ASIAN DEVELOPMENT BANK PCR:INO 26293

PROJECT COMPLETION REPORT

ON THE

VOCATIONAL AND TECHNICAL EDUCATION DEVELOPMENT PROJECT (Loan 1319-INO)

IN

INDONESIA

June 2002

CURRENCY EQUIVALENTS Currency Unit – rupiah (Rp)

At Appraisal At Project Completion (14 August 1994) (30 September 2000)

Rp1.00 = $0.0004606 $0.0001125 $1.00 = Rp2,171 Rp8,889

ABBREVIATIONS ADB – Asian Development Bank BAPPENAS – Badan Perencanaan Pembangunan Nasional (National Development

Planning Board) CBT – competency based training CPIU – central project implementation unit BME – benefit monitoring and evaluation DGPSE – Directorate General of Primary and Secondary Education DTVE – Directorate of Technical and Vocational Education (under DGPSE) HRD – human resources development MIS – management information system MONE – Ministry of National Education PCR – project completion report PPIU – provincial project implementation unit PPPG – pusat pendidikan dan pelatihan guru (teacher education and training

center) PSC – project steering committee REPELITA VI – Rencana Pembangunan Lima Tahun ke VI (Sixth Five-Year

Development Plan, FY 1994/95 – FY 1998/1999) RRP – report and recommendation of the president SMEA – sekolah menengah ekonomi atas (senior secondary business and

commerce high school) SMIK – sekolah menengah industri kerajinan (senior secondary arts and crafts

high school) SMK – sekolah menengah kejuruan (senior secondary vocational high school) SMKK – sekolah menengah kesejahteraan keluarga (senior secondary home

economics high school) SMTP – sekolah menengah teknik pertanian (senior secondary agricultural

technology high school) STM – sekolah teknik menengah (senior secondary technology/engineering

high school) TA – technical assistance VTE – vocational and technical education

GLOSSARY

Cost Effectiveness Defined in this document as the financial efficiency or the effectiveness of financial resources in delivering quality education with a high level of internal and external efficiencies through improved resource management and cost effectiveness.

Competency Based Training (CBT)

Under the CBT approach, learning tasks are broken down into smaller modules consisting of discrete, small groups of tasks of related knowledge and skills; the theme of each task are given to students and are clarified in both theory and practice sessions; and the acquired knowledge and skills at each step become a prerequisite for the student to proceed to the next step. A student cannot proceed to the next task unless he/she has mastered the skills requirement of the task. CBT affects the teaching and learning and learning process as well as the organization of study program syllabi and teaching methods. It enhances the effectiveness of practice sessions and industry-based internship schemes or industry placement schemes in actual industry or business as a part of the entire educational program. It also facilitates the development of locally produced curricula based on task analysis to reflect appropriately the particular needs of industry in each geographical area. The introduction of CBT requires additional training of teachers in its concept, methods and delivery.

External Efficiency The efficiency of an educational system or institution in producing graduates who meet the demand for appropriately trained/educated human resources by potential employers or receiving educational institutions. External efficiency is measured by indicators such as the employment record of graduates, their social status, their employment prospects, their increase in productivity, the length of time required to find employment, and the relationship between their employment and their professional training.

Internal Efficiency The efficiency of an educational system to transform entrants into graduates. Internal efficiency is high when the students flow through an educational system or an institution with a minimum waste of resources from, for example, dropouts, repeaters, and failures; and by using cost-effective staff, curricula, teaching methods, instructional materials and other inputs.

VTE Study Programs Vocational and technical senior secondary schools offer vocational and technical education (VTE) programs in five areas: engineering, agriculture and agroprocessing, artisanal small-scale manufacturing, industry support services, and business and commerce. While these institutions were

traditionally referred to as senior secondary technical/engineering high schools (STMs), senior secondary agricultural technology high schools (SMTPs), senior secondary arts and crafts high schools (SMIKs), senior secondary home economics high schools (SMKKs), and senior secondary business and commerce high schools (SMEAs), following the Government’s decision all these institutions are now called senior secondary vocational high schools (SMKs).

NOTES

(i) The fiscal year (FY) of the Government ended on 31 March until 2000 and now ends on 31 December.

(ii) In this report, “$” refers to US dollars. (ii) The school year (SY) is from 1 July to 30 June of the following year.

CONTENTS

Page

BASIC DATA ii

MAP vii I. PROJECT DESCRIPTION 3 II. EVALUATION OF DESIGN AND IMPLEMENTATION 3

A. Relevance of Design and Formulation 3 B. Project Outputs 3 C. Project Costs and Financing 3 D. Disbursement 3 E. Project Schedule 3 F. Implementation Arrangements 3 G. Conditions and Covenants 3 H. Consultant Recruitment and Procurement 3 I. Performance of Consultants, Contractors, and Suppliers 3 J. Performance of the Borrower and the Executing Agency 3 K. Performance of ADB 3

III. EVALUATION OF INITIAL PERFORMANCE AND BENEFITS 3 B. Efficacy in Achievement of Purpose 3 C. Efficiency in Achievement of Outputs and Purpose 3 D. Preliminary Assessment of Sustainability 3 E. Institutional Development and Other Impacts 3

IV. OVERALL ASSESSMENT AND RECOMMENDATIONS 3 A. Overall Assessment 3 B. Lessons Learned 3 C. Recommendations 3

APPENDIXES 1. Project Schools 14 2. Project Component and Key Outputs 16 3. Overseas and In-Country Staff Development Programs 20 4. Enrollment of Project Institutions by Year and Gender 22 5. Outputs (Graduates) of Project Institutions by Year and Gender 24 6. Social Demand for SMK by Year 26 7. Loan Disbursements 28 8. Project Implementation Schedule: Appraisal Estimate vs Actual) 29 9. Loan Covenants 30

10. Project Performance Rating Assessment 40

BASIC DATA A. Loan Identification 1. Country 2. Loan Number

3. Project Title

4. Borrower 5. Executing Agency

6. Amount of Loan 7. PCR Number

Indonesia 1319-INO (OCR) Vocational and Technical Education

Development Project Republic of Indonesia Directorate General of Primary and Secondary Education $85.0 million PCR: INO 691

B. Loan Data 1. Appraisal – Date Started – Date Completed 2. Loan Negotiations – Date Started – Date Completed 3. Date of Board Approval 4. Date of Loan Agreement 5. Date of Loan Effectiveness – In Loan Agreement – Actual – Number of Extensions 6. Closing Date – In Loan Agreement – Actual – Number of Extensions 7. Terms of Loan – Interest Rate – Maturity

– Grace Period – Commitment Charge

29 April 1993 21 May 1993 22 August 1994 23 August 1994 10 January 1995 02 March 1995 3 April 1995 3 April 1995 Nil 30 June 2000 15 January 2001 Nil Pool-based variable lending 25 years 5 years 0.75 percent per annum

8. Disbursements a. Dates

Initial Disbursement

1 June 1994

Final Disbursement

15 January 2001

Time Interval

6.5 years

Effective Date

3 April 1995

Original Closing Date

30 June 2000

Time Interval

5.2 years

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b. Amounts ($)

Category Original Allocation

Last Revised Allocation

Amount Canceled

Net Amount Disbursed

Civil Works

21,866,000

14,940,016

6,925,984

14,940,016

Equipment 20,270,000 16,448,637 3,821,363 16,448,637

Library Books and other Instructional Materials

1,610,000 784,870 825,130 784,870

Furniture 2,061,000 1,018,432 1,042,568 1,018,432

Specialist Services 6,979,000 4,738,428 2,240,572 4,738,428

Overseas Staff Development 5,700,000 5,674,079 25,921 5,674,079

Consultants for Civil Works 2,126,000 712,551 1,413,449 712,551

In-Country Staff Development 3,013,000 1,660,121 1,352,879 1,660,121

Special Programs – Instructional Material Development Program

1,000,000

2,427,821

(1,427,821)

2,427,821

Special Programs – Engineering Scholarship Program for Female Students

1,000,000

858,437

141,563

858,437

Project Implementation Cost 438,000 168,384 269,616 168,384

Interest During Construction 11,174,000 10,617,066 556,934 10,617,066

Unallocated 7,763,000 0 7,763,000 0

Total

85,000,000

60,048,842

24,951,158

60,048,842

9. Local Costs Financed - Amount ($) - Percentage of Local Costs - Percentage of Total Cost

15,338.320 60 25.5

C. Project Data

1. Project Cost ($ million)

Cost Appraisal Estimate Actual

Foreign Exchange Cost 59.3 44.7 Local Currency Cost 83.1 47.0 Total Cost 142.4 91.7

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2. Financing Plan ($ million)a

Appraisal Estimate Actual Costs Foreign Local Total Foreign Local Total Implementation Costs Borrower-Financed 0.0 57.4 57.4 0.0 31.7 31.7 ADB-Financed 48.1 25.7 73.8 34.1 15.3 49.4 Total Cost 48.1 83.1 131.2 34.1 47.0 81.1 IDC Costs Borrower-Financed 0.0 0.0 0.0 0.0 0.0 0.0 ADB-Financed 11.2 0.0 11.2 10.6 0.0 10.6 Total Cost 11.2 0.0 11.2 10.6 0.0 10.6

ADB = Asian Development Bank, IDC = interest during construction. a The calculation is based on the exchange rate to the dollar of each fiscal year.

3. Cost Breakdown by Project Component ($ million)

Appraisal Estimate Actual

Component Foreign Local Total Foreign Local Total

(a) Facilities Development – Land Acquisition 0.00 8.96 8.96 0.00 6.90 6.90 – Civil Works 8.04 20.92 28.96 6.82 15.59 22.41 – Design & Supervision 0.00 3.22 3.22 0.00 1.32 1.32 – Furniture 1.34 4.03 5.37 0.63 2.25 2.88

(b) Equipment 19.21 4.80 24.02 15.96 0.82 16.79 (c) Instructional Materials

– Library Books 0.91 0.91 1.82 0.49 0.31 0.80 – Other Instructional Materials 0.39 0.39 0.78 0.00 0.00 0.00

(d) Specialist Services 4.82 2.07 6.89 4.48 0.35 4.85 (e) Staff Development

– Overseas 5.70 0.00 5.70 5.67 0.11 5.79 – In-Country 0.00 10.12 10.12 0.00 6.77 6.77

(f) Special Programs – Instructional Materials 0.00 1.00 1.00 0.00 2.48 2.48 Development Program – Engineering Scholarship 0.00 1.00 1.00 0.00 0.88 0.89 Program for Female Student – Industrial Training Support 0.00 2.00 2.00 0.00 0.62 0.62

(g) Project Implementation Costs – PIU Staff 0.00 0.93 0.93 0.00 0.47 0.47 – Operational Expenses 0.00 0.74 0.74 0.00 0.37 0.37

(h) Taxes and Duties 0.00 9.20 9.20 0.00 6.28 6.28 (i) Contingencies – Physical Contingencies 4.04 7.03 11.07 0.00 0.00 0.00 – Price Escalation 3.67 5.78 9.45 0.00 0.00 0.00

(j) Interest During Construction 11.17 0.00 11.17 10.62 0.00 10.62

TOTAL 59.30 83.09 142.39 44.67 46.98 91.65

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4. Project Schedule

Item Appraisal Estimate Actual (a) Date of Contract with Consultants

III Qtr. 96

I Qtr. 97

(b) Civil Works Contract Date of Award IV Qtr. 96 III Qtr. 96 Completion of Work I Qtr. 99 IV Qtr. 99

(c) Equipment and Supplies Dates First Procurement I Qtr. 97 I Qtr. 97 Last Procurement II Qtr. 97 I Qtr. 99 Completion of Equipment Installation and I Qtr. 99 II Qtr. 00 Operations (d) Staff Development

In-Country-First Contract IV Qtr. 95 I Qtr. 95 Overseas-First Contract I Qtr. 96 I Qtr. 97 Completion of Activities II Qtr. 00 IV Qtr. 00

(e) Special Programs First Instructional Materials Development II Qtr. 97 I Qtr. 95 First Student Grant IV Qtr. 95 I Qtr. 95

Completion of Activities III Qtr. 99 II Qtr. 00

5. Project Performance Ratings

Rating Implementation Period Development

Objective Implementation

Objective 1. 2. 3. 4. 5. 6. 7. 8.

