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More Effective Decentralized Education Management and Governance Quarterly Report No. 15

December 2008 This publication was produced for review by the United States Agency for International Development. It was prepared by RTI International.

More Effective Decentralized Education Management and Governance (DBE1) Quarterly Report No. 15 Contract 497-M-00-05-00029-00 October to December 2008 Prepared for USAID/Indonesia Prepared by RTI International 3040 Cornwallis Road Post Office Box 12194 Research Triangle Park, NC 27709-2194

The author’s views expressed in this publication do not necessarily reflect the views of the United States Agency for International Development or the United States Government.

More Effective Decentralized Education Management and Governance i

Table of Contents Page List of Figures.......................................................................................................................................... ii List of Tables ........................................................................................................................................... ii Executive Summary ............................................................................................................................... iii Ringkasan Eksekutif.............................................................................................................................. vii Introduction .............................................................................................................................................1 1. Project Management and Coordination ..............................................................................................2

1.1. Project Coordination and Collaboration with Government and Stakeholders (Task 1) ......3 1.2. Monitoring, Evaluation and Reporting (Tasks 2 and 3).......................................................5 1.3. Project Data Management System (PDMS) (Task 4) .........................................................7

2. School and Community Programs ....................................................................................................10 2.1. Elementary School Level (Task 5) ....................................................................................10 2.2. Junior Secondary School Level (Task 5) ..........................................................................20 2.3. School-Based Management Secretariat (MONE) (Task 5) ..............................................22

3. District Level Management/Governance Advocacy ..........................................................................25 3.1. Education Governance (Task 6) .......................................................................................25 3.2. Education Finance (Task 7) ..............................................................................................28 3.3. Education Planning and Management (Task 7)................................................................31 3.4. Management of District Education Personnel (SMTPK/Sistem Manajemen Tenaga

Pendidik dan Kependidikan), Supervision, and Assets Management Systems (Task 7) .......................................................................................................................34

3.5. Implementation of District Annual Education Plans and Budgets.....................................37 4. EMIS/ICT/Data Management ............................................................................................................38

4.1. ICT Grants (Task 8) ..........................................................................................................38 4.2. EMIS (Task 8) ...................................................................................................................41 4.3. Website (Task 8) ...............................................................................................................43

5. Public-Private Alliance (Task 9).........................................................................................................46 5.1. BP Alliance – Papua Barat................................................................................................46 5.2. ConocoPhillips Alliance: Central Java and Yogyakarta....................................................47

6. Dissemination and Sustainability ......................................................................................................56 6.1. National Policy and Practice (Task 10).............................................................................56 6.2. Disseminating School-Based Management (Task 11)......................................................57 6.3. Documenting Good Practice (task 12)..............................................................................62 6.4. Disseminating District Level Programs and developing Service Providers (Task 13)......63 6.5. Sustainability .....................................................................................................................64

Annex 1: Provincial Reports..................................................................................................................66 Annex 2: Success Stories .....................................................................................................................96 Annex 3: Training for Project Beneficiaries .........................................................................................100 Annex 4: Documents uploaded in the website....................................................................................104 Annex 5: Publications Inventory..........................................................................................................107 Annex 6: Abbreviations, Acronyms and Glossary ...............................................................................109

ii More Effective Decentralized Education Management and Governance

List of Figures Page Figure 1: Junior Secondary Schools located on village map..................................................................8 Figure 2: Junior Secondary Short School Description Window ..............................................................9 Figure 3: SDS Document Manager.........................................................................................................9 Figure 4: SDS relationship with School/District level Management and Governance Advocacy .........16 Figure 5: SDS Facilitators Distribution based on their Occupation.......................................................17 Figure 6: Illustration of SDS Workshop in Demak District ....................................................................17 Figure 7: Transaction Entry Frequency by Sample Schools month of August and September 2008 ..18 Figure 8: Expenditure by Schools .........................................................................................................19 Figure 9: Average Expenditure from 10 Sample Schools.....................................................................19 Figure 10: Sample of education finance analysis in Indramayu ...........................................................29 Figure 11: Amounts available for district discretionary spending in Boyolali (Billion Rp) .....................29 Figure 12: Cumulative ICT Grant Disbursement during the Quarter ....................................................40 Figure 13: ICT Grant Disbursement vs. Obligated Amount by Date Awarded .....................................41 Figure 14: Preparation Activities ...........................................................................................................43 Figure 15: Website Hits.........................................................................................................................44

List of Tables Page Table 1: Monitoring, Evaluation and Reporting.......................................................................................6 Table 2: Studies and Reports Related to Deliverables ...........................................................................7 Table 3: Progress in Managing PDMS....................................................................................................8 Table 4: Progress in School & Community Program - Elementary Level (SD/MI)................................11 Table 5: Progress in Implementing SDS...............................................................................................15 Table 6: Progress in School & Community Program – Junior Secondary Level (SMP/MTs) ...............20 Table 7: Progress with School Based Management (MBS)..................................................................23 Table 8: Summary of Progress in District Governance.........................................................................25 Table 9: Progress in Education Finance...............................................................................................28 Table 10: Summary of Education Planning Progress. ..........................................................................32 Table 11: Summary of Progress in Personnel, Supervision and Asset Management..........................35 Table 12: Summary of Progress in District Annual Education Plans and Budgets...............................37 Table 13: Progress in ICT Grants Implementation ...............................................................................38 Table 14: Grant Procurement Status ....................................................................................................39 Table 15: Progress with EMIS Pilot ......................................................................................................41 Table 16: Progress in managing the DBE website ...............................................................................44 Table 17: Top 10 Requests for Documents during the Quarter............................................................45 Table 18: Progress in Implementing BP PPA .......................................................................................46 Table 19: Progress in Implementing ConocoPhillips PPA....................................................................48 Table 20: School Reconstruction/Rehabilitation Grant Status..............................................................48 Table 21: Number of participants taking part in the school building maintenance and coordination &

evaluation workshop in Kabupaten Bantul, Sleman and Klaten...........................................55 Table 22: Progress in Disseminating School Based Management.......................................................57 Table 23: Summary of Dissemination Programs to end of December 2008 ........................................58 Table 24: Summary of Progress with Dissemination of School-Based Management in Non-Target

Districts .................................................................................................................................60 Table 25: Summary of Progress with Dissemination of District Level Programs..................................64 Table 26: Number of training activities from October to December 2008...........................................100 Table 27: Summary of persons trained from October to December 2008..........................................100 Table 28: Analysis of training beneficiaries by Institutions .................................................................101 Table 29: Analysis of training beneficiaries by activities.....................................................................102

Executive Summary

This report covers the fifteenth quarter of project implementation, from October through December 2008. This quarter was the first in the final period of project implementation, defined by a new Workplan which accommodates some important changes to the Task Order as described in a Change Letter dated July 8, 2008 and draft revised SOW dated August 21st 2008. The Year 4-5 Workplan covers the final eighteen months of project implementation for the DBE1 project from October 2008 through March 20101.

The major focus for DBE1 during the final eighteen-month period is on: • completing the implementation of core programs in 50 districts particularly at

the district level, • strengthening and deepening the impact of these programs by supporting

implementation and sustainability measures, giving increasing responsibility to the districts to support the ongoing program,

• supporting the dissemination of core programs to increasing numbers of schools, sub-districts and districts2, and

• leveraging the depth and quality of data collected for programs such as school development planning (RKS), district strategic planning (DPISS and renstra), and financial analyses (AKPK, BOSP) to support a widening agenda for information-based policy development with a focus on improving quality of basic education at district, province and national levels.

In line with these major objectives, DBE1 has intensified the already strong collaboration with government and non-government partners at all levels in this quarter. A significant new initiative this quarter was the placement of a full-time DBE1 staff member in the MONE secretariat for school-based management. Bapak Kama, who was recruited in conjunction with the MONE Directorate of Elementary Schooling (Direktorat Pembinaan TK-SD), worked with the national team to complete the development of a comprehensive MBS Dissemination Manual and has liaised with the Directorate to ensure that the manual meets MONE expectations to ensure it will be sanctioned. In this context, DBE1 has adapted MONE’s own PAKEM (active learning) training modules, developed in collaboration with the UNICEF-funded CLCC and USAID-funded MBE projects.

Several important collaborative planning meetings were held between DBE1, MONE and other donors over the quarter, including the following:

1 Official project closing date is April 11, 2010 2 Here and throughout this report, the term ‘dissemination’ is used in preference to the previously used term,’ replication’. This change is in response to a USAID request and better reflects the aim of achieving sustainability through ‘ownership’ of DBE1 programs by our Indonesian partners

• Meetings between USAID, MONE’s Statistics and Information Center (PSP), and DBE1 in relation to the planned program to pilot improved EMIS (Education Management Information System) in Aceh.

• A BOS KITA3 workshop conducted by MONE in 18 December • A meeting with MONE (Direktorat Tenaga Kependidikan, Ditjen PMPTK) to

discuss the management of school supervision in December • A meeting with the World Bank BEC team met on 19th December to plan for

future collaboration. • A meeting with the National Coordination Meeting of National School and

Madrasah Supervisors Consultative Body (Badan Musyawarah Pengawas Sekolah dan Madrasah or BMPSM) held on 10 – 11 December in Cirebon.

During the quarter DBE1 completed school development plans in all but a few target elementary schools and madrasah. Nearly all now also have annual school workplans aligned to the development plans. Four rounds of school committee training have now been completed in nearly all schools and madrasah. School leadership training has been completed in all but a few schools and madrasah. It is expected that all of these programs will be completed in the coming quarter. In addition a new training package was developed and implemented this quarter to prepare school committees for the task of lobbying for funds from the village level government in the upcoming Musrenbangdes (village level development planning consultations).

Work also continued on finishing school development plans (RKS) and annual workplans (RKT) for 2008-9 in target junior secondary schools and madrasah. This work commenced much later than that in elementary schools and madrasah. The process is now almost complete with only a few schools and madrasah remaining. Introductory training to clarify the role and function of junior secondary school committees commenced in most districts this quarter. DBE1 has held close consultations during this quarter with DBE3 with the aim of developing and implementing a ‘whole school approach’ to quality improvement in junior-secondary schools.

This quarter saw a major focus on implementation of the new school database system (SDS). DBE’s SDS has now been implemented in nearly all Cohort 2 elementary schools and madrasah. The software for junior-secondary is nearly complete and ready for trial. The innovative SDS enables schools to simply produce reports for a range of mandated purposes including school profiles, school accreditation and block grant (BOS) fund applications. Cohort 1 districts have expressed great interest in the program. Following a review and update of the software, DBE1 will support implementation of SDS in these schools mid-2009 to time with new enrolments and new data for the next school year.

Work on the implementation of district level programs intensified this quarter with a major focus on completion of district financial analysis (including school unit cost analysis) and district strategic education plans (renstra) supported by systematic data

3 KITA = Knowledge Improved Transparency and Accountability

collection and analysis. A total of 12 district education financial analyses (AKPK) have now been completed along with some 29 school-unit cost analyses. Workshops to present the results of these analyses have been conducted in a number of districts. The enthusiastic response of stakeholders and robust discussions in the workshops confirms the value of the financial analysis as a tool to support informed policy development and planning.

We have introduced three major activities to improve districts’ capacity in education planning and management: district strategic development planning (renstra,) planning to improve capacity of district staff to manage education (RPK/rencana pengembangan kapasitas), and computerized data processing system to support planning (SIPPK/sistem informasi perencanaan pendidikan kabupaten/kota). Renstra has now been completed in five districts. An additional two districts are in process. RPK have been completed in 12 districts.

ICT work this quarter included ongoing monitoring and support for 13 ICT innovation grants and processing of an additional grant for North Sumatra. Consultations with MONE continued in relation to preparation for piloting an EMIS system in Aceh. DBE1 manages the DBE website and has also developed and manages a comprehensive project data management system (PDMS). During this quarter the website received a total of 140,534 hits, making a cumulative total of 819,390 hits recorded since the website was launched in 2005. Maintenance and updating of the site is continuous and ongoing. Continuing the trend from previous quarters, the most popular pages and documents this quarter were copies of current and newly released government regulations and policies relating to basic education.

During this quarter we continued to improve the tracking of project implementation through improving data uploading, reporting and management. The new GIS module was enhanced by adding the location of junior secondary schools on the PDMS maps. Basic data for each junior secondary school has also been added

During this, the final quarter of the GOI financial year 2008, many districts implemented self-funded programs to disseminate DBE1 school-based management practices, particularly school development planning (RKS) in non-target schools. DBE1 continued to promote and support these dissemination programs.

As at the end of December 2008, some 3,205 schools and madrasah have participated in DBE1 dissemination programs with a total budget from counterpart governments and private agencies of Rp 6.4 billion (approximately $585,000). According to project data, some 12,000 persons have been trained in dissemination programs. These dissemination programs were supported in a limited way by DBE1 in line with the project’s broad sustainability and dissemination strategy and the set of objectives outlined above. We supported dissemination in this quarter by providing: (1) a monthly forum for district facilitators and school supervisors (pengawas); (2) some limited funding for selected programs to encourage districts to implement a comprehensive program; and (3) advice and support in preparing district budgets and plans for dissemination.

Summary of Achievements during the Quarter Activity Achievement

Schools/madrasah assisted for producing annual plans and budgets 1,076 SD/MI and 196 SMP/MTs.

District Officials trained and supported 627

School Committees, parents, and community members trained and supported 1,023

Members of education governance related institutions trained and supported 179

Renstra Completed 2

Renstra Ongoing 30

AKPK Completed 9

AKPK Ongoing 13

ICT Grant Disbursed

$129,672 (IDR 1,167,049,228) out of $246,284 (IDR 2,216,556,000)

Education Response Alliance (USAID-ConocoPhillips)

Out of 35 grant recipients, rebuilding of 34 schools and madrasah have been completed.

Selected Cumulative Data Activity Achievement

Number of schools replicating or committed to replicate DBE1 programs

3,205

Funds committed by district governments, schools and private foundations for replicating DBE1 programs

$644,142 (IDR 6,441,427,200)

Community contributions to DBE1 attributed to DBE1 programs $1,752,998 (IDR 17,529,988,348)

Ringkasan Eksekutif

Laporan ini meliputi triwulan yang ke lima belas selama pelaksanaan proyek DBE1 dan mencakup periode Oktober sampai Desember 2008. Triwulan ini adalah bagian awal dari periode akhir pelaksanaan proyek. Dengan Rencana Kerja baru yang mengikutsertakan beberapa perubahan penting (Task Order) seperti yang disebutkan dalam Change Letter tertanggal July 8, 2008, dan draf perbaikan SOW tertanggal Agustus 21, 2008. Rencana Kerja tahun ke 4 dan 5 meliputi 18 bulan terakhir dari implementasi proyek DBE1 yaitu Oktober 2008 hingga Maret 20104.

Fokus utama dari program DBE1 dalam jangka waktu 18 bulan terakhir ini adalah: • menyelesaikan pelaksanaan program utama di 50 kabupaten/kota, terutama

program tingkat kabupaten/kota, • memperkuat dan memperdalam pengaruh dari berbagai program ini dengan

mendukung upaya pelaksanaan dan kesinambungan program, memperbesar tanggung jawab kepada kabupaten/kota dalam mendukung program yang sedang berjalan,

• mendukung upaya diseminasi dari program-program utama di lebih banyak sekolah, kecamatan, dan kabupaten/kota, dan

• menggunakan kedalaman dan mutu analisis dari data yang telah dikumpulkan untuk program seperti Rencana Kerja Sekolah (RKS), rencana strategis kabupaten/kota (SIPPK dan renstra), dan analisa keuangan pendidikan (AKPK dan BOSP). Upaya ini dilakukan guna mendukung perluasan agenda untuk mengembangkan kebijakan pendidikan berdasarkan informasi dan terfokus kepada perbaikan mutu pendidikan dasar di tingkat kabupaten/kota, provinsi, dan nasional.

Sejalan dengan tujuan-tujuan utama tersebut di atas, DBE1 berupaya lebih giat dalam terus meningkatkan hubungan dengan mitra pemerintah dan non-pemerintah di setiap jenjang. Salah satu prakarsa yang cukup penting dalam periode ini adalah penempatan salah satu wakil DBE1 di Sekretariat Manajemen Berbasis Sekolah (MBS) di Departemen Pendidikan Nasional (Depdiknas.) Bapak Kama, yang direkrut sejalan dengan Direktorat Pembinaan TK-SD dari Departemen Pendidikan Nasional, bekerja sama dengan tim DBE1 ditingkat nasional dalam menyelesaikan Manual Diseminasi MBS yang lengkap. Beliau juga menjadi penghubung dengan Direktorat agar manual tersebut memenuhi harapan dan standar dari Depdiknas, sehingga akan mendapatkan persetujuan dari Depdiknas. Dalam hal ini, DBE1 telah menyesuaikan panduan pelatihan PAKEM (Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan) yang dikembangkan bersama dengan CLCC (proyek yang dibiayai oleh UNICEF) dan MBE (proyek yang dibiayai oleh USAID.) Beberapa pertemuan kerjasama lain juga dilakukan oleh DBE1 dan Depdiknas dalam periode Oktober hingga Desember ini.

4 Proyek akan berakhir pada tanggal 11 April 2010

Berikut ini adalah beberapa pertemuan penting antara DBE1, Depdiknas, dan lembaga donor lainnya yang berlangsung pada triwulan ini:

• Pertemuan antara USAID, Pusat Statistik Pendidikan Depdiknas, dan DBE1 sehubungan dengan pilot program untuk meningkatkan EMIS (Education Management Information System) di Aceh

• Lokakarya BOS KITA5 oleh Depdiknas pada tanggal 18 Desember • Pertemuan dengan Direktorat Tenaga Kependidikan, Ditjen PMPTK, untuk

membicarakan manajemen supervisi sekolah pada bulan Desember • Pertemuan dengan World Bank BEC pada tanggal 19 Desember untuk

membahas rencana kerja sama di masa yang akan datang • Pertemuan dengan Badan Musyawarah Pengawas Sekolah dan Madrasah pada

tanggal 10 dan 11 Desember di Cirebon.

Dalam triwulan ini DBE1 telah menyelesaikan proses rencana kerja sekolah di hampir seluruh sekolah dasar dan madrasah. Hampir semua sekolah dan madrasah juga telah memiliki rencana kerja tahunan yang berhubungan dengan rencana kerja sekolah/madrasahnya. Diharapkan bahwa seluruh program dapat diselesaikan dalam periode Januari – Maret 2009. Selain itu, paket pelatihan baru telah dikembangkan dan dilaksanakan dalam triwulan ini. Paket pelatihan tersebut adalah untuk menyiapkan komite sekolah dalam usaha mendapatkan dana dari pemerintahan tingkat desa pada saat Musrenbangdes (Musyawarah Perencanaan Pembangunan Desa) yang akan datang.

DBE1 juga melanjutkan upaya menyelesaikan Rencana Kerja Sekolah (RKS) dan Rencana Kerja Tahunan (RKT) untuk tahun 2008 dan 2009 di tingkat menengah pertama. Hal ini demikian karena upaya pengembangan rencana kerja sekolah pada tingkat ini dimulai lebih lambat dibanding dengan usaha yang sama di tingkat pendidikan dasar. Proses ini hampir selesai dimana tinggal beberapa sekolah saja yang belum menyelesaikannya. Pelatihan perkenalan guna membahas peran dan fungsi komite sekolah di tingkat menengah pertama telah dimulai di sebagian besar kabupaten/kota dalam triwulan ini. DBE1 juga bekerja sama dengan DBE3 dalam upaya mengembangkan dan melaksanakan “pendekatan secara penuh terhadap sekolah” dan memperbaiki mutu pendidikan tingkat menengah pertama.

Dalam periode Oktober hingga Desember ini upaya DBE1 juga terfokus kepada pelaksanaan program baru yaitu sistem database sekolah (SDS.) SDS saat ini telah di laksanakan di hampir semua sekolah dan madrasah Kohor 2. Piranti lunak untuk SMP/MTs akan selesai dan diuji coba dalam waktu dekat ini. Program SDS ini memudahkan sekolah dalam menyiapkan berbagai laporan yang diharuskan dan diperlukan, seperti misalnya profil sekolah, laporan untuk akreditasi sekolah, dan permohonan untuk Biaya Operasional Sekolah (BOS.) Wakil sekolah-sekolah Kohor1 juga menyatakan ketertarikan mereka terhadap program ini. Setelah riviu dan perbaikan piranti lunak SDS selesai dilaksanakan, pada pertengahan 2009 DBE1 akan mendukung pelaksanaan SDS di sekolah-sekolah Kohor 1. Hal ini dilakukan sejalan dengan proses penerimaan murid dan persiapan data di tahun ajaran baru


Upaya dalam melaksanakan berbagai program DBE1 ditingkat kabupaten/kota juga terus meningkat dalam triwulan ini. Fokus utama kegiatan adalah menyelesaikan analisa keuangan pendidikan (termasuk analisis biaya operasional satuan pendidikan/BOSP) dan rencana strategis bidang pendidikan (renstra) yang didukung oleh pengumpulan dan analisa data yang sistematis. Sejumlah 12 kabupaten/kota telah menyelesaikan AKPK dan 29 kabupaten/kota telah menyelesaikan BOSP. Lokakarya untuk memaparkan hasil analisis juga telah dilakukan di berbagai kabupaten/kota. Tanggapan yang sangat baik dari pemangku kepentingan dan pembicaraan yang hangat dan mendalam pada saat lokakarya ini adalah bukti bahwa analisis keuangan memiliki nilai yang tinggi sebagai dalam mendukung upaya pemangku kepentingan kabupaten/kota dalam merencanakan dan menghasilkan kebijakan yang berbasis informasi.

DBE1 juga telah memperkenalkan tiga kegiatan utama untuk meningkatkan kapasitas pemangku kepentingan tingkat kabupaten/kota dalam perencanaan dan manajemen pendidikan: rencana strategis bidang pendidikan (renstra,) perencanaan untuk mengembangkan kapasitas pemangku kepentingan kabupaten/kota dalam mengelola pendidikan (Rencana Pengembangan Kapasitas/RPK,) dan sistem data yang terkomputerisasi untuk mendukung perencanaan (Sistem Informasi Perencanaan Pendidikan Kabupante/Kota atau SIPPK.) Renstra kini telah diselesaikan di lima kabupaten/kota dan sedang dilakukan di dua kabupaten/kota. RPK telah diselesaikan di 12 kabupaten/kota.

Kegiatan ICT dalam periode ini adalah monitoring dan mendukung pelaksanaan 13 hibah serta persiapan hibah di Sumatera Utara. DBE1 juga terus bekerja sama dengan Depdiknas dalam rangka mempersiapkan proyek percontohan EMIS di Aceh. Selain itu, DBE1 terus menjalankan situs DBE dan dalam periode ini, situs DBE telah dikunjungi sebanyak 140.534 dan jumlah total pengunjung sejak awal situs di gulirkan pada tahun 2005 adalah sebesar 819.390. Seperti juga pada triwulan yang lalu, bagian situs yang paling banyak diunduh adalah peraturan dan kebijakan pemerintah yang berhubungan dengan pendidikan dasar. DBE1 juga terus mengembangkan dan menjalankan Project Data Management System (PDMS) atau sistem lengkap manajemen data untuk proyek

Selama Oktober hingga Desember, DBE1 juga terus berupaya untuk memperbaiki sistem tracking dari pelaksanaan proyek melalui perbaikan data yang di unggah, laporan dan manajemennya. Model GIS yang baru telah diperbaiki dengan menambahkan lokasi dari sekolah tingkat menengah pertama dalam peta di PDMS. Data dasar mengenai setiap sekolah tingkat menengah pertama tersebut juga telah ditambahkan.

Dalam periode triwulan terakhir tahun keuangan 2008, banyak kabupaten/kota yang telah menjalankan diseminasi mandiri. Sekolah-sekolah ini menggunakan sumber dana sendiri untuk mendiseminasikan program sekolah, terutama pengembangan Rencana Kerja Sekolah. DBE1 juga terus berupaya untuk memperkenalkan dan mendukung diseminasi program tingkat sekolah ini dan program lainnya.

Sampai dengan akhir Desember 2008, telah ada 3.205 sekolah dan madrasah dengan total biaya sejumlah Rp. 6,4 milyar (sekitar $585,000) yang turut serta dalam upaya

diseminasi program DBE1. Data juga memperkirakan sekitar 12.000 orang yang telah turut serta dalam pelatihan diseminasi ini. Sejalan dengan strategi diseminasi dan tujuan yang telah disebutkan di awal ringkasan ini, upaya diseminasi juga didukung secara terbatas oleh DBE1. Bentuk dukungan yang diberikan oleh DBE1 adalah (1) forum bulanan untuk fasilitator kabupaten/kota dan pengawas; (2) bantuan pendanaan terbatas untuk beberapa program terpilih sebagai upaya mendorong kabupaten/kota mendiseminasi program secara keseluruhan; dan (3) bantuan saran dan dukungan dalam persiapan rencana dan anggaran kabupaten/kota untuk kegiatan diseminasi tersebut.

Ringkasan Pencapaian Hasil Selama Periode Oktober – Desember Kegiatan Pencapaian

Schools/madrasah yang dibantu dalam mengembangkan rencana tahunan dan anggaran

1,076 SD/MI and 196 SMP/MTs.

Jumlah wakil kabupaten/kota yang dilatih dan didukung 627

Komite Sekolah, orang tua, dan anggota masyarakat yang dilatih dan didukung 1,023

Anggota dari badan tata layanan yang dilatih dan didukung 179

Renstra yang telah selesai 2

Renstra yang sedang dalam proses penyelesaian 30

AKPK yang telah selesai 9

AKPK yang sedang dalam proses penyelesaian 13

Hibah ICT yang telah dibayarkan

$129,672 (IDR 1,167,049,228) out of $246,284 (IDR 2,216,556,000)

Kemitraan USAID-ConocoPhillips

Out of 35 grant recipients, rebuilding of 34 schools and madrasah have been completed.

Selected Cumulative Data Kegiatan Pencapaian

Jumlah sekolah yang ikut serta atau telah memberikan komitmennya untuk ikut serta dalam diseminasi program DBE1.

3,205

Dana yang telah dijanjikan oleh pemerintah kabupaten/kota, sekolah, dan yayasan untuk ikut serta dalam diseminasi program DBE1.

$644,142 (IDR 6,441,427,200)

Jumlah kontributsi masyarakat yang berhubungan dengan program DBE1.

