kepala Dinas Dikpora) concerning education planning (Mekanisme Perencanaan Di Lingkungan Dinas Pendidikan, Pemuda dan Olahraga Kabupaten Boyolali). The new planning mechanism requires that district planning and policy must prioritise that already prepared by the various units. What this means is that, in preparing the district plan (renja), the district will take into account priorities identified in the school development plans (RKS and RKTS). Head of Boyolali District gave his remark during workshop to link school plans with District Education Office Work Plan In order to support this process, DBE1 facilitated a workshop in August titled Linking RKTS and Renja SKPD Dikpora. District officials appear to have responded very well to these developments and are positive about synchrinising planning for The Kasubdin Perencanaan commented that the Bupati and Kepala Dinas are keen to see district planning More Effective Decentralized Education Management and Governance 57

82 become more responsive to school planning and that this will help in formulating district budget (APBD). Of the 19 kecamatan in Boyolali only eight have received assistance from DBE1 to pepare RKS and RKT/RKAS either in initial target clusters or subsequent dissemination programs. For this reason, DBE1 facilitated a two-day workshop in August for pengawas from the sub-districts which have not yet received support. Some 80 pengawas from 11 sub-districts attended. The workshop successfully introduced the concept and approach to RKS and RKT/RKAS developed by DBE1. However we are not yet confident that the participants are prepared to facilitate the RKS and RKT/RKAS well. The Education Office in Boyolali has requested that DBE1 continue to support the pengawas in training and mentoring schools to prepare RKS and RKT/RKAS. DBE1 will also provide some support in the form of mentoring for the District Education Office in the process of collecting and compiling the school plans in a form that is useful as input into district level planning. Another dissemination program is taking place in collaboration with MORA in the province of DI Yogyakarta. Following previous visits and consultations, MORA in DIY attended the showcase workshop held in nearby Solo. Their response was very enthusiastic and plans are underway for a major workshop to prepare MORA pengawas to act as district facilitators and provide training and mentoring for all madrasah in the DI Yogyakarta province. The program commenced in Yogyakarta on 14th September with an introduction to RKM and how to complete the profile table by madrasah heads from MI, MTs, MA and PPAI which will be followed by training in how to prepare RKM for the period in October However, in order to implement the program, the MORA pengawas need intensive training to act effectively in their new role as facilitators of madrasah development planning (RKM) in line with Permendiknas 19/2007. With this in mind a TOT workshop is planned for October. In Central Java during this quarter, a total of Rp. 185,148,000 was spent by districts and schools to support dissemination of DBE1 programs in 301 schools and madrasah. Examples of programs to disseminate the RKS approach include Blora District (62 schools in Randu Blatung sub-district with a budget of Rp. 18,600,000 and 53 schools in Kedung Tuban sub-district with a budget of Rp. 10,200,000. In Kudus District all 133 MIs participated in an RKS program with a budget of Rp. 50,000,000 from the Office of Religious Affairs and Rp. 26,800,000 from the participating madrasah. In Karanganyar District, 24 schools took part in a program with a budget of Rp. 50,000,000 from the District Budget and Rp. 2,940,000 from participating schools. And in Purworejo District, 29 schools took part in a program with a budget of Rp. 19,488,000. In Blora 28 schools participated in a program to disseminate the RKT development process with a budget of Rp. 5,320,000 from each school. 29 schools in Purworejo contributed Rp. 7,308,000 each to participate in a program to learn the SDS approach. 58 More Effective Decentralized Education Management and Governance

83 It was noticed the level of committee involvement in the process was low in these dissemination programs. As a result we have encouraged schools to request school committee to participate as well. Meanwhile, because there were too many participants in the SDS dissemination program and limited availability of electricity to support the activities, the training sessions were often disrupted. DBE1 suggested that schools use more facilitators as well as increase level of involvement of principals as co-facilitators of the process. Also in this quarter, DBE1 assisted the Magelang Municipality, a non-target district, to calculate and analyze their school unit cost during the July to September period. Following a series of meetings between DBE1, MONE, the local Education Office and the World Bank-funded BEC-TF project (reported in the Section 1 of this Report) in September, DBE1 met with the Nganjuk Education Office and BEC-TF to discuss planned BEC-TF training of 300 SD/MI on RKS/M. It was agreed that BEC-TF will adopt DBE1 standards and methodologies in the training to be held from October 12 to 17. In this meeting, the Education Office representative also suggested that BEC- TF also adopt DBE1 methodologies on school committee members and capacity building for principals. Principals from schools in Pasuruan, East Java, took part in Leadership Training funded by District Office of Religious Affairs. Also in East Java in July (21 st to 23 rd ), a meeting was held with stakeholders from nine partner districts to review dissemination efforts in 2009 and plan in As a result of the meeting, Bangkalan district stakeholders met on July 31 and agreed to allocate Rp. 60,000,000 from its 2009 Amended Budget to support training for RKS/M development and committee. In September, 20 principals (80 MI, 70 MTs and 52 MA) in Pasuruan were trained on school based management. The activity was funded by Office of Religious Affairs with a budget o Rp. 10,100,000. The Head of the Religious Affairs Office mentioned that this was the first step to disseminate DBE1 programs and the effort will continue with training of RKM development process for schools from all levels. Meanwhile the following activities took place to disseminate the DBE1 RKS/M approach. In Tuban, 35 SD in Plumpang sub-district participated in RKS training with a budget of Rp. 27,500,000 derived from the schools themselves. In Surabaya 137 SD/MI from 5 sub-districts prepared RKS with a budget of Rp. 102,750,000 (self funded). Principals from a futher 26 SD were trained to complete the school profile part of RKS/M. This was the first step prior to RKS/M development training planned to take place in the future. In Nganjuk district, some 50 SD and 25 SMP took part in RKS training with a budget of Rp. 128,000,000 (APBD). In Sidoarjo in August, 150 participants from 98 SD/MI took part in school committee training sessions. Funded by Sidoarjo APBD (Rp. 100,000,000) the event was More Effective Decentralized Education Management and Governance 59

84 officially opened by the Head of the Basic Education Division in the Education Office. In his remarks, the Education Office representative expressed his hope that with this training, school committee and principals will better understand their roles and functions as well as support school-based management. Also in August, 59 supervisors participated in a similar training event in Surabaya. This activity was funded by Surabaya district budget (APBD) (Rp ). In September, 58 TK/SD and 27 Islamic school supervisors from Pasuruan were trained in school committee capacity building. This training session, facilitated by District Facilitators and supervisors from the Supervisors Forum, was funded by District Budget (Rp. 17,000,000). In Bangkalan, a total of 78 SD/MI from 18 subdistricts took part in the first phase of school committee training. The Bangkalan District Government allocated Rp. 50 million to support this training. Meanwhile, Pasuruan district allocated Rp 28,000,000 to support a capacity building effort for principals. The training was attended by 55 Kindergarten/ Elementary and 25 Islamic Schools supervisors, 16 Heads of Sub-District Education Office, and 125 SD/MI principals. These sessions were facilitated by Provincial Facilitators from Pasuruan, Tuban, and Sidoarjo. Eight members of the Supervisors/District Facilitators Forum also assisted in the facilitation. In September, schools from Surabaya and Tuban were trained on the School Database System (SDS). The event, which took place in Surabaya, was attended by 16 MI and focused on BOS reporting procedures and management of school profile data. The follow up workshop will be held in October. In Tuban, 40 participants from Tuban Sub-District Education Offices were introduced to SDS. It was hoped that these Sub- District Education Office representatives would be able to support the SDS training for 120 Reference Schools in the near future. Meanwhile, in Sidoarjo in September, a total of 15 Madrasah Diniyah from Pondok Pesantren were trained on SDS. Sidoarjo District allocated Rp. 40,000,000 from its budget to support this training. In South Sulawesi, dissemination programs focused on the RKS/M development process. In Luwu, 26 schools took part in training in August. Each school contributed Rp. 500,000 to Rp. 900,000 to support this activity. This was direct result of DBE123 Good Practice Workshop held in July. In Sidrap 84 members of schools development plan working groups attended a program in August. And in Makassar, Helen Keller International used DBE1 manuals and Representatives of 15 Madrasah Diniyah took part in SDS training in Sidoarjo, East Java. Training was funded by Sidoarjo APBD. methodology to train a number schools in the region in September. 60 More Effective Decentralized Education Management and Governance

85 Activity Table 7.3 Dissemination achievements Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter School based management programs disseminated 3,000 schools Dec 09 7,170 2,738 Ongoing Provide TOT, materials masters, supervision 50 districts Dec Ongoing Workshops to promote replication for June 09 Provincial workshops held Provincial workshops held NA Conduct Pengawas Forums to include DF & replication facilitators 20 days x 50 Dec 09 Approx. 12 x 50 ongoing ongoing Revise and distribute Dissemination Manual for Districts based on MONE inputs 50 + districts Jan 09 First draft to 49 districts Manual approved by MONE Complete publication Table 7.4 Summary of Progress with Dissemination of School-Based Management in Non-Target Districts Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Revise marketing materials 1 set April 09 Completed Completed NA Target next Quarter Conduct TOT at provincial level with province funding (East Java) Market program to provincial stakeholders in DBE123 workshops 1 prov Nov 08 Completed Completed NA 7 prov March 09 Completed Completed NA Develop strategy with MONE, MORA & donors to market programs to non-dbe provinces & districts - Sep 09 5 regional MONE workshops conducted 5 regional MONE workshops conducted Three remaining Anticipated Next Steps: The focus on promoting and supporting dissemination of school-based management will continue in all provinces and districts in the next quarter. Monthly forums for pengawas and district facilitors will continue, with the focus on improving skills and understandings to enable the districts to disseminate school-based management without further assistance from DBE1. Participate in the remaining three regional MONE KTSP workshops to promote DBE1 school-based management approaches. More Effective Decentralized Education Management and Governance 61