3 April 1995 – 10 November 1995 11 November 1995 – 23 August 1996 24 August 1996 – 23 June 1997 24 June 1997 – 6 December 1997 7 December 1997 – 11 September 1998 12 September – 16 March 1998 17 March 1999 – 3 February 2000 4 February 2000 – 3 June 2000

Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory

Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory

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D. Data on ADB Missions

Name of Mission

Dates

No. of Persons

No. of Person-Days

Specialization of Membersa

Fact-Finding 17 Feb – 10 Mar 94 2 42 e, i Appraisal 9 Jun – 1 Jul 1994 7 63 c, f, g, h, i, j, m Inception 15 – 20 Dec 1994 2 12 e, i Review-1 30 Oct – 10 Nov 1995 1 12 e Review-2 12 – 23 Aug 1996 2 24 i, k Midterm Review 17 – 23 Jun 1997 2 14 l, m Review-3 24 Nov – 6 Dec 1997 2 20 l, m Review-4 1 – 11 Sep 1998 2 22 l, m Review-5 9 – 16 Mar 1999 2 16 l, m Review-6 25 Jan – 3 Feb 2000 2 20 l, m

Project Completionb

Total

1 Nov – 15 Dec 2001

3

27

75

320

b, j, m

a a- director, b- sector specialist, c- financial specialist, d- counsel, e- project economist, f- project specialist, g-control officer, h- program officer, i- education specialist, j- consultant, k- loan clerk, l- project implementation officer, m- project officer.

b The Mission comprised of S.A. Chowdhury, Principal Sector Specialist/Mission Leader; D. Prijomustiko, Project Officer; and Mr. A.K. Bhattacharya, Staff Consultant.

I. PROJECT DESCRIPTION

1. In January 1995, the Asian Development Bank (ADB) approved an $85 million loan to the Government of Indonesia for the Vocational and Technical Education Development Project.1 The objectives of the Project were to improve the quality, relevance, and external efficiency of vocational and technical education (VTE) in Indonesia by (i) improving students’ labor market absorption rate and resourcefulness, (ii) facilitating the country’s industrial growth through the provision of skilled workers in areas where industrial demand is high, and (iii) enhancing the efficiency and effectiveness of the VTE system through improving managerial capacity.

2. The project objectives were consistent with the Government’s policy and strategy for human resources development (HRD), poverty reduction, social equity, and improving the status of women. The Project supported the sector objectives of Repelita VI (FY1994/95 – FY1998/1999), ADB’s Medium-Term Strategic Framework, and ADB’s country operational strategy for Indonesia.2 The main sector thrusts of Repelita VI were (i) equity and expansion, (ii) improvement of quality, (iii) improvement of relevance, and (iv) improvement of efficiency.

3. The Government strategy for the VTE development supported by the Project included (i) construction of additional schools in those locations where the graduates would be most likely to obtain the type of employment for which they were trained; (ii) optimizing the match between study program content and industry skill requirements by establishing closer links with local industry; (iii) introducing a curriculum that reflects the changes in work roles, sets international standards of competence, and applies contemporary vocational educational practices; and (iv) increasing student access to equipment, materials, and facilities that reflect the level of technology required in industry. In these skill areas, coordination of the activities of schools with private industry was particularly emphasized to suit the growing need for skilled labor for small-scale manufacturing, garments, food preparation, retailing, and associated industries by enhancing facilities and reorienting or retraining of teachers. 4. The Project comprised three components: (i) teaching and learning improvement, (ii) supporting industrial growth through HRD, and (iii) improving management practices. 5. The teaching and learning improvement component included (i) supporting the introduction of competency-based training (CBT); (ii) providing instructional materials (including acquiring permission to translate selected books into the Indonesian language as well as supporting local production of appropriate instructional materials; (iii) supporting enhancement of students’ industrial exposure through organization of practice sessions in actual industry and business; and (iv) upgrading of teachers’ skills to enable them to assume necessary roles in improving the quality, relevance, and internal and external efficiencies of VTE. 6. The focus of the activities for the introduction of CBT was the training of teachers in curriculum development and pedagogical training in this education delivery method. In addition to the procurement of books and instructional materials, better provision of instructional materials was achieved through teacher trainers’ training in module design and production and media/print production, supported by the inputs of necessary equipment. A pilot incentive program was developed to encourage schoolteachers to produce instructional materials locally. For greater industry participation, the Project provided specialists to facilitate industry liaison

1 Loan 1319-INO: Vocational and Technical Education Development Project, for $85 million, approved on 10

January 1995. 2 ADB. 1993. Indonesia: The Country Operational Program Paper 1993 – 1996. Manila

and workshops for industry representatives to gain greater understanding and cooperation. A mechanism was developed to support the involvement of small-scale industry and business, for which the participation in VTE was a significant burden. Upgrading of the skills of teaching staff was carried out, particularly to ensure their understanding of CBT, industry liaison and instructional materials, as well as to improve their understanding of the requirements of industry and business. Minor upgrading of facilities at the Vocational Teachers Upgrading Center in Jakarta was also done to enable it to train teacher in tourism-related education and tourism business education. 7. The instructional materials components essentially covered facilities development, with the objective of selective support to industrial growth. The Project’s scope in this area was limited to increasing the supply of junior and middle level technicians in (i) engineering fields in rapidly growing industrial areas in the country; (ii) artisanal small-scale manufacturing or industrial arts and crafts in strategic locations; and (iii) industrial support services, including the garment and tourism industries, in locations where there was substantial demand for appropriately trained manpower. Under this component the Project provided facilities development, including civil works and equipment, for the establishment of 28 new schools: 12 in engineering fields, 14 in artisanal small-scale manufacturing, and 2 for industry support services; and for upgrading 11 existing schools in industry support services. In addition, the Project supplied new equipment, books and materials to 25 existing schools (see Appendix 1 for a list of Project schools). The Project covered site development; construction/rehabilitation of classrooms, laboratories, workshops and other supporting facilities including design and supervision; and office, laboratory and workshop equipment. The design of the new schools and upgraded schools reflected the concept of collaboration with industry, and therefore the provision of equipment to these schools as well as the construction of workshop facilities, was limited to the basic requirements. 8. In managerial improvement component, the Project concentrated on supporting the introduction of entrepreneurship in school management. To improve the quality, relevance, and internal and external efficiencies of VTE, it was considered most effective for the schools to act more like enterprises so that they would clarify their mission in the context of their particular local conditions, conduct needs assessment, promoting their activities, and introducing quality control and productivity enhancement. The schools’ management needed the participation of beneficiaries (i.e., students, parents and the employers of graduates) and the surrounding community. The Government initiated necessary steps to achieve this objective through changing the rules and practices in the selection and appointment of school principals. These practices have now been adopted by the district/provincial authorities after decentralization. 9. The Project focused on training activities for institutional level managerial and supporting staff, and on coordination of institutional level management training at the district, provincial and national level. To improve management practices at the institutional level, the project schools organized short courses for industry and the community as part of their entrepreneurial activities. The effort to expand the services of vocational and technical schools was aimed at (i) providing orientation courses for junior secondary students on VTE; (ii) organizing training workshops to upgrade the skills of private senior secondary vocational and technical school teachers in the vicinity of public schools; (iii) providing advisory services to small-scale industry and business a appropriate; and (iv) providing nonformal training courses of various durations to meet the needs of the community, including specific programs commissioned by particular industry or business establishments for in-service training of their employees. As a part of expanding educational opportunities for girls, the Project included a pilot program to create a critical mass of female students in selected senior secondary vocational schools in engineering

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fields, as the dominance of those schools by male students is believed to be a major factor discouraging female students from attending them. 10. To support these three components, the Project provided a variety of inputs including incremental staff, national and international consultancy services, overseas and in-country training, construction, equipment, books, and materials.

II. EVALUATION OF DESIGN AND IMPLEMENTATION

A. Relevance of Design and Formulation

11. The Project was designed in the context of Government’s REPELITA VI (FY1994/95 – FY1998/99) and ADB’s country operational strategy for 1994. The strategy supported the development of VTE sector including private institutions. The Government’s strategy before and after the completion of the Project has remained consistent and relevant to ADB’s past and present support to VTE in Indonesia. ADB’s new country operational strategy for Indonesia (2001) supports growth, HRD including skills development, and sustainable use of natural resources. Improving the linkages between education/training and labor markets is the cornerstone of an HRD strategy to support growth and the reduction of poverty. VTE at the senior secondary level has received high priority in the Government’s development plans to provide skilled personnel required for the social and economic development of the country. The Project was well formulated. Project goal, objectives, outputs, inputs, activities, and responsibilities for implementation were clearly stated and documented. However, the projections for the supply and demand of vocational workers proved to be unrealistic. B. Project Outputs

12. The Project resulted in three categories of outputs: (i) improved teaching and learning, (ii) industrial growth through HRD, and (iii) improved management practices. Details of the Project’s key components, outputs and achievements are provided in Appendix 2.

1. Improved Teaching and Learning

13. The Project provided training of teachers in curriculum development and pedagogy. Teachers were trained in a module on writing of instructional materials and their delivery. Within this component, the Project provided specialists to facilitate industry liaison and conduct workshops for industry representatives to gain greater understanding and cooperation. An industry training support program was developed and implemented. Specific outputs under this category included (i) improved curricula and syllabi that closely reflect the skilled labor force needs of industry and business; (ii) trained teaching staff with a greater understanding of competency-based approach to teaching and learning; (iii) industry’s awareness and understanding of the new CBT; (iv) CBT modules including supporting materials and texts; (v) teacher training centers with the capacity to design, develop and produce generic training modules; (vi) better equipped libraries and offices in selected institutions; (vii) active industry and business participation on school councils at the provincial and national levels; (viii) a school-industry network to provide appropriate training settings for students; (ix) VTE graduates with basic skills, knowledge and attitudes relevant to the workplace; (x) industry and business enterprises willing to provide student training through incentives; (xi) student cohorts able to perform basic skills in preparation for workplace participation; (xii) retrained staff to teach

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industrial crafts study program content; and (xiii) upgraded business and support services training facilities at VTUCs.

2. Staff Development Programs

14. Overseas and in-country fellowship training programs were provided to upgrade the skills, knowledge, and experience of qualified individuals who were involved in implementing the project components and activities and in the development of VTE. Staff from private VTE institutions were also included in relevant in-country training programs. Overseas short-term training focused on specialized subjects related to the programs to be implemented under the Project. In-country staff development programs were conducted for school staff, teacher training center staff, and personnel from industries. The Government followed the criteria agreed upon with ADB on the award of overseas and domestic fellowships. ADB was provided with a list of (i) the nominated candidates, (ii) their qualifications, (iii) nominated institutions and agencies, and (iv) detailed costs of the proposed courses. The Government implemented a bonding arrangement to ensure that, after the completion of the training program, fellowship recipients would remain in government service for a minimum of 5 years. The Project provided training to a total of 62,464 participants comprising schoolteachers, principals, administrators, technical staff, and other private and public organizations (about 135.8% more than target at appraisal). It included retraining programs for 385 participants (1,155 person-month (pm)), a skill training program for 1,760 participants (5,280 pm), a school management program for 180 participants (90 pm), an equipment maintenance program for 666 participants (666 pm), librarianship training programs for 600 participants (1,800 pm), a design and development program for 200 participants (100 pm), an industry liaison program for 1,200 participants (600 pm), seminars involving 13,200 participants (440 pm), workshops involving 13,200 participants (3,080 pm), and predeparture training for 100 overseas training participants (600 pm). The schedule of staff development programs at appraisal versus actual implementation is provided in Appendix 3. The overseas training of the teachers was conducted in Australia, Canada, Germany, Malaysia, and Thailand based on the specialization required. The training period varied from 3 months to 12 months. The overseas training was estimated at 1,380 person-months at appraisal, but 2,388 person-months of training were actually accomplished at almost the same cost.

3. Industrial Growth Supported Through Human Resource Development

15. Industrial growth through HRD related to infrastructure development for support to industrial growth by increasing the capacity of VTE system to produce a skilled workforce in engineering, artisanal small-scale manufacturing, and industrial support services including the garment and tourism industries. Specific outputs included (i) newly-constructed and upgraded schools equipped to provide VTE study programs that reflect general and local industry, and (ii) increased supply of graduates for direct entry into the labor market. Thus the Project established 28 newly constructed schools, 11 upgraded existing schools,3 supplied equipment and materials to 25 additional schools, and expanded VTUC. In all, the Project supported 64 VTE institutions across the five regions of the country. The enrollment in project schools increased from 27,726 in SY1995 to 43, 342 in SY2000, while the supply of graduates increased from 7,766 in SY1995 to 12,783 in SY2000 (Appendixes 4 and 5). The Project also generated substantial social demand for VTE across the country with increased capacity to meet the demand (Appendix 6).

3 The appraisal target was 12 schools, but STM Dili was dropped in September 1999 following East Timor’s

referendum for independence. The upgraded schools were provided with new construction, rehabilitation, equipment, furniture, books and materials in addition to staff development.