$1,752,998 (IDR 17,529,988,348)

More Effective Decentralized Education Management and Governance 1

Introduction A new reporting format will be used beginning with Quarterly Report 15 (October – December 2008). The new format is a result of changes in DBE1’s Statement of Work based on the findings and recommendations of the Midterm Review (January-February 2008). The new reporting format follows more closely the major activities detailed in the Year 4-5 Workplan which covers the period October 2008 – April 2010.

Each section of the main body of the report corresponds to one of the 13 tasks listed in the Work Plan. It is intended that this structure will improve the reporting by bringing biweekly and quarterly reporting formats into line with the planning.

The following sections of the report briefly describe the goals and objectives for each major DBE1 component or program for the remainder of the project. A narrative for each section describes the achievements made and obstacles encountered (if any) during the quarter followed by analysis and impact. Where appropriate each section provides data on achieving targets. The three main sections of the report are followed by annexes comprised of more detailed reports and data.

2 More Effective Decentralized Education Management and Governance

Project Management & Coordination Goals • Ensure internal and external communication and coordination is timely and

responsive • Revise PMP including indicators & targets • Continue routine M&E against performance indicators • Conduct special studies & produce policy papers • Conduct workshops & seminars with provincial, national & international • Stakeholders to review products & studies with view to support or adopt

DBE1 programs • Continue to manage and improve Project Data Management System (PDMS)

1. Project Management and Coordination

Project management in the final period of project implementation is mainly concerned with ensuring the sustainability of outcomes. Routine internal coordination, planning and training meetings are held at provincial and national level to ensure that project management is responsive and timely at all levels. We hold regular coordination meetings with district government partners to support the implementation of project programs and outcomes (including renstra), dissemination of school level programs and sustainability of outcomes. Coordination with our partners in USAID, DBE2 and DBE3 is ongoing at all levels and is considered vital to the integrity and success of the project.

In order to support sustainability at the school and district levels and encourage take up of DBE1 developed approaches at the national and provincial levels we are progressively increasing the level of engagement at the provincial and national levels throughout the remaining period of project implementation. This is achieved in several ways, including: (1) conducting provincial level workshops to enable district and school level personnel to share the process and outcomes of implementing DBE1 programs with provincial and national stakeholders as well as with colleagues from other districts and (2) providing an allocation of travel days to be flexibly employed to enable frequent monitoring visits by national and provincial counterparts to directly observe the process and outcomes of DBE1 programs at district and school level.

During the fifteenth quarter, the major focus was on planning and coordination internally and with our partners from counterpart government and non-government agencies, from USAID, DBE2 and DBE3, and from other donors.


1.1. Project Coordination and Collaboration with Government and Stakeholders (Task 1)

In addition to routine internal coordination and planning meetings at provincial and national levels, DBE1 participated in a number of significant coordination meetings with national stakeholders. This includes the many ongoing meetings taking place at district level associated with the development of policy and strategic plans to improve educational quality, management and governance, as well as those at province level. While a great deal of informal and routine communication and coordination is now taking place at all levels, the following meetings with national level stakeholders illustrate the increasingly significant level of interaction and collaboration between DBE1, government and non-government partners.

Meetings with MONE PSP and USAID on ICT During the quarter several meetings were held between USAID, MONE’s Statistics and Information Center (PSP), and DBE1 in relation to the planned program to pilot improved EMIS (Education Management Information System) in Aceh. The meetings focused on the concepts and scenarios proposed by DBE1 and MONE/PSP for the pilot. Following these meetings, USAID approved the scenario outlined in the section on ICT below.

Meeting with MONE on BOS KITA DBE1 presented a simple analysis of BOS expenditure in a sample group of schools from Demak, Central Java, at a BOS KITA6 workshop conducted by MONE in 18 December. The workshop was conducted in preparation for the implementation of BOS KITA training funded by World Bank which is planned for January 2009. The analysis is described in more detail in the section below on the SDS program.

Meeting with MONE PMPTK on supervision management In December, DBE1 met with MONE (Direktorat Tenaga Kependidikan, Ditjen PMPTK) to discuss the management of school supervision. While Permendiknas No. 12/ 2007 identifies competences for school inspectors, including school management, MONE does not yet have a program or training materials for conducting supervision for school management. Typically, school inspection has been limited to administrative matters such as attendance of teachers and students.

As a result of the meetings, MONE and DBE1 have agreed to jointly develop a manual for supervisors to monitor and report on school management and governance; a reporting format to provide feedback to schools and inform districts and a program to train inspectors and other district staff to implement the new program.

Meeting with the World Bank to discuss service providers and dissemination of DBE1 programs On the 19 December, representatives of the World Bank BEC team met with DBE1 to discuss in detail the potential areas for future collaboration; specifically as it relates to



the district capacity development planning (RPK) process and a national service provider training exercise planned by the Bank. This meeting followed on from a series of formal and informal meetings that have been held over the last two years.

As a result of the meetings, the World Bank proposes to conduct a two-day collaborative workshop in mid-February with DBE1 technical team members to discuss the draft BEC capacity development planning approach and to integrate any proposed refinements or revisions. The Bank also proposed that DBE1 technical experts could be made available to support two national training exercises for service in February-May 2009. The following topics would be included: School Unit Cost Analysis, Renstra, Leadership Training for School Personnel, EMIS and AKPK. In addition, the use of DBE1 Reference Districts by service providers to demonstrate good practice in training and facilitation with other districts was proposed.

National Coordination Meeting of National School and Madrasah Supervisors Consultative Body

DBE1 was invited to give a presentation to the National Coordination Meeting of National School and Madrasah Supervisors Consultative Body (Badan Musyawarah Pengawas Sekolah dan Madrasah or BMPSM) held on 10 – 11 December in Cirebon.

The presentation covered DBE1 approaches to school-based management: RKS/M, RKT and SDS, Strengthening School/Madrasah Committees, School/Madrasah Leadership and Introduction to PAKEM. The meeting was attended by representatives of pengawas from all levels of schooling from all provinces in Indonesia; over 300 participants. The meeting provided a significant impetus to DBE1’s work to develop the management of supervision in districts and it was agreed that BMPSM would continue to collaborate with DBE1 as the program is developed.

Meetings with MONE Secretariat for School-Based Management (Sekretariat MBS) In this quarter, DBE1 placed a full-time staf member in the Secretariat for School Based Management (MBS) within the Directorate. The appointment was made jointly with the Directorate of Elementary Schooling (Direktorat Pembinaan TK-SD). This move has strategically increased our ability to coordinate and collaborate with MONE.

Since his placement, Bapak Kama has worked with the national team on a number of relevant programs, described in the section on school and community level programs below. To support the collaboration, DBE1 has held a number of meetings with the Directorate and the Secretariat for School Based Management.

A collaborative planning workshop was held in Purwakarta, West Java, on 17-21 December. The meeting was attended by members of the national and provincial DBE1 team, representatives of DBE3 and MONE. A meeting was also held on 7th November between DBE1, USAID and MONE’s School-Based Management Secretariat in Jakarta to align programs and strategic approaches between DBE1 and the Ministry. As a result DBE1 and MONE plans and approaches are being aligned for the coming year.


The Directorate for Kindergarten and Elementary Schooling decided to adopt the DBE1 manuals for school-based management (RKS, School Committee and Leadership modules). SDS will also be adopted by the Directorate in the form of a collaborative workshop and the best schools in the training will be given a block grant of between Rp and 40 million with the condition that the selected schools disseminate the program to other schools. It was further agreed that the best performing district facilitators (DF) from DBE1 would be selected to become national level facilitators for disseminating the Directorate’s school-based management program. The Directorate plans to work together with DBE1 to develop the PAKEM packet and has further agreed to endorse and disseminate the DBE1 Dissemination Manual.

Anticipated Next Steps

• DBE1 will continue to work closely with the various GOI departments and non-government stakeholders in the coming quarter to strengthen implementation, dissemination and sustainability of core programs and support policy development at all levels

• Manuals and publications will be finalized over the coming six months and all will be submitted to MONE and relevant Ministries for formal endorsement where possible

• Ongoing efforts to promote donor harmonization and the adoption or adaptation of DBE1 programs and approaches by other donors will include further meetings with the World Bank, UNICEF/UNESCO and multi-donor meetings.

1.2. Monitoring, Evaluation and Reporting (Tasks 2 and 3) DBE1 has gained a great deal of experience and has compiled a great amount of data over the first 3 years of the project. In the remainder of the project while continuing to monitor project implementation, we will also focus on deeper data analysis and carrying out special studies to better assess the impact of DBE1 interventions and disseminate the findings widely.

During the quarter, the DBE1 revised the Project Monitoring Plan, carried out routine monitoring as well as special monitoring on school reconstruction under the ConocoPhillips private public alliance program and monitoring ICT grants implementation. These are described next.

PMP and Routine Monitoring During the quarter discussions continued between USAID and RTI on a revised Scope of Work and new set of deliverables. DBE1 revised the Project Performance Indicators and achievement targets based on the draft SOW and deliverables. The revised PMP will be submitted to USAID for approval in January once contract modification is official. Monitoring of the original indicators was carried out during the quarter and will be reported in January 2009. ICT grants implementation was monitored and a report the first report will be issued in the next quarter.


A number of special studies was started or continued during the quarter. An assessment of the impact of the RPS/RPK program on the quality of education was started several months ago; however, after reviewing the data available to us, it was decided that the information available could not produce a valid measure. Therefore, the objective of the study was changed to focus more on the impact the RPS/RPK process has upon school management and governance, including an evaluation of the quality of the plans and the extent that schools use the plans. The methodology was revised during the quarter; additional data will be collected and the report will be prepared in the next quarter. A first assessment on dissemination was produced in October 2008. A second study was planned during the quarter to be carried out in the next quarter. Whereas the first study only assessed implementation of RPS/RKS the next study will assess the extent and quality of all DBE1 programs that have been implemented by schools, local governments and private foundations.

Table 1: Monitoring, Evaluation and Reporting

Activity Target Volume

Target Date

Status at end of

Quarter (cumulative)

Achievement this Quarter

Target next

Quarter

Revise PMP including Performance Indicators & targets in accordance with new SOW

1 doc Nov 08 In process In process In process

Routine monitoring reports 9 reports Jan 10 5 reports 1 1

Special study on implementation & impact of DBE1 school development planning

1 report Jan 09 In process Commenced To be submitted

Special study on implementation & quality of dissemination programs

2 report Jan 10 1 report completed

Interim report commenced

Interim report submitted

Special study on implementation & impact of district level programs

1 report May 09 Not yet Not yet Not yet

Implementation & impact of DBE1 ICT grants program Annual Dec 09 Routine Not yet Not yet

Special Studies Related to Deliverables DBE1’s contract modification resulted in changes in the original set of deliverables and the addition of seven new deliverables. Several of the deliverables require reports. These are listed in the Table below. No reports related to the deliverables were produced during the quarter, but work on several was started and a number of them will be prepared in the next quarter.


Table 2: Studies and Reports Related to Deliverables


Target Date

Status at end of



Target next

Quarter

Implementation & impact of BOS program 1 report Feb 09 In process Draft prepared Finalize

Policy paper on education finance based on results of education financial analyses

1 report April 09 In process Not yet Not yet

Study on democratic participation, transparency & accountability in education sector

2 report June 09 1 report Not yet Not yet

Study on dissemination & DBE1 impact on and education policy

3 reports Oct 09 1 report In preparation Report 2 to submit

Report on DBE1 materials 3 reports April 10 1 report In preparation

Report 2 to submit

Reports on PPA 4 report July 09 3 reports In preparation

Report 3 to submit


• Routine monitoring and evaluation will continue with the Measure 5 report expected to be submitted early in the next quarter

• A number of special studies will be undertaken, commencing in the next quarter – including a major impact study of DBE1 school-based management programs, a study of the implementation and impact of BOS program, a policy paper on education finance, a study on the legal framework for education, a policy paper on conflict between regulation on provincial functions and requirements for additional education funding for provinces and a study on democratic participation, transparency and accountability in the education sector

• Routine reporting will continue with bi-weekly and quarterly reports adopting an increasingly analytic format as the project enters the final phase with a focus on dissemination and sustainability.

1.3. Project Data Management System (PDMS) (Task 4) DBE1 is required to develop and management the Project Data Management System (PDMS). PDMS is supposed to contain data for all three DBE components (DBE123). Development of features of the system for organizing and simple analysis of data has been taking place since the beginning of the project. PDMS contains up-to-date information on project beneficiaries as well as special features to facilitate DBE1 project management.


Table 3: Progress in Managing PDMS


Target Date

Status at end of



Target next

Quarter

Improve PDMS existing features, esp. queries & correlations

- Mar 09 In process In process Finalize

Finalize & distribute PDMS User Guide

- March 09 In process In process Draft Finalized

Finalize & distribute PDMS User Guide

Annually Sept 09 Routine Routine Routine

* Information based on PDMS on January 2009

Geographic Information System (GIS) PDMS development activity during October-December 2008 focused on GIS module enhancement by adding the location of junior secondary schools on the maps (Figure 1). Basic data for each junior secondary school has also been added (Figure 2).

Figure 1: Junior Secondary Schools located on village map


Figure 2: Junior Secondary Short School Description Window

RKS, RKT, and SDS Document Manager DBE1 has been assisting schools to develop many important documents such as RKS and RKT, as well as SDS. These documents are valuable for research purposes. In order to preserve these documents we finalized document manager module during the quarter. DBE1 provincial team can upload all these school documents to PDMS (Figure 3). Documents from all DBE schools will be uploaded by end of January 2009.

Figure 3: SDS Document Manager


• Complete uploading school documents • Complete PDMS users guide


School & Community Program Goals • Complete implementation of school based management programs in 1,272

DBE elementary & junior secondary schools • Strengthen 1,000+ pengawas to implement DBE1 school programs • Finalize & sanction school level implementation manuals & training

materials

2. School and Community Programs DBE1 works at both school / community and at district levels to improve the management and governance of basic education. At the school and community level DBE1 works with both elementary and junior secondary schools and madrasah. The program includes school development planning (Rencana Kerja Sekolah or RKS) supported by a computer-based school data-base (SDS), and strengthening of the role of school committees and principals as school leaders. These programs together with a module on introduction to active learning (PAKEM) form an integrated package for school based management. During the quarter DBE1 worked closely with MONE’s Directorate of Kindergarten and Elementary Schools (Dit TK/SD) on developing the school based management program. Details of program implementation during the quarter are described below.

2.1. Elementary School Level (Task 5) During the quarter, the DBE1 completed almost all school development plans in elementary schools and madrasah. Nearly all now also have annual school workplans aligned to the development plans. Four rounds of school committee training have now been completed in nearly all schools and madrasah. School leadership training has been completed in all but a few schools and madrasah, where it is expected to be completed in the coming quarter.


Table 4: Progress in School & Community Program - Elementary Level (SD/MI)


Target Date

Status at end of



Target next

Quarter

Facilitate Implementation & Updating RKS

1,076 Dec 09 689 460 387

Complete 1st round Annual Plans & Budgets (RKT/RKAS)

1,076 July 08 545 401 531

Complete 2nd round Annual Plans & Budgets (RKT/RKAS)

1,076 July 09 not yet Not yet Not yet

Complete 4 rounds school committee training

1,076 Dec 08 987 767 89

Implement training for new module village development funds (ADD) (Musrenbangdes/kel):

1,076 Jan 09 Not yet 1,076 Follow up mentoring

Train & install School Database System (SDS):

1,076 July 09 461 195 615

SDS Completed 1,076 July 09 88 71 988

Support Pengawas/DF Forums : CEK 100% (FORUM DF)

20 x 50 districts

Dec 09 5 x 50 districts 3 x 20 districts 3 x 20 districts


School Development Planning During this quarter work continued on finishing school development plans (RKS) and annual workplans (RKT/RKAS) in target schools. RKS are four-year school development plans, while RKT and RKAS are annual workplans and budgets respectively, which align to the school year (July-June) rather than the GOI financial year (January-December). Since facilitating the preparation of school development plans in nearly all schools, DBE1 has focused on supporting schools to develop annual workplans and budgets which align to the priorities set out in the development plans. This is the first time that schools have adopted strategic planning principles such as this. The plans are developed by schools in close consultation with their communities through the school committees.

RPS/RKS have been completed in all Cohort 1 schools. RKT/RKAS have been developed in almost all Cohort 1 schools for 2008-9. RKS and RKT/RKAS for 2008-9 are now complete for all Cohort 2 schools with the exception of five in East Java which are still completing the process. A few in Aceh and DKI Jakarta are completing the process of converting the plans from the old RPS to the new RKS format.

Although the impact of these plans and the development process is not yet clear, stories from the field and evidence from a number of schools suggests that the impact is significant. A quality assurance survey was conducted in two districts (Klaten & Indramayu in West and Central Java) to determine the quality of RKS and RKS


documents as well as the extent to which the plans are being implemented. The survey confirmed that in these districts schools are using the RKS document as a guide for school improvement. The documents have, in most cases, been distributed to all key stakeholders (Dinas, PSBG, Cabang Dinas, school personnel and school committee). It was noted that the documents appear to be in use – covers were scuffed indicating that the RKS and RKT are working documents and not just a formality. The plans were all consistent with the DBE1 format and schools reported that routine monitoring of implementation had been conducted, although the schedule and format varied between schools.

The survey also found that there is typically a lack of financial support for implementation of RKS/RKT – especially from the district budget (APBD). As a result, next quarter DBE1 will conduct small study into the district planning process and the links between planning from school principals to sub-district office (KCD or Kepala UPTD and the district education office (Dinas). During the quarter DBE1 developed and implemented a program to train school committees to apply for village development funds to support development plans (see section on school committees below.)

A major study to determine the impact of school-development planning along with the other interventions described below is also planned for the next quarter. This survey will employ a mix of quantitative and qualitative approaches to see whether DBE1 programs are impacting on quality improvement in target schools.

In some districts the local government has now issued a Bupati Decree requiring that all schools should have an RKS in 2008. In these cases schools are using BOS funds and the DBE1 method but often without all receiving the full training. The districts are using DBE1-trained facilitators for this (DF). Districts disseminating RKS in this way include Aceh Besar, Aceh Tengah, Klaten, Boyolali, Tangerang, Karawang and Sukabumi.

A kind of spontaneous dissemination is also occurring in some schools in DKI Jakarta. A number of schools, having heard about the DBE1 program being conducted in target schools, are now preparing RKS and RKT using BOS funds and DBE1 trained facilitators (DF). Dissemination of school level programs is discussed in more depth in Section 6 of this report, below.

As part of routine monitoring and evaluation, DBE1 conducted the fifth measure against the base line early in this quarter7. One measure of impact is the percentage of programs planned in RKS (or RPS) which are actually implemented in each year. DBE1 assisted schools in Cohort 1 to develop RPS during the period 2005-2006. Most of them completed the plans in June 2006. The year 2006-07 is the first year that schools began to implement the programs listed in their plans. Our monitoring and evaluation showed that, in 2006-2007, 73% of the programs planned in the RPS were implemented, 24% were delayed, and 2% canceled. Program implementation in the year 2007-2008 was similar: 72% of the programs were implemented, 24% delayed,

7 The report will be released in January 2009


and 2% cancelled. These figures provide evidence that the majority of programs planned in RPS are being implemented by schools.

Anticipated next steps:

• Complete RKS and RKT/RKAS in the few outstanding schools • Conduct a small study on district education planning in selected districts to

determine the blocks to finding support for implementation of RKS and RKT in schools

• Conduct a program to support schools and communities in lobbying for funds and to connect schools to village level planning in order to get support from village budgets (Anggaran Dana Desa or ADD) for implementation of school improvement programs

• Conduct a major study on the impact of school level programs • Focus on the implementation of RKT and provide support through school

mentoring (pendampingan) and ongoing training for facilitators (DF) in the routine Forum Pengawas.

School Committee Strengthening During this quarter DBE1 continued to conduct training of school committees. A total of 14 modules have now been prepared and published. After completing the basic introductory training modules, schools select from a menu to complete training on topics that align to their specific needs. Most training modules can be delivered in a half-day enabling schools and communities to cover a range of topics. A fourth round of training has now been conducted in nearly all districts and clusters with the following exceptions. Aceh is still to complete the training in 50% of target schools, North Sumatra in 35%, East Java in 28%, and South Sulawesi in 50%. This training will be completed in the coming quarter. The main focus of the training is on improving relationships with the school community.

Training of School Committee members on Musrenbangdes in Sampang, East Java


Also in December, training was conducted in all schools to prepare school committees to advocate for support in the community consultation process to be held in January. This consultation, called Musrenbangdes/kel is part of the broad bottom-up consultative planning process being conducted in all districts. The development planning process is managed by the Ministry of Home Affairs (MOHA); development funds are allocated to villages and districts as part of the development planning program. This program provides an excellent opportunity for schools to lobby for village development funds (Anggaran Alokasi Desa/Kelurahan or ADD) to finance their school development plans. DBE1 District Facilitators (DF) conducted the training in December and they will conduct school visits in January to facilitate the process.

The outcomes of this strategy will not be known until next quarter, but some districts (e.g., in South Sulawesi and Subang district, West Java) are acting to help schools access the village development funds (ADD). In Enrekang and Sidrap a circular will reportedly be issued to all village heads requiring them to ensure that some funds are allocated to schools. Whilst this approach is not quite in keeping with the bottom-up consultative intention of the Musrenbangdes/kel it is nonetheless good news. Given the negative impact of many new district policies of free schooling which have resulted in a drying up of community financial support for schools, this advocacy approach could be very significant.


• Conduct mentoring visits (pendampingan) to support village advocacy – in most cases the head of the school committee will represent the school at the Musrenbangdes/kel meetings.

• Complete the fourth round of training in remaining schools • Conduct monitoring on the impact of the Musrenbangdes/kel training and

advocacy in February or March.

Leadership Training DBE has prepared and is implementing two one-day modules of training to strengthen the leadership capacity of school principals. The focus is especially on developing understandings and skills for participative management to support the involvement of community, school committees and teachers in the preparation and implementation of school development plans, workplans and budgets.

All schools and madrasah have now participated in the first of the two training activities. With the exception of some in East Java, West Java, Banten and one district in Aceh (Aceh Besar), all have also completed the second module, which is designed to be conducted after RKS preparation.

Whilst it is too soon to judge the impact of this training, the role of school leadership in determining the quality of education delivered is significant. We know that school principals can either champion or block change, including the development of more


open, accountable and quality improvement oriented systems of school-based management. The training should support the implementation of school-based management in this context. The planned impact study will consider impact not only of school development planning but also school committee strengthening and leadership training.


• Complete all leadership training next quarter. • Conduct impact study.

School Database System (SDS) This quarter saw a major focus on SDS. DBE’s school database system (SDS) has now been implemented in nearly all Cohort 2 elementary schools and madrasah. The software for junior-secondary is nearly complete and ready for trial. Cohort 1 districts have expressed great interest in the program. Following a review and update of the software, DBE1 will support implementation of SDS in these schools mid-2009 to time with new enrolments and new data for the next school year.

Table 5: Progress in SDS Development


Target Date

Status at end of



Target next Quarter

Complete initial round SDS installation & training

550 Jan 09 461 195 89

Initial Round SDS Completed

550 Jan 09 88 71 462

Discuss SDS modification with MONE for BOS reporting

- Feb 09 In process Not applicable Not applicable due to MONE funding for BOS capacity building

Evaluate SDS implementation & training program; revise materials

1 set April 09 Not yet Not yet Commence Evaluation

Implement revised SDS program/second round (526 elementary & 196 JSE)

722 July 09 Not yet Not yet Commence SDS Revision

Aceh EMIS strengthening

2 districts

10 sub-districts

52 schools

Dec 09 Phase 1 partially completed

Phase 1 partially completed

Finalized phase 1, commence phase 2



DPISSDPISS

SDS/RKSSDS/RKS

SCHOOLData

EMISData

RENSTRARENSTRA

SUCA

DEFA

SUCA

DEFA

AdvocacyProvinceAdvocacyProvince

DistrictPolicy

Agenda

DistrictPolicy

Agenda

PolicyFormulation

PolicyFormulation

CAPACITY BUILDING

APBDAPBD

SDS is a unique initiative to support the implementation of Permendiknas No. 19/2007 regarding Standar Pengelolaan Pendidikan oleh Satuan Pendidikan Dasar dan Menengah, PP No. 48/2008 regarding Education Funding (Pendanaan Pendidikan), and Permendiknas No. 12/2007 regarding Standard of School/Madrasah Supervisor (Standar Pengawas Sekolah/Madrasah). SDS enables schools to produce reports in formats previously designed to meet variety of government/MONE requirements such as the school profile for school development plans (RKS), School Operation Funds (BOS) reports, and school accreditation data. In addition, SDS provides reports for community members and parents on annual school performance (School Report Card). The SDS program is concerned with software development and change. In a sense it is about overcoming constraints to change and, at the same time, creating demand for change: Constraints because schools do not have facilities such as SDS; Increased demand because schools find it useful. SDS is software, which has made schools interested in learning how to use computers.

SDS improves school based management, including information-based school planning, increases transparency, accountability and governance and indirectly supports advocacy for APBD formulation (Figure 4). EMIS data provides input into the District Planning Information Support System (Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota or SIPPK) while school data provides inputs into the school database system (SDS). Further, both SIPPK and SDS support district level activities: Renstra, school unit cost analysis (BOSP), and district education financial analysis (AKPK), supporting advocacy at provincial and district levels and contributing to the district policy agenda expressed in the APBD.

Figure 4: SDS relationship with School/District level Management and Governance Advocacy

SDS training in Purworejo, Central Java


During this quarter, SDS was implemented in some 400 elementary schools and madrasah. Following an early trial, SDS has thus been implemented in more than 500 Cohort 2 schools, facilitated by 105 SDS Facilitators (84 Male and 21 Female). SDS Facilitators include district education office (DEO) staff (Kepala Bidang, Kepala Seksi, staff), school personnel (principal, teacher, administrative personnel), district facilitators, and other school supervisors (Figure 5). Note that almost 90% of district facilitators are actually school supervisors and thus about 34% of SDS Facilitators are school supervisors. It is also interested to note that about 30% of SDS Facilitators are teachers. This is because SDS Facilitators must pass a preliminary ICT capability test. Only qualified facilitators are selected and so teachers who have the capability are eligible to become SDS Facilitators.