86 7.3 Documenting Good Practice (Task 12) In this final year of project intervention it is vital that increased focus be given to documenting good practice. Given the large geographic spread, the diversity of location and the vast numbers of schools, madrasah, teachers, and communities involved in the DBE1 program over the course of five to six years, we know that there are a great many untold stories out there; stories of good practice in improving the governance and management of basic education at both school and district level, stories of ordinary people doing innovative and extraordianry things to improve schooling for their children. We aim to capture as many of these stories as we can and to publish and disseminate them in reader-friendly formats. Community Participants Specialist from South Sulawesi, East Java, and West Java in the story writing workshop. Over three days in July (5 th to 7 th ) a writing orkshop was held for DBE1 provincial communty participation specialists in Yogyakarta to provide the team with the opportunity to write first hand experiences, lessons learned and stories from the field. A second workshop is planned to take place in November or December. The aim of these workshops is to increase the skills and focus of our own team to capture the stories of good practice from the field in a format that it is accessible and readable. DBE1 is hiring a writer as Short-Term Technical Assistant to write stories illustrating good practices from the field. The writer s Scope of Work has now been approved by USAID and World Education is in the process of finalizing the writer s contract. Anticipated Next Steps: Provide ongoing encouragement and further workshops to DBE1 personnel to document good practice. Allocate resources at central level to collecting, editing, polishing and compiling good practice stories. Plan for producing a short film to document good practice. 7.4 Disseminating District Level Programs and Developing Service Providers (Task 13) In this quarter, DBE1 and partners conducted follow up activities with major service provider, the Indonesian Education University (Universitas Pendidikan Indonesia or UPI) in Bandung in West Java. Following the program of training that was designed and delivered earlier in the year, during July a team of university lecturers trained and mentored final-year education students during their obligatory community service program (KKN). The final-year 62 More Effective Decentralized Education Management and Governance

87 students, in turn, provided on-site training and mentoring to schools in the basic components of school based management: school committee strengthening, SDS, school development planning. The KKN was conducted from July 24 to August 29. In collaboration with the West Java Provincial Education Office and UPI, DBE1 also provided leadership training for some 100 elementary school heads in target schools from Kabupaten Bandung Barat and Kota Cimahi to prepare them for the program ahead of the student placements. The workshop took place at UPI campus in Bandung on Saturday 18 th July. The event was attended by the Rector of UPI, Prof Dr. Sunaryo Kartasasmita (The Rector opened the event and gave a presentation), the Kepala Dinas Pendidikan Provinsi Jawa Barat (who also gave a brief presentation), the Head of LPPM UPI, and the 24 lecturers who had already been trained by DBE1 In addition to 100 SD principals. Around 40 senior students attended as heads of the various KKN groups. The Rector expressed strong appreciation to DBE1 and reconfirmed the readiness of UPI to act as a service provider in West Java. The material developed by DBE1 will be used in student assessment by lecturers, particularly in connection with the KKN program. It should be noted that some 1,300 students are taking part in the KKN program to promote school-based management this year, using materials from DBE1. The support and cooperation of provincial, district and sub-district level education offices is also strong. In addition to this training, DBE1 provided training in district level interventions to UPI personnel. Also during this quarter a simple protocol was prepared to provide direction for DBE1 provincial coordinators in finalizing working agreements with a number of other tertiary instituties and other organizations as service providers for disseminating the DBE1 program especially at district level. Preliminary discussions have taken place with the National University of Makassar, the University of Semarang in Central Java and in East Java with the national-level NGO, Pattiro (Pusat Telaah & Informasi Regional), with whom DBE1 has already conducted training. (Malang, June.) Table 7.5 Summary of Progress with Dissemination of District Level Programs Activity Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter Reach agreements with local governments to develop reference districts 7 Feb 09 In process In process In process All programs installed and operating Assist MONE identify, train & certify Service Providers (SP) 7 Sept 09 Not yet Continue to develop core programs - Jan 09 Not yet Discussions with World Bank Continue to develop core programs Discussions with World Bank & MONE More Effective Decentralized Education Management and Governance 63

88 Activity Facilitate agreement USAID, MONE, World Bank & DBE1 to train SP for BEC Facilitate study visits to model districts for MONE & donors Facilitate setting certification standards with MONE Target Volume Target Date Status at end of Quarter (cumulative) Achievement this Quarter Target next Quarter - Jan 09 In process As above As above - June 09 Completed in June for school level program Completed in June for school level program Plan for district level monitoring - Feb 10 Not yet Not yet Not yet Conduct on the job training for SP in DBE1 districts - Dec 09 In process Commenced in Central and West Java Develop similar programs where possible in other provinces The following table illustrates the amount of funding and number of programs disseminated at district level to date. Up until now, nineteen districts have funded programs to implement DBE1 district level programs, in all cases BOSP. Table 7.6 Summary of School Level Dissemination Programs to end of September Province Number of districts Funding Sources District budgets (APBD) Other funds Total Rp Rp Rp Central Java 4 3,000,000 36,350,000 39,350,004 East Java ,750, ,750,015 National Total ,750,000 36,350, ,100,019 Anticipated Next Steps: Finalize agreements with institutions of higher education, NGOs or consulting organizations in Central Java, East Java and South Sulawesi to authorize institutional associates to participate in the Service Providers training program and commence programs in line with agreements. Train and certify a cadre of professionals to provide services to assist and improve capacities of local governments in education finance analysis and education development planning and policy development Assist with linking DBE1 certified Service Providers to potential clients for Service Provider services. Follow up with UPI in West Java to develop the capacity of key personnel to provide training and mentoring at district level. 64 More Effective Decentralized Education Management and Governance

89 7.5 Sustainability Strategies to increase sustainability are integrated into DBE1 s approach across the program. Most of the strategies described above which are being implemented to support dissemination also support sustainability of project outcomes. The broad approach in this, the final phase of project implementation, is to deepen and strengthen the impact of programs at all levels by supporting districts and schools to implement plans and develop policies for ongoing improvement based on the experience and outcomes of financial analysis, educational data management and strategic planning. In this quarter, we have updated the project workplan in order to strengthen activities to support achieving objectives of sustainability and dissemination. This draft plan has been submitted to USAID and is currently under consideration. DBE1 has now completed implementation of all core programs at school/community level and most programs at district level. The focus now is more on deepening impact, institutionalizing good practices, supporting widespread dissemination and a broad fieldbased policy agenda at district, province and national levels. One sustainability mechanism for schoollevel programs is the monthly facilitator forum being held for school supervisors in each district followed up with school visits to monitor and support implementation of school development plans (RKS). These monthly forums are designed to provide ongoing professional development and to help keep the facilitators motivated. Ongoing monthly forum activities have Participants of Facilitator Forum in Sukabumi taken place in all districts this quarter. As reported in the section on Dissemination above, we are now beginning to see new facilitators trained through these forums taking up a role as trainers in dissemination programs in a number of districts. In the coming quarter, all Cohort 1 schools will be assisted to develop new school development plans (RKS), further institutionalizing the process. The training will be prepared and delivered fully by district facilitators with only minimum back-up from DBE1 personnel. For district-level programs, sustainability of outcomes is being achieved in a similar way by supporting districts to develop annual work-plans and district budgets based on strategic plans and to support the development of policy informed by DBE1 supported analysis of educational finance and data management. While it was previously envisaged that the mechanism for this would be a round of workshops, we now realize that different approaches will be appropriate for different districts. As the project has progressed and district level programs have become more established, so it has become apparent that each district and provincial context is different. In most cases we will not run workshops, but instead will lobby districts More Effective Decentralized Education Management and Governance 65

90 through key officials involved in the preparation of SIPPK, renstra, BOSP and AKPK. It is the results of this work that will inform policy and planning. In some provinces, such as East Java and South Sulawesi, engagement with the province will greatly strengthen sustainability. In these regions we are developing teams of provincial facilitators. In some places, the province is also beginning to fund dissemination of programs such as RKS and BOSP. As described above, this is occurring in East Java and Banten. The development of service providers and possible integration of DBE1 materials and manuals into curriculum for post-graduate studies in school management and governance is another sustainability mechanism. All of this will be considered in depth during the coming quarter as we prepare a detailed workplan for the final period of project implementation. Working closely with DBE2 and DBE3, DBE1 conducted a series of DBE Best Practice Dissemination Workshops Lokakarya Keberhasilan DBE dan Diseminasi Good Practices between July 27 to August 6 in each of the target provinces: West Java, Banten, Central Java, North Sumatra, South Sulawesi, and East Java in July and August. These workshops will show-cased USAID s basic education program and promising schooling practices developed over the past four years. The purpose of the workshops was to enable provincial and district governments and stakeholders to learn more about DBE and to encourage them to invest in programs to disseminate and sustain good practice approaches such as school-based management, active learning, cluster resource centers, and school unit cost calculation. Although it is early to claim many outcomes of these events, as a result of the workshop in Central Java, a major dissemination effort is already under way with the support of the Yogyakarta Provincial Office of Religious Affairs. This program is described above under the section 6.2 Disseminating School Based Management. Anticipated Next Steps: Head of South Sulawesi Provincial Bappeda visited DBE1 booth during DBE Dissemination Workshop in Makassar recently. Continue to provide monthly forums for facilitators and to support school visits for mentoring and supporting implementation of school-based management including RKS. Lobbying and consultation with districts to influence the development of annual work-plans and budgets to align with renstra will take place in the coming quarter. 66 More Effective Decentralized Education Management and Governance

91 Finalization of a revised workplan for the final year of implementation to include careful consideration of strategies to increase sustainability, deepen implementation and influence policy at higher levels of government. More Effective Decentralized Education Management and Governance 67