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4. Improved Management Practices

16. This category of output resulted in the development of entrepreneurship among principals and managers through dedicated training programs. To improve management practices at the institutional level, the Project organized short courses for the industry and the community, training workshops for public and private VTE principals, advisory services, and short courses for small-scale industry and business. Specific outputs led to (i) improved efficiency and effectiveness of school management through entrepreneurial practices, (ii) improved coordination capacity of subdirectorate of operations at the Directorate of Technical and Vocational Education (DTVE), (iii) improved equipment maintenance practices, (iv) updated data processing procedures, (v) responsiveness of schools to community needs, and (vi) increased female participation in engineering study programs. In-country training was established for school principals and representatives from industry and business. The programs included school management and industry liaison. C. Project Costs and Financing

17. The Loan was approved on 10 January 1995 in the original amount of $85 million and was subsequently downsized to $60.8 million. The overall decrease in project cost was primarily due to the economic crisis that led to a reduction in the value of the rupiah, from about Rp2,000 to $1.00 at appraisal to about Rp8,000 to the $1.00 during latter part of project implementation. As a result, the actual local costs for delivering the level of goods and services anticipated in the appraisal were substantially reduced. There was no change in Project scope as devised at appraisal, and indeed implementation achievement exceeded the appraisal targets in some areas. 18. A summary of appraisal and actual financing plans and costs of the Project is shown in Table 1. Details of the appraisal and actual costs by component are shown in the Basic Data table.

Appraisal and Actual Financing Plans and Costs

Appraisal Estimate

Actual Source

Foreign

Local

Total

Foreign

Local

Total Borrower-Financed ADB-Financed

Total

0.0

59.3 59.3

57.4 25.7 83.1

57.4 85.0

142.4

0.0

44.7 44.7

25.7 15.3 41.0

25.7 60.0 85.7

D. Disbursement

19. The first disbursement was made on 1 June 1995 and the final disbursement on 15 January 2001, covering a period of 5.5 years. The 3-month delay in loan closure was due to delay in reconciliation of records kept by the MOF and CTDL. Initial disbursement was mainly for civil works and in-country training during 1995-1997; during 1997-1999, the disbursement was for procurement of equipment and overseas training; and from 1999 until closure the disbursement was to complete all other project activities. Details on disbursement are provided in Appendix 7. The operation of the imprest account and statement of expenditures procedures benefited the Project.

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E. Project Schedule

20. The loan was declared effective on 3 April 1995 with the closing date of 1 July 2000. Tendering and procurement of furniture was delayed by 1 year from the schedule, procurement of equipment was delayed by 6 months, and staff training was behind schedule by 6 months. Despite the delays in the implementation of these elements, the Project was able to overcome any negative impact through improved management and supervision in the later part of implementation. Appendix 8 compares the comparison of the original schedule and actual implementation of the major project activities. Lack of timely release of counterpart funds and the financial crisis that struck the country in 1997 contributed in part to the delay in overall implementation. F. Implementation Arrangements

21. The Project was implemented broadly in accordance with the arrangements envisaged at appraisal. The Directorate General of Primary and Secondary Education (DGPSE) within the Ministry of National Education (MONE) was the Executing Agency. Day-to-day implementation of project activities was carried out by the central project implementation unit (CPIU) established within DTVE under DGPSE. A project steering committee (PSC) was established, and meetings were held at least twice a year to provide policy guidance, oversee project implementation, and provide coordination with other agencies. At the provincial level, provincial project implementation units (PPIUs) were established and were responsible for implementation of project activities, particularly in civil works and procurement of furniture. The PPIUs reported their activities to the CPIU periodically. At appraisal, DTVE administered technical and vocational schools and provincial training centers through its regional and provincial offices. Following decentralization, DVTEs’ training responsibilities were transferred to local governments. The transfer of responsibilities for the institutions from the national to the local levels some initial difficulties. However, key school staff, and local government personnel responsible for planning, managing, and supervising VTE institutions and programs at the local and school levels were provided training under the Project. Still, many district authorities are struggling to cope with the demands of decentralization during transition. It appears that the economic crisis did not have any major negative impact on project implementation except for delays in some aspects. On the whole, implementation arrangements were adequate to deliver the project inputs and work toward achieving the project purpose and outputs. G. Conditions and Covenants

22. Compliance with major conditions and covenants was generally satisfactory. However, the Government complied only partly with the covenants on monitoring female participation in staff development due to the absence of sex-desegregated data and to the late appointment of the benefit monitoring and evaluation (BME) consultant. Some major covenants were fulfilled satisfactorily such as the staff development program through six PPPGs4. Similarly, school councils were established in all project schools, some of which are active in devising program priority, promoting linkages between schools and industries, and assisting in the placement of students for training in a particular industry and for employment.

4 Pusat-pusat Pendidikan dan Pelatihan Guru (PPPGs) are teachers training institutes. The PPPGs undertake

needs analysis, develop training programs in skills and pedagogy, prepare training materials, conduct field test, and provide training in the delivery of the program.

6

23. The covenant regarding accreditation and standardization of certificates of course offerings was complied with. The covenant on financial responsibility for practical training in vocational education was also complied with. Appendix 9 provides details of the status of compliance. H. Consultant Recruitment and Procurement

24. International and domestic consultants were selected and engaged in accordance with ADB’s Guidelines on the Use of Consultants. The Project engaged 316 person-months of international consultants compared with 306 person-months at appraisal. The international consultants were in woodcraft, marketing, leather craft, metal craft, textile, and ceramic, and included a team leader. The domestic consultants were in program development, business management, hotel and tourism, business and commerce, production, management information system (MIS), and BME. Domestic architectural and engineering consulting firms were selected in accordance with procedures acceptable to ADB. The civil works were awarded on the basis of local competitive bidding to prequalified contractors. 25. Procurement of goods and services from loan funds was made in accordance with ADB’s Guidelines on Procurement. No major problems were encountered in packaging contracts, preparing tender documents, or evaluating bids. The equipment and furniture associated with the Project was for the most part delivered in a timely manner. Some delays were experienced due to the lack of timely allocations of counterpart funds resulting from the economic crisis in the country. I. Performance of Consultants, Contractors, and Suppliers

26. Overall performance of the consultants was considered satisfactory. Minor changes in their timing for deployment were accommodated with the approval of ADB. Among the international consultants, the team leader and production unit specialist were replaced by the DGPSE due to their unsuitability to local conditions. Other international consultants met the requirements of the Project. 27. The quality of site development and construction was generally satisfactory, although the Project Completion Review (PCR) Mission noted a serious problem at one site in Pontianak related to drainage and waterlogging.5 However, it is understood that the entire city suffers from poor drainage and sanitation in Pontianak. 28. Some equipment has not been installed e.g., equipment for knitting and cosmetology, and other items of equipment were not used e.g. winding, warping machines and handlooms6. The quality of training improved noticeably where installation of machines and equipment was accompanied by staff upgrading. J. Performance of the Borrower and the Executing Agency

29. DGPSE had previous experience implementing similar ADB-funded projects in the sector and engaged well-qualified personnel to manage the CPIU full-time. However, the quality of PPIU performance varied from province to province depending on the technical expertise and

5 Sekolah Menengah Kejuruan, SMK Pontianak. 6 Handlooms and knitting machines are still not operational in SMK Brastagi and SMK 1 IV Angkat Candung,

Bukittinggi as observed by the PCR Mission in November/December 2001.

7

leadership quality of the staff at Kanwil (provincial office) level.7 The Government could have acted more expeditiously to release counterpart funds during the first 2 years of project implementation. DGPSE’s performance is rated satisfactory. K. Performance of ADB

30. The overall performance of ADB was satisfactory during both project preparation and supervision. The Project never had any major implementation problem, and throughout the implementation period ADB had a cordial relationship with DGPSE.

1. Project Preparation and Appraisal

31. Successive project preparation missions carried out policy dialogue on aspects of the VTE sector constraints and requirements.8 The main findings and recommendations were partly overtaken by the changes proposed for the VTE sector in the Government’s new Repelita VI. As a result, additional work was carried out by the Government and ADB to establish a stronger basis for the Project. 32. Some weaknesses were apparent in the project preparation and appraisal. There could have been greater participation of the key stakeholders, especially at the province and district levels. For example, the weaving and knitting trades virtually failed to attract students in any of the project schools. It appears that not much thought was given to the relevance and quality aspects of these two trades. Other trades, however, were successful. The supply and demand projections for sekolah menengah kejuruan (SMK) level graduates used in the Project were not realistic. A major weakness was that the projections were only national aggregates and hence had little relevance to the schools and the catchments areas they serve. The logical framework also lacked quantitative, verifiable indicators for assessing project progress/success. Last, the optimism in Project’s BME study was not borne by reality. The baseline data was not established until in the final years of the Project, and the quality of data collected was inadequate to draw a definite assessment of its impact on VTE sector.

2. Project Supervision

33. ADB’s performance in project supervision was generally satisfactory. Most reports, however, devoted relatively greater attention to administrative aspects of project implementation, namely, contract awards, disbursement, loan use, or physical facilities development, and much less attention to technical aspects. The number and frequency of the review missions sent by ADB during Project implementation was considered adequate. ADB’s timely approval of a new MIS specialist, approval of a site change for a school from Samarinda to Balikpapan, and a minor change of scope for school rehabilitation were appreciated by the DGPSE. ADB’s performance in supervising the use of loans was adequate, but continued policy dialogue on institution-industry linkage, institutional network among DVTE schools, cost recovery, and sustainability issues would have benefited the Project considerably.

7 Provincial level staff of DTVE. 8 TA 1752-INO: Third Vocational Education Project, for $450,000, approved on 17 September 1992.

8

III. EVALUATION OF INITIAL PERFORMANCE AND BENEFITS

A. Relevance

34. The Project was highly relevant as it was designed within the broad framework of ADB’s operational strategy and the Government’s development objectives at the time of appraisal. These objectives relating to skills development remain consistent with the current strategies for development, albeit with a renewed focus on DVTE’s contribution to poverty reduction. 35. The Project contributed to balanced regional development by expanding DVTEs capacity through constructing 28 new schools, upgrading 11 existing schools, and equipping an additional 25 existing schools. At completion, 64 schools are functioning reasonably well. VTUC was upgraded with equipment, staff training, and expansion of the building. Training programs were developed on the basis of need assessment of teachers. 36. Nationwide linkages have been established with the private and public sectors through the appointment of private sector representatives to school councils, various school advisory committees, and placement of students in industry. Main representatives came from (i) national training and education board, (ii) chambers of commerce and industries, and (iii) major industries. More active participation by the private sector would benefit the DTVE institutions. 37. Most SMKs have involved regional councils for vocational education and school councils in the approval of curricula, syllabi and teaching materials. The school councils are also involved in the verification of students’ competencies. This process contributed to development of course curricula relevant to the needs of industry. 38. Overseas fellowship training and in-country training provided by the Project have had positive impact on the quality of teachers, principals, and central administration staff of DTVE. 39. Most production units at SMKs have shown positive results, although some have yet to show progress. Entrepreneurship training needs further enhancement, particularly for the new principals. 40. Teachers and students are benefiting from the equipment and books provided by the Project, including translated books. Most equipment was reasonably maintained and school libraries well stocked although replenishment would be needed in the future. 41. In SY 1999 and SY 2000, each project schools was provided a grant of with Rp10 million to purchase additional supplies and materials for students’ practical classes. Those funds are now exhausted and need to be replenished. With the shortage of funds at province/district levels, however, other areas need to be explored, among them increased income from production units. 42. Based on these considerations the Project is rated highly relevant. B. Efficacy in Achievement of Purpose

43. The Project was effective in meeting most of the appraisal targets. All 64 project-assisted schools were functioning with students and staff, and classrooms and laboratories/workshops were being used at project completion. School councils in place,

9

although not all were equally active. The PCR Mission visited 25 schools; all were functioning with average to above average standards. 44. The following key appraisal targets were met:

(i) construction of 28 new schools, rehabilitation of 11 existing schools, equipping 25 existing schools, and expansion of VTUC; all were completed on time and are functioning;

(ii) procurement of furniture at 40 sites including 12 senior secondary technology/engineering high schools (STMs), 14 senior secondary arts and crafts high schools (SMIKs), 13 senior secondary home economics high schools (SMKKs), and VTUC; all furnishing are in place and are being used;

(iii) procurement of equipment at 64 sites; all equipment is in place and being used; (iv) procurement of books and instructional materials for all project schools including

instructional materials developed by the Project; and (v) DVTE’s central management and planning capacity including provincial level

management was strengthened; at the school level cost effectiveness was improved through (a) training principals to be managers with direct responsibility for quality of output and efficiency, (b) establishing and strengthening production units, (c) providing educational services in response to the local demand, and (d) expanding enrollments and output due to upgraded schools; project facilities are being used by increasing numbers of graduate, and school dropout decreased.