Figure 5: SDS Facilitators Distribution based on their Occupation

1 1

18

31

12

3

33

6

0

5

10

15

20

25

30

35

DEO-KepalaBidang

DEO-KepalaSeksi-KCD-

UPTD

DEO-Staf Teacher Principal SchoolAdministrative

Personnel

DistrictFacilitator

SchoolSupervisor

SDS implementation is conducted at the cluster level, meaning a group of 10-12 schools followed by SDS workshops and school visits provided by two to three SDS Facilitators (Figure 6). Each school is represented by two school personnel as participants: either the principal, a teacher, or school administrative personnel. About 850 SDS participants (453 male and 397 female) have participated in these workshops.

Figure 6: Illustration of SDS Workshop in Demak District

Teacher/Data Operator and School Head work together to input data for SDS. Transfer of knowledge and skills occurs through practice. 23-25 September 2008


-

10

20

30

40

50

60

70

80

90

Tran

sact

ion

Freq

uenc

y

August 29 80 19 19 38 27 18 19 10 16

September 16 36 16 15 28 39 7 15 10 16

SD Jogoloyo

SDN Betokan

01

SDN Betokan

03

SDN Bintoro

13

SDN Bintoro 5

SDN Bintoro 7

SDN Karangrejo 2

SDN Kendaldoyong 1

SDN Wonosal

amMI MH 2

Upon completion, each school submitted a soft copy of their SDS to the SDS Facilitators to be reviewed and verified. Further, a soft copy of the final SDS data is uploaded into PDMS. Schools can also print the RKS school profile, accreditation report, BOS reports, and school report cards directly from their own softcopy or downloaded from PDMS. The print utility available on SDS and the fact that SDS is an integrated school database that can store multi-year data has proven to be very attractive to the schools. Schools feel that they have full control of their own data including providing transparency and accountability not just internally for teachers but also for the wider community, hoping that it will improve participation and the responsiveness of teachers and the wider community.

Based on the SDS soft copies uploaded into PDMS, DBE1 conducted a small analysis on BOS reporting. The analysis applied to 10 sample schools from Demak district. The analysis showed that BOS transaction frequency during the months of August and September 2008 ranged from 7 to 80 transactions (Figure 7). It also showed that the amount of expenditure ranging from Rp.1,025,900 to Rp.14,001,250 (Figure 8). In terms of expenditure, the lowest expenditure of about Rp.30,799 was for goods and services (Biaya berlangganan dan Jasa) and the highest expenditure of about Rp.475,239 was for honorariums and payments to teachers (Honor Guru/Tenaga Kependidikan) (Figure 9).

Figure 7: Transaction Entry Frequency by Sample Schools month of August and September 2008


-

2,000,000

4,000,000

6,000,000

8,000,000

10,000,000

12,000,000

14,000,000

Amou

nt (R

p x

1,00

0)

August 2,122,08 3,449,25 3,177,10 7,997,50 3,694,65 4,250,00 2,345,10 14,001,2 2,362,90 4,640,50

September 1,395,44 1,025,90 1,279,00 3,593,10 2,963,50 4,000,00 1,048,00 1,723,00 2,346,30 6,119,50

SD Jogoloyo

SDN Betokan

01

SDN Betokan

03

SDN Bintoro

13

SDN Bintoro 5

SDN Bintoro 7

SDN Karangre

jo 2

SDN Kendaldoyong 1

SDN Wonosal

amMI MH 2

-

50,000

100,000

150,000

200,000

250,000

300,000

350,000

400,000

450,000

500,000

Am

ount

(Rp

x 1,

000)

August 163,569 47,250 268,891 475,239 73,017 30,799 347,767 399,800 72,508 82,477 415,778 410,886 60,000

September 243,469 100,000 121,063 328,886 69,977 41,564 392,167 299,000 52,050 38,220 150,200 119,105

Lain-lainPembelian Khusus

Peng. Profesi Guru

Honor. Guru/Tena

ga

Pengelolaan BOS

Biaya Berlanggan

&JasaBuku Teks

Penerimaan Siswa Baru

Bahan Habis Pakai PBM

Ulangan UMUM, US

Biaya Perawatan

Sekolah

Bantuan Biaya

Transport

Figure 8: Expenditure by Schools

Figure 9: Average Expenditure from 10 Sample Schools

The simple analysis above was presented during a BOS KITA8 workshop conducted by MONE in 18 December 2008. The workshop was carried out in preparation for the implementation of BOS KITA training funded by World Bank. This training is planned for January 2009.

During SDS training for Cohort 2, some minor technical problems were identified and reported to national office. All these problems were solved and included in SDS 4.5.1 version in early December 2008. At the same time, the national team found that School Report Card module (one of 5 SDS modules) had major issues related to input process. By late December 2008, we made some major changes to streamline and simplify the SRC module and released it as 5.0 version.



Anticipated Next Steps:

• Finalize SDS roll out for elementary schools and madrasah (SD/MI) in the remaining Cohort-2 schools.

• Finalize the SDS software for junior secondary schools (SMP/MTs) and pilot test in two districts in South Sulawesi.

• Evaluate and revise training materials • Implement in all DBE elementary and junior secondary schools. • Follow up with MONE regarding the nationwide use of SDS.

2.2. Junior Secondary School Level (Task 5) DBE1 started junior secondary interventions about one year after work begun with elementary schools. Programs include development planning (RKS), school committee training, leadership training and School Database System (SDS). In general intensity of DBE1 inputs are less than elementary school because junior secondary schools tend to have better qualified management. DBE1 works closely with MONE’s Junior Secondary School directorate in developing and monitoring the programs.

Table 6: Progress in School & Community Program – Junior Secondary Level (SMP/MTs)


Target Date

Status at end of



Target next

Quarter

Complete RKS 196 Jan 09 168 96 28

Complete 1 round school committee training

196 Mar 09 72 36 88

Conduct 1 round leadership training

196 Dec 08 156 42 40

Train & install School Database System (SDS)

196 July 09 Not yet Not yet Not yet


School Development Planning During this quarter work continued on finishing school development plans (RKS) and annual workplans (RKT) for 2008-9 in target schools. This work commenced much later than that in elementary schools and madrasah. The process is almost complete with only a few schools and madrasah remaining as follows.

Most of the junior secondary schools and madrasah in East Java are not yet finished due to a number of factors. Several schools are designated by the government as ‘national standard schools’ (SSN) and are required to prepare school plans using a different format determined by MONE. Some madrasah tsanawiyah (MTs) have prepared plans using a slightly different MORA model. The reason that this has


occurred in East Java particularly seems to be that the time gap between initial interventions and follow up was too long causing a loss of momentum and interest from the schools. DBE1 has adjusted the program in this province and regards this as an important lesson learnt.

A number of schools in Camplong sub district of Sampang district, East Java are designated SSN. In Mojokerto, East Java only two have not completed the process (one SSN and one following the MORA model). One school in Klaten, Central Java has also not yet completed the process.

As described above, some districts have already released a Bupati Decree requiring that all schools prepare an RKS in 2008. Monitoring is now needed to determine the quality of plans prepared in response to the decrees.


• Complete RKS in the few outstanding schools with a commitment to the process (East Java will complete by end of March)

• Continue consultations with DBE3 and prepare a joint plan to support implementation of school development plans in target schools and dissemination to non-target schools.

• Support schools to develop RKT in May-June

School Committee Strengthening DBE will only conduct one training module in junior-secondary schools and madrasah. This is the introductory training to clarify the role and function of school committees. During this quarter the training commenced in most districts.

In East Java, 77% of schools have completed the training, in Central Java 33%, in West Java and Banten, 50%, and in North Sumatra 33%. The training has not commenced in South Sulawesi. The module will be delivered in remaining schools in the next quarter.


• Complete delivery of the first training module in all schools next quarter • Continue consultations with DBE3 to develop and implement a joint approach

to strengthening the role of the school committees in junior-secondary schools and madrasah.

Leadership Training The leadership modules described above are designed for both elementary and junior secondary principals. It is planned to run this training for junior-secondary principals in all target schools. All have now completed the first module. The second module has been delivered in South Sulawesi and will be delivered in other provinces in the new year.


Some of the training has been conducted jointly with elementary principals and some independently. So far the response from participants has been very positive.


• Complete delivery of the second leadership training module in all schools next quarter.

School Database System (SDS) At the time of formulating the workplan for Years 4-5, we planned to only try out SDS for junior secondary in two districts in South Sulawesi. At that time we calculated that we did not have sufficient resources to roll this out in all DBE junior secondary schools. But the two districts in South Sulawesi had already committed districts for this purpose; therefore, we planned to use those two districts as a pilot. Toward the end of the quarter USAID and DBE1 determined that resources would be available to roll out the program in all DBE junior secondary schools beginning in July 2008.

During the quarter DBE1 staff worked on modifying elementary school SDS for junior secondary applications.


• Complete modification of software and training materials for junior secondary applications

• Implement SDS in all DBE junior secondary schools beginning in July 2009.

2.3. School-Based Management Secretariat (MONE) (Task 5) DBE1’s school level program began with assisting schools in school development planning. This intervention was chosen first because we anticipated that school plans could inform district level development planning as part of a bottom up planning process. We soon found that a number of other interventions were necessary to support development planning including training school committees and leadership training for principals. We also determined that schools need assistance in translating long term development plans into annual plans and budgets; training materials and manuals for this intervention have also been developed and implemented in DBE target schools. Ongoing consultations with MONE resulted in putting these DBE1 interventions into a comprehensive integrated School Based Management program. DBE1 has intensified its collaboration with MONE’s School Based Management Secretariat and will maintain this relationship through the end of the project.


Table 7: Progress with School Based Management (MBS)


Target Date

Status at end of



Target next

Quarter

Complete Package Components

1 set Dec 08 In process Ongoing To be completed

• School Development Planning manual

• Monitoring & Annual Plans & Budgets manual

• School Committee training modules

• Principals Leadership raining modules

• Introduction to Active Learning (PAKEM) modules

• School Database System (SDS)

Drafts being reviewed internally

Ongoing To be completed

MBS Consultant full-time in MONE

1 person Dec 09 Already - -

Package sanctioned by MONE

Full set Dec 09 Under review - To be completed

During this quarter, DBE1 recruited a new staff member in conjunction with the MONE Directorate of Elementary Schooling (Direktorat Pembinaan TK-SD) and placed the staff in the Secretariat for School Based Management (MBS) within the Directorate. Bapak Kama has proved to be an excellent, proactive member of the national DBE1 team.

Since his placement, Bapak Kama has worked with the national team to complete the development of a comprehensive MBS Dissemination Manual and has liaised with the Directorate to ensure that the manual meets MONE expectations and conforms with appropriate formats to ensure it will be sanctioned. In this context, DBE1 has adapted MONE’s own PAKEM (active learning) training modules, developed in collaboration with the UNICEF-funded CLCC and USAID-funded MBE projects. The PAKEM materials are now incorporated into the manual and will be recommended as an alternative for districts wishing to disseminate a comprehensive and integrated school-based management program. DBE1 has closely consulted with DBE2 and DBE3 in the development of this approach.

In this context a strategic workshop was held with DBE1 Community Participation Specialists in Purwakarta, West Java, on 17-21 December. The meeting, attended by members of the national DBE1 team, including Bapak Kama, was also attended by representatives of DBE3 and MONE. A meeting was also held in November between DBE1 and MONE’s School-Based Management Secretariat in Jakarta to align programs and strategic approaches between DBE1 and the Ministry.

The placement of a consultant in MONE’s secretariat has proven already to be a very strategic move, resulting in greatly improved working relationships with MONE and a


smooth alignment of plans and approaches which should significantly increase the impact of DBE1 through dissemination and policy formation at national level.


• Hold follow up meetings to further align the MONE MBS Secretariat strategic program and DBE1 program for the coming years.

• Trial the use of the MONE PAKEM materials in the context of dissemination in DBE1 districts.

• Increase the frequency of meetings and of field visits involving MONE national personnel

• Continue to work towards finalizing all manuals with MONE official approval.


District Level Program Goals • Assist 35 districts to produce 5 year strategic education development plans

and financial analyses • Assist 35 districts to make annual plans & budgets in line with strategic plan • Assist up to 10 districts to produce education policies • Assist 5 districts to implement computer based personnel, supervision &

assets management systems • Finalize & sanction manuals & training materials for the above

3. District Level Management/Governance Advocacy This program component intends to improve the capacity of district governments and other stakeholders in planning and financing education development, and increasing accountability and transparency by facilitating opportunities for parents, community members and other stakeholders to voice their concerns and aspiration for better quality education in the district. During the quarter, the major activities implemented were primarily in the areas of education finance and development planning. These activities are described next.

3.1. Education Governance (Task 6) The governance program has been continuously evolving since the beginning of the project. The program has evolved from a series of training events for governance related institutions to facilitating education stakeholder involvement in education policy, planning and accountability on the part of the executive. We do continue with specific training for members of the district education boards (dewan pendidikan) focusing on their roles and responsibilities because many district boards exist because there are mandated by government regulation, but in reality many do not function because they are not fully aware of what is expected of them. We also will assist districts in formulating specific education policies.

Table 8: Summary of Progress in District Governance


Target Date

Status at end of



Target next

Quarter

Complete training on roles and functions for district education boards (Dewan Pendidikan)

49 March 09 35 Ongoing 14

Facilitate district multi-stakeholder forums to review development planning & financial analysis to

49 x 2 July 09 34 x 1 Ongoing Ongoing


advocate for support and policy dialogue

Facilitate education policy formulations at district and 1 province (Aceh)

15 Dec 09 5 Ongoing Ongoing

Facilitate workshops for provinces & districts to review plans & budgets and advocate for district support

6 x 3 Jan 09

June 09 Sept.09 Not yet

Ongoing Ongoing

Dewan Pendidikan Training No training for district education boards was conducted during the quarter. Training had been completed in 35 districts in previous quarters and the remaining 14 districts will be trained in the coming months. As described above, the governance program now focuses in policy formulation and accountability.

Policy Development DBE1 Aceh staff continues to provide assistance in formulating provincial education policies. This is a high level long term process that is likely to be completed by mid 2009. We intend to continue our involvement as long as we are requested by the provincial government.

In November 2008 DBE1 East Java team was invited to a meeting of Sampang District Parliament D Committee to provide inputs in a Draft of District Decree (Ranperda) on Guidelines for Implementing Education (Pedoman Penyelenggaraan Pendidikan) in Sampang. This meeting was attended by Education Council, Media, NGO, and representatives of several school foundations. Some DBE1 suggestions such as establishing a school assessment system were incorporated into the draft.

DBE1 has assisted five district governments to produce local regulations on education. Our experience has been that often the background and framework for the regulations are poorly done because the need or issue that the regulation is intended to address is not well defined. Further, a wide variety of legal instruments for producing regulations exists, but often districts choose inappropriate instruments for the need to be addressed. DBE1 has recruited an expert consultant in formulating government regulations. She will work with DBE1 education experts to ensure that future regulations respond to education needs and that the regulations are constructed in accordance with legal guidelines and that the proper instruments are used.

Multi-stakeholder Forums Stakeholders’ involvement in DBE1 activities during the reporting period was intensive as they participated in a number of events: presentation of BOSP results, presentation of AKPK results, in some districts startup of Renstra process or in other districts public consultation on draft Renstra. In almost all DBE1 supported districts at least one public event was implemented and in the majority of districts two or more events.

The events were well attended with a strong involvement of participants. For instance in Pinrang a group of almost 50 stakeholders continued to discuss the draft Renstra


until after 5 p.m. The events built upon the groundwork laid during preceding workshops which focused more on function clarification of the different stakeholder groups and on enhancement of basic knowledge of the education sector. As the recent events addressed concrete issues such as “how much does it cost to operate a school”, or “what is the money spent on”, or “what do we plan to do in the coming five years to improve education”, it was easy for participants to relate to the presentations, discuss the findings and make recommendations for improvements.

In reality we have moved from governance theory to governance practice by focusing on the real-life education sector issues. Further, the scope of public events has become wider in the sense that we now cover a number of DBE1 products in an integrated manner. For instance, when BOSP results are being addressed we also start looking at the results of AKPK analysis and ask the question whether topping up of BOS is a feasible option to meet the BOSP requirements. Gradually, all the results come together in the public consultation on draft Renstra as we here match needs for both investment and spending on operational expenditure with funds availability.

Another interesting development is that we start involving stakeholders much earlier in the Renstra preparation process. For instance in Tangerang, stakeholders got an opportunity through focus group discussions to identify strengths and weaknesses of education provision in the municipality. To this end participants were grouped into three groups each of which addressing the issues related to the three policy pillars, namely access to and equity of education provision; education quality, relevance and competitiveness; and education governance.

In the remainder of the project DBE1 will facilitate multi stakeholder meetings at the provincial level involving district and provincial officials and others. The purpose of these meetings will be to garner provincial support for district plans and proposals based on DBE1 facilitated financial analysis.


• Complete training for dewan pendidikan in 14 districts • Disseminate DBE1 product results through multi-stakeholder events • Organize special provincial level events to garner support for district plans • Complete assistance to Aceh provincial government for education policy • Provide assistance in formulating policies in response to requests from

districts.


3.2. Education Finance (Task 7) Two major activities were implemented during the quarter: district education finance analysis (AKPK) and school unit cost analysis (BOSP.)

Table 9: Progress in Education Finance


Target Date

Status at end of


Achievement this

Quarter

Target next

Quarter

Complete AKPK 35+ April 09 12 9 23

Final draft of AKPK manuals and software

1 set April 09 Initial draft Ongoing -

Complete BOSP 35+ April 09 29 16 6

Final draft of BOSP manuals and software

1 set April 09 Initial draft Ongoing -

Sanction of BOSP materials by MONE (BSNP)

1 set Sept 09 - - -

District Education Finance Analysis (AKPK) Progress in AKPK preparation has been satisfactory during the reporting period, in particular for the province of East Java where AKPKs are available for all but one of the nine DBE1 supported districts. The AKPK for Surabaya, the only outstanding document, is almost completed as only a public consultation remains to be implemented. Progress for the other provinces is as follows: West Java/Banten 1 completed, Central Java 3, East Java 5, which brings the total of completed AKPK to 9.

The presentations of AKPK results have been “eye-openers” for stakeholders as almost no one had a clear picture of what all the money was spent on. Across the board participants were surprised, if not shocked, to see that the greater part of education expenditure is for teacher salaries (for instance 83% in Kab Boyolali) and as a result only small amounts remain to support the teaching learning processes (for instance books and teaching aids).

AKPK document analysis for a number of districts for 2007 and 2008 shows a rather worrying trend: the increase in district total education expenditure has been smaller than the increase in salary expenditure, which means that the amount available for non-salary expenditure has become smaller. Or, in other words, in Indramayu, West Java for example, the salary portion of total education expenditure has increased for instance from 71% to 80% (Figure 10).


Figure 10: Sample of education finance analysis in Indramayu9 Tahun : 2007 Tahun : 2008 Naik (Turun) Uraian

Rp % Rp % Rp %

Total expenditure APBD Kabupaten/Kota

1.007.911.568.355 1.058.920.920.070 51.009.351.714 5,06%

Total expenditure in education sector (including teacher salaries)

368.649.797.907 36,58% 398.075.042.075 37,59% 29.425.244.168 7,98%

Teacher salaries 244.564.409.571 24,26% 318.427.114.210 30,07% 73.862.704.639 30,20%

Non-teacher salaries 18.805.922.301 1,87% 8.161.475.790 0,77% (10.644.446.511) -56,60%

Total expenditure in education sector (excluding teacher salaries)

124.085.388.336 12,31% 79.647.927.865 7,52% (44.437.460.471) -35,81%

Total expenditure in education sector (excluding teacher and non-teacher salaries)

105.279.466.035 10,45% 71.486.452.075 6,75% (33.793.013.960) -32,10%

Another negative development we note is that the amount available for spending on local priorities is becoming smaller and smaller. The following example for Dinas Pendidikan Boyolali, Central Java for 2009 illustrates this development.

Figure 11: Amounts available for district discretionary spending in Boyolali (Billion Rp)

Amount

The balance after deducting total salary expenditure (teacher and non-teacher salaries) from total funding for Education Department (Dinas Dikpora) is:

Rp 65,8

At first sight, this amount seems to be reasonable. However, this amount includes a DAK grant that has to be spent in accordance with central level priorities. The amount is:

Rp 44,0

DAK funding requires counterpart funding of: Rp 5,7

So, the balance for spending on local priorities is now: Rp 16,1

However, the district also got a provincial grant which is to be spent in accordance with provincial priorities:

Rp 10,9

The provincial grant also requires counterpart funding of: Rp 2,3

So, the balance for spending on local priorities has become only:

Rp 2,9

(USD 263,000)

9 Data translated from original Indonesian


The above example clearly shows that Boyolali’s discretionary power to set spending priorities is gradually being eroded. The same development we see in other districts and provinces, although more detailed analysis is required to precisely frame this policy issue.

School Unit Cost Analysis (BOSP) School Operational Expenditure During the reporting period BOSP results have become available for another 16 districts, which brings the total number of districts that have implemented the program to 29. The crash program for four districts in NAD (see QR 14 for details) was successfully completed during the reporting period. In North Sumatra BOSP results have become available for two districts. Progress in Central Java is satisfactory with BOSP calculations already completed for six districts and underway in the remaining three districts. The same is true for East Java and South Sulawesi where the provincial teams are finalizing the work in the last districts.

As a considerable number of BOSP results were already available by the end of the previous quarter, DBE1 specialists have put considerable efforts into helping district officials use BOSP results to inform policy formulation processes during this reporting period. In particular, in Kab Karawang, West Java these efforts have been very successful as the Head of District (Bupati) has used BOSP results to formulate a new policy on school funding that stipulates that primary schools will receive Rp 30,000 per student per year and junior secondary schools Rp 120,000 per child per year from the district’s annual budget (APBD) in 2009, which is a major increase relative to 2008. The Head of District, however, did not stop here but used BOSP results to advocate for financial support from the province of West Java to cover school operational expenditure. His efforts were successful in the sense that he was able to convince the Governor to provide financial support to all primary (Rp 25,000 per child per year) and junior secondary schools (Rp 125,000 per child per year) in the province.

Another interesting development took place in Kota Tangerang, Banten province. For some time, Walikota had been looking for answers to the following questions: “how much does it cost to operate a primary, a junior secondary and senior secondary school?” Bappeda was tasked to provide answers to these questions. Head of Bappeda approached DBE1 and asked for only technical assistance as Bappeda was able to fund the BOSP process by itself. To respond swiftly to the request, DBE1 deployed an experienced specialist from the South Sulawesi team. After two facilitation events in a period of ten days, the West Java team took over and finalized the process with BOSP results presentation on December 10. Also in Tangerang, BOSP results have helped

Participants of BOSP training session in Soppeng, South Sulawesi


the district decide to provide financial support from the district APBD for 2009 to primary schools (Rp. 412.074 per child per year), junior secondary schools (Rp. 705.651 per child per year) and senior secondary schools (Rp. 1.502.563 per child per year) to cover operational expenditure. Based on this calculation, Tangerang government will use its 2009 Annual Budget to cover for the difference between costs allocated by BOS and available district budget.

Another interesting development in Kota Tangerang was that the BOSP process had triggered a much wider policy discussion on school funding which resulted in a broad range of policy recommendations that were presented during the multi-stakeholder event in December. The thrust of the policy recommendations was to ensure that education would become free at the primary and junior secondary level, which means that (i) the collection of financial contributions for a wide variety of schools activities (for instance special contributions for testing, tryouts, and additional lessons) should be discontinued and (ii) payment of incentives and special allowances to teachers and school principals should be stopped.

It is rewarding to note that the primary and junior secondary schools in Karawang and Tangerang districts will now get the funding needed to operate the schools adequately, which is achieved through the combined efforts of the central government through its BOS program, the provincial government through provincial APBD support and district government through district APBD support. It is fair to conclude that DBE1’s BOSP program has effectively informed the policy process and has played a major role in achieving this positive development.


• Continue AKPK completion for the remaining DBE supported districts • Analyze AKPK results and prepare policy paper • BOSP finalization for remaining districts • Continued dissemination of BOSP results to deepen understanding of

education finance issues • Preparation of special report on BOSP results.

3.3. Education Planning and Management (Task 7) Three major activities to improve districts’ capacity in education development planning and management are: district strategic development planning (renstra) planning to improve capacity of district staff to manage education (RPK/rencana pengembangan kapasitas), and computerized data processing system to support planning (SIPPK).


Table 10: Summary of Education Planning Progress.


Target Date

Status at end of



Target next

Quarter

Complete renstra and sanction by districts

35+ April 09 5 2 30

Final draft of renstra manuals and software

1 set April 09 Initial draft Ongoing Ongoing

Sanction of renstra manuals and software by MOHA

1 set Sept 09 - - -

Train and install SIPPK 35+ April 09 19 4 16

Final draft of SIPPK manuals and software

1 set Sept 09 Initial draft Ongoing Ongoing

Complete RPK 13 Mar 09 12 - 1

Revise RPK manuals & materials with MONE/World Bank

1 set Mar 09 Initial draft Ongoing To be completed

District Strategic Development Planning (Renstra) During the reporting period major progress has been made in Renstra preparation. The status to date by province is as follows. In Nanggroe Aceh Darussalam the renstra for Pidie was completed and documents for Banda Aceh and Aceh Besar are nearing completion with public consultations scheduled for early January. The plan for Bireuen is half way and is scheduled to be completed during the next quarter. In North Sumatra the draft plans for Sibolga and Tapanuli Utara were reviewed during public consultations and are now in the process of being finalized. The planning process has commenced in Tebing Tinggi, Binjai and Tanjung Balai with an introductory workshop for high level district officials. In West Java/Banten the plans for Lebak, Sukabumi and Indramayu were completed and were approved by Head of Dinas. Planning work has commenced in the remaining districts in the province but is still in the initial stage. In Central Java the plans for Jepara, Boyolali and Klaten are almost completed, progress in plan preparation for Kudus is satisfactory and it is anticipated that the plans for these four districts will be finalized in the coming quarter. Planning work for Purworejo, Demak and Grobogan is in the stage of data management and analysis. In East Java, the plans for Tuban, Mojokerto and Nganjuk were officially accepted by the Heads of Dinas. Planning work for Pasuruan, Bojonegoro is in the initial stages. Finally the status of planning work in South Sulawesi is as follows: the plan for Soppeng has been officially accepted by Head of Dinas, public consultations have taken place in Pinrang, Jeneponto and Pangkep, and the planning work has commenced in the last batch of four districts, namely Enrekang, Palopo, Luwu and Sidenreng Rappang.