92 Annex 1: Provincial Reports Aceh DBE1 activity July September 2009 School-level programs RKS/M District-Level Workshop in Aceh Tengah On July 16, stakeholders from district and school levels met in Aceh Tengah to discuss school development plans (RKS/M) that had been developed with DBE1 assistance and facilitation. In this district, because many of Education Office and Office of Religious Affairs representatives did not understand fully the purpose and benefits of school plans, many asked about documents development process as well as advantages. To address to this, DBE1 plans to invite more representatives of those offices to take part in the RKS updating process in the future. However, because of this workshop, the District Education Office and Office of Religious Affairs became aware of the needs and conditions of schools as well as use the information as basis to implement district programs in schools. RKS/M Updating in Aceh Tengah, Bireuen, Pidie, and Aceh Besar. School planning (RPS/RKS/RKT) A Training of Trainers on RKS/M updating was held in Aceh Tengah on July 17, Bireuen on July 18, Pidie on July 22, and Aceh Besar on July 28. The training was attended by District Facilitators, Supervisors from Facilitators Forum, and District Coordinators. On the basis of these training sessions, it is apparent that some participants need more experience in identifying the differences in the document between priority and routine programs. Some supervisors also need more training on providing facilitation to the working groups. To solve these challenges, supervisors will meet regularly in monthly facilitators forums to discuss problems faced during the RKS/M updating process and to receive more training on facilitation techniques. To ensure that schools are able to prepare the required data properly, supervisors will facilitate pre-workshop sessions in schools for RKS/M updating prior to the cluster-level session. During the subsequent RKS/M updating workshop for these districts, schools responded very positively to DBE1 assistance. However, a thorough review of the updated RKT from the schools found that some of the documents were identical. Further, some schools did not factor in four years into their budget planning. As a result, DBE1 will provide more facilitation to schools that need to revise their document. 68 More Effective Decentralized Education Management and Governance

93 DBE1 activity July September 2009 Training of Trainers for Cohort 1 District Facilitators and Coordinators. Training sessions were held for District Coordinators and Facilitators of Banda Aceh and Aceh Besar on August 8. After observing the participants level of familiarity and comfort in using SDS, DBE1 Aceh decided that DBE1 Aceh Data Information Specialist will take part in the upcoming pre-workshop consultations to continue supporting those DFs and DCs. These pre-workshop sessions will take place in schools and madrasah in October. School Database System (SDS) Training of Trainers for Cohort 2 District Facilitators and Coordinators (Refresher Sessions.) Training of Trainers for District Coordinators and Facilitators from Pidie, Bireuen, and Aceh Tengah were held from September 14 to 16. In this training, participants learned to input data from the older version of SDS to the new one, use schools RKT to support preparation of a School Report Card (SRC) as well as to produce BOS reports in accordance with the 2009 BOS reporting guideline. Participants also agreed that schools need to finalize their RKT prior to completing their SDS. District-level programs District Education Planning (Renstra) District Education Planning and Capacity Assessment On September 14, a public consultation session was held in Banda Aceh and attended by representatives of Education Office, School Committee, Education Quality Assurance Body (Lembaga Penjamin Mutu Pendidikan/LPMP,) Banda Aceh Municipality, NGOs, schools, and media. Topics discussed included the need to improve the teacherstudent ratio from 20:1 to 15:1 and to improve distribution of teachers based on schools needs and conditions. Participants also expressed the need to have school s treasurer and administrative staff to ensure proper implementation of school based management. The Vice Mayor of Aceh expressed his hope that the document will be used as the Municipality s official document until 2012 to support efforts to improve education. District Education Finance District Education Finance Analysis (Analisis Keuangan Pendidikan Kabupaten/Kota or AKPK) In July, DBE1 held two separate workshops to assist stakeholders in More Effective Decentralized Education Management and Governance 69

94 DBE1 activity July September 2009 Aceh Tengah to conduct their finance analysis. In general, the AKPK team members worked efficiently among themselves and with the DBE1 District Coordinator, resulting in completion of work ahead of schedule. The District Coordinator was also able to help the team members to obtain necessary BOS information from Office of Religious Affairs even though that information was not readily available. The Aceh Tengah renstra document is now finished and signed by Head of District. Dissemination Supervisors and District Facilitators Forum Supervisors and District Facilitators Forums continued to take place in Aceh Tengah, Pidie, and Bireuen in this reporting period. For those school supervisors who never took part in DBE1 programs before, it proved rather difficult for them to follow and implement DBE1 approaches. DBE1 Aceh will try to hold these forums on a more regular basis and provide the supervisors with more training on related topics. Partnerships Meeting with Aceh Besar stakeholders Engaging District, Province Stakeholders On July 3, DBE12 Aceh met with Head of Aceh Besar district and other stakeholders. In this meeting, DBE1 expressed concern that BOSP results were not used as input for establishing 2009 educationsector budget. The Head of the District stated that the cause of this situation was insufficient district funds. While the district government tried to obtain an additional budget from the province, they were faced with a lack of provincial level policy and regulation to support such endeavor. However, at the same time, the Head of the District expressed appreciation for AKPK results so far and will use the results as input to monitor budget allocations for the education sector. He indicated that he hoped the results could be used as input for District Budget in Meeting with Aceh Provincial Education Council On September 3, DBE1 Aceh team members met with newlyappointed members of Aceh Provincial Education Council (MPD.) In this meeting, MPD members who will work from 2008 to 2013 were briefed on DBE1 programs. They provided many inputs such as the need to consider the location of schools and to include activities related to Al Qur an reading lessons in districts BOSP calculation. They also stated that AKPK results provide good and sound information to support the effort to improve education in Aceh. 70 More Effective Decentralized Education Management and Governance

95 DBE1 activity July September 2009 On September 16, DBE1 Aceh met with Aceh Besar Education Office and Office of Religious Affairs to discuss dissemination of DBE1 programs. Using Rp. 190 million from Development Acceleration for Under Developed and Special Region funds (Percepatan Pembangunan Daerah Tertinggal dan Khusus/P2DTK,) a total of 31 SD will take part in RKS/M development, Committee and Leadership Training. The activities are planned to take place in November- December. Because of the limitation in number and quality of district personnel to support these activities, the Education Office and Office of Religious Affairs requested DBE1 Aceh to assist with planning, implementation, and monitoring stages. North Sumatra DBE1 activity July September 2009 School-level programs School planning (RPS/RKS/RKT) School Planning for SD/MI From July 1 to August 27, training and facilitation sessions to update schools RKS/M to RKT were provided for a total of 510 members of RKS working groups. Even though most school stakeholders were busy with other school activities such as the admission of new students, they eagerly took part in these training and facilitation sessions. In Tebing Tinggi, District Coordinators and Facilitators provided additional assistance to schools that were not able to complete their document on time. Meanwhile, in Sibolga, District Coordinators and District Facilitators reviewed schools documents. Plans that needed correcting were returned to the Working Group to be further revised. It is planned that all school documents will be completed by October School Planning for SMP/MTs Meanwhile, during the period from July 9 to August 14, DBE1 North Sumatra trained SMP/MTs working groups to update their school plans. Schools that have obtained National School Standard status (Sekolah Standar Nasional/SSN,) were not too eager to take part in this process. This was due to the fact that these schools already have their own RKS which was developed using standards of MONE s Directorate of Junior Secondary Education development (Direktorat Pembinaan SMP.) School Database System (SDS) Schools in Cohort 1 districts (Binjai, Tebing Tinggi, Tapanuli Utara, and Deli Serdang) received SDS training and facilitation during this quarter. In Binjai, challenges included some schools reluctance to More Effective Decentralized Education Management and Governance 71

96 DBE1 activity July September 2009 include information related to BOS in SDS, lack of supporting data from schools, and lack of good working relationship between principals and schools data operator. In order to support these schools, DBE1 continued to provide information about the benefits of SDS. Also, because some schools needed more time to complete the SDS process, the results of work in those schools was checked by DBE1 North Sumatra personnel at the province. This was done to reduce the possibility of further delay in the process. Training for SDS updating for Cohort 2 schools will be conducted throughout the October to December period. District-level programs District Education Planning (Renstra) On 19 August, the Education Office of Deli Serdang issued a circular letter requesting all schools (SD, SMP, and SMA) in the region to prepare an School Work Plan and Annual Work Plan in accordance with Minister of National Education Regulation Number 19, 2009 (Peraturan Menteri Pendidikan Nasional 19 Tahun 2009). The Deli Serdang Education Office then plans to use schools work and annual plans as input for the Office s Work Plan. To support this endeavor, the Deli Serdang Education Office requested DBE1 to train Heads of Sub- District Education Offices, supervisors, and SMP Principals on the school work and annual plan development process. This is planned to take place in October District Education Planning and Capacity Assessment In Tapanuli Utara, on August 27, the Head of the Education Office issued a circular letter to the Head of the District Development Planning Body (Bappeda) to inform him that the District s renstra document which was developed with facilitation by DBE1 will be used as a guideline to develop the District s Mid Term Development Plan (Rencana Pengembangan Jangka Menengah Daerah/RPJMD.) Meanwhile, from July to September, DBE1 also assisted with renstra development in Deli Serdang and Tanjungbalai. Stakeholders who were involved in this process appreciated the approach and methodologies that DBE1 used. Prior to DBE1 involvement, the districts renstra documents were prepared independently by different sub-division offices. Now the planning is undertaken together, making the whole planning process more inclusive and participative. In Deli Serdang, public consultation was held on September 30. Attended by a total of 40 people from the Education Office, District Parliament, Education Council, District Personnel Board, schools, media, and others, this event provided an opportunity to participants to voice their input and feedback. Issues such as the need to have a District Decree (Peraturan Daerah) as a basis for District s Mid Term Development Plan, teachers certification, and to improve the service 72 More Effective Decentralized Education Management and Governance