45. Overall, the Project is rated efficacious. C. Efficiency in Achievement of Outputs and Purpose

46. Project scope remained unchanged except for minor adjustment, and the Project was generally implemented as designed. Teaching and learning have significantly improved through the introduction of competency-based curriculum and the provision of instructional materials. The new curricula and syllabi closely reflect the needs of industry and business. Teachers’ upgraded skills contributed to improving the learning environment. 47. The geographical distribution of schools supported the demand for skilled labor. All new schools were established in industrializing zones of the country. Improved access to education by low-income groups (the majority of students enrolling in VTE programs come from relatively low-income families) was also taken into account. The project promoted female participation in VTE by increasing the capacity of the schools where industry support services have high demand for female workers. 48. The VTE system was improved by (i) enhancing capacity at the local, provincial, and national levels; (ii) strengthening the management of schools; (iii) improving teacher and staff training at vocational education development centers; (iv) increasing the participation of industry and businesses in the operation of schools; and (v) improving record keeping through MIS. 49. At least one school was upgraded in each of the provinces in the country. Overall enrollment increased from 27,726 in SY1995 to 43,342 in SY2000. 50. External efficiency of the VTE schools is estimated at about 60% employed, 20% continuing to higher education (mostly to polytechnics), and about 20% unknown (including

10

some self-employed).9 Those who are employed are reported to be employed in relevant trades, and most of them secured employment within 6 months of graduation. The PCR Mission’s discussions with employers on the quality of SMK graduates indicate positive feedback in Bali, East Kalimantan, North Sumatra, Sulawesi, and West Kalimantan. 51. Based on the above, the Project is rated efficient in achieving its outputs and purpose. D. Preliminary Assessment of Sustainability

52. Sustainability was considered in project design. Promoting income-generating activities in schools to enhance sustainability and develop entrepreneurial skills among students, and including local industry and the private sector are the innovative features of project design. With production units established in most of the schools, some are generating sizeable revenues, others are not, and not all students have access to practical training. Although some principals tend to operate the schools in a businesslike manner, most do not. The schools are encouraged to generate their own earnings from a variety of activities including increased student fees and the sale of products, courseware, curriculum guides, and training packages to private schools. Schools that offer courses on food and beverages, cosmetology/beautician/salon, and hotel and tourism also operate business units. These institutions generate part of the costs for the operation and maintenance (O&M) of the school, increasing the prospects for sustainability. During the transition period, the districts provide staff salaires as well as limited funds to maintain project facilities. Overall, the Project’s sustainability is rated likely. E. Institutional Development and Other Impacts

53. The Project succeeded in establishing a network of VTE institutions comprising public and private schools powered by a computerized information system, although information on school financing and external efficiency (e.g. employment of graduates) is inadequate. DTVE staff members have been trained in planning and project implementation and are currently working in relevant positions. The Project contributed to satisfying a significant part of increasingly growing social demand for VTE. 54. The Project was also designed to address social issues in skills training. It increased equity and access to VTE institutions by the children of low-income families. The scholarship program benefited 25,144 low-income students and prevented them from dropping out. In addition, the Project assisted 1,620 female students to enter the engineering programs where they were underrepresented. 55. Overall, the Project’s institutional impact is considered moderate.

9 This is based on records kept by the schools visited by the PCR Mission in November/December 2001.

According to school authorities the unknown 20% comes from outside the catchment province/district and the graduates normally do not report their status to the schools. The successful examples of SMK 1 Batam (engineering), SMK 4 Kendari (salon/beautician and food preparation), SMK 1 Kuta (hotel and tourism) should be replicated in other parts of the country.

11

IV. OVERALL ASSESSMENT AND RECOMMENDATIONS

A. Overall Assessment

56. The Project was well conceived and implemented as designed albeit with some delays. The overall scope and components remained largely relevant and contributed significantly to establishing a network of VTE schools across the country with a critical mass of teacher trainers and teachers supported by institutions and the communities they serve. 57. The Project increased the capacity of DVTE at the senior secondary level by providing new schools and upgrading existing ones. It contributed to establishing new schools in the industrializing zones of the country for target workforce absorption in industry. By providing improved physical facilities and equipment and better-trained principals, teachers, and instructors, it improved the overall quality of and access to VTE. The Project succeeded in promoting female participation by increasing the capacity of the schools and by providing scholarships to female engineering students. The CBT concept, incorporated into the curriculum, has enhanced individuals’ capacity to adapt and change to new job requirements as the economy expands and diversifies. The indications are that the Project has provided individuals with relevant education and training opportunities, thereby improving their prospects of employment and social mobility. The involvement of the local industry in school management and commercializing the production units are positive indicators. In addition, the introduction of information technology and English-language training in many schools will enhance the attractiveness and industrial relevance of these training programs in an increasingly globalized economy. Although a good number of schools are performing very well10 and some are at an average level,11 the SMKs are significantly satisfying the current skills needs of the local community. Taking into consideration relevance, efficacy, efficiency, sustainability, and institutional development, the Project is rated successful (an assessment of the Project’s overall performance is provided in Appendix 10). B. Lessons Learned

58. Given the present level of VTE development and the weakened condition of the Indonesian economy, public training systems need to be upgraded in a financially sustainable manner. It is recognized that, in the long run, sharing the cost of training with employers and trainees is an important means of sustaining an effective system. The involvement of the private sector at all stages of VTE development will enhance local ownership and relevance. 59. Lack of funds for repair and maintenance of school equipment and buildings is commonly observed, mainly due to (i) the Governments’ inability to provide sufficient O&M budget, and (ii) ADB’s general policy of not financing O&M. Future project design may consider setting aside an endowment fund from the loan for the O&M. With an appropriate mechanism for its operation, the dedicated fund could be used by the school for O&M of physical facilities. In addition, schools should be encouraged to generate additional funds to support their recurrent activities.

10 For example, SMK 4 Balikpapan, SMK 1 Batam, and SMK 3 Kendari – offering food preparation, clothing and

design, cosmetology, engineering, and tourism. 11 For example, SMK 1 IV Angkat Candung, SMK Brastagi, and SMK 3 Kendari – offering wood and textiles

courses

12

60. Periodic upgrading of skills and knowledge arising from new technologies as well as changing job markets require continuing instructor training. The Government’s current funding constraint for such training may be met by setting up a training fund from the loan similar to that described in para. 59. 61. Without the provision of adequate micro credit facilities in the Project, the case for self-employment of the poor is unlikely to have any impact. Future project design may take this into consideration. C. Recommendations

1. Project-Related

62. DTVE/DGPSE and the project schools should strengthen MIS, tracer studies, and labor market data, and regularly review VTE programs and initiate appropriate measures to improve external efficiency. The initial action should be reported to ADB by 31 December 2002. 63. Short, customized VTE programs tend to have positive impact on industrial productivity, particularly in areas such as food preparation, tourism, cosmetology, etc. Where there is a demand, the schools should provide an “open entry and open exit” system for the CBT programs. 64. DTVE/DGPSE should cause the district/provincial authorities undertake a study by 31 December 2002 on the utilization of equipment in project schools and adopt a maintenance plan. Some reallocation or even disposal of irrelevant equipment may be necessary to maximize the use of equipment provided. 65. DTVE/DGPSE should encourage project schools to augment the activities of these production units and establish closer linkages with the local market. 66. The baseline data for a BME study should be collected at the beginning of project implementation and compared with data collected at project completion.

2. General

67. DTVE/DGPSE should develop a framework for national vocational qualification including an accreditation system and trade tests for CBT courses. This should be a condition for any future external assistance to the VTE sector. 68. Given the current and likely composition of VTE students, who are drawn mostly from low-income families with a relatively higher participation of girls, and the likely impact that will have on poverty reduction, ADB may consider further support to VTE. There is a special need for improving VTE human resources and aligning the VTE programs to the new and emerging demand for information and communication technology (ICT). 69. The project performance audit report should be prepared in 2004-2005, several years after project institutions received inputs and when benefits are clearly visible and can be measured.

13

PROJECT SHCOOLSa

No

Old Name (RRP)

New Name

1 2 3 4 5 6 7 8 9

10 11 12

STM Cilegon STM Tangerang STM Cibinong STM Bekasi STM Gombong STM Karanganyar/SKA STM Cerme Gresik STM Pungging STM Pasuruan STM Kalianget STM Batam STM Denpasar

SMK 1 Cibeber SMK 1 Cikupa SMK 1 Gunung Putri SMK 1 Bekasi SMK 1 Gombong SMK 2 Karanganyar SMK 1 Cerme SMK 1 Pungging SMK 1 Bangil SMK 1 Kalianget SMK1 Batam SMK 1 Kuta

13 14 15 16 17 18 19 20 21 22 23 24 25

SMKK Jakarta SMKK Tangerang SMKK Surakarta SMKK Jambi SMKK Tanjung Karang SMKK Pontianak SMKK Palangkaraya SMKK Balikpapan SMKK Palu SMKK Kendari SMKK Denpasar SMKK Bengkulu SMKK Merauke

SMK 33 Jakarta SMK 3 Tangerang SMK 4 Surakarta SMK 4 Jambi SMK 3 Bandar Lampung SMK 5 Pontianak SMK 3 Palangkaraya SMK 4 Balikpapan SMK 1 Palu SMK 3 Kendari SMK 3 Denpasar SMK 3 Bengkulu SMK 2 Merauke

26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42

SMEA Jakarta SMEA Serang SMEA Cirebon SMEA Pemalang SMEA Surakarta SMEA Jember SMEA Surabaya SMEA Lhokseumawe SMEA Tanjung Pura SMEA Medan SMEA Pekanbaru SMEA Palembang SMEA Kalianda SMEA Banjarmasin SMEA Samarinda SMEA Bitung SMEA Donggala

SMK 20 Jakarta SMK 1 Serang SMK 3 Cirebon SMK 1 Pemalang SMK 3 Surakarta SMK 1 Jember SMK 1 Surabaya SMK 3 Lhokseumawe SMK 1 Tanjung Pura SMK 1 Medan SMK 1 Pekanbaru SMK 1 Palembang SMK 1 Kalianda SMK 1 Banjarmasin SMK 1 Samarinda SMK 1 Bitung SMK 1 Banawa

a The RRP used the old names of the institutions; the names were changed during implementation.

14 Appendix 1

No

Old Name

New Name

43 44 45 46 47 48 49 50

SMEA Pancarijang SMEA Rantepao SMEA Ambon SMEA Klungkung SMEA Bima SMEA Atambua SMEA Manokwari SMEA Bengkulu

SMK 1 Pancarijang SMK 1 Rantepao SMK 2 Ambon SMK 1 Klungkung SMK 1 Raba Bima SMK 1 Atambua SMK 1 Manokwari SMK 1 Bengkulu

51 52 53 54 55 56 57 58 59 60 61 62 63 64

SMIK Tegal SMIK Kalasan SMIK Lhokseumawe SMIK Berastagi SMIK Bukit Tinggi SMIK Pekanbaru SMIK Sungai Penuh SMIK Bandarlampung SMIK Manado SMIK Kendari SMIK Singaraja SMIK Jayapura SMIK Bengkulu SMIK Malang

SMK 2 Adiwerna SMK 1 Kalasan SMK 4 Lhokseumawe SMK Brastagi SMK 1 IV Angkat Candung SMK 4 Pekanbaru SMK 4 Sungai Penuh SMK 5 Bandar Lampung SMK 5 Manado SMK 4 Kendari SMK 1 Sukadasa SMK 5 Jayapura SMK 5 Bengkulu SMK Malang

RRP = report and recommendation of the President, SMEA = sekolah menengah ekonomi atas (senior secondary business and commerce high school), SMIK = sekolah menengah industri kejuruan (senior secondary arts and crafts high school), SMK = sekolah menengah kejuruan (senior secondary vocational high school), SMKK = sekolah menengah kejuruan keluarga (senior secondary home economics high school), STM = sekolah teknik menengah (senior secondary technology/engineering high school).