The introduction of the new organization structure of Dinas Pendidikan as required under PP 41 of 2008 constitutes a major obstacle for Renstra completion in an number


SIPPK training in Pasuruan, East Java SIPPK training in Karawang, West Java

of districts (for instance Klaten, Tangerang and until recently Sibolga). As it is unclear in these districts “who will hold which position” and more importantly for us who will hold education planning related positions, members of the planning team prefer to wait until this has been clarified before embarking on serious planning work as they run the risk to be replaced half way during the planning process as a result to appointment to a new position.

In particular, the preparation of a multi-source financing plan remains difficult for the district planning teams as they have difficulties in determining which programs and activities have the potential to be funded by provincial and central government. Basically, there are three problems. First, the district remains very dependent on higher levels of government for education development as by far the greater part of education spending is used for salaries with only a small amount remaining for education quality development. Second, provincial and central level funding is hard to predict because of rather non-transparent fund allocation mechanisms –which district gets what-, which in turn makes it almost impossible for the districts to make integrated plans. Third, as flagged in QR 14, we think that there is a serious disconnect between the small number of government functions assigned to the provincial government (PP 38 of 2007) and the province’s obligations to allocate 20% of its APBD to the education sector. To put this differently, it seems that the province has a lot of money but that it can spend it only on a small number of items, which makes it rather hard, if not impossible, to use provincial funds effectively for education quality development.

Data Processing System to Support Planning (SIPPK10) Data preparation for district planning took place in 13 districts in Banten, West Java, Central Java and Aceh during the quarter. DBE1 assistance was in the form of initial training for districts that had not started data collection and analysis, and assistance in refining data in districts in Central Java that were well into the data organization and analysis process. No major resistance from district staff or difficulties in using the data system was reported during the quarter.

10 Formerly referred to as District Information Planning System (DPISS). Henceforth the Indonesian term will be: Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota or SIPPK


DBE1 staff continued to make improvements in the software and procedures manuals. Edition 4 of the implementation manual was finalized during the quarter. This included producing a new Detailed Teacher Adequacy Output form to better support AKPK and BOSP programs based on feedback from field staff.

Capacity Development Planning (RPK) By early-mid 2008 DBE1 had assisted 12 districts to produce a RPK for improving the capacity of district governments to manage and govern basic education. Some of the plans have been funded by district budgets. Our goal was to develop the methodology and implement in a limited number of districts that could serve as models to be picked up by other projects. The BEC project funded through the World Bank and implemented by MONE has expressed a great interest in implementing this program. We had already planned to assist Nganjuk district, East Java to produce RPK during the next quarter. In December we tentatively agreed with MONE/World Bank BEC team to implement the program jointly in Nganjuk so that the BEC consultants can be trained in the process. We also agreed that the DBE1 RPK manual could be modified to meet BEC needs.

In late December we received a request from Bojonegoro district, East Java to assist them to produce a RPK. Although not planned, we will take this up in the next quarter. Because this district has already installed SIPPK, the process to produce the plan should be much faster than in the past. The RPK manual will be modified for use in such districts.


• Continued support for Renstra preparation • Special study on education financing • Conduct SIPPK training for districts that have not yet begun Renstra of

education finance development • Assist districts still in process to sharpen data analysis • Finalize agreements with MONE/World Bank BEC for RPK collaboration • Assist Nganjuk and Bojonegoro districts to complete RPK • Modify RPK manuals.

3.4. Management of District Education Personnel (SMTPK/Sistem Manajemen Tenaga Pendidik dan Kependidikan), Supervision, and Assets Management Systems (Task 7)

Personnel, supervision and assets management systems are the last programs to be developed in the project. We began to develop personnel management in late 2007 and found it to be a complex process because it involves vast numbers of civil servants and highly political ramifications related to salaries, financial rewards and promotions. We only began to work on supervision and assets/preventive maintenance programs late in this quarter. However, we expect these latter two programs to be relatively simple to develop.


Table 11: Summary of Progress in Personnel, Supervision and Asset Management


Target Date

Status at end of



Target next

Quarter

Develop computerized SMTPK personnel management & tracking system

1 set March 09 pilot in process

In process 1

Install SMTPK & train data operators & district decision makers

6 district May 09 Not yet - -

Facilitate workshops to inform personnel policy development

6 districts Aug 09 Not yet - -

Develop manual & training program for school management supervision

6 districts April 09 1 pilot In process In process

Train district staff & supervisors

6 district May 09 Not yet - -

Facilitate workshops to inform supervision policy development

6 districts Aug 09 Not yet - -

Develop software & manuals for districts to track asset management and maintenance

1 set July 09 Not yet - -

Install system & train districts to use asset management tracking system

6 districts Oct 09 Not yet - -

Personnel Management System (SMTPK) The work on developing the personnel management program began in November 2007 in Kudus, Central Java as the development center. Kudus staff from several relevant offices including the education and district personnel offices were fully involved in the process. During this time most of the focus was developing a district personnel policy. The policy was finalized and made official in June 2008 (Peraturan Bupati). This experience has provided us with a great deal of knowledge that will be shared with other districts. In the remainder of the project we will not directly assist districts in formulating personnel policies but will facilitate initial discussions of the subject and share our experiences from Kudus. As part of this process DBE1 invested in developing the capacity of Kudus personnel who may now act as resource persons for other districts.

During the quarter DBE1 continued to develop software to assist districts in tracking personnel for needs such as planning training, anticipating retirements, identifying areas of need and over capacity, etc. The software development needs as much actual data as possible. Kudus staff have been actively gathering data from as many of the


approximately 5,000 teachers in the district as possible to support the software development.

We expect the software and accompanying training programs to implement the personnel management system to be completed by end of March 2009. Roll out to at least five additional five districts will begin in April.

School Supervision Management System Government regulation Permendiknas No. 12/ 2007 identifies competences for school inspectors. MONE (Direktorat Tenaga Kependidikan, Ditjen PMPTK) has produced 62 modules for training inspectors to meet the competencies stated in the regulation. However, MONE as yet does not have a program or training materials for conducting supervision for school management. Usually school inspection is limited to administrative matters such as attendance of teachers and students. As part of DBE1 strategy to improve overall management and governance in basic education schools, we have begun discussions with MONE to collaborate on developing a school management supervision program.

Specifically MONE and DBE1 have reached agreement to jointly develop: • a set of procedures to be explained in a manual for supervisors to monitor and

report on various aspects of elementary and junior secondary school management and governance such as development and implementation of school plans, transparent reporting of funds, school committee activities;

• a reporting format that provides feedback to school authorities as well as informs district authorities;

• a program to train inspectors and relevant district staff to implement the new program.

Program development will begin in the next quarter by a joint team comprised of MONE and DBE1 staff. The program will be piloted in Sukabumi district, West Java; relevant district and provincial staff will be involved in the development and testing process. During the period April-October 2009 the program will be implemented in an additional five DBE districts to serve as models for other districts. MONE will then take over ownership of the program.

DBE2 will collaborate in the program by forming a separate team with MONE to develop a similar program focusing on academic supervision

Assets/Preventive Maintenance Management System Work on this program will begin in the next quarter. A statement of work for this effort was drafted during the quarter. We intend for DBE1 staff who is leading the school reconstruction effort in Central Java/Yogyakarta to take on this task as a continuation of the work on preventive maintenance that is currently underway there. We expect the program to consist of a computerized system to help districts keep track of maintenance schedules for education facilities, a manual on maintenance to be used by schools, and a training program on use of these materials. The materials will be completed by June 2009 and rolled out in six model districts by late 2009.



• Complete SMPTK software development and implementation manual • Complete training programs for using SMPTK software and program

implementation • Roll out SMPTK program in an additional five districts • Form supervision management development teams (MONE and DBE1) • Draft Supervision procedures and materials • Pilot test Supervision program in one district • Determine policy for involving MORA in the supervision program • Roll out Supervision program in five model districts • Complete assets management materials • Roll out assets programs in six districts.

3.5. Implementation of District Annual Education Plans and Budgets After completing education development planning and financial analysis, DBE1 intends to assist districts in aligning their annual plans and budgets with the long term development plans. We expect to begin this in April/May 2009 after all the development planning and financial analysis work is done and in at the appropriate time in the district budget development cycle.

Table 12: Summary of Progress in District Annual Education Plans and Budgets


Target Date

Status at end of



Target next

Quarter

Complete technical assistance for districts to monitor plan implementation & produce new annual plan and budget

35+ Oct 09 Not yet - -


ICT Related Program Goals • Complete implementation of 14 ICT grants • Complete pilot to test use of ICT to improve data flow for MONE EMIS • Continue to manage and handover DBE website

4. EMIS/ICT/Data Management DBE1’s Task Order mandates a number of ICT related activities. These include an assessment of MONE’s Education Management and Information system (EMIS), developing and maintaining a project web site and Project Data Management System, and development of innovative solutions for data transfer and management including programs to enable the wider community and private business to access information through various media. All of the above have been or are in the process of being implemented. These programs are described below. DBE1’s ICT team also developed the School Database System (SDS) described as part of the school and community program area above.

4.1. ICT Grants (Task 8) In the first year of the project DBE designed a competition to award grants to consortia comprised of private sector and government institutions such as the district education office, district library and schools. Thirteen grants have been awarded and are in the process of implementation. A 14th grant is currently being processed. Two categories of grants are awarded: ICT Innovation and Education Management Grants (EMG) to improve education management and Education Hotspots grants that are meant to provide internet access to schools, education offices and the community as a whole.

Table 13: Progress in ICT Grants Implementation


Target Date

Status at end of



Target next

Quarter

Complete grant awards 14 Dec 08 13 1 in process 1

Complete disbursement of funds/procurement

14 Dec 09 ongoing ongoing ongoing

Compliance monitoring & reporting 2008

13 Dec 09 ongoing ongoing ongoing

Compliance monitoring & reporting mid 2009

14 Dec 09 Not yet Not yet Not yet

Final evaluation & publication (end 2009)

14 Dec 09 Not yet Not yet Not yet


DBE1 has been disbursing grant funds over the last four quarters. Total value of 13 grants awarded is $246,284 (equivalent to IDR 2,216,558,000). As of December 2008, $129,672 (equivalent to IDR 1,167,049,228) has been disbursed to the grantees in the form of equipment and cash to cover grant main activities including training expenses (Table 14). Most of the procurement was carried out directly by DBE1, except for CV Cosmo Jaya - Klaten and PT Indomaya - Karanganyar. These organizations were assessed to have the capacity to procure by themselves. Each grant proposal contains a number of milestones that must be achieved before a disbursement in the form of procured equipment or cash is made.

Table 14: Grant Procurement Status Procurement No. Grantee

DBE1 Grant (Rp.)

Realization (Rp)

Status Main

Activities

a. ICT INNOVATIONS & EMG

a.1. Pangkajene Kepulauan, South Sulawesi - YPK Amanah

257,660,000 192,400,500 Partial Completion

Access Point, IT Center, training

a.2. Jeneponto, South Sulawesi - PT Turatea Computer Center

8,162,500 6,200,000 Completed IT Center, training

a.3. Karawang, West Java - CV Trisatya Pratama


MIS, IT Center, training

a.4. Karanganyar, Central Java - PT Indomaya Wira Sejahtera [Tier-2]

89,827,500 In Process MIS, IT Center, training

a.5. Klaten, Central Java - CV Cosmo Jaya

121,140,000 In Process Access Point, MIS, IT Center, training

a.6. Surabaya, East Java - PT ITS Kemitraan [Tier-1]

N/A No Procurement Training

a.7. Surabaya, East Java - PT ITS Kemitraan [Tier-2]


b. b. EDUCATION HOTSPOT

b.1. Soppeng, South Sulawesi - Indo Komputer

7,670,000 7,600,000 Completed eResources, training

b.2. Sukabumi, West Java - Yayasan Tarbiyah Islamiah (YASTI)

38,507,900 37,430,000 Completed Access Point, MIS, training

b.3. Tuban, East Java - PT Tridata Cakrawala

47,890,000 44,394,000 Completed Access Point, MIS, training


25,448

28,975

12,998

15,128

1,919

11,455

1,981

4,674

-

5,000

10,000

15,000

20,000

25,000

30,000

Dis

burs

emen

t (U

SD)

YPK Amanah - T2 CV TrisatyaPratama - T2

PT Indomaya WiraSejahtera - T2

PT ITS Kemitraan -T2

Last Quarter This Quarter

b.4. Enrekang, South Sulawesi - PT Rekayasa Teknologi Informasi (Rekti)

N/A No Procurement

eResources, training

b.5. Tangerang, Banten - CV Almagada Jaya


Access Point, MIS, training

b.6. Karanganyar, Central Java - PT Indomaya Wira Sejahtera


Grand Total (Rp.) 1,064,289,951 559,469,500

Grand Total (USD=9,000 IDR)

118,254 62,163

In the quarter, four grantees--YPK Amanah, CV Trisatya Pratama, PT Indomaya Wirasejahtera, and PT ITS Kemitraan-- received disbursements – see Figure 12.

Figure 13 shows the cumulative amount of grants disbursed compared to the obligated amount to date.

During the quarter neither grantees nor DBE1 monitors reported major difficulties or obstacles in implementing the program.

Figure 12: Cumulative ICT Grant Disbursement during the Quarter


$2,0

16

$2,0

33

$28,

975

$6,8

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$2,4

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$23,

347

$4,1

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128

$534 $1

1,45

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$4,6

74

$4,6

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$864

$773

$17,

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39

$1,0

57

$10,

090

$2,5

82

$17,

374

$2,5

08 $17,

271

$15,

117

$29,

944

$941

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1-Apr-07

17-Apr-07

30-Apr-07

18-Jun-07

1-Aug-07

22-Aug-07

6-Sep-07

6-Sep-07

10-Sep-07

10-Oct-07

7-Jan-08

17-Jan-08

4-Feb-08

Disbursed (USD) Obligated (USD)

Figure 13: ICT Grant Disbursement vs. Obligated Amount by Date Awarded


• Finalize Tapanuli Utara, North Sumatra grant pre-award process • Conduct special monitoring for grantees that has not shown significant

progress • Review for completeness and compliance of general reporting requirements

upon the receipt of each grantee progress report • Conduct ICT Grant Indicator Monitoring & Evaluation using developed ICT

Grants Program Indicators and Customized Grantee Indicator Tracking Sheets.

4.2. EMIS (Task 8) DBE1 carried out an assessment of MONE’s EMIS in the first year of the project. The report of the assessment was polished in June 2007. Results were shared with MONE and other education stakeholders. In January 2006 DBE1 was mandated to carry out an assessment of ICT needs and potentials in Aceh. A feasibility study was carried out and reported in August 2007. In May 2008 we prepared a proposal to conduct a pilot project in Aceh based on the results of the feasibility study. The purpose of the pilot is to test use of ICT to improve data flow and reliability as part of improving MONE’s EMIS.

Table 15: Progress with EMIS Pilot


Target Date

Status at end of



Target next Quarter

Finalize workplan & baseline For EMIS pilot with MONE (PSP team)

Implement Work Plan Phase-1 and Phase-2

Dec 09 Work Plan Phase-2 In process

Work Plan Phase-1 In completion

Work Plan Phase-1 finalize; Work Plan Phase-2 commence

Procure equipment district, sub district

62 computers, 52 printers, 12

April 09 Not yet Not yet Start quotations and bid


and school Smart Phones analysis for waiver process

Train district, sub district, and schools

Train SDS++ June 09 Not yet Not yet Develop SDS++

Evaluate and disseminate results for MONE policy on data flows

National workshop

Jan 10 Not yet Not yet Not yet

* SDS++ will include two additional features: Monthly Report and Lembar Individu (LI-SD of Padatiweb)

During the quarter follow up meetings and discussions were held among USAID, MONE’s Statistics and Information Center (PSP), and DBE1. Meetings and discussions with USAID focused on the ideas that lie behind the various scenarios proposed by DBE1 and MONE/PSP for implementing the project. USAID had raised questions about the feasibility of trying out PDA/smart phone for improving data flows and data validity in MONE’ EMIS. Ultimately USAID approved the scenario outlined below for implementing the project. The pilot project also helps DBE1 meet its mandate for utilizing ICT tools to achieve program objectives11.

The feasibility study carried out in Aceh identified the following main issues. In sub-district education offices, field visits indicate that only very limited ICT infrastructure and human capacity in its use is available. It is here, however, where primary school EMIS data is being processed, mainly in aggregating information from individual schools into sub-district level data. The Aceh assessment also confirmed results of the earlier EMIS assessment, highlighting that the human capacity at the district level to process and analyze data is basically non-existent.

At the school level, the Aceh ICT Assessment found that at the primary school level access to ICT infrastructure is very limited. As a result, school managers and sub-district education offices track, record and share EMIS data manually and in hardcopy formats. At the district level, staff has to be hired to enter the data of all schools in the district into the electronic system required for further reporting and analysis. This leads to tremendous workloads for DEOs, and, in turn, presents challenges in both data quality and timeliness of reporting.

This often results in discrepancies between what is the actual situation, what is reported, and what is finally recorded in the EMIS database. The assessment found that the data entry and exchange process lacks an instance of data verification that would enable early mitigation of such discrepancies. There are also considerable data integrity challenges, due to regular data loss through power and equipment malfunction and viruses. At the school level, a certain fatigue of having to fill out many different forms has been identified, together with issues of data availability-- with a frequently cited reason being the non-availability of appropriate logbooks, resulting in an information vacuum in terms of the relevance of the data provided by schools.

11 “The contractor will develop an integrated approach for utilizing ICT tools to achieve program objectives. Where applicable, innovative solutions such as mobile information access (Personal Data Assistant/PDA, etc.), Voice-over Internet Protocol (VOIP). . .should be utilized” (DBE1 Task Order, P.14)


Approved Pilot Scenario The purpose of the pilot is to test instruments and procedures to promote sound data management at the school level and data and information exchange between school and district/sub district education offices that will strengthen the national Education Management Information System (EMIS). The project will also test interventions for data verification and continuous tracking and logging of data required for monthly or annual reporting purposes school level.

During the quarter DBE1 and MONE/PSP prepared a workplan for implementing the project as described below.

Figure 14: Preparation Activities


• Finalize MOU with PSP MONE and adjust Phase II Activity Implementation as necessary

• Recruit consultants (STTA) • Implement Phase II Activity.

4.3. Website (Task 8) DBE1 developed the website in the first few months of the project and has been maintaining and managing it since. DBE123 staff send information which is uploaded by the DBE1 website administrator. DBE1 also uploads various government documents related to decentralized basic education.


Table 16: Progress in managing the DBE website


Target Date

Status at end of



Target next

Quarter

Routine website upload DBE 123 reports, manuals/materials, best practices, project data & government regulations

Routine Quarterly Ongoing Ongoing Ongoing

Monitor & report on usage/hits/materials downloaded

Routine Quarterly Ongoing Ongoing Ongoing

As of December 2008, the DBE website received 819,390 hits since the website was launched in 2005. This quarter total hits (140,534) is around 18,000 more hits compared to last quarter’s total hits (122,078), but still is fewer compared to the total hits in the April - June 2008 quarter (160,407) which is the highest total hits received in a single quarter. DBE website received increasing hits from October (47,424) to November (55,044), but decreases in December (38,066) (see right side of Figure 15). This quarter’s weekly average hits is 10,485 ranging from 5,318 (21 – 28 Dec period) to 15,317 (12 – 19 Oct period) (see left side of Figure 15).

Figure 15: Website Hits

During the quarter, DBE1 continued to upload information from DBE123 into various sections of the Website, primarily: News, Good Practices, and Resource Materials. Annex 4 contains a list and description of uploaded information. The top ten requests for documents during the quarter were dominated with resource materials uploaded by DBE1 related to government legal documents which are ministerial decrees and government regulations. Also among the top ten downloads were DBE1 and DBE3 manuals (see Figure 17 below).

During the quarter DBE1 continued to work on improvements in accessing materials including improving links with the PDMS GIS feature.


Table 17: Top 10 Requests for Documents during the Quarter

Resource Materials Download Frequency

Since Uploaded

Date Upload

(mm-dd-yy)

Duration since

upload date (days)

Attachment for BSNP regulation No.984-BSNP-XI-2007 regarding SOP for SMP, MTs, SMPLB, SMA, MA, SMALB, DAN SMK National Exam year 2007/2008

6563 27-Nov-07 394

National Education Minister Regulation number 34 year 2007 regarding National Exam Year 2007-2008

5602 27-Nov-07 394

National Education Minister Regulation number 12 year 2007 regarding School Supervisor Standard

2473 28-Apr-08 243

Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan (DBE3 Life Skills communication training module)

7708 31-Jul-06 870

Law number 33 year 2004 regarding Fiscal Balance between the Central Government and Local Government

690 9-Oct-08 82

Attachment for BSNP regulation No.9 No.983-BSNP-XI-2007 regarding SOP for Integration of National Exam with UNTUS for SD, MI, and SDLB Education Year 2007-2008

2399 27-Nov-07 394

Letter of Directorate General of Basic Education Management No. 643/C/KU/2007 regarding Implementation Guidelines for 2007 Fiscal Year 2007 Specific Allocation Funds

3095 2-Aug-07 509

Forming Alliances (part of DBE1 School Committee training package)

2649 17-Sep-07 464

Panduan Penghitungan Biaya Operasional Satuan Pendidikan dan Penyusunan Kebijakan (DRAFT-Agustus 2007) (DBE1 manual for calculating school operational costs)

2029 17-Dec-07 374

Republic of Indonesia Government Regulation number 32 year 2008 regarding Guideline for District Annual Budget (APBD) compilation Year 2009

814 28-Jul-08 153


• Continuous improvement, maintenance, and update on website content • Continuous update on Geographic Information System (GIS) • Event list improvement to display calendar activities filtered by province or by

DBE components • Add new feature called photo gallery to depict various DBE activities • Add search engine facility to help website users retrieve information.


5. Public-Private Alliance (Task 9) The Midterm Review recommended that the PPA program be given less focus for the remainder of the project. Accordingly DBE1 will focus on completing commitments made for the BP alliance in West Papua and the ConocoPhillips alliance for school reconstruction in Central Java and Yogyakarta. New opportunities for alliances will be managed by USAID

5.1. BP Alliance – Papua Barat The DBE1 initiative in Papua Barat is focusing on the planning capacity building of the district education office in three districts in Papua Barat: Manokwari, Kota Sorong and Sorong Selatan. The focus on planning capacity was based on the requests from senior staff of district education office during DBE1 Consultant Dr. Mark Heyward’s visit to Papua Barat in November 2007 that the DBE support should focus on helping them in school mapping and Renstra preparation. As reported in Quarterly Report 12 USAID requested in the period January – March 2008 that our work in Papua be put on hold until USAID and BP revise the terms of the alliance. After a period of about 6 months, USAID asked us to resume the work at which time we began the search for a new coordinator.

Table 18: Progress in Implementing BP PPA


Target Date

Status at end of



Target next

Quarter

Recruit consultant & update districts

1 person Nov 08 Completed - -

Complete development plans & financial analysis (Renstra, AKPK, school mapping)

3 districts Mar 09 In process (AKPK)

In process 3

Facilitate district policy development

3 districts April 09 Not yet - -

Final reports 3 April 09 Not yet - -

Private Public Alliances (PPA) Program Goals • Complete current PPAs (BP in W. Papua & ConocoPhilips in Yogya/Klaten)


Mr. Peter Hagul was recruited as Local Coordinator for Papua Barat and began to work in Manokwari on 12 November 2008. During the quarter, his activities include the following:

• Setting up an office in Manokwari • Establishing contact with the main education stakeholders in education,

mainly Kepala Dinas Pendidikan in the three districts and the staff at the planning section and assessing their readiness for continuing work started earlier

• Obtaining 2007 school report (Format T) for primary schools and Renstra documents from district education offices

• Sharing the DBE1 Renstra Manual to selected district education officials to give them an idea about future joint activities between DBE1 and district in preparing Renstra.

An assessment of the districts’ interest and readiness to pick up the work begun in these districts before the work stoppage revealed that only Manokwari was prepared to immediately continue. The other districts were not prepared to immediate continue the work because in one case the education office was in the process of being reorganized and in the other district a consultant had been hired to do some of the work DBE1 had planned to do. Therefore, the decision was made that in the next quarter DBE1 will focus on conducting activities in Kabupaten Manokwari. Stakeholders from the other two districts will be invited to participate in training workshops for data analysis, etc. If participation in the workshops generates new interest in DBE1 interventions in either Sorong or Sorong Selatan or both, we will plan with them to conduct similar activities in these districts.


• Introduce the District Planning Information Support System (SIPPK) to the district education staff in Manokwari

• Conduct in-depth interviews with selected stakeholders in Manokwari regarding issues related to the education development in Manokwari; the results of the interviews will be used for Renstra preparation.

5.2. ConocoPhillips Alliance: Central Java and Yogyakarta

School Reconstruction/Rehabilitation Process By the end of December, the reconstruction/rehabilitation process in 34 schools has been completed. The remaining school, MTS Hasyim Asy’ari, is planned to be completed in the second week of January 2009.


Table 19: Progress in Implementing ConocoPhillips PPA


Target Date

Status at end of



Target next

Quarter

Complete physical reconstruction Klaten/Yogya

35 schools Dec 08 34 schools 34 1

Disburse grants for books Klaten/Yogya

35 Feb 09 Not yet - 35

Handover ceremony include manual of disaster reconstruction

1 Feb 09 Not yet - 1

Final admin, accounting & close Yogya office

1 Mar 09 Not yet - 1

Twenty five of the 35 schools (as highlighted in the table below) were able to complete the project earlier than scheduled and managed the reconstruction/rehabilitation process effectively. By using used materials and/or labor efficiently and receiving community contributions, these schools were able to save money and use the remaining budget to build more school facilities (school yard improvement, build school fence and students’ bicycles parking space, rehabilitate other classrooms, etc.). Together, these 35 schools saved approximately $56,000 or 7% of the planned budget.