97 DBE1 activity July September 2009 for people from low to middle income backgrounds were discussed. The document will then be revised based on these inputs. Meanwhile, in Tanjungbalai, the district s renstra development was focused two tasks: an evaluation of education sector work results up until 2008 the identification of goals to be achieved in 2015 through Tanjungbalai Cerdas This effort was part of an integrated approach by the Tanjungbalai Municipality government to improve the quality of education. DBE1 will hold subsequent internal consultation on October 7 and 8. Support to Renstra: SIPPK/Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (DPISS) To assist Deli Serdang and Tanjungbalai stakeholders in developing their renstra document, the SIPPK output file was used as basis to identify and develop related issues and objectives. District Education Finance District Education Finance Analysis (Analisis Keuangan Pendidikan Kabupaten/Kota or AKPK) In this reporting period, DBE1 North Sumatra assisted Tebing Tinggi and Deli Serdang stakeholders to conduct their districts education finance analysis. In Tebing Tinggi, public consultation was held on 22 July and attended by the Secretary of Tebing Tinggi Municipality, Head of Bappeda, Head of Education Office, Head of Education Committee of Municipality Parliament, and others. In this event, AKPK team members presented their findings and informed participants that the budget to improve quality of education and teaching and learning activities was still not sufficient. To provide a more comprehensive picture, DBE1 also presented results of Tebing Tinggi BOSP. In this event, the Secretary of the Municipality and Head of the Education Office expressed their hope that the North Sumatra Provincial government will share its budget to support implementation of free education in the region. A similar event was carried out in Deli Serdang on July 30 and, among others, was attended by the Vice Head of the District. In general, district stakeholders supported the idea that results of analysis should be used as basis for the district s planning and budgeting process. Although currently the district government places priority on assisting schools to improve their physical structure and infrastructure, the government will continue to study plans to support free education as well. More Effective Decentralized Education Management and Governance 73

98 DBE1 activity July September 2009 School Unit Cost Analysis (Biaya Operasi Satuan Pendidikan or BOSP) School Unit Cost Analysis for Deli Serdang and Binjai was completed in this quarter. Results of analysis were as follows: District BOSP SD/MI (Rp.) BOSP SMP/MTs (Rp.) BOSP SMA/MA (Rp.) Binjai Deli Serdang District stakeholders supported these results and are planning to use these numbers as basis to determine 2010 budget allocation in order to cover up the current gaps in education-sector budget. Note for comparison the national BOS grant for schools in 2009 is as follows: (1) urban SD/MI (kota): Rp ,-/student/year; (2) rural SD/MI (kabupaten): Rp ,-/student/year ; (3) urban SMP/MTs (kota ): Rp ,-/student/year; (4) rural SMP/MTs (kabupaten) : Rp ,-/student/year. ICT & Data Management ICT/Hotspots and Grants ICT Grant Tapanuli Utara During the July to September period, the following activities were conducted by grantees: Training on use of the messaging system, blogging, introduction to internet and computers for personnel of Tapanuli Utara Education Office. Training on basic computer skills, MS Office, and internet for staff of Tapanuli Utara District Library. Development of the Library Information System Training on internet and blogging for community members. The main external challenge that was faced was daily black-outs in Tapanuli Utara that often lasted for five to six hours. Monitoring and Evaluation Routine Monitoring The following monitoring and evaluation activities were carried out this quarter: 74 More Effective Decentralized Education Management and Governance

99 DBE1 activity July September 2009 Measure 2 for SMP/MTs RKS/M Evaluation of SD/MI 2008/2009 RKS/M implementation Measure 4 for SD/MI RKS Renstra Asset Management GGSP ICT Community contribution 2008/2009 Partnerships Engaging District, Province stakeholders As follow up to DBE123 Best Practice Dissemination on August 4 and 6 in North Sumatra, on September 10, DBE123 team members met with representatives of Dairi Education Office to discuss budget plan and allocation to support DBE123 programs dissemination. It was planned that dissemination will cover three SD and one SMP from each 13 sub-districts in the region. DBE1 programs to be disseminated will include capacity building for principals and committee members as well as RKS/RKT development process. The budget plan for this activity has been submitted to the Head of Education Office. DBE123 Best Practice Workshop was carried out from August 4 to 6 and attended by provincial stakeholders as well as representatives of eight DBE123-partner and four non-partner districts. Collaboration with DBE23 Challenges that were identified in this workshop were: The North Sumatra provincial government did not provide budget sharing possibility to support the districts already limited budget. Districts were waiting for direction from the National and Provincial governments. There was no clear picture of costs to be involved when districts take part in dissemination of DBE123 programs. Some results of the workshop were: Stakeholders from DBE123 partner districts and other districts agreed that DBE123 was successful in improving the quality of education. The Office of Religious Affairs of North Sumatra Province will recommend the inclusion of dissemination in the 2010 budget. The need for a cost-sharing mechanism between DBE123 and government of non-partner districts to support dissemination. More Effective Decentralized Education Management and Governance 75

100 West Java & Banten DBE1 activity July September 2009 School-level programs School Plan updating for SD/MI From July 9 to September 3, schools in Karawang, Subang, Indramayu, Garut, Bogor, Tangerang, and Sukabumi were trained to update their School Development Plans (Rencana Kerja Sekolah/Madrasah or RKS/M) and to translate these into School Annual Plans (Rencana Kerja Tahunan/RKT).) In general, the response of stakeholders was positive. With this process, it was apparent that the ability of RKS/M working groups to identify programs to be included in RKT has improved. Schools also used their SDS data and information to aid them in the whole process. School planning (RPS/RKS/RKT) The Head of Kotabaru Sub-District Education Office, Karawang, acknowledged the benefits of the updating process as it provided participating schools with opportunity to put their schools programs into a yearly document. However, he mentioned that there was the need to see the impact of updated RKS/M or RKT implementation. Also, participating schools expressed the need to know, based on the district s budget availability, which programs could be implemented and which could not. For these inputs, the Sub-District Education Office will look into the matter further and take necessary actions. During the updating process in Bogor from July 16 and 17, DBE1 found out that the schools in the district had to take part in Education Office s training to develop School s Work and Budget Plan (Rencana Kerja dan Anggaran Sekolah/RKAS) based on Government Regulation Number 19 Year 2005 (Peraturan Pemerintah 19/2005) on National Education Standards. It was agreed that schools would develop both RKAS as well as RKT. Throughout the whole process, DBE1 concluded that the capacity of the schools human resource strongly determined the success level of the RKS/M updating process. In schools where the working group members were eager to take part, the result of work was satisfactory. However, for other schools, DBE1 encouraged involvement of facilitators and other supervisors in the updating process so that schools could understand the importance and benefits of the planning. School Database System (SDS) Cohort 1 schools from Indramayu, Karawang, Sukabumi, and Tangerang participated in SDS training throughout July and August. For most of the schools, the production of various outputs of SDS highlighted a number of problems that schools had been having in their data recording and management. These outcomes are documents to 76 More Effective Decentralized Education Management and Governance

101 DBE1 activity July September 2009 support accreditation, to support BOS reporting activity, and School Report Card. Problems experienced were as follows: Formats in which school data were kept varied greatly Limited availability of school personnel who could properly handle data input and management As a result, although at the beginning of training most of the schools struggled to collect and produce the required data and information for SDS, they learned the benefits that the system offered for now and in the future. Because of the close relationship between RKS/M and SDS, participants also learned to bring together their understanding of the schools RKS/M and SDS. Those who did not take part in RKS/M development process and had difficulty comprehending SDS were given extra time to understand the whole process. District-level programs District Education Governance On August 11, DBE1 assisted the Karawang Education Council to provide recommendations and inputs into the Education Office s strategic plan (renstra) document during the document s public consultation session. Participants were eager to take part in this process as they had never previously been involved in renstra s planning and development stages. District Education Planning (Renstra) District Education Planning and Capacity Assessment Multi-stakeholder workshops were held for Karawang and Tangerang on August 19 and 25, respectively. In Karawang, the event was officially opened by the Head of the Education Office. Participants requested that the document be submitted to related stakeholders for use as input for the district s education sector policy development process, in particular for development of the district s yearly budget and mid-term development plan In Tangerang, the response of participants was similarly positive. The Secretary of the Education Office stated that next year s priority would be quality improvement for teaching and learning activities, with emphasis on the ICT sector. For example, to improve the quality of education for SMK level, students will take part in ICT-focused lessons. In Bogor, DBE1 met with representatives of the Education Office on September 9 and 10 to discuss the renstra document development. DBE1 informed stakeholders that valid and up-to-date data is a More Effective Decentralized Education Management and Governance 77

102 DBE1 activity July September 2009 prerequisite for the renstra development. The Bogor Education Office agreed to prepare the required data and set up its renstra development team. A similar meeting was held with stakeholders from Subang. Although Subang already had its own renstra document which was deemed sufficient by the district, DBE1 was still able to assist in the effort to improve the plan, in particular using the unit cost analysis. It was agreed that, if the Education Office can collect necessary data and establish a document development team prior to October 8, DBE1 will facilitate the whole improvement process. If not, DBE1 will assist in reviewing the current document. District Education Finance Analysis (Analisis Keuangan Pendidikan Kabupaten/Kota or AKPK) AKPK activities continued to take place in Garut and Tangerang. In Garut, during an internal consultation session on July 21, the Education Office representative acknowledged the incompleteness of data available in the Office, such as the budget allocation from APBN or BOS. He indicated that he planned to request the Heads of Sub- Divisions to provide the necessary information to support this process. DBE1 continued to provide facilitation to Garut AKPK team members. A public consultation session is planned to take place in September. District Education Finance Meanwhile, on August 12, public consultation for the Tangerang AKPK was carried out. Nineteen persons attended, representing the Education Office, Bappeda, Finance Division of District s Secretary Office, Education Council, and local NGOs. Input and recommendations from participants included the following priorities: Increase the budget for teaching and learning Increase the budget for school operational expenditure Review the budget for teachers and teaching staff Increase the budget for investment in school infrastructure, in particular for facilities to support ICT activities Improve the level of competency among teachers and teaching staff School Unit Cost Analysis (Biaya Operasional Satuan Pendidikan/ BOSP) In July, DBE1 carried out Workshops 1 and 2 for stakeholders in Subang. Temporary results for each level were: SD: Rp. 510,000/student/year SMP: Rp. 886,000/student/year 78 More Effective Decentralized Education Management and Governance