Source: DTVE, 2001

Appendix 1 15

PROJECT COMPONENTS AND KEY OUTPUTS

Components/Sub-components Project Outputs Component 1: Teaching and Learning Improvement Subcomponent 1.1: Introduction of Competency-Based Education Subcomponent 1.2: Provision of Instructional Materials

Output 1: Curricula and syllabi that more closely reflect the trained manpower needs of industry and business Output 2: Teaching staff who posses a greater understanding of a competency-based approach to teaching and learning Output 3: Students capable of performing basic duties and tasks to a standard acceptable to industry and business Output 4: An understanding of competency-based education by industry, business and the community Output 1: Competency-based training modules, supporting materials and texts Output 2: Teachers and school support staff capable of producing local needs-based training modules and support materials Output 3: Localized networks of learning resource providers Output 4: Units within relevant teacher training centers with the capacity to design, develop, produce and distribute generic training modules, support materials and texts Output 5: Better equipped libraries and offices in selected institutions

16 Appendix 2

Components/Sub-components Project Outputs Subcomponent 1.3: Enhancing Industrial Exposure Subcomponent 1.4: Upgrading of Teachers’ Skills

Output 1: High level industry and business participation on active school council, provincial and national levels Output 2: A school-linked network of relevant industry and business enterprises providing appropriate training settings for students Output 3: Establishment of the specification for successful modes of student Output 4: Students with basic skills, knowledge and attitudes relevant to the workplace Output 5: Industry and business enterprises motivated to provide student training through the application of incentives Output 1: Developed study program syllabi Output 2: Student cohorts able to perform basic skills in preparation for workplace participation Output 3: Teachers and teacher training center staff further developed in their areas of specialization Output 4: Teachers retrained to teach industrial crafts study program content Output 5: Upgraded business and support services training facilities at VTUC

Appendix 2 17

Components/Sub-components Project Outputs Component 2: Supporting Industrial Growth through HRD Subcomponent 2.1: Engineering (Technical) Fields Subcomponent 2.2: Artisanal Small-Scale Manufacturing Subcomponent 2.3: Industry Support Services Component 3: Improving Management Practices Subcomponent 3.1: Institutional and Systematic Management

Output 1: Newly-constructed schools equipped to provide technical furniture educations study programs that reflect general and local industry activities Output 2: Increased number of graduates prepared for direct entry into the workforce Output 1: Newly-constructed schools equipped to provide industrial crafts study programs that reflect general and local industry activities Output 2: Increased number of graduates prepared for direct entry into the workforce Output 1: Rehabilitated, upgraded and new schools equipped to provide industry support services study programs that reflect general and local industry activities Output 2: Increases number of graduates prepared for direct entry into the workforce Output 1: Increased efficiency and effectiveness of systematic and school management Output 2: The application of modern entrepreneurial practices to school management

18 Appendix 2

Components/Sub-components Project Outputs Subcomponent 3.2: Expanding Educational Services

Output 3: Close cross coordination of Sub-Directorate functional operations at DTVE Output 4: School mapping of all public and private SMKs offering business and commerce study programs Output 5: Improved school and equipment maintenance practice Output 6: Further developed facilities and equipment maintenance system Output 7: Updated data processing procedures being applied Output 1: Schools more responsive to community needs Output 2: Schools offering induction courses for junior secondary school students Output 3: Schools providing training workshops for private secondary vocational and technical school teachers Output 4: Teachers trained in short course development, implementation and evaluation Output 5: School conducting short courses in response to public demand Output 6: School offering advisory services to the local business community Output 7: Increased female participation in engineering study programs

Appendix 2 19

20

OVERSEAS AND IN-COUNTRY STAFF DEVELOPMENT PROGRAM

Appraisal Actual

No. Training Category Length of Course

(Months) No. of

Persons Person-Months

Length of Course

(Months) No. of

Persons Person-Months

Training Location

I. Overseas A. Profesional Teachers Training

-Art &Crafts 12 40 480 12 40 480 Germany -Tourism & Management 12 40 480 12 60 720 Australia -School Management 12 20 240 15 54 522 Canada, Australia

B. Specific-Purpose Teacher Training -Instructors &Teachers 3 20 60 6 40 240 Thailand -Travel & Tourism 3 20 60 6 20 12 Malaysia -School Management 3 20 60 2 30 60 Germany -Technical Training 12 59 354 Germany, Malaysia Subtotal (I)

45 160 1,380 65 303 2,388 II. In-Country Staff Development

A. Retraining Study Program 3 Schools -Woodcraft, Metalcraft, Textiles 3 385 1,155 3 402 1,206 VEDC Yogyakarta

B. Staff Development 1. School Staff Study Program Group 3 -Teacher Training 3 420 1,260 3 550 1,650 VEDC Yogyakarta -School Management 1 42 21 1 265 133 VEDC Yogyakarta -School Maintenance 1 168 168 1 177 177 TTUC Bandung -Technical/Library Staff Training 3 140 420 3 118 354 TTUC Bandung Study Program Group 4 -Teacher Training 3 390 1,170 3 500 1,500 VTUC Jakarta -School Management 1 39 20 1 200 100 DEDC Yogyakarta -School Maintenance 1 156 156 1 150 150 TTUC Bandung -Technical/Library Staff Training 3 130 390 3 110 330 TTUC Bandung

21

Appraisal Actual

No. Training Category Length of Course

(Months) No. of

Persons Person-Months

Length of Course

(Months)No. of

PersonsPerson-Months

Training Location

Study Program Group 5 -Teacher Training 3 780 2,340 3 968 2,904 VTUC Jakarta -School Management 1 78 39 1 300 150 VEDC Yogyakarta -School Maintenance 1 312 312 1 270 270 TTUC Bandung -Technical/Library Staff Training 3 260 780 3 110 330 TTUC Bandung Industry Liaison 1 1,200 600 1 5,842 1,363 TTUC Medan Short Course Design & Dev. 1 200 100 1 360 180 TTUC Malang

2. Teacher Training Center Staff

Jakarta -Teacher Training 3 45 135 3 50 150 Industry -School Management 1 10 5 1 40 20 VEDC Yogyakarta -Equipment Maintenance 1 18 18 1 18 18 TTUC Bandung -Technical/Library Staff Training 3 30 90 3 110 330 TTUC Bandung Yogyakarta -Teacher Training 3 125 375 3 150 450 Industry -School Management 1 11 6 1 30 15 Industry -Equipment Maintenance 1 12 12 1 12 12 TTUC Bandung -Technical/Library Staff Training 3 40 120 3 110 330 TTUC Bandung

C. Industry -Workshops on Competency-based 0 13,200 440 0 25,791 859 SMKs Education -Industry Liaison 0 13,200 3,080 0 25,791 6,017 SMKs

D. Predeparture -Professional Teacher Training -Study Program Group 3 6 40 240 6 40 240 VTUC Jakarta -Study Program Group 4 6 40 240 6 40 240 VTUC Jakarta -Study Program Group 5 6 20 120 6 20 120 VTUC Jakarta Subtotal (II) 60 31,491 13,812 60 62,524 19,598 TOTAL (I + II) 105 31,651 15,192 125 62,827 21,986

22

ENROLLMENT OF PROJECT INSTITUTIONS BY YEAR AND GENDER

School Year

1994/95 1995/96 1996/97 1997/98 1998/99 1999/2000

School Name

M F

Total M F

Total M F

Total M F

Total M F

Total M F

Total

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

26. 27. 28. 29. 30.

SMK 1 Cibeber SMK 1 Cikupa SMK 1 Gunung Putri SMK 1 Bekasi SMK 1 Gombong SMK 2 Karanganyar SMK 1 Cerme SMK 1 Pungging SMK 1 Bangil SMK 1 Kalianget SMK 1 Batam SMK 1 Kuta

Subtotal

SMK 33 Jakarta SMK 3 Tangerang SMK 4 Surakarta SMK 4 Jambi SMK 3 Bandar Lampung SMK 5 Pontianak SMK 3 Palangkaraya SMK 4 Balikpapan SMK 1 Palu SMK 3 Kendari SMK 3 Denpasar SMK 3 Bengkulu SMK 2 Merauke

Subtotal

SMK 20 Jakarta SMK 1 Serang SMK 3 Cirebon SMK 1 Pemalang SMK 3 Surakarta

0 0 0 0 0 0 0 0 0 0 0

1363

1363

5 17 16

8 14

2 15

6 0 0

104 22

0

209

236 155 133 291

56

0 0 0 0 0 0 0 0 0 0 0

30

30

365 337 586 439 503 432 421 549 549 360 943 470

0

5999

589 817 297 409 440

0 0 0 0 0 0 0 0 0 0 0

1393

1393

370 354 602 447 517 434 436 555 549 360

1047 492

0

6208

825 972 430 700 496

0 0 0 0 0 0 0 0 0 0 0

1255

1255

7 15 19

8 10

3 12

6 0 4

110 23

0

217

234 185 161 230

42

0 0 0 0 0 0 0 0 0 0 0

42

42

347 661 571 439 565 438 524 549 625 353 910 545

0

6572

631 868 439 450 435

0 0 0 0 0 0 0 0 0 0 0

1297

1297

354 676 590 447 575 441 536 555 625 357

1020 568

0

6789

865 1053

600 680 477

0 0 0 0 0 0 0 0 0 0 0

1240

1240

6 15 25

8 21

8 18

6 0

10 721

35 0

873

189 182 211 156

30

0 0 0 0 0 0 0 0 0 0 0

34

34

293 661 602 439 648 406 582 549 634 462 466 659 144

6545

588 817 378 555 446

0 0 0 0 0 0 0 0 0 0 0

1274

1274

299 676 627 447 669 414 600 555 634 472

1187 694 144

7418

777 999 589 711 476

248 210 129 142 165

0 214 211 138 136 335

1241

3169

4 15 27 22 26

6 24 33

0 12

191 47 40

447

207 186 249 171

30

4 0

15 2

15 0 2

10 6 4

29 29

116

273 661 607 590 739 474 670 184 702 559

1038 738

97

7332

525 833 672 528 484

252 210 144 144 180

0 216 221 144 140 364

1270

3285

277 676 634 612 765 480 694 217 702 571

1229 785 137

7779

732 1019

921 699 514

480 400 253 142 302 208 210 416 275 263 509

1237

4695

14 12 26 37 28 11 27 24

0 19

240 41

145

624

187 166 246 188

26

9 6

34 0

20 8 2 4 7

13 60 30

193

294 768 645 641 797 493 713 171 804 739

1014 732 172

7983

509 917 673 521 525

489 406 287 142 322 216 212 420 282 276 569

1267

4888

308 780 671 678 825 504 740 195 804 758

1254 773 317

8607

696 1083

919 709 551

708 166 372 425 445 317 607 542 409 367 509

1174

6041

29 14 22 19 24 13 28 67

0 26

310 45

129

726

192 203 203 205

33

15

0 51

1 22

4 16 16 10 19 60 34

248

327 637 686 614 819 591 614 603 719 698

1076 735 333

8452

510 1096

729 506 563

723 166 423 426 467 321 623 558 419 386 569

1208

6289

356 651 708 633 843 604 642 670 719 724

1386 780 462

9178

702 1299

932 711 596

23

School Year

1994/95 1995/96 1996/97 1997/98 1998/99 1999/2000

School Name

M F

Total M F

Total M F

Total M F

Total M F

Total M F

Total 31. 32. 33. 34. 35. 36. 37. 38. 39. 40. 41. 42. 43. 44. 45. 46. 47. 48. 49. 50. 51. 52. 53. 54. 55. 56. 57. 58. 59. 60. 61. 62. 63. 64.

SMK 1 Jember SMK 1 Surabaya SMK 3 Lhokseumawe SMK 1 Tanjung Pura SMK 1 Medan SMK1 Pekanbaru SMK 1 Palembang SMK 1 Kalianda SMK 1 Banjarmasin SMK 1 Samarinda SMK 1 Bitung SMK 1 Banawa SNK 1 Pancarijang SMK 1 Rantepao SMK 2 Ambon SMK 1 Klungkung SMK 1 Raba Bima SMK 1 Atambua SMK 1 Manokwari SMK 1 Bengkulu

Subtotal

SMK 2 Adiwerna SMK 1 Kalasan SMK 4 Lhokseumawe SMK Brastagi SMK1 Angkat Candung SMK 4 Pekanbaru SMK 4 Sungai Penuh SMK5Bandar Lampung SMK 5 Manado SMK 4 Kendari SMK1 Sukadasa SMK 5 Jayapura SMK 5 Bengkulu SMK Malang