Table 20: School Reconstruction/Rehabilitation Grant Status NO SCHOOL GRANT

NUMBER GRANT VALUE PROGRESS STATUS

KABUPATEN KLATEN

1 SDN 01 Babadan Reconstruction Grant: 0209604-G-08-014

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 647.976.000,-

Start: fifth week of April Finish: first week of November Additional funds usage: school facilities

2 SDN 01 Granting Rehabilitation Grant: 0209604-G-08-015

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 185.264.000,-

Start: first week of May Finish: third week of September No additional funds usage

3 SMP Muhammadiyah 8 Wedi

Rehabilitation Grant: 0209604-G-08-025

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 200.000.000,-

Start: first week of July Finish: first week of November Additional funds usage: school

facilities

4 SDN Tangkisan Pos

Reconstruction Grant: 0209604-G-08-026

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 249.133.000,-

Start: first week of June Finish: second week of September

No additional funds usage

5 SDN 01 Somopuro Reconstruction Grant: 0209604-G-08-027

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 257.471.000,-

Start: first week of June Finish: second week of September

Additional funds usage: school facilities

6 PKBM Marsudi Karya


Ph 1: Rp. 6.000.000,- Ph 2: Rp. 180.933.000,-

Start: fourth week of July Finish: fourth week of October Additional funds usage: school

facilities


NO SCHOOL GRANT NUMBER GRANT VALUE PROGRESS STATUS

7 SDN 02 Demangan Reconstruction Grant: 0209604-G-08-030

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 229.709.000,-

Start: second week of July Finish: fourth week of November Additional funds usage: school

facilities

8 SDN 03 Palar Rehabilitation Grant: 0209604-G-08-031

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 212.351.000,-

Start: third week of July Finish: second week of November No additional funds usage

9 SDN 02 Mlese Rehabilitation Grant: 0209604-G-08-032

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 200.000.000,-

Start: third week of July Finish: second week of December No additional funds usage

10 MI Muhammadiyah Blanciran


Ph 1: Rp. 6.000.000,- Ph 2: Rp. 146.700.000,-

Start: first week of August Finish: third week of November Additional funds usage: school

facilities

11 SDN 02 Tanjung Rehabilitation Grant: 0209604-G-08-036

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 173.425.000,-

Start: third week of July Finish: second week of December Additional funds usage: school

facilities

12 SDN 01 Jambu Kidul


Ph 1: Rp. 6.000.000,- Ph 2: Rp. 172.033.000,-

Start: fourth week of July Finish: fifth week of December No additional funds usage

13 SDN 01 Karangnongko


Ph 1: Rp. 6.000.000,- Ph 2: Rp. 145.086.000,-

Start: first week of August Finish: second week of November Additional funds usage: school facilities

14 SDN 02 Pokak Rehabilitation Grant: 0209604-G-08-041

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 195.712.000,-

Start: third week of July Finish: third week of November Additional funds usage: school

facilities

15 SDN 02 Kanoman Rehabilitation Grant: 0209604-G-08-042

Ph 1: Rp. 6.000.000,- Ph 2: Rp 147.685.000,-

Start: first week of August Finish: second week of December Additional funds usage: school

facilities

16 SDN 01 Mandong Rehabilitation Grant: 0209604-G-08-043

Ph 1: Rp. 6.000.000,- Ph 2: Rp 214.040.000,-

Start: first week of August Finish: third week of November Additional funds usage: school

facilities

17 SDN 01 Jurangjero Rehabilitation Grant: 0209604-G-08-044

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 220.000.000,-

Start: first week of August Finish: third week of November No additional funds usage

Total Phase 1 Grants: Rp. 102.000.000,- Phase 2 Grants: Rp. 3.777.518.000,-

KABUPATEN BANTUL

1 MTs Al Falaah Rehabilitation Grant: 0209604-G-08-016

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 298.750.000,-

Start: first week of May Finish: second week of August Additional funds usage: school

facilities

2 MI Miftahul Ulum Reconstruction Grant: 0209604-G-08-017

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 589.286.000,-

Start: first week of May Finish: second week of November Additional funds usage: school

facilities



3 SMP PGRI Reconstruction Grant: 0209604-G-08-021

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 350.284.000,-

Start: second week of June Finish: fourth week of October Additional funds usage: school

facilities

4 MTs Hasyim Asy'ari


Ph 1: Rp. 6.000.000,- Ph 2: Rp. 350.000.000,-

Start: fifth week of July Finish: first week of January Progress: 93% Additional funds usage: school

facilities

5 MTsN Gondowulung


Ph 1: Rp. 6.000.000,- Ph 2: Rp. 468.131.000,-

Start: first week of June Finish: second week of

September No additional funds usage

6 PKBM Candirejo Reconstruction Grant: 0209604-G-08-028

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 120.279.000,-

Start: fifth week of July Finish: first week of December No additional funds usage

Total Phase 1 Grants: Rp. 36.000.000,- Phase 2 Grants: Rp. 2.176.730.000,-

KOTA YOGYAKARTA

1 SMPN 15 Reconstruction Grant: 0209604-G-08-018

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 201.838.000,-

Start: fifth week of May Finish: first week of September Additional funds usage: school facilities

2 SMP Pangudi Luhur 2


Ph 1: Rp. 6.000.000,- Ph 2: Rp. 300.921.000,-

Start: first week of August Finish: third week of December No additional funds usage

Total Phase 1 Grants Rp. 12.000.000,- Phase 2 Grants: Rp. 502.759.000,-

KABUPATEN SLEMAN

1 SD Muhammadiyah Tengahan


Ph 1: Rp. 6.000.000,- Ph 2: Rp. 274.504.000,-

Start: first week of August Finish: first week of December Additional funds usage: school facilities

2 SDN Kowangbinangun


Ph 1: Rp. 6.000.000,- Ph 2: Rp. 193.789.000,-

Start: second week of June Finish: second week of November Additional funds usage: school facilities

3 MI Ma'arif Blendangan


Ph 1: Rp. 6.000.000,- Ph 2: Rp. 152.043.000,-

Start: fifth week of July Finish: fourth week of November Additional funds usage: school facilities

4 SDN Nglahar Rehabilitation Grant: 0209604-G-08-035

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 175.000.000,-

Start: second week of August Finish: fourth week of November Additional funds usage: school

facilities

5 SDN Salakan Lor Rehabilitation Grant: 0209604-G-08-039

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 168.436.000,-

Start: second week of July Finish: fourth week of September Additional funds usage: school facilities



6 SDN Potrojayan 2 Rehabilitation Grant: 0209604-G-08-040

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 149.017.000,-

Start: third week of July Finish: fourth week of October Additional funds usage: school facilities

7 PKBM Gita Lestari Rehabilitation Grant: 0209604-G-08-045

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 156.000.000,-

Start: first week of July Finish: fourth week of August Additional funds usage: school facilities

8 SDN Kledokan Rehabilitation Grant: 0209604-G-08-046

Ph 1: Rp. 6.000.000,- Ph 2: Rp. 226.960.000,-

Start: first week of August Finish: third week of November Additional funds usage: school facilities

9 SD Muhammadiyah Ambarketawang 3


Ph 1: Rp. 6.000.000,- Ph 2: Rp. 155.829.000,-

Start: fifth week of July Finish: third week of November No additional funds usage

SDN 01 Babadan, Klaten

Before the reconstruction process, April 2008 Bamboos had to be used to prevent ceiling collapse in the classrooms

After the reconstruction process, December 2008 School was able to save and used the remaining budget

for paving the school yard


New classroom New school library

MI Miftahul Ulum, Bantul

Teaching learning activities were conducted in

temporary bamboo school, March 2008 Third and fourth grade students had to share a

classroom, March 2008

Community Contribution The reconstruction/rehabilitation process using community participation enabled the community to be involved in the construction work as well as monitor the progress. This process encouraged the school neighborhood communities to make contributions to schools, such as volunteering to demolish the damaged school building, labor (paid below the market price), or contribute building materials such as sand, bricks, cement, work equipment, and even food (snack/lunch) for members of school committee for rebuilding or laborers. At the end of December 2008, total value of community contributions during the reconstruction/rehabilitation process was Rp. 209.662.850,- (US$ 19,060.2512).

12 US$1 = Rp. 11.000,-. Total value of community contributions include cash and in-kind contributions converted into rupiah


Community volunteers to cast concrete of the two

stories building of SMP Muhammadiyah Tengahan, Sleman

Community having lunch after volunteering to demolish the old damaged building, SDN Kledokan,

Sleman

Monitoring & Evaluation On 27 - 31 October 2008, DBE1 Jakarta conducted the second monitoring and evaluation of the school reconstruction/rehabilitation process in Kabupaten Bantul, Sleman, Klaten and Kota Yogyakarta (see School Reconstruction and Rehabilitation Program in Central Java and DIY using Community Participation Mechanism; Monitoring Progress Report 2 dated January 2009). The monitoring was carried out in a sample of 23 schools or 66% of total schools. The schools were randomly selected and covered all of districts and type of schools (SD-MI, SMP-MTs, public-private and PKBM).

The result of the second monitoring indicated that the reconstruction/rehabilitation process was consistent with the DBE1 Manual on Post-Earthquake School/Madrasah Reconstruction/Rehabilitation in Central Java and DIY. For example, all reconstruction and rehabilitation processes were conducted by the School Committee for Rebuilding and were well supported by school committees, teachers and principals. The construction materials met safety and building integrity standards. The neighborhood communities also actively participated in the reconstruction/rehabilitation process with many of them giving contributions to schools in the form of building materials, work equipment, food (snack/lunch) and labor (volunteer and/or paid below market price). The implementation of reconstruction/rehabilitation process exercised the principle of transparency and accountability whereby the neighborhood communities could directly oversee the usage of the grant funds.


DBE1 Team inspect the rehabilitation process in MI

Al Huda, Sleman Community board containing the grant financial

report of SDN 01 Mandong, Klaten

ConocoPhillips Visit On 26-27 November, Mr. Adjie Suryaningrat, ConocoPhillips representative visited 11 schools receiving reconstruction/rehabilitation grants in Kabupaten Klaten, Sleman and Bantul. The visit aimed to provide opportunities for ConocoPhillips to see directly the progress of school reconstruction/rehabilitation process in DIY and Klaten. During the two-day visit, Mr. Suryaningrat met with school principals, teachers, members of school committee and members of school committee for rebuilding. In this occasion, all schools expressed their appreciation for the assistance provided by ConocoPhillips and USAID through Decentralized Basic Education (DBE) program. Most schools further stated that the DBE assistance helped community members, parents, teachers and school principals, take active part in managing the construction process. Mr. Suryaningrat was pleased to hear that and encouraged schools to continue their hard work and to maintain and be responsible for all the results of school building construction.

ConocoPhillips representative, Adjie Suryaningrat, took picture with principal, teachers and students at

MI Miftahul Ulum, Bantul, 27 November 2008

Discussion with school principal, teacher, the head of school committee and the head of school

committee for rebuilding on the reconstruction progress of MTs Hasyim Asy’ari, Bantul, 27

November 2008


School Building Maintenance and Coordination Workshops On 17 – 23 December, DBE1 Yogyakarta team conducted school building and coordination & evaluation workshops in Kabupaten Bantul, Sleman and Klaten. The purpose of the workshops was to train school personnel on how to plan and carry out preventive maintenance. All schools receiving reconstruction/rehabilitation grants attended the workshops. Principals, teachers, school committee members and committee of school for rebuilding members attended these workshops, and total of 138 people, 103 male and 35 female took part. As a result of the training all participants made the commitment to ensure the newly constructed schools will be well maintained.

Table 21: Number of participants taking part in the school building maintenance and coordination & evaluation workshop in Kabupaten Bantul,

Sleman and Klaten Participant No Stakeholder M F Total

1 School Committee 32 2 34

2 School Principal 19 15 34

3 School Teacher 20 15 35

4 School Committee for Rebuilding 32 3 35

Total 103 35 138

School building maintenance workshop that was

conducted at SDN 02 Pokak, Klaten, 18 Desember 2008

Participants of school building maintenance workshop that was conducted at MI Al Huda,

Sleman, 23 Desember 2008


• Resume PPA Papua Barat activities. • DBE2 book training and award Phase 3 grants. • Schools hand-over to the local government.


Dissemination and Sustainability Program Goals • Provide transitional assistance to districts, schools & other institutions to

implement DBE1 school level programs with their own funds • Provide assistance to districts, schools & other institutions to plan, budget &

manage DBE1 school level programs • Finalize, sanction and disseminate manuals for planning, budgeting &

managing implementation of DBE1 school level programs • Identify, organize and train service providers to provide technical assistance to

districts to implement DBE1 programs

6. Dissemination and Sustainability DBE1’s core strategy is to develop a limited number of target schools and districts as exemplars of good practice in the hope that this is taken up and implemented (or ‘disseminated’) by districts and other agencies. It is further hoped that this process will influence government policy, creating a much wider impact.

Both dissemination and sustainability are central to DBE1’s approach and have been integral to our planning and implementation throughout the project. Both are a major focus in the final eighteen months of project implementation.

Sustainability is an essential element in good practice. Dissemination is at the heart of the project’s strategic approach. Dissemination occurs initially within target districts but is also supported at provincial and national level through (1) policy development and (2) building the capacity of service providers.

6.1. National Policy and Practice (Task 10) DBE1 continued to work closely with national counterparts throughout this quarter with the aim of mainstreaming the good practice developed through the project and influencing national policy and practice. Major gains in this area were made through the placement of a new senior staff member in MONE’s Secretariat for School Based Management. This and a number of other significant meetings with national counterparts and other donors are detailed in section 1.1 above.


• Increase frequency of visits by national counterparts to observe DBE1 activity and outcomes in the field

• Coordinate with DBE2 and DBE3 to hold provincial workshops to demonstrate DBE good practice and include national stakeholders

• Follow up on aligning programs with the MONE secretariat for school-based management

• Continue joint planning and activity with MONE and the World Bank


6.2. Disseminating School-Based Management (Task 11) During this, the final quarter of the GOI financial year 2008, many districts implemented programs to disseminate DBE1 school-based management practices, particularly school development planning (RKS) in non-target schools.

Table 22: Progress in Disseminating School Based Management


Target Date

Status at end of



Target next

Quarter

School based management programs disseminated

3,000 schools

Dec 09 3,205 889 Approx. 250

School based management programs disseminated

50 districts Dec 09 36 4 Ongoing

Workshops to promote dissemination for 2010

50 June 09 Not yet Not yet Not yet

Conduct Pengawas Forums to include DF & dissemination facilitators

20 days x 50

Dec 09 5 x 50 Ongoing Ongoing

Revise and distribute “Dissemination Manual for Districts” based on MONE inputs

50 + districts

Jan 09 First draft to 49 districts

Manual approved by MONE conditional on agreed revisions to format

Complete process and publication

As at the end of December 2008, some 3,205 schools and madrasah have participated in DBE1 replication or dissemination programs with a total budget from counterpart governments, schools and private agencies of Rp 6.4 billion (approximately $585,000). Based on project data available at the end of the quarter, we project some 12,000 persons have been trained in dissemination programs. These programs are supported in a limited way by DBE1 as part of the broader sustainability and dissemination strategy which is outlined in an Appendix to the Year 3-4 Workplan. To support dissemination in 2008 DBE1 has provided the following:

• A monthly forum for district facilitators and school supervisors (pengawas) to maintain motivation and continually update skills and understandings within the group. Included are district facilitators working in dissemination programs

• Some limited funding for selected programs to encourage districts to implement a comprehensive program including RKS, leadership, school committee strengthening in both cluster training and in-school mentoring (or pendampingan)

• Advice and support in preparing district budgets and plans for dissemination.

Ultimately it is hoped that good practices promoted by DBE1 will be implemented completely independently of DBE. In this sense, the term ‘replication’, which has been used by the project up until this point, can be misleading with its suggestion of ‘cookie cutter’ duplication of the program. From the perspective of stakeholders,


including GOI, it is not ‘replication’ but ‘implementing good practice’. Other appropriate terms might be ‘mainstreaming good practice’ or ‘dissemination’ - terms which allow that stakeholder agencies which take up and implement good practices and aspects of DBE will make the program their own, do it in their own way, and give it their own context-specific flavor and slant.

Following recent meetings with USAID, DBE2 and DBE3, the term ‘replication’ will no longer be used in favor of ‘dissemination’ which suggests greater ownership by implementing partners. For some time we have used the term ‘diseminasi’ in Indonesian which is more familiar to our counterparts.

Table 23: Summary of Dissemination Programs to end of December 2008 Funding Source and number of schools

District budgets (APBD) Other funds (BOS, non-

government foundations, MORA etc) Province

Number of

districts

Rp. Number

of schools & madrasah

Rp. Number

of schools & madrasah

Number of programs

disseminated

2006

Sulawesi Selatan 1 129,000,000 12 0 0 1

Total 2006 1 129,000,000 12 0 0 1

2007

Aceh Sumatera Utara 4 487,000,000 58 3,000,000 30 2 Banten 1 0 0 17,500,000 5 1 Jawa Barat 2 150,000,000 42 22,500,000 45 1 Jawa Tengah 6 500,000,000 410 100,000,000 758 4 Jawa Timur 4 436,000,000 137 24,000,000 66 3 Sulawesi Selatan 9 164,000,000 50 0 0 3

Total 2007 26 1,737,000,000 697 167,000,000 904 8

2008

Aceh 2 50,000,000 27 0 0 3 Sumatera Utara 8 328,786,000 87 8,200,000 7 4 Banten 2 180,000,000 40 0 0 2 Jawa Barat 4 409,470,000 145 0 0 3 Jawa Tengah 6 1,944,000,000 347 0 148 2 Jawa Timur 5 628,000,000 447 185,000,000 70 6 Sulawesi Selatan 9 963,913,700 239 75,650,000 35 5

Total 2008 36 4,504,169,700 1,332 268,850,000 260 9

Grand Total 36 6,005,577,200 2,041 435,850,000 1,164 12*

* Examples of programs in this context are RKS, SDS, PAKEM, School Committee Strengthening and Leadership training.


The table above shows the growth of commitment from districts and other agencies over the last three years to dissemination.

In most cases district budgets (APBD) for development programs such as dissemination of DBE1 school-based management programs, are not released until the last few months of the year. This quarter has consequently seen a great deal of activity. Dissemination programs have been conducted in 36 districts.

Also in this period, a special program commenced in East Java to support dissemination of school-based management programs at a provincial level in response to demand from the province and some districts. A group of ‘service providers’ exists within this province for dissemination of school-based management programs across the province. The core group is comprised of facilitators trained by and with experience from previous projects including MBE and CLCC. Most are school supervisors, principals or teachers embedded in the system.

DBE1 has selected 20 DBE1-trained district facilitators (DF) from the current DBE districts to join this group and is providing training for an additional eight non-DBE1 facilitators to prepare a joint team for dissemination of school-level programs across the districts. During this quarter the team worked in three districts (Nganjuk, Bojonegoro and Tuban) with a target of some 399 schools disseminating RKS and

school committee training. It is anticipated that this program will reach an additional 900 schools in 2009 in these same districts plus Surabaya, Bangkalan, Pasuruan and Mojokerto. At the same time DBE1 is lobbying the province to support dissemination using this resource across new districts in 2009 and beyond. The program will be monitored to determine the effectiveness of this ‘cascade’ approach to dissemination.

Forum of District Facilitators/Supervisor in Dairi, North Sumatra

RKS/M development workshop in Aceh Besar, NAD


Table 24: Summary of Progress with Dissemination of School-Based Management in Non-Target Districts


Target Date

Status at end of



Target next

Quarter

Revise marketing materials 1 set April 09 Not yet - -

Conduct TOT at provincial level with province funding (East Java)

1 prov Nov 08 1 - -

Market program to provincial stakeholders in DBE123 workshops

7 prov March 09 Not yet - 7

Develop strategy with MONE, MORA & donors to market programs to non-DBE provinces & districts

- Sep 09 Not yet - -

Experience over the previous three years, shows that districts and other implementing agencies often seek ways to reduce the cost and increase the scope of improvement programs, thereby reducing the effectiveness of the approach. Common risks are as follows:

• The number of training days is reduced. • Follow up on-site mentoring is not included. • The number of participants per event is increased. • Poorly qualified facilitators revert to lecture style delivery. • A cascade model is envisaged but without allocating funds or designing a

program for the training to be delivered to the final level. (‘Harap diimbaskan….’)

• Funds allocated for dissemination are diverted or ‘lost on the way’ with the result that programs are only partially completed.

A poor dissemination effort resulting in disappointing results is not only a disappointment to the participants but can result in district stakeholders, including the DPRD, declining to support further dissemination efforts.

The main strategies adopted by DBE1 to support Ongoing good practice and to address these risks are:

• Provide a full set of GOI sanctioned manuals and training modules, including a manual for the management of dissemination

• Establish and reinforce standards for dissemination • Provide support at the district level for

− budgeting and planning − management and implementation − monitoring and evaluation


− reporting and advocacy • Train district facilitators and service providers • Develop reference schools & reference districts.

During the last quarter of 2008 DBE1 met with other DBE components to develop a coordinated dissemination and sustainability strategy. Whilst each of the three DBEs is at a differing stage of implementation and each has its own particular approach to dissemination, a coordinated approach will greatly improve sustainability and success of dissemination efforts.

DBE1 has agreed with DBE2 to encourage districts and other agencies to include an active learning or PAKEM component in a whole-school approach.

• Some districts may opt to use DBE2 trained facilitators and materials to disseminate the program in new school clusters. This is already occurring in some districts such as Boyolali and Soppeng.

• Some districts may opt to implement the MONE module for PAKEM (which is based on materials previously developed by MBE and CLCC) using district facilitators.

To support this approach, DBE1 has prepared an integrated design for districts to implement a full school-based management program which includes all DBE1 components and PAKEM in a logical sequence. This design is included in the DBE1 manual for dissemination, which was reformatted during this quarter to meet MONE requirements and to enable official endorsement. The manual will also refer districts and other agencies to DBE2 supported programs for a more intensive follow-on in-service training for teachers.

DBE1 worked closely with DBE3 during this quarter to plan for a revised ‘whole school approach’ to integrate management and governance programs with teaching, learning and life skills. The following plan has been agreed to by both components:

• DBE3 District Officers (possibly to be re-titled District Coordinators) will relocate to districts where they will share office space in district education offices (dinas) with DBE1 District Coordinators in 25 selected districts.

• DBE1 and DBE3 personnel will collaborate in a joint approach to districts to secure funding and ensure good budget preparation and planning for dissemination programs in 2009.

• DBE1 will continue to promote dissemination in the junior-secondary sub-sector, encouraging districts to take an integrated ‘whole school approach’ to include DBE3 teacher training modules to be delivered by DBE3 training facilitators (currently called ‘district trainers’) and management and governance programs to be facilitated by DBE1 trained district facilitators.

To support this process at the national level, the Dissemination Working Group established in 2007 (then called ‘Replication Working Group’) is being reformed to enable USAID and the three DBE components to clarify areas for collaboration in the development and implementation of a joint dissemination strategy. Following a cross-


component planning meeting chaired by USAID in late 2008, the group will reconvene in the near future.


• The Dissemination Manual is currently being finalized to comply with MONE standards. In the next quarter the manual will be finalized and it is expected that the Director of Pembinaan TK-SD, MONE, will sign an introduction to the manual. DBE3 will contribute to a final version of the manual for use in junior-secondary schools and madrasah.

• Monthly forums for district facilitators (pengawas) will continue, with the aim of supporting both implementation of programs in target schools and dissemination to new schools. This will be further supported by school mentoring visits.

• DBE1 will collaborate with DBE2 and DBE3 in the coming quarter through the Dissemination & Sustainability Working Group to plan for a shared approach and joint provincial level workshops.

6.3. Documenting Good Practice (task 12) During this quarter, DBE1 continued to work on refining, editing and testing manuals and modules in the field, prior to final publication. The Dissemination Manual, now titled ‘Implementing MBS, a Guide for Managers’ (Check with Nandang) has been checked by the Director of Kindergarten and Elementary Schools and approved, subject to modification in line with MONE standard format. Work is under way to complete the required reformatting.

In addition, a new edition of the DBE1 publication, ‘Ketika Menyapa Masyarakat’ (When the Community is There) was released in October. This small booklet sets out case-by-case the experience of many DBE1 supported schools in developing successful partnerships with their communities to improve the quality of education through the school development planning (RKS) process. A complete list of DBE1 publications to date is included in Appendix 3 of this report.


• Implement planned impact studies and conduct workshops with national counterparts to launch reports and discuss results

• Continue to refine, complete and publish manuals and training modules in line with MONE formats and seek endorsement before final publication and national launching events

• Continue plans for producing a film to document and disseminate good practice in the 17th quarter


6.4. Disseminating District Level Programs and developing Service Providers (Task 13)

Dissemination of district level programs has not yet commenced in earnest as most of these are in the final stages of development and first-round implementation in core districts.

Notwithstanding this there are a number of cases where districts are beginning to allocate funds and commit to implementing or disseminating district level programs from DBE1. Boyolali District in Central Java will reportedly fund a Capacity Development Planning program using DBE1 materials and approaches. In Tangerang funds have been allocated to conducting school unit cost analysis (BOSP). Soppeng District in South Sulawesi has requested DBE1 to support the development of a regulation on education based on its recently produced renstra. Soppeng District will cover workshop costs, DBE1 will provide technical assistance.

A public consultation event was held in Aceh Besar to obtain community input into the renstra. A total of 80 participants attended, 20 from non-government organizations. The entire event was prepared, organized and 100% funded by Dinas Pendidikan Aceh Besar, who provided snacks, lunch and transportation for all participants. This is a good example of a local government effort to improve governance.

In the coming year efforts to promote the dissemination of district level programs to non-target districts will include:

• Identifying and building the capacity of service providers who can act as consultants to districts to implement DBE1 programs to improve management and governance: particularly financial analysis, information based strategic planning (renstra).

• Conducting province level workshops to enable districts to share and promote the process and outcomes of financial analysis, strategic planning (renstra) and improved management programs. These workshops will include participants from other districts, provinces, potential service providers, national stakeholders and where appropriate other donors.

• Developing one district in each province as a ‘reference district’ where the complete suite of DBE1 district level programs has been successfully implemented. Reference districts will be supported to effectively manage visits and study tours from other districts and stakeholders.


Table 25: Summary of Progress with Dissemination of District Level Programs


Target Date

Status at end of



Target next

Quarter

Reach agreements with local governments to develop reference districts

7 Feb 09 Not yet Districts selected internally

Complete agreements

All programs installed and operating

7 Sept 09 Not yet Continue to develop core programs

Continue to develop core programs

Assist MONE identify, train & certify Service Providers (SP)

- Jan 09 Not yet Discussions with World Bank

Discussions with World Bank & MONE

Facilitate agreement USAID, MONE, World Bank & DBE1 to train SP for BEC

- Jan 09 In process As above As above

Facilitate study visits to model districts for MONE & donors

- June 09 Not yet Not yet Not yet

Facilitate setting certification standards with MONE

- Feb 10 Not yet Not yet Not yet

Conduct on the job training for SP in DBE1 districts

- Dec 09 Ongoing Commence selection of new SP

Complete selection of new SP and commence training


• First round workshops will be conducted at provincial level to enable districts to share and promote the outcomes of their work in financial analysis, strategic planning (renstra) and other programs in the next quarter.