103 DBE1 activity July September 2009 SMA: Rp. 1,045,000/student/year Note for comparison the national BOS grant for schools in 2009 is as follows: (1) urban SD/MI (kota): Rp ,-/student/year; (2) rural SD/MI (kabupaten): Rp ,-/student/year ; (3) urban SMP/MTs (kota ): Rp ,-/student/year; (4) rural SMP/MTs (kabupaten) : Rp ,-/student/year. A BOSP public consultation session was held in Cilegon on September 2. A total of 27 people took part, representing the Education Office, Bappeda, Education Council, and NGOs. Among other things, it was agreed that community contributions should still be allowed for SBI/RSBI schools based on PP 48/2008 and for non SBI/RSBI schools based on the Mayor Decree (Peraturan Walikota.) Participants also agreed that minimum or maximum amounts will not be set for these contributions and they should be totally voluntary. Dissemination District Dissemination Activities Supervisors and Introduction of School-Based Management The Cihampelas sub-district of West Bandung invited DBE1 to discuss School-Based Management with 40 principals and teachers in the region. Throughout the session, participants were eager to learn about DBE1 programs, in particular the management of School Grant funds as well as effective roles and functions of school committee members. Training of Trainers for facilitators of SMP RKS development process From August 12 to 15, ten people took part in Training of Trainers in Sukabumi. Afterwards, these people will participate in cluster-level training as well as facilitation sessions for 30 SMP in the district. This activity was part of Sukabumi Education Office effort so that SD and SMPs in the region take part in DBE1 programs. Details are as follow: 2009: total number of schools: 40. Budget is from APBD: Rp. 160 million 2010: total number of schools: 100. Budget is from APBD: Rp. 400 million. RKS development process Meanwhile, on September 10, a total of 30 schools in Rengasdengklok, Karawang, took part in the RKS development process. This activity was facilitated by supervisors who were also members of the Facilitators Forum. In this quarter, Facilitators Forums took place regularly in Sukabumi, More Effective Decentralized Education Management and Governance 79

104 DBE1 activity July September 2009 District Facilitators Forum Karawang, Indramayu, Tangerang, and Garut. In addition to providing facilitators with the venue to share their facilitation experience, knowledge and skills with other supervisors, these forums are increasingly being used as a place to prepare and support dissemination of DBE1 school-level programs. In Tangerang, for example, during the Forum meeting on September 10, one of the main topics discusses was the next action plan to coordinate dissemination of DBE1 programs in 30 schools in 3 sub-districts. Similarly, in Sukabumi, after discussing the benefits of the SDS and RKS/M development process, the Heads of Cisolok and Pelabuhan Ratu Sub-District Education Offices agreed that dissemination would be supported in ICT & Data Management Until September 2009, the total number of training participants from West Java is 8,479, which consists of 5,893 male and 2,586 female. Meanwhile, in Banten there were 2,592 participants (M:1,773 and F: 819.) Overall total number of training participants in West Java and Banten was 11,071 people. PDMS As for the period of July - September 2009, training participant in Jabar Banten consisted of 335 male and 161 female. Until September 2009, total training sessions conducted in West Java was 651 trainings and in Banten 279 trainings, resulting in total of 930 events. As for the total traning for the period of July - September in the two provinces, there were 63 training sessions. ICT/Hotspots and Grants In Karawang, MP_Ka@network program was launched on July 23. This program was established to provide support for the Karawang education sector data and information service. After the launch, DBE1 continued to assist grantees to produce required reports as well as to conduct monitoring and evaluation of the program so far. DBE1 also continued to support grantees activity in Sukabumi. Monitoring and Evaluation Routine Monitoring During the July to September period, monitoring and evaluation for school and district level activities in West Java and Banten was completed. 80 More Effective Decentralized Education Management and Governance

105 DBE1 activity July September 2009 Partnerships DBE123 Best Practice Workshop Collaboration with DBE23 For West Java, the workshop was held on July period and in Banten it was conducted from August 5 to 6. DBE123 Exhibition at International Day of Literacy (Hari Aksara Internasional.) On September 7 and 8, DBE123 exhibited its programs and achievements in the International Day of Literacy in Cilegon, Banten. Other Service Provider to support School-Based Management On July 24, 100 Universitas Pendidikan Indonesia students who were also leaders of the University s Practical Training Program (Kuliah Kerja Nyata/KKN) were trained on School-Based Management, the RKS/M development process, capacity building for committees, and SDS. The training aimed to provide these students with sufficient information and skills so that they can subsequently share with principals, teachers, and community members through the Practical Training Program. Central Java DBE1 activity July September 2009 School-level programs School Plan updating for SD/MI School planning (RPS/RKS/RKT) Throughout this July to September period, school plan updating took part in five Cohort 1 and four Cohort 2 districts. The activity started with District Facilitators receiving a refresher course on RKS/M development and updating process on July 21 and 22. These Facilitators then proceeded with providing four facilitation sessions to each of 202 SD/MI in the districts, starting from establishing monitoring and evaluation tools to development of school work and budget plan (Rencana Kegiatan dan Anggaran Sekolah/RKAS) for the period. As of the third week of September, 24 schools in Kudus, 15 in Cohort 1 Klaten, 15 in Jepara, and 11 in Boyolali completed updating their RKS/M. For Cohort 2 districts, 4 schools in Grobogan have finished the process. The rest of the schools were still finalizing their updated document and are planned to complete the process by the end of September. More Effective Decentralized Education Management and Governance 81

106 DBE1 activity July September 2009 The main challenges that were faced by DBE1 Central Java included the fact some District Facilitators were involved as schools assessors who assisted the district s school accreditation process or as facilitators for DBE1 SDS program. Furthermore, schools were very busy with their own activities. To solve these challenges, DBE1 Central Java encouraged the participation of supervisors from Facilitator Forum in DBE1 activities. School Database System (SDS) Pre-workshop consultations for SDS were conducted in 105 Cohort 1 schools and madrasah in Boyolali, Jepara, Karanganyar, Klaten, and Kudus. These workshops was held so that schools could prepare data which will be used in the Database System later. Some of the challenges were as follows: (1) most schools did not have data and information on last year s programs, (2) some of the teachers were not members of RKS/M working group and needed to be informed about RKS/M, (3) schools busy schedule, (4) the high number of participants. DBE1 Central Java tried to involve principals from the beginning of the sessions to ensure that data could be prepared and the program supported in schools. Also, District Facilitators for the RKS/M development process and schools assessors were involved in the process. District-level programs District Education Governance In Kudus, from August 4 to 6, a Good Governance Sektor Pendidikan Forum was held to discuss the district s renstra and results of AKPK. Because most participants from the Education Office, NGOs, District Parliament and media did not have a clear understanding of the planning and budgeting of education policies, they felt that this event provided them with opportunity to learn more. Education Council representatives from all participating district in Central Java will meet during a conference in October. District Education Planning (Renstra) District Education Planning and Capacity Assessment DBE1 assisted stakeholders to conduct a public consultation session in Kudus on August 14 while continuing to facilitate document development in Boyolali on September 3 and 4. In Boyolali, the Education Office decided to extend its renstra document period from 2013 to 2015 to synchronize with the work period of the Head of the District. Subsequently, DBE1 will add more facilitation sessions. 82 More Effective Decentralized Education Management and Governance

107 DBE1 activity July September 2009 Meanwhile, DBE1 also assisted with renstra document development in Demak, Blora and Grobogan. In a workshop that was carried out in Solo from September 6 to 9, attended by a total of 27 participants from those three districts, participants discussed and worked together to write up their documents. This activity was then followed up by assisting stakeholders in Demak and Grobogan to complete their draft document and to hold a public consultation in Blora. It took approximately four months to complete the renstra in Demak, Blora, and Grobogan. Some lessons learned from this process are as follows: District renstra team members were highly motivated to take part and complete the process The readiness of districts SIPPK data and information was critical. Understanding of the importance of data and information throughout the planning stage is vital for the working group Three districts were placed together in one place, which made the process more effective and efficient The quality of renstra and SIPPK facilitators improved as they gained more experience from previous renstra development processes and assistance from DBE1 Jakarta specialists. District Education Finance Analysis/ Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK) District Education Finance The District Education Finance Analysis is expected to be completed in Kudus, Klaten, Purworejo, Blora, Grobogan, and Demak by October. Results of the district analysis was used in Purworejo, Kudus, Demak, and Blora as a basis to amend their district budgets. Dissemination District/Provincial Dissemination Activities RKS/M development and capacity building for principals and committees. In this quarter, a total of Rp. 185,148,000 was spent by districts and schools to support dissemination of DBE1 programs in 301 schools and madrasah: Blora District: - Randu Blatung sub district: 62 schools. Budget: Rp. 18,600,000 - Kedung Tuban sub-district: 53 schools, budget: Rp. 10,200,000 More Effective Decentralized Education Management and Governance 83