Subtotal

TOTAL

193 30

163 146 101 187 165 134 295 248 131 270 142 140 339 194 465 378 215 293

5100

0

278 0 0 0

36 0

118 0 0 0 0

31 0

463

7135

588 996 580 265 561 665 822 322 701 537 690 262 290 826 688 263 764 706 315 652

14045

0

414 0 0 0

43 0

50 0 0 0 0

10 0

517

20591

781

1026 743 411 662 852 987 456 996 785 821 532 432 966

1027 457

1229 1084 530 945

19145

0

692 0 0 0

79 0

168 0 0 0 0

41 0

980

27726

193 23

166 132 101 155 151 116 295 213 159 237 136 82

339 178 405 219 193 270

4615

0

228 0 0 0

56 243 192

0 67 0 0

113 0

899

6986

588 986 558 269 551 632 825 343 701 566 709 262 317 864 688 283 662 344 316 692

13979

0

208 0 0 0

69 132 128

0 67 0 0

70 0

674

21222

781

1009 724 401 652 787 976 459 996 779 868 499 453 946

1027 461

1067 563 509 962

18594

0

436 0 0 0

125 375 320

0 134

0 0

183 0

1573

28208

167 17

190 129 98

137 138 116 295 225 183 252 164 62

339 187 335 219 213 270

4504

14

254 0 0

50 124 257 242

0 136

3 8

176 0

1264

7881

533

1004 584 294 560 634 882 363 701 737 802 280 350 882 688 271 687 344 352 771

14503

200 250

0 0

93 137 154 168

0 121 80

100 135

0

1438

22520

700

1021 774 423 658 771

1020 479 996 962 985 532 514 944

1027 458

1022 563 565

1041

19007

214 504

0 0

143 261 411 410

0 257 83

108 311

0

2702

30401

193 10

189 126 89

160 143 178 279 219 203 243 168 70

402 186 321 198 258 382

4860

180 291 56 68 50

108 51

225 58

181 65 99

223 0

1655

10131

672 983 602 401 595 805

1032 445 647 631 856 326 378 851 751 302 728 370 383 899

15699

36

267 62 76 94

191 107 169 136 166 18 50

133 0

1505

24652

865 993 791 527 684 965

1175 623 926 850

1059 569 546 921

1153 488

1049 568 641

1281

20559

216 558 118 144 144 299 158 394 194 347 83

149 356

0

3160

34783

159

3 199 111 72

167 123 181 77

330 230 270 161 141 439 190 300 208 281 313

4968

345 329 107 82

112 118 247 231 106 171 130 136 204 198

2516

12803

644 989 672 340 604 788 968 479 643

1014 901 364 389 815 816 304 729 331 389

1055

16379

75 265 116 102 205 252 146 204 215 162 36 62

150 103

2093

26648

803 992 871 451 676 955

1091 660 920

1344 1131 634 550 956

1255 494

1029 539 670

1368

21347

420 594 223 184 317 370 393 435 321 333 166 198 354 301

4609

39451

108

1 215 167 73

186 140 243 275 345 159 244 145 71

250 180 318 160 306 339

4761

496 404 152 85

155 114 239 239 130 167 179 190 273 332

3155

14683

715 968 639 445 615 839 976 485 651

1047 1041 363 361 968 905 310 815 537 380

1089

17553

127 290 98

129 276 259 150 189 281 152 56 94

113 192

2406

28659

823 969 854 612 688

1025 1116 728 926

1392 1200 607 506

1039 1155 490

1133 697 686

1428

22314

623 694 250 214 431 373 389 428 411 319 235 284 386 524

5561

43342

Source: DTVE.

24

OUTPUTS (GRADUATES) OF PROJECT INSTITUTIONS BY YEAR AND GENDER

School Year

1994/95 1995/96 1996/97 1997/98 1998/99 1999/2000

School Name

M F

Total M F

Total M F

Total M F

Total M F

Total M F

Total

1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

26. 27. 28. 29. 30.

SMK 1 Cibeber SMK 1 Cikupa SMK 1 Gunung Putri SMK 1 Bekasi SMK 1 Gombong SMK 2 Karanganyar SMK 1 Cerme SMK 1 Pungging SMK 1 Bangil SMK 1 Kalianget SMK 1 Batam SMK 1 Kuta

Subtotal

SMK 33 Jakarta SMK 3 Tangerang SMK 4 Surakarta SMK 4 Jambi SMK 3 Bandar Lampung SMK 5 Pontianak SMK 3 Palangkaraya SMK 4 Balikpapan SMK 1 Palu SMK 3 Kendari SMK 3 Denpasar SMK 3 Bengkulu SMK 2 Merauke

Subtotal

SMK 20 Jakarta SMK 1 Serang SMK 3 Cirebon SMK 1 Pemalang SMK 3 Surakarta

0 0 0 0 0 0 0 0 0 0 0

478

478

0 0 0 0 5 1 4 0 0 0

24 4 0

38

72 42 20 97 26

0 0 0 0 0 0 0 0 0 0 0 4

4

112 0 0 0

139 131

74 0 0

110 151 116

0

833

160 269

94 132 147

0 0 0 0 0 0 0 0 0 0 0

482

482

112 0 0 0

144 132

78 0 0

110 175 120

0

871

232 311 114 229 173

0 0 0 0 0 0 0 0 0 0 0

440

440

1 5 7 0 4 0 4 0 0 0

12 6 0

39

94 49 26 80 17

0 0 0 0 0 0 0 0 0 0 0

13

13

130 149 167

0 155 157 122

0 0

91 181 138

0

1290

217 270 172 155 140

0 0 0 0 0 0 0 0 0 0 0

453

453

131 154 174

0 159 157 126

0 0

91 193 144

0

1329

311 319 198 235 157

0 0 0 0 0 0 0 0 0 0 0

421

421

4 0 0 0 5 0 3 0 0 0

26 5 0

43

65 63 84 62 11

0 0 0 0 0 0 0 0 0 0 0

12

12

105 0 0 0

177 109 138

0 0

79 196 150

0

954

208 242 104 169 145

0 0 0 0 0 0 0 0 0 0 0

433

433

109 0 0 0

182 109 141

0 0

79 222 155

0

997

273 305 188 231 156

0 0 0 0 0 0 0 0 0 0 0

439

439

2 3 5 2 4 1 3 0 0 0

20 4 0

44

55 56 90 63 12

0 0 0 0 0 0 0 0 0 0 0

15

15

87 106 197 131 183 116 160

0 0

94 148 195

0

1417

209 242 211 166 144

0 0 0 0 0 0 0 0 0 0 0

454

454

89 109 202 133 187 117 163

0 0

94 168 199

0

1461

264 298 301 229 156

0 0 0 0 0 0 0 0 0 0 0

442

442

0 3 7 0

11 3 4 0 0 0

34 3 0

65

64 245

82 48

6

0 0 0 0 0 0 0 0 0 0 0 8

8

81 106 133

0 229 156 198

0 0

177 216 195

0

1491

164 53

218 182 148

0 0 0 0 0 0 0 0 0 0 0

450

450

81 109 140

0 240 159 202

0 0

177 250 198

0

1556

228 298 300 230 154

233

0 121 136 159 101

0 201 128 122

0 437

1638

2 280

6 0 8 4 4 8

28 0

48 16 69

473

62 53 82 48 10

4 0

14 0

15 4 0

10 6 4 0

11

68

80 2

200 193 261 143 146 210 167 248 213 237 100

2200

160 245 218 182 182

237

0 135 136 174 105

0 211 134 126

0 448

1706

82 282 206 193 269 147 150 218 195 248 261 253 169

2673

222 298 300 230 192

25

School Year

1994/95 1995/96 1996/97 1997/98 1998/99 1999/2000

School Name

M F

Total M F

Total M F

Total M F

Total M F

Total M F

Total

31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64

SMK 1 Jember SMK 1 Surabaya SMK 3 Lhokseumawe SMK 1 Tanjung Pura SMK 1 Medan SMK 1 Pekanbaru SMK 1 Palembang SMK 1 Kalianda SMK 1 Banjarmasin SMK 1 Samarinda SMK 1 Bitung SMK 1 Banawa SMK 1 Pancarijang SMK 1 Rantepao SMK 2 Ambon SMK 1 Klungkung SMK 1 Raba Bima SMK 1 Atambua SMK 1 Manokwari SMK 1 Bengkulu

Subtotal

SMK 2 Adiwerna SMK 1 Kalasan SMK 4 Lhokseumawe SMK Brastagi

SMK 1 IV AngkatCandung SMK 4 Pekanbaru SMK 4 Sungai Penuh

SMK 5 Bandar Lampung SMK 5 Manado SMK 4 Kendari SMK 1 Sukadasa SMK 5 Jayapura SMK 5 Bengkulu SMK Malanga

Subtotal

TOTAL Percentage

71 13 51 50 39 75 62 56

101 98 51 54 50 30 98 72

179 155

57 88

1707

0 85

0 0 0 0 0 0 0 0 0 0 0 0

85

2308

30

179 319 195

79 158 228 256 102 216 163 228

65 87

254 284

78 280 245 102 185

4505

0 116

0 0 0 0 0 0 0 0 0 0 0 0

116

5458

70

250 332 246 129 197 303 318 158 317 261 279 119 137 284 382 150 459 400 159 273

6212

0 201

0 0 0 0 0 0 0 0 0 0 0 0

201

7766

100

57 7

52 37 34 60 48 57

200 88 44 59 32 22

276 58

153 201

57 88

1896

0 81

0 0 0 0 0

39 0 0 0 0 0 0

120

2495

32

181 323 193

96 153 245 263

59 105 203 164

65 84

310 99 97

237 67 73

191

4162

0 123

0 0 0 0 0 3 0 0 0 0 0 0

126

5591

72

238 330 245 133 187 305 311 116 199 291 208 124 116 332 276 155 390 113 130 279

5698

0 204

0 0 0 0 0

42 0 0 0 0 0 0

246

7726

100

91 4

56 42 36 56 37 60

105 63 35 75 47 15

118 62 94 67 56 73

1477

0 90

0 0 0

34 0

41 0 0 0 0 0 0

165

2106

28

156 338 168

74 157 181 281 104 199 178 215

79 74

270 156

83 210 113

77 226

4207

0 133

0 0 0

24 0

41 0 0 0 0 0 0

198

5371

72

247 342 224 116 193 237 318 164 304 241 250 154 121 285 274 145 304 180 133 299

5684

0 223

0 0 0

58 0

82 0 0 0 0 0 0

363

7477

100

42 4

55 40 34 40 47 62 98 62 37 58 43 23

114 55

112 101

56 83

1442

0 96

0 0 0

23 0

76 0

43 0 0 0 0

238

2163

26

181 303 174

94 189 193 267 108 211 202 245

75 112 270 199

93 195 194

77 241

4595

0 134

0 0 0

67 0

60 0

47 0 0

50 0

234

6261

74

223 307 229 134 223 233 314 170 309 264 282 133 155 293 313 148 307 295 133 324

6037

0 230

0 0 0

50 0

136 0

90 0 0

50 0

472

8424

100

55 2

54 32 28 44 39 74 98

111 39 67 53 19

131 68 93

121 53 78

1704

0 96

0 0 0

36 0

72 0

53 0 0

55 0

312

2523

27

184 343 221 108 196 279 321 165 211 341 282

84 116 245 221

90 233 120 105 271

4901

0 134

0 0 0

67 0

60 0

47 0 0

50 0

358

6758

73

239 345 275 140 224 323 360 239 309 452 321 151 169 264 352 158 326 241 158 349

6605

0 230

0 0 0

103 0

132 0

100 0 0

105 0

670

9281

100

58 2

54 33 24 44 40 79 94

111 78 70 54 19

138 68

106 62 78 80

1547

167 104

51 47 40 38 65 59 41 53 58 42

136 0

901

4559

36

198 343 221 110 193 279 324 179 219 341 257

86 116 245 255

90 265 120 125 277

5230

33 100

59 65 92 82 54 55 98 37 18 23 10

0

726

8224

64

256 345 275 143 217 323 364 258 313 452 335 156 170 264 393 158 371 182 203 357

6777

200 204 110 112 132 120 119 114 139

90 76 65

146 0

1627

12783

100

a SMK Malang admitted students commencing AY 1998/99 therefore first batch of graduates will be produced at the end of AY 2001/2002.

Source: DTVE.

26

SOCIAL DEMAND FOR SMK BY YEAR

School Year 1994/95 1995/96 1996/97 1997/98 1998/99 1999/2000

School Name

Apply Accept

Apply Accept

Apply Accept

Apply Accept

Apply Accept

Apply Accept 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12.

13. 14. 15. 16. 17. 18. 19. 20. 21. 22. 23. 24. 25.

26. 27. 28. 29. 30. 31. 32.