• Reference Districts will be selected and agreements made with those districts in the next quarter.

• Service Providers (SP) will be selected in all remaining districts next quarter. This will be conducted in collaboration with MONE and in consultation with other donors as relevant.

6.5. Sustainability Many of the strategies being implemented to support dissemination also support sustainability of project outcomes. The broad approach in Year 4 and 5 is to deepen and strengthen the impact of programs at all levels by supporting districts and schools to implement plans and develop policies for Ongoing improvement based on the experience and outcomes of financial analysis, educational data management and strategic planning.


For the school-level programs this includes the monthly facilitator forums being held for school supervisors followed up with school visits to monitor and support implementation of school development plans (RKS). The monthly forums are designed to provide ongoing professional development and to keep the facilitators motivated to support implementation. Forums have been established and monthly activities conducted in all districts this quarter. Work will continue in the coming quarter to sharpen the focus of the meetings, making them responsive and needs-based according to local conditions. In many cases it appears likely that the forums will continue beyond the life of the project. In some districts existing organizational structures, such as supervisor associations, have been used as a basis for the forums to build sustainability. Schools have been assisted to develop annual workplans and budgets based on the school development plans, thus institutionalizing and operationalizing the plans.

For district level programs, sustainability of outcomes will be achieved in a similar way by supporting districts to develop annual workplans and district budgets based on strategic plans and to support the development of policy informed by DBE1 supported analysis of educational finance and data management. This process will commence in the coming year.


• Continue to provide monthly forums for facilitators and to support school visits for mentoring and supporting implementation of school-based management including RKS

• Workshops to help districts develop annual workplans and budgets to align with renstra are scheduled for May-July.


Annex 1: Provincial Reports

Aceh DBE1 activity October - December 2008

School-level programs

Leadership Training

In this reporting period, leadership training was conducted for principals from Aceh Tengah and Aceh Besar. During the training session it was found that most participants felt they were unable to implement participative leadership principles due to a lack of involvement from others within the school and from community members. This was combined by the fact that most participants did not realize the importance of open communications with other school community members. As a results of the training participants understood that maintaining open communications was important to ensure that parents and teachers would work together with the school. Another obstacle was that some principals were occupied with other responsibilities and sent their vice principal or other school representatives to the event, resulting in principals’ partial level of participation. At the end of the training, to foster a working environment that would encourage participation from school staff and other school members, participants agreed to provide acknowledgment and financial incentives to those who worked to support school activities for a long period of time. This type of initiative is new in most of the schools. To provide long-term solutions to the above-mentioned challenges, these training sessions also encouraged District Facilitators and supervisors to recommend that more principals:

• Adopt the principles of EMASLIME (educator, manager, administrator, supervisor, leader, innovator, motivator, and entrepreneurship) in carrying out their daily activities.

• Persuade the Education Office and Office of Religious Affairs to use the completed RKS/M as program guidelines for these institutions.

• Request the Education Office and Office of Religious Affairs to support schools’ effort in improving the capacity of school committee.

School Database System (SDS)

In Aceh Besar, the first phase of SDS cluster-level training was attended by total of 62 people (M: 29, F:33). Although not all schools have electricity and many participants had no prior experience of using computers, they were very interested to learn SDS. Additional time was allocated to ensure that participants entered data correctly. During the closing ceremony the Vice Head of Aceh Besar Parliament mentioned


DBE1 activity October - December 2008 that he would include computer procurement in the 2009 Budget so that schools could continue using SDS. Meanwhile, SDS training continued in two clusters in Bireuen. To ensure effective management of time during training, participants were requested to manually record required data and information on several forms prior to the training sessions. After taking part in the training, schools realized that data maintenance and validity was essential and agreed to appoint one person in each school to be in charge of data maintenance and SDS operations.

Strengthening School Committees

Training for SD/MI The third round training of School Committees was carried out in Aceh Besar, Pidie, and Aceh Tengah. Most of the committee members were not able to complete the required tables because of time limitation and members’ commitments to other matters. They also felt that they were not getting enough facilitation in completing this task. To solve this, the District Coordinator provided more facilitation for the participants. Participants also expressed the need for more facilitation sessions in the future. During this training, participants were introduced to Musrenbangdes. After learning about Musrenbangdes roles and functions and realizing its’ potential to support schools, committee members agreed to establish communications with village stakeholders. They would propose regular meetings with related stakeholders, invite the Head of Sub-Districts to these meetings, and discuss issues and challenges faced by schools. The fourth round of training on alternatives for school funding was held for all schools in Aceh Besar and Aceh Tengah and attended by 215 people (M:134, F: 81.) Participants planned to develop action plans which would take into account the following conditions faced by schools:

• Community and private companies’ low level of awareness of the importance of supporting schools and their activities

• Cultural tendency of local community members not to be involved in school activities. Some school committee members mentioned that for schools that had high number of students whose parents were not from the local area or Aceh, parents’ level of involvement tended to be higher.

• Committees’ goal to encourage teaching and learning activities based on PAKEM.


DBE1 activity October - December 2008

District-level programs

District Education Planning and Capacity Assessment

District Education Planning (Renstra)

To reduce the number of interruptions typically faced by Aceh Tengah renstra development team members, work was conducted in Bireuen. Even with this strategy, team members were not able to reach consensus as a group and had difficulty in achieving the previously determined objectives. This was solved when the team leader changed the format into an interactive setting where participants could provide input anytime. To speed up the development process, the team leader requested members to complete budget analysis and estimation prior to the next workshop.

The renstra development process helped members to realize that many prior education-related actions were not based on real conditions in the field and necessities of schools. For example, the Education Office or Office of Religious Affairs have never designed a system in which supervisors could provide input regarding teaching and learning activities. Further, no mapping activity to identify current situations and needs regarding teachers’ competency had been conducted previously. Members also realized that lack of coordination between related institutions regarding BOS implementation resulted in duplication of school activities using BOS funds.

District Education Finance

School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP) Efforts to analyze school unit cost continued in Banda Aceh and Pidie. Participants, in particular from SMK, were very interested to learn the calculation methods using BSNP, even though BSNP has not conducted cost calculation for SMK. Because several representatives were not proficient in using computers, Education Office sent additional staff to support them. In Pidie, representatives of the Education Office were not too sure that the plan to allocate 20% of the district budget for education would be approved by district government because that would mean funding decreases for other sectors. In order to find a solution for this concern, the Education Office will recalculate the related costs and discuss the results with Bappeda to ensure that all sectors will be funded properly and accordingly.


DBE1 activity October - December 2008 Results of analysis for these districts were:

Districts SD/MI SMP/MTs SMA/MA SMK Banda Aceh 424.273 669.813 752.425 2.895.232Aceh Besar 403.439 565.586 735.485 1.510.441

(SMK Jantho)

1.872.478(SMK 1)

Pidie 413.741 638.514 750.731 1.685.415 Afterwards, a follow-up workshop was carried out in Banda Aceh, Pidie, and Aceh Besar. In Banda Aceh, Head of Education Office recommended that the analysis results, after receiving confirmation from the Education Office, should be included in meeting with Head of Banda Aceh Municipality. This plan was supported by representative of Banda Aceh Parliament since these analysis results could be used as input for 2009 District Budget. In Pidie, to fill in the gap between district’s available budget and current needs of education sector, BOSP development team proposed the following options:

• Full support from District Annual Budget. • Support from the province. • Support from community members.

Representatives of Pidie Parliament also stated that issues related to BOSP would be further discussed in the Parliament, in particular to support the effort to reduce duplication in BOS funds budgeting and implementation as well as to improve related policies of Education Office. In Aceh Besar, the analysis results indicated that the district government would need Rp. 2 billion and Rp. 300 million to completely cover costs for compulsory education for 12 years. Considering that the district faced budget limitations, the Assistant of Head of District requested the Education Office together with the Office of Religious Affairs to discuss the matter directly with the Head of District. Team members from all participating districts recognize that one of the most difficult obstacles in funding the education sector is the existing contradiction between provincial and district laws where districts are required to manage their education sector while, in accordance to the Laws of Aceh Administration (Undang-undang Pemerintahan Aceh,) the provincial government is responsible for funding for all sectors.


DBE1 activity October - December 2008

Dissemination

District Dissemination Activities

Workshops to support dissemination were conducted in two clusters in Aceh Besar. Prior to the RKS development process, the election of RKS working groups (KKRKS) was completed. Perhaps because the workshops were conducted by the Education Office, most participants were not too interested to take part at the beginning. To improve this situation, district coordinators and facilitators attended the workshop and took part in some of the activities. An additional two hours had to be provided for participants to complete the school profile and prepare other related information. This workshop was conducted over five days and concluded with a visit to DBE1 schools.

Supervisors and District Facilitators Forum

In Aceh Besar, an event to establish the Pengawas Forum was attended by 27 people from the Supervisors Coordinating Office (Koordinator Pengawas/Korwas,) supervisors from MONE and MORA, and DBE1-trained district facilitators. To support the process, the group agreed to compile supporting information related to different levels of supervisor competency, RKS/M development process, community and school committee empowerment methods, computer and internet usage, and other matters. This meeting concluded with the establishment of the organization’s structure and participants’ agreement to meet once a month.

Partnerships

Engaging District, Province Stakeholders

DBE1 Aceh recently met with the Head of Islamic Education (Kasi Mapenda) of MORA in Aceh Tengah. In this meeting, the representative expressed a desire that with DBE1 assistance, madrasah committees could improve their understanding and awareness of the committees’ roles and functions. DBE1 met with LGSP, Banda Aceh Education Office, and the Vice Mayor of Banda Aceh Municipality to discuss the results of BOSP analysis. In this meeting, representative of the Education Office mentioned that recommendations of the BOSP team could be fulfilled as the Education Office current budget for school programs was relatively similar to the outcomes of the BOSP. For 2009, the recommended amount for compulsory education for 9 years was Rp.1,183,984,665. According to Education Office representatives, the District Budget will cover 100% for Elementary and Junior Secondary levels, 87% for High School and 48% for SMK. However, the Mayor Office, Parliament, and District Government must confirm such a decision.


DBE1 activity October - December 2008 The Vice Mayor requested the Education Office to draft policies related to the 12 years compulsory education program (Wajib Belajar 12 Tahun) in accordance with the Mayor Office policy. The Education Office was also requested to hold a future meeting with district and provincial level stakeholders to discuss the region’s strategies in education finance.

North Sumatra DBE1 activity October – December 2008


Leadership Training

Leadership Training for Principals: SD/MI Training sessions for Module 1 and 2 for principals from all schools in eight districts were completed during the last quarter.

Leadership Training for Principals: SMP/MTs Training for Module 1 was conducted in the previous quarter. In accordance with DBE1 Work plan for 2008-2009, training for Module 2 will not be carried out.

School planning (RPS/RKS/RKT)

School Planning for Cohort 1 and Cohort 2 SD/MI As a follow up to the Annual Work Plan updating training during the July to September period, during this quarter district facilitators assisted all schools in Cohort 1 and 2 districts to develop their Plan. As a result, all Work Plans are currently with respective Education Office to be approved by the Head of Education Office.

The main challenge of this stage was the difficulty of all Working Group members to meet and complete the process. Because of this problem, District Facilitators had to come to schools more often then originally planned. Another obstacle was the frequent change of principals in many schools. In Sibolga, for example, during the updating process, five schools principals were new and not familiar with the RKS/Annual Work Plan development stages. As a result, it took longer time than usual to train them.

School Planning for SMP/MTs District level workshops were conducted for Sibolga and Tebing Tinggi on November 14 and December 16, respectively while workshops for the other six districts were completed in the previous period. Unlike the workshop in Sibolga, which was attended by many stakeholders from related institutions, only representatives from Tebing Tinggi Education


DBE1 activity October – December 2008 Office came to the event. Some principals were not able to attend the workshop due to other work commitments.


School Database System training was conducted for Cohort 2 SD/MI from November 24 to December 27 in Tapanuli Utara, Tapanuli Selatan, and Tanjungbalai.

As in other districts, the main challenge of this training was participants’ lack of experience in using Excel and computers in general. Also, only 10% of the participating schools currently had available computers. In addition, in Tapanuli Utara, four computer operators were substituted because of their age and inability to keep up with the training’s pace. The decision to bring younger operators came from the participating schools.


School Committee Training: SD/MI Training for School Committee stage 4 for all Cohort 2 schools was carried out from October 14 to November 14. In this training, a total of 341 people took part (M:193, F:148) In addition to participants from schools, these sessions were attended by the Head of Village and representatives of the Education Council because the training sessions were used to introduce Musrenbangdes to participants.

For Cohort 1 districts of Deli Serdang and Tapanuli Utara, additional school committee training was conducted to prepare school committee members for Musrenbangdes training and facilitation in January 2009. In Deli Serdang, however, out of six Heads of Villages invited to the event, only one participated. And the sub-districts were represented by secretary, not by Head of Sub District.

School Committee Training: SMP/MTs

In accordance with the DBE1 workplan, Stage 2 committee training for SMP/MTs will not be held.



District Education Planning (Renstra)

In Sibolga, the renstra development team presented the results of their work in a public consultation workshop on October 13. Many representatives from Sibolga district government, specifically the Education Office, Parliament, Bappeda, Dinas PKAD (Pengelola Keuangan dan Aset Daerah,) BKPP (Badan Kepegawaian, Pendidikan, dan Pelatihan,) and Sibolga Mayor Office in charge of education took part in the meeting.

Throughout the presentation, stakeholders participated actively by asking many questions and providing input and corrections. As a next step, renstra team members from Sibolga as well as Tapanuli Utara,


DBE1 activity October – December 2008 assisted by DBE1 North Sumatra, plan to finalize their document by January 2009.

Meanwhile in Tanjungbalai, Tebing Tinggi, and Binjai, renstra development teams were established. In Tanjungbalai, DBE1 team members met with the Head of the Education Office and other renstra development team members to discuss the renstra process and data requirements. The meeting was then followed up by another meeting with the district’s DPISS team members.

Similar meeting with renstra team members of Tebing Tinggi and Binjai had to be rescheduled until second week of January because of stakeholders’ busy schedule.

Support to Renstra: SIPPK/Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (DPISS)

On December 18, DBE1 North Sumatra team members met with renstra team members from Tanjungbalai to discuss data collection, availability, and validity. In this meeting, team members agreed to provide the necessary data from the Education Office and will attempt to obtain data from Statistics Center Bureau (Biro Pusat Statistik/BPS) and Social Welfare Office (Dinas Sosial) as well.

Provided that these districts data was available and ready, SIPPK training is planned to take place from January 14 to 16.


District Education Finance Analysis/Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK) During this reporting period, DBE1 continued to provide assistance for AKPK development team in Tapanuli Utara, Tapanuli Selatan, and Sibolga. In Tapanuli Utara, the activity included public consultation workshop on December 15 which was attended by district-level stakeholders as well as representatives from schools, media, and NGOs.

In this meeting, stakeholders became aware that the education sector still needed a larger budget, in particular to support school operational costs. The workshop informed stakeholders that although education budget was increased, the money usually was spent for teachers and supporting staff salary. This resulted in less funding to support efforts to improve education quality.

The Head of Tapanuli Utara Bappeda informed participants that in 2009, district government planned to reduce 20 to 25% budget for all SKPD, except for education sector. Further, district government (Pemda) also agreed to maintain the education budget based on 2008 benchmarks.


DBE1 activity October – December 2008 Public consultation for Tapanuli Selatan and Sibolga will be carried out in January 2009.

For Tanjungbalai, Tebing Tinggi, and Binjai, the AKPK teams were established in December 2008 and will start their activities in the next quarter.

School Unit Cost Analysis/Analisis Biaya Operasi Satuan Pendidikan (BOSP) From December 16 to 18, BOSP preparatory and development workshops were carried out in Tanjungbalai and Tebing Tinggi. In both districts, participants of the sessions were very eager to learn. However, in Tebing Tinggi, only representatives from MORA schools (MI, MTs and MA) showed up for the first workshop. This was caused by miscommunication between the Education Office and its schools which were supposed to participate in the process. During the second workshops, although representatives from SD, SMP, and SMA participated, some stakeholders had to miss the session because they had to attend other district-related events.

Currently, cost calculations and analysis for both districts are being reviewed and revised by team members with DBE1 assistance.

Similar workshops for Binjai will be conducted during second week of January 2009.

Dissemination


Two districts, Sibolga and Tebing Tinggi, took part in disseminating DBE1 programs with details as follows:

• Sibolga for RKS/M development process for 19 schools. Budget: Rp. 153,786,000

• Tebing Tinggi for Annual Work Plan development process, Leadership and School Committee Training for 15 schools. Budget: Rp. 100,000,000

Because the budget from APBD only became available to participating schools in the middle of October, DBE1 only had two months to conduct training of RKS development process for SD/MI and SMP/MTs. Further, because of budget limitation, participants often had to wait for a considerable time for meeting rooms to be available for training sessions. To lessen the impact of this situation, DBE1 helped to provide office supplies for the training sessions.

ICT & Data Management

ICT/Hotspots and Grants

During this quarter, PT Webmedia Internusa Tata Utama, the new lead grantee, prepared the ICT Grant proposal.


DBE1 activity October – December 2008

Partnerships

Engaging District, Province stakeholders

District Coordination In November, DBE1 North Sumatra met with stakeholders from Tanjungbalai, Tebing Tinggi, and Binjai. These meetings were held to establish commitments from participating regions to continue to take part in DBE1 district-level activities such as renstra, AKPK, and BOSP. In these meetings, stakeholders, in particular the district government expressed their support of DBE1 programs.

Collaboration with DBE23

USAID Education Office Road Show On October 30, representative of USAID Education Office, stakeholders from Kesra, MONE and MORA, and representatives of DBE123 met with provincial and district level stakeholders in Medan. The meeting aimed to inform provincial and district level stakeholders about results of the recent Mid Term Evaluation and future plans of USAID/DBE in the region. The meeting was followed up on October 31 with visits to participating schools to see directly the impact of DBE programs so far.

West Java & Banten DBE1 activity October – Desember 2008


Leadership Training

On November 26, school principals in Cilegon were trained on participative leadership. Throughout the training activities, participants learned different types of leadership and how work relations among school community members (school personnel, teachers, committee members, and parents) could be improved by using the right leadership style.

School Database System

SDS cluster level workshops were conducted in Bogor and Garut. In this quarter, schools in these two participating districts were in the process of finalizing their data in the system. Participants of the process mentioned that, by using SDS, it was much easier for them to maintain and update different school-related data. On the other hand, participants needed a longer time to complete the data that was not included in the school development plan and had to be taken from other sources.


DBE1 activity October – Desember 2008


Training for SD/MI From October 14 to 17, school committee members from two clusters in Garut were trained on the principles of participation, transparency, accountability, and community aspirations. Similar training was completed in Bogor in November and in Karawang in December. These training events, aimed to inform committee members on how to improve their roles and functions and their relationship with the local Education Council. In Sukabumi, Bogor, Lebak, and Karawang, DBE1 West Java and Banten held pre-workshops on Musrenbangdes to discuss the topic with school and village/local stakeholders. Although the response in general was positive, a few committee members expressed their doubt that Musrenbangdes could be used as supporting mechanism for schools. This was because, in the past, village/local government usually did not consider education matters as high priority and had the tendency to allocate most of the village budget for building infrastructure.


District Education Governance

Governance On October 25, Education Council members of Indramayu and other related stakeholders met to review recent monitoring and evaluation activities that were completed to support education governance in the region so far. The conclusions of the meeting were:

• Monitoring instruments previously developed were not sufficient to effectively monitor all matters related to BOS implementation.

• As a result, although the monitoring activities did not find any discrepancies in BOS implementation activities, because of the M&E instrument limitations, this conclusion might not be reflect the real situation on the field.

• Related stakeholders realized that there was a very low level of trust among them which hampered their cooperation further.

However, participants were hopeful that with continuous facilitation from DBE1, they would be able to improve the level of trust within the group, work together, and produce useful and reliable monitoring and evaluation results.

A similar effort to build the capacity of the Education Council was made in Bogor. During a meeting with the Council on December 31, DBE1 distributed School Committee training modules to members of Council. To familiarize Council representatives with the training stages, they will be invited to take part in DBE1 School Committee training


DBE1 activity October – Desember 2008 sessions in the future.

Meanwhile, preparations for multi-stakeholder workshops were carried out in November in Karawang and Tangerang. Because these workshops would discuss the outputs of BOSP, AKPK and Renstra development teams, coordination activities also included stakeholders of those programs.


District Education Planning (Renstra) DBE1 West Java and Banten continued to assist in the development of renstra in Indramayu from October 15 to 18. Together with the Education Planning and Management Specialist of DBE1, renstra development team members completed preparation of the funding plan and allocation. Further tasks will be completed independently by team members. In Garut, meanwhile, stakeholders from the Education Office expressed support for the program and requested DBE1 support not only in renstra development, but also in AKPK and BOSP process.

Support to Renstra: SIPPK/Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (DPISS) In this quarter, activities to support districts to prepare data and information related to SIPPK were conducted in Tangerang, Bogor, Cilegon, Subang and Karawang. With DBE1 assistance, districts were able to:

• Assess the availability of education, population, and poverty-related data

• Analyze summaries of education data for sub-district and district levels.


District Education Finance Analysis/Analisis Keuangan Pendidikan Kabupaten (AKPK)

DBE1 met with stakeholders from Tangerang, Indramayu, Karawang, and Bogor to support their participation not only in AKPK process, but also in BOSP and Renstra.

In Indramayu, for example, the Budget and Finance Specialist of DBE1 West Java and Banten used the programs included in Indramayu Renstra to develop the district’s AKPK draft report and presentation. The team work results, combined with the AKPK of Education Office, will be presented in the upcoming Governance Forum.


DBE1 activity October – Desember 2008 In Karawang, DBE1 team members met with representatives of Education Office on October 21 and obtained their commitment to support development process of AKPK, BOSP, and Renstra.

School Unit Cost Analysis (Biaya Operasional Satuan Pendidikan/BOSP) BOSP workshop 1 and 2 were completed in Tangerang on October 15. This activity, funded by Tangerang District Budget, aimed to provide information to participants on impact of BOSP and analysis and calculation involved in the process. Meetings participants were given the opportunity to share experience, in particular on categorization of schools and BOSP legal requirements.

This activity was followed up on October 21 and 22 with workshop 3 in Tangerang Bappeda office where participants took part in lengthy discussion on basis for unit cost calculation. This was because Bappeda was using an index of items and services unit cost from July to October 2008 period while schools used a similar index from June to December 2008. It was agreed by all participants that schools would continue to use their existing index while Bappeda would update theirs.

Based on these agreements, BOSP team members then proceeded with their tasks and presented their work results to Bappeda and Education Office stakeholders. In this meeting, which took place from November 3 to 5, results of BOSP for SD, SMP, SMA and SMK were presented.

Participants agreed that the most difficult obstacles to overcome were:

• Although the topic was the same, different sources of information provided different information.

• Lack of available data, in particular related to school programs.

• The hectic schedules of BOSP development team members that hampered the team effort to complete their tasks in a timely manner.

However, participants agreed that the process encouraged district managers to make the management of education finance in each district more transparent and inclusive. Schools in Tangerang were encouraged to complete BOSP analysis on school level while other Work Units (Satuan Kerja Perangkat Daerah/SKPD) indicated that they would like to conduct their own analysis as well.

Dissemination

District

Dissemination

Activities

The following districts took part in RKS/M development process:

• Tangerang, 30 schools from 3 sub-districts. APBD budget allocation: Rp. 147,600,000.


DBE1 activity October – Desember 2008 • Indramayu, 26 schools. APBD budget allocation: Rp.

100,000,000. • Karawang, 25 schools. APBD budget allocation: 75,000,000.

In Bogor, 38 schools used their own funds to take part in the SDS development process. It was estimated that each school contributed Rp. 200,000 to take part in the SDS training.


Pengawas Forum activities continued in Sukabumi, Subang, Bogor, Lebak, Karawang, Cilegon, and Indramayu. In Sukabumi and Lebak, participants discussed the RKS/M development process and related National Education Ministry decrees. In Lebak, the Forum established RKT development team and the results of their work will be discussed with the Lebak Education Office. Through the Education Office, it is hoped that a Pengawas Forum Budget and Activities Plan will be established and included in 2009 Budget. In Cilegon, in addition to discussing similar subjects, facilitators reviewed different fund raising methods that could be conducted together with many companies in the area. These facilitators also discussed about RKS/M development facilitation techniques. In Sukabumi, based on input from participants, the DPA was changed from an Education Office version to the one suggested by DBE1.


Data and Information Management

PDMS The following training data was uploaded to PDMS:

• Total number of people trained (cumulative:) 8,759 • Total number of people trained (October-December:) 461 • Total number of training activities (cumulative:) 741 • Total number of training activities (October-December) 48

DBE1 West Java and Banten continued to update school profiles.


ICT Grants In Sukabumi, grantees completed preparation of a training plan for usage of Digital Library which will be conducted in two groups. For the


DBE1 activity October – Desember 2008 first group, a total of 90 participants from 3 clusters will take part whereas the second group will consist of 14 people. In Tangerang, with assistance of DBE1, grantees finished the Second Quarter report as well as training plan in E-Hotspot and Web Functions.

Meanwhile, in Karawang, grantees were involved in data entry activities and installation of Lab Data Center. It is planned to launch the Center at the end of December. ICT Monitoring and Evaluation Data Results of the recent monitoring and evaluation activities in Sukabumi indicate that many people used software installed in the Sukabumi Public Library to improve the selection process for books and other library materials. The users included representatives of 36 schools, 12 other libraries, and 16 education offices from other areas. Meanwhile, the internet access available in the Library was used by representatives from 11 schools, 8 libraries, and 9 institutions.

In Tangerang, the monitoring and evaluation results showed that the school.net facility was used by 30 students, 41 teachers, 32 Education Office personnel, and 40 members of community. The e-catalogue system was used by 50 students, 60 teachers, 16 personnel from education offices, and 48 general public members.