108 DBE1 activity July September 2009 Kudus District: For all 133 MIs. Budget: Rp. 50,000,000 from Office of Religious Affairs and Rp. 26,800,000 from participating madrasah Karanganyar District: 24 schools. Budget: Rp. 50,000,000 from District Budget and Rp. 2,940,000 from participating schools. Purworejo District: 29 schools. Budget: Rp. 19,488,000 Meanwhile, in Yogyakarta, on September 14, a preparatory workshop to develop RKM was held and attended by 10 Islamic school supervisors (seven from Elementary and three from Junior Secondary levels,) 2 MI, 6 MI, and 6 MA Principals. As next step, these participants will be trained in RKM development process in October. Because this was the beginning of the process, Yogyakarta Municipality Office of Religious Affairs allocated Rp. 500,000 to support these activities. RKT development. Blora: 28 schools. Budget: Rp. 5,320,000 from each school. SDS development. Purworejo: 29 schools. Budget: Rp. 7,308,000 from each school. It was noticed that when schools took part in RKT development process, in these dissemination programs, the level of committee involvement in the process was very low. As a result we encouraged schools to request school committee to participate as well. Meanwhile, for SDS, because there were too many participants and limited availability of electricity to support the activities, the training sessions were often disrupted. DBE1 suggested that schools use more facilitators as well as increase level of involvement of principals as cofacilitators of the process. School Unit Cost Analysis. DBE1 assisted the Magelang Municipality to calculate and analyze their school unit cost during the July to September period. The results for total costs related to staff and non-staff were: Rp. 3,365,916 for SD/MI, Rp. 5,356,170 for SMP/MTs and Rp. 8,185,833 for SMA/MA. ICT & Data Management ICT/Hotspots and Grants ICT programs in Klaten and Karanganyar were launched on July 21 and 24, respectively. These launching were held to introduce ICT 84 More Effective Decentralized Education Management and Governance

109 DBE1 activity July September 2009 programs to mainly district level stakeholders. To ensure their participation in the programs, DBE1 had to coordinate closely with respective offices and consortium members due to the very busy schedules of many stakeholders. Monitoring and Evaluation Routine Monitoring In this period, DBE1 Central Java completed routine monitoring of the following activities in the nine districts: Measure 2 for SMP/MTs RKS/M Evaluation of SD/MI 2008/2009 RKS/M implementation Measure 4 for SD/MI RKS Renstra Asset Management GGSP ICT Community contribution 2008/2009 DBE1 staff verified data directly with schools to ensure that information provided was valid. DBE1 staff also ensured that stakeholders at district level were given ample time to answer the questionnaires. This was because some of the stakeholders at the district were occupied with other responsibilities. Partnerships Boyolali Education Office Decree to support synchronized planning of schools and district. Engaging District, Province stakeholders On July 27, DBE1 assisted the District Education Office of Boyolali to present its new decree to support the synchronized planning of schools and the district to other stakeholders for their input and suggestions. A total of 37 people participated in this event, representing the District Parliament, District Development Planning Board, Education Council, Office of Religious Affairs, Indonesia Teachers Association, Non Governmental Organizations, the Association of School Principals, as well as Technical Implementation Unit and other units/sub-divisions of the Education Office. Based on the inputs, the decree will be revised and is planned to be implemented during budget year. In addition, as part of the effort to support the implementation of this decree, from 25 to 27 August, Heads of Technical Implementation Units and supervisors from Boyolali District were trained on the school planning process. This decree was the District s first step to synchronize planning of school which is based on Regulation of Minister of National Education More Effective Decentralized Education Management and Governance 85

110 DBE1 activity July September Year 2007 and district levels which is based on Regulation of Minister of Home Affairs 59 Year Meeting with Provincial Education Office to discuss free education policy. On July 27, the DBE1 Central Java Provincial Coordinator was invited by the Head of the Central Java Education Office to participate as one of the speakers in a meeting to review the possibility of implementing an affordable education policy in Central Java. In this meeting, topics of discussion included the need to have provincial-level policy on free or affordable education program and goals to be achieved with such program. Further discussions will be hold in future meetings. Collaboration with DBE23 In Central Java, DBE123 Best Practice Workshop was carried out from July 28 to 30. The workshop began with a meeting between USAID, DBE123 and Vice Head of Central Java Province as well as Head of Provincial Education Office. In this meeting, a new education program for 2010 to 2015 was offered by USAID and accepted by Central Java Provincial Government. In addition to the participation of nine partner districts, this workshop was attended by representatives of other districts in Central Java and Yogyakarta. Results of this workshop were: A total of 160 MI and MTS from all districts (35) in Central Java will be trained in RKM development process. Yogyakarta Office of Religious Affairs will request for dissemination of RKM development process for all MI, MTs and MAs in the region. East Java DBE1 activity July September 2009 School-level programs School planning (RPS/RKS/RKT) School Plan Updating for SD/MI In this reporting period, schools in Surabaya, Mojokerto, Bangkalan Tuban, Sidoarjo, Bojonegoro, and Pasuruan were trained to update their School Work Plan (Rencana Kerja Sekolah/RKS) and translate the plan into a School Yearly Plan (Rencana Kerja Tahunan/RKT.) As a result of this activity, by mid-september, all 33 SD/MI in Tuban, 8 in Tuban, 20 in Bojonegoro, 14 in Pasuruan, 10 in Sampang, and 8 in Surabaya had completed the process. District Facilators and Supervisors who had been participating in the Supervisors Forum were the ones who assisted this process. 86 More Effective Decentralized Education Management and Governance

111 DBE1 activity July September 2009 District-level programs District Education Governance In Pasuruan, after taking part in DBE1 capacity building workshops and working together with the Pasuruan Education Office, members of the Education Council decided to regularly visit schools in the region to obtain first hand information about schools conditions. From these visits, they gained a lot of valuable information about situations on the field. This included the high drop-out rate due to the low income background of students and safety problems for teacher when traveling to schools in remote areas to teach. With this information, members of the Education Council had a better understanding of the real condition of the education sector and provided assistance according to the identified needs. As a first step, they worked together with the local security forces to ensure that teachers safety was ensured and provided funds for students who come from underprivileged families. Meanwhile, on August 20 and 21, the Education Council of Bojonegoro and Nganjuk agreed that the Education Council as well as District Parliament would be involved in planning of Education Office Work Plan for Subsequently, DBE1 will assist with the Work Plan development process. Education Council members indicated that they hope that issues included in Education Office Renstra will be also included in the Work Plan. District Education Planning (Renstra) In Bangkalan, on July 17, a representative of the Education Office presented the completed renstra document to the regional Development Planning Body (Bappeda). Stakeholders agreed that the document was developed in a transparent and participative manner. They also agreed that programs could be implemented because they are based on results of district data analysis. District Education Planning and Capacity Assessment Throughout the July to September period, DBE1 provided intensive assistance in the development of the Sampang renstra. At the beginning of the process, stakeholders were trained to develop their document and to learn about SIPPK. During a follow-up workshop on August 13 to 16, the Head of the Education Office stated that the district s renstra should represent schools interests as well as be focused on education quality improvement. The process was also supported by Focus Group Discussions (FGD) that were held on August 26 and 27. The FGD were carried out to determine the level of effectiveness of Education Office support to schools so far. The process continued with another Focus Group Discussion on September 11 with 30 principals from the district to see how schools plans could be integrated into the document. The renstra development team, More Effective Decentralized Education Management and Governance 87

112 DBE1 activity July September 2009 together with the Head of the Education Office, met again on September to work on the document. After this workshop, a draft of the document will be completed by development team members independently and presented to the Head of the District in the near future. In Pasuruan, on September 30, the Head of the Education Office requested team members to work together with Bappeda to ensure a complete and extensive document. School Unit Cost Analysis (Biaya Operasional Satuan Pendidikan/ BOSP) Throughout July, DBE1 assisted schools in Bangkalan, Pasuruan, Nganjuk, Tuban, and Sampang to re-calculate their unit cost based on the standards of the National Education Standard Board, Education Office, and DBE1. Representative of the Education Office reminded schools to conduct calculations based on real needs of schools, not what stakeholders wanted. Results of recalculation for SD and SMP of these districts were: District Education Finance District BOSP for SD BOSP for SMP (Rp/month) (Rp/month) Nganjuk Pasuruan Tuban Sampang Note for comparison the national BOS grant for schools in 2009 is as follows: (1) urban SD/MI (kota): Rp ,-/student/year; (2) rural SD/MI (kabupaten): Rp ,-/student/year ; (3) urban SMP/MTs (kota ): Rp ,-/student/year; (4) rural SMP/MTs (kabupaten) : Rp ,-/student/year. Dissemination 88 More Effective Decentralized Education Management and Governance

113 DBE1 activity July September 2009 Provincial Dissemination Activities School Unit Cost Analysis for East Java Province On August 5, results of BOSP from 9 DBE1 as well as 15 non-dbe1 districts were presented to Head of East Java Education Office and other Education Office s representatives. From those 24 district calculations, it was decided that BOSP for SD level was Rp. 51,000 while for SMP was Rp. 85,000 for each student per month. Note for comparison the national BOS grant for schools in 2009 is as follows: (1) urban SD/MI (kota): Rp ,-/student/year; (2) rural SD/MI (kabupaten): Rp ,-/student/year ; (3) urban SMP/MTs (kota ): Rp ,-/student/year; (4) rural SMP/MTs (kabupaten) : Rp ,-/student/year. These results will be used by East Java Education Office as input to develop the province education policy and 2010 budget allocation. Subsequently, this policy will also be used as the basis for an MOU with East Java districts to improve the region s education quality. The Head of the Education Office also indicated that he hopes that DBE1 will continue facilitation for the remaining 14 districts. Throughout July to September period, the following dissemination activities took place in East Java: School Based Management From September 8 to 19, 80 MI, 70 MTs and 52 MA Principals in Pasuruan were trained on School Based Management. The activity was funded by Office of Religious Affairs budget (Rp. 10,100,000.) The Head of the Religious Affairs Office mentioned that this was the first step to disseminate DBE1 programs and the effort will continue with training of RKM development process for schools from all levels. District Dissemination Activities RKS/M Development Process Tuban: - 35 SD in Plumpang sub-district. Budget: Rp. 27,500,000 (self-funded) SDN in six sub-districts. Surabaya: SD/MI from 5 sub-districts. Bduget: Rp. 102,750,000 (self funded) - Principals from 26 SD were trained to complete the school profile part of RKS/M. This was the beginning step prior to RKS/M development training planned to take place in the future. Nganjuk: 50 SD and 25 SMP. Budget: Rp. 128,000,000 (APBD.) More Effective Decentralized Education Management and Governance 89