SMK 1 Cibeber SMK 1 Cikupa SMK 1 Gunung Putri SMK 1 Bekasi SMK 1 Gombong SMK 2 Karanganyar SMK 1 Cerme SMK 1 Pungging SMK 1 Bangil SMK 1 Kalianget SMK 1 Batam SMK 1 Kuta

Subtotal Acceptance (%)

SMK 33 Jakarta SMK 3 Tangerang SMK 4 Surakarta SMK 4 Jambi SMK 3 Bandar Lampung SMK 5 Pontianak SMK 3 Palangkaraya SMK 4 Balikpapan SMK 1 Palu SMK 3 Kendari SMK 3 Denpasar SMK 3 Bengkulu SMK 2 Merauke

Subtotal Acceptance (%)

SMK 20 Jakarta SMK 1 Serang SMK 3 Cirebon SMK 1 Pemalang SMK 3 Surakarta SMK 1 Jember SMK 1 Surabaya

0 0 0 0 0 0 0 0 0 0 0 0

0

120 98

618 193 212 179 261

0 311 141 324 224

0

2681

984 406 600 698 696 400 846

0 0 0 0 0 0 0 0 0 0 0 0

0 0

120 98

216 193 212 138 208

0 261 141 237 186

0

2010 75

275 338 210 237 160 270 352

0 0 0 0 0 0 0 0 0 0 0

948

948

98 246 520 281 256 173 251 305 296 165 300 240

0

3131

1103 743 695 794 530 317 829

0 0 0 0 0 0 0 0 0 0 0

459

459 48

98 246 216 183 224 164 237 241 260 160 184 240

0

2453 78

274 425 210 210 160 256 329

376 400 350

1763 340 200

0 315 160 200 222 980

5306

92 246 550 415 311 302 265 305 400 264 380 316 163

4009

1098 1050

826 1451

761 317

1010

252 208 216 360 268 108

0 216 144 180 194 386

2532 48

92 246 216 193 288 164 265 241 288 250 266 306 144

2959 74

233 400 207 240 160 256 354

497 237 491 993

1040 1139

484 525 457 170 247

1935

7315

98 246 676 453 398 212 398 350 552 310 521 285 169

4668

1189 1220

786 1377

894 470

1274

252 210 144 144 180 108 216 221 144 140 192 360

2311 32

98 246 219 271 324 173 283 217 367 263 270 312 137

3180 68

234 400 310 240 200 219 336

237 223 194 732 625 806 484 376 534 178 541 938

5868

133 224 779 325 561 329 357 237 649 429 612 321 185

5141

1025 1020

815 1298 1041

557 827

237 203 144 144 144 108 216 210 144 139 221 359

2269 39

133 224 253 216 288 178 277 195 280 360 239 239 132

3014 59

238 400 308 240 200 273 320

439 456 144 687 765 654 547 401 462 182 484

1150

6371

153 224 705 325 598 370 196 365 520 400 814 250 158

5078

1095 2441 1143 1069

783 500 926

251 216 144 144 144 105 212 142 143 128 216 411

2256 35

153 224 251 237 324 299 196 230 218 274 326 240 149

3121 64

241 511 316 240 205 276 330

27

School Year

1994/95 1995/96 1996/97 1997/98 1998/99 1999/2000

School Name

Apply Accept

Apply Accept

Apply Accept

Apply Accept

Apply Accept

Apply Accept 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64

SMK 3 Lhokseumawe SMK 1 Tanjung Pura SMK 1 Medan SMK 1 Pekanbaru SMK 1 Palembang SMK 1 Kalianda SMK 1 Banjarmasin SMK 1 Samarinda SMK 1 Bitung SMK 1 Banawa SMK 1 Pancarijang SMK 1 Rantepao SMK 2 Ambon SMK 1 Klungkung SMK 1 Raba Bima SMK 1 Atambua SMK 1 Manokwari SMK 1 Bengkulu

Subtotal Acceptance (%)

SMK 2 Adiwerna SMK 1 Kalasan SMK 4 Lhokseumawe SMK Brastagi

SMK 1 IV AngkatCandung SMK 4 Pekanbaru SMK 4 Sungai Penuh

SMK 5 Bandar Lampung SMK 5 Manado SMK 4 Kendari SMK 1 Sukadasa SMK 5 Jayapura SMK 5 Bengkulu SMK Malang

Subtotal Acceptance (%)

TOTAL % of Acceptance

330 213 536 306 626 300

0 396 406 206 247 690

0 347

1113 0

202 746

11294

0 280

0 0 0

83 0

180 0 0 0 0

71 0

614

14589

241 144 232 240 351 164

0 226 326 206 160 346

0 151 352

0 202 358

5541 75

0 252

0 0 0

79 0

124 0 0 0 0

41 0

496 50

8047 55

367 254 532 487 924 395 902 454 437 174 295 647 982 311 969 317 405 812

14675

0 226

0 0 0

83 204 208

0 211

0 0

257 0

1189

19943

241 157 232 238 335 171 345 239 336 172 200 297 310 155 342 180 220 346

6380 78

0 178

0 0 0

79 144 180

0 134

0 0

144 0

859 43

10151 51

420 289 599 841

1273 450 902 667 537 220 326 574 982 532 770 317 603 866

17861

215 277

0 0

160 205 204 217

0 175 290 160 350

0

2253

29249

308 158 231 300 376 241 345 374 405 220 200 358 310 160 384 180 241 396

7037 74

214 180

0 0

143 147 144 164

0 136 132 108 144

0

1512 40

14040 48

425 350 695

1185 1008

515 350

1147 453 261 272 492 555 445 760 287 252

1357

18019

231 250 178 207 462 232 267 174 207 204 116 186 366

0

2980

32982

276 240 235 400 397 269 295 320 400 261 200 360 352 180 386 153 252

1330

7485 68

216 216 118 144 144 139 144 144 194 128

83 140 128

0

1938 42

14914 45

456 328 647 774 994 573

1478 732 453 280 359 770 883 446 809 317 253

1330

18485

486 462 127 100 244 156 171 203 187 201 129 134 208 323

3131

32605

320 160 232 238 339 241 314 440 400 280 198 360 352 160 460 180 253 441

7347 59

216 216 112

64 177 140 150 181 170 128

89 113 136 301

2193 40

14823 45

470 340 651

1465 1793

498 1565 1394

460 207 250 680 515 480 720 400 278

1480

21603

447 502

58 50

178 156 171 232 161 145 103 207 176 320

2906

35958

292 240 232 414 405 251 317 513 423 207 174 360 344 161 316 332 278 503

7881 61

216 282

58 48

139 128 160 165 131 128

75 134 128 255

2047 36

15305 43

Source: DTVE.

LOAN DISBURSEMENTS (in $ million)

Year Quarter Actual Disbursement

Actual Cumulative

Disbursement

Percentage of Actual

Disbursement

1995 II III IV

1.000 0.040 0.000

1.000 1.040 1.040

1.6 0.1 0.1

1996

I II III IV

0.256 2.034 2.837 3.209

1.296 3.330 6.167 9.376

0.4 3.4 4.7 5.3

1997

I II III IV

3.032 2.040 2.777 1.473

12.408 14.448 17.225 18.698

5.1 3.4 4.6 2.5

1998

I II III IV

2.441 5.158 4.349 2.692

21.139 26.297 30.646 33.338

4.1 8.5 7.2 4.5

1999

I II III IV

3.866 2.190 4.305 3.708

37.204 39.394 43.699 47.407

6.4 3.7 7.2 6.2

2000

I II III IV

3.751 2.620 2.216 2.212

51.158 53.778 55.994 58.206

6.3 4.4 3.7 3.6

2001 I II

2.132 -0.289

60.338 60.049

3.5 -0.5

TOTAL

60.049

60.049

100

Source: LFIS

28 Appendix 7

1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4

Consulting Services

Civil Works

Equipment and Supplies

a. First Procurement

b. Last Procurement

Staff Development

a. In-Country

b. Overseas

Special Programs

a. Instructional Materials

b. Student Grants

AppraisalActual

Year and Quarter Implementation

PROJECT IMPLEMENTATION SCHEDULE: APPRAISAL ESTIMATE VS. ACTUAL

1998 1999 2000Activities

1995 1996 1997

Appendix 8 29

LOAN COVENANTS

Reference in Agreement

Loan Covenants

Status of Compliance

A. Project Executing Agency

Loan Agreement (LA), Schedule 6, para. 1

1. The Directorate General of Primary and Secondary Education (DGPSE) of the Ministry of Education-and Culture (MOEC) shall be responsible for overall execution and policy-level coordination as the Project Executing Agency. The Directorate of Technical and Vocational Education (DTVE) of DGPSE shall be directly responsible for coordination and implementation of Project activities as the Implementing Agency.

Complied with.

B. Project Implementation Unit

LA, Schedule 6, para. 2

2. The Project shall be centrally managed by a Project Implementation Unit (PIU) to be established at DTVE in Jakarta. The PIU shall be handed by a qualified full-time Project Manager acceptable to the Bank. The Director, DTVE, and Assistant Director in charge of Planning and monitoring, DTVE, shall oversee the work of the PIU and provide necessary guidance on a regular basis. The PIU shall be provided with adequate technical and clerical support staff. The PIU shall be directly responsible for all aspects of Project implementation. The PIU shall coordinate execution of Project activities by concerned sub-directorates of DTVE, teacher training centers, MOE’s regional offices and the schools themselves.

Complied with.

C. Project Steering Committee LA, Schedule 6, para. 3

3. The Project Steering Committee (PSC) shall be clarified by the Director-General of the DGPSE or his/her designated representative and its membership shall include: Director, DTVE; Assistant Director in charge of Planning and Monitoring, DTVE: BAPPENAS Bureau Chief in charge of education, culture, sports and religion or his/her representative; a representative of the Bureau Planning of MOEC; represent-atives of the Ministries of

Complied with.

30 Appendix 9

Reference in Loan Covenants Status of Compliance Agreement

Finance, Industry and Manpower; and a representative of Directorate General of Out-of-School Education, Youth and Sport (DGOE). The PSC shall invite the Project Manager and other appropriate individuals to attend meetings concerning the Project. The PSC shall be responsible for coordination of the Project with other Bank and other externally assisted projects as well as with activities carried out under other concerned Ministries and the Directorates General within MOEC in the area of vocational and technical education and skills training to ensure appropriate complimentary among various projects. The PSC shall meet as required , but at least twice annually, to consider and advise on progress and problems in Project implementation.

II. Detailed Implementation

Arrangements

A. Ensuring the Proper Functioning of School Councils

LA, Schedule 6, para. 4

4. The Project Executing Agency shall cause vocational and technical schools to report to the Implementing Agency every six months on the activities of school councils an action taken in response to their recommendations.

Complied with.

B. Development of Teachers to New Schools

LA, Schedule 6, para. 5

5. The Project Executing Agency shall ensure the timely deployment of necessary teachers to the 27 new vocational and technical schools to be established under the Project.

Complied with. The teachers, and other ancillary staff were engaged for all new schools.

C. Provision of Recurrent Cost

LA, Schedule 6, para. 6

6. The Borrower shall initiate necessary administrative actions to ensure that the provision of funds will be made to meet the necessary recurrent cost for the new schools to be established under the Project

Complied with. Funds were allocated for the recurrent costs of the new schools in consultation with the Bank.

Appendix 9 31

Reference in Loan Covenants Status of Compliance Agreement

in consultation with the Bank. Accordingly, within six months of the Effective Date, the borrower shall submit the work plan for this administrative action. Subsequently, the Implementing Agency shall include in the Borrower’s quarterly reports the progress made in this regard.

Borrower submitted the work plan. Borrower’s quarterly reports included CPIUs progress reports.

D. Formulation of the Detailed Plan to

Implement Industry Training Support Program

LA, Schedule 6, para. 7

7. To implement the Industry Training support Program, the Implementing Agency shall, within six months of the Effective Date, submit the timetable and work plan for the implementation of this Program. Subsequently, the Implementing Agency shall include in the Borrower’s quarterly reports the progress being made in this regards.

Complied with. Timetable and activities were rescheduled according to dual system, this was reflected in the quarterly reports.

E. Coordination with Other Ministries, in Particular with the Ministry of Industry.

LA, Schedule 6, para.8

8. MOEC shall coordinate with MOI to ensure the advice participation of MOI’s local offices in the activities of the new vocational schools in artisanal small-scale manufacturing to be established under the Project. In particular, within six months of the Effective Date, MOEC shall consul with MOI concerning the issuance by MOI of necessary instructions to the MOI offices in the provinces and districts where such schools are to be established.

Complied with. Implementation was initially done by Chambers of Commerce and Industry and subsequently by the National Professional Standard Board (BNSP).

F. Environment-Related Issues

LA, Schedule 6, para. 9

9. The Implementing Agency shall prepare an Educational Brief for the Project, setting out the key educational and environmental aspects to be considered in the design and construction of buildings and facilities under the Project, which shall be submitted to the Bank within six months of the Effective Date for review before such construction is carried out.

Complied with.

32 Appendix 9

Reference in Loan Covenants Status of Compliance Agreement

G. Gender-Related Issues

LA, Schedule 6, para. 10(a)

10. (a) For the implementation of the Engineering Scholarship Program for Female Students referred to in paragraph 15(c) below, within two months of the Effective Date, the Borrower shall submit the timetable and work plan for the implementation of this Scholarship Program enabling commencement of the Scholarship Program in the 1995 school year. Subsequently, the Implementing Agency shall include in the Borrower’s quarterly reports the progress being made in this regards

Complied with. Borrower submitted timetable and work plan within the stipulated time frame. CPIUs quarterly report was included in the Borrowers quarterly report.

LA, Schedule 6, para. 10(b)

10. (b) The Implementing Agency shall issue, within six months of the Effective Date, instruction and appropriate guidance to vocational and technical schools in engineering fields to organize orientation programs for female junior secondary students

Complied with. Orientation program was developed for female junior secondary students and was implemented. Guidance material was prepared.