Partnerships


USAID Education Office Road Show On October 30, USAID and DBE123, together with representatives from the Coordinating Ministry of People’s Welfare, MONE, MORA, met with stakeholders from West Java provincial and districts. The meeting was held to discuss results of Mid Term Evaluation and elaborate future plans of USAID in the participating districts. The meeting was then followed up with school visits in Karawang on October 31.

West Java Epitech Expo

From November 20 to 22, DBE123 took part in the annual West Java Epitech Expo to showcase different programs and project achievements of DBE to the general public and education-related stakeholders. Approximately 200 people who visited the DBE booth, many of whom requested DBE to provide assistance to their schools/areas.


Central Java DBE1 activity October – December 2008


Leadership Training

Leadership training for principals of Cohort 1 and Cohort 2 was completed in March and April 2008, respectively.


School Development Planning (RKS) SD-MI dan SMP-MTS in Cohort 1 dan 2 In this reporting period, DBE1 Central Java presented the completed Annual Work Plan of all participating SD/MI and SMP/MTs to stakeholders in Jepara, Klaten, Grobogan, Demak, Purworejo, Blora and Boyolali. From these presentations, schools demonstrated that they have become more transparent and accountable in establishing and implementing their programs. The level of community involvement increased too. In addition, participants also expressed their hope that the results of the recent DBE1 Monitoring and Evaluation results could be presented to district stakeholders. Throughout the presentations, it was found that most schools still found difficulties in presenting their data accurately. Further, there was still a low level of understanding amongst the private sector, NGOs, and the media, about the role they could play to help schools improve. Also, stakeholders, more often than not, were still inclined to express support for schools through words only, and not by providing concrete solutions to help solve schools’ problems. To help overcome these challenges, DBE1 Central Java will continue to assist schools to improve the accuracy of their data as well as the presentation of information to stakeholders. DBE1 Central Java hopes that with the presentation of information that is based on correct data which reveals the real conditions and needs of schools, stakeholders will be more encouraged to provide input and be involved in the whole process of improving education.


An SDS pre-workshop was conducted for all Cohort 2 schools in Central Java. To improve participants’ understanding of school accreditation process, District Facilitators invited other supervisors and accreditation assessors to elaborate on the subject. Also, because most teachers who participated in this SDS training were not involved in the previous RKS development process, more time was needed to explain the RKS development process to them. DBE1 Central Java concluded that it was important for principals to be involved in SDS pre-workshop because of their thorough understanding of school-related data and conditions. Following the SDS pre-workshop, training was conducted for


DBE1 activity October – December 2008 participating schools. The challenges in these training sessions were mainly technology-related, i.e. limited availability of computers in schools and a lack of staff and participants who were computer-literate. As a result of this activity, participants provided their first-hand experience as input for DBE1 Jakarta SDS team to improve the system and software. SDS facilitation was completed for all schools in this quarter. To ensure that technical limitations could be solved, schools consulted regularly with DBE1 Central Java provincial team members. Facilitation was also conducted at cluster level to ensure effective time management and to monitor the quality of output that schools produced.


Training of school committees, stage 4 on alternative funding methods, training of trainers and training of school committees, stage 5 on Musrenbangdes, were carried out in this quarter. Meanwhile, DBE1 Central Java also carried out training of school committees for SMP/MTs. Training for SD/MI Prior to the training of committee members on Musrenbangdes, Training of Trainers was conducted for all District Facilitators. As a result, the District Facilitators were prepared to use the Musrenbangdes module to train committee members. However, some participants of the training indicated that they anticipated village stakeholders would show some level of resistance to the involvement of committee members to Musrenbangdes because:

• stakeholders might not be ready to include committee members as Musrenbangdes forum members.

• village government might not support the village budget allocation for school activities.

During the subsequent school committee training on Musrenbangdes, DBE1 facilitated the establishment of school committee members’ teams to take part in Musrenbangdes forum. Challenges that were faced by District Facilitators included:

• Limited communication between school and school committee. • A lack of ability amongst school representatives to formulate

strategic issues to be discussed in the Musrenbangdes forum. • District Facilitators’ limited time to support extensive lobbying

efforts between committee and village representatives. By the end of December, all schools in the nine Central Java target districts had completed the Musrenbangdes training. To help school committees prepare for Musrenbangdes in January 2009, District Facilitators will provide each participating school with two to three


DBE1 activity October – December 2008 facilitation meetings. Training for SMP/MTs During the October to December period, DBE1 Central Java trained all SMP/MTs committees on School Committee Functions and Roles. At the beginning of the training sessions, it was discovered that many committee members still had a low level of understanding of the legal aspect of school committee responsibilities and rights. To improve committee capacity further, DBE1 will continue to improve the ability of District Facilitators to facilitate the process, to foster open communications and coordination between principals and school committee, and to provide information as needed by these committee members.



Governance Governance-related stakeholders (Education Council, Bappeda, Ministry of Religious Affairs, Education Committee of District Parliament, Media, and NGO) from Blora, Grobogan, Demak, and Purworejo expressed their support of DBE1 Governance program which will be commenced in the next quarter.


District Education Planning (Renstra) Assistance to develop renstra was provided in Kudus, Boyolali, Klaten, and Purworejo. In Kudus and Boyolali, after establishing district programs and activities during the last quarter, team members were able to complete renstra development stages which included the calculation of budget and funding resources. In Klaten, the renstra team commenced budget calculation while in Purworejo, the process reached the establishment of profile and related policies. Similar to the previous quarter, work progress was often delayed because of team members’ commitments to other responsibilities. To overcome this, the work was completed in seclusion and the participants were divided into sub-groups to complete different tasks independently. Focus Group Discussion A Focus Group Discussion on the availability and proficiency of education personnel was completed in Boyolali, Jepara, and Kudus. Conclusions of the FGD were:

1. The level of quality of education personnel needs improvement


DBE1 activity October – December 2008 and should meet certain proficiency requirements.

2. School issues to be discussed at district level should include subjects such as teachers’ training and the building of school-support facilities, i.e., laboratory and library.

3. The quality of governance at education offices needs to be improved, in particular, offices’ accountability in carrying out their tasks and responding to suggestions and criticism.

Although representatives from SD, SMP, SMA and SMK were very eager to take part, only representatives of the Boyolali Education Office participated in the event and provided input. Support for Renstra: SIPPK/Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (DPISS) Final completion of the Purworejo SIPPK. In this quarter, additional information from sub-districts had to be entered to the system. This was done because supporting staff at the sub-district education office was not used to preparing data in soft-copy format and took longer time to prepare and validate data.


District Education Finance Analysis/ Analisis Keuangan Pendidikan Kabupaten/Kota (AKPK) Three districts, namely Karanganyar, Boyolali, and Jepara, completed their AKPK report. In Klaten, AKPK team members were in the process of finalizing AKPK calculation while in Grobogan, Kudus, Purworejo, and Demak, facilitation sessions were still Ongoing. School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP) As of September, a total of six districts (Boyolali, Klaten, Karanganyar, Demak, Grobogan, and Blora) completed their BOSP calculation. These districts were currently in the process of establishing related rules and regulations as well as to try to allocate funding from the District Annual Budget to fill the gap in the education sector. These efforts were somehow not bearing any results yet because of lack of support from Education Office and local Head of District as well as the current budget constraints. Meanwhile, the BOSP calculation process was Ongoing in Kudus, Jepara, and Purworejo. DBE1 Central Java observed that there was the tendency for members to include more components in the calculation and increase unit cost which resulted in high figures for the final result. Members also reportedly made the assumption that all costs will be shouldered by the District Annual Budget. Therefore, more involvement


DBE1 activity October – December 2008 from stakeholders such as Education Office, Education Council, Bappeda, and NGOs in the BOSP preparation and implementation stages would be important so that schools would provide results correctly and appropriately.

Dissemination

District Commitment

From October to December, six districts continued to use the budget allocated from District Annual Budget or other resources to disseminate the RKS/M development process. Details of the efforts are as follow:

• Boyolali, for 88 schools. Budget: Rp. 101,690,000 • Karanganyar, for 190 schools. Budget: Rp. 143,400,000 • Klaten, for 12 schools. Budget: Rp. 154,000,000 • Jepara, for 18 schools. Budget: Rp. 60,000,000 • Demak, for 42 schools. Budget: Rp. 56,500,000 • Grobogan, for 51 schools. Budget: Rp. 2,550,000.

Throughout the dissemination process, the supporting DBE1 Central Java team members observed that participants, who were mostly elderly, faced difficulties in completing the many different RKS development steps. In addition, some participants showed little enthusiasm in taking part in all training sessions. To improve this situation, trainers continued to encourage participants’ involvement in the process. It was also observed that participants from schools that used their own funds were more eager to learn the RKS development process. Many District Facilitators who were also school supervisors planned to encourage schools under their supervisory jurisdiction to use their own funding to replicate DBE1 programs as well.

District Facilitators Forum

Activities to support the Facilitators Forum were carried out in Jepara, Boyolali, Karanganyar, Klaten, Grobogan, and Blora. Although most participants were interested to learn about DBE1 programs, many still had the attitude that Forum should be carried in a way similar to pendidikan kilat (rapid training.) In pendidikan kilat, usually held by the Education Office or other government institutions, training was conducted swiftly and did not require participants’ full involvement. Some participants, who were appointed by their respective Education Offices to take part, felt that their involvement in the whole process was more burdensome than beneficial. To improve participants’ mindset about this Forum, activities were planned together by DBE1 and participants, based on participants’ needs and conditions.

ICT & Data Management Data and Information

PDMS


DBE1 activity October – December 2008 Management

DBE1 Central Java continued to complete and upload data of district and school-level activities to PDMS as required by DBE1 Jakarta.


ICT Grants In Klaten, grantees were in the process of procuring and installing required equipment at Klaten District Library. Because of recent price increase for the equipment, grantees had to increase their cost share from 34% (Rp. 22,800,000) to 41% (Rp. 31,615,000.) In Karanganyar, Progress Report 1 on LAN/WAN and internet installation was completed. Similar to Klaten grantees, consortium members in Karanganyar was faced with equipment price increases. However, in Karanganyar, grantees covered the price difference themselves. ICT Monitoring and Evaluation Data For both Klaten and Karanganyar, grantees collected baseline data for Monitoring and Evaluation of the ICT Grants. DBE1 Central Java assisted the grantees in this exercise to ensure that tasks were completed correctly.

Partnerships


Provincial Coordination DBE1 Central Java and other donor agencies met with the Central Java Bappeda. This meeting aimed to improve coordination between provincial government and donor agencies in the region.


USAID Education Office Road Show

To inform provincial and district stakeholders about the results of the recent Mid Term Evaluation and USAID/DBE123 future plans, a road show was carried out in Central Java from November 23 to 24.

On November 23, representatives of Kesra, MONE, MORA, USAID and DBE123 met with Head of Central Java Education Office and other stakeholders in Semarang. On November 24, national stakeholders visited one Kindergarten, one MTs, and one MI in Karanganyar to review results of DBE123 work in the last two and half years.


East Java DBE1 activity Oktober – Desember 2008


Leadership Training

From November 11 to 13, DBE1 conducted a Training of Trainers for Module 2, attended by six members of the East Java Provincial Education Office and 20 DBE1 Provincial Coordinators. Following this training, Leadership Training for Module 2 was delivered in December and attended by all 180 principals.

From these training sessions, principals learned different methods of problem solving. Prior to training, many principals reportedly tended to think that problems among school community members would be resolved on their own. However, as one of the results of the training, these principals realized that different steps could be taken to prevent and solve problems effectively.


From October to December, District Facilitators assisted working groups at both SD/MI and SMP/MTs levels to complete their school plans (RKS) or annual work plan (RKT.) By the end of the quarter, 180 SD/MI had completed their RKS/RKS while 40 SMP/MTs finished theirs as well.


A total of 98 Cohort 2 schools completed SDS in November while Cohort 2 schools were in the process of finalizing their SDS in December.

Similar to the reaction to SDS workshops from participants in other districts, school representatives were encouraged to equip their schools with computers as they realized the usefulness of storing and regularly updating school-related data and information in digital format.


Training for SD/MI Training of Trainers for Stage 4 on Musrenbangdes was held from December 12 to 13. The training was attended by East Java Provincial Education Office representatives, Provincial Coordinators, and District Coordinators. Participants’ level of understanding on Musrenbangdes varied greatly as some were already members of Village Representative Body (Badan Perwakilan Desa/BPD) and familiar with Musrenbangdes whereas some others had little knowledge on the subject matter.

As a follow up to the Training of Trainers, the fourth stage of School Committee training was held at cluster-level in Bangkalan, Surabaya, Sampang, and Tuban. Participants included representatives of school committees (two per school,) teachers, principals, and heads of villages. These training sessions aimed to establish communication between village leaders and school community members. Another objective was


DBE1 activity Oktober – Desember 2008 to provide opportunity for schools and committee members to obtain information about the village funding mechanism and how this funding could potentially help schools to improve quality of education as well.

Throughout these meetings, a number of participants expressed their confusion that this information was somehow contradictory to the common practice that existed in the community. In many villages, budget allocation was often conducted in secrecy.

It was apparent that some village leaders believed that education and village-related matters were two separate issues, i.e. affairs connected to education handled by education office while village funding was provided by district government or Ministry of Home Affairs.



Governance Governance-related activities in this quarter were focused on supporting Education Councils in Pasuruan, Bojonegoro, and Nganjuk to improve their capacity as monitoring bodies. In these districts, members of the education councils were assisted to establish simple monitoring tools to review the following:

• Pasuruan: Obstacles to learning for students at school level. • Bojonegoro: Effectiveness of the current admission system for

new students. • Nganjuk: Effectiveness of school committees in the region

These monitoring activities aimed to provide first-hand and detailed information on the issues as well as to help produce recommendations to related stakeholders.


District Education Planning (Renstra) The renstra development process was completed in Nganjuk, Tuban, and Mojokerto. Documents from these three districts were reviewed by respective SKPD forum and signed by Head of Education Office. These documents were also used by each District Education Office as a base to make proposals for the 2009 Budget and Activities Plan (Rencana Kegiatan dan Anggaran) from District Government. Further, Nganjuk Education Office used the renstra document to request support from the East Java Provincial Education Office while Tuban and Mojokerto were preparing to make similar efforts, addressing proposals to provincial and central government. Meanwhile, renstra development was Ongoing in Pasuruan, Bojonegoro, and Bangkalan. After obtaining commitments from each district government, DBE1 East Java carried out focus group


DBE1 activity Oktober – Desember 2008 discussions with principals, teachers, school committee members, education council representatives, and NGO members to gain information on current conditions of education management and governance in these districts. DBE1 East Java then trained renstra development teams on the whole development process as well as on DPISS. Support to Renstra: SIPPK/Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (DPISS) Data collection process from Education Offices of Pasuruan, Bojonegoro, and Bangkalan was generally quite difficult and took a longer time than expected. This was because some Education Office personnel in charge of data maintenance and preparation were lackadaisical in completing their tasks.


District Education Finance Analysis/Analisa Keuangan Pendidikan Kabupaten (AKPK) Facilitation sessions for all nine districts (Bangkalan, Sidoarjo, Tuban, Mojokerto, Surabaya, Bojonegoro, Nganjuk, Pasuruan, and Sampang) were carried out in this reporting period. District-level workshops which involved stakeholders from different institutions were also held in these nine districts. As a result of DBE1 facilitation sessions, representatives of Education Offices realized that the analysis results provided the following:

• A clear picture of the current status of funding resources and allocation for the education sector

• Future projection of education sector funding requirements. This projection could then be used as base to develop strategic planning (renstra) for the education sector, in particular to support the sector’s funding strategies.

However, challenges included a lack of available data, team members’ busy schedules, and a prevailing fear making participants reluctant to present matters related to budgeting and funding transparently. At this point, these team members’ apprehension was somehow understandable as this AKPK exercise was their first effort ever to improve transparency in education finance.

School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP)

BOSP calculation, analysis, and reporting process was completed for all nine districts. These districts’ participation in BOSP was also encouraged by statement of Ministry of National Education in December and PP 47/2007 for districts to provide affordable education.


DBE1 activity Oktober – Desember 2008 To support districts in implementing their BOSP results lawfully, DBE1 East Java assisted in the establishment of a related legal umbrella. To support achievement of the goal of providing affordable education, DBE1 East Java proposed to assist the monitoring of BOSP implementation in the participating districts.

Dissemination


The following efforts to support dissemination of DBE1 programs took place in East Java:

- RKS development process: • Tuban, Jenu sub-district, for 23 schools. Budget: Rp. 30,835,000

(self funded.) • Nganjuk, for 109 schools. Budget: Rp. 100,000,000

- School committee members or principals capacity building: • Nganjuk, for committee members from 50 schools

(SD/SMP/SMA) Budget: Rp. 20,000,000 • Bojonegoro, for 120 principals. Budget: Rp. 268,000,000 • Tuban, for 103 principals. Budget: Rp. 40,000,000

Facilitators and Supervisors Forum

DBE1 East Java selected a total of 20 Provincial Facilitators from the current cohort of district facilitators. Together with eight people from Education and Culture Office of East Java Province, these people constituted the Provincial School-Based Management Team. So far, these team members took part in Leadership training and school-level governance held in November. Their main responsibilities included ensuring growth in dissemination of DBE1 programs in districts.

A total of 160 Islamic Schools Supervisors (Pengawas Pendidikan Agama Islam) also took part in KKPS in each participating districts. Their activities included introductory training in the development of RKS/M.



ICT Grants Training in Microsoft Office applications and web design was carried out by the ICT Grantee in Surabaya. A total of 22 people (M:12, F:10) consisting of Principals and Surabaya Education Office personnel took part.


DBE1 activity Oktober – Desember 2008

Partnership


Provincial Coordination On November 10, DBE123 met with representatives of the East Java Education and Cultural Office and East Java Regional Office (Kanwil) of the Ministry of Religious Affairs. It was agreed that a provincial-level meeting would be held in the near future and DBE123 would present its programs to stakeholders from different organizations and to representatives from East Java districts’ education offices. The meeting would also provide an opportunity for stakeholders to explore the possibility of disseminating DBE programs.


USAID Education Office Road Show A road show took place in East Java from November 23 to 24. This two-days activity was held to provide information to provincial and district stakeholders regarding the recent Mid Term Evaluation outcomes and USAID/DBE123 future plans. Afterward, the activity continued with visits to schools.

South Sulawesi DBE1 activity October – December 2008



Throughout October 2008, DBE1 South Sulawesi team members provided SDS introductory sessions to schools in Enrekang, Jeneponto, Pangkep, Soppeng, Palopo, Luwu, Pinrang, Sidrap, and Makassar. Schools in Luwu and Sidrap had already received subsequent training and facilitation sessions on SDS data entry. Further, completed data from schools in Soppeng, Pinrang, and Makassar was updated to the School Database System (SDS) and verified by DBE1 South Sulawesi Data Information Specialist. Of all the school-related information required to be inputted into SDS, data entry process associated with school profile, school accreditation, and RKS programs went relatively well. Because each participating district had different formats of reporting BOS transactions, difficulties occurred when schools tried to input information related to these transactions. In Makassar, for example, schools record BOS transactions on semester-base while the SDS system allowed yearly reporting procedure.


DBE1 activity October – December 2008 Other challenges included power outages that often lasted for more than two hours, viruses that attacked several computers and wiped out all previously-stored information, and principals who moved to other schools and brought SDS-related information with them. In Luwu and Palopo, efforts of schools to participate in SDS activities were hampered by constant flooding in their area.


Training for SD/MI

Training of school committee members on Musrenbangdes in Soppeng, Pinrang, Enrekang, Sidrap, Palopo, Luwu, and Jeneponto was carried out in November and December. A total of 1,006 participants (M: 636, F:370) consisting of Vice Heads of Sub-Districts, representatives of Bappeda, Education Council, Heads of Villages, and school committee members took part in these sessions.

Through these training events, school committee members became aware of the process of Musrenbangdes and the existence of village funding (Alokasi Dana Desa/ADD) which might be used to support schools’ activities. As a next step, DBE1 will assist committee members to prepare for involvement in Musrenbangdes forum. Committee members also agreed to send representatives to Musrenbangdes forum in the near future.



Members of core teams in Sidrap, Enrekang, and Soppeng presented essential information related to the Governance Forum to key stakeholders, namely the Head of District, Secretary of District Government, and members of District Parliament and Education Council.

In general, Heads of Districts gave a positive response to the presentations and requested that the Governance Forum be launched soon. Other stakeholders also indicated that they hoped the Forum would be able to provide input in education funding matters, in particular to the Education Office and District Parliament Education Committee as well as Budgeting Committee.


District Education Planning (Renstra) After members of the Pinrang renstra development team completed writing the document in October, they presented the results of their work to stakeholders during a public-consultation workshop in November and December. During the workshop opening ceremony in December, representatives of Pinrang District Government mentioned that other SKPD should also have similar renstra document as the Education


DBE1 activity October – December 2008 Office’s. Throughout these workshops, stakeholders provided input which was used to improve the document.

Support to Renstra: SIPPK/Sistem Informasi Perencanaan Pendidikan Kabupaten/Kota (DPISS) To support the renstra development process in Sidrap, Luwu, Palopo, and Enrekang, DBE1 South Sulawesi assisted teams from these districts to complete their SIPPK-related data. To solve the difference in grouping of ages used in various education offices and SIPPK, further extrapolation was done. The training took place from December 3 to 5 and was attended by DBE1 Planning and Management Advisor.


District Education Finance Analysis/Analisis Keuangan Pendidikan Kabupaten (AKPK)

AKPK reports of Pangkep, Jeneponto, Sidrap, Enrekang, and Pinrang were revised based on input from DBE1 Jakarta. Meanwhile, the draft revision process of Makassar AKPK was still Ongoing.

School Unit Cost Analysis/Biaya Operasional Satuan Pendidikan (BOSP)

The BOSP development process was carried out in Enrekang, Luwu, and Palopo. In Enrekang, a preliminary workshop to obtain stakeholder understanding and support for the process was held from November 11 to 12 and attended by 30 people (M:17, F:13.) Currently, Enrekang BOSP development team members have already completed a draft calculation for all school levels.

In Luwu, a total of 58 people (M:30. F:28) took part in workshops which were held in November and December. During the workshops, participants were trained in calculation methods and the stages involved in the process. However, these efforts sometimes took longer than planned because of power outages occurring during the training.

So far, the results of BOSP calculation are as follows:

1. SD/MI: Rp. 823,229.

2. SMP/MTs: Rp. 850,357.

3. SMA/MA: Rp. 1,093,683.

Meanwhile, in Palopo, progress was slower than expected because of changes in Education Office key personnel. The first workshop was carried out on December 18 and 19 and attended by 30 people (M:21,


DBE1 activity October – December 2008 F:9) from related institutions. In this session, participants learned to understand the basic concept of BOSP and started different exercises in calculating various components.

Dissemination

District

Dissemination Activities

In Soppeng, 20 SD/MI and 15 SMP/MTs took part in replicating the RKS/M development process. Facilitated by District Facilitators and school supervisors, school working groups and Heads of Division (Kepala Bidang/Kabid) or Sub-Division (Kepala Seksi/Kasie) of various Education Offices took part in this training. The high number of participants was somehow unfavorable to the facilitators’ effort to carry out their main tasks effectively. Schools were not able to complete their RKS/M at the same time they had to prepare for mid-year examinations. In Makassar, one District Facilitator and one supervisor, who was member of Makassar DF/Supervisors Forum, assisted 13 SD to develop their RKS. The Education Office stated that, using budgets from the district or schools, all SD in Makassar would be required to develop their own RKS/RKAS. In Sidrap, a similar effort was carried out for 22 SD. A total of 84 people (M:52, F:32) participated in the preliminary RKS development process presentation on November 29.


In this reporting period, different activities of Supervisors’ Forum were conducted in all participating districts. The activities not only included discussions on RKS/RKAS/RKT, but also visits to DBE1-trained schools. During these visits, supervisors could see first-hand implementation of RKS/M in schools and obtain input directly from principals and teachers.



After the launching of the ICT Grant program in Pangkep in August, the effort to establish internet connection for the remote island of Pulau Salemo was completed. This was achieved by connecting two computers with internet ability at a nearby island (Pulau Sabutung) with three computers at Pulau Salemo. The lead grantee will hold training on computer usage and internet for schools representatives from both Pulau Sabutung and Pulau Salemo soon.


DBE1 activity October – December 2008

Partnerships

Engaging District, Province Stakeholders

USAID Education Office Road Show Representatives of the Coordinating Ministry of People’s Welfare, MONE, MORA, USAID, and DBE123 met with stakeholders from the provincial and district level on November 3. The next day, these representatives visited schools in Pangkep. On November 5 and 6, representatives from USAID also went to Jeneponto and Makassar to see DBE schools in those districts.

Others

To support plans of Pangkep District to draft a Decree on Education (Rancangan Peraturan Daerah/Ranperda Pendidikan,) DBE1 met with the Secretary of District Government and the Education Office. In this meeting, the steps required to establish the Decree were discussed as well as technical assistance to be provided by DBE1. As for the funding of this process, the Secretary of District Government indicated that he would discuss the matter with Education Office directly.


Participants of RKS/M development process training in Simo sub-district, Central Java

Annex 2: Success Stories

Boyolali, Central Java: Schools use their own funds to take part in school plan development training

On November 10 and 11, a total of twelve schools from Simo sub-district in Boyolali took part in training to develop school/madrasah development plans (Rencana Kerja Sekolah/Madrasah.) According to one of the event’s facilitators, Dra. Srihani, MPd, who was also supervisor for Simo sub-district Kindergarten and Elementary Schools, these schools learned that other schools in the area were selected and financially supported by the local Education Office to take part in DBE dissemination activities. Challenged by this news, the 12 schools decided to collect money so that they too could learn about school planning.

With each school paying Rp. 130,000 to participate in the event, they were determined to learn as much as possible from the training!

The two-day training session, attended by 52 schools, was held from eight in the morning until two in the afternoon in a public-hall located next to Simo traditional market. Although the temperature in the hall was hot and loud noise from the market frequently jolted the participants, they did not let these distractions hamper their eagerness to learn. They diligently paid attention to the training, completing different sections of the plan such as the school profile, challenges, and future plans.

Bapak Supriyanto, SPd, Principal of SDN Kragilan Simo, mentioned that, although the school had to pay for the process, he was happy to take part in this training.

‘With this training’ Bapak Supriyanto added, ‘the school for the first time took a deep look at its current condition and aspirations in order to plan the future. I hope that these twelve schools will be given opportunity to take part in training of other DBE programs.’