114 DBE1 activity July September 2009 School Committee Capacity Building Sidoarjo: From August 4 to 5, 150 participants from 98 SD/MI took part in School Committee training sessions. Funded by Sidoarjo APBD (Rp. 100,000,000) the event was officially opened by the Head of the Basic Education Division in the Education Office. In his remarks, the Education Office representative expressed his hope that with this training, school committee and principals will understand their roles and functions better as well as support school-based management. Surabaya: 59 supervisors of Surabaya Municipality schools participated in similar training that was held on August 12 and 13. This activity was funded by Surabaya APBD (Rp ) Pasuruan: From September 7 to 9, 58 TK/SD and 27 Islamic school supervisors from Pasuruan were trained in School Committee capacity building. This training session, facilitated by District Facilitators and supervisors from the Supervisors Forum, was funded by District Budget (Rp. 17,000,000.) Bangkalan: On September 14, a total of 78 SD/MI from 18 subdistricts took part in Phase 1 of School Committee training. Bangkalan District Government allocated Rp. 50 million to support this training. Leadership Meanwhile, Pasuruan district allocated Rp. 28,000,000 to support a capacity building effort for principals. The training was attended by 55 Kindergarten/ Elementary and 25 Islamic Schools supervisors, 16 Heads of Sub-District Education Office, and 125 SD/MI principals. These sessions were facilitated by Provincial Facilitators from Pasuruan, Tuban, and Sidoarjo. Eight members of the Supervisors/District Facilitators Forum also assisted in the facilitation. School Database System On September 11 and 15, schools from Surabaya and Tuban were trained on School Database System. In Surabaya, the event was attended by 16 MI and focused on BOS reporting procedures and management of school profile data. The follow up workshop will be held in October. In Tuban, 40 participants from Tuban Sub-District Education Offices were introduced to SDS. It was hoped that these Sub-District Education Office representatives would be able to support the SDS training for 120 Reference Schools in the near future. Meanwhile, from September 15 to 17, a total of 15 Madrasah Diniyah belonging to the Sidoarjo Pondok Pesantren were trained on SDS as well. Sidoarjo District allocated Rp. 40,000,000 from its budget to 90 More Effective Decentralized Education Management and Governance

115 DBE1 activity July September 2009 support this training. Supervisors and District Facilitators Forum Forum activities were carried out in Sampang, Bangkalan, Pasuruan, Sidoarjo, Mojokerto, and Bangkalan. In Sampang, from July 16 to 18, participants took part in RKS/M development process training. In this occasion, Head of Sampang Education Office mentioned that a circular letter will be issued to require SD/MI and SMP/MTs to develop RKS/M and such process will hav to include other stakeholders such as committee members. In Bangkalan, participans were prepared to support dissemination of DBE1 programs which is planned to take place in October. ICT & Data Management ICT/Hotspots and Grants On July 16, DBE1 East Java and DBE1 Jakarta team members met with Head of Tuban District Library and other grantees to discuss grant implementation as well as challenges faced by the Library. It was agreed that lead grantee, Tridata, will provide Library System to the District Library. Monitoring and Evaluation Routine Monitoring By the end of August, DBE1 East Java had completed all routine monitoring activities. Partnerships Engaging District, Province stakeholders Meeting with Provincial Stakeholders to support development of innovative education-sector policies On August 6, DBE1 Jakarta and East Java met with the East Java Provincial Bapeda to discuss strategies to support provincial government s plans to improve quality of education. Afterwards, several follow up meetings also took place: August 12: Met with Head of Education Office, Office of Religious Affairs, Education Council, Bapeda, and others. August 13 and 21: Met with Secretary of Provincial Religious Affairs Office to discuss issues related to religious and pesantren education in East Java. August 25: Discussion with Head of Education and subdivision offices on lack of mechanism to evaluate work results. From September 9 to 10, DBE1 together with the East Java Provincial Bappeda held a workshop to obtain information on religious education in madrasah and pondok pesantren. It was intended that this More Effective Decentralized Education Management and Governance 91

116 DBE1 activity July September 2009 information could be used as input for provincial education policy. Provincial workshop to review 2009 dissemination efforts and 2010 plan From July 21 to 23, DBE1 East Java met with stakeholders from nine partner districts to review dissemination efforts in 2009 and plan in As one of the results of the meeting, Bangkalan district stakeholders met on July 31 and agreed to allocate Rp. 60,000,000 from its 2009 Amended Budget to support training for RKS/M development and committee. Collaboration with DBE23 Collaboration with other Donor Organizations DBE123 Best Practice Workshop The workshop was carried out from July 28 to 30. The activity was attended by stakeholders of DBE1 partner and non-partner districts. Meeting between the Education Office, DBEI and BEC-TF (Basic Education Capacity Trust Fund) On June a meeting was held between the Education Office, DBE1 ad the World Bank funded BEC-TF project to discuss the follow up in cooperation to prepare capacity development plans (RPK). The Education Office, BEC-TF requested that DBE1, represented by the DC and Assistant DC, help by giving a picture of the DBE1 programs which have already been conducted. It appeared that some of these programs are very similar to those conducted by BEC-TF. As a result, MONE requested DBE to assist in the implementation of future BEC- TF programs in order to ensure a synergy between DBE1 and BEC-TF. This request was responded to well by Pak Teguh and Pak Syarif as BEC-TF consultants. On September 14 to 16, DBE1 met with the Nganjuk Education Office and BEC-TEF to discuss the training of 300 SD/MI on RKS/M which will use DBE1 standards and methodologies and will be held from October 12 to 17. In this meeting, the Education Office representative suggested that BEC-TF also adopt DBE1 methodologies on school committee members and capacity building for principals. On the September, at the Education Council office of Nganjuk a sharing on RKS and RKTS was conducted with F-16, the Education Office (Nurmaji and Hari Tanto) and DBE1 s DC and ADC at the same time as training in RKS preparation for all SD and MI which have not yet prepared RKS/M with funding from BEC-TF. This activitiy was facilitated by Pak Hari Tanto, who has been nominated as master teacher training for dissemination of RKTS in Nganjuk. 92 More Effective Decentralized Education Management and Governance

117 South Sulawesi DBE1 activity July-September 2009 School-level programs School Plan updating for SD/MI School planning (RPS/RKS/RKT) Throughout July and August, DBE1 trained a total of 362 representatives of schools from Jeneponto, Pangkep, Soppeng, Enrekang, Palopo, Makassar, Pinrang, Sidrap to update their plans. These schools used data and information from their SDS to help with the plan updating process. One of the main challenges was that some members of the school plan working groups had difficulties in connecting conclusions derived from SDS as basis to develop the plan. To overcome this, DBE1 provided more training so that they could better understand the process and linkage between SDS and RKS/RKT. This additional information was also beneficial for the facilitators. School Plan updating for SMP/MTs A similar activity was conducted for SMP/MTs in Jeneponto, Pangkep, Soppeng, Enrekang, Palopo, Makassar, Pinrang, Sidrap, and Luwu. Most of the training sessions were carried out by facilitators and District Coordinators, while team members of DBE1 South Sulawesi acted more as support. Further, to ensure that schools completed their updating process in a timely manner, facilitators visited those schools to continue with facilitation sessions. School Database System (SDS) In September, SDS was completed for schools in Palopo. District-level programs District Education Governance In August and September, DBE1 assisted the Soppeng administration to develop a District Regulation on Education (Peraturan Daerah Pendidikan.) From the very beginning, support of district stakeholders was evident. This could be seen by the issuance of a Circular Letter from the Head of the District which determined membership of the Regulation development team to comprise representatives of different institutions such as the Education Office, Law and Regulations Division, Office of Religious Affairs, Bappeda, Indonesian Teachers Association, Education Council, and NGOs. In a workshop that was held on August 13 and 14, the Vice Head of the More Effective Decentralized Education Management and Governance 93

118 DBE1 activity July-September 2009 District reconfirmed Soppeng s support for DBE1 programs and informed the meeting that the cost of developing the Regulation would be shared between the district and DBE1. He further mentioned that results of DBE1-facilitated work in DEFA, RPK, renstra, and BOSP would be used as input in developing the Regulation. At the beginning of the process, District Regulation development team members were asked to identify problems in the education sector from the viewpoint of the policy maker as well as implementer. Team members also worked together to identify data requirement and determine next action plan. During a workshop carried out from September 15 to 17, participants determined the main problems of the education sector and analyzed the situation using the Role, Opportunity, Capacity, Communications, Process, and Ideology approach. DBE1 South Sulawesi plans to hold a Round Table Discussion on October 19 to 23 and public consultation on October 26 to 30. District Education Planning (Renstra) In South Sulawesi, the DBE1 Governance Specialist also took active part in the development of renstra documents in Enrekang, Sidrap, Luwu, and Palopo by providing extensive information about SD/MI and SMP/MTs RKS and RKT. School stakeholders such as supervisors, school committee, principals, Education Council members, and RKS/RKT working group members also participated in these meetings to provide support to the districts renstra teams. District Education Planning and Capacity Assessment Participation from other stakeholders is one of the key activities that DBE1 has been encouraging in districts when they develop their district s renstra document. In Enrekang, for example, the Education Council actively participated in the district s document development by providing recommendations on strategic programs as well as inputs for the document s revision. Also, the Head of the District Development Planning Board (Bappeda) recommended that some of the programs should be developed in accordance to District s Mid- Term Development Plan and requested that Bappeda representatives be included in the development process. Meanwhile, in Luwu a draft renstra was presented to the Education Office and Education Council stakeholders during an internal consultation session on September 17. Input from stakeholders was used as a basis to revise the document. Support for Renstra: District Planning Information Support System (Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota or SIPPK.) Because the Soppeng renstra team was previously trained in SPSS as 94 More Effective Decentralized Education Management and Governance