LA. Schedule 6, para 10 (c)

10. (c) In implementing staff development programs referred to in paragraph 16 below, the Borrower shall ensure that the percentage of places allocated for female candidates in a particular program is at least equal to the percentage of female staff working in the related program area.

Implementation was partial due to difficulty in obtaining sex disaggregated data and shortage of women candidates for specialization.

H. Land Acquisition

LA, Schedule 6, para. 11

11. The Borrower shall acquire, within 12 months of the Effective Date, all land and rights over land that are require for implementation of the Project, free from all encumbrances and in accordance with arrangements satisfactory to the Bank.

Complied with. The lands were acquired by the local governments in the name of the schools.

I. Benefit Monitoring and Evaluation LA, Schedule 6 para.12

12. Benefit monitoring and evaluation activities (BME) shall be carried out through improvement in, and consolidated of, the Implementing Agency’s Management Information System (MIS) and various project benefit monitoring and evaluation (PBME) systems developed under earlier Bank and other donor-assisted projects. A mid-term review of the project shall be

A local consultant developed a report/manual by improving and consolidating information obtained from earlier Bank and other donor–assisted projects. Established a set of benchmark data for PBME activities e.g., schools enrolment, number of graduates, number of teaching staff, number pass/fail,

Appendix 9 33

Reference in Loan Covenants Status of Compliance Agreement

conducted jointly by the Implementing Agency and the Bank implementation. Within three months of the Effective Date, the implementing Agency shall establish a set of benchmark data for BME activities to be carried out throughout Project implementation.

number of dropouts, number of repetition, and staff load etc.

J. Staff Development Programs

LA, Schedule 6, para. 13

13. The Borrower shall ensure the successful implementation of in-country training programs for about 32,000 persons including school teachers, technical staff as well as representatives from industry and business who will be collaborating with vocational and technical schools in improving the linkage between vocational and technical education and the requirements of the labor market as well as in providing opportunities for practical training of students. In addition, the Borrower shall ensure the carrying out of overseas staff development programs (including fellowships and other training) for about 16 teachers and teacher trainers for professional teacher training and other specific purposes of training.

6 PPPG institutions implemented in-country program. Candidates were selected on the basis of criteria developed. Programs were developed on the competencies required. Programs were delivered satisfactorily. 62,464 persons were trained against appraisal figure of 32,000. The PIU was responsible for the administration of the programs.

LA, Schedule 6, para. 14 (a)

14. (a) For the implementation of the fellowship and training programs referred to in paragraph 16 above, the Implementing Agency shall establish criteria for the selection of candidates for both in-country and overseas programs. The terms of reference of both in-country and overseas training programs shall be approved by the Implementing Agency in accordance with existing procedures subject to the confirm-ation of the training programs at an inter-ministerial review by the concerned agen-cies of the Borrower. The PIU shall be res-ponsible for the administration of the fellow-ship and training programs, both in-country and overseas, provided under the Project.

Complied with. ADB guidelines were followed. Bank approved 119 additional candidates for fellowships. CPIU established criteria for the selection of candidates.

LA. Schedule 6, para 14 (b)

14. (b) The Project Executing Agency shall submit detailed criteria and procedures for selection of candidates for overseas fellowship and short-term staff training programs together with the details of training programs, venues of training and financial terms and conditions, for the

Complied with. Criteria and procedures for selection of candidates developed and implemented. Bank’s approval taken on financial

34 Appendix 9

Reference in Loan Covenants Status of Compliance Agreement

Bank’s prior approval. For overseas programs, the Bank shall be informed of the selection of candidates prior to the awarding of the fellowships. For in-country programs, the PIU shall select candidates according to the procedures of MOEC and shall make appropriate arrangements, satisfactory to the Bank, for carrying out the programs.

terms and conditions of the implementation of training programs. Bank was informed prior to awarding the fellowships. PIU followed the procedures and made arrangements satisfactory to the Bank.

LA, Schedule 6, para. 14(c)

14. (c) The PIU shall ensure that a strict system of selection and guarantees is adopted in connection with the overseas fellowship and training programs under the project to ensure that the recipients of overseas training will continue their services with the Project institutions in accordance with the present requirements of the Borrower (double the period of training plus one year).

Complied with. PIU followed the procedure and no case of discontinued services occurred.

K. Special Programs

LA, Schedule 6, para. 15

15. The Borrower shall ensure that the PIU will implement the following Special Programs and shall establish the respective advisory panels which shall assist the Programs’ implementation: (1) Instructional Materials Development; (2) Industry Training Support Program; and (3) Engineering Scholarship Program for Female Students. In the implementation of the Special Programs, the Borrower shall observe the following:

Complied with.

LA, Schedule 6, para. 15(a)

15. (a) Instructional materials proposed to be produced and other relevant criteria. The maximum amount for each award shall be the equivalent of $2,000. The awardees shall be required to submit to the Implementing Agency evidence of expenditure including the Instructional Materials produced.

Complied with. Instructional materials were produced, evidences of expenditure were shown, and they were within the maximum amount allocated.

LA, Schedule 6, para. 15(b)

15. (b) Industry Training Support Program – Detailed procedures for implementation and monitoring of the Industry Training Support Program shall be developed by the PIU under the guidance of the PSC and with assistance of an advisory panel which shall be composed of representatives of the Ministry of Finance, Ministry of Manpower,

Complied with. The programs were developed, implemented, monitored, and coordinated by PIU and financed by the Borrower. Report of implementation of

Appendix 9 35

Reference in Loan Covenants Status of Compliance Agreement

BAPPENAS, and the private sector. The Industry Training Support Program shall be financed by the Borrower and shall be coordinated by the PIU as and integral part of the work with the assistance of the vocational and technical education program coordination specialist provided under the project. A report on the implementation of the Industry Training Support Program shall be submitted to the Bank every six months.

programs submitted to the Bank every 6 months. Industrial representation was weak in the program. Partially complied with.

LA, Schedule 6, para. 15(c)

15. (c) Engineering Scholarship Program for Female Student – The Engineering Scholarship Program for Female Students shall be implemented by the PIU with the assistance of an advisory panel including a senior DTVE official in charge of engineering education at the senior secondary level, a representative of the Office of the State Minister for Women’s affairs and other appropriate individuals. The detailed implementation mechanism for the Engineering Scholarship for Females shall be submitted to the Bank for its review and concurrence prior to implementation.

Complied with. Implementation mechanism for engineering scholarship for females were submitted to the Bank for review prior to the implementation. Agreement was reached to have contract with the Bank Rakyat Indonesia for implementation.

LA, Schedule 6, para. 16

16. For all three Special Programs, the Implementing Agency shall closely monitor the activities and conduct interim and post-evaluation to assess their effectiveness in achieving the envisaged objectives.

Complied with.

III. Policy and Systematic Issues A. Coordination of Activities Under

Various Agencies of the Borrower

LA, Schedule 6, para. 17

17. The Project Executing Agency shall report to the Bank, within twelve months from the Effective Date and every six months thereafter, on the progress being made by DTVE in coordinating vocational training related activities with other concerned agencies of the Borrower, including the Ministry of Manpower of DGOE.

Complied with.

B. Accreditation and Standardization of

Certificates

LA, Schedule 6, para. 18

18. Within twelve months from the Effective Date and every twelve months thereafter, the Project Executing Agency

Complied with. A new Sub-directorate was

36 Appendix 9

Reference in Loan Covenants Status of Compliance Agreement

shall furnish information to the Bank on the progress being made in standardizing various certificates of skills training offered by different types of institutions.

established for standardization of various certificates of skills training.

C. Provision of Non-formal Courses by

Senior Vocational Schools

LA, Schedule 6, para. 19

19. The Project Executing Agency shall issue, within two years of the Effective Date, (a) instructions and appropriate guidance to vocational and technical schools to organize non-formal courses; and (b) instructions and procedural guidelines to vocational and technical schools to allow the use of school facilities by private schools, as well as by other agencies of the Borrower such as Ministry of Manpower and DGOE, for their programs.

Complied with.

D. Improvement in the Industry

Placement Scheme

LA, Schedule 6, para. 20

20. Within twelve months of the Effective Date, the Project Executing Agency shall undertake a comprehensive review of the existing industry placement scheme and identify an appropriate strategy to improve its effectiveness together with a time frame for possible implementation. The result of the review shall be submitted to the Bank for comments within eighteen months of the Effective Date. Thereafter, the Project Executing Agency shall inform the Bank every twelve months on progress being made in improving the industry placement scheme.

Complied with.

E. Financing Responsibility for

Practical Training in Vocational Education

LA, Schedule 6, para. 21

21. In order to appropriately finance practical training to be carried out in industry and business as a part of vocational and technical schools’ curriculum. The Project executing Agency shall undertake a study, within eighteen months of the Effective Date, of the costs of providing practical training to vocational and technical students in actual industry and business and appropriate mechanism for the financing, including the examination of

Complied with. A study was undertaken to determine the appropriate mechanism for financing the practical training. Industry Training Support Program was contracted to PPPG Malang for implementation.

Appendix 9 37

Reference in Loan Covenants Status of Compliance Agreement

the merits of cross-subsidizing small and medium scale enterprises which participate in providing practical training inn cooperation with schools, taking into account the relatively limited capabilities of smaller industry or business to support vocational and technical education in the absence of some form of financial incentives. The Project Executing Agency shall include information on the progress being made in implementing the recommendations of the study in its reports to the Bank on the Industry Training Support.

F. Cost Recovery and Provision of

Financial Assistance to Needy Students

LA, Schedule 6, para. 22

22. In order to provide additional funds to vocational and technical schools through various resource mobilization measures including further direct cost recovery from those who can afford, and at same time to develop a system to mitigate the negative impact of higher tuition fees in providing access to senior secondary vocational education to students from financially disadvantaged families, the Borrower shall undertaken, within twelve months from the Effective Date, a study on education financing, including the issues of cost recovery and the tuition fee structure of the vocational and technical schools within the context of the entire education system as well as the students’ ability to pay, with a view to adjusting further the tuition fees in vocational and technical education. Within six months of the completion of the study, a report shall be submitted to the Bank on the findings of the study, and annually thereafter, the Bank shall be informed of the study. The reports to the Bank shall also cover the progress being made in developing a system to mitigate the negative impact of higher tuition fees on providing access to senior secondary vocational education to students from financially disadvantaged families.

Complied with. 1. Bank TA on Education Finance

Study. 2. DTVE completed a study under

Special Program on repair and maintenance, consumables and administration costs.

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Reference in Loan Covenants Status of Compliance Agreement

F. Policy on Private Schools

23. Within eighteen months of the Effective Date, the Borrower shall prepare a clear strategy on improving private vocational and technical schools. Subsequently, the Borrower shall inform the Bank on the progress being made in implementing the strategy.

Directorate of private and public schools are now under one Directorate.

Appendix 10 39

Project Performance Rating Assessment (Rating values: 0 = low; 3 = maximum)

Criterion Weight (%)

Remarks on Assessment Rating Description

Rating Value

A. Project Outcome Assessment 1. Relevance 20 Project objectives and scope remained

unaltered during implementation. Objectives are relevant and were largely accomplished. The Project contributed to balance regional development in Directorate of Technical and Vocational Education (DVTE) facilities. Nationwide linkages were established between private and public sectors through representatives of private sector on school councils, and a meaningful relationship with industry including placement of students. Most of the Sekolah Menengah Kejuruan (senior secondary vocational schools) involved regional council for vocational education and school councils in the approval of curricula and teaching materials ensuring their local relevance.

Highly Relevent

3

2. Efficacy 25 Most of appraisal targets were achieved and some were exceeded. All project schools are functioning with students, staff, classrooms and laboratories/workshops being used; advisory committees and school councils are in place and active.

Efficacious 2

3. Efficiency 20 Through the provision of competency-based curriculum, and instructional materials delivered, the teaching and learning process has improved significantly. Curricula and syllabi now closely reflect the skills need of the industry and business. Upgrading teachers’ skills and enhancing industrial exposure of students contributed to improving the teaching and learning in project schools.

Efficient 2

B. Sustainability 20 Sustainability was considered in project design. Promoting income-generating activities in schools and developing entrepreneurial skills amongst students, are built in the Project design. Production units are established and operational in most schools. Provincial governments are providing limited funds to cover recurrent costs, but the institutions are also generating some revenues for the operation and maintenance of project assets.

Likely 2

40 Appendix 10

Criterion Weight

(%)

Remarks on Assessment Rating Description

Rating Value

C. Institutional Development

15

The Project improved DVTE’s central management and planning including strengthening of the provincial level management and institution-industry linkage. The quality of school principals and teachers improved by the provision of overseas and in-country training.

Moderate

2

Overall Rating Successful 2.2

Appendix 10 41