Tapanuli, North Sumatra: at 70, Bapak Togitua Gultom, School Committee Head, continues to work hard and inspire others.

SDN 173194 Batumanumpak, Tapanuli Utara, was one of 20 DBE1 Cohort 2 schools that took part in school visit activities in Tebing Tinggi in 2007. This visit was aimed to provide those Cohort 2 schools with first hand exposure in other schools’ experience in completing their school plan and implementing the plan into the

school’s daily activities. Although Bapak Togitua Gultom, Head of SDN 173194 Committee, did not take part in this school visit, after listening to principal relating his experience of this visit, he realized that there were many things needing to be done to improve the situation of his school. He also realized without support from others, the achievement of this goal would be very hard. He then arranged committee members, teachers, parents, and members of the school surrounding community to participate in additional visits to three DBE1 schools in North Tapanuli.

Supported by the school and other committee members, Bapak Togitua Gultom decided to write a letter to the Gultom Association in Jakarta. In Batak culture, regardless of geographical location, family relationships are strongly maintained. Different family groups, in this case the Gultom family group, often establish a family-based association where members actively help and socialize with each other. As a result of the letter, the Association in Jakarta donated Rp.1,000,000 to the school which was then used for the school’s electricity. The remaining money was used to buy a computer and printer for the school.

Not stopping there, Bapak Togitua encouraged parents and members of the community to donate money and time to improve the school facilities. So far, with his and other’s contributions, two new toilets, a well, and a new committee office were built. The school, supported by the school committee, also decided to use a small piece of the school’s land for a garden where committee members took turn in taking care of the plants. Seeds were donated by members of the school

Bapak Togitua Gultom (sitting down) with principal of SDN 173194 taking part in DBE1 training

Two new toilets


Participants learned about calculation methods (left picture,) while the results of calculations and analysis were presented to stakeholders during a public consultation meeting (right picture.)

community. Income from selling the plants was then given to help school pay some of its operational costs.

Already in his 70s, Bapak Togitua continues to take part actively in the school’s activities and to inspire others to contribute more of their time and resources to make the school a better place for the children.

BOSP results adopted by District Government of Pinrang, South Sulawesi

As part of DBE1 effort to improve capacity of district official and education stakeholders to produce better informed education policies, DBE1 has been assisting stakeholders in activities such as analysis of school unit costs (analisa biaya operasional satuan pendidikan or BOSP) and analysis of district education finance (analisa keuangan pendidikan kabupaten/kota or AKPK.) For BOSP, the analysis process so far has been completed by 26 districts while still Ongoing in 13. In Pinrang, South Sulawesi, this process started in June 2008.

The Pinrang District government made a decision at the beginning of 2008 to provide free education for elementary and junior secondary levels (SD/MI and SMP/MTs.) DBE1’s program to calculate school unit costs (BOSP) was designed to assist the district in determining the budget required to provide free education. In 2009, the district government extended the program to also cover higher secondary level (SMA

Students and teacher taking care of school yard


and SMK.) Through on-the-job facilitation and workshops, DBE1 assisted the BOSP team which consisted of Head of Bappeda, Head of Bappeda Finance Division, Head of the Education Office Administrative Division, and principals from SD, SMP, and SMA. The Head of Pinrang Education Council also took part to assist the process.

Throughout the training and facilitation sessions, team members learned to analyze data and calculate related costs using standards from National Education Standards Board (Badan Standar Nasional Pendidikan.)

According to Bapak Hamzah Sibadu, Head of Finance Division of Pinrang District Secretary Office, ‘The District government has been calculating BOSP since 2006, but there was no clear standard and there were different funding sources that were not considered. The method developed and facilitated by DBE1 has been very helpful because, among other things, it used integrated benchmarks for calculations.’

In a forward written for the final BOSP report, the Head of Bappeda, Bapak Drs. H. Syarifuddin Side, M.Si., stated that the results of BOSP will benefit all stakeholders:

• District Government: As a base for district budget allocation for schools as well as for education-related policies, in particular funding of the education sector.

• Schools: As a base for proposing school operational budgets to district government and members of community/school parents

• Members of community/parents: To provide a clear picture about the situation related to funding for school operational costs. Parents and members of the community can then use this knowledge to determine their level of involvement to support the school.

After completing the calculation and analysis process, BOSP team members presented their work results on September 15 to representatives of the District Government (Secretary of District), Pinrang District Parliament, Education Office, MORA, and the District Education Council. As part of the presentation, the BOSP team recommended that Pinrang district would need to spend Rp.900,000 per student per year or more than Rp.7 billion from its Annual Budget to cover the cost to support students in higher secondary level (SMA and SMK, not including MA and private schools.)

On December 31, during a Pinrang District Parliament plenary meeting, the parliament adopted this recommendation as part of 2009 District Annual Budget. District Parliament also decided that funding for SD/MI and SMP/MTs will be taken from BOS and Free Education Funds.


Oct Nov Dec1 NAD 18 9 16 432 North Sumatra 14 7 12 333 Banten 5 6 7 184 West Java 16 17 20 535 Central Java 22 24 19 657 East Java 40 24 22 868 South Sulawesi 15 14 19 48

Total 130 101 115 346

No. Province Number of Training Activities Total

Component Male Female TotalDistrict Facilitator 118 23 141 School Principal/Vise 546 381 927 School Committee 726 297 1,023 School teacher 397 455 852 District Education Staf 383 87 470 MORA District Staf 34 4 38 Local Government 98 21 119 Parent (non School Committee) 2 10 12 CSO 2 - 2 DPRD 20 5 25 Education Board 59 1 60 Supervisor 315 69 384 Other 168 74 242 Total 2,868 1,427 4,295

Annex 3: Training for Project Beneficiaries During the October to December period, there was a total of 346 training sessions conducted by DBE1 in all participating provinces. This number was a decrease from 580 training sessions completed in July to September quarter. Subsequently, the change was reflected in the number of people trained, from 6,216 during the last quarter to 4,295 trained during October to December. (Please see Table 26 on Number of Training Activities below for more details.)

Of the 4,295 people trained, school committee members (1,023) school principals/vice (927) and school teachers (852) continued to be the groups of training beneficiaries that had the highest number of people. Meanwhile, for district –level stakeholders, 470 representatives of district education office were trained in this period. (Table 27 below includes Summary of persons trained from October to December 2008 listed.)

Table 26: Number of training activities from October to December 2008

Table 27: Summary of persons trained from October to December 2008


As in previous quarterly reports, analysis of training beneficiaries was based on two categories, by institutions and activities (please see Table 28 and Table 29 below for break down information.) Analysis by institution indicates the number of actual people taking part in each DBE1 activity while analysis by activities is based on the type of activities (school or district levels) that these beneficiaries took part in.

As can be soon from Table 29 below, activities in this quarter included more dissemination-focused activities, namely RKS/M development process and SDS training, if compared to the July to September period.

Table 28: Analysis of training beneficiaries by Institutions13 Component Male Female Total

DBE DBE1 75 33 108 DBE2 4 2 6 DBE3 1 1

80 35 115 MONE

Kantor Cabang Dinas 10 1 11 Kepala Bidang 49 10 59 Kepala Dinas 22 22 Kepala Seksi-KCD-UPTD 130 19 149 Kepala Unit 10 2 12 Staf 162 55 217

383 87 470 MORA

Kepala Bidang 1 1 Kepala Kantor 2 2 Kepala Seksi 14 2 16 Kepala Unit 1 1 Staf 17 1 18

34 4 38 SCHOOL COMMITTEE

Lainnya 254 85 339 Orang Tua Murid 408 194 602 Tokoh Masyarakat 64 18 82

726 297 1,023 LOCAL GOVERNMENT

Bapedda 33 11 44 Dinas Terkait 44 6 50 Kantor Pemda 21 4 25

98 21 119 SCHOOL

Guru 397 455 852 Kepala Sekolah 546 381 927 Lainnya 22 20 42

965 856 1,821 SERVICE PROVIDER

District Facilitator 118 23 141

13 The number of beneficiaries reported here does not meet USAID reporting requirements which define a training beneficiary as one who receives 24 hours of training and who can only be counted once in a year


Lainnya 5 5 Pengawas 315 69 384

438 92 530 SERVICE USER

CSO 2 2 Dewan Pendidikan 59 1 60 DPRD 20 5 25 Lainnya 36 4 40 LSM/NGO 15 3 18 Media 9 3 12 Orang Tua Murid 2 10 12 Paguyuban Kelas 1 9 10

144 35 179 Grand Total 2,868 1,427 4,295

Table 29: Analysis of training beneficiaries by activities Activity Male Female Total

BIA Finalisasi Dokumen BIA 22 10 32

22 10 32 DEFA

Presentasi untuk stakeholder 6 5 11 Workshop #1 6 6 Other 7 9 16

19 14 33 GGSP

Fasilitasi Konsultasi Publik 63 8 71 Penyusunan Raperda 12 2 14

75 10 85 SCHOOL COMMITTEE TRAINING (SD/MI)

Aspirasi Masyarakat 182 122 304 Jender & Minoritas 74 18 92 Kemitraan 168 53 221 Musrenbang Desa 622 347 969 Pembukuan 139 45 184 Peran & Fungsi 50 15 65 Program Kerja 254 124 378

1,489 724 2,213 SCHOOL COMMITTEE TRAINING (SMP/MTs) Peran & Fungsi 34 7 41

34 7 41 LEADERSHIP (SD/MI)

Leadership Training #2 96 74 170 96 74 170

LEADERSHIP (SMP/MTs) Leadership Training #2 15 12 27

15 12 27 RENSTRA

FGD Renstra 47 16 63 Pelatihan DPISS 23 1 24 Pendamp.Prog.& Kegiatan 11 4 15


Pendampingan Entry Data 8 8 Pendampingan Ws.#2,3 7 5 12 Persiapan Data 52 19 71 Ws.#5 detail WS. Results 30 8 38 Ws.#6 Biaya & Pendanaan 35 14 49 Renstra 9 9 18

222 76 298 DISSEMINATION PROGRAM

Diseminasi KS-Lokakarya Tk. Kab./Kota 6 7 13 Diseminasi RKS/M-Forum Fasilitator 288 99 387 Diseminasi RKS/M-Lokakarya Tk. Kab./Kota 15 4 19 Diseminasi RKS/M-TOT Tk. Provinsi 23 12 35 Diseminasi RKS/M-Workshop 14 4 18

346 126 472 SDS

Pra Workshop SDS 150 140 290 Workshop Tk. Gugus 194 214 408 SDS (SMP/MTs)-Workshop Tk. Gugus 11 6 17 Pendampingan Finalisasi SDS (Pendampingan SDS I)

35 26 61

Pendampingan Finalisasi SDS (Pendampingan SDS II)

83 74 157

Pendampingan Pra Workshop 9 7 16 482 467 949

SUCA Finalisasi Laporan 24 5 29 Internal Consultation 72 22 94 Presentasi Stakeholder 71 27 98 Workshop # 1 138 36 174 Workshop # 2 143 43 186 Workshop #3 Tk. Gugus 140 47 187 SUCA 28 8 36

616 188 804 Update RKS/M (SD/MI)

Workshop Updating RKT S/M 98 28 126 98 28 126

Update RKS/M (SMP/MTs) Pendampingan Finalisasi Updating RKT S/M 8 2 10 Workshop Updating RKT S/M 34 11 45

42 13 55 OTHER TRAINING ACTIVITY

Coordination Meeting 17 6 23 Other Training Activity 279 102 381 RKS 65 62 127 RKT 6 6

367 170 537 Grand Total 3,923 1,919 5,842


Annex 4: Documents uploaded in the website

News update: DBE1 continues to support schools and madrasah in Jakarta December 24, 2008 DBE 2 CRC National Gathering: Best Practices and Meeting the Challenges December 16, 2008 Supporting replication of DBE1 programs, training to develop School Work Plan was conducted in Mojogedang sub-district, Karanganyar, Central Java December 4, 2008 DBE Took Part in 2008 West Java Education Technology Expo December 1, 2008 Visit of Margot Ellis, USAID Deputy Assistant of Administrator for Asia and Near East to USAID/DBE schools in Bogor, West Java November 13, 2008 Lecturers from University of Cendrawasih and Teachers from Bintuni Learns Active Learning in Makassar November 4, 2008 Roll-Out of Cluster Resource Center (CRC) Management Workshop: One Coin with Two Different Sides November 4, 2008 The Launch of Special Grant for the District of Jepara for 2008 in DBE 2 Primary School in Central Java November 4, 2008 Professional School Assistance (BPS) Package for Science Learning : A Touch of the Heart towards Quality Learning November 4, 2008


Good Practices update: Realizing the dream, trying to advance Nov 28, 2008 District Facilitators learned valuable skills to support SDS program Nov 27, 2008

Resource Materials update: Joint Circular Letter regarding Technical Information on How to Conduct Musrenbang year 2007 December 19, 2008 Republic of Indonesia Government Regulation number 72 year 2005 regarding Village November 27, 2008 Letter from Minister of Home Affairs regarding The Determination of The Allocation of District Government Funds to Village Government October 9, 2008 Law number 33 year 2004 regarding Fiscal Balance between the Central Government and Local Government October 9, 2008 Law number 32 year 2004 regarding Local Governance October 9, 2008

Top 10 downloaded documents: Teknologi Informasi Komunikasi untuk Kehidupan, Pembelajaran dan Pekerjaan (7708 downloads) Attachment for BSNP regulation No.No.984-BSNP-XI-2007 regarding SOP for SMP, MTs, SMPLB, SMA, MA, SMALB, DAN SMK National Exam year 2007/2008 (6563 downloads)


National Education Minister Regulation number 34 year 2007 regarding National Exam Year 2007-2008 (5602 downloads) Letter of Directorate General of Basic Education Management No. 643/C/KU/2007 regarding Implementation Guidelines for 2007 Fiscal Year 2007 Specific Allocation Funds (3095 downloads) Integrasi Kecakapan Hidup dalam Pembelajaran (2813 downloads) School Committee: Alliance (2649 downloads) National Education Minister Regulation number 12 year 2007 regarding School Supervisor Standard (2473 downloads) Law number 14 year 2005 regarding Teachers and University Lecturers (2456 downloads) Attachment for BSNP regulation No.9 No.983-BSNP-XI-2007 regarding SOP for Integration of National Exam with UNTUS for SD, MI, and SDLB Education Year 2007-2008 (2399 downloads) School Committee: Simple Accounting Methods (2308 downloads)


Annex 5: Publications Inventory

No. Title

1 Sistematika Pemutakhiran dan Pelaporan dan Informasi

2 Emis Assessment 3 ICT Grants Evaluation 4 Policy Reform in Education Planning 5 Education Hotspots

6 Study of Legal Framework for the Indonesian Basic Education Sector

7 Review of Materials on Education Planning, Management and Governance

8 Achievements, Challenges, and Plans 9 Public Private Alliance

10 Public Private Alliance Papua

11 Manual Rekontruksi dan Rehabilati Gedung sekolah dan Madrasah Pasca Gempa

12 Penguatan Komite Sekolah 13 Panduan Teknik Fasilitasi Rencana Pengembangan SD/MI 14 Panduan Replikasi Rencana Pengembangan SD/MI 15 Panduan Pemutakhiran Rencana Pengembangan SD/MI 16 Panduan Rencana Kerja SMP/MTs

17 Memimpin Untuk Mencapai Sukses Modul Kepemimpinan Buat Kepala sekolah

18 Panduan Rencana Pengembangan SD/MI

19 District Education Finance Analysis (DEFA)

20 Bagaimana Menyiapkan Rencana Pengembangan Kapasitas Dinas Pendidikan Kab/Kota

21 Konsep Good Governance Sektor Pendidikan GGSP dan Pemetaan GGSP

22 Buku Pedoman Analisis Keuangan Pendidikan Kab/Kota

23 Pendidikan Dasar dan Rintangan Pembelajaran

24 Panduan Penghitungan Biaya Operasional satuan Pendidikan dan Penyusunan Kebijakan

25 Panduan Aplikasi Hibah

26 Emis & ICT

27 Ketika Menyapa Masyarakat


28 Panduan Diseminasi Program Manajemen dan Tata Layanan Pendidikan Berbasis Sekolah

29 Manual Rehabilitasi dan Rekontruksi gedung sekolah pasca Gempa

30 Panduan Pelaksanaan Pembangunan sekolah dan Madrasah Darurat

31 Improving the Management and Governance of Islamic Schools and Madrasah

32 Buku Panduan Renstra SKPD

33 Education Policy Strategy and Financing Framework

34 Grants Manual

35 Monitoring Progress Report

36 Pilot Project Penguatan EMIS

37 Panduan Fasilitasi BOSP

38 Manual Sistem Database Sekolah (SDS)


Annex 6: Abbreviations, Acronyms and Glossary

Abbreviations & Acronyms APBD Anggaran Pendapatan dan Belanja Daerah [District Government Annual

Budget] APBN Anggaran Pendapatan dan Belanja Negara [National Government

Annual Budget] AusAID Australian Agency for International Development Bappeda Perencanaan Pembangunan Daerah [Regional Development Planning

Agency] Bappenas Perencanaan Pembangunan Nasional [National Development Planning

Agency] BIA BOS (Bantuan Operational Sekolah) Impact Analysis BOS Bantuan Operational Sekolah [school grants] BOSP Biaya Operasional Satuan Pendidikan [School Unit Cost] BP British Petroleum BRR Bureau for Reconstruction and Rehabilitation (Aceh and Nias) BSNP Badan Standar Nasional Pendidikan [National Education Standard

Board] CA Capacity Assessment CLCC Creating Learning Communities for Children COP Chief of Party CSO Civil Society Organization DAU Dana Alokasi Umum [general budget allocation from central government

to local governments] DBE USAID Decentralized Basic Education Project DBE1 Decentralized Basic Education Project Management and Governance DBE2 Decentralized Basic Education Project Teaching and Learning DBE3 Decentralized Basic Education Project Improving Work and Life Skills DEFA District Education Finance Analysis DPISS District Planning Information Support System DPRD Dewan Perwakilan Rakyat Daerah [district parliament] DSC District Steering Committee DTT District Technical Team EMIS Education Management Information Systems ESP Environmental Services Program [USAID project] GDA Global Development Alliance GDP Gross Domestic Product GGSP Good Governance Sektor Pendidikan (Good Governance in The

Education Sector) GOI Government of Indonesia IAPBE Indonesia-Australia Partnership in Basic Education [AusAID project] ICT Information and Communication Technology ILO International Labor Organization Jardiknas Jaringan pendidikan nasional – national education network KADIN Indonesian Chamber of Commerce KKG Kelompok Kerja Guru [teachers’ working group]


KKRPS Kelompok Kerja RPS [school RPS team] LG Local government LGSP Local Governance Support Program [USAID project] LOE Level of Effort LPMP Lembaga Penjamin Mutu Pendidikan [Education Quality Assurance

Body] M&E Monitoring and Evaluation MAPENDA Madrasah dan Pendidikan Agama [Religious and Madrasah Education] MBE Managing Basic Education [USAID project] MBS Manajemen Berbasis Sekolah (SBM=School Based Management) MCA Millennium Challenge Account MGMP Musyawarah Guru Mata Pelajaran [Subject-based Teachers Association] MI Madrasah Ibtidaiyah [Islamic primary school] MIS Madrasah Ibtidaiyah Swasta [private madrasah; MIN State Madrasah] MOU Memoranda of Understanding MSS Minimum Service Standards MTs Madrasah Tsanawiyah [Islamic junior secondary school] NGO Non Governmental Organization P4TK Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga

Kependidikan [Center for Educators and Education-Related Personnel Capacity Building]

PAG Provincial Advisory Group PAKEM Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan

[AJEL: Active, Creative, Joyful, and Effective Learning] PADATIWEB Pangkalan Data dan Informasi berbasis WEB. MONE database system PCR Politeknik Caltex Riau, Pekanbaru PDIP Pusat Data dan Informasi Pendidikan [Education Data and Information

Center] PDMS Project Data Management System PKBM Pusat Kegiatan Belajar Mengajar [Teaching and Learning Center] PMP Performance Monitoring Plan PPA Public-private alliances Ranperda Rancangan Peraturan Daerah [Draft of District Regulations] RAPBS Rencana Anggaran, Pendapatan, dan Belanja Sekolah [School Budget

Plan] RKAS Rencana Kegiatan dan Anggaran Sekolah [School Activities and Budget

Plan] RKS Rencana Kerja Sekolah [School Work Plan] RKTL Rencana Kerja Tindak Lanjut [Future Action Plan] RPPK Rencana Pengembangan Pendidikan Kabupaten/Kota [District Education

Development Plan] RPS Rencana Pengembangan Sekolah [School Development Plan] RTI RTI International SBM School-based management (see MBS) SD Sekolah Dasar [primary school] SIMNUPTK Sistem Informasi Manajemen - Nomor Unik Pendidik dan Tenaga

Kependidikan (Management Information System of Unique Number of Educator and Education Staff)

SMK Sekolah Menengah Kejuruan [middle vocational school] SMP Sekolah Menengah Pertama [junior secondary school]


SOAG Strategic Objective Agreement [USAID and Menko Kesra] SPM Standard Pelayanan Minimum [Minimum Service Standard] STTA Short-Term Technical Assistance SUCA School Unit Cost Analysis TraiNet TraiNet Administrator & Training [USAID reporting system] UPTD Unit Pelaksana Teknis Dinas [Technical Implementation Unit] USAID United States Agency for International Development WIB Waktu Indonesia Barat [Western Indonesian Standard Time]

Glossary APBD Anggaran Pendapatan dan Belanja Daerah [District Government Annual

Budget] APBN Anggaran Pendapatan dan Belanja Negara [National Government

Annual Budget] AusAID Australian Agency for International Development Bappeda Perencanaan Pembangunan Daerah [Regional Development Planning

Agency] Bappenas Perencanaan Pembangunan Nasional [National Development Planning

Agency] BIA BOS (Bantuan Operational Sekolah) Impact Analysis BOS Bantuan Operational Sekolah [school grants] BOSP Biaya Operasional Satuan Pendidikan [School Unit Cost] BP British Petroleum BRR Bureau for Reconstruction and Rehabilitation (Aceh and Nias) BSNP Badan Standar Nasional Pendidikan [National Education Standard

Board] CA Capacity Assessment CLCC Creating Learning Communities for Children COP Chief of Party CSO Civil Society Organization DAU Dana Alokasi Umum [general budget allocation from central government

to local governments] DBE USAID Decentralized Basic Education Project DBE1 Decentralized Basic Education Project Management and Governance DBE2 Decentralized Basic Education Project Teaching and Learning DBE3 Decentralized Basic Education Project Improving Work and Life Skills DEFA District Education Finance Analysis DPISS District Planning Information Support System DPRD Dewan Perwakilan Rakyat Daerah [district parliament] DSC District Steering Committee DTT District Technical Team EMIS Education Management Information Systems ESP Environmental Services Program [USAID project] GDA Global Development Alliance GDP Gross Domestic Product GGSP Good Governance Sektor Pendidikan (Good Governance in The


Education Sector) GOI Government of Indonesia IAPBE Indonesia-Australia Partnership in Basic Education [AusAID project] ICT Information and Communication Technology ILO International Labor Organization Jardiknas Jaringan pendidikan nasional – national education network KADIN Indonesian Chamber of Commerce KKG Kelompok Kerja Guru [teachers’ working group] KKRPS Kelompok Kerja RPS [school RPS team] LG Local government LGSP Local Governance Support Program [USAID project] LOE Level of Effort LPMP Lembaga Penjamin Mutu Pendidikan [Education Quality Assurance

Body] M&E Monitoring and Evaluation MAPENDA Madrasah dan Pendidikan Agama [Religious and Madrasah Education] MBE Managing Basic Education [USAID project] MBS Manajemen Berbasis Sekolah (SBM=School Based Management) MCA Millennium Challenge Account MGMP Musyawarah Guru Mata Pelajaran [Subject-based Teachers Association] MI Madrasah Ibtidaiyah [Islamic primary school] MIS Madrasah Ibtidaiyah Swasta [private madrasah; MIN State Madrasah] MOU Memoranda of Understanding MSS Minimum Service Standards MTs Madrasah Tsanawiyah [Islamic junior secondary school] NGO Non Governmental Organization P4TK Pusat Pengembangan dan Pemberdayaan Pendidik dan Tenaga

Kependidikan [Center for Educators and Education-Related Personnel Capacity Building]

PAG Provincial Advisory Group PAKEM Pembelajaran Aktif, Kreatif, Efektif, dan Menyenangkan

[AJEL: Active, Creative, Joyful, and Effective Learning] PADATIWEB Pangkalan Data dan Informasi berbasis WEB. MONE database system PCR Politeknik Caltex Riau, Pekanbaru PDIP Pusat Data dan Informasi Pendidikan [Education Data and Information

Center] PDMS Project Data Management System PKBM Pusat Kegiatan Belajar Mengajar [Teaching and Learning Center] PMP Performance Monitoring Plan PPA Public-private alliances Ranperda Rancangan Peraturan Daerah [Draft of District Regulations] RAPBS Rencana Anggaran, Pendapatan, dan Belanja Sekolah [School Budget

Plan] RKAS Rencana Kegiatan dan Anggaran Sekolah [School Activities and Budget

Plan] RKS Rencana Kerja Sekolah [School Work Plan] RKTL Rencana Kerja Tindak Lanjut [Future Action Plan] RPPK Rencana Pengembangan Pendidikan Kabupaten/Kota [District Education

Development Plan] RPS Rencana Pengembangan Sekolah [School Development Plan]


RTI RTI International SBM School-based management (see MBS) SD Sekolah Dasar [primary school] SIMNUPTK Sistem Informasi Manajemen - Nomor Unik Pendidik dan Tenaga

Kependidikan (Management Information System of Unique Number of Educator and Education Staff)

SMK Sekolah Menengah Kejuruan [middle vocational school] SMP Sekolah Menengah Pertama [junior secondary school] SOAG Strategic Objective Agreement [USAID and Menko Kesra] SPM Standard Pelayanan Minimum [Minimum Service Standard] STTA Short-Term Technical Assistance SUCA School Unit Cost Analysis TraiNet TraiNet Administrator & Training [USAID reporting system] UPTD Unit Pelaksana Teknis Dinas [Technical Implementation Unit] USAID United States Agency for International Development WIB Waktu Indonesia Barat [Western Indonesian Standard Time]