119 DBE1 activity July-September 2009 they were one of the pioneering districts before the DBE1 methodology was fully developed, they will now be given training in SIPPK as well. District Education Finance Analysis (Analisis Keuangan Pendidikan Kabupaten/AKPK) In Soppeng, a public consultation session was held together with an workshop to launch the District Regulation on Education development on August 13 and 14. In this event, AKPK results were presented to stakeholders of different district institutions. Participant inputs and recommendations included the following: (1) improvement of budget allocation to cover school s operational costs and assets procurement (2) decisions to buy school equipment should be based on a clear set of priorities, (3) results of AKPK to be used as input to determine the budget for the education sector. District Education Finance In September 10 and 11, DBE1 held an integrated public consultation session of renstra, AKPK, and BOSP. Attended by representatives of several different district institutions, most participants were not aware that 98% of the education-sector budget was allocated to support school s physical development while only 2% was allocated for teaching and learning activities. Participants also hoped that AKPK results could be used by the Education Council, media, and NGOs to monitor implementation of programs in the district. School Unit Cost Analysis (Biaya Operasional Satuan Pendidikan/ BOSP) Results of the BOSP calculation and analysis were presented in Palopo, during the integrated public consultation session of renstra, AKPK, and BOSP on September 10 and 11. It was apparent that the provincial and municipal education budget does not cover the minimum cost of education implementation in all levels (SD/MI, SMP/MTs, and SMA/MA). Participants expressed the hope that this information could be used as input by District Parliament. Furthermore, several SMK representatives indicated that they hope a calculation for SMK can also be conducted. The event was attended by 44 participants from various district offices, parliament, schools, NGO, and local media. Dissemination District/Provincial Dissemination Activities RKS/M development process Luwu: August 18 to 19, attended by 26 schools. Each school contributed Rp. 500,000 to Rp. 900,000 to support this activity. This was direct result of DBE123 Good Practice Workshop held in July. Sidrap: August 27 to 29, attended by 84 members of school plan development working group. More Effective Decentralized Education Management and Governance 95

120 DBE1 activity July-September 2009 Makassar: Using DBE1 manuals and methodology, schools in the region were trained by Helen Keller International on September 11. Supervisors and District Facilitators Forum Throughout August and September, a total of 123 supervisors and facilitators took part in Forum activities in all nine partner districts. Participants were able to improve their ability to develop and facilitate the RKT development process, in particular development of school s activities and budget (Rencana Kegiatan dan Anggaran Sekolah/RKAS.) DBE1 plans to conduct Training of Trainers for more supervisors in October because many of current supervisors and facilitators nearly reached retirement age. ICT & Data Management Activities related to the ICT Grants program took place in Pangkep, Enrekang, and Soppeng this quarter. ICT/Hotspots and Grants In Pangkep, where the ICT grant has provided internet access to isolated island communities, DBE1 assisted grantees to plan for program continuation after DBE1 ends in As a next step, grantees met with a local telecommunication company to explore the possibility of future cooperation. Grantees also met with district stakeholders to discuss the program. The District Parliament plans to discuss the sustainability of this program with the Head of the District and has requested the Secretary of the District to be included in the consortium so that support for the program an be provided directly. In Enrekang and Soppeng, DBE1 met with grantees and district stakeholders to discuss preparation for the program closing stages. In Soppeng, district stakeholders agreed that, using the remaining budget of Rp. 10,500,000, training sessions for biology teachers will be conducted. The remaining budget would also be used to monitor program implementation. Monitoring and Evaluation Routine Monitoring DBE1 South Sulawesi completed monitoring and evaluation activities for school and district levels. Partnerships Engaging District, 96 More Effective Decentralized Education Management and Governance

121 DBE1 activity July-September 2009 Province Stakeholders On September 14, an integrated workshop on planning and budgeting was held and attended by renstra development team members from DBE1 partner districts and stakeholders from the province. Results of the workshop included: (1) the Provincial Education Office and Bappeda will meet with the remaining 14 districts in the province to synchronize their planning and budgeting with the province s, (2) DBE1 will facilitate education sector service analysis using SIPPK, and (3) improve province and districts information data base and management. Members of Sidrap District Advisory and Technical Teams met on July 14 to discuss progress of DBE work as well as dissemination efforts in the district so far. In this meeting, District Facilitators informed that dissemination had started with RKS development process in Kulo sub-district and assisted by supervisors and district facilitators. As a result of this meeting, the Principal of SMP Negeri 1 Pangsid will invite all teachers to be involved in RKS development process and will fund the activity. While the District Government already allocated Rp. 300,000,000 from 2009 budget to support dissemination, DBE123 will meet with Sidrap Education Office and Bappeda to review allocation of the 2010 budget for the same purpose. Collaboration with DBE23 The DBE123 Best Practice Workshop was held from July 27 to 28. The event was attended by representatives of nine partner and four non-partner districts in South Sulawesi, Universitas Negeri Makassar, as well as stakeholders from Sulawesi Barat and Sulawesi Tenggara. One direct impact of this workshop was dissemination of RKS/M development process in Luwu in August. As a next step, South Sulawesi Bappeda will hold a workshop with all districts to discuss dissemination efforts in more detail. DBE123 held an exhibition during a Forum for Eastern Indonesian Provinces in Makassar on August 4. This forum was attended by Heads of Districts from NTT, Sulawesi Tenggara, Gorontalo, Sulawesi Utara and Bappeda representatives from 11 Eastern Indonesian provinces. Other Service Providers DBE1 Jakarta and South Sulawesi met with representatives of Universitas Negeri Makassar to explore possibilities of UNM as service provider. In this event, UNM expressed its interest to work together with DBE1 and have its lecturers trained in DBE1 school and district level programs. A draft of Work Cooperation Framework will be prepared by DBE1 South Sulawesi. More Effective Decentralized Education Management and Governance 97

122 Annex 2: Success Stories DBE1 South Sulawesi plans to integrate renstra from nine DBE1 partnerdistricts into the Provincial Strategic Education Plan. Head of South Sulawesi Bappeda (right) was in discussion with Secretary of Palopo District Education Office. The aim of the South Sulawesi provincial government is to be included in the category of Indonesia s top ten provinces in the Human Development Index. It will be easier to achieve this when the effort receives full support from all sectors of the provincial and district governments. For this reason, it is very important for the South Sulawesi provincial government to have an overall development plan that is based on inputs from and synchronized with plans of district governments. To support the South Sulawesi provincial government to integrate its education sector plan with those of the partner districts, DBE1 held a workshop on September 19, This event, held for the first time for South Sulawesi province was attended by members of renstra teams from the province as well as the nine-partner districts, representatives of the South Sulawesi Provincial Education Office, Education Council, and Bappeda. The workshop aimed to (1) limit duplication of similar program budgeting and implementation in the provincial and district plans and (2) synergize planning and implementation of programs in education sector to increase effectiveness of national, provincial, and district budget spending. The response of participants was very positive. The Head of Provincial Education Office mentioned in his statement that the district plans were very helpful to achieving Province s education sectors indicators. At the same time, the Head of the Provincial Education Council welcomed the event because, in his words, This is the fist time that members of provincial and district renstra teams sat down together to review and work on their programs together. He further stated that the remaining 14 districts should also be involved in a similar process. Head of Human Resource Development Sub- Division of South Sulawesi Bappeda (right) and Provincial renstra team member lead the discussion session of the workshop. 98 More Effective Decentralized Education Management and Governance

123 As a follow-up to this event, the South Sulawesi Provincial Bappeda and Education Office will hold a workshop with a similar agenda with the remaining fourteen districts. These institutions also aim to improve the management system of information at provincial and district levels as well as to synchronize program budgeting and planning in the education sector. DBE1 took this opportunity to mention that it would assist non-partner districts to conduct analysis of education sector by using SIPPK (Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota.) DBE1 assists the National Education Standard Board (Badan Standar Nasional Pendidikan) to calculate unit costs for school operational components. On August 9, team members of DBE1 Jakarta, Central Java, held a workshop to support National Education Standard Board (Badan Standar Nasional Pendidikan or BSNP) to calculate unit cost of components for school operation in SD/MI, SMP/MTs, SMA and SLB. This workshop was attended by Head and Deputy Head of Education Expenses Standard Division of BSNP, Jepara Education Office Head and other representatives, principals and heads of program study from 12 schools which consisted of schools for able and disable students. In this workshop, DBE1 assisted schools to complete different instruments with information related to unit cost for each education cost components. This lessons learned from this process will then be used by BSNP to improve its instruments to be used by other districts in the nation. The Head of the Jepara Education Office officially opened the workshop and provides guidance to the participants. Participants from different schools in Jepara busy inputting their information into different BSNP instruments. Participants from different schools were eager to take part although the BSNP instruments available were not suitable for all types of schools and study programs. For example, representatives from a senior high school for disabled students were unable to input their data because an appropriate instrument was not yet available. As a result, an instrument for junior high school for disabled students was used. Participants also had to learn how to use the software correctly to ensure that data was correctly recorded. More Effective Decentralized Education Management and Governance